Self-Assessment Report
2011-2012
November 2012
(Registered as City of Sunderland College)
CONTENTS
Page No
PART A:
A1
A2
A3
A4
The College
Performance against strategic plan
Improvements since last self-assessment
Improvements since last inspection
PART B:
B1
B2
B3
B4
1
1
2
3
OVERALL EFFECTIVENESS
Summary table of grades
Key strengths and areas for improvement
Overall effectiveness
Quality Improvement Plan for 2012-13
PART C:
C1
C2
C3
C4
C5
INTRODUCTION
4
5
5
6
OUTCOMES FOR LEARNERS
All learners achieve and make progress relative to their starting points and learning goals
Achievement and progression tables
Achievement gaps are narrowing between different groups of learners
Learners develop personal, social and employability skills
Learners progress to courses leading to higher-level qualifications and into jobs that meet
local and national needs
7
8
11
11
12
PART D: QUALITY OF TEACHING, LEARNING AND ASSESSMENT
D1
D2
D3
D4
D5
D6
D7
D8
Learners benefit from high expectations, engagement, care, support and motivation from staff
Lesson observation grade profile and summary for strengths and areas for improvement in TLA
Staff use their skills and expertise to plan and deliver teaching, learning and support to meet
each learner’s needs
Staff initially assess learners’ starting points and monitor their progress, set challenging tasks and
build on and extend learning for all learners
Learners understand how to improve as a result of frequent, detailed and accurate feedback from
staff following assessment of their learning
Teaching and learning develops English, mathematics and functional skills, and supports the
achievement of learning goals and career aims
Equality and diversity are promoted through teaching and learning
Appropriate and timely information, advice and guidance supports learning effectively
PART E:
E1
E2
E3
E4
E5
E6
E7
13
14
15
15
16
17
17
18
EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT
Leaders and managers demonstrate an ambitious vision, have high expectations for what all
learners can achieve, and attain high standards of quality and performance
Leaders and managers improve teaching and learning through rigorous performance
management and appropriate professional development
Leaders and managers evaluate the quality of provision through robust self-assessment, taking
Account of users’ views, and use the findings to promote and develop capacity for sustainable
Improvement
Summary of learner, parent and employer views
Leaders and managers successfully plan, establish and manage the curriculum and learning
programmes to meet the needs and interests of learners, employers and the local and national
community
Leaders and managers promote equality and diversity, tackle bullying and discrimination, and
narrow the achievement gap
Leaders and managers safeguard all learners
1
19
20
21
22
24
25
26
PART F:
SSA1
SSA2
SSA4
SSA5
SSA6
SSA7
SSA8
SSA9
SSA10
SSA11
SSA12
SSA13
SSA14
SSA15
SUBJECT SECTOR AREA REPORTS
Health, Public Services and Care
Science and Mathematics
Engineering and Manufacturing Technologies
Construction, Planning and the Built Environment
Information and Communication Technology
Retail and Commercial Enterprise
Leisure, Sport, Travel and Tourism
Arts, Media and Publishing
History, Philosophy and Theology
Social Sciences
Languages, Literature and Culture
Education and Training
Preparation for Life and Work
Business, Administration and Law
PART G:
28
32
40
44
49
52
56
60
64
64
64
69
72
78
APPENDICES
2012-13 Quality Improvement Plan
College Structure
2012-13 Quality and Curriculum Calendar
Self-assessment Process Flowchart
84
87
88
89
2
PART A:
1
INTRODUCTION
The College
The College is a large general further education college with vocational campuses at Shiney Row and Hylton and sixth
forms at Washington, St Peter’s and Bede campuses; a further sixth form, Headways, is co-located at the Bede campus.
The sixth forms are jointly operated by the College and the 11-16 local non-denominational secondary schools as part of
a unique partnership agreement, offering A level and vocational provision primarily to 16-18 year olds. The College
continues to operate its post 19 provision as a single FE provider. College programmes cover all sector areas (except
Sector 3 Agriculture). The College operates an extensive range of courses from entry level to degree level and has a
growing apprenticeship offer. Most learners come from Sunderland and the Sunderland travel to work area.
In 2011-12, the College enrolled 4,796 (EFA-funded) 16-18 year old learners and 5,358 adult (SFA-funded) learners. A
further 4,384 learners followed workplace learning programmes, including Apprenticeships. The 16-18 year old learner
population is fairly evenly balanced in terms of gender (54% male and 46% female) and 67% of the adult learner
population is female. The proportion of learners from ethnic minority backgrounds is small and accounts for 4% of
enrolments. In the City, minority ethnic groups account for 3% of the local population. According to the latest Socioeconomic Performance Indicator, the College is listed in the bottom quartile of providers in terms of deprivation, though
the College`s success rates generally outperform those providers listed in the top quartile.
The College was granted Beacon status in 2010-11 as an exemplary learning provider by the Learning and Skills
Improvement Service (LSIS). The College has also been awarded the Queen’s Award for its Skills for Life provision in
2010. It holds three separate Beacon Awards: literacy and numeracy; 14-19 partnerships and copyright. In recognition of
its status as a high performing provider, the College has been awarded the Sunderland Platinum 14-19 Quality Assurance
Award (highest level). The Sunderland QA Framework aims to improve provider performance, support collaboration and
ensure that learners benefit from consistent, high quality, experiences especially when moving between providers. The
College achieved the National Leading the Learner Voice Award, sponsored by LSIS, in recognition of the work of the
College`s Human Rights Group. Matrix accreditation is held for the College`s mainstream advice and guidance services.
The College offers foundation degrees and year zero courses in collaboration with the University of Sunderland and has
recently introduced its first full degree programme in collaboration with Teesside University. In June 2011, the College
received an excellent outcome from the Summative Review of the College`s higher education provision by the Quality
Assurance Agency.
The College’s mission is to shape and develop lives, communities and the economy through learning. The core values of
the College are:
Partnership
Respect
Innovation
Diversity
Ethical
A2
Performance against strategic plan
The Strategic Plan for 2011-14 includes challenging targets for the achievement of each strategic objective. Progress
against the strategic targets, which underpin the strategic objectives, are closely monitored by senior managers and
governors. Progress during the first year of the Strategic Plan is as follows:
Strategic Aim 1: Provide personalised learning opportunities for all learners
Good progress made in first year of strategic plan
4 of 7 targets have been achieved (green)
3 targets are partially achieved and remain on target to achieve (amber)
Strategic Aim 2: Raise standards through the delivery of teaching, training and learning
Good progress made in first year of strategic plan
9 of 13 targets have been achieved (green)
4 targets are partially achieved and remain on target to achieve (amber)
Strategic Aim 3: Develop and grow a viable, innovative and responsive college
Reasonable progress made in first year of strategic plan
5 of 15 targets have been achieved (green)
1
7 targets are partially achieved and remain on target to achieve (amber)
2 targets relating to growth (International and Prince`s Trust) are under review within new structure (amber)
Strategic Aim 4: Develop the economic prosperity of the City and the region
Good progress made in first year of strategic plan
4 of 9 targets have been achieved (green)
4 targets are partially achieved and remain on target to achieve (amber)
1 target is no longer applicable – Target 4.8 is to work as a key partner on the City`s Adult Learning Committee –
however the Local Authority has disbanded this group and there is no longer a strategic drive on communitybased adult learning across the City.
Strategic Aim 5: Develop a highly skilled, innovative, flexible workforce
Reasonable progress made in first year of strategic plan
2 of 8 targets have been achieved (green)
4 targets are partially achieved and remain on target to achieve (amber)
2 targets have not been achieved in 2011-12 (red) – Targets 5.1 and 5.2 are to incorporate an assessment of
behaviour and attitudes within the College`s staff recruitment and selection process and develop core standards
of behaviour for all staff – this has been deferred by HRM until the conclusion of redundancies.
Strategic Aim 6: Promote, celebrate and respect equality and diversity
Good progress made in first year of strategic plan
5 of 8 targets have been achieved (green)
3 targets are partially achieved and remain on target to achieve (amber)
Strategic Aim 7: Provide high quality facilities and state-of-the-art resources
Reasonable progress made in first year of strategic plan
8 of 8 targets are partially achieved and remain on target to achieve (amber) – a revised capital strategy is in
place.
A3
Improvements since last self-assessment
Very good progress has been made since last self-assessment. During 2011-12, the College actively managed a
significant staffing restructure with the redundancies of 50 members of staff (6 compulsory) from teaching departments
and support areas from across the College in response to funding changes. Despite this success rates continue to rise.
Almost all subject sector areas have success rates above national averages. Nine of the 14 subject sector areas have
success rates in excess of 85%. Subject areas making good improvement in 2011-12 include subject area 1 (health,
public services and care), subject area 5 (construction), subject area 6 (ICT), subject area 7 (retail and commercial),
subject area 8 (leisure, travel and tourism) and subject area 13 (education and training) and subject area 14 (preparation
for life and work).
The last self-assessment identified three key areas for improvement: to improve value added and high grades for AS and
A2 students and further improve success rates for 16-18 students on AS Maths; to further reduce the variability in
success rates across centres for some qualifications; and to improve retention of adults on level 1 programmes. There
has been good progress made in improving success rates for AS students. The overall success rate has improved from
78% to 84% (4% points above sixth form college national average). Variability between centres is reducing and the
curriculum restructure in place for 2012-13 will help to reduce this further. The proportion of students achieving high A-B
grades at AS in 2011-12 has improved by 6% to reach 29% but this still remains 7% points below the sixth form college
national average. There have been significant improvements (10% +) in AS Chemistry, AS Physics, AS Computing, AS
Law, AS Drama and Theatre Studies, AS Film Studies and AS Art and Design. In addition, AS/A2 English
Language/Literature, AS/A2 Sociology AS performing Arts, AS Business, AS Law, AS Spanish, A2 Chemistry, A2
Computing and A2 PE exceed sixth form national average for high grade performance. The progress (value added)
made overall by A level learners requires further improvement (L3VA AS -2.7 and A2 -3.8 (formerly LAT) and ALPS
grades 7 and 6 respectively) and there is a lower proportion of learners who achieve high grades in some AS and A2
qualifications. Retention and achievement on Level 1 19+ programmes has significantly improved to 92%. Although
there has been a 7% points improvement in the AS mathematics success rate, it remains an area for further
improvement. AS/A2 provision remains a key area for improvement in 2012-13, as does further improvement to the
proportion of high grades and value added.
2
A4
Improvements since last inspection
Robust improvements continue to be made since last inspection.
All actions to address these issues have been
achieved and closed off though strategies to make further improvements in some areas continue. In the 2010 Ofsted
inspection, overall effectiveness was judged to be ‘good’ with ‘outstanding’ capacity to improve. The following key areas
for improvement were identified in the report:
1
Continue to embed teaching and learning improvement strategies across the College to improve teachers` use of
questioning skills and planning activities to stretch learners who are more able.
Actions and Progress: The College`s Teaching and Learning Coaching strategy is now well established.
The TEEP programme for coaches has resulted in an increased focus on teaching and learning and
extended use of the Learning Framework across the College. There is further improvement in the College`s
lesson observation profile of good or better lessons (from 80% to 86%), a greater proportion of outstanding
(from 21% to 22%) and a reduced proportion of satisfactory lessons to 13%. There is also improved learner
satisfaction with teaching and learning. Further embedding of teaching and learning improvement strategies
continue.
2
Analyse and evaluate the underlying causes of differences in the quality of provision provided on different college
campuses to inform improvement actions.
Actions and Progress: The effectiveness of curriculum team and centre meetings has improved and there
is a stronger focus on improvements in teaching and learning. A revised curriculum structure is in place to
increase accountability and ownership and to share good practice within cross-college subject
departments. Strategies to improve the quality of teaching and learning in Science and Mathematics and
share good practice across centres continues to be strengthened. There has been a 7% points
improvement in the AS Maths success rate in 2011-12, however, this is still below the sixth form average
and this area of AS provision therefore remains a key area for improvement in 2012-13. Success rate
variations between centres for AS/AS qualifications has been reducing over time (from 13% differential in
2009-10 to 9% differential in 2011-12).
3
Continue to develop strategies to improve further the progress of learners in relation to their starting points on all
qualifications.
Actions and Progress: College-wide promotion of the Higher Order Thinking Skills project has improved
the proportion of high grades achieved by AS and A2 learners. Supervised homework sessions run all
year across the curriculum and additional subject-specific revision sessions are also provided following the
January modules which has resulted in a positive impact on final results. Overall, high grades on AS
programmes continues to improve with 29% of learners achieving A-B grades (an improvement of 6%
points) and 30% of learners achieving A-B grades at A2 (an improvement of 3% points) however this
improvement is from a low base and remains significantly below the sixth form averages by 7% points and
13% points respectively.
The progress (value added) made overall by these learners requires
improvement (AS -2.7 and A2 -3.8 and ALPS grades 7 and 6 respectively) and there is a lower proportion
of learners who achieve high grades in some AS and A2 qualifications.
4
Improve the success rates on intermediate and advanced courses by monitoring and tracking the impact on
progression between levels of courses following the high success rates on foundation programmes.
Actions and Progress: Progression routes and pathways have been reviewed and are clearly articulated to
learners. Progression is now systematically considered within the self-assessment and curriculum review
processes.
3
PART B:
B1
OVERALL EFFECTIVENESS – Grade 2 (Good) with outstanding features
Summary table of grades
Outcomes for Learners
2011-12
2
2010-11
2
with outstanding
features
with outstanding
features
2
Quality of Teaching, Learning and Assessment
2
2009-10
2
2
with outstanding
features
1
Effectiveness of Leadership and Management
Overall Effectiveness
1
1
2
2
2
with outstanding
features
with outstanding
features
with outstanding
features
SSA1
Health, public services and care
1
1
2
SSA2
Science and mathematics
2
3
3
2
2
2
2
sub-grade 4
SSA4
SSA5
Engineering and manufacturing technologies
3
Construction, planning and built environment
2
sub-grade 3
SSA6
Information and communication technology
1
1
2
SSA7
Retail and commercial enterprise
2
1
2
SSA8
Leisure, travel and tourism
1
1
1
SSA9
Arts, media and publishing
2
2
1
SSA10 History and religious studies
1
1
2
SSA11 Social sciences
1
1
2
SSA12 Languages, literature and culture
1
1
2
SSA13 Education and training
1
2
2
SSA14 Preparation for life and work
1
1
1
SSA15 Business, administration and law
2
1
1
Employer Engagement/Employability
2
1
1
Apprenticeships
2
2
2
2
2
2
International
sub-grade 4
Higher Education Provision
2
2
2
Governance
1
1
2
Continuing Professional Development (CPD)
1
1
1
Estates
2
2
1
Finance
1
1
1
Health and Safety
2
1
1
Human Resource Management (HRM)
2
2
-
ICT Services
3
3
3
Information Systems (data and exams)
2
2
2
Information Learning Services
2
2
2
Learning Support
1
1
1
Marketing
2
3
-
Quality and Standards
1
1
1
Refreshments and Retail
3
3
2
Student Services
2
2
2
4
B2
Key strengths and areas for improvement
Key strengths:










High and improving success rates for 16-18 learners at all levels
Outstanding progress made by 16-18 learners on level 3 vocational programmes
Good success rates on 19+ programmes
Good timely success rates on apprenticeship and workplace programmes
Good and improving teaching, learning and assessment with activities matched to learners` needs
Good range of effective support provided to learners
High levels of satisfaction by learners, parents and employers
Outstanding range of responsive provision which meets the needs and interests of learners and stakeholders
through innovative and effective partnerships
Outstanding promotion of equality and diversity and social inclusion
Outstanding capacity to improve and an ability to embrace change
Key areas for improvement:




B3
Improve value-added and high grades for some AS and A2 learners and further improve success rate in AS
mathematics
Improve retention and achievement of 19+ learners on level 2 programmes
Improve learner progression
Increase the proportion of outstanding teaching, learning and assessment sessions
Overall effectiveness - Grade 2 (Good) with outstanding features
Outcomes for learners are good with outstanding features. College success rate overall is very high at 89%. This
improving level of performance has been sustained over three years and exceeds the GFE national average by 8%
points. Almost all subject sector areas have success rates above national averages. The success rates for 16-18
learners completing long levels 1, 2 and 3 qualifications are high (85%, 87% and 90% respectively) and above national
averages. At level 3, two thirds of students undertake vocational qualifications and the success rates, value added and
high grade achievement are very high. For 16-18 learners taking level 3 vocational qualifications, the proportion who
achieve high grades is high and the progress (value added) made by learners on vocational level 3 programmes is
outstanding with value scores ‘above average’ in the 2012 National Level 3 Value Added Report (formerly LAT) and 2012
Alps Report.
One third of 16-18 learners undertake A level qualifications. AS and A2 overall success rates are high and exceed sixth
form national averages (AS success rate of 84% has increased by 6% points on the previous year and exceeds the sixth
form national average by 4% points; A2 success rate continues very high at 96% and is also above sixth form national
average). While there has been a 7% points improvement in the success rate for AS Maths in 2011-12 it is still below the
sixth form average and remains an area for improvement for 2012-13. Overall, high grades on AS programmes continue
to improve with 29% of learners achieving A-B grades (an improvement of 6% points) and 30% of learners achieving A-B
grades at A2 (an improvement of 3% points) however this improvement is from a low base and remains below the sixth
form national averages. The progress (value added) made overall by A level learners requires improvement and there is
a lower proportion of learners who achieve high grades in some AS and A2 qualifications.
Success rates for learners aged 19+ are good overall at 83% for long programmes. Success rate at level 1 and 3 are high
at 92% and 84% and are above national averages. Although level 2 success rate has improved it remains low at 77% due
to a fall in retention of adults at this level. Short and very short course success rates for adults remain very high. In
workplace learning provision there were 4,384 starts in 2011-12 with a high timely success rate of 89% which is above
national average. Apprenticeship provision continues to grow significantly to reach 495 in 2011-12 and the timely
success rate so far in 2011-12 is 68% which is above national average. There is little difference in the success rates of
different groups of learners by equality and diversity characteristics. Variability between centres is reducing (from 13%
differential in 2009-10 to 9% in 2011-12) and the curriculum restructure in place for 2012-13 will help to reduce this
further. Success rates in English, maths and functional skills are high. The latest Socio-economic Performance Indicator
(SePI) shows that although the College is ranked in the bottom quartile of providers in terms of deprivation, its overall 1618 and 19+ learner success rates exceed those of providers in the top quartile. The College will continue to improve the
success rates on AS Mathematics as well as the proportion of high grades and value added on AS and A2 qualifications.
The quality of teaching, learning and assessment is good. Teaching and learning represents the essential core
business of the College and effective quality assurance and improvement is central to the continued success of the
institution. The target for performance in teaching and learning set within the strategic plan has been achieved. Eighty
5
six per cent of lessons were judged to be good or better in 2011-12 which is an improvement of 6% points on the previous
year. This demonstrates a significant and positive three year trend of +10% for good or better practice. More pleasingly is
the consistent development of the proportion of outstanding teaching (+10% over the three year period 2009-12), with a
concomitant reduction of satisfactory teaching (-6%) over the same period. The quality of teaching overall has improved
consistently year on year with a concomitant improvement in student success outcomes. There is now no difference in the
good or better teaching provision between 16-18 and 19+ learners. The College`s lesson grade profile compares
favourably to the North East Region Peer Review and Development Group shared profile of lesson observations (East
Durham College, South Tyneside College, New College Durham and City of Sunderland College). An analysis of internal
inspection findings demonstrates that the ‘Learning Cycle’ is embedded and promoted within systematic lesson planning
which actively involves learners in their learning. There is further evidence of outstanding relations between staff and
students, where learner-centred approaches offer both support and challenge in most lessons which are graded good or
better. Assessment for learning strategies are used effectively both to measure and develop understanding in the majority
of lessons. Tracking of learners’ progress is strong, with effective and timely intervention strategies in place, with effective
and prompt communication between curriculum and tutorial teams. The College will continue to improve the impact of
learning outside the classroom, the effectiveness of questioning, degree of learner challenge and higher order thinking
skills development in some lessons, and teachers` strategies to challenge the more able and meet the needs of weaker
students.
Leadership and management are outstanding. There is a culture of openness and transparency in decision-making
and the leadership team has significantly raised the expectations and ambition of staff and learners which are high.
Senior managers set a clear strategic direction for the College, supported by the governors. The core values of the
College articulate the College’s aspiration to provide high quality personalised learning for learners in the City and to
contribute to the City and region’s prosperity. Senior and other managers make a significant contribution to key strategic
partnerships and the College’s provision responds well to local and national priorities. During 2011-12, the College
actively managed a significant staffing restructure with the redundancies of 50 members of staff (6 compulsory) from
teaching departments and support areas from across the College in response to funding changes. Despite this, success
rates continue to rise due to close monitoring of student progress and effective intervention and support strategies. The
College provides good value for money. In the 2011-12 employer survey, 93% of employers agreed that the College
provides a value for money service. Financial health and financial management and control are acknowledged as
outstanding.
A whole College culture of accountability is developing. Staff feel that the Principal is very accessible and welcome the
changes made. Progress against the strategic targets, which underpin the strategic objectives, is closely monitored by
senior managers and governors. Provision for school leavers is enhanced through Sixth Form Partnerships with fourteen
11-16 schools and two Local Authorities. These arrangements encourage curriculum evolution allowing for seamless
progression from school to college. Strong, successful partnerships have been developed with a wide range of
employers which ensures that Apprenticeship and employer responsive provision are tailored to individual needs and are
responsive to identified skills gaps. Governance is outstanding and the governing body very effectively holds the College
accountable for its performance. The Governors and Principal provide a clear direction for the College and the skills of
Governors help to set the strategic direction. Governors are clear about the College`s strengths and areas for
improvement and receive regular reports and action plans sufficiently in advance of meetings to afford time for scrutiny
and challenge.
The College has outstanding capacity to improve and an ability to embrace change. A recent business review conducted
by the College`s auditors reports that staff recognise the needs and benefits of the restructure and change in working
conditions. Drive and ambition at the senior level have yet to be fully embedded at all levels of the College. The College
management structure for employer provision has also very recently changed and the College is emerging from a
restructure. Regular impact monitoring of changes and the new curriculum structure will take place throughout 2012-13.
Very rigorous and highly effective strategies for performance management and improving the quality of teaching and
learning are at the heart of the strategy for raising standards.
B4
Quality improvement plan issues for 2012-13
Attached within the Appendices section of this document is the College Quality Improvement Plan which details the
strategies in place to drive further improvements in the quality of provision in 2012-13. The issues are as follows:
Issue 1
Issue 2
Issue 3
Issue 4
Issue 5
Issue 6
Issue 7
Issue 8
To maximise the number of students achieving their qualifications
To maximise the number of students achieving positive value added and high grades
To maximise the number of students progressing to the next level of qualification or into HE or employment
To further improve the quality of teaching learning and assessment
To support the new management structure to embed and work more effectively
To realign the curriculum to fit new funding requirements
To further improve impact measurement and reporting of improvements in teaching, learning and
assessment
To implement Pro-monitor across the College to further improve communications and tracking of learner
targets, progress and behaviour
6
PART C:
OUTCOMES FOR LEARNERS - Grade 2 (Good) with outstanding features
C1 All learners achieve and make progress relative to their starting points and learning goals
Outcomes for learners are good, with outstanding features:
16-18 classroom based learning – outstanding
19+ classroom based learning – outstanding at levels 1 and 3 and good at level 2
Workplace learning and apprenticeships – good
English, mathematics and functional skills – outstanding
Value added – outstanding at vocational and requires further improvement at AS/A2
College success rate overall is very high at 89%. This improving level of performance has been sustained over three
years and exceeds the GFE national average by 8% points. Almost all subject sector areas have success rates above
national averages. Nine of the 14 subject sector areas have success rates in excess of 85%. Subject areas making good
improvement in 2011-12 include subject area 1 (health, public services and care), subject area 5 (construction), subject
area 6 (ICT), subject area 7 (retail and commercial), subject area 8 (leisure, travel and tourism) and subject area 13
(education and training) and subject area 14 (preparation for life and work).
The success rate for 16-18 learners completing long programmes is high at 87% which is 11% points above GFE national
average. Level 1 qualification success rate has improved in successive years to reach 85% (4% above GFE national
average). Success rates at level 2 and level 3 (non-A level) for this age group have continued to increase and are very
high at 87% and 90% respectively. At level 3, two thirds of students undertake vocational qualifications and the success
rates, value added and high grade achievement are very high. For 16-18 learners taking level 3 vocational qualifications,
the proportion who achieve high grades is high at 71% (BTEC Extended Diplomas) and 41% (Subsidiary Diplomas)
(awaiting confirmation of high grade performance against national average). The progress (value added) made by
learners on vocational level 3 programmes is outstanding with value scores ‘above average’ in the 2012 National Level 3
Value Added Report (formerly LAT): BTEC Extended Diploma +22.3; BTEC Subsidiary Diploma +5.5; and BTEC Level 3
Certificate +11.6 (BTEC Level 3 overall value added is Grade 2 ‘Outstanding’ in the Advanced Level Systems
Performance (ALPS) 2012 report). Points per Entry Score (graded level 3 qualifications) has fallen from 223 to 215
(estimated) due to changes in the allocation of points scores from the BTEC Award/Certificate/Diploma to the new
Subsidiary/Diploma/Extended Diploma.
One third of 16-18 learners undertake A level qualifications. AS/A2 success rates have improved overall and are in line
with sixth form college national averages. Three quarters of AS/A2 qualifications meet or exceed sixth form national
averages. The overall AS success rate of 84% has increased by 6% points on the previous year and exceeds the sixth
form national average by 4% points. The A2 success rate continues very high at 96% and is also above sixth form
national average. 31 of 48 AS and A2 qualifications show further improvement in 2011-12, with significant improvements
in AS Chemistry, AS Physics, AS Computing, AS Law, AS Drama and Theatre Studies, AS Film Studies and AS Art and
Design. While there has been a 7% points improvement in the success rate for AS Maths in 2011-12 it is still below the
sixth form average. Mathematics therefore remains an area for improvement for 2012-13. Other AS/A2 qualifications
with low success rates and therefore areas for improvement are AS Biology and AS Government and Politics and Classic
Civilisation. Overall, high grades on AS programmes continue to improve with 29% of learners achieving A-B grades (an
improvement of 6% points) and 30% of learners achieving A-B grades at A2 (an improvement of 3% points) however this
improvement is from a low base and remains below the sixth form averages by 7% points and 13% points respectively.
The progress (value added) made overall by these learners requires improvement (AS -2.7 and A2 -3.8 and ALPS grades
7 and 6 respectively) and there is a lower proportion of learners who achieve high grades in some AS and A2
qualifications.
Success rates on mathematics and English programmes are very high for both 16-18 year olds and adults. The GCSE
success rate is above national average at 89% (high grades are at national average for GCSE English and are
significantly above national average for GCSE mathematics). The success rates for 16-18 learners taking level 1 adult
literacy and numeracy qualifications is 84% in each subject area and at level 2 the success rate is lower at 73% and 60%.
Success rates in key/functional skills (1,452 starts) are high at levels 1, 2 and 3 (85%, 86% and 98% respectively) and are
significantly above national averages. The successful outcomes of these strategies give learners confidence to progress
to further study or gain employment.
The overall success rate for learners aged 19+ undertaking long programmes is 83% and is 7% points above GFE
national average. Performance in level 1 programmes was acknowledged as an area for improvement in 2011-12 and
the success rate has subsequently improved from 75% to 92%. Level 3 success rate continues to improve and at 84% is
9% points above national average. Although performance at level 2 has improved it remains low at 77%, due to a fall in
retention of adults at this level. Short and very short course success rates for adults remain very high. In workplace
learning provision there were 4,384 starts in 2011-12 with a high timely success rate of 89% which is above the national
7
average of 81%. Apprenticeship provision continues to grow significantly to reach 495 in 2011-12. Timely success rates
for apprentices in 2011-12 is 68% (3% points above the timely national average).
Variability between centres is reducing (from 13% differential in 2009-10 to 9% in 2011-12) and the curriculum restructure
in place for 2012-13 will help to reduce this further. The College will continue to improve the success rates on AS
Mathematics as well as the proportion of high grades and value added on AS and A2 qualifications.
C2
Data Tables
(Tables data source: Proachieve, CPR View, Rules Applied, GFE benchmarks)
Table 1 Success, retention and achievement by subject sector area
2011/12
Sector Subject Area
No of Starts
2,284
1,103
n/a
776
668
930
1,091
939
876
484
348
550
134
12,181
1,523
219
1,452
24,106
1 Health, Public Services & Care
2 Science & Mathematics
3 Agriculture, Hort. & Animal Care
4 Engineering & Manufacture Tech
5 Construction and Planning
6 Information & Comm Technology
7 Retail and Commercial Enterprise
8 Leisure, Travel & Tourism
9 Arts, Media & Publishing
10 History, Philosophy & Theology
11 Social Sciences
12 Languages, Literature & Culture
13 Education & Training
14 Preparation for Life & Work
15 Business, Administration & Law
Not Applicable
Key Skills/Functional Skills
Total (exc k ey & functional sk ills)
Retention %
BM
95
88
94
89
n/a
n/a
88
86
85
84
96
86
90
88
96
90
89
88
94
86
95
90
95
88
90
91
96
91
95
89
100
98
93
88
95
90
Achievement %
BM
97
94
87
86
n/a
n/a
85
91
96
92
97
91
93
95
97
94
93
95
96
90
94
87
97
94
98
95
95
90
91
88
100
97
93
73
94
91
2010/11 2009/10
Success Success
%
%
Success %
BM
93
83
82
77
n/a
n/a
74
79
82
77
92
78
83
84
93
84
82
83
90
78
89
78
92
83
89
86
91
82
86
78
100
95
86
64
89
81
87
80
n/a
80
76
88
87
89
81
87
92
95
83
87
88
100
88
87
91
81
n/a
83
78
87
83
92
85
84
92
93
87
84
88
100
85
86
Table 2 Success, retention and achievement by qualification type
Qualification Type
(Classroom –based
learning all ages)
A/A2 (Long Level 3)
2011/12
No of
Starts
826
Retention
%
97
96
Achievement
%
99
(97 VI)
AS (Long Level 3)
2042
94
88
96
(98 VI)
89
(92 VI)
GCSE (Long Level 2)
97
Success
%
83
92
High Grades %
Comp
34
(95 VI)
84
(87 VI)
73
38
2010/11
Success
%
2009/10
Success
%
98
94
78
80
(49 VI)
29
(80 VI)
27
(36 VI)
98
89
86
100
95
89
83
54
15
91
93
6900
90
86
96
92
87
78
16
4
83
80
Level 1
2049
89
88
97
91
86
80
N/A
N/A
80
78
Level 2
2266
89
88
95
90
85
78
6
0
79
74
Level 3
2585
92
82
96
93
88
76
37
13
88
86
Short (all levels)
11111
96
94
94
90
90
84
N/A
N/A
88
88
Very Short (all levels)
3129
100
99
96
95
96
93
N/A
N/A
98
97
Key/Functional Skills
(all levels)
1452
93
88
93
73
86
64
N/A
N/A
88
85
Other Long (all levels)
TOTAL:
24106
(AS and A/A2 sixth form national averages (BM) shown in brackets)
8
Table 3 Success, retention and achievement by age group, level and duration
2011/12
Qualification
Under 19 Long
Level
CoSC
BM
No of Starts
Success Rate %
Retention %
Achievement %
1,772
85
88
96
81
88
93
999
82
84
97
80
88
91
No of Starts
Success Rate %
Retention %
Achievement %
No of Starts
Success Rate %
Retention %
Achievement %
1,823
87
91
96
4,783
88
94
94
All
No of Starts
Success Rate %
Retention %
Achievement %
1
78
87
90
1,087
81
84
96
4,319
87
94
92
7,139
90
95
95
86
94
92
5,217
85
93
92
81
92
88
1
No of Starts
Success Rate %
Retention %
Achievement %
277
95
97
99
78
87
90
275
75
81
92
76
86
88
2
No of Starts
Success Rate %
Retention %
Achievement %
541
78
82
95
77
85
90
688
76
81
94
75
84
89
No of Starts
Success Rate %
Retention %
Achievement %
No of Starts
Success Rate %
Retention %
Achievement %
670
84
90
93
n/a
na
n/a
n/a
X
No of Starts
Success Rate %
Retention %
Achievement %
All
No of Starts
Success Rate %
Retention %
Achievement %
Under 19 Long
3
19+ Long
19+ Long
3
19+ Long
H
19+ Long
19+ Shorts
2008/09
Type
BM
2
19+ Long
2009/10
CoSC
Under 19 Long
Under 19 Shorts
2010/11
80
87
92
77
86
90
78
87
90
n/a
n/a
n/a
692
81
89
92
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
3,972
89
98
91
85
94
91
3,842
87
94
92
83
92
89
77
84
92
9
75
83
90
CoSC
1,721
76
84
90
1,296
74
86
86
4,690
86
93
93
3,496
84
90
93
573
85
89
96
770
79
83
94
701
81
87
94
9
89
89
100
n/a
n/a
n/a
n/a
3,911
93
96
96
BM
78
87
89
76
85
89
77
86
89
80
92
87
77
87
89
74
83
88
73
83
88
63
83
75
n/a
n/a
n/a
83
93
89
CoSC
1,593
83
86
96
1,063
80
86
94
4,445
78
88
89
6,059
87
93
93
416
90
91
98
760
78
85
92
586
81
86
94
4
100
100
100
13
100
100
100
4,085
92
97
95
BM
78
87
89
76
85
89
77
86
89
80
92
87
77
87
89
74
83
88
73
83
88
63
83
75
90
93
96
83
93
89
Table 4 Success, retention and achievement by ethnicity
Age
Group
Ethnic Group
Bangladeshi
Indian
Pakistani
Other Asian
African
Caribbean
Other Black
Chinese
White/Asian
19 +
White/ Black African
White/Black Caribbean
Other Mixed
White British
White Irish
Other White
Gypsy/Irish Traveller
Arab
Other
Not Provided
Bangladeshi
Indian
Pakistani
Other Asian
African
Caribbean
Other Black
Chinese
White/Asian
Under 19 White/ Black African
White/Black Caribbean
Other Mixed
White British
White Irish
Other White
Gypsy/Irish Traveller
Arab
Other
Not Provided
No of
Starts
35
44
36
65
105
18
9
30
18
31
8
1
6,371
4
197
1
3
29
14
244
31
48
28
67
n/a
7
29
36
14
15
1
16,434
1
92
1
15
15
9
24,106
Retention %
Achievement %
BM
89
89
89
89
89
89
89
89
89
89
89
89
89
89
89
89
89
89
89
89
89
89
89
89
n/a
89
89
89
89
89
89
89
89
89
89
89
89
89
90
91
100
97
97
93
94
100
83
100
100
100
100
97
100
95
100
100
93
100
100
100
96
100
100
n/a
100
93
100
79
100
100
94
100
96
0
93
100
100
95
BM
91
91
91
91
91
91
91
91
91
91
91
91
91
91
91
91
91
91
91
92
92
92
92
92
n/a
92
92
92
92
92
92
92
92
92
92
92
92
92
91
84
93
91
94
91
100
89
100
94
84
75
100
93
100
92
100
100
93
93
97
97
98
100
94
n/a
71
100
92
91
100
100
95
100
98
n/a
79
100
89
94
Success %
77
93
89
91
85
94
89
83
94
84
75
100
90
100
87
100
100
86
93
97
97
94
100
94
n/a
71
93
92
71
100
100
89
100
93
0
73
100
89
89
BM
81
81
81
81
81
81
81
81
81
81
81
81
81
81
81
81
81
81
81
82
82
82
82
82
n/a
82
82
82
82
82
82
82
82
82
82
82
82
82
81
10/11
09/10
Success Success
%
%
84
90
95
70
84
100
n/a
68
100
64
100
91
89
77
92
n/a
n/a
80
73
89
100
100
82
88
60
n/a
93
93
95
89
82
86
n/a
89
n/a
n/a
91
70
87
76
100
88
80
79
67
67
89
100
57
100
96
90
100
87
n/a
n/a
66
93
94
87
91
96
97
100
n/a
100
64
90
100
75
83
75
85
n/a
n/a
86
77
86
Table 5 Success, retention and achievement by learning difficulty or disability
Age
Group
Difficulty/Disability
Has Difficulty/Disability/Health Problem
19 +
No Difficulty/Disability/Health Problem
No Information Provided
Has Difficulty/Disability/Health Problem
Under 19 No Difficulty/Disability/Health Problem
No Information Provided
No of
Starts
1,332
5,674
13
2,426
14,650
11
24,106
Retention %
97
96
92
94
94
100
95
BM
89
89
89
89
89
89
90
10
Achievement %
92
93
92
94
95
100
94
BM
91
91
91
92
92
92
91
Success %
90
90
85
88
89
100
89
BM
81
81
81
82
82
82
81
10/11
09/10
Success % Success %
88
88
83
85
86
58
87
90
90
97
83
83
87
86
Table 6 Success, retention and achievement by gender
Age
Group
Sex
Female
Male
Female
Under 19
Male
19 +
No of
Starts
Retention %
3,964
3,055
8,714
8,373
24,106
96
97
94
93
95
BM
89
89
89
89
90
Achievement %
BM
91
91
92
92
91
93
93
95
94
94
Success %
90
90
90
88
89
BM
81
81
82
82
81
10/11
09/10
Success % Success %
88
89
88
84
87
91
88
84
82
86
FE Choices: Success rates Performance Indicator:
The FE Choices 2010-11 (latest year available) performance indicators for individual qualification types show
improvement and above average performance nationally in most qualifications as shown below.
FE Choices
Success Rates PI
2008-09
2009-10
2010-11
FE long (excluding A, AS, A2)
FE short (5-24 weeks)
FE very short (<5 weeks)
A, AS and A2
Advanced Apprenticeships
Apprenticeships
Train to Gain (FL2 and FL3)
80.5%
89.0%
97.3%
79.4%
n/a
12.5
91.9%
79.9%
88.4%
96.5%
85.8%
50%
75%
85.0%
83.2%
87.4%
97.7%
85.5%
45%
76.6%
78.4%
C3
+/- difference against
average of similar
organisations in 2010-11
+4.0%
+2.4%
+3.5%
+8.5%
-32.0%
+2.8%
-6.0%
Starts/Leavers
in 2010-11
5 582
9 068
1 399
2 472
40
77
2 317
Achievement gaps are narrowing between different groups of learners
Achievement gaps are narrow and there is little difference in the success rates of different groups of learners. The overall
success rate for males is 89% compared to 90% for females; the success rate for learners of ethnic origin is 2% higher
than other learners; and the success rate for learners with a learning difficulty or disability is 89%, which is the same as
those without a learning difficulty or disability. For those learners receiving additional learning support (ALS) their
retention and success rates are 2% higher than for those not requiring support.
The latest Socio-economic Performance Indicator (SePI) for 2010-11 shows that although the College is ranked in the
bottom quartile of providers in terms of deprivation, its overall 16-18 and 19+ learner success rates exceed those of
providers in the top quartile.
C4
Learners develop personal, social and employability skills
The development of learners` personal, social and employability skills is a strong feature and is well embedded within a
comprehensive tutorial, curriculum and cross college enrichment programme. Vocational and A Level students have
enrichment contextualised to their area of study. Construction students for example have visited cathedrals to look at
architecture and Law and Business students have visited law courts.
Vocational areas such as Catering and Hair and Beauty participate in regional and national competitions and Performing
Arts students have run a record label. Some vocational teams have also organised and managed skills competitions for
local schools. Student ambassadors link closely to partner schools by mentoring school pupils, helping at school
assemblies and assisting at open and parents’ evenings. The development of communication, teamwork and taking
responsibility was particularly evident through sports students running sessions for school children, as part of their
leadership qualifications.
The development of English and mathematics skills remains a major priority for both 16-18 and adult learners. The
extensive provision is delivered successfully across all College sites, within the town centre and in the workplace. Any
16-18 learners who have not yet achieved a GCSE grade C in English and mathematics are diagnostically assessed and
enrolled on an appropriate skills for life package, alongside their main programme of study.
