HENLEY COLLEGE COVENTRY
SELF-ASSESSMENT REPORT
2008 / 2009
CONTENTS
SECTION A
Page
1
SUMMARY OF GRADES AWARDED
3
2
COLLEGE CONTEXT AND SELF-ASSESSMENT PROCESS
4
3
OVERALL EFFECTIVENESS
5
4
CAPACITY TO IMPROVE
6
5
REVIEW OF COLLEGE IMPROVEMENT PLAN 2008/09
8
6
A.
OUTCOMES FOR LEARNERS
13
A1.
How well do learners achieve and enjoy their learning?
a) Learners’ attainment of their learning goals
b) How well learners progress
How well do learners improve their economic and social well-being
through learning and development?
How safe do learners feel?
13
Are learners able to make informed choices about their own health and
well-being?
How well do learners make a positive contribution to the community?
17
A2.
A3.
A4.
A5.
7
B.
B1.
19
B4.
9
18
19
B3.
C.
16
QUALITY OF PROVISION
B2.
8
16
How effectively do teaching, training and assessment support learning
and development?
How effectively does the provision meet the needs and interests of
users?
How effectively does the provider use partnerships to develop its
provision to meet learners’ needs?
How effective are the care, guidance and support learners receive in
helping them to attain their learning goals?
20
20
21
LEADERSHIP AND MANAGEMENT
22
C1. How effectively do leaders and managers raise expectations and
promote ambition through the organisation?
C2. How effectively do governors and supervisory bodies provide leadership,
direction and challenge?
C3. How effectively does the provider promote the safeguarding of learners?
C4. How effectively does the provider actively promote equality and
diversity, tackle discrimination and close the achievement gap?
C5. How effectively does the provider engage with users to support and
promote improvement?
C6. How effectively does self-assessment improve the quality of provision
and outcomes for learners?
C7. How efficiently and effectively does the provider use its available
resources to secure value for money?
22
24
24
25
26
27
28
COLLEGE IMPROVEMENT PLAN 2009-2010
29
10
QUALITY OF PROVISION IN CURRICULUM AREAS SUMMARY
33
11
THE STUDENT VOICE
34
1
SECTION B
12
Page
INDIVIDUAL CURRICULUM AREAS
35
Adult, Social and Continuing Education (ASCE)
Business and Professional Studies
36
Early Years
51
English for Speakers of Other Languages (ESOL) and TESOL
66
Forensics, Access, Maths, English and Sciences (FAMES)
80
Health and Social Care
97
IT Skills/IT Workforce Development
112
Hospitality and Creative Studies (HCS)
Art and Design
125
Beauty Therapy
140
Catering and Hospitality
153
Engineering
168
Hairdressing
182
Media Studies
196
Leisure and Professional Studies (LPS)
Business Administration
210
Computer Studies/Systems and Networking
226
Overseas
243
Public and Uniformed Services
256
Sport and Fitness Industry
269
Sports Science
286
Travel and Tourism
299
Progression Strategies (PS)
Essential Skills
315
Fresh Start and Prince’s Trust Volunteers
328
Learners with Learning Difficulties and Disabilities (LLDD) and Life
Skills
14-16 Programmes
342
355
Henley Business Solutions (HBS)
Franchise
371
Work Based Learning
383
Appendix 1
ACADEMIC RESPONSIBILITY STRUCTURE
396
Appendix 2
MANAGEMENT ORGANISATION STRUCTURE
397
2
SECTION A
1.
SUMMARY OF GRADES AWARDED
Grades: 1 = outstanding; 2 = good; 3 = satisfactory; 4 = inadequate
OVERALL EFFECTIVENESS
2
CAPACITY TO IMPROVE
2
A
OUTCOMES FOR LEARNERS
2
How well do learners achieve and enjoy their learning?
3
B
C
Learners attain their learning goals?
3
How well learners progress?
2
How well do learners improve their economic and social well-being through learning and
development?
2
How safe do learners feel?
2
Are learners able to make informed choices about their own health and well being?
2
How well do learners make a positive contribution to the community?
2
QUALITY OF PROVISION
2
How effectively do teaching, training and assessment support learning and development?
2
How effectively does the provision meet the needs and interests of users?
1
How effectively does the provider use partnerships to develop its provision to meet learners’
needs?
1
How effective are the care, guidance and support learners receive in helping them to attain
their learning goals?
2
LEADERSHIP AND MANAGEMENT
2
How effectively do leaders and managers raise expectations and promote ambition throughout
the organisation?
2
How effectively do governors and supervisory bodies provide leadership, direction and
challenge?
2
How effectively does the provider promote the safeguarding of learners?
2
How effectively does the provider actively promote equality and diversity, tackle discrimination
and close the achievement gap?
2
How effectively does the provider engage with users to support and promote improvement?
1
How effectively does self-assessment improve the quality of the provision and outcomes for
learners?
2
How efficiently and effectively does the provider use its available resources to secure value for
money?
2
3
2.
COLLEGE CONTEXT AND SELF-ASSESSMENT PROCESS
2.1
Henley College Coventry provides education both from its main site in Bell Green
and at 12 other centres across the City. Uniquely in Coventry and Warwickshire,
Henley College Coventry has a very high widening participation factor and recruits
a high proportion of students from the most disadvantaged postcode areas. In the
year 2008/09 approximately 36% of students were from minority ethnic groups;
46% of enrolments were at Level 1, 38% at Level 2 and 16% at Level 3. The
College’s mission states that “Henley College Coventry believes in the power of
education to make a difference to people’s lives and to the achievement of their
full potential. To achieve this, we put the ‘Student First’ in everything we do”.
2.2
The College focuses on vocational education and training, and works hard, often
with partner agencies, to widen post-16 participation and employer engagement.
The College has recently achieved the Learning and Skills Council (LSC) Training
Quality Standard (TQS). The College is widely recognised for its innovative and
progressive approach to provision for LLDD, and for school-leavers who previously
failed to attain a full Level 2 qualification.
2.3
The degree of social disadvantage in the College’s immediate neighbourhoods is
extreme. The adjacent districts of Wood End, Manor Farm, Henley Green and
Deedmore Road are collectively a New Deal for Communities (NDC) regeneration
zone. An indication of the scale of challenge in these districts is demonstrated by
the low level of educational attainment pre-16. Whereas approximately 52.5% of
children in the City as a whole (ie: including priority neighbourhoods) achieve five
GCSEs A-C, the figure in the NDC area is approximately 43%. Young people in the
NDC area continuing in education post-16 is only 58% compared with 77% for
Coventry as a whole. At age 16, 15% of school-leavers are not in education or
employment compared with 6% for Coventry. Almost a quarter of the NDC
population is in lone parent households.
2.4
The College recognises the vital contribution it makes to the educational and social
fabric of the North East of Coventry in particular. It is an active partner at NDC
Partnership Board and officer level, developing and supporting key projects,
particularly around Skills for Life, computer literacy, health education, the reengagement of local young people and skills leading to employability.
2.5
The College plays an active role in the community regeneration of Coventry
through such bodies as the Coventry Strategic Partnership, membership of two
Schools’ Federations and Coventry Ambassadors. It pro-actively seeks involvement
with new initiatives across the City and has established first-class training facilities,
many in the heart of Coventry’s priority neighbourhoods, including:








2.6
Riley’s UK On-line Centre, Bell Green
Humber Road LearnBase, Stoke
Hope Centre, Hillfields
Centre AT7, Courthouse Green
United Reform Church, City Centre
Holbrooks Community Care Association
Coventry Refugee Centre
Broad Horizons
The development of existing and new partnerships with private business, social
housing agencies, the voluntary sector and statutory agencies is central to the
College’s strategies for widening participation in education and training.
4
3.
2.7
The renaissance of Coventry, through inward investment and a strategic approach
to the built environment, is a factor the College has been quick to respond to. To
facilitate this, not only will more skilled people be needed, but also people with
new and different skills. There is a risk that the economically inactive local
population could be marginalised as jobs are filled with in-commuters and foreign
workers. The College will continue to support capacity-building across the City; the
focus will be on the national priorities of Skills for Life, adult Levels 2 and 3, and
full-time participation 16-18, particularly with regard to the following sectors:
hospitality and catering; retail (including customer care and sales);
manufacturing/engineering; business and professional services; health and social
care; and creative industries.
2.8
In addition to these sectors, the College will concentrate on the expansion of its
employer responsive provision, provision for LLDD, and collaboration with the Local
Authority and local schools. The College has become characteristically outwardlooking over the past three years, and will continue to be so.
2.9
The College undertakes an annual self-assessment of all areas of provision and
services and uses the resulting reports and action plans to identify areas for
improvement in the following year. The base information for generating the
College report is at course team level. All course teams hold a series of meetings
culminating in a course review and evaluation meeting, at which overall
effectiveness of course delivery is judged against key targets and the questions
posed by the Common Inspection Framework.
2.10
The outcomes of the above reviews are used by Programme Managers to help
them compile and agree their own self-assessment reports with their Heads of
Department, and these are included in Part B of this College Self-Assessment
Report. Business Support section managers also complete self-assessment reports
which are agreed with the relevant member of the Senior Management Team and
used to inform the judgements made in the first part of this report. A College
moderation panel, which, when possible, includes representatives of the Local
Learning and Skills Council (Local LSC), agrees the final grades to be awarded with
the Programme Manager and Head of Department of each programme area. The
process of self-assessment is an integral part of strategic planning and, therefore,
department, business section and cross-college action improvement plans are
formally reviewed twice a year. The College is part of a Peer Review Group, along
with South Worcestershire, Stratford and North Warwickshire Colleges, which
provides a mechanism for validating each college’s Self-Assessment and curriculum
area improvement processes.
OVERALL EFFECTIVENESS
Grade 2
3.1
Henley College Coventry is a good College with some aspects that are outstanding.
3.2
Overall College success rates have improved over the last three years, in some
cases significantly. In specialist curriculum areas there are many examples of
excellent rates. However at College level, the pace and consistency of
improvement is levelling out, with most success rates either hovering around the
national benchmark or falling below it. The College is committed to taking decisive
action to drive up success for all students at all levels.
3.3
Adult students tend to do better at Level 1 than students aged 16-19 but there is
little significant difference at Levels 2 and 3. Success rates for 14-16 provision are
very good for many groups; there are some lower achieving cohorts where there
are large numbers of disengaged young people. Progression rates are excellent,
5
with 94% of learners moving into further study or employment. Internal
progression rates for full-time learners moving to the next level of study are good
at 52%.
4.
3.4
The quality of teaching and learning is very high. New technology is used very
effectively in most courses to enhance learning.
3.5
There is an extensive range of provision, offering a very diverse community of
students the opportunity to learn and improve. Henley’s students are
predominately drawn from areas with particularly high levels of deprivation. The
College is committed to engaging with all learners, irrespective of the high levels of
support individuals may require and in the knowledge that these learners are at
significantly higher risk of withdrawal, poor attendance and lower levels of
achievement.
3.6
The care, guidance and support provided by cross-college student services,
additional support and mentoring teams, and by curriculum tutors is very good. All
full time students participate in group and individual tutorials. There is a highly
stimulating range of relevant topics for group tutorials with effective sharing of
high quality materials. Most students have well-developed Individual Learning
Plans (ILP) that effectively support the review of individual progress and set
challenging targets.
3.7
The College prioritises safeguarding and has thorough and very effective
procedures and processes in place. All staff are trained in safeguarding and there
is a team of highly qualified and experienced staff who deal with and advise on
safeguarding issues, as well as working within Coventry’s multi-agency approach.
3.8
The College has particularly well-developed partnerships that ensure users’ needs
are identified and plans developed to meet these needs in a cohesive way. The
College is proactive in responding to local and national priorities, including those
targeted at reducing worklessness and improving employability skills.
CAPACITY TO IMPROVE
Grade 2
4.1
There have been many improvements over the last three years that have made a
significant difference to the College’s ability to deliver a very good and improving
learning experience for students. Of 25 curriculum programme areas, 22 are
judged to be good or better, with no inadequate grades. The percentage of
lessons graded good or better has increased from 80.5% to 87%. Teachers are
very well supported to improve the quality of lessons and to integrate new
technology effectively to enhance learning. The introduction of a learning and
retention mentor team in 2007/08, that was embedded in 2008/09, significantly
improved the College’s responsiveness to vulnerable students and those at risk of
non-achievement.
4.2
The Senior Management Team has demonstrated its willingness to be decisive
where quality is compromised. For example floristry provision was closed 2008/09
and Henley Business Solutions restructured to address weaknesses in employerresponsive provision.
4.3
The College is in a strong financial position and has thus been able to invest in
resources, particularly new technology. The College was a victim of the LSC capital
fiasco, so its bid to re-build the College estate was unsuccessful with the result
that some ongoing issues with accommodation remain unresolved.
6
4.4
Despite many good and outstanding features, improvements in success rates have
slowed and the College is taking robust action to address this.
7
5.
REVIEW OF COLLEGE IMPROVEMENT PLAN 2008-09
IDENTIFIED AREAS FOR
IMPROVEMENT
KQ1
Although improving, Key Skills (KS)
results are not yet satisfactory
Significant drop in success rates in
long Level 2 for both under-19 and
19+
ACTION TO BE TAKEN
MEASURE / EVIDENCE
BY
WHOM
WHEN
Ensure all students enrolled
on appropriate KS and level;
provide 2 hours per week
support; revise test strategy;
regular audit/update
Increased overall success
rates to 76%
KS Team /
PM
June 2009
Key Skills results still not meeting
targets. New delivery method
introduced Sept 2009
Extended moderation process
for SARs to explore reasons
for drop in particular areas
and identify areas requiring
extra support or full CIR.
Analysis of problem and list
of recommendations drawn
up
DU
Dec 2008
Success Strategy implemented at
whole college level. Individual action
plans by Programme Areas agreed
and monitored by Heads of
Department. Evaluated and embedded
for 2009/10 in College planning
processes – operating plans, SARs and
staff appraisals
Advanced Practitioners (APs)
will provide differentiated
training and support to a case
load of 2 or 3 programme
areas to improve quality of
teaching and learning and
take forward the Information
and Learning Technology
(ILT) Strategy
Differentiated training
provided
KC
July 2009
Advanced Practitioners re-deployed.
Significant improvement in grading
profile to 87% good or better
Development Unit (DU)
actively working with Henley
Business Solutions (HBS) to
ensure full compliance with
Quality Systems; AP to
provide training to coordinators in ILP reviews
Compliance with all College
audit requirements
DU
Jan 2009
Teaching Quality Support observations
extended to workplace assessors.
Training given to co-ordinators
Whole College management
event to focus on issue
KQ2
The Teaching Quality Support
Review for 2007/08 identified a
number of aspects of teaching and
learning as needing improvement in
particular areas across the College
KQ3
ILPs need to be reviewed more
consistently with learners in the
work-place
REVIEW OF PROGRESS
8
IDENTIFIED AREAS FOR
IMPROVEMENT
KQ4
Co-ordination and external support
for students on work-placement is
under-developed
ILPs are still comparatively
uninformed by value added
information
KQ5
College systems did not detect
systemic failure in HBS nor
assessment irregularities in
engineering early enough
CIS
CIS data is not used fully – Heads
and Programme Managers do not
have access to ProAchieve
ACTION TO BE TAKEN
MEASURE / EVIDENCE
BY
WHOM
WHEN
REVIEW OF PROGRESS
Further development of data
base to manage work
placements and work
placement procedures for risk
assessing.
Effective provision of
placement information
HBS
March
2009
Database established and training
provided to support implementation.
Process for conducting and recording
risk assessments managed crosscollege
APs will focus on encouraging
more consistent use of
existing student information
by tutors in conducting ILPs
Smarter and more
academically focussed
targets in ILPS
APs
March
2009
Training and support given to tutors
New procedures for tracking
actions recommended by EVs
and other external reports
put in place
All reports recorded
MH
June 2009
In place
Secondment of Quality
Improvement Co-ordinator
(QIC) to HBS to rectify
systemic failure and
implement College quality
procedures across the area
Audit compliance
RR
Jan 2009
Secondment took place
Formation of HBS quality
group with weekly scheduled
meeting with DU and HBS to
implement change and
improvement
More effective structure in
place
KC/MH
July 2009
HBS/Quality Task and Finish group set
up to support process for gaining TQS
Structure support provided
for area in order to gain TQS
TQS accreditation
HBS/DU
Sept 2009
TQS gained Sept 2009
Implement and train staff on
web version of ProAchieve so
that staff can access data on
retention, achievement and
success
ProAchieve training log.
More effective use of data in
SARs
AFS
June 2009
ProAchieve not appropriate. Staff now
have access to and use relevant pivot
tables
9
IDENTIFIED AREAS FOR
IMPROVEMENT
Courses are not monitored for cost
effectiveness and value for money
Equal Opportunities
The percentage of disabled staff in
College, and those from minority
ethnic groups, is substantially lower
than in the student population of
the College, providing few role
models for students from disabled
and ethnic minority communities
ACTION TO BE TAKEN
Devise course costing model
MEASURE / EVIDENCE
Costing model in use to
evaluate courses
BY
WHOM
WHEN
REVIEW OF PROGRESS
AFS
June 2009
Basic Costing Model developed and
course costs compared to income.
Monitor feedback from job
applicants who chose not to
apply, in order to identify
possible barriers at the
application stage
LF/SA
July 2009
Questionnaire developed and made
available on vacancy section of
website. Based on feedback received
to date, no barriers/potential
discriminatory issues identified
Continue to analyse progress
through the selection process
of job applicants from underrepresented groups, to
identify possible
barriers/issues
DW/LF
July 2009
Sample of job applicants across a
range of posts undertaken, and
reasons for failure at shortlisting and
interview stages collated. Main
reasons were lack of relevant
qualifications and experience. No
barriers/issues identified. Next review
to be undertaken March 2010
In liaison with Marketing,
recruitment literature to be
developed to promote images
of a diverse College staff,
working in a range of roles
DW/LF
Jan 2009
Carried forward to 2009-10
Females are currently outperforming male students at all
ages and levels
Ask gender sub group
committee to investigate and
propose actions. Specific
aspects of College support
targeted at ‘at risk’ and under
achieving groups
Less differentiation in
success rates
ALL
July 2009
Expansion of retention mentoring
team to provide targeted support for
at risk students. Sub-groups reporting
to College Equal Opportunities Group.
Performance gaps between specific
groups reducing
Mixed race, Asian, White and Other
males are currently underperforming, particularly at Level 2
and above
Ask gender sub group
committee to investigate and
propose actions. Specific
aspects of College support
targeted at ‘at risk’ and under
achieving groups
Less differentiation in
success rates
ALL
July 2009
Expansion of retention mentoring
team to provide targeted support for
at risk students. Sub-groups reporting
to College’s Equal Opportunities
Group. Performance gaps between
specific groups reducing
10
IDENTIFIED AREAS FOR
IMPROVEMENT
HUMAN RESOURCES
Insufficient progress has been
made in developing a formal
strategy for succession planning,
resulting in a potential inability to
ensure continuity of staffing,
improve progression routes for staff
and meet the current and changing
skills requirements of the College
ACTION TO BE TAKEN
MEASURE / EVIDENCE
BY
WHOM
WHEN
REVIEW OF PROGRESS
Formalise a succession
planning model to ensure
continuity of staffing,
improve progression routes
for staff and ensure the
current and changing skills
requirements of the College
are met through:
Processes in place and
available on g: drive
DW/KC
Feb 2009
Formal strategy and framework now
developed; to be implemented from
November 2009
 development of initiatives
such as work shadowing
and coaching
Training and Staff
Development records
DW/KC
Feb 2009
 development of a
coherent College
management training
programme
Training and Staff
Development records
DW/KC
Feb 2009
Opportunities created for
management development, eg: by
attendance at annual Strategic
Planning Conference.
Planning conference for staff with
management ambitions
 report to SMT on a
quarterly basis to identify
staff nearing retirement
age
Reports to SMT; Staff Audits
DW
Feb 2009
Carried forward to 2009/10
Encourage recycling initiatives
and review cleaning provision
Cleaner College
PH
July 2009
Recruited part-time cleaner to assist
with regular litter picking
At certain times of the year, due to
holiday commitments, low priority
jobs are not actioned within
reasonable timescale
Review roles and
responsibilities to ensure
service standards met
Service standards met.
PH
July 2009
Appointed Estates Supervisor and
Helpdesk implemented to assist with
job prioritisation; jobs now completed
within appropriate timescales
Energy wasted as a result of
equipment, lights, etc. being left on
overnight.
Undertake energy audits and
review levels of waste in line
with Sustainable
Development Plan
Reduced energy and waste.
PH
July 2009
Energy audit undertaken and
reduction noted in number of items
left on overnight. System of ‘fines’
introduced for those ‘offenders’
leaving equipment on when not in
use.
ESTATES
College litter problem
11
IDENTIFIED AREAS FOR
IMPROVEMENT
Review of cleaning provision
highlighted high cost of current
contracted service
TECHNICAL SERVICES
We are still lacking full specialist
technical knowledge in some work
areas such as media software and
MAC computers. This is improving
as training and hands-on by the
department’s staff is being
implemented
As a result of upgrades to the
Network System, we can no longer
gather certain data to monitor and
evaluate Network performance
VALUE FOR MONEY
A small number of staff stick with
regular suppliers for some
purchases rather than test the
market or use College contracts
with suppliers who provide
discounts. Therefore, the College
cannot be certain that it is always
getting value for money
GOVERNANCE
Failure to represent the diversity of
the College community
ACTION TO BE TAKEN
MEASURE / EVIDENCE
BY
WHOM
WHEN
REVIEW OF PROGRESS
Evaluate alternatives to
cleaning provision
Reduced expenditure
PH
Dec 2008
Alternatives evaluated and bringing inhouse considered the most viable
option. Limited progress on the
Transfer of Undertakings Protection of
Employment (TUPE) issues because of
staff sickness
Identify skills shortages
within team and send
members on training courses
Training records.
CB
July 2009
Skills shortage areas identified and
staff training put in place. Technical
Services team subsequently
restructured resulting in loss of some
skills/knowledge
Evaluate existing Network
set-up to identify if usable
performance data can be
collected, and if not, identify
alternative solution
Production of Network
statistics
LS
Dec 2008
Little progress made in the year.
Technical Services team re-structured
and complete review of operations
commissioned
Encourage staff to market
test suppliers for regular
purchases.
More effective use of spend.
RB
July 2009
Staff reminded of the need to obtain
competitive quotes and to seek best
value
Continued contact with
minority ethnic communities
in an attempt to recruit to
potential/actual vacancies
More diverse membership of
the Corporation to reflect
the minority ethnicity
breakdown of the student
body (35%)
Clerk
Ongoing
Minority ethnicity membership
increased as a percentage of the
governing body from 10.5% to 21%
12
6.
A.
OUTCOMES FOR LEARNERS
A1. How well do learners achieve and enjoy their learning?
a
Learners’ attainment of their learning goals
Grade 2
Grade 3
Grade 3
Strengths




Excellent success rates on long Level 2 main programmes for 16-19 year olds (83%)
Significant improvement in success rates (45% in 2007/08 increased to 65% in
2008/09) for students identified with behaviour, mental health and Aspergers’ issues
who were targeted for support by cross-college mentors
Significant improvement in long Level 3 success rates over the last three years
Very good average point score per exam entry at Level 3
Areas for improvement




Long Level 1 success rates for 16-19 year olds are 10% below national benchmark.
Long Levels 1 and 2 success rates for adults have fallen
Low apprenticeship framework completion rates
Poor success rates on additional long and short Levels 1 and 2 qualifications for 16-19
year olds studying on full time programmes
Both long Levels 2 and 3 success rates for 16-19 year olds have improved by 4% compared
to 2007/08. Success rates for 16-19 year old level 2 main programmes are particularly
strong at 83%. Long Level 3 rates have improved consistently well (+11%) in the last
three years and are now within 4% of the benchmark.
Retention on long Level 1 courses fell by 4% (16-18) and by 7% (adults) compared to
2007/08. Long Level 1 success rates for adults are at benchmark but have fallen over the
last two years. Analysis of main qualification success rates indicates that 77% of 16-18
year old long Level 1 learners are successful. Attention must, therefore, be given to
improving success rates for additional long and short Levels 1 and 2 qualifications studied
by full-time students alongside their main qualification.
Framework completion rates for apprentices are low. Poor administration and data
handling from previous years is still having a negative impact on success rates.
Analysis of average point score data for 2007/08 shows the College was above LSC,
England and Coventry and Warwickshire Local Authority averages, and better than other
colleges in the Coventry and Warwickshire sub-region.
b
How well learners progress
Grade 2
Strengths



Student progression to positive destinations is outstanding
Contextual value added scores are very good
Well-developed and varied opportunities for learners to develop personal and social
skills, including spiritual, moral and cultural aspects
94% of learners progressed to employment or further study. Internal progression shows
58% of level 1 learners progressing to a Level 2 programme, and 50% progressing from
Level 2 to Level 3. Student information sheets populated at the beginning of a student’s
13
programme and used to track progress and success show that many Level 3 students
achieve beyond their predicted grades.
Tutorial and enrichment programmes include development of personal skills and cultural
awareness, for example: ‘respecting difference’ sessions, celebration of Black History Week
and visits to the Holocaust Museum. There is active learner membership of Equal
Opportunities sub-groups for Race, Gender and Disability Equality.
14
HENLEY COLLEGE COVENTRY SUCCESS RATES 2005/06 TO 2008/09
2007/08 BENCHMARKS BY LEVEL ARE FOR ALL COLLEGES AS NO FE WP BENCHMARKS AVAILABLE.
Ret
%
06/07
Ret %
07/08
Ret %
08/09
Ach
%
06/07
Ach
%
07/08
Ach
%
08/09
80
84
85
55
66
68
78
78
85
81
77
81
84
75
84
83
88
85
84
84
70
74
74
83
84
81
80
84
100
65
80
100
100
100
100
100
84
87
89
93
71
76
79
99
100
99
83
82
72
71
73
73
39
50
63
76
89
94
87
88
88
86
71
84
88
89
83
88
84
70
71
85
84
87
73
77
81
56
57
90
91
88
82
73
64
83
83
88
95
94
93
82
89
89
87
89
99
100
100
86
87
89
Level
Enr
06/07
Enr
07/08
Enr
08/09
Suc %
06/07
Suc %
07/08
Suc %
08/09
Under 19
Key Skills
2913
2786
2935
45
56
58
Under 19
Long 1
1099
1208
1079
60
69
68
Under 19
Long 2
555
811
839
72
70
74
Under 19
Long 3
356
391
552
59
66
Under 19
Long H
5
4
2
80
100
Under 19
Short
358
389
302
62
68
74
Under 19
Very Short
170
397
241
82
82
71
19 +
Key Skills
256
236
222
29
36
46
19 +
Long 1
958
1092
721
78
83
75
19 +
Long 2
1239
1268
846
70
77
75
19 +
Long 3
455
534
386
62
64
19 +
Long H
97
98
82
73
66
19 +
Short
1652
1540
1112
77
19 +
Very Short
393
281
457
85
Age
BM
07/08
OVERALL COLLEGE SUCCESS RATES BY LENGTH OF PROGRAMME (benchmarks for High Widening Participation Colleges)
KEY SKILLS SUCCESS
LONG SUCCESS
SHORT SUCCESS
VERY SHORT SUCCESS
OVERALL SUCCESS
36
70
77
90
77
44
68
75
86
71
54
73
80
84
76
57
71
81
82
75
74
84
77
OVERALL COLLEGE SUCCESS RATES BY LENGTH OF PROGRAMME AND AGE (benchmarks for High Widening Participation Colleges)
16-18
BM
19+
BM
KEY SKILLS SUCCESS
58
46
LONG SUCCESS
70
75
73
72
SHORT SUCCESS
74
83
83
84
VERY SHORT SUCCESS
71
88
OVERALL SUCCESS
71
76
78
78
15
A2. How well do learners improve their economic and social well-being
through learning and development?
Grade 2
Strengths





Work readiness is well embedded in the curriculum
Innovative enrichment activities provide good opportunities to gain further
understanding of career and progression paths
Careers education is very well developed and effectively delivered by a Matrix
Excellence accredited team
Excellent opportunities for work placement and full-time employment for LLDD
students
Apprentices receive effective support that results in good progression into
permanent jobs
Areas for improvement


Opportunities for development of financial literacy and entrepreneurship are
under-developed
Use of young people as role models for peers needs further development
The College effectively prioritises the development of its learners’ vocational skills
and knowledge. Most vocational areas provide realistic work environments and
opportunities to engage with customers. The pre-vocational Fresh Start programme
is centred on learners’ participation in vocational ‘tasters’ to enable informed choices
of progression routes and delivers an Employability Skills qualification as part of the
curriculum. Qualified College guidance workers and two qualified Youth Workers,
work proactively with other agencies to provide direct guidance and support to job
seekers. Successful former College students are not systematically involved to
inspire current learners, although there has been some effective use made of
positive role models in marketing campaigns.
Students access a variety of enrichment opportunities, for example a local Jobs Fair
is held in the Student Common Room, an annual Enterprise Event is organised by
partners at the Enterprise Centre, and accredited programmes are offered in Youth
Achievement, Introduction to Youth Work, Community Sports Leadership and Cyber
Mentoring. Social well-being is a high priority in the College. There is a wide range of
formal and informal activities aimed at developing learners’ awareness of rights,
roles and responsibilities as citizens and supporting social cohesion. Apprentices
receive effective support from Training Co-ordinators to develop this understanding.
Students with learning difficulties and disabilities are referred by the City Council
Client Support Unit for a specialised progression to work course. The Employment
Access Support Training (EAST) course draws on strong links with employers to
provide supported work placements underpinned by classroom work focused on
work skills. It has a good record of achieving progression to full-time work.
A3. How safe do learners feel?
Grade 2
Strengths


Positive feedback from learners that they feel safe
Rigorous, well-understood policies and procedures to combat bullying,
harassment, discrimination and abuse
16

Well-embedded College values used effectively to underpin expectations for
positive and safe attitudes and behaviour
Learners say they feel safe and are happy overall with the course and the College in
student surveys and focus groups. Learning Mentors work with learners at risk of
becoming bullied or bullies to ensure they are aware of procedures for staying safe.
Vulnerable learners are involved in individual risk assessments and strong efforts are
made to help them understand arrangements to stay safe. For example, the
‘Trouble’ board-game, developed by the College in partnership with the Police and
Social Services, is an innovative, effective resource for helping LLDD learners to be
aware of risks and strategies to stay safe and there is close contact with the
Vulnerable Young Person’s Police Officer, who provides effective advice.
All students are involved in the annual ‘Anti-Bullying Week’ to raise awareness of the
issues and publicise the process. Complaints about discrimination and abuse are
followed up speedily and thoroughly.
College values are at the heart of induction and on-programme tutorial support, and
underpin the Respect Culture component of the enrichment curriculum.
A4. Are learners able to make informed choices about their own health and
well-being?
Grade 2
Strengths



Close and highly effective partnership work and referral processes with other
agencies to support delivery of health and well-being services
Comprehensive provision of confidential support which enables both self-referral
and targeting of vulnerable groups
Innovative partnership work with the Youth Service to provide a good range of
initiatives and activities to inform choices about health and well-being
Areas for improvement

Although access to and use of well-being data is advanced, the systematic
gathering of data on health across the College is under-developed

There are still insufficient incentives for students to choose healthy food options
in the College refectory
The College won a Matrix Excellence Award for its integrated welfare service, which
draws closely on partnership with Connexions and the local Safeguarding Board to
share information and actions in respect of at risk learners. A joint project with
Connexions enables referral to a home visit service and referrals to drug, alcohol and
sexual health agencies are frequent. A regular ‘Clinic in a Box’ service is provided by
the local Health Service and the College is an active member of the City Teenage
Pregnancy Steering Group.
The Learning and Retention Mentor team works effectively at transition stage to
identify learners with support needs, using available well-being data, and prepares
individual support plans in advance of learners entering College. The Mentors
provide both structured one-to-one support and drop-in access for at risk learners. A
clear referral process enables post-entry referral from tutors and self-referral to a
very good range of well-developed support services for learners, including those
with disabilities and learning difficulties.
17
Innovative partnership work with the Youth Service has enabled deployment of two
trained Youth Workers in the student common room and the provision of a good
range of initiatives and activities to inform choices about health and well-being. The
development of these activities has fully involved learners.
A well-equipped gym is available to all learners and is widely used. The College has
been very successful in its participation in Ability Counts disability football
tournaments.
The College has taken positive steps to enable learners to access healthy food. A
breakfast club is provided each morning for learners who do not have access to a
healthy breakfast. The subject of diet is embedded in a number of curriculum areas
including Beauty, Hairdressing, Fresh Start and Prince’s Trust. The Fresh Start
programme runs an allotment which enables disadvantaged learners, many of whom
have limited awareness of nutrition, to grow and sell their own vegetables.
A5. How well do learners make a positive contribution to the community?
Grade 2
Strengths



Good levels of learner involvement in events and activities to support their local
community
Wide range of opportunities available to students to participate in College life
that are enthusiastically taken up
Strong commitment from the College to fulfilling its role in advancing community
cohesion with the provision of a good range of opportunities for learners to
develop relevant skills and knowledge
Learners are involved in a good range of community events and activities. For
example, ESOL students volunteer at the Refugee Centre; community improvement
projects are embedded in the Fresh Start and Prince’s Trust curriculum; Business
Administration students prepare monthly newsletters for Mercia Therapy Centre.
There is cross-college student involvement in ‘V volunteering’ and regular charity
fundraising events. LLDD learners on the EAST programme complete the ASDAN
Community Volunteers Award and participate in work placements with local charities.
Learners engage enthusiastically with a wide range of opportunities to participate in
College life and contribute to developments to the benefit of themselves and other
learners. There is a good level of participation in the Student Council, the class
representative process, and the Student Union. Student Governors attend meetings
regularly and update Corporation members about student activities at every
meeting. There is a good level of student membership at the Race, Gender and
Disability sub-groups and high uptake of invitations to become Student
Ambassadors. Processes for channelling the views of learners to positive action
through all of these forums are well developed and put to good effect.
The College is committed to supporting community cohesion. Learners participate
annually in the Youth Parliament, the Students Parents Conference, the Learner
Support Youth Club and the Make Your Mark campaign. Many curriculum areas
organise team-building activities and in several areas the learners organise activities
for other students. There is close liaison with partner agencies; many curriculum
areas draw on support from the Police to develop understanding of key issues within
the community such as knife-crime, gang culture and extremism. Several curriculum
18
areas embed citizenship qualifications, and rights and responsibilities is a prominent
theme in tutorials and apprenticeship reviews.
7.
B.
QUALITY OF PROVISION
B1. How effectively do teaching, training and assessment support
learning and development?
Grade 2
Strengths



Much very good teaching
Very effective, targeted improvements made to teaching and learning
Excellent resources to support improvements in teaching and learning
Areas for Improvement

Improved teaching grade profile has not yet substantially improved overall
success rates
Teaching and learning are very effective. There has been a continued and successful
focus, through training and staff development, and through the work of the College
Advanced Practitioners, on improving the quality of teaching, learning, and tutoring.
The use of the internal teaching and learning observation scheme to improve
teaching quality is very robust and effective. The overall grade profile for the College
has significantly improved, with 87% of lessons now graded as good or better,
compared with 80.5% the previous year. The last Ofsted inspection found the
College’s observation and grading process to be ‘robust’.
Many strengths were identified from 233 observations of teaching and learning and
tutorials undertaken throughout 2008/09. These included: enthusiastic teaching that
encourages learners to participate; effective planning that showed good
understanding of students’ needs; very good range of activities to structure learning;
effective use of questioning to check learning; efficient tracking systems to monitor
students’ progress; effective use of ILT in most areas. Weaknesses identified
included: some lesson plans and schemes of work lacking in detail; lack of
differentiation in some teaching; some poor punctuality and attendance; students
need to be more involved in preparation for ILP reviews; some cramped and
uncomfortable accommodation.
Resources to support improvements in teaching are excellent. The College continued
to develop briefing cards on aspects of good practice as part of the Development
Unit series of cards on teaching, learning, and tutoring. This library of cards is now
extensive, and is given to every new permanent and sessional lecturers as part of
their induction. Training sessions based on these cards were provided to all College
departments by the Advanced Practitioners.
The College uses ILT effectively to support learning. To ensure that learners gain
maximum benefit from using information learning technology as a key means of
organising their learning, the College developed and implemented a new ILT
Strategy. Laptops were provided to teaching staff and Office 2007 introduced. The
staff training Film Unit was featured as good practice on the LSIS Excellance
Gateway. The virtual learning environment, WebCT, was further developed, and
judged by the Quality Assurance Agency (QAA) in its higher education review (IQER)
to provide “a high level of learning resources encouraging their extensive use”.
19
However, the College recognises that the improvements in the grade profile of
lesson observations have not yet resulted in substantial improvements to the
College’s success rates. In 2009/2010 the Advanced Practitioners will work to
improve the consistency of the College’s delivery of teaching and learning by closer
scrutiny of schemes of work to ensure that high quality planning and delivery takes
place throughout the year.
B2. How effectively does the provision meet the needs and interests
of users?
Grade 1
Strengths






An excellent range of qualifications and programmes in most subject sector areas
Very good progression routes
Very good curriculum support for students
Excellent advice and guidance
Highly effective, student-centred, tutorial process
Strong links with external agencies that improve the student learning experience
Areas for improvement

Limited work experience for students in some areas
There is a strong vocational focus to all provision, with an excellent range of
qualifications and programmes in most subject sector areas. Good progression
routes are available in most subject sector areas from Entry/Level 1 through to
higher education. Relevant additionality and enrichment is provided, including the
development of literacy, numeracy and Information and Communication Technology
(ICT) skills for all full-time 16–19 students. There is very good curriculum support for
students through the College intranet and coursework materials.
Excellent advice and guidance is provided to ensure students take best advantage of
available options. Tutorial support for students, both academic and pastoral, is
particularly strong. Tutors provide an effective student-centred learning approach,
allowing development of realistic and effective Individual Learning Plans (ILPs) for all
full-time and many part-time learners. Curriculum staff and specialist cross-college
additional support and mentoring teams provide excellent opportunities and support
for students with additional needs.
The College has demonstrated its effectiveness in meeting the needs of employers
by recently gaining the Training Quality Standard (TQS). There are very strong links
with industry, universities, schools, and community organisations leading to
enrichment and progression opportunities for students. However, relevant work
experience is not a mandatory element of all full time 16–19 programmes.
B3. How effectively does the provider use partnerships to develop its
provision to meet learners’ needs?
Grade 1
Strengths

Excellent links with other learning providers that ensure a broad, responsive and
relevant curriculum
20




Particularly strong links with Coventry Local Authority and other public bodies to
ensure the College is well informed and responsive to local and national priorities
and initiatives
Very good and strengthening links with Small to Medium enterprises (SME) and
large employers
High levels of support for local organisations and projects that benefit the local
community and develop students’ citizenship skills
Excellent and proactive links with other agencies to respond to the employment
and skills agenda
The College has excellent links with other learning providers, schools, the Local
Authority, and employers and sector skills councils, as well as with community
groups and other agencies serving the local area and sub-region. This has resulted
in a wider curriculum offer for Coventry learners. The College is a member of the
North and South East Federations, working with schools, other providers,
Connexions, Local Authority and the LSC to improve the quality and accessibility of
curriculum, particularly vocational and applied learning, to 14-19 year olds.
The Principal, managers and staff are members of and work closely with key
strategic groups in the City for example the NDC Partnership Board, a number of
sector skills councils, the Coventry Partnership Board and Young People not in
Education, Employment or Training (NEET) Action Group.
Links with SMEs and large employers are very good and strengthening. For example,
Henley College Coventry works with IKEA, Coventry City Football Club, Ricoh Arena,
HSBC Bank and Parcelforce. In addition to bespoke employability skills, training and
pre-recruitment training programmes, the College engages with employers to
provide vocationally relevant work placements for both students and staff; visiting
speakers, sponsoring competitions and teams, contributing to curriculum
development and supporting employees’ training through Train to Gain and
Apprenticeships. Train to Gain provision expanded from 80 starts in 2008/09 to 426
starts in 2009/2010.
Henley College Coventry is very proactive in supporting its local community, for
example by providing sponsorship, fundraising, supporting bids for funding put
forward by local voluntary organisations and providing training. Typical projects
include research by students for the Teenage Pregnancy Service to identify barriers
to access, and working with Coventry City Football Club to launch ‘Ability Counts
Football’ and to engage LLDD learners in active sport. These activities broaden
students’ understanding of their community and how they can positively contribute
as good citizens, as well as building their confidence and esteem.
The College has developed close and effective partnerships with JobCentre Plus, City
Council Regeneration Services and the City Economy Learning Skills and
Employment (ELSE) group. These partnerships inform strategic direction and enable
the College to be proactive in tackling current challenges. For example, the College
bases a guidance worker for part of the week in the central Job Centre to provide
direct support to clients and staff on opportunities for unemployed and recently
redundant people.
B4. How effective are the care, guidance and support learners receive in
helping them to attain their learning goals?
Grade 2
Strengths
21



Excellent range and quality of support for learners with personal issues
Good processes for identifying additional support needs early, and meeting them
quickly and appropriately
Highly qualified staff are able to provide a well-integrated and holistic support
service
Areas for improvement

Mechanisms for involving learners more closely in the planning and review of
support need to be developed
The College provides an excellent range of care, guidance and support services for
students that are very well integrated to provide a personalised package of support
for each learner. A full-time qualified Counsellor provides confidential one-to-one
support and regular drop in sessions and works closely with a team of Learning
Mentors. The Mentors provide one-to-one support for those learners identified at
transition as potentially at risk and those referred on-programme. They also provide
a drop-in facility in a prominently located Learning Support Centre and in the
Student Common Room. The team works closely with a qualified Youth Worker who
oversees the Common Room and also provides informal support within the facility. A
confidential process for self referral for learners at risk of domestic violence and
forced marriage draws on close liaison with the Police to provide very effective
support. There is a dedicated support worker for 14-16 learners who is a member of
the local Safeguarding Board, Education and Well-Being sub-committees.
Individual learners’ additional support needs are accurately identified at an early
stage and are met quickly and appropriately. Strong efforts are made to identify
needs during the transition stage, pre-enrolment. For vulnerable learners there is an
application and recruitment process which is operated jointly with Social Services to
enable a thorough and holistic profile of learner needs. All LLDD groups receive onprogramme, in-class support from a team of Learning Support Assistants. Additional
support needs indicated in applications from Year 11 pupils are identified, support is
provided at interview stage as appropriate, and individual support plans are drawn
up pre-enrolment. A dedicated support worker for 14-16 learners prepares support
plans for transition and provides continuous support during the first term posttransition, before referring on to Learning Mentors. Literacy and numeracy support is
provided for learners identified in the cross-college diagnostic assessment, which is
carried out for all learners at induction.
Support staff are highly qualified and operate within an integrated, supportive
structure. The Learning Support team is inclusive and integrates support for needs
of all types. It forms part of Student Services, which enables close liaison with a
wide range of other support services. The Learning Mentors and Learning Support
Manager have completed Local Authority Learning Assistant qualifications to gain
better understanding of school support processes and to inform continuity of
support. The Learning Support Manager and 14-16 co-ordinator have completed CAF
training and the 14-16 co-ordinator is a member of the local Safeguarding Board
sub-committees on Education and Well-being. Learning Assistants receive regular,
ongoing training on a wide range of support needs and issues.
8.
C.
LEADERSHIP AND MANAGEMENT
Grade 2
C1. How effectively do leaders and managers raise expectations and promote
ambition through the organisation?
Grade 2
22
Strengths




Very effective leadership at all levels that provides the environment, culture and
support that stimulates and expects excellence
Very well-developed staffing policies and practices that promote ambition,
continuous improvement and support well-being
Strong track record of responding effectively and innovatively to national and
local priorities
Highly effective management of resources
Areas for improvement

Management levels used in staff feedback mechanisms need to be redefined to
facilitate analysis and ensure actions are effectively targeted
College leaders and managers are very effective in providing an environment,
culture and support that stimulates and expects excellence in every aspect of its
work. The framework for strategic and operational planning and personal appraisal is
well-developed and effective, ensuring that each team and individual is clear about
targets and priorities. Service standards for business support functions include
aspirational targets, with clear action points related to the achievement of excellence
in each area. The electronic action plan database provides an excellent tool to bring
together all significant plans and facilitate their integration, monitoring and
evaluation. Some development actions could be better focused on measuring
impact.
The College has a comprehensive and very well-resourced training and staff
development programme, very clearly linked to achievement of the College’s
Strategic Plan. A formal strategy and framework for succession management has
been established, which provides an effective mechanism for staff to develop and
broaden their potential and to improve progression routes. An excellent range of
work-life balance and family-friendly policies has been developed. These have led to
considerable improvements in staff conditions of employment. Take-up of initiatives
by staff has increased (182 staff accessed initiatives in 2008/09, compared to 158 in
2007/08). Analysis of staff feedback mechanisms (the staff survey and stress audit)
highlighted the need to define management levels more clearly in order to identify
specific issues and put in place targeted action.
There is a very strong track record of responding positively and innovatively to
national and local priorities, and of forging close collaborative links with partners to
meet identified skills needs. The College increased Train to Gain starts by over 500%
in 2008/09 and increased the number of employers it worked with by 75%. At the
same time, it achieved TQS status and a 66% success rate for Train to Gain. In
order to meet challenging targets for the ‘six month offer’, the College seconded a
member of staff to work out of the local Job Centre Plus office. This has led to a
number of programmes being delivered to address worklessness, employability and
skills development.
Resources are very effectively managed, with robust and embedded policies,
procedures and practice in place. The College was a victim of the LSC’s
mismanagement of capital rebuilding funds and so has been unable to re-build its
estate as planned. However, it continues to manage some inappropriate
accommodation effectively. Investment in new technology has been unaffected by
this and students benefit from access to a variety of very good physical resources.
23
C2. How effectively do governors and supervisory bodies provide leadership,
direction and challenge?
Grade 2
Strengths



Good monitoring of performance to ensure that improvements to provision are
implemented
Highly experienced and knowledgeable Governors from diverse backgrounds who
provide very effective challenge and expertise
Strong commitment to modernisation of approach to maximise effectiveness
Areas for improvement


Membership needs to more closely reflect the diversity of the College’s local
community
Increase Governors’ involvement in and support of wider College activities
Governors’ business is carefully managed, with continuous input from external
training and support networks to ensure duties are performed in line with excellent
practice. An audit of Governance carried out in January 2009 provided substantial
assurance of compliance with its legislative obligations. Opportunities for Governors
to participate in student and staff activities across the wider College are not often
taken up.
Governing body membership includes representation from the local authority,
university, local businesses and other training providers, as well as staff and student
representatives from the College itself. This ensures a diverse mix of views and
perspectives to inform strategic decision-making. Members of the Search Committee
continually investigate ways of attracting people of minority ethnic heritage to
contribute to the work of the Governing Body.
Practices and procedures were reviewed by Governors during 2008/09 to ensure
that all key activities undertaken by the College receive appropriate scrutiny and to
ensure that Governors’ time and expertise is maximised. As a result, a revised
committee structure will operate from March 2010.
C3. How effectively does the provider promote the safeguarding of learners?
Grade 2
Strengths



Thorough and effective procedures and processes ensure that effective and
timely action is taken in response to welfare concerns
Good arrangements are in place to ensure that all staff receive initial
safeguarding training and updating appropriate to their role in College
Highly effective liaison internally and with external agencies to safeguard
learners
Areas for improvement

Written guidelines for safeguarding on employers’ premises need to be
developed to inform risk assessments carried out by Training Co-ordinators
24
The College attaches high priority to safeguarding and has thorough procedures and
processes in place to ensure effective and timely action when issues arise. A
designated senior member of staff has overall responsibility for safeguarding and
has been trained to conduct Common Assessment Framework (CAF) assessments.
Members of the Student Services team are designated to act in the absence of the
senior manager. Arrangements are overseen by a Governor who is the Chair of the
local Safeguarding Board’s Promoting the Well-being of Children sub-committee, and
the Governing Body has received awareness training. A Safeguarding Young People
and Vulnerable Adults policy and procedure is in place and is reviewed annually, in
conjunction with Governors. Written guidelines to inform risk assessments for
students whose learning is supported in the workplace are still to be finalised.
All College staff have received training to ensure that the policy and procedure is
understood, and new members of staff, including sessional staff, receive training at
induction. There are sound arrangements for appropriate checks on staff, including
Criminal Records Bureau (CRB) checks for staff who have regular, unsupervised
access. A single, central record is held of these checks. There are also policies in
place to combat bullying and discrimination, and training has been conducted to
ensure that staff promote these. Bullying and discrimination issues are well
embedded in tutorial and enrichment curriculums.
The College operates a monitoring and referral process internally which deploys CAF
levels to assess risk and identify appropriate stages for referral. The welfare team
conducts regular case conference sessions at which planning and tracking of support
actions takes place. The team has access to Connexions and Safeguarding Board
databases to make onward referrals to external agencies and to gain information to
facilitate appropriate support. A member of the College team is also a member of
the local Safeguarding Board sub-committees on Education and Well-being, as well
as the Share Care Database Panel. The manager of the local Share Care information
sharing database advised on the set up and operating procedure for the College
welfare group and has attended case conference sessions, as appropriate. The
College complies with its duty to report all allegations of abuse from adults, including
staff.
C4. How effectively does the provider actively promote equality and diversity,
tackle discrimination and close the achievement gap?
Grade 2
Strengths



Successful actions taken to narrow achievement gaps
Data used very effectively to initiate improvements
Highly diverse community is welcomed and valued
Areas for improvement


White males continue to underperform
Under representation of minority groups in College staff and in the
development of College processes and procedures
The College has been effective in promoting equality and in closing the achievement
gap in relation to most minority groups. The gap in performance between male and
female students has narrowed by 8% over the past three years and currently stands
at 3%. The comparative performance of Black and Asian males has risen
significantly, and is now is now 5% above College average.
25
Responsibility for taking action on equal opportunities and diversity issues is clearly
allocated and embedded in College quality processes, including SARs and course
reviews. Improvements have been made in the use of Equality and Diversity Impact
Measures (EDIM) data by managers in the self assessment process. All College
managers have received training in Equality Impact Assessments and the College is
making significant progress in the applying the assessment to all new and existing
policies and procedures.
A diverse community of students is welcomed by the College. A ‘One World, One
College’ campaign celebrating College diversity was introduced in September 2009.
College students have recently launched a Lesbian, Gay, Bi-sexual and Transgender
group. Access is good to the College buildings for students with disabilities. Specific
courses and support packages are designed to meet the needs of particular groups
of students, and are effective. The College has made it clear that it will not tolerate
harassment or discrimination and held a successful Anti-Bullying campaign, which is
to be repeated in 2009/10.
However, white males continue to underperform at 4% below College averages. The
profile of disabled College staff, and those from minority ethnic groups, is
substantially lower than in the student population of the College, providing few role
models for students from disabled and ethnic minority communities. The
involvement of minority groups in the construction of College policies, processes and
procedures needs to be increased.
C5. How effectively does the provider engage with users to support and
promote improvement?
Grade 1
Strengths



Very wide variety of opportunities for students to have a voice
Substantial improvements made as a result of user feedback
High quality of user engagement validated by Customer Service Excellence
Award and Training Quality Standard
The College is genuinely customer-centred and the student voice is not only listened
to, but it forms a key determinant in the improvement process. This was the key
finding of the assessment report of the new Customer Excellence Award, gained in
October 2009. The College uses a wide range of consultative mechanisms to gain
user views on their satisfaction with College provision, and ensure that quality
improvements are made in response to the voices of both students and the
employers that use our services.
Substantial improvements have been made to provision as a result of user feedback.
For example, student survey results and College focus groups indicated below
benchmark rates of satisfaction with College catering services. As a result, a new
contractor was appointed, all catering staff were trained in customer care, and a
new range of healthy options was introduced. Similarly, parents expressed a wish to
be better informed as to what they could expect from the College. As a result the
College prepared a Parents Information Booklet which is currently being published
for distribution to the parents of this year’s 16-18 intake.
As part of its strategy to find out how our external customers and partners
experience our service, the College meets regularly and consults with a wide range
of community groups and workforce partners. As a result, training is offered around
the needs of business and the economy in the City. This was recognised in the
26
College being awarded the TQS in September 2009. Eighty seven per cent of
employers surveyed in 2008/09 rated the service they had received as ‘good’ or
‘excellent’. However, the College needs to do more to involve students in the design
and construction of its internal quality processes and procedures.
C6.
How effectively does self-assessment improve the quality of provision and
outcomes for learners?
Grade 2
Strengths



Thorough, accurate and effectively moderated self-assessment processes in
place
Effective and rigorous process of curriculum improvement review
Substantial improvements to provision resulting from self-assessment
Areas for improvement

Insufficient impact of self-assessment actions on College-wide success rates
The process of self-assessment is accurate, thorough, and embedded across the
College, with detailed and regular course team reviews building into programme
area self-assessment reports which inform the whole College quality improvement
plan. Ofsted confirmed the accuracy of the College’s grading, both at College-wide
level, and at the level of individual lesson observations. As a result of this Ofsted
now rely on desk-top reviews of the College’s results and SAR instead of making
annual assessment visits.
Substantial improvements to provision have been made as a result of accurate selfassessment. Examples include the provision of a dedicated social area for higher
education students; the re-design of particular courses, such as the Sports Science
programmes, and the provision of increased enrichment/social activities for all
students following their feedback.
For some years, the College has used a rigorous and effective moderation process
for its programme and business support area self-assessment reports, with
participation on the moderation panel of LSC representatives. The College has
recently developed an additional mechanism for validating its self-assessment
processes through its work with a Peer Review Group, which also includes South
Worcestershire, Stratford and North Warwickshire Colleges.
The College has continued its rigorous CIR curriculum improvement review process
utilising the best features of an Ofsted inspection. Action improvements are clearly
identified and regularly monitored by the CIR team leader. The most recent Ofsted
inspection found that these reviews had ‘contributed significantly to measurable
improvements’.
There is effective management of the College’s quality assurance and improvement
mechanisms, with a clearly defined Quality Assurance calendar of key processes, and
excellent support provided by the College’s Development Unit to staff carrying out
these activities.
Although there have been improvements in the College’s grade profile (both for
curriculum area and individual lesson observation grades), there has been little
overall improvement in College success rates compared to national benchmarks over
the last year.
27
C7. How efficiently and effectively does the provider use its available
resources to secure value for money?
Grade 2
Strengths





Very effective processes in place for ensuring value for money
Responsive arrangements to resource provision of specialist equipment for
students and staff with disabilities or learning difficulties
Very effective capital approval and replacement mechanisms that ensure
access to high quality IT equipment for students and staff
Robust arrangements to maximise efficient use of resources including
accommodation, energy and recycling
Very efficient recruitment and selection process to ensure timely and costeffective management of staff vacancies
Areas for improvement


