‘Think what we are’
The Working Men’s College as a Hub for
Community Collaboration
Report 2013 – 2014
Prepared by the Working Men’s College as part of the 2013 Collaboration and Shared
Services Community Learning Project: Specialist Designated Institutions as
Community Collaboration Hubs, funded by the 157 Group of Colleges
‘Think what we are, or ought to be, a body of men met together for the
general good – to use longer words – a community associated for
education in fellowship’.
The Working Men’s College Magazine, January 1862
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CONTENTS
1.
Foreword by Satnam Gill OBE, Principal of the Working Men’s College
2.
Introduction: Purpose of the report
3.
Strategic context: Community Learning in 2014
4.
History of the Working Men’s College: Liberal Education for Working People
5.
The Working Men’s College in 2014: Becoming Outstanding
6.
The Working Men’s College and community collaboration: Why we collaborate
7.
Success factors: The Working Men’s College approach to collaboration: what
makes it work?
8.
Barriers: What hinders collaboration and how has the Working Men’s College
addressed the barriers?
9.
The contribution of the Board of Governors to community collaboration at the
College
10.
Lessons learned about community collaboration
11.
Some ‘Beacon’ learners: snapshots of success
Appendix: Map of the Working Men’s College community collaboration activities
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1.
FOREWORD
“Community collaboration is at the heart of the success of the Working Men’s
College in helping thousands of adult learners enhance their lives and the life of the
community in Camden”
Satnam Gill OBE, Principal of the Working Men’s College
“The Working Men’s College achieved an Ofsted overall judgment of ‘Outstanding’ in 2013.
This is due in no small part to the countless community partnerships and collaborations in
which learners and staff have been involved over the many years that the College has been
working, in this vibrant part of London. This community encompasses sometimes invisible
pockets of poverty and deprivation amidst the more affluent and visible developments in the
area, so collaboration with our community has been a vital way in which the College has been
able to meet the learning aims and aspirations of the very diverse population. The diversity
and social mix of the area is what gives the community its unique flavour and vitality. This
report is a showcase of College’s success as a hub of collaboration. It not only provides a map
of our collaborative activities, but we hope also that the lessons we have learned will be of use
to the wider further and community learning sectors as we all look forward to the growing
Community Learning Trust agenda.”
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2.
Introduction: Purpose of the report
The report has two purposes:
i
External to the College, to contribute to the evidence base which its funding aimed to
develop, into the role of Specialist Designated Institutions (SDIs) as the focus for
networks of community collaboration. This was part of a wider research project
funded by the 157 Group of Colleges, which in turn formed part of the Association of
Colleges’ Collaboration and Shared Services Project. During 2012-2013 the 157 Group
had funded investigation into shared services specifically in adult and community
learning providers in the local authority and third sectors, in order to identify any
distinctive features of this part of the sector as opposed to Further Education Colleges.
The adult and community learning project was led by a Steering Group consisting of
representatives from the 157 Group of Colleges, the Third Sector Learning Alliance and
HOLEX, the national membership body for local authority adult and community
learning providers. The focus of this project was to describe the range of shared
services and collaboration which takes place in the community learning sector,
identifying critical success factors, barriers and lessons for the sector.
The specific aims of the SDI component of this project were to examine whether the
four London SDIs have lessons to offer the rest of the sector, in working in partnership
with communities in order to improve learning in the community. This report, along
with others from the City Lit, Morley College and the Mary Ward Centre, forms part of
the evidence base for the SDIs as experts in collaboration.
ii
Internal to the College, to gather together and map the collaborative activities
undertaken in the last few years, so that the College can continue to build on past
successes and continue to work collaboratively to the benefit of learners and the
community in and around Camden. The report aims to identify critical success factors
as well as barriers to community collaboration, showing how to maximise the former
and mitigate the latter, so that the value to community learning brought by
partnerships, is demonstrated clearly.
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3.
Strategic context: Community Learning in 2014
The report is written in a context of increasing emphasis by government on the importance of
assessing the value of community and adult learning, and in particular the impact it makes on
the lives of individuals and communities.
‘Skills for Sustainable Growth’ was published by BIS in November 2010. Since then, BIS has
been reviewing its investment in community learning. Some significant policy proposals were
outlined in ‘New Challenges, New Chances: Further Education and Skills System Reform Plan’
(BIS 2011). In August 2012, 15 Community Learning Trusts (CLTs) were selected to test the new
objectives and underpinning principles for the reformed delivery of community learning. These
reforms are now starting to be rolled out across England from August 2013 onwards.
‘New Challenges, New Chances: building a world class skills system’ set out clear aims and
objectives for the £210m per year Community Learning budget in England and announced
government’s intention to pilot a range of community learning trust models to deliver these
new, agreed objectives more coherently from August 2012.
Since the coalition government came into power, it has introduced policies across all areas of
public life, that it states are designed to drive fairness, reduce bureaucracy, strengthen
communities, improve health and well-being, increase local decision-making and make high
quality information more accessible. In this way, the coalition aims to build a society in which
every member has the skills and confidence to act responsibly, fulfil his or her potential and
make a personal contribution to the community, a contribution that reflects communal pride,
a strong sense of belonging and a desire to feed the common good.
Thus it is clear at the highest policy level for community learning, that the individual learner is
seen as being embedded in their community. It follows that community partnerships are
intrinsic to planning and delivery of successful community learning, in the eyes of government.
The vision for Community Learning Trusts embodies and reflects this much wider raft of policy
developments across government. Ministers want to see people in local neighbourhoods,
wards and parishes empowered to work collaboratively with learning providers and other
partners to agree their own community learning priorities, strategies and partnership models,
in order to develop a shared identity, build a culture of lifelong learning and foster social
purpose at neighbourhood level.
The BIS objectives for community learning include the drive to:
Develop stronger communities, with more self-sufficient, connected and pro-active citizens,
leading to:

increased volunteering, civic engagement and social integration

reduced costs on welfare, health and anti-social behaviour

increased online learning and self-organised learning

the lives of our most troubled families being turned around
To this end, the government wants to commission community learning services in a way which:

brings together people from all backgrounds, cultures and income groups, including
people who can/cannot afford to pay

uses effective local partnerships to bring together key providers and relevant local
agencies and services