11
The College continues to develop the broader skills of its learners. During tutorial and curriculum lessons, learners are
encouraged to develop effective thinking, study and reflective thinking skills. In addition, the Extended Project was
delivered to 62 A Level students, with an outstanding 100% pass rate and 82% achieving A-B high grades. The Project
helps prepare the learners for the research element and learning style of Higher Education.
Learners make a good contribution to the College and wider community. Student Councils are in operation at all centres
and students are able to identify changes that have been made as a result of their suggestions. Chairs and Vice-Chairs of
the Student Councils meet with the College Governors on a termly basis. Student representatives are supported by
training from Student Services, Tutorial Curriculum Leaders and Enrichment Officers at each centre.
Links to industry and workplace experience are organised where possible. Catering students work serving and preparing
food within the Hylton restaurant, Childcare and Health and Social Care students complete substantial work placements
within care homes and nurseries. Enterprise and Innovation remain key priorities with the College continuing to support
an Enterprise Week. The College continues to use ‘Dragon’s Den’ and other activities to develop and encourage
enterprise and business start-up. Personal money management qualifications are being delivered to 16-18 learners
across all centres to broaden their understanding of everyday situations in terms of finance. Events are arranged to
explain student and higher education finance for those wishing to progress to university. Finance courses and dealing
with debt for adults are offered in college and at local community venues. Learners develop a good understanding of
their rights and responsibilities both as students and in preparation for their future progression to further and higher
education and employment. Full-time students at the vocational centres work closely with City Cohesion Groups to ensure
that the College addresses and promotes integration with local communities and works with different social groups. The
College`s wide range of projects and effective curriculum developments contribute to the economic and social
regeneration of the area.
Prince`s Trust students make a particular contribution to improving community environments as part of their course as
well as through volunteering opportunities. Effective community police partnerships are helping to break down barriers.
The College’s enrichment team schedule a comprehensive road show of events throughout the year linked to aspects of
spiritual, cultural, social and health wellbeing, which are well attended. Events include anti-bullying, healthy eating,
volunteering, and sexual health through to international culture. As part of the College`s Enrichment provision the Duke
of Edinburgh Award Scheme is very popular and demand from students is high. In total 227 learners took part in the
Duke of Edinburgh last academic year, with 134 completing Bronze, 75 Silver and 18 completing the Gold Award. An
Arts Award continues to operate as an alternative to the Duke of Edinburgh Scheme. Students are extremely positive
regarding the enrichment activities within the College. Learner Surveys for 2011-12 for both 16-18 and 19+ Learners
placed enrichment within the upper A quartile ranking compared to external benchmarks.
C5
Learners progress to courses leading to higher level qualifications and into jobs that
meet local and national needs
The FE Choices Learner Destinations performance indicator score shows that 81% of completers progressed into or
within further or higher education, found a job or improved their career prospects after completing their course. Of this
proportion 37% progressed into employment and 60% progressed into further or higher education. This performance
indicator shows continuous improvement in positive learner destinations and is largely in line with national performance.
Progression of learners from AS to A2 qualifications remains an area for improvement in 2012-13 (Alps AS to A2
progression is less than satisfactory).
From sixth form centres 84% of learners progress to HE with a number of
students each year going to Russell group universities. Within Access courses 90+% of learners progress to HE and
transition into HE is evidenced by the number of Access and pre Access learners who initially come to Test the City or are
referred to the College`s English and mathematics provision for adults by the University of Sunderland during their
application process. Catering has increasing numbers of students progressing to HE and overall 94% progress to further
education training or employment. Within Hair and Beauty 70% progress between levels and of the 30% who leave 82%
find work. The collection of robust progression data, and improving the proportion of learners who progress, is an area for
improvement in 2012-13.
Some vocational Departments have excellent links with the Sector Skills Councils and meet with them on a termly basis
to discuss future industry needs and current performance. Managers are proactive in introducing new provision in
response to LMI and relevant sector skills agreements, for example the introduction of the Barber Salon meets the
emerging needs of local industry. Facilities reflect commercial environments and all resources make a valuable
contribution in equipping learners for work in their chosen industry, programmes are designed to ensure learners are
aware of professional standards. Increased opportunities for work placements and the use of Job Coaches help learners
with difficulties and disabilities gain valuable work experience and employability skills or move from highly supported living
accommodation to more independent environments. Adult learners study maths and English programmes in significant
numbers to further their educational opportunities employment and voluntary work.
12
Overall progression to HE continues to improve; a total of 1087 applications were made through UCAS in 2011-12, of
which 883 were placed. There is a 3 year reduction in applications to HE, particularly in 2012. However, despite this
decrease in applications, the percentage of students who applied and were then placed remains virtually the same at
78%. University destinations continue to remain overwhelmingly local with the highest percentage at 41% of those
students placed at Sunderland University. Applications to Russell Group Universities show that the cohort progressing to
these institutions still remains fairly low at 35. The increase in course fees may be a factor in fewer students applying
during 2011-12 and following their applications through. As the new HE funding landscape continues, effective guidance
will need to continue to ensure this is not a factor in dissuading students from applying.
FE Choices – Learner Destinations Performance Indicator:
The FE Choices Learner Destinations performance indicator score shows that 81% of completers progressed into or
within further or higher education, found a job or improved their career prospects after completing their course. Of this
proportion 37% progressed into employment and 60% progressed into further or higher education. This performance
indicator shows continuous improvement in positive learner destinations and is largely in line with national performance.
The performance indicator score for the college reflects the estimated percentage of learners who in 2009-10 (latest year
available) experienced employment or learning benefits after completing their course The score is based on data
matching, telephone interviews and statistical projections and is based on the responses for 4,754 out of 8,268 learners.
Year
(completers)
FE Choices
Learner Destinations Score
(in subsequent year)
+/difference against national
average of similar orgs
2008-09
81% overall
of which:
37% employment rate
60% further learning rate
-2
80% overall
of which:
42% employment rate
57% further learning rate
-2
75% overall (grade 2)
n/a
2007-08
2006-07
PART D:
D1
-5
-1
-5
=
QUALITY OF TEACHING, LEARNING & ASSESSMENT - Grade 2 (Good)
Learners benefit from high expectations, engagement, care, support and motivation
from staff
The quality of teaching, learning and assessment is good. Teaching and learning represents the essential core business
of the College and effective quality assurance and improvement is central to the continued success of the institution. The
target for performance in teaching and learning set within the strategic plan has been achieved. Eighty six per cent of
lessons were judged to be good or better in 2011-12 which is an improvement of 6% points on the previous year. This
demonstrates a significant and positive three year trend of +10% for good or better practice. More pleasingly is the
consistent development of the proportion of outstanding teaching (+10% over the three year period 2009-12), with a
concomitant reduction of satisfactory teaching (-6%) over the same period. Instances of inadequate teaching have also
fallen by -3% over the period. .The quality of teaching overall has improved consistently year on year with a concomitant
improvement in student success outcomes. There is now no difference in the good or better teaching provision between
16-18 and 19+ learners.
The Table at D2 illustrates the detail of the improvement in lesson observation grades. The College`s lesson grade profile
compares favourably to the North East Region Peer Review and Development Group shared profile of lesson
observations (East Durham College, South Tyneside College, New College Durham and City of Sunderland College).
Learner feedback in relation to teaching, learning and assessment is very positive and continues to improve.:
2011-12 Learner Feedback
Teaching and learning (16-18)
Teaching and learning (19+)
Tests/assessments (16-18)
Tests/assessments (20+)
% All Learners Agree
92
95
95
97
External Benchmark (QDP)
+6
+7
+9
+8
External Quartile
B
A
A
A
NB: Based on 7,780 16-18 responses and 790 19+ responses. External benchmarking via QDP is being compared to 212,874 16-18
learners in 109 colleges and 109,138 19+ learners in 105 colleges
13
An analysis of internal inspection findings demonstrates that the ‘Learning Cycle’ is embedded and promoted within
systematic lesson planning which actively involves learners in their learning. There is further evidence of outstanding
relations between staff and students, where learner-centred approaches offer both support and challenge in most lessons
which are graded good or better. Assessment for learning strategies are used effectively both to measure and develop
understanding in the majority of lessons. Tracking of learners’ progress is strong, with effective and timely intervention
strategies in place, with effective and prompt communication between curriculum and tutorial teams. The main curriculum
is supported by well-planned and effective tutorial support and enrichment opportunities which inspire learners. In the
2011-12 QDP survey, 88% of respondents within the 16-18 group agreed that enrichment is good (this places the college
within quartile A).
Student attendance during internal inspection of lessons is satisfactory at 83% and requires further improvement.
D2
Lesson observation profile and summary of strengths and areas for improvement in
teaching, learning and assessment
Year
Age Group
2009-10
2010-11
2011-12
No
Obs
% Good
or Better
All ages
134
76%
Under 19
113
19+
Requires
Improvement
Grade 3
19%
(26 obs)
Outstanding
Grade 1
17%
(23 obs)
Good
Grade 2
59%
(79 obs)
Inadequate
Grade 4
4%
(6 obs)
76%
18%
58%
19%
5%
21
81%
14%
67%
19%
0%
All ages
90
80%
Under 19
43
74%
21%
(19 obs)
21%
59%
(53 obs)
53%
18%
(16 obs)
26%
2%
(2 obs)
0%
19+
47
85%
21%
64%
11%
4%
All ages
121
86%
Under 19
64
86%
22%
(27 obs)
17%
64%
(77 obs)
69%
13%
(16 obs)
13%
1%
(1 obs)
2%
19+
57
86%
28%
58%
14%
0%
Source: lesson observations via college`s internal inspection team
Summary of strengths and areas for improvement in teaching, learning and assessment in 2011-12:
Strengths:







Lessons are well planned with active teaching and learning strategies
Knowledgeable teachers are enthusiastic about their subject and engage learners` interest
Strong promotion of health and safety in theory and practical sessions
Strong focus on the assessment requirements and how learners can improve
Effective links to workplace practices
Curriculum-related enrichment opportunities to inspire learners
Embedded and effective monitoring of learner progress with intervention and support strategies to help
learners succeed
Areas for improvement:





Insufficient learner challenge and higher order thinking in some lessons
Insufficient activities provided in some lessons to challenge the more able learners
Insufficient differentiation in some lessons to meet the needs of weaker students
Overuse of closed and undirected questioning and limited use of secondary questioning to challenge
learners` understanding in some lessons
Some poor punctuality and attendance by students into lessons
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D3
Staff use their skills and expertise to plan and deliver teaching, learning and support to
meet each learner’s needs
Full-time learners, and part-time learners on significant programmes, are well supported by very effective specialist tutorial
support teams delivering tutorial programmes valued by learners 91% of 16-18 learners agreed that they found personal
tutorials useful in the 2011-12 learner survey (B quartile). This continues to be facilitated by a team of dedicated personal
tutors who, in addition to giving one to one support, deliver group tutorials on a range of appropriate topics which also
provide evidence for outcomes acquisition and key/basic skills qualifications thus continuing to equip learners with more
skills for further education or employment. Personal tutors closely monitor learners’ progress through individual progress
reviews three times a year and regular 1:1 tutorials. Progression advice via tutorial is viewed very positively by the student
body (satisfaction with advice on next steps is 91% and 94% respectively (A quartile) for 16-18 and 19+ learners learners).
The tracking of student progress and its effective reporting should be enhanced in as ProMonitor has been introduced in
the latter part of the 2011-12 academic year, although its impact may not be discerned in the next academic year.
The tutorial system continues to be extended by the effective provision of additional one to one support by disability
advisors, personal development mentors, personal tutors and lecturing staff when needed. There is no significant
difference in student outcome by gender, ethnicity nor disability. Additional learning support is well- planned and
effectively coordinated. The impact of ALS on both retention and success rates is positive. With those students in receipt
of ALS, there has been a 2% point increase in retention since 2009-10 and a 7% point increase in success rate. Students
in receipt of ALS outperformed those not requiring support by 2% points in terms of retention and success in 2011-12.
Accommodation and resources are used effectively, though the College has recognised the need to resolve the issue of
accommodation and also that of the IT infrastructure, with a very significant multi-million pound investment in upgrading
both accommodation and IT service. The use of the Moodle VLE is an area for further development with only 65% of 1618 learners and 75% of 19+ learners agreeing with the statement that Moodle is use as part of their learning. Two
mitigating strategies have been deployed- the investment in the IT infrastructure making access to the VLE much more
timely, as well as the upgrade to ‘Moodle 2’ are anticipated to improve usage. Within lessons graded good or better there
is effective promotion of independent learning supported by the use of ILT both within and outside the classroom.
Whilst planning in the lessons judged to be good or better is a strength, in those which require improvement, the salient
elements for development are differentiation, especially in the promotion of high order thinking skills, and the stretching of
more able learners.
Staff are appropriately qualified; almost all staff are qualified teachers and a very small minority are working towards the
achievement of teaching qualifications. Staff who are subject to changes of contract, and therefore in need of a higherlevel teaching qualification are being supported with fees via the CPD budget. There are a significant number of staff
qualified to post graduate level.
There is a strong reflective culture within the College. Significant resources have been allocated to the Teaching and
Learning Coaching Project which have had a quantifiable and positive impact upon teaching practice and student
outcomes. This has been recognised by Ofsted in the inspection of 2010 as well as nationally via the Learning and Skills
Improvement Service, who have sponsored Sunderland College to disseminate coaching practice to GFE colleges both
regionally and nationally for the last two years. Evaluations by the ‘client’ colleges are strongly positive and in all cases
there has been a positive impact upon teaching and learning practices, as well as student outcomes. The coaching and
reflective culture has been extended operational and management tiers both within curriculum and support areas by the
selection and training of coaches with these aspects of college teams. Termly curriculum review, chaired by senior
managers both test the impact of quality improvement plans and serve as a platform for professional dialogue and guided
reflection. The positive trend of both teaching grade profile and student outcomes demonstrate the impact of these
measures.
D4
Staff initially assess learners’ starting points and monitor their progress, set
challenging tasks, and build on and extend learning for all learners.
There is comprehensive initial assessment and robust monitoring of learner progress. All full-time learners are screened
for literacy and numeracy support needs on entry into college as well as assessed at interview. This process is supported
through individual ALS referrals from curriculum teachers and tutors as appropriate. Additional Learning Support needs
are identified and appropriate timely support is put in place through ALS co-ordinators at each of the college campuses.
There is excellent communication between all teachers, tutors, specialist staff and learners to ensure appropriate support
in relation to individual learner needs. In addition, Speech and Language Therapists work alongside teaching staff in
order to develop relevant communication skills and to support staff by delivering CPD in Colourful Semantics, Total
Communication Strategies and MAKATON. 93% of 16-18 learners agree that the support they receive from the College
is good. Funded ALS was provided to 1054 learners in 2011-12 at a funding value of almost £2.79m. The Additional
15
Learning Support provided in 2011-12 has helped to keep learners on programme and achieving. Retention and success
rates are 2% points higher for those receiving ALS than for those not requiring support.
Individual Learning Plans help students identify areas to further develop and are an effective medium to monitor progress.
The College has some well-established ILP practices in Basic Education and Employer responsive provision. For
mainstream 16-18 provision ILPs have tended to be more ad hoc paper based documents shared between learner,
personal tutor and teacher. To further improve the use of ILPs the College has recently purchased Pro Monitor – a
learner monitoring and support system which will be phased in across each department during 2012-13.
Teachers, trainers, assessors and tutors draw upon their excellent subject knowledge and/or industry experience along
with initial assessment data and observations to set challenging short and long term learning goals. Progress against
these goals is reviewed regularly through a number of formal and informal college processes which include termly
progression boards, reports, parent’s evenings, 1:1 meetings with tutor and subject review meetings with teachers.
During the 2011-12 learner survey 95% (upper quartile A) of 16-18 learners and 98% (upper quartile A) of 19+ learners
agreed that they knew what they were doing well and what they needed to do to improve. Parental surveys provide
further evidence of the colleges’ effective review of learning goals with 93% of respondents agreeing that they know how
their son/daughter is progressing. Monitoring spread sheets with traffic light RAG flags are well embedded across
curriculum areas and are used effectively to regularly review individual learner progress and identify relevant timely and
impact driven intervention strategies for student success. This has contributed to the continual improvements in the
colleges overall success rate of 89% (a 2% increase from the previous year and 8% points above the GFEC national
average).
Both formative and summative assessments are used across college departments to help assess learners’ performance.
Termly assessment boards with subsequent reports and parent’s evenings, along with 1:1 reviews are used as a vehicle
of discussing learners’ progress and agreeing appropriate strategies to maximise achievement. Although there are some
good examples of the use of technology in assessment (such as online assignment submission and feedback in Public
Services, audio feedback in Media and the use of online Wikis and Blogs) this is an area for further improvement across
departments. The significant investment in the college network, wireless access across the campuses, improved IT
facilities (including specialist technology rooms) and the move to Moodle 2 will help to support this improvement.
D5
Learners understand how to improve as a result of frequent, detailed and accurate
feedback from staff following assessment of their learning
Teachers place a strong focus upon the assessment requirements of the course within their session planning
arrangements and delivery. Learners appreciate the value of the feedback they receive, QDP survey results demonstrate
strongly positive student evaluation of the usefulness of the assessment feedback they receive, (for both 16-18 and 19+
learners, there are differences of +3; quartile A and +8; quartile A respectively). Internal inspection results confirm this
view: effective assessment feedback strategies with guidance for advice and improvement have been an area for
improvement in the preceding two academic years and are now judged to be strength. Internal inspection evidence
confirms that there are embedded and effective monitoring of learner progress with intervention and support strategies to
help learners succeed. How well learners understand their progress and how to improve, the use of tasks and activities to
promote learner reflection and a focus upon improving the quality of student writing has moved from being an area for
improvement to a strength in the 2011-12 internal inspection reporting period.
The College develops relationships with parents through liaison with tutors, parent assemblies, reports and parents’
evenings. College staff works with the feeder schools and also attend the local secondary schools` parents` evenings.
Looked after children and vulnerable adults are given support and the College is actively working with parents, carers and
other providers to ensure there is appropriate care for learners outside college.
The College`s internal quality assurance of assessment procedures are robust and recognised by awarding organisations
as meeting their requirements. In 2011-12 the College received 151 External Verifier / Moderator reports with good
practice identified in 144 reports. The College has also participated in three overall quality reviews in 2011-12, focussing
on centre wide quality assurance systems. Feedback from the awarding organisations has been largely positive, with
minor action points addressed as required. Edexcel has recognised that the College is a well organised centre with good
systems in place that have been embedded over a number of years and an enthusiastic staff team who are constantly
striving to provide learners with the best experience possible. 96% of 16-18 learners and 98% of 19+ learners agreed
that the assessment of their work is fair. Internal action plans are issued by Quality and Standards to address actions
required or improvements suggested by awarding organisations. This is a pro-active college strategy to further drive up
standards of assessment practices. IQA co-ordinators and curriculum managers are encouraged to use the information
provided on Alfresco to support opportunities for sharing good practice and learning, as well as access support and updating sessions via the IQA co-ordinators meetings in order to meet TAQA standards and continually improve.
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D6
Teaching and learning develops English, mathematics and functional skills, and
supports the achievement of learning goals and career aims
Success rates on mathematics and English programmes are very high for both 16-18 year olds and adults. The GCSE
success rate is above national average at 89% (high grades are at national average for GCSE English and are
significantly above national average for GCSE mathematics). The success rates for 16-18 learners taking level 1 adult
literacy and numeracy qualifications is 84% in each subject area and at level 2 the success rate is lower at 73% and 60%.
Success rates in key/functional skills (1,452 starts) are high at levels 1, 2 and 3 (85%, 86% and 98% respectively) and are
significantly above national averages. The successful outcomes of these strategies give learners confidence to progress
to further study or gain employment.
Extensive initial and diagnostic assessments result in students receiving the appropriate teaching and learning support
necessary to meet their needs. ILPs and action plans are used effectively to ensure that the needs and interests of
learners are used to provide appropriate teaching and learning opportunities. Contextualised learning is used to excellent
effect when delivering learning within the workplace
Mathematics and English programmes are delivered to a wide range of learners from 16-18 and adults including learners
in community settings and parents and carers in local primary schools. These programmes are often used as an
engagement activity for reluctant learners which ‘buck the trend’ somewhat from the national perception that learners
avoid mathematics and English.
There is a large pool of staff expertise available in this area with 58 subject specialists (33 literacy, 29 numeracy), 167
staff have undertaken a support qualification (C&G 9297) and an additional 88 staff have a Level 3 qualification in the
relevant subject. This has had a positive impact on teaching and learning with 92% of learning sessions being judged to
be good or better, which is above the college average. 99% of learners in SSA14 agree that teaching is good and all
learners are stretched by at least one level.
Since 2010 the College has been an LSIS lead provider for supporting literacy and numeracy delivery at a regional and
national level supporting various organisations, including neighbouring colleges and large employers.
ESOL is delivered to a small cohort of learners reflective of the demographics of Sunderland as a City. The College works
closely with Jobcentre Plus to identify learners who will benefit from short intensive English programmes as a way of
improving their employability skills and moving people closer to the jobs market.
D7
Equality and diversity are promoted through teaching and learning
The promotion of equality and diversity within the curriculum is well-embedded and very effective. In 75% of 303 graded
lesson observations in 2011-12 (69% in 2009-10 and 82% in 2010-11), observers reported that, where appropriate,
teachers took opportunities to positively promote equality and diversity within the resources they used and the teaching
and learning strategies and classroom activities they employed in lessons. 94% of 16-18 learners agree that the college
feels welcoming and that they have been treated fairly while at college. Satisfaction rates by 19+ learners for these
aspects are higher.
The promotion of equality and diversity is effectively planned into learning sessions and teachers take opportunities within
classroom questioning and activities to recognise difference and prompt discussion.
Resources are generally well
chosen and tailored to meet learners` needs - handouts and presentations often include examples of E&D characteristics
to challenge stereotypes. Learning outcomes and the ‘big picture’ are shared clearly with learners at the beginning of
sessions and are revisited with learners as the session progresses.
College internal inspectors and line managers report that most teachers use detailed learner profiling information very
effectively within their session planning arrangements to identify and cater for individual learners` needs and abilities and
support. Many teachers use differentiated strategies to present learning in a variety of formats. However, observers have
noted that there are some missed opportunities to promote equality and diversity within the curriculum.
One to one additional support is provided by the teacher before or after sessions with learners on workplace and
apprenticeship programmes. A range of differentiated and active learning materials are provided in Mathematics and
English Solutions programmes delivered in the workplace, with extension work available to challenge and stretch all
abilities and pace. In basic skills student focus groups (16-18 and 19+) learners reported that they appreciate the
support they receive from their teachers and support workers and have found the additional support available within their
literacy, numeracy or main programme sessions from mentors and additional learning support staff very helpful. The
retention and success rates for learners receiving additional support (ALS) in 2011-12 are 2% higher than for learners not
requiring support which suggests that this support has been effective in keeping learners on-programme and achieving.
17
In relation to learner feedback, the 2011-12 learner survey reports that 95% of learners agree that their teacher is treating
them as an individual and 96% of 16-18 learners agree that their teachers encourage them to behave well and work hard.
There are no significant gaps in learner satisfaction between groups and in relation to the relevant E&D cohort external
benchmark the College is mainly ranked in the upper A & B quartiles (QDP 2011-12 learner survey). Although only 0.3%
of student population, Equality and Diversity Committee has noted that Pakistani learners are less satisfied than other
learners of the same ethnicity nationally.
D8
Appropriate and timely information, advice and guidance supports learning effectively
The College provides excellent guidance and support across all levels in all curriculum areas ensuring learners’ needs are
clearly identified and well met at all stages of their programmes. Advice, guidance and support received by learners is
outstanding and means that ethnicity, disability, age and gender are not a barrier to achievement of personal and course
aims.
Learners access support from a wide range of services including:
Tutorial staff
Learner Counselling
Welfare Services
Educational Guidance
Learning Support Directorate
Connexions staff
-
academic and pastoral support including induction
personal and emotional support
financial, health and welfare support
entry, on course, and exit guidance
additional learning support needs
careers information
The major support mechanism for the College is through the tutorial system. Every young person and adults on significant
programmes are allocated a personal tutor. This support begins with the week-long induction programme for young
people that ensures students are aware of the structure and demands of their programme as well as their rights and
responsibilities as a learner. An Induction Checklist is completed by every young person as evidence that induction has
been carried out effectively.
The tutorial system supports learners to access progression to Higher Education or employment with a wide and varied
programme of events aimed at all learners. The career aspirations of learners are discussed when deciding on
appropriate courses and also by personal tutors within the tutorial programme. Effective guidance on completion of UCAS
forms is given and writing CVs as part of the improving own learning key skills is a vital part of the tutorial programme.
1,087 applications were made through UCAS in 2011-2012, of which 883 were placed. Closer working with Connexions
staff ensures that the most appropriate advice and guidance is given to learners immediately the need arises. There are
strong links with Connexions to whom learners are referred to by tutors if the learner fails to take up a College programme
of learning or has no positive destination. 91% of 16-18 learners and 94% of 19+ learners agree that advice on next
steps is helpful.
Potential learners receive information about the College and its courses in a variety of ways including comprehensive
prospectus provision, open evenings, school careers conventions, parents’ evenings, skills challenges, open days, taster
days, comprehensive school liaison work and the College web site. The College’s school link process is nationally
acknowledged and has earned a Beacon Award. The College has a dedicated interview team, including specialist
curriculum staff and transition tutors from every partner school. 94% of adult learners responding to the 2011-2012
learner survey report that they found advice and guidance, enrolment and induction helpful. The College once again
achieved Matrix accreditation for the College Student Services department. Guidance Officers provided guidance
interviews to 1,450 students during the 2011-2012 academic year.
College learners are able to access significant counselling, welfare and financial support. The Government Bursary and
EMA scheme was taken up by 3,455 students, 75% of the 16-19 full-time cohort and an increase of 15% from the
previous year. In addition, 497 students were supported through the Learner Support Fund. There continues to be
growth in the number of learners accessing the College’s Learner Counselling service. In 2011-2012 the Student
Services Directorate provided counselling services to 252 students, a 15% increase from the previous year. The College
utilised significant funding from the local authority to improve the health agenda for students with the use of full-time
college nursing staff.
18
PART E:
EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT Grade 1 (Outstanding)
E1
Leaders and managers demonstrate an ambitious vision, have high expectations for
what all learners can achieve, and attain high standards of quality and performance
Leadership and management are outstanding. There is a culture of openness and transparency in decision-making and
the leadership team has significantly raised the expectations and ambition of staff and learners which are high. Senior
managers set a clear strategic direction for the College, supported by the governors. The core values of the College
articulate the College’s aspiration to provide high quality personalised learning for learners in the City and to contribute to
the City and region’s prosperity. Senior and other managers make a significant contribution to key strategic partnerships
and the College’s provision responds well to local and national priorities.
The strength of the College’s Regional, Sub Regional and National Skills for Life partnerships led Ofsted to note in 2010
that its partnership working is ‘outstanding’. Strong collaborative partnerships have been created to meet the needs of all
potential learners. 14-19 partnerships exist through the Sunderland Learning Partnership including the College,
University, Schools, Work Based Learning Providers and the Local Authority. Provision for school leavers is enhanced
through Sixth Form Partnerships with fourteen 11-16 schools and two Local Authorities. These arrangements encourage
curriculum evolution allowing for seamless progression from school to college. The College is an active participant in the
City`s Economic Master Plan to promote an inclusive City economy for all ages. Strong, successful partnerships have
been developed with a wide range of employers which ensures that Apprenticeship and employer responsive provision
are tailored to individual needs and are responsive to identified skills gaps. Prince’s Trust partnership provision and
provision located in the community delivered by 8 Franchise partners encourages non-traditional learners to access
college provision. The College also has an excellent partnership with its local University.
Governance is outstanding and the governing body very effectively holds the College accountable for its performance.
The Governors and Principal provide a clear direction for the College and the skills of Governors help to set the strategic
direction. The review of governance in 2010 was specifically designed to help the Board to focus upon the rapidly
changing environment and enable the College to move quickly and effectively to both address problems and also to
identify and take advantage of opportunities. The resulting change in Strategy, emerging property strategy, achievement
of savings, implementation of re-structures and maintaining of standards in terms of the quality of the College`s provision
and student achievement and the strength of the College`s financial position are all evidence of outstanding capacity to
improve in the most difficult of times. Governance processes have also improved, resulting in improved reporting to
governors on college performance and a demonstrable increase in the level of challenge to management by governors.
The re-structure of the structure of the Board of Corporation and its committees has increased the Board`s ability to
challenge senior managers significantly. There is a high level of participation by governors in the annual governance selfassessment questionnaire and responses show very high levels of agreement that the effectiveness of governance is
outstanding. Governors actively participate in self-assessment validation at and below whole college level. Governors
are clear about their roles and there are appropriate structures in place to monitor the performance of the College.
Governors are clear about the College`s strengths and areas for improvement and receive regular reports and action
plans sufficiently in advance of meetings to afford time for scrutiny and challenge. The 2010 Ofsted inspection reported
that ‘Governors are committed to the success of the College. They have a good range of experience and very good local
knowledge which they use well to monitor the performance of the College. There is a flexible approach to establishing
Link Governors depending upon current priorities; they are established in the following areas: service improvement;
safeguarding; St Peter`s VI Form; Usworth VI Form; Bede/Headways VI Form; Hylton Skills Campus, equality and
diversity; and marketing. The appointment and role of a new link governor for teaching, learning and assessment will be
made for 2012. Recent changes to the committee structure are positioning the College well to be able to respond to
changes in the external environment, both locally and nationally. The Board has adopted and embraced the Foundation
Code for Governors. Extensive partnership working ensures the College is able to respond quickly to rapidly changing
local and national priorities. Governors understand and fulfil their statutory duties effectively’.
Drive and ambition at the senior level have yet to be fully embedded at all levels of the College. The College management
structure for employer provision has also very recently changed and the College is emerging from a restructure. During
2011-12, the College actively managed a significant staffing restructure with the redundancies of 50 members of staff (6
compulsory) from teaching departments and support areas from across the College in response to funding changes.
Despite this, success rates continue to rise due to close monitoring of student progress and effective intervention and
support strategies. A whole College culture of accountability is developing. Staff feel that the Principal is very accessible
and welcome the changes made. The College is in the process of developing key performance indicators in addition to
those for quality but is in the very early stages of using these as part of a process to drive improvement. A new strategic
plan has been developed for 2011-14 and staff at all levels have been involved in this process. Progress against the
strategic targets, which underpin the strategic objectives, is closely monitored by senior managers and governors.
19
The College has outstanding capacity to improve and an ability to embrace change.
In 2010 Ofsted inspectors
recognised the inspirational leadership in developing a culture where all staff are empowered to take responsibility for
improving the quality of the learners’ experience. A recent business review conducted by the College`s auditors reports
that staff recognise the needs and benefits of the restructure and change in working conditions. Regular impact
monitoring of changes and the new curriculum structure will take place throughout 2012-13. Very rigorous and highly
effective strategies for performance management and improving the quality of teaching and learning are at the heart of
the strategy for raising standards.
Financial Health and Control
The College provides good value for money. In the 2011-12 employer survey, 93% of employers agreed that the College
provides a value for money service. This places the college in the upper B quartile when compared to 3,396 employer
responses from 33 colleges. The range of provision is outstanding as is partnership working to secure learning
opportunities across the City. Teaching contracts have now been reviewed in order to ensure good value for money. The
The 2010 Ofsted inspection acknowledges that the College`s strong financial management is securing efficiencies in the
use of resources; that investment in improving resources for learning is prioritised to meet the needs of learners and that
success rates have improved consistently.
FE Choices Financial Health Performance Indicator:
Financial health is outstanding. The purpose of assessing financial health is to understand the degree of risk posed by a
College should they not have the financial resources to continue operating and to assess the risk and likelihood of that
situation arising. The two key financial documents used to seek this assurance are the College’s Three Year Financial
Plan (using forecast figures) and the College’s Financial Statements (that is, the audited out-turn figures). The College’s
Financial Plan incorporates the self-assessment of its financial health. The financial plan is, in turn, reviewed by the SFA
which forms its own judgement on the validity of the College’s self-assessment. The financial plan for the period 2011-12
to 2014-15 and the financial statements for 2010-11 provide the basis for the assessment of the College’s financial health
for 2011-12. The outcomes of the above processes for 2011-12 are as follows:
College self-assessment of financial health
SFA assessment of financial health
Grade
Outstanding
Outstanding
Evidence
Financial Plan
SFA Letter 9.11.11
FE Choices Financial Management and Control Performance Indicator :
Financial management and control is outstanding. The completion of a Financial Management and Control Evaluation
(FMCE) return was mandatory for all SFA funded providers who fell within the scope of FE Choices in 2011-12 and
Colleges were encouraged to use their FMCE return as the basis of an integral part of their wider annual self-assessment
process. Effective financial management and control arrangements will:




support the delivery of high quality learning provision;
contribute to effective self-assessment, quality improvement and corporate governance;
give assurance to stakeholders; and
demonstrate value for money.
A summary FMCE return was submitted in December 2011and the outcome was as follows (the 2011-12 judgements are
still awaited):
FMCE
SFA assessment of FMCE
E2
Grade
Outstanding
Outstanding
Evidence
FMCE return
SFA return
Leaders and managers improve teaching and learning through rigorous performance
management and appropriate professional development
The quality of teaching and learning is closely monitored and evaluated and specific improvement strategies are
integrated via the use of Teaching and Learning Coaches. A further indication of the impact of teaching and learning
improvement strategies is the improvement rate following coaching and lesson re-observation. In 2011-12, 87% of reobserved sessions resulted in an improvement of at least one grade. The Teaching and Learning Coach Programme is
impact assessed at multiple levels: by individual teacher-clients, by line managers and by Heads of Department. A
Learner Classroom Survey has been piloted with SSA 2 (Science and Maths) to capture specific, classroom-level
improvements in teaching and learning proved capable of providing a causal relationship between coaching intervention
and subsequent improvements in classroom practice. This is to be used cross-college in the 2012-13 academic year. A
20
similarly rigorous impact assessment model has been introduced for CPD. Participation in staff development is closely
monitored and analysed but has not been effective in addressing all the improvements required in teaching and learning.
Areas for improvement remain- especially relating to the quality of questioning within the classroom.
The success of the College`s coaching model has been recognised nationally. The College has been funded by the
Learning and Skills Improvement Service to disseminate good practice across the sector and has worked closely with
several GFE colleges nationally to develop coaching models to support improvements in teaching and learning. In
addition to this the College has been commissioned by one of its strategic partner schools to deliver coaching training
over a two-year period.
The 2010 Ofsted report acknowledged that ‘Arrangements to assure the quality of teaching and learning are ‘outstanding’
with accurate and constructive judgements made by observers. The observation system is learner focused and evidence
based’. A comprehensive graded lesson observation system for all staff is conducted by line managers on an annual
basis to inform performance management and identify coaching support needs.
Effective questioning, differentiation to meet the needs of less able learners and the development of higher order thinking
skills remain as priorities for further improvement. A minority of learners achieve less well in relation to their starting
points. This is disappointing as the tenacious issue of questioning strategies and differentiated practice has been a focal
point for centre-led professional development as well as a significant focus for embedded coaching. The Teaching and
Learning Group is devising specific and novel interventions at subject sector area, centre, team and individual level
moving forward and very close monitoring and impact evaluation of intervention strategies will be enacted and reported to
the Quality Committee which in turn reports to the Academic Board.
Observations of teaching practice are central to the performance management review (PMR) process. PMR is the
biannual review of performance which is target- led and held between individual teachers and their line manager. Issues
arising from either line manager observations of practice or internal inspection form the focus of the professional dialogue.
Targets are set in relation to grade improvement, or where this is not relevant, to the improvement of specific areas of
practice. This process is linked to the Teaching and Learning Coaching (TLC) Programme whereby referrals for coaching
intervention (for all grades) is made to the TLC Co-ordinator. Other forms of professional development- attendance at
conferences, courses, etc are funded from central CPD funding and are impact assessed.
Senior college managers are regularly and robustly challenged by Governors in terms of the impact of actions to improve
teaching, learning and assessment. A key term of reference of the Curriculum and Quality Committee which consists of
twelve Governors, (including two staff Governors) and is chaired by the Chair of the Board of Corporation is to review
standards and achievement and to monitor the impact of plans and actions to improve the quality of teaching, learning
and assessment. From this group there has been the proposal for a link Governor for teaching, learning and assessment
to carry this specific remit for reviewing teaching learning and assessment practice. A system of joint committees with
local schools and the innovative arrangement of having feeder school Head teachers as Associate Principals effectively
underpins the relation with the wider educational community. This is further enhanced with annual joint learning
conferences in which teachers from feeder schools meet and share best practice with lecturing staff from Sunderland
College.
E3
Leaders and managers evaluate the quality of provision through robust selfassessment, taking account of users` views, and use the findings to promote and
develop capacity for sustainable improvement
The College`s arrangements for quality assurance and self-assessment are rigorously carried out and accurately identify
the strengths and areas for improvement in the College’s provision. Ofsted inspectors considered the effectiveness of
self-assessment to be ‘outstanding’ in 2010 and commented that managers at all levels use self-assessment highly
effectively and accurately identify areas for further improvement. The College`s process of self-assessment judges the
performance of the whole organisation and therefore includes the quality of provision in the mainstream curriculum, subcontracted delivery and employer engagement activity. The process also evaluates the contribution of support areas. All
staff involved in the delivery of the curriculum and in supporting that delivery are included in the self-assessment process.
A wide range of evidence is used within self-assessment at all levels, including feedback from learners, parents,
employers and internal customers, to inform strengths, areas for improvement and support judgements. Areas for
improvement summarised in Subject Sector Area (SSA) summary reports are addressed within relevant curriculum
departmental Improvement Plans. Extensive curriculum networking and external critical friend inputs are also drawn upon
in validating self-assessment reports and judgements, including input from the College`s funding partners and managers
from the North East Peer Review and Development group of four local FE colleges.
Success rates and value added
continue to improve or maintain their high levels of performance since the last inspection and self-assessment, especially
on some AS qualifications which have seen significant improvements. Quality assurance processes are outstanding,
resulting in very few remaining areas of weakness and the maintenance of already high performance.
21
The College has developed a Learner Involvement Strategy which promotes learner attendance at key college
committees such as Academic Board, the Board of Corporation, the Learning Committee and Equality and Diversity
Committee. A range of learners also attended the governors’ strategic planning day in May 2012 to feedback on actions
regarding previously raised matters and seek out new matters for consideration and action as appropriate. Further
development of Course Committees and Student Councils across centres has helped to raise learner participation in the
decision making processes within the College. Learners are able to identify changes that have been made as a result of
their suggestions. Student Councils are in operation at each centre and each representative is given training by Student
Services. There are continued improvements in the links between learners and governors, who meet regularly with
student representatives. There are termly meetings between Governors and Student Councils, Governors visit centres,
meet with staff and students and report their findings back to the Board.
The College has an effective and comprehensive process to involve all learners and employers in the decision making
process of the organisation. The views of learners, parents and employers are obtained annually via a range of relevant
stakeholder questionnaires. They are then analysed and formally reported to the Quality Committee, where agreed
actions are tracked. Learners and employers are informed of the survey results and actions taken to improve provision
via posters, the VLE and an employer newsletter. The College works with a commercial partner, QDP Services a market
leader in learner surveys for the FE sector, to access comprehensive analysis, with distance travelled, internal and
external benchmarking features, in order to provide managers and staff with information at all levels to enable them to
identify good practice and improvements required. These are followed through at Course Committees and Student
Councils with learner representation:


At course level, Course Committees (with curriculum team and student representation) meet termly to
consider learner feedback, discuss the underlying issues, agree actions for improvement and report back on
progress.
At centre level, Student Councils (with centre management and student representation) meet monthly to
respond to centre level issues and report back on progress.