Increased use of centralised purchasing could provide opportunities to
negotiate better deals from suppliers or to benefit from bulk purchases
Mechanism is required to ensure easier access to up-to-date staff sickness
absence statistics
The College continually reviews its purchasing methods and suppliers to ensure it
achieves good value for money. Current arrangements include membership of a
purchasing consortium, use of a specialist agency to negotiate with utilities,
competitive tendering and the requirement for quotations for larger purchases, and
the use of market testing to ensure the College continues to receive best value. The
College undertakes benchmarking of costs against other similar colleges to identify
areas for further investigation and possible savings. There are possible missed
opportunities to benefit from bulk purchasing or negotiated cost-reduction due to
the use of devolved budgets to curriculum and business support managers.
A good stock of specialist equipment is held for students with additional needs, and
a budget is available for the purchase of any further equipment that may be
required.
The College provides very good access for staff and students to technology to
support learning. Most students are positive about the computer facilities available
to them: 88% of students thought the computers they used were good.
The College manages its resources carefully to ensure efficiency and effectiveness
are maximised. Rooming audits are undertaken annually to evaluate the efficiency
and effectiveness of room utilisation and inform the property strategy. Energy audits
are undertaken at least annually and a system of ‘fines’ has been introduced to deter
staff from leaving equipment switched on when not in use. A Sustainable
Development Committee has been established to promote recycling of resources
(eg: plastic wallets, box files), reduction in waste (eg: selling old equipment to staff
and students, or donating it to charity) and to drive the College’s sustainability
agenda.
The process to ensure timely and cost-effective recruitment of staff is particularly
well-developed. Use of a computerised process to manage staff sickness absence
statistics would improve access and accuracy of information.
28
9.
COLLEGE IMPROVEMENT PLAN 2009-2010
IDENTIFIED AREAS FOR
IMPROVEMENT
ACTION TO BE TAKEN
MEASURE/EVIDENCE
BY WHOM
WHEN
REVIEW OF
PROGRESS
The following actions relate to all of the
first three A1 areas for improvement:
A1.
Long Level 1 success rates for
16-19 year olds are 10% below
national benchmark
A1.
Long Levels 1 and 2 success
rates for adults have fallen
A1.
A1.
Poor success rates on
additional long and short
Levels 1 and 2 qualifications
Low apprenticeship framework
completion rates
Implement flow chart to ensure all
students are registered correctly for their
main qualification and additionality
Level 1 success rates
improve to benchmark (1619) or increase by 5%
(adults)
AFS/HoDs
December
2009
Re-introduce texting initiatives; explore
other technology enabled solutions to keep
in touch with students; identify rewards
for good/improved attendance
Attendance and retention
improve by 5% and 8%
respectively
AFS/AJ/SA
January
2010
Identify and share good (and ineffective)
practice from high performing areas
Areas with low success
rates implement effective
measures to improve
Prog Areas
January
2010
Formalise and share processes to ensure a
strong interface between cross-college
support services and curriculum staff
Strong, well integrated
plans to support student
success
AJ/SA
January
2010
Ensure accurate identification of success
rate issues (including attendance,
retention and achievement) and robust
actions to address at course level by
programme managers; implement regular
and effective monitoring of action plans
and use of predictive data to target in-year
intervention
Appropriate improvement
target shown in
programme area SARs
Course and whole-college
success rates improve to
benchmarks or above as
agreed
SA/AFS/
HoDs
September
through to
July
Improve processes for planning end dates
to ensure achievement can be counted in
the correct year; improve recruitment and
guidance of apprentices to ensure more
appropriate match of entry profile with
programme
Framework completion
rates meet individual
targets for each framework
AJ/ES
Sep 2009
29
IDENTIFIED AREAS FOR
IMPROVEMENT
A2. Opportunities for development
of financial literacy and
entrepreneurship are under
developed
ACTION TO BE TAKEN
MEASURE/EVIDENCE
BY WHOM
WHEN
Joint project with Coventry University to
encourage entrepreneurship as an option
for students
Additional resources and
activities developed
AJ / MC
Jan 2010
A2.
Use of young people as role
models for peers needs further
development
Tracking of former students to be
improved, network of ‘alumni’ to be set up
Former students identified
MH
April 2010
A4.
Systematic gathering of data
on health across the College is
under-developed
Research availability of health indicator
data, eg: free school meals and formulate
plan for collection and use
Health data plan
AJ
March 2010
A4.
Insufficient incentives for
students to choose healthy
food options in the College
refectory
Negotiate with Catering Academy to
provide a range of healthy options
Increase range of healthy
options
ND
Jan 2010
Identify with Catering Academy and/or
College to offer a subsidy for healthy food
Competitively priced
healthy options
RB
March 2010
A5.
Opportunities for students to
gain understanding of issues
relating to sustainability are
limited
Develop enrichment and tutorial
curriculum
to include sustainability
Tutorial programme and
enrichment curriculum
include sustainability
theme
AJ/MC/JG/K
C
July 2010
B1.
Aspects of teaching and
learning needing improvement
across the College as identified
in the Teaching Quality
Support Review for 2008/09
Schemes of work, differentiation and
attendance and punctuality to be given
new focus in teaching observations, and
training supplied to all departmental staff
accompanied by new briefing cards
Improvements noted in
Teaching Quality Support
Review for coming year
KC
July 2010
B1. & C6. Improvements in the
grade profile of lesson
observations noted in the
past two years has not yet
resulted in substantial
improvements to the
College’s success rates
Advanced practitioners will work to
improve the consistency of the College’s
delivery of teaching and learning. To do
this there will be training on, and closer
scrutiny of, schemes of work to ensure
that high quality planning and delivery
takes place throughout the year
Success rates should more
closely reflect grade profile
KC
Sept 2010
B2.
Include a minimum entitlement to work
Students improve their
MH
Sept 2010
Limited work experience for
REVIEW OF
PROGRESS
30
IDENTIFIED AREAS FOR
IMPROVEMENT
students in some areas
ACTION TO BE TAKEN
MEASURE/EVIDENCE
experience in all full time programmes
awareness of industry
practice
BY WHOM
WHEN
B4.
Mechanisms for involving
learners more closely in the
planning and review of support
need to be developed
Conduct focus groups with target groups
to gain feedback on most appropriate
methods of involving learners; develop
processes for actioning learner
recommendations
Feedback is recorded;
learners are involved in
planning and review
AJ/MC/RS
Feb 2010
C1.
Management levels in staff
feedback mechanisms need to
be redefined
Redefine management levels in staff
survey and stress audit
Easier to evaluate and
target improvement action
DW
Prior to
surveys
C2.
Governors’ membership needs
to more closely reflect the
diversity of the College’s local
community
Search Committee and Clerk continue to
seek strategies to recruit members of
minority ethnic heritage
More Governors from
minority backgrounds
Governors/
Clerk
Ongoing
C2.
Increase Governors’
involvement in and support of
wider College activities
Remind Governors of events and actively
encourage participation
Governors involved in
wider College activities
Chair/Clerk
Ongoing
C3.
Written guidelines for
safeguarding on employers’
premises need to be developed
to inform risk assessments
carried out by Training Coordinators
Produce and distribute guidelines; deliver
training for co-ordinators
Co-ordinators feel
confident in conducting risk
assessments, including
safeguarding issues
AJ/FG
Feb 2010
C4.
The profile of disabled College
staff, and those from minority
ethnic groups, is substantially
lower than in the student
population of the College
Personnel to investigate alternative
recruitment strategies
More balanced profile
DW
July 2010
C4.
White males continue to
underperform
Members of Student Services to work with
programme managers to develop
strategies, informed by the work of the
Gender Equality Sub Group
Reduction in gap
MC
July 2010
REVIEW OF
PROGRESS
31
IDENTIFIED AREAS FOR
IMPROVEMENT
C4. Involvement of minority groups
in the construction of College
policies, processes and
procedures is limited
C5.
There is insufficient
involvement of students in the
design and construction of
College processes and
procedures
C6.
(See B1)
C7.
Increased use of centralised
purchasing could improve value
for money
C7.
Mechanism to ensure easier
access to up-to-date staff
sickness absence statistics is
required
ACTION TO BE TAKEN
MEASURE/EVIDENCE
BY WHOM
WHEN
Greater student involvement in Equality
Impact Assessments conducted by General
Management Forum
Representation as required
and relevant
MH / MC
July 2010
Further Develop Learner Involvement
Strategy
Greater Learner
involvement
MH / JG
Jan 2010
MC / RR
Jan 2010
Investigate with other Colleges the
benefits of employing a qualified
procurement officer
Improved value for money
RB
July 2010
Develop comprehensive reports on College
sickness absence statistics
Ability to analyse sickness
level at College and
department and by staff
category
DW
July 2010
REVIEW OF
PROGRESS
Consistency with AoC
survey to aid
benchmarking against
sector
Regularly brief Governors,
SMT and managers
Reduced reliance on
manual records
32
10.
QUALITY OF PROVISION IN CURRICULUM AREAS SUMMARY
DEPARTMENT
ADULT, SOCIAL AND
CONTINUING EDUCATION
HOSPITALITY AND CREATIVE
STUDIES
LEISURE AND PROFESSIONAL
STUDIES
PROGRESSION STRATEGIES
HENLEY BUSINESS SOLUTIONS
PROGRAMME AREA
GRADE
Business and Professional Studies
2
Early Years
3
ESOL
1
FAMES
3
Health and Social Care
1
IT Skills / IT Workforce Development
1
Art and Design
2
Beauty Therapy
1
Catering and Hospitality
2
Engineering
3
Hairdressing
2
Media Studies
1
Business Administration
1
Computer Studies/Systems and Networking
2
Overseas
1
Public Services
2
Sport and Fitness Industry
2
Sports Science
2
Travel & Tourism
1
Essential Skills
2
Fresh Start & PTV
2
LLDD /Life Skills
1
14-16 Programmes
2
Franchise (ACC and CITEE)
2
Work Based Learning Apprenticeships
3
33
11.
THE STUDENT VOICE
During February 2009, the College undertook its annual, nationally benchmarked, student
survey in order to measure learner satisfaction levels; student views being sought from
2,722 students on 169 courses, with 1,731 responding( a high response rate of 64%, and
an overall 20% increase in returns over a four-year period).
THE LSC survey of January 2009 resulted in a weighted and adjusted score of 81.58% and
was graded good. One thousand two hundred and sixty nine questionnaires were
validated.
The following gives some key responses from our own survey.
Questionnaire Statement
Percentage of students
in agreement
I am happy with the course and College
88
The teaching on my course is good
95
I know who to ask for help with any problems
93
I have been treated equally while at College
90
I have been treated fairly while at College
90
The College tries to improve things
81
The College listens to my views
75
34
SECTION B
12.
INDIVIDUAL CURRICULUM AREAS
Adult, Social and Continuing Education (ASCE)
Business and Professional Studies
Early Years
ESOL
Forensics, Access, Maths, English and Sciences
Health and Social Care
IT Skills/IT Workforce Development
Hospitality and Creative Studies (HCS)
Art and Design
Beauty Therapy
Catering and Hospitality
Engineering
Hairdressing
Media Studies
Leisure and Professional Studies (LPS)
Business Administration
Computer Studies/Systems and Networking
Overseas
Public and Uniformed Services
Sport and Fitness Industry
Sports Science
Travel and Tourism
Progression Strategies
Essential Skills
Fresh Start and Prince’s Trust
LLDD/Life Skills
14-16 Programmes
Henley Business Solutions (HBS)
Franchise (ACC and CITEE)
Work Based Learning and Apprenticeships
APPENDIX 1
ACADEMIC RESPONSIBILITY STRUCTURE
APPENDIX 2
MANAGEMENT ORGANISATIONAL STRUCTURE
35
12.
Individual Curriculum Areas
2008-2009 PROGRAMME AREA
SELF-ASSESSMENT REPORT
PROGRAMME AREA
DEPARTMENT
PROGRAMME MANAGER
Business and Professional Studies
Adult, Social and Continuing Education (ASCE)
Rosemary Bonner
COURSE TITLE(S)
AAT Foundation – NVQ Accounting Level 2
AAT Intermediate – NVQ Accounting Level 3
AAT Technician – NVQ Accounting Level 4
C&G Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS)
University of Warwick’s Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS)
Foundation Apprenticeship in Accountancy
Advanced Apprenticeship in Accountancy
C&G Certificate in Assessing Candidates Using a Range of Methods (A1)
C&G Certificate in Conducting Internal Quality Assurance of the Assessment Process (V1)
Certificate in Personnel Practice
Key Skills
NVQ Team Leading Level 2
NVQ Management Level 3
NVQ Management Level 4
36
PROGRAMME AREA GRADE SUMMARY 2008-2009
PROGRAMME AREA: Business and Professional Studies
VALIDATION OF SELF-ASSESSMENT BY
MODERATION PANEL
DEPARTMENT: Adult, Social and Continuing Education
KEY QUESTION
1. Learners’ achievements
2. Teaching, Training & Learning
GRADE (1 – 4)
2
2
3. Programmes and activities
meet needs and interests of
learners
1
4. Guidance & Support
1
5. Leadership and Management
2
Programme Area Grade
2
Programme Manager (name):
R Bonner
Head of Department (name):
Date:
15/10/09
D Pryke
The Report:
Yes
Identifies key strengths and weaknesses
Has statements which are evaluative rather
than descriptive
Contains reasonable judgements which are
supported by evidence
Sets challenging but achievable
improvement actions
Comments:
Partly
No
x
x
x
x
Capacity to improve – comment/grade 2
Moderation Panel Grade: 2
Panel Member (name): K Clements / Mike Holliday
Date:
11th November 2009
37
SELF ASSESSMENT REPORT 2008-2009
PROGRAMME AREA:
Business and Professional Studies
SCOPE OF PROVISION
The Business and Professional Studies programme area offers three main vocational areas of provision which can be divided into Accountancy, Initial Teacher
Training and Business (which includes Personnel Practice). Courses are validated by the Association of Accounting Technicians, City and Guilds, OCR and the
Chartered Institute of Personnel and Development. We offer clear progression routes in Initial Teacher Training and Accountancy and we have links with local
Universities to advise Personnel Practice students of appropriate progression routes.
The programme area has started to develop OCR Team Leading and Management NVQs within the workplace. The programme area also delivers full cost courses
for the Coventry and Warwickshire Partnership for Care, thus meeting the needs of the community.
Students come from a wide variety of backgrounds. Analysis of success rates shows no significant variation between groups of learners.
ACTIONS TAKEN TO IMPROVE THE PROVISION FOR LEARNERS SINCE LAST SELF-ASSESSMENT REPORT
Improvement action
Impact on learners
Management specialist delivered underpinning knowledge sessions for the NVQ
Accounting Level 4 work-based projects
100% success rate on project unit
Enrichment activities added to the accountancy programmes
Learners now have the opportunity to visit the Bank of England to gain a
greater understanding of the role of the Bank of England in the economy to add
value to the Cash Management unit
Train to Gain qualifications successfully offered within the programme area
10 learners enrolled under Train to Gain – 90% success rate
Amount of full cost work significantly increased.
Five full cost courses planned and delivered
Programme Manager has joined the Business and Professional Specialist
Provider Network to work closer with other providers, to share good practice
and to find out current and future LSC policy
Meetings attended bi-monthly
Retention across the programme area continues to significantly improve
CIS statistics demonstrate that retention has increased from 79.48% in
2006/07, to 87.18% in 2007/08 and 95.5% in 2008/09
38
KEY QUESTION 1 – ACHIEVEMENT AND STANDARDS
How well do learners learn, progress and achieve?
STRENGTHS
EVIDENCE
AAT Accountancy courses are significantly above benchmark at each level,
including the AAT Foundation Day and the AAT Technician eve having a 100%
achievement rate and the AAT Foundation Apprentices have 100% success rate
CIS achievement data confirms:
 Foundation 76% against a benchmark of 66%
 Intermediate 74% against a benchmark of 62%
 Technician 65% against a benchmark of 55%
 AAT Foundation Apprentices 100% against a benchmark of 66%
Key Skills results for the AAT Apprentices are outstanding
89% success rate (achievement 100%, retention 89%)
The University of Warwick’s Award in Preparing to Teach in the Lifelong
Learning Sector’s success rate is significantly above benchmark
95% against a benchmark of 90%
WEAKNESSES
EVIDENCE
Learners on A and V units are significantly failing to hit deadlines for the
submission of work
Individual Learning Plans and missed end dates
There is a significant difference between Warwick University and C&G Award in
Preparing to Teach in the Lifelong Learning Sector achievement. We are
currently running the Award in Preparing to Teach in the Lifelong Learning
Sector through City and Guilds
University of Warwick 95% success rate, C&G success rate currently
82% against a success benchmark of 90%
Average student attendance across Programme Area: 93.61 %
39
Data Table
Please insert your 3-year trend data from the information provided by CIS.
Any discrepancies need to be resolved directly with CIS.
Please ensure all targets for 2009/10 are agreed with HoDs and completed.
Qualification
AAT Foundation
AAT Intermediate
AAT Technician
Level
2
3
4
Award in Preparing to
Teach in the Lifelong
Learning Sector**
3
A1 Certificate in
Assessing Candidates
Using a Range of
Methods *
3
V1 Certificate in
Conducting Internal
Quality Assurance of the
Assessment Process
4
Certificate in Personnel
Practice
3
NVQ Management
3
NVQ Management
4
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
06/07
07/08
08/09
29
79
87
69
25
88
59
52
40
95
71
67
32
84
85
72
36
94
74
69
43
93
75
70
33
97
84
82
33
94
68
64
13
100
92
92
21
100
100
100
1
100
100
100
1
100
100
100
29
90
85
76
43
91
79
72
48
94
69
65
75
97
89
89
28
96
36
36
15
93
36
33
14
93
92
86
4
75
75
75
2
100
100
100
21
100
71
71
7
100
71
71
10
60
40
24
bm
Target
08/09
Target
09/10
81
83
66
90
90
75
85
87
79
89
83
62
95
77
73
94
87
74
90
64
55
95
78
75
95
70
75
92
97
90
97
97
92
95
97
91
83
75
57
100
75
75
85
75
63
91
70
61
100
85
85
90
85
65
91
93
85
100
100
100
93
95
90
72
85
61
75
75
75
75
75
75
*Further achievements pending as these courses are roll-on/roll-off. Once these are complete
it is anticipated that the success rates for both the A and V units will be above benchmark.
**Two further portfolios have been submitted which, once processed, will bring the success
rate to 92%. One final portfolio is outstanding.
40
KEY QUESTION 2 – TEACHING,TRAINING AND LEARNING
How effectively do teaching, training and assessment support learning and development?
STRENGTHS
EVIDENCE
There is much good teaching within the programme area
100% of all those observed were graded good or better. All staff
within the programme area were observed
Much insightful teaching which motivates learners
Teaching Quality Support Review of Observations 2008-2009
The quality of assessment is very high
OCR, C&Gs and AAT moderator reports dated EV report dated
throughout the year confirm that assessment meets or exceeds their
assessment criteria
Students achieve very high success rates regardless of their race,
gender, ethnic background or disability
Analysis of data confirms that all learners groups are achieving at a
similar level
WEAKNESSES
EVIDENCE
There is inconsistent use of WebCT within the programme area
The AAT sessional staff do not use it to enhance their teaching
The Accountancy delivery lacks variety of approaches and innovative
practice and is too teacher centred in its approach
Teaching Quality Support Review of Observations 2008-2009 some
sessions would benefit from students being encouraged to work in
pairs
TEACHING AND LEARNING GRADE PROFILE FOR AREA
Number of observations: 10
Grade
1
2
3
4
%
10
90
0
0
(To be taken from TQS annual review)
41
KEY QUESTION 3 – NEEDS AND INTERESTS OF LEARNERS
How effectively do the programmes and activities meet the needs and interests of users?
STRENGTHS
EVIDENCE
Vocationally relevant and highly regarded ITT courses are designed
and delivered to reflect current practice in post compulsory education
and enable learners to gain employment
Destination data confirms 59% gained or continued relevant
employment during or following a PTLLS course or went on to further
study
The choice of optional units is highly effective in meeting the needs of Cash Management and Credit Control, Implementing Auditing
learners
Procedures, Preparing Business Taxation Computations and Preparing
Personal Taxation Computations are all offered as standalone units to
enable learners to choose a career path
Excellent support was given to Train to Gain learners through regular
and frequent assessment
Tutorial records confirm weekly contact and learners have completed
in a timely way. 100% timely achievement on all Train 2 Gain
programmes
WEAKNESSES
EVIDENCE
The limited scope of the Business provision omits key business
subjects such as financial capability and taught management classes
Curriculum provision
42
KEY QUESTION 4 – GUIDANCE AND SUPPORT
How effective are the care, guidance and support learners receive in helping learners achieve?
STRENGTHS
EVIDENCE
Additional activity and revision sessions are effective at helping
learners achieve on the AAT course
Learners made two trips to the Bank of England to gain further
understanding of the monetary system in England and the role of the
Bank. Full day revision sessions were offered prior to examinations to
maximise the learners’ chance of success
Staff offer outstanding additional support to students encountering
difficulties.
Retention across the programme area is 95.5%
Extra teaching and regular mentoring was added to the AAT
Technician level to support the work based project due to large
numbers
100% achievement on projects
WEAKNESSES
EVIDENCE
Some low levels of student satisfaction with the support they receive
Student Survey shows satisfaction rates with support received 9%
below college benchmarks.
43
KEY QUESTION 5 – LEADERSHIP AND MANAGEMENT
How effective are leadership and management in raising achievement and supporting all learners?
STRENGTHS
EVIDENCE
Strong management focus is given to meeting learners’ needs to
maximise attendance and retention
CIS data confirms that retention within the programme area was
95.5% and attendance was 93.61%
Successful commencement of Train to Gain work
10 learners enrolled on Team Leading Level 2 and Management
Levels 3 and 4. 90% retention and 100% timely achievement
There is a strong team ethos supported by regular meetings to
facilitate communication, and commitment to, ensuring students
reach their full potential
Team meeting minutes and high student success rates
The programme area delivered full-cost programmes and exceeded
its targets
Income £10,428 against a target of £7,000
WEAKNESSES
EVIDENCE
Only one observed lesson within the programme area was given a
grade 1
The Teaching Quality Support Review of Observations 2008-2009
confirms that of 10 observations 1 was graded outstanding and nine
were graded good
44
OUTCOMES FOR LEARNERS – ‘Every Learner Matters’
How does the area ensure that:
1.
All learners take responsibility for
their own health, safety and well
being?
Every Child Matters is embedded into initial teacher training courses and health and safety is a
core unit in the Management, Team Leading and AAT qualifications ensuring that all learners
have the knowledge and understanding to take responsibility for their own health and safety
2.
All learners are, and feel, safe?
All learners were given a Peers Early Education Partnership (PEEP) questionnaire to give them
the opportunity to identify any help they might need during an evacuation
3.
It contributes to all learners’
Students on all courses within the programme area devise a development plan giving them the
enjoyment, personal development opportunity to identify what personal development their need to achieve their career goals
and achievement?
4.
All learners are enabled to
contribute to their wider
community?
Learners achieve personalised development goals
5.
All learners increase their
employability and economic well
being through learning and
development?
Courses within the programme area enable learners to develop skills relevant to current
employment practice
45
ACTION IMPROVEMENT PLAN 2009-2010
All weaknesses identified must have a corresponding action for improvement and be referenced according to the Key Question
(e.g. KQ1 refers to achievement). First, however, all SARs must address the questions on Workforce Development, Equal Opportunities and Outcomes for Learners/Every
Child Matters.
PROGRAMME AREA:
KEY QUESTION
Business and Professional Studies
ACTIONS TO BE TAKEN
DEPARTMENT:
MEASURE/EVIDENCE
ASCE
BY
WHOM
BY
WHEN
e.g. KQ1
Recruitment targets will be adjusted to a more realistic level to
reflect the three year trend
Improved recruitment
KC &
team
Mar
2010
Workforce
PM to request development time to enable further
development of relationships with industry and commerce
with a view to increasing the number of NVQs delivered in the
workplace
Train to Gain targets
met
RMB
Jul y
2010
PM to continue to attend Employer Engagement and Specialist Train to Gain targets
Provider Network Meetings to get regular updates on current
met. One employer
and future opportunities and funding methodology
responsive course
delivered
RMB/
July
2010
Refer learners with identified or undiagnosed additional needs
to Student Support to ensure success of all learners
100% of all learners
with additional needs
fully supported
RMB
Immed
ECM to be given a discrete input on all initial teacher training
courses
All schemes of work to
include specific
reference to ECM
RMB/
LKD/
VWS
Oct
2009
Development
How can you improve
your programme area’s
strategy for Workforce
Development/Employer
Engagement?
Equal Opps
What steps will you be
taking to actively
promote equal
opportunities and
diversity?
ECM
Further actions
planned to meet ECM
agenda
PTA/
REVIEW OF PROGRESS
AUTUMN
SUMMER
LKD
46
continuation sheet ……
PROGRAMME AREA:
KEY QUESTION
ACTION IMPROVEMENT PLAN 2009-2010
Business and Professional Studies
ACTIONS TO BE TAKEN
DEPARTMENT:
MEASURE/EVIDENCE
BY
WHOM
ASCE
BY
WHEN
1
Managers to be contacted should A and V unit learners
not attend their tutorials or have failed to make progress
against their individual action plan
Success rates 5%
above benchmark
RMB/
VWS/
LKD/
Oct
2009
1
The University of Warwick is liaising with their own
Curriculum Committee and QCA with a view to being
approved as an awarding body which would enable LSC
funding to be used to fund their Award in Preparing to
Teach in the Lifelong Learning Sector
Success rates 5%
above benchmark
Fergus
McKay
Dec
2009
2
All sessional staff within the programme area to be retrained in the use of WebCT and their usage of it
monitored
Results of
staff/student surveys
to indicate consistent
usage across all
courses
RMB/
LKD/
PTA
Dec
2009
2
Teaching methods to be added as a regular item to the
AAT course team meeting Agenda to make varied and
innovative teaching methods a priority
Grade 1 teaching
observations
RMB/
PTA
Jul y
2010
REVIEW OF PROGRESS
AUTUMN
SUMMER
47
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA:
KEY QUESTION
Business and Professional Studies
ACTIONS TO BE TAKEN
DEPARTMENT:
MEASURE/EVIDENCE
BY
WHOM
ASCE
BY
WHEN
3
Increase the provision of business courses to include at
least one financial services programme at Level 4
Course delivered
RMB
Jan
2010
4
All learners on all programmes to be offered individual
tutorials outside class time
Tutorials offered
All staff
Dec
2009
5
All staff within the programme area to be observed at
least once during academic Year 09/10. Prior to
observations those being observed to have meeting with
PM and APM to discuss scheme of work, lesson plan and
teaching methodology
50% of lessons
observed grade 1
RMB/
LKD
July
2010
REVIEW OF PROGRESS
AUTUMN
SUMMER
48
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
Additional actions (not linked to weaknesses) for improving and developing the area
PROGRAMME AREA:
KEY QUESTION
Business and Professional Studies
ACTIONS TO BE TAKEN
DEPARTMENT:
Adult, Social and Continuing Education
MEASURE/EVIDENCE
BY
WHOM
1
New member of staff joining the programme area in
January 2010 to achieve PTLLS and the A unit
Qualifications
achieved
JB
2
Ensure all micro-teaching and learner presentations are
video-recorded and copies given to learners to increase
their use of reflective practice
Recordings made and
distributed
RMB/
PTA/
LKD/
VWS
Ensure all classrooms belonging to the programme area
are kept tidy and that their wall displays are current,
topical and relevant
Improved learner
satisfaction with
regards to
accommodation
Include more interactive group activities on AAT courses
at all levels
Improved teaching
grades on AAT
courses. Schemes of
Work
Identify NVQ Management resources to encourage
effective self-study
All core units to be
fully resourced
2
3
3
BY
WHEN
REVIEW OF PROGRESS
AUTUMN
SUMMER
End
Apr
2009
July
2010
“
“
PTA/
DKA/
SPL/
EWB
RMB
Dec
2009
Dec
2009
49
ACTION IMPROVEMENT PLAN 2009-2010
Additional actions (not linked to weaknesses) for improving and developing the area
Business and Professional Studies
KEY QUESTION
ACTIONS TO BE TAKEN
ASCE
MEASURE/EVIDENCE
BY
WHOM
PTA/
DKA/
VWS/
RMB/
LKD
BY
WHEN
REVIEW OF PROGRESS
AUTUMN
SUMMER
July
2010
4
Continue to offer email tutorials to students who do not
have timetabled tutorial slots but need additional
Support with their studies or coursework
Increased success
rates
5
Keep programme area notice board relevant, up to date
and comprehensive
Displays to be
changed half termly
5
Successfully plan the launch of the Higher Diploma in
Business, Administration and Finance
RMB
Centre approval
given and prospective
students interviewed
Jul y
2010
5
Ensure all AAT classes are effectively taught during
Donna Kavanagh’s maternity leave
All classes taught
RMB
July
2010
50
2008-2009 PROGRAMME AREA
SELF-ASSESSMENT REPORT
PROGRAMME AREA
Early Years
DEPARTMENT
ASCE
PROGRAMME MANAGER
Emma Davies
COURSE TITLE(S)
CACHE Level 1 Foundation award
CACHE Level 2 Diploma in Childcare and Education
CACHE Level 3 Diploma in Childcare and Education
CACHE Level 2 Diploma in Childcare and Education part-time
CACHE Level 3 Diploma in Childcare and Education part-time
CACHE Level 3 Certificate in Foundation Stage Practice
51
PROGRAMME AREA GRADE SUMMARY 2008-2009
PROGRAMME AREA: EARLY YEARS
VALIDATION OF SELF-ASSESSMENT BY
MODERATION PANEL
DEPARTMENT: ASCE
KEY QUESTION
1. Learners’ achievements
GRADE (1 – 4)
Identifies key strengths and weaknesses
3
2. Teaching, Training & Learning
2
3. Programmes and activities
meet needs and interests of
learners
Yes
The Report:
2
4. Guidance & Support
3
Partly
No
X
Has statements which are evaluative rather
X
than descriptive
Contains reasonable judgements which are
X
supported by evidence
Sets challenging but achievable
X
improvement actions
Comments:
This Area has been identified for a Curriculum Improvement
Review which will further test the accuracy of this SAR.
Capacity to improve – comment/grade
2
5. Leadership and Management
3
Programme Area Grade
Programme Manager (name):
3
EMMA DAVIES
Head of Department (name): DAVID PRYKE
Moderation Panel Grade: 3
Panel Member (name):
Sally Archer/Anthea Smith
Date:
13 November 2009
Date: 15.10 2009
52
SELF ASSESSMENT REPORT 2008-2009
PROGRAMME AREA: Early Years
SCOPE OF PROVISION
The area consists of 3 full-time programmes at Levels 1, 2 and 3 for 16-19 year olds. Of the 64 students on programme during 2008/09, 63 were female and 55
were white British, with 15 accessing additional learning support. Data analysis shows no significant difference in the performance of these groups. On the Levels
2 and 3 full-time courses placements in school and nursery settings are an essential aspect of the course. They provide excellent opportunities for students to
practise what they have learnt in the classroom. The lessons are a mixture of practical work and theory. There are four part-time courses for adults, 2 of them
assessed in the workplace, one offered in the evening and one daytime at College. Some of the learners on these courses may be looking for a career change or
to gain accreditation for skills they already have. The awarding body for all of the courses is the Council for Awards in Children’s Care and Education (CACHE).
There are four full-time members of staff, one of whom is male, and two sessional staff members.
In January 2009 we introduced the NVQ Childcare, Learning and Development at Levels 2 and 3. This provides the opportunity for workers within a setting to gain
a qualification while remaining at work. In order to support employers looking to access Train to Gain, we also introduced the Foundation Stage Practice
Certificate, delivered in the work place and supporting Early Years practitioners’ CPD. This has been particularly successful.
ACTIONS TAKEN TO IMPROVE THE PROVISION FOR LEARNERS SINCE LAST SELF-ASSESSMENT REPORT
Improvement action
Impact on learners
KQ1 – improve the retention on the level 1 course through the opportunity to
undertake a voluntary placement
Actively supported and encouraged students to take up a voluntary placement,
50% of whom did so
KQ2 – staff integrate ILT into lessons to support student learning
Quality of assignments has improved (verifier feedback) and student motivation
has increased during lessons (student attendance, teaching observation
reports)
KQ3 – provide learners with the opportunity to undertake a first aid qualification
Level 3 learners all passed the qualification
KQ4 – improved Levels1 and 2 full-time student retention
Additional group and individual tutorials provided. Retention did not improve
although retention is good
KQ5 – provision expanded to offer an employer engagement course.
Introduction of two new courses specifically for employed people to meet
employer needs
53
KEY QUESTION 1 – ACHIEVEMENT AND STANDARDS
How well do learners learn, progress and achieve?
STRENGTHS
High success rates for Level 3 year 1 students in Key Skills AoN and
Communication Level 2
EVIDENCE
AoN 69% success (25% 2007/08); Communication 74% (0%
2007/08)
Outstanding success rates for Foundation Stage Practice Certificate
course
This was a new course delivered in the workplace and has a success
rate of 94%
Distance travelled for the Level 3 is excellent
All learners that passed the course achieved above the predicted
grade on entry
Learner attendance on Levels 2 and 3 is excellent
Level 2 – attendance 94%
Level 3 Year 1 and 2 attendance 96%
WEAKNESSES
EVIDENCE
Success rates on full-time Levels 1 and 2 programmes is low and
significantly below benchmark
Level 1 – success rate 50% BM 73%
Level 3 – success rate 57% BM 64%
Key Skill IT success at Level 1 is unsatisfactory for all full-time
programmes
ICT Level 1 success rate 3%. Some portfolios were not completed on
time which affected some achievement
Internal progression rates are low
This is due to learners not meeting the entry requirements to embark
on study at the next level
Average student attendance across programme area: 90%
54
Data Table
Please insert your 3-year trend data from the information provided by CIS.
Any discrepancies need to be resolved directly with CIS.
Please ensure all targets for 2009/10 are agreed with HoDs and completed
Qualification
Level
Foundation Award in
Childcare and Education
1
Diploma in Childcare and
Education
2
Diploma in Childcare and
Education
3
Part-time
Diploma in Childcare and
Education
2
Part-time
Diploma in Childcare and
Education
3
Certificate in Early Years
Practice
Key Skills
Communication
Key Skills
Communication
Key Skills
AON
Key Skills
AON
3
1
2
1
2
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
06/07
07/08
08/09
22
73
81
59
18
83
80
67
16
69
100
69
7
86
67
57
18
94
94
89
31
87
70
61
22
86
89
77
9
78
71
56
18
89
56
50
25
84
86
72
21
86
67
57
4
100
75
75
9
78
86
67
16
100
94
94
31
94
52
48
31
74
100
74
34
88
30
26
29
90
77
69
41
78
50
39
16
69
0
0
41
78
16
12
16
69
9
6
36
94
62
58
29
90
69
62
38
92
23
21
25
88
32
28
bm
84
87
73
82
87
71
72
91
64
82
87
71
Target
08/09
20
96
96
91
25
87
85
70
30
70
100
100
10
82
85
70
Target
09/10
20
90
87
73
25
90
90
75
35
72
91
64
72
91
64
55
Data Table
Please insert your 3-year trend data from the information provided by CIS.
Any discrepancies need to be resolved directly with CIS.
Please ensure all targets for 2009/10 are agreed with HoDs and completed
Qualification
Key Skills
ICT
Key Skills
ICT
Level
1
2
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
06/07
07/08
08/09
41
78
0
0
16
69
0
0
44
93
5
5
24
83
0
0
35
89
3
3
18
28
100
28
bm
Target
08/09
Target
09/10
56
STRENGTHS
KEY QUESTION 2 – TEACHING, TRAINING AND LEARNING
How effectively do teaching, training and assessment support learning and development?
EVIDENCE
Consistently good teaching and learning
TQS feedback – good use of WebCT, high levels of student participation and
constructive feedback. 100% of observations were graded good
Student survey results in teaching and learning are positive and above
College average
Student survey feedback – teaching on my course is good (100% agree)
My lecturer knows their subject well (99%).
Lecturer makes sure that I know what I am doing +3.
Attendance rates are also very good, indicating that students enjoy their
learning
Highly effective work placements for Levels 2 and 3 learners increase
motivation and learning
The learners are successful within placement and are able to put theory into
practice. This supports learning and improves understanding, while at the
same time developing skills that will be used in the workplace. Employer
feedback is consistently positive
WEAKNESSES
EVIDENCE
Some learners failed Level 3 Year 2 external research project
The research project replaced the 3 hour exam in 2008/09. CACHE guidance
indicated that tutor input was to be at a minimum, which disadvantaged
some of the learners. This guidance has been amended for 2009/10
Some students do not attend or adequately prepare for external tests
despite reminders and encouragement. Lesson obs feedback reported
“Students need to take greater control of their own learning through greater
promotion of learner independence.”
Some students do not take responsibility for their learning
TEACHING AND LEARNING GRADE PROFILE FOR AREA
Number of observations:
9
Grade
1
2
3
4
%
100
(To be taken from TQS annual review)
57
KEY QUESTION 3 – NEEDS AND INTERESTS OF LEARNERS
How effectively do the programmes and activities meet the needs and interests of users?
STRENGTHS
High quality, vocationally relevant work placements for Levels 2 and 3
full-time students provides real industrial experience and enhances
student motivation
EVIDENCE
Learner attendance is excellent in placement - on average 96%.
Learner feedback indicates that placement is one of the most
enjoyable aspects of the course
Excellent range of fund raising and enrichment activities throughout
the course that students highly value
Each year the learners are provided with the opportunity to select
three charity events. The learners are given the responsibility of
planning and organising the event, and staff provide support and
assistance as required. Feedback indicates that most learners enjoy
this opportunity to develop a project for themselves, while supporting
others at the same time
High levels of student satisfaction with their course
I am satisfied with my course (98% agree); I get on well with and
can talk to my lecturer (98%)
Wide range of accreditation and progression routes to meet the
diverse needs of learners and employers
Accredited qualifications at Levels 1-3 for full-time, part-time and
employed students
A tailored training programme supported those in the workplace to
access training within the work environment and develop CPD within
their professional area
WEAKNESSES
EVIDENCE
Learners were not provided with a choice for optional units within
their full-time course
Learners’ lack of choice for which option they could do disadvantaged
some learners as they were not able to work to their strengths
58
KEY QUESTION 4 – GUIDANCE AND SUPPORT
How effective are the care, guidance and support learners receive in helping learners achieve?
STRENGTHS
EVIDENCE
High quality tutorial support and guidance to individual students
Retention Level 1 – 89% (BM 84%); retention Level 2 – 84% (BM
ensures high levels of retention and attendance in all full-time courses 82%); retention Level 3 - 86% (BM 72%).
Student survey shows: “1:1 reviews with my personal tutor are
helpful” (94% - 9 places above College average).
Tutorial observation – “Constructive feedback which builds
confidence”
Very effective guidance was provided to Level 3 Year 2 learners to
support them with career progression and university applications
Three learners have progressed to university and all other learners
gained employment in the Early Years sector
WEAKNESSES
EVIDENCE
ILP’s did not include academic targets
Lack of academic targets did not encourage learners to complete
work to a minimum standard, resulting in some learners failing
59
KEY QUESTION 5 – LEADERSHIP AND MANAGEMENT
How effective are leadership and management in raising achievement and supporting all learners?
STRENGTHS
Excellent new staff induction programme
EVIDENCE
A tailored programme to fit the needs and ability of the staff member.
Opportunities to shadow staff, receive support with planning and
team teaching opportunities
Effective and regular team communication.
Weekly team meetings are held; this is an opportunity for all staff to
report on welfare issues or concerns which enable action to be taken
swiftly
Productive engagement with employers and employer forums in the
Early Years sector
Regular attendance at Early Years Service meetings. These meetings
provide opportunities to network and understand the requirements of
the workforce to enable the area to offer employer engagement that
will meet the needs of the learners. Placement visits and assessment
in the workplace build positive relationships with employers and keep
staff knowledge of industry practice up to date
WEAKNESSES
EVIDENCE
Limited knowledge of excellent practice and standards amongst other
providers
No members of the team are external examiners or verifiers. Visits to
excellent providers have not taken place recently. External training
provided by CACHE have been attended
Some limited use of data to inform management decisions and to set
targets
Retention, achievement, attendance and other College Information
Services data could be used more systematically to set realistic and
challenging targets to drive improvement
60
OUTCOMES FOR LEARNERS – ‘Every Learner Matters’
How does the area ensure that:
1. All learners take responsibility for
their own health, safety and well
being?
For all levels group tutorials focus on healthy lifestyle and encourage them to undertake this
through clear guidance and achievable targets.
Course related walks around the immediate area encourage discussion on safety, and healthy
travel options.
2. All learners are, and feel, safe?
All work placements have a Health and Safety check before the learner attends.
For all levels group tutorials focus on internet and personal safety awareness.
3. It contributes to all learners’
enjoyment, personal development
and achievement?
Course related practical activities designed to encourage independent thinking skills and
participation in the course.
All learners are offered the opportunity to take part in various enrichment activities.
4. All learners are enabled to
contribute to their wider
community?
Visits to local Early Years settings are arranged to support understanding of community life.
5. All learners increase their
employability and economic well
being through learning and
development?
University visits are arranged. This provides encouragement to learners to consider taking their
learning onto the next level to improve employment and wage outcomes.
Work placements offer the chance to work in the local and wider community as volunteers.
Work placement provides the opportunity to develop new skills that will support learners to gain
employment.
61
ACTION IMPROVEMENT PLAN 2009-2010
All weaknesses identified must have a corresponding action for improvement and be referenced according to the Key Question
(e.g. KQ1 refers to achievement). First, however, all SARs must address the questions on Workforce Development, Equal Opportunities and Outcomes for Learners/Every
Child Matters.
PROGRAMME AREA:
KEY QUESTION
Workforce
Development
Early Years
ACTIONS TO BE TAKEN
DEPARTMENT: ASCE
MEASURE/EVIDENCE
BY
WHOM
BY
WHEN
Increase communication with employers to identify employees that
need to complete the Certificate in Foundation Stage Practice
Offer 2 intakes of the
course
Early
Years
Team
Jan
10
Increase number of NVQ candidates
Increased recruitment
NVQ
Team &
ED
Feb
10
Equal Opps
What steps will you be
taking to actively
promote equal
opportunities and
diversity?
Provide options to learners about how they can present
assignments and which optional units to take
Record options that
learners take and review
success
Early
Years
Team
Dec
09
ECM
Further actions
planned to meet ECM
agenda
Invite guest speakers to provide information to learners about life
choices, career options and personal safety
Feedback from learners
about usefulness of
speakers to choices that
they make
Early
Years
Team
May
10
How can you improve
your programme area’s
strategy for Workforce
Development/Employer
Engagement?
REVIEW OF PROGRESS
AUTUMN
SUMMER
62
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA:
KEY QUESTION
Early Years
ACTIONS TO BE TAKEN
DEPARTMENT: ASCE
MEASURE/EVIDENCE
BY
WHOM
BY
WHEN
KQ1
Early identification of learners who may not achieve and put in place
an action plan of additional support that is reviewed every half term
Improvement in grades
and predicted success
EY team
Nov 09
KQ1
Work closely with key skill specialists to identify areas that are
problematic for staff and learners to ensure increased success on all
3 key skills.
Increased pass rate of
test on first attempt
EY team
& KS
team
Dec 09
KQ1
Complete Comms and AoN portfolios by Easter, ensure that key skill
plan is followed. Monitor this in weekly team meetings
Completion of portfolios
by agreed date
EY team
Oct 09
KQ1
Work closely with IT specialist to significantly improve the IT key skill
success rate
Completion of portfolio
and increased pass rate
of the test
EY team
& KSS
Feb 10
KQ2
Identify learners who are predicted not to pass the research project
and agree an action plan - also offer a workshop session that all
learners can attend for additional guidance
100% pass rate on first
submission of project
EY team
Nov 09
KQ2
Through tutorial and lessons provide learners with greater
opportunity to take responsibility for their own learning
Improved success rates
on all levels
EY team
Jun 10
KQ3
Provide Levels 2 and 3 learners with the choice of which optional
units they would like to take. This is to be discussed in tutorial as
part of the ILP
Improved learner
participation in own
learning and improved
success rates
EY team
May 10
REVIEW OF PROGRESS
AUTUMN
SUMMER
63
KQ4
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA: Early Years
KEY QUESTION
ACTIONS TO BE TAKEN
DEPARTMENT: ASCE
MEASURE/EVIDENCE
BY
WHOM
BY
WHEN
KQ3
Improve progression through clear information about requirements.
This will be done during tutorial sessions
Increase in progression
numbers
EY team
Apr 10
KQ4
Include academic targets within the ILP target setting
Increase in success rates
and progression
EY team
May 10
KQ5
Increase understanding of excellent practice through visits to grade 1
organisations teaching early years
Improvement in area
grade
EY team
& DU
Apr 10
KQ5
Training of how to use CIS data to inform progress of area and how
to make positive changes using the data
Improvement of area
success and grade
ED
Apr 10
REVIEW OF PROGRESS
AUTUMN
SUMMER
64
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
Additional actions (not linked to weaknesses) for improving and developing the area
PROGRAMME AREA:
KEY QUESTION
Early Years
ACTIONS TO BE TAKEN
DEPARTMENT: ASCE
MEASURE/EVIDENCE
BY
WHOM
BY
WHEN
KQ1
Produce and implement an action plan to achieve at least a 5%
increase in the number of Early Years students progressing to HE
over 2008/09
Increased number of
learners accepting places
at university
EY team
Apr 10
KQ2
Improve teaching observations to outstanding in at least a third of
cases
TQS report
EY team
and DU
May 10
KQ3
Conduct learner surveys on all employer-responsive courses and
achieve a minimum “good” satisfaction rating in those surveys
Positive survey response
NVQ
team
Jun 10
KQ3
Expand provision to offer the Certificate in Foundation Stage Practice
with 2 intakes during the year and also expand NVQ provision
Increased provision and
recruitment
NVQ &
EY team
Feb 10
KQ4
Develop a tutorial drop in session for all levels, staffed on a rota by
team
Increased retention and
success
EY team
Jan 10
Increase in details
recorded
NVQ
team
Apr 10
Increase in employer
responsive work
NVQ
team &
EY team
May 10
KQ5
KQ5
Implement relevant training and monitoring to ensure that all contact
details, significant meetings and associated actions with employers
are recorded on the Contact Management Database
Further develop links with local employers to achieve Train To Gain
and income generation targets in each relevant programme area
REVIEW OF PROGRESS
AUTUMN
SUMMER
65
2008-2009 PROGRAMME AREA
SELF-ASSESSMENT REPORT
PROGRAMME AREA
DEPARTMENT
PROGRAMME MANAGER
ESOL and TESOL
ASCE
Jane Owens
COURSE TITLE(S)
ESOL Henley Day
ESOL Hope
ESOL Humber
ESOL Twilight
ESOL Evening
ESOL at Coventry Refugee Centre
ESOL at WATCH
ESOL at One Stop Shop
ESOL at Warwick Road United Reform Church
ESOL Preparation for HE
ESOL for Care
ESOL Out and About
ESOL for Basic Literacy
ESOL Introduction to Citizenship
Trinity College London Certificate in TESOL
66
PROGRAMME AREA GRADE SUMMARY 2008-2009
PROGRAMME AREA: ESOL
KEY QUESTION
GRADE (1 – 4)
Date:
VALIDATION OF SELF-ASSESSMENT BY
MODERATION PANEL
DEPARTMENT: ASCE
Yes
1. Learners’ achievements
1
The Report:
Identifies key strengths and weaknesses
X
2. Teaching, Training & Learning
1
Has statements which are evaluative rather
than descriptive
Contains reasonable judgements which are
supported by evidence
Sets challenging but achievable
improvement actions
Comments:
X
3. Programmes and activities
meet needs and interests of
learners
1
Partly
No
X
X
4. Guidance & Support
1
5. Leadership and Management
1
Programme Area Grade
1
Capacity to improve – comment/grade 1
Moderation Panel Grade: 1
Programme Manager (name): JANE OWENS
Head of Department (name): DAVID PRYKE
Panel Member (name): Sally Archer/Anthea Smith
Date:
6th November 2009
67
SELF ASSESSMENT REPORT 2008-2009
PROGRAMME AREA: ESOL and TESOL
SCOPE OF PROVISION
The ESOL and TESOL programme area has 400 learners and seven full-time teaching staff and fourteen part-time teaching staff. Classes are delivered at
the main site and at six community venues at a range of flexible times, including day, evening and twilight. Classes range from 12.5 hours per week to 4
hours per week.
Every student is given an Initial Assessment and an Individual Learning Plan is negotiated with the student. Schemes of Work are based on the ESOL Core
Curriculum and Individual Learning Plans are reviewed regularly in tutorials. Citizenship materials are also integrated into the Curriculum.
The programme area has also introduced courses to encourage learners to progress into Higher Education and employment, such as ESOL Preparation for
Higher Education and ESOL for Care.
Learners are given the opportunity to take UCLES ESOL Skills for Life exams, National Literacy Tests at Levels 1 and 2 and Trinity College London ESOL for
Work exams.
In the summer term, the programme area set up a range of six week courses to meet learners’ needs such as ESOL Out and About, ESOL for Basic
Literacy and ESOL for Citizenship.
The programme area also runs the Trinity College London Certificate in TESOL part-time course.
EDIMSs data show that the success rate for females in the programme area is 85%, while for males it is 82%. However, for 16-18 year old,
the success rates for males are 90%, compared with 87% for females. Success rates for males aged 16+ are 81% compared with 85% for
females. Success rates for students studying at the main site are 85% compared with 83% for students studying off site.
ACTIONS TAKEN TO IMPROVE THE PROVISION FOR LEARNERS SINCE LAST SELF-ASSESSMENT REPORT
Improvement action
Impact on learners
More efficient enrolment process
ESOL for Care course set up
ESOL for Work exams introduced
Improved use of ILT at outreach centres
Higher number of lesson observations outstanding or good
Most students able to start classes immediately
Students given opportunity to study vocational ESOL
Students given opportunity to gain vocational ESOL qualification
Students able to use ILT at Refugee Centre, One Stop shop and WATCH
90.3% of observations graded good or outstanding
68
KEY QUESTION 1 – ACHIEVEMENT AND STANDARDS
How well do learners learn, progress and achieve?
STRENGTHS
Outstanding success rates in University of Cambridge of Local
Examinations Sydicate (UCLES) Speaking and Listening exams
EVIDENCE
Results for UCLES ESOL Skills for Life Speaking and Listening exams
above benchmark at all levels
Entry 1 22% above benchmark, Entry 2 25% above benchmark
Entry 3 29% above benchmark
Level 1 4% above benchmark and Level 2 7% above benchmark
Level 1 5% above benchmark and Level 2 4% above benchmark
Very good results in National Literacy tests
99% retention rate on exam courses
Excellent retention on exam courses
High levels of success in UCLES Reading and Writing exams
89% overall success rates for UCLES ESOL Skills for Life Reading and
Writing exams. No benchmark available this year, however,
benchmark for 2007-08 was 75%
WEAKNESSES
EVIDENCE
Retention rates for non-accredited ILP modules significantly below
benchmark
Retention rates for ILP courses 9% below benchmark
Low success rates for ESOL for Work exams
No National Benchmark available for ESOL for Work exams
Students achieved 82% in Speaking and Listening exams but only
41% achieved reading and writing and did not achieve whole
qualification
Average student attendance across Programme Area:
92%
69
Data Table
Please insert your 3-year trend data from the information provided by College Information
Services.
Any discrepancies need to be resolved directly with College Information Services.
Please ensure all targets for 2009/10 are agreed with Heads of Departments and completed
Qualification
Level
Certificate in Adult
Literacy
10013234
LV2
Certificate in Adult
Literacy
10013246
LV1
Certificate in Adult
Numeracy
10013635
LV1
Certificate in Adult
Numeracy
10013647
LV2
Certificate in TESOL
10025431
LV4
Certificate in ESOL Skills
for Life
10039302
Entry
2
Certificate in ESOL Skills
for Life
10039326
Entry
3
Certificate in ESOL Skills
for Life
10039429
Entry
1
Certificate in ESOL Skills
for Life
10049381
Level
1
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
06/07
07/08
08/09
4
75
67
50
31
97
57
55
8
88
86
75
35
94
76
71
8
88
86
75
2
100
100
100
14
93
100
93
134
99
94
93
110
99
91
90
126
100
90
90
26
100
92
92
5
100
80
80
28
100
75
75
4
100
100
100
8
100
100
100
14
85
100
85
119
94
97
84
69
96
95
90
63
98
97
95
17
100
71
71
107
97
89
87
143
99
92
92
118
96
76
73
22
100
59
59
bm
93
83
77
88
80
71
89
82
73
92
78
72
93
94
87
86
82
70
86
82
70
86
82
70
84
71
60
Target
08/09
8
95
88
84
35
94
80
75
35
89
86
77
5
100
100
100
14
93
100
93
140
100
95
95
120
100
91
91
130
100
90
90
26
100
94
94
Target
09/10
5
100
85
85
30
100
81
81
10
100
100
100
10
100
100
100
14
94
100
94
140
100
96
96
125
100
100
100
135
100
91
91
27
100
95
95
70
Qualification
Level
Basic ESOL Course,
Entry Level
CBSE0002
Entry
Certificate in ESOL Skills
for Life Speak/Listening
10051296
Entry
1
Certificate in ESOL Skills
for Life Speak/Listening
10051302
Entry
2
Certificate in ESOL Skills
for Life Speak/Listening
10051314
Entry
3
Certificate in ESOL Skills
for Life Speak/Listening
10051326
Level
2
Certificate in ESOL Skills
for Life Speak/Listening
10051338
Level
1
Certificate in ESOL for
Work, Reading/Writing
50021151
Entry
3
Certificate in ESOL Skills
for Life Speak/Listening
Trinity ESOL for Work
10045156
Entry
3
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
06/07
07/08
08/09
373
91
61
75
621
90
91
83
261
82
96
79
45
98
91
89
61
97
95
92
28
96
96
93
5
100
80
80
8
100
75
75
17
100
41
41
18
100
83
83
4
100
100
100
8
100
75
75
bm
91
96
88
80
83
67
80
83
67
80
83
67
90
81
73
88
81
71
N/A
N/A
Target
08/09
260
91
96
88
40
95
95
90
60
95
95
90
24
95
95
90
5
87
87
76
5
88
88
77
18
85
75
64
18
85
85
72
Target
09/10
265
92
97
89
50
99
92
91
65
98
96
94
30
97
97
94
5
100
100
100
10
100
82
82
20
100
50
50
10
100
84
84
71
STRENGTHS
KEY QUESTION 2 – TEACHING, TRAINING AND LEARNING
How effectively do teaching, training and assessment support learning and development?
EVIDENCE
Outstanding teaching and learning
Outstanding observation profile.
High quality of teaching and learning in observation reports.
54.3% of observed sessions were outstanding.
36% of observed sessions were good.
90.3% of observed sessions good or above.
Delivery methods are highly effective in promoting learning. Observation reports stated
“Effective planning to meet students’ needs”, and “well paced sessions with a good variety
of activities and methods”
Teaching methods are extremely successful in helping learners to
acquire language in real-life context
Observation reports stated “Very good use of role play and students’ own experiences as a
basis for exploration” and “Imaginative use of props and resources”
Successful Trinity College London Certificate in TESOL course with
very good moderation report
Trinity College London moderator made no recommendations for action on moderation
report and described it as “a successful course”
Outstanding student satisfaction rates on student surveys
Student satisfaction survey rates on teaching and learning are 96%, 23% above College
average
Excellent assessment practice and highly constructive feedback to
ensure students achieve and progress
Observation reports stated: “positive and constructive feedback given to students”.
Highly effective preparation for Skills for Life exams with most Skills for Life exam results
above benchmark
WEAKNESSES
EVIDENCE
Use of WebCT needs to be improved
Observation reports stated that more opportunities needed to use ILT and WebCT in
student- teacher communications and for homework tasks
TEACHING AND LEARNING GRADE PROFILE FOR AREA
Number of observations: 11
Grade
1
2
3
%
54.3%
36%
(To be taken from TQS annual review)
4
9.5%
72
KEY QUESTION 3 – NEEDS AND INTERESTS OF LEARNERS
How effectively do the programmes and activities meet the needs and interests of users?
STRENGTHS
EVIDENCE
Highly responsive courses set up to help learner progress into
employment and Higher Education
ESOL for Care course set up with 13 learners overall and ESOL for
Work qualifications offered to 18 students
ESOL Preparation for HE course set up with 15 learners
Range of highly innovative short courses offered to meet students’
needs e.g. ESOL for Citizenship, ESOL Out and About, ESOL with
Basic Literacy
Courses set up with 56 learners.
Comprehensive range of qualifications offered to learners to meet
diverse needs
Cambridge Skills for Life ESOL, Trinity College London ESOL for Work,
National Literacy Tests
Highly accessible ESOL courses available at a range of venues and at
various times to offer flexibility of provision
ESOL courses offered at main site and at six community venues.
ESOL courses at main site offered include twilight and evening
provision
WEAKNESSES
EVIDENCE
Insufficient number of crèche places has impacted adversely on some
students’ ability to access provision
Some venues do not have crèche provision
73
KEY QUESTION 4 – GUIDANCE AND SUPPORT
How effective are the care, guidance and support learners receive in helping learners achieve?
STRENGTHS
Tutors have excellent knowledge of students and are able to support
them effectively
EVIDENCE
Observation reports stated “Excellent rapport with students
encourages learner participation and high motivation”. Students
commented on excellent levels of support in progress reviews.
Satisfaction surveys demonstrate high levels of satisfaction with
support
Students receive outstanding one-to-one support, including regular
individual tutorials
Students receive frequent one-to-one tutorials in which students can
discuss their problems and issues. Students commented on excellent
levels of tutor support in progress review. Students expressed
satisfaction with support in student surveys: “I know who to ask for
help with any problems”, 92.5% and “Any help received has been
useful to me”, 90.6% agree completely
Excellent clerical support is available to meet students’ needs and
respond promptly to requests for support
Efficient clerical support given to support students’ requests e.g.
letters for Job Centre or Citizenship letters
Training was given by Programme Area to Business Support - raising
awareness of issues affecting ESOL students to help admin staff
support them more effectively
Specific training given to departments on TSD day
WEAKNESSES
EVIDENCE
Insufficient communication with college Learner Support Fund staff
about progress of LSF claims
Insufficient information about processing of LSF claims given to
students has led to delays for some learners with crèche needs
starting classes
74
KEY QUESTION 5 – LEADERSHIP AND MANAGEMENT
How effective are leadership and management in raising achievement and supporting all learners?
STRENGTHS
EVIDENCE
Highly effective management of growth in student numbers and curriculum
size
Programme Area has increased by 30% since 2006
Outstanding lesson observations.
High levels of student satisfaction: 100% students “like coming to the
College”
High levels of students returning to provision and good progression of
students – 178 students continue to 09/10.
New courses and exams were set up to meet learners’ needs - highly
responsive action to take advantage of an opportunity to run new courses in
summer term
New courses set up e.g. ESOL for Care, ESOL for Citizenship,
ESOL Out and About, ESOL for Basic Literacy
Improved access to ILT at community venues – course team successfully
identified and acquired new resources
Improved ILT access at WATCH, Warwick United Reform Church and
Refugee Centre. New centre at Warwick United Reform Church, One Stop
Shop
Effective cover arranged and put in place when staff are absent at short
notice
Most classes are covered at short notice by a cover tutor
Excellent communication and co-ordination ensures that quality is
maintained and that staff respond effectively to students’ needs
All tutors attend monthly team meetings. Regular team meetings and email
correspondence ensure effective communication is maintained between full
time and part time staff. This is particularly effective considering the size
and complexity of the programme area
WEAKNESSES
EVIDENCE
Insufficient monitoring of recording of staff hours
Problems with ensuring that staff do not exceed the correct number of
teaching hours
75
OUTCOMES FOR LEARNERS – ‘Every Learner Matters’
How does the area ensure that:
1. All learners take
responsibility for their
own health, safety and
well being?
All courses include input on Health and Safety.
Skills for Life materials include units on health awareness.
All daytime students are given regular individual tutorials to discuss any problems.
2. All learners are, and
feel, safe?
PEEPS forms completed for all learners.
All Outreach Centres have annual Health and Safety inspections.
Health and Safety on agenda at monthly ESOL team meeting and actions are followed up.
Students are referred to the Welfare Team if necessary.
Any behavioural issues are addressed immediately by the tutors and the ESOL Programme Manager.
3. It contributes to all
learners’ enjoyment,
personal development
and achievement?
All learners offered Educational Visits to Sea Life Centre and Herbert Art Gallery.
End of term parties are offered to learners.
All learners have Individual Learning Plans and Progress reviews.
Positive feedback given to learners on a regular basis.
4. All learners are enabled
to contribute to their
wider community?
ESOL Curriculum includes content on Citizenship.
All learners offered Citizenship classes.
Partnership work enables students to join in Citywide initiatives e.g. with Refugee Centre.
5. All learners increase
their employability and
economic well being
through learning and
development?
ESOL for Work exams offered to all learners at Entry 3 and above.
ESOL for Care and ESOL Preparation for Higher Education courses set up to help students progress into
employment and Higher Education.
TESOL trainees given session on Employment seeking and any advertisements for EFL tutors abroad are
forwarded to trainees.
76
ACTION IMPROVEMENT PLAN 2009-2010
All weaknesses identified must have a corresponding action for improvement and be referenced according to the Key Question
(e.g. KQ1 refers to achievement). First, however, all SARs must address the questions on Workforce Development, Equal Opportunities and Outcomes for Learners/Every
Child Matters.
PROGRAMME AREA:
KEY QUESTION
Workforce
Development
How can you improve
your programme area’s
strategy for Workforce
Development/Employer
Engagement?
Equal Opps
What steps will you be
taking to actively
promote equal
opportunities and
diversity?
ECM
Further actions
planned to meet ECM
agenda
ESOL and TESOL
ACTIONS TO BE TAKEN
DEPARTMENT:
MEASURE/EVIDENCE
ASCE
BY
WHOM
BY
WHEN
JO
July
2010
Offer ESOL for Work exams to learners at Entry 3 and above
Learners entered for
ESOL for Work exams
Offer two ESOL for Care courses
Two ESOL for Care
courses offered
JO
Feb
2010
Investigate possibilities of ESOL for Childcare course
ESOL for Childcare
course set up
JO
July
2010
Encourage more dyslexia referrals in ESOL
More students referred
for dyslexia if required
JO
July
2010
Use more classroom displays reflecting students’ ethnic
backgrounds
Classroom displays
produced
JO
July
2010
Encourage more differentiation in classroom input
More differentiation
used for different levels
JO
Feb
2010
Encourage more learners to participate in College-wide activities
More 16-18 year olds
participating in Collegewide activities
JO
July
2010
REVIEW OF PROGRESS
AUTUMN
SUMMER
continuation sheet ……
77
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA:
KEY QUESTION
1
ESOL and TESOL
ACTIONS TO BE TAKEN
Improve success rates on ILP courses and monitor retention
Improve success rates in Trinity College London ESOL for Work
exams
2
Ensure all tutors are fully trained in use of WebCT by running
training session on WebCT
DEPARTMENT:
MEASURE/EVIDENCE
ASCE
BY
WHOM
BY
WHEN
Success rates
equivalent to
benchmarks of 88%
Success rates of 75%
JO
July
2010
JO
Feb
2010
Improved use of
WebCT for homework
tasks and teacherstudent
communications
JO
Sept
2009
JO
Sept
2009
3
Ensure that all learners have sufficient information about
nurseries and childminders near their outreach centre
Students able to access
provision without a
delay
4
Ensure more effective communication with college LSF staff to
ensure that learners are aware of progress of applications
Students with crèche
needs available to start
class immediately
5
Ensure that staff hours are recorded promptly
Staff hours recorded
accurately
JO
JO
REVIEW OF PROGRESS
AUTUMN
SUMMER
July
2010
July
2010
78
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
Additional actions (not linked to weaknesses) for improving and developing the area
PROGRAMME AREA:
KEY QUESTION
ESOL and TESOL
ACTIONS TO BE TAKEN
DEPARTMENT:
MEASURE/EVIDENCE
BY
WHOM
ASCE
BY
WHEN
1
Complete induction for new staff to ensure that they are
familiar with requirements of Skills for Life exams
Ensure that students who have completed two units in
Skills for Life exams are entered for the full qualification
High success rates on JO
exam modules
Students entered for
full qualification
July
2010
2
Run training on differentiation in team meetings to
encourage use of differentiated tasks
More differentiated
tasks in observed
sessions
JO
Feb
2010
2
Ensure that Teaching English to Speakers of Other
Languages (TESOL) trainees not observed by the same
tutor for both teaching practices
TESOL observation
reports
JO
Order more audio-visual resources for outreach centres
Audio- visual
resources available at
all outreach centres
Encourage more referrals to the Welfare group
More support for
ESOL students
Ensure that staff hours are recorded promptly
Accurate recording of
staff hours
2
4
5
REVIEW OF PROGRESS
AUTUMN
SUMMER
Feb
2010
JO
Dec
2009
JO
Feb
2010
JO
July
2010
79
2008-2009 PROGRAMME AREA
SELF-ASSESSMENT REPORT
PROGRAMME AREA
Forensics, Access, Maths, English Science (FAMES)
DEPARTMENT
Adult, Social and Continuing Education
PROGRAMME MANAGER
Victoria Cornwell-Lyon
COURSE TITLE(S)
Access to Higher Education and Employment
National Award / Diploma in Applied Science (Forensic Science)
National Award / Diploma in Applied Science (Medical Science)
First Diploma in Applied Science
GCSE Maths
GCSE English
Key Skills – AON; Communications; ICT
HND/C Forensic Science – Please see AQM 08/09 report for FAMES Higher Education provision
self-assessment documentation
80
PROGRAMME AREA GRADE SUMMARY 2008-2009
PROGRAMME AREA: FAMES
VALIDATION OF SELF-ASSESSMENT BY
MODERATION PANEL
DEPARTMENT: ASCE
KEY QUESTION
1. Learners’ achievements
GRADE (1 – 4)
3
2. Teaching, Training & Learning
2
3. Programmes and activities
meet needs and interests of
learners
2
4. Guidance & Support
2
5. Leadership and Management
3
Programme Area Grade
3
Programme Manager (name):
Head of Department (name):
Date: October 2009
Victoria Cornwell-Lyon
David Pryke
The Report:
Yes
Identifies key strengths and weaknesses
Partly
No
X
Has statements which are evaluative rather
X
than descriptive
Contains reasonable judgements which are
X
supported by evidence
Sets challenging but achievable
X
improvement actions
Comments: Good, balanced SAR that takes good account of
student feedback. Targets now included in data table.
Capacity to improve – comment/grade: 2
Moderation Panel Grade: 3
Panel Member (name): Michael Holliday and Kevin Clements
Date: 6th November 2009
81
SELF ASSESSMENT REPORT 2008-2009
PROGRAMME AREA: Forensics, Access, Maths, English, Science
SCOPE OF PROVISION
The FAMES programme area provides courses in Applied Science at First Diploma and National Award/Diploma (Forensic and Medical Science) level, with opportunities to
progress to HND and HNC courses in Forensic Science (and thereafter on to the 2 + 2 hybrid franchise BSc (Hons) Forensic Investigative Studies undergraduate degree
course).
Our Access to Higher Education course offers adults the opportunity to progress to university in a range of disciplines having gained OCN units at levels 2 and 3 chosen
from: Biology, Chemistry, Health Studies, Law, Psychology and Sociology. Core units in Numeracy, Communications and ICT are taken by all Access students and can lead
to GCSE equivalence in Maths and English. A science option unit also offers GCSE equivalence. The Access programme allows attendance on a full-time, basis over one or
two years. Several of the modules are offered both during the day and evening in order to help assist widen participation and ensure equality of opportunity.
One-year GCSE courses in Maths and English are offered the evening and day to full and part-time students. There are four classes in Maths and two in English.
The programme area comprises nine full-time, two fractional and two sessional members of teaching staff. Overall, excluding HE students, 201 students enrolled on to our
courses; 38 students on the National Diploma (Forensics); 12 on the National Award for Medical Science; 120 on L2/3 Access to HE; 14 on the First Diploma in Applied
Science and 92 on Maths / English GCSE programmes.
Analysis of EDIMS 2008/9 data suggests that within the FAMES programme area ethnic minority groups achieve particularly highly. Asian 16-18 year old students achieve
most highly, with an average success rate of 77%; whilst black 16-18 year old students fall just slightly behind with an impressive success rate of 74%, which compares
favourably to an average college success rate of 59%. Success rates of our mature students also exceed college averages, with black female mature students exceeding
average College rates by 11%. White male 16-18 year old students however fare particularly poorly, with success rates of only 38% - 16% below white female 16-18 year
olds.
ACTIONS TAKEN TO IMPROVE THE PROVISION FOR LEARNERS SINCE LAST SELF-ASSESSMENT REPORT
Improvement action
Impact on learners
The increase in the number of professional workshops offered to all
students
The delivery of a two-day Forensic Anthropology workshop; Blood Spatter Analysis Training;
Crime Scene Management Day; Forensic Photography Training – all external trainers.
Visits have been arranged to Universities, the Bodlean Library, courts, hospital morgues, crime
museums, prisons, hospital and industrial laboratories, fire stations, the RSC Theatre, TV
studios, land-fill sites, etc
The increase in the number of trips, visits and guest speakers relating to
all courses
Commencement of the new Access to HE re-write, in which an extensive
range of changes were made to the programme
New forms of assessment; improved unit content – particularly within the Science area; clearer
progression pathways
New units submitted and verified include; Environmental Science; Chemistry; Physics; Forensic
Science; Applied Biology; and Law. Numerous units in Sociology and Psychology were updated
to ensure the continued relevance to changing student needs
82
KEY QUESTION 1 – ACHIEVEMENT AND STANDARDS
How well do learners learn, progress and achieve?
STRENGTHS
EVIDENCE
Very good results on Levels 2 and Level 3 Applied Science
courses
L2 First Diploma in Applied Science;
88% retention (5% above BM) 100% Achievement (10% above BM)
L3 National Award in Applied Science (Medical Science);
100% retention
83% achievement and success (BM 68%)
Good retention, achievement and success rates on the National
Diploma in Forensic Science.
Improved achievement rates on Level 3 Access to HE &
employment, despite the significant increase in student numbers
80% retention (BM = 74%)
88% Success (13% above BM)
94% achievement (BM = 92%)
75% success (BM = 68%)
81% achievement rates (BM = 82%); increase of 8% since last year
Increased student numbers from 42 students (07/08) to 90 (08/09)
Good progression rates from Level 2 to Level 3 courses; and
excellent progression rates from Level 3 to HE
 64% of Level 2 students (First Diploma in Applied Science) progressed on to Level 3 courses (National
Diploma in Forensics and Medical)
 75% of Level 3 students (National Diploma students) progressed on to HE courses
WEAKNESSES
EVIDENCE
Decreased retention over the last three years on Level 3 Access
to HE and Employment; which has led to an overall decline in
success rates
Retention rates have decreased by 5% since last year, and 15 % since 2006/07; along with a decline in
success rates of 8% since 06/07
The Maths GCSE evening class and English GCSE classes
continue to suffer from very poor results
Attendance across the programme area is weak and requires
further improvement
Very poor key skills achievement and success results across the
programme area
Maths GCSE Success rates (evening) = 26% (BM = 39%)
Maths GCSE Success rates (day) = 48% (BM = 39%)
English GCSE Success rates (day) = 15% (BM = 47%)
English GCSE Success rates (evening) = 31% (BM = 47%)
Whilst attendance across the FAMES area has improved by 5% since 07/08, it was still only 80.17% and
thus requires further improvements
AON L1 – 56% Success rates
AON L2 – 20% Success rates
Communications L1 – 25% (yr 1); 60% (yr 2) success rates
Communications L2 – 15% (yr1); 50% (yr 2) success rates
Communications L3 – 0% success rates for previous two years
ICT L1 – 33% (yr1); 28% (yr 2) success rates ICT L2 – 32% (yr1); 0% (yr2) success rates
Average student attendance across programme area: 80.17%
83
Data Table
Please insert your 3-year trend data from the information provided by CIS.
Any discrepancies need to be resolved directly with CIS.
Please ensure all targets for 2009/10 are agreed with HoDs and completed
Qualification
OCN Access to HE (FT)
Level
2 /3
Nat Dip in Applied
Science (Forensic
Science)
3
First Dip in Applied
Science
2
Nat Award in Applied
Science (Medical
Science)
3
GCSE Eng (Day)
2
GCSE Eng (Evening)
GCSE Maths (Day)
GCSE Maths (Evening)
Key Skills
AON
2
2
2
1
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
06/07
07/08
08/09
42
98
78
76
20
80
81
65
10
100
90
90
42
88
73
64
18
61
100
61
14
93
92
86
90
83
81
68
20
80
94
75
16
88
100
88
12
100
83
83
20
80
19
15
16
88
35
31
21
86
56
48
35
80
32
26
9
89
63
56
17
82
29
24
25
76
37
28
16
100
50
50
18
83
34
28
10
100
50
50
16
88
15
13
15
67
60
40
32
84
11
9
25
64
38
24
13
92
50
46
bm
Target
08/09
86*
82*
71*
95
80
75
90
86
75
74*
92*
68*
85
92
70
82
96
80
83
90
75
100
92
90
90
95
90
74*
92*
68*
Target
09/10
100
95
86
78
60
47
78
60
47
84
100
84
90
65
60
100
92
90
85
55
55
80
49
39
80
49
39
84
Qualification
06/07
07/08
No. of starts
% retention
% pass rate
% success
No of starts
%retention
%pass rate
% success
20
80
81
65
11
100
0
20
65
69
45
11
91
0
0
0
60
No of starts
% success
No of starts
%retention
%pass rate
% success
No of starts
%retention
%pass rate
% success
No of starts
%retention
7
43
67
29
17
94
75
71
10
100
0
0
20
80
20
65
62
40
11
100
9
9
13
92
67
62
18
61
28
71
70
50
1
100
0
0
18
28
100
28
8
0
%pass rate
% success
0
0
64
39
0
0
Level
Key Skills
AON
2
Key Skills
Communication
1
Key Skills
Communication
2
Key Skills
Communication
3
Key Skills
ICT
1
Key Skills
ICT
2
%retention
%pass rate
08/09
Yr 2
25
84
24
20
5
60
100
bm
Target
08/09
Target
09/10
NB - * = previous years’ BM, as no current BM yet available
85
STRENGTHS
KEY QUESTION 2 – TEACHING, TRAINING AND LEARNING
How effectively do teaching, training and assessment support learning and development?
EVIDENCE
Most observed lessons are judged to be either good or outstanding
According to 2008/9 TQS annual review, the FAMES programme area received,
Grade 1 21% Grade 2 72% Grade 3 7%
Grade 4 0%
Areas of teaching which were identified as particular strengths across the FAMES team
include;
 Enthusiastic teaching from knowledgeable staff that engage the learner
 Generally extensive use of IT, relevant to session aims and context
Academically rigorous summative assessment across the programme area, with
comprehensive and effective feedback provided
 Very favourable OCN external verification reports across all Access to HE options;
indeed we received particular commendation for the extremely thorough, detailed
and rigorous internal validation procedures in place.
The First Diploma in Applied Science received very good quantitative and
qualitative feedback, regarding the quality of teaching and variety of methods
used. This resulted not only in outstanding First Diploma results, but also very
good progression rates on to the Level 3 Applied Science courses, in Medical
and Forensic Science
2009 student survey results demonstrated that 92% of students on the course agreed
that the teaching was good. The variety of methods used on the course was
particularly highlighted in qualitative feedback. 64% of students on the Level 2 course
progressed on to Level 3 courses either in Forensic or Medical Science.
WEAKNESSES
EVIDENCE
There is an inconsistent delivery of good / outstanding lessons across the
programme area; resulting in significant areas for development in some lessons
The TQS audit and CIR reports describe some lessons as;
 too teacher centred
 Involving overly long activities which would benefit from being broken up
 Missing opportunities for checking learning and more checking of learning
against learning objectives is required
Students have some important reservations about the quality of teaching they
receive in some lessons
February 2009 Student Surveys Results and Focus Group data highlighted several key
areas for development such as:
 Improving the variety of teaching methods
 Ensuring sessions start on time
 Ensuring that students are kept interested in their classes
 Ensuring learning objectives are made clear
 Ensuring students receive appropriate help in literacy, numeracy and ICT
TEACHING AND LEARNING GRADE PROFILE FOR AREA
Number of observations: 14
Grade
1
2
3
%
21%
72%
7%
4
(To be taken from TQS annual review)
86
KEY QUESTION 3 – NEEDS AND INTERESTS OF LEARNERS
How effectively do the programmes and activities meet the needs and interests of users?
STRENGTHS
The provision of enrichment activities for Science students
continues to be extensive and varied and helps to integrate
students from different levels
EVIDENCE
Activities now include visits to a gun club, the Bodlean library, a variety of Universities, crime
museums, hospital and industrial labs, hospital morgues, fire stations, courts, prisons, youth
offender institutions and TV studios. Visiting speakers deliver lectures on fire prevention, ballistics,
law enforcement and probation services.
Extensive and comprehensive Science provision which offers
progression from Level 2 to 5 in Forensic Science
64% of our BTEC First Diploma in Science students, applied to join and have successfully
progressed on to the National Diploma in Applied Sciences programme
75% of our Year 2 National Diploma in Applied Science students have successfully progressed on to
HE courses, most notably the HND Forensic Science 2 + 2 programme
Furthermore, the new Access to HE re-write was commended by OCN for the unusually extensive
and comprehensive range of Science units now offered on the Access programme – such as
Forensic Science, Environmental Science; Applied Biology; Chemistry and Physics. These units place
our students in a particularly advantageous position, compared with other access students, when
they go on to apply for competitive Science and Science related HE course
WEAKNESSES
EVIDENCE
There are significant levels of student dissatisfaction amongst 16-18
year olds
2009 student survey data and Focus Group research highlighted significant levels of dissatisfaction
in relation to;
 Organization and clarity of assessment tasks
 Unavailability of cover when a lecturer is away
 Variety of teaching and learning activities in some lessons
 Coverage and assessment of learning objectives in some lessons
Employer engagement is underdeveloped across the programme
area
There are currently no systems in place to encourage or facilitate employer engagement
87
STRENGTHS
KEY QUESTION 4 – GUIDANCE AND SUPPORT
How effective are the care, guidance and support learners receive in helping learners achieve?
EVIDENCE
The comprehensive and flexible support systems enjoyed by all FAMES
students leads to high retention rates on some courses
Tutorial support is supplemented by extra workshops giving personal guidance on option and
career choices. Specialist help with maths, English or science is also available on a drop-in or
pre-booked basis. Such thorough and supportive tutorial systems are necessarily reflected in
the good / outstanding retention rates within the programme area (such as 100% retention on
the National Award Medical Science)
ND students have discrete ‘subject-specific’ support hours identified on their timetables, for
self-selected, self-identified support. Furthermore, they enjoy continuous self-selected tutorial
time slots displayed on the notice board throughout the year
All Access students receive highly detailed, extensive and comprehensive
diagnostic and advice sessions before beginning their course
Access students complete a preliminary two-week taster course with diagnostic tests in maths
and English. This is then followed up with a series of one to one tutorial sessions; along with
specialist careers advice and guidance, before students finally choose their specialist options.
Where appropriate, students are re-directed to a pre-Access course
Career/HE/UCAS support for ND and Access students is very well
developed; as reflected by our excellent HE progression rates
ND students have enjoyed a variety of collaborative activities with Coventry University staff
and students this year in order to foster as easy a transition as possible at the end of their
course. Furthermore, 75% of our year 2 National Diploma students progressed on to HE
courses
TQS audit data highlights comprehensive and effective systems in place
to guide and support students
The 2009 TQS Feedback specifically noted;
 ‘Good encouragement of learners from staff who are approachable and supportive of
students’
 ‘Excellent guidance and support, with conscientious efforts made to explore issues that
might affect learning’
EVIDENCE
16% of students surveyed in 2009 felt that 1 to 1 tutorials with tutor are unhelpful.
Tutorial meetings held throughout the year have been informal, sporadic and unminuted; and
there are no formalized procedures in place to track student attendance, behaviour, classroom
engagement or submission of homework
WEAKNESSES
Some one-to-one tutorials have been identified as ineffective and ILP
target-setting too teacher-led
An informal, ad hoc and unsystematic approach exists in relation to
Tutorial Meetings and Student tracking
88
KEY QUESTION 5 – LEADERSHIP AND MANAGEMENT
How effective are leadership and management in raising achievement and supporting all learners?
STRENGTHS
EVIDENCE
The quality of teaching and learning in Science lessons has benefited from very
well-equipped rooms and extensive resources
In 2008/9, all essential and highly recommended texts listed in module descriptors
have been purchased for library use
The ex-marketing house was formally opened as a ’Scene of Crime house’, and is
now being extensively utilised to construct more authentic crime scene scenarios for
students to analyse. The use of this facility recently afforded students to take part
in a ‘Blood Pattern Analysis Training Day’ taught by Simon Jukes of CSR, for
example
Highly effective mechanisms to support curriculum and resource updating
A more comprehensive, focused meetings agenda was implemented, with six
course review meetings, boards of study, course consultative committee meetings,
and specialist meetings including those involving key skills, for example
Successful team management of complex curriculum areas
Despite the resignation of the Programme Manager, the Assistant Programme
Mangers worked efficiently and effectively with the staff team to ensure the
continuity of good professional standards. The Access course continued to produce
high success rates and levels of student satisfaction despite the increased
complexity involved in offering more options and flexible support systems across all
modes of attendance. Equally, the Science programme area has enjoyed higher
achievement rates that 2007/08; again despite growing numbers and a widening of
provision
WEAKNESSES
EVIDENCE
Management systems across the area require a more systematic and formalized
approach
Team Meetings and strategic planning have at times been irregular and ad hoc (eg
there are no Team / Tutorial meetings minutes; and no systematic tracking of
student progress; and inconsistent documentation)
Management action has not been effective in increasing Key Skills or GCSE success
rates for 2008/9
Poor key Skills and GCSE Success rates within the FAMES programme area.
89
OUTCOMES FOR LEARNERS – ‘Every Learner Matters’
How does the area ensure that:
1. All learners take
responsibility for their
own health, safety and
well being?
Work in Health Studies, Biology, Psychology and tutorial classes contributes to the knowledge needed by
students to maintain and protect their physical and mental health.
Knowledge of laboratory safety procedures and their implementation facilitates learner responsibility for their
own health, safety and well-being. Personal safety is discussed in a number of taught areas across the
programme area.
2. All learners are, and
feel, safe?
All learners were given a PEEPS questionnaire to give them the opportunity to identify any help they might
need during an evacuation.
3. It contributes to all
learners’ enjoyment,
personal development
and achievement?
FAMES staff currently chair two of the three Equal Opportunity Sub-Committees that exist at HCC; namely the
Race Equality Sub-Committee and the Gender Equality Sub-Committee.
FAMES provides science courses at Levels 2-5 with high achievement rates at all levels. We have a good
balance between theory and practical work and students are able to use modern laboratory equipment. Given
that most of the Science is applied to the area of Forensic work, this is an area that most students find
fascinating.
Students on the Access to HE programme devise an individual action plan identifying their own specific
developmental goals, along with the means by which they hope to achieve them.
4. All learners are enabled Successful group work helps students to think that about what they can individually contribute to the wider
to contribute to their
group; and continues to be a key learning activity embedded in all of our courses. Working with others in
wider community?
carrying out crime scene searches and solving problems in criminal investigations all help students to
understand how their individual contribution can be important.
5. All learners increase
Most decent, reasonably well-paid jobs now require a qualification in Maths, English, and often Science.
their employability and These are subjects that we offer at GCSE level and in our First Diploma in Applied Science. Progression to
economic well being
Level 3 and to HE can lead to more secure jobs with greater financial rewards.
through learning and
development?
90
ACTION IMPROVEMENT PLAN 2009-2010
All weaknesses identified must have a corresponding action for improvement and be referenced according to the Key Question
(e.g. KQ1 refers to achievement). First, however, all SARs must address the questions on Workforce Development, Equal Opportunities and Outcomes for Learners/Every
Child Matters.
PROGRAMME AREA:
KEY QUESTION
e.g. KQ1
Workforce
Development
How can you improve
your programme area’s
strategy for Workforce
Development/Employer
Engagement?
Equal Opps
What steps will you be
taking to actively
promote equal
opportunities and
diversity?
ECM
Further actions
planned to meet ECM
agenda
FAMES
ACTIONS TO BE TAKEN
DEPARTMENT: Adult, Social and Continuing Education
MEASURE/EVIDENCE
BY
WHOM
BY
REVIEW OF PROGRESS
WHEN
AUTUMN
SUMMER
Recruitment targets will be adjusted to a more realistic level to
reflect the three year trend
Improved recruitment
KC &
team
Mar
2010
Strengthen links with employers by advising, encouraging and
facilitating Access to HE students gain necessary and relevant
voluntary work experience in the field they wish to progress on to
Formalize and record
procedures involved in
the facilitation relevant
voluntary work of Access
students by tutors
VCL;
HAL &
Access
team
Dec
2009
Workshop training will be organized by the AP’s to improve
differentiation across the programme area in order to maximize
every student’s chance of success
Ensure that teaching on
all courses across the
programme area includes
effective differentiation
and is embedded in all
Schemes of Work
AP’s and
team
June
2010
All Level 2 and Level 3 Group tutorials to ‘Make a positive
contribution’ by participating in at least one event to support their
community; such as voluntary work, charity event, fundraising or
community based project
Participation of all tutor
groups in a Community
event by the end of the
Summer Term 2010
VCL and
tutorial
team
June
2010
91
continuation sheet ……
PROGRAMME AREA: FAMES
KEY
QUESTION
KQ1
ACTION IMPROVEMENT PLAN 2009-2010
DEPARTMENT: ASCE
ACTIONS TO BE TAKEN
MEASURE/EVIDENCE
1. Improve retention on Access to HE L2 and L3 courses by introducing a
formalized, fortnightly Tracking System which monitors attendance,
behaviour, classroom engagement and submission of work; leading to the
planned targeting of students at risk of failing/ underperforming or
withdrawing from the course
2. Improve achievement rates on the National Award in Applied Science (Med
Sci) by;
a) Introduction of a tracking system (as above)
b) Improved Curriculum planning to ensure that all mandatory modules are
covered
c) Improved team planning of assessment schedules to prevent
‘assessment bunching’
3. Improve Maths GCSE results, by;
a) Changing the entrance criteria, as suggested by the College SMT
b) Closer monitoring of attendance and performance by PM
c) PM to review progress and achievement of students on a half termly
basis and devise action plan for any students underachieving
d) Ensuring a closer and more careful examination of level of test entry
e) Produce a bridging course for Year 1 L3students who pass their Key
Skills by Easter
f) Re-write the Maths initial assessment test
g) Refining the selection process
Improve English GCSE results, by;
 Changing the entrance criteria, as suggested by the College SMT
 Change the examination board to WJEB
 Closer monitoring of attendance and performance
Improve attendance rates across the FAMES area by;
 Introduction of a tracking system
 Introduction of a team wide attendance policy which is adhered to by all
members of the team
Improved retention
to target
VCL /
HA &
team
Oct
2009
Improved retention
rates
VCL &
team
Sept
2009
Improved Maths
GCSE results
VCL and
JS
Sept
2009
Improved English
GCSE results
VCL &
HA
Sept
2009
Improved attendance
rates across the
programme area
VCL &
team
Oct
2009
BY
WHOM
BY
REVIEW OF PROGRESS
WHEN
AUTUMN
SUMMER
92
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA:
KEY
QUESTION
KQ1
KQ1/2
KQ3
FAMES
ACTIONS TO BE TAKEN
DEPARTMENT:
MEASURE/EVIDENCE
ASCE
BY
WHOM
VCL, HAL
BY
REVIEW OF PROGRESS
WHEN
AUTUMN
SUMMER
June
2011
4. Improve English GCSE results by;
a) Changing the entrance criteria as suggested by the SMT
b) Closer monitoring of attendance and performance by PM
c) PM to review progress and achievement of students on a half
termly basis and devise action plan for any students
underachieving
d) Refining the selection and admissions process
e) Change the examination board to WJEB
Improve English GCSE
results
5. Improve attendance rates across the FAMES area by;
a) Introduction of a formalized tracking system
b) Introduction of a team wide attendance policy whic is
adhered to by all members of the team
c) More rigorous enforcement of disciplinary procedures to
address poor attendance
d) Introduction of termly reward system for good attenders
e) Tighter monitoring and management procedures
Improved attendance
rates across the
programme area
VCL and
team
Dec
2009
6. Improve Key Skills results by;
a) Implementation of a college wide strategy
b) Embedding weekly key skills ‘themes’ into programme wide
classes
c) Identification of a ‘key skills lead’ within the department who
oversees all departmental provision
d) Organize a team ‘Away Day’ specifically to explore how the
FAMES team can work effectively as a team in supporting the
Key Skills specialists.
Improved KS Success
rates
JB, JS,
VCL &
team
Feb
2010
Improved rates of student
satisfaction
VCL
team &
AP’s
93
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA: FAMES
KEY
QUESTION
KQ1/2
ACTIONS TO BE TAKEN
7. Address specific weaknesses in overall teaching practice as raised
by Focus Groups, student surveys, and TQS reports by;
a) Consulting with the team on ways to improve good practice
and reduce poor practice
b) Increasing peer observations within the team
c) AP’s to arrange a series of workshops and forums throughout
the year in order to address specific weaknesses
d) Submit request for sessional members of staff to be
mentored by APs
8. Improve student satisfaction rates by;
a) PM to meet with course reps each half term in order to
incorporate the student voice in to programme management
and organization
Address the following areas of student dissatisfaction;
b) Organization / clarity of Assessment tasks /
procedures;
I.
by ensuring that all lecturers produce a ‘unit
handbook’ incorporating assessment schedules and
procedures
c) Unavailability of cover when lecturers are away;
I.
by ensuring team wide agreement that when a
lecturer is absent, due to illness or training, they will
email class work to PM before 9am; and ensuring
that all students enrolled on a Key Skills programme
to continue with their portfolios which will be stored
in the programme area
d) Lack of variety in relation to T & L activities
DEPARTMENT: ASCE
MEASURE/EVIDENCE
Improved achievement
rates; higher quality
teaching; improved
student satisfaction rates
Improve quantitative and
qualitative student
feedback
BY
WHOM
VCL; APs
& team
BY
REVIEW OF PROGRESS
WHEN
AUTUMN
SUMMER
Dec
2009
VCL;
team
and AP’s
June
2010
94
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA: FAMES
KEY QUESTION
ACTIONS TO BE TAKEN
DEPARTMENT: ASCE
MEASURE/EVIDENCE
BY
WHOM
BY
REVIEW OF PROGRESS
WHEN
AUTUMN
SUMMER
I.
To be addressed by programme area workshop training
(organized by APs)
e) Over reliance upon didactic teaching methods
I.
To be addressed by programme area workshop training
(organized by APs)
f) Unclear explanation of Learning objectives
I.
To be addressed by programme area workshop training
(organized by APs)
KQ4
KQ5
9. Decrease the percentage of ‘ineffective’ tutorials by;
a) Request the targeting of tutors who receive poor student
satisfaction rates by APs
b) Ensure that all tutors have a group / individual SoW
c) Ensure that all tutorials target students highlighted by the
tracking system and that all students who receive a ‘3’ or ‘4’
on the tracking system receive an individual action plan
10. Improve Management of the programme area, by
a) Ensuring that fortnightly tutorial / tracking meetings take
place and are minuted, and actioned
b) Ensure that all students highlighted by the tracking system
are followed up with tutorial action plans, referrals to other
agencies / services and panel meetings
c) Ensure that fortnightly team meetings take place and again,
are minuted and actioned
d) Ensure that all mandatory modules across the programme
area are timetabled appropriately
Improve efficacy of
tutorial system; improve
SAR
Improved efficacy of
tutorial / student tracking
VCL,
team
and APs
VCL and
team
Oct
2009
Oct
2009
Improved efficacy of
team
Improved results
95
ACTION IMPROVEMENT PLAN 2009-2010
Additional actions (not linked to weaknesses) for improving and developing the area
PROGRAMME AREA:
KEY QUESTION
FAMES
ACTIONS TO BE TAKEN
DEPARTMENT: ASCE
MEASURE/EVIDENCE
BY
WHOM
11. To improve the overall quality of provision and student feedback,
I intend to;
a) Ensure that all courses on the programme elect two student
reps who are then invited to our team meeting every half
term
b) At the end of each term, to assess student feedback by
conducting our own student surveys on each course. Where
weaknesses are observed, students and the team will devise
a strategic plan in order to overcome the difficulties and thus
address their concerns
Improve student feedback
and survey results across
the programme area
VCL &
team
12. In response to the poor success rates of white male 16 – 18 year
old students, the team with assistance from advanced practitioners
will attempt to devise specific teaching and learning strategies to
improve overall success rates of this group
Improve success rates of
white male 16-18 year old
students
VCL &
team
BY
REVIEW OF PROGRESS
WHEN
AUTUMN
SUMMER
Nov
2009
June
2010
96
2008-2009 PROGRAMME AREA
SELF-ASSESSMENT REPORT
PROGRAMME AREA
Health and Social Care
DEPARTMENT
Adult, Social and Continuing Education
PROGRAMME MANAGER
Poyee Chan
COURSE TITLE(S)
BTEC National Diploma in Health and Social Care
BTEC First Diploma in Health and Social Care
BTEC Introductory Diploma in Health and Social Care
Level 4 in Leadership and Management
Level 4 NVQ in Health and Social Care
Level 3 NVQ in Health and Social Care
Level 2 NVQ in Health and Social Care
Level 2 Learning Disabilities Qualification (LDQ)
Level 3 Certificate in Counselling Studies
Level 2 Certificate in Counselling Skills
Level 2 Effective Listening Skills
Level 2 Dementia Awareness (distance Learning)
Level 2 Control of Infection and Contamination (distance Learning)
Level 2 Safe Handling of Medicines (distance Learning)
97
PROGRAMME AREA GRADE SUMMARY 2008-2009
PROGRAMME AREA: HEALTH & SOCIAL CARE
KEY QUESTION
GRADE (1 – 4)
VALIDATION OF SELF-ASSESSMENT BY
MODERATION PANEL
DEPARTMENT:
ASCE
Yes
Partly
No
1. Learners’ achievements
1
The Report:
2. Teaching, Training & Learning
1
3. Programmes and activities
meet needs and interests of
learners
1
4. Guidance & Support
1
Has statements which are evaluative rather
x
than descriptive
Contains reasonable judgements which are
x
supported by evidence
Sets challenging but achievable
x
improvement actions
Comments:
A very exciting Programme Area, with lots of development and
highest quality maintained.
5. Leadership and Management
1
Identifies key strengths and weaknesses
x
Capacity to improve – comment/grade
1
Programme Area Grade
1
Moderation Panel Grade: 1
Programme Manager (name): Poyee Chan
Head of Department (name): David Pryke
Date: October 2009
Panel Member (name):
Sally Archer/Anthea Smith
Date:
13 November 2009
98
SELF ASSESSMENT REPORT 2008-2009
PROGRAMME AREA: Health and Social Care
SCOPE OF PROVISION
Health and Social Care offers both full-time and part-time programmes. The full-time programmes are mainly undertaken by 16-18 learners and consist of the
Introductory Diploma in Health and Social Care, BTEC First Diploma in Health and Social Care, and BTEC National Diploma in Health and Social Care. The
part-time programmes consist of NVQ in Health and Social Care (levels 2 - 4), NVQ in Leadership and Management, Learning Disabilities Qualifications
(LDQs), counselling (levels 1 – 4), HND in Health and Social Care ,and distance learning courses. As well as the main course content, delivery is also
enhanced by training opportunities such as Manual Handling, First Aid, Food Hygiene, and Health and Safety. It is an area with increasing participation and
success rates. Growth has been positively influenced by good local reputation, effective promotion through taster days, school open days, and strong links
with employers and the local care partnership. In particular, strong links with a major care provider - the Coventry and Warwickshire Partnership Trust - has
resulted in the signing-up of a large number of NVQ Health and Social Care learners. The majority of these learners are due to complete in this academic year
and we expect to sign up future learners. We have also delivered pre-employment courses (Working Links, Preparation for Work) to prepare individuals to
work in the care sector.
The area also delivers the BTEC First Certificate/Diploma to Year 10 and 11 pupils from local schools and this academic year has seen the completion of the
first cohort of Year 10 pupils with high success rates and high resulting grades. Also the Health and Social Care Young Apprenticeships programme for 14-16
year old pupils was set up in Sept 2008 and the first cohort of learners will complete by June 2010. The NVQ Apprenticeships framework was set up in
September 2009. The programme area has been recognised as effective in assessment and applying standards by major awarding bodies, for example,
EDEXCEL.
ACTIONS TAKEN TO IMPROVE THE PROVISION FOR LEARNERS SINCE LAST SELF-ASSESSMENT REPORT
Improvement action
Impact on learners
A. Liaising with major care providers enables the close monitoring of learners
A. We have continued to liaise and maintain good relations with major
to ensure success
local care providers to deliver the LDQs, NVQs in Care, and full-cost
courses
B. The programme area has attended some meetings at the Coventry
and Warwickshire Care Partnership to strengthen employer and
partnership links
C. Full-cost work has been delivered including a counselling course
D. We have also ensured, where possible, that all qualifications are
completed by the due date
B. Attendance at these meetings allows learners to be informed of changes
in legislation and funding for the care sector
C. Full cost delivery allows employers to have tailor-made courses to meet
the needs of the learners/organisation
D. To maintain learner motivation and progression
99
KEY QUESTION 1 – ACHIEVEMENT AND STANDARDS
How well do learners learn, progress and achieve?
STRENGTHS
1. Success rates on the full-time 16-18 programmes are outstandingly
above the national benchmark
EVIDENCE
1. The success rate for the National Diploma in H&SC is 87%
(benchmark is 62%); the success rate for the BTEC First Diploma
in H&SC is 100% (benchmark is 72%); the success rate for the
Introductory Diploma in H&SC is 83% (benchmark is 75%)
2. Value Added score is exceptionally high on the BTEC National
Diploma in Health and Social Care
2. 90% of learners have completed the course with above predicted
grades
3. Excellent progression from the full-time courses
3. From the BTEC Introductory Diploma in Health and Social Care
73% of learners progressed to Level 2; from the BTEC First
Diploma in Health and Social Care 81% of learners progressed to
either the level 3 BTEC National Diploma in Health and Social
Care/other level 3 course within the College; from the BTEC
National Diploma in Health and Social Care 71% of learners
obtained places at university – CIS data
4. There are high success rates for some of the Key Skills
4. For the Communication Key Skills at level 1 the success rate is
76%, for the ICT Key Skills at Level 2 the success rate is 77%, for
the Communication Key Skills Level 2 the success rate is 73% CIS data
WEAKNESSES
1. Success rate for the Counselling Studies Level 3 course is low
compared to the other counselling courses
EVIDENCE
1. The success rate for the Counselling Studies is 75% (benchmark is
80%)
Average student attendance across Programme Area: 88% (including notified)
100
Data Table
Please insert your 3-year trend data from the information provided by CIS.
Any discrepancies need to be resolved directly with CIS.
Please ensure all targets for 2009/10 are agreed with HoDs and completed
Qualification
BTEC National
Diploma in Health and
Social Care
BTEC First Diploma in
Health and Social Care
BTEC Introductory
Diploma in Health and
Social Care
Level 4 Leadership
and Management
Level 4 NVQ in Health
and Social Care
Level 3 NVQ in Health
and Social Care
Level 2 NVQ in Health
and Social Care
Qualification
Level 2 Learning
Disabilities
Qualification (LDQ)
Level 3 Certificate in
Counselling Studies
Level 2 Certificate in
Counselling Skills
Level
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
06/07
07/08
08/09
bm
28
79
77
61
18
100
100
100
38
84
100
84
20
100
100
100
12
92
100
92
15
73
23
96
91
87
31
100
100
100
12
92
91
83
3
100%
-
68
91
62
82
88
72
81
88
71
-
47
91
79
72
89
89
80
85
87
73
10
100
80
80
31
80
71
59
28
86
76
69
73
97
89
86
11
100
64
64
16
94
100
94
15
93
24
88
59
90
87
78
18
83
93
78
12
100
67
67
11
91
80
75
14
86
100
86
Target
08/09
87
100
87
85
100
85
85
100
85
77
89
69
87
90
78
80
94
75
82
90
74
85
90
77
Target
09/10
87
100
87
86
100
86
85
100
85
77
89
69
87
90
78
80
94
75
82
90
74
85
90
77
90
90
81
86
88
76
90
90
81
88
88
77
101
Level 1 Foundation in
Counselling Skills
Level 2 Dementia
Awareness (distance
Learning)
Level 2 Control of
Infection and
Contamination
(distance Learning)
Level 2 Safe Handling
of Medicines (distance
Learning)
Key Skills
ICT Level 1
Key Skills
Communication
Level 1
Key Skills
Application of Number
Level 1
Key Skills
ICT Level 2
Key Skills
Communication
Level 2
Key Skills
Application of Number
Level 2
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
10
90
67
60
25
80
80
65
61
85
67
57
110
80
78
13
92
83
77
60
92
93
85
25
88
82
72
75
92
94
91
89
80
93
94
87
88
91
78
89
95
87
11
100
91
91
17
94
88
82
13
100
77
77
18
100
89
89
% success
63
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
29
93
86
86
29
93
85
79
29
93
96
90
26
85
73
62
27
70
85
59
26
85
73
62
23
96
74
74
21
95
75
71
24
96
83
79
38
79
97
76
44
72
89
64
37
86
72
62
40
98
58
58
37
97
78
76
33
100
52
52
26
88
87
77
37
95
72
70
27
93
68
63
-
83
-
97
93
90
93
95
88
86
92
79
84
89
75
97
93
90
82
90
74
82
90
74
82
90
74
82
90
74
82
90
74
1
82
90
74
82
90
74
82
90
74
82
90
74
82
90
74
82
90
74
1
82
90
74
102
STRENGTHS
KEY QUESTION 2 – TEACHING,TRAINING AND LEARNING
How effectively do teaching, training and assessment support learning and development?
EVIDENCE
1. Outstanding teaching and learning
1.
90% of the teaching is outstanding/good, ‘there is active student involvement in own
learning through negotiated and agreed actions regarding assessment...excellent guidance
and support with differentiate tracking and knowledge of student needs...clear
communication of progress, taking account of both behavioural an assessment targets’
(Teaching Observation Report 08/09)
2. Excellent placement links provide progression
opportunities that actively support learners to go on to
higher education/work
2. There is strong liaison with vocationally linked placement providers and effective monitoring
and support for students on placements. There are individual learner plans, placement
monitoring records/ feedback, health and safety visit records. 71% of full-time learners from
the level 3 course have progressed to university
3. External verification reports state that the application of
quality across the programme area is of excellent standard
3. Assessment and tutor feedback is of excellent standard
‘The feedback was excellent and given in a good constructive feedback sandwich’ and ‘excellent
work from students’ (CPCAB EV Report 08/09)
‘There are good examples of robust, clear and supportive assessor feedback to the candidates’
and ‘there are varied methods of assessment which enable the candidate to maximise their
learning opportunities’ (NCFE EV Report 98/09)
‘The team has worked well to maintain the excellent standards achieved at the last visit’ (City
and Guilds EV Report 08/09)
‘A good brief which is producing excellent work’ (BTEC EV report 08/09)
WEAKNESSES
EVIDENCE
1. One new tutor has varying consistency in the quality of
schemes of work
1. For the new tutor schemes of work and lesson plans need greater detail – Teaching
Observation Report 2009/09
TEACHING AND LEARNING GRADE PROFILE FOR AREA
Number of observations: 11
Grade
1
2
3
%
45%
45%
9%
4
(To be taken from TQS annual review)
103
KEY QUESTION 3 – NEEDS AND INTERESTS OF LEARNERS
How effectively do the programmes and activities meet the needs and interests of users?
STRENGTHS
EVIDENCE
1. Well structured programmes and activities are excellent at
meeting the needs and interests of learners with excellent
opportunities to develop employability and higher education
prospects
1. There is a common tutorial programme that is followed by all full-time
programmes. Excellent links with employers enhance the vocational aspects of
the curriculum and support learners to gain valuable work experience where they
can apply theory to practice. Visits to universities, theme parks, caring
professions, practical activities within class. Learners have benefited from a wide
range of additional qualifications the content of which are linked to care sector
requirements. This includes dementia awareness, infection control, safe handling
of medicines, manual handling, First Aid, health and safety, food hygiene, These
activities have enabled learners to engage in learning and support achievement
2. The breadth of the curriculum includes links with local schools
to provide excellent opportunities to year 10/11 pupils to study
health and social care (Grace Academy, Young Apprenticeships
programme)
2. The Grace Academy cohort completed the BTEC First Diploma in Health and
Social Care with 100% success rate. CIS data
3. Learners have undertaken charity work to make a valuable
contribution to the community
3. Students have organised and raised funds/goods, for example, for the Shoe Box
appeal, raising money for the Salvation Army – CMF file
WEAKNESSES
1. Some groups of learners from particular ethnic groups have a
lower than average success rate
EVIDENCE
1. The EDIMs data shows that learners from a white background have on average a
success rate of 77%. Whilst learners from an Asian background have a higher
than average success rate of 79% (126 learners), learners from a black
background only have a success of 73% (204 learners) and learners from a
mixed background only have a success rate of 67% (125 learners)
104
STRENGTHS
KEY QUESTION 4 – GUIDANCE AND SUPPORT
How effective are the care, guidance and support learners receive in helping learners achieve?
EVIDENCE
1. Common tutorial programmes provide outstandingly effective
advice and guidance on both academic and pastoral matters
1. The full-time programmes follow a common tutorial programme that has resulted
in high progression rates, good attendance, and high achievement on main
courses. Personalised learning plans help tutors to identify additional learner
circumstances, for example, having no computer at home. From the BTEC National
Diploma in Health and Social Care 71% of learners obtained places at university –
CIS data, schemes of work, and personalised learning plans
2. Excellent information, advice and guidance support progression
guidance to enable students to achieve their potential
2. Learners on the full-time programmes engage in a variety of enrichment activities,
for example, participating on pre-arranged visits to universities, university
representatives, Naidex for an exhibition on care equipment, talks from health and
social care professionals, practical care activities – see tutorial schemes of work
3. The highly developed tracking and monitoring systems and the
exceptionally high quality of support from learners have raised
the aspirations and expectations of learners
3. Success rates are high – Level 3 (87%), level 2 (100%), level 1 (83%) – CIS data
WEAKNESSES
EVIDENCE
1. There is evidence that learner satisfaction on the full-time
programmes is below the College average
For example:
- 84% agreed completely/agree mostly that ‘Teaching and Learning/Training’ is
good, with 98% knowing when to come to College and on time, and only 66%
agreed that they get help at using number/reading/writing
- 85% agreed completely/mostly agreed that they were satisfied with the quality
assurance. 91% were satisfied with the course and would recommend the
College to a friend and only 73% think that the College tries to improve things
105
KEY QUESTION 5 – LEADERSHIP AND MANAGEMENT
How effective are leadership and management in raising achievement and supporting all learners?
STRENGTHS
EVIDENCE
1. Exceptional integration of equality and diversity across the
curriculum area
1. Schemes of work and lesson plans embrace equality and diversity as core
values in the care sector. This is promoted by, for example, posters,
displays, specialist equipment and, tutorials on ‘race’. One of the staff
team TMD is part of the equality and diversity team and actively drives
forward awareness raising on these issues – schemes of work, lesson
plans, classroom displays
2. Outstanding team liaison and communication ensure that
learners are driven to succeed
2. Team meeting minutes and high student success and progression rates.
Regular meetings encourage staff to share good practice and track learner
progress
3. The area has delivered a diverse range of programmes to
enhance community participation
3. This includes full cost courses such as a counselling course tailored to
meet the needs of the learners/organisation, 14-16 programmes, ESOL for
Care which is jointly delivered by ESOL and health and social care staff,
and pre-employment programmes prepare individuals to work in the care
sector – CIS data
WEAKNESSES
EVIDENCE
1. Insufficient staffing at the beginning of the year placed
considerable pressure on existing staff
1. Initially, the area was not able to recruit new staff, but this was resolved
during the academic year - Personnel files. The impact is lower than
College average student satisfaction results
106
OUTCOMES FOR LEARNERS – ‘Every Learner Matters’
How does the area ensure that:
1. All learners take
responsibility for their
own health, safety and
well being?
2. All learners are, and
feel, safe?
Learners undertake a variety of programmes/training to ensure that they understand and take on the responsibility for
their own health, safety and well-being. This includes qualifications such as First Aid, Health and Safety, and Food
Hygiene. In addition, practical sessions such as manual handling, infection control, and the safe handling of medicines reenforce the need to be vigilant in matters of personal care and containing infections/diseases. Also, tutorial talks on dental
hygiene and healthy diets support the already existing curriculum on health, safety and well-being – see curriculum
content, CIS data, schemes of work, learner evaluation, certificates.
The team undertake health and safety checks prior to learners going on placement as well as carry out frequent
monitoring of learner progress once they commence placement. Learners also have talks on personal safety. On prearranged outings, for example, university visits and theme parks learners are always briefed and are required to sign a
code of conduct to encourage them to behave in a safe manner and to know what to do in emergencies.
3. It contributes to all
learners’ enjoyment,
personal development
and achievement?
The enrichment programmes support learners to develop their skills and to enjoy their learning. For example, Aim Higher
programmes have come in to deliver ‘goal mapping’ and goal setting’ with Level 2 and Level 3 learners to encourage
learners to aim high in their personal aspirations. Placements and practical sessions also enable learners to develop their
own caring skills. The up-to-date and wide range of care equipment, for example, sensory learning equipment, bead
chairs, hospital beds, and medication trolleys all help to enhance learner enjoyment and development.
4. All learners are enabled
to contribute to their
wider community?
Learners undertake charity events, for example, the Shoe Box appeal and voluntary work with care homes to help clients
write Christmas cards and wrap gifts or general social support for the clients.
5. All learners increase
their employability and
economic well being
through learning and
development?
Learners undertake placements that are relevant to their career aspirations, for example, in care homes and day centres.
For Level 3 learners this enhances their opportunity to get onto university courses that require vocational experience, for
example, nurse training. Some learners do particularly well on placements and as a result gain paid employment with the
organisation.
107
ACTION IMPROVEMENT PLAN 2009-2010
All weaknesses identified must have a corresponding action for improvement and be referenced according to the Key Question
(e.g. KQ1 refers to achievement). First, however, all SARs must address the questions on Workforce Development, Equal Opportunities and Outcomes for Learners/Every
Child Matters.
PROGRAMME AREA: Health and Social Care
KEY QUESTION
DEPARTMENT: ASCE
ACTIONS TO BE TAKEN
MEASURE/EVIDENCE
BY
WHOM
BY
REVIEW OF PROGRESS
WHEN
AUTUMN
SUMMER
PC
June
2010
PC/CB
June
2010
Team
June
2010
Workforce
Development
How can you improve
your programme area’s
strategy for Workforce
Development/Employer
Engagement?
1. Maintain links with care providers by regular meeting and
up-dates
Meet target
recruitment numbers
2. Attend Coventry and Warwickshire Partnership for Care
meetings to maintain contact and obtain legislative updates
Up to date information
Equal Opps
What steps will you be
taking to actively
promote equal
opportunities and
diversity?
1. Promote equality and diversity the programme area will
effectively integrate these matters into courses, enrichment
activities and tutorials
Improved success
rates with specific
ethnic groups.
ECM
Further actions
planned to meet ECM
agenda
108
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA: Health and Social Care
KEY QUESTION
ACTIONS TO BE TAKEN
DEPARTMENT: ASCE
MEASURE/EVIDENCE
BY
WHOM
KQ 1
Improve the success rate on the Counselling Studies level 3
course by more rigorous monitoring of learner progress and
more frequent tutorials to identify further support
requirements
Improved success rate
MH
KQ 2
All new staff to be supported to provide more detailed schemes
of work
More detailed SoW
Team
KQ 3
Use the Individualised Learning Plan to help to identify any
additional support for particular ethnic groups, as well as more
frequent individual tutorials to monitor progress
Improved success rates
for particular ethnic
groups
Ensure that learner satisfaction improves and is above the
College average by administering frequent questionnaires to
gauge learner views on a monthly basis and to put in place
swift and effective action plans to resolve any issues
Improved learner
satisfaction
KQ 4
KQ 5
New staff have now been recruited
BY
REVIEW OF PROGRESS
WHEN
AUTUMN
SUMMER
From
Sept
2009
Oct
2009
Team
Oct
2009
PC
Nov
2009
109
KEY QUESTION
ACTIONS TO BE TAKEN
MEASURE/EVIDENCE
BY
WHOM
BY
REVIEW OF PROGRESS
WHEN
AUTUMN
SUMMER
To maintain strengths:
KQ 2
KQ 3
Ensure that tutors continue to use innovative ways to
enhance lesson deliver, for example, including BBC
‘Iplayer’ and ‘You Tube’
Grade one lesson
observations
Team
From
Sept
2009
Continue to maintain links with employers for NVQ
learners and placements
New NVQ learners,
more placement links
PC, CB
June
2010
Continue to do health and safety checks for placements
Health and Safety
check documentation
Team
From
Nov
2009
Ensure that practical lessons continue to be delivered to
develop the caring skills of learners
SoW, student
evaluations
NB, ZJ
From
Sep20
09
Continue to encourage and support learners to participate
in charity fund raising events
Charity events
Team
From
Nov
2009
110
KEY QUESTION
KQ 4
KQ 4
ACTIONS TO BE TAKEN
MEASURE/EVIDENCE
BY
WHOM
BY
REVIEW OF PROGRESS
WHEN
AUTUMN
SUMMER
Continue to use the Individualised Learning Plans to
identify any personal/practical needs of learners
Completed ILPs
Team
Ensure that enrichment activities continue to provide
learners with varied and relevant activities to help to
them to achieve their goals and destinations
SoW, learner
evaluations
PC, TMD
From
Nov 09
Continue to offer and deliver full-cost programmes
CIS data
PC
June 10
PC, CB,
TMD
June 10
Maintain the strong team ethos by regular and effective
communication
Meeting minutes,
high success rates
From
Sept 09
111
2008-2009 PROGRAMME AREA
SELF-ASSESSMENT REPORT
PROGRAMME AREA
IT Skills/IT Workforce Development
DEPARTMENT
Adult, Social and Continuing Education
PROGRAMME MANAGER
Fiona Hackett and Beverley Clarke
COURSE TITLE(S)
E-Type
Equal Skills 10 hours
Equal Skills 30 hours
Equal Skills 60 hours
Clait
Clait Diploma
Clait Plus
Clait Plus Diploma
ECDL Part 1
ECDL Part 2
ECDL Advanced
ITQ Level 1
ITQ Level 2
ITQ Level 2 (top up)
ITQ Level 3
112
PROGRAMME AREA GRADE SUMMARY 2008-2009
PROGRAMME AREA: IT SKILLS/IT WFD
VALIDATION OF SELF-ASSESSMENT BY
MODERATION PANEL
DEPARTMENT: Adult, Social and Continuing Education
KEY QUESTION
1. Learners’ achievements
GRADE (1 – 4)
2
Yes
The Report:
Identifies key strengths and weaknesses
x
Has statements which are evaluative rather
than descriptive
Contains reasonable judgements which are
supported by evidence
Sets challenging but achievable
improvement actions
Comments:
x
Partly
No
2. Teaching, Training & Learning
1
3. Programmes and activities
meet needs and interests of
learners
1
4. Guidance & Support
1
A clear and helpful SAR that now includes an Every Learner
Matters page and has improved the clarity of responses to KQ1
5. Leadership and Management
1
Capacity to improve – comment/grade 1
Programme Area Grade
1
Programme Manager (name): Fiona Hackett Beverley
Clarke
x
x
Moderation Panel Grade: 1
Panel Member (name): Kevin Clements/Mike Holliday
Date:
11th November 2009
Head of Department (name): David Pryke
Date:
113
SELF ASSESSMENT REPORT 2008-2009
PROGRAMME AREA: IT Skills and IT Workforce Development
SCOPE OF PROVISION
The programme area of IT Skills is designed to give students a variety of IT skills and qualifications ranging from those suitable for the complete beginner,
through to the advanced IT user. The programme area has a Programme Manager, a 0.5 member of staff, service hours from a full-time member of staff and
four sessional staff based at Henley and off-site. There is a community drop in centre at Riley’s where there is a Manager, a part-time member of teaching
staff, various sessional staff, and a 0.8 member of staff who is project funded. Day and evening classes take place in dedicated IT rooms at the Henley site,
Holbrooks Community Care Association and The Alan Higgs Centre. They are taught classes for which specific qualifications are timetabled. Riley’s also offers
daytime taught classes. Full-time students on the Level 2 Business Administration course are taught CLAIT and ECDL. At Riley’s, students are encouraged to
visit the centre regularly on a drop in basis in order to complete a qualification. In addition, Riley’s receives funding from UK Online and has a separate
targets and objectives for different client groups
The work-based part of the programme area has a Programme Manager, two full-time assessors, one 0.8 and two sessional, teaching approximately eight
hours a week to meet the current demand for ITQs in the workplace. The qualification taught in the workplace is ITQ (NVQ) for IT Users. This is taught at
Levels 1, 2 and 3. The range and number of companies has grown in the last year to over 30 companies delivering ITQs.
EDIMS data does not show significant variation in results between ethnic groups
ACTIONS TAKEN TO IMPROVE THE PROVISION FOR LEARNERS SINCE LAST SELF-ASSESSMENT REPORT
Improvement action
Impact on learners
 ITQ staff moved to Riley’s
 Learners have access to more staff expertise. Wider choice of delivery
 Excellent marketing and sales calls led to 800% increase in ITQ learners
 Mobile Broadband