devolves planning and accountability to neighbourhood/parish level, with local
people involved in decisions about the learning offer
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
involves volunteers and voluntary and community sector groups, shifting long term,
‘blocked’ classes into learning clubs, growing self-organised learning groups, and
encouraging employers to support informal learning in the workplace
To support implementation of these reforms the Skills Funding Agency says:
‘Community learning is not just motivating and life-changing for the people who take part, it
also contributes to the cohesion and social and economic well-being of local communities.
These reforms now give, further opportunities to play a fuller part in supporting the wider
localism agenda, through a reinvigorated approach to partnership working with key
stakeholders, including Local Enterprise Partnerships (LEP) and other training organisations’.
To further support the reforms, providers must have a strategy that demonstrates how, in their
areas, they have identified and will deliver a relevant balance of the community learning
objectives. A key component of these objectives relies on community learning leaders making
sure that their organisations are embedded in local communities, through working together
in partnership so that programmes are relevant to local learners and local learners can play a
full and active role in their communities during and after their learning.
A further strand of government policy in further education is their interest in collaboration and
shared services, which has generated the funding for this report as we identified earlier. The
aim of the funding is to enable research into the different kinds of benefits, financial and
qualitative, that collaboration can bring.
As we shall see, this report is particularly timely in the context of these government aspirations.
The London Specialist Designated Institutions (SDIs) have been operating for hundreds of years
fulfilling a social and community purpose in the heart of their communities.
The Working Men’s College is one of these SDIs notably retaining the personal touch that is at
the heart of true community partnership.
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The words of an early patron echo the Working Men’s College USP today
It could even be said that the WMC is a particularly strong prototype, with all the SDIs, for the
Community Learning Trust model itself, as this report will demonstrate.
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4.
History of the Working Men’s College (WMC)
An early WMC Programme
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The oldest surviving adult education institute in Europe, the College was founded in 1854 in
Red Lion Street in London. It was associated with the Cooperative Movement and the Christian
Socialists, arising from the same tradition that led later to the Workers’ Educational
Association. It was founded in the wake of a perceived failure of the Mechanics’ Institutes to
really engage with working men, with artisans.
The Working Women's College, founded 10 years later in 1864, merged with WMC in 1967.
Early supporters of both included F D Maurice, John Stuart Mill, Tom Hughes, Dante Gabriel
Rossetti, John Ruskin, Ford Maddox Brown, Walter de la Mare and Octavia Hill. The College has
occupied the listed building in Camden Town since 1905, following a move to Great Ormond
Street in 1857. The tradition of liberal education has been promoted since the beginning, and
today the College serves the whole community, with women, unemployed and refugee
students forming the majority of the student body. There has been rapid growth in recent
years but the College is still of a size to be able to respond to the individual needs of students.
WMC was designated as a Specialist Designated Institution (SDI) under the 1992 Further
Education Act.
In common with the other London SDIs, the College was founded on the basis of social and
community values and goals, by philanthropists who saw education as a means to solve social
problems and provide something that was missing in the lives of working men and women.
The College building in Great Ormond Street, pre-1904
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5.
The Working Men’s College in 2014
Community collaboration is integral to the objectives of the College:
Mission
To be a learner-centred college dedicated to widening access to education for all, that
will provide opportunities for lifelong learning and improving employment prospects,
for the diverse range of London adults who may not be able to study full time,
particularly local people who have missed out on their initial education.
Objectives
Working Men’s College aims to:

Provide an outstanding education for adults, in which all learners can
achieve their personal, educational and training goals and maximise their
potential

Provide an inclusive learning environment with all the support necessary to
promote equality and diversity, freedom of expression and social
responsibility

Meet the needs of the local communities with programmes which promote
community cohesion and address the problems of disadvantage and
deprivation; especially by providing opportunities for local residents to
improve their language, literacy and numeracy skills

Work in partnership with the London Borough of Camden, other colleges
and providers, local voluntary organisations, funding bodies and others
who share our goals

Work with local employers to meet the demands of a skills-based economy,
and with local people to ensure they can get the skills needed to get local
jobs