In the 2011-12 learner survey, 89% of 16-19 and 93% of 20+ learners agree that the college asks for their views and 90%
of 16-19 and 94% of 20+ learners agree that the college tries to improve things (A quartile for 16-19 and 20+ learners).
The College surveys are fully inclusive of all learners and employers, regardless of their circumstances, mode of
attendance or geographical spread. Access is a primary factor in the design and implementation of the survey.
Questionnaires are provided in electronic and paper format, in English, other languages and symbol format as required,
using readers where required, to ensure full accessibility. The Quality and Standards team works closely with QDP
Services to increase accessibility through the questionnaire design and implementation method and the College has
increased the proportion of learners who participate in the survey electronically, including visually impaired learners. The
employer and parent surveys are conducted via telephone to maximise participation. In the 2011-12 parent survey, 91%
of parents said they found parent/carer evenings useful and 90% said that the college takes account of their suggestions
and concerns.
Employers are consulted on programme development, and at the level of delivery are consulted in accordance with
established Partnership Procedures. The 2010 Ofsted inspection report described the College`s engagement with
employers as excellent and employers informed inspectors that they were unable to identify any area they would like to
see improved. In the 2011-12 employer survey, 89% of employers confirmed that the College responded quickly and
flexibly to their enquiries (A quartile), and 93% confirmed that employees are more effective following training by the
College (B quartile).
The quality processes calendar and the self-assessment process flowchart can be found in the Appendices section of this
report.
E4
Summary of learner, parent and employer views
The College has good arrangements to listen and respond to learners. Course representatives are appointed at the start
of the year. They are supported to fulfil their role well and meet regularly with college managers. The College has
responded quickly to the issues raised by learners. Employers report that the College responds quickly and flexibly to
meet their needs.
Learners` views are elicited via learner survey questionnaires completed by learners during their learning programmes.
Analysis is provided by QDP Services, a market leader in the provision of learner survey services to the FE sector. The
reports (from individual course to whole college level) provide opportunities for external benchmarking against learners
perceptions from 109 other FE colleges. Course committees, with learner representatives, meet to consider learner
feedback and the underlying issues at course level, and Student Councils meet to consider learner feedback at centre
level. Responses and actions for improvement during 2011-12 have been fed back to learners via course committees,
tutorials, centre-based posters and also via Moodle within ‘Student Voice`. The College also collects annual customer
22
feedback from parents of full-time learners and also from employers via a call centre enquiry method. Feedback informs
all stages of the self-assessment and improvement planning process.
Learners: Satisfaction rates by 16-19 full-time learners have significantly improved and the college compares very
well with external benchmarks. Overall, learners rate the quality of teaching and learning and their understanding of the
assessment process very positively. They confirm that they know when their assignments are due, that assessment
tasks are made clear to them and that assessment is fair. Learners report that their teachers encourage them to behave
well and work hard. Almost all learners confirm that they know how they are doing and what they need to do to improve,
and also know who to ask for help with any problems. Part-time and adult learner satisfaction continues to be very high
and above external benchmarks in 2011-12. Areas for improvement in learner satisfaction relate mainly to 16-19 learner
perceptions about computers, use of Moodle, cleanliness of accommodation and being treated fairly. Investigations and
plans for improvement by individual areas to address any low 16-19 learner satisfaction rates have been carried out and
progress is monitored at the termly Curriculum Review panels. An extract of learner responses below includes the
relevant quartile position of the college against similar aged learners at other colleges.
Most 16-19 learners agree that …








The teacher treats me as an individual (95%) (B quartile)
Assessment tasks are made clear to me (95%) (A quartile)
Assessment of my work is fair (96%) (A quartile)
There are enough teaching and learning materials to help me learn (94%) (A quartile)
Each lesson is well organised and helps me to learn (94%) (quartile A)
Teaching on my course is good (95%) (A quartile)
I am helped to develop my own ideas and work on my own (94%) (A quartile)
The College has a good enrichment programme (88%) (A quartile)
(Source: 16-19 Learner Survey November 2011 – 7780 responses)
Most 19+ learners agree that …








The teaching on my course is good (98%) (A quartile)
The teacher uses different ways to help me learn (98%) (A quartile)
I am kept interested in all classes (95%) (B quartile)
Assessment tasks are made clear to me (97%) (A quartile)
I know what I am doing and what I need to do to improve (98%) (A quartile)
Feedback I get on assessments is helpful (97%) (A quartile)
The course is well organised (96%) (A quartile)
I am achieving what I set out to do (98%) (A quartile)
(Source: 20+ Learner Survey November 2011 – 790 responses)
Learners on work-based learning and independent programmes, including distance learning, basic education
programmes and Apprentices report high levels of satisfaction with aspects of induction, teaching and learning, workplace
links, and support.. A high proportion of these learners are satisfied with their overall programme and agree they are
achieving what they set out to do. (Source: WBL, Apprenticeship, Basic Ed and Pre-employment Surveys 2011-12 – 639 responses)
Parents: Parents/carers are satisfied with their choice of college and would recommend the College to a friend, they
feel that their son/daughter is safe and well supported at college and is making good progress. An extract of parent
responses below includes the College`s relevant quartile position externally comparing parents` views against those of
parents at other colleges, and shows very strong results..
Most parents/carers agree that …
 College provides high quality learning opportunities (95%) (A quartile 2011)
 Impressed with facilities the College is able to offer (98%) (A quartile)
 Son/daughter is safe and well supported at college (98%) (A quartile)
 Parent/carer evenings have been useful (91%) (B quartile)
 I know how my son/daughter is progressing on the course (93%) (B quartile)
 I would recommend the College to a friend (98%) (A quartile)
 Accommodation and resources are good (98%) (A quartile 2011)
 College publicity is clear and helpful (98%) (A quartile)
(Source: Parent telephone survey March 2012 – 360 parent responses)
Employers: A good proportion of employers are satisfied with the service they receive from the College, which is
mainly above the relevant external benchmark. An extract of employer responses below includes the relevant quartile
position for employers against the views of employers at other colleges. Employers feel that the College could improve
communications further.
23
Most employers agree that …
 I am satisfied with the service received from the College (91%) (B quartile)
 Training objectives and content are relevant to the business (98%) (A quartile)
 The College gave a value for money service (93%) (B quartile)
 College provides sufficient feedback about progress (88%) (B quartile)
 Training has had a positive impact on the business (90%) (B quartile)
 Employees more effective following training by the College (93%) (B quartile)
 I am satisfied with the quality of advice and guidance available (91%)
(Source: Employer telephone survey December 2011 - 43 employer responses)
FE Choices: Learner Views Performance Indicator:
The FE Choices National Learner Survey captures learners` perceptions about initial advice and guidance, teaching and
learning, their overall satisfaction with their learning experience, level of support and whether they feel treated with respect
and whether the college is responsive to their views. The Performance Indicator score is based on an aggregated score
from 9 questions. In the 2010-11 FE Choices Learner Survey (latest year available) there were 1,907 respondents. The
performance indicator score shows continuous improvement in learner satisfaction and is above national performance.
Year
2010-11
2009-10
2008-09
FE Choices Learner Views
Aggregated Score
8.4
8.2
7.8
+/- difference against
average of similar orgs
+0.3
=
n/a
FE Choices: Employer Views Performance Indicator:
To date, the College has been exempt from the national employer survey because of its possession of the Training
Quality Standard (which counted as ‘outstanding’ for the College`s FE Choices Employer Views performance indicator
judgement). This award is no longer running and the College will participate in the FE Choices employer survey. The
latest (2010-11) performance indicator score for employer satisfaction is 8.1 (out of 10) which is above the national
average of 8.0.
The College`s own 2011-12 employer survey shows a continuing high level of satisfaction with Employer Engagement
provision and the service the College provides to employers: 91% of employers confirmed that they were satisfied with
the service they received from the College; 93% felt that the College gave a value for money service and 90% agreed that
the training had had a positive impact on their business (these responses were ranked in the upper A quartile for external
benchmarking purposes).
E5
Leaders and managers successfully plan, establish and manage the curriculum and
learning programmes to meet the needs and interests of learners, employers and the
local and national community
The College has outstanding provision to meet the needs and interests of learners. The College offers a wide range of
courses from entry level to higher education and opportunities for progression are outstanding. Learners succeed and
progress onto their next level of course and ultimately into their chosen higher education and employment pathways.
Courses are offered at a range of centres and at times to enable under-represented groups to access the provision.
Changes to provision in 2011-12 included an expanded range of A levels and an increase in the range of adult
programmes to tie into the local economic situation.
Programmes are all modelled with a clear focus on customer needs and are mindful of access, including childcare and
travel support, with programme hours arranged around school hours, in order to facilitate access to learning and
employment. The development of motivation, employability and key sector skills is the key development focus for all
programmes, to address the confidence needs of a vulnerable client group. The provision demonstrates effective use of
partnerships to ensure that the College responds to the needs of learners and stakeholders and is able to offer a broad
range enabling learners access to employment opportunities that are identified by partners. Partners are well engaged in
the delivery of projects and have membership of the Operational and Steering Groups. The College is well placed for
delivering future provision, including Skills Funding Agency Adult Responsive provision as well as end to end provision for
Work Programme prime contractors.
The College works actively to widen 16-18 participation. There are strong links with partner schools ensuring natural
progression opportunities 14-19. The College works closely with its secondary school partners to match Key Stage 4
curriculum to the College`s 16-18 provision and to offer schools appropriate provision 14-16. It plays an active role in
encouraging those young learners not in education or training to participate in College programmes and the world of work.
24
The College offer is evolving to meet local, regional and national priorities as shown through its significantly increased
apprenticeship programme. Students are supported to further develop English, maths, employability and functional skills
through the curriculum offer; and the tutorial system also promotes development of these and other skills.
The College has worked with key partners to ensure there is a strong community adult offer available for learners who are
returning to study. A range of initiatives have been put in place to help to significantly and effectively up-skill the local
adult workforce. The HE portfolio of the College has grown in recent years to encourage learners whose families have
not traditionally seen higher education as being accessible to them. The offer, including the timing of courses, is
designed to facilitate and improve access.
The College provides a variety of opportunities for students with learning difficulties and disabilities to enable them to
develop their communication skills, improve their independence personal, social and vocational preparation skills as
appropriate to the individual. This includes a cohort of 19+ learners, with a wide range of learning difficulties and
disabilities, being taught in a supported environment. The College also provides opportunities for students with little or no
previous academic achievement to develop the necessary personal, study and basic skills to enable them to enter,
progress through college and to gain appropriate employment. A dedicated visual impairment unit provides expert support
and learning resources for all learners with a visual impairment regardless of degree.
The College’s pre-employment provision is good, with clear elements of outstanding provision. Excellent relationship
building with referral organisations has underpinned this rapid growth and resulted in demand-driven programmes being
established across the region and across sectors. Programmes show employer involvement, including in the
development and delivery of sector skills based programmes, and support for learners to move into work, including
guaranteed interviews and disclosure of recruitment procedures. Both project infrastructure and teaching resources
ensure responsiveness to stakeholders as well as learner needs and demands. Project infrastructure enables a seamless
service for potential learners, including travel and programme advice and information. The College participated in an
Ofsted Good Practice Survey in 2011-12 and received very positive feedback on its employability provision. During the
2010 Ofsted inspection the College`s engagement with employers was described as excellent.
E6
Leaders and managers promote equality and
discrimination, and narrow the achievement gap
diversity,
tackle
bullying
and
The promotion of equality and diversity is outstanding. All leaders, managers and staff continue to place a high priority
on the promotion of equality and diversity and, as acknowledged by Ofsted in 2010, the promotion of equality and
diversity is ‘outstanding’. The framework for this promotion is the College`s Equality and Diversity Policy and Annual
Report. A wide range of activities, from tutorial and college wide events, help learners to develop skills of tolerance and
respect for others. This includes a focussed Equality and Diversity Week in December which includes participation from
external partners and agencies to represent protected characteristics arising from the Equality Act 2010. Further events
are organised throughout the academic year including Black History Month; World Mental Health Day; Idaho Day and
LGBT Month. Learner achievements are routinely analysed by gender, race and disability within termly Curriculum
Reviews and annual self-assessment. The annual E&D Data booklet summarises the impact of interventions to support
students (eg additional learning support) and retention and success figures in relation to gender race and disability as well
as age. In follow up curriculum reviews this enables course teams to take remedial action to address any gaps in
provision. The E&D Annual Report provides accurate analysis of the diversity profile of staff. The report format has been
recently commended by the 157 Group for its public facing format.
The College has recently invested in an online Equality and Diversity training package designed for use with both staff
and students to enhance awareness amongst staff and students of Equality and Diversity and to improve understanding
of roles and responsibilities. In its first year, 702 staff have completed this training.
The College takes a zero tolerance approach to harassment, bullying and discrimination in line with its commitment to its
Equality Duty. Cross college CPD programmes include compulsory training for Safeguarding and Disability Equality.
The College makes a genuine and enduring commitment to providing support for students with learning difficulties and/or
disabilities. In 2011-12, additional learning support was provided to 966 learners. The retention and success rates for
learners receiving additional support (ALS) in 2011-12 are 2% higher than for learners not requiring support which
suggests that this support has been effective in keeping learners on-programme and achieving. The College also makes
arrangements to provide specialist programmes of study for individuals with severe learning difficulties and/or disabilities
via its Supported Learning Department.
Throughout the academic year targeted surveys and forums capture the learner voice on issues related to LDD. In the
April 2012 Learning Support online survey 40% of respondents said they would not have been able to complete their
course if they had not received support.
25
E7
Leaders and managers safeguard all learners
Learners say they feel safe in and around the College. College sites are welcoming and have an inclusive atmosphere.
In the 2011-2012 parent survey, 98% of parents canvassed indicated that they “felt their son/daughter was safe and well
supported at college”. Contact details of parents or carers are available for every student aged 16-18 and up to 25 for
those with learning difficulties. Attention to internet safety practices is very good and learners are aware of safe working
practices. The College responds quickly to incidents of bullying and discrimination. The students’ knowledge about
safety is developed through the tutorial system as well as through their main learning goals. Students are also supported
by detailed information from Student Services and pro-active Student Services staff. A manager in Student Services is a
member of the Sunderland Safeguarding Board.
The Ofsted 2010 Ofsted inspection awarded the grade of ‘outstanding’ for safeguarding learners and reported that
“Governors, managers and staff place a high priority on safeguarding” and “there is a well-established culture of
safeguarding”. Central to this is the safer recruitment practices followed by all appointing officers for new teaching and
support staff, as well as stringent CRB procedures and following up of references. All staff have an appropriate CRB
clearance upon commencing employment and all undergo mandatory safeguarding training, with obligatory refresher
training after three years. The College HRM department maintain a central register that logs all CRB clearances and
appropriate safeguarding training. The College has achieved the Safeguarding Certificate from Sunderland Local
Authority Safeguarding Board. Reports on internal inspection outcomes during 2011-2012 confirm that “managers,
teachers and tutors ensue that learners are safe and protected”.
The College provides a comprehensive framework of Health, Safety & Welfare (HS&W) policy and procedures that
contribute to ensuring that effective teaching, training and learning incorporates a safe and healthy environment for all.
The College has an effective Health & Safety Policy that sets a clear direction for the College to follow. The HSW policy
is a working document that summarises the safety management system based on ‘Successful Health & Safety
Management’ HSG 65, where there is a commitment to continuous improvement. The College employs a dedicated fulltime Health & Safety Officer, who is highly qualified and experienced (IOSH chartered member). Health, Safety &
Welfare is regularly audited and inspected by the H&S section itself, Union safety representatives, the College’s Quality &
Standards Directorate and external auditors. There is wide representation on all Health & Safety committees and the
reporting systems are rigorous and robust.
There is an established programme of Continued Professional Development for all staff which includes health and safety
training. Approximately 100 staff receive some form of health and safety training each year and 60 have already
completed a self-protection self-awareness seminar. Another 12 members of staff are working towards ‘Review Health &
Safety Procedures in the Workplace’ (Unit 8) qualification. All new staff receive a personal health and safety induction
from the Health & Safety Officer. There is comprehensive first aid cover at all college centres with an efficient rota system
that covers each centre.
There is a wide range of health, safety and welfare support for learners. All students complete a standard Induction
Programme which incorporates Health & Safety. Vocational courses contain a health and safety unit that is subject to
written and practical assessment. All students are issued with an Induction Handbook that contains Health & Safety
information. All childcare students carry out work experience in approved Local Authority premises and in some approved
private venues. There is a thorough risk assessment procedure, carried out in relation to PPE, COSHH compliance etc.
There are thorough risk assessments carried out for Educational Visits. All visit requests are signed off by Curriculum
Management and the Head of Centre. Ivy learning courses are available on the College’s VLE (Blackboard) and include
health and safety components.
100% of site based apprentices complete and pass a Level 2 Health & Safety qualification. 94% of 16-18 learners feel
that they college feels welcoming and 91% agreed that they and their property are safe (satisfaction rates by 19+ learners
are higher). The number of reportable accidents is low (on average less than 6 each year). The HSE are regularly invited
into the College to deliver to staff and students any ‘hot topics’; and the college also hosts one of The Royal Society for
the Prevention of Accidents oldest running safety groups on a monthly basis, and local businesses and safety
professionals attend.
26
PART F: SUBJECT SECTOR AREA REPORTS
27
Self Assessment Report 2011-2012
Title of SAR:
SSA 1 – Health, Public Services & Care
SSAs:
1
Grade: 1
Key Strengths:
1
Excellent and improving success rates on the majority long programmes in SSA.
2
Timely success rates for Employer Responsive Provision have risen for the last three years.
3
Outstanding learner satisfaction for 19+ learners and positive distance travelled for 16-18 learners.
4
Outstanding high grades profile for 16-18 learners
5
High quality of teaching, learning and assessment.
Key Areas for Improvement:
1
Progression from level 2-3 and Year 1-2 on 16-18 level 3 programmes.
2
Achievement on short and very short programmes 19+.
3
Tracking of learner progress on 19+ qualifications.
4
Attendance on Health programmes within the SSA.
SCOPE OF PROVISION:
Learner numbers, range of courses and progression routes
Learner Responsive provision: 16-18 provision - 2047 enrolments in 2011-12. The level 1 BTEC Diploma in Health
and Care is designed to cover Health and Childcare, enabling learners to make an informed choice about the
direction of their Level 2 programme. Learners are supported by a learning mentor on this programme. In the BTEC
level 2 First Diploma in Children’s Care, Learning and Development learners attend college for three days and
placement for two days. At level 2 there is the BTEC Health & Social Care and Diploma in Public Services. The
majority of learners on these programmes attend literacy and numeracy to support their main programme and to aid
the development of transferrable work readiness. Level 3 Children’s Care Learning and Development is offered at
both Usworth and Bede/Headways centres. Learners study at college for three days a week and attend placement
two days per week. Health & Social Care learners study a Level 3 BTEC qualification and attend placement one day
per week. Public Services students study a Level 3 BTEC programme at the Usworth centre. A suite of short
qualifications is offered within the SSA to 16-18 year old learners and include: certificate in drugs awareness,
substance misuse, alcohol awareness, sexual health awareness, fire and rescue services and Paediatric First Aid.
19+ provision - 230 enrolments in 2011-12. Level 2 Diploma in Health & social Care and NCFE Certificate for
Children and young people’s workforce run as long level 2 programmes. Level 3 long qualifications are offered,
including: diploma for children and young people’s workforce and Dental Nursing. Short Course provision includes;
Award and Certificate in Fire and Rescue Services in the Community.
Employer Responsive provision: 391 learners started courses within Employer Responsive provision, 131 were
aged 16-18, 56 aged 19-24 and 204 aged over 25. Programmes include Diploma in Health & Social Care for Adults
and Award in Preparing to Work in Adult Social Care.
E&D cohort characteristics: In SSA1, 496 learners were male (22%) compared with 1781 (78%) Female. 284
learners have a declared difficulty/disability compared with 2141 who do not, 2205 learners registered as White
British compared with 72 who did not.
A
OUTCOMES FOR LEARNERS
Age and Course Level/Type
16-18 Long Level E/1
16-18 Long Level 2
16-18 AS * (compared to VI form NA)
16-18 A2 * (compared to VI form NA)
16-18 Long Level 3 (non A Level)
16-18 Short and Very Short (all levels)
19+ Long Level E/1
19+ Long Level 2
19+ Long Level 3
19+ Short and Very Short (all levels)
GRADE:
Starts 2011-12
96
280
/
/
360
1307
/
19
28
182
28
2009-10
100
81
/
/
86
95
100
79
79
92
Success Rates
2010-11
2011-12
88
88.5
80
87.9
/
/
/
/
90
87.8
95
96.3
/
/
69
78.9
90
78.6
74
86.3
1
Nat Avge
79.5
81.8
/
/
85.5
96.6
/
80.9
73.7
91
1 Learner achievement, high grades and value added: Overall success rates for the SSA are 92.4% (0.9%
below BM), this compares with 87.4% in 2010-11. Success rates for long programmes continue to improve at
87.4% (+3.5% BM) from 85.6% in 2010-11, High grades for completers are now at 10% against a benchmark of
0.7%. Success rates for long level 2 programmes both 16-18 and 19+ have improved following actions instigated
from September 2011; 16-18 success rates have improved from 80% in 2010-11 to 87.9% in 2011-12; 19+
qualifications have seen a similar rise from 69% in 2010-11 to 78.9% in 2011-12. High grades on these
programmes have improved from 26% to 57.1% in an academic year. Level 3 programmes have seen a decline in
success rates in the academic year from 90% in 2010-11 to 87.1% in 2011-12 (BM 85.5%), in the main this is due
to lower retention rates for year 12 learners at 84.8% (BM -1.5%), this is to be addressed in 2012-13. Although
success rates have improved for short/very short programmes there is a large variation between 16-18 and 19+
success rates for these programmes (10% difference) depending on the age of the learner. Employer responsive
timely success rates continue to improve and are now 88.7%, this compares with 81% in 2010-11 and 77% in
2009-10. The college timely success rate is 86.8%.
Narrowing of achievement gaps: In SSA1, 496 learners were male (22%) compared with 1781 (78%) female,
Males show lower achievement at 92% compared with 97% for their female counterparts, but higher retention at
97% compared with 95% for females. 284 learners have a declared difficulty/disability compared with 2141 who do
not, the high grade completers data differs slightly between the two groups – 10% for those with a declared
difficulty/disability compared with 7% for those without. 72 learners are non-white British with a 100% retention
compared to 95% for White British. Bangladeshi learners have 17% high grades compared with 10% for all other
ethnic groups.
Impact of ALS: Retention and success rates of learners receiving ALS is 3% and 3% respectively higher than
those not requiring support.
2 Achievement of personal, social and employability skills: The vast majority of learners in this SSA are given
to opportunity to complete work placement as part of their main programme. Full time 16-18 students also benefit
from an extensive range of both generic and subject-specific enrichment including visits to employers and talks
from outside speakers, participation in regional and national competitions, as well as sporting, social and cultural
activities. Student ambassadors are well used during marketing events; for example, school talks, open evenings
and stepping-up activities.
Progression to higher level qualifications and employment: 78% of Year 12 learners progressed to year 13,
however there is wide variation depending on their programme – 81% of Health learners progress to year 13, 78%
of Childcare and 68% of Public services. 84% of vocational Level 1 progressed to Level 2 and 57% of Level 2
progressed to Level 3. 62% (n=79) of level 3 learners who applied for university gained a place. Progression rates
into higher-level qualifications have improved on previous year; progression to employment remains strong in this
area, boosted by excellent employer links and placement opportunities.
B
QUALITY OF TEACHING, LEARNING AND ASSESSMENT
Lesson Observations
GRADE:
1
Year
No of Obs
% Grade 1
% Grade 2
% Grade 3
% Grade 4
2009-10
2010-11
2011-12
22
20
21
14
35
24
82
45
71
4
15
5
0
5
0
1 Lesson observations: 95% of lesson observations were graded good or better, this is 16% above the NE peer
review group average. No observations were graded as unsatisfactory, although the proportion of outstanding
observations has fallen from last year. 100% of sessions delivered by agency staff are graded as good or better.
Learners rate the quality of teaching and learning very high at 95% (16-18) and 96% (19+) (B and A quartiles in
QDP survey). They also rate assessment highly at 97% (16-18/19+). The distance travelled for 16-18 learners
satisfaction about tests and assessments and teaching and learning has been particularly pleasing and each has
moved from C quartile to B quartile in an academic year. 19+ remains in the A quartile for the third year running.
2 Strengths and areas for improvement in teaching and learning: Key strengths from observations included
evidence based tracking, effective use of AFL and transformations, theory/practice links, peer- & self-assessment
and academic literacy. Sessions are well planned and effectively take account of individual learner needs within
the resources and strategies employed. All observed sessions demonstrated clear links to the learning framework.
Observations show that most learners make very good progress in lessons.
Areas for further improvement
include: the use of differentiated questioning and although learning was checked through the use of questions
there was limited evidence of differentiated questioning in some sessions
3 Staff expertise to plan, deliver and support: Teaching staff are well qualified and knowledgeable about their
subjects and communicate high expectations to all learners. Teachers have a good understanding of their
learners’ capabilities and prior learning, and plan effectively to maximise learner success. Detailed learner
profiling supports session planning and strategies to address learner needs. Personal tutors provide good levels
of support in tutorials, particularly with UCAS applications, CVs, job applications and interview skills.
29
Promoting E&D: Learners have access to a range of resources that meet their learning needs. Teachers
positively promote E&D within lessons, all staff within the department have completed Equality and Diversity
training in 2011/12.
4 Setting high expectations and motivating learners to make progress: Learners are given individual targets;
these are used effectively with learners to promote high expectations, academic tutorials are used to report and
track learner progress. In many lessons responsibility and ownership of learning is awarded to learners with a
positive impact on levels of engagement.
Attendance: Attendance on programmes in SSA1 is 87.4% and is just below target. Within the sixth forms
attendance is outstanding for Childcare courses at 92.5% but only satisfactory for Health courses at 86.6%.
Learning outside classroom: All courses have effective and well-used VLE sites which provide learners with
flexible access to course information and resources.
5 Initial assessment, monitoring of progress and support: Timely additional learning support is put in place
following initial assessment and there is excellent communication between all teachers, tutors, specialist staff and
students. Work placement officers provide additional one-to-one support to those requiring support in their
planning of activities, observations and routines. All learners are aware of their target grades and how
improvements can be made to achieve them. Monitoring spreadsheets with traffic light RAG flags are well
embedded within sixth form provision and used effectively to regularly review individual learner progress and
identify intervention strategies.
Information and guidance: All learners within this SSA are interviewed by subject specialists; this has partly led
to the increases in success rates over the last three years. Progression rates have also increased for internal
provision due to advice and guidance sessions led by IAG staff and the departmental team.
6 Assessment and feedback: Marking and dialogue between staff and vocational learners are consistently of a
high standard. Learners generally receive detailed feedback about their work, with encouraging comments; all
learners understand how to improve their work and are consistently supported in doing so. Teachers use
assessment for learning strategies effectively to check understanding, provide stretch and challenge, prepare
them well for the next step and agree milestone targets with learners. The level and detail of feedback was
positively commented on by all external awarding body visits in the academic year.
7 Development of skills and independent learning: All 16-18 learners have independent research timetabled –
level 1 students for 5 hours a week, level 2 for 10 hours per week and level 3 for 15 hours per week. The
development of independent learning has been hindered by learner perceptions of the library, only 83% of learners
agreed that they were able to use the learning centres when they needed to. Homework Club is embedded within
the sixth forms and well attended by learners.
C
EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT
GRADE:
1
1 Expectations and standards set for learners and staff: Strong leadership and management have contributed
significantly to the raising of achievement and high grades. Clear roles and responsibilities give direction through
strategic objectives, targets and values that are fully understood by all members of the team, resulting in effective
course management and monitoring of individual learner progress. Individual target grades are used effectively to
raise aspirations and performance. Curriculum Leaders ensure demanding CPI targets are met and there are clear
systems for measuring progress against targets and planning improvements throughout the academic year.
Evidence of this has resulted in continued improvements in success rates, retention, achievement, progression
and the quality of provision in this area.
Safeguarding learners: Good evidence of safeguarding within an e-learning environment; learners are able to
confidently discuss the potential risks when using the internet and college procedures are in place to significantly
reduce this risk. A number of learners have whistle-blown poor practice they have witnessed in placement and
have been confident enough to defend their statements with Ofsted. All staff have completed Prevent training in
the academic year.
2 Effectiveness of strategies to improve teaching and learning: No sessions have been graded inadequate this
academic year and the proportion of sessions requiring improvement is only 5% (following coaching and reobservations this has improved). Performance Management Reviews continue to focus on reviewing and
improving the quality of teaching, learning and assessment. CPD strategies are improving teaching and learning
across the team and there is regular sharing of good practice. Embedded coaching has been accessed by a
number of academic staff this year and the SSA has been used to evidence good practice in two external visits
from Oxford College and Reading College. All agency staff were observed and the grade profile was excellent at
50% good and 50% outstanding. This has been possible due to a very robust buddy system in place for all new
agency staff.
30
3 Curriculum meeting needs of learners and employers: Courses within the SSA are structured to enable
learners to progress from level 1 to level 3 and ultimately access HE or employment. All 16-18 learners are given
the opportunity to access literacy and numeracy and the tutorial system is embedded and tutors work with
curriculum staff to deliver a holistic approach to learning. All Childcare and Level 3 Health students access
vocational placement to enhance their application of theory to practice and gain valuable skills necessary for
employment. Learners have access to over 200 work placement opportunities, accessing a wide range of clients.
Feedback from employers is excellent and a number of learners are directly offered employment as a result of
their placement.
Using self assessment and user views to improve: The quality of provision for this SSA is monitored and
reviewed regularly and there is a good understanding of the strengths and priorities for improvement by the teams.
Course committees actively respond to learner views and learner satisfaction is high and improving.
Promotion of equality and diversity and narrowing achievement gaps: Proactive promotion of E&D within the
department is embedded within recruitment, lessons, support and enrichment opportunities. No significant gaps
now remain between different E&D groupings and the proportion of male childcare students continues to improve.
4 Capacity to improve - key improvements made in 2011-12 include:
*
*
*
*
*
Success rates for long level 2 programmes improved by 7.9% for 16-18 learners and 9.9% for 19+ learners.
Success rates for 19+ short and very short programmes improved by 9%.
Retention variations between the centres reduced 1.1% from 9.7%.
High grade data improved to 9.5%
Student satisfaction remains outstanding for 19+ provision and has improved significantly for 16-18.
History of Self-assessment grades
Outcomes for Learners
Quality of Teaching, Learning and Assessment
Effectiveness of Leadership and Management
Overall Effectiveness
2009-2010
2010-2011
2011-2012
2
2
2
2
1
2
2
1
1
1
1
1
31
Self-Assessment Report 2011-2012
Title of SAR:
SSA2 Science, Mathematics and
Psychology
SSA:
2
Grade: 2
(sub grade 4
for maths)
Key Strengths:
1
High A2 success rates in Biology, Chemistry, Physics and Psychology which are all above sixth-form
benchmark.
2
AS success rates in Chemistry, Physics and Psychology continue to improve and are now above sixth-form
benchmarks.
3
High success rates on BTEC Science Certificate, Sub-diploma, Diploma and Extended Diploma.
4
Excellent value-added on AS Psychology.
5
Robust tracking being developed which has resulted in high retention and improving success rates.
6
Consistently high attendance.
7
High progression to Higher Education institutions.
8
High success rate in GCSE Mathematics which is above benchmark
Key Areas for Improvement:
1
AS success rates in Biology, Mathematics and Further Mathematics although improving, remain below sixth-form
benchmarks.
2
High grades, although increasing, remain below the sixth-form benchmark on the majority of AS/A2 courses.
3
Low value-added on some qualifications (AS Biology, AS/A2 Mathematics and Further Mathematics)
4
Progression from AS to A2 although improving, remains low on some courses.
5
Cross-centre collaboration within the new Department of Science and Mathematics to reduce variation between
centres.
6
Further development of the college’s e learning environment (Moodle).
SCOPE OF PROVISION:
Learner numbers, range of courses and progression routes: The majority of enrolments (93%) are within the new
Department of Science and Mathematics (formerly x2 curriculum areas covering the sixth-form delivery). There were
1028 Learner Responsive enrolments, during 2011-2012 for full-time sixth-form provision (up from 886 in 2011-12).
This provision is based within four sixth-forms (Bede, The Headways, St Peter’s and Usworth), who work in
partnership with the local secondary schools. The current curriculum offering is all at level 3 (AS/A2 levels in Biology,
Chemistry, Maths, Psychology, BTEC Certificate and Sub-diploma being available at all four sixth-forms. AS/A2
Further Maths is delivered to a group combined from all sixth-forms; BTEC Extended Diploma in Applied Science
operated from one centre only. Across the four sixth forms learners totalled: AS Biology 117, A2 Biology 34, AS
Chemistry 100, A2 Chemistry 31, AS Maths 170, A2 Maths 39, AS Further Maths 15, A2 Further Maths 7, AS Physics
74, A2 Physics 22, BTEC Cert (on AS matrix) 43, BTEC Sub-diploma 51 and BTEC Extended Diploma 25.
Within the new Department of English and Mathematics (up to level 2) there were 75 enrolments onto GCSE
Mathematics.
There were 90 enrolments for learners studying on Level 0 qualifications, franchised from Sunderland University
(within the HE Department for 2011-2012, which now moves into the new Science and Mathematics Department for
2012-2013). The vast majority of level 3 learners progress to HE within local universities; there exists the opportunity
for progression onto the level 0 qualifications within the Department for suitable learners. Learners are supported by
the College’s Advice and Guidance team alongside personal tutors when making progression choices.
E&D cohort characteristics: Across the SSA, 55% of learners were female and 45% were male. The cohort within
the Department of Science and Mathematics sixth-form provision comprised 547 female (53%) and 481 (47%) male
learners, aged 16-18 years. There were significantly more female learners than male learners studying AS/A2
Psychology and AS/A2 Biology and significantly more male learners than female learners studying AS/A2 Physics
and AS/A2 Mathematics. 94% of learners declared their ethnic background as white British. 9% of learners declared
a learning difficulty or disability and 3% of learners received Additional Learning Support.
32
A
OUTCOMES FOR LEARNERS
GRADE:
2
(sub grade 4 for
maths)
Age and Course Level/Type
16-18 Long Level E/1
16-18 Long Level 2
16-18 AS * (compared to VI form NA)
16-18 A2 * (compared to VI form NA)
16-18 Long Level 3 (non A Level)
16-18 Short and Very Short (all levels)
19+ Long Level E/1
19+ Long Level 2
Starts 2011-12
75
677
221
126
4
-
19+ Long Level 3
19+ Short and Very Short (all levels)
-
92
69
97
95
82
97
Success Rates
2010-11
2011-12
96
90
68
74
97
96
94
96
100
100
95
87
Nat Avge
82
75
95
82
n/a
82
-
100
-
-
100
-
-
-
2009-10
1 Learner achievement, high grades and value added: Across the SSA the success rate for all ages and all
levels is 82% against a sixth-form benchmark of 80% and a 2% improvement from 10-11. High grades across the
SSA have improved by 3% from 10-11 to 31% (-3% below the sixth-form benchmark).
There are improving success rates across 5 out of 6 AS qualifications, resulting in 3 of 6 qualifications being
significantly above the sixth-form benchmark (AS Chemistry, AS Physics, AS Psychology). Success rates at A2
are already high and there were improvements in high grades in 5 out of 6 A2 subjects, although all remained
below the sixth-form benchmark. Achievement rates for all BTEC qualifications were high.
Across the Department of Science and Mathematics the success rate has risen from 78.9% to 81.2% (+1.5%
above the sixth-form benchmark). High grades have risen from 4% from 10-11 to 29% (-6% below the sixth-form
benchmark).
There is excellent value-added on AS Psychology (ALPS grade 3) and 6/10 AS and A2 courses demonstrated
improved value-added scores. However, value-added within AS Biology, AS/A2 mathematics and AS/A2 Further
mathematics is less than satisfactory. Value-added on the BTEC Extended Diploma is good (ALPS grade 5).
At GCSE – the success rate has dropped slightly, but remains well above benchmark (90% vs 82%); the
proportion of high grades has dropped significantly due to new form of measuring and is below the benchmark
(4% vs 9%).
Narrowing of achievement gaps: Learners with difficulties/disabilities make good progress, the success rate is
82% vs the SSA success rate of 80%, retention is 96% compared to the SSA retention rate of 94%.
Impact of ALS: Across the SSA 38 learners received ALS, the success rate of these learners was 1% above the
SSA success rate (82% vs 81%) and retention was 3% higher (97% vs 94%).
2 Achievement of personal, social and employability skills: Across the four sixth-forms, subject-specific
enrichment has enhanced courses and the skills of learners, for example, AS/A2 Psychology learners participated
in a session with Washington Mind (mental health charity) resulting in several learners applying to become
volunteers within the organisation. There have been several subject-specific visits to/from local universities, eg
AS/A2 Psychology, AS/A2 Chemistry. Physics learners were involved in a lecture from Sir Arnold Wolfendale, 14 th
Astronomer Royale. Chemistry learners took part in a competition organised by the Royal Society of Chemistry at
Sunderland University. BTEC Science learners visited Sunderland University as part of a STEM day. All learners
within the curriculum area were invited to a ‘Big Science Event’ involving representatives from local employers,
universities, Nuffield bursaries and STEMNET, and the admissions tutor for Medicine at Newcastle University.
Student-helpers assist at marketing events as ambassadors and took part in practical scientific demonstrations to
prospective learners.
The College hosted the Ashfield Music Festival (an Institute of Physics one day event for year 10 school-pupils)
took place in June 2012, with 20 learners volunteering to lead teams of pupils from partner schools. A similar
event was later held in a partner school and 6 A2 learners were invited to be team leaders for the event. A group
of AS Mathematics learners came third in the regional Mathematical Challenge Competition in November 2011.
Some A level maths learners have attended partner schools to offer support in maths to school-pupils.
Learners also benefit from enrichment opportunities available within the general tutorial programme, such as
preparation for university, generic university visits, and have studied qualifications in critical thinking skills and
personal money management. The enrichment programme also offers a wide variety of sporting and social
activities, such as Duke of Edinburgh Award. Learners have acted as student ambassadors at open evenings for
both A level and vocational qualifications, parents evenings and other college events.
The Extended Project Qualification is studied by the learners regarded as high achievers and are encouraged to
33
select topics related to scientific issues, thereby strengthening their academic knowledge whilst developing
research methods and written communication skills.
Progression to higher level qualifications and employment: There is excellent progression to higher
education with the majority (approx. 90%) of A2 and BTEC year 2 learners have progressed to higher education,
predominantly at regional universities, although destinations vary from the University of Strathclyde to the
University of Brighton. Undergraduate courses are in a wide variety of areas, some of which are: Medicine,
Mathematics, Pharmacy, Chemistry, Biomedical Sciences, Optometry, Physiotherapy, Radiography,
Environmental Health, Crime Science, Earth and Ocean Science, Wildlife Conservation, Digital Media, Teaching,
Law, Psychology, Sport Science, Accountancy, English, Media and Sociology.
Several BTEC Sub-diploma/Diploma/Extended Diploma learners have used the qualification to gain entry into
training such as Nursing, laboratory work and Armed Forces, although the majority of year 2 BTEC learners
entered Higher Education. .
Progression from AS to A2, although increasing, remains an area for improvement, specifically within Biology,
Mathematics, Further Mathematics (although it should be noted that many learners within the Department studied
x4 AS and will drop to x3 A2). At Bede/the Headways overall progression has increased this year to 58% from
51% to in 2010-2011, at St Peter’s to 53% from 47% and at Usworth to 54% from 41%. Several learners also
progress directly onto Level 0 qualifications or enter BTEC study, which would increase internal progression.