 UK Online Funding

 Midland Heart learners enrolled on college label


 Significant improvement in teaching observation grades

methods for ITQ’s, either in house work- based or taught class at Riley’s.
Riley’s not required to close as often due insufficient staff levels when staff
off sick
Learners from a wide range of industries and company sizes, including 10
care homes have benefitted from ITQ training
Learners can complete internet units at Riley’s if no access to internet in
their workplace
Provided interactive learning material for new learners at entry level.
Midland Heart learners in the community were able to enrol on
qualifications and come into College to take exams
Now all grade 1 or 2
114
KEY QUESTION 1 – ACHIEVEMENT AND STANDARDS
How well do learners learn, progress and achieve?
STRENGTHS
EVIDENCE
 Success rates on ECDL part 1, CLAIT Certificate, CLAIT Diploma,
and ITQ Level 2 are significantly above benchmark.
 EDCL 1 +25, CLAIT Certificate +10, CLAIT Diploma +10, ITQ
Level 2 + 3
 Impressive progression routes/rates from ITQ into paid
employment or better jobs.
 Progression included 60% of volunteers finding paid employment
and 10% of learners were promoted or found better employment
as a result of the qualification
 A significant number of learners progress to a higher-level course
during the year.
 EBS Student Profile 08-09 shows 45% of learners enrolling on a
higher level course during the year
WEAKNESSES
 Low ITQ success rate at Parcel Force
 Low success rates for CLAIT Plus
EVIDENCE
 Withdrawals reduced the ITQ Level 2 100% success rate to 73%
and brought ITQ Level 1 below benchmark. Learners did not use a
computer in their workplace. They did not attend due to either
work shift patterns or other commitments and had to be withdrawn
 Several learners have experienced personal problems and could not
complete. Success rate below benchmark
115
Data Table
Qualification
Equal skills
CLAIT
CLAIT DIPLOMA
CLAIT PLUS
CLAIT PLUS DIPLOMA
ECDL PART 1
ECDL PART 2
ECDL Advanced
ITQ Level 1
ITQ Level 2 includes top ups
F and T codes
Vocational study not leading
to a recognised qualification
Level
1
1
1
2
2
1
2
3
1
06/07
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
07/08
87
119
87
98
93
100
91
98
78
105
81
89
71
74
58
66
16
44
94
100
100
89
94
89
11
25
100
92
91
70
91
64
6
5
100
100
100
80
100
80
107
85
87
91
85
91
74
82
82
69
88
96
72
74
63
71
31
84
27
23
19
100
84
84
15
13
100
100
87
77
87
77
40
100
100
100
08/09
72
100
96
96
58
90
83
74
22
95
90
86
16
88
64
56
1
100
100
100
71
93
95
89
59
93
80
75
10
90
44
40
30
67
100
60
84
96
83
73
40
100
100
100
bm
Variance
98
97
94
+2
80
80
64
+10
88
86
76
+10
86
79
68
-12
82
80
66
+33
80
80
64
+25
86
79
68
+7
81
49
40
=
76
93
71
-11
80
75
60
+13
100
100
100
=
116
KEY QUESTION 2 – TEACHING, TRAINING AND LEARNING
How effectively do teaching, training and assessment support learning and development?
STRENGTHS
EVIDENCE
 Good or excellent teaching observations for tutors and assessors
 All teaching observations were either grade 1 or 2

Effective tracking system is available to all staff both on and off
site to help identify students at risk of failing
 Tracking spreadsheet is now accessible for all tutors on G drive.
This monitors enrolments and unitised achievement on all
qualifications. New ECDL ITQ syllabus information also has a
separate folder

Excellent variety of comprehensive delivery methods supports the
learning and development of all types of learner
 Work based learners learn either in small groups or on a one to
one basis having individual learning plans and one to one feedback
in the workplace. They also have up-to-date relevant workbooks
for each module chosen. Classroom based learners have up-todate resources, good tutor support and resources on WebCT for
home use. Drop in facility in Riley’s helps learners achieve giving
them extra time to practice. Project area also available to all
learners
WEAKNESSES
EVIDENCE
TEACHING AND LEARNING GRADE PROFILE FOR AREA
Number of observations: 4
Grade
1
2
3
4
%
25
75
(To be taken from TQS annual review)
117
KEY QUESTION 3 – NEEDS AND INTERESTS OF LEARNERS
How effectively do the programmes and activities meet the needs and interests of users?
STRENGTHS
EVIDENCE
 Highly developed ITQs tailored to meet individual employer needs
 The tasks for the portfolio are work based tasks that meet the standards
of the qualification and the needs of the employers. Comments from
student survey include: ‘As it (ITQ) was work related, I have been able
to learn real skills…in appropriate areas for my workplace to benefit’
 A variety of qualifications are extremely successful at meeting
learners’ needs and ensures a complete progression route from
entry level to advanced levels
 A wide range of qualifications are offered at all centres, this gives
learners the chance over a period of time to progress to an advanced
level at the same centre. Comment from student survey: ‘I have been at
Henley for four years and I am now a competent IT user’
 Dedicated ITQ classes at Riley’s are very effective at offering
support and facilities missing in the workplace
 Midland Heart learners benefit from unique delivery method
 The opportunity to provide IT support alongside Literacy and Numeracy
at Riley’s is fully exploited
WEAKNESSES
 Opportunities for older learners are limited by financial barriers
 Some learners not given sufficient time in the workplace or adequate
access to computers
 Learners are taught in their own homes and then can attend any taught
class to sit their tests. Comment from student survey: ‘…very good for
people who have children’
 An average of 42% of learners who study Literacy/ Numeracy at Riley’s
are also enrolled on IT classes
EVIDENCE
 Funding criteria do not offer concessions if learners are not on benefits
118
STRENGTHS
KEY QUESTION 4 – GUIDANCE AND SUPPORT
How effective are the care, guidance and support learners receive in helping learners achieve?
EVIDENCE

Fully individualised support is given to ITQ T2G learners off site
 ITQ Train 2 Gain learners have three one-to one reviews
throughout their course

Outstanding tutor support effectively motivates learners to
succeed
 Comments in the student survey about tutor support were 100%
positive and include: ‘(the tutor) has been fantastic throughout
the course and has helped me understand loads of new things’
and ‘the feedback is always very positive which motivates me to
achieve’

Learners are individually supported to achieve through extremely
flexible use of timetables
 Learners can transfer to other centres at any time in the course
(or for one-off session) if working patterns or other individual
needs demand it
WEAKNESSES