Celebrate its unique history and engage positively with the past, while
finding new ways to pursue its founders’ aims into the 21st century
Originally established to bring ‘the liberal arts’ to ‘the working man’, WMC today serves the
whole community, with women forming the majority of students. The College has a key
commitment to social cohesion which comes right from the top, with the Principal Satnam Gill
and the College Governors working from a clear commitment to this core value. This high level
commitment ensures that it cascades throughout the College at all levels of operation.
Behind the words of the College’s mission and aims, there is a real, strong and demonstrable
aim to widen access to learning for all, particularly those who have missed out on their initial
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education, and to improve the employability skills of men and women in the local community
as well as enable access to the ‘liberal arts’.
In the last 15 years there have been a number of changes at the WMC. These have had the
effect of transforming it from an Ofsted Grade 4, a low point in its distinguished history when it
was just delivering little more than part-time evening classes, into the vibrant and highperforming community learning hub that it is today. The College has been able to build on and
develop its community links, its links with the arts community and its Christian socialist
heritage, to create a unique and excellent community resource in the heart of London, with
partnerships at the centre of its success.
The College also showed that partnerships can be cost-effective. WMC climbed back from
years of historical deficits to its current good financial standing, now recording a surplus every
year, in a modernised and fit-for-purpose building including café and social spaces as well as
exhibiting and performance space and teaching and learning facilities which enhance the life of
the College.
In 2008, Ofsted rated the College’s policy for equality of opportunity as outstanding, as indeed
was the grade for the extensive Skills for Life programme. In 2009 the College was recognised
as a Beacon College and thus an exemplar of best practice in adult and community education.
In 2013 Ofsted awarded the College an overall Grade 1 ‘Outstanding’ judgment, one of only 5
such judgments nationally since the introduction of the new inspection framework, showing
that WMC has indeed been on a trajectory towards showcasing how to take community
learning to the highest level of effectiveness and quality. The Ofsted Report highlighted the
College’s exemplary partnership working, which was seen to greatly enhance the curriculum
offer.
There are about 10,500 enrolments, representing over 5,000 learners and 1,200 FTEs. Half of
the provision is Skills for Life, reflecting the disadvantage and social/educational deprivation in
this part of inner London, and the aspirations of learners to improve their skills for life and
work. In partnership with local further education colleges, a range of employability courses are
delivered, which have produced excellent outcomes for learners and for partners, in particular
helping many to leave long-term unemployment and redundancy during the economic
downturn. There is also a good range of vocational programmes, which are very popular with
learners, including lone parents seeking to return to work or to join the workforce; these
include Business Administration, Medical Administration and Teaching Assistant courses.
A huge strength of WMC is that, amidst this robust response to learners’ vocational and skills
aspirations, is a vibrant and excellent Art and Design curriculum including an Access to Higher
Education and Foundation Programmes in Art and Design, Fashion and Media which sends
most learners to progress to degree places at some of the most prestigious universities and arts
institutions in the UK. In this way, WMC gives learners the clear message that it does not
matter where you start from, you can excel in your chosen field and overcome barriers to
access to the highest levels of achievement. The College’s new Fashion Foundation programme
has culminated with a state of the art fashion show and progression for students to universities
and fashions houses such as Alexander McQueen. There are programmes in sculpture,
ceramics and glass, drawing and painting, etching, picture framing and gilding, and jewellery. A
strong digital arts programme includes courses in Photoshop, Flash, Graphic Design and Web
Design. The Languages programmes are also popular.
Thus the College continues to stay true to its roots in ‘liberal education’ for working class
people, but it re-writes this tradition for today’s environment, staying bang up to date in its
partnerships, its curriculum and its teaching methods, to which its Ofsted judgment and
collaboration record are testimony.
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The past and the future displayed on the walls of the College in the form of the words of an
early patron, William Morris, who wanted working people to develop artisan skills to benefit
themselves and their communities designed for installation by current students
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6.
The Working Men’s College and community collaboration: why we collaborate
In common with many community service delivery organisations, the ethos and values of the
College have arisen organically, and have not needed to be spelled out. The commitment to
community partnerships is in the ‘DNA’ of the College, from its very first inception to the
present day. It is the reason the College exists.
Strategy development at the College is from the ground up. It develops from staff, student
governors, managers and learners themselves, through a number of different forums which
exist to capture the views of all, and incorporate them into planning. The College seeks to
create an environment defined by the communities in the area, including those who are
disenfranchised by disability, homelessness or ethnic difference. At WMC, partnership is seen
as everyone’s responsibility, not just the job of one or two people. For this reason, learning
that is NOT designed or delivered in partnership, is in a minority at WMC.
In the context of today’s need for transparency and explicitness about value and impact of
community learning, this report is perhaps an opportunity to tease out the whys and
wherefores of community partnership at WMC: why we do it, how it works, and what makes
it work or not work.
Research into college partnerships undertaken for this report suggests that the College’s
approach to collaboration addresses a number of key themes, all of which from different angles
address the strategic aims of the College to provide social and community value through
learning partnerships that enhance learning, benefit the learner and the partner, give good
value for money and are effectively and efficiently planned and run. Often not mutually
exclusive in that each partnership can be seen to address several of these issues, the themes
can be roughly grouped as follows:
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Why collaborate?