B
QUALITY OF TEACHING, LEARNING AND ASSESSMENT
Lesson Observations
Year
No of Obs
% Grade 1
GRADE:
% Grade 2
2009-10
33
3 (x1)
67 (x22)
2010-11
22
9 (x2)
82 (x18)
2011-12
23
30 (x7)
48 (x11)
*Data does not include any lesson observations for GCSE Maths or Level 0/HE
-
2
% Grade 3
% Grade 4
24 (x8)
9 (x2)
22 (x5)
6 (x2)
0
0
78% graded good or better with 30% outstanding.
1 Lesson observations: The three year trend in lesson observations shows that there is an overall improvement,
particularly with regard to good teaching being moved to outstanding teaching. This is above the NE Peer Review
Group average of 71% good or better, 7% grade 1 and is in the upper quartile. No sessions were inadequate.
Within the new Department of Science and Maths (formerly two separate curriculum areas across the 4 sixthforms), learners rate the quality of teaching and learning highly at 91% agreement, rating of 74 which is +3 on the
college average and an increase of +17 from 2010-2011 (based upon the QDP external ratings in November,
2011).
There has been an increased focus in embedded coaching in St Peter’s and Usworth, alongside a sharing of good
practice across the Department of Science and Maths. However, it is acknowledged that there is further need to
improve in order to raise the satisfactory teaching to good or better. To assist this there will be a focus upon new
staff, visiting teachers and agency staff at an early stage, to ensure that they are fully aware of the current learning
Framework which is used within the college.
2 Strengths and areas for improvement in teaching and learning: Within the Dept of Science and Mathematics
sessions observed were well-planned and well-resourced, with the majority following the teaching and learning
cycle ethos. Strengths of good teaching included engaging and differentiated activities within sessions, seating
plans, questioning technique with a focus upon the use of correct terminology and vocabulary, checking progress
within sessions and setting high expectations and standards. All grade 1 lessons featured strong classroom
management. An area for improvement in some observed sessions has been the development of higher-order
thinking skills during questioning plus there are occasional instances of lateness. Early observations of visiting
teachers showed that some were not familiar with the session-planning format used within the college, plus there
were missed opportunities to develop higher-order thinking during questioning in some sessions. Both will be a
focus for CPD and coaching during 2012-2013, alongside continued sharing of good practice between all staff.
There is improving learner satisfaction within the Dept of Science and Maths, shown by the QDP Learner Survey
which places the teaching and learning within the A/B upper quartiles: 94% of learners agree that each lesson is
well-organised and helps them to learn, +6 on the college average; 94% agree that there are enough teaching
and learning materials to aid learning, +5 on the college average; 96% agree that they are encouraged by
teachers to behave well and work hard, +7 on the college average; 93% agree that teachers make sure learners
know what they are doing, +8 on the College average; 94% agree that they are helped to develop their own ideas
and work on their own, +6 on the college average; and 91% agree that their teachers use different ways to assist
learning, +5 on the college average.
34
The learners surveys for those aged 20+ show 96% agreement for teaching and learning (quartile A) and 99%
agreement for tests and assessments (quartile A).
3 Staff expertise to plan, deliver and support: Within the department of Science and Mathematics, programmes
were delivered by 13 permanent staff, 6 visiting school-teachers, several agency members of staff, one Curriculum
leader and one Head of Learning and Standards – all of whom are well-qualified and knowledgeable about their
subjects, which is appreciated by learners (x4 members of the teaching staff possess a PhD, x1 has a Masters
degree). One member of the team is an external examiner and able to disseminate understanding of awarding
body procedures. One member of the team is an internal inspector and disseminates information regarding good
practice from lesson observations. Two members of the team are TEEP trained (level 1) and is able to share good
practice. One member of the team is a former Teaching and Learning Coach and is able to share good practice
and provide support to team members. Five staff have participated in embedded coaching (differentiation, HOTS,
behaviour management, lesson planning and targeted teaching and learning) and have presented information
back to team members.
Teachers have a good understanding of their learners’ capabilities and prior learning due to the development of
bridging courses to follow on from GCSE work, specifically in Biology, Chemistry, Physics and Mathematics AS
levels. The internal inspection of Student Assessment, Feedback and Progress (March, 2012) reported that staff
accurately mark and predict performance. The Learning Framework is used to provide active and well-structured
learning experiences. All staff have been involved in providing additional support sessions following the
publication of module AS/A2 results in March.
Personal tutors provide very good levels of support in tutorials, particularly with UCAS applications, CV’s, job
applications and interview skills demonstrated in the learner survey. A High Achiever’s programme exists across
all centres.
All teachers have been trained in Moodle and Moodle2. The sites have been strengthened over the past year to
incorporate a wider range of learning materials. However, this aspect remains an area for improvement with 55%
of learners agreeing that they use Moodle as part of their learning.
AS/A2 Mathematics has experienced staffing issues at St Peters and Usworth. At St Peters, temporary staffing
(agency) arrangements have been in place from Christmas to Summer. At Usworth, circumstances resulted in
prolonged absence of the mathematics teacher. Agency teachers have been in place March to Summer, and
whilst provision and extra support sessions have been in place for the learners, continuity has been affected.
Promoting E&D: Learners have access to a range of resources that meet their learning needs. Teachers
positively promote Equality and Diversity within sessions where possible and when producing resources. On
Moodle, in subjects with a gender-bias, appropriate role-models are actively promoted.
Opportunities are taken to promote Equality and Diversity as they arise in schemes of work – examples include:
diversity in Biology, mental health issues and ethno-centrism in Psychology. The Curriculum Leader has been
trained on Race Equality (2009) and whilst the number of students from non-White British ethnic backgrounds is
low, this reflects the local community – the outcomes for such learners is far higher than the whole-college
average ( a success rate of 95.1% against a whole college success rate of 85.9)
All laboratories and classrooms across the centres cater for learners with disabilities; desks at Usworth can be
lowered to enable access for students in wheelchairs. Specialised equipment can be resourced for learners who
require this (eg chair for a learner with a spinal injury). Moodle provides resources for learners who are absent
through illness so they can continue with their studies at home if possible.
In the CDP Learner Survey (November 2012) 96% of learners reported that their work was assessed fairly, +6 on
the college average.
In the Parent Survey 2012, 98% of parent/carers across the entire college agreed that their son/daughter is safe
and well supported at college.
4 Setting high expectations and motivating learners to make progress: All learners are set individual
aspirational target grades (via ALPS) with many courses requiring learners to consider a personal aspirational
grade alongside this, which is then included on assignment feedback proformas. Individual targets with SMART
actions are set for learners at termly Progress Reviews. ‘Progress so far’ forms are used with learners to consider
module examination results and points required to achieve higher grades. The majority of AS/A2 courses require
learners to repeat work that is of a low grade/beneath target grade. Within the Department of Science and
Mathematics, 96% of learners in the QDP Learner Survey (November, 2011) stated that their teachers encourage
them to behave well and work hard (+7 on the college rating); and 94% agreed that their teachers helped them to
develop ideas and to work on their own (+6 on the college average). The internal inspection of marked work
35
(February, 2012) noted that learners strongly reported that their teachers made sure they understood the
qualification standards and assessment outcomes. The report also noted that all staff and learners confirmed that
targets are regularly discussed both formally and informally and used positively to encourage improvement to
reach and exceed the target.
Attendance: Overall attendance is excellent at 91% (data from Columbus) across the new Department of Science
and Mathematics; all classes have attendance over 86%. Overall attendance during line management lesson
observations was 92% with a small % of learners being late.
Learning outside classroom: All learners have Moodle sites (e learning environment) although the effectiveness
of the sites has been compromised in some cases due to negative college-wide PC issues concerning speed of
access. This was reflected the QDP Learner Survey (November, 2012) with 55% of learners saying that they used
Moodle as part of their learning. However, teaching staff have continued to update the sites since the survey in
November, to provide flexible access to course information and ICT resources (such as on-line quizzes, interactive
applets, video clips) and are currently planning the move to Moodle 2 for September, 2012. All learners have
access to extension work and extended reading outside of the classroom, although this generally remains an area
for improvement concerning the amount of extra work that learners actually carry out. The learner survey notes
that 94% of learners state that there are enough teaching and learning materials to assist learning, +5 on the
college average).
5 Initial assessment, monitoring of progress and support: Work was set for all learners on AS level
qualifications at enrolment and for BTEC learners at induction, to assist learners’ decisions’ to study particular
qualifications, to prepare for level 3 study and to provide information to teachers regarding learners’ existing
knowledge. Learners studying Biology/Chemistry/Physics and mathematics also complete a diagnostic test after
three weeks of ‘bridging the gap’.
At Bede/The Headways, rigorous weekly monitoring of learner-progress took place over the Autumn term,
immediately following induction, in order to ensure that learners were progressing on their chosen qualifications. In
cases where learners were having issues then timely transfers to more appropriate qualifications were put in place
(eg BTEC Cert in Applied Science or IT, or full BTEC sub-diploma) so as not to affect the learner’s overall
aspirations – this is reflected in the differing success rates and number of transfers at Bede/The Headways
compared to St Peter’s and Usworth. Monitoring spreadsheets showing traffic-light RAG status are in place for
both A level and BTEC learners which are used effectively by both teaching staff and tutorial staff. Cross-centre
tracking spreadsheets are also used in some courses to compare and monitor the progress made amongst
learners from different sixth-forms.
All learners are aware of their target grades from the outset of their courses. Student Action Plans are put in place
for learners who are performing below target grade or are wishing to achieve at a higher level – copies are also
given to the personal tutor, and the member of teaching staff is responsible for following up the actions and
deciding upon the next steps.
Within the Department of Science and Mathematics, 95% of learners in the learner survey agreed that their
teacher treated them as an individual, +4 on the college average. In a few instances, support has been put in
place for students for whom English is their second language. All learners are aware of their target grade from the
early weeks of their courses and this is indicated on marked work.
Information and guidance: All year 1 learners at the initial Science and Maths Course Committees were happy
with the enrolment process and the advice and guidance that was received. However, at Bede/The Headways
some learners commented that they would have preferred to have had a college interview (prior to enrolling) with a
member of the teaching team rather than a guidance worker. This was remedied by having x3 members of the
teaching staff assisting with the interviewing of prospective learners at Bede/The Headways. Learners are enrolled
onto their qualifications by subject-specific teaching staff in order to give accurate advice and guidance. Next
steps and advice and guidance is built into the tutorial programme.
6 Assessment and feedback: Within the Dept of Science and Mathematics, teaching staff are accurately marking
and predicting performance (noted in the internal inspection of marked work, February, 2012). Regular homework
is given to learners, generally on a weekly basis (confirmed by learners in the internal inspection). BTEC learners
use workbooks to collect details of their progress throughout the year. Feedback proformas are used with the
majority of assessments – however, it is acknowledge that a more consistent approach to present the feedback
may be of benefit to learners – this is to be considered in the coming academic year. The learner survey produced
an overall rating of 95% agreement (+7 on the college average) for Tests and Assessments; 97% of learners
agree that assessment tasks are clear (+11 on the college average), 97% agree that deadlines are clearly stated
(+7 on college average); 91% of learners state that they receive feedback within 2 weeks (+11 on the college
average) - although the internal inspection noted that occasionally this may not happen; 93% stating that feedback
is helpful (+7 on college average rating) and 98% stating that they know how to improve work (+6 on the college
average). The internal inspection (of marked work) report shows that written feedback is sufficiently detailed and
helpful.
36
7 Development of skills and independent learning: Teaching staff encourage learners to develop skills for higher
education. The QDP Learner Survey states that 94% of learners agree that they are helped to develop their own
ideas and work on their own (+6 on the college average).
A levels within this department provide a sound basis for study at university or progression into employment.
Science subjects develop practical, analytical, theoretical, numerical and problem solving skills. Mathematics
develops numerical ability, sound reasoning and logical thinking. Psychology develops both written and verbal
communication, evaluative and analytical skills. BTEC Science is assisting learners to develop skills both for
independent study and higher education, but also laboratory techniques and skills which will be required by
employers.
Independent learning is set within all subjects, including assessments on Moodle.
C
EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT
GRADE:
2
1 Expectations and standards set for learners and staff: Strong management and leadership by example have
contributed to a raising of outcomes for learners. Teaching staff are fully aware of their accountability for their
learners, classes and courses. Clear PMR targets are set for staff during the Autumn term and reviewed mid-year,
with a clear system for measuring performance via success rates, value-added and high grades. Teaching staff
rigorously track learner progress from the outset with issues being reported and discussed amongst teaching staff
and tutors at weekly meetings, resulting in high retention of 92.5% which is 3.5% above the sixth-form benchmark
for the curriculum area. High levels of attendance and standards of behaviour are set for all learners with
teachers, tutors and Head of Learning and Standards dealing with disciplinary issues in a consistent and open
manner. New teaching staff have been fully supported over the year. A Project Co-ordinator from the National
Science Learning Centre (York) contacted the Curriculum Leader to develop training materials for newly qualified
science teachers.
There are high expectations set for learners via target grades. Students are further encouraged to strive for
success through STEM ambassadors, university visits, stretch and challenge activities, which are to support and
motivate students.
Safeguarding learners: Safeguarding procedures are robust - all staff are fully committed to safeguarding
learners and have been trained on Safeguarding/Child Protection issues alongside being CRB checked, including
agency staff and visiting school-teachers. Health and safety within laboratories is regarded as priority and noted in
relevant line management observations – with all lesson observations reporting safe and inclusive environments.
There is a Health and Safety induction at the start of all science courses following guidelines laid down by
CLEAPSS; learners receive a Health and Safety pack which they sign to acknowledge that rules have been
explained, although teachers constantly remind learners of key concerns during teaching sessions. Three
members of staff are qualified first-aiders. Eight members of the team have attended ‘Prevent’ training run by
Northumbria Police.
2 Effectiveness of strategies to improve teaching and learning: Across Bede/The Headways strategies used in
this academic year were based around organisation of the curriculum area, organisation of courses and rigorous
tracking/monitoring/follow-up of learners, and have been effective in increasing the overall success rate for these
centres from 85% to 88% (+8% above benchmark) for all courses and for AS level (a continuing area for
improvement) from 74% to 80% (+5% above benchmark)
Across St Peter’s/Usworth, strategies have been based around embedded coaching reflected in the proportion of
outstanding lesson observation grades increasing significantly in the past year. Overall success rates for St
Peter’s have increased from 76% to 77% (-2% below benchmark), and for AS level from 65% to 71% (-4% below
benchmark). Overall success rates for Usworth have increased from 71% to 73% -5% below benchmark), and for
AS level from 61% to 66% (-8% below benchmark). This demonstrates the variation between centres which will
be focused upon in the coming academic year - the new structure which includes a Head of Department across
college centres will assist in a sharing of strategies/resources across centres, namely at the cross-centre B
meetings which will have a designated slot. Similarly the tracking and monitoring of all learners, especially in the
early part of a course, to support the ‘right student, right course’ ethos will be emphasised across all centres. The
Department of Science and Mathematics will also include Level 0 qualifications which will be able to provide
suitable options for learners who have difficulty in progressing.
Teaching staff produced learner workbooks for BTEC learners to record work which has improved the learners’
experience and resulted in a much higher rating for Teaching and Learning plus Tests and Assessments (+17 and
+25 % points distance travelled from 2010-11 for Bede/The Headways). Overall, learners had 95% agreement
with all positive statements regarding Tests and Assessments, +7 on the college average. A BTEC Grade
Review in the Spring term by external reviewers resulted in a positive report for the marking of work. Performance
Management Reviews have focussed the attention of staff onto specific targets (success rates, retention,
37
achievement, high grades and value-added) and promoted accountability. Student Action Plans have been
produced on a regular basis to support those learners at risk of under-achieving their target grades or to promote
extension work in order to stretch learners. Cross-centre meetings have taken place to encourage the sharing of
good practice and collaborative resource development between subject-specific staff, although limited time has
been available for these meetings (however, this is set to change for academic year 2012-13). Strong marketing,
alongside advice and guidance from teaching staff to both learners and their parents, has supported the ‘right,
student, right course’ ethos. However, attempts to improve the elearning environment have not been successful
due to both learner and staff perceptions of the resource based around technical issues outside of the curriculum
area.
Within St Peter’s/Usworth sixth-forms it should be noted that despite staffing problems for Mathematics delivery,
parents have been fully informed during the process and have been supportive of how this has been managed.
Both parents and students appreciated the support provided to ensure learning is not disadvantaged – similarly
with all additional sessions that teaching staff have been able to put of across the Department.
3 Curriculum meeting needs of learners and employers: All provision is full-time and at level 3, however there is
a vocational BTEC option available for those learners wishing to study science post-16 but who do not possess
the entry requirements for A level study. The BTEC Cert in Applied Science is offered on the full-time AS level
matrix for a similar reason and is also open to learners who are able to transfer in at an early stage from
alternative courses. Learners are able to progress within the college to x3 level 0 degree courses offered via
partnership with Sunderland University (Pharmacy, Biomedical Sciences, Psychology). However, there is
currently no part-time provision or provision below level 3 which will be considered during 2012-13.
The Bede/The Headways sixth-forms delivered GCSE Masterclasses to some local schools to assist school pupils
with their GCSE examinations in: Biology, Chemistry, Physics and Psychology. It was anticipated that this would
support those pupils who may then progress to post-16 courses within the curriculum area – early analysis of the
data appears to show that a high proportion of the school-pupils who attended such sessions have progressed to
studying the subject(s) at college.
A ‘Big Science’ event was held in February, 2012 which involved all learners and pupils from partner schools being
invited to the event which included representatives from local employers, universities, Nuffield bursaries and
STEMNET, alongside the admissions tutor for Medicine at Newcastle University.
The Department of English and Maths has successfully marketed the new offer of GCSE Biology to adults hoping
to study on an evening from September, 2012, holding an open evening during the summer term.
Using self assessment and user views to improve: Within Bede/The Headways, the Improvement Plan has
been updated throughout the academic year with much successful implementation, specifically around advice and
guidance within the curriculum area plus reporting and monitoring of learner progress. However, there are still
issues requiring further development for 2012-13, such as using the ‘fifth hour’ as a more specific form of
differentiation; informing other college staff involved in advising and enrolling learners about the content of the
curriculum area courses; and to further develop the attention paid to value-added/high grades by examining the
development of higher-order thinking skills. These are to be addressed during 2012-2013. There have been
regular Curriculum sub-group/Course Committee meetings attended by representatives of all qualifications within
the curriculum area. Outcomes are displayed upon ‘You Said, We Did’ style posters and have included issues
such as: teaching staff interviewing prospective learners, contributions to the development of new science
laboratories, movement of lockers and availability of electronic and paper resources within the Learning Centre.
Within St Peter’s/The Headways, there have been a range of improvement strategies aimed at improving the AS
success rates. Initiatives such as the use of Medium Term Plans, student file checks and individual tutorials have
been introduced, as well as the fifth hour for developing and consolidating skills. Closer monitoring of students via
A meetings and RAG spreadsheets have resulted in improved attendance and retention data. The QDP surveys
provide valuable feedback on the perceptions of students. Course Committees have been held at both centres and
learners’ views have been acted upon. At Usworth, learners requested revision sessions to take place on Tuesday
evenings from 5 to 8pm, which were subsequently organised. At St Peter’s, learners requested more A2 revision
sessions for maths, which were arranged promptly.
Promotion of equality and diversity and narrowing achievement gaps: Within the Dept of Science and
Mathematics across the for sixth-forms, there is a slightly lower success rate but a higher retention rate for
learners declaring a difficulty/disability and learners receiving ALS compared to leaners who do not. Learners
declaring a non-White British ethnic background have a significantly higher success rate (95% vs 80%) and high
grades (39% vs 28%) compared to those declaring a White British ethnic background, although, the numbers are
relatively small (x61 learners, 5.9% of the new Department of Science and Mathematics) which make conclusive
judgements difficult.
Marketing events, such as Open Evenings and taster sessions aim to encourage more female learners to study
38
subjects such as Physics and Maths where they are in the minority. Brand new science laboratories were opened
in November, 2011 in Bede/The Headways sixth-forms which – like the laboratories within St Peter’s and Usworth
- are designed to take into account the requirements of learners with disabilities and are located near an
accessible entrance. The college’s virtual learning environment (Moodle) enables learners who are unable to
attend college to have access to assignments and resources, although Moodle has not been used to its full extent
this academic year.
The gender profile for 2011/12 for the new Department of Science and Mathematics is 53% female and 47% male.
However, there are more female learners within Biology and Psychology, whereas in Mathematics and Physics,
there are fewer females – following the national trend.
4 Capacity to improve - key improvements made in 2011-12 include:
 Improving success rates at AS, with 3 of 6 AS subjects being above sixth-form benchmark, and a strong
success rate performance at A2
 Consistent implementation of the ‘Right Student, Right Course’ ethos, rigorous tracking and monitoring of
learners, alongside the production of Student Action Plans and targeted support resulting in high retention and
targeted support.
 Much increased staff awareness of accountability for learners, classes and courses, through the use of the
Improvement Plan and PMR’s.
 Effective marketing and partnerships with schools resulting in increased applications.
 Improved communication and organisation of BTEC Applied Sciences courses demonstrated by much
improved learner voice data.
History of Self-assessment grades
Outcomes for Learners
Quality of Teaching, Learning and Assessment
Effectiveness of Leadership and Management
Overall Effectiveness
2009-2010
2010-2011
2011-2012
3
3
3
3
3
3
3
3
2
2 (sub grade 4)
2
2
39
Self-Assessment Report 2011-2012
Title of SAR:
SSA4 - Engineering
SSA:
4
Grade: 3
Key Strengths:
1
High success rates on 16-18 long level 1 and 19+long level 3 courses
2
Very high success rates for learners receiving additional learning support.
3
Good teaching and learning which is confirmed by learners
4
Robust recording, monitoring and tracking systems effectively support learners progress
5
Effective leadership and management contributing to development of broad curriculum offer
6
Effective leadership leading to a significant increase in income generation
Key Areas for Improvement:
1
Success rates have declined over past three years from a high starting point.
2
Improve overall success rates on failing courses such as level 3 BTEC Advanced diplomas and level 2 motor
vehicle repair certificate.
3
Improve progression from levels 2-3
SCOPE OF PROVISION:
Learner numbers, range of courses and progression routes: Overall there were 776 learner responsive and 65
WBL enrolments (across 2 centres) in 2011/12. Clear progression routes exist within the curriculum ranging from
Entry L3 to L5 HNC full time and NVQ routes. Courses are offered on a full time and part time basis, including a
number of short courses offered as either leisure type courses or full cost courses aimed at those already in the
profession. Courses are offered to 14-16 year olds through school partnerships leading to a recognised qualification
and a route to either a part time or full time course within college. Appropriate additionalities accompany the main
programme
Employer Responsive provision: The department offers an apprenticeship programme with 65 apprentices in 2011/
12 in both engineering, electrical installation and motor vehicle, with a timely success rate 76.9%. For ER Learners
most courses fall into the categories Vehicle repair & Maintenance, Manufacturing/Mechanical Engineering or
Electrical/Electrical installation or Operations and Maintenance Engineering Technical Certificates to support
Apprenticeship. We deliver a variety of Apprenticeship Frameworks for local and national Training Providers as wel as
our own managing agent. We also have a strong partnership with SETA (Sunderland Engineering Training
Association) and the North East Chamber of Commerce, TDR Training, Rolls Royce Training and many local and
national companies e.g. Rolls Royce, NOV, Calsonic etc. We are looking to develop an partnership with Skill Net who
recruit apprentices for franchise garages.
E&D cohort characteristics: In 2011-12 there were 776 learners 10% of these were female. 96% of learners are
white and 20% have a learning difficulty or disability, with 16% requiring ALS.
A
OUTCOMES FOR LEARNERS
Age and Course Level/Type
16-18 Long Level E/1
16-18 Long Level 2
16-18 AS * (compared to VI form NA)
16-18 A2 * (compared to VI form NA)
16-18 Long Level 3 (non A Level)
16-18 Short and Very Short (all levels)
19+ Long Level E/1
19+ Long Level 2
19+ Long Level 3
19+ Short and Very Short (all levels)
GRADE:
Starts 2011-12
139
165
2009-10
89.6
71.9
n/a
n/a
83.9
92.1
100
74.2
95.2
87.8
140
199
2
27
10
55
40
Success Rates
2010-11
2011-12
83
84.2
78.6
68
n/a
n/a
n/a
n/a
82.2
72.1
83.3
77.4
100
66.7
62.8
82.9
100
100
72.7
3
Nat Avge
75.5
72.1
n/a
n/a
71.9
73
100
76.2
87.5
90.5
1 Learner achievement, high grades and value added: Success rates are high on long level 1 at 82%, and 19+
long level 3 courses are 100%. There were problems nationally with level 2 motor vehicle qualification over
awarding bodies question papers having some questioning imperfections thus giving us and lots of other colleges
poor success rates within this area. For example Learner Responsive provision Achievement for long level 2
courses was 73% which was 13% below benchmark. For 19+ students achievement was 100% with a success
rate of 100% (22.5% above benchmark)
For Employer Responsive provision Achievement on long level 3 courses (16-18) was 100% and for 19+ students
achievement was also 100% with a success rate of 100%
Narrowing of achievement gaps: Learners with learning disabilities make good progress and success rates are
comparable with learners with no disability (82%). Gender and ethnicity – learners of other ethnicity have lower
success rates than other learners.
Impact of ALS: Additional learning support is effective in enabling learners accessing the service to succeed and
achieve targets. (Learners receiving support have 10% higher retention and 10% higher success rate than those
not requiring support)
2 Achievement of personal, social and employability skills: Subject specific enrichment activities enhances all
full-time programmes with a vast range of internal activities made available to learners i.e. An Inter college event,
Four teams from motor vehicle have engaged in the British Schools Karting championships wining through to the
national finals in Milton Keynes achieving credible placing’s.
Within tutorial all learners study toward the Personal and Social Development qualification, helping to improve
their social skills and prepare them for the world of work, part of which Connexions undertaking mock interviews
with learners
Progression to higher level qualifications and employment: All learners are aware of progression routes
within the Engineering department from level 1,2 to 3 and then on the HNC (4), HND (5) or degree programmes at
University. Some learners actively seek employment and move to apprenticeships during or immediately after their
course is complete. The Department actively support Learners who move across during their course by transfer to
relevant Technical Certificate courses wherever possible. The department is proactive in developing the skills and
knowledge of learners and advice and guidance on progression to higher courses is available from teaching staff
as well as Learner Services staff. Learner Services work closely with the teaching team to enable them to give the
latest information available. Awareness of what is available is important to the department so that Learners have
the opportunity to progress onto their chosen career path... The range of programmes adequately covers level 1 to
level 5.
B
QUALITY OF TEACHING, LEARNING AND ASSESSMENT
Lesson Observations
CL Obs
CL Obs
CL Obs
Year
2009-10
2010-11
2011-12
No of Obs
15
14
11
% Grade 1
6.66
-
GRADE:
2
% Grade 2
80
100
% Grade 3
13.33
-
% Grade 4
100
-
-
-
1 Lesson observations: The lesson grade profile (11 observations in 2011-12) is good.100% good; no sessions
were inadequate. The quality of teaching, learning and assessment is rated highly by learners 94% and 93%
respectively (B and A quartiles in QDP external ratings). This is above the NE Peer Review Group average of
81% good or better
2 Strengths and areas for improvement in teaching and learning: Sessions are well planned and take into
account individual learner needs particularly with the strategies employed. This is reflected in the level of learner
satisfaction with 96% of learners agreeing that sessions are well organised and 93% stating that teaching and
learning suits them (2% improvement from the previous year). Learner outcomes are shared and referred to
throughout the lesson. There is a widespread use of the Learning Cycle promoting active learning and strong
learner engagement as evidence within the SSA inspection “lessons are well planned with differentiated teaching
strategies and learning activities which successfully engage learners interest”. Areas for further improvement
include: stretching and challenging learners. Develop higher order thinking skills. Engage all learners using
questioning and answering techniques. However, as noted by internal inspectors, the department offers ‘effective
curriculum teamwork with embedded processes for sharing resources and best practices’ and therefore required
improvements will be acted upon through CPD and coaching in 2012-13.
3 Staff expertise to plan, deliver and support: Teaching staff are well qualified and knowledgeable about their
subject area and communicate high expectations to their learners as reflected in the 2011 SSA inspection where
inspectors commented on knowledgeable teachers are enthusiastic about their subject and able to engage
learners interest. Teaching staff actively seek opportunities to update their skills and knowledge maximising CPD
opportunities. The department has dedicated tutors to assist in supporting all students. Both teaching staff and
tutors have a good understanding of their learners’ capabilities and plan effectively to maximise success. Staff
compile detailed learner profiles using information from various sources ensuring all involved with the programme
41
have a full overview of individual learners and their needs, contained within a Class Course file. Personal tutors
provide good levels of support in tutorials, particularly with CVs, applications and interview skills as well as
pastoral support.86% Learners said they found one-to-one progress reviews helpful in the 2011-12 survey. Case
study meetings, pre-progression board and progression board meetings are used to identify learners at risk and/or
requiring further support.
Promoting E&D: Learners have access to a range of learning materials and resources to meet their needs. The
dept. is actively involved with local industry and organise visits to industrial premises to help learners understand
the range and diversity of the education we need to work within these environments. Teachers positively promote
E&D within lessons with 100% of graded observations recording active promotion and celebration of difference
within sessions.
4 Setting high expectations and motivating learners to make progress: Targets are given to staff during PMR’s
and outlined on Course Target Monitoring forms. Learners are given individual targets enabling learners to
monitor their own progression, promoting high expectation (98% of 16-18s agreed that teachers encourage them
to behave well and work hard). Progress is effectively tracked and monitored by teaching and support staff as
reflected in the 2011 inspection report ‘embedded and effective monitoring of learner progress’ and ‘good tracking
of learner progress and effective intervention strategies’
Attendance: Attendance targets are given to learners and a reward scheme is in place for outstanding
attendance. Attendance is satisfactory at 85% (college average is 87%). In 2011-12 a monetary award scheme
was introduced to reward good attendance, the impact of which will become known in 2012-13. Attendance is
monitored at case study meetings, Strategic Curriculum Reviews and Progression Boards.
Learning outside classroom: All courses have effective VLE sites which provide learners with flexible access to
course information and resources. Access to learning through field trips and work placements is something we
have delivered and are looking to expand, as learners relate to actual work environment.
5 Initial assessment, monitoring of progress and support: Additional learning support is put in place following
initial assessment which is carried out at the beginning of the programme. All ALS and tutorial staff are embedded
into departments and there is excellent communication between all teachers, tutors, specialist staff and Learners.
All learners are aware of their target grades and how improvements can be made to achieve them. 19% of
Learners require ALS in 11-12
Information and guidance: IAG is of high importance within the department; all open evenings, parents evenings
and enrolment sessions are adequately staffed. The department work closely with the Curriculum leader for 14-16
and assist in school links and school presentations. All factsheets which inform new learners of the depth of the
department are well presented and cover the full range of provision the department offers.
6 Assessment and feedback: NSS was completed satisfactorily in 11-12 after some initial discussions with the
Standards Verifier. Written feedback can always be improved but the Standards Verifiers and External Examiners
regularly state that feedback targeted at assessment criteria is consistently good and that learners generally
receive detailed feedback about their work, with encouraging comments; all learners understand how to improve
their work and are consistently supported in doing so. Teachers use assessment for learning strategies effectively
to check understanding, provide stretch and challenge, all Learners
7 Development of skills and independent learning: 16-18 learners` literacy and numeracy skills are developed by
attending basic skills timetabled slots that support their principle learning. Departmental course information and
class notes are regularly updated onto the college VLE to assist with independent learning and promote their
skills.
C
EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT
GRADE:
3
1 Expectations and standards set for learners and staff: effective leadership and management skills contribute
to good teaching and learning profiles, learners progression into industry and satisfaction of learners as seen
within learner evaluation surveys. Team members are clear of roles and responsibilities. Strategic objectives and
targets are understood by team members, resulting in effective course management, and are reviewed at monthly
Strategic Curriculum Reviews. Targets are also given during PMRs.
Safeguarding learners: Safeguarding is paramount within all vocational areas as evidenced during the 2011
Internal Inspection where inspectors noted that learning environments are safe with good classroom management.
2 Effectiveness of strategies to improve teaching and learning: A comprehensive CPD plan ensures team
members regularly update their existing skills and knowledge as well as learning new things. Sharing of good
practice occurs naturally within the department. The T&L coach regularly updates team members with new
teaching and learning strategies.
3 Curriculum meeting needs of learners and employers: Development of the apprenticeship programmes has
led to increased and improved links with employers across the department.
Courses range from L2> L3 providing a wide range of choice and options for learners.
The commercial aspect of the department has the potential to grow with the acquisition of a new building, we are
looking to develop into a fully working garage with MOT facility and 2 full time apprentices.
42
Using self-assessment and user views to improve: The quality of provision is monitored and reviewed regularly
through monthly Curriculum Strategic Review meetings and termly Curriculum Reviews.
Course Committee meetings held termly are undertaken to establish the views of learners as are Student
Councils.
Client evaluations in Engineering are used to assess and improve quality of provision.
Student evaluations are also used to assess and improve quality.
Promotion of equality and diversity and narrowing achievement gaps: Proactive promotion of E&D within the
department is embedded within recruitment, interviewing, learners, lessons, support and enrichment. 100% of
staff have undertaken E&D training
4 Capacity to improve - key improvements made in 2011-12 include:
 Quality of high teaching and learning sustained
 Further development of curriculum offer.
 Significant improvements in internal progression.
History of Self-assessment grades
Outcomes for Learners
Quality of Teaching, Learning and Assessment
Effectiveness of Leadership and Management
Overall Effectiveness
2009-2010
2010-2011
2011-2012
3
3
3
3
2
2
2
2
3
2
3
3
43
Self Assessment Report 2011-2012
Title of SAR:
SSA5 - Construction
SSA:
5
Grade: 2
Key Strengths:
1
High success rates overall and an increase of 4% on 2010/11.
2
Very high apprenticeship success rates.
3
Very high long level 3 success rates.
4
Teaching and learning is good with 25% of lessons graded outstanding, this has had a positive impact on
success rates.
5
Diverse and highly effective provision for learners which provides excellent opportunity for progression to higher
levels and into employment or apprenticeships.
6
High Standard of learner has resulted in learners winning awards in regional and national competitions such as,
Skillbuild, Guild of Bricklayers, and Johnson Paints competitions.
7
Robust learner tracking systems and monitoring procedures which has positively impacted on the improvements
in learner success rates.
8
Very strong partnership arrangements which meet the needs of learners and employers regionally and
nationally.
9
Highly comprehensive and outstanding curriculum offer which is responsive to LMI and Regional Skills Strategy
including design and delivery of bespoke courses to meet industry needs.
10
Excellent links with industry which keeps learners and staff up to date with new industry techniques.
11
Highly effective leadership and management contributing significantly to improvements in outcomes and
teaching, learning and assessment.
Key Areas for Improvement:
1
Improve retention on Level 2 16-18 year old diploma programs.
2
Improve progression from level 2 to level 3.
3
Continue to develop strategies to increase the participation and success rates of females within the construction
department
SCOPE OF PROVISION:
Learner numbers, range of courses and progression routes: Courses range from level 1 to level 5, and include
courses for 14-19 year olds, adults, apprentices, higher education learners and bespoke courses for employees
currently working in industry. A number of partnerships exist who deliver level 1 and 2 construction courses on our
behalf. In 2011/12 there was 621 LR learners in total; this is a slight decline from previous years but matches the falling
demographic within the city and the current industrial recession. 131 of these were 19+ studying level 1 basic craft to
level 3 gas installation courses. There were 490 16-18 year old learners most of whom progressed from level 1 to level
3 within the construction department. New courses such as maintenance operations and highways maintenance have
been developed to widen our curriculum offer and increase our profile within the area meeting employer needs. Full
framework apprenticeships are delivered in all areas with learners working for a variety of companies. All learners are
informed throughout the year of the many available progression routes and any learners who may be at risk are
identified at progression boards. Parents and guardians are invited in to discuss concerns and positive progression
options.
Employer Responsive provision: Timely success rates are outstanding at 92%. The Department is responsive to
employer needs and uses regional and national Sector Skills Agreements, LMI and Regional Skills Strategies to
identify the needs of the sector, which then dictates the curriculum offer. The Department provides on and off the job
training for a number of apprenticeship managing agents such as CSkills, South Tyneside Community Learning and
Gateshead Council. Full framework success rate of 89% is very high and 24% above national average. We provide a
learning environment that meets a high physical specification of industry. The department actively looks to increase full
cost income year on year in all aspects of construction industry and success rates for these courses are 100%. We
have also delivered a second cohort of Maintenance Operations NVQs to Durham County council with excellent
feedback from employer, employee and external examiner, again at a 100% success rate. We are looking to
reintroduce plumbing back into college curriculum offer after a 3 year absence in response to employer demand.
Employers are heavily involved in the design of workshops ensuring they are of industrial standard, maintaining a
frequent link with industry. The Department has increased the delivery of training at employer premises and the
provision is designed collaboratively with employers. 93% of employers in 2011-12 employer survey feel that the
college provides value for money and delivers training to suit their business requirements.
44
E&D cohort characteristics:
Construction providers nationally have a low participation rate of females (1.6%), however our participation rate is 5%.
The Department is fully aware of the need to increase this and have ran a workshop aimed at promoting construction
design and management as a viable career option for females. For 12/13 interest from females wishing to enrol on the
HNC in Construction has been good. All learners who have identified an additional learning support need have
received the relevant support through one to one support, or discrete embedded support. Extensive use of assistive
technologies and augmented communication strategies promote equality of opportunity. ALS is embedded into the
department curriculum timetable. All staff attend CPD in this area and are aware that student services are there to
assist as a support mechanism. Learners who require additional learning support achieve at a 3% higher rate than
those who don’t require support and learners who have identified they had a learning difficulty or disability achieve 6%
higher than the national average. Learners from an ethnic minority background also achieve at a very high rate.
However success rates for females is 9% below that of males.
OUTCOMES FOR LEARNERS
GRADE 2
Age and Course Level/Type
16-18 Long Level E/1
16-18 Long Level 2
16-18 AS * (compared to VI form NA)
16-18 A2 * (compared to VI form NA)
16-18 Long Level 3 (non A Level)
16-18 Short and Very Short (all levels)
19+ Long Level E/1
19+ Long Level 2
19+ Long Level 3
19+ Short and Very Short (all levels)
Starts 2011-12
2009-10
71.8 / 78.5
88.6 / 82.9
Success Rates
2010-11
2011-12
71.3 / 80.3
75.3 / 79.2
71.4/79.2
78.6 / 85.7
87.8 / 76.8
79 /80.1
57.1 / 71.4
87.2 / 79.5
61.5 / 61. 5
82.9 / 82.9
81.5 / 79.8
72.4 / 62.1
70.9 / 81.2
71.4 / 85.7
91 / 82.4
80 / 79.1
100 / 75
90 / 88.9
86.1 / 100
Nat Avge
-3.9
-7.1
+7.3
+0.9
+25
+1.1
-13.9
1 Learner achievement, high grades and value added: The overall success rate is 82%. Success rates for adults
is high at 85% with a national average success rate of 86%, closing the gap from 10/11 by 4%. 16-18 year old
success rate is 80% with a national bench mark of 79%.
Narrowing of achievement gaps: Learners with learning disabilities make good progress and success rates are
87% compared with learners with no disability (81%).Although the female representation within the sector is
historically poor in 2011/12 the proportion of female learners in this SSA is 3.4% above national average.
Impact of ALS: Additional learning support is highly effective in enabling learners that access support required to
succeed and achieve their qualifications. Success rates for learners receiving ALS is 3% higher than those who
don’t receive support.