Insufficient language support is given to ESOL learners to assist
understanding of specialist IT vocabulary
EVIDENCE
 Progression between Equal Skills and CLAIT is difficult for learners
whose first language is not English. Some learners struggle to
cope with the amount of reading in the workbooks
119
KEY QUESTION 5 – LEADERSHIP AND MANAGEMENT
How effective are leadership and management in raising achievement and supporting all learners?
STRENGTHS
EVIDENCE
 External funding secured by Riley’s to support an additional member of
staff
 £10,000 secured from UK Online to offer support to complete beginners
 Successful employer engagement achieved through good relations with
external organisations
 We worked closely with Tom White Waste, Barclays Call Centre,
Coventry Sports Trust, Coventry Sports Foundation, Coventry Law
Centre, Wood End Advice Centre, National Energy Action, Exhall Grange
School, Christ the King School, Foleshill Primary School, The Community
Wardens, several care homes and Parcel Force
 Excellent co-operation between the two programme areas has resulted
in multiple options for prospective learners
 Learners can be offered the course and delivery method that suits their
needs and funding criteria. Students can be on different codes even
within the same company
WEAKNESSES
EVIDENCE
 Only 50% of new Riley’s learners progressed onto qualifications
 The MyGuide assessment at Riley’s (required by UK Online funding
criteria) was too long and learners also had to complete the assessment
in Literacy and Numeracy, so many learners lost interest and did not
progress
 CIS data for both programme areas is still very difficult to analyse
effectively
 Roll-on, roll- off programme, together with multiple codes for the same
qualification in different centres, means time consuming analysis of
individual learner’s statistics is necessary for accurate results
120
OUTCOMES FOR LEARNERS – ‘Every Learner Matters’
How does the area ensure that:
1. All learners take
responsibility for their
own health, safety and
well being?
All new students are given an induction to make them aware of health and safety issues and evacuation
procedures.
2. All learners are, and feel,
safe?
Risk Assessments are carried out in all centres and all companies to ensure the safety of learners and
staff. None of the student’s survey results indicated that students felt unsafe.
3. It contributes to all
learners’ enjoyment,
personal development and
achievement?
Student survey comments are very positive and include “I have been at Henley College for four years and
I am now a competent IT user.” The feedback has always been very positive which motivates me to
achieve.
4. All learners are enabled to
contribute to their wider
community?
Student survey comment: “I have been able to learn real skills in order for my work place to benefit.”
5. All learners increase their
employability and
economic well being
through learning and
development?
ITQ learners’ progression included 60% of volunteers finding paid employment and 10% of learners were
either promoted or found better employment as a result of the qualification.
121
ACTION IMPROVEMENT PLAN 2009-2010
All weaknesses identified must have a corresponding action for improvement and be referenced according to the Key Question
(e.g. KQ1 refers to achievement). First, however, all SARs must address the questions on Workforce Development, Equal Opportunities and Outcomes for Learners/Every
Child Matters.
PROGRAMME AREA:
KEY QUESTION
Workforce
Development
How can you improve
your programme area’s
strategy for Workforce
Development/Employer
Engagement?
Equal Opps
What steps will you be
taking to actively
promote equal
opportunities and
diversity?
IT SKILLS/IT WFD
ACTIONS TO BE TAKEN
DEPARTMENT:
MEASURE/EVIDENCE
ASCE
BY
WHOM
BY
REVIEW OF PROGRESS
WHEN
AUTUMN
SUMMER
Work Closely with HBS to recruit new learners using ESF
funding criteria
Improve recruitment
BC
Sept
2009
and
April
2010
Research different delivery methods or courses to suit
non-English speakers
Alternative exercises
introduced
Team
Jan
2010
ECM
Further actions
planned to meet ECM
agenda
122
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA: IT Skills and IT Workforce Development
KEY QUESTION
DEPARTMENT:
ACTIONS TO BE TAKEN
ASCE
MEASURE/EVIDENCE
BY
WHOM
BY
WHEN
Do not enrol ITQ learners who do not use computers as part of
their job
Sign up Documentation
BC
Sept
2009
Do not enrol ITQ learners who will not get adequate time in
the workplace to complete tasks
Sign up Documentation
BC
Sept
2009
Investigate alternative to MyGuide as a diagnostic tool
Alternative exercises
adapted for Office 2007
Success rate over
benchmark
BC/SS/
JT
Jan
2010
KQ2
Ensure CLAIT Plus learners are aware, prior to enrolment, of
commitment required to complete qualification
Benchmarks exceeded
Team
Sept
2009
KQ3
Implement action plan to achieve success rates at least 10%
over benchmark in all qualifications in 09/10
Completed action plans
Team
July
2010
All tutors to ensure action plans reflect how individual work
might be improved
Enrolments
Team
Sept
2009
Make more effective use of Discovering IT for older learners
Scheme of work
Vocabulary H/O
BC/SS
Oct
2009
KQ1
KQ4
Ensure at least half of 60 hour Equal skills course is spent
preparing learners for CLAIT including specialist vocabulary for
ESOL learners
REVIEW OF PROGRESS
AUTUMN SUMMER
Oct
2009
123
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
Additional actions (not linked to weaknesses) for improving and developing the area
PROGRAMME AREA: IT Skills and IT Workforce Development
KEY QUESTION
KQ5
Additional
Action
DEPARTMENT:
ACTIONS TO BE TAKEN
ASCE
MEASURE/EVIDENCE
BY
WHOM
BY WHEN
 Monitor progression of new learners onto full
qualifications
 Rename courses on course approvals document to
accurately reflect location and qualification in order to
improve analysis of data and accuracy of reports
 Tutors to check course lists and end dates on EBS
regularly in order to ensure data reflects reality
 Anticipate staffing capacity shortages where possible
and submit timely recruitment requests to build
capacity and increase employer-engagement activity
 Prepare for capital bids by identifying additional
resources during team meetings
 Implement relevant training and monitoring to ensure
that all contact details, significant meetings and
associated actions with employers are recorded on
the Contact Management Database
Enrolments
SS BC
Oct 2009
Improved accuracy
and analysis of data
FH, BC,
AS.JD
Sept 2009
 Review Survey Monkey questions to include key
questions from College survey which can be
benchmarked
Benchmarking data
CIS advised of errors Team
Bank of sessional
staff and increased
BC/DP
workforce enrolments
Capital bids
requested
BC/DP
CM database
completed in full
BC/JK
REVIEW OF PROGRESS
AUTUMN
SUMMER
Monthly
As
required
March
2010
Nov 2009
Feb 2010
124
2008-2009 PROGRAMME AREA
SELF-ASSESSMENT REPORT
PROGRAMME AREA
Art & Design
DEPARTMENT
Hospitality and Creative Studies
PROGRAMME MANAGER
Pam Bolus
COURSE TITLE(S)
BTEC Introductory Diploma (Level 1)
BTEC First Diploma (Level 2)
Nat Dip in Graphic Design 06/08
Nat Cert. in Graphic Design 06 / 08
Nat Diploma in Art & Design 06/08
Nat Cert. in Art & Design 07 / 09
Nat Diploma in Art & Design 07/09
Nat Cert. in Art & Design 07 / 09
Fast track Nat Cert in Art & Design 07/08
Animate Your Future 14-16 (Work Related Learning) 07/08 Yr 10
Animate Your Future 14-16 (Work Related Learning) 07/08 Yr 11
Nat. Cert in Floristry Level 2 F/T 07/08
Nat. Cert in Floristry Level 2 P/T 07/09
Nat. Cert in Floristry Level 2 P/T 06/08
Advanced Cert in Floristry Level 3 P/T 07/09
Advanced Cert in Floristry Level 3 P/T 06/08
125
PROGRAMME AREA GRADE SUMMARY 2008-2009
PROGRAMME AREA: ART & DESIGN
VALIDATION OF SELF-ASSESSMENT BY
MODERATION PANEL
DEPARTMENT: Hospitality and Creative Studies
KEY QUESTION
GRADE (1 – 4)
1. Learners’ achievements
3
2. Teaching, Training & Learning
2
3. Programmes and activities
meet needs and interests of
learners
2
4. Guidance & Support
2
5. Leadership and Management
2
The Report:
Yes
Identifies key strengths and weaknesses
Par
tly
No
X
Has statements which are evaluative rather
X
than descriptive
Contains reasonable judgements which are
X
supported by evidence
Sets challenging but achievable
x
improvement actions
Comments:
The new Programme Manager has quickly acquainted herself
with the issues, and has already had a positive impact. This
gives confidence that the Area will continue to develop.
Capacity to improve – comment/grade
Programme Area Grade
2
2
Moderation Panel Grade: 2
Programme Manager (name):
Pam Bolus
Head of Department (name):
Nigel Dunnill
Date:
20th October 2009
Panel Member (name): Sally Archer/Anthea Smith
Date:
13 November 2009
126
SELF ASSESSMENT REPORT 2008-2009
PROGRAMME AREA:
Art & Design
SCOPE OF PROVISION
Provision was available in two areas consisting of Art & Floristry. Art offers a 14-16 WRL provision (engagement programme), 16-19 full-time
Edexcel Levels 1, 2 and 3 in Art & Design, as well as servicing the College-wide Fresh Start programme. Floristry offered both full and parttime courses at levels 1, 2 and 3. In July 2009 Floristry provision was withdrawn as a result of problematic recruitment and poor retention and
achievement.
The College environment is enhanced throughout the year with numerous pieces of art work and floral arrangements. Student work is shown
at external venues and entered into national competitions. The Floristry area has contributed to many internal and external functions and
events, as well as maintaining good industrial placements for students. Progression agreements are in place for Fine Art and Graphics
students to Coventry University, and most students progress to undergraduate courses directly from Art and Graphics Level 3 courses, without
the need to complete a foundation year.
Staffing: One Programme Manager, one 0.5 Art Technician, one 0.5 Floristry Technician, three full-time Lecturers, one 0.5 lecturer, one 0.7
term-time Lecturer, seven sessional lecturers and several life models.
The area has four dedicated art workshops, 2D, 3D, Textiles and a Graphic Design studio. It also has shared access to a computer room to
enable students to do research and word processed aspects of their studies.
EDIMS data and Student Information Sheets are carefully monitored for both retention and achievement. However the majority of learners
are performing at or above expectations.
ACTIONS TAKEN TO IMPROVE THE PROVISION FOR LEARNERS SINCE LAST SELF-ASSESSMENT REPORT
Improvement action
Impact on learners
Increased art exhibited around the College site, including two willow
horse sculptures in quadrant and other work which has been sold to
visitors to the College
Learners have increased ownership and sense of pride in their work
127
KEY QUESTION 1 – ACHIEVEMENT AND STANDARDS
How well do learners learn, progress and achieve?
STRENGTHS
EVIDENCE
A combined Levels 1 and 2 course to accommodate small
numbers led to improved success & attendance on BTEC
Introductory and First Diploma
CIS Data
An increase of 30% success on last year for the BTEC First Diploma and 23% for the
Introductory Diploma. (Introductory Diploma did not run in 07/08 due to low numbers)
Level 1 Intro Dip, 06/07: 50% 08/09: 73%
Level 2 First Dip, 07/08: 47% 08/09: 77%
Excellent success for second year National Diploma
learners
CIS Data
100% achievement over last three years and this year retained all learners.
Most students are performing above expectations
CIS Data
Student information sheets show most students have increased their expected attainment
WEAKNESSES
EVIDENCE
Poor success on NCFE Courses
CIS DATA & NCFE EV Report
Poor recruitment on all floristry courses and poor retention on part-time courses.
Level 2 Part-time 45% Retention, Full-time 69%
Level 3 Part-time 25%
The 14 – 16 Work Related was an engagement group and out of
9 starts only one achieved - 11% Success
Poor Key Skills success
CIS DATA
AON 40% Success Level 2, 36% Success Level 1
ICT 43% Success Level 2 38% Success Level 1
COMMS 50% Success Level 2 53% Success Level 1
Attendance poor in some courses
CIS DATA
Animate your Future 60.79%
Advanced Certificate 74.01%
Average student attendance across Programme Area:
80.62%
128
Data Table
Please insert your 3-year trend data from the information provided by CIS.
Any discrepancies need to be resolved directly with CIS.
Please ensure all targets for 2009/10 are agreed with HoDs and completed
Qualification
Introductory Diploma
First Diploma
Level
1
2
National Award in Art &
Design
3
National Certificate in
Design
3
National Diploma in Art &
Design
3
National Award
(Overseas)
3
Animate Your Future
NCFE Level 2 Animation
Yr 11
2
Animate Your Future
NCFE Level 1 Graphic
Design
Year 10
1
Certificate in Floristry
1
National Certificate in
Floristry
2
06/07
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
8
50
100
50
13
100
85
85
3
67
100
67
9
100
0
0
14
57
88
50
07/08
15
60
78
47
5
100
20
20
3
100
100
100
6
86
100
86
9
100
100
100
9
89
50
44
13
85
100
85
08/09
7
71
100
71
10
84
89
80
26
100
63
63
7
86
100
86
13
100
100
100
1
100
100
100
9
67
17
11
9
100
90
90
14
86
100
86
13
69
67
46
bm
Target
08/09
Target
09/10
79
93
73
84
92
77
85
95
80
56
100
56
55
98
54
88
100
88
90
97
86
86
88
63
90
100
90
71
91
63
129
Qualification
Level
National Certificate in
Floristry Part-Time
2
Advanced National
Certificate in
Floristry Part-Time
3
Application of Number
1
Application of Number
2
Communication
1
Communication
2
ICT
1
ICT
2
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
06/07
07/08
16
69
91
62
1
100
0
0
25
84
52
44
11
82
22
18
21
81
59
48
15
80
58
47
20
80
50
40
14
86
33
29
11
91
100
91
7
86
67
57
31
71
59
42
14
100
64
64
29
76
68
52
15
93
64
60
32
78
56
44
12
83
60
50
08/09
11
45
80
36
8
25
0
0
32
87
41
36
14
93
43
40
25
88
60
53
20
90
55
50
35
89
43
38
20
85
50
43
bm
Target
08/09
45
80
63
75
100
75
58
82
46
90
90
90
Target
09/10
130
KEY QUESTION 2 – TEACHING,TRAINING AND LEARNING
How effectively do teaching, training and assessment support learning and development?
STRENGTHS
EVIDENCE
Very good and improving quality of teaching with all classes
observed being good or outstanding
TQS Review of Teaching Observation 08/09 identified good classroom management
and differentiation offering more challenges to learners. (36% increase on 07/08)
‘Students work productively’
Student Survey 08/09
An increase in satisfaction of between 1 and 11% overall for Teaching and Learning
Very well developed briefs based on themes allow learners to
investigate a more diverse range of cultural subjects
NCFE EV Report 08/09
‘The portfolio’s I sampled were lively and personal and combined a good level of technical
skill with some strong designs’
Excellent course delivery and assessment with robust quality
systems in place providing good feedback to learners
EDEXCEL & NCFE EV Reports 08/09
All criteria judged as excellent and only one as above average
Excellent initial assessments in place identifying students with
additional needs effectively
Team Meeting Minutes, Student Survey 08/09
Regular ‘Student at Risk’ items appear on the agenda with 50% of learners receiving some
sort of additional support (Student Survey)
WEAKNESSES
EVIDENCE
ICT & WebCT could be used more effectively
Course Review 08/09 & Capital Bids
Blinds are required in some classrooms as datashow is difficult to see clearly in some lights
and learners often need to visit the LRC to research and print out work as classrooms do
not have facilities.
TEACHING AND LEARNING GRADE PROFILE FOR AREA
Number of observations: 9
Grade
1
2
3
%
22
78
(To be taken from TQS annual review)
4
131
KEY QUESTION 3 – NEEDS AND INTERESTS OF LEARNERS
How effectively do the programmes and activities meet the needs and interests of users?
STRENGTHS
EVIDENCE
Strong progression for learners from Level 1 to undergraduate courses
Tutorial documentation & CIS progression data
Many students who pass their course progress onto the next level.
Level 1 - 75% of learners progressing onto Level 2
Level 2 – 62.5% of learners progressing onto Level 3
Level 3 – 83.3% of learners went on to university
Excellent enrichment programme with a wide variety of activities linked to
team building and the curriculum
Course Management Files (CMF) & Course Reviews
Details trips to Barcelona, London, Yorkshire Sculpture Park, Herbert Art
Gallery & Drayton Manor. In addition students take part in recreational
football with staff on Friday evenings
An excellent final year exhibition in an Art space location in the city centre
enabled students to showcase their work
Course Review 08/09
Feedback from students and staff was very positive and some students have
excellent comments from visitors viewing the show
Excellent links with local universities
CMF
Students went on visits to local universities in preparation for UCAS, second
year Coventry University students delivered workshops such as portfolio
building and felt making
A well planned and diverse curriculum offers students increased flexibility
CMF & Student Survey
Student ratings show an increase of 10 points where students feel the
course is organised well with a suitable timetable
WEAKNESSES
EVIDENCE
Limited storage for learners’ work within the area leave workshops looking
cluttered
Student Survey and course reviews
Students’ opinion of rooms being untidy has significantly increased by up to
21 points
132
KEY QUESTION 4 – GUIDANCE AND SUPPORT
How effective are the care, guidance and support learners receive in helping learners achieve?
STRENGTHS
EVIDENCE
Very well developed tutorial programme
TQS Review of Teaching Observation 08/09 Student Survey
‘Tutors are able to use data effectively when setting targets with students’
Student Survey 08/09
50% of students are receiving additional support the ratings for the support
students receive has increased by up to 18 points
Excellent information and guidance from recruitment to careers and
progression guidance
CMF & CIS progression data
Practising artists and university students delivering workshops and
discussing progression opportunities
Highly effective dialogue with cross college additional support teams
Team Meeting Minutes/Course Reviews/Tutorial Documentation
Regular team meetings minutes identify students at risk and actions to
support them
WEAKNESSES
EVIDENCE
Some students failed to achieve despite excellent support
CIS Data, Team Meeting Minutes
Some courses have success rates below benchmark. Some students
identified ‘at risk’ did not achieve
Higher expectations from outset needed to empower students to take
responsibility for success
Course Team Reviews, Team Meeting Minutes
Extending deadlines and collapsing timetables in order for students to
attend workshops to catch up with outstanding work in some cases
increased dependency on tutors to support students further
133
KEY QUESTION 5 – LEADERSHIP AND MANAGEMENT
How effective are leadership and management in raising achievement and supporting all learners?
STRENGTHS
EVIDENCE
Excellent course delivery and assessment with robust quality systems
in place on the majority of provision
NCFE EV Report 08/09
All criteria judged as excellent and only one as above average
EDEXCEL EV Report 08/09
All work passed with only action to formalise interim assessment
points (a recommendation from a previous report)
Highly effective formal and informal communication, systematically
addressing quality standardisation and quality of teaching and
learning to ensure individual students achieve their potential.
Structured team development days to ensure high standards and
development across the area
CMFs, Course Reviews, Course Meeting Minutes
Minutes of meetings/agendas
WEAKNESSES
EVIDENCE
Inconsistency in staffing had a negative impact on some student
learning
Course Reviews
Some cover staff did not appreciate the implications of not
implementing area policies. For example hand-in deadlines extended,
delaying IV and processing of achievement for a small minority
134
OUTCOMES FOR LEARNERS – ‘Every Learner Matters’
How does the area ensure that:
1.
All learners take responsibility for
their own health, safety and well
being?
2.
All learners are, and feel,
safe?
3.
It contributes to all learners’
enjoyment, personal development
and achievement?
4.
All learners are enabled to
contribute to their wider
community?
5.
All learners increase their
employability and economic well
being through learning and
development?
Within tutorials learners have access to key workshops promoting this outcome at relevant times in
the year for example, alcohol and drug awareness leading up to Christmas and managing stress
during assessment/critique times.
Learners also have access to breakfast clubs, college nurse, counsellor etc which are promoted by
tutors.
Health & safety is embedded in all units at all times which begin at the start of each year within
tutorials and induction. All staff attend meetings where students ‘at risk’ are discussed and
reviewed. Actions, safeguards and strategies are agreed to support learners.
Staff mentoring scheme is set up to support sessional staff in training and knowledge of support
systems available within college and agencies.
Enrichment is an important aspect in art & design and therefore many trips are planned to inspire
students within their project work. Trips to London, Barcelona, Birmingham and the Yorkshire
Sculpture Park this year contributed to higher grades for the students who attended.
Staff also participate and encourage all students to attend recreational football and a Friday
afternoon outside of College time.
The introduction of a new unit this year has helped students realise the importance of working in
the community which will be reinforced next year with a community project. Some students
volunteered to work with children on arts projects within the Godiva Festival which proved very
successful. Good promotion and innovative integration of overseas students into National Diploma
classes.
The majority of project work students do is based on real life work experience and is often
combined with working with a particular company or individual such as the Godiva Festival.
Competitions such as the Formica Competition are well regarded and learners are encouraged to
include this on their CVs.
135
ACTION IMPROVEMENT PLAN 2009-2010
All weaknesses identified must have a corresponding action for improvement and be referenced according to the Key Question
(e.g. KQ1 refers to achievement). First, however, all SARs must address the questions on Workforce Development, Equal Opportunities and Outcomes for Learners/Every
Child Matters.
PROGRAMME AREA:
Art & Design
DEPARTMENT:
KEY QUESTION ACTIONS TO BE TAKEN
HCS
MEASURE/EVIDENCE
REVIEW OF
BY
BY
WHOM WHEN PROGRESS
AUTUMN
Workforce
Development
How can you improve
your programme area’s
strategy for Workforce
Development/Employer
Engagement?
Equal Opps
What steps will you be
taking to actively
promote equal
opportunities and
diversity?
ECM
Further actions
planned to meet ECM
agenda
SUMMER
Development of work experience for students on Level 3
courses
Promote overseas recruitment of students entering into HE
to increase cultural diversity
Making a Positive Contribution
Students and staff will be encouraged to use the new
recycling paper bins in all art rooms and use recycled and
found objects in their designs
Larger number of
overseas students
PM
Team
Mar 10
Dec 09
July
review
Dec
Review
Students will promote their courses through community art
projects and fundraising for charity
continuation sheet ……
136
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA:
Art & Design
DEPARTMENT:
ACTIONS TO BE TAKEN
KEY
QUESTION
2
2
3
Poor attendance of Level 3 students - Clearer
monitoring of attendance through weekly meetings and
individual performance being published on notice boards.
Implementation of Commendation scheme linked to
attendance and performance reviewed termly
MEASURE/EVIDENCE
REVIEW OF
BY
BY
WHOM WHEN PROGRESS
MIS Reports, team
meetings
Tutors
AUTUMN
Some students feel they are not kept interested in Student Survey,
all lessons - The implementation of a new delivery
Observations, SOW’s
system based around relevant workshop and theory by
tutors with effective communication with all staff through
the use of group project files will enable both students
and staff to prepare effectively for sessions
Art rooms are cluttered and untidy - New
redecoration of rooms and replacement of some of the
furniture in classrooms. Reorganisation of space to allow
more effective delivery of specialisms in specialist rooms.
Training in staff etiquette to reinforce H&S and
housekeeping rules
HCS
Student Survey
Team
Estates
Techi &
all staff
On
going
Dec
Review
SOW
Sep 09
On
going
Dec
Review
Sep 09
On
going
Dec
Review
SUMMER
July
Review
137
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA:
Art & Design
DEPARTMENT:
KEY
ACTIONS TO BE TAKEN
QUESTION
HCS
MEASURE/EVIDENCE
BY
BY
REVIEW OF
WHOM WHEN PROGRESS
AUTUMN SUMMER
PM
Sep 09 Dec
Review
5
Submit staffing request to SMT when sustained growth
can be demonstrated. Ensure robust programme area
induction is available to all staff before teaching
commences and new staff monitored regularly
Recruitment request if
appropriate
Record of induction/
mentoring
5
Poor recruitment of Floristry students increased poor
retention figures
Courses closed
2
Develop new curriculum model for Levels 1 and 2
learners who plateau at Level 2 and need to progress
into employment
Delivery of NOCN
Progression Award as
an additionality
1
Develop Level 3 Diploma in partnership with Media
Recruitment of students PM
on to course
1
Identify a high quality partner provider(s) to share good
practice and provide opportunities to benchmark and
evidence the quality of students’ work
Good practice identified
and improvements
implemented
N/A
DJ/DR
PM &
team
N/A
N/A
Dec 09
Dec
Review
Jul 09
July
Review
Jul 10
July
Review
138
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
Additional actions (not linked to weaknesses) for improving and developing the area
PROGRAMME AREA:
Art & Design
DEPARTMENT:
ACTIONS TO BE TAKEN
KEY
QUESTION
HCS
MEASURE/EVIDEN
CE
BY
WHO
M
PM
BY
WHE
N
Sep
09
REVIEW OF PROGRESS
AUTUMN
SUMMER
PM
Sep
09
Dec
Review
Oct 09 Dec
Review
Oct 09 Dec
Review
The implementation of a new delivery system based around
relevant workshop and theory by tutors with effective
communication with all staff through the use of group project
files
EV Reports, Student
Surveys
Modify delivery model to ensure students are not overloaded
with assessments.
Timetable assessments and publish termly in order for students
to plan their time effectively.
Results of assessment will be published and effective feedback
will be given to individuals
EV Reports, Student
Surveys
3
Implement half termly student rep meetings with PM
Minutes
PM
4
Develop a peer mentoring scheme for second year Level 2
students with flexible access to workshops classes for lower
level students to raise expectations
Student Survey
Tutor Files
PM
Develop open workshop access to members of Art team to
practice their PPD and offer a reward system for learners to
attend
Improved success rates
2
2
4
PM
Sep
09
Dec
Review
Dec
Review
139
2008-2009 PROGRAMME AREA
SELF-ASSESSMENT REPORT
PROGRAMME AREA
Beauty Therapy
DEPARTMENT
HCS
PROGRAMME MANAGER
Sarah Horner
COURSE TITLE(S)
NVQ Level 1 Beauty Therapy
NVQ Level 2 Beauty Therapy
NVQ Level 3 General route
NVQ Level 3 Holistic Route
VTCT Level 3 Body Massage
VTCT Level 3 Nail Treatments
VTCT Level 3 Nail Technology
VTCT Certificate in Reflexology
VTCT Certificate in Aromatherapy
VTCT Level 3 Spa Therapy
VRQ Level 2 Waxing
VRQ Level 2 Skin Care and Make Up
140
PROGRAMME AREA GRADE SUMMARY 2008-2009
PROGRAMME AREA: BEAUTY THERAPY
VALIDATION OF SELF-ASSESSMENT BY
MODERATION PANEL
DEPARTMENT: HCS
KEY QUESTION
GRADE (1 – 4)
1. Learners’ achievements
2
2. Teaching, Training & Learning
1
3. Programmes and activities
meet needs and interests of
learners
1
4. Guidance & Support
1
The Report:
Yes
Identifies key strengths and weaknesses

Partly
No
Has statements which are evaluative rather 
than descriptive
Contains reasonable judgements which are 
supported by evidence

Sets challenging but achievable
improvement actions
Comments:
A very strong Area that supports students, many of whom have
significant barriers to learning, particularly well.
Capacity to improve – comment/grade
5. Leadership and Management
1
Programme Area Grade
1
1
Moderation Panel Grade: 1
Programme Manager (name): Sarah Horner
Head of Department (name): Nigel Dunnill
Date:
8 November 2009
Panel Member (name):
Sally Archer/Anthea Smith
Date:
13 November 2009
141
SELF ASSESSMENT REPORT 2008-2009
PROGRAMME AREA: Beauty Therapy
SCOPE OF PROVISION
The curriculum provision ranges from Level 1 Beauty Therapy to Level 3, with the Level 3 provision providing the learner with two full-time
pathways. Additional qualifications are incorporated in all full-time provision, which includes Diploma in Reflexology and Level 2 Certificate in
Beauty Consultancy. Part-time courses range from VRQ Level 2 Waxing and Skin Care to Level 3 Diploma Body Massage.
The Beauty Therapy Holistic programme area consists of four on-site salons. The salons have the brand name “Therapeutix”. Progression
through levels is strong and real job opportunities are presented to students through the area’s “industry week”, when companies come in to
discuss opportunities within the industry. Some students have been successful in securing positions in prestigious health spas and the Steiner
cruise line company.
A very strong staff team comprises a Programme Manager and Assistant Programme Manager, two full-time staff, a 0.8 who is also an
Advanced practitioner and two 0.5’s, one of whom is a specialist in holistic therapies. There is also a strong technician team with a Salon
Manager, a Support Officer and two Technicians.
ACTIONS TAKEN TO IMPROVE THE PROVISION FOR LEARNERS SINCE LAST SELF-ASSESSMENT REPORT
Improvement action
Impact on learners
Increase in external speakers for careers advice
Better awareness of career opportunities leading to employment at
spas, hotels and cruise liners. Real employment opportunities for
students
142
KEY QUESTION 1 – ACHIEVEMENT AND STANDARDS
How well do learners learn, progress and achieve?
STRENGTHS
Very high and improving key skills success
EVIDENCE
CIS data:
AON L1 88% success, 88% retention
ICT L2 91% success 91% retention
Comms L2 77% success, retention 86%
ICT L1, 82% retention, 71% success,
Comms L1 71% success, retention 86%
High success rate on NVQ 3 general route
CIS data:
93% Success(88bm)
Learners on full-time programmes develop high levels of social and
interpersonal skills
NVQ Beauty curriculum detail
Assessment of customer interaction
Positive client and assessor feedback on treatment plans
High student satisfaction across area
Student survey:
89% satisfied with course
91% agree that the College gives them a chance to learn
WEAKNESSES
EVIDENCE
Poor retention and success Level 2 matures and Level 3 Holistic
CIS data:
62% retention, 62% success Level 2 mature
85% retention 77 success Level 3 Holistic
Average student attendance across Programme Area: 83
%
143
Data Table
Please insert your 3-year trend data from the information provided by CIS.
Any discrepancies need to be resolved directly with CIS.
Please ensure all targets for 2009/10 are agreed with HoDs and completed
Qualification
Level
NVQ Level 1Beauty
1
NVQ Level 2
Beauty Therapy
2
NVQ Level 2
Beauty Therapy matures
2
NVQ Level 3
Beauty Route
3
NVQ Level 3
Holistic route
3
VTC T Body Massage
3
VTCT Certificate In
Reflexology
3
VRQ Level 2
Waxing part-time
2
VRQ Level 2
Skin Care & Make-up
2
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
06/07
07/08
24
83
95
79
28
71
95
68
12
83
100
83
15
93
100
93
13
92
92
85
14
64
N/A
12
83
90
75
45
76
85
64
14
100
100
100
13
92
100
92
12
75
89
67
17
100
82
82
15
N/A
N/A
08/09
13
85
91
77
33
82
93
76
13
62
100
62
15
93
100
93
13
85
91
77
15
100
80
80
28
24
100
85
10
70
100
70
9
100
78
78
bm
Target
08/09
Target
09/10
83
93
77
85 %
85%
81
91
74
80 %
80%
81
91
74
80 %
80%
88
93
82
90 %
90%
88
93
82
90 %
90%
81
95
77
80 %
NA
NA
144
Qualification
Level
NVQ Level 1
Beauty Therapy
14-16 NEF 0709
1
Key Skills
Application of Number
2
Key Skills
Application of
Number
1
Key Skills
Communication
2
Key Skills
Communication
Key Skills
Information &
Communication
Technology
Key Skills
Information &
Communication
Technology
1
2
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
06/07
07/08
08/09
48
81
54
44
23
91
29
26
44
80
66
52
27
93
68
63
48
81
64
52
23
91
52
48
7
100
86
86
30
87
65
57
19
68
85
58
16
75
83
63
44
86
76
66
38
79
70
55
11
82
67
55
14
71
60
43
25
88
100
88
14
71
90
64
17
82
86
71
22
86
84
73
28
82
87
71
11
100
91
91
bm
Target
08/09
Target
09/10
75
NA
75
75
75
75
75
75
75
75
75
75
75
75
145
KEY QUESTION 2 – TEACHING,TRAINING AND LEARNING
How effectively do teaching, training and assessment support learning and development?
STRENGTHS
EVIDENCE
Much outstanding teaching and learning
TQS report states: Outstanding - 64% 08-09 compared to 45% 07-08. Good or better 36%
Student survey – 97% students agreed that the teaching on their course was good and the lecturers knew
their subject well
Very effective use of ILT
TQS report states “effective use of ILT in most areas creating a variety of teaching methods that engage
students”
Student survey 2009 – 81 % of students agreed that WebCT helped support their studies. With 91% of
students knowing how to access WebCT. WebCT files: handouts, work packs, video of treatment
procedures, key skills tasks available for all courses
Inspiring professional staff
TQS report states “professional standards and enthusiasm for the subject helps inspire students.”
Student survey 2009 – 100% of Level 3 students agreed completely that lecturers knew their subject well.
86% of Level 2 completely agreed, whilst 9% mostly agreed with this statement. ( total 93%)
Full use of qualifications on entry to
determine most appropriate level of study
Students with higher GCSE grades at A to C fast-track onto NVQ Level 2
WEAKNESSES
EVIDENCE
Some lesson plans and schemes of work
contain insufficient detail
TQS report states “some lesson plans need more detail in differentiation and equal opportunities”
TQS report states “some schemes of work at Level 3 need to show a variety of delivery methods to avoid
repetition”
TEACHING AND LEARNING GRADE PROFILE FOR AREA
Number of observations: 11
Grade
1
2
3
%
64
36
4
(To be taken from TQS annual review)
146
KEY QUESTION 3 – NEEDS AND INTERESTS OF LEARNERS
How effectively do the programmes and activities meet the needs and interests of users?
STRENGTHS
EVIDENCE
Highly motivating, varied and employment
focused extra-curricular activities for all
learners
Course management File
Spray tanning, ear piercing, professional beauty exhibitions: Body World exhibition, OPI manicure, spa ritual
massage, La Stone Therapy, micro-dermabrasion. Internal competitions provided opportunity for Levels 1 and 2
learners to demonstrate their creativity and team building skills
EV report – VTCT 15th Dec 08 states: “Professional reflexology salon treatments observed – good standard
after one term”
Course review: student statement that they “enjoyed the learning experience of the additional qualifications”
Highly effective and sector specific work
placements that enhance the learners’ skills
and development. Motivation is increased
and often leads to employment
Course Management File- records of placements
All full-time Level 3 learners had the opportunity to work in sector specific salons, hotels and health spas for one
week
Consistently high levels of student
satisfaction across Levels 2 and 3 Beauty
courses
Student Survey – 88% of Level 3 students agreed completely that they “were satisfied with their course.”
100% of Level 2 students agreed completely with this statement
Excellent rapport and relationships with
parents to motivate students to succeed
CMF File
All full-time 16-19 learners’ parents or guardians are informed of a learner’s progress on courses and are engaged
with learner’s progress through varied activities, for example parents evening, accessing salon treatments for
beauty therapy treatments
Excellent progression route opportunities for
all learners
Course Prospectus offer:
NVQ Levels 1 and 2
NVQ Level 3 – two routes
Level 3 Certificate in Swedish Body Massage
WEAKNESSES
EVIDENCE
Low student satisfaction on full-time Level 1
course
Student survey – 30% agreed completely “that the teaching was good on their course.” Only 20% of students
felt that they were helped developing their own ideas and work on their own. With only 40% completely agreeing
that they were satisfied with the course
VRQ Level 2 Beauty Therapy
147
KEY QUESTION 4 – GUIDANCE AND SUPPORT
How effective are the care, guidance and support learners receive in helping learners achieve?
STRENGTHS
EVIDENCE
Some excellent aspects of support on Key Skills programmes
City & Guilds EV Report Key Skills - 5th June 2009 states:
Very effective tracking of progress
TQS Report states: “good knowledge of students and tracking of progress.”
Student Survey: Level 2 students- 87% agreed completely that “they knew what they
were doing and what to improve.” Level 3 students - 88% agree totally with this
statement
Very good academic and pastoral candidate support
EV Report – City & Guilds July 15th 09 states:
“Learners have regular opportunities to review their progress and goals and revise their
assessments accordingly” and “Good candidate support offered by the centre”
Course Management File: Course Review Minutes
All students feel they get good tutorial support and guidance and can approach tutors with
any issues or concerns
TQS Audit – Tutor files meet the College requirements and showed excellent ILP evidence
Very comprehensive and motivating approaches to
encourage learner progression and aspirations in the beauty
therapy industry
Course management File - Extensive career guidance through internal and external
speakers, Princes Trust “Starting your own business”, Steiner Cruise Ships – working on
board ship, Ellison’s private training academy , Ragdale Hall - health Spa, S Horner how to
become a tutor and assessor leading to full and part-time employment
WEAKNESSES
EVIDENCE
“Some excellent aspects of candidate support are in place including, one-to-one
numeracy and literacy support available during classes and good, vocationally
relevant assessment designs”
148
KEY QUESTION 5 – LEADERSHIP AND MANAGEMENT
How effective are leadership and management in raising achievement and supporting all learners?
STRENGTHS
EVIDENCE
Very effective management and standardisation of the
courses leading to consistently excellent EV reports
City & Guilds EV report – June 29th – states
“Regular team meetings that show good practice on standardising the management of the courses “. Team
meeting minutes show clear actions and development on all courses. For example: agreed minimum
operational standards, reviewed curriculum delivery and schemes of work, reviewed and action success
strategy
Enhanced marketing techniques provided greater
assessment opportunities through increased client numbers
Marketing materials e.g. price lists, newsletter. Revised and increased client database.
Communication via email. Pamper day and evening packages. Loyalty cards
Motivational techniques and the celebration of achievement
to engage learners and increase confidence and aspiration
across full and part-time courses
Course Management File
Student success is celebrated on both full and part-time programmes through an annual awards evening
and a monthly student of the month award
Innovative planning of learning on all courses
Course Management file - development day meeting minutes
Structured development days with defined actions and development for all staff on all courses.
example, the introduction of internet based resources, Smart Screen and Learn Xtra.
Comprehensive health and safety structures
All learners are engaged with personal health and safety within the classroom, salons and through tutorials.
Full training is given on all new equipment for all staff and students with detailed risk assessments in every
salon. Structured health and safety delivery on every course level. Risk assessments. CMF files – schemes.
CPD files – Training and development
Extremely effective communication with all learners
All courses are represented in all review meetings by course representatives with feedback from all learners
gathered prior to meetings. Course reviews – CMF files
Inspirational high expectations of learners
Creative competitions, employer and industry, and work placements. Parents and guardian evenings and full
learner reports for all 16-19 learners. CMF files
Value for money
Excellent monitoring of product use and limited wastage within the salons. The use of WebCT to reduce
printing across all courses. Recycling of all paper within the dispensary area
WEAKNESSES
EVIDENCE
Some scope for further saving on printing costs
Whilst use of WebCT is reducing printing costs, there is scope for further improvement in the production of
examination papers and learning resources
For
149
OUTCOMES FOR LEARNERS – ‘Every Learner Matters’
How does the area ensure that:
1. All learners take responsibility for
their own health, safety and well
being?
Salon and classroom safe practices will be in every course hand book and explained in detail
through induction. Health & Safety is reinforced in all practical activities within the area. Salon
guidelines and risk assessment of all products and treatments are displayed in every salon for
student access.
2. All learners are, and feel, safe?
3. It contributes to all learners’
enjoyment, personal development
and achievement?
All full-time learners will participate in the LCS safety induction through induction week,
Health & Safety units are embedded within the curriculum and through both theory and
practical observation. Students will be taught safe practices. All students have personal safety
through tutorials.
Careers week enabling the learners to assess different types of employment with the
opportunity to work in industry for a week on work experience; this will increase learners’
opportunity of gaining employment.
4. All learners are enabled to
contribute to their wider
community?
Industry week provides learners with additional skills, for example, ear piercing and fake
tanning.
Industry sponsored competitions throughout the academic year inspire learners’ creativity
outside of the curriculum.
Recycling of product waste and economical product use is explained to all students.
Community evenings booked for beauty packages - offered to Hawkesbury Fields and
Castlewood schools.
5. All learners increase their
employability and economic well
being through learning and
development?
All full-time learners developed literacy, numeracy and ICT skills alongside their programmes.
Interpersonal and social skills were encouraged through course representations, presentations
and discussions to their peers, and through the College student mentoring team.
Additional skills such as spray tanning and ear piercing increase their employability. With all
Level 3 full-time learners engaging in a work experience week to engage with industry.
150
ACTION IMPROVEMENT PLAN 2009-2010
All weaknesses identified must have a corresponding action for improvement and be referenced according to the Key Question
(e.g. KQ1 refers to achievement). First, however, all SARs must address the questions on Workforce Development, Equal Opportunities and Outcomes for Learners/Every
Child Matters.
PROGRAMME AREA:
Beauty Therapy
KEY QUESTION
ACTIONS TO BE TAKEN
e.g. KQ1
DEPARTMENT:
MEASURE/EVIDENCE
HCS
BY WHOM
BY
REVIEW OF PROGRESS
WHEN
AUTUMN
SUMMER
Mar
10
Recruitment targets will be adjusted to a more realistic level to
reflect the three year trend
Improved recruitment
KC & team
Development of the Diploma in hair and beauty studies to
increase industry links and employer engagement
Number of contacts
SH/CD/MA May
Ensure learner accessibility through support and welfare
Retention
Development of links with the community and local schools
Dermatitis course to be delivered as a additionality to all fulltime learners for health & safety within the work place
Workforce
Development
How can you improve
your programme area’s
strategy for Workforce
Development/Employer
Engagement?
Equal Opps
What steps will you be
taking to actively
promote equal
opportunities and
diversity?
ECM
Further actions
planned to meet ECM
agenda
10
SH/MA
July
10
Contacts
SH and
team
July
10
Delivery of the course
SH and
team
July
10
151
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA:
KEY
QUESTION
KQ 1
KQ2
KQ3
KQ5
Beauty Therapy
ACTIONS TO BE TAKEN
DEPARTMENT:
MEASURE/EVIDENCE
HCS
BY WHOM
BY
WHEN
Improve AoN Level 2 Key Skills results by developing a
Strategy, with specialist, to prepare learners for exams
Improved data
Team
Improve retention and success on Level 2 mature programme
Improved
retention/success
AW/MA/SH
Ensure lesson plans and schemes show differentiation, equal
opportunities and variety of delivery
Teaching Quality
Support observations
Team/DU/AP July
Focus group/student
surveys
SH/MA
Improve student satisfaction on full-time Level 1 courses
Promote sustainability across the programme area with
printing and paper wastage. The introduction of GOLA exams,
WebCT learn extra and SMART screen for resources
Printing budget
REVIEW OF PROGRESS
AUTUMN
SUMMER
July10
July10
10
July10
SH/MA/ KB
152
2008-2009 PROGRAMME AREA
SELF-ASSESSMENT REPORT
PROGRAMME AREA
DEPARTMENT
Catering and Hospitality
Hospitality and Creative Studies
PROGRAMME MANAGER
Stuart Bilcliffe
COURSE TITLE(S)
NVQ Food Preparation Level 1
NVQ Food and Drink Service Level 1
NVQ Food Preparation Level 2
NVQ Food Preparation Level 3 (Kitchen and Larder)
NVQ Food Preparation Level 3 Supervision
ABC Pastry Cook and Pâtissiers Level 2
ABC Pastry Cook and Pâtissiers Level 3
NVQ Food Preparation Level 2 Part
Train to Gain
Modern Apprenticeships
153
PROGRAMME AREA GRADE SUMMARY 2008-2009
PROGRAMME AREA: CATERING AND HOSPITALITY
VALIDATION OF SELF-ASSESSMENT BY
MODERATION PANEL
DEPARTMENT: HCS
KEY QUESTION
1. Learners’ achievements
GRADE (1 – 4)
2
2. Teaching, Training & Learning
2
3. Programmes and activities
meet needs and interests of
learners
2
4. Guidance & Support
2
5. Leadership and Management
3
Programme Area Grade
2
Programme Manager (name): STUART BILCLIFFE
Head of Department (name): NIGEL DUNNILL
The Report:
Yes
Identifies key strengths and weaknesses
X
Has statements which are evaluative rather
than descriptive
Contains reasonable judgements which are
supported by evidence
Sets challenging but achievable
improvement actions
Comments:
X
Partly
No
X
X
Capacity to improve – comment/grade: 2
Moderation Panel Grade: 2
Panel Member (name): Sally Archer & Anthea Smith
Date:
4th November 2009
Date:
154
SELF ASSESSMENT REPORT 2008-2009
PROGRAMME AREA:
Hospitality and Catering
SCOPE OF PROVISION
Catering courses have been offered at the College for a number of years and numbers have steadily increased along with retention and
achievement. There are now 108 full-time and 40 part-time students in the area.
The area also services the local university by delivering a module to Dietetics students. Collaboration with local schools has strengthened, with
the introduction of the BTEC First Certificate and Diploma.
There has been a sustained level of success of students on full-time programmes which has increased their chances of employability. The
current economic climate has affected opportunities within the industry along with the influx of the European workforce. Despite this
economic situation students have successfully gained employment in the local industry and the apprenticeship programme is continuing to
expand.
The development of the new Diploma, in partnership with schools, should provide stronger student numbers and academic ability.
The area consists of a four fully equipped kitchen, two training, one pastry, and a restaurant production kitchen. The area also has an 80
seater restaurant which offers a counter style and table service with full licensed bar. The continuing updating of equipment through the
capital bid system has improved the student learning experience.
The area currently employs 10 full-time and six part-time staff, including two assessors in the workplace.
155
ACTIONS TAKEN TO IMPROVE THE PROVISION FOR LEARNERS SINCE LAST SELF-ASSESSMENT REPORT
Improvement action
Impact on learners
Developed stronger links with industry through work placement
activity
Three week work placement under taken by Level 1 students has
given them a greater insight into the industry and improved their
employability prospects
Guest speakers from Four Pillars Hotels and Blue Arrow promoted
employment opportunities to students. Sponsorship of awards
ceremony
Capital bid for a vacuum packer, dishwasher and two deep fat fryers
was successful
More up to date equipment has improved learner experience and
skills development
Greater support for Levels 1 and 2 Key Skills to ensure increased pass
rate
Increased success on all Key Skills
156
KEY QUESTION 1 – ACHIEVEMENT AND STANDARDS
How well do learners learn, progress and achieve?
STRENGTHS
Very high and improving success rates on NVQ Level 2 Food
Preparation and Cooking
High success rates across many qualifications including employerbased NVQs
Learners on full-time programmes develop high levels of social
and interpersonal skills
High levels of progression from Level 1 to Level 2 qualification
High student satisfaction with course provision
High and improved Key Skills success at Level 1
EVIDENCE
CIS data reports:
06/07:77% 07/08: 78% 08/09: 89%
National benchmark 76%
Level 2 NVQ Food and Drink Service: 89% Benchmark 76 %
Level 3 NVQ Food preparation and cooking: 82% Benchmark 82%
NVQ Level 2 Multi Skills 91% success
NVQ Food and Drink service curriculum detail. Assessment of customer interaction.
Letters of compliment from customers
CIS data:
NVQ Level 1 07/08 retention : 29 progress to NVQ Level 2: 2
Student survey results: 88% like coming to College. 88% are overall happy with course.
CIS data: 3 year improvement trend for AoN, Comms, ICT
AON 1: 06/07: 42 %, 07/08: 39%, 08/09: 71%
Comms: 06/07: 34 %, 07/08: 49%, 08/09: 76%
ICT: 06/07: 39 %, 07/08: 40%, 08/09: 59%
WEAKNESSES
EVIDENCE
Low levels of attendance across the programme area
Average attendance across area 75% - 7% below College averages.
Poor success on NVQ Level 2 part-time courses.
CIS data: Part-time Level 2 success: 50 % Benchmark : 76%
Poor success on some Level 2 Key Skills.
CIS data:
Average student attendance across Programme Area:
AON: 47%
ICT:47 %
75%
157
Data Table Please insert your 3-year trend data from the information provided by CIS.
Any discrepancies need to be resolved directly with CIS. Please ensure all targets for
2009/10 are agreed with HoDs and completed
Qualification
Level
Full time Level 1
(C21001-001)
1
Full Time Level 2
(C21001-002)
2
ABC Pastry Cook and
Pâtissiers 2
2
Full Time Level 3
(C21001-014)
Professional Cookery
3
ABC Pastry Cook and
Pâtissiers L3
3
Full Time Level 3
(C2101-080)
Front of House
Supervision
3
Full Time Level 3
(C2101-080)
Beers, wines and
spirits 2
3
Part-Time Level 2
2
Apprenticeships
2
06/07
07/08
08/09
starts
% ret
% ach
% success
starts
% ret
% ach
% success
starts
% ret
% ach
% success
starts
% ret
% ach
% success
starts
% ret
% ach
% success
39
82
100
82
30
87
88
77
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
37
78
97
76
27
85
91
76
26
88
78
69
16
88
86
75
16
94
45
56
40
80
100
75
36
89
100
89
37
86
88
76
12
82
100
82
11
82
100
starts
% ret
% ach
% success
n/a
n/a
n/a
n/a
starts
% ret
% ach
% success
starts
% ret
% ach
% success
starts
% ret
% ach
% success
% ret
% ach
% success
n/a
n/a
n/a
n/a
5
80
100
80
bm
Target
08/09
Grade
82 %
92 %
75 %
80%
3
82 %
94 %
76 %
85%
1/2
N/A
75%
3
88 %
93 %
82 %
90%
2
82
88 %
93 %
82 %
75%
2
6
100
100
100
9
56
63
89
54 %
81 %
73 %
100%
1/2
6
100
100
100
13
69
100
69
9
9
N/A
24
50
100
50
9
76 %
94 %
76 %
4
158
Qualification
Key skills AON 1
Comms 1
ICT 1
AON 2
Comms 2
ICT 2
Level
1
1
1
2
2
2
06/07
07/08
08/09
bm
Target
08/09
Grade
starts
% ret
% ach
% success
45
84
50
42
36
75
52
39
41
85
66
56
56
3
starts
% ret
% ach
% success
50
82
41
34
35
71
68
49
47
100
68
59
56
3
starts
% ret
% ach
% success
57
84
46
39
43
77
52
40
58
86
49
42
56
4
starts
% ret
% ach
% success
23
87
40
35
14
100
71
71
32
97
23
22
56
4
starts
% ret
% ach
% success
18
94
60
55
17
94
64
60
27
100
40
38
56
4
starts
% ret
% ach
% success
11
91
60
55
15
93
64
60
21
95
40
38
56
4
159
KEY QUESTION 2 – TEACHING,TRAINING AND LEARNING
How effectively do teaching, training and assessment support learning and development?
STRENGTHS
EVIDENCE
Full use of qualifications on entry to determine most
appropriate level of study
Students with higher GCSE grades at A to C fast-track onto NVQ Level 2.
Streaming of students in key skills based on diagnostic assessment
TQS report states: Good knowledge of students’ abilities and tracking of progress
Much very good teaching and learning
TQS report: 100% lessons graded good or better
TQS report feedback states:“Enthusiasm, energy and humour in delivery, improving the learning
experience for the students”
Very effective use of WebCT
Student survey: 96% agree that teaching is good (63% completely); 98% agree tutor knows their
subject well (90% completely)
Web CT files: Recipes, handouts, work packs and key skills tasks available for all courses. Key skills
tasks released in sequence with scheme delivery
High student and external verifier satisfaction regarding
practical assessments
EV report 9.7.09 states: A wide variety of assessment opportunities are available to candidates.
Student survey: 97% of students agree (63% completely) that assessment is fair
Very clear and constructive feedback
Student survey: 96% of students agree (65.5% completely) that they receive clear and constructive
feedback
Equality and Diversity promoted through culinary skills
development
Course management file: Practical schemes of work identify international cuisine; Key Skills
assessment promotes cultural awareness through menu planning
WEAKNESSES
EVIDENCE
Insufficient detail and ILT in some lesson plans
TQS report states that lesson plans need more detail to reflect actual delivery and some scheme of
work could show more ILT possibilities
Inconsistency in assessment planning for NVQ
programmes must be urgently addressed
C and G EV report: 9.7.09 states:
“Consistency of assessment planning is a concern and could be raised as a sanction”
TEACHING AND LEARNING GRADE PROFILE FOR AREA
Number of observations: 13 (8 practical)
Grade
1
2
3
%
46
54
(To be taken from TQS annual review)
4
160
KEY QUESTION 3 – NEEDS AND INTERESTS OF LEARNERS
How effectively do the programmes and activities meet the needs and interests ofusers?
STRENGTHS
EVIDENCE
Extensive range of qualifications offered from Entry Level to Level 3
advanced, full, part-time and employer based
Curriculum offer in full and part-time prospectus
Very good relationships between tutors and learners, creating a
productive working atmosphere
TQS report “High expectations of students - increasing motivation.”
Student survey 100% state “Staff are very supportive of candidates and know their subject area
well”
Three week work placements for all full-time Level 1 learners
develop employability skills
CMF : work placement contacts and feedback
Extensive offer of additional qualifications to enhance skills and
knowledge development
CIS Data: Level 1 ABC Pastry, Level 2 Food Safety
Level 2: ABC Pastry, NCFE Beers, Wines and Spirits
High level of community involvement to expose learners to a
variety of customer focussed events
Promotions in City Centre: Xmas Festival, Coventry Food Festival
Delivery of “Junior Chefs” course to students with learning difficulties/disabilities; lunch provision to
Alzheimers Society and NSPCC; Rotary Club cookery contest; Restaurant promoted to local
community; Development of employability course with Job Centre plus
Extensive use of industry visits and speakers extends the learners’
experience and employment prospects
CMF: Details of Hospitality show NEC, Local employer, equipment manufacturers, hotel chain and
employment agency guest speakers
WEAKNESSES
EVIDENCE
Low numbers of students of minority ethnic heritage on all full-time
programmes
CIS data:
Starts: White 449, Asian: 17, Black : 23, Chinese: 3 (although retention and achievement are good)
Some unsuitable classroom accommodation
Lack of theory base room for consistency of delivery e.g. two hour slots in two different rooms
across College. Difficulty in some Key Skills sessions in identifying a computer room that offers a
good fit with other aspects of the programme
161
KEY QUESTION 4 – GUIDANCE AND SUPPORT
How effective are the care, guidance and support learners receive in helping learners achieve?
STRENGTHS
EVIDENCE
Clear programme of initial advice and guidance with follow up activities
during year
Course Management File/I:Drive: Course presentation details, standard
interview questions, taster days with qualification outcome
Programme of learner progression interviews for next level of study
Tutorial files: Details of progression interviews including letter of application and
CV development from Levels 1 to 2 and 2 to 3
High level of activity during induction programme reinforces expectations
and course content
CMF: Details of activities, visits, induction booklets
Excellent support across full-time programmes
Student survey results: Support received rated 93 to 100% agreement
City & Guilds EV Report – 29th January 2009 – G. Bradley
“Candidates are well supported throughout their award and a review of progress
system is in place which identifies learners’ needs”
Extremely high learner satisfaction relating to support
Student survey:
95% of students know who to ask for support
87% agree reviews with their tutor are helpful
92% agree they get the additional learning support they need
WEAKNESSES
EVIDENCE
Some Individual Learning Plans lack clear targets
TQS report review of observations 2008-2009
Reviews and ILPs require SMART target setting
162
KEY QUESTION 5 – LEADERSHIP AND MANAGEMENT
How effective are leadership and management in raising achievement and supporting all learners?
STRENGTHS
EVIDENCE
Continuous update of resources and equipment ensure learners are
exposed to industry standards
Capital bids: Selection of new equipment e.g. Vacuum packer, blast chillers
Student success is celebrated on all full-time and part-time programmes
with industry sponsorship and attendance
CMF: Details of Awards evening for all NVQ students – full and part-time,
photographs of the evening. Prizes sponsored by various companies such as
Russums, Blue Arrow, Enodis student trip to Germany.
Strong commitment to professional development (front of house)
CPD logs: Details of visits to hotels, restaurants and exhibitions by Food
Service team.
Increased customer numbers promotes realistic working environment
Bookings diary
High learner satisfaction relating to course management
Student survey: 93% of students agree that the course is managed well.
TQS report 08/09: Strength: “High expectation of students - increasing
motivation.”
WEAKNESSES
EVIDENCE
Low satisfaction from City & Guilds External Verifier on quality assurance
City and Guild EV report – 9th July 2009 – G. Bradley:
 Standardisation meetings need a hard copy for EV visits
 Insufficient Internal verification
 Countersigning of unqualified assessors inconsistent
Lack of planning to encompass all qualification delivery across programme
Team meeting minutes: short deadlines for qualification quality assurance/
registration and certification
Action planning lacks clear targets
Self assessment report /team meeting minutes
163
OUTCOMES FOR LEARNERS – ‘Every Learner Matters’
How does the area ensure that?
1. All learners take
responsibility for their own
health, safety and well
being?
2. All learners are, and feel,
safe?
3. It contributes to all
learners’ enjoyment,
personal development and
achievement?
4. All learners are enabled to
contribute to their wider
community?
5. All learners increase their
employability and
economic well being
through learning and
development?
Promotion of healthy eating within practical demonstration and menu planning.
In tutorials drug and alcohol abuse is discussed, as are bullying, time management and stress management.
Students are taught how to iron uniform and personal hygiene in the Restaurant session so that they look smart
and presentable ready for service.
As students work with alcohol the food service team deliver specific knowledge relating to the sale, consumption
and effects of alcohol.
Health & Safety is being taught in theory sessions and is reinforced during all practical sessions. The tutorial
programme also addresses safety and bullying in and out of College.
As students carry knives, specific reference to the law is included in the induction book and programme.
All of the catering team encourage a professional yet friendly environment throughout the catering area. A high
degree of pastoral care takes place within the team culture.
Contained within the curriculum all of the students participate in internal and external competitions that address
both the learning programme and key skills.
Realistic work environments promote team spirit and interaction; pressured but exciting.
End of year interviews prepare students in techniques to help them progress or gain employment.
End of year awards ceremonies are sponsored by industry with the “Student of the Year” visiting an equipment
manufacturer in Germany.
Students in all of the programme areas are encouraged to give their opinions through the course reviews, and
individual tutorials. Student feedback is taken seriously and acted upon whenever possible.
Students are involved in the service of meals to community groups e.g. NSPCC, and demonstrate their skills in the
City Centre at varying times of the year.
All Food Preparation students, as part of the course requirements, obtain part-time work to perfect the skills that
they have learned. Lecturers will also assist students in gaining employment if needed.
Students this year put on work experience for 2 weeks to help gain better skills and possible paid part-time work.
Exposure to employers and recruitment companies aids their ability to develop as an employee and gain real jobs.
164
ACTION IMPROVEMENT PLAN 2009-2010
All weaknesses identified must have a corresponding action for improvement and be referenced according to the Key Question
(e.g. KQ1 refers to achievement). First, however, all SARs must address the questions on Workforce Development, Equal Opportunities and Outcomes for Learners/Every
Child Matters.
PROGRAMME AREA:
KEY QUESTION
e.g. KQ1
Workforce
Development
How can you
improve your
programme area’s
strategy for
Workforce
Development/Emplo
yer Engagement?
Equal Opps
What steps will you
be taking to actively
promote equal
opportunities and
diversity?
ECM
Further actions
planned to meet
ECM agenda
Hospitality and Catering
ACTIONS TO BE TAKEN
DEPARTMENT: HACS
MEASURE/EVIDENCE
Recruitment targets will be adjusted to a more realistic level to reflect
the three year trend
Strengthen work placement provision.
Undertake employer audit through students.
Corporate membership of the B.C.F
Improved recruitment
Support the Train to Gain and apprentice team by undertaking
industrial involvement (visit, call and student placements).
Assign companies to team members to develop relationships
BY
WHOM
BY
REVIEW OF PROGRESS
WHEN
AUTUMN
SUMMER
KC &
team
S.B &
Team
Mar 10
Resource documentation
in place, IVing of offsite
port folio’s by on site
team. Improved
recruitment across all
qualifications
S.B &
Team
April
10
Promote ethnicity through key skills assignment research, restaurant
environment (variety of customers with differing backgrounds,
cultures, disabilities and special dietary requirements)
Key skills portfolio.
Observations in a
practical environment
S.B &
Team
April
10
Promote the Catering Industry as a viable career to all potential
student groups through use of “catering for your future” DVD and
poster
DVD distribution to
connexions and open
evenings
S.B &
Team
April
10
Enrich student experience in College using guest speakers,
educational and recreational visits, encouraging team work and
positive communication and operate a zero tolerance of bullying
Guest speaker/visit
programme. Tutorial
discussion
S.B &
Team
Sept
09
Further strengthen Health and Safety delivery through implementation
of “Be Safe” work booklet
Be safe certificate issued
Improved industry
contacts
April
10
165
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA:
KEY
QUESTION
Hospitality and Catering
ACTIONS TO BE TAKEN
DEPARTMENT: HACS
MEASURE/EVIDENCE
BY WHOM
BY WHEN REVIEW OF PROGRESS
AUTUMN
SUMMER
KQ1
Improve retention on all courses to benchmark or by 5% on all
programmes, by identifying earlier those students at risk
Improve retention by
5% overall
SB - SG
Team
Dec 09
KQ1
Organise greater support for Levels 1 and 2 Key Skills by streaming of
groups
Increased pass rates to
agreed course targets
SB - SG
Team
Dec 09
KQ1
Closely monitor attendance and retention on NVQ Level 1
programmes
Improved attendance
and retention (+5%
overall
SB- SG
Team
June 10
KQ1
Improve selection and recruitment on part-time courses at Level 2 to
improve success
Improved success %
SB-SG
Team
Jan 10
KQ2
Improve proportion of teaching graded at Level 2 to Level 1s by 25%
70% at Grade 1
SB-SG
Team
Nov 10
KQ2
Develop VRQs in Catering by September 2010
Course runs
SB-CS &
Team
Jan 10
KQ2/4
Improve use of ILT in classroom delivery through use of new
technologies available
Improved use of ILT
recorded in TQS
SB – SG
Team
Dec 09
KQ2/3
Bid for 057 as a base room to include 10 computers
Successful bid
SB – SG
Team
Sept 09
Sep 10
KQ2
Improve assessment planning on NVQ programmes in line with EV
expectations
Positive EV report
KQ3
KQ4
Students to take part in team building activities in induction to
improve retention
Improved retention.
Improved retention
Course Reviews
Student Surveys
166
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
Additional actions (not linked to weaknesses) for improving and developing the area
PROGRAMME AREA:
KEY
QUESTION
Hospitality and Catering
ACTIONS TO BE TAKEN
DEPARTMENT: HACS
MEASURE/EVIDENCE
BY WHOM
BY WHEN REVIEW OF PROGRESS
AUTUMN
SUMMER
KQ4
More challenging activities need to be available for some
learners by the use of Web quests, tests, interactive games etc
Course reviews/ TQS obs
SB – SG
Team
Jan 10
KQ4
Departmental Advanced Practitioner to work with the team on
promoting greater ownership of ILP process by students and
identify what smart targets are again
Improve quality of ILPs
SB – SG
Team
Mar 10
KQ4
Strengthen lesson plan content
TQS positive report
SB &Team
Dec 09
KQ5
Identify key people in industry to join the team meeting at the
course planning stage for the new VRQs
Industry involvement in
course planning
SB – SG
Team
Dec 09
KQ5
Ensure all new assessors are countersigned by appointing a
qualified “buddy”
Positive EV Reports
SB – SG
Team
Nov 09
KQ5
Ensure standardisation meeting regularly take place and are
minuted
Standardisation planner
and minutes
SB – SG
Team
Sept 09
KQ 5
Implement a calendar of planning events to ensure all tasks
across area are completed in a timely manner
Course minutes, year
planner
Deadlines met
SB – SG
Team
Sept 10
KQ 5
Develop new diploma line by acting as lead for City
Diploma in place
by Sept 10
167
2008-2009 PROGRAMME AREA
SELF-ASSESSMENT REPORT
PROGRAMME AREA
DEPARTMENT
Engineering
Hospitality and Creative Studies
PROGRAMME MANAGER
Graham Jackson
COURSE TITLE(S)
Full-Time Provision
EAL- Performing Engineering Level 1
EAL- Performing Engineering Level 2
Day Release Provision
Edexcel – BTEC National Certificate in Engineering
Evening Provision
C&G Computer Aided Design 2 Dimensional at Level 2
C&G Computer Aided Design 3 Dimensional Using Parametric Modelling
Computer Numerical Control of Machines – Setting & Operation
168
PROGRAMME AREA GRADE SUMMARY 2008-2009
PROGRAMME AREA: Engineering Technology
VALIDATION OF SELF-ASSESSMENT BY
MODERATION PANEL
DEPARTMENT: HCS
KEY QUESTION
GRADE (1 – 4)
1. Learners’ achievements
3
2. Teaching, Training & Learning
3
3. Programmes and activities
meet needs and interests of
learners
2
4. Guidance & Support
3
5. Leadership and Management
3
Programme Area Grade
3
The Report:
Yes
Identifies key strengths and weaknesses

Partly
No
Has statements which are evaluative rather 
than descriptive
Contains reasonable judgements which are 
supported by evidence

Sets challenging but achievable
improvement actions
Comments:
There has been considerable improvement in this Area since the
appointment of a new Programme Manager in January 2009.
Whilst much positive management action has already happened,
we have taken the view that the most significant impact of this
will be felt in 2009/10. This is reflected in the grade.
Capacity to improve – comment/grade
2 – good. A more detailed action plan, with increased focus on
key priorities would be useful.
Moderation Panel Grade: 3
Programme Manager (name):
Graham Jackson
Head of Department (name):
Nigel Dunnill
Date:
Panel Member (name):
Sally Archer, Anthea Smith
Date:
13 November 2009
15 October 2009
169
SELF ASSESSMENT REPORT 2008-2009
PROGRAMME AREA:
Engineering Technology
SCOPE OF PROVISION
The Engineering section provides a range of both vocational and theory based courses to a wide cohort of students from 14 year olds studying on a PEO
(Performing Engineering Operations) via a work related scheme, to mature students who are studying HND in Mechanical Engineering. The department
currently has six full-time members of academic staff, three support staff and four part-time staff who also teach their own specialist subjects.
Part-time day release programmes give trainees from local industry, and some of the full-time students who are currently studying the PEO at Level 2, an
opportunity to gain a Technical Certificate at Level 3.
Three programmes are offered during the evening and these are Computer Aided Design (CAD) at Levels 2 and 3, along with a full cost course in
Computer Numerical Control (CNC).
The majority of the learners are male but a very small number of female learners were recruited on to some of the part-time programmes.
Within the department there are two specialist ICT rooms that provide hardware and the related software for Computer Aided Design and Manufacturing,
one mechanical workshop with traditional manufacturing equipment. Plant and equipment include 15 centre lathes, 15 assorted milling machines, a small
number of drilling and grinding machines, two Computer Numerically Controlled (CNC) lathes, two CNC type milling machines and a rapid prototype
machine.
ACTIONS TAKEN TO IMPROVE THE PROVISION FOR LEARNERS SINCE LAST SELF-ASSESSMENT REPORT
Improvement action
Impact on learners
Increased retention and achievements in the PEO Level 1 course
More students able to progress on a Level 2 programme
Resources developed for the PEO programmes and the Key Skills subjects
on the WebCT system
Able to access relevant material via the internet to enable home study and
aid revision
Key Skills strategy developed in line with the new awarding body criteria
Increased success rates on all the Level 1 Key Skills qualifications
170
KEY QUESTION 1 – ACHIEVEMENT AND STANDARDS
How well do learners learn, progress and achieve?
STRENGTHS
EVIDENCE
Excellent and improving success rates on Level 1 full-time
programme
CIS Data – Learner Achievements 2008/09:
All Level 1 Key Skills success rates have significantly
improved with particularly good success in AoN
Key Skills- Application of Number Level 1 up 57% and Information Communication and
Technology Level 1 up 35% on previous year
CIS data – EDIMS 22% increase in the success of black students to 82% in the past year
Excellent progression of students from Level 1 to Level 2
PEO level 1 -100% retention and success rates -6% higher than previous year and 60%
higher than 06/07
CIS Data – EBS information
100% of the PEO Level 1 students progressed to PEO Level 2 whilst 50% of the Work Related
cohort progressed on to the PEO Level 1 qualification
WEAKNESSES
EVIDENCE
Significant fall in the retention and overall success on PEO
Level 2 qualification
CIS Data – Learner Achievements 2008/09
Very poor Key Skills achievements in AoN Level 2
Success rates down 26% to 41% in the period 08/09. These learners were all Apprentices
Decline in student attendance
A 5.9% fall in the average attendance across all programmes from 87.3% in 07/08 to 81.4 in
08/09
3% and 5% below the National Benchmarking figures.
The previous two years cohorts were considerably above the National Benchmarking figures
in regard of success (06-07 6% and 07/08 12% above)
Average student attendance across Programme Area:
81.40%
171
Data Table
Please insert your 3-year trend data from the information provided by CIS.
Any discrepancies need to be resolved directly with CIS.
Please ensure all targets for 2009/10 are agreed with HoDs and completed
Qualification
Lev
Performing Engineering
Operations
1
Performing Engineering
Operations
2
BTEC National Certificate
in Engineering
3
Computer Aided Design 2
Dimensional
2
Computer Aided Design 3
Dimensional using
Parametric Modelling
1/2
Computer Numerical
Control of Machines
06/07
Work Related
1
08/09
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
27
44
100
44
38
92
86
79
35
69
58
40
14
86
50
43
17
16
94
100
94
40
85
100
85
33
59
43
25
16
63
63
40
4 /9
% retention
88
50/ 100
% pass rate
% success
No. of starts
% retention
14
100
100/100
50/100
19
79
13
100
100
100
41
78
88
68
32
69
91
63
14
79
73
57
10/1
100/10
0
60/100
60/100
16
69
% pass rate
% success
100
100
100
79
100
69
05/07
Performing Engineering
Operations
07/08
No. of starts
% retention
% pass rate
% success
11
64
100
64
06/08
12
58
100
58
bm
Target
08/09
79
87
69
96%
81
91
73
88%
65
91
59
14
69
97
67
Target
09/10
60%
97/88
72/68
69/60
86
48
41
07/09
13
46
100
46
172
Qualification
Key Skills in Application
of Number
Key Skills in Application
of Number
Key Skills in
Communications
Key Skills in
Communications
Key Skills in
Information and
Communication
Technology
Key Skills in
Information and
Communication
Technology
Numeracy
Literacy
Level
1
2
1
2
1
2
Entry
Entry
06/07
No. of
starts
% retention
% pass rate
% success
No. of
starts
% retention
% pass rate
% success
No. of
starts
% retention
% pass rate
% success
No. of
starts
% retention
% pass rate
% success
No. of
starts
% retention
% pass rate
% success
No. of
starts
% retention
% pass rate
% success
No. of
starts
% retention
% pass rate
% success
No. of
starts
% retention
% pass rate
% success
07/08
53
24
66
63
42
79
32
25
9
9
89
13
11
100
67
67
53
32
68
25
47
75
63
47
9
10
89
38
33
100
40
40
55
45
67
62
42
82
32
27
7
2
86
50
43
100
100
100
12
100
83
83
7
100
29
29
08/09
bm
Target
08/09
Target
09/10
29
90
81
72
17
65
64
41
26
89
63
56
21
70
64
45
39
83
64
53
13
83
80
67
8
84
83
69
6
100
100
100
81
84
68
173
KEY QUESTION 2 – TEACHING,TRAINING AND LEARNING
How effectively do teaching, training and assessment support learning and development?
STRENGTHS
EVIDENCE
Particularly effective team teaching of Key Skills
Level 1 dramatically improved success rates
CIS Data – Learner Achievements 2008/09
Lecturers have good subject knowledge and use
IT effectively
College student survey indicates that 96% of students agree that their lecturer knows their subject well
The success rates in Application of Number rose 47% to 72%, Communications rose 9% to 56% and
Information Communication and Technology rose 26% to 53% all compared to the previous year
(75% completely).
TQS report states “Good subject knowledge, well used in giving examples and illustrations to students.”
Teaching staff produce powerpoints and teaching/learning aids using “You tube” and specialist videos to
enhance their presentations.
Student Feedback indicates that 97% of students know how to access WebCT and 90% say they use
computers to help them learn
Rigorous and well organised process for
assessment and feedback
Student Feedback February 2009 – Question 28 – 97% of the students indicate that their work is
assessed fairly whilst 82% state that the feedback given is helpful – Question 31.
EV report April 09 – The assessor provided constructive feedback and identified opportunities (to
improve) were applicable. One assessor on one programme was asked to provide more detailed feedback
by the EV
WEAKNESSES
EVIDENCE
Too much satisfactory teaching
TQS report shows that four out of 11 observations were graded 3, although there were three outstanding
lessons. TQS reports identified that some lessons were too teacher centred and a wider range of
activities to promote group work should be developed
Student survey data indicates that only 70% of learners say they are kept interested in their classes all of
the time
TEACHING AND LEARNING GRADE PROFILE FOR AREA
Number of observations: 11
Grade
1
2
3
%
27
36.5
36.5
4
(To be taken from TQS annual review)
174
KEY QUESTION 3 – NEEDS AND INTERESTS OF LEARNERS
How effectively do the programmes and activities meet the needs and interests of users?
STRENGTHS
EVIDENCE
Good range of mechanical engineering qualifications at Levels
1-5 including provision for 14-16 year olds
Full and part-time prospectus and HE brochure shows a range of provision that
caters for the wide diversity of students
Wide-ranging resources available on WebCT for learners who
were absent or missed the session due to illness
WebCT – Performing Engineering Operations at Levels 1 and 2. Detailed
information regarding the many processes which they will be using in a modern
manufacturing environment
Key Skills information to enable students to revisit examples on Application of
Number, Communications and Information Communicating Technology to help
them with revision etc
Very effective mechanisms to acknowledge student progress
and achievement, including involvement of parents, carers and
schools
All full-time learners’ parents/carers/guardians were informed of their
son/daughter’s progress via a newly introduced reporting process, consultation
evening in February 2009 and Awards Event in July 2009. Schools are regularly
informed of their learners’ progress via completion of the collaborative learning
manager software
Wide range of curriculum relevant offsite visits
Tutor records, registers and completed educational visit forms. Trips to Iron Bridge
and the Bliss Hill Museum for Key Skills development. Visits to industrial
manufacturing centres for example: Mazak, Jaguar Cars and Ricardo to show
modern processes and work place practices in action
WEAKNESSES
EVIDENCE
Under-developed programme of enrichment and additionality
Limited availability of vocational options and low take up of non-vocational
opportunities
175
KEY QUESTION 4 – GUIDANCE AND SUPPORT
How effective are the care, guidance and support learners receive in helping learners achieve?
STRENGTHS
EVIDENCE
Student progress is carefully tracked and used in individual student
tutorials to set meaningful targets and motivate learners
Tutorial records and student ILPs
Students well supported and informed about progression
opportunities at all levels
Tutors systematically prepare and inform students about
progression routes as part of group and individual tutorials.
CIS data indicates that 92% of the PEO students at Level 1
progressed onto PEO Level 2, 73% of PEO Level 2 progressed on
to the Engineering Level 3 and 50% of the BTEC National
Certificate progressed onto the Higher National Certificate
WEAKNESSES
EVIDENCE
Inconsistent information given to students at induction about the
availability and how to access cross-college support services
Student feedback indicates that only 75% of the learners are
aware of how to get support from the College, whilst only 56%
believe they are receiving the additional support that they require
Sometimes slow to identify and meet additional learning support
needs
Tutors sometimes delayed in following Additional Learning Support
(ALS) referral process
176
KEY QUESTION 5 – LEADERSHIP AND MANAGEMENT
How effective are leadership and management in raising achievement and supporting all learners?
STRENGTHS
EVIDENCE
High standards of safety
First Aid records – only one serious incident during this year
Effective management and communication with Federations,
individual schools and other providers to inform development of
curriculum and learning
Work closely with 14-19 Federations and two lead schools to plan
and deliver new Diploma units successfully. Network with other
provider specialists to inform programme area development
Significant improvements to the internal validation process ensured
robust assessment practices
EV Reports – more robust IV process in place July 2009
WEAKNESSES
EVIDENCE
Insufficiently strategic approach to planning and developing
learning programmes and service
Staff meeting minutes and a review of the area by the incoming
Programme Manager in January 2009 identify that a more detailed
and forward looking approach is required when planning the
course programmes for the year etc
Poor use of data and management reports to inform priorities and
action
Available data for example relating to student attendance, success
rates was not used regularly or systematically during the autumn
term
177
OUTCOMES FOR LEARNERS – ‘Every Learner Matters’
How does the area ensure that:
1. All learners take
responsibility for their
own health, safety and
well being?
Engineering safety practices are explained in detail in all programmes. The full-time students and the 14-16 school
students followed the LSC “Be safe” programme during their initial induction therefore they are aware of their
individual HASAWA responsibilities. Health and safety practices and procedures are enforced during the practical
workshop training sessions. Risk assessments completed for all the college based processes and work placements.
Workshop safety equipment is used by all the trainees.
2. All learners are, and
feel, safe?
Students are taught safe working practices and procedures on all sections. Fully interlocked and guarded machine
tools and equipment in all the work areas. A number of emergency stop buttons located around mechanical
workshop.
55% of the engineering staff are qualified in First Aid procedures.
Within the Performing Engineering Operations course Health and Safety is interwoven in to all the training and
assessment workpieces and associated documentation; they are assessed by observations and interrelated
questioning.
3. It contributes to all
learners’ enjoyment,
personal development
and achievement?
Visits to two skill exhibitions demonstrated to the students the wide range of career paths available to them.
Individual tutorials and an open door policy so that students can access their personal tutors virtually at any time
whilst at College.
4. All learners are
enabled to contribute
to their wider
community?
Engineering skills are learnt which will enable them to gain employment within the local manufacturing area.
The recycling process of waste materials is explained highlighting the fact that mixed swarf will greatly reduced the
resale value. A small group of work related learners are actively involved in renovating various parts of airplanes at
the local air museum. They work with the museum volunteers and College staff.
5. All learners increase
their employability
and economic well
being through learning
and development?
Basic employability skills taught during group tutorial sessions and mock interviews are carried out with unfamiliar
College based staff. All full-time students expand their knowledge on core Key Skills subjects which are taught
alongside their primary learning programme; this will increase the employability levels due to being better qualified.
Wider key skills offered to our apprentice cohort to enable them to complete their apprentice framework The subjects
covered were Working with Others and Improving Own Learning and Performance – activities included preparing a
barbeque, kite building and orienteering.
178
ACTION IMPROVEMENT PLAN 2009-2010
All weaknesses identified must have a corresponding action for improvement and be referenced according to the Key Question
(e.g. KQ1 refers to achievement). First, however, all SARs must address the questions on Workforce Development, Equal Opportunities and Outcomes for
Learners/Every Child Matters.
PROGRAMME AREA:
KEY QUESTION
e.g. KQ1
Workforce
Development
How can you improve
your programme area’s
strategy for Workforce
Development/Employer
Engagement?
Equal Opps
What steps will you be
taking to actively
promote equal
opportunities and
diversity
ECM
Further actions
planned to meet ECM
agenda
Engineering
DEPARTMENT:
ACTIONS TO BE TAKEN
Hospitality and Creative Studies
MEASURE/EVIDENCE
BY
WHOM
BY
WHEN
Mar
10
Recruitment targets will be adjusted to a more realistic level to
reflect the three year trend
Improved recruitment
KC &
team
Expand the range of company contacts and to develop a better
working relationship so that some more specialist in-company
training could be taught
Increased number of
work based contacts
GJ / AB
June
10
All staff
Oct
09
GJ / KS
Jan
10
REVIEW OF PROGRESS
AUTUMN
SUMMER
Increased in-company
training income
All learners have access to Student Services for their individual
and specific needs
Increased student
awareness of and
access to support
Review course information and publicity to ensure opportunities
to positively promote equality and diversity are maximised
Increased recruitment
data from targeted
groups
Increased inputs during the group tutorial to cover employability
skills and further interviewing techniques for the Levels 2 and 3
Increased recruitment
of our students who
have completed their
qualifications
Group
tutors
June
10
179
continuation sheet ……
PROGRAMME AREA:
KEY
QUESTION
1
ACTION IMPROVEMENT PLAN 2009-2010
Engineering
DEPARTMENT:
ACTIONS TO BE TAKEN
Hospitality and Creative Studies
MEASURE/EVIDENCE
BY
WHOM
BY
REVIEW OF PROGRESS
WHEN
AUTUMN
SUMMER
Evaluate the effectiveness of actions to improve initial
recruitment and selection to ensure students are on the right
course
Success rate data
Interview records
All staff
Sept
09
Focus on Performing Engineering Operations (PEO) Level 2 to
carefully monitor retention to ensure the 14% slide over the
past two years is returned to above benchmark figures
Improved retention
PEO L2
Tutors
On
Going
Monitor attendance of the full time groups and take remedial
action if attendance falls below 85%
Attendance increase
to 85%
Group
tutors
Fortnightly
All staff
On
Going
All Staff
Oct 09
Group
tutors
On
going
2
Work with the Development Unit and Advanced Practitioners to
implement a programme of activities to improve the standard of
teaching and learning.
90% of T&L obs
graded good or better.
Increased student
satisfaction.
4
Improved induction techniques to ensure that the various
entitlements which are available to the students are explained.
Items to be included – Learner support, drop in workshops,
financial support.
Higher levels of
student satisfaction
Ensure students with learning needs are encouraged to access
the various support networks which are available to them. Then
followed up during individual tutorials to ensure they are
receiving the correct levels of support and their continuing
attendance at workshops etc
Increased success
rates
180
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
Additional actions (not linked to weaknesses) for improving and developing the area
PROGRAMME AREA:
KEY
QUESTION
5
Hospitality and Creative Studies
ACTIONS TO BE TAKEN
DEPARTMENT:
MEASURE/EVIDENCE
Engineering
BY
WHOM
BY
REVIEW OF PROGRESS
WHEN
AUTUMN
SUMMER
Produce a calendar of events
Course College
calendars
GJ / KS
Oct 09
Better monitoring of the students’ retention and
achievements. Ensure the correct documentation is
completed and processed
More accurate data
and statistics
GJ
On
going
Review the new Diploma at Level 3 provision and
develop if suitable for the local community cohorts
Diploma course
GJ/KS/
KG
Feb 10
181
2008-2009 PROGRAMME AREA
SELF-ASSESSMENT REPORT
PROGRAMME AREA
Hairdressing
DEPARTMENT
HCS
PROGRAMME MANAGER
Sarah Horner
COURSE TITLE(S)
FULL-TIME
NVQ Level 1 Hairdressing
NVQ Level 2 Hairdressing
PART-TIME
NVQ Level 2 Hairdressing
NVQ Level 2 Barbering
NVQ Level 3 Hairdressing
VRQ Level 2 Diploma - Women’s
182
PROGRAMME AREA GRADE SUMMARY 2008-2009
PROGRAMME AREA: HAIRDRESSING
VALIDATION OF SELF-ASSESSMENT BY
MODERATION PANEL
DEPARTMENT: HCS
KEY QUESTION
GRADE (1 – 4)
1. Learners’ achievements
2
2. Teaching, Training & Learning
3. Programmes and activities meet
needs and interests of learners
2
2
4. Guidance & Support
2
5. Leadership and Management
2
Programme Area Grade
2
The Report:
Yes
Identifies key strengths and weaknesses