Partnerships to improve community cohesion
These kinds of partnerships show that the College does not just engage in partnerships
for the sake of it. The Deputy Principal, Theresa Hoenig puts it like this: “It might come
out of community, education, volunteering, but it’s about working and sharing with
other people, to make things happen.” Most of the College’s partnerships incorporate
this aim in fact. Tom Schuller, the Chair of Governors, says that the College’s entire
strategic plan revolves around partnerships. He says that the role of the Governors is
to ‘create partnerships, encourage staff to make them and monitor whether they
happen’. As an example, he identifies the King’s Cross site as a strategic area which
needs community cohesion at this time of massive construction development and
change in the area. The College has been involved in the King’s Cross development
group, contributing to community cohesion and rebuilding of the new King’s Cross.
Case Study 1: Community Cohesion
Partners:
Learning Unlimited, Blackfriars Settlement
Aim of partnership
To provide language learning for third party nationals who are living permanently in this country but
not able to access mainstream provision
What we did
Working with the other organisations, bid for Home Office funding and rolled out ESOL and
citizenship provision for this group, mainly women on spouse visas recently arrived in the UK
What went well
Courses well received by the learners themselves and by other community groups who have
reported that this provision is filling a gap and meeting needs of socially excluded and sometimes
isolated women
What needed improvement
We have amended recruitment to ensure we can quickly identify potential learners who present for
mainstream ESOL, we continually review the delivery and improve
What was different after the partnership
This partnership will continue for another academic year, by which time we will have an established
model for recruitment and delivery and a network of referring partners. Some of the women will by
then have the residency requirement to progress to mainstream ESOL or other college courses
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
Partnerships to meet community need, to provide an enhanced curriculum offer to
learners
The College works to meet the needs of offenders, with both Pentonville and Holloway
prisons, for example. The Prisons cannot meet the learning needs of offenders without
help, and the College can provide tasters in the prison as well as progression
opportunities afterwards, working in a large and complex partnership with third sector
organisations and NIACE.
Another example of this is how, only four years ago, the disability disclosure at the
College was around 6%. There was evidence to suggest that actual disability rates
among learners was higher than this. The College was concerned that in not disclosing
disability, learners were possibly not accessing all the support which would be available
to them to help and enhance their learning. The low rates appeared to reflect a stigma
in some Black and Asian communities against disability. The College approached eight
different organisations who were able to come in and raise awareness amongst
learners. These organisations then used this opportunity to network with each other,
and this helped them help learners understand how learning support could enhance
their learning. The disclosure rate went up to 17%, meaning that more people facing
difficulties in their learning were able to be supported.
Partnerships with employers, of which there are large numbers at the College, clearly
fall partly into this category. This includes partnerships to give employees the skills
they need (such as the University College Hospital English programmes for cleaners).
Case Study 2: Community need and enhanced curriculum
Partner:
Kingsgate Primary School
Aim of partnership
Improving language and numeracy skills of parents
What we did
ESOL and maths classes at the school with visits (eg to museums and to college events)
What went well
This work is based on a very strong working relationship with the school ensuring that the provision is
completely tailored to the needs of these learners
What needed improvement
We now run two classes of 5 hours each, at a lower and higher level – this is a considerable
expansion since we started working at the school 4 years ago, running a single mixed level session a
week
What was different after the partnership
Parents are better able to communicate with teachers and help their children with homework. Some
now have voluntary work at the school.
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
Partnerships to help our partners meet people’s needs better, and improve their
offer including CPD
The College supports a vast number of partnerships with schools, in many cases
benefitting both partners: WMC gets to increase their reach into the heart of the
community, and the schools are able to improve what it can offer to parents, be it
ESOL, Family Learning, or Languages, offered accessibly in convenient locations.
Collaboration with other SDIs, while it has to be approached with a careful eye to
worries about competition, is on the increase. There is a mounting voice within the
Governors that SDI collaboration approached strategically could be a good idea for the
community learning curriculum in inner London in general, as well as having other
possible strategic benefits.
College Staff are engaged in a number of different collaborations with the other
London SDIs, including a learning support partnership to share best practice, and
collaborative staff development and training.
The College works with the NHS to support a number of health promotion initiatives
including healthy lifestyles and smoking cessation.
Head of Student Support Irina Staneva is clear that partnership helps meet community
need: ‘We partner with organisations that help people, like St. Mungos, Chase Farm
Hospital, St. Pancras Hospital, Scope, MS Society, Asthma UK, Action on Hearing Loss.’
Case Study 3: To help others improve their offer to people and community
Partner:
Solutions for Health (NHS funded organisation)
Aim of partnership:
To raise awareness of healthy lifestyles to our students, reaching out to the hard to reach local
people
What we did
We invited the organisation to take part in our Health Awareness Day to promote healthy living and
to provide information on organisation’s services to our students. This was followed by a series of
smaller focused information events on smoke cessation, weight management, blood pressure
management, as well as more in-depth NHS health checks and referrals. These events took place at
the College on regular intervals throughout the academic year.
What went well
Wide variety of printed and web-based information which was offered to our students, including
advice on how to seek further help and support in many Camden-based clinics and health centres.
Our students praised the user-friendly approach of our partner’s representatives and the familiar
environment at the College. Learners commented that otherwise they would have not approached a
medical specialist, even their own GPs. For some of our learners this was the first time they had a
blood pressure check with several being referred for further checks.
What needed improvement
Our partnership work is evaluated constantly and we make improvements as soon as a need for one
is identified. We have improved on our general organisation, venue and marketing of the events. We
need to further develop our partnership to include other aspects of healthy living such as personal
hygiene and obesity awareness. We need to increase the number of the events in that area.
What was different after the partnership
Our learners are more aware of where to seek help for their health issues, they know the impact of
smoking on people’s health. We have increased our network of partners, and we are continuing to
be a community hub for local residents.
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
Partnerships to improve planning of community learning and progression for
learners, through increased opportunities and/or improved information
The partnerships with the other SDIs also fall into this category. Through links with
Mary Ward Centre, Morley College and City Lit, WMC can ensure that there is
complementarity of planning across London, so the curriculum offer can avoid
duplication and gaps, and thus meet learner needs better.
Case Study 4: To improve planning and progression
Partner:
Camden Adult Learning Partnership
Aim of partnership
To promote adult and community learning in the borough of Camden
What we did
As part of a programme of activities, we ran a “Speed Dating” event where a number of community
learning providers were able to share information on their offers and plan further work together to
facilitate progression for learners from one organisation to another
What went well
Participants were highly positive about how much they had gained from the exercise. The
Partnership steering group has a record of all the agreements for further work and will send out
reminders later, ensuring follow up as well as building a map of progression routes
What needed improvement
Another time we would improve on the logistics of the dating process slightly – a few people missed
a few “dates”
What was different after the partnership
This is a developing partnership which continues to draw in new members. We have found that
running innovative and interesting events rather than meetings and briefings is generating better
attendance and more productive outcomes
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
Partnerships to improve outcomes for learners
The College operates a number of partnerships which aim to improve outcomes for
learners. These include partnerships with Higher Education institutions, Fashion
Houses, galleries, theatres and other potential employers which provide learners with
contacts, networks, role models and destinations after their courses at WMC. Through
this effort, WMC students can bypass the narrower aspirations they might have to
settle for if they have faced educational disadvantage in the past; they can aspire to
the best outcomes and improve their life chances. This not only benefits themselves
and their families but also their community.
Case Study 5: To improve outcomes for learners
Partner:
London College of Fashion
Aim of partnership
To enable learners to gain subject specialist advice and guidance on progression and portfolio
review
What we did
Staff from LCF have visited WMC to work with learners and learners have been invited to activities
at LCF
What went well
This has brought successful progression for learners who are the first in the family to go on to a
degree, into LCF for courses including Knitwear, Fashion Business and Marketing
What needed improvement
Events and activities are continually reviewed and improved
What was different after the partnership
Learners progress to prestigious HE courses, WMC gains up to date expertise from an HE
perspective to ensure curriculum is current and relevant
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
Partnerships to improve the strategic positioning of the College
WMC’s approach to partnership may be ‘bottom-up’ and organic, but it is not
haphazard. There is a strategy in place to diversify income streams and reduce overreliance on any one source of income. For example, the very high proportion of college
income currently coming from funding for ESOL provision, means that in the event of a
government shift in approach to ESOL funding, a substantial part of college income
could be affected. To minimise this kind of risk there has been a clear development
towards partnerships where learning opportunities are all or part-funded by partners
or other sources of income. Partnerships with prisons, NHS and European funding
programmes are all examples of this kind of collaboration.
Case Study 6: To improve strategic
Partner:
Institute of Education, at University of London
Aim of partnership
To provide mentee opportunities at WMC for teacher trainees from the IOE
What we did
We currently work in a very successful collaboration with the IOE (Institute of Education, at
University of London). We offer structured placements to their teacher trainees (mentees) and we
liaise closely with their course tutors on their Post Compulsory Teacher Training programme. We
currently take trainees in our English, Maths and Fashion departments.
What went well
The collaboration is successful on a number of levels, the learners benefit from having a range of
teachers with different teaching styles, the teachers at WMC really enjoy passing on their good
practices to their mentees and they use these mentoring duties as a form of CPD to maintain the
quality of their Teaching, Learning and Assessing practices; and the IOE benefits from having their
mentees placed at an outstanding institution
What needed improvement
There was some confusion regarding allocation of trainees to individual tutors at WMC. This has
been clarified by having one tutor manage the numeracy placements and one tutor manage the
English and ESOL placements.
What was different after the partnership
The partnership is still ongoing; as described above there are many benefits and we hope to build on
the work by delivering Year 1 of the teacher training at WMC next year.
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
Partnerships to increase efficiency and effective use of resources
On the whole the primary aim of WMC partnerships appears not to be to make or save
money. However, the College’s steady achievement and maintenance of a good
financial position demonstrates that all activities, including partnership are run with an
eye to the financial bottom line, which ensures that the College can continue to benefit
learners in the future.
As well as the partnerships that actually bring in income and this spread risk, as
outlined previously; there are also partnerships which spread costs while still benefiting
learners. These include all the schools partnerships where the venues for the learning
are in the schools themselves rather than on college premises, and a large number of
other programmes that are held offsite. For learners, the offsite programmes are more
accessible and easy to travel to; partners benefit through not having to make the
investment in training and employing skilled teaching staff and buying all the learning
resources that the College brings.
Case Study 7: Increase efficiency, effective use of resources
Partner:
Swiss Cottage School
Aim of partnership
To deliver numeracy training to Teaching Assistants working at the school
What we did
We delivered a number of 1 day per week (2 hour) classes
What went well
The learners made good progress with their studies and there was good achievement for the
majority of learners at level 2
What needed improvement
There were some unrealistic expectations for those learners at lower levels, that they would
achieve a level 2 numeracy qualification in a too short time period
What was different after the partnership
The partnership is still on going; its impact is on both the Teaching Assistants themselves, whose
skills and employability is improved, but also on the children who are no longer exposed to the
notion that it is OK for adults not to be able to do maths
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
Partnerships to involve learners in planning their own learning and community
involvement/citizenship
Learners are encouraged to volunteer in the community and to participate in local life.
For example, the Head of ESOL, James Cupper, says that the curriculum is ‘planned to
give each of the 1466 ESOL learners an outstanding life-changing experience. By giving
local people the chance to communicate, we are giving them a voice, and ability to
participate fully in society, and opening doors to new possibilities and new futures’.
The Ofsted inspectors seem to have been very struck by the way in which this ethos
really does permeate the College in the way things are done.
Case Study 8: Learner voice, planning own learning, citizenship
Partner:
Voluntary Action Camden (VAC)
Aim of partnership
To provide information and advice on volunteering opportunities in Camden for our WMC learners
What we did
We invited a representative of VAC to give a talk to each of our vocational courses and to set up a
stall in the College café to provide volunteering information to the cross college student body. This
has resulted in a number of our students taking voluntary positions in local Camden organisations.
We have actively encouraged our students to attend the volunteering workshops at Camden ACL
Choices Day, which provides information to local Camden adults regarding pathways to education
and employment in Camden area.
What went well
Raised awareness of the work of VAC and the opportunities for volunteering roles within the
borough.
What needed improvement
We need to extend the partnership to include all curriculum areas at WMC, not just the Vocational
area.
What was different after the partnership
The level of volunteering amongst students at WMC is significantly higher than elsewhere (as
measured through our survey which is benchmarked against many other FE colleges)
22