2 Achievement of personal, social and employability skills: All construction learners study additionalities to
enhance their employability and work skills. In 2011/12 all learners who studied these qualifications achieved
successfully. Construction students are encouraged to participate in sporting activities throughout the year. Both a
centre rugby team and a football team drawn from all vocational areas takes part in the inter college league every
year. Every tutorial group also had the opportunity to take part in martial arts / kickboxing training at a local centre,
this has resulted in some of the students continuing to attend training sessions outside of their college commitment
and take up the sport. Other aspects of being healthy covered via the tutorial programme include Mental Health,
Healthy Eating, Alcohol and Drug Awareness. Along with these programs we also ran Children in Need fund
raisers and other charitable events throughout the department. Anti-bullying themes form a strong general focus at
the centre and within the Department, this is followed up with an organised anti bullying week which we also open
up to any of the other centres. Surgeries ran by the Police team within the centre are advertised and are open to
staff and students. The centre has welcomed the support and involvement of Northumbria police in maintaining
student safety. The college held a knife crime initiative where local Tactical Support officers managed a security
check on all staff and students in relation to weapons. This is being followed up with talks to students from police
officers on knife crime and preventing it. All students also benefit from an extensive range of both generic and
subject-specific enrichment including visits to employers and talks from outside speakers, participation in regional
and national competitions, as well as sporting, social and cultural activities.
Progression to higher level qualifications and employment: All learners are aware of the alternative stepping
up and across programmes. The department is proactive in developing the skills and knowledge of learners and
advice and guidance on progression courses is regularly carried out by staff. These awareness talks and
discussions happen periodically throughout the year and students have the opportunity to progress onto their
chosen career path with the assistance of staff. Learners’ progression from level 1 to level 2 is high at 89%,
however progression from level 2 to level 3 requires further development.
QUALITY OF TEACHING, LEARNING AND ASSESSMENT
Lesson Observations
Line manager
Line manager
Line manager and
internal inspection
GRADE 2
Year
No of Obs
% Grade 1
% Grade 2
% Grade 3
% Grade 4
2009-10
2010-11
2011-12
21
24
16
33%
25%
25%
52%
71%
69%
14%
4%
6%
0%
0%
0%
45
1 Lesson observations: The quality of teaching, learning and assessment is good. Overall 25% of lessons were
graded outstanding and 69% good. Only one only one session was graded satisfactory, the staff member has
received feedback and coaching in relation to this. Learners rate the quality of teaching, learning and assessment
highly With 90% agreeing the quality of teaching and learning is at least good. The Department has plans to
further increase the number of lessons graded outstanding in 12/13.
2 Strengths and areas for improvement in teaching and learning: Sessions are well planned and effectively
take account of individual learner needs when using resources and teaching strategies.
Learner focus is
maintained throughout sessions and staff frequently demonstrate excellent industry knowledge during sessions
linking lessons to how things are done in industry. Observations show improved practice in planning to take
account of learner needs and differentiation within T&L strategies employed. There are clear aims and objectives
explained with learners and staff generally recap previous session and links to next sessions. Active learning is
promoted within the majority of sessions and teaching and learning materials are used in a variety of formats
including regular use of the activate system and active inspire. Successful deployment of assessment for learning
strategies as commented on by External Verifiers by use of the holistic approach to assessment methods.
Students are encouraged to review and improve marked work via self and peer assessment. Observations show
that most learners make very good progress in lessons. Areas for further improvement include: Q&A sometimes
fails to include all learners in the group; some missed opportunities to reinforce E&D and HOTS.
3 Staff expertise to plan, deliver and support: There are 16 full time teaching staff within the department and all
have a wide range of skills and expertise, this enables the Department to deliver new and up to date qualifications
without the need to outsource work. We have developed our full cost curriculum portfolio to ensure we remain at
the forefront when delivering courses to industry. External Examiners and Quality Advisors regularly make
comment on reports stating the excellent industry expertise that is demonstrated by staff. Teachers have a good
understanding of their learners’ capabilities and prior learning, and plan effectively to maximise learner success. All
teachers apply the Learning Cycle effectively to provide active and well-structured learning experiences. Personal tutors
provide excellent levels of support in tutorials, particularly with CVs, job applications and interview skills.
Promoting E&D: Learners have access to a range of resources to meet their learning needs which is free from
gender or ethnicity bias. Most teachers positively promote E&D within lessons, however some opportunities are
missed to further develop learner understanding of E&D.
4 Setting high expectations and motivating learners to make progress: All learners are adequately challenged
and encouraged to stretch themselves to obtain a higher grade. This is commented on by external verifiers and
moderators during their feedback. Learners are given individual targets; these are used effectively with learners to
promote high expectations. In many lessons learners are given responsibility for their own learning with a positive
impact on levels of engagement and success rates.
Learning outside classroom: Most courses have effective and well-used VLE (Moodle) site which provide
learners with flexible access to course information and ICT resources. Learners rate the quality of their Moodle
sites highly and regularly use this to access information. Learners make good use of a range of quality text books
and latest journals via the Learning Centre Catch up sessions are also provided for all learners each week where
they can catch up on any work they have missed or if they wish to access higher grades.
5 Initial assessment, monitoring of progress and support: Additional learning support is put in place following
initial assessment which is carried out at the beginning of the programme. All ALS and tutorial staff are embedded
into departments and there is excellent communication between all teachers, tutors, specialist staff and students.
Workplace assessors provide additional one-to-one support for apprentices where necessary. All learners are
aware of their target grades and how improvements can be made to achieve them. Tracking spread sheets with
traffic light RAG flags are well embedded and used to regularly to review individual learner progress and identify
intervention strategies.
Information and guidance: IAG is of high importance within the department; all open evenings, parents evenings
and enrolment sessions are well staffed and staff speak competently to parents and potential students advising
them on the right course to meet their career aspirations. The department works closely with the Curriculum leader
for 14-16 and assist in school tasters and school presentations. All factsheets which inform new learners of the
depth of the department are well presented and cover the full range of provision the department offers.
6 Assessment and feedback: Verbal and written feedback on learners work is excellent and praised by external
moderators, Examiners and Quality advisors. Responding to feedback by verbal and written communication
between staff and learners are consistently of a high standard. Learners generally receive detailed feedback about
their work, with encouraging comments; all learners understand how to improve their work and are consistently
supported in doing so. Teachers use assessment for learning strategies effectively to check understanding,
provide stretch and challenge, prepare them well for examinations and agree milestone targets with learners. 94%
of learners confirmed they were happy with the way their work is assessed.
7 Development of skills and independent learning: 16-18 year old learners develop their literacy and numeracy
skills by attending basic skills timetabled slots that support their principle learning. Students take advantage of
additional support slots (catch up sessions) where they can improve grades or catch up on additional work missed
due to absence. Departmental course information and class notes are regularly updated onto the college’s Moodle
site to assist with independent learning and promote their skills.
46
EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT
GRADE 2
1 Expectations and standards set for learners and staff: Overall Leadership and Management is good.
Management is proactive in introducing new provision to provide a service for students and employers regionally
and nationally to address LMI and relevant sector skills agreements. The Department management has developed
a curriculum offer which provides depth, breadth and excellent progression opportunities for learners. The clearly
focused and innovative management enables the Department to be at the forefront of construction industry’s
curriculum development both regionally and nationally. Teaching and learning grades continue to improve and
have for the past three years. 25% of lessons are now judged to be outstanding. Leadership and management
have contributed significantly to the 4% increase in success rates. Staff are guided and included in new
curriculum developments that are to be introduced and emphasis is on meeting employer and industry demands.
Clear roles and responsibilities give direction through strategic objectives, targets and values that are fully
understood by all members of the team, resulting in effective course management and monitoring of individual
learner progress. Individual target grades are used effectively to raise aspirations and performance. Curriculum
Leaders ensure challenging targets are set. These are monitored through monthly strategic review meetings that
occur with the Director of vocational skills and Head of Department. There are clear systems for measuring
progress against targets and planning improvements throughout the academic year. Evidence of this has resulted
in continued improvements in success rates, progression and quality assurance.
Safeguarding learners: All college staff are required to undertake mandatory safeguarding training as part of
their CPD commitment, CRB checks are also mandatory for all college staff. Appropriate measures are in place to
address student safeguarding. All staff play an active role in ensuring that all students, are kept safe and feel safe
(92% of 16-18 learners +5 above college average agreed they and their property are safe while at College) There
are strong partnerships with relevant agencies to ensure safeguarding of children and vulnerable adults across the
centre and the whole college. Potential Safeguarding issues are identified and dealt with appropriately by all staff
with support from relevant staff from College Student Support Services and relevant external organisations.
Comprehensive records are maintained for each student. Relevant information is used to produce an accurate
record of their needs and requirements and is communicated to staff who need to know. This support not only
relates to curriculum support but also provide support where necessary at break times and when travelling to and from college.
2 Effectiveness of strategies to improve teaching and learning: A quarter of lessons are now outstanding.
Learners are happy with the quality of their learning experience with 90% agreeing that teaching and learning is at
least good and 94% are happy with how their work is assessed. No sessions have been graded inadequate for 3
consecutive years. All staff (following grade 3 sessions) have been coached and have improved practice and at reobservation the quality of session has improved by at least one grade. Performance Management Reviews
continue to focus on reviewing and improving the quality of TLA. CPD strategies and coaching are improving
teaching and learning across the team and regular sharing of good practice sessions take place.
3 Curriculum meeting needs of learners and employers: The Department is responsive to learners and industry
needs and uses regional and national Sector Skills Agreements, LMI and Regional Skills Strategies to identify the
needs of the sector, which then dictates the curriculum offer. The curriculum provides learners and employers
with an offer which provides breadth, depth and progression to higher levels and/or employment. The Department
has a range of partnerships which are highly effective in enhancing the curriculum portfolio. Partnership working
was said to be outstanding during Ofsted inspection in 2010. The department liaises with the 14-16 Curriculum
Leader to engage learners at 14 to inform their career choice at 16 and to work collaboratively with schools to
promote high quality easily accessible Construction and Built Environment provision across the City. This year 25
14-16 year olds from various schools in the City carried out a construction course. The department actively looks
to increase full cost income year on year in all aspects of construction industry. We have gained ELCAS
accreditation this year and have attended trade fairs at Catterick and Leeds to promote our level 3 programs for
service personal who are looking to up skill prior to leaving the services, we have carried out one training program
at the end of the year at RAF Leeming delivering an electrical qualification .Employers are heavily involved in the
design of workshops ensuring they are of industrial standard, maintaining a frequent link with industry. There is
increasing delivery of training at employer premises and provision is designed collaboratively with employers. Full
and part-time provision fully meets regional needs. 93% of employers in 2011-12 employer survey feel that the college provides
value for money and delivers training to suit their business requirements.
Using self-assessment and user views to improve:
Quality is monitored and reviewed regularly and there is a good understanding of the strengths and priorities for
improvement. The majority of Improvement strategies have been successfully implemented throughout 2011-12
resulting in a 4% increase in success rates overall. The proportion of outstanding teaching has also improved by
15%. The Department responds promptly to any issues identified by learners through Course Committees.
Promotion of equality and diversity and narrowing achievement gaps:
We continue to be proactive in increasing participation of ethnics, females and those with a disability into
construction and built environment although this is a national issue. Construction staff and management are proactive
with the promotion of Equality and Diversity within the department and it is embedded within recruitment, lessons, support and
enrichment opportunities. the work we have been involved in over the past year has had an extremely positive effect on the
success rates of learners from minority ethnic backgrounds and those requiring additional learning support, both of these
groups succeed well above national averages . However we will be carrying out more work in 12/13 to increase the participation
and success rate of females.
47
4 Capacity to improve - key improvements made in 2011-12 include:
 Increase in overall success rates by 4% on 2010/11.
 Increase in outstanding teaching by 15% on 2010/11.
 The Department continues to maintain a highly effective and robust quality assurance procedure as identified
during quality assurance audit, and External verification reports which aid continuous improvement and staff
have clear lines of responsibility with a focus on raising standards.
 The Department continues to be highly responsive to learners and industry needs and uses regional and
national Sector Skills Agreements, LMI and Regional Skills Strategies to identify the needs of the sector, which
then dictates the curriculum offer.
 Employers have been heavily involved in the design of workshops ensuring they are of industrial standard,
maintaining a frequent link with industry.
 Ensure staff are well supported by management and feel part of a team and are also well supported financially
by the college to aid further development. All staff access their minimum entitlement of 5 days CPD per year,
many staff are encouraged to exceed this to ensure they have up to date skills and knowledge of the
curriculum. Industrial experience is essential for staff to keep up to date with site/industry practices.
 Increased employer links has enhanced curriculum content and maximised progression opportunities.
History of Self-assessment grades
Outcomes for Learners
Quality of Teaching, Learning and Assessment
Effectiveness of Leadership and Management
Overall Effectiveness
2009-2010
2010-2011
2011-2012
N/A
N/A
N/A
N/A
2
2
1
2
2
2
2
2
48
Self-Assessment Report 2011-2012
Title of SAR:
SSA6 - Information & Communication Technology
SSA:
6
Grade: 1
Key Strengths:
1
Outstanding SRA rates across all ages of which the majority are significantly above national averages.
2
Outstanding proportion of high grades on 16-18 level 2 & 3 courses and outstanding value added
3
Good progression to meet all learner needs
4
Flexible delivery models to support college progression & under achieving students
5
Robust learner tracking systems and monitoring procedures have driven improvements in retention and VA
6
Effective leadership and management contributing significantly to improvements in T&L and raising SRA
Key Areas for Improvement:
1
19+ Very short below national averages
2
Further Develop an engaging VLE to support 24/7 learning.
3
Further develop employer engagement and opportunities for 16-18 learners within the IT industry
SCOPE OF PROVISION:
Learner numbers, range of courses and progression routes: Overall there were 976 Learner Responsive and 29
Employer Responsive enrolments during 2011-12. The full-time sixth form provision (682 enrolments in 2011-12) is
based within four sixth forms, who work in partnership with the local secondary schools. Clear progression routes
exist, within the curriculum ranging from level 1 BTEC Introductory Diplomas through to advanced level 3 provisions,
including GCE Computing and National Extended Diplomas in IT. Within adult provision Level 1 learners progress
through to ITQs in the workplace and up to level 4 & 5 HE provision within the Computing & IT Department.
Employer Responsive provision: The Adult ICT provision (non-apprenticeships) consisted of 431 enrolments in
2011-12. 86% (372 Learners) participated in ECDL, ITQ & leisure courses and 14% (59 learners) adult learners
completed the HNC and CISCO and Microsoft related qualifications.
E&D cohort characteristics: The cohort consists of 69% male and 31% female learners, 93% learners are white
British and 13% of learners have a learning difficulty or disability.
A OUTCOMES FOR LEARNERS
Age and Course Level/Type
16-18 Long Level E/1
16-18 Long Level 2
16-18 AS * (compared to VI form NA)
16-18 A2 * (compared to VI form NA)
16-18 Long Level 3 (non A Level)
16-18 Short and Very Short (all levels)
19+ Long Level E/1
19+ Long Level 2
19+ Long Level 3
19+ Short and Very Short (all levels)
GRADE 1
Starts 2011-12
14
57
28
42
494
47
52
21
20
201
2009-10
80
89
81
98
87
52
96
94
77
84
Success Rates
2010-11
2011-12
89
100
87
88
65
93
96
100
93
95
70
87
87
88
93
90
89
95
93
75
Nat Avge
82
82
73
91
86
87
55
74
78
76
1 Learner achievement, high grades and value added: The qualifications table summary shows outstanding
success rates for learners across all ages. The overall success rate for this SSA of 95% exceeds the national
average by 13%. Good success rate of 90% for adult learners exceeds the national average success rate by
22%. A2 qualifications exceed Sixth form national averages by 5%. The continuing development of the Vocational
BTEC National Diplomas has resulted in a consistent increase in success rates and high grades. Adult learners
achieve well in the SSA with all levels consistently above the national average in 2011-12. Timely achievement of
employer responsive provision - non-apprenticeships (29) is high at 86.2% and is well above national average.
There is outstanding high grade performance within the vocational provision at 91% for level 3 learners on the
extended Diploma and 53% for Level 2 learners. There is a significant improvement of high grades for the 16-18
learners with ALPs value added data now reporting outstanding value added across all sixth forms within the SSA
for the third consecutive year and improving VA for AS/A2 courses.
49
Narrowing of achievement gaps: Learners with learning disabilities make good progress and success rates are
above national averages at 95%. Although the female representation within the IT professional sector has declined
to 18% in 2011 the proportion of female learners in this SSA is relatively high at 31% and achievement rates by
males and females are similar.
Impact of ALS: Additional learning support is effective in enabling learners that access the service to succeed
and achieve their learning targets (learners receiving support are 6% higher success rates than those not requiring
support).
2 Achievement of personal, social and employability skills: Learners are guided and supported by wellqualified staff at all stages of their programme. Full time 16-18 students also benefit from an extensive range of
both generic and subject-specific enrichment including visits to employers and talks from outside speakers,
participation in regional and national competitions, as well as sporting, social and cultural activities.
Progression to higher level qualifications and employment: 86% of vocational Level 1 progressed to Level 2
and 84% of Level 2 progressed to Level 3. Progression from Level 3 into higher-level qualifications is good and
has improved on previous year, progression to employment remains difficult to capture.
B QUALITY OF TEACHING, LEARNING AND ASSESSMENT
Lesson Observations
GRADE 1
Year
No of Obs
% Grade 1
% Grade 2
% Grade 3
% Grade 4
2009-10
2010-11
2011-12
17
16
14
0%
19%
43%
94%
63%
57%
6%
19%
0%
0
0
0
1 Lesson observations: Improving lesson observation grades support the improvement seen in success rates and
high grades. The lesson grade profile (14 observations in 2011-12) is outstanding with: 43% outstanding, 57%
good and no satisfactory or inadequate sessions. This is above the NE Peer Review Group average of 65% good
or better and is 22% improvement than previous year. Learners rate the quality of teaching, learning and
assessment very highly at 95% and 98% respectively (B and A quartiles in QDP external ratings). Learner sub
groups and employer interventions has increased the outstanding teaching in this area.
2 Strengths and areas for improvement in teaching and learning: Sessions are well planned and effectively take
account of individual learner needs within the resources and strategies employed. Observations show improved
practice in planning to take account of learner needs and differentiation within T&L strategies employed; this
follows a focus for CPD and sharing of good practice throughout 2011-12. There are clear recaps and links to next
sessions. Active learning is promoted within the majority of sessions and teaching and learning materials are used
in a variety of formats. Successful deployment of assessment for learning strategies; students are encouraged to
review and improve marked work via self and peer assessment. Observations show that most learners make very
good progress in lessons. Areas for further improvement include: Q&A sometimes fails to include all learners in
the group; some missed opportunities to reinforce E&D and functional skills; and insufficient reinforcement of key
points in some lessons. Q&A and the promotion of E&D and skills within teaching and learning will be focus for
CPD and coaching in 2012-13.
3 Staff expertise to plan, deliver and support: Teaching staff are well qualified and knowledgeable about their
subjects and communicate high expectations to all learners. Teachers have a good understanding of their
learners’ capabilities and prior learning, and plan effectively to maximise learner success. Detailed learner
profiling supports session planning and strategies to address learner needs. Many teachers apply the Learning
Cycle effectively to provide active and well-structured learning experiences. Personal tutors provide good levels of
support in tutorials, particularly with UCAS applications, CVs, job applications and interview skills. 90% of 16-18
learners said they found one-to-one progress reviews helpful in the 2011-12 learner survey.
Promoting E&D: Learners have access to a range of resources that meet their learning needs. Teachers
positively promote E&D within lessons.
4 Setting high expectations and motivating learners to make progress: Learners are given individual targets;
these are used effectively with learners to promote high expectations. In many lessons responsibility and
ownership of learning is awarded to learners with a positive impact on levels of engagement. Attendance: is very
good at 90% which is above the college target and an improvement of 1% on previous year.
Learning outside classroom: All courses have effective and well-used VLE sites which provide learners with
flexible access to course information and ICT resources. Learners rate the quality of their Moodle sites 8 out of
10. On-line quizzes, podcasts & web 2.0 tools have been introduced in 2011-12 with a positive uptake by
learners.
5 Initial assessment, monitoring of progress and support: Timely additional learning support is put in place
following initial assessment and there is excellent communication between all teachers, tutors, specialist staff and
students. Workplace assessors provide additional one-to-one support to those requiring support or are directed to
literacy/numeracy workshops. All learners are aware of their target grades and how improvements can be made
to achieve them. Monitoring spreadsheets with traffic light RAG flags are well embedded and used effectively to
50
regularly review individual learner progress and identify intervention strategies. This has had a positive impact on
success rates and VA trends within the SSA.
Information and guidance: 16-18 learners rate enrolment and induction very highly in 2011-12 learner survey (88
rating which is +10 above external QDP benchmark). Next steps advice and guidance is built into the tutorial
programme and there is good take up at advice sessions by parents and learners (learners: 95% 16-18 and 75%
adults). In the 2011-12 parent survey, 95% of parents are satisfied with the quality of reports and communications
and 97% feel their son's/daughter's needs are being met.
6 Assessment and feedback: Marking and dialogue between staff and vocational learners are consistently of a
high standard. Learners generally receive detailed feedback about their work, with encouraging comments; all
learners understand how to improve their work and are consistently supported in doing so. Teachers use
assessment for learning strategies effectively to check understanding, provide stretch and challenge, prepare
them well for examinations and agree milestone targets with learners. 92% of 19+ learners report that they find
feedback helpful and 97% understand what they need to do to improve (90% and 95% respectively for 16-18
learners).
7 Development of skills and independent learning: 16-18 learners` literacy and numeracy skills are developed
within teachers` session planning and the Skills for Life agenda. 19+ learners and work-based learners are able to
self-refer (or tutor referral) to additional support workshops, and access CV and interview skills workshops.
C EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT
GRADE 1
1 Expectations and standards set for learners and staff: Strong leadership and management have contributed
significantly to the raising of achievement and high grades. Clear roles and responsibilities give direction through
strategic objectives, targets and values that are fully understood by all members of the team, resulting in effective
course management and monitoring of individual learner progress. Individual target grades are used effectively to
raise aspirations and performance. Evidence of this has resulted in continued improvements in success rates,
retention, achievement, progression and the quality of provision in this area.
Safeguarding learners: Good evidence of safeguarding within an e-learning environment; learners are able to
confidently discuss the potential risks when using the internet and college procedures are in place to significantly
reduce this risk.
2 Effectiveness of strategies to improve teaching and learning: Performance Management Reviews continue to
focus on reviewing and improving the quality of TLA. CPD strategies are improving teaching and learning across
the team and there is regular sharing of good practice. However, with modest access to subject-specific
professional development, further opportunities are needed in this area to enable staff to deliver new industry
technologies effectively.
3 Curriculum meeting needs of learners and employers: There is increasing delivery of training at employer
premises and provision is designed collaboratively with employers. Full and part-time provision largely meets local
needs. 93% of employers in 2011-12 employer survey feel that the college provides value for money and delivers
training to suit their business requirements.
Using self assessment and user views to improve: The quality of provision for the SSA is monitored and
reviewed regularly and there is a good understanding of the strengths and priorities for improvement. Course
Committees respond well to learner views improving study spaces available, all 16-18 learners have now access
to the college Wi-Fi which allows for a more enhanced learning experience.
Promotion of equality and diversity and narrowing achievement gaps: Proactive promotion of E&D within the
department is embedded within recruitment, lessons, support and enrichment opportunities. No significant gaps
now remain between different E&D groupings.
4 Capacity to improve - key improvements made in 2011-12 include:
* Success, Retention and Achievement rates have met or exceeded targets for third consecutive year.
* AS and A2 Success rates has made significant improvement and high grades are improving year on year.
* Increased employer engagement has enhanced curriculum content and maximised progression opportunities
* SSA has no provision below MLP
History of Self-assessment grades
Outcomes for Learners
Quality of Teaching, Learning and Assessment
Effectiveness of Leadership and Management
Overall Effectiveness
2009-2010
2010-2011
2011-2012
2
2
2
2
1
2
1
1
1
1
1
1
51
Self Assessment Report 2011-2012
Title of SAR:
SSA7 – Retail & Commercial Enterprise
SSAs:
7
Grade: 2
Key Strengths:
1
Overall high success rates
2
Very high success rates for learners receiving additional learning support
3
Consistently outstanding teaching contributing to high overall success rates
4
Highly effective recording, monitoring and tracking systems effectively support learners progress
5
Effective leadership and management contributing to development of broad curriculum offer and high
progression rates
6
Proactive management leading to a significant increase in income generation within commercial areas
Key Areas for Improvement:
1
Success rates on some 19+ courses are below national benchmark particularly the Award in Retail knowledge.
2
Success rates of males in Catering, Barbering and Retail knowledge is low in comparison to females
SCOPE OF PROVISION:
Learner numbers, range of courses and progression routes: Overall there were 859 learner responsive and 27
WBL enrolments (across 2 centres) in 2011/12. Clear progression routes exist within the curriculum ranging from
Entry L3 to L3 VRQ and NVQ routes, offered to both 16-18 and 19+ learners. Courses are offered on a full time and
part time basis, including a number of short courses offered as either leisure type courses or full cost courses aimed
at those already in the profession. Courses are also offered to 14-16 year olds – leading to a recognised qualification
and a route to ft courses within college. Appropriate additionalities accompany the main programme. Partnerships
were formed with Middlesbrough Contemporary academy in 2011-12 with 48 16-18 yr old learners.
Employer Responsive provision: The department offers an apprenticeship programme with 30 H&B apprentices
and 26 in Catering in 2011.
E&D cohort characteristics: In 2011-12 there were 936 females and 155 male learners, 97% are white and 20%
have a learning difficulty or disability.
A
OUTCOMES FOR LEARNERS
Age and Course Level/Type
16-18 Long Level E/1
16-18 Long Level 2
16-18 AS * (compared to VI form NA)
16-18 A2 * (compared to VI form NA)
16-18 Long Level 3 (non A Level)
16-18 Short and Very Short (all levels)
19+ Long Level E/1
19+ Long Level 2
19+ Long Level 3
19+ Short and Very Short (all levels)
GRADE:
Starts 2011-12
100
192
n/a
n/a
91
360
8
155
56
117
2009-10
73
78
n/a
n/a
68
89
67
77
79
98
Success Rates
2010-11
2011-12
83
81
78
82
n/a
n/a
n/a
n/a
93
93
94
90
100
100
73
72
88
91
88
62
2
Nat Avge
84
83
n/a
n/a
87
92
87
83
92
67
1 Learner achievement, high grades and value added: The qualifications table summary shows some good
success rates for learners. The overall success rate is good at 83%, however some 19+ courses are below
benchmark, primarily long Level 2 and 19+ shorts (Employer Engagement programme). 16-18 Long Level 2
although slightly below benchmark continues to show improvement over a 3 year period. Long Level 3 16-18
retains and achieves well with a very high success rate of 91%, 3% above national average sustained over a 2yr
period. 14-16s achieve well with an 88% success rate.
Narrowing of achievement gaps: Learners with learning disabilities make good progress and success rates are
comparable with learners with no disability (82%)
Impact of ALS: Additional learning support is effective in enabling learners accessing the service to succeed and
achieve targets. (Learners receiving support have 10% higher retention and 16% higher success rate than those
not requiring support)
52
2 Achievement of personal, social and employability skills: Subject specific enrichment activities enhances all
full-time programmes with a vast range of internal activities made available to learners i.e. the cross college event
for World Culture Awareness was attended by most of the catering learners across levels, preparing and serving
food. External visits included 52 Level 2 and Level 3 learners visiting the Wella hairdressing studios in
Manchester to expand their knowledge and learn new skills. Learners also participate in regional and national
competitions.
Within tutorial all learners study toward the Personal and Social Development qualification, helping to improve
their social skills and prepare them for the world of work, part of which Connexions undertaking mock interviews
with learners. H&B learners are involved in the running of the commercial retail shop and learners are given the
opportunity to rent a chair/bed. Income generated over the 2012 summer period was £3670 (£1900 in 2011). All
RWE sessions give learners a real opportunity to develop their social and employability skills.
Progression to higher level qualifications and employment: 100% of Entry L3/1 learners progressed to L1
Diploma Catering, 87% of all learners progressed to L2, 83% progressed to L3 (with a further 7% gaining
employment from L2 and 10% changing career direction or unknown progression), 95% of L3 found suitable
employment
B
QUALITY OF TEACHING, LEARNING AND ASSESSMENT
Lesson Observations
GRADE:
2
Year
No of Obs
% Grade 1
% Grade 2
% Grade 3
% Grade 4
2009-10
2010-11
21
20
3 (14%)
16 (76%)
15 (75%)
2 (9.5)
-
-
15 (71%)
2 (10%)
-
2011-12
21
5 (25%)
4 (19%)
1 Lesson observations: The lesson grade profile (21 observations in 2011-12) is good. The quality of teaching,
learning and assessment is also rated highly by learners, 94% and 93% respectively (B and A quartiles in QDP
external ratings). This is well above the NE Peer Review Group average of 81% good or better.
2 Strengths and areas for improvement in teaching and learning: Sessions are well planned and take into
account individual learner needs particularly with the strategies employed. This is reflected in the level of learner
satisfaction with 96% of learners agreeing that sessions are well organised and 93% stating that teaching and
learning suits them (2% improvement from the previous year). Learner outcomes are shared and referred to
throughout the lesson. There is a widespread use of the Learning Cycle promoting active learning and strong
learner engagement as evidence within the SSA inspection “lessons are well planned with differentiated teaching
strategies and learning activities which successfully engage learners interest”. Areas for further improvement
include: stretching and challenging learners. Develop higher order thinking skills. Engage all learners using
questioning and answering techniques. However, as noted by internal inspectors, the department offers ‘effective
curriculum teamwork with embedded processes for sharing resources and best practices’ and therefore required
improvements will be acted upon through CPD and coaching in 2012-13.
3 Staff expertise to plan, deliver and support: Teaching staff are well qualified and knowledgeable about their
subject area and communicate high expectations to their learners as reflected in the 2011 SSA inspection where
inspectors commented on knowledgeable teachers are enthusiastic about their subject and able to engage
learners interest. Teaching staff actively seek opportunities to update their skills and knowledge maximising CPD
opportunities. The department has dedicated tutors to assist in supporting all students. Both teaching staff and
tutors have a good understanding of their learners’ capabilities and plan effectively to maximise success. Staff
compile detailed learner profiles using information from various sources ensuring all involved with the programme
have a full overview of individual learners and their needs, contained within a Class Course file. Personal tutors
provide good levels of support in tutorials, particularly with CVs, applications and interview skills as well as
pastoral support. Case study meetings, pre-progression board and progression board meetings are used to
identify learners at risk and/or requiring further support. The department makes best use of the support available
by ensuring 100% of low level groups have mentor support in place and relevant additional learning support which
has had a positive impact on retention and success rates with an improved 3 year trend.
Promoting E&D: Learners have access to a range of learning materials and resources to meet their needs. The
dept is actively involved with community work i.e. giving free haircuts to members of the local refuge and providing
food prepared and cooked by students at college, to the refuges. Teachers positively promote E&D within lessons
with 100% of graded observations confirming this.
4 Setting high expectations and motivating learners to make progress: Targets are agreed with staff during
PMR’s and outlined on Course Target Monitoring forms. Learners are given individual targets enabling them to
monitor their own progression, promoting high expectation (98% of 16-18s agreed that teachers encourage them
to behave well and work hard). Progress is effectively tracked and monitored by teaching and support staff as
reflected in the 2011 inspection report ‘embedded and effective monitoring of learner progress’ and ‘good tracking
of learner progress and effective intervention strategies’
53
Attendance: Attendance targets are given to learners and a reward scheme is in place for outstanding
attendance. Attendance is satisfactory at 85% (college average is 87%). In 2011-12 a monetary award scheme
was introduced to reward good attendance, the impact of which will become known in 2012-13. Attendance is
monitored at case study meetings, Strategic Curriculum Reviews and Progression Boards.
Learning outside classroom: All courses have effective VLE sites which provide learners with flexible access to
course information and resources. On-line quizzes and pod casts have been introduced in 2011-12 with a positive
uptake by some learners. However, development is underway to further enhance this resource as a teaching and
learning tool with a view to increasing the usage by learners by 10% on the previous year and improving learners
satisfaction particularly in hairdressing and beauty. Catch up sessions support those who may have fallen behind
with their studies. L3 hairdressing learners are required to a days placement, in industry, for one day a week.
5 Initial assessment, monitoring of progress and support: Timely additional learning support is put into place
following initial assessment, the effectiveness of which is monitored by all involved in the programme and
evidenced in the overall 94% success rate. Learners progression is monitored by all on the centres tracking
document using a traffic light system, thus allowing for early intervention strategies. Effective support has led to
improved success rates, 2% above previous years figure and 16% above national average.
Information and guidance: Learner survey results (2011) favoured the information and guidance provided to
learners with 89% of H&B 16-18’s and 88% of Catering 16-18’s agreeing that information provided was good
6 Assessment and feedback: Acknowledged, rigorous and robust assessment and internal verification – noted
during Internal Inspection has led to learner satisfaction with 97% of 19+ learners agreeing that assessment tasks
are made clear and that they find feedback helpful, the impact of which has led to consistently good EV reports
with no actions in most cases.
7 Development of skills and independent learning: Literacy and numeracy skills are developed within teachers
session planning and the Skills for Life agenda. 86% of learners complete with a Level 2 qualification. 19+
learners are able to self-refer to gain their L2 qualification. 93% of 16-18 learners said they were helped to
develop their own ideas and work on their own in the 2011 survey.
C
EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT
GRADE:
2
1 Expectations and standards set for learners and staff: Strong leadership and management skills contribute to
outstanding teaching and learning profiles, learners progression into industry and satisfaction of learners as
evidenced within learner evaluation surveys (94% satisfaction). Team members are clear of roles and
responsibilities. Strategic objectives and targets are understood by team members, resulting in effective course
management, and are reviewed at monthly Strategic Curriculum Reviews. Evidence of this has resulted in some
good success rates and overall continued learner satisfaction.
Safeguarding learners: Safeguarding is paramount within all vocational areas as evidenced during the 2011
Internal Inspection where inspectors noted that learning environments are safe with good classroom management.
There were no safeguarding issues reported in 2011-12. 98% of parents feel their son/daughter is safe and well
supported at college.
2 Effectiveness of strategies to improve teaching and learning: A comprehensive CPD plan ensures team
members regularly update their existing skills and knowledge. The department has actively sourced CPD funding
with 83% of applications approved. This has benefitted the learners as evidenced in learner satisfaction. Sharing
of good practice occurs naturally within the department. A consistent teaching and learning grade profile of 90%
good or better is largely due to the T&L coach regularly updating team members with new teaching and learning
strategies. All staff (following grade 3 sessions) have been coached and when re-observed their grades have
improved to good.
3 Curriculum meeting needs of learners and employers: The development of full cost courses has improved
employer engagement within H&B. The development of the apprenticeship programmes has led to increased and
improved links with employers, with employer satisfaction (apprentices) at 92%.
Courses range from entry L3> Level 3 providing a wide range of choice and options for learners.
The commercial aspect of the department has grown with catering facilities fully operational throughout the year
and with the introduction of the summer salons within H&B, as well as the new shop, managed by learners, selling
small hair and beauty accessories with an increase in revenue from 2010/11 – 2011/12.
Using self assessment and user views to improve: The quality of provision is monitored and reviewed regularly
through monthly Curriculum Strategic Review meetings and termly Curriculum Reviews.
Course Committee meetings held termly are undertaken to establish the views of learners as are Student Councils
and acted upon within the given term. For example; H&B learners working late nights were unable to purchase
hot food. Resolved by learners pre-ordering food.
Learner surveys and Client evaluations are also used to assess and improve quality of provision.
54
Promotion of equality and diversity and narrowing achievement gaps: Proactive promotion of E&D within the
department is embedded within recruitment, interviewing, learners, lessons, support and enrichment. 100% of
staff have undertaken E&D training. There is a gap between male and female success rates of 74% and 83%
respectively.
4 Capacity to improve - key improvements made in 2011-12 include:
Quality of high teaching and learning sustained
Further development of curriculum offer.
Significant improvements in internal progression.
Significant increase in commercial activity and revenue - securing repeat business for the Lounge Bistro and
Bar and Conference Centre and H&B
History of Self-assessment grades
Outcomes for Learners
Quality of Teaching, Learning and Assessment
Effectiveness of Leadership and Management
Overall Effectiveness
2009-2010
2010-2011
2011-2012
3
3
3
3
1
1
1
1
2
2
2
2
55
Self Assessment Report 2011-2012
Title of SAR:
SSA8 - Leisure, Sport, Travel and Tourism
SSAs:
8
Grade: 1
Key Strengths:
1
16-18 Long Level 3 (non ‘A’ Level) course success rate at 92.5% against a benchmark of 82.8%.
2
Level 3 vocational success rate of 97% in Sport at Bede and Headways.
3
Lesson observation grades for SSA 8 at 95% for good or better in 2011/12 compared to 84% in 2010/11 and
78% in 2009/10.
4
Travel and Tourism Level 3 Diploma success rates at 91.3% against a benchmark of 51.2%.
5
Improved retention on Level 2 Travel and Tourism at 94.7%, up from 77.8% in 2010/11.
6
All significant courses above benchmark.
Key Areas for Improvement:
1
Success rates for AS PE have continued to decline.
2
High grades have significantly reduced on the Level 2 Sport programme, Level 3 Subsidiary Diploma in Sport,
Level 3 Subsidiary Diploma in Sport and Exercise Sciences and AS PE.
3
Level 3 Sport Year (1) retention at Usworth.
4
Feedback and IV process in Sport following the internal quality and standards audit.
5
Focus on ‘stretch and challenge’ in teaching sessions in Sport.
6
Development of Sport numbers at Usworth through improved school links.
SCOPE OF PROVISION:
Learner numbers, range of courses and progression routes: Scope of provision is good. Provision for Leisure,
Sport, Travel and Tourism qualifications are offered across the four Sixth Forms, with 938 enrolments in 2011/12.
This compares to 647 enrolments in 2010/11 and 631 in 2009/10. 322 learners in 2011-12 followed full time courses
in Sport at levels 2 and 3 with both Vocational and ‘A’ Level routes offered. 81 full time learners followed the Btec
Level 2 or Level 3 Travel & Tourism course at St Peters Sixth Form. Industry specific qualifications delivered for full
time learners included the Community Sports Leaders Award, Sports Leaders Award, NCFE Resort Representatives,
NCFE Airline Cabin Crew and an NCFE Level 2 in Event Planning.
Employer Responsive provision: Employer Engagement provision in SSA 8 relates to the delivery of an NVQ
qualification in Spectator Safety and Spectator Safety Management, with 128 learners in the workplace in 2011-12.
This figure included 12 learners at SAFC.
E&D cohort characteristics: The cohort consists of 66.4% male and 33.6% female learners, 94.4% of learners are
white British and 8.6% of learners have a learning difficulty or disability.
A
OUTCOMES FOR LEARNERS
Age and Course Level/Type
16-18 Long Level E/1
16-18 Long Level 2
16-18 AS * (compared to VI form NA)
16-18 A2 * (compared to VI form NA)
16-18 Long Level 3 (non A Level)
16-18 Short and Very Short (all levels)
19+ Long Level E/1
19+ Long Level 2
19+ Long Level 3
19+ Short and Very Short (all levels)
GRADE:
Starts 2011-12
28
231
40
21
287
123
N/A
18
6
184
2009-10
N/A
91
91
100
92
100
N/A
75
0
N/A
Success Rates
2010-11
2011-12
N/A
93
83
87
88
80
100
100
93
93
79
95
N/A
N/A
100
83
100
83
N/A
94
1
Nat Avge
85
82
76
94
84
94
N/A
75
89
1 Learner achievement, high grades and value added: The qualifications table summary shows some
outstanding success rates for learners across all ages. The overall success rate for this SSA of 91.2% exceeds
the national average by 3.8%. All age and course Level/Type of qualifications exceed national benchmark
success rates apart from 19+ Long Level 3. However there were only 6 learners in this category. Good success
56
rates of 93% for 16-18 Long Level 3 (non A Level) exceeds the national average by 9%. AS and A2 qualifications
now exceed Sixth form national averages by 4% and 6% respectfully although success rates for AS PE have
declined for the third year running. Retention on Level 2 Travel and Tourism and Level 3 Yr (1) Travel and
Tourism have improved significantly and this has enhanced progression rates between courses and levels. Both
Level 2 Travel and Tourism and Level 2 Sport are over 10% above national benchmark for success rates. There
is outstanding high grade performance with the Extended Diploma in Sport and Exercise Sciences at 77.61%
however they have dropped for the Level 3 Subsidiary Diploma and the Subsidiary Diploma in Sport
(Development, Coaching and Fitness). High grades have also dropped on Level 2 Sport and AS PE however high
grades at A2 continue to be a strength and outperform the sixth form national average.