Has statements which are evaluative rather
than descriptive
Contains reasonable judgements which are
supported by evidence
Sets challenging but achievable
improvement actions
Comments:

Partly
No


This Area has made substantial improvements and moved from
a self-assessed grade 3 to a 2
Capacity to improve – comment/grade
1
Moderation Panel Grade: 2
Programme Manager (name):
Sarah Horner
Head of Department (name):
Nigel Dunnill
Date:
Panel Member (name):
Sally Archer/Anthea Smith
Date:
13 November 2009
183
SELF ASSESSMENT REPORT 2008-2009
PROGRAMME AREA:
Hairdressing
SCOPE OF PROVISION
The curriculum offers progression from NVQ Level 1 Hairdressing to Level 2 for full-time learners, with NVQ and VRQ qualifications Levels 2
and 3 for part-time learners. An additional qualification available to all learners is Level 2 Barbering. The area also offers Apprenticeships at
Levels 2 and 3. The additional Key Skills qualifications are fully integrated into the delivery model.
The programme area consists of two training and real working environment salons, which have the brand image ‘Head Start Academy’.
Staffing comprises of a Programme Manager who does not teach within the area, an Assistant Programme Manager, who is a Hair specialist,
two full-time staff and three sessional members.
The area is female dominated, both in staffing and student numbers. The small number of male students progress and achieve particularly
well.
ACTIONS TAKEN TO IMPROVE THE PROVISION FOR LEARNERS SINCE LAST SELF-ASSESSMENT REPORT
Improvement action
Impact on learners
Engage Level 2 learners in work placements – one week work
experience for Level 2 full-time programmes
All Level 2 learners engaged in work placements, with some learners
finding full or part-time employment through the work experience
Improve retention and achievement on part-time evening provision
Successful introduction of Vocational Related Qualification (VRQ)
Diploma Level 2. Retention (91% in 2008/09 from 47% in 2007/08 on
the previously offered NVQ programme). Success rate was previously
47% and is 80% for the VRQ
184
KEY QUESTION 1 – ACHIEVEMENT AND STANDARDS
How well do learners learn, progress and achieve?
STRENGTHS
Many high success rates on full and part-time programmes that
exceed benchmarks
EVIDENCE
CIS data: 100% retention (84%bm) 100% success (76% bm)
CIS data Level 1 FT
Retention 86%, Success 82%
CIS data Level 2 FT
89% retention (bm 70%), 79% success
(bm 60%)
Improved success and retention in part-time provision through VRQ
diploma, NVQ Level 2 Barbering and NVQ Level 2 Hairdressing
(three year trend)
CIS data:
91% retention, 80% success VRQ
92% retention, 77% success NVQ Level 2 Barbering
88% retention, 65% success NVQ Level 2 Hair
Good and substantially improved success and retention in Level 1 AoN CIS data
and Communication Key Skills
Comms retention 93%, success 73%
AON retention 96%, success 79%
Good attainment to facilitate progression to the next level of study
from Level 1 to 2
Level 1: 19 out of 24 achievers returned to Level 2
Outstanding full framework completions for Apprenticeships
All 9 students on programme, 9 achieved timely completion
WEAKNESSES
EVIDENCE
CIS data
AON L2 46% (13% 2007/08); Comms L2 40% (37% 2007/08)
ICT L2 50% (only one student 2007/08 who did not achieve)
Lower success rates at Level 2 Key Skills
Average student attendance across Programme Area: 83%
185
Data Table
Please insert your 3-year trend data from the information provided by CIS.
Any discrepancies need to be resolved directly with CIS.
Please ensure all targets for 2009/10 are agreed with HoDs and completed
Qualification
NVQ Level 1
Hairdressing
Full-time
NVQ Level 1
Hairdressing
Part-time
NVQ Level 2
Hairdressing
Full-time
Level
1
1
2
NVQ Level 2
Hairdressing
Part-time
2
NVQ Level 3
Hairdressing
Part-time
3
NVQ Level 2 Barbering
2
WRL NVQ Level 1
Hairdressing
VRQ Level 2 Diploma
1
06/07 07/08 08/09
No. of
starts
% retention
% pass rate
% success
No. of
starts
% retention
% pass rate
% success
No. of
starts
% retention
% pass rate
% success
No. of
starts
% retention
% pass rate
% success
No. of
starts
% retention
% pass rate
% success
No. of
starts
% retention
% pass rate
% success
No. of
starts
% retention
% pass rate
% success
No. of
starts
% retention
% pass rate
% success
42
31
49
86
89
76
14
84
92
77
29
86
95
82
NA
93
85
79
16
76
77
59
24
19
100
81
81
14
88
86
75
17
73
55
53
25
bm
Target
08/09
Target
09/10
83
94
78
80
83
95
79
79
89
88
79
17
68
88
60
80
47
100
47
14
88
73
65
11
68
88
60
60
88
82
72
11
100
71
71
13
100
100
100
13
84
92
76
76
80
100
55
55
12
54
100
54
10
92
83
77
NA
76
92
70
70
70
67
75
50
40
100
40
NA
70
80
NA
80
80
83
95
79
35
91
88
80
75
85
64
186
Qualification
Key skills in Application
of number
Key skills in Application
of number
Key skills in
Communication
Key skills in
Communication
Level
1
2
1
2
Key skills in
Information and
communication
Technology
1
Key skills in
Information and
communication
Technology
2
06/07 07/08 08/09
No. of
starts
% retention
% pass rate
% success
No. of
starts
% retention
% pass rate
% success
No. of
starts
% retention
% pass rate
% success
No. of
starts
% retention
% pass rate
% success
No. of
starts
% retention
% pass rate
% success
No. of
starts
% retention
% pass rate
% success
48
13
24
88
71
63
9
69
33
23
8
96
83
79
13
100
11
11
48
38
33
13
21
100
46
46
41
88
76
67
9
90
42
38
27
93
79
73
15
100
67
67
49
74
50
37
35
87
46
40
54
88
65
57
6
80
43
34
1
89
71
63
12
100
100
100
100
0
0
83
60
50
bm
Target
08/09
Target
09/10
75
75
75
75
75
75
75
75
75
75
75
75
187
KEY QUESTION 2 – TEACHING,TRAINING AND LEARNING
How effectively do teaching, training and assessment support learning and development?
STRENGTHS
EVIDENCE
Good and improving standards of teaching and learning
TQS report: 28.5% outstanding, 71.5% good (0809) from 60% good 40%
satisfactory (0708). 97% of students say “My lecturer knows their subject well”
Effective assessment process within the salon that fully involves
the learners
EV report identifies: “Candidates plan, track and review their continual progress and
have an understanding of what they have achieved, along with what they will be
working to next”
Student survey – 91% of students knew what they were doing well and what they
need to improve
Effective use of ILT
TQS report states “Some effective use of ILT within the classroom”
Student survey: 79% of students agreed that WebCT helps them with their studies
WEAKNESSES
EVIDENCE
Some lesson plans show lack of detail
TQS report states that lesson plans need more detail on activities, key skills and
differentiation
Student survey 09 – only 25% of Level 1 students felt that they were kept
interested in lessons. Although 77% of Level 1 students felt that “lecturers use
different ways to help me learn”, this was 10% below College average and 11% below
Level 2 Hair student responses
Lower levels of student satisfaction amongst Level 1 learners
TEACHING AND LEARNING GRADE PROFILE FOR AREA
Number of observations: 7
Grade
1
2
3
4
%
28.5
71.5
(To be taken from TQS annual review)
188
STRENGTHS
KEY QUESTION 3 – NEEDS AND INTERESTS OF LEARNERS
How effectively do the programmes and activities meet the needs and interests of users?
EVIDENCE
Highly effective sector specific work placements that
enhance learning, skills and development, which increases
motivation and sometimes leads to employment
All full-time Level 2 learners had the opportunity to work with local salons for one week
which led to some full-time and part-time employment
Course management file – student reps from all courses commented that they enjoyed
the experience. Those who gained employment were ‘excited’ about working in the industry
Excellent relationships with parents/guardians to motivate
students to succeed
Course Review. CMF file
All full-time 16-19 learners’ parents or guardians are informed of a learner’s progress on
courses through varied activities, for example, parents’ evenings, accessing the salon
services for client practical sessions CMF file
Highly stimulating and employment focused extra-curricular
activities for all learners
Visit to London Excel exhibition; industry specialists delivery training e.g. TIGI Training,
Matrix product training, Fake Bake tanning, ear piercing
Internal competitions provided opportunity for Level 1 and 2 learners to demonstrate their
creativity and team building skills. An internal competition is industry sponsored. Both
created publicity through the local news papers.
Excellent progression route opportunities for all learners
Course prospectus offer:
Levels 1,2,3 NVQ qualifications
NVQ2 Barbering
VRQ Diploma Levels 2 and 3
WEAKNESSES
EVIDENCE
Lack of opportunity for full-time learning at Level 3
Course prospectus: Lack of NVQ Level 3 full-time course offer
Access point to higher level of study not available to
students with high GCSE results
Enrolment data: All learners start at Level 1
189
KEY QUESTION 4 – GUIDANCE AND SUPPORT
How effective are the care, guidance and support learners receive in helping learners achieve?
STRENGTHS
EVIDENCE
Excellent additional learning support and one to one support
facilitated by effective initial assessment
City and Guilds EV report July 6th 2009
“Staff are very supportive of candidates and have a very good rapport with them. There is a
professional yet friendly atmosphere in the salon with a mixed level of candidates all
working together which created a good spirit”
“… the area plus the mentor team work one to one providing excellent support”
Some excellent aspects of support on Key Skills programmes
City and Guilds Key Skills EV report July 6th 2009
“Some excellent aspects of candidate support are in place including, one to one numeracy
and literacy support available during classes, and good, vocationally relevant assessment
designs.” The TQS report identifies “good identification of learners’ needs”
Very comprehensive and stimulating approaches to
encourage learner progression and aspiration
Course management file: Careers week with speakers from industry, e.g. Steiner cruise
ships. Sales representation throughout the year e.g. Matrix colour
Prince’s Trust input: ‘starting your own business’.
S. Horner input ‘how to become a tutor/assessor’
Internal competitions judged by local employers
Effective academic and pastoral tutorial support to enhance
employability
The C&G EV report “Candidates plan, track and review their progress and have a good
understanding of what they have achieved, along with what they will be working towards
next”
Student feedback indicates 88% of students found their reviews very helpful with their tutor
WEAKNESSES
EVIDENCE
Areas of non compliance in tutorial documentation.
DU audit identified: Number of individual tutorials did not meet College minimum
requirement (two individual and one ILP per term) achieved two per term
190
KEY QUESTION 5 – LEADERSHIP AND MANAGEMENT
How effective are leadership and management in raising achievement and supporting all learners?
STRENGTHS
EVIDENCE
Very effective, well planned CPD for all staff to continually
update skills in both technical and teaching qualification
“Staff are well qualified in technical skills, assessor and verification qualifications. An up to
date CPD plan identifies training and up skilling” All staff have recent industrial experience
City and Guild EV report – 3rd March 2009 – Sue Reynolds
Motivating and structured team development days and team
meetings to encourage high standards and development
across the area
CMF file – Hair development meeting minutes
“Candidate records are accurate and well kept with evidence that staff work together to
share good practice and standardise their approach”
Examples: agreed minimum operational standards, reviewed curriculum delivery and
schemes of work, reviewed and auctioned success strategy
Enhanced marketing techniques provided greater
assessment opportunity through increased client numbers
Marketing materials eg: price list, newsletter
Revised and increased client database. Communication via email. Loyalty cards
Motivational techniques and the celebration of achievement
engages learners and increases confidence and aspiration
across full and part-time courses
Records in CMF File - student success is celebrated on both full and part-time
programmes through an annual awards evening and a monthly student of the month award
sponsored by employers and suppliers
WEAKNESSES
EVIDENCE
Sustainability across the programme area
High printing costs for examination papers and learning resources
Insufficient solicitation of customer feedback
No customer comment card to aid improved service standards
Potential student complaints not perceived and proactively
dealt with
Poor communication with students regarding course changes/ requirements e.g. change of
curriculum publicised late
191
OUTCOMES FOR LEARNERS – ‘Every Learner Matters’
How does the area ensure that:
1. All learners take responsibility for
their own health, safety and well
being?
Salon and classroom safe practices are in every course handbook and given and explained in
detail through induction. Health and safety is reinforced in all practical activities within the area.
2. All learners are, and feel, safe?
All full-time learners participate in the LCS Safety induction in induction.
Health and safety units are embedded within the curriculum and, through both theory and
practical observation, students will be taught safe practices.
3. It contributes to all learners’
enjoyment, personal development
and achievement?
Careers week enabled the learners to assess different types of employment and then the
learners had the opportunity to work in industry for a week work experience. This contributed to
learners’ achievement and gaining employment.
Industry week provided learners with additional skills, for example, ear piercing and fake
tanning. Internal industry sponsored competitions throughout the academic year inspired
learners’ creativity outside of the curriculum.
4. All learners are enabled to
contribute to their wider
community?
Recycling of product waste and economical product use is explained to all students.
5. All learners increase their
employability and economic well
being through learning and
development?
All full-time learners developed literacy, numeracy and ICT skills alongside their programme.
Interpersonal and social skills were encouraged through course representations, presentations
and discussions to their peers, and through the College student mentoring team.
Additional skills such as spray tanning, ear piercing and barbering increase their employability.
All Level 2 full-time learners engage in a work experience week to engage with industry.
192
ACTION IMPROVEMENT PLAN 2009-2010
All weaknesses identified must have a corresponding action for improvement and be referenced according to the Key Question
(e.g. KQ1 refers to achievement). First, however, all SARs must address the questions on Workforce Development, Equal Opportunities and Outcomes for
Learners/Every Child Matters.
PROGRAMME AREA:
KEY QUESTION
e.g. KQ1
Hairdressing
DEPARTMENT:
ACTIONS TO BE TAKEN
HCS
MEASURE/EVIDENCE
BY
WHOM
KC &
team
BY
REVIEW OF PROGRESS
WHEN
AUTUMN
SUMMER
Mar 10
Recruitment targets will be adjusted to a more realistic level to reflect the
three year trend
Improved recruitment
Development of the Diploma in hair and beauty studies to
increase industry links and employer engagement
Number of contacts
SH/JS
May
10
Equal Opps
What steps will you be
taking to actively
promote equal
opportunities and
diversity?
Work with the Marketing Manager and existing male students to
continuously identify ways of encouraging male students to join
programmes
Increased recruitment
of male students
SH/JS
July
10
ECM
Further actions
planned to meet ECM
agenda
Identify at least one opportunity to link with the local community
/school
One activity undertaken
SH and
team
July
10
Dermatitis course to be delivered as an additionality to all fulltime learners for health & safety within the work place
Delivery of the course
SH and
team
July
10
Implement Be Safe programme with all full time learners
All FT learners
participate in Be Safe
SH and
team
Nov
09
Workforce
Development
How can you improve
your programme area’s
strategy for Workforce
Development/Employer
Engagement?
193
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA:
KEY QUESTION
Hairdressing
ACTIONS TO BE TAKEN
DEPARTMENT:
HCS
MEASURE/EVIDENCE
BY
WHOM
BY
REVIEW OF PROGRESS
WHEN
AUTUMN
SUMMER
Improve Key Skills results by developing a strategy with
specialist deliveries for examinations
CIS data – improved
results
SH/JS
/OS
Improve attendance on all programmes by attendance
monitoring at risk students through meetings. Working
with mentor team
Improved attendance
SH/
Team
KQ 2
Development day with Advanced Practitioners/DU to
develop lesson plans/schemes to include key skills to
ensure they show a range of activities and differentiation
Scheme
audit/observation
grades and feed back
DU
July 10
KQ3
Improve learners’ satisfaction on Level 1 courses
Action plan: delivery of units to ensure learner
engagement: standardisation of salon skills/practical
activity. Schemes show a range of learner activities
Focus group/survey
feedback
SH/JS/
Team
July 10
KQ1
Lack of opportunity for full-time learning at Level 3: Look
at full-time delivery curriculum
July 10
Jan 10
July 10
194
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
Additional actions (not linked to weaknesses) for improving and developing the area
PROGRAMME AREA:
Hairdressing
DEPARTMENT:
HCS
KEY QUESTION
ACTIONS TO BE TAKEN
KQ 3
Access point to higher level of study not available to
students with high GCSE results.
Develop curriculum to ensure that higher attainment
students have access to higher starting points of study
Prospectus
KQ 4
Ensure compliance with tutorial documentation for all fulltime learners
Audit
KQ5
Improve sustainability across the area by utilising WebCT,
Learn Xtra and Smart screen. Introduce GOLA on-line
examinations to reduce printing costs and ensure
recycling of all waste materials
Printing costs
Insufficient solicitation of customer feedback – speak to
Marketing for customer comment cards to improve
service
Customer feedback
KB/JS
July 10
Ensure complaints and/or students concerns are dealt
with promptly and effectively.
Student satisfaction
with how complaint
handled
SH/JS
July 10
MEASURE/EVIDENCE
BY
WHOM
BY
REVIEW OF PROGRESS
WHEN
AUTUMN
SUMMER
SH/JS
July 10
AP
Easter
10
KB and
team
SH and
team
195
2008-2009 PROGRAMME AREA
SELF-ASSESSMENT REPORT
PROGRAMME AREA
Media Studies
DEPARTMENT
HCS
PROGRAMME MANAGER
Tom Harvey
COURSE TITLE(S)
BTEC First Diploma Media
BTEC First Certificate Media
National Diploma Photography
National Certificate Photography
National Award Photography
National Diploma Media Production (Moving image)
National Certificate Media Production (Moving image)
National Award Media (Video)
National Diploma Media (Games Development)
National Certificate Media (Games Development)
National Award Media (Digital)
196
PROGRAMME AREA GRADE SUMMARY 2008-2009
PROGRAMME AREA: MEDIA
VALIDATION OF SELF-ASSESSMENT BY
MODERATION PANEL
DEPARTMENT: HCS
KEY QUESTION
1. Learners’ achievements
GRADE (1 – 4)
1
2. Teaching, Training & Learning
2
3. Programmes and activities
meet needs and interests of
learners
1
4. Guidance & Support
2
5. Leadership and Management
1
Programme Area Grade
1
Programme Manager (name):
Head of Department (name):
Tom Harvey
The Report:
Yes
Identifies key strengths and weaknesses

Has statements which are evaluative rather
than descriptive
Contains reasonable judgements which are
supported by evidence
Sets challenging but achievable
improvement actions
Comments:

Partly
No


Very exciting improvements, with all aspects very close to
outstanding. Very strong leadership with a clear understanding
of the challenges, solutions and innovation necessary to stay at
the top of their game.
Capacity to improve – comment/grade: 1
Moderation Panel Grade: 1
Panel Member (name): Sally Archer & Anthea Smith
Date:
12th November 2009
Date:
197
SELF ASSESSMENT REPORT 2008-2009
PROGRAMME AREA:
Media
SCOPE OF PROVISION
The section offers BTEC Nationals in Media Production, Moving Image, Games Development and Photography. It also offers BTEC Firsts in
Media to both 14-16 and post 16 learners. There are six permanent teaching staff, two part-time staff, and approximately 125 full and parttime students on programme. Excellent technical facilities are provided in the form of a well equipped photographic/production studio, a
darkroom, a Mac lab and digital photography and Computer Games IT suites. AV and Photographic resources are up to date and of industry
standard.
All courses have a strong vocational emphasis with students across courses working together to fulfil live briefs for external clients. Work
produced is regularly exhibited at locations across the region, through the department’s own website and throughout the College. Students
take part in a varied programme of educational trips and residentials across the year.
ACTIONS TAKEN TO IMPROVE THE PROVISION FOR LEARNERS SINCE LAST SELF-ASSESSMENT REPORT
Improvement action
Impact on learners
Expansion of provision
Increase in 14-16 learners (Woodway Park School) with introduction of Yr 11
cohort on FD Media
Strengthening of staffing provision
Recruitment of new Games Development, Photography and Film and TV fulltime specialists with additional improvement in part-time and sessional staff
has had significant effect upon course organisation, quality of delivery and
learner success rates
Improved facilities for moving image and photography
Rise in quality of student work produced through expansion of digital facilities,
additional studio lighting facilities, Digital SLRs, Print Laminator, HDD video
cameras and camera rigs
198
KEY QUESTION 1 – ACHIEVEMENT AND STANDARDS
How well do learners learn, progress and achieve?
STRENGTHS
EVIDENCE
Very high overall success rates with continued rising trend
87% (2008/9) Year target (80%) exceeded
Trend rising from 43% (2005/6), 74% (2006 /7) and 79% (2007/8)
Success rates significantly above benchmark on nearly all
programmes
FD Media (Henley and Woodway combined) 92% success 20% above BM and rising from
60% in 07/08. ND Photography 90% success 23% above BM rising from 78% in 07/08
ND Games Dev and ND Film and TV 89% success 28% above BM (CIS Data)
Very high and improved Key Skills success rates
79% overall success rates
9% above College target and up 7% on 2007/8
ICT L1 & L2 83%, Communication L2 86% (CIS data)
Good and improving student attendance
Attendance 86% up 1.3% on 2007/8 (CIS Data)
Innovative and high quality student work
Student work compares very favourably with work exhibited in other providers’ end of year
exhibitions, and as seen by PM in role as an External Verifier (internal and external student
exhibitions, section showreels of student work)
Very significant improvement in student progression rates
from Level 3 to higher education
23/34 (68%) up from 37.5% 2007/8 and 22% 2006/7 (Destination surveys, CMFs)
EVIDENCE
Small but significant number of students achieved only a
fallback qual. from the qual. originally enrolled on
11/82 starts (13%)
4 National Awards and 4 National Certs from initial National Diplomas. 3 First Certs from
initial First Dip
Low progression rates from Yr 1(National Award) to Year 2
(National Diploma) on 2 year programmes
70% overall
Average student attendance across programme area: 86% (1.3% up on previous year)
199
Data Table
Please insert your 3-year trend data from the information provided by CIS.
Any discrepancies need to be resolved directly with CIS.
Please ensure all targets for 2009/10 are agreed with HoDs and completed
Qualification
Level
BTEC First Diploma
Media
2
BTEC Nat Dip
Photography
3
BTEC Nat Cert
Photography
3
BTEC Nat Award
Photography
3
BTEC Nat Dip Media
(Games Dev)
3
BTEC Nat Cert Media
(Games Dev)
BTEC Nat Award Media
(Games Dev)
BTEC Nat Dip Media
(Moving Image)
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
06/07
07/08
08/09
10
70
100
70
8
50
100
50
1
100
100
100
2
100
100
100
10
80
75
60
9
78
100
78
1
100
100
100
1
100
100
100
8
12
100
83
83
10
90
100
90
1
100
100
100
13
92
100
92
9
88
100
88
07/08
89
100
89
08/09
3
100
100
100
19
100
100
100
10
71
88
61
bm
90
100
90
71
88
61
No of starts
10
% retention
% pass rate
% success
70
100
70
06/07
3
3
3
%retention
%pass rate
% success
No. of starts
% retention
% pass rate
% success
2
100
100
100
No. of starts
7
% retention
% pass rate
% success
57
100
57
2
100
50
50
5
100
100
100
bm
82
88
72
70
96
67
70
69
48
Target
08 09
15
82
88
72
13
80
100
80
100
100
100
13
Na
Na
Na
Target
09 10
85
90
100
95
16
90
100
90
Target
90
Target
100
16
Na
Na
Na
100
14
100
100
100
80
200
Qualification
Level
BTEC Nat Award Media
(Video)
3
BTEC First Cert Media
(Henley)
2
BTEC First Cert
(Woodway)
2
BTEC First Dip
(Woodway)
2
Key skills AON L1
Key skills AON L2
Key skills Comms L1
Key skills Comms L2
Key skills ICT L1
Key skills ICT L2
07/08
08/09
2
100
100
100
16
88
86
75
No of Starts
15
73
100
73
3
100
100
100
18
100
78
78
13
100
100
100
15
% retention
% pass rate
%success
No of starts
% retention
%pass rate
% success
No of starts
% retention
% pass rate
%success
No of starts
% retention
% pass rate
%success
No of starts
% retention
% pass rate
%success
No of starts
% retention
% pass rate
%success
80
92
73
33
94
71
67
12
100
75
75
37
95
91
86
12
92
91
84
40
95
87
83
06/07
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
3
100
100
100
3
100
100
100
bm
Target
08 09
Target
09 10
80
94
91
86
100
100
100
94
91
86
94
91
86
82
88
72
100
100
75
75
80
85
85
85
201
KEY QUESTION 2 – TEACHING,TRAINING AND LEARNING
How effectively do teaching, training and assessment support learning and development?
STRENGTHS
EVIDENCE
Teaching and assessment is of a high standard and is
constantly monitored by the programme area team to
achieve improvements
80% teaching observations graded good or better.
New staff graded satisfactory in initial observation and then re-observed as good
‘Excellent use of ILT and WebCT’ ‘a stimulating and productive learning environment’
(TQS annual review)
‘Clear evidence of a rigorous IV system in place with comprehensive feedback on assignment
design’ (EV reports ND Games Dev, Moving Image)
Key Skills delivery is of a very high standard across the
curriculum area
Key Skills portfolios cited as an exemplar by EV
Use of ILT is progressive and student centred
Interactive learning is encouraged through podcasting, an on-line student gallery, the use of
message boards and on-line submissions. All course materials and many learning resources
available to students on line through the VLE
WEAKNESSES
EVIDENCE
No taught classroom sessions have been observed and
graded as inspirational (Grade 1) this year
TQS Annual review. One to one tutorial session was awarded a Graded 1
‘Level of detail in assessment records was excellent’
‘Excellent examples of detailed recording and justification of assessment decisions’
‘Excellent examples of feedback from tutors to assessors’
(Key Skills EV report)
TEACHING AND LEARNING GRADE PROFILE FOR AREA
Number of observations: 10
Grade
1
2
3
4
%
10
70
20
(To be taken from TQS annual review)
202
KEY QUESTION 3 – NEEDS AND INTERESTS OF LEARNERS
How effectively do the programmes and activities meet the needs and interests of users?
STRENGTHS
Programme area retention rates greatly improved
EVIDENCE
Course retention 93% (up from 87% 2007/8, 72% 2006/7 and 63% 2005/6)
(CIS Data)
Highly stimulating programme of extra curricula activities
Internal and external student exhibitions. (Fishbone Gallery for year end
exhibition). Programme of external activities. (Promotional work for Mercia FM)
Museum, Film Festival trips and residentials, Artist in Residence workshops
(Herbert Art Gallery) and Professional Masterclasses (Cov Uni Nikon competition,
BBC Cov and Warks, BBC cameraman training, AD Agency Studio Photography)
Good range of curriculum pathways and progression
choices
Moving image, photography and games development specialisms available as
progression from Level 2
Very significant increases in progression of Level 3
learners to higher education
23/34 (68%) up from 37.5% 2007/8 and 22% 2006/7
(Destination surveys CMFs)
WEAKNESSES
EVIDENCE
Some unsuitable accommodation
Students see some classroom accommodation as inadequate for specialist courses.
The computers in A3 have not been adequate to run specialist software for games
course, resulting in poor attendance of Yr 2 students (student surveys, tutorial
notes)
Photography Yr 2 students initially timetabled at outreach centre have requested
that their classes be run in the studio instead. This has restricted access to the
facility for other students (timetables)
203
KEY QUESTION 4 – GUIDANCE AND SUPPORT
How effective are the care, guidance and support learners receive in helping learners achieve?
STRENGTHS
EVIDENCE
Very thorough tracking and feedback ensures excellent
support for students in understanding their grades and how to
improve their work
Review weeks have been implemented across the year ensuring close monitoring,
discussion and action planning of all students’ progress (assessment and tutorial files)
‘Grading is rigorous with detailed and helpful feedback to the learner’ (EV Report)
Particularly effective interface between curriculum tutors and
cross-college IAG and mentoring specialists
Initial assessments are highly effective in identifying students with additional needs (10%
identified). Excellent support and communication between staff, and well-developed,
consistently used processes ensure students’ support and progress is regularly monitored
and reviewed
Highly developed processes that are consistently used by the staff team to ensure
students progress well, e.g. tutorial documentation
Very good relations and communication exists between staff
and parents
Letters of support and thanks from parents (tutorial files)
High involvement and support of family at parents evenings, exhibitions and awards
evenings
Some excellent 1-1 tutorial support
TQS Grade 1 for 1-1 tutorial observation. Very thorough tutorial documentation
Highly organised recruitment and induction processes and
flexibility across programme area ensures learners feel well
supported in choosing most appropriate course
Department enrolment questionnaire
WEAKNESSES
EVIDENCE
Some student feedback is poor and contradicts other
overwhelming evidence of an excellent learning experience
Feedback from the annual student survey is lower for some questions and is lower than
the College average. Tracking and monitoring process identified that some negative
student perception is invalid
204
KEY QUESTION 5 – LEADERSHIP AND MANAGEMENT
How effective are leadership and management in raising achievement and supporting all learners?
STRENGTHS
EVIDENCE
Excellent management processes and communication ensures
high expectations for curriculum improvement and driving up
student success are realised
Excellent communication exists within the team with actions for improvements being
clearly formalised in weekly team meetings
Recruitment, interview, enrolment and induction strategies are
very effective in attracting and retaining increased numbers of
learners
New student enrolments 75 (09/10)
Up from 62 (08/09) and 46 (07/08)
Overall full-time student numbers 105 (09/10)
Up from 92 (08/09) and 75 (07/08). (CIS Data)
Students chose Henley Media dept because: ‘staff very friendly and helpful at interview’,
‘good reputation’, ‘good equipment’. Media student induction survey
Very effective induction and development of new staff
5 new members of permanent staff have joined team since August 08. All are very
effectively taking on tutoring and course leader roles. Successful training days have
taken place on ‘success rates and course development’ and ‘assignment setting, grading
and internal verification’
Strategies for continued improvement in student engagement
and achievement have been successfully implemented
Full team buy into the Media Code of conduct and thorough course organisation and
assessment has improved the culture of learning within the department as indicated by:
Increased attendance rates 86% (up 1.3% on 2007/8)
Increased retention rates 93% (up 6% on 2007/8)
Increased success rates 87% (up 8% on 2007/8)
WEAKNESSES
EVIDENCE
Restricted student access to some resources can adversely
impact on student satisfaction
Timetables, team meeting minutes and student surveys report that stores are not open
at all times and ILT and production resources are not always repaired
205
OUTCOMES FOR LEARNERS – ‘Every Learner Matters’
How does the area ensure that:
1. All learners take responsibility Drug and alcohol abuse awareness are a part of the tutorial process for all groups. Health and Safety
for their own health, safety
is highlighted as an integral part of the course delivery and through the ‘Be Safe’ stand alone qual.
and well being?
2. All learners are, and feel,
safe?
The tutorial program addresses safety within the College with regards bullying and externally with
regards sexual health issues. Interactions/relationships between students are closely monitored by
whole team and addressed formally through the ‘Student Issues’ item on the weekly team meeting
agenda.
3. It contributes to all learners’
enjoyment, personal
development and
achievement?
External activities are organised for the students which are designed to encourage independence and
broaden horizons. These take the form of field trips, location based practical work, working and
liaising with outside clients and trips to galleries, exhibitions and festivals.
4. All learners are enabled to
contribute to their wider
community?
Team activities are an integral part of all courses being delivered. Students are helped to gain
confidence in working positively and pro-actively with others through activities such as; organisation
of exhibitions, management of section web gallery, video production team work etc. Collaborations
take place with many external agencies such as Coventry University, Mercia FM, BBC Coventry and
Warwickshire and the Coventry Crusaders Basketball team.
5. All learners increase their
employability and economic
well being through learning
and development?
All courses have a vocational focus equipping students with the technical skills needed in industry.
Time management, communication and organisational skills are developed through live briefs.
Students are helped to find work experience positions. Support in selecting and achieving progression
to Level 4 is excellent as demonstrated by year on year improvement in statistics.
206
ACTION IMPROVEMENT PLAN 2009-2010
All weaknesses identified must have a corresponding action for improvement and be referenced according to the Key Question
(e.g. KQ1 refers to achievement). First, however, all SARs must address the questions on Workforce Development, Equal Opportunities and Outcomes for Learners/Every
Child Matters.
PROGRAMME AREA:
KEY QUESTION
e.g. KQ1
Workforce
Development
How can you improve
your programme area’s
strategy for Workforce
Development/Employer
Engagement?
Equal Opps
What steps will you be
taking to actively
promote equal
opportunities and
diversity?
ECM
Further actions
planned to meet ECM
agenda
Media
DEPARTMENT:
ACTIONS TO BE TAKEN
HCS
MEASURE/EVIDENCE
BY
WHOM
Recruitment targets will be adjusted to a more realistic level to
reflect the three year trend
Improved recruitment
Meet with CWLLN to explore potential bite sized training
needs for local media small businesses
Successfully identify
at least two bite size TH &
Team
training packages for
development
Meet with Blitz Games Education Officer to discuss
training needs within the industry
KC &
team
BY
WHEN
REVIEW OF PROGRESS
AUTUMN
SUMMER
Mar 10
Dec
09
Look at production of curriculum material on media
planning day to ensure all courses embrace the equal
opportunities and diversity agenda
Assignments and
course work
materials
TH and
Team
Jan 09
Arrange training sessions with Tina Harwood on Autistic
Spectrum Disorder and identifying and managing ‘at risk’
students
Booking of sessions
TH
Jan 09
207
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA:
KEY QUESTION
KQ1
KQ2
KQ3
Media
DEPARTMENT:
ACTIONS TO BE TAKEN
HCS
MEASURE/EVIDENCE
Weakness
Low success rates on National Award Media (video)
Progression
Action
agreements.
Introduce 6 week progression point at week 6 of course and
Week 6 review
implement diagnostic assessment within first 4 weeks of course
to ascertain that student abilities match their achieved
qualifications (especially WRT BTEC First Diploma Merit grades)
Weakness
Small but significant no of students achieved only a fallback
qual. from the qualification originally enrolled on
Action
Introduce rigid progression agreement requiring completion of
6 unit award at end of Year 1 to progress to Year 2
Weakness
No taught sessions observed as Grade 1 this year
Action
Organise half day session on inspirational delivery as part of
Media planning day
BY
WHOM
TH
BY
WHEN
REVIEW OF PROGRESS
AUTUMN
SUMMER
Sept 09
Oct 09
Progression
agreements
TH
Sept
09
At least 30% of
observed lessons are
judged outstanding
TH
Dec 09
208
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
Additional actions (not linked to weaknesses) for improving and developing the area
PROGRAMME AREA:
KEY QUESTION
KQ3
KQ5
Media
DEPARTMENT:
ACTIONS TO BE TAKEN
Weakness
Some unsuitable accommodation and facilities
Action
Request partitioning of computers in A3 to allow Games students’
password protected access to specialist Game Engine software
Action
Ensure enough classroom accommodation is available on main
site to prevent studio use as classroom
Weakness
Restricted student access to production equipment, ILT, materials
and technical support often adversely affects learners’
performance
Action
Request appointment of Facilitator/Technician
Prepare capital bid for increased ILT
Weakness
Some poor student feedback
Action
Student representatives to be invited to monthly team meetings
Specific areas of weakness to be discussed with all tutor groups in
tutorial sessions
HCS
MEASURE/EVIDENCE
Achieved
Timetables
BY
WHOM
TH
BY
WHEN
REVIEW OF PROGRESS
AUTUMN
SUMMER
Aug
09
TH
Sept
09
Successful appointment
Additional PCs or Macs
TH
Oct
09
Improved survey
ratings
Team
Jan
10
209
2008-2009 PROGRAMME AREA
SELF-ASSESSMENT REPORT
PROGRAMME AREA
BUSINESS ADMINISTRATION
DEPARTMENT
LEISURE & PROFESSIONAL
PROGRAMME MANAGER
AMANDA SMITH
COURSE TITLE(S)
BTEC INTRODUCTORY LEVEL 1 DIPLOMA IN BUSINESS, RETAIL & ADMINISTRATION (F/T)
ADMIN TODAY LEVEL 2 (F/T)
BUSINESS ADMINISTRATION 3 (F/T)
NVQ BUSINESS ADMINISTRATION LEVELS 2-3 (P/T)
NVQ CUSTOMER SERVICE LEVELS 2/3 (P/T)
APPRENTICESHIPS IN BUSINESS ADMINISTRATION LEVELS 2/3
APPRENTICESHIPS IN CUSTOMER SERVICE LEVELS 2/3
210
PROGRAMME AREA GRADE SUMMARY 2008-2009
PROGRAMME AREA: BUSINESS ADMINISTRATION
VALIDATION OF SELF-ASSESSMENT BY
MODERATION PANEL
DEPARTMENT: LEISURE & PROFESSIONAL STUDIES
KEY QUESTION
1. Learners’ achievements
GRADE (1 – 4)
1
2. Teaching, Training & Learning
1
3. Programmes and activities
meet needs and interests of
learners
1
4. Guidance & Support
1
5. Leadership and Management
1
Programme Area Grade
1
Programme Manager (name):
Head of Department (name):
Date:
The Report:
Yes
Identifies key strengths and weaknesses
x
Partly
No
Has statements which are evaluative rather x
than descriptive
Contains reasonable judgements which are x
supported by evidence
Sets challenging but achievable
x
improvement actions
Comments: Helpful and detailed SAR that continues to set clear
and achievable improvement actions
Capacity to improve – comment/grade 1
Moderation Panel Grade: 1
Amanda Smith
Alan Shaw
Panel Member (name):
Kevin Clements & Mike Holliday
Date:
11th November 2009
211
SELF ASSESSMENT REPORT 2008-2009
PROGRAMME AREA:
Business Administration
SCOPE OF PROVISION
The Business Administration programme area offers a range of full-time and part-time Employment Engagement courses in Business Administration and
Customer Service to meet the needs of 16-19 year olds, adult returners, the local community and industry within Coventry. In the year 2008-09 there have
been 71 full-time students, 49 Train to Gain students and 58 Apprentices. During this time the programme area has maintained their very high retention
and success rates.
The area has strong links with employers and this is demonstrated by our full-time students increasing their employability skills by taking part in work
experience. Furthermore, the area delivers a large number of NVQs in Business Administration and Customer Service under Train to Gain or the
Apprenticeship framework to long existing as well as new organisations in this difficult economic climate. Likewise the area has maintained close working
relationships with government agencies to deliver bespoke pre-employment administration/customer service courses to candidates under the Local
Employment Partnership and Pathfinder schemes.
The programme area team is made up of a Programme Manager, Assistant Programme Manager, two Lecturers (one full-time and one 0.4 Lecturer), an
Assessor/Training Office Supervisor and three Assessors (two full-time and one 0.6) who deliver NVQs in the workplace. There are also three part-time
members of staff. The full-time lecturer was recruited during last year to support the growth of numbers of full-time students.
The programme area has a state of the art Call Centre and a well equipped Training Office, and all of our IT classrooms have had updated computers
installed during the last year.
ACTIONS TAKEN TO IMPROVE THE PROVISION FOR LEARNERS SINCE LAST SELF-ASSESSMENT REPORT
Improvement action
Impact on learners
Continue to improve the existing employer links that already exist
within the programme area for NVQs by having regular meetings with
organisations
Recruitment numbers were maintained during the year 08/09.
07/08 95
08/09 107
Employers were made more aware of the Government’s funding under Train to
Gain and Apprenticeships and took advantage of this by training more staff
Minutes of meeting. Meetings dealt with operational processes and this impacted
on students, by ensuring that they achieved their NVQs in a timely manner and
also ensuring that they received a quality provision
212
Attend Workforce development meetings to share contacts and good
practice with other members of the group
The programme area delivered a number of pre-recruitment courses for HSBC,
TUI and the Department of Works & Pension. It also delivered bespoke courses for
Working Links and a Pathfinder course
Work with HBS, Job Centre Plus and other agencies in providing
bespoke training for business organisations within Coventry &
Warwickshire
A new suite of Text & Word Processing qualifications were introduced this year,
with new staff members delivering them. Students were closely monitored, so that
students did not progress to a level that was inappropriate for them
Success rates for Text/Word Processing to improve and meet national
benchmarks through revised staffing arrangements
Unfortunately benchmarks have not been published for these qualifications as they
are in their first year. However, success rates for the whole of the suite of Text
and Word Processing qualifications has increased by 7% from 60% in 2007/2008
to 67% in 2008/09
Teaching observations to include assessors in the workplace. A
All teaching staff and assessors were observed and the percentage of outstanding
greater percentage of teaching observations to be graded outstanding grades rose from 0% in 2007/08 to 45% in 2008/09. This resulted in high
retention and success rates
Fortnightly meetings between Apprentices Co-ordinator to be
arranged. A detailed tracking document to be devised
Regular meetings between Programme Manager, Assessors and the Apprentices
Co-ordinator took place. This has resulted in improved success rates and timely
completions. There is a detailed tracking document in the Business Administration
folder on the I:drive that tracks progress of Train to Gain and Apprentices and
HBS also have their own tracking document to monitor progress
The programme area celebrated student success by holding a
Students were aware of the Celebration Day early on in the year and the awards
Celebration Day for students and their parents. All students received motivated them to achieve their qualifications
a College certificate and at each level there was a course award
together with a programme area award for the outstanding student of
2008/09
213
KEY QUESTION 1 – ACHIEVEMENT AND STANDARDS
How well do learners learn, progress and achieve?
STRENGTHS
EVIDENCE

CIS Data
Admin Today Level 2
BTEC Introductory Level 1 Dip.
in Business, Retail and Admin
Business Administration Level 3
ECDL Part 1
ECDL Part 2
S
90%
B
74%
100%
69%
88%
85%
73%
64%
68%
Majority of full-time courses are at least 15% above national
benchmarks

High success rates on the majority of additional qualifications
CIS Data
New Clait
Award Text Processing Level 1
Award Text Processing Level 2
S
72%
78%
64%
B
64%
-

Excellent retention on all full-time courses
CIS Data
Admin Today Level 2
BTEC Introductory level 1 Dip.
In Business, Retail and Admin
Business Administration Level 3
ECDL Part 1
ECDL Part 2
Level 1 AON – 100%
Level
Level 2 Comms – 71%
Level
R
90%
B
85%

High key skills success rates that substantiate the full-time courses’
success rates.

Impressive timely success rates on Apprenticeships and Train to
Gain qualifications*
100%
73%
91%
90%
81%
91%
97%
1 Comms – 79%
2 ICT – 85%
Level 1 ICT – 83%
Programme Manager’s tracking document.
30 Apprentices achieved their full framework
32 Train to Gain students achieved timely qualifications
214
WEAKNESSES
EVIDENCE
06/07
91%
07/08
85%
07/08
93%
08/09
53%
08/09
4%

Success rate on Certificate for Customer Service has dropped
significantly**

Decreased success rates for AON Level 2 Key Skills
AON Level 2

Poor success rates for mixed male students in the Business
Administration programme area
EDIMS data shows that only 47% of mixed male students succeeded in the year
2008/09 whereas the majority of success rates for other ethnic groups were
above 67%
Certificate in Customer
Service Level 2
Average student attendance across programme area: 77.63 %
*Unfortunately the CIS data does not reflect the programme area’s success rates due to the end dates being entered into the academic year
of 2009/2010 onto EBS
** The programme area has appealed to OCR Examination Board over this untypical performance and this is under enquiry
215
Data Table
Please insert your 3-year trend data from the information provided by CIS.
Any discrepancies need to be resolved directly with CIS.
Please ensure all targets for 2009/10 are agreed with HoDs and completed
Qualification
Level
BTEC Introductory
Diploma in Business
Retail & Administration
1
Admin Today
2
Certificate in Business
Administration
ECDL Part 1
ECDL Part 2
Key Skills Application of
Number
3
2
2
1
Key Skills
Communications
1
Key Skills ICT
1
Key Skills Application of
Number
2
06/0
7
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
30
83%
100%
83%
15
80%
50%
40%
21
81%
53%
43%
19
84%
75%
63%
17
82%
93%
76%
5
100%
20%
20%
07/0
8
42
93%
100%
93%
15
93%
71%
67%
15
93%
93%
87%
15
100%
73%
73%
19
84%
53%
43%
25
96%
88%
84%
24
92%
91%
83%
14
100%
70%
70%
08/0
9
6
100%
100%
100%
39
90%
100%
90%
32
91%
76%
69%
34
91%
97%
88%
33
91%
93%
85%
23
100%
100%
100%
28
86%
92%
79%
35
91%
97%
89%
17
88%
53%
53%
bm
Target
08/09
Target
09/10
90%
80%
73%
-
80%
85%
89%
74%
95%
100%
95%
90%
-
90%
80%
72%
70%
81%
80%
64%
95%
95%
90%
88%
87%
79%
68%
95%
80%
76%
80%
-
90%
-
80%
85%
-
65%
216
Qualification
Level
Key Skills
Communication
2
Key Skills ICT
2
NVQ Business
Administration*
2
NVQ Business
Administration*
3
NVQ Customer Service*
NVQ Customer Service*
2
3
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
06/07
07/08
08/09
7
86%
33%
29%
8
88%
29%
25%
11
82%
100%
82%
12
100%
95%
95%
14
93%
77%
71%
24
93%
86%
80%
9
78%
67%
52%
16
94%
94%
88%
24
92%
73%
71%
20
90%
83%
85%
3
66.67%
9
100%
100%
100%
1
100%
100%
100%
bm
Target
08/09
Target
09/10
-
74%
-
87%
80%
95%
76%
75%
95%
100%
95%
80%
95%
95%
90%
90%
90%
88%
80%
80%
*Unfortunately the CIS data does not reflect the programme area’s success rates due to the
end dates being entered into the academic year of 2009/2010 onto EBS.
217
KEY QUESTION 2 – TEACHING, TRAINING AND LEARNING
How effectively do teaching, training and assessment support learning and development?
STRENGTHS
EVIDENCE

‘Outstanding’ observations have improved from 0% in 2007/08 to 45% in 2008/09
Student Survey for 2009 indicates the following: Coll
Dif
“Teaching on my course is good”
81%
+5
“My lecturer knows their subject well”
87%
+1
“Lecturers use different ways to help me learn” 80%
+9
Excellent Teaching and Learning on all courses
TQS Review 08/09 states:
“Effective use of ILT”
“Assessors’ tracking documentation very thorough”
“High expectations of Students” “Very good subject knowledge”


Innovative use of ILT and WebCT are used within
lessons and absent students are able to access
all materials that are used in class to keep them
abreast of their studies
Very good EV reports for NVQs in Business
Administration and Customer Service
All teaching materials, assignments, website links with NLN and interactive quizzes are uploaded onto WebCT. This has
resulted in students stating in the student survey for 2008/09 that 84% of students “feel that WebCT helps to support
my studies,” which is 21% above the College norm
EV report states: “There are clear assessment plans and witness lists with some excellent professional discussions with
questions prepared in advance”
“Full-time students work in a real working environment, none of the work is simulated and there are realistic deadlines,
interruptions, and accountabilities”
“Initial assessment takes place and there are some good skill scans in place”
“There is an IV plan and record of sampling across levels, methods, units and assessors. Assessors are observed and
candidates interviewed. Standardisation meetings take place regularly”

The use of work experience and industry visits
enabled the learners to extend their learning
experience
Level 3 students take part in a two week work experience; Level 2 students run a realistic training office that services
the staff of the College and the Level 1 students work in a retail workplace and in various departments within the College
WEAKNESSES
EVIDENCE

TQS Report 2008/09 states:
“Lesson planning documentation needs show how learning will be checked and how differentiation will be catered for”
Lesson planning documentation needs to be
more explicit
TEACHING AND LEARNING GRADE PROFILE FOR AREA
Number of observations: 11
Grade
1
2
3
%
45%
55%
(To be taken from TQS annual review)
4
218
KEY QUESTION 3 – NEEDS AND INTERESTS OF LEARNERS
How effectively do the programmes and activities meet the needs and interests of users?
STRENGTHS
EVIDENCE

There is a good progression from Level 1 courses to Level 3 courses
and this includes the Apprenticeship route. Students study and are
trained on a range of administration, customer service and IT skills to
prepare them for a career in administration
40% of Level 2 students progressed to Level 3. One Level 1 student progressed to
an Apprenticeship

All full-time students attend successful work experience
Level 1 students worked at Doctor Barnado’s Charity Shop and in various
departments within the College
Level 2 students work in the College’s Training Office which is a realistic working
environment.
Level 3 students carry out a two week work experience in an administration role
with local employers, e.g. Coventry University, Coventry Primary Care Trust and
Coventry Sports Foundation. Feedback from these organisations are as follows:
Coventry University stated, “Excellent, sensible students and will definitely
participate in next year’s work experience”
Coventry PCT offered two students temporary work and one student has now been
made full-time

Excellent partnerships exist with local employers where we meet the
needs of those employers in delivering NVQs via Train to Gain or
Apprenticeships, e.g. Coventry City Council, Primary Care Trust,
Stonemarket, Coventry Sports Foundation and Coventry Sports Trust
CIS data

Under the Local Employment Partnership, the Programme Area has
delivered innovative and successful bespoke recruitment courses for
local employers, e.g. Thomsonfly, HSBC, and Department of Works &
Pension
CIS data. Approximately, 40 students attended the pre-recruitment courses with a
good percentage of students securing employability

Successful bespoke Call Centre and Administration courses delivered
for Working Links and Pathfinders
CIS data. 30 students attend these courses that improved their practical skills, but
also their recruitment skills
WEAKNESSES
58 Apprentices
49 Train to Gain students
EVIDENCE
219
KEY QUESTION 4 – GUIDANCE AND SUPPORT
How effective are the care, guidance and support learners receive in helping learners achieve?
STRENGTHS
EVIDENCE

Exceedingly good student support and guidance leading
to increased retention and achievement
Student Survey for 2008/09 confirms that the support they received on course is above the
college norm
BA Dif
College Norm
Have one to one reviews plan/discuss progress
87%
76%
Additional Learning Supp needs assessed/registered
73%
56%
One to one reviews with my personal tutor are helpful
85%
74%
Retention on majority of full-time courses is outstanding
Internal quality audit indicates full compliance with tutorial requirements

All learners (full-time and on employer engagement
programmes) have one to one individual tutorials, where
clear SMART targets are set that are suitably challenging
Student Survey for 2008/09 states:
“Have one to one reviews plan/discuss progress,” shows that the Business Administration
programme area is +11% above the College Norm
EV report states “there are clear assessment plans”
“An initial assessment takes place and good skills scans are in place”
“Individual Learning Plans are drawn up and these are regularly reviewed”

All full-time students received advice and guidance on
career progression from Connexions and guest speakers
or visits to organisations
A speaker from Federal Express spoke on the induction process; a Personnel Officer from
Henley College spoke of the Recruitment process. Students visited Ikea, Think Tank, the
Bull Ring and Level 3 students attended the Crème de la Crème exhibition for PAs

All students at risk receive additional support in key skill
classes and a number of students accessed extra
support from Homestudy
Key skill success rate for the programme area is 80%
WEAKNESSES
EVIDENCE
220
STRENGTHS
KEY QUESTION 5 – LEADERSHIP AND MANAGEMENT
How effective are leadership and management in raising achievement and supporting all learners?
EVIDENCE

Strong management between Programme Manager and Assistant
Programme Manager that has ensured retention and success rates are
maintained
CIS data. Feedback from 2008/09 Student Survey indicates that 79% of students think that,
“the course is well organised,” this is 12% above the College norm. 73% agreed that, “when
lecturer is away someone to cover session.” This is 10% above the College norm

Team receive clear direction and prioritise areas for improvement and
there is rigorous self-assessment through team meetings, course reviews,
internal verification and standardisation meetings
Programme Area SAR, course reviews, team meetings on the I:drive and minutes of
standardisation meetings
EV reports that, “Course file details the team, roles and responsibilities. Team communicates
well formally at regular meetings. There is an IV plan and records of sampling across levels,
methods, units and assessors. Standardisation meetings take place regularly”

Staff used full CIS data to ensure that students are put on the
appropriate level of key skill or Entry level qualification
Key skill sessions were timetabled so student received two separate lessons, one for test
preparation and the other hour, students received support in building their portfolios. The
programme area key skills success rates have increased to 80% and Entry Level success
rates are 84%

Capital bid has secured laptops for all assessors to enable them to
produce high quality observations and also to be able to communicate
with the College. Call Centre has been updated to ensure industry
standards are maintained. Room 304 and 306 have been equipped with
sufficient computer operator chairs to meet health and safety regulations
Capital bids

Introduction of a Level 1 full-time course that provides progression from a
Level 1 to a Level 3 course
CIS data of enrolments and College prospectus

Programme area has an improved mix of students to meet the Equal
Opportunities Policy by attracting students from a variety of ethnic
minorities and also there has been a large increase in male students in a
predominately female industry
EDIMS data shows that the programme area consisted of a 42% male and 58% female ratio
on the full-time course during 2008/09. Retention of male students being 89% and success
rates being 68% as opposed to female retention is 93% and success rates are 73%

All staff are occupationally competent
All staff have undertaken a one day work experience during the last year

The programme area celebrated the success of all its students
An Awards Day was held on the 9th July 2009 where students received a College Certificate
and awards were distributed for excellence
WEAKNESSES
EVIDENCE