Partnerships to improve quality of learning and teaching, volunteering or leadership
development
During the research it emerged that a number of the College’s partnerships have had
the aim of improving quality, reach, and widening opportunity for sharing best practice
amongst other providers (for example, the 4 SDI partners); amongst Further Education
Colleges looking to enhance their community learning capability or who could in turn
offer expertise to WMC; amongst charities and other independent agencies working
with the same target groups as the College.

Partnerships to widen participation
Virtually all WMC’s partnerships can be seen to have the effect of increasing reach and
ensuring that people who have benefited least from educational opportunity in the
past, can have the chance to fulfil their potential. The range of partnerships
demonstrates the extent to which this college exists in order to make sure the widest
sections of the community can participate, through the active use of partnership.
Case Study 9: Widening participation
Partner:
Surma Centre
Aim of partnership
Provide ESOL & ESOL Sewing courses
What we did
Started ESOL courses then progressed to ESOL Sewing and embedded employability skills
What went well
Learners progression from pre entry ESOL learners to E3/level 1 ESOL
What needed improvement
There were a lot a lot of confidence building required as they were mostly Bangladeshi housewives
who were quite shy and didn’t have access to education in their country.
What was different after the partnership
They have now developed confidence, they take part in other activities at the community centre.
Some have progressed to main stream ESOL classes at WMC and some are planning to enrol on the
Fashion courses.
23
7.
Success factors: The Working Men’s College approach to collaboration: what makes
it work?
WMC is a national beacon of best practice in partnership for community learning, so it made
sense that the research for this report consisted of interviews with staff and learners, together
with desk-based observation and analysis of partner impact. Clear success factors emerge from
this evidence and can be summarised as follows:

‘Input from Governors is crucial to the promotion of partnerships’

‘Commitment from Principal and Deputy Principal makes it happen – we walk the walk
not just talk the talk’

Learner involvement in planning and evaluating learning is a key partnership for
success

Collaboration is in the DNA of the College, it is not an add-on

‘It might start from a small idea or project but it’s about the ability or willingness to
keep the relationship going.’

‘WMC perspective is directed by the needs of learners’. Success in partnerships arises
from putting learner needs at the heart of everything the College does, ‘the
partnership arises out of a recognised need’.

‘Partners are about mutual purpose. We do not group or partner for the sake of it.’