Narrowing of achievement gaps: Learners with learning disabilities make good progress and success rates
(89%) are comparable with learners with no disability (91%). The proportion of female learners in this SSA is
relatively high at 33.6% and achievement rates by males and females are similar.
Impact of ALS: Additional learning support is effective in enabling learners that access the service to succeed
and achieve their learning targets (learners receiving support have 4% points higher success rates than those not
requiring support). 10.76% of learners in the SSA received some form of additional learning support.
2 Achievement of personal, social and employability skills: Subject-specific enrichment enhances all full-time
programmes, for example sports students participate in British College’s Sport activities including involvement in
coaching and leadership. Travel and Tourism students are involved in work placements and there are good links
with Hays Travel, the Marriott Hotel and Monster travel NGC. Full time 16-18 students also benefit from an
extensive range of both generic and subject-specific enrichment including visits to employers and talks from
outside speakers, participation in trips to universities, as well as social and cultural activities.
Progression to higher level qualifications and employment: Only 52.8% of AS learners progressed to A2 and
this is an area for improvement. 80% of Level 2 Sport and Travel and Tourism students progressed to Level 3,
which is an improvement on the previous year. 53% of Sport Level 3 leavers progressed externally to HE and
10% to employment. 85% of students completing A2 PE have gone on to Higher Education. Progression rates
into higher-level qualifications have improved on previous year; progression to employment remains low.
B
QUALITY OF TEACHING, LEARNING AND ASSESSMENT
Lesson Observations
Internal/Line Manager
Line Manager
Line Manager
GRADE:
1
Year
No of Obs
% Grade 1
% Grade 2
% Grade 3
% Grade 4
2009-10
2010-11
2011-12
27
25
19
33
12
26
45
72
69
22
16
5
0
0
0
1 Lesson observations: Improving lesson observation grades support the improvement seen in success rates.
The lesson grade profile (19 observations in 2011-12) is good at: 26% outstanding, 69% good and 5%
satisfactory; no sessions were inadequate. This is above the NE Peer Review Group average of 81% good or
better and is 11% points better than the previous year. Learners rate the quality of teaching, learning and
assessment and there is an improving trend over the last three years with learner satisfaction.
2 Strengths and areas for improvement in teaching and learning: Sessions are well planned and effectively take
account of individual learner needs within the resources and strategies employed. Observations show improved
practice in planning to take account of learner needs and differentiation within T&L strategies employed; this
follows a focus for CPD and sharing of good practice throughout 2011-12. There are clear recaps and links to next
sessions. Active learning is promoted within the majority of sessions and teaching and learning materials are used
in a variety of formats. Successful deployment of assessment for learning strategies; students are encouraged to
review and improve marked work via self and peer assessment. Observations show that most learners make very
good progress in lessons. Areas for further improvement include: Q&A sometimes fails to include all learners in
the group; ‘stretch and challenge’, some missed opportunities to reinforce E&D and insufficient reinforcement of
key points in some lessons. ‘Stretch and challenge’, Q&A and the promotion of E&D and skills within teaching
and learning will be focus for CPD and coaching in 2012-13.
3 Staff expertise to plan, deliver and support: Teaching staff are well qualified and knowledgeable about their
subjects and communicate high expectations to all learners. Teachers have a good understanding of their
learners’ capabilities and prior learning, and plan effectively to maximise learner success. Detailed learner
profiling supports session planning and strategies to address learner needs. Many teachers apply the Learning
Cycle effectively to provide active and well structured learning experiences. Personal tutors provide good levels of
support in tutorials, particularly with UCAS applications, CVs, job applications and interview skills.
Promoting E&D: Learners have access to a range of resources that meet their learning needs. Teachers
positively promote E&D within lessons (85% of graded observations recorded active promotion and celebration of
difference within sessions).
4 Setting high expectations and motivating learners to make progress: Learners are given individual targets;
these are used effectively with learners to promote high expectations. In many lessons responsibility and
ownership of learning is awarded to learners with a positive impact on levels of engagement.
57
Attendance: Attendance: is good at 86.8% which is slightly below the college target and an improvement of 5%
on the previous year.
Learning outside classroom: All courses have effective and well-used VLE sites which provide learners with
flexible access to course information and ICT resources. Learners rate the quality of their Moodle sites 8 out of
10. This is reinforced by the number of ‘hits’ and frequency of usage on Moodle. On-line quizzes and podcasts
have been introduced in 2011-12 with a positive uptake by learners. Learners make good use of a range of quality
texts and latest journals via Learning Centres available at all college sites (with many adult learners taking
advantage of the late evening and Saturday morning opening times).
5 Initial assessment, monitoring of progress and support: Timely additional learning support is put in place
following initial assessment and there is excellent communication between all teachers, tutors, specialist staff and
students. Specialist staff provide additional one-to-one support to those requiring support or are directed to
literacy/numeracy workshops. All learners are aware of their target grades and how improvements can be made
to achieve them. Monitoring spreadsheets with traffic light RAG flags are well embedded and used effectively to
regularly review individual learner progress and identify intervention strategies. This has had a positive impact on
success rates and VA trends.
Information and guidance: 16-18 learners rate enrolment and induction very highly in 2011-12 learner survey (88
rating which is +10 above external QDP benchmark). Next steps advice and guidance is built into the tutorial
programme and there is good take up at advice sessions by parents and learners (learners: 95% 16-18 and 75%
adults). In the 2011-12 parent survey, 95% of parents are satisfied with the quality of reports and communications
and 97% feel their son's/daughter's needs are being met. A major strength of this area is the fact that
departmental staff are all involved in the interview process and therefore lend a level of expertise.
6 Assessment and feedback: Marking and dialogue between staff and vocational learners are consistently of a
high standard in Travel and Tourism. Learners generally receive detailed feedback about their work, with
encouraging comments; all learners understand how to improve their work and are consistently supported in doing
so. Teachers use assessment for learning strategies effectively to check understanding, provide stretch and
challenge, prepare them well for examinations and agree milestone targets with learners. In Sport a file audit
carried out by Q & S in May showed that there were inconsistencies in the feedback given to learners. A
standardised approach in completing feedback sheets and annotating student work needs to be adopted. 33% of
assignments were filed without a feedback sheet being evident at all. In addition there was a proportionately high
number of PC based assessments issued. More practical based assessments are needed in sport.
7 Development of skills and independent learning: 16-18 learners` literacy and numeracy skills are developed
within teachers` session planning and the Skills for Life agenda. 85% of learners in this subject area leave with a
level 2 qualification; 19+ learners are able to self-refer (or tutor referral) to additional support workshops, and
access CV and interview skills workshops.
C
EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT
GRADE:
1
1 Expectations and standards set for learners and staff: Strong leadership and management have contributed
significantly to the raising of achievement and high grades. Clear roles and responsibilities give direction through
strategic objectives, targets and values that are fully understood by all members of the team, resulting in effective
course management and monitoring of individual learner progress. Individual target grades are used effectively to
raise aspirations and performance. Curriculum Leaders ensure demanding targets are met and there are clear
systems for measuring progress against targets and planning improvements throughout the academic year.
Evidence of this has resulted in continued improvements in success rates, retention, achievement, progression
and the quality of provision in this area.
Safeguarding learners: Good evidence of safeguarding within a practical environment; learners are able to
confidently discuss the potential risks when involved in sessions and college procedures are in place to
significantly reduce this risk.
2 Effectiveness of strategies to improve teaching and learning: No sessions have been graded inadequate for 3
years and the proportion of satisfactory session has reduced again to reach 5%. All staff (following grade 3
sessions) have been coached, have improved practice and at re-observation the quality of session has improved
by at least one grade. Performance Management Reviews continue to focus on reviewing and improving the
quality of TLA. CPD strategies are improving teaching and learning across the team and there is regular sharing
of good practice.
3 Curriculum meeting needs of learners and employers: There are opportunities for students to take various coaching
and leadership awards and links are good with the City of Sunderland, local governing bodies and Tyne and Wear Sport. The
Head of Department represents the College on the ‘Sunderland Active Board’. Students are encouraged to develop their
coaching and leadership experience and there are opportunities to develop this further through enrichment. Part-time adult
provision hasn’t really met local needs in the past. However, last year a successful Level 2 programme in Fitness Instructing
was launched and this has been followed up with a Level 3 course in Personal Training. A careers fair held in October brought
together 14 local institutions and companies to promote future opportunities for learners in employment or higher education.
This was highly successful and was attended by over 200 sport students .
58
Using self assessment and user views to improve: The quality of provision for the SSA is monitored and
reviewed regularly and there is a good understanding of the strengths and priorities for improvement. The majority
of Improvement strategies have been successfully implemented throughout 2011-12; for example success rates
between sites have reduced in variation, and the proportion of outstanding teaching has improved by 14%.
Course Committees have responded well to learner views improving study spaces available and more
noticeboards.
Promotion of equality and diversity and narrowing achievement gaps: Proactive promotion of E&D within the
department is embedded within recruitment, lessons, support and enrichment opportunities. No significant gaps
now remain between different E&D groupings.
4 Capacity to improve - key improvements made in 2011-12 include:
* Improved retention on Travel and Tourism programmes
* Increased QDP scores in Sport for Teaching and Learning and Tests and Assessments
* Improved lesson observation grades.
History of Self-assessment grades
Outcomes for Learners
Quality of Teaching, Learning and Assessment
Effectiveness of Leadership and Management
Overall Effectiveness
2009-2010
2010-2011
2011-2012
1
1
2
1
1
1
1
1
1
1
1
1
59
Self Assessment Report 2011-2012
Title of SAR:
SSA9 – Art, Media and Publishing
SSAs:
9
Grade: 2
Key Strengths:
1
Excellent success rates across level 3 provision. Overall, AS has improved by 10% & is now 3% above SFC Nat
avg (A)
2
Excellent high grade achievement across vocational level 3 and some of the A-level curriculum (A)
3
Outstanding teaching & learning evidenced by lesson observation grades (B)
4
Extensive range of industry & vocational events & visits which promote & sustain work readiness as well as
enrich the curriculum and support teaching & learning (B)
5
Range of curriculum staff who are working practitioners within the industry which reflects current professional
practice. (C).
Key Areas for Improvement:
1
Improve success rates of Access (Art & Design), level 2 Dance/Drama, Music & a minority of level 3 vocational
courses (BTEC Music, Fast Track Film Studies) (A)
2
Reduce success rate differential regarding gender, ethnicity & learning difficulty/disability (A)
3
Improve high grade achievement of level 2 courses and value-added across the majority of A-level subjects (A)
4
To work as one department regarding leadership & management, implementing a range of monitoring
systems/processes to consolidate and work collaboratively. This will support staff efficiency, responsibility and
accountability regarding improvements across the department (C)
SCOPE OF PROVISION:
Learner numbers, range of courses and progression routes: In 11-12, there were 876 students (823 students
studying on long programmes & 53 students studying on short programmes – learner responsive). The Department
offers an exciting variety of vocational, a-level, access and foundation diploma courses for full time 16-18 year olds
and 19+ in Visual and Performing Arts. The innovative and responsive curriculum provision spans both the academic
and vocational aspects of Art education. In recent years the subject range has changed and broadened to meet the
changing interests of students and to match the developing nature of the workplace. Progression routes include our
own foundation degrees. There were 15 enrolments studying GCSE Photography with a success rate of 73%.
Employer Responsive provision: There is no employer provision across this department/SSA.
E&D cohort characteristics: There was a gender imbalance; 39% males (342) and 61% (534) females. 98% of
enrolments were White with 2% of other ethnicity. 13% declared a learning difficulty/disability.
A
OUTCOMES FOR LEARNERS
Age and Course Level/Type
16-18 Long Level E/1
16-18 Long Level 2
16-18 AS * (compared to VI form NA)
16-18 A2 * (compared to VI form NA)
16-18 Long Level 3 (non A Level)
16-18 Short and Very Short (all levels)
19+ Long Level E/1
19+ Long Level 2
19+ Long Level 3
19+ Short and Very Short (all levels)
GRADE:
Starts 2011-12
107
39
365
120
134
18
6
2
50
4
2009-10
100%
80%
87%
96%
78%
N/A
0%
100%
77%
N/A
Success Rates
2010-11
2011-12
72%
N/A
73%
83%
88%
78%
94%
97%
75%
74%
78%
75%
100%
N/A
100%
67%
64%
66%
100%
N/A
2
Nat Avge
?
84%
85%
96%
88%
89%
?
77%
70%
?
1 Learner achievement, high grades and value added: The table above shows some outstanding success rates
across the A-Level provision which are above or close to National average. Table 2 shows that at subject level,
success rates are excellent for the Foundation Diploma, level 3 vocational and the majority of A-levels. Vocational
level 3 success rates are excellent and improving. Although the table above shows that overall vocational level 3
and level 2 courses are below national average (-13% & -12% respectively), this is not the case at subject level;
retention of Level 2 Dance/Drama, Level 3 Music and achievement of Level 2 Music has had a negative impact
upon this.
High grade achievement is excellent across all vocational level 3 and some A-level courses. This includes: AS
60
Graphics, AS Dance, AS Drama & Theatre Studies, AS Music and A2 Photography. However, there is room for
improvement regarding some A-level subjects and all level 2 courses.
Value-added is outstanding to good across the Level 3 vocational programmes. However, there is room for
improvement regarding the AS/A2 in the visual arts provision; the majority of subjects are less than satisfactory to
poor.
Narrowing of achievement gaps: There is minimal gender imbalance across the vocational curriculum, however
across the A-level curriculum this is not the case; 37% males & 63% females. This is due to the A-level curriculum
offer which includes subjects that typically attract females – Dance, Drama & Theatre Studies, Media Studies &
Textiles. Male success rate (78%) is 7% lower than female (85%).
White success rate (82%) is 10% lower than those of other ethnicity (92%) re. 12 learners and success rate for
those with an identified Learning Difficulty/Disability (72%) is 12% lower than those without (84%).
Impact of ALS: ALS is satisfactory. Additional learning support is in place and monitored effectively. The retention
rate for those receiving support is 7% higher than those not receiving support, however, success rate is 7% lower.
2 Achievement of personal, social and employability skills: Subject specific enrichment enhances all full time
programmes. For example, all 16-18 students benefit from an extensive range of activities, including theatre visits
(The Globe Theatre London, Sunderland Empire), workshops from outside practitioners (Northern Stage
Newcastle), Regional competitions (Inter-skills Music competition), Prestigious external performance venues (The
Sage Gateshead, The customs House South Shields - joint performance with Sunderland University, Northern
Stage Newcastle, Metro Centre performance, in conjunction with Metro Radio - Lady Gaga Flash Mob). Two
learners were successful in gaining a place in National Youth Theatre, London - Summer School. London Fashion
Week, Harrogate Craft Market, trip to Manchester GMEX regarding Graphics, a range of North East Art Galleries.
Progression to higher level qualifications and employment: Overall, AS to A2 progression is 65%. This
ranges from 44% (Photography) to 82% (Media Studies).
Level 2 to Level 3 progression is 68% (17 progressed from L2 to L3 Yr1 BTEC courses. 5 progressed to Access
courses).
93% of students (71 out of 76) who applied to study at higher education were placed.
B
QUALITY OF TEACHING, LEARNING AND ASSESSMENT
Lesson Observations
GRADE:
2
Year
No of Obs
% Grade 1
% Grade 2
% Grade 3
% Grade 4
2009-10
2010-11
2011-12
35
12
10
29% (10)
50% (6)
60% (6)
60% (21)
50% (6)
40% (4)
8% (2)
3% (1)
1 Lesson observations: The lesson grade profile for line manager lesson observations is outstanding. 100% of line
manager lesson observations were graded good or better with 60% graded outstanding. This is 17% above and
34% above PRDG respectively regarding SSA9. There has been an improvement of 10% regarding outstanding
lesson observation grade profile compared with 10-11.
2 Strengths and areas for improvement in teaching and learning: Strengths include: Effective planning is
carried out which supports the quality of teaching & learning observed in the classroom. Student feedback
supports this: “The teaching on my course is good” (96% agree – 16-18, 100% agree – 19+). Lessons observed
included a good range of activities and resources to support differentiation, meeting the individual needs of
learners. This follows a focus for CPD and sharing good practice throughout 11–12 e.g. Sunderland Joint Learning
Day (Oct 2011). Staff demonstrate enthusiasm and a high level of vocational expertise regarding their specific
subjects which, in turn, supports a positive rapport with learners. There was evidence of professional practice
being incorporated throughout the planning and delivery of sessions to reflect the Visual & Performing Arts
industry.
Areas for further improvement include: Stretch & challenge to include effective questioning techniques to raise
aspirations, check understanding and encourage/support wider participation regarding learner engagement.
Starters & plenaries, to include introduction and review of aims & learning outcomes at the start & end of all
sessions. Generally, there is a need within the department to adopt a greater use of the learning cycle within
teaching sessions.
3 Staff expertise to plan, deliver and support: Teaching staff are well qualified, highly skilled and have vocational
expertise. A high proportion are working practitioners within the Visual and Performing Arts industries and use
knowledge about their subject area, communicating high expectations, targets and goals to all learners. Staff
undertake subject specific courses to enhance the teaching of specialist courses. Some staff arrange work
experience with practitioners actually being studied e.g. Pina Bausch (Internationally renowned German
Choreographer) used for Physical Theatre, Historical Context and Dance Performance. Lecturers have an
excellent understanding of the learner profile, prior learning, and individual learning styles, and plan effectively to
maximise learner success. Detailed strategies are then put into place to address learner needs and different forms
61
of assessment to suit different learning styles e.g. use of video diaries and viva voce. Curriculum staff work
effectively with personal tutors to monitor student attendance, punctuality & progress. There is a particular focus
upon UCAS applications, interviews and the display/presentation/audition process.
Promoting E&D: There is evidence of equality and diversity being actively promoted within the department by
lecturers, especially in the subject content of artwork across visual arts, performance material, texts and scripts
used in Music & Drama. Studies incorporate looking at ways in which artwork constructs representations of life.
Majority of learners are suitably challenged within lessons with high expectations set by staff. Learners have
access to and are encouraged to experiment with a wide range of resources that meet their learning needs e.g.
Musical equipment, computers and software, lighting and sound equipment. Learners’ access Arts & Media
courses e.g. Drama, from a wide range of external agencies, e.g. ESPA, and are integrated and encouraged and
supported onto full-time mainstream programmes.
4 Setting high expectations and motivating learners to make progress: Learners are given individual targets;
these are used effectively with learners to promote high expectations. Integrated into the ethos of all Visual &
Visual and Performing Arts programmes is high quality professional practice and standards, preparing them for the
competitive arts industry. Booster weeks and learners working in college during ‘holiday’ periods, encourages high
grades and professional practice.
Attendance: Attendance is good at 88% across the whole department/SSA. This will be a key area for
improvement in terms of tracking & intervention moving forward.
Learning outside classroom: All courses in Arts & Media are working towards well-resourced Moodle sites.
Some courses have extracts of professional repertoire, subject specific vocabulary and online quizzes.
There is a strong emphasis on the importance of learning outside the classroom. There is a high expectation
therefore for all learners to practice/rehearse the practical elements of the course outside of session time e.g.
listening to set music, learning scripts and lyrics to equip them for their next lesson, to ensure that progress is
made. Learners are encouraged to work independently, developing their portfolio to improve opportunities in a
competitive market & mirror current industry practice.
5 Initial assessment, monitoring of progress and support: Staff operate a two week extended induction project,
culminating in a presentation/performance, to gauge the learner skill set, which is not always apparent from the
academic qualifications. Timely additional learning support is put in place following initial assessment, making full
use of specialist support for the practical elements of the course as ALS is available in curriculum as well as Skills
for Life sessions. Monitoring spread sheets are embedded and used effectively to regularly review individual
learner progress and identify intervention strategies. All staff in the department input grades for vocational courses
for individual units, allowing staff to view the wider learner profile, and not just see the elements that they teach.
Student feedback indicates that 96% (16-18) & 91% (19+) agree “I am making good progress”.
Information and guidance: Subject specialist staff interview all prospective Visual & Performing Arts students to
support ‘right student, right course’. Students are informed at an early stage in the interview process of the full
range of courses available/different pathways available to them e.g. A Level/Vocational/varying levels. In the
parent survey (March 2012), 91% of parents asked agreed that “Parent/carer evenings have been useful”.
6 Assessment and feedback: Self and peer assessment occurs in many lessons, enabling learners to have a
sound understanding of the grading criteria. Written feedback is detailed, and includes a section on further
development to achieve higher grades, allowing learner development. Most feedback is detailed and is most is
fully cross-referenced to the awarding grading criteria and assessment tasks completed. 95% (16-18) & 93% (19+)
of students agreed that “Feedback I get on my assessments is helpful.”
7 Development of skills and independent learning: Specialist rooms are identified for independent learning at the
start of the academic year, where individual/group workshop/practice/rehearsals can take place. Learners are
encouraged to practice dance pieces, learn scripts and rehearse music.
C
EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT
GRADE:
2
1 Expectations and standards set for learners and staff: Leadership & management are good. There are two
established teams across the department who strive to continually review & develop the broad curriculum offer
even though the fundamental resources available do, in parts, require improvement. Staff work effectively in
curriculum teams and liaise with one another & tutors to discuss & monitor student performance. Team meetings
take place for this purpose. Individual target grades are used effectively to raise aspirations and improve
performance.
There is a need to implement strategies to further improve the effective management of resources to increase
efficiency, responsibility and accountability. A key aspect of this relates to addressing the lack of consistency
across the department; currently working as two separate areas when there are a range of opportunities to
consolidate and work collaboratively. This would be a positive action to support the move to the planned new build
in 2014.
62
Safeguarding learners: Arrangements for safeguarding all learners are outstanding. The department
management team and all staff follow practices to ensure the student community is well supported. All staff and
managers have attended compulsory safeguarding and child protection training and update this when required.
Health & Safety practices are firmly embedded across all curriculum provision.
2 Effectiveness of strategies to improve teaching and learning: CPD throughout the academic year provided an
opportunity for staff to share good practice across disciplines.
In 11-12, the percentage of lessons graded outstanding increased to 60% (+10% compared with 10-11). There
were no observed sessions graded satisfactory or inadequate. However, across the department there were only
10 line manager lesson observations carried out which does not match the total amount of staff. This will be an
area for improvement in 12-13.
3 Curriculum meeting needs of learners and employers: There are full progression pathways for 16-18 year old
students from Level 2 to Access. In addition to this, there are foundation degrees available to support progression
across individual curriculum subjects. Students have the choice of either academic or vocational pathways in all
subject areas. BTEC Fashion & Clothing, AS Textiles and AS Dance were all introduced in 11-12 to broaden the
curriculum offer and respond to meeting local needs. However, the current model of enrolling students on to a two
year Subsidiary/Extended Diploma will be reviewed to ensure learner experience & success in the future.
Using self assessment and user views to improve: Client surveys are used effectively to identify areas for
improvement regarding teaching, learning & assessment. All aspects of data are used in discussions with staff (via
PMR’s) to support reflection, review & development.
Promotion of equality and diversity and narrowing achievement gaps: Promotion of E&D is embedded in the
curriculum design across the department. Curriculum specialist staff are actively involved in the recruitment
process to support the narrowing of achievement gaps. All enrichment opportunities support E&D themes.
4 Capacity to improve - key improvements made in 2011-12 include:
*
*
*
*
AS Success rates have improved by 10%.
Sustained & continued improvement across level 3 vocational programmes.
Lessons graded outstanding has improved by 10% from 50% to 60%.
Introduction of additional level 3 courses to broaden the curriculum offer and respond to meeting local needs.
History of Self-assessment grades
Outcomes for Learners
Quality of Teaching, Learning and Assessment
Effectiveness of Leadership and Management
Overall Effectiveness
2009-2010
2010-2011
2011-2012
1
1
1
1
2
2
2
2
2
2
2
2
63
Self Assessment Report 2011-2012
Title of SAR:
SSA 10, 11 & 12 – History, Religious Studies,
Social Sciences, Languages, Literature & Culture
SSAs:
10, 11,
12
1
Grade:
Key Strengths:
1
Outstanding success rates across all SSA’s to support the focus on teaching, learning & assessment. (A)
2
Excellent &/or improving high grade achievement in majority of subjects. (A)
3
Positive & improving value-added; subjects/levels range from outstanding to satisfactory. (A)
4
Significant growth across the A-level provision (285 increase on enrolment numbers from 10-11 to 11-12)
supported by the introduction of additional subjects (Religious Studies, Classical Civilisation, French & Spanish).
(A)
5
Continued outstanding teaching & learning grade profile; 100% of lessons observed graded good or better with
52% graded outstanding. (B)
6
Leadership & Management are effective regarding maintaining outstanding OfL and TLA, supported by an
embedded culture of staff efficiency, responsibility and accountability. (C)
Key Areas for Improvement:
1
Improve success rates of AS Classical Civilisation (currently 74%) & AS Government (currently 78%) to 85%. (A)
2
Address success rate differential in SSA11 re. those who declared a learning difficulty/disability (12% below) and
those in receipt of ALS (23% below). (A)
3
Improvement required regarding high grade achievement which is below 30%; AS Religious Studies, AS
Geography, A2 English Language, AS English Literature, AS French. (A)
SCOPE OF PROVISION:
Learner numbers, range of courses and progression routes: There were 484 enrolments in SSA10 (296 of these
in Access), 348 in SSA11 and 550 in SSA12 (23 of these GCSE). 1382 enrolments overall. In 11-12, there were a
total of 11 subjects offered across the sixth forms; Religious Studies, Classical Civilisation, French & Spanish were all
new to the offer. There were a range of part-time day and evening Access courses offered at Shiney Row campus.
Employer Responsive provision: There is no Employer provision across these SSA’s.
E&D cohort characteristics: Across the SSA’s, there is a significant imbalance regarding gender, ethnicity &
learning difficulty/disability.
Gender: SSA10; 23% of enrolments were male (109) with 77% female (375). SSA11; 36% of enrolments were male
(126) with 64% female (222). SSA12; 26% of enrolments were male (145) with 74% female (405).
Ethnicity: SSA10; 95% white British with 5% other ethnicity, SSA11; 97% white British with 3% other ethnicity,
SSA12; 97% white British with 3% other ethnicity.
Learning Difficulty/Disability: 7% of enrolments in each of the three SSA’s declared a learning difficulty/disability.
A
OUTCOMES FOR LEARNERS
Age and Course Level/Type
16-18 Long Level E/1
16-18 Long Level 2
16-18 AS * (compared to VI form NA)
16-18 A2 * (compared to VI form NA)
16-18 Long Level 3 (non A Level)
16-18 Short and Very Short (all levels)
19+ Long Level E/1
19+ Long Level 2
19+ Long Level 3
19+ Short and Very Short (all levels)
GRADE:
Starts 2011-12
2009-10
Overall Success Rates
2010-11
2011-12
1
Nat Avge
13
740
322
1
100%
86%
98%
85%
82%
90%
98%
92%
89%
97%
100%
82%
85%
96%
?
10
261
33
94%
88%
85%
70%
89%
88%
80%
85%
?
64
Age and Course Level/Type
16-18 AS * (compared to VI form NA)
16-18 A2 * (compared to VI form NA)
16-18 Long Level 3 (non A Level)
19+ Long Level 3
Starts 2011-12
142
46
1
260
2009-10
77%
98%
85%
85%
SSA10 Success Rates
2010-11
2011-12
89%
85%
100%
98%
100%
89%
85%
Age and Course Level/Type
16-18 AS * (compared to VI form NA)
16-18 A2 * (compared to VI form NA)
Starts 2011-12
238
109
2009-10
87%
100%
SSA11 Success Rates
2010-11
2011-12
86%
87%
97%
100%
Nat Avge
79%
95%
Age and Course Level/Type
16-18 Long Level 2
16-18 AS * (compared to VI form NA)
16-18 A2 * (compared to VI form NA)
19+ Long Level 2
Starts 2011-12
13
360
167
10
2009-10
100%
90%
94%
94%
SSA12 Success Rates
2010-11
2011-12
92%
50%
91%
95%
95%
96%
70%
88%
Nat Avge
82%
88%
96%
80%
Nat Avge
87%
97%
85%
1 Learner achievement, high grades and value added: The tables above identify outstanding success rates in all
SSA’s. Overall, all SSA’s are above National average: SSA10 (A-level) is 92% (3% above SFC Nat avg), SSA10
(Access) is 89% (4% above GFE Nat avg), SSA11 is 89% (5% above SFC Nat avg), SSA12 (A-level) is 92% (1%
above SFC Nat avg) & SSA12 (GCSE) is 83% (at GFE Nat avg).
The table above shows there has been significant improvement (three year trend) in SSA10 with all age/level/type
above National average. Overall, SSA11 are all above National average. SSA12 shows excellent success rates in
all except 19+ long Level 2 which has declined by 18% and is 10% below National average, even though 16-18
long Level 2 has improved by 42%.
Table 2 shows that at SSA level, success rates are excellent and improving. All SSA’s are at or above Nat avg.
High grade achievement is improving across the majority of AS subjects (71% of those subjects offered in 10-11).
At subject level, all alps scores range from outstanding to satisfactory. All subjects/level have either improved or
remained the same, except for A2 Sociology which has declined from 3 (excellent) to 6 (satisfactory) and AS
English Literature which has declined from 2 (outstanding) to 6 (satisfactory).
Narrowing of achievement gaps: Although there is a gender imbalance across all SSA’s, it is recognised that
these subjects attract females, however, learners are not disadvantaged. Females account for 77% in SSA10,
64% in SSA11 & 74% in SSA12, there is minimal difference in success rates between male & female learners;
highest differential is 3% in SSA10. Success rates range from 89% to 92% for white British learners and 89% to
100% for those of other ethnicity. For those who declared a learning difficulty/disability, there is minimal difference
in SSA10 (1%) & 12 (6%), however, in SSA11 success rate for those the difference is 12% (78% - those who
declared compared with 90% for those who did not).
Impact of ALS: Although minimal, ALS is in place to provide individual and group support across the A-level
provision. The impact upon success rates is evident across all SSA10 & 12 as the success rates are within 1% 3%. However, in SSA11 the success rate for those in receipt of ALS is significantly lower than those not; 67%
compared with 90%. A note to make is that there were only 15 students in receipt of ALS across this SSA.
2 Achievement of personal, social and employability skills: There are a selection of external visits arranged
across the curriculum to enrich the learner experience and provide experiential learning. These include a
residential geography field trip to the Lake District, MFL related trip to Paris and a range of subject specific
university visits. In addition to this, there are a range of activities available to students via tutorial & enrichment;
Duke of Edinburgh award, admissions & finance talks from local universities, ECM & Equality & Diversity focused
tutorial sessions & travelling roadshows.
Progression to higher level qualifications and employment: Internal progression from AS to A2 ranges from
48% re. English Lang/Lit combined to 76% for English Literature. Overall, this is 59%. However, a valid point to
make is that many students across these SSA’s ‘drop’ a subject when they progress from AS to A2 which has a
negative impact on figures.
B
QUALITY OF TEACHING, LEARNING AND ASSESSMENT
GRADE:
1
SSA10
Lesson Observations
Year
No of Obs
% Grade 1
% Grade 2
% Grade 3
% Grade 4
2009-10
4
1 (25%)
3 (75%)
0
0
2010-11
5
3 (60%)
2 (40%)
0
0
2011-12
12
6 (50%)
6 (50%)
0
0
11-12: 100% graded good or better with 50% outstanding. (This is 11% & 29% above PRDG respectively).
65
SSA11
Lesson Observations
Year
No of Obs
% Grade 1
% Grade 2
% Grade 3
% Grade 4
2009-10
5
1 (20%)
4 (80%)
0
0
2010-11
4
3 (75%)
1 (25%)
0
0
2011-12
4
2 (50%)
2 (50%)
0
0
11-12: 100% graded good or better with 50% outstanding. (This is the same as & 50% above PRDG respectively).
SSA12
Lesson Observations
Year
No of Obs
% Grade 1
% Grade 2
% Grade 3
% Grade 4
2009-10
10
4 (40%)
5 (50%)
1 (10%)
0
2010-11
9
4 (44%)
5 (56%)
0
0
2011-12
7
4 (57%)
3 (43%)
0
0
11-12: 100% graded good or better with 57% outstanding. (This is 12% & 37% above PRDG respectively).
1 Lesson observations: Overall: 100% of (23) lessons observed were graded good or better, with (12) 52% graded
outstanding across the SSA’s. At SSA level all were above (or at 100%) re. the North East Peer Review &
Development Group. The tables show a continuing trend to support positive outcomes regarding teaching,
learning & assessment with no lessons graded satisfactory or inadequate over the last two years. The impact of
this is evident in improvements in value-added Alps grades (all between 2 & 6).
2 Strengths and areas for improvement in teaching and learning: Lecturers use varied teaching styles to
support a differentiated approach to meet individual learners’ needs and establish high expectations. Written
feedback taken from lesson observations highlights a variety of teaching techniques including accelerated
learning, collaborative learning:
“All learning styles were catered for from the music on entry, visual use of IWB, auditory with reading and
summarising and researching information, tactile in creating the human body outline and working with other
resources”.
“VAK resources included cards, spider diagram, powerpoint ‘youtube’ clip (set the scene re. context, the period,
dramatic Russian music, narration, etc.)”.
Student feedback identifies 87% (SSA10) quartile C, 92% (SSA11) quartile A & 89% (SSA12) of students agree
that Teaching & Learning is good (On programme, Nov ’11). These SSA’s perform well against Nat avg for 16-18
learners.
Although in the minority, areas for further improvement include sharing & revisiting learning aims and outcomes
throughout the sessions and targeted questioning to ensure all learners are engaged, stretched and making
measurable progress.
3 Staff expertise to plan, deliver and support: There is excellence in subject specialist knowledge and the use of
this in structuring inspiring sessions, mapped successfully against the learning framework, often featuring TEEP
themes with a strong emphasis on stretch & challenge. Many staff demonstrate flexibility and versatility in their
knowledge, understanding and ability to teach more than one subject. A number of staff have completed TEEP
training. There is a TLC and the TLC co-ordinator who deliver across these SSA’s to support sharing of good
practice with colleagues via CPD day, B meetings and informally in staff rooms. A number of staff actively
participate in exam board marking; this is invaluable regarding improving high grade achievement.
Promoting E&D: Issues of equality and diversity are addressed through the curriculum – class, gender and
ethnicity. Safeguarding procedures are robust; all staff have completed Disability Equality Duty and safeguarding
training. Lesson observations show that E&D is considered within the classroom with some very positive examples
including a range of resources used to cater for different learning styles, materials free from bias and balanced in
respect of gender. Majority of lesson observations incorporate E&D.
4 Setting high expectations and motivating learners to make progress: All students are provided with a target
grade which is aspirational regarding their progress whilst at college. Differentiation is considered when planning
to cater for all learners with differing levels of stretch & challenge embedded. All staff encourage and motivate
students to become autonomous learners; the use of peer and self-assessment is widely used to support this
using awarding body specifications to familiarise students with exam criteria.
Attendance: Attendance is good across the SSA’s; SSA10 – 86% (inc. Access), SSA11 – 91%, SSA12 – 88%
(inc. GCSE English)
Learning outside classroom: Independent study is identified weekly on all schemes of work, often directing
students to specific textbooks or the VLE. Class texts are available for independent study and students also have
access to some excellent Moodle sites which incorporate interactive quizzes, RSS feeds and a wide range of
resources. The wider experience is also used to support learning outside of the classroom with external visits
including the Blencathra Geography field trip and various university visits.
66
5 Initial assessment, monitoring of progress and support: Entry requirements are in place and support a ‘right
student, right course’ approach. All students complete a key piece of written work in the first two weeks to identify
suitability to their chosen subjects and are given the opportunity to transfer. Effective communication between
lecturers and tutors supports progress and success. Student progress is monitored & recorded at regular intervals
using a range of electronic systems to review individual learner progress and identify intervention strategies.
Progression to HE is excellent across all SSAs.
Information and guidance: During interviews and enrolment, staff provide subject specific information &
guidance to every student to assist with making informed decisions regarding their chosen programme of study.
Progression to HE & employment are openly discussed at subject level to support positive choices and future
aspirations.
6 Assessment and feedback: Throughout 11-12 the key focus of CPD and embedded coaching has been on
‘assessment for learning’ and ’stretch & challenge’. There has been significant improvement from 10-11 regarding
Tests & Assessments, evidenced by student feedback (On programme, Nov ’11); SSA10 - 92% (+14%), SSA11 96% (+1%) & SSA12 - 93% (+2%) which supports the CPD focus of using feedback proformas. Teams have
worked collaboratively to develop and share (formally & informally) a variety of written feedback proformas to
support improvement. A combination of self-assessment & peer assessment maintains student involvement
regarding assessment for learning.
91% (SSA10), 95% (SSA11) & 91% (SSA12) of students agree the “feedback I get on my assessments is
helpful”.
An audit of standardisation processes carried out July ’12 identified History & English as outstanding.
7 Development of skills and independent learning: Across the SSA’s students are encouraged to develop
independent learning and study skills to support higher level learning. These include research, referencing,
analysis, synthesis & evaluation, the ability to debate and master complex ideas, problem solve and present then
argue a case. Staff support students in developing important personal qualities including effective time
management, communication skills and working collaboratively. GCSE English now have a Moodle site for student
access when off-site.
C
EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT
GRADE:
1
1 Expectations and standards set for learners and staff: Effectiveness of leadership & management is
outstanding. There is an embedded culture of staff efficiency, responsibility & accountability. Realistic, measurable
targets are discussed, agreed & reviewed during PMR’s and mid-year reviews to promote high expectations
regarding performance of outcomes for learners and quality of teaching, learning & assessment. Effective
communication via a range of mediums and sharing of good practice underpins positive outcomes. All aspects of
staff and student performance are measured throughout the academic year with a focus on continuous review,
development & improvement that involves all staff.
Safeguarding learners: Safeguarding procedures are robust; all staff have completed safeguarding training and
regular refresher courses to support this.
2 Effectiveness of strategies to improve teaching and learning: Across the SSA’s, all lessons were graded good
or better in the past two years. The quality of teaching, learning & assessment has been a focus during 11-12;
sharing resources and good practice on ‘assessment for learning’ and ‘stretch & challenge’. All staff attend
monthly B meetings, CPD and embedded coaching events. Knowledge & understanding gained from attendance
at awarding body CPD events and exam marking for awarding bodies is disseminated to cross-college teams.
3 Curriculum meeting needs of learners and employers: The curriculum offer was broadened in 11-12 to include
Religious Studies, Classical Civilisation, French & Spanish. These additional courses support choice for student
progression from GCSE to A-level as well as demonstrating a proactive approach in preparation for the
introduction of the English Baccalaureate re. MFL. The Access programmes offer an alternative route into Higher
Education for non-traditional adult learners and GCSE English provides students with the chance to acquire this
essential qualification to support future study and employment.
Using self assessment and user views to improve: All aspects of self assessment and curriculum review are
shared with cross-college teams to continually review & develop the curriculum. Feedback from students (course
committee meetings & on-programme surveys) is used to identify strengths to share & areas for improvement to
prioritise.
Promotion of equality and diversity and narrowing achievement gaps: There is an imbalance regarding
gender (77% females) due to the nature of the curriculum offer. However, E&D is promoted across all SSA’s;
embedded in choice of topics/units, planning, resources, additional learning support.
67
4 Capacity to improve - key improvements made in 2011-12 include:
* Significant improvements in a range of AS/A2 subjects regarding success rates (AS/A2 History, AS Geography,
*
*
A2 English Language, AS English Lang/Lit)
Broadened curriculum offer to support growth across the SSA’s and provide choice for students.