Some 08/09 learners that have completed before the end of July 2009 have not been shown
as timely successes
Inflexible structure of registration for Apprentices and Train to Gain
learners
221
OUTCOMES FOR LEARNERS – ‘Every Learner Matters’
How does the area ensure that:
1. All learners take
responsibility for their own
health, safety and well
being?
2. All learners are, and feel,
safe?
3. It contributes to all learners’
enjoyment, personal
development and
achievement?
4. All learners are enabled to
contribute to their wider
community?
5. All learners increase their
employability and economic
well being through learning
and development?
As part of induction all students are made aware of evacuation and first aid procedures. Train to Gain
and Apprentices learners receive the LSC “Be Safe” workbook.
Students are able to access the Breakfast Club within the College that runs from 8.30-9.00 am.
One student was referred to the College Counsellor for emotional problems.
As part of the tutorial system, students receive talks on drug and alcohol awareness.
One student was referred to the Forced Marriage Unit because she had been threatened by her family
that they were going to take her to India for an arranged marriage. They then referred her to the
Domestic Violence Unit and they monitored her safety throughout the year.
Students that were encountering problems at home were referred to Welfare.
During induction the students take part in a team building day that enables them to take part in
various activities such as rock climbing and abseiling, canoeing, archery, dry slope skiing and jungle
challenge.
Students are able to put their learning into context by visiting industry organisations and also carrying
out work experience.
Level 1 students’ work experience is at Doctor Barnado’s and our Level 2 students carry out work for
two charities.
Each course has two class representatives that attend Student Council meetings so that the Student
Voice is heard.
All students are involved in work experience.
Room 310 has been split into two working areas. One area is a state of the art call centre that provides
full cost recovery call centre courses, and the other area is the training office where full-time students
provide administration support for staff within the College.
222
ACTION IMPROVEMENT PLAN 2009-2010
All weaknesses identified must have a corresponding action for improvement and be referenced according to the Key Question
(e.g. KQ1 refers to achievement). First, however, all SARs must address the questions on Workforce Development, Equal Opportunities and Outcomes for Learners/Every
Child Matters.
PROGRAMME AREA: BUSINESS ADMINISTRATION
KEY QUESTION
e.g. KQ1
Workforce
Development
How can you improve
your programme area’s
strategy for Workforce
Development/Employer
Engagement?
Equal Opps
What steps will you be
taking to actively
promote equal
opportunities and
diversity?
ECM
Further actions
planned to meet ECM
agenda
DEPARTMENT:
ACTIONS TO BE TAKEN
LEISURE & PROFESSIONAL STUDIES.
MEASURE/EVIDENCE
BY
WHOM
BY WHEN REVIEW OF PROGRESS
AUTUMN
SUMMER
Recruitment targets will be adjusted to a more realistic level to
reflect the three year trend
Improved recruitment
KC &
team
Mar 10
Continue to maintain the existing employer links and to
develop new links with organisations to ensure all employer
engagement targets are met
Improved recruitment
ALS
July
2010
Attend Employer Engagement meetings to share contacts and
good practice with other members of the group to develop
bespoke courses
Minutes of meetings
ALS
Work with HBS, Job Centre Plus and other agencies in
providing bespoke training for business organisation within
Coventry & Warwickshire
Recruitment of full
cost recovery courses
ALS
Review course marketing materials to depict wide cohort of
student recruitment and opportunities.
Review course handouts and assignment to ensure that equal
opportunities are maintained
Increased recruitment
from diverse
population
ALS,
SC
Students from all courses to attend at least one a term, the
programme area team meetings to discuss issues that affect
the learners’ studies
Minutes of meetings
ALS
Ongoing
Ongoing
July 10
July 10
223
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA:
KEY
QUESTION
BUSINESS ADMINISTRATION
DEPARTMENT:
ACTIONS TO BE TAKEN
LEISURE & PROFESSIONAL STUDIES
MEASURE/EVIDENCE
BY WHOM
BY
REVIEW OF PROGRESS
WHEN
AUTUMN
SUMMER
K1
Improve success rates on Level 2 Certificate for
Customer Service. A report has been requested from
OCR Examination Board outlining the reasons why the
students did not achieve this year. Results of this report
will then be acted upon
Improved success
rates
ALS
Jan
2010
K1
Ensure students are entered on the correct level of AON
Key Skill to ensure higher success rates
PM
Oct
2009
K1
Improved AON key
skill results at Level
2
Extra individual tutorials for mixed males which, from
EDIMS data, show are high risk within the programme
area.
K2
Improve adult attendance percentage by ensuring that
adult students receive extra tutorials and where
necessary refer to Welfare to ensure students receive
extra support
Improved success
rates
PM/tutors Sept
2009
PM/tutors Sept
Attendance figures
for 2009/2010
2009
and
monitor
monthly
224
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
Additional actions (not linked to weaknesses) for improving and developing the area
PROGRAMME AREA:
KEY QUESTION
BUSINESS ADMINISTRATION
DEPARTMENT:
ACTIONS TO BE TAKEN
LEISURE & PROFESSIONAL STUDIES
MEASURE/EVIDENCE
KQ2
To monitor adult attendance to see if this impacts on the
programme area’s overall percentage of attendance
Percentage of
attendance in the
adult groups
KQ2
To investigate alternative methods of recording
observations for NVQs in the workplace
KQ3
KQ5
BY
WHOM
BY
REVIEW OF PROGRESS
WHEN
AUTUMN
SUMMER
BH
July
2010
Purchase of digital
voice recorders
ALS
Jan
2010
To forge a link with the Business Studies programme area
to launch the new Diploma in Business, Administration
and Finance
Launch of new
Diploma
ALS/RB
July
2010
Re-brand the training office to raise the profile within the
College
New name for the
office together with
electronic sign
ALS/SC
March
2010
225
2008-2009 PROGRAMME AREA
SELF-ASSESSMENT REPORT
PROGRAMME AREA
Computer Studies/Systems and Networking
DEPARTMENT
Leisure and Professional Studies
PROGRAMME MANAGER
Mark Johnson-Jones
COURSE TITLE(S)
City & Guilds E-Quals 7266-01 Level 1 Certificate IT Users
City & Guilds 7266-11 Level 1 Cert- IT Systems Support & PC Maintenance
BTEC Diploma in Digital Applications (Level 1)
BTEC 1st Diploma IT Practitioners(Woodway Park School 14-16)
BTEC 1st Diploma IT Practitioners 16-19
BTEC National Award IT Practitioners
BTEC National Certificate IT Practitioners
Adult Computing & E-Skills (ACES ITQ L2)– C&G 7266 L1, L2 & L3 (E-Quals)
Cisco Networking Academy
IT Essentials 1 Cisco Delivery (CompTia A+)
PC Troubleshooting
Microsoft MCSA Units (Ipro)
Key Skills
226
PROGRAMME AREA GRADE SUMMARY 2008-2009
PROGRAMME AREA: Computer Studies/Systems and Networking
KEY QUESTION
GRADE (1 – 4)
1. Learners’ achievements
2
2. Teaching, Training & Learning
3. Programmes and activities meet
needs and interests of learners
4. Guidance & Support
2
2
2
5. Leadership and Management
2
Programme Area Grade
VALIDATION OF SELF-ASSESSMENT BY
MODERATION PANEL
DEPARTMENT: Leisure & Professional Studies
The Report:
Yes
Identifies key strengths and weaknesses

Has statements which are evaluative rather
than descriptive
Contains reasonable judgements which are
supported by evidence
Sets challenging but achievable
improvement actions
Comments:

Partly
No


This is a particularly strong area grade 2.
Capacity to improve – comment/grade
1 - outstanding
2
Moderation Panel Grade: 2
Programme Manager (name):
Mark Johnson-Jones
Head of Department (name):
Alan Shaw
Date: 16 October 2009
Panel Member (name):
Sally Archer
Date:
13 November 2009
227
SELF ASSESSMENT REPORT 2008-2009
PROGRAMME AREA: Computing & E-Skills
SCOPE OF PROVISION
The Computing and E-Skills section has seven permanent full-time and two part-time members of staff located in a purpose built ‘E-Skills’ block. The
section offers a wide range of courses for ICT practitioners and IT users, with 83 full-time students, 12 (14%) of which are female, and 129 part-time
students in the current year. Courses are organised to show clear progression for full and part-time students from Level 1 to Higher Education. Full-time
provision includes City & Guilds Equals IT Level 1 Certificate IT Users, DIDA Levels 1 and 2, BTEC First Certificate and Diploma ICT Practitioners at Level 2,
BTEC National Award and Certificate for ICT Practitioners at Level 3, with System Support and Software Development routes. City & Guilds E-Quals course
for our Adult Re-trainers.
Part-time courses include vendor qualifications in CompTia A+, Cisco and Microsoft. The section also delivers Levels 1, 2 & 3 ITQs to industry.
In partnership with local school Woodway Park, the section also successfully negotiated the delivery of a BTEC 1st Diploma for 14-16 year school students
over two years (2007-2009).
In partnership with Coventry and Warwickshire Training we successfully delivered Cisco for four of their Apprentices on an infill basis.
Industrial group membership: UKITA Member and holder of the Quality Mark for member providers, Computer Advisory Group Member. Specialist Provider
Group Member (LSC).
The programme area is actively engaged with the LSC and Specialist Provider Network and has started the process of gaining accreditation for Part B of
the Training Quality Standard.
ACTIONS TAKEN TO IMPROVE THE PROVISION FOR LEARNERS SINCE LAST SELF-ASSESSMENT REPORT
Improvement action
Impact on learners
Mentoring of tutors and staff training on setting smart targets for students’
in tutorials by AP Teaching & Learning JK and DP
Timely achievement and higher grades, increased success rates and
progression through levels
Additional support given to lecturers by AP Teaching and Learning to
improve lessons
Improved teaching observation profile for staff resulting in higher levels of
student success, improved retention, improved student satisfaction.
Suspension of normal teaching to incorporate workshop days where focus is
on students’ completion of assignments and Key Skills portfolios, supported
by all members of the teaching team
Higher levels of achievement in main stream studies and also in Key Skills
attainment for students at Levels 1, 2 and 3. Increase in student success
generally through all areas of full-time study
Five out of eight staff engaged with industry for skills and knowledge
update days
Staff able to feed back on new developments in industry and inform
teaching to include up-to-date examples and practice and provide informed
careers advice to students
228
KEY QUESTION 1 – ACHIEVEMENT AND STANDARDS
How well do learners learn, progress and achieve?
STRENGTHS
EVIDENCE

All Level 1 and Level 2 full-time courses continue to show high, and in
some areas much improved, success rates with most well above
benchmark
Success rates all at, but most well above, bench
See Data Table below (CIS Data)

New Level 2 BTEC First Diploma for 14 year old Woodway Park School
very successful on first year introduction, with results well above
benchmark
100% success for Woodway Park School students, well above bench
although students are between one and two years younger than traditional
Level 2 BTEC students. See Data Table below (CIS Data)

Outstanding success rates for ACES Course, with all levels showing
improvements well above benchmark where available
ACES course shows great improvement in success rate over 20% up on
previous year. See Data Table below (CIS Data)

Excellent progression through all levels
72% of Level 1 learners progress to Level 2
67% of Level 2 learners progress to Level 3
75% of Level 3 learners progress onto HE ( Destination Data)
Level 1 AoN 77% and ICT 79% which are both above college internal
targets

Excellent Key Skills results at Level 1 ICT and AoN and much improved
at Level 2 for all three Key Skills
Level 2 AoN shows a 32% increase on previous year and Comms up by 62%
on previous year. Level 2 ICT 11% up on last year at 75% and all Level 2
Key Skills exceeded targets set last year
See Data Table below (CIS Data)
WEAKNESSES
EVIDENCE

Low success rate on two part-time evening courses
Success rate from CIS returns for current year show 53% success 70-290
and 70-291 No Success IT Essentials A+ 69% success

Low success rate on Level 3 full-time courses
57% success Yr 1 and 71% success Yr 2, due to poor retention at 71%
See Data Table below (CIS Data)
Average student attendance across Programme Area:
Excludes HE Provision
90.56 %
229
Data Table
Please insert your 3-year trend data from the information provided by CIS.
Any discrepancies need to be resolved directly with CIS.
Please ensure all targets for 2009/10 are agreed with HoDs and completed
Full-time Courses
Qualification
City & Guilds E-Quals
Level 1 Certificate IT
Users
Level
1
City & Guilds
Level 1 Cert IT Systems
Support & PC
Maintenance
1
BTEC DIDA L1
1
BTEC First Certificate
07/08 Woodway Park
2
06/07
07/08
08/09
No. of starts
12
13
% retention
92
100
% pass rate
73
92
% success
67
92
No. of starts
12
13
% retention
92
100
92
% pass rate
91
92
79
% success
83
92
73
8
88
100
88
15
13
92
92
85
2
89
86
76
100
100
90
80
100
87
80
100
78
No. of starts
% retention
% pass rate
% success
No. of starts
13
85
100
85
% retention
% pass rate
% success
BTEC First Diploma
Woodway Park
BTEC First Diploma
BTEC NAT AWARD
BTEC NAT CERT
System Support
Benchmark previous year
72%
2
2
3
3
bm
Target
08/09
12
Target
09/10
12
n/a
68
70
12
12
85
90
12
14
88
88
No. of starts
12
% retention
100
84
% pass rate
100
88
% success
100
74
12
No. of starts
13
% retention
69
93
84
% pass rate
78
92
88
% success
54
86
Not Run
14
No. of starts
2
14
% retention
100
71
% pass rate
100
80
% success
100
57
No. of starts
11
11
14
% retention
64
91
71
% pass rate
% success
100
100
100
64
91
71
80
72
16
16
74
72
90
n/a
85
85
14
16
70
90
n/a
230
Qualification
Level
City & Guilds 7262
Level 1 (7266 07-09)
Adult Computing & ESkills
1
City & Guilds 7262
Level 2 (7266 07-09)
Adult Computing &
E-Skills
2
City & Guilds 7262
Level 3
(7266 07-09)
Adult Computing &
E-Skills
3
ACES (ITQ)
2
(Child course of full ITQ Below)
(Child course of full ITQ Below)
07/08
08/09
No. of starts
13
11
14
% retention
85
100
100
% pass rate
% success
No. of starts
100
73
93
85
11
73
10
93
16
% retention
91
100
94
% pass rate
% success
No. of starts
% retention
% pass rate
80
60
100
73
60
8
100
100
100
94
15
100
100
100
12
75
89
67
17
94
88
82
21
100
76
76
20
100
80
80
11
91
30
27
11
91
0
0
11
91
70
64
16
94
100
94
22
86
89
77
26
88
78
69
29
93
85
79
27
81
73
59
29
83
75
62
28
89
84
75
% success
(Module only of full ITQ Below)
1
Key Skills AON Level 1
1
Key Skills Communication
Level 1
1
Key Skills ICT Level 1
2
Key Skills AON Level 2
2
Key Skills Communication
Level 2
2
Key Skills ICT Level 2
06/07
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
14
71
80
57
31
81
56
45
26
81
48
38
28
82
57
46
18
61
45
28
18
61
0
0
18
61
55
33
Target
08/09
14
Target
09/10
14
n/a
75
14
90
14
n/a
75
10
90
14
100
100
14
14
70
90
n/a
82
80
n/a
77
70
n/a
80
80
n/a
55
60
n/a
55
65
n/a
65
76
bm
80
89
71
82
75
60
231
Part-Time Evening
Qualification
Cisco Networking
Semester 1-4
Level
3
Autumn/Summer
IT Essentials 1 (A+)
2
Autumn/Summer
PC Troubleshooting
2
(Autumn, Spring, Summer)
(07-08 No Spring Course)
MCSA
Unit 70-270
Autumn
3
MCSA
Unit 70-290
3
MCSA
Unit 70-291
Spring
3
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
06/07
07/08
08/09
31
94
86
81
20
95
95
90
42
100
90
90
11
82
89
73
29
100
76
76
32
100
69
69
41
100
88
88
Not Run
2
100
0
0
34
97
88
85
13
100
85
85
18
94
100
94
11
36
100
36
4
100
100
100
4
100
100
100
06/07
07/08
08/09
bm
4
100
100
100
80
89
71
Not Run
bm
80
89
71
95
100
95
95
100
95
15
100
53
53
11
100
0
0
Target
08/09
36
Target
09/10
34
85
28
80
85
36
85
20
94
90
12
90
12
90
Part-Time Day
Qualification
Cisco Networking
Semester 1
CWT Contract
09-10 target Sem 1&2
Level
3
No. of starts
% retention
% pass rate
% success
Target
08/09
4
Target
09/10
7
100
100
232
Vendor Qualifications Full-Time Provision
Qualification
Cisco Networking
Semester 1
Level
3
BTEC Nat Cert Yr 2
Qualification
IT Essentials 1 (A+)
BTEC Nat Cert Yr 2
06/07
No. of starts
% retention
% pass rate
% success
Level
2
07/08
06/07
No. of starts
% retention
% pass rate
% success
07/08
08/09
bm
12
100
83
83
80
89
71
08/09
bm
12
100
100
100
95
100
95
Target
08/09
4
Target
09/10
9
100
90
Target
08/09
10
Target
09/10
9
80
95
233
KEY QUESTION 2 – TEACHING,TRAINING AND LEARNING
How effectively do teaching, training and assessment support learning and development?
STRENGTHS
EVIDENCE

High quality learning environment which
promotes learning in both hardware and
software
E-Skills Block: up-to-date software for 16-19 curriculum, A+, Cisco and Microsoft on-line
curriculum. Netlab equipment to enable remote Cisco delivery, AB Tutoring software

Good and improving standard of teaching
Much improved lesson observation profile, 86% of lesson observations are grade 2 or
higher compared to 60% in previous year. 29% at grade 1 this year, with no grade ones
in previous year
DU Teaching
Observation feedback

Good use of on-line VLE to help increase
support for students
93% of students said WebCT information helps support my studies Student Surveys

Excellent assessment and grading processes
with constructive feedback to learners
95% of students said feedback on assignments is useful and 96% said assessment of
work is fair
Student surveys
Improved success rates on most courses. Improved Teaching & Learning grade profile
CIS Data Table
“All assessment decisions were correct”
“Appropriate IV, well documented with useful comments and feedback to students”
EV Levels 2 & 3
Continued direct claims status for all eligible programmes from C&G and Edexcel
WEAKNESSES
EVIDENCE

Observation feedback suggesting more direct questioning of students to encourage them
to show their knowledge and understanding. Staff need to move students away from
computers to the central work area to avoid distractions and focus attention
More focus needed on questioning of students
and classroom management
DU Teaching Observation feedback
TEACHING AND LEARNING GRADE PROFILE FOR AREA
Number of observations: 7
Grade
1
2
3
%
29
57
14
4
0
(To be taken from TQS annual review)
234
KEY QUESTION 3 – NEEDS AND INTERESTS OF LEARNERS
How effectively do the programmes and activities meet the needs and interests of users?
STRENGTHS
EVIDENCE

An excellent range of programmes from 14 up to HE, which also
include courses for the adult unemployed
Curriculum maps showing flexible course and progression routes for
14-19 and adult & HE on display in all student notice boards and
courses listed in relevant brochures
Course development for New BTEC National Year 2 which includes
Vendor Qualifications successfully implemented this year

Good response to meeting local employer needs with
industry regularly engaging with the section to provide
industry-led focused training
Tailored training and learning through ITQ collaboration between
ASCE and Computing to increase ITQ numbers from industry enquiries
Good levels of progression through all levels and on to HE
72% of Level 1 learners progress to Level 2
67% of Level 2 learners progress to Level 3
75% of Level 3 learners progress onto HE. Destination Data

Successful work placement with ARARNA Ltd and apprentices from
CWT successfully in-filled into full-time CISCO Networking unit within
16-19 provision
A+, CISCO and Microsoft Vendor Qualifications
Member of UKITA – UK IT Association
Member of the West Midlands Specialist Provider Network (LSC)
WEAKNESSES
EVIDENCE

Limited trips this year due to a lack of funds put in by students at the
beginning of the year and a limited number of work experience
placements available this year
Limited vocational links with industry for full-time learners
235
KEY QUESTION 4 – GUIDANCE AND SUPPORT
How effective are the care, guidance and support learners receive in helping learners achieve?
STRENGTHS
EVIDENCE

Very effective processes for identifying and satisfying additional
support needs to ensure success
“Receive additional learning support I need ”

Highly effective academic and pastoral support ensures high
levels of student satisfaction and success rates
Students express high levels of satisfaction with standards of advice
and guidance
Student Surveys
85% Agree
Students find one to one reviews and guidance with tutors helpful
92% of students agree one to one tutorials helpful
Student Surveys
Students know who to ask for help with problems
95% of students know who to go to for help and of student
satisfaction with usefulness of tutorial
Student Surveys
High levels of student retention 85 to 90%+ CIS Data/Data Table

The programme area has a range of flexible courses and career
progression routes
Full-time and part-time brochure/progression map in 14-19 and HE
notice boards

Effective use of EDIMS data to identify students within ‘at risk’
groups to allow for extra support where necessary
Three out of four Level 3 students identified as ‘at risk’ of not
progressing from EDIMS data have completed course with
exceptional grades and progressing to HE as a result of support put in
place year one
EDIMS Data
WEAKNESSES
EVIDENCE

Tutorial observation reports
Some tutorials need ‘smarter targets’ set
DU
AP Teaching & Learning
236
KEY QUESTION 5 – LEADERSHIP AND MANAGEMENT
How effective are leadership and management in raising achievement and supporting all learners?
STRENGTHS
EVIDENCE

Excellent facilities for students at all levels. Specialist
equipment kept up-to-date and developed on a regular
basis to enhance learning
A good level of purpose built accommodation within the E-Skills building.
Upgrade of equipment in A2 computer build room
New flat screen monitors & new computers in A7/A8

Clear strategy for developing new curriculum provision for
meeting the needs of learners
Development of New 2nd year National including Vendor Quals
successfully implemented. Development of BTEC 1st Diploma for
14-16 group, in partnership with Woodway Park School,
successfully implemented
Curriculum Planning away days 2008/2009

Strong collaborative links with local schools to develop
curriculum in line with national and local priorities
Area has contributed substantially to the East Coventry Federations’ bids
to deliver the new Diploma in IT. Liaison between the College and
partner schools to deliver curriculum collaboratively is very strong

Effective team management of programme area within short
term staffing constraints
The absence of three members of staff at the end of term three was
effectively managed by the staff team who covered the shortfall in order
to maintain high levels of student success, including the absent
members of staff who assessed student work beyond their end of term
dates Data Table Success

Clearer strategy for engaging with industry has been introduced
Five out of eight staff have been out into industry for industrial updating
this year
DU Training Records
WEAKNESSES
EVIDENCE
237
OUTCOMES FOR LEARNERS – ‘Every Learner Matters’
How does the area ensure that:
1. All learners take
responsibility for their own
health, safety and well
being?
Providing a water fountain.
Promoting healthy lifestyles in tutorial.
Students encouraged and given access to sports and gym facilities.
Health & Safety delivered during induction and as part of the course delivery where appropriate
and included in every course before use of computer build room.
Sexual Health and awareness days promoted through Student union in common room.
2. All learners are, and feel,
safe?
Students sign a disclosure to agree to the rules of the College.
Students are made aware of Fire and safety procedures during induction. Induction PPT
Students using the computer build room are informed of health and safety procedures and
rules, and are required to abide by them to ensure their safety at all times.
3. It contributes to all
learners’ enjoyment,
personal development and
achievement?
96% “I would recommend the College to a friend.”
92% of students feel they are achieving what they set out to do.
Student achievement levels above benchmark on all courses.
4. All learners are enabled to
contribute to their wider
community?
Students from all levels are encouraged to help with open evening activities, also guiding and
greeting new students.
Students encouraged to get involved in student union meetings to improve the College
experience.
Student achievement above benchmark on all courses and good progression through levels.
CIS
Use of positive role models from industry to inspire students.
Development of qualifications that enable progress to chosen careers or further study –
including additional quals, understanding of careers and progression opportunities.
5. All learners increase their
employability and
economic well being
through learning and
development?
Student surveys
Student surveys
CIS
238
ACTION IMPROVEMENT PLAN 2009-2010
All weaknesses identified must have a corresponding action for improvement and be referenced according to the Key Question
(e.g. KQ1 refers to achievement). First, however, all SARs must address the questions on Workforce Development, Equal Opportunities and Outcomes for
Learners/Every Child Matters.
PROGRAMME AREA: Computing & E-Skills
KEY QUESTION
e.g. KQ1
Workforce
Development
How can you improve
your programme area’s
strategy for Workforce
Development/Employer
Engagement?
Equal Opps
What steps will you be
taking to actively
promote equal
opportunities and
diversity?
ECM
Further actions
planned to meet ECM
agenda
DEPARTMENT: LPS
ACTIONS TO BE TAKEN
MEASURE/EVIDENCE
BY WHOM
BY
WHEN
Recruitment targets will be adjusted to a more realistic level
to reflect the three year trend
Improved recruitment
KC & team
Mar
10
The programme area will continue to engage with key local
steering groups (Specialist Provider Network, UKITA) and
seek to use these connections to work more closely with
industry
Increase ITQ numbers
MJJ/AJ/
AS
Sept
09
Increase awareness of
College offering to
industry.
Increase ITQ
numbers.
BC/DP
Nov
09
Student Support
Group
Tutors/
Student
Services
Dec
09
Increased numbers of
students on trips
MJJ/Tutors
March
10
A closer working relationship with ASCE (ITQs) and HBS will
be formed in order to ensure that employer engagement
activities are well co-ordinated and that all existing links are
fully utilised
Talks on equal opportunities and diversity for all tutor groups
Increase trips offering to encourage more student uptake
REVIEW OF
PROGRESS
AUTUMN
SUMMER
239
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA:
KEY
QUESTION
KQ1
Computing & E-Skills
ACTIONS TO BE TAKEN
Improve Key Skills AoN Level 1 and Comms Level 2
To prioritise improvements in Levels 1 and 2 Key Skills
success rates. Improve level of KS achievement by
introducing specialist Key Skills Support for Levels 1 and 2
learners to focus on communication skills spelling, reading
and writing
DEPARTMENT: LPS
MEASURE/EVIDENCE
BY WHOM
BY
WHEN
Increase in Levels
1 and 2 Comms
Success to
70% + Increase of
Level 2 AoN to 70%
Team/ KS
Specialist/
KS Tutors
May
10
Increase in student
take-up of trips and
visits
MJJ/BS/LS
Jan
10
KQ 3
Staff to undertake minibus training so that smaller more
affordable student trips and visits can be offered
KQ1
Improve IT Essentials Success rate by reducing the number
of students to allow more time on one to one support where
students are requiring support. More comprehensive
interviews with prospective students undertaking
knowledge/skills test to meet enrolment standard
Increased student
satisfaction
LS Tutor
Feb
10
Increased success
rates
MJJ/AS
Oct
09
KQ1
Remove Microsoft course and review delivery
Course not offered
this semester
Tutor/
support
staff
Sept
09
KQ1
Identify ‘at risk’ students on Level 3 courses earlier and put
in extra support if required to improve retention and success
Increased levels of
retention
PM
REVIEW OF PROGRESS
AUTUMN
SUMMER
240
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA: Computing & E-Skills
KEY
QUESTION
ACTIONS TO BE TAKEN
DEPARTMENT: LPS
MEASURE/EVIDENCE
BY
WHOM
BY
WHEN
Feb 10
KQ2
AP for Teaching & Learning to engage with tutors to
progress strategies for improved questioning
techniques for staff and classroom management
Improved lesson
observation
feedback. Improved
lessons and class
management
JK/MJJ
/Team
KQ 3
Identify opportunities for more affordable trips for
students to encourage participation
Staff minibus training to cut travel costs
Affordable trips
undertaken by
students
Staff able to drive
students to help
lower travel costs
MJJ/LS
/BS/BC
KQ3
Work with local employers to increase vocational
placements for students
Increase in
placement uptake
by students
MJJ/
UKITA
KQ4
AP for Tutoring to engage with tutors to progress
strategies for improved target setting techniques for
students
Improved ILP target
setting Improved
Observation
feedback
JK/PD/
DU
REVIEW OF PROGRESS
AUTUMN
SUMMER
Jan 10
Jan 10
Dec 09
241
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
Additional actions (not linked to weaknesses) for improving and developing the area
PROGRAMME AREA: Computing & E-Skills
KEY
QUESTION
ACTIONS TO BE TAKEN
DEPARTMENT: LPS
MEASURE/EVIDENCE
BY
WHOM
BY
WHEN
KQ1
KQ3
KQ5
Curriculum development away day for planning new
BTEC National for first teaching September 2010
New BTEC National
units identified,
developed and
implemented
MJJ
Course
team
July
10
KQ1
KQ3
KQ5
Curriculum development away day for planning new
BTEC First Diploma for first teaching September 2010
New BTEC First
Diploma units
identified,
developed and
implemented
MJJ
Course
team
July
10
REVIEW OF PROGRESS
AUTUMN
SUMMER
242
2008-2009 PROGRAMME AREA
SELF-ASSESSMENT REPORT
PROGRAMME AREA
Overseas
DEPARTMENT
LPS
PROGRAMME MANAGER
Bill Mizen
COURSE TITLE(S)
EFL Overseas
EFL EU
International Foundation Programme
243
PROGRAMME AREA GRADE SUMMARY 2008-2009
PROGRAMME AREA: OVERSEAS
VALIDATION OF SELF-ASSESSMENT BY
MODERATION PANEL
DEPARTMENT: LPS
KEY QUESTION
GRADE (1 – 4)
1. Learners’ achievements
2
The Report:
Yes
Identifies key strengths and weaknesses
X
Has statements which are evaluative rather
than descriptive
Contains reasonable judgements which are
supported by evidence
Sets challenging but achievable
improvement actions
Comments:
X
2. Teaching, Training & Learning
1
3. Programmes and activities
meet needs and interests of
learners
1
4. Guidance & Support
1
5. Leadership and Management
1
Capacity to improve – comment/grade: 1
Programme Area Grade
1
Moderation Panel Grade: 1
Programme Manager (name): Bill Mizen
Head of Department (name):
Alan Shaw
Panel Member (name):
Date:
Partly
No
X
X
Kevin Clements & Mike Holliday
5th November 2009
Date:
244
SELF ASSESSMENT REPORT 2008-2009
PROGRAMME AREA:
OVERSEAS
SCOPE OF PROVISION
Provision for overseas students to the College consists of two dedicated overseas student courses, the International Foundation Programme for entry to UK university
undergraduate courses and EFL (English as a Foreign Language).
The IFP has attracted increasing numbers over the last three years, growing from 15 enrolments in 2005/6 to 27 in 2008/09. EFL has shown a considerable increase over
the same period with 1435 student weeks* in 05/06, 1487 in 2006/07 and 1793 in 2007/08 and 2944 in 2008/09. This increase is due largely to the increasing number of
government sponsored students from Saudi Arabia and Libya.
The overseas team comprises 5 full-time members of staff supplemented by sessional lecturers as and when required and subject specialists (Maths, IT and Engineering)
form other departments within the College.
(*EFL students are admitted to the course on a roll on/roll off basis for a minimum period of 4 weeks over a teaching year of 44 weeks, including summer schools which
run throughout July and August. The significant figure is therefore not the actual number of enrolments but the number of student weeks recorded over the year).
ACTIONS TAKEN TO IMPROVE THE PROVISION FOR LEARNERS SINCE LAST SELF-ASSESSMENT REPORT
Improvement action
Impact on learners
IT assessment on IFP course now assesses and records component aspects
separately
Students receive a transcript detailing separate elements of IT unit enabling them to
focus on areas of weakness
Law assignments include a problem question in addition to discursive essays
Students are now better prepared for the final exam and for the requirements of their
subsequent HE course
Greater ease of completion and instant report to staff so as to facilitate rapid remedial
action where required
EFL satisfaction questionnaire now administered online
In team training programme carried out to address shortfalls in standard of EFL
teaching in respect of pronunciation and practice of oral skills.*
Students receive more balanced diet of skills training
Information on local clubs and societies now included in welcome pack *
Students have access to greater information re social and leisure opportunities
available to them
More timely response to student dissatisfaction
Students are interviewed by tutors in the first week of arrival re satisfaction with
homestay accommodation and any problems reported to the Accommodation
Officer*
Attendance at ICEF agent workshop in Berlin led to appointment of Spanish
agent and subsequent bookings
(* as recommended in British Council Inspection Report – June 2008)
Better mix of nationalities in EFL classes (13% Spanish students in July/August 2009)
245
KEY QUESTION 1 – ACHIEVEMENT AND STANDARDS
How well do learners learn, progress and achieve?
STRENGTHS
EVIDENCE
Preparation for progression of IFP students is highly effective
24/26 (92%) of IFP students progress to a wide range of receiving
institutions including high ranking universities. Destinations for
2008/09 students include Aston University, Birmingham University,
Brighton University, Brunel University, Coventry University, Reading
University, Oxford Brookes University and Loughborough University.
One student progressed to HND Computing at Henley College
(Course Management File)
Students are making excellent progress in developing their skills in
language, reading, writing and IT and rate the quality of learning and
achievement opportunities highly
Variance of+21 to Q “I use computers to help me learn”
Variance of+16 to Q “I have help to get better at using numbers”
Variance of +25 to Q “I have help to get better at reading and
writing”
Variance of +24 to Q I “have help to get better at using computers”
(On Programme Survey Feb 2009)
WEAKNESSES
EFL attendance rate, although meeting College target rate of 80%, is
capable of improvement
EVIDENCE
See below
Average student attendance across Programme Area:
86.26%
(IFP 95%
EFL 84%)
246
Data Table
Please insert your 3-year trend data from the information provided by CIS.
Any discrepancies need to be resolved directly with CIS.
Please ensure all targets for 2009/10 are agreed with HoDs and completed
Qualification
IFP Certificate
EFL Overseas No
qualification
EFL EU No qualification
Level
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
06/07
07/08
08/09
27
93
72
67
72
100
n/a
n/a
56
100
n/a
n/a
26
92
67
62
113
100
n/a
n/a
56
100
n/a
n/a
27
96
69
66
bm
Target
08/09
29
93
70
65
120
100
n/a
n/a
60
100
n/a
n/a
Target
09/10
247
KEY QUESTION 2 – TEACHING,TRAINING AND LEARNING
How effectively do teaching, training and assessment support learning and development?
STRENGTHS
EVIDENCE
Standard of teaching is never less than good and frequently
outstanding
TQS reports 33% as outstanding and 67% as good
Variance of +13 from IFP students to Q1 the teaching on my course is good
(On Programme Survey Feb 2009)
In results of an external, nationwide survey of EFL students HCC students rated their
teachers 100% in terms of ability - a variance of +5.3 above national average
(Assessing the student experience in ELT 2009)
Feedback on student assignments is rapid and effective
Variance of +27 to Q20 “Meet hand in date, receive quick feedback” and +15 to Q24
“Feedback on my assignments is helpful” (On Programme Survey Feb 2009)
External examiners highlight clearly identifiable role of tutors in
preparing students fully for progression to HE
“...hard work and experience among the team is clearly evident in the overall feedback. The
efforts of tutors will certainly help to equip students with not only the necessary skills, but
also the confidence that they will need...once they make the transition to HE”
(IFP External examiners’ reports)
External examiners recognise demonstrable link to improvements
in students’ assigned work
“Critical thinking is...something you have a good eye for, and help develop in your students’
work”
“It is evident ...that the teaching leads to clear improvements in the work submitted by
students”
(IFP External examiners’ reports)
WEAKNESSES
EVIDENCE
Some EFL students express dissatisfaction with amount of time
devoted to pronunciation practice
Informal feedback from students
TEACHING AND LEARNING GRADE PROFILE FOR AREA
Number of observations: 6
Grade
1
2
3
%
33
67
4
(To be taken from TQS annual review)
248
KEY QUESTION 3 – NEEDS AND INTERESTS OF LEARNERS
How effectively do the programmes and activities meet the needs and interests of users?
STRENGTHS
EVIDENCE
Additional provision is made to meet the needs and
expectations of students
EFL students have attended classes in Sugarcraft, Accounts, Law, Business
and Anatomy in addition to English language improvement.
3 IFP students on Business Information Systems course attended
Engineering Maths as an additional module enabling them to apply
successfully for undergraduate degree courses in Engineering
Course content is highly rated by EFL students
In results of an external, nationwide survey of EFL students HCC students
rated course content at 94.4% a variance of +5 on a high national average
(89%)
(Assessing the student experience in ELT 2009)
WEAKNESSES
EVIDENCE
Limited scope of social activities (2 per term) compares
unfavourably with private sector competitors
Variance of -8.8%in response to question “satisfaction with social activities
arranged by my college” in results of an external, nationwide survey of EFL
students
(Assessing the Student Experience in ELT 2009)
249
KEY QUESTION 4 – GUIDANCE AND SUPPORT
How effective are the care, guidance and support learners receive in helping learners achieve?
STRENGTHS
EVIDENCE
Students value tutor support very highly
Variance of + 10 overall in response to section “The Support I Receive”
(On Programme Survey Feb 2009)
Variance of +13 to Q35
Variance of +27 to Q37
Variance of +15 to Q38
1-1 Reviews with my personal tutor are helpful.
Additional learning support needs assess/reg rev
Received Additional Learning Support I need.
Variance of +17 to Q22
“Know what doing well and what needs to improve”
(On Programme Survey Feb 2009)
Student feedback is highly positive regarding guidance and
advice on progression opportunities
“I would like to inform you that I received an offer to study pre-sessional course at
Warwick University. And I am going to take your advice to study this course.
In fact I can't express my feeling towards Henley College and its teachers. I would like
to thank you for every second I spent with you. I remember when I came to the College
last August and I wasn't able to write one sentence. As well as Reading, Listening and
Speaking I was poor in all of them. But during the courses I was supported by my
teachers and other staff. And all these took place with graet (sic) atmosphere. Most of
my friends who had left the College told me that their teachers now are less quality than
who taught them at Henley College and that pushed me to stay at Henley College as
long as possible”
(Email received from student 13/07/09)
WEAKNESSES
EVIDENCE
250
KEY QUESTION 5 – LEADERSHIP AND MANAGEMENT
How effective are leadership and management in raising achievement and supporting all learners?
STRENGTHS
EVIDENCE
Overseas courses are delivered by a well managed, highly
professional team of staff
Management of courses is recognised as excellent by external bodies
“David Porter should be commended for running a really well-organised programme...”
(IFP External examiners report)
Variance of +27 to Q6 “My sessions start on time.” (On Programme Survey Feb 2009)
Students rate quality assurance aspects of course highly
Overall response of +9 to Quality Assurance section of On Programme Survey Feb 2009
Targeted marketing in Europe has produced substantial results Appointment of new Spanish agent in Nov 08 has resulted in 100 student weeks
enrolment
Recruitment has exceeded targets
Increase of 60% in EFL recruitment over 2007/08
WEAKNESSES
EVIDENCE
Students express some dissatisfaction at some of the classes
that are taught by part-time staff
46.16% of overseas classes are now taught by sessional lecturers and this provision in
2008/09 was typified by regular staffing changes. Source; tutorial feedback from students
New and more onerous requirements regarding student
admissions on the part of the UK Border Agency have led to
some delays issuing letters of acceptance with possible
adverse effect on recruitment
Feedback from education agents
251
OUTCOMES FOR LEARNERS – ‘Every Learner Matters’
How does the area ensure that:
1. All learners take responsibility Student Services provide help with medical appointments for overseas students including
for their own health, safety
accompanying students to appointments when necessary.
and well being?
EFL student induction booklet gives details of medical services available to them in the City.
2. All learners are, and feel,
safe?
Students under 18 are required to stay in CRB checked homestay accommodation.
Overseas students receive personal safety talk form Sheila Brawn.
3. It contributes to all learners’
enjoyment, personal
development and
achievement?
Programme of social activities and excursions is arranged for overseas students.
4. All learners are enabled to
contribute to their wider
community?
Overseas students attended Coventry University Chinese New Year celebrations.
EFL students attended trip to Oxford arranged and conducted by Tourism students.
5. All learners increase their
employability and economic
well being through learning
and development?
Overseas students progress to undergraduate and post graduate courses at a wide range of
universities, thereby improving their employment and career prospects.
All Law students attend Magistrates’ and Crown Court sessions as part of the Law provision.
252
ACTION IMPROVEMENT PLAN 2009-2010
All weaknesses identified must have a corresponding action for improvement and be referenced according to the Key Question
(e.g. KQ1 refers to achievement). First, however, all SARs must address the questions on Workforce Development, Equal Opportunities and Outcomes for Learners/Every
Child Matters.
PROGRAMME AREA:
KEY QUESTION
e.g. KQ1
Workforce
Development
How can you improve
your programme area’s
strategy for Workforce
Development/Employer
Engagement?
Equal Opps
What steps will you be
taking to actively
promote equal
opportunities and
diversity?
ECM
Further actions
planned to meet ECM
agenda
Overseas
DEPARTMENT:
ACTIONS TO BE TAKEN
LPS
MEASURE/EVIDENCE
BY WHOM
BY
REVIEW OF
WHEN PROGRESS
AUTUMN
SUMMER
Recruitment targets will be adjusted to a more realistic level to
reflect the three year trend
Meet with representative of Atlantic Flight Training (based at
Coventry airport) to investigate possibility of testing/ language
training for trainee pilots
Improved recruitment
KC & team
Report on progress
WEM
Visits/contact our agents in Nigeria, China, Jordan, Gulf States,
Turkey
Improved recruitment
WEM/DRP/MJW
Jun
10
Further develop links with United Arab Emirates Technical Training
Project re Foundation courses
Improved recruitment
WEM
Jun
10
Ensure overseas student representation on student council.
WEM/DRP
Minimum 2 students on
council
Dec
09
WEM
Jun
10
WEM
Jun
10
Marketing visits focusing on EU recruitment
Request management hours to improve social element of overseas
student courses to enhance learner enjoyment.
Improved recruitment
form EU
Mar
10
Dec
09
Improved rating of this
aspect of course by
students in end of
course questionnaire
253
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA:
KEY QUESTION
DEPARTMENT:
ACTIONS TO BE TAKEN
MEASURE/EVIDENCE
BY WHOM
BY
REVIEW OF PROGRESS
WHEN
AUTUMN
SUMMER
KQ 1
EFL attendance to be monitored weekly and action taken to
pursue poor attendees
Improved attendance
by EFL students
(Target 90%)
WEM/JJS
June 10
KQ2
Pronunciation skills to be included as discrete element in language
activities classes
Timetable
WEMJJS
Nov 09
KQ 3
Start regular sporting opportunities for overseas students in
collaboration with sports staff
MSB
Nov 10
KQ 5
Request allocation of management hours to social organiser role
Improved rating of this
aspect of course by
students in end of
course questionnaire
WEM/AS
Jan 10
Request full-time lecturer appointment from September 2010
WEM/AS
Jan 10
Review role of International Admissions Officer in conjunction with
Student Services
WEM/AS
Jan 10
254
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
Additional actions (not linked to weaknesses) for improving and developing the area
PROGRAMME AREA:
KEY QUESTION
Overseas
ACTIONS TO BE TAKEN
KQ 3
IELTS classes to be instituted as discrete and paid for option so as to
improve consistency and quality of provision
KQ 5
Implement on-line testing of language levels compliant with UKBA
requirements
KQ5
In the academic year 2009/10 the recruitment strategy will focus on
target markets- Turkey, India, Korea, Japan, Jordan, Spain, Croatia
DEPARTMENT:
LPS
MEASURE/EVIDENCE
Proportion of students on
IELTS classes and level
of satisfaction as
recorded on end of
course EFL
questionnaires
BY WHOM
BY
REVIEW OF PROGRESS
WHEN
AUTUMN
SUMMER
WEM/JJS
June 10
WEM
Jan 10
255
2008-2009 PROGRAMME AREA
SELF-ASSESSMENT REPORT
PROGRAMME AREA
Public and Uniformed Services
DEPARTMENT
Leisure and Professional Studies
PROGRAMME MANAGER
Tez Gittens
COURSE TITLE(S)
NCFE LEVEL 1 PREPARATION FOR UNIFORM SERVICE
NCFE LEVEL 2 PREPARATION FOR UNIFORM SERVICE
NCFE LEVEL 3 PREPARATION FOR UNIFORM SERVICE
BTEC NATIONAL AWARD IN PUBLIC SERVICE
BTEC NATIONAL CERTIFICATE IN PUBLIC SERVICE
WRL PREP FOR UNIFORM SERVICE LYNG HALL
WRL FIRST DIPLOMA IN PUBLIC SERVICE WOODWAY PARK
256
PROGRAMME AREA GRADE SUMMARY 2008-2009
PROGRAMME AREA: PUBLIC AND UNIFORMED SERVICES
VALIDATION OF SELF-ASSESSMENT BY
MODERATION PANEL
DEPARTMENT: LPS
KEY QUESTION
GRADE (1 – 4)
1. Learners’ achievements
3
2. Teaching, Training & Learning
2
3. Programmes and activities
meet needs and interests of
learners
1
4. Guidance & Support
2
5. Leadership and Management
2
Programme Area Grade
2
The Report:
Yes
Identifies key strengths and weaknesses
X
Has statements which are evaluative rather
than descriptive
Contains reasonable judgements which are
supported by evidence
Sets challenging but achievable
improvement actions
Comments:
X
Partly
No
X
X
Capacity to improve – comment/grade: 2
Moderation Panel Grade: 2
Programme Manager (name):
Tez Gittens
Panel Member (name): Sally Archer & Anthea Smith
Head of Department (name):
Alan Shaw
Date:
12th November 2009
Date: 16.10.09
257
SELF ASSESSMENT REPORT 2008-2009
PROGRAMME AREA: Public/Uniformed Services
SCOPE OF PROVISION
The programme area of Public Service is designed to give students an understanding of all the uniformed services and their requirements. It
is also supported by a full outdoor activity programme. The area has a Programme Manager and Assistant Programme Manager and five fulltime staff. Courses ranging from Level 1 through to Level 3. 124 16-19 students started in September and were placed according to their
GCSE grades on the appropriate full-time course. The Work Related Learning students looking for a career in the services attend College from
school one day a week (Wednesdays or Fridays). Students operate mainly from the main College site. The programme area has excellent links
with a range of public service organisations which are used to provide vocational underpinning to all courses. The programme area over the
last two years achieved grade one, however this year, due to staffing problems, it has proven very hard to repeat the previous success; this
can be clearly seen within our results. Measures have been taken for the new academic year 2009.
KEY IMPROVEMENTS MADE TO THE PROVISION SINCE LAST SELF-ASSESSMENT REPORT
Improvement action
Impact on learners

The programme area has developed two units at Level 4 for Public  Progression routes are now available from Level 3 to 4
Service students who wish to advance to HND or HNC

Successful capital bid resulted in updated equipment
 Vocational skills are developed using modern equipment

Vocational outcomes have been developed which underpin the
residential experience
 Completion of two outdoor units through practical assessment and
witness statement with full photographical evidence

Stronger staff links with public service industry Duncan Wear West
Midlands Fire Service 24/7/09) (Kiran Kainth Royal Marines 1115/5/09) (Leif Benwiour Jean 28/7/09 Aim Higher) (Paul Davies
Coventry Fire Service 12/7/09)
 Students will now be able to access up-to-date career information
via course team
258
KEY QUESTION 1 – ACHIEVEMENT AND STANDARDS
How well do learners learn, progress and achieve?
STRENGTHS
EVIDENCE

Excellent success rates on 14-16 Work Related Pre-Uniform
07/09, and also on National Certificate

WRL - 85% (Succ) 100% (Achvmt) 85% (Ret) - Lyng Hall
Nat Cert - 80% (Succ) 89% (Achvmt) 90% (Ret)

Substantially increased success rates on the NCFE Level 3
courses, which significantly exceed national subject benchmark

07/08 - 47% 08/09 - 61%(success) BM 45%

Outstanding additionality results (Wider Key Skills)

100% (Success/Achievement and Retention)

Good and improved success rates on the National Certificate
Year 2

80% (Succ)
WEAKNESSES
EVIDENCE

Significant fall in success rates on Levels 1 and 2 full-time
courses

L1 - 07/08 (87%) 08/09 (65%) BM 64%
L2 - 07/08 (100%) 08/09 (68%) BM 67%

Very low and failing success rates for AoN and IT Levels 1
and 2

Key Skills results
Average student attendance across Programme Area: 81.42 %
259
Data Table
Please insert your 3-year trend data from the information provided by CIS.
Any discrepancies need to be resolved directly with CIS.
Please ensure all targets for 2009/10 are agreed with HoDs and completed
Qualification
Level
NCFE LEVEL 1
NCFE LEVEL 2
NCFE LEVEL 3
BTEC NATIONAL AWARD
YEAR 1
BTEC NATIONAL
CERTIFICATE YEAR 2
WRL PREP FOR UNIFORM
SERVICE LYNG HALL
WRL FIRST DIPLOMA IN
PUBLIC SERVICE
WOODWAY PARK
KEY SKILLS
COMMUNICATION
1/2
KEY SKILLS
AON
1/2
KEY SKILLS
ICT
1/2
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
06/07
07/08
08/09
20
85
94
80
10
90
89
80
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
21
81
94
76
15
87
100
87
17
100
100
100
15
67
70
47
N/A
N/A
N/A
N/A
17
71
83
59
23
74
88
65
19
95
72
68
18
83
73
61
26
81
76
62
12
82
89
80
13
85
100
85
13
62
75
46
43
79
79
63
52
81
31
25
61
82
4
3
bm
75
86
64
77
87
67
48
94
45
0
0
0
77
87
67
77
87
67
Target
08/09
15
89%
90%
89%
15
90%
90%
90%
16
70%
75%
70%
24
N/A
N/A
N/A
12
73%
85%
63%
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Target
09/10
15
15
20
30
30
260
KEY QUESTION 2 – TEACHING, TRAINING AND LEARNING
How effectively do teaching, training and assessment support learning and development?
STRENGTHS
EVIDENCE

Constructive assessment and feedback
NCFE and EDEXCEL EVs both commented that assessed work contained
constructive feedback and was linked to the relevant grading criteria with
opportunities on how to improve performance

Very high standard of teaching and learning across the
programme area
Teaching Quality Support observations identified three outstanding, three
good and one satisfactory lesson and noted very good learning objectives
with links to previous learning

Excellent integration of ILT within the teaching and learning
Teaching quality support review of observation 2008-2009.
Programme area report also comments from ILT manager (Public Service a
good presence within the VLE at Levels 2 and 3

Look at life work experience offers high quality, realistic
training
Students have the opportunity to undertake a one week residential work
experience with the Royal Marines (male only) and Army (male and female)
WEAKNESSES
EVIDENCE
TEACHING AND LEARNING GRADE PROFILE FOR AREA
Number of observations: 7
Grade
1
2
3
4
%
43
43
14
(To be taken from TQS annual review)
261
KEY QUESTION 3 – NEEDS AND INTERESTS OF LEARNERS
How effectively do the programmes and activities meet the needs and interests of users?
STRENGTHS




Excellent range of courses within the programme frame work to
fit students and employers needs
Students work experience and employers links
Strong links with all the services has seen students engaged in a
wide range of activity
EVIDENCE



Public /Uniformed Services Courses ranging from Levels 1 to 4
Students on work experience with the armed services receive a full feedback report which
covers suitability for employment.
A full programme of events arrange for the student with the services ranging from (visit,
presentation, trips and up-to-date career talks )
Positive 16-18 Progression
Positive 16-18 progression routes within the programme area
Level Progressed
From
FT
Enrolments Progressed
1
2
Grand Total

7
6
13
FT
Enrolments Progressed
1
2
3
Grand Total
Good working relationship with some local schools
WEAKNESSES

Very poor students views on some aspects of the course
3
2
17
22
Progression Rate
18%
13%
55%
35%
Sideways 19+ Progression
Sideways 19+ Progression
Level Progressed
From
3
Grand Total

41%
40%
41%
Sideways 16-18 Progression
Sideways 16-18 Progression
Level Progressed
From

Progression Rate

FT
Enrolments Progressed
4
4
Progression Rate
80%
80%
Lyng Hall and Woodway Park school children attending one day a week over a two year
period studying Public Service
EVIDENCE

College surveys 2008
262
KEY QUESTION 4 – GUIDANCE AND SUPPORT
How effective are the care, guidance and support learners receive in helping learners achieve?
STRENGTHS
EVIDENCE

 EDEXCEL EV report 28th March 2009

Assessment decisions given to all the students were very good
and excellent advice on how to provide the extra evidence to
obtain higher grades were necessary
 All uniformed services work with staff and with students in group tutorials
to inform and support positive progression. Coventry Airport Fire Service
Excellent progression information and advise with strong external
offer work placements and trips. Interview and leadership training
input on group tutorial programmes
supports students to prepare for progression into uniformed services.
Such strong links with the Public Service ensures students are highly
motivated to achieve and improve, for example, their physical or
vocational skills

One to one tutorials with students are highly effective in
supporting progress

Well developed recruitment processes to ensure students are on
the right course
WEAKNESSES

Some negative feedback from some students about the
support they received within the College
 Reading weeks are planned and scheduled termly. ILPs are well focused
and regularly reviewed to ensure each student receives appropriate
support and guidance to develop and achieve
 Student data is well used, alongside detailed interviews and initial
assessment activities to ensure students are appropriately placed and
challenged
EVIDENCE

Students with identified additional support needs often do not take up the
offer of support which can impact on their achievement
263
KEY QUESTION 5 – LEADERSHIP AND MANAGEMENT
How effective are leadership and management in raising achievement and supporting all learners?
STRENGTHS
EVIDENCE

Highly effective measures to update and extend curriculum offer,
facilitate progression and raise aspiration

The programme area has worked with Coventry University to develop
two units at Level 4 for public service students who wish to advance to
HND or HNC

High quality facilities and access to ILT extend students’ learning and
motivation

More equipment available for students’ adventurous outdoor
activity units; all staff use laptops to prepare and deliver learning

Appointment of assistant Programme Manager, additional full-time
staff member and staff work experience

Programme area self assessment report, course team reviews

Staff have undertaken a one day work experience during the last
year

An Awards Day was held on the 9th July 2009 where students
received a College Certificate and Awards were distributed for
excellence

Highly effective CPD and mentoring for staff

Weekly team meetings ensure that staff know and receive clear
direction and also prioritise area for improvement; there is rigorous
self assessment through meeting, course reviews and internal
verification

Full industrial staff placement

Good opportunity to celebrate student success

Highly effective quality management system throughout all the
courses

WEAKNESSES
The programme area was the first to maintain its quality
management files electronically. This ensures real time information
can be shared quickly and used well to inform management action
EVIDENCE


Short term staff shortages impacted on some students’ learning
experience
During the Autumn term 2008 the programme area had staffing shortage
which could not be filled by part-time staff.
264
OUTCOMES FOR LEARNERS – ‘Every Learner Matters’
How does the area ensure that?
1. All learners take
responsibility for their
own health, safety and
well being?
2. All learners are, and feel,
safe?

Health and Safety is taught to Public Service students as one of their units within the curriculum. Also,
as part of the induction programme, all students are made aware of evacuation and first aid
procedures. Tutorial within the course students cover drug and alcohol awareness.

All trips and residentials are risk assessed and fully supervised by staff with the appropriate
qualifications. The College security system ensures all students entering College have their ID check to
make sure only enrolled students and staff enter the premises.
3. It contributes to all
learners’ enjoyment,
personal development
and achievement?

‘Look at Life’ work placements, with the Royal Marines, was highly praised by the students. All Public
Service students undertake a one-week full residential whilst on programme; this will cover the
following: rock climbing, abseiling, canoeing, high ropes, low ropes and orienteering. All of these
activity lead towards unit completion.
4. All learners are enabled
to contribute to their
wider community?

Students were involved in helping the local community with organisation of the half marathon. Each
course has two class representatives that attend the student council meetings, so that the student
voice is heard.
5. All learners increase their
employability and
economic well being
through learning and
development?

A well balanced timetable of learning, combined with a full outdoor activity programme, which is
supported by regular career updates by all the public services staff, ensures students are employable.
Also, the Army offers students ‘Look at Life’ work experience.
265
ACTION IMPROVEMENT PLAN 2009-2010
All weaknesses identified must have a corresponding action for improvement and be referenced according to the Key Question
(e.g. KQ1 refers to achievement). First, however, all SARs must address the questions on Workforce Development, Equal Opportunities and Outcomes for Learners/Every
Child Matters.
PROGRAMME AREA:
KEY QUESTION
e.g. KQ1
Workforce
Development
How can you improve
your programme area’s
strategy for Workforce
Development/Employer
Engagement?
Equal Opps
What steps will you be
taking to actively
promote equal
opportunities and
diversity?
ECM
Further actions
planned to meet ECM
agenda
Public Service
ACTIONS TO BE TAKEN
Recruitment targets will be adjusted to a more realistic level to
reflect the three year trend
DEPARTMENT:
MEASURE/EVIDENCE
LPS
BY
WHOM
BY
WHEN
Improved recruitment
KC &
team
Mar
10

Links with West Midlands Ambulance service needs
to be further developed
Meeting to be
arranged with
ambulance service
Asst PM
Oct
09

Students from ethnic backgrounds to be featured
more on College material
Arrange with
Marketing
department
PM
Oct
09

Students participate in activities which tackle key
aspects of physical and mental health, well-being
and emotional development
NCFE handbook
Team
REVIEW OF PROGRESS
AUTUMN
SUMMER
Oct
09
266
Continuation sheet .....
KEY
QUESTION
e.g. KQ1
ACTION IMPROVEMENT PLAN 2009-2010
ACTIONS TO BE TAKEN
Recruitment targets will be adjusted to a more realistic level to
reflect the three year trend
MEASURE/EVIDENCE
Improved recruitment
KQ 1

Programme Manager
The need to monitor the Levels 1 and 2 courses
more closely, due to the decline in success this year to agree with team
against the previous year
realistic targets for
each group
KQ2

Closely monitor Key Skills at Levels 1 and 2
KQ4

KQ5
BY WHOM
KC & team
BY WHEN
REVIEW OF
PROGRESS
AUTUMN
Mar 10
SUMMER
TG/Team
July 10
New Key Skills grid
TG
Oct 09
Group discussion and activities to be planned in
advance of lesson
Session to be
highlighted on
scheme of work
Team
Sept 09

Greater explanation of support available for
students
Tutorials plans to
include College
timetable
Team
Sept 09

Staffing issues need to be resolved to ensure the
smooth running of the programme area
TG
Sept 09
KEY
QUEST
ION
267
ACTION IMPROVEMENT PLAN 2009-2010
Additional actions (not linked to weaknesses) for improving and developing the area
PROGRAMME AREA:
Public Service
DEPARTMENT:
LPS

Student representatives to attend course team meeting once a month

Set up and monitor programme area workshops to help students in need

Programme area peer group teaching support

Monthly student focus groups questionnaire by courses to identify any issues at an early stage

Prepare bank of assess assignments for all groups in the event of long term students illness, College closure or staff shortage
268
2008-2009 PROGRAMME AREA
SELF-ASSESSMENT REPORT
PROGRAMME AREA
Sport and Fitness Industry
DEPARTMENT
Leisure & Professional Studies
PROGRAMME MANAGER
Pete Marshall
COURSE TITLE(S)
Work Related Learning Year 11 Sport – NCFE Certificate in Exercise Studies
Level 1 Sport – BTEC Introductory Certificate in Sport & C & G Progression Award
Level 2 Sport – BTEC First Diploma in Sport
Young Apprentice in Sport (Year 10 & 11) – BTEC First Diploma in Sport
1st 4Sport Level 1 & 2 Coaching Football
Nars Pool Lifeguard (Level 2)
ASA Level 1 & 2 Swimming Teachers Certificate
NVQ Level 2 & 3 Sport, Recreation & Allied Occupations
269
PROGRAMME AREA GRADE SUMMARY 2008-2009
PROGRAMME AREA: Sports Industry
VALIDATION OF SELF-ASSESSMENT BY
MODERATION PANEL
DEPARTMENT: LPS
KEY QUESTION
1. Learners’ achievements
GRADE (1 – 4)
2
2. Teaching, Training & Learning
3
3. Programmes and activities
meet needs and interests of
learners
2
4. Guidance & Support
2
2
Programme Area Grade
2
Programme Manager (name):
Pete Marshall
Head of Department (name):
Alan Shaw
17th November 2009
Yes
Identifies key strengths and weaknesses

Partly
No
Has statements which are evaluative rather 
than descriptive
Contains reasonable judgements which are 
supported by evidence

Sets challenging but achievable
improvement actions
Comments:
Some significant improvement actions have been implemented
and had impact in 2008/09 following the Curriculum
Improvement Review conducted in May 2009.
Capacity to improve – comment/grade
5. Leadership and Management
Date:
The Report:
2
Moderation Panel Grade: 2
Panel Member (name):
Sally Archer/Anthea Smith
Date:
13 November 2009
270
SELF ASSESSMENT REPORT 2008-2009
PROGRAMME AREA: Sports Industry
SCOPE OF PROVISION
The study of sport in the College is divided into two programme areas: Sports and Fitness Industry and Sports and Exercise Science. The Sports and
Fitness Industry area has 63 full-time, 16–19, and approximately 250 part-time students on short sport courses. In addition, 55 Year 10 and 11 pupils from
local schools attend on a day release basis, of which there are 47 pupils on the Young Apprenticeship programme. 35% of students are of minority ethnic
heritage, 94% are male and 29% receive ALS. Analysis of success rate data reveals there is no significant difference in the performance of these groups.
In conjunction with the Sports and Exercise Science programme area there are full-time progression opportunities from Levels 1–4, with the HND provision
in partnership with Coventry University. Industry linkages are varied, with 25 NVQ Sport and Exercise candidates based in local sport and fitness centres.
The Sports Industry programme area has five permanent teaching staff, three NVQ assessors and a small number of part-time staff. Facilities are good and
a classroom and IT facility are available at a local sport and recreation centre.
ACTIONS TAKEN TO IMPROVE THE PROVISION FOR LEARNERS SINCE LAST SELF-ASSESSMENT REPORT
Improvement action
Impact on learners






ACES programme launched for NVQs in Activity Leadership
Sport Apprenticeships contract regained starting September 2009
Approval secured to run 2012 Inspirations (Personal Best) ESF
programme with a range of West Midland partners
Train to Gain NVQs successfully launched
FESCO project funded by Youth Sports Trust launched September 2008
Community Investment Fund (CIF) Disability/Fresh Start football project
initiated in partnership with Sport England to work with learners with
disabilities and learning difficulties
Work-based learning opportunities – e.g. 11 candidates enrolled
Full one-year apprenticeship in a large sports facility can be offered
This partnership will allow hard-to-reach people to access training in
coaching and fitness
Employers can access skills training for their workers free of charge
Increasing participation of students to gain qualifications and work
experience (Every Child Matters agenda)
Greater opportunities for learners with disabilities and learning difficulties to
participate in sport
271
KEY QUESTION 1 – ACHIEVEMENT AND STANDARDS
How well do learners learn, progress and achieve?
STRENGTHS
EVIDENCE

Excellent success rates on all provision for 14-16 year olds
Curriculum Improvement Review (CIR) May 2009
Work Related Year 11 – 100%, Young Apprentices – 96%

Achievement on many short Football coaching courses is high
Average 89% success rate from 199 starts

End of year retention was good and much improved on the
previous year for all full-time courses
CIS Data reports 2008-09 - retention 81.25% on Level 1 Sport,
87.80% on First Diploma in Sport

Very good Basic skills performance
Entry level Numeracy success rate 93%, Entry level ICT 77%
CIS Data reports 2008-09

Excellent success rates on full-time courses
First Diploma in Sport success rate 85% Level 1 Sport 80%
WEAKNESSES
EVIDENCE

Key skills AoN success rates are below college averages and need
to be at the College target of 70%
Level 1 AoN success rate 56%

Low levels of attendance on full-time courses
Full-time attendance across the programme area was 78% including
notified absences
Average student attendance across Programme Area:
78%
272
Data Table
Please insert your 3-year trend data from the information provided by CIS.
Any discrepancies need to be resolved directly with CIS.
Please ensure all targets for 2009/10 are agreed with HoDs and completed
Qualification
WRL Sport (Year 10) BTEC Introduction in
Sport
WRL Sport (Year 11) NCFE Exercise
Level 1 Sport –
C&G Progression
Level 2 Sport –
BTEC First Dip. in Sport
YA in Sport Year 10 BTEC Firstt Dip Sport
YA in Sport Year 11 –
BtTEC First Dip Sport
First 4 Sport Coaching
Football
First 4 Sport Coaching
Football
ASA Swimming Teachers
Certificate
ASA Swimming Teachers
Certificate
Level
1
1
1
2
2
2
1
2
1
2
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
06/07
07/08
08/09
16
75
83
63
18
100
58
58
16
94
60
56
37
86
97
83
25
92
100
92
N/A
8
88
86
75
10
100
90
90
23
100
65
65
23
70
86
60
25
100
100
100
23
100
100
100
190
100
95
95
N/A
180
99
95
94
63
100
94
94
22
100
86
86
7
100
100
100
15
93
86
80
40
90
94
85
22
91
25
100
96
96
199
100
89
89
32
100
66
66
47
100
85
85
7
100
100
100
BM
Target
08/09
Target
09/10
N/A
8
N/A
69
90
20
N/A
24
74
75
24
85
32
74
75
24
75
16
74
100
24
90
20
74
100
180
90
180
95
36
95
36
35
70
30
70
48
83
92
36
92
36
70
70
273
Qualification
NVQ Sport & Recreation
NVQ Sport & Recreation
Key Skills
Application of Number
Key Skills
Communication
Key Skills
ICT
Basic Skills
Numeracy
Basic Skills
Literacy
Basic Skills
ICT
Level
2
3
1
1
1
E3
E3
E3
06/07
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
45
84
53
44
47
83
56
47
48
83
52
44
07/08
23
74
47
35
34
85
59
50
45
82
43
36
17
100
88
88
7
71
60
43
08/09
16
100
75
75
8
88
57
50
36
89
63
56
37
92
76
70
24
96
78
75
15
93
100
93
6
67
100
67
12
83
90
75
BM
Target
08/09
20
Target
09/10
30
63
70
12
80
12
52
70
70
70
70
70
70
70
75
70
70
80
70
70
90
70
70
70
70
70
70
274
KEY QUESTION 2 – TEACHING,TRAINING AND LEARNING
How effectively do teaching, training and assessment support learning and development?
STRENGTHS
EVIDENCE

Very well designed workbooks that consolidate learning and facilitate
effective assessment for Levels 1 and 2 learners
CIR May 2009 and BTEC External Verifiers report June 2009 identified these
workbooks as highly effective in supporting the learning and assessment
process

Innovative provision to prepare learners for the transition from Level 2
to Level 3
Weekly two hour bridging course delivered jointly by Sports Industry and
Sports Science staff to support learner progression

Some innovative use of ILT in the classroom to engage learners
Introduction of new technology in the classroom (Wii with Young
Apprentices); Young Apprentice Steering group minutes

Assessment is consistently done to a high standard of accuracy (WRL
Year 11)
NCFE External Verifiers report June 2009
WEAKNESSES
EVIDENCE