‘Diversify funding streams and increase partners so as to reach more learners’

‘Sometimes partners are small on money but big on community partnering’. The
success factor is to value the partnership for what it can do to enhance outcomes for
learner and community – not just money

Proactive community outreach is vital, as partnership does not happen by itself.
Often potential partners might not be aware of added value brought by partnership, so
it is up the College to work with them to identify benefits of collaboration

Partnerships have got to fit with WMC mission and values. If they do not fit, WMC
does not participate. WMC probably turns down more requests for collaboration than
it accepts

‘The right partner would be in pursuit of the whole person and long term learning, and
committed to continuous learning and progression’

‘WMC benefits by being small enough to make and sustain personal relationships,
which is the ‘make or break’ of partnership’

Good internal communications and relationships are vital to good external
partnerships. ‘We all know what other departments are doing in the College’. ‘The
College works as a community, keeps relationships up to date and celebrates
relationships’. ‘Working closely together in-house across departments really makes a
difference to how much each partnership can benefit learners to maximum effect’

Individual staff are very important for effective partnering. They are the face of WMC
when they are out in the community working and teaching. Selection of staff who can
do this ambassadorial role as well as teaching, is crucial to success

‘Choose the right partner’

‘Have a common mission’

‘Have two-way relationships’

‘Deal with small organisations’
24

‘Use an interpersonal approach’

‘Focus on community integration’

‘Maintain lasting relationships’

‘Motivation for partnerships is identified need’

Partnership is seen as everyone’s responsibility, not just the outreach or development
staff

Being flexible and willing to learn from other organisations

‘We don’t create our own red tape.’ Minimising bureaucracy as far as possible, is seen
as a success factor

Use of WMC as a resource and outward face, helps partnerships

The history of WMC is important in fostering the right kinds of partnership

‘Long term survival is about community partners’

‘Having more money to spend on people’s time to develop partnership, would help
even more
25
8.
Barriers: What hinders collaboration and how has the Working Men’s College addressed
the barriers?
Because WMC is approaching partnership strategically and integrally to the College’s mission
and values, rather than speculatively and in an ad hoc way, the barriers to partnership are
already minimised.
Tighe Twomey, who runs WMC’s vocational department, says that it is a failure to listen to
partners which is the big hindrance to making partnership work. In vocational as well as artsbased partnerships, it is important to listen and to ensure the partnership meets the needs of
the partners as well as learners, and examples of this are partnerships with University College
Hospital and Unity Bank.
Key barriers identified during this research are summarised below together with how WMC has
addressed them:

Failure to understand local politics and community engagement would be a problem.
WMC always ensures it develops its partnerships from an embeddedness in the locality

Learners are mainly local, so there can be a problem if teachers are not local. WMC
tries to employ local people, and if it cannot (because central London is too costly to
live in), it ensures that staff can understand the importance of a local perspective

Failure to learn from history. WMC operates reflective practice and learns from past
experience

Failure to value staff and learner perspective. WMC puts these at the heart of its
partnership strategy

Failure to see the bigger picture. WMC sometimes has to invest in a partnership so as
to enable longer term gains

Having a closed mind to the potential of partnerships and shared services

Poor communication, lack of trust and reliability. WMC ensures these are always
present when negotiating and running partnerships

Failure to operate good risk management processes

Failure to keep up with the rapid pace of change in government policy, funding and
priorities

‘There needs to be appropriate management resource and intent, for true partnership
to happen’

Lack of the personal touch

Not having top level commitment and oversight of partnerships from Governors and
senior managers
26
9.
The contribution of the Board of Governors to community collaboration at the College
Governors set and monitor the College’s strategic plan. WMC is lucky to have very strategic and
experienced Governors who play an active role in overall strategy setting as well as specific
planning for partnerships.
To demonstrate how this happens in practice, and to show just how important it is to have
Governor attention to collaboration, below are summarised the outcomes from the 2012/13
A.
Provide disadvantaged communities and groups, especially in Camden, with a second
chance at education and the skills and opportunities to get jobs.
1. Provide learning opportunities for people and groups who find education hard to reach
and whom we have not worked with before.
 Delivery of pilot provision at St Mungo’s centres by December 12, the negotiations
for this with St Mungo’s have been protracted but are ongoing.
 Plan for St Mungo’s expanded delivery for September 13 by February 13. We are
about to start a much more substantial course at a centre for long term residents
with mental health issues.
 Vocational tasters delivered in two different community centres by February 13, with
at least 50% progression to college provision. Business and Medical Admin tasters
were run at sessions held at Richard Cobden School, and a short course looking at
progression opportunities at Netley School. Analysis of progression will be
completed in September.
 At least 1 further new project coming into operation in year, and at least 2 others
planned for 13/14 by July 13. We have planned and delivered a number of sessions
for Genesis housing Association, and this will be expanded in 13/14. We have also
delivered a Music Technology programme for learners from Key Changes, an
organisation which supports mental health recoverers, and this will be repeated in
13/14. From September we will be delivering an EIF project aiming at ESOL learners
who are not eligible to access mainstream provision.
B. Work with employers and partners
1. Work with local employers, particularly in the Kings Cross area, to develop the skills of
their workforce

Targets to be set in negotiation with Employer Engagement manager when
appointed by January 2013. The Employer Engagement manager (EEM) was
appointed from January 2013 at 1 day a week and from mid-February at 2 days a
week, targets were agreed, and likely to be met by year end.

Compile list of employers locally and in Kings Cross by April 13. We have bought and
taken delivery of a contact list of key local employers. The EEM is using this to note
contacts to date and to add further employers locally and in Kings Cross that are
likely to work with us.

Visit at least a target number of HR directors in large to medium organisations and
target CEOs in small organisations by July 13. We will report further on this.

Identify local businesses whose employees might want to take up our courses by
April 13 EEM has identified likely contacts from the database.

Provide leaflets and visit them and invite them to our events June 13 The EEM has
written to employers with the updated Employers leaflet, and sent them our Spring
into Summer course leaflet and invited them to summer events.
27
strategic plan that relate to partnerships and collaborations, and the June 2013 update on
progress:
2. Develop partnerships with local organisations to increase participation in adult education

Active participation in Camden ACL providers’ group/community learning trust
develops at least 3 new progression pathways into the College by July 13.
Information on our ICT courses has been distributed to a number of Learndirect
centres who are actively encouraging their learners to use WMC for progression. The
Literacy and Numeracy Curriculum Manager has visited Camden ACL groups to talk
about the move to College and successfully recruited a number of learners. Taster
sessions and vocational introductory courses have been held at Camden ACL
community venues and have recruited learners likely to progress to WMC.