Improvement in student on-programme feedback; SSA10, 11 & 12 regarding teaching & learning and tests &
assessments.
History of Self-assessment grades
Outcomes for Learners
Quality of Teaching, Learning and Assessment
Effectiveness of Leadership and Management
Overall Effectiveness
2009-2010
(SSA10)
2009-2010
(SSA11)
2009-2010
(SSA12)
2010-2011
2011-2012
2
2
2
2
2
1
1
2
2
2
2
2
1
1
1
1
1
1
1
1
68
Self Assessment Report 2011-2012
Title of SAR:
SSA13 - Education & Training
SSA:
Grade: 1
13
Key Strengths:
1
Continued outstanding success rates on TAQA programmes at 100%.
2
15% improvement for success rates on PTLLS programmes.
3
8% improvement for success rates on L2 Supporting Teaching and Learning in Schools.
4
Outstanding success rates for L3 Supporting Teaching and Learning in Schools.
5
Very good quality of feedback within assessed coursework.
6
100% Good or better teaching during observed sessions.
7
Effective curriculum leadership demonstrate by improvements in success data.
Key Areas for Improvement:
1
Variations in SR data for Education programmes.
2
Improve success rate for fast track Certificate in Teaching and Learning in the Lifelong Learning Sector (CTLLS).
SCOPE OF PROVISION:
Learner numbers, range of courses and progression routes: There were 285 enrolments in SSA13 in 2011-12.
Education courses provide professional development opportunities for individuals interested in a career in either a
teaching or adult learning support role. The curriculum offer within this SSA is from L2 to HE level programmes with
clear progression routes to well-established HE professional practice programmes. Level 2 Supporting Teaching and
Learning in Schools STLS programmes were offered at the Shiney Row Campus in a range of delivery modes. Level
3 STLS courses are offered as a progression route for level 2 learners and to meet the changing needs of local
employers and the local authority, provision includes Training and Quality Assurance qualifications.
Employer Responsive provision: Provision of PTLLS programmes has declined due to changes in funding and the
end of the RISE initiative. The college works closely with local partners in order to ensure that local economic and
social needs are addressed, but again this has declined with the closure of the Bridge centre
E&D cohort characteristics: 81% of learners are female; 19% Male. 97% of learners identified themselves as White
British. 5% of learners identify themselves as having a difficulty or disability.
A
OUTCOMES FOR LEARNERS
Age and Course Level/Type
16-18 Long Level E/1
16-18 Long Level 2
16-18 AS * (compared to VI form NA)
16-18 A2 * (compared to VI form NA)
16-18 Long Level 3 (non A Level)
16-18 Short and Very Short (all levels)
19+ Long Level E/1
19+ Long Level 2
19+ Long Level 3
19+ Short and Very Short (all levels)
19+ Employer Responsive All levels
GRADE:
Starts 2011-12
Success Rates
2010-11
2011-12
2009-10
1
Nat Avge
59
74
80
83.2
78
86.5
86.4
91.9
86.4
82.4
114 Leavers
75
-
95.6
83.4
1 Learner achievement, high grades and value added: This year has seen very strong improvement in the
success rates of several programmes; overall success rates for the SSA are up 6%. For those programmes with a
benchmark now standing at 3% above the benchmark at 89%, this is a 4% improvement on last year.
STLS Level 2 – success rate increase of 8% in the academic year to 86%, retention improved by 8% and
achievement remains outstanding at 98%. STLS Level 3 – success rates of 98%, a 10% improvement in the
academic year and 7% above BM. Retention improved by 7% at 96% (4% +BM). Achievement is now 100% a 3%
improvement in the academic year and 4% above BM.
PTLLS – success rates have improved markedly in the academic year from 78% to 93%. CTLLS – success rates
have fallen in the academic year to 78% (from 86%), however this remains in line with national average. In the
main this fall is attributable to a fall in retention.
TAQA – success rates at 100%.
69
Narrowing of achievement gaps: Some limited progress has been made to narrow the achievement gap
between students undertaking the CTLLS programme over a full year and students taking the fast track option, the
full year programme is 6% above benchmark and the fast track 1% below, a 7% gap this demonstrates a small
improvement of 2% on last year’s variation. There is a 1% variation in success rates between males and females
this variation has reduced by 1% in the academic year. There has been an increased variation in success rates
between Whites and non-White learners – this however is based on very few (n=2) non-white learners.
Achievement gaps unfortunately have widened between those learners who identified a disability/difficulty and
those who did not, 71% compared with 90%. However, number were very small (n=7) and therefore this data
cannot be used as a reliable representation of provision within the area.
Impact of ALS: ALS is not widely access by learners declaring a disability or learning need, Only 3 learners
accessed this support in 2011-12, of those 2 passed their programme.
2 Achievement of personal, social and employability skills: All programmes are part time and are tailored to
meet the required skills for the sector. The programmes in this SSA require a work placement in order to gain a
licence to practice. Tutorial programme is delivered and embedded within the curriculum. Mentors, within
placement, receive guidance and direction from the department to ensure that learners are able to make sufficient
progress and meet the competency requirements from the various awarding bodies.
Progression to higher level qualifications and employment: All students in this SSA are part-time adults with
the vast majority in work, progression from L2 to L3 and L3 to L4 is very good.
B
QUALITY OF TEACHING, LEARNING AND ASSESSMENT
Lesson Observations
GRADE:
Year
No of Obs
% Grade 1
% Grade 2
2009-10
2010-11
2011-12
2
5
50
60
50
40
% Grade 3
1
% Grade 4
1 Lesson observations: 60% of observed sessions in this SSA were graded as outstanding, This is a 10%
improvement in the academic year. No observed session were graded as 3 or 4, this is a 2 year trend.
2 Strengths and areas for improvement in teaching and learning: Teaching and learning and support for
learners are outstanding. Learners benefit from a good quality learning experience within this SSA. In the best
lessons, the learning cycle is used effectively to develop learner-centred strategies which engage and challenge at
an individual level. Questioning and assessment for learning are well developed within sessions and the quality of
feedback in written coursework is comprehensive and learners are guided well with specific improvement advice.
Again, in the best lessons, differentiation by variety of activity, level of challenge and availability of student choice
is a strong feature. The quality of teaching and learning, as well as the level of differentiated support was
confirmed during the EV visit from City & Guilds. Teaching & Learning was rated 10 points above benchmark in
the November on programme QDP survey.
3 Staff expertise to plan, deliver and support: Staffing is diverse, with full time, part time and additional input from
agency-based colleagues, staff are well qualified and SSA13 has a strong curriculum team that includes Teaching
and Learning Coaches, staff trained to TEEP level 1, staff active in research projects several staff either post
graduate qualified or working towards post graduate qualifications. This has proved effective in further developing
the high standards of classroom practice, especially in the practical approaches used in the teaching of theory-rich
sessions. Students have responded very positively to the quality of their learning experience. The on- course QDP
survey confirms this, with the section relating to teaching/learning and assessment demonstrating significantly
above BM scores.
Promoting E&D: Learners have access to a range of resources that meet their learning needs. Teachers
positively promote E&D within lessons, all staff within the department have completed Equality and Diversity
training in 2011/12.
4 Setting high expectations and motivating learners to make progress: Learners are given individual targets;
these are used effectively with learners to promote high expectations, academic tutorials are used to report and
track learner progress. In many lessons responsibility and ownership of learning is awarded to learners with a
positive impact on levels of engagement.
Attendance: 87.5%.
Learning outside classroom: All courses have effective and well-used VLE sites which provide learners with
flexible access to course information and resources. Vocation placement also enhances learner experience and
allows learners to link theory with practice.
5 Initial assessment, monitoring of progress and support: Students undertake initial assessment using target
skills, this works very effectively in assessing students skills gaps. The November on programme QDP survey for
SSA13 the “Support I Receive” section was 9 points above benchmark. All groups have a course committee and
feedback has been very positive in particular support from staff was highly praised by every group.
70
Information and guidance: All learners within this SSA are interviewed by subject specialists; this has partly led
to the increases in success rates over the last three years. Progression rates have also increased for internal
provision due to advice and guidance sessions led by IAG staff and the departmental team.
6 Assessment and feedback: Marking and dialogue between staff and vocational learners are consistently of a
high standard. Learners generally receive detailed feedback about their work, with encouraging comments; all
learners understand how to improve their work and are consistently supported in doing so. Teachers use
assessment for learning strategies effectively to check understanding, provide stretch and challenge, prepare
them well for the next step and agree milestone targets with learners. The level and detail of feedback was
positively commented on by all external awarding body visits in the academic year.
7 Development of skills and independent learning: The November on programme QDP survey for SSA13 rated
independent learning very highly, evidence from QDP survey “Helped to develop my own ideas and work on my
own” was 15 points above benchmark. Independent study is embedded within the SSA.
C
EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT
GRADE:
1
1 Expectations and standards set for learners and staff: Strong leadership and management have contributed
significantly to the improvement in success data. Clear roles and responsibilities give direction through strategic
objectives, targets and values that are understood by members of the team, resulting in effective course
management and monitoring of individual learner progress. Within the area staff communicate progression and
developmental targets which are reviewed regularly. This raises aspirations, confidence and progression within the
department. The Curriculum Leader ensure demanding targets are met and there are clear systems for measuring
progress against targets and planning improvements throughout the academic year. Evidence of this has resulted
in continued improvements in success rates, retention, achievement, progression and the quality of provision in
this area.
Safeguarding learners: Good evidence of safeguarding within the environment; learners are able to confidently
discuss the potential risks when using the internet and college procedures are in place to significantly reduce this
risk.
2 Effectiveness of strategies to improve teaching and learning: Teaching and Learning Coaches work within
this SSA and support new staff to implement teaching and learning strategies. Regular team meetings enable the
sharing of good practice. All staff receive regular CPD relating and 2 members of the team have received further
TEEP training. Agency staff are supported by experienced staff and this has had a positive impact as all lesson
observations were graded good or better.
3 Curriculum meeting needs of learners and employers: Courses within the SSA are structured to enable
learners to progress from level 2 to level 3, HE or employment. All students access vocational placement to
enhance their application of theory to practice and gain valuable skills necessary for employment. Learners have
access to a wide range work placement opportunities, accessing a wide range of clients. Feedback from
employers is excellent and a number of learners are directly offered employment as a result of their placement.
Students have opportunities to liaise with supply agencies who can assist them in gaining employment on
completion of their programme.
Using self assessment and user views to improve: It was noted in course committees that class discussion
helped the students to contextualise practice and that the material covered had good links to practical placements.
Promotion of equality and diversity and narrowing achievement gaps: Proactive promotion of E&D within the
department is embedded within recruitment, lessons, support and enrichment opportunities.
4 Capacity to improve - key improvements made in 2011-12 include:
* 8% improvement for success rates on L2 Supporting Teaching and Learning in Schools.
* 15% improvement for success rates on PTLLS programmes.
* Outstanding success rates for L3 Supporting Teaching and Learning in Schools.
History of Self-assessment grades
Outcomes for Learners
Quality of Teaching, Learning and Assessment
Effectiveness of Leadership and Management
Overall Effectiveness
2009-2010
2010-2011
2011-2012
2
2
2
2
2
2
2
2
1
1
1
1
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Self Assessment Report 2011-2012
Title of SAR:
SSA14 - Preparation for Life and Work
SSAs:
14
Grade: 1
Key Strengths:
1
Excellent success, achievement and retention rates exceeding national averages, and with significant student
numbers.
2
There is highly effective teaching and learning
3
An innovative, curriculum, with strong emphasis on developing skills for employment and progression, which is
flexible and adapts to meet the needs of the learners, as well as to meet college and national priorities
4
Successful leadership and management that has implemented strategies that have driven up success rates
5
A robust initial assessment process which leads and informs the ILP which in turn drives personalised learning.
Key Areas for Improvement:
1
Improve numeracy level 2 success rates
2
Successfully manage the new department structure and align the curriculum teams across 16-18 and 19+
3
Identify ‘alternative’ English and maths qualifications and work up viable curriculum delivery models across the
department
4
Evaluate 2012/13 16-19 delivery of functional skills qualifications across all centres and plan for the curriculum
delivery model for new study programme for 2013/14
5
Further develop higher order thinking skills within teaching and learning
6
Within Supported Learning, to improve attendance rates
7
To develop the ILP and Support Plans available within Pro-Monitor
8
Further develop the teaching resource bases available within the Department for all curriculum areas
SCOPE OF PROVISION:
Learner numbers, range of courses and progression routes: Overall there were 13633 Learner Responsive
enrolments across all centres within Sunderland College. The enrolments consisted of 8844 16-18 year olds and
4789 for 19+ learners. As well as the 16-18 provision within the Sixth Forms and Vocational Centres, this report
covers the basic education projects Test the City (TTC), Maths and English Solutions (MES), Maths and English
classes. This year five cohorts of a new maths and English pre-employment programme were delivered. Students
progress within the projects, either up the levels of one subject or across to the other, English and maths are often the
starting point for adults re-entering further and higher education.
This report also includes the Foundation Learning Programme delivered by the Department of Supported Learning.
Learning is accredited within a range of curriculum areas including; Functional skills Maths, English and ICT,
Personal and Social Development, Employability and Workskills, Retail, Hospitality and Catering, ICT, Looking after
Children, Recycling, Art, Citizenship and Alternative and Augmented Communication. There are 5 different levels of
programme available including Entry Level 1, 2 and 3, Level 1 and Level 2. Progression routes within the Foundation
Learning Programme are well defined and students are able to progress from an Award to a Certificate and then
Diploma level of most qualifications at the same level or qualifications at a higher level. Students are also able to
progress to a course within another Department in college at Level 1 or Level 2, to an Apprenticeship, paid or
voluntary employment.
Employer Responsive provision: There were 1990 Employer Responsive enrolments in this area for 2011-12. The
learners work in a variety of roles including call centre workers, health care assistants, and factory assistants.
E&D cohort characteristics: The cohort consists of virtually equal numbers of male (6074) to female learners
(6107). 94% of the cohort is white British and 19% have declared a disability or learning difficultly. The recruitment
methods used by Test the City attract learners from a wide range of diverse communities, age groups and ability
levels. Courses are designed for learners of all ages, ethnic origins and across genders. Proachieve data shows that
a diverse range of ethnic origins are enrolled on basic education project qualifications.
The students within the Foundation Learning Programme have very diverse needs. 86% have a recognised learning
difficulty: 15% of students have severe learning difficulties and 31% have moderate learning difficulties. A further
25% of students are recognised as having communication difficulties, 15% have emotional and behavioural
difficulties. 8% of students have a physical disability, 6% have a hearing impairment and 2% a visual impairment.
32% have medical conditions that may impact on their ability to attend college. Prior to attending college, a high
proportion of the 16-18 year old students have had a disrupted education due to bullying, family relocation or personal
and social circumstances. A growing number of 16-18 year old students are in care or leaving care and increasing
numbers of students over the age of 19 are living in group homes or moving from the family home into their own
supported accommodation.
72
A
OUTCOMES FOR LEARNERS
GRADE:
Age and Course Level/Type
16-18 Long Level E/1
16-18 Long Level 2
16-18 AS * (compared to VI form NA)
16-18 A2 * (compared to VI form NA)
16-18 Long Level 3 (non A Level)
16-18 Short and Very Short (all levels)
Starts 2011-12
1209
746
n/a
n/a
86
6073
19+ Long Level E/1
19+ Long Level 2
19+ Long Level 3
19+ Short and Very Short (all levels)
Employer responsive (all ages, all levels)
198
78
n/a
3791
1732
Age and Course Level/Type
Starts 2011-12
Key Skills / Functional Skills Level 1
Key Skills / Functional Skills Level 1
Key Skills / Functional Skills Level 1
1286
57
109
1
75
49
Success Rates (%)
2010-11
2011-12
84
86
86
94
Nat Avge
81
79
79
84
97
85
95
91
67
86
85
63
72
71
97
82
79
72
95
99
93
97
92
98
85
n/a
2009-10
2009-10
2010-11
2011-12
Nat Avg
(LRPR 10-11)
80
85
89
82
81
94
85
86
98
60
54
77
1 Learner achievement, high grades and value added: The qualifications table summary shows outstanding
success rates of 91%, 5% above benchmark, for learners across all ages. Employer Responsive success rate
remains consistently high with an outstanding success rate of 95%. Particularly successful are 16-18 long and
short courses both significantly above national average and showing a 3 trend year improvement trend. The 16-18
course type with the largest number of learners (6513) is short and very short which has a success rate of 91%.
The 19+ course type with the largest number of learners (3738) is 19+ short and very short which has a success
rate of 91%. All age group and level of course are above or on national average. 19+ long level 2 remains a
target for further improvement.
An important area for improvement includes Adult Numeracy Level 2 success
rates.
Within Foundation Learning, an analysis of added value indicators demonstrates that students are making at least
the progress expected of them with significant numbers exceeding expectations. In order to be able to measure
the added value of different elements within the Foundation Learning Programme, the use of an assessment tool,
“The SOUL Record”, has been piloted with 8 students. Results indicate that all students improved their confidence
and their ability to make informed choices, and were more aware of their own skills in relation to employment and
employment opportunities available to them.
Narrowing of achievement gaps: There are no significant differentials in the success rates for all the
characteristic groups of equality and diversity. All have high retention and achievement rates.
Due to the increasing complexity of the students within Foundation Learning, it is necessary to continually review
the skills and expertise of the staffing base as well as ensuring there is flexibility within the Foundation Learning
Programme. 6 Job Coaches now support students while on work placement, and this has reduced the number of
students failing to successfully complete their placement. Also, 3 Speech and Language Therapists now work
alongside teaching staff delivering the Communications Programme. As a result of this, 6 students achieved the
City and Guilds Augmented and Alternative Communications Certificate. This was considered to be a fantastic
achievement as all of these students have complex learning and communications difficulties. Sunderland College
is the first General FE College to deliver this very specialised qualification.
Impact of ALS: There are no significant differences in the high success rates for learners receiving ALS support
at 92% when compared to those not requiring ALS support at 91%.
Within the Foundation Learning Programme, ALS funding is used to provide support from Speech and Language
Therapists to assess and work alongside appropriately trained and experienced teaching staff to support students
to develop alternative and augmented communication strategies in order to become more independent and to
develop appropriate skills for life and work (100% of the learners on the Communications Programme significantly
improved their communication skills – SALT assessment and communication passports and 6 achieved a
specialist AAC qualification). Learning Mentors and Care Staff support students during lunch and break time to
enable them to access all college facilities and to take part in enrichment activities and educational visits. ALS
funding is also used to provide specially adapted ICT hardware and specialist software packages to ensure all
students are able to access the curriculum and to achieve. 6 Job Coaches have been trained to use Systematic
Instruction Techniques in order to support students with poor communication skills and severe learning difficulties
in work placement and, as a result, 9 students on the Communications Programme successfully completed a work
placement. ALS funding was also used to enable the Job Coaches to carry out Community Awareness Training
with 14 students so that they were able to use public transport safely and without support to travel from home to
their work placement.
Due to the targeted and effective range of additional learning support available within the SSA there are no
identifiable achievement gaps.
73
2 Achievement of personal, social and employability skills: The English and Maths provision develops the
whole person, building confidence particularly for those learners who have been unsuccessful at English and
mathematics at school. Students participating in the English and Maths pre-employment class attend a 2 day
course for 6 weeks with the aim of completing maths and English at entry level 3 plus an introduction to college
course. This is often the first course they have attended at college and aims to enhance personal, social and
employability skills.
The Foundation Learning Programme is designed to promote the economic well-being of learners by including
appropriate opportunities for students to develop their personal and social skills, improve self-confidence, to
participate in enterprise activities, to work as part of a team and to provide access to high quality, real work
experience. As a result, all learners are prepared for effective participation in the workplace and in the community
and are making positive contributions. A detailed individualised learning plan is used to identify each student’s
strengths and to set targets for achievement of appropriate personal, social and employability skills. Students
access a range of learning and enrichment activities including Football, Bowling and Zumba, all designed to
develop personal and social skills and 60 students completed a non-accredited Active Citizenship Programme.
Sunderland College is one of only 2 Further Education Colleges in the Country to employ Job Coaches. The 6 Job
Coaches Work alongside the students in the Work Skills sessions in order to ensure they are fully prepared before
starting their work placement. They also liaise with the employers and support the students while in placement.
153 students completed a work experience of between 60 and 360 hours duration in 2011-12. 98 students
completed a work placement with a local employer and 55 completed an internal work placement. Feedback
received from students and the employers is very positive.
Progression to higher level qualifications and employment: For the Maths and English pre-employment
programme, in the 5 cohorts in 2011/12, 100% progressed to an alternative vocational pre-employment
programme at the College. Progression destinations are recorded on assessment boards but are not yet available
for analysis, anecdotal information indicates that large numbers of students progress to access courses or HE.
100% of returning Foundation Learning students progress to an individualised Foundation Learning Programme
with some elements at the next level. Where it is necessary for a student to consolidate the development of their
skills and knowledge at the same level they have previously achieved at, the qualifications available provide for
this lateral progression eg. From Award to Certificate and then Diploma. 35 students completing the first year of
the Foundation Learning Programme in 2011-12 progressed to the second year Foundation Learning Programme
in September 2012. 24 students will continue on the Foundation Learning Programme at Entry Level 3 and 11
students have progressed to the Level 1 Steps to an Apprenticeship course within the Foundation Learning
Programme. 60 students over the age of 19 progressed to a higher level, (Entry 3 or Level 1), Steps to an
Internship or Steps to Employment course in September 2012. 6 students completed their course in July 2012
and progressed into some form of paid employment, 4 students enrolled onto further training courses with a
training provider of at another Further Education College. 3 students accessed level 1 vocational courses.
B
QUALITY OF TEACHING, LEARNING AND ASSESSMENT
Lesson Observations
Internal inspection
employer engagement
Line manager
OFSTED inspection
Line manager
Line manager
Internal inspection
Year
No of Obs
% Grade 1
2009-10
2
50
2009-10
2009-10
2010-11
2011-12
2011-12
25
5
17
34
62
40
60
47
21
24
GRADE:
% Grade 2
% Grade 3
1
% Grade 4
50
60
20
53
71
60
20
9
15
2
1 Lesson observations: Teaching and learning is outstanding with a high grade profile of 75% of lessons graded
good or better. The department took part in two internal inspections during 2011/12 with 83% of lessons graded as
good or better. 80% (5) of the TTC lessons, and 50% (6) of the Foundation Learning Programme were graded as
one, outstanding. This is well above the NE peer review group average of 81% and an improvement on both
2010/11 and 2009/10. Teaching and Learning coaches supported both members of staff graded 3 or below, and
when re-observed both were graded at Good (Grade 2). 97% of learners in the workplace agree that the teaching
on my course is good and the teachers know their subject well.
2 Strengths and areas for improvement in teaching and learning: Well qualified, experienced and motivated
teaching staff provide students with appropriate learning opportunities. All sessions are planned to meet the
needs of individual students and staff plan and use a range of appropriate support strategies to ensure equality of
opportunity. Students enjoy their learning and are making at least the progress expected of them. All students are
aware of their learning targets and what they need to do to achieve them. There needs to be further development
of resource bases for all curriculum areas to ensure effective use of all resources available by all staff
Teaching and learning methods are very effective and teachers use a range of differentiated and active learning
activities within the classroom and the workplace. Extension work is available to challenge and stretch all abilities
and pace. Observations showed that lessons are well planned and teachers take into account learner’s needs
whilst planning differentiated activities using a range of contextualised resources. Learning environments are safe
and supportive and learners receive good support during lessons, both in a group and on a 1:1 basis if required.
74
3 Staff expertise to plan, deliver and support: For Maths and English programmes, all full time teaching staff
have at least one subject specialism in Literacy / Numeracy at level 7 plus a teaching qualification. One member
of the team has successfully applied to be one of the new coaches for support staff and there is a strong
commitment to CPD throughout the team. Currently 4 members of staff are completing a degree and one has
nearly finished a Masters in pedagogy. Learner surveys for 2011-12 indicate that students are happy with the
support they receive. Adult learners’ survey scores continue to have very high levels of satisfaction scores, above
national benchmarks. 16-18 learners have a 75% rating score regarding support, 7% improvement on the
previous year and 4% above external benchmarks.
All of the staff working within Foundation Learning are well qualified and experienced in order to plan and deliver
high quality learning opportunities for all of the students on the Foundation Learning Programme. All teaching staff
have an appropriate teaching qualification. 4 teaching staff have a Level 4 of 5 Subject Specialist Literacy
qualification and 3 staff have the Level 3 Supporting Basic Skills qualification. 12 staff attended and completed
MAKATON training and all teaching staff attended CPD sessions in 2011-12 in relation to setting targets for
students and planning learning sessions to support the achievement of individual targets. The 6 Job Coaches
have completed training in Systematic Instruction, Risk Assessment and 2 of the Job Coaches have also
completed a food hygiene course. In order to improve the assessment of students while on workplacement and to
make the teaching of the Workskills sessions more relevant 2 Job Coaches completed their Teacher Training and
gained qualified teacher status in July 2012. 3 Speech and Language Therapists work alongside the teaching staff
in order to develop relevant communication skills and to support teaching staff by delivering CPD in Colourful
Semantics, Total Communication Strategies and MAKATON
Promoting E&D: Learners have access to a range of resources which meet their learning needs. Teachers
promote E&D in their lessons with graded internal inspection observations recording active promotion and
celebration of difference within sessions.
4 Setting high expectations and motivating learners to make progress: Staff are strong at motivating and
challenging students to succeed. Maths and English learners report that they are gaining confidence in an area
where they have previously failed and are aware of the targets they are given. Attendance is good across all the
projects and much work is devoted to ensuring that classes are available at times to suits learners needs.
Foundation Learners understand how they are expected to behave and are supported by all staff to be able to
demonstrate appropriate behaviours in college and when in work placement. Challenging targets are set for each
student. Achievement of targets is monitored regularly with the students and often students will set their own
targets for achievement. Realistic settings are used to enable students to develop Maths and English skills. This
is very motivating for many of the students as they come to college having struggled at school in these subject
areas. For example, students work in “TKMaz” selling recycled clothes and household objects. They sort the
items and price them, serve customers, handle money and cash-up at the end of the day. Students also work in
the Refectories and Coffee Shops at each of the College Centres. Many students enjoy this experience and
develop confidence in their own ability to work in the future. All students have an individualised learning
programme based upon their future positive destinations. As a result, students can see the relevance of each of
the elements of their learning programme and are motivated to achieve as they want to be able to progress to an
Apprenticeship or to get a particular job in the future.
Attendance: Overall the SSA14 attendance is good at 86%. Attendance is often difficult to assess for
employer/adult provision as attendance is tracked on individual contact logs. Regular attendance is however
promoted and managed by teaching staff across all projects, the results of which are seen through excellent
retention and achievement rates. There has been a 4% drop in attendance on the Foundation Learning
Programme. Increasing numbers of students did not attend school, were home educated or educated in special
units, are in care or had very poor attendance records at school. This is an area for improvement.
Learning outside classroom: All courses have well written and presented Distance Learning materials which are
used as homework in between work shop sessions or visits. The area has well used Moodle sites which provide
learners resources and revision material.
Good use is made of learning opportunities outside of the classroom in order to develop a range of skills but in
particular, Personal and Social Skills for Foundation Learners. All students are supported to access all the
facilities available within the College and to use them as learning opportunities. All college centres offer work
experience opportunities including the Laundries at Shiney Row and Hylton Centres, The Refectories and Coffee
Shops at all college centres, part of the grounds at Shiney Row are maintained by students and students work in
the ILCs and Libraries. Students are developing a wide range of Personal and Social Skills but also skills
appropriate for employment. 15 students have also completed a Community Awareness Programme and are now
able to use public transport in order to make familiar journeys instead of having to travel by taxi.
5 Initial assessment, monitoring of progress and support: One of the key elements of the Improvement plan for
2011/12 was to develop new initial assessments for all Maths and English projects which were developed in
September and used and refined all year, which has resulted in high retention rates across all levels. The
assessments are now being used for other departments across the college and ISBN numbers have been
sourced to ultimately make the assessments available commercially. There is close tracking of learner attendance
and progress which is effective at encouraging learners to return and complete.
In Foundation Learning, following a robust initial and diagnostic assessment, Personal Tutors monitor progress
and effective and timely strategies are put in place to support students causing concern. Case conference
75
meetings, often involving parents or carers and other professional are regularly held in order to put into place
strategies to support improvement. Each student has a Support Plan which is regularly monitored and reviewed to
ensure the support each student receives is effective and is linked to achievement of their targets.
Information and guidance: Significant amounts of time are devoted to advice and guidance particularly for those
leaners wishing to gain GCSEs in English and maths. Student feedback indicates that advice and guidance are
good at 96%, 6% above benchmark.
In Foundation Learning, Personal Tutors monitor progress and effective and timely strategies are put in place to
support students causing concern. Case conference meetings, often involving parents or carers and other
professional are regularly held in order to put into place strategies to support improvement. Each student has a
Support Plan which is regularly monitored and reviewed to ensure the support each student receives is effective
and is linked to achievement of their targets.
6 Assessment and feedback: Teachers use encouraging reminders and advice for improvement to praise and
motivate learners within marked work. Adult learner surveys indicate 95% of learners agree that assessments are
well organised and they get quick feedback from the teacher. Student’s Individual Learning Plans help students
identify areas to further develop and are an effective medium to monitor progress. Student feedback from Course
Committees and Sub-Groups stated that learners felt that they were given feedback from the diagnostic tests and
could see real progress from their first assessment to the follow-ups.
Within Foundation provision, assessment plans are in place for all qualifications delivered within the Department.
A range of appropriate assessment methodologies are used to ensure equality of opportunity and students are
able to work at their own pace. Summative assessment for achievement of qualifications is completed when the
individual student is ready to do so. The Functional Skills assessment tasks can be completed by individual
students at any point within the 30 week course once their teacher identifies that they are ready. A range of
appropriate assessment strategies are used to ensure equality of opportunity for all students, and feedback is
robust and motivational. All External Moderator’s Reports received in 2011-12 were very favourable and Direct
Claims status has been achieved for all qualifications delivered.
7 Development of skills and independent learning: Learners on the pre-employment programme access CV and
interview skills workshops and the department’s English and maths enrolments contribute to national targets.
The Foundation Learning Programme is flexible and individualised in order to ensure all students are developing
relevant skills and understanding and their identified learning needs are being met, in order to help them reach
their potential. Each student is able to develop their functional Maths, English, ICT and Communication skills.
Students are able to develop their understanding of the employment opportunities available to them and to
develop necessary skills for employment when they complete their work placement and during the taught work
skills sessions A range of vocational qualifications are offered to students in order for them to develop their skills
and understanding within a number of these areas as well as to make choices about future aspirations in relation
to further training and employment. Relevant support strategies are used to encourage independent learning and
not to create dependency upon having a high level of support in order to achieve.
C
EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT
GRADE:
1
1 Expectations and standards set for learners and staff: Leadership and management is outstanding. Managers
are extremely effective at setting high standards for both staff and students, which has impacted on continuing
high success rates. There are clear systems for measuring progress against targets, evidence of this has resulted
in continued improvements in success rates, retention and quality of teaching in this area.
Safeguarding learners: Effective safeguarding arrangements are in place, internal inspectors commented that
learning environments are safe. Mentors support 16-18 learners and lecturers to create a safe environment by
monitoring situations and assisting with challenging learners.
The Head of Department, Foundation Learning, is a trained Safeguarding Manager and all Departmental staff
have completed appropriate Safeguarding training. All staff fully comply with college Safeguarding procedures in
order to make sure that potential Safeguarding issues are identified and dealt with appropriately. Relevant support
and advice is provided by college Student Support Services. There have been 3 Safeguarding cases during the
academic year 2011-12. All procedures were followed.
2 Effectiveness of strategies to improve teaching and learning: All staff (following grade 3 sessions) have been
coached and improved practice and at re-observation the quality of the session has improved by at least one
grade. There is regular sharing of good practice.
3 Curriculum meeting needs of learners and employers: The departments within the SSA work hard to meet the
demands of employers with over 1,000 qualifications undertaken in the workplace. This is a combination of
existing employers with whom we have long term relationships and new employers. In 2011/12 work which takes
place outside of the geographical area has increased substantially.
The Foundation Learning Programme and the qualifications used to accredit learning are constantly reviewed in
order to ensure the curriculum meets the needs of learners and employers. The Adult Basic Skills qualifications
have now been replaced by the Functional Skills Entry Level qualifications in Maths, English and ICT. The
Functional Skills qualifications are more relevant for the students in terms of developing relevant Maths, English
76
and ICT Skills and these qualifications are also part of the Apprenticeship Framework and, as such, support
progression for our students. Level 1 and Level 2 Functional Skills qualifications were introduced in 2011-12 but
not yet used extensively. Level 1 qualifications in Retail, ICT and Looking after Children were validated and added
to the Foundation Programme during 2011-12. This was in response to requests made by students as they are
hoping to progress to an Apprenticeship in these areas. Work placement opportunities in Nurseries have also
been added during 2011-12 as well as making arrangements to carry out the necessary CRB checks for students
prior to starting their placement. Job Coaches now work alongside a range of local employers in order to ensure
the Foundation Learning Programme prepares the students for employment. Feedback from most employers
identifies that they require students with the appropriate attitude for work rather than requiring specific
qualifications. The Government funded Work Skills Project has enabled the HOD to carry out research into
appropriate work placement models and feedback to the Government in order to inform the new Study
Programmes.
Using self assessment and user views to improve: The quality of provision for the SSA is monitored and
reviewed regularly and there is a good understanding of the strengths and priorities for improvement. All the
improvement strategies have been successfully implemented throughout 2011-12; for example new initial
assessments across all the Maths and English projects. Course Committees/Sub Committee Groups are carried
out and minutes taken. SFL are actively promoting ‘learner voice’ and are seeking feedback to continually
improve teaching and learning.
The HOD for Foundation Learning meets informally with students regularly in order to gain information in relation
to their views which are then used to inform changes within the Foundation Learning Programme. Students said
that they would like to access a range of activities during the lunch time as they were getting bored. The TAG
Team was introduced during 2011-12 and, as a result, students are now able to access a range of activities
including, Zumba, Football and indoor games.
Promotion of equality and diversity and narrowing achievement gaps: Proactive promotion of E&D within the
department is embedded within recruitment, lessons, support and enrichment opportunities. No significant
variations in success remain between the different E&D groupings.
4 Capacity to improve - key improvements made in 2011-12 include:
* 3 year improving trend in success rates which are above national averages.
History of Self-assessment grades
Outcomes for Learners
Quality of Teaching, Learning and Assessment
Effectiveness of Leadership and Management
Overall Effectiveness
2009-2010
2010-2011
2011-2012
1
1
1
1
1
1
1
1
1
1
1
1
77
Self Assessment Report 2011-2012
Title of SAR:
SSA 15 - Business Administration & Law
SSA:
15
Grade: 2
Key Strengths:
1
Outstanding achievement record over three years for A2 Business (100%) and Law (98-100%)
2
Good teaching and learning with some outstanding features. Lesson profile well above the NE Peer Group
Review Group average
3
Much improved AS Business high grades, which have been achieved with the help of a new homework booklet
and targeted CPD and sharing of good practice within the area
4
Excellent success rates achieved on 19+ TUC education and contact centre courses
5
Wide range of curriculum related enrichment activities to inspire learners
Key Areas for Improvement:
1
Student usage of Moodle sites across the SSA
2
Review of Book-keeping course at Level 1 in relation to exam based versus task based work
3
Variation between sixth form centres in terms of success, retention and progression rates, especially AS and
vocational Sub Dip Business courses at Washington campus
4
High grades on A2 Business course
5
Tracking of student achievement and input of success data for Accounting courses
6
Success Rates by Equality and Diversity groups for ethnicity and disability and impact of ALS requires
improvement.
7
Teaching & learning areas to improve include group work and questioning.
SCOPE OF PROVISION:
Learner numbers, range of courses and progression routes: Overall there were 1523 Learner Responsive and
750 Employer Responsive enrolments during 2011-12. The full-time sixth form provision (449 enrolments in 2011-12)
is based within four sixth forms, who work in partnership with the local secondary schools. Sixth form provision
covers A’ level programmes in both Business and Law (offered at all centres) and also vocational Business at Level 3
(offered at Bede & Usworth) and Level 2 Business (only available at Bede). There was a total of 290 A’ level
students across all three centres. This is split between 138 AS & A2 Business students and 152 AS & A2 Law. These
figures are relatively stable and comparable with last year. There were a total of 159 vocational Business students, an
increase of 24% on last year, with 150 on Level 3 and 9 on Level 2. The vast majority of GCE Advanced Level
students (67%) proceed to University, as do many learners completing the BTEC Extended Diploma (48%).
Clear progression routes exist through the sector area ranging from level 2 BTEC Diplomas through to Advanced
level 3 provision, including GCE Business, and Extended Diplomas in Business and on into HNC and HND Business,
with an option of a BA (Hons) top up qualification provided by Teeside University.
Employer Responsive provision: 19+ provision include courses in Administration, Accounting, Telesales,
Customer Service, Contact Centre, Team Leading and Management programmes as well as a strong range of TUC
Education programmes for trade union representatives with 329 enrolments. Adult courses are offered predominantly
at Shiney Row, in particular the Accounting and Management courses, together with some programmes offered at
the Contact Centre Academy which is located at Doxford Park and also 2 Touch. Part-time learners come from a
range of private, public and voluntary sector organisations. There are also an increasing number of employability
courses under the banner ‘Get Ready For …’ with 160 enrolments. Also of particular note this year has been the
strong growth in apprenticeships (in Accounting & Finance, Administration, Customer Service, Management and
Team Leading) with 179 students, up from 41 last year. There were also 650 international students included in the
ER numbers studying for a Higher Diploma in Business & Finance.
E&D cohort characteristics: For Learner Responsive students the majority of learners are White British, though 9%
are from a declared minority ethnic background, a proportion which is slightly higher than the local area. Females
outnumber males by 53% to 47%. There were 13% of learners who declared a difficulty/disability.
78
A
OUTCOMES FOR LEARNERS
GRADE:
Age and Course Level/Type
16-18 Long Level E/1
16-18 Long Level 2
16-18 AS * (compared to VI form NA)
16-18 A2 * (compared to VI form NA)
16-18 Long Level 3 (non A Level)
16-18 Short and Very Short (all levels)
19+ Long Level E/1
19+ Long Level 2
19+ Long Level 3
19+ Short and Very Short (all levels)
Starts 2011-12
2
17
193
96
143
223
56
91
731
2009-10
20
84
100
92
92
70
71
97
Success Rates (%)
2010-11
2011-12
50
6
65
80
91
99
96
91
87
81
69
84
79
75
63
91
84
2
Nat Avge
92
76
75
94
81
94
75
78
93
1 Learner achievement, high grades and value added: The overall success rate for learner responsive provision
in this SSA is good, at 86% (8% above benchmark) from 1523 overall starts.
Overall success rates for 16-18 courses are slightly down on last year at 83%, this is due to the poor success
rates (66%) recorded on the Hylton tutorial qualification ‘Personal Finance’ – otherwise it would have remained
the same as last year at 89%, which is 6 points above the GFEC benchmark. AS level success rates were at a
record of 91%, 16 points above sixth form benchmark and up 11 percentage points on last year, while A2
success rates were 96%, 2 points above sixth form benchmark. Although Level 3 BTEC success rates dipped
slightly this year, they were still 6 percentage points above the national average.
In terms of high grades a notable achievement has been the massive increase for AS courses, with HG
increasing from 16% last year to an outstanding 38% which is 22 points above the national average – the
increase in HG for AS Business increasing from 8% last year to 37% can be attributed to the use of a new work
book that has been implemented across the sixth form, and also much time spent sharing good practice within
the department with TLC input. Another notable achievement has been A2 Business, which for the third year in
row has achieved 100% success rate.