CIR May 2009
CIR May 2009
CIR May 2009
Insufficient teaching and learning graded good or better
Disruptive behaviour evident in some classes which impacts on learning
Slow progress by learners in some subjects and some poor assessment
practices with little differentiation (First Diploma in Sport)
TEACHING AND LEARNING GRADE PROFILE FOR AREA
Number of observations: 11
Grade
1
2
3
4
%
9
27
55
9
(To be taken from TQS annual review)
275
KEY QUESTION 3 – NEEDS AND INTERESTS OF LEARNERS
How effectively do the programmes and activities meet the needs and interests of users?
STRENGTHS
EVIDENCE

Very good range of programmes and progression routes available, from
Fresh start to Level 1, from WRL and Level 1 to Level 2, and then onto
Level 3 and HE
CIR May 2009

Very good provision of enrichment activities and additional qualifications
which supplement students’ studies and contribute to the life of the
College in the wider community
Visits to AT7, Alan Higgs, Xcel sports centres promoted vocational
knowledge for students. Outdoor activities programme. Students given
access to football coaching, pool lifeguard and Step into Sport qualifications.
Initiation of Ability Counts football for learners with learning difficulties and
disabilities that gives them the opportunity to participate in competitive
sport

Effective partnerships with employers and local industry which provide
valuable work-based experience placements
All 47 Young Apprentice students given extensive work-placement
experience in a range of local organisations

Innovative approaches to offering employers industry relevant
accreditation
Eleven candidates placed in Coventry Sports Foundation, Coventry Sports
Trust and Red Corner gym on an NVQ Level 2 programme, gaining
accreditation and assessment in the workplace
WEAKNESSES
EVIDENCE

Some lessons are insufficiently varied
CIR May 2009 identified that lecturers need to employ a greater variety of
methods and techniques to help students learn and keep their interest

Some low levels of student satisfaction
Student survey identifies that student satisfaction levels are below both
College and national averages - students need to feel that they are being
treated equally and consistently, and that their voice is being heard
276
KEY QUESTION 4 – GUIDANCE AND SUPPORT
How effective are the care, guidance and support learners receive in helping learners achieve?
STRENGTHS
EVIDENCE

Well planned group tutorials that enhance progress and
community and social awareness
Scheme of work for group tutorials; CIR May 2009

Highly effective interface between curriculum staff and crosscollege ALS and Mentoring specialists
Some students with exceptional personal and domestic problems were very well
supported by tutors and the Welfare team in order to achieve. (Three learners
progressing from Level 1 to First Diploma with registered learning difficulty)

Well developed links with employers to support learner progress
in the workplace
NCFE EV commented on the high levels of employer involvement in recruitment,
selection process and supporting Apprentice and programme-led programmes.
Minutes of meetings with employers

Exceptional support of tutors for learners with difficulties to
encourage high aspiration amongst LLDD
Ability Counts Football – enrichment to facilitate participation in sport by LLDD.
Progression route to Coventry City FC
WEAKNESSES
EVIDENCE

Targets in ILPs are insufficiently SMART and do not facilitate
progress tracking
CIR May 2009 identified that targets set in one-to-one tutorials need to be SMART.
Action points and learning support needs need to be monitored and measures taken
if there is no improvement with referral to cross-College support services

Persistent low level disruption in some full-time lessons disrupts
learning
CIR observations identified that ground rules for attendance and discipline need to
be made explicit, and referrals made to cross-College ALS and Mentoring services
when required
277
KEY QUESTION 5 – LEADERSHIP AND MANAGEMENT
How effective are leadership and management in raising achievement and supporting all learners?
STRENGTHS
EVIDENCE

Very good leadership and management of some programmes to
achieve outstanding outcomes for students
Very high quality Young Apprenticeship programme with outstanding success.
Football & Ability Counts academies are highly engaging and proactively
promote equal opportunity (CIR May 2009)

Excellent links with sector skills council, employers and other
partners to deliver innovative projects and an inspiring range of
activity
Student attendance at Coaching workshops, YA 50 day work experience,
students officiating at Moathouse Leisure Centre tournaments & opportunities
to gain coaching qualifications

Good practical facilities used for students to support learning
effectively

Some very effective curriculum development to engage more
effectively with parents and better meet learner needs

Very robust improvement plan in place to address issues relating to
the quality of teaching, learning, tutorials and assessment
Fitness centre, studio and astro pitch on site. Access to sports centres and
school facilities
Restructuring of Level 1 and First Diploma in Sport courses – better contact
with parents, changing modules & programme delivery to raise achievement.
Success rates from 58% to 90% to 100% in 3 years
CIR Improvement Plan 2009/10
SAR Action Improvement Plan 2009/10
On the basis of 2008/09 performance in employer responsive work, College has
now been awarded Direct Claims Status for 2009/10

Very well developed processes now in place to track student
progress on employer responsive programmes
WEAKNESSES
EVIDENCE

CIR May 2009

Clear and effective steps need to be taken to address student
feedback
Management of student behaviour and application of the College
Code need to be more consistently applied
CIR May 2009
278
279
OUTCOMES FOR LEARNERS – ‘Every Learner Matters’
How does the area ensure that:
1. All learners take
responsibility for their
own health, safety and
well being?
A range of sports options, exercise classes and fitness centre activities are offered to all students. This
participation can reduce the likelihood of ill-health and encourage the adoption of a healthy lifestyle.
Many PSHE topics are covered in detail during group tutorials.
All full-time students undertake health and safety and risk assessments as part of a unit of study.
2. All learners are, and feel,
safe?
College sport and exercise facilities are open to all College students at lunchtimes. Such activity reduces
anti-social behaviour, and contributes to the sense of College community.
3. It contributes to all
Many students on full-time sports courses are active participants in the College’s men’s and women’s
learners’ enjoyment,
football academies. High levels of achievement from Ability Counts learners in National competitions.
personal development and
achievement?
4. All learners are enabled to
contribute to their wider
community?
Sporting participation in either College or departmental competitions can encourage positive behaviour
and relationships and enhances the College.
Launch of CIF project greatly enhanced participatory opportunities for learners with difficulties.
5. All learners increase their
employability and
economic well being
through learning and
development?
The provision of sport programmes within the college can provide direct part-time and full-time
employment opportunities. The skills that are developed enhance employment prospects for sport and
other industries and the adoption of a healthy lifestyle reduces the cost to the economy of workplace
absence due to likelihood of ill health.
280
ACTION IMPROVEMENT PLAN 2009-2010
All weaknesses identified must have a corresponding action for improvement and be referenced according to the Key Question
(e.g. KQ1 refers to achievement). First, however, all SARs must address the questions on Workforce Development, Equal Opportunities and Outcomes for Learners/Every
Child Matters.
PROGRAMME AREA: Sports Industry
KEY QUESTION
e.g. KQ1
Workforce
Development
How can you improve
your programme area’s
strategy for Workforce
Development/Employer
Engagement?
Equal Opps
What steps will you be
taking to actively
promote equal
opportunities and
diversity?
ECM
Further actions
planned to meet ECM
agenda
ACTIONS TO BE TAKEN
DEPARTMENT: LPS
MEASURE/EVIDENCE
BY WHOM
BY
WHEN
Mar
10
REVIEW OF PROGRESS
AUTUMN
SUMMER
Recruitment targets will be adjusted to a more realistic level to
reflect the three year trend
Improved recruitment
KC & team
All staff to complete at least one day work experience
Improved knowledge
PM/ Team
Apr
10
May 10
Entry requirements for recruitment onto Apprentice programmes
increased
Improved quality of
candidates
PM/WB
Sep
09
Sep 09
Launch of programme-led apprentices
Target of 15 candidates
for year 2009/10
PM/WB
Oct
09
Nov 09
Launch ESF programme for adult unemployed
Targets met for
recruitment and
progression
PM/ST/WB
Nov
09
Jan 10
FESCO CIF project to identify and positively discriminates groups
currently not participating
Increased opportunities
for under-represented
groups
KD
Dec
09
Feb 10
KD/JL
Dec
09
Feb 10
CIF to put on outdoor activities for Fresh Start students
Increased student
satisfaction levels
281
Continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA: Sports Industry
KEY QUESTION
ACTIONS TO BE TAKEN
DEPARTMENT: LPS
MEASURE/EVIDENCE
BY
WHOM
BY
WHEN
REVIEW OF PROGRESS
AUTUMN
SUMMER
PM/Key
Skills
Team
Sep 09
Dec 09
See CIR action plan – processes in place to identify improvements
KQ1
Alter Key skills assessment tasks – three separate assignments
Start new Key Skills specialist support hour
Start new Key Skills scheme of work
Improved success rates
on Key Skills to College
benchmark (70%)
KQ2
One AP to attend team meetings on a monthly basis in order to
-monitor lesson plans and intended learning activities in advance of
teaching and
-target support to those staff who recorded grade 3 or 4 lesson
observations in 2008/09
-review schemes of work and to identify specific lessons for further
development throughout the year
-ensure that the subject is taught first and then the workbooks are
used for assessment purposes
Teaching observation
profile improves
DP/JK/PM
Sep 09
Dec 09
Initiate ‘low level disruption’ form to students for lateness, incorrect
attire and disruptive behaviour
Students happier in
survey questionnaire
PM/Team
Sep 09
Dec 09
Change ABC course on WebCT
Teaching grade improves
PM
Oct 09
Jan 10
Introduce new tracking system for NVQs and Apprentices
Quicker NVQ completion
rate
WB/PM
Sep 09
Jan 10
282
Continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA: Sports Industry
KEY QUESTION
KQ2
ACTIONS TO BE TAKEN
DEPARTMENT: LPS
MEASURE/EVIDENCE
BY WHOM
BY
WHEN
REVIEW OF PROGRESS
AUTUMN
SUMMER
Introduce practical session planner for all practical lessons
Improved teaching
grades
PM/Team
Sep 09
Dec 09
Put distinction grade criteria onto WebCT and offer advice and
guidance during Level 2/3 sessions
Improved student
satisfaction survey profile
PM/NB/MP
Oct 09
Feb 10
Give continuous informal feedback to students and more regular
formal feedback at the end of each learning outcome taught
Improved student
satisfaction survey profile
PM/Team
Sep 09
Jan 10
Work closely with HBS to start ILP’s for NVQ candidates, showing
SMART targets
Good EV report
WB/PM
Sep 09
Mar 10
Introduce tracking documents as per Customer Service for NVQ
candidates to increase speed of completion
Improved efficiency of
NVQs
WB/Team
Sep 09
Mar 10
Internal scrutiny of prompt starts, recapping of learning from
previous lesson at beginning of every session and review learning
outcomes at the end to be features of every session
Improved teaching
grades
DP/JK
Sep 09
Dec 09
Lecturers to employ a greater variety of methods and techniques to
help students learn with AP support
Improved teaching
grades
PM/Team
Sep 09
Jan 10
Initiate a Student Council for Sport – hold half termly meetings to
listen to the student voice
Improved student
satisfaction levels
PM/ST
Oct 09
Mar 10
KQ3
283
Continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA: Sports Industry
KEY QUESTION
KQ3
KQ4
KQ5
ACTIONS TO BE TAKEN
DEPARTMENT: LPS
MEASURE/EVIDENCE
BY
WHOM
BY
REVIEW OF PROGRESS
WHEN
AUTUMN
SUMMER
Introduce practical session planner for all practical lessons and
monitor activities participated in
Improved student
satisfaction levels
PM/Team
Sep 09
Dec 09
Hold termly meetings between the all staff in the two Sports
programme areas
Improved relations
PM/SO
Dec 09
Feb 10
Set SMART targets in one-to-one tutorials
Full compliance with
tutorials
PM/Team
Sep 09
Dec 09
Involve parents/guardians and Welfare Team quicker if there is no
improvement in student attendance and/or behaviour
Student satisfaction
survey results
PM/Team
Oct 09
Dec 09
Review on a regular basis the learning support needs of the students
and refer for specialist help if necessary
Student success rates &
distance travelled
PM/Team
Nov 09
Jan 10
Evidence all learning support correspondence and referrals in the
tutor file
Full compliance with tutor
files
PM/Team
Dec 09
Feb 10
Implement and emphasise ground rules for attendance and discipline
via ‘low level disruption’ form
Student satisfaction levels
higher
PM/Team
Sep 09
Dec 09
New tracking system introduced to tighten and monitor student
progress more closely
Quicker NVQ completion
time
WB/Team
Sep 09
Dec 09
Student Council for Sport introduced to address student feedback
and feeling valued issues
Student satisfaction levels
PM/ST
Oct 09
Jan 10
284
Continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA: Sports Industry
KEY
QUESTION
KQ5
KQ1 - KQ5
ACTIONS TO BE TAKEN
DEPARTMENT: LPS
MEASURE/EVIDENCE
BY
WHOM
BY
REVIEW OF PROGRESS
WHEN
AUTUMN
SUMMER
Low level incidence form introduced to manage student behaviour
and apply the College Code more consistently
Student satisfaction
levels
PM/
Team
Sep 09
Dec 09
Use Programme Manager meeting pro-forma to emphasise
improving the quality of teaching, learning, tutorial support and
assessment practice
Full compliance with
CMF procedures
PM
Sep 09
Dec 09
Ensure regular dialogue with Programme Manager and Assistant
Programme Manager Sport and Exercise Science
One formal meeting per
half term
PM/ST
Dec 09
Jan 10
Ensure full completion of action plan put together as a result of
Course Improvement Review (CIR) in May 2009
Improved SAR grade
PM/
Team
Apr 10
May 10
285
2008-2009 PROGRAMME AREA
SELF-ASSESSMENT REPORT
PROGRAMME AREA
Sports Science
DEPARTMENT
LPS
PROGRAMME MANAGER
Steph Oatridge
COURSE TITLE(S)
Active IQ Gym Instructors
Active IQ Exercise to Music
BTEC National Diploma Sport
BTEC National Certificate Sport
BTEC National Award Sport
286
PROGRAMME AREA GRADE SUMMARY 2008-2009
PROGRAMME AREA: Sport and Exercise Science
VALIDATION OF SELF-ASSESSMENT BY
MODERATION PANEL
DEPARTMENT: LPS
KEY QUESTION
GRADE (1 – 4)
1. Learners’ achievements
2
2. Teaching, Training & Learning
1
3. Programmes and activities
meet needs and interests of
learners
1
4. Guidance & Support
2
The Report:
Yes
Identifies key strengths and weaknesses

Partly
No
Has statements which are evaluative rather 
than descriptive
Contains reasonable judgements which are 
supported by evidence

Sets challenging but achievable
improvement actions
Comments:
Much innovative work to provide a challenging and inspiring
learning experience, and support students well to succeed
Capacity to improve – comment/grade
5. Leadership and Management
2
Programme Area Grade
2
1
Moderation Panel Grade: 2
Programme Manager (name):
Steph Oatridge
Head of Department (name):
Alan Shaw
Date:
Panel Member (name):
Sally Archer/Anthea Smith
Date:
13 November 2009
15/10/09
287
SELF ASSESSMENT REPORT 2008-2009
PROGRAMME AREA:
Sports & Exercise Science
SCOPE OF PROVISION
The programme area of Sport and Exercise Science has an extensive provision with 94 FE full-time, 47 HE full-time and 71 FE part-time
learners on exercise and fitness courses.
There are full-time progression opportunities from Levels 1–4, with the HND provision (in partnership with Coventry University) in situ for
thirteen years.
The subject area has 12 permanent teaching staff. Facilities are very good, with a Sport Science lab, recently renovated Sport and Exercise
facilities and classroom, IT and Sports Therapy facilities.
ACTIONS TAKEN TO IMPROVE THE PROVISION FOR LEARNERS SINCE LAST SELF-ASSESSMENT REPORT
Improvement action
Impact on learners

Rewrite of induction assignment (for Sept ’08) and incorporation
of Key Skills week during March 2009
 Improvement in Key Skills success (70% success)

Colour code of assignment briefs
 Students are able to differentiate more easily between modules and
staff and able to organise their work

All staff trained to Stage 1 teaching certificate
 Programme area meets minimum requirements and students
receive good quality and qualified teaching

Appointment of FESCo role in Sept ’08 to develop a range of
additional sporting activities
 Increased participation in sport and coaching opportunities
288
KEY QUESTION 1 – ACHIEVEMENT AND STANDARDS
How well do learners learn, progress and achieve?
STRENGTHS
EVIDENCE
 Outstanding success rates for full-time learners aged 16-18 on
National Diploma (13% above benchmark) and very good success
on National Certificate (7% above benchmark)
BM SR
HC 06/07
HC 07/08
HC 08/09
67
66
70
43
75
56
79
73
Nat Dip
Nat Cert
 Good and improving success rates for all Level 2 Key Skills
AON
COMM’s
ICT
Average
 Exceptional improvements in success for ethnic minority groups
over three years
06/07
25
34
19
26%
07/08
51
0
52
34%
06/07
07/08
08/09
50 (12)
40 (15)
79 (14)
08/09
63
65
75
68%
WEAKNESSES
EVIDENCE

Low success on Active IQ Fitness Instructing
 ETM - 33% success, BM – 67%, GYM - 59% success, BM – 67%

Low success on National Award
 61% success
Average student attendance across Programme Area:
84 %
289
Data Table
Please insert your 3-year trend data from the information provided by CIS.
Any discrepancies need to be resolved directly with CIS.
Please ensure all targets for 2009/10 are agreed with HoDs and completed
Qualification
Level
BTEC National Diploma –
Sport
3
BTEC National Certificate
– Sport
3
BTEC National Award –
Sport
3
Active IQ Gym
Instructors
2
Active IQ Exercise to
Music
2
Key Skills – AON 2
Key Skills – Comms 2
Key Skills – ICT 2
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
06/07
07/08
08/09
33
79
88
71
5
100
60
60
6
67
50
33
40
78
77
60
20
85
59
50
51
76
33
25
53
75
45
34
54
72
26
19
30
83
96
75
5
100
100
100
1
100
100
100
35
86
71
59
7
100
57
57
49
86
60
51
49
86
0
0
50
86
58
50
35
79
100
79
26
73
100
73
33
88
69
61
71
80
74
59
12
92
36
33
50
78
82
63
53
79
83
65
52
81
93
75
bm
72
93
67
72
92
66
90
75
67
90
75
67
Target
08/09
Target
09/10
29
55
94
52
21
81
100
76
30
87
92
80
n/a
n/a
n/a
n/a
70
70
75
290
KEY QUESTION 2 – TEACHING, TRAINING AND LEARNING
How effectively do teaching, training and assessment support learning and development?
STRENGTHS
EVIDENCE

Outstanding teaching and learning with all observations graded
outstanding or good
 62.5% graded outstanding
Very well developed relationships with parents to support
learning and development
 During 2008/09 there were three reports sent out, immediate response to
Reorganisation of Key Skills delivery and team approach has
dramatically raised success rates (36% increase)
 68% success for AON, Comms and ICT - CIS data, EBS registers




Very effective and innovative inclusion of bridging workshop for
Level 2 students to improve 2009 entry
Effective tracking of student assessment
“Very strong rapport between staff and students and effective questioning to
challenge students.”
learners that fell behind and constantly informing parents of programme area
activities (ILPs and trips)
 Level 2 students attended workshop in order to develop skills and knowledge in
preparation for Level 3
 Database set up for logging all assessments submitted including date and grade
for all students
WEAKNESSES
EVIDENCE

 Student survey, 64% of learners believe they are given too many assignments at
once
Students expressed concern that they are not given too many
assignments at once
TEACHING AND LEARNING GRADE PROFILE FOR AREA
Number of observations: 8
Grade
1
2
3
4
%
62.5%
37.5%
(To be taken from TQS annual review)
291
KEY QUESTION 3 – NEEDS AND INTERESTS OF LEARNERS
How effectively do the programmes and activities meet the needs and interests of users?
STRENGTHS
EVIDENCE

There is an excellent range of programmes, enrichment
activities and sports development centres that meet the needs
and interests of learners that are flexible and cater for the gifted
and talented
 Men’s and Women’s football development centre and rugby development centre.

Superb progression routes are available from Young Apprentice
to Levels 1 to 3, HND and links with Coventry University
 Progression route planner

Highly effective partnerships have been established with
employers and local industry and learners benefit from
completing work-based experience placements
 Leadership coaching days (26.10.08 and 12.05.09) and special schools sports hall
athletics (11.02.09) attended by students across the College and superb
organisation of a rugby 7’s tournament at Broad Street (April 2009)

Inspirational additional trips (ice skating and outdoor pursuits)
organised throughout the year to help with team building and
link with psychology unit of full-time programme
 I:drive

Highly impressive development of linkages with external
agencies to support the rugby development centre
 The College were runners up in the RFU’s national award for rugby union
programmes in FE colleges
WEAKNESSES
Timetable of lunchtime sport and fitness sessions. Coventry Crusaders Basketball
coaching. Ice Hockey Blaze 6 week coaching programme. Rugby entry level
course and gym use every lunchtime for all students. Full-time students
completed NVQ Level 2 Activity Leadership
EVIDENCE
292
KEY QUESTION 4 – GUIDANCE AND SUPPORT
How effective are the care, guidance and support learners receive in helping learners achieve?
STRENGTHS
EVIDENCE

Inspired academic and pastoral tutorials for the programme area
 89% of students surveyed agree that tutorials with their tutor are
helpful

Highly imaginative and stimulating induction process with the
completion of an induction assignment covering key skills

Very effective pilot scheme using Facebook as a means of
communicating with and providing support for learners (set up
01.07.09)
 Facebook.com tutor group pages

Excellent support and rapport with learners especially on part-time
fitness courses
 EV report (9th Oct ’09) “there was an obvious effective working
relationship between tutor and learners ..... lots of enthusiasm and
great rapport with the group.” “Learning was constantly being
consolidated and evaluated ... did not move on until all learners
understood”

Highly effective innovative approach to links with employers in
respect of the support given to Coventry City Football Club
learners
WEAKNESSES

Student perception doesn’t match other evidence for support and
guidance received
 Leicester Outdoor Pursuits was used as the centre for students to
get to know each other during induction with team building
activities
 100% student success
EVIDENCE
 A score of -14 in student survey was recorded
293
KEY QUESTION 5 – LEADERSHIP AND MANAGEMENT
How effective are leadership and management in raising achievement and supporting all learners?
STRENGTHS
EVIDENCE

Leadership, management and quality assurance processes are
comprehensive and sound with good team communications existing
with all members of staff
 Minutes of Programme Manager meetings and programme area team
meetings. All subject staff attend a weekly meeting which provides feedback
on College and Departmental issues as well as the opportunity to monitor
learner progression and quality assurance. Full compliance with audit of
verification and management files

High standards and excellence within the programme are constantly
being aspired to for all with demanding targets being set
 Excellent EV reports for Exercise and Fitness part time provision including

Excellent resources and facilities effectively used to develop and
support learning
 Staff training day RT lead a ’sharing of good practice’ workshop involving how
to effectively use the Nintendo Wii as a teaching resource – 13.07.09

Innovative and realistic strategies are continually being developed
and evaluated to enhance the learning experience
 Assignment workshop to further support learners in achieving their

Excellent evaluation and action taken in response to feedback from
NSS to analyse and improve performance and learner progress
 Immediate and thorough modular review taken to identify specific
observation of taught lesson leading to direct claims status being awarded.
There is a very strong and productive relationship with Advanced Practitioner
external to the team consistently raising TQS grades
coursework and colour codes of modules across the programme area
weaknesses identified via student survey February 2009
WEAKNESSES
EVIDENCE
Only a minority of teaching staff have recently updated their vocational
skills
Only 33% of staff recorded recent industrial experience
294
OUTCOMES FOR LEARNERS – ‘Every Learner Matters’
How does the area ensure that:
1. All learners take
responsibility for their
own health, safety and
well being?
A range of sports options, exercise classes and fitness centre activities are offered to all students. This
participation can reduce the likelihood of ill-health and encourage the adoption of a healthy lifestyle. Risk
assessment and health and safety are now contextualised via the health and safety module including a visit to
Ricoh Arena to conduct a risk assessment by CCFC learners.
2. All learners are, and
feel, safe?
College Sport and Exercise facilities are open to all College students at lunchtimes. Such activity reduces antisocial behaviour, and contributes to the sense of College Community.
3. It contributes to all
learners’ enjoyment,
personal development
and achievement?
Many students on full-time sports courses are active participants in the Colleges men’s and women’s football
academy, men’s rugby academy and basketball academy. Students are involved in a robust team building
induction programme.
4. All learners are enabled Sporting participation in either College or departmental competitions can encourage positive behaviour and
to contribute to their
relationships and enhances the college. Opportunities provided to participate in Special Schools Sports Hall
wider community?
Athletics at Alan Higgs sports Centre.
5. All learners increase
their employability and
economic well being
through learning and
development?
The provision of sport programmes within the College can provide direct part-time and full-time employment
opportunities. The skills that are developed enhance employment prospects for sport and other industries
and the adoption of a healthy lifestyle reduces the cost to the economy of workplace absence due to ill
health.
295
ACTION IMPROVEMENT PLAN 2009-2010
All weaknesses identified must have a corresponding action for improvement and be referenced according to the Key Question
(e.g. KQ1 refers to achievement). First, however, all SARs must address the questions on Workforce Development, Equal Opportunities and Outcomes for Learners/Every
Child Matters.
PROGRAMME AREA:
KEY QUESTION
e.g. KQ1
Workforce
Development
How can you improve
your programme area’s
strategy for Workforce
Development/Employer
Engagement?
Equal Opps
What steps will you be
taking to actively
promote equal
opportunities and
diversity?
ECM
Further actions
planned to meet ECM
agenda
Sport & Exercise Science
DEPARTMENT:
ACTIONS TO BE TAKEN
LPS
MEASURE/EVIDENCE
BY
WHOM
BY
WHEN
KC &
team
Mar
10
Recruitment targets will be adjusted to a more realistic level to
reflect the three year trend
Improved recruitment
 All staff to participate in work experience from April
2009 – April 2010
Team
 Improved staff
skills and employer
engagement
 Provide variety of part time coaching / leadership
courses; football, netball, cheerleading, basketball,
rounders, cricket, rugby, dance, ice hockey
 Improve learner
skills and retention
 To work more closely with cross-College retention
team
 Increase success
of white male
learners
 Produce on-line questionnaire for all students to
complete to analyse activity levels and participation
rates
 Provide additional
opportunities.
REVIEW OF PROGRESS
AUTUMN
SUMMER
April
‘10
Team/
FESCo
July
‘10
Team/
tutors
July
‘10
FESCo/
tutors
Nov
‘09
296
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA:
KEY QUESTION
KQ 1
KQ2
DEPARTMENT:
ACTIONS TO BE TAKEN
LPS
MEASURE/EVIDENCE
BY
WHOM
BY
WHEN

Remove Exercise to Music from the curriculum and move gym
Instructors to full cost recovery
Improved success rates
SO/MS
Dec 09

Increase entry requirements for Level 3 learners to five GCSE
grade A*-C
Improved success
SO/team
Sept
09

Assignment schedule to be distributed to all Level 3 learners
and to be closely monitored and adhered to
Improve student survey
MP/team
Oct 09

Focus groups to be conducted each term with all groups
Improve student survey
MP
June
10

Invite learners to team meetings to discuss any concerns
about the course openly and honestly with staff specifically
about support received
Improve student survey
SO/team
Dec 09

Embrace facebook as a tool for supporting and communicating
with learners outside timetabled lessons
Improve student survey
SO/team
Feb 10

Early piece of work to be collected and marked to inform
students on how well they are doing
Improve retention
team
Nov 09
All staff to complete at
least one update
team
KQ3
KQ5
Sport & Exercise Science

The importance of vocational updates for all staff to be raised
regularly in team meetings
REVIEW OF PROGRESS
AUTUMN
SUMMER
Meeting
held
11.11.09
May 10
297
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
Additional actions (not linked to weaknesses) for improving and developing the area
PROGRAMME AREA:
KEY
QUESTION
Sport and Exercise Science
ACTIONS TO BE TAKEN
DEPARTMENT:
MEASURE/EVIDENCE
BY WHOM
DP/MP
KQ4
Focus group to take place in the first term to check
student satisfaction and action appropriately
Focus Group
Evaluation
KQ5
Review of respective role and responsibilities of
Programme Manager and Assistant Programme Manager
to take place to reflect changing focus of the programme
area
Respective
responsibilities
agreed and issued to
all team
KQ5
A scheduled programme of meetings to be arranged with
Programme Manager and Assistant Programme Manager
Sports Industry
One meeting per half SO/MP
term
LPS
BY
WHEN
REVIEW OF PROGRESS
AUTUMN
SUMMER
Jan
2010
Nov
AS/DP/SO/
2009
MP
Sept
2009
and
weekly
298
2008-2009 PROGRAMME AREA
SELF-ASSESSMENT REPORT
PROGRAMME AREA
Travel and Tourism
DEPARTMENT
LPS
PROGRAMME MANAGER
Peter Riseborough
COURSE TITLE(S)
City & Guilds Introductory Diploma
City & Guilds 1st Diploma
OCR National Diploma Year 1
OCR National Diploma Year 2
299
PROGRAMME AREA GRADE SUMMARY 2008-2009
PROGRAMME AREA: TRAVEL AND TOURISM
VALIDATION OF SELF-ASSESSMENT BY
MODERATION PANEL
DEPARTMENT: LPS
KEY QUESTION
1. Learners’ achievements
GRADE (1 – 4)
1
The Report:
Yes
Identifies key strengths and weaknesses
x
Partly
No
2. Teaching, Training & Learning
1
3. Programmes and activities
meet needs and interests of
learners
1
4. Guidance & Support
1
Has statements which are evaluative rather x
than descriptive
Contains reasonable judgements which are x
supported by evidence
Sets challenging but achievable
x
improvement actions
Comments: Significant improvements notes over previous year,
with remaining improvements in success rates forecast to be on
track for 2009-10. Thorough and accurate SAR.
5. Leadership and Management
1
Capacity to improve – comment/grade 1
Programme Area Grade
1
Moderation Panel Grade: 1
Programme Manager (name):
Head of Department (name):
Panel Member (name): Kevin Clements / Mike Holliday
Date:
11th November 2009
Date:
300
SELF ASSESSMENT REPORT 2008-2009
PROGRAMME AREA: LPS
SCOPE OF PROVISION
The programme area of travel and tourism is designed to give learners an understanding of the travel and tourism industry and their requirements from
both an academic and vocational viewpoint. The programme is supported by a wide range of visits which are linked in to the learners’ area of study as well
as enhancing retention on their programme of study.
The area has a Programme Manager, one full-time, one .8, one .7 and one .5 members of staff. A consequence of this small team is that cover
arrangements for absent colleagues is difficult for all timetabled lessons. The courses range from a Level 1 Introductory Diploma to a Level 3 OCR National
Diploma. 53 learners started in September and were placed according to their GCSE grades on one of the following courses; City & Guilds Introductory
Diploma Travel and Tourism, City & Guilds First Diploma Travel and Tourism, and OCR National Diploma. There are a range of additional
awards on each course which industry have sanctioned through City & Guilds. All learners have access to the College’s Travel Shop, Henley Travel through
a rota on their study days, their timetabled lessons as well as being encouraged to use their own time to improve their skills in this area. We have students
from a wide range of backgrounds. Analysis of data shows that there is no significant variation in the achievement of different groups. The programme
area was internally inspected in March 2009 and was awarded a Grade 2 all appropriate actions were signed off by the Development Unit.
ACTIONS TAKEN TO IMPROVE THE PROVISION FOR LEARNERS SINCE LAST SELF-ASSESSMENT REPORT
Improvement action
Impact on learners
Increased emphasis on Individual Tutorials for each Level 1 learner
at risk of non completion
Above benchmark success rates on Level 1 90% bm 77% also 20% improvement
from 2007/8 figures
Study days identified for Level 2 learners who were behind
on assignment completion
Above benchmark success rates on Level 2 82% bm 67% also 26% improvement
from 2007/8 figures
Implementation of three study/catch up weeks, to help improve
student retention/success, for Level 3 Year 2 learners
Above benchmark achievement rates on level 3 100% bm 89% also 36%
improvement from 2007/8 figures
A variety of learning experiences implemented on short course
additional units
Excellent success rates on all courses:
Worldwide Destinations L 2 94%
UK Destinations L 1 100%
UK Destinations L 2 94%
Airfares and Ticketing L1 95%
301
KEY QUESTION 1 – ACHIEVEMENT AND STANDARDS
How well do learners learn, progress and achieve?
STRENGTHS
EVIDENCE

Outstanding success rates on all full-time Level 1 and Level2
programmes
CIS Data (08/09)
 C&G Introductory Diploma L1 90% ( bm 77%)

High success rates on additional awards
 CIS Data 08/09 – no benchmark data available
C&G 1st Dip Worldwide Dest 88% UK Dest 94%
OCR Nat Dip Airfares & Ticketing 100% Ancillary Services 91%

High success rates on Entry Level key Skills

Much improved success rates on Level 1 Key Skills

Much improved retention on 08/10 OCR National Diploma
C&G 1ST Diploma L2 82% (bm 67%)
CIS Data (08/09)
Entry Level Numeracy and Literacy 100% Bm 69%
CIS Data (08/09)
08/09
AON
74%
Com
68%
ICT
65%
CIS Data (08/09)
07/08
44%
43%
60%
08/10 81.25%
07/09 48 %
WEAKNESSES
EVIDENCE

Below benchmark success rates on Level 3 (2007-09) course
CIS Data 08/09 reports poor retention which in turn affected course success
OCR National Diploma 48% (Bm 56%)

Poor success rates on Level 2 Key Skills
CIS Data (08/09)
L2 AON 23%
Average learner attendance across programme area: 91 %
302
Data Table
Please insert your 3-year trend data from the information provided by CIS.
Any discrepancies need to be resolved directly with CIS.
Please ensure all targets for 2009/10 are agreed with HoDs and completed
Qualification
Level
C&G INTRODUCTORY
DIPLOMA
1
AIR FARES AND
TICKETING L1
1
UK DESTINATIONS L1
1
CITY & GUILDS 1ST
DIPLOMA T/T L2
2
WORLDWIDE DEST L2
2
UK DESTINATIONS L2
2
OCR NATIONAL
DIPLOMA T/T L3
3
AIR FARES AND
TICKETING L1
1
ANCILLIARY SERVICES
C5401K005
2
WORLDWIDE DEST L2
2
06/07
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
23
22
24
88
95
83
25
84
86
72
92
96
88
88
95
84
11
82
44
36
9
100
100
100
9
100
89
89
07/08
08/09
10
70
100
70
10
70
86
60
11
100
100
100
17
82
71
59
17
100
88
88
17
100
100
100
19
74
64
47
11
100
91
91
12
92
91
83
13
100
85
85
10
90
100
90
10
90
89
80
10
100
100
100
17
82
100
82
17
100
88
88
17
94
100
94
21
48
100
48
11
100
100
100
11
91
100
91
1
100
100
100
bm
84
91
77
79
85
67
65
89
56
Target
08/09
12
85
100
85
12
85
100
85
12
85
100
85
16
85
85
73
16
100
90
90
16
100
90
90
18
77
100
77
18
100
90
90
18
100
90
90
18
100
90
90
Target
09/10
14
90
100
90
14
90
100
90
14
90
100
90
18
90
90
81
18
90
90
81
18
90
90
81
31
70
90
63
31
70
90
63
31
70
100
70
36
90
90
81
303
Qualification
Level
Key Skills
AON
1
Key Skills
Coms
1
Key Skills
ICT
1
Key Skills
AON
2
Key Skills
Coms
2
Key Skills
ICT
2
06/07
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
07/08
08/09
16
75
58
44
14
71
60
43
20
75
80
60
17
76
62
47
24
79
84
67
22
77
82
64
19
89
82
74
19
84
81
68
23
91
76
70
22
50
45
22
24
58
85
50
23
65
93
60
bm
Target
08/09
70
70
70
70
70
70
70
70
70
70
70
70
Target
09/10
304
KEY QUESTION 2 – TEACHING,TRAINING AND LEARNING
How effectively do teaching, training and assessment support learning and development?
STRENGTHS
EVIDENCE

Very good development of learners’ communication skills and
general knowledge
CIR Travel and Tourism March 2009 ‘A strength of the teaching is the emphasis given
to improving learners’ communication skills and their general knowledge, recognising
the importance of these in the vocational order’

Effective and imaginative use of ILT
CIR Travel and Tourism March 2009 ‘There is much effective and interactive
use of ILT, with materials and handouts used to reinforce learning being of
good quality’
Student Feedback 2009 ‘WebCT helps me to support my studies’ 9% above
benchmark

Teaching across the programme area is highly effective
Teaching quality support review of observations 2008/09 93% of observations were
good or above. (Highly supportive, patient staff who do everything possible to
encourage individuals and the group. Learners view CIR March 2009)
WEAKNESSES
EVIDENCE

CIR Travel and Tourism March 2009 ‘In some classes, learners would benefit from
clearer instructions as to when to take their own notes’
Greater consistency in signalling to learners when they
should take notes
TEACHING AND LEARNING GRADE PROFILE FOR AREA
Number of observations: 15
Grade
1
2
3
4
%
33.3
60
6.7
(To be taken from TQS annual review)
305
KEY QUESTION 3 – NEEDS AND INTERESTS OF LEARNERS
How effectively do the programmes and activities meet the needs and interests of users?
STRENGTHS
EVIDENCE

Good progression routes in programme area
Progression routes available from Level 1 to Level 2 – six learners
Level 2 to Level 3 – nine learners

A good range of industrially related additional awards for all
courses
CIS Data, Course Review and Evaluation 2008
Intro Diploma – Air Fares and Ticketing and UK Destinations
First Diploma City and Guilds – Worldwide Destinations and UK Destinations
OCR Year 1 – Worldwide Destinations
OCR Year 2 - Air Fares and Ticketing/Additional Travel Services

Good links with the travel industry, including
vocationally relevant trips and visiting speakers
CIR Travel and Tourism March 2009 ‘The travel industry attends college to interview
suitable candidates for employment’
Visiting Speakers
Daniel Greer Thomson Fly Nov 2008
Emma Cohen Holiday Hypermarket Jan 2009
Thomas Cook April 2009

Henley Travel provides excellent vocational
opportunities for development and support
CIR Travel and Tourism March 2009 ’Learners spoke highly of the outstanding support
and encouragement offered by the Travel Shop Manager and stated that their
confidence and self-belief had increased as a result of their experience’
EV Report 29/06/09 ‘The use of the travel agency to support assessment is particularly
effective and learners benefit greatly from this’
WEAKNESSES
EVIDENCE

CIR Travel and Tourism March 2009 ‘The team need to investigate the introduction of a
broader curriculum offer’
Lack of breadth in curriculum offer
306
KEY QUESTION 4 – GUIDANCE AND SUPPORT
How effective are the care, guidance and support learners receive in helping learners achieve?
STRENGTHS
EVIDENCE
 Excellent support given to learners by experienced, caring and
sensitive staff
CIR Travel and Tourism March 2009 ‘Guidance and support is Outstanding’
EV Report 29/06/09 ‘Candidates receive good supportive feedback to assist them
to achieve their highest possible grade’
 Thorough mechanisms for tracking and recording learner
tutorial and academic support
CIR Travel and Tourism March 2009 ‘The area has produced a comprehensive list
of learners who are receiving any form of support’
 Highly effective support for individual learners from tutors
Learner feedback February 2009 8% above College benchmark regarding
Personal Tutors being helpful and 14% above College benchmark for one to one
reviews discussing progress
CIR Travel and Tourism March 2009
‘Initial assessment and learner information sheets have been completed and are
being used to help identify and monitor the support needs of all learners’.
WEAKNESSES
EVIDENCE

CIS Data 2008/9
21 started, 10 completed 48% (retention benchmark 65%)
Poor retention on the National Diploma programme
307
KEY QUESTION 5 – LEADERSHIP AND MANAGEMENT
How effective are leadership and management in raising achievement and supporting all learners?
STRENGTHS
EVIDENCE

Good curriculum management
CIR Travel and Tourism March 2009
‘Management of the curriculum area is good, providing direction and showing
determination to raise standards’

Good teamwork communications and collaboration at
programme level
CIR Travel and Tourism March 2009
‘Team communications are good, with detailed formal course reviews and regular daily,
informal contact between the team of staff’

Full and effective compliance with all quality processes
CIR Travel and Tourism March 2009
‘Internal verification has been identified as rigorous, effective and exemplary for all
provision’

All staff have undertaken industrial placements
Personnel Department Staff Data 2009
WEAKNESSES
EVIDENCE

Expand the range and take up of provision
CIR Travel and Tourism March 2009 ‘The team need to investigate the introduction of a
broader curriculum’