At least 3 events in partnership with local organisations that have measurable impact
on increasing recruitment of new learners who do not find education easy to reach by
May 13. In March we ran the Choices event with Camden Council and City Lit which
this year took place at WMC as well as in Richard Cobden School where it had been
run previously. This was highly successful and was praised by OFSTED inspectors. A
second Choices day was held in June. A Community conference was held at the
College in October, bringing together organisations who already worked with WMC
and others who had not yet worked with the College. This was run with Camden ACL
partners, and has led to work which will ultimately make the entire Camden learning
offer much more accessible.
WMC is fortunate to have a team of Governors who are experienced in their fields, including
some notable adult educationalists who can bring their perspective to bear on the College’s
strategic direction.
The Chair of Governors, Tom Schuller, was previously the Dean of Continuing Education at
Birkbeck College, University of London; he therefore brings considerable relevant expertise to
the Board. Whilst the Board are not the Executive team, and do not run the College’s
operations, they are highly strategic and monitor the College’s performance closely in financial
and qualitative terms. The Chair sees partnerships as central to the WMC mission; he is also
interested in looking more closely at the possibilities for benefits of sharing services with other
relevant partners in central London. Partnerships he would like to see develop, include th ose
with the British Museum, the Wellcome Trust and other organisations in the catchment area of
the College.
Philip Badman, Chair of the Audit Committee, also brings a wealth of further and adult
education experience to his role as a Governor, including seven years’ experience as Vice
Principal of City Lit, another important London SDI. Philip is also very clear about how
important collaboration is, at a curriculum level as well as in order to explore the benefits of
sharing of services; he too would like to see more exploration of sharing of services with
suitable London partners. The Chair of Audit Committee is interested in joint curriculum
planning across the SDIs and sees great scope for further development of this kind of
collaboration.
The other Governors include the Chief Executive of a large charity, company directors, legal, HR
and other experts; there is strong representation from student and staff Governors too.
The Governors’ evident commitment and expertise demonstrate how just how important these
are to successful partnerships and to the overall success of the College in its community and
learner focus.
28
10.
Lessons learned for the further education sector about community collaboration
Lessons learned by the College, which could be transferable to the rest of the sector in respect
of collaboration for community learning, are very clear and can be summarised as follows:
Collaboration: Lessons for the Community Learning Sector from WMC

Have clear strategic commitment from the top

Build partnership strategy from the bottom up

Partnership strategy needs to be integral, not add-on

Incorporate the learner voice everywhere

Look at the financial, strategic and reputational benefits and risks of partnership in
the round