Overall, 19+ courses (LR) had an 85% success rate in 2010-11 (851 starts), 7 points down on last year and 8
points below benchmark – however, without Business Administration this would go up to 89% the same figure as
last year. Accounting course results dipped slightly this year down from 81% success rates to 76%, while TUC
courses continued to perform strongly with 98% success rate (from 344 starts). Timely employer responsive
course success rate for 11/12 was 84%, up from 65% last year. Timely success rate for apprenticeships was
75%, 10 points down on last year.
Narrowing of achievement gaps: Learners with learning disabilities make good progress and success rates are
only slightly below (5 points) with learners with no disability. Gender success rates are relatively similar with
female success rates slightly (5 points) below male rates. Ethnicity rates vary the most with a 13 point difference
between the success rates of white and non white British.
Impact of ALS: Additional learning support is effective in enabling most learners that access the service to
succeed and achieve their learning targets (learners receiving support have 3% points higher retention but 11%
lower success rates higher than those not requiring support).
2 Achievement of personal, social and employability skills: The curriculum works closely with Tutorial to ensure
a wide range of activities to enhance the student experience. During tutorial, students work on Enterprise and
employability skills, preparing them for the world of work. In addition, there is a comprehensive programme of
enrichment activities to develop the learners’ social and personal development (sex and drug awareness,
university visits and guest speakers). Subject specific enrichment includes an outward bound activity day in the
Lake District to encourage effective team building, managing an event to raise money for charity and visits to the
law courts, along with guest speakers.
Progression to higher level qualifications and employment: The vast majority of GCE Advanced Level
students (67%) proceed to University, as do many learners completing the BTEC Extended Diploma (48%). 73%
of AS learners progressed to A2.
B
QUALITY OF TEACHING, LEARNING AND ASSESSMENT
Lesson Observations
GRADE:
2
Year
No of Obs
% Grade 1
% Grade 2
% Grade 3
% Grade 4
2009-10
2010-11
2011-12
30
31
28
3
16
25
87
65
64
10
19
11
0
0
0
79
1 Lesson observations: Lesson grade profile continued to improve with 89% of lessons graded good or better, an
8% improvement on the previous year, and well above the NE Peer Group Review Group average for SSA15
which was 77%. It should also be noted that internal inspection observations actually put the percentage of good
or better at 93% from 15 observations. This excellent grade profile is also reflected in the QDP survey (Nov’11)
results where 99% of 19+ students and 97% of 16-18 students agreed that ‘The teaching on my course is good’ –
which were both 10 points above benchmark.
2 Strengths and areas for improvement in teaching and learning: The main strengths identified among those
staff observed were consistent with effective implementation of the ‘learning cycle’. Lessons were well planned,
clear links were made to previous sessions and learning outcomes were well communicated. Staff exhibited good
subject knowledge and used a range of varied activities to engage students in a challenging way. A particular
theme which ran through sessions which were observed was the classroom culture, where good relationships
between staff and students were praised as was the productive working environment. Areas which were identified
as needing improvement included the management of group work and to a lesser extent the use of questioning to
develop higher order thinking skills.
3 Staff expertise to plan, deliver and support: All lecturing staff are experienced and highly valued professional
practitioners and communicate high expectations to all learners. There is a wide range of expertise within the
department, and all teaching staff have a diverse wealth of industry experience which they actively draw upon to
ensure greater relevance and student understanding in sessions. There are two Teaching and Learning Coaches
(TLCs) within the team who have been used extensively to develop and share good practice within the
department. Lessons are well structured and planned to provide an enjoyable and purposeful experience for
learners. Learning staff are accessible and approachable and provide additional support through revision
sessions, progress reviews and continual verbal and written quality feedback. Personal tutors within the sixth
forms provide good levels of support in tutorials, particularly with UCAS applications, CVs, job applications and
interview skills.
Promoting E&D: The curriculum is committed to upholding the College’s equality and diversity ethos by offering
an extended range of provision in order to meet learners’ needs. All teaching staff have undertaken equality and
diversity training and learners within the department have been encouraged to complete the student version on
Moodle, during curriculum lessons and business tutorial as the department actively promotes equality and
diversity. Level 2 learners had a bespoke session on Asperger’s Syndrome to prepare them for having classes
alongside an ESPA student, and this has worked very well. All business vocational learners attended an E&D
event in the Hall during Term 2.
4 Setting high expectations and motivating learners to make progress: All sixth form learners are given
individual target grades at the beginning of the academic year. The grades are aspirational and learner progress
against target grade is reviewed regularly by both lecturing and tutorial staff. Action Plans are implemented to
help ‘at risk’ learners meet their target. There are termly Progress Reviews and Assessment Boards and all
students are encouraged to track their own performance on an ongoing basis. Expectation of student attainment
and performance is high and learners are motivated to make progress through lecturing staff who provide critical
support and targeted quality feedback. Similarly with 19+ students, it is clear from lesson observation feedback
that there is an emphasis on maintaining high academic standards and ensuring students develop into critical,
independent thinkers.
Attendance: is good across departmental courses – 85%, the same as 2009/10, though still requires further
improvement towards a target of 90%.
Learning outside classroom: Learners are encouraged to use the College VLE and, although this scored low in
the QDP survey, follow up surveys and reviews indicate this is due to lack of computer access within the
curriculum. In response, there has been a positive re-launch of the vocational Moodle site and learners are
encouraged to access this outside of the classroom, during independent study time. This will continue to be an
area of focus for staff and students to utilise more effectively. All learners have an induction with the Learning
Centre and this is revisited with sessions throughout the year, e.g. Moodle training and Harvard Referencing.
Within the vocational curriculum, students have the opportunity to develop their learning skills outside of the
classroom and have taken part in unit related activities and events including team building in the Lake District, trips
and visits and taking full ownership of planning charitable events, with 2 nd year Extended Diploma students raising
£3,000 for charity, as part of their study.
5 Initial assessment, monitoring of progress and support: There is a proven and robust student monitoring and
tracking system in place which is successful due to excellent communication and close liaison between lecturing
staff, tutorial staff and the curriculum leader. As well as initial diagnostic assessment for literacy and numeracy at
enrolment/induction, there is rigorous assessment at the outset which allows those learners in need of additional
learning support (ALS) to be quickly identified and targeted support put in place. All learners are aware of their
target grades and how improvements can be made to achieve them. Monitoring spreadsheets with traffic light
RAG flags are well embedded and used effectively to regularly review individual learner progress and identify
intervention strategies. Timely intervention strategies, such as student contracts, action planning and parental
involvement have resulted in a sixth form retention rate of 94%, 5 points above benchmark. There are regular
progress reviews and parents are invited to a targeted termly Parents’ Evening as well as receiving progress
reports.
80
Information and guidance: The College provides a wide range of support for students not only throughout their
time in VI Form, including initial advice and guidance but also through close collaboration with partner schools.
This practice has included business lessons taught in school by VI Form lecturers, taster sessions for schools and
open days both at the schools and the College. Within the VI Form, there are Parents’ Evenings, a supportive
Tutorial programme and an extensive support range including student services and welfare.
6 Assessment and feedback: Assessment for learning strategies are embedded into the department to ensure fast
and effective feedback to learners. Teachers use assessment for learning strategies effectively to check
understanding, provide stretch and challenge, prepare them well for examinations and agree milestone targets
with learners. Both 19+ and 16-18 QDP survey (Nov’11) indicate that students get their work back well within two
weeks, 96% of students agree that their feedback is helpful and also know what they are doing well and what
needs to improve, with the overall mark for Tests/Assessment reaching the Upper Quartile across the department.
7 Development of skills and independent learning: Literacy and numeracy skills are developed via the Skills for
Life provision and as part of lesson development. In addition, all learners undertake learning on financial
units/topics as part of the curriculum programme, e.g. Managing Personal Finance for Level 2 BTEC students and
an Accounting unit for Level 3. All learners produce a CV or a personal statement and develop the necessary
skills to enable them to carry out employability or higher education searches. For 19+ students the recent QDP
survey (Nov’11) indicated that 96% (8 points above benchmark) of learners felt that there were being helped to
develop the skills they need to get a job.
C
EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT
GRADE:
1
1 Expectations and standards set for learners and staff: Strong leadership and management have contributed to
an improved lesson observation grade profile, increased high grades on AS courses and collaboration between
19+ and 16-18 staff has resulted in the awarding of hub status for the Peter Jones Enterprise Academy from
September 2012. Clear roles and responsibilities give direction through strategic objectives, targets and values
that are fully understood by all members of the team, resulting in effective course management – with all staff
having an input into the sector SAR and individual course development, and progress on achieving Improvement
Plan issues is regularly shared at team meetings. For students, individual target grades are used effectively to
raise aspirations and performance. Curriculum Leaders ensure demanding targets are met and there are clear
systems for measuring progress against targets and planning improvements throughout the academic year.
Safeguarding learners: Good evidence of safeguarding within an e-learning environment; learners are able to
confidently discuss the potential risks when using the internet and college procedures are in place to significantly
reduce this risk. Safeguarding themes are highlighted and developed well through tutorial sessions.
2 Effectiveness of strategies to improve teaching and learning: The department’s lesson observation profile has
improved with no lessons graded as inadequate for over 3 year. Lecturing staff have had the opportunity to work
alongside a Teaching and Learning Coach, as well as attending CPD days. Performance Management Reviews
set clear teaching and learning targets in order to continue to focus on and improve the quality of teaching and
learning in the department. Curriculum management has been effective in implementing strong, robust tracking
systems which enable timely interventions strategies to be put in place, thus managing at risk students as well as
directly improving learner performance. This is highlighted by the 16-18 achievement data which is 10 percentage
points above benchmark at 95%, a 1 percentage point rise on last year, and, as noted above, the Nov’11 QDP
survey put teaching and learning feedback in the upper quartile and well above benchmark.
3 Curriculum meeting needs of learners and employers:. All business learners are prepared for the world of
work through their curriculum study which covers general and specialist business topics but also incorporates
employability skills, e.g. taking part in interviews, applying for jobs or university and developing independent
thinking skills through individual practice as well as those skills need to work effectively in teams.
Using self-assessment and user views to improve: Curriculum management supports Learner Voice through
close collaboration with students, including sub-group and course committee meetings, as well as the Collegewide QDP survey. This allows learners to discuss student and curriculum issues, and to raise concerns or
suggestions for improvement in order to encourage active ownership of the department by all stakeholders.
Course Committees have responded well to learner view, for example, by increasing the number of business
books in the LC and also ensuring increased access to computers during lesson time. The impact of this can be
seen in the increasing satisfaction of students with their courses as measured by the QDP survey.
Promotion of equality and diversity and narrowing achievement gaps: Equality and diversity is embedded in
both the College processes (recruitment & selection, advice and guidance) and the curriculum planning and
delivery models.
4 Capacity to improve - key improvements made in 2011-12 include:
 Improved proportion of high grades on AS Business
 Improved lesson observation grade profile
 Improved percentage of staff achieving a grade 1 observation
 Improved QDP survey results for 16-18 learners
81
History of Self-assessment grades
Outcomes for Learners
Quality of Teaching, Learning and Assessment
Effectiveness of Leadership and Management
Overall Effectiveness
2009-2010
2010-2011
2011-2012
1
2
1
1
1
1
2
1
2
2
1
2
82
PART G: APPENDICES
2012-13 Quality Improvement Plan
College Structure
2012-13 Quality and Curriculum Calendar
Self-assessment Flowchart
83
Quality Im provem ent Plan
YEAR:
2012-13
ASPECT 1: OUTCOMES FOR LEARNERS
OBJECTIVE
1.1
To maximise the
number of students
achieving their
qualifications
ACTIONS
1.3
To maximise the
number of students
achieving positive
value added and high
grades
Who makes
it happen?
StPlan/SAR
Links
Who checks
it happens &
reports up?
Monitoring and Evaluation
Methods/Evidence
1.1.1
Communicate and monitor agreed 16-18 Course Success Rate
targets for 2012-13. NB: identify targets and strategies in 'Milestones'
column
September
2012
and halftermly
thereafter
CLs
StPlan 1
& 11-12 SAR
HODS
HOD/CL meetings. Team
meetings and PMR records.
HODs to report targets and
progress to termly Curriculum
Review
1.1.2
Communicate and monitor agreed 19+ success rate targets for
2012-13 (i) Learner Responsive (ii) Employer Responsive (iii)
APPRENTICESHIPS (all ages) (iv) DELIVERY BY PARTNERS (all
ages). NB: identify targets and strategies in 'Milestones' column
September
2012
and halftermly
thereafter
CLs
StPlan 1
& 11-12 SAR
HODS
and
DirectorApps
HOD/CL meetings. Team
meetings and PMR records.
HODs to report targets and
progress to termly Curriculum
Review
1.1.3
Communicate and monitor agreed HE and International Success
Rate targets for 2012-13
NB: identify targets and strategies in
'Milestones' column
September
2012
and halftermly
thereafter
CLs
StPlan 1
& 11-12 SAR
HODS
and
International
AP
HOD/CL meetings. Team
meetings and PMR records.
HODs to report targets and
progress to termly Curriculum
Review
1.1.4
Confirm every student is on an appropriate study programme.
Review effectiveness of induction. Conduct early identification of
students at risk of not achieving or significantly underperforming.
Reduce/transfer subjects studied, revise individual student timetables
and/or provide additional support to ensure early focus on success for
each student. NB: Identify targets and strategies in 'Milestones'
column.
Identify students with poor attendance/punctuality and provide
appropriate intervention/support strategies to improve overall
RETENTION, attendance and punctuality. NB: identify retention,
attendance and punctuality targets and strategies in `Milestones`
column.
October
2012
CLs
StPlan 1
HODS
and
DirectorApps
HOD/CL meetings.Team
meetings. Student Progress
Tracking Records. HODS to
report progress to termly
Curriculum Review
Each Half
Term
CLs
StPlan 1
& 11-12 SAR
HODS
and
DirectorApps
HOD/CL meetings. Team
meetings. Student Progress
Tracking Records. HODS to
report progress to Termly
Curriculum Review
1.1.5
1.2
TIMESCALE
1.1.6
Conduct close monitoring of 'qualifications at risk' in relation to
SUCCESS RATES below 85% and/or below national benchmarks.
Provide appropriate intervention strategies to improve qualifications with
low success rates and/or poor performance against national
benchmarks.
NB: identify the specific 'qualifications at risk', targets
and intervention strategies in the 'Milestones' column.
Each Half
Term
CLs
StPlan 1
& 11-12 SAR
HODS
and
DirectorApps
HOD/CL meetings. Team
meetings. HODS to report
progress to termly Curriculum
Review
1.2.1
Communicate and monitor agreed 16-18 Course Value Added and
High Grades targets for 2012-13.
NB: identify targets and strategies
in 'Milestones' column
September
2012
and halftermly
thereafter
CLs
StPlan 2
& 11-12 SAR
HODS
HOD/CL meetings. Team
meetings and PMR records.
HODs to report targets and
progress to termly Curriculum
Review
1.2.2
Conduct close monitoring of 'qualifications at risk' in relation to
less than satisfactory VALUE ADDED Alps grades 7,8 or 9 and/or
HIGH GRADES more than 10% below national benchmarks.
Provide appropriate intervention strategies to improve.
NB: identify
qualification level ALPs targets for 2012-13 and specific strategies to
raise Value Added in the 'Milestones' column.
Each Half
Term
CLs
StPlan 2
& 11-12 SAR
HODS
HOD/CL meetings. Team
meetings and PMR records.
HODs to report targets and
progress to termly Curriculum
Review
1.2.3
Provide effective support for individual students at risk of falling
behind trajectory. NB: identify types of support strategies to support
individual students in 'Milestones' column.
Throughout
year
(review at
least halftermly)
CLs
StPlan 1
& 11-12 SAR
HODS
and
DirectorApps
HOD/CL meetings. Team
meetings. Student Progress
Tracking Records. HODS to
report progress to termly
Curriculum Review
1.2.4
Teachers, tutors and managers provide timely and effective
communications on individual student progress and behaviour to
support closer monitoring and intervention (using Promonitor where
applicable). NB: identify targets and strategies in 'Milestones' column.
Throughout
year
CLs
St Plan 1
& 11-12 SAR
HODS
Team meetings. Student
Progress Tracking Records.
Promonitor records. HODS to
report progress to termly
Curriculum Review
Communicate and monitor agreed 2012-13 completers/leavers
progression targets NB: identify overall targets and strategies for (a)
internal progression targets (level to level); (b) external progression
targets (HE and employment) and (c) internal FE to internal HE in
'Milestones' column.
October
2012
and termly
thereafter
CLS
St Plan 1
& 11-12 SAR
HODS
and
DirectorApps
HOD/CL meetings. Team
meetings and PMR records.
Student Progress Tracking
Records. HODS to report
progress to termly Curriculum
Review
To maximise the
1.3.1
number of students
progressing to the next
level of qualification or
into HE or employment
1.3.2
IT Services to make available accessible data sets/reports on
progression by 2011-12 completers/leavers to inform improvement
planning by curriculum areas (a) intended external progression rates by
2011-12 leavers to HE, employment etc (b) actual internal progression
rates by 2011-12 completers from level to level; AS to A2; and Yr 1 to Yr
2. NB: Identify targets and strategies in 'Milestones' column.
October
2012
Director of
IT Services
StPlan 7
VP Quality &
Bus Supp
1.3.3
Conduct close monitoring of 'courses at risk' in relation to
PROGRESSION. Compare 2011-12 completers/leavers internal and
external progression performance against that of others. Use data to
identify and address progression issues. NB: identify specific courses
at risk and internal and external progression targets and improvement
strategies in the 'Milestones' column.
Throughout
year
(review at
least termly)
CLs
StPlan 1
& 11-12 SAR
HODS
and
DirectorApps
1.3.4
Provide appropriate progression advice and support, and
appropriate enrichment opportunities to raise student aspirations
in terms of progression. NB: Identify proposed curricululm
enrichment strategies or other activities to promote/improve
progression in 'Milestones' column.
Throughout
year
(review at
least termly)
CLs
St Plan 1
HODS
and
DirectorApps
1.3.5
Implement Progression Board process consistently to ensure `right
student right course` principles apply for progression to next level by
2012-13 completers and capture intended progression/destinations.
June 2013
CLs
St Plan 1
11-12 SAR
HODS
and
DirectorApps
84
SUCCESS CRITERIA
OBJECTIVE 1.1:
(a) Dept/Area Success Rate
Dept/Area overall Success
Rate to improve further by at
least 1% point on previous
year.
(b) Individual Qual Success
Rates 16-18:
Each AS/A2 qual to reach at
least 85% and/or exceed
SFNA. Each other qual at
least 85% and/or exceed GFE
NA.
(c) Individual Qual Success
Rates 19+: (i) Each LR qual
at least 85% and/or exceed
GFE NA. (ii) Each ER qual or
Apprenticeship SSA
Programme to exceed Timely
NA. (iii) Each HE qual at least
85% success rate (iv)
Delivery by each partner to
reach agreed targets (and at
least in line with college
averages).
NB: If area`s success rates
are already high and above
national averages for any of
above success criteria,
identify a target to make
further improvement.
OBJECTIVE 1.2:
(a) Dept/Area High Grades
Rates Dept/Area overall High
Grade Rate to improve
further by at least 1% point
on previous year
(b) Individual Qual High
Grades: Each AS/A2 qual at
least 35% and/or exceed
SFNA. Each other qual at
least 35% and/or exceed GFE
NA.
(c) Individual Qual Value
Added: Each AS, A2 and Lev
3 BTEC qual to achieve ALPs
grades 1 - 6 (6 = satisfactory).
NB: If area`s VA or high
grade rates are already high
and above national averages
for any of above criteria,
identify a target to make
further improvement.
OBJECTIVE 1.3:
(a) Internal Progression
Rates (level to level):
(i) 16-18 75% (ii) Alps AS to
AS Progression grade 5
(good) (iii) 19+ 50% and (iv)
Director of IT Services report to FE to internal HE increase by
10%.
Directors/HODS meeting.
(b) External Progression
Rates:
(i) To increase progression
to HE by 10% (ii) To increase
progression to employment
by 10%
HOD/CL meetings. Team
NB: If area`s progression
meetings and PMR records.
rates are already high and
HODs to report targets and
progress to termly Curriculum above college national
averages for any of above
Review
criteria, identify a target to
make further improvement.
HOD/CL meetings. Team
meetings.
HOD/CL meetings. Team
meetings.
Quality Improvement Plan
YEAR: 2012-13
ASPECT 2: QUALITY OF TEACHING, LEARNING & ASSESSMENT (TLA)
OBJECTIVE
2.1
ACTIONS
To further improve
2.1.1 Communicate 2012/13 TLA targets and conduct close monitoring
the quality of
of the lesson grade profile and the quality and characteristics of
teaching, learning
learning opportunities in and outside lessons via line manager graded
observations (announced leading eventually to unannounced obs in
and assessment (TLA)
order to prepare staff for the 2 days` notice feature of inspections by
Ofsted).
NB: identify lesson grade profile targets and strategies to
improve in the 'Milestones' column.
2.1.2 Review and improve Lesson Planning and Scheme of Work
templates to provide sustainable and efficient planning tools for staff (to
respond to 2 days` notice inspections by Ofsted). NB: Identify targets
and strategies in 'Milestones' column.
2.1.3 Tailor 2012-13 CPD offer to address the TLA areas for
improvement identified via the college`s quality processes (eg internal
inspection, student feedback and quality of assessment - awarding
organisation judgements). NB: Identify key features of 2012/13 CPD
offer and targets in the 'Milestones' column
2.1.4 Review and improve Moodle sites to incorporate engaging and
interactive learning materials to increase students` ability to access 24-7
learning opportunities (and respond to Ofsted`s wider interpretation of
judgements about effective TLA). NB: identify scale of required
improvement in area and identify the targeted course sites for
improvement in 2012/13 and strategies in the 'Milestones' column.
TIMESCALE
September
2012 and half
termly
thereafter
CLs
November
2012
AP - HE &
T&L
October 2012 AP - HE &
March 2013
T&L
June 2013
Ongoing
(review
termly)
2.1.5 All teachers to use AFL strategies in class and mark student work
Throughout
year (review
against target grade. Students track own progress against target
at least half
grade etc (using Promonitor where applicable). Regular monitoring by
termly)
manager/team shows that at least 75% of students are performing at or
above target grade. NB: Identify targets and strategies in 'Milestones'
column (where applicable include targets for January AS/A2 exams (or
other in-year exams/assessments).
Who checks
it happens
and reports
up?
StPlan 2
HODS
& 11-12 SAR
and
DirectorApps
Who makes StPlan/SAR
it happen?
Links
CLs
(supported
by ILS
Learning
Techs)
CLs
Monitoring and Evaluation
Methods/Evidence
OBJECTIVE 2.1:
(a) Department/Area to
increase overall proportion
of Grade 1 and 2 lessons by
at least 1% on previous year
and reach at least 87%.
(b) Improve % of Grade 1
lessons (target 35%) and
StPlan 5
AP - HE & Director TLA report to Teaching reduce % of Grade 3 or 4
T&L
and Learning Group
lessons to less than 10%.
(c) Increase student
satisfaction with the quality of
TLA (learner survey results)
StPlan 5
AP - HE &
AP - HE & TL report to
to rank at least quartile B for
&11-12 SAR
T&L
Governors and Learning
all SSAs/Departments.
Committee
(d) Moodle sites rated at
least satisfactory by students.
(e) at least 75% of students
are performing at or above
their target/grade.
StPlan 2
HODS
HOD/CL meetings. Team
NB: If area`s TLA
and
meetings and PMR records. performance is already high
DirectorApps
HODs to report targets and and above college/national
progress to termly Curriculum averages for any of above
Review
criteria, identify a target to
make further improvement.
StPlan 1
85
HODS
HOD/CL meetings. Team
meetings and PMR records.
HODs to report targets and
progress to termly Curriculum
Review
SUCCESS CRITERIA
Team meetings. Student
Progress Tracking Records.
Quality Improvement Plan
YEAR: 2012-13
ASPECT 3: EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT
OBJECTIVE
3.1
3.2
ACTIONS
To support the new
3.1.1
management structure
to embed and work more
effectively
To realign the
curriculum to fit new
funding requirements
Implement Management Development Programme to train new
managers in key aspects of their role. Develop impact measures for
management development programme. NB: identify 2012-13 impact
measure targets and strategies in 'Milestones' column.
TIMESCALE
Who makes
it happen?
StPlan/SAR
Links
Who checks
it happens &
reports up?
November
2012
Director
HRM
StPlan 5
& SAR 11-12
AP - HE &
T&L
St Plan 5
Directors
and
VP Finance
October 2012 CLs, HODs
and at least
and
half termly
Directors
thereafter
Monitoring and Evaluation
Methods/Evidence
Objective 3.1:
(a) All identified managers
complete relevant CPD
(b) Staff utilisation target for
each area = 90% of staff at 850
hrs and 0% planned overtime
HOD/CL meetings. HODs to ( c) transition to new
report targets and progress to departmental structure with
termly Curriculum Review
minimal negative effect on
outcomes
(d) measurable improvements
HODS report concerns and
in PMR outcomes
actions to termly Curriculum (e) Where applicable, reduced
Review. Director of Q&S report sickness absence (target =
to SMT.
annual average reduction of
0.5 day per member of staff per
Directors Update meetings.
year (in 2010/11 average sick
HODs report concerns and
days per staff was 7.95; target
actions to termly Curriculum
for 2012/13 is less than 7.5
Review
working days)
3.1.2
Managers manage staff utilisation and budgets efficiently and
effectively (using Pro-resource where applicable). NB: identify
efficiency targets and strategies in 'Milestones' column.
3.1.3
Review impact of new department structure on curriculum
performance and outcomes. NB: identify review points in 'Milestones'
column.
Throughout
year
(review at
least termy)
HODS
and
Directors
StPlan 5
Director
Quality and
Standards
3.1.4
Create a culture within teams that recognises and celebrates
excellence in teaching and learning and performance, and values all
staff. NB: identify targets and strategies in 'Milestones' column.
Throughout
year
(review at
least termly)
CLs, HODs,
Directors
and SMT
St Plan 5
Directors
3.2.1
Develop new 16-18 Study Programmes for 2013-14 (taking new
funding per student approach). Develop new study plans 16-18 (led via
HOD meetings). Drafts by Christmas, final by Easter. NB: Identify
milestone targets and strategies in 'Milestones' column.
December
2012
March 2013
HODS
and 16-18
Directors
St Plan 3
VP
Curriculum
HOD/Director meetings. SMT
meeting records. HoDs report
progress to termly Curriculum
Review.
3.2.2
Realign sub-contracting arrangements to decrease reliance on subcontracting within overall achievement of number/financial targets.
Increase adult curriculum offer. NB: identify targets and
improvement/growth strategies in 'Milestones' column.
June 2013
AP Adult and
ER
Provision
St Plan 3
VP
Curriculum
Director/HOD meetings. AP
Adult and ER Provision and
Director Student Support
reports to SMT
3.2.3
Review what is fundable from LARA to ensure currriculum offer
maximises funding to be achieved (keep reviewing during the year).
NB: identify targets and strategies in 'Milestones' column.
September
12
March 2013
June 2013
HODS and
Directors
(supported
by Director
Info
TLA
Coordinator
St Plan 3
Director
Information
Systems
Director/HOD meetings.
Director Information Systems
report
to SMT
StPlan 2
AP - HE &
T&L
T&L Group meetings.
Impact Measures of TLC
support.
AP - HE & T&L
report to Governors and SMT
HODS and
Directors
St Plan 5
3.3
To further improve
impact measurement
and reporting of
improvements in
Teaching, Learning and
Assessment
3.3.1
Measure impact of Teaching and Learning Coaching support and
improvements in Teaching, Learning and Assessment. Review
deployment of TLCs across college and impact. Provide appropriate
and differentiated level of support identified via observation of practice or
self-referral. NB: identify impact targets and strategies in 'Milestones'
column.
October and
review at
least half
termly
3.4
To implement
Promonitor across the
College to further
improve
communications and
tracking of learner
targets, progress and
behaviour
3.4.1
Implement Promonitor Pilot in line with agreed 2012-13 scope and
timetable
All identified staff are able to use Promonitor features of (a)
communication (b) student targets (c ) grade book (d) reports. NB:
identify milestone targets and strategies in 'Milestones' column.
Throughout
year in line
with
implement'
timetable
86
SUCCESS CRITERIA
CPD records. Impact
Measures of Management
Development Programme
report to Governors and SMT
by AP HE & TL.
Objective 3.2:
(a) Approved 16-18 Study
Programmes in place for 201314.
(b) Measurable reduction in
reliance on sub-contracting
within overall achievement of
number/financial targets.
(c ) Measurable increase in
adult curriculum offer.
Objective 3.3:
Impact Measures in place and
demonstrate measurable
improvements in TLA
(reported to governors)
Director of
Report by Director of
Objective 3.4:
Humanities Humanities and Business (at St Promonitor successfully
and Business
Peter`s campus) to
piloted in line with
Director/HOD meetings
implementation timetable
Management Structure 2012-13
Principal
Vice Principal
(Curriculum & Business
Development)
Vice Principal
(Finance)
Assistant Principal
HE, Teaching & Learning
Assistant Principal
(Adult & Employer Provision)
Curriculum
Director
Curriculum
Director
Curriculum
Director
Curriculum
Director
Assistant Principal
(International & Business
Development)
Director of:
Employer Provision
Audit
Directors of:
Directors of:
Estates
Info Systens (Data & Exams)
IT & MIS
Managers of:
Quality and Standards
Learning Support
HRM
Finance
Head of
Information
& Learning
Services
Head of
Employer/Employment
Provision
Head of Departments
HE Curriculum
& Quality CoOrdinator
Curriculum Leaders
Strategic
Marketing
Manager
Head of
International
English &
Community
Curriculum
Leader
Curriculum
Leader
87
Vice Principal
(Quality & Student Support)
Student Services
CURRICULUM AND QUALITY CALENDAR 2012-2013
SEP
OCT
03 Sept
09 Oct
Managers close off FE, HE and
Final sign-off Proachieve
Business Support 2011-12
Improvement Plans and email copy
to Quality & Standards
Self-Assessment
NOV
DEC
07 Nov
04 Dec
Assistant Principal HE submits
College 2011-12 SAR and 2012-13
whole college HE 2011-12 SER to Improvement Plan presented to
Quality and Standards
Academic Board
JAN
FEB
MAR
21 - 31 Jan
HoDs, CLs, ER/Emp,
Apprenticeship and International
update progress against 2012-13
Improvement Plan (for viewing at
February Curriculum Review)
APR
MAY
JUN
JUL
29 Apr - 10 May
HoDs, CLs, ER/Emp,
Apprenticeship and International
update progress against 2012-13
Improvement Plan (for viewing at
May Curriculum Review)
17 May
Business Support areas submit
2012-13 SARs, 2013-14
Improvement Plans and close off
2012-13 Improvement Plan to
Quality & Standards
10 - 14 Jun
Validation of Business Support
areas 2012-13 SARs and 2013-14
Improvement Plans
02-Jul
Whole College 2013-14
Improvement Plan drafted by
Executive
07 Sept
Governance issues Governors'
2011-12 SAR questionnaire
14 Oct
07 Nov
Governors' 2011-12 SAR is drafted Authors of college summarised
by Q&S
2011-12 SAR submit text input to
Quality & Standards.
11 Dec
College 2011-12 SAR and 2012-13
whole college Improvement Plan
presented to Board of Governors
10 Sept
01 - 14 Oct
07 Nov
24 - 28 Jun
Quality & Standards circulates the
2012-13 whole college
Improvement Plan
HoDs draft 2011-12 SSA Report
and 2012-13 Department
Improvement Plan for October
Curriculum Review
All SSA/SAR/SER authors submit
final version of 2011-12 SSAs,
SARs, SERs and 2012-13
Improvement Plans to Quality &
Standards
Validation of CL Level 2012-13
SARs by HoDs and ER/Emp,
Apprenticeship and International
Directors
28 Sept
CLs submit CL Level 2012-13
Improvement Plan to HoD
01 - 14 Oct
ER/Emp, Apprenticeship,
International draft Directorate Level
2011-12 SAR and 2012-13
Improvement Plan for October
Curriculum Review
19 Nov
College SAR Validation Panel
considers 2011-12 Summarised
SAR
30 Jun
HE Programme Leaders/CLs
submit University Annual Monitoring
Reports to Assistant Principal HE
(for transmission to University by 31
July)
28 Sept
CLs with HE provision draft 201112 SER (existing HE SER
Template) and submit to HoD
15 - 23 Oct
Validation of FE SSAs, HE SERs,
ER/Emp, Apprenticeship,
International SARS during
Curriculum Reviews. Lead authors
send final version to Quality &
Standards by 7 Nov
23 Nov
College SER Validation Panel
considers Whole College SER
AUG
21-Jun
CLs send draft 2012-13 SAR to
HoD (CLs to involve team in SAR
discussions)
26 Nov
Governors Working Party considers
2011-12 Summarised SAR and
2012-13 Whole College
Improvement Plan, as well as
Governors' SAR, prior to
submission to full Board
Inspections & Audits
Sept - April (ongoing)
Apprenticeship Survey
05 - 09 Nov
Internal Inspection
FE Travel and Sport (all ages)
10 - 14 Dec
Internal Inspection
HE Health and Care
HE VPA
21 - 25 Jan
Internal Inspection
FE Engineering (All Ages)
19 Nov - 14 Dec
HE On-Programme Survey
03 Dec - 14 Dec
Employer Survey
14 Jan - 08 Feb
Actual Destination Survey
11 - 15 Mar
Internal Inspection
FE ICT (all ages)
Feb
LSC Learner Survey
(19+ & ER)
22 - 26 Apr
Internal Inspection
Community Learning Programmes
(all ages)
03 - 07 Jun
Audit of International Partner
Records and International
Recruitment Procedures
19 Mar - 29 Mar
Parent/Carer Survey
(Framework for Excellence)
Surveys
Sept - April (ongoing)
Basic Education & PreEmployment Survey
19 Nov - 14 Dec
FE On Programme Survey
All learners FT, PT & Basic
Jan - Apr
Partner Provider Survey
Nov
LSC Learner Survey
(learners 16-18)
Jan - Apr
HE National Student Survey (NSS)
25 Feb - 22 Mar
Business Services Survey
(Framework for Excellence)
Sept
Support Staff PMRs
Oct
Support Staff PMRs
Nov
Support Staff PMRs
15 - 23 Oct
Curriculum Review Term 1
Dec
Support Staff PMRs
Jan
Support Staff PMRs
Dec
HE Programme Leaders check
course factsheets and forward
amendments to Marketing
Wider Review & Planning
Feb
Support Staff PMRs
Mar
Support Staff PMRs
Apr
Support Staff PMRs
04 - 12 Feb
Curriculum Review Term 2
May
Staff PMRs
Teaching Jun
Teaching Staff PMRs
Jul
Teaching Staff PMRs
Aug
Teaching Staff PMRs
13 - 21 May
Curriculum Review Term 3
May
Strategic Plan Targets Update
Sept
Line Managers commence term 1
lesson obs
CPD/Teaching &
Learning
Oct
Peer Obs Training Pt A
Jan
Line managers commence Term 2
lesson obs (aim to complete
majority of lesson observations by
end of March)
Feb
Peer Obs Training Pt A
26 Oct
College-wide CPD Day 1
(Sunderland Joint Learning Day)
01 Oct
Progress Reviews (Initial)
Performance Monitoring
& Target Setting
24 Sept
Adult Awards Evening and
Graduation
Marketing Events
02 Oct
Usworth Open Evening
(A-Levels & Vocational)
03 Oct
Bede/Headways Open Evening
(A Levels)
10 Oct
Bede/Headways Open Evening
(Vocational)
11 Oct
St Peter's Open Evening
(A-Levels & Vocational)
06 Mar
College-wide CPD Day 2
Mar
Obs Training Pt B
05 Nov
Assessment Boards
03 Dec
Module Mock Exams
07 Jan
Progression Exams
08 Oct
Initial Assessment Boards
20 Sept
16-18 Awards Evening
14 Nov
Hylton Open Evening
12 Dec
Hylton Open Evening
16 Jan
Hylton Open Evening
04 Feb
Progress Reviews
11 Mar
A Level Assessment Boards
25 Feb
Vocational Assessment Boards
18 Mar
Issue of Student Reports
13 Feb
Hylton Open Evening
(Vocational)
20 Mar
Hylton Open Evening
01 Jun - 31 Aug
IfL CPD Declaration
Peer
23 Jan
Bede/Headways Open Evening
(A Levels & Vocational)
24 Jan
HE Open Evening
24 Jun
College-wide CPD Day 3
20 May
Progression Boards
TBC Apr
Hylton Open Evening
TBC Jun
Hylton Open Evening
17 Apr
HE Open Evening
27 Jun
HE Open Evening
Enrolment
24 Jan
St Peter's Open Evening
(A Levels & Vocational)
15 Oct
Shiney Row Open Evening
(Vocational)
28 Jan
Shiney Row Open Evening
(Vocational)
17 Oct
Hylton Open Evening
(Vocational)
29 Jan
Usworth Open Evening
(A Levels & Vocational)
18 Sept
Quality Committee
02 Oct
Resources Committee
13 Nov
Student Council/Governors
04 Dec
Academic Board
22 Jan
Resouces Committee
05 Feb
Board of Corporation
05 Mar
Governance & Search Committee
23 Apr
Student Council/Governors
14 May
Board of Corporation
11 Jun
Quality Committee
18 Sept
Governance & Search Committee
23 Oct
Board of Corporation
13 Nov
Quality Committee
11 Dec
Board of Corporation
29 Jan
Quality Committee
13 Feb
Curriculum & Quality Committee
05 Mar
Resources Committee
30 Apr
Governance & Search Committee
15 May
HE Management Committee
13 Jun
Audit Committee
14 Nov
Curriculum & Quality Committee
26 Feb
Student Council/Governors
07 Mar
Audit Committee
30 Apr
Resources Committee
22 May
Curriculum & Quality Committee
14 Jun
Academic Board Pre-meeting
22 Nov
Audit Committee
27 Feb
HE Management Committee
12 Mar
Quality Committee
18 Jun
Resources Committee
15 Mar
Academic Board Pre-meeting
25 Jun
Academic Board
27 Sept
Audit Committee
Board of Corporation,
Academic Board &
Committees
Nov
Peer Obs Training Pt B
23 Nov
Academic Board Pre-meeting
27 Nov
Resources Committee
28 Nov
HE Management Committee
88
19 Mar
Board of Corporation
09 July
Board of Corporation
FE Self Assessment Reporting (SAR) Process Flowchart & Deadlines
18 December
Quality & Standards arranges posting of Whole
College SAR onto Provider Gateway
7 November – Whole College SAR
authors submit text to Quality &
Standards
7 November
HoDs/CLs (submit final version of
SARs and QIPs to Quality & Standards
(with validated year data)
27 November
Whole College SAR and QIP, as well as Governors`
SAR and QIP considered at Governors` SAR
Working Party, prior to submission to full Board
on 11 December.
19 November
Whole College SAR and QIP Validation Panel
(SMT, Governors and peer review)
12 November
Final desk top validation and confirmation of SAR
grades.
14 October - Governors` SAR and
QIP is drafted
15 Oct–23 Oct
HoDs table FE and HE SARs
reports to October Curriculum
review
1 Sept
Whole College Quality Improvement Plan
issued to all managers
15 Oct–23 Oct
Validation of Dept FE and HE SARs during
October Curriculum Review. Panel also reviews
proposed strategies and milestones in Dept QIP.
Authors to copy final version to Quality and
Standards by 8 Nov
21 Jun
CLs submit FE and HE SARs to relevant
HoD
June
Validation of CL level FE and HE SARs by
relevant HoD and Curriculum Director
17 May
Business Support Services SARs
and QIPs to Quality & Standards
10-14 Jun
Validation of Business Support Services SARs
and QIPs
March
Issue of SAR information or training
to staff
NB: QIP updates February and October
During Year of Course Course
Committees review student feedback and
other outcomes
89
90