Keep an open mind about collaboration and shared services

Be prepared to invest in partnership and take the broader long term view

Run a tight ship financially so you can take risks, speculate and invest

Understand local politics properly: don’t dabble

Choose your partnerships: don’t engage unless there is clear mutual benefit

Trust, honesty and transparency will pay off

Prioritise good relationship building and the personal touch

Communicate well and transparently

Consult

Identify and document the costs and benefits of collaboration

Monitor and review partnerships continuously

Plan properly for risk

Ensure staff and students are positioned to act as ambassadors

Make sure learners are involved at every stage

Celebrate success
29
11.
Some ‘Beacon’ learners: snapshots of success
30
31
32
33
34
Appendix
Map of the Working Men’s College Partnerships in 2014
The following is a large sample of current and recent partnerships at the College.
Partnership organisation
Value of partnership
Acland Burleigh School
School visit / progression to Foundations
Action Dog
Opportunities for learners – enterprise and
employment
Action for Blind People
Meeting learner needs better
Action on Hearing Loss
Meeting learner needs better, helping partner
achieve goals, CPD
African School UK
Meeting learner needs better, curriculum
development
Angels the Costumiers
Student visit
Angolan Cultural Foundation
Meeting learner needs better
Argent
Improving capacity to meet learner needs
Arlington House
Meeting learner needs
Arthritis Care
Meeting learner needs better
Artsline
Improving capacity to meet learner needs
Asthma UK
Meeting learner needs
Asylum Models & Effects
Student visit
Atom 42
Improving capacity to meet learner needs
Bangladeshi Community Centre
Widening participation, meeting learner needs
Barnet Museum
Exhibitions of student work
Battersea Park School
School visit / progression to Foundations
Birkbeck University
Information exchange
Blackfriars Settlement
Joint curriculum delivery, increased reach, efficient
use of resources, joint bidding
Blake Art College
Curriculum development
Bluebella
Competition Panel
British Dyslexia Association
Meeting learner needs better
British Institute for Learning Disabilities
Improving capacity to meet learner needs
Camberwell College of Arts
CCW progression link UAL
Camden 6th Forms – Voc network
Information, advice and guidance, progression
Camden Adult Community Learning Providers
Best practice sharing, local planning, Community
Learning Trust
Camden Adult Learning Providers Group
Engagement of local stakeholders, joint planning of
information, advice and curriculum, localism
Camden Community Partnerships / Camden
Collective / Camden Town Unlimited
Pop up shops – arts curriculum development
Camden Libraries
Meeting learner needs better
Camden Mind
Meeting learner needs better
Camden Partnership for Educational Excellence
Project Bid / Performance & Improvement
Camden People’s Theatre
Curriculum collaboration
35
Partnership organisation
Value of partnership
Camden School for Girls
School visit / progression to Foundations
Castlehaven Community Association
Information exchange
Central St Martins
Curriculum collaboration & progression
Chase Farm Hospital
Improve reach, widen participation, help build
capacity, meet learner needs
Chelsea College of Art & Design
Curriculum and strategy
Chinese Community Centre
Widening participation, meeting learner needs
City & Islington College
Curriculum collaboration & progression
City Lit
Knowledge exchange
Clean Break
Progression routes to WMC / HE
Confucius Institute for Chinese Medicine
Meeting learner needs better
Creative & Cultural Skills
Knowledge exchange for curriculum
Crossrail
Improving capacity to meet learner needs
Crossroads Care (Camden)
Meeting learner needs better
Croydon College
School visit / progression to Foundations
Cypriot Community Centre
Widening participation, meeting learner needs
Diabetes UK
Improving capacity to meet learner needs
Disability Action in Islington
Meeting learner needs better
Disability in Camden
Meeting learner needs better
Dyspraxia Association
Meeting learner needs better
EDEXCEL
Validated Centre
Education and Employment Project
Meeting learner needs better
Elfrida Rathbone Camden
Capacity building, meeting learner needs, reach
ENAIP
Partnership potential for developing languages &
outreach with local Bangladeshi community
Enfield Schools Improvement Service
Creative Careers and progression
Enheduanna Society
Curriculum enhancement / Story telling
Epilepsy Society
Meeting learner needs, helping partner achieve
goals, CPD
Fairtrade
Meeting learner needs better
Fotismere School
School visit / progression to Foundations
Genesis Housing
Reach, improving capacity to meet learner needs
Go Project
Fashion Link
Grey Coat Hospital School
School visit / progression to Foundations
Hackney Community College
School visit / progression to Foundations
Hampstead Garden Suburb Adult Education
Joint curriculum delivery
Havering College
School visit / progression to Foundations
Haverstock School
School visit / progression to Foundations
HE: University of the Arts, Institute of
Education (IoE), Greenwich University
Collaboration to run courses, progression for
learners, best practice sharing
Highgate Wood School Arts College
School visit / progression to Foundations
Hillcroft visit & exchange
Knowledge exchange. Presentation of good practice
- Access
36
Partnership organisation
Value of partnership
Holloway Prison
Meeting learner needs, increasing capacity of
partner, leveraging in funding, diversifying funding
Hopscotch
Widening participation, meeting learner needs
Institute of Education
Access Placements – Susan Finlay, Matthew
Dunning
Iranian and Kurdish Women’s Rights
Organisation (IKWRO)
Meeting learner needs better, helping partner
achieve goals, CPD
JISC Regional Centre London
Training and knowledge exchange
Jobs in Mind
Meeting learner needs better
Julien MacDonald
Fashion Foundation student placement
Kensington & Chelsea College
Progression to Foundations
Kensington & Chelsea Connexions
Progression link to Fashion Foundation
Key Changes / Islington Music Forum
Performing Arts and mental health progression in
collaboration with St. Pancras Hospital
Kings Cross Development
Strategic positioning, meeting community needs
Kingsgate School
Progression routes to WMC
LA Swap
Progression A&G
Learning Unlimited
Curriculum development, joint bidding
Libraries
Improving capacity to meet learner needs
Linking London Lifelong Learning
FE/HE network: brokering relationships to benefit
learners
Local FE Colleges: Westminster Kingsway, City
of Westminster, City and Islington
Train to Gain Consortium, responses to
unemployment and redundancy
London Borough of Camden
Multiple knowledge exchange
London College of Fashion
CAPs scheme. Fashion Foundation progression
London Open College Network
Information and accreditation
London Underground
Meeting employee and employer needs
LSIS Beacon Group
Best practice sharing, until LSIS closed
Malta University / Achievability
Performance ‘I could be Anyone’ /
Matthew Scurfield / Clare Agius
Maria Fidelis School
School visit / progression to Foundations
Marylebone School
School visit / progression to Foundations
Middlesex University
Promotion of learner achievements and potential
Moorogaabey
Meeting learner needs better
Multiple Sclerosis Society
Meeting learner needs better
National Careers Service
Meeting learner needs better, helping partner
achieve aims
National Society for Epilepsy
Meeting learner needs better, helping partner
achieve goals, CPD
New Beacon Books
Meeting learner needs better
New Direction
Fashion placements
NHS
Improve reach, help partner achieve social/health
goals
NHS Public Health Directorate
Helping partner achieve community aims
37
Partnership organisation
Value of partnership
Other SDIs and Community Learning providers:
Hillcroft, BACES, Merton Adult Education
Southend Adult and Community College
Sharing QA documents, ideas and best practice
Paris Fashion Week
Student placement
Paul Murphy Architects
Exhibiting student work
Pentonville Prison
Meeting learner needs, increasing capacity of
partner, leveraging in funding, diversifying funding
Pimlico School
School visit / progression to Foundations
Pop-Up Projects CIC/Francis Crick Institute
Exhibitions of student work
Positive Experience
Fashion Foundation learner link
Post 14 Network (IoE)
Strategic link
Regent High School
Curriculum development and progression
RNIB
Responding to learner needs
RNID
Meeting learner needs better
Roundhouse
Curriculum development and collaboration
Royal Mail
Improving capacity to meet learner needs
SANE
Meeting learner needs better
Sarma Community Centre
Progression routes to WMC
Scope
Disability awareness, meeting needs
Selfridges
Exhibitions of student work
SHAPE
Meeting learner needs better
Skills London
2 Day careers event / marketing / promotion
St Charles FA
Career fair / marketing
St Marylebone School
School visit / progression to Foundations
St Mungo’s
Improve reach, widen participation, help build
capacity, meet learner needs
St Pancras Hospital Forensic Mental health Unit
Widen participation, help build capacity, meet
learner needs
St Thomas More School
School visit / progression to Foundations
Swiss Cottage School
Progression routes to WMC
The Amy Winehouse Foundation
Fashion Foundation catwalk event at Holiday Inn
Express Camden celebration
The Camden Society
Meeting learner needs better
The Florence Trust
Exhibitions of student work
The Francis Crick Institute
Science Writing Project 2-5 April 2013.
The Irish Centre
Capacity building, meeting learner needs, reach
The London SDIs: Mary Ward, City Lit and
Morley College
Best practice sharing, curriculum collaboration,
strategic positioning
The Money Advice Services
Advice, referral and presentations to learners.
The Sickle Cell Society
Meeting learner needs better
The Stroke Association
Meeting learner needs better
Theatro Technis
Knowledge exchange and collaboration
Toni and Guy
Fashion show / Catwalk
38
Partnership organisation
Value of partnership
Unity Bank
Meeting learner and employer needs
University College Hospital
Meeting employee and employer needs
Voluntary Action Camden
Capacity building, meeting learner needs, reach
Well Placed Consultancy
Meeting learner needs better
West Herts. University
Fashion Foundation work placement BA Hons
Textiles
Westminster Kingsway
HE Career Fair / Marketing
Westminster University
HE Progression talks Art & Design Foundation
White Cube
Student visits
Whitechapel Gallery
Student visits
World First
Fashion Foundation live project brief / Competition
Young Carers Project
Meeting learner needs better
Youth Media Agency
Promoting courses and knowledge exchange
39