Difficult to provide adequate cover for absent colleagues
CIR Travel and Tourism March 2009
‘It is difficult for cover to be arranged in times of staff absence’
Learner Feedback Feb 09 Programme area is 32% below College benchmark
308
OUTCOMES FOR LEARNERS – ‘Every Learner Matters’
How does the area ensure that:
1. All learners take
responsibility for
their own health,
safety and well
being?
2. All learners are, and
feel, safe?
Sessions on Drug Awareness and Health awareness built into Tutorials – see Year Plan.
All learners are made aware of Fitness Centre during open evenings, interviews and induction. Sports and
leisure facilities are available to learners at lunchtimes which are a vehicle for the health of the learner.
Timetables of activities are displayed in 117 and 049.
Learners are advised of the College’s counselling service and Breakfast Club during induction and reiterated
through group tutorials.
All learners participate in a session on Personal Safety in Tutorials – see Year Plan. Any at risk learners are
referred to learning and welfare support.
3. It contributes to all
learners’ enjoyment,
personal development
and achievement?
Realistic work experience in Henley Travel for all learners enhances their skills and knowledge. Visits to Drayton
Manor, Birmingham, Leicester, London and Manchester enhance enjoyment and assist in the achievement of
learner goals. Additional Industry Awards included on the programme which are tested on line and assist
motivation and achievement.
4. All learners are
enabled to contribute
to their wider
community?
Learners are encouraged to participate in local voluntary organisations / clubs. Learners are involved with
charitable activities such as holding cake stalls linked to unit assessment – Planning an Event.
5. All learners increase
their employability
and economic well
being through
learning and
development?
Learners are advised and guided to the relevant level of course taking into account.
Progression routes are well established. Session on personal finance in tutorials – see Year Plan.
Overseas Reps Learners obtain interviews with industry organisations.
The timetables for all learners provide them with an opportunity to obtain part time employment.
Learners attend Henley Travel to increase their employability skills.
309
ACTION IMPROVEMENT PLAN 2009-2010
All weaknesses identified must have a corresponding action for improvement and be referenced according to the Key Question
(e.g. KQ1 refers to achievement). First, however, all SARs must address the questions on Workforce Development, Equal Opportunities and Outcomes for Learners/Every
Child Matters.
PROGRAMME AREA: Travel and Tourism
KEY QUESTION
e.g. KQ1
ACTIONS TO BE TAKEN
DEPARTMENT:
MEASURE/EVIDENCE
LPS
BY
WHOM
BY
WHEN
KC &
team
Course
Tutor
Mar
10
Jan 10
Recruitment targets will be adjusted to a more realistic level to
reflect the three year trend
Continue to encourage more visiting speakers from local travel and
tourism organisations
Improved recruitment
Contact local travel and tourism organisations with regard to
industry requirements
Three visits to local
employers to identify
skills shortages
Course
Team
Jan 10
Equal Opps
What steps will you be
taking to actively
promote equal
opportunities and
diversity?
Working with the City Council Diploma Team to establish local
training needs based on recent research of the regional LSC
Attend Diploma Writing
Days
PR
June
10
Review course marketing materials to depict wide cohort of learner
recruitment and opportunities especially males
Increased recruitment
from male and diverse
population
PR
June
10
ECM
Further actions
planned to meet ECM
agenda
Encourage male learners to act as guides at Travel and Tourism
open evenings
At least one male
learner per open
evening
Course
Team
Oct 09
Course
Team
June
09
Workforce
Development
How can you improve
your programme area’s
strategy for Workforce
Development/Employer
Engagement?
One visiting speaker per
course
Undertake more visits to local employers
One extra visit per
course
REVIEW OF PROGRESS
AUTUMN
SUMMER
310
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA: Travel and Tourism
KEY
QUESTION
KQ 1
ACTIONS TO BE TAKEN
DEPARTMENT: LPS
MEASURE/EVIDENCE
BY
WHOM
BY
WHEN
Below benchmark success rates on Level 3 course
Individual action plans need to be formulated from ILP’s for each
learner at risk of non-completion
Action plans introduced and
monitored
FH
June
10
Implement three study/catch up weeks, to help improve learner
success, on a termly basis
60% success rate on OCR
National Diploma
Course
Team /
Course
Tutors
July 10
Learners to attend on identified study days where learners are
behind on assignment completion
Schemes of work
Assignment completion
Tracking records
Improved success rates
ILP documentation
Course
Tutors
July 10
70% success rate
Course
Tutors
Oct 09
Learners’ attendance at
study support
Course
Tutors
July 10
Poor success rates on Level 2 Key Skills AoN
Ensure all learners are enrolled on the correct level of AoN Key Skill
Detail additional study support times for appropriate learners
REVIEW OF PROGRESS
AUTUMN
SUMMER
311
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA: Travel and Tourism
KEY QUESTION
KQ 2
KQ 3
ACTIONS TO BE TAKEN
DEPARTMENT: LPS
MEASURE/EVIDENCE
BY
WHOM
BY
WHEN
REVIEW OF PROGRESS
AUTUMN
SUMMER
Greater consistency in signalling to learners
when they should take notes
Include note taking in learner and course handbook
Course Handbook
Reiterate importance in tutorial and first ILP
ILT Action Plan
Course
Tutors
Sep/
Oct
09
Introduce a broader curriculum offer to attract
additional learners
Review how Grade 1 colleges implement Tourism to
identify further possible curriculum areas
Investigate eco/green tourism possibilities
Arrange a meeting with
Solihull College and
North Warwickshire
College
PR
Sep
09
Investigate New Diplomas
Attend Diploma Gateway PR
Writing Days
Sep
09
312
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA: Travel and Tourism
KEY
QUESTION
KQ 4
ACTIONS TO BE TAKEN
DEPARTMENT: LPS
MEASURE/EVIDENCE
BY
WHOM
BY
WHEN
REVIEW OF PROGRESS
AUTUMN
SUMMER
Improve retention on the National Diploma programme
Review how Grade 1 colleges monitor retention and investigate
their strategies to improve retention
Arrange a meeting with
Solihull College and North
Warwickshire
College
PR
Sep 09
KQ 5
Expand the range and take up of provision
Investigate eco/green Tourism possibilities
Reviewing how Grade 1 colleges implement Tourism new
diplomas
Arrange a meeting with
Solihull College and North
Warwickshire
College
Attend Diploma Gateway
Writing Days
PR
Sep 09
KQ 5
Small team of permanent and part-time staff
Investigate new applications for sessional staff to alleviate any
cover shortages
Two possible cover staff
on College database
PR
Jan 10
Include specific unitised
work on WebCT/Moodle
Course
Team
Nov 09
Expand existing contingency arrangements by using ILT
313
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
Additional actions (not linked to weaknesses) for improving and developing the area
PROGRAMME AREA: Travel and Tourism
KEY QUESTION
ACTIONS TO BE TAKEN
DEPARTMENT: LPS
MEASURE/EVIDENCE
BY WHOM
BY
WHEN
KQ 2
Issue one early assignment for each course to enable
prompt feedback and identify any weak learners
Assignment hand
out and feedback
dates identified in
course handbooks
Course
Team
Sep
10
KQ 2
Extensive use of WebCT for delivery of OCR Cabin Crew
Unit
Materials on WebCT
for unit
JK
Jan
10
KQ 4
Invite learners to two team meetings per term
Student attendance
at meeting
Course
Tutor
Nov
09
KQ 4
Review risk assessment for learners working in Henley
Travel
Completed risk
assessment
KK
Sep
10
REVIEW OF PROGRESS
AUTUMN
SUMMER
314
2008-2009 PROGRAMME AREA
SELF-ASSESSMENT REPORT
PROGRAMME AREA
Essential Skills
DEPARTMENT
Progression Strategies
PROGRAMME MANAGER
Olwyn Seal
COURSE TITLE(S)
Opening Doors
Step Forward
Move On Literacy/Numeracy (Day/Evening)
Move On Literacy/Numeracy (Walsgrave)
Move On Literacy/Numeracy (Probation)
Move On Literacy/Numeracy (Community)
Cross College Essential Skills and Dyslexia Support
Train to Gain Literacy/Numeracy
315
PROGRAMME AREA GRADE SUMMARY 2008-2009
PROGRAMME AREA: ESSENTIAL SKILLS
KEY QUESTION
1. Learners’ achievements
GRADE (1 – 4)
2
2. Teaching, Training & Learning
2
3. Programmes and activities
meet needs and interests of
learners
1
4. Guidance & Support
VALIDATION OF SELF-ASSESSMENT BY
MODERATION PANEL
DEPARTMENT: PROGRESSION STRATEGIES
The Report:
Yes
Identifies key strengths and weaknesses
x
Partly
No
Has statements which are evaluative rather x
than descriptive
Contains reasonable judgements which are x
supported by evidence
Sets challenging but achievable
x
improvement actions
Comments: A very thorough and constructive SAR based on
detailed data analysis and setting robust improvement actions
1
Capacity to improve – comment/grade 2
5. Leadership and Management
2
Programme Area Grade
2
Moderation Panel Grade: 2
Programme Manager (name): Olwyn Seal
Panel Member (name):
Head of Department (name):
Date:
Kevin Clements and Mike Holliday
11th November 2009
Date: 16th October 2009
316
SELF ASSESSMENT REPORT 2008-2009
PROGRAMME AREA:
Essential Skills
SCOPE OF PROVISION
The Essential Skills programme area presently provides mainly part-time courses in Literacy and Numeracy for adults ranging from ability levels of Entry 1
to Level 2. The programme is delivered on and off site, in the community and in the workplace at different times of the day. The programme has two fulltime courses: Step Forward is for learners who are working at Entry Level 3 and want to progress to Level 1 and Opening Doors for learners who are
working at Level 1 and want to progress to Level 2. Both courses include discrete Literacy and Numeracy provision, as well as ICT, Employability skills and
Wider key skills. Essential skills staff input into a number of courses cross-college for Literacy and Numeracy, providing skills support on course and via
workshops. Essential skills staff also offer one to one and small group dyslexia support across College. Skills for Life in the workplace is offered though
Train to Gain contracts. Students come from a wide range of backgrounds however EDIMS data doesn’t show any significant variation in success rates
between different groups.
ACTIONS TAKEN TO IMPROVE THE PROVISION FOR LEARNERS SINCE LAST SELF-ASSESSMENT REPORT
Improvement action
Impact on learners
Citizenship studies were replaced with employability awards and wider Key
Skills to provide more meaningful qualifications for full-time learners
Learners have developed skills valued by employers. Increased success on
supplementary qualifications
A coherent referral process for the Probation Service was devised which
allows people on community orders timely access to Skills for Life provision
with Henley College Coventry and Adult Education
Increased numbers of skills for life learners, meeting both the probation
service targets for engagement and achievement
An Assistant Programme Manager was appointed to effectively manage offsite provision, in particular, improving communication with Henley Business
Solutions ensured Train to Gain basic skills were delivered appropriately and
worked with Marketing to promote suitable promotion materials for
increasing the number of basic skills learners at Walsgrave Hospital
Flexible provision responsive to individual needs and employers needs
The amount of dyslexia support was increased, by providing specific
workshops and more on programme support
Learners have access to on programme support, and if required one to one
support. All learners can access workshop support with identified dyslexia
specialist staff
317
KEY QUESTION 1 – ACHIEVEMENT AND STANDARDS
How well do learners learn, progress and achieve?
STRENGTHS
EVIDENCE
Large and increasing numbers of learners achieving success at or
above benchmarks, enrolments increased by 13% from 591 to 667
CIS data sheet
WEAKNESSES
EVIDENCE
Fall in retention and success rates due to large numbers of ESOL
learners on full-time programmes
CIS data sheet
Approximately 66% of learners on full-time programmes required
ESOL support
Ensuring learners are only active on the most appropriate qualification CIS data sheet
level has impacted on success rates
Some learners remained active on the basic skills qualification
although they had achieved at a higher level
Average student attendance across programme area:
86%
318
Amalgamated Results
Qualification – Level
Entry Level
Literacy
E1 – E3
Entry Level
Numeracy
E1 – E3
Adult Literacy
Adult Numeracy
Adult Literacy
Adult Numeracy
L1
L1
L2
L2
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
06/07
07/08
08/09
159
92
90
83
131
93
95
89
81
99
54
53
80
93
81
75
41
100
63
63
33
100
55
55
166
96
86
82
152
95
99
93
56
98
84
82
64
100
81
81
78
100
87
87
75
100
88
88
169
81
85
69
145
87
84
73
95
93
78
73
81
91
81
74
94
100
79
79
83
99
74
73
bm
Target
08/09
83
83
69
96
86
82
85
83
70
95
99
93
88
80
71
98
84
82
89
82
73
100
82
81
93
87
77
100
87
87
92
78
72
100
88
88
Target
09/10
319
STRENGTHS
KEY QUESTION 2 – TEACHING, TRAINING AND LEARNING
How effectively do teaching, training and assessment support learning and development?
EVIDENCE
Much good and outstanding teaching
Teaching Quality Support observations report all lesson observation
grades are at 2 or above.
Highly developed and wide range of differentiated teaching and learning resources
used including some innovative teaching using ILT
Base room - Target skills. Sure skills, Read Write Gold, Teaching
Quality Support observations
Feedback from training and examples of good practice help to strengthen the team
and be highly responsive to the needs of learners
Meeting planner and meeting minutes (available on I drive)
Staff training records
Very high level of specialist qualifications achieved by teaching staff, including adult
dyslexia diagnosis and support, provide swift, flexible & effective support across the
College
Staff development records
WEAKNESSES
EVIDENCE
Underdeveloped use of WebCT across the programme
TQS observations, team meetings, staff development requests
Varied staff commitment and management of key skills sessions had led to below
target improvement in success rates
Success rate below benchmark - CIS data
Many one to one and small group dyslexia support sessions have no timetabled
room and take place in the LRC and are therefore not as effective as they could be
Timetables and EBS
TEACHING AND LEARNING GRADE PROFILE FOR AREA
Number of observations: 7
Grade
1
2
3
4
%
43
57
(To be taken from TQS annual review)
320
KEY QUESTION 3 – NEEDS AND INTERESTS OF LEARNERS
How effectively do the programmes and activities meet the needs and interests of users?
STRENGTHS
EVIDENCE
Specifically tailored resources and highly developed learning plans
designed for contextualised courses, together with effective ILPs
Materials for Jobsearch, Personal Development, Move On for Offenders,
Essential Skills for pre-registration nursing courses. Base room
Highly utilised, fully staffed and well-resourced baseroom for
Essential Skills courses and workshop
All Move-On courses take place in a discrete room with access to ‘Target
Skills’ diagnostic assessment and on-line testing facilities for Levels 1 and
2 Adult Literacy and Numeracy
The comprehensive and relevant range of programmes and
courses are good at meeting learners’ needs. Courses are
reviewed annually to reflect the needs of employers and the local
skills market
Inspection report, team meetings, course reviews
Strong progression routes both within department and across
College
Progression data shows learners progressing from part-time to full-time,
from Level 1 to level 2 and from full-time provision to Access
programmes or to foundation degree programmes
WEAKNESSES
EVIDENCE
Academic level of some learners on Opening Doors programmes
doesn’t match proposed level of achievement
Timetable, College prospectus: no full-time provision available for entry
level learners has made both the Level 1 and Level 2 full-time course
cohorts academically weak, although this is mainly due to increased
numbers of learners needing ESOL support
321
KEY QUESTION 4 – GUIDANCE AND SUPPORT
How effective are the care, guidance and support learners receive in helping learners achieve?
STRENGTHS
EVIDENCE
Initial screening/diagnostic assessment is outstanding and effectively
informs enrolment and progress for Move-On courses
All learners receive a target skills assessment and an interview
CIS data
Excellent process for monitoring learners’ progress assisting students
in achieving their goals
All learners work to a core curriculum referenced Individual Learning
Plan, which is regularly reviewed in negotiation with learners. All
learners receive one to one tutorial support
Inspection Report
Excellent dialogue with external partners
Regular feedback and reviews with employers at Walsgrave Hospital
and close liaison with Probation Service, City College and Community
Education
Meeting minutes
Specific induction and support packages are used and valued by
students
Induction questionnaire, focus groups
Student surveys show good satisfaction with the programmes on offer
Student feedback is excellent across the programme area
WEAKNESSES
EVIDENCE
322
KEY QUESTION 5 – LEADERSHIP AND MANAGEMENT
How effective are leadership and management in raising achievement and supporting all learners?
STRENGTHS
EVIDENCE
Strategy for basic skills professional development for staff has been well
supported and highly encouraged
College training days and support for new Level 5 subject specification
literacy, numeracy and dyslexia training
Effective partnership with external organisations leading to successful
participation and progression of new learners
Working with Probation Service and Community Education to provide
provision for offenders. NHS provides provision at Walsgrave Hospital for a
variety of courses. Inspection report
Rigorous monitoring of Entry Level assessment registration, achievement
and internal moderation procedures were praised by the external verifier
EV report, course management file
High levels of support for all College staff in gaining their own literacy and
numeracy qualifications to enable them to better support students
CIS data, exam results
WEAKNESSES
EVIDENCE
Planned pilots for functional skills with both OCR and City and Guilds did not
happen. This will impact on the College’s readiness for the launch of these
qualifications in September 2010
Reports to exam boards
Processes for tracking and withdrawing students not followed stringently
due to insufficient management time, which has had an adverse effect of
success rates
Team meetings, timetables, CIS data
323
OUTCOMES FOR LEARNERS – ‘Every Learner Matters’
How does the area ensure that:
1. All learners take
responsibility for their own
health, safety and well
being?
Health topics are integrated within all Essential Skills Literacy classes. Base rooms have wall displays with
information about health. All learners on full-time programmes are working towards a personal and social
development qualification which highlights health and safety issues in particular looking at their own life
styles and raising awareness to both themselves and their families.
2. All learners are, and feel,
safe?
Personal safety is discussed within the tutorial programme on full-time courses. Student surveys and
focus groups identify any particular issues which need to be addressed.
3. It contributes to all
learners’ enjoyment,
personal development and
achievement?
Enrichment activities and visits are offered to all learners. Study programmes allow learners to progress
at their level and pace with assessments being taken when they feel confident of success.
4. All learners are enabled to
contribute to their wider
community?
Learners look at their own contribution to both the local and wider community as part of the personal
and social development award on full-time courses.
5. All learners increase their
employability and
economic well being
through learning and
development?
All courses have an element of employment skills to increase the learners’ opportunity to seek and obtain
work.
324
ACTION IMPROVEMENT PLAN 2009-2010
All weaknesses identified must have a corresponding action for improvement and be referenced according to the Key Question
(e.g. KQ1 refers to achievement). First, however, all SARs must address the questions on Workforce Development, Equal Opportunities and Outcomes for Learners/Every
Child Matters.
PROGRAMME AREA: Essential Skills
KEY QUESTION
e.g. KQ1
Workforce
Development
How can you improve
your programme area’s
strategy for Workforce
Development/Employer
Engagement?
Equal Opps
What steps will you be
taking to actively
promote equal
opportunities and
diversity?
ECM
Further actions
planned to meet ECM
agenda
DEPARTMENT:
ACTIONS TO BE TAKEN
Progression Strategies
MEASURE/EVIDENCE
BY
WHOM
BY
WHEN
Recruitment targets will be adjusted to a more realistic level to
reflect the three year trend
Improved recruitment
KC &
team
Mar
10
Work with marketing and HBS to produce materials to
promote literacy and numeracy qualifications
Promotional materials
MC/HBS
Dec
09
Ensure achievements are registered correctly to ensure that
learners are given appropriate time scales in which to achieve
subsequent qualifications
Target enrolments and
achievements met
MC/Team
July
10
Ensure that equal opportunities and diversity forms part of the Scheme of work
tutorial scheme of work
ES/Tutors
Oct
09
Introduce a PSD qualification to all full-time courses because
of its attention to topical issues including equal opportunities
and diversity
Unit achievements
ES/Tutors
July
10
Ensure that all learners on full-time programmes produce
their own action plan for a more healthy lifestyle as part of
the PSD qualification
Action plans
ES/Tutors
July
10
REVIEW OF PROGRESS
AUTUMN
SUMMER
325
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA:
KEY QUESTION
KQ1
Essential Skills
DEPARTMENT:
ACTIONS TO BE TAKEN
BY
WHOM
BY
WHEN
Timetables,
attendance data
MC/Team
Nov 09
EBS data
MC/JL
Dec 09
Ensure that learners are transferred or supplemented onto
either Level 1 or 2 from Entry Level qualifications
EBS/Exams
CIS report
ES/Team
July 10
Arrange staff training sessions for using WebCT
Staff training records
CB/JK
Each
term
Ensure all learners on full-time courses are set up on WebCT
Web CT setup
JL
Oct 09
Monitor content and use of WebCT
Web CT content
MC/Team
Each
term
Key skills enrolment
CIS data
OS/MC
Each
term
Introduce a written assessment for all full-time students before
enrolling onto a course. Students with a particular need will be
asked to attend a specific workshop with an ESOL specialist
tutor
Direct students who have English as a second language on
part-time courses to a specific group with a specialist ESOL
tutor
KQ2
Progression Strategies
Monitor new Key Skills delivery plan and ensure that only
students requiring achievement in the test for literacy and or
numeracy attend the specialist sessions
MEASURE/EVIDENCE
REVIEW OF PROGRESS
AUTUMN
SUMMER
326
continuation sheet ……
PROGRAMME AREA: Essential Skills
KEY QUESTION
KQ3
KQ5
ACTION IMPROVEMENT PLAN 2009-2010
DEPARTMENT:
ACTIONS TO BE TAKEN
Progression Strategies
MEASURE/EVIDENCE
BY
WHOM
BY
WHEN
Provide staff guidance and support at weekly team meetings for
key skills topic delivery
Meeting minutes
Team
Every
week
Ensure all session times are covered in case of staff absence and
that the materials are available on WebCT
WebCT content
timetables
CB/MC
Weekly
Oct 09
Increase amount of on course support for dyslexia and provide
dyslexia workshops daily in 019
Timetables and
registers
MC/OS/
JM
Nov 09
Agree management time for the co-ordination of dyslexia
support
SMT feedback
OS/DW
Oct 09
Plan, promote and recruit for a full-time course for learners who
are working towards Entry 3 or for learners who are particularly
weak at Level 1
College website
EBS data
Timetables
OS/MC/
JM
Sept 09
Timetable all full-time courses with Functional Maths and
English. Identify learners on Opening Doors who would achieve
Functional ICT at Level 2
Timetables
Exam entries
OS/MC/
JL
Sept 09
Complete exam entries, transfers, withdrawals, IV and IM for
entry level qualifications at specific team meetings
Meeting planner and
minutes
MC
Weekly
Appoint a Programme Manager for Essential Skills to relieve
pressure on management time
Post approved and
filled
OS/DW
NOV 09
REVIEW OF PROGRESS
AUTUMN
SUMMER
327
2008-2009 PROGRAMME AREA
SELF-ASSESSMENT REPORT
PROGRAMME AREA
DEPARTMENT
Fresh Start and Prince’s Trust Volunteers
Progression Strategies
PROGRAMME MANAGER
Jackie Ledwidge
COURSE TITLE(S)
Fresh Start
Fresh Start – Young Parents
EAST
Prince’s Trust Team
328
PROGRAMME AREA GRADE SUMMARY 2008-2009
PROGRAMME AREA: Post 16-Pre-vocational courses
VALIDATION OF SELF-ASSESSMENT BY
MODERATION PANEL
DEPARTMENT: PS
KEY QUESTION
GRADE (1 – 4)
1. Learners’ achievements
2
2. Teaching, Training & Learning
2
3. Programmes and activities
meet needs and interests of
learners
2
4. Guidance & Support
1
The Report:
Yes
Identifies key strengths and weaknesses
x
Partly
No
Has statements which are evaluative rather x
than descriptive
Contains reasonable judgements which are x
supported by evidence
Sets challenging but achievable
x
improvement actions
Comments: Helpful and constructive SAR which accurately
reflects the strengths and weaknesses of the area
Capacity to improve – comment/grade 2
5. Leadership and Management
2
Programme Area Grade
2
Programme Manager (name):
Jackie Ledwidge
Panel Member (name):
Head of Department (name):
Olwyn Seal
Date:
Moderation Panel Grade: 2
Kevin Clements and Mike Holliday
11th November 2009
Date: 16th October 2009
329
SELF ASSESSMENT REPORT 2008-2009
PROGRAMME AREA: Post 16-Pre-vocational courses
SCOPE OF PROVISION
Fresh Start is a basic skills course which offers young people who have left school without qualifications, or with poor GCSE results, the
opportunity to improve their functional literacy, numeracy and ICT skills, and gain nationally recognised qualifications. These qualifications
help to progress the students onto a further education course, work based training, modern apprenticeships, employment and skills training
or paid employment. The majority of students will begin the course vocationally undecided and are able to participate in six vocational tasters
throughout the academic year; this enables them to make an informed choice about a vocational area they would be interested in pursuing
after completing Fresh Start. Students also learn various life skills to aid their social development. There is a discreet young parents group
which offers the same provision in addition to parenting skills classes, and there is also a second year Fresh Start course called EAST
(Employment and Skills Training) for students who do not have the academic ability to sustain and achieve a higher level course.
The Prince’s Trust team programme delivers six personal development 12 week courses per calendar year. Each course is full-time and
involves at least 32 guided learning hours per week. Each team is made up of disengaged students who are not in education, training or
employment. Each team is run by designated team leaders, for the duration of the 12 weeks. There are two team leaders and one assistant
team leader. The course involves a variety of tasks and challenges. These vary from a team building residential within the second week of
the course to a two week work placement and various community challenges. Part of the course is dedicated to improving each team
member’s basic skills and all students are expected to achieve a City and Guilds qualification in Personal, Team Building and Community Work
Skills. The young people come from a wide range of backgrounds however EDIMS data doesn’t show any significant variation on success
rates.
ACTIONS TAKEN TO IMPROVE THE PROVISION FOR LEARNERS SINCE LAST SELF-ASSESSMENT REPORT
Improvement action
Impact on learners
New structure for Princes Trust staff Team. Co-ordinator left and was
replaced with an Assistant Team Leader. Programme Manager took
more responsibility for the hands on delivery of the programme. New
City and Guilds qualification implemented in April 2009
Team 82 and 83 have 89% success in City and Guilds qualification in
Personal, Team Building and Community Work Skills
330
KEY QUESTION 1 – ACHIEVEMENT AND STANDARDS
How well do learners learn, progress and achieve?
STRENGTHS
EVIDENCE
Strong progression to relevant FE and training courses from Fresh Start
and EAST course
CIS Progression data
Literacy, Numeracy and ICT is being offered to Prince’s Trust students by
subject specialists. One member of team part way through ADDS diploma
Timetables CIS
Fresh Start students achieving ahead of expectations
Fresh Start students usually come in with very low QCA points on entry. The
average entry score is approx 22. 100% of retained students passed core
qualifications on their course and also achieved additional qualifications, i.e.
Citizenship, OCNs etc
Attendance and success on Prince’s Trust improved to above benchmark
Attendance increased 15% and success rates for Team 82 & 83 89%
compared to b/m 65%CIS attendance and success data
WEAKNESSES
EVIDENCE
Silver group had very poor retention due to the cohort of students being
young parents.
CIS data showed success rate of 31%. It was noticed that a ‘snowball effect’
took place and once one young parent left to have a baby the other students
quickly followed
Poor levels of attendance have lead to poor achievement on the Fresh Start
Programme
Habitual poor attendees on Fresh Start continued to remain on course whilst
being supported by Welfare and Support Team. However, despite continual
support and contact six students failed to achieve as shown by the Learner
Achievement Data.
Students not transferred correctly to higher level qualifications.
Students show as fails on entry level despite achieving Level 1 as shown by
the Learner Achievement Data.
Average student attendance across programme area: Fresh Start is 74% & for Prince's Trust is 79%
331
Data Table
Please insert your 3-year trend data from the information provided by CIS.
Any discrepancies need to be resolved directly with CIS.
Please ensure all targets for 2009/10 are agreed with HoDs and completed
Qualification
Fresh Start
Numeracy (City & Guilds)
AON (OCR)
Literacy (City & Guilds)
Communications (OCR)
Key skills – core (AON,
Comm, ICT)
Key skills - Wider
OCN Driving (Getting on
the road safely)
Cert in using ICT (OCR)
Citizenship (OCR)
Young parents
Entry to Employment
Level
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
06/07
07/08
08/09
65
66
88
58
65
66
70
46
65
71
87
62
95
96
42
40
201
49
37
44
65
66
100
71
65
68
84
57
65
66
56
37
9
78
100
78
13
92
92
85
101
75
89
66
86
85
78
66
86
84
61
51
139
125
56
50
309
76
100
76
86
78
76
59
86
78
87
67
86
81
56
45
15
60
89
53
11
82
78
64
98
74
79
63
83
71
78
55
87
72
89
64
125
81
53
44
260
68
78
53
87
69
80
55
87
71
94
67
72
78
100
78
10
70
43
30
14
79
100
79
bm
Target
09/10
104
90
87
78
84
83
69
84
83
69
81
84
68
81
84
68
70
70
80
90
90
90
90
86
87
74
86
87
74
83
72
60
28
90
100
90
332
Qualification
Team Programme (PTV)
Literacy
Numeracy
ICT
Level
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
06/07
07/08
88
76
74
55
76
80
59
42
08/09
50
86
95
82
15
100
78
78
17
94
63
59
19
95
72
68
bm
86
77
69
86
81
69
84
84
69
86
87
74
Target
09/10
90
87
89
82
40
86
81
69
40
84
84
69
40
100
87
74
333
KEY QUESTION 2 – TEACHING,TRAINING AND LEARNING
How effectively do teaching, training and assessment support learning and development?
STRENGTHS
EVIDENCE
Much good teaching
Teaching Quality Support observations analysis shows great
improvement with 28.5 % being grade 1 and 71.5% graded 2
No grades 3 or 4 this year
All students receive an informed, personalised learning
programme
All students on Fresh Start and Prince’s Trust are assessed with
Target Skills on Entry to course and have an individualised ILP
developed and maintained with subject specialist lecturers
Additional needs of students are effectively diagnosed and
supported
ALS records initial screening has revealed a high number of
Fresh Start students require additional support which is being
offered through workshops, small group dyslexia support and in
class support from Learning Support Assistants
All lecturers making use of SMART board and WebCT to
enhance teaching and learning experience for students
WEAKNESSES
EVIDENCE
Prince’s Trust team members not offered Level 1 attainment for
literacy/numeracy
Course structure
TEACHING AND LEARNING GRADE PROFILE FOR AREA
Number of observations: 7
Grade
1
2
3
4
%
28.5
71.5
334
KEY QUESTION 3 – NEEDS AND INTERESTS OF LEARNERS
How effectively do the programmes and activities meet the needs and interests of users?
STRENGTHS
EVIDENCE
Innovative programme designed to re-engage the interest of
learners
Course structure as evidenced in Course Management File
Comprehensive assessment and support to meet the needs of
individual learners
Tutorial records and ILP review
High level of differentiation in teaching and assessment
opportunities
Schemes of work with differentiated resources and nine assessment
opportunities throughout the year
Work experience opportunities made available to all Fresh Start
students as well as EAST and Prince’s Trust students
Learner feedback shows 80% take-up
Flexibility in start dates e.g. Yellow and Spring Fresh and
staggered start dates for Princes Trust Programme help to
reduce amount of young people with NEET status across the
City
Feedback from Connexions
Successful external recognition for students
Three students invited to London for award ceremony for ‘Make Your Mark’
week. Photographs displayed in Room 018 and invitation in CMF
WEAKNESSES
EVIDENCE
Some qualifications not being renewed on the Curriculum and
Qualifications Framework (CQF). Alternative accreditation to be
sought
Not listed on the learner aim database
Base room 017 too small for larger groups.
Student focus group
335
KEY QUESTION 4 – GUIDANCE AND SUPPORT
How effective are the care, guidance and support learners receive in helping learners achieve?
STRENGTHS
EVIDENCE
In depth interviews inform effective grouping of students
Interview records – forms developed and used to encourage
students to disclose more about educational achievements and
barriers to their learning
Highly effective support and guidance strategies to encourage
the learners to achieve and progress
Tutor Files. ILPs and support arrangements Individual Learning
Reviews (ILR)
Effective liaising with Learning Mentor Team has enabled
support strategies to be developed for individual students
Learner support timetables, support log sheets, daily feedback
to tutors, behaviour support targets and reviews. Each group
has a dedicated Learning Support Assistant who builds a
relationship with the group and keeps the tutor informed of any
issues
Two week intensive re-engagement programme developed to
prevent exclusion of students at risk
Student records, timetables and CIS reports
Effective liaising between staff to provide suitable options for
disengaged students
Close liaison between disciplinary panel and Prince’s Trust Team
to dispel the myth that Prince’s Trust is being offered as a
punishment to disengaged students has led to improved
retention figures for Prince’s Trust
EVIDENCE
WEAKNESSES
Some poor communication between Programme Area staff and
Connexions Service to support student progression
Staff and student feedback indicated that a lack of
understanding between the two teams initially lead to conflicting
information being given to students
336
KEY QUESTION 5 – LEADERSHIP AND MANAGEMENT
How effective are leadership and management in raising achievement and supporting all learners?
STRENGTHS
EVIDENCE
Greatly improved performance by Prince’s Trust staff team
Self certification awarded to Prince’s Trust by City & Guilds EV
Assistant Programme Manager appointed leading to more
effective input towards the welfare and support of students
Personnel Records
Successful capital bid has led to new satellite centre being
refurbished and equipped for Prince’s Trust Team programme
Refurbished premises for Prince’s Trust Team programme
Very well qualified staff highly committed to professional
development and involved in both College-wide and national
initiatives.
WEAKNESSES
Programme Manager chair of cross-College foundation group
Assistant Programme Manager member of Teenage Pregnancy
Board
Cross-College foundation action plan
TSD records
All team members accessing substantial CPD training
EVIDENCE
Poor retention in some groups led to small class sizes.
EBS statistics and three year trend data
Students with prior attainment at Level 1 Key Skills entered for
Level 2 and were unable to achieve, bringing down success
figures for Key Skills
Learner achievement
337
OUTCOMES FOR LEARNERS – ‘Every Learner Matters’
How does the area ensure that:
1. All learners take
responsibility for their
own health, safety and
well being?
2. All learners are, and
feel, safe?
Healthy eating modules are embedded into numeracy provision and also catering and Health &
Social Care tasters. Students are offered free healthy breakfast 8.30 am every morning. SHADOW
come to College to discuss sexual health and drugs related issues with students. Addictive
behaviour i.e. drugs, alcohol, smoking, eating disorders are explored in communications modules.
Physically active residential for team members.
Anti-bullying information and advice on WebCT. St John’s Ambulance delivered first aid sessions.
Police talk about knife crime. Dying to Drive session delivered to students to promote road safety.
3. It contributes to all
learners’ enjoyment,
personal development
and achievement?
Students celebrate achievement at an end of year summer celebration event. They are awarded
College certificates and prizes in 8 categories i.e. Distance travelled, outstanding achievement etc.
Students who have exemplary attendance and discipline records are invited to take part in a
summer residential. Team building projects and challenges planned and implemented by students.
4. All learners are
enabled to
contribute to their
wider community?
Student groups work on community projects in the local area in order to make a positive
contribution to their community. The community projects generate evidence for Working With
Others Key skills. EAST students do ASDAN Community Volunteers awards and some students
have work placements in charitable organisations.
5. All learners increase
their employability
and economic well
being through
learning and
development?
Fresh Start students develop a range of skills and behaviour to ensure effective studying or working
life – e.g. Numeracy, Literacy, ICT, wider key skills, punctuality, team-working opportunities. They
are also offered careers advice and progression opportunities.
338
ACTION IMPROVEMENT PLAN 2009-2010
All weaknesses identified must have a corresponding action for improvement and be referenced according to the Key Question
(e.g. KQ1 refers to achievement). First, however, all SARs must address the questions on Workforce Development, Equal Opportunities and Outcomes for
Learners/Every Child Matters.
PROGRAMME AREA:
KEY QUESTION
Post 16-Pre-vocational courses
ACTIONS TO BE TAKEN
DEPARTMENT: PS
MEASURE/EVIDENCE
e.g. KQ1
Recruitment targets will be adjusted to a more realistic level
to reflect the three year trend
Improved recruitment
Workforce
Development
Arrange and monitor realistic work placement opportunities
for all Fresh Start students to support Entry to Employment
qualifications. Develop and run two ‘Preparation for Work’
groups. Continue to develop links with employers to secure
work placements in industry. Develop a database of viable
work placement opportunities to be updated and
maintained, and send thank you certificates to employers
Broader range of work
placement
opportunities on
database
Continue to use the Citizenship qualification has continued
to address all equal opportunities and equality and diversity
issues. Ensure that students celebrate cultural differences
in group tutorial sessions
Citizenship award for
students
How can you improve
your programme area’s
strategy for Workforce
Development/Employer
Engagement?
Equal Opps
What steps will you be
taking to actively
promote equal
opportunities and
diversity?
ECM
Further actions
planned to meet ECM
agenda
Allotment project to be developed to explore healthy living
and economic well-being
Arrange to work with Coventry Cyrenians for community
projects
BY
WHOM
BY
WHEN
REVIEW OF
PROGRESS
AUTUMN
SUMMER
KC &
team
JL/Teams
Mar
10
May
10
CIS
Jun
10
Money raised from
fresh fruit and
vegetable sales and
enterprise week
Tutors
Jun
10
Feedback from
Coventry Cyrenians
TLs
339
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA: Post 16-Pre-vocational courses
KEY
QUESTION
ACTIONS TO BE TAKEN
DEPARTMENT:
MEASURE/EVIDENCE
BY
WHOM
BY
WHEN
Levels 1and 2 literacy and numeracy tests to be made
available to Prince’s Trust Team members
Success rates
JL
Dec
09
Dyslexia support to be timetabled for Fresh Start students
indentified during initial assessment
Improved success for
students with
dyslexia
JL
Sep
09
KQ 2
Ensure students are transferred correctly onto the
appropriate level of Key Skill
CIS data
JL/PW
Oct 09
KQ3
Young parents discrete group to be disbanded and two
groups of Preparation for Work groups to be run. Young
parents can work towards NOCN units for Progression
Certificate
Enrolment and
retention figures
PW
Nov
09
KQ4
New NOCN Progression Award to be delivered to all Fresh
Start students with opportunity to progress to diploma for
second year returners
Improved success for
all students
FS
Team
Nov
09
Closer liaison with Learner Mentors to work one-to-one
with at risk students
Fewer students
excluded due to
disciplinary outcomes
FS
Team/
Mentor
Team
KQ 1
PS
REVIEW OF PROGRESS
AUTUMN
SUMMER
340
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
Additional actions (not linked to weaknesses) for improving and developing the area
PROGRAMME AREA:
KEY
QUESTION
KQ5
Post 16-Pre-vocational courses
ACTIONS TO BE TAKEN
Reinforce communication between Prince’s Trust and
the disciplinary panel to ensure Prince’s Trust and
Fresh Start programmes are not used as a
punishment, rather than a successful outcome for
students involved in disciplinary process. These
programmes are not always a successful solution for
all disaffected students
DEPARTMENT:
MEASURE/EVIDENCE
Retention figures
BY
WHOM
JL
BY
WHEN
PS
REVIEW OF PROGRESS
AUTUMN
SUMMER
Jun 10
341
2008-2009 PROGRAMME AREA
SELF-ASSESSMENT REPORT
PROGRAMME AREA
LLDD and Life Skills
DEPARTMENT
Progression Strategies
PROGRAMME MANAGER
Sue O’Dowd
COURSE TITLE(S)
Route into FE Levels 1 and 2
Route into College Levels 1 and 2
Route into Independent Living
Route into Independent Enterprise
E.A.S.T
United Reform Church
Brandon Farm Life Skills
Nuneaton Life Skills
Wilfred Spencer Centre
Towards Independence
342
PROGRAMME AREA GRADE SUMMARY 2008-2009
PROGRAMME AREA: LLDD LIFE SKILLS
VALIDATION OF SELF-ASSESSMENT BY
MODERATION PANEL
DEPARTMENT: PS
KEY QUESTION
1. Learners’ achievements
GRADE (1 – 4)
1
The Report:
Yes
Identifies key strengths and weaknesses
x
2
3. Programmes and activities
meet needs and interests of
learners
2
4. Guidance & Support
1
5. Leadership and Management
1
Capacity to improve – comment/grade 1
Programme Area Grade
1
Moderation Panel Grade: 1
Sue O’Dowd
Director of Unit (name):
Olwyn Seal
Date:
No
Has statements which are evaluative rather x
than descriptive
Contains reasonable judgements which are x
supported by evidence
Sets challenging but achievable
x
improvement actions
Comments: SAR is an accurate reflection of an area with many
strengths.
2. Teaching, Training & Learning
Programme Manager (name):
Partly
Panel Member (name):
Date:
Kevin Clements & Mike Holliday
11th November 2009
16/10/09
343
SELF ASSESSMENT REPORT 2008-2009
PROGRAMME AREA:
LLDD
SCOPE OF PROVISION
LLDD provision presently provides full and part-time courses in Life skills for adults with learning difficulties and/or disabilities at Pre- Entry to
Entry 3 level. The programme is delivered on and off site over three days for full-time or one/two days for part-time. The off-site provision
spans over six different centres ; Broad Horizons, Brandon Wood Farm, Intergr8 , Willow Road, Wilfred Spencer Centre and United Reform
Church. In-fill for South East Federation (SEF) fee paying school students is offered into Route Into FE and Route into Independent Living
courses. The provision consists of 125 learners taught by six core team staff and eight sessional lecturers. Students come from a wide range
of backgrounds however EDIMS data doesn’t show any significant variation in success rates.
ACTIONS TAKEN TO IMPROVE THE PROVISION FOR LEARNERS SINCE LAST SELF-ASSESSMENT REPORT
Improvement action
Impact on learners
Designed a clear progression route within the Life Skills curriculum
offering more levels of learning
Learners have the option of remaining at College to progress if they
wish to
Course handbooks designed for both on-site and off-site learners
using Widget were necessary
Learners have a visual easy to access handbook of which they can
take ownership
LLDD Team have designed an LLDD friendly version of the College
rules and code of conduct
Learners can more easily understand the rules and has more impact
on their behaviour
With the appointment of permanent members of staff this has led to
improvements in interviewing. This has also allowed for consideration
to be given to adapting old processes and for formulating new
More trained and qualified staff available to interview.
New filing systems have been created to store learners’ information
New sessional staff are being used to bring new ideas to the team
New faces and styles of teaching with fresh ideas and new
specialisms
344
KEY QUESTION 1 – ACHIEVEMENT AND STANDARDS
How well do learners learn, progress and achieve?
STRENGTHS
EVIDENCE
Very high level of retention and achievement
96% for retention and 94% for success
Successful outcomes from EAST project
Three learners remained on their work placements and were offered
full-time employment
The three learners from last year’s EAST are still in employment
Other learners are working with TESS towards gaining employment
High level of attendance
93 % CIS data
Positive celebration of achievement
All learners who attended the Annual Spring Show hosted this year at
Henley College Coventry participated and won awards
Certificates, photos and medals
Opportunities for learners to build their confidence and self esteem
through celebrating their successes
Letter from parent, Lord Mayor, personal comments from EV to
individual learners
WEAKNESSES
EVIDENCE
CIS Data
Average student attendance across Programme Area: 93 %
345
Data Table
Please insert your 3-year trend data from the information provided by CIS.
Any discrepancies need to be resolved directly with CIS.
Please ensure all targets for 2009/10 are agreed with HoDs and completed
Qualification
Level
ASDAN Life skills
Route into FE
Entry
1/2
ASDAN Workright
Route into Independent
Living
Pre
Entry
/
Entry
3
Entry
1
Route into Independent
Enterprise
Entry
2
Brandon - Catering
Pre
Entry
Brandon - Woodwork
Brandon - Music
Towards Independence
Nuneaton –Life Skills
Nuneaton – Camp Hill
Pre
Entry
Pre
Entry
Pre
Entry
Pre
Entry
Pre
Entry
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
06/07
07/08
08/09
7
86
83
71
15
100
100
100
8
88
100
88
13
92
100
14
93
92
86
16
100
100
100
92
9
89
89
89
6
83
100
83
7
86
100
86
9
100
89
89
8
100
100
100
9
100
100
100
7
86
100
86
15
93
100
93
8
75
100
75
9
89
100
89
9
100
100
100
8
88
100
88
9
89
88
78
8
75
100
75
8
100
100
100
6
100
67
67
bm
Target
08/09
Target
09/10
87
92
78
88
100
88
93
92
88
89
94
84
92
100
92
92
100
92
87
92
78
89
91
89
89
92
89
87
92
78
87
92
78
89
92
78
91
98
89
100
98
89
N/A
91
98
89
100
100
100
N/A
91
98
89
100
100
100
100
100
100
91
96
78
91
100
89
91
100
86
78
92
78
93
100
93
95
100
95
91
98
89
91
98
89
91
98
89
346
Data Table
Please insert your 3 year trend data from the information provided by CIS.
Any discrepancies need to be resolved directly with CIS.
Please ensure all targets for 2009/10 are agreed with HoDs and completed
Qualification
Level
United Reform Church
Entry
2
Route into College
Year 1
PreEntry
Wilfred Spencer Catering
PreEntry
06/07
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
07/08
08/09
5
100
100
100
7
100
100
100
9
78
100
78
5
100
100
100
14
100
100
100
9
100
100
100
bm
Target
08/09
Target
09/10
83
88
73
100
100
100
100
100
100
91
98
89
100
100
100
100
100
100
100
98
89
91
100
89
100
100
100
347
STRENGTHS
KEY QUESTION 2 – TEACHING, TRAINING AND LEARNING
How effectively do teaching, training and assessment support learning and development?
EVIDENCE
High level of staff specialist experience in teaching life skills
Assessment results, observation records, personnel records
Much good and outstanding teaching
Lesson observation grades well above College average 87.5% good or
better
Excellent opportunities provided to broaden the students’ learning
experiences
Staff having access to programme area minibuses adapted for use of
learners in wheelchairs allows learners the opportunities of field trips and
broadens their learning experiences. Student feedback
Enhanced facilities on the EAST programme aids
transition/preparation of the learners going out into the workplace
Use of Broad Horizons as an off-site teaching/learning venue for EAST has a
positive learning impact on the learners as it has a more
conference/business feel rather than a classroom environment
Student feedback/focus groups
WEAKNESSES
EVIDENCE
Having to use rooms in the tower block with learners in wheelchairs and
poor mobility
Timetables
Lack of musical instruments for new music taster sessions
Team meeting minutes
TEACHING AND LEARNING GRADE PROFILE FOR AREA
Number of observations:8
Grade
1
2
3
4
%
50
37.5
12.5
(To be taken from TQS annual review)
348
KEY QUESTION 3 – NEEDS AND INTERESTS OF LEARNERS
How effectively do the programmes and activities meet the needs and interests of users?
STRENGTHS
EVIDENCE
Breakfast and Lunch time club extended to five days a week. Lunch
On average 14 learners at Breakfast and 16 at Lunch Club
club offered a gaming session using the Wii machine and Nintendo DS
Very strong enhancement programme ensuring learners enjoy their
time at College
Successful Christmas party attended by all learners held at the Sphinx
Club. Use Broad Horizons Music Studio to offer music as part of the
curriculum across all courses. Introduced Brain Gym to Pre-Entry
learners as part of a sports session
Bank and core team learning support staff used instead of agency
allowing for continuous and effective support
Registers, team meeting minutes
EAST provides very supported work experience tailored to the specific
needs of individuals
Weekly meetings with The Employment Support Service.
TESS paperwork
External recognition is good
E.V report - visit comments (07/04/09)
‘The sign at the front of the college reads’ students first’ I found that
the focus of all staff met today is geared to the needs of the
candidates with passion’
EVIDENCE
WEAKNESSES
Currently there are limited enrichment opportunities during twilight
hours
Learner feedback, team meetings
349
STRENGTHS
KEY QUESTION 4 – GUIDANCE AND SUPPORT
How effective are the care, guidance and support learners receive in helping learners achieve?
EVIDENCE
All learners receive an in-depth interview with an initial assessment to guide and inform suitable
provision. All learners have a risk assessment which identifies individual support needs and
strategies
Risk assessments, interview notes
Support staff in every class and in some cases support is one to one
Registers and timetables
All learners had an exit interview with their tutor and parents/carers. EAST learners had a finishing
interview with Programme Manager and Hannah Rogers from The Employment Support Service
(TESS)
Tutor File and TESS file
Two week Summer programme allowed for new starters to be assessed prior to starting
Timetables, registers
Three day enrolment prior to starting course allowed parents/carers to attend to provide
information with a better response to acquiring proof of benefit details
EBS and Finance
Excellent links with parents, carers, school staff and other external agencies to ensure the very
best support prior to entry
Meetings, external reports, tutor files
Learners stated that they were 100% satisfied the support they received at College.
Student feedback report Feb 2009
WEAKNESSES
EVIDENCE
350
KEY QUESTION 5 – LEADERSHIP AND MANAGEMENT
How effective are leadership and management in raising achievement and supporting all learners?
STRENGTHS
EVIDENCE
Successful school links programme with Baginton Fields and Alice Stevens School. Offering school
tours of College
Course Management File (CMF)
e-mails
Successful bid for funding allowed for the purchase of two minibuses for EAST students, eight laptops
and 16 cameras. A successful East Event to promote the project attended by employers and the Lord
Mayor of Coventry. Each EAST student has a personalised CV/DVD from their placement
Mini buses
Funding paperwork
Photos and Newspaper article, event menu , DVD
Successful celebration of learner participation and achievement at the Main Event Awards Ceremony
held at the College
Certificates and photos
Researched for new life skills qualifications to replace existing ones to fall in line with the Foundation
Learning Tier and arranged in-set training for the whole team in preparation for the changes
CMF
Managed the new City and Guilds NPTC Life Skills qualification for the first time this year and had very
positive EV feedback ‘excellent portfolios’ which resulted in them awarding us ‘direct claims’ status
NPTC external verifier reports
Invitation by ASDAN to be a guest speaker at a regional training event to share good practise as a
centre with ‘exceptional portfolios’
Email and thank you letter
Grow the off-site provision in Nuneaton to give a two-year progression route in line with in-house
provision
Timetables, CMF
WEAKNESSES
EVIDENCE
Area faces potential recruitment and funding problems in the future. There is a need to develop
contingency plans
Less referrals from Social Services due to their
own constraints
351
OUTCOMES FOR LEARNERS – ‘Every Learner Matters’
How does the area ensure that:
1. All learners take responsibility Healthy eating is part of the ASDAN module Home Management. Personal hygiene is covered as part
for their own health, safety
of the ASDAN Personal Care module. Students are offered a free healthy breakfast at 8.30 am every
and well being?
morning. Issues such as drugs, alcohol, smoking, sexual health and eating disorders are addressed in
tutorial sessions. Learners have good opportunities to access confidential support.
2. All learners are, and feel,
Lunch Club offers learners the chance to sit and eat their lunch with support staff and a time to talk to
safe?
staff. Support staff are in reception to meet and greet learners and to provide support with getting on
their transport at the end of the day. Vulnerable learners are involved in individual risk assessments
and understand the arrangements to help them stay safe.
3. It contributes to all learners’
Learners celebrate achievement with an end of year Main Event where certificates are awarded.
enjoyment, personal
Learners take part in an annual Spring Show where they exhibit their work. Learner feedback is
development and
positive.
achievement?
4. All learners are enabled to
contribute to their wider
community?
Learners are encouraged to take part in fund raising events such as ‘The Samaritans Shoe Box
Appeal’, car washes, craft fayres and Red Nose Day.
Through environmental studies and tutorials learners understand issues relating to sustainable
development and how they can contribute to reducing global warming.
5. All learners increase their
employability and economic
well being through learning
and development?
The courses are designed to promote Independent Living Skills and give the skills required for
Working Life. There are good progression routes leading to the EAST project which helps learners into
opportunities in the work place through supported work placements.
352
ACTION IMPROVEMENT PLAN 2009-2010
All weaknesses identified must have a corresponding action for improvement and be referenced according to the Key Question
(e.g. KQ1 refers to achievement). First, however, all SARs must address the questions on Workforce Development, Equal Opportunities and Outcomes for Learners/Every
Child Matters.
PROGRAMME AREA:
KEY QUESTION
e.g. KQ1
Workforce
Development
How can you improve
your programme area’s
strategy for Workforce
Development/Employer
Engagement?
Equal Opps
What steps will you be
taking to actively
promote equal
opportunities and
diversity?
ECM
Further actions
planned to meet ECM
agenda
LLDD Life Skills
ACTIONS TO BE TAKEN
DEPARTMENT:
MEASURE/EVIDENCE
Progression Strategies
BY
WHOM
BY
WHEN
Recruitment targets will be adjusted to a more realistic level to
reflect the three year trend
Improved recruitment
KC &
team
Mar
10
Grow and strengthen EAST provision with closer working
partnership with The Employment Support Service
(TESS)
Safeguard and grow
recruitment
SO/TESS
Apr 10
Deliver Disability Awareness and Autism Awareness
sessions to student groups, teacher training courses and
staff training days across College
Training sessions/
Development Unit
SO/TEAM
July10
Develop a community allotment project in partnership
with Coventry Mind
Community project
SO/ZTS
Mar
10
REVIEW OF PROGRESS
AUTUMN
SUMMER
353
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA:
KEY QUESTION
LLDD Life Skills
ACTIONS TO BE TAKEN
DEPARTMENT:
MEASURE/EVIDENCE
Progression Strategies
BY
WHOM
BY
WHEN
KQ 2
Ensure that suitable rooms are allocated for groups with
wheelchairs avoiding the tower block
Timetables
SO
Sep 09
KQ2
Capital bid for musical equipment
Improved equipment
SO
Mar 10
KQ 3
Look at developing new enrichment opportunities to
include a Youth Club and Practical Catering classes for
Independent Living Skills
Learner feedback
SO/TEAM
Dec 09
KQ 5
Marketing to promote LLDD provision to target learners
who are at home and not engaged in anything as there
are fewer referrals from Social Services
Recruitment numbers
SO/TEAM
May10
REVIEW OF PROGRESS
AUTUMN
SUMMER
354
2008-2009 PROGRAMME AREA
SELF-ASSESSMENT REPORT
PROGRAMME AREA
14-16 Programmes
DEPARTMENT
Progression Strategies
PROGRAMME/
OPERATIONAL MANAGER
Frances L Gibbons
COURSE TITLE(S)
Engagement WRL Options Course PS
Extended Work Experience Year 11
Vocational & Engagement WRL Options Courses (within individual departments but monitored
by Progression Strategies)
Discrete Options courses (within individual departments but monitored by Progression
Strategies)
Animate your Future Year 11
Engineering Year 11
Health & Social Care Apprenticeship Year 10
Health & Social C Apprenticeship Year 11
Health & Social Care Year 11 (discrete)
Hospitality & Catering (Stoke Park) Year 10 & 11 (discrete)
Hospitality & Catering Year 10
Hospitality & Catering Year 11 (discrete)
Media Year 11 (discrete)
Public & Uniform Services Year 10
Public & Uniform Services Year 11 (discrete)
Public & Uniform Services Year 11
Public & Uniform Services Year 10 (discrete)
Sport Apprenticeship Year 10
Sport Apprenticeship West Year 11
Sport Apprenticeship East Year 11
Engineering Year 10 Diploma
355
PROGRAMME AREA GRADE SUMMARY 2008-2009
PROGRAMME AREA: 14-16 PROGRAMMES
VALIDATION OF SELF-ASSESSMENT BY
MODERATION PANEL
DEPARTMENT: PS
KEY QUESTION
GRADE (1 – 4)
1. Learners’ achievements
3
The Report:
Yes
Identifies key strengths and weaknesses
x
Partly
No
2. Teaching, Training & Learning
2
3. Programmes and activities
meet needs and interests of
learners
2
4. Guidance & Support
1
5. Leadership and Management
2
Has statements which are evaluative rather x
than descriptive
Contains reasonable judgements which are x
supported by evidence
Sets challenging but achievable
x
improvement actions
Comments: SAR gives a good overview of a very diverse
provision with varying success rates, but with increasingly
effective central co-ordination. This SAR now supplies a ELM
page, and suggested changes following moderation have been
implemented
Capacity to improve – comment/grade 2
Programme Area Grade
2
Moderation Panel Grade: 2
Programme Manager (name): FRANCES GIBBONS
Head of Department (name): OLWYN SEAL
Panel Member (name):
Kevin Clements & Mike Holliday
Date: 11th November 2009
Date: OCTOBER 2009
356
SELF ASSESSMENT REPORT 2008-2009
PROGRAMME AREA:
14 – 16 PROGRAMMES
SCOPE OF PROVISION
Engagement programme
Engagement 14- 16 provision facilitates disaffected students Year 10 and 11 learners onto College programmes across a range of practical
subjects. Disaffected indicated by: low attendance, under achievement, inappropriate behaviour and/or special needs.
Courses vary from Entry Level 3 to Level 2. Work related learning programmes are supported by the LEA, and monitored on a three weekly
basis by the WRL Consultant and Outreach monitors. (100+ learners)
Vocational Options
The programme works closely with local federations and the LEA to offer vocational option courses at Level 2 for students with Level 5 SAT,
over 90% attendance, good level of motivation, interest in the specified/chosen area and commitment. (100+ learners)
Extended Work experience
This provision is only suitable for young people who are mature enough to cope in an adult environment. Eight days attendance at College
and placement. College Assessor visits onsite to support and assess (seven learners).
Discrete groups
College works directly and closely with schools. Programmes are for are tailored to suit individual school requirements with 15 placements. Unlike LEA WRL
provision schools are invoiced per programme not for individual students. (70+ learners )
ACTIONS TAKEN TO IMPROVE THE PROVISION FOR LEARNERS SINCE LAST SELF-ASSESSMENT REPORT
Improvement action
Impact on learners
 Pro-active 14-16 Operational Manager in post to co-ordinate cross-college 14- Closer links with students, schools and Local Authority
16 programmes
Increased opportunities for students to actively engage with employers
 New cohort of provision includes Health and Social Care apprentices’ discrete
group from local schools at Levels 1 and 2
and to enable them to make informed choice of career aspirations
prior to transition to post-16 provision

Wider network for multi agency involvement- CAF process, Sharecare, Youth
offending, Police etc. With monitoring team for work related learning Local
Authority students. Designated monitors from discrete group schools
Young people and their families together with school and other
concerned agencies work effectively to achieve a positive outcome

Support sessions in discrete group schools to compliment work set by tutors
in College
Students have access to College intranet whilst in school lessons
timetabled
Information in CMF
357
KEY QUESTION 1 – ACHIEVEMENT AND STANDARDS
How well do learners learn, progress and achieve?
STRENGTHS
All learners made good progression relative to their prior
attainment before starting the courses
EVIDENCE
Learners have improved in their interpersonal skills in which their maturity,
responsibility and reliability has been enhanced
Tutor files, termly reports, target reviews, registers
Excellent support to enable learners to complete
qualifications during and after GCSE exam period
Year 11 BTEC Learners attend additional sessions after GCSE May exams in
order to complete any outstanding work. Engagement students continue until
July if not required by schools. Students given IAG and supported by OM with
interviews at the College for post-16 options if required
Attendance data CIS. Applications
WEAKNESSES
Low applications numbers for new and Level 2 courses
offered in directory resulted in withdrawal of provision
Out of 14 offered, eight courses ran
EVIDENCE
College informed that Schools decided to run in house BTEC diplomas and not
take up provision offered. WRL steering group minutes. Certain WRL directory
courses could not be set up due to schools not applying for Level 2 courses.
Evidenced by Local Authority applications. Seven schools are challenged
schools therefore could not put students on to Level 1 courses
Inconsistency across College on attainment and
achievement
Animate your Future and Beauty were particular areas of concern
CIS data and WRL data
Average student attendance across programme area:
Information held within individual programme areas
358
Data Table
Please insert your 3-year trend data from the information provided by CIS.
Any discrepancies need to be resolved directly with CIS.
Please ensure all targets for 2009/10 are agreed with HoDs and completed
Qualification
Level
Work Related
Engineering 07/09-con
1
Beauty (Vocational
Options)
1
Public Services Year 10
(Vocational Options)
Woodway Park (Year 11)
Catering (BTEC Dip)
Grace/Lyng Hall
(Year 10)
Catering (BTEC Dip)
Woodway Park (Year 10)
Health & Social Care
(BTEC Dip)
Grace (Year 11)
Health & Social Care
(BTEC Dip)
Woodway Park ICT
(Year 11)
(BTEC Dip)
06/07
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
9
56
80
44
8
94
07/08
08/09
7
57
100
57
7
100
93
93
13
46
100
46
14
71
60
43
26
13
92
92
85
13
85
100
85
9
89
100
89
9
100
78
78
16
100
100
100
12
100
100
100
16
100
100
100
15
100
67
67
bm
Target
08/09
Target
09/10
77
75
58
77
100
75
77
100
77
83
93
77
100
93
93
83
93
77
92
92
85
90
100
90
83
78
85
66
100
78
78
100
78
78
90
87
78
100
87
87
100
87
87
359
Qualification
Level
Woodway Park Media
(BTEC Dip)
Woodway Park Media
(BTEC Cert)
Woodway Park Public
Services Year 11
(BTEC Dip)
Work ReadinessIndoor
E3/L1
Work Readiness Outdoor
E3/L1/L2
NRF Extended Work
Experience
E3
Stoke Park Catering
E3
No claim
Young apprentices
First Certificated
Health & Social Care
Animate your future –
graphic design
Animate your future –
illustration
No claim
Lyng Hall Year 11
NCFE Public Service
06/07
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
07/08
08/09
16
88
86
75
13
100
100
100
15
100
93
93
13
62
75
46
8
88
57
50
5
100
80
80
7
100
57
57
14
100
NC
NC
15
100
67
67
10
90
89
80
10
90
NC
NC
13
85
100
85
10
7
86
0
0
7
100
71
71
10
60
100
60
9
77
100
77
12
92
55
50
bm
Target
08/09
94
91
86
94
91
75
Target
09/10
100
91
91
77
87
67
77
87
67
77
87
67
90
87
78
90
100
90
90
87
78
98
97
94
98
100
94
90
78
67
92
78
72
100
78
67
78
85
66
100
85
85
89
97
86
90
97
87
360
Qualification
WR Sport
Year 11
Young Apprenticeships
Sport Year 11
Young Apprenticeship
Sport ABC Year 11
Level
06/07
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
07/08
08/09
bm
Target
08/09
Target
09/10
7
100
100
100
27
100
96
96
22
100
100
100
361
KEY QUESTION 2 – TEACHING, TRAINING AND LEARNING
How effectively do teaching, training and assessment support learning and development?
STRENGTHS
Highly trained staff
EVIDENCE
TSD records, all staff attend regular training sessions in dealing with
challenging behaviours and anger management. University of
Warwick provide staff with Mental Health Awareness training and
strategies for use with the classroom to identify and support learners
Very effective advice and guidance given to support staff working
with pre-16 groups
Updated student group files established for pre-16 groups which
tutors and support staff access for each session
Assessment of learners’ performance, standards and progress is
timely, fair, consistent and reliable
Termly reports are completed by tutors, checked by Operational
Manager and sent through to schools. Weekly information to schools
via Collaborative Learning Manager (CLM – progress tracking
software) and directly with monitors from LA and schools directly for
discrete groups
WEAKNESSES
EVIDENCE
Pre-16 sessions not included in Quality teaching observation plan
No observations for 2008/09
Evidence required on the scheme of work and session plan to show
how support worker will be used effectively
Lesson observations indicated that support workers were not used as
effectively as they could be
Lack of consistency with support staff has led to difficulty supporting
EBD/ADHD and ASD students and little understanding of group needs
Lesson observations, course timetable, meeting minutes.
Agency/Bank staff used from care agency, therefore different staff
working with groups on a weekly basis
362
363
KEY QUESTION 3 – NEEDS AND INTERESTS OF LEARNERS
How effectively do the programmes and activities meet the needs and interests of users?
STRENGTHS
Overall student satisfaction is very high
EVIDENCE
College surveys: Student feedback shows that there is a level of satisfaction.
LA surveys: Student feedback states that they are happy with support and advice
given whilst on course and for progression to post-16 opportunities
Meeting minutes - additional application form completed at tasters to ensure
students input student programme file
Good mix of activities based both on site and off site to
engage learners
Enables staff to work one to one with student’s Year 11 to achieve their
qualifications. Funding for Year 10 engagement group/class support
Additional funding for support and protective clothing is
good
Enhanced activities: invited to be part of student council. Attend breakfast clubs,
gym membership
Pre-16 students are now given more opportunities to
access College life
WEAKNESSES
EVIDENCE
Insufficient funds to enable students to attend end of
year trips and/or fund minibus
Although enhanced activities are built into work related learning programmes
there is no additional funding to support these activities. No budget held by
Progression Strategies for pre-16s
Lack of specific resources on site for 14-16s, both social
and sufficient computer rooms
Student feedback. Some tutors allow students to access their room during lunch
and break times
364
KEY QUESTION 4 – GUIDANCE AND SUPPORT
How effective are the care, guidance and support learners receive in helping learners achieve?
STRENGTHS
EVIDENCE
Initial screening/diagnostic assessment is thorough and learners have
individual programmes to fit their needs
All learners receive a Target skills assessment which informs their ILPs,
Tutor files, CMF
External partners are well informed of progress and retention issues
Timetables, meeting minutes, reports, learning support requests. Good
support on all programmes both in lessons and with transition support
worker outside lessons and College. All Year 10 groups have additional
classroom support. Youth Development and some Year 11 courses have
support on a needs basis
Proactively addressing and responding to individual needs by having access
to SEN information and statement reviews. Meeting with parents/carers
increased
Weekly feedback to external partners. Tutor File, CMF.
Minutes of meetings in student file
Open evening arranged prior to applications to inform school students’
parents/carers
Feedback from schools and attendance at open evening
WEAKNESSES
EVIDENCE
Very limited access to schools options meetings to offer advice and
guidance on College offers
Contact made with a number of schools via email and telephone however
low response
No additional funding in place to support Level 2 students with ESBD and/or
literacy and numeracy issues
ESF does not have sufficient funding to supplement. PM meetings/minutes.
CMF
365
KEY QUESTION 5 – LEADERSHIP AND MANAGEMENT
How effective are leadership and management in raising achievement and supporting all learners?
STRENGTHS
EVIDENCE
Quality assurance is monitored effectively through central coordination
Meeting minutes from IF and Work Related Steering Groups, Student
records and CMF. Meeting minutes form steering groups in CMF
Innovative developments e.g. Cohort six Young Apprenticeships in
Sport, Leadership, Coaching and Management a city-wide initiative
Inclusion in directory of work related learning programmes
Successful bid allowed for delivery of a new Young Apprenticeship in
Health and Social Care
Inclusion in directory of work related learning programmes
Progress meetings 14-16 are now part of College calendar. Meetings
are termly and include Learning Support Manager, Programme
Managers and lecturers
Meeting minutes in CMF
Individual course files
Mechanisms in place to establish a consistent way of working
WEAKNESSES
EVIDENCE
Limited ‘buy in’ from programme areas to attend cross-College events
and support for OM
Meeting minutes
Limited feedback from established CLM LA reporting mechanism
All College information is reported on top the system but no feedback
generated by many schools and Local Authority
366
OUTCOMES FOR LEARNERS – ‘Every Learner Matters’
How does the area ensure that:
1. All learners take
responsibility for their
own health, safety and
well being?
EWE have tutorial/PSHE programme to include healthy lifestyles. Promotion of healthy meals to all 14-16 year
olds in the refectory, in particular those who claim FSM. Health topics built into Numeracy and Literacy
sessions and assessments.
2. All learners are, and
feel, safe?
Welfare and Support team has a dedicated specialist with 14-16 child protection responsibilities. Risk
assessments are carried out in all vocational areas accessed by 14-16 groups. Policies have been developed
for Child Protection, Behaviour and Substance Misuse in partnership with the local authority. All staff teaching
and supporting 14-16s are CRB checked. New staff to College will be part of the Vetting and Barring scheme.
3. It contributes to all
learners’ enjoyment,
personal development
and achievement?
Most 14-16 students enjoy the College environment and the courses they are participating on, with the
majority of students choosing to progress onto higher courses at College, evidence from focus groups and
student surveys. An annual celebration event is held each June city wide to celebrate achievement. Staff
from College invited to attend and present certificates. YA Now included. Photos and DVD of event given to
students.
4. All learners are enabled In addition to curriculum programmes which promote good citizenship most students engage in
to contribute to their
extracurricular activities to encourage self success to help students reach their potentials. This is encouraged
wider community?
through reward point’s schemes to praise good behaviour, peer mentoring and off site visits/trips. Now have
the opportunity to access these.
5. All learners increase
their employability and
economic well being
through learning and
development?
All 14-16 learners’ are given careers advice and guidance prior to starting College courses. Most are
supported by school co-ordinators throughout their courses towards future destinations. All learners are
further supported by the Operational Manager to ensure that young people engage in further education,
employment or training on leaving school and also to ensure that they live in decent homes and sustainable
communities, helping parents, carers and families to support their young children.
367
ACTION IMPROVEMENT PLAN 2009-2010
All weaknesses identified must have a corresponding action for improvement and be referenced according to the Key Question
(e.g. KQ1 refers to achievement). First, however, all SARs must address the questions on Workforce Development, Equal Opportunities and Outcomes for Learners/Every
Child Matters.
PROGRAMME AREA:
KEY QUESTION
14-16 Programmes
ACTIONS TO BE TAKEN
DEPARTMENT:
Progression Strategies
MEASURE/EVIDENCE
BY
WHOM
BY
WHEN
Open evening to recruit onto Young apprenticeships
programmes. One year courses to be set up to deliver
qualifications (points for schools required)
Amendments to WRL
Directory Offer
information.
Applications for Sept
2010 increased. Audit
of information
provided by
departments
FG/PMs
Feb
2010
Equal Opps
What steps will you be
taking to actively
promote equal
opportunities and
diversity?
Discussion with department tutors on scheme of work and
session plan. To include diversity awareness Information and
guidelines set out in Student group file to show how support
worker will be used effectively
Scheme of work
amendments
information accessible
on departmental
i:drives and CMF
FG/staff
Oct
2009
ECM
Further actions
planned to meet ECM
agenda
To involve all groups in community activities
Support staff complete FG
ESF documentation
Workforce
Development
How can you improve
your programme area’s
strategy for Workforce
Development/Employer
Engagement?
Lack of consistency with Support staff has led to difficulty
supporting EBD/ADHD & ASD students and little
understanding of group needs. . Require an understanding of
the curriculum.
REVIEW OF PROGRESS
AUTUMN
SUMMER
Feb
2010
368
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA:
KEY
QUESTION
KQ1
KQ2
KQ3
14-16 Programmes
DEPARTMENT: Progression Strategies
ACTIONS TO BE TAKEN
MEASURE/EVIDENCE
BY
WHOM
BY
WHEN
Increase applications numbers from directory and discrete by
offering one year courses which provide points and
thresholds for schools
Applications and
courses taken up
FG
Dec 09
Work with Development Unit (DU) to improve data collection
of information
Timely completion of
data records
Prog
teams
Nov 09
Work with DU to ensure tutors and groups for pre-16
provision are targeted for lesson observations and focus
groups
Observation and focus
group records/
feedback
FG/DU
Dec 09
Work with APs to ensure that schemes of work reflect
positive use of support
Schemes of work
FG/APs
Dec 09
Investigate alternative funding mechanisms for enhanced
activities
Successful bid
applications
FG/MH
March
10
Work with CIS to provide suitable accommodation for pre-16
activities
Timetables
FG/MH
Nov 09
REVIEW OF PROGRESS
AUTUMN
SUMMER
369
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA:
KEY
QUESTION
KQ4
KQ5
14-16 Programmes
DEPARTMENT: Progression Strategies
ACTIONS TO BE TAKEN
MEASURE/EVIDENCE
BY WHOM
Discussion and action plan to be put in place for ‘at risk’ and/or
‘vulnerable students’ to have access to the learning support area
at lunch/break times. Students to be aware of areas accessible
during these times
Students monitored
when accessing areas
available. Student
survey. Focus group
feedback. LA
Survey/questionnaire
response
Contact to be made with Federation Co-ordinators and WRL
Steering group to discuss partnership working with schools.
Information and guidance through connexions needs to include
pre-16 options available at College
Contact Connexions to
FG
ascertain times dates of
open days/evenings at
schools and information
supplied
Work with DU to improve overall commitment of all programme
areas to pre-16 provisions
Consistent approach to
procedures relating to
all pre-16 programmes
including diplomas
Working with LA and city-wide providers to ensure that the CLM
reporting mechanism is a successful two way tool
Information sharing
mechanism utilised
successfully leading
student/school and
provider needs met
FG/DU/RS
BY
WHEN
REVIEW OF PROGRESS
AUTUMN
SUMMER
Jan
10
Dec
09
FG/DU
Jan
10
FG/LA/Providers
Jan
10
370
2008-2009 PROGRAMME AREA
SELF-ASSESSMENT REPORT
PROGRAMME AREA
Franchise
DEPARTMENT
Henley Business Solutions
PROGRAMME MANAGER
Charmaine Whelan
Franchise - (ACC) and
(CITEE)
Work Based Learning Apprenticeships
COURSE TITLE(S)
Churches Initiative Training Education Enterprise (CITEE):
Foot in the Door Level 2 OCN accredited
Association of Christian Counsellors (ACC):
CPCAB ICSK Introduction to Counselling
CPCAB Level 2 Counselling Skills
CPCAB Level 3 Counselling Skills
CPCAB Level 4 Diploma in Counselling
Level 2 Introduction to Counselling OCN
Level 3 Certificate in Counselling OCN
Level 4 Diploma in Counselling
371
PROGRAMME AREA GRADE SUMMARY 2008-2009
PROGRAMME AREA: FRANCHISE
VALIDATION OF SELF-ASSESSMENT BY
MODERATION PANEL
DEPARTMENT: HBS
KEY QUESTION
GRADE (1 – 4)
1. Learners’ achievements
3
2. Teaching, Training & Learning
2
3. Programmes and activities
meet needs and interests of
learners
1
4. Guidance & Support
2
5. Leadership and Management
2
Programme Area Grade
2
The Report:
Yes
Partly
No
Identifies key strengths and weaknesses
Has statements which are evaluative rather
than descriptive
Contains reasonable judgements which are
supported by evidence
Sets challenging but achievable
improvement actions
Comments:
Capacity to improve – comment/grade
Moderation Panel Grade: 2
Programme Manager (name):
Charmaine Whelan
Panel Member (name):
Head of Department (name):
Elaine Spraggett
Date:
Date: Dec 2009
372
SELF ASSESSMENT REPORT 2008-2009
PROGRAMME AREA:
Franchise
SCOPE OF PROVISION
Henley College has two franchise partners, who are of are long-standing, and very well known to the College. They are considered to be sound providers,
conforming to the rigorous demands HCC places on them.
Association of Christian Counsellors (CITEE)
This is a national contract offering Christian Counselling at Levels 2, 3 and 4. Courses are available in Counselling, Pastoral Care and Supervision of
Counsellors. In 2008/09, a total of 401 learners were recruited, 360 on Level 2 and 41 on Level 3. At Level 4 there were no completions due in 2008/09.
Courses are run to National Academic standards through OCN and CPCAB. The courses are in Counselling using sessions in the classroom and practical
placements.
Churches Initiative in Training, Employment and Enterprise (CITEE)
This is a small local provider working in the community targeting the vulnerable, disengaged, hard to reach. Clients have mental health, rehabilitation
issues and long term unemployment. Three termly courses are recruited in one year, aiming to recruit 10 to 12 learners on each of three course. In
2008/09, a total of 31 learners were recruited.
ACTIONS TAKEN TO IMPROVE THE PROVISION FOR LEARNERS SINCE LAST SELF-ASSESSMENT REPORT
Improvement action
Impact on learners
ACC
External Moderators from OCN ran a training day
Tutors/Internal Verifiers had a standardisation day to ensure that all
agencies’ teaching staff are teaching and marking to common standards
The same standard applies for all trainers in agencies within ACC. This
ensures learners benefit from standardised levels of assessment
ACC has partially addressed slow collection of data, obtaining results from
OCN by fax
Churches Initiative in Training, Employment and Enterprise (CITEE)
Increased focus on progression to employment, and training to enable
learners to access the workplace
Increased individual needs assessment, and goal setting on an individual
basis
Students are exposed to accessible routes to employment through events
like visits to volunteer centres. Eight learners moved in to employment
Increased retention from 76% in 2006/07, to 97% in 2008/09
373
KEY QUESTION 1 – ACHIEVEMENT AND STANDARDS
How well do learners learn, progress and achieve?
STRENGTHS
EVIDENCE
CITEE
Excellent recruitment and retention figures, giving opportunities to
more disengaged and vulnerable learners
SAR data shows the trend increases over three years by 46%
Learners achieving ahead of benchmark
SAR data shows pass rate of 80%
Increased focus on workforce development
Eight learners moved on to employment after their course
WEAKNESSES
EVIDENCE
ACC
Success rate not rising on Levels 2 and 3.
ACC
SAR data shows flat trend at 76%
CITEE
20% of learners did not achieve the qualification, which may confirm
low self-esteem and sense of failure/disengagement
CITEE
SAR data
Average student attendance across programme area: N/A
374
Data Table
Please insert your 3-year trend data from the information provided by CIS.
Any discrepancies need to be resolved directly with CIS.
Please ensure all targets for 2009/10 are agreed with HoDs and completed
Qualification
Level
CITEE: Foot in the Door
ACC
2
3
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
No. of starts
% retention
% pass rate
% success
06/07
07/08
08/09
17
76
100
76
401
90
87
78
111
95
82
77
28
82
100
82
447
91
84
76
54
97
78
76
31
97
80
77
360
95
80
76
41
83
91
76
bm
Target
08/09
85
100
Target
09/10
32
85
100
95
92
89
80
90
87
95
89
89
89
80
95
82
89
89
89
375
KEY QUESTION 2 – TEACHING, TRAINING AND LEARNING
How effectively do teaching, training and assessment support learning and development?
STRENGTHS
EVIDENCE
Highly specialist provision and a high degree of staff expertise. Levels of
learner engagement at both partnerships are high
Staff CVs, unannounced visits records
ACC
Very thorough process of classroom observation by both ACC and HCC
Very good standard of teaching
ACC
Teaching Quality Support Observations, 2008/09
10 lessons observed: seven were judged “Outstanding”; one was judged to
be “good”. Three lessons satisfactory
CITEE
Innovative use of new methods to support learning. Classes well resourced
CITEE
Schemes of work. Classes double-staffed
Outstanding work to engage disengaged individuals
Course records: lesson plans, schemes of work
Individual reflective journals introduced in order to check on learning
HCC retention and recruitment data
WEAKNESSES
EVIDENCE
ACC
Unsatisfactory arrangements for cover, when a tutor is ill or absent and
another tutor has to fill in; this may be for several sessions
ACC
ACC’s own feedback form
Some students are not happy with this having planned to learn a specific
model that week and having to do something totally different
TEACHING AND LEARNING GRADE PROFILE FOR AREA
Number of observations:
Grade
1
2
3
4
%
60
10
30
(To be taken from TQS annual review)
376
KEY QUESTION 3 – NEEDS AND INTERESTS OF LEARNERS
How effectively do the programmes and activities meet the needs and interests of users?
STRENGTHS
Both partners demonstrate outstanding commitment to the needs of
their learners. They offer highly responsive specialist provision not
offered in the College
EVIDENCE
Curriculum offer
Student feedback
Unannounced visits forms Teaching Quality Support observations
ACC
Thorough, on-going support of learners throughout course
Highly effective methods of differentiation
Flexible methods of delivery to meet needs
Great variety of teaching and learning methods
Use of individual learning journal is very good practice
Very high levels of student satisfaction
ACC
Short evaluation at the end of each session
Power Point. DVD’s. Role-play
TQS Observation record: 08/0
CITEE
Dynamic teaching methods.
Time spent on personal development and modification of negative
behaviour patterns
CITEE
Unannounced visit records
Increased retention
WEAKNESSES
EVIDENCE
HCC Student feedback survey, February 2009. 91% of learners said
they were happy with the course, which is 18 points above the
benchmark
377
KEY QUESTION 4 – GUIDANCE AND SUPPORT
How effective are the care, guidance and support learners receive in helping learners achieve?
STRENGTHS
EVIDENCE
Excellent procedures in support for differing
target groups at both partners
High levels of flexibility in supporting
learners through to completion
Individual counselling, portfolios, peer support
ACC
Exceptionally thorough and effective
evaluation for the students to complete
about the tutor and course
ACC
HCC - Student Survey Feb 09, 13 points above benchmark
Mid–term evaluation, in a sealed envelope sent to the training agency. This highlights any difficulties that a
student may not feel free to raise in a tutorial before it is too late to redress them. 0f nine students on the
course, one student on a CPCAB Introduction Course said she did not receive any information before
enrolling. Also, students provide positive feedback on a questionnaire about how work assignments are
monitored and tracked
High levels of student satisfaction with their
support
Students filled in a questionnaire with the following questions:How well do you believe the course enabled you to learn the material covered?
Was the treatment you received from the course tutors appropriate, sensitive and supportive?
Did the course match the information given before the course started?
Ten courses surveyed during 2008/09 and 100% of students said yes to all the questions.
HCC student feedback survey also completed showing exceptionally high learner satisfaction, well above
benchmark in most key areas. Exception is “help for learners with learning problems”
CITEE
Rigorous procedures for appropriate
recruitment to support very vulnerable
students. Holistic approach to learner
behaviour for example, including leisure
activities in the scope of changing people’s
negative mindset
CITEE
Recruitment records
ILP
Franchise visits records
Closer working with Mental Health Services including Willow View and Lamb Street
Partner records and paperwork e.g. schemes of work, lesson plans
378
Excellent support throughout course, to
encourage change in behaviour patterns
and ways of thinking
Learner Files
Well structured Induction to College.
Multi Agency approach to supporting
learners
Staff diaries, HCC
Staff diaries, CITEE
WEAKNESSES
EVIDENCE
ACC: Lack of support for learners with
learning support needs
ACC: HCC Student feedback survey February 2009
379
KEY QUESTION 5 – LEADERSHIP AND MANAGEMENT
How effective are leadership and management in raising achievement and supporting all learners?
STRENGTHS
EVIDENCE
Long-standing partnerships with excellent communication
between partner organisations and College
TQS Observation Reports
Unannounced visit reports
Partnership is used to raise standards and share government
priorities for Adult Sector. Team working ethic well
established; shared priorities with Henley College Coventry
No significant audit issues raised
Partners maintain CMF and are supported by Development Unit CMF’s are also audited
Annual training sessions by HBS
Frequent visits recorded in visits file
Regular – daily if required – telephone contact
High standards in resources and facilities across all provision
Student feedback survey February 2009, 17 points above benchmark
Visits files
ACC
Effective centralised management of agencies
Communications trails
Self-assessment across partnerships leads to improved
Teaching Quality Support
TQS visits done by committee members of the Training Standards Committee (TSC) each
year at all the training agencies ensure effective teaching so that achievement is raised.
Visits done at each training agency visiting a variety of levels of courses. Copy of report
sent to tutor, training agency and Henley College Coventry
WEAKNESSES
EVIDENCE
ACC
Unsatisfactory process for collection of awarding results.
Delays in sending awarding body data to awarding body
Learners being given too long to complete portfolios after
end dates
Results slow to arrive at College year on year
Wrong date on two courses meant they were recorded as fails (18 learners in total, 4.5%)
One member of staff did not apply to board for RAC, so learners not timely completion
(4%)
E-mails. ILR
380
OUTCOMES FOR LEARNERS – ‘Every Learner Matters’
How does the area ensure that:
1. All learners take
responsibility for their
own health, safety and
well being?
2. All learners are, and feel,
safe?
3. It contributes to all
learners’ enjoyment,
personal development
and achievement?
4. All learners are enabled
to contribute to their
wider community?
5. All learners increase
their employability and
economic well being
through learning and
development?
Learners are given the knowledge understanding to enable them to take responsibility for these areas. Good practice is
demonstrated to them by the partners.
CITEE adopts a holistic approach – physical and mental health maintained and protected. Social, personal, and
vocational development includes healthy living and diet. Links with the Health Service had been strengthened.
ACC deals with mental health issues as part of their counselling curriculum.
Learners are safeguarded and protected. Staff take action to identify and respond appropriately to learners welfare and
concerns.
Making appropriate choices understanding consequences and taking responsibility are part of the core work at CITEE.
Behaviour modification in order to increase positive mental health and engagement in society is actively promoted and
encouraged.
Staying safe in Counselling Work is part of the core curriculum for ACC.
Both partners have a H&S policy and this is informally monitored at unannounced visits.
Both partners encourage multi-agency approaches as part of their core work.
Safe working practices are encouraged in all areas of resourcing and delivery.
Both partners celebrate the principle of lifelong learning and dealing with negative behaviour and thought patterns.
Positive reinforcement is an integral part of the learning styles.
Learners’ enjoyment personal development and achievement are core priorities.
Staff use enrichment activities as part of the core curriculum at CITEE.
Each learner has individual goals in their own personal development.
Are encouraged to take part in wider community activities.
The personal development focus at CITEE stresses individual participation and contribution to course. Individual goal
setting has been introduced as a daily reinforcement process.
A variety of teaching and learning styles at both partners encourages participation team work and team building.
Vocational development is a key process at CITEE.
Both partners offer provision which increases the employability of learners and facilitates progression to employment.
Both partners indirectly are working to improve the mental health and well being of the workforce.
381
ACTION IMPROVEMENT PLAN 2009-2010
All weaknesses identified must have a corresponding action for improvement and be referenced according to the Key Question
(e.g. KQ1 refers to achievement). First, however, all SARs must address the questions on Workforce Development, Equal Opportunities and Outcomes for Learners/Every
Child Matters.
PROGRAMME AREA:
KEY
QUESTION
Workforce
Development
Equal Oppor’ties
Outcomes for
Learners
KQ1
Franchise
DEPARTMENT:
ACTIONS TO BE TAKEN
HBS
MEASURE/EVIDENCE
BY
WHOM
BY WHEN
ACC: Review of contribution of courses to employability
CITEE: Continue to support learners to employment
Schemes of work
GR/IS
ACC/CITEE: Continue with good practice
ILP’s
GR/IS
CITEE: Look at recruitment processes to ensure appropriate learners
recruited
Retention rates
IS
Jan 10
Achievement rates
IS
Immediately
CITEE
Review curriculum to ensure enables learners to achieve
REVIEW OF PROGRESS
AUTUMN
SUMMER
July 2010
July 2010
KQ2
ACC: to devise appropriate and successful cover arrangements when
staff are off sick
Student feedback
GR
Immediately
KQ4
CITEE: Seek out funds to support extra-curricular activities
ACC: Put in place learner support as required
Success rates on
upward trend
IS/GR
Immediately
KQ5
ACC: Review administrative systems to support correct processes
Address data collection to ensure timely processes with paperwork and
administration
GR
Immediately
382
2008-2009 PROGRAMME AREA
SELF-ASSESSMENT REPORT
PROGRAMME AREA
Work Based Learning
DEPARTMENT
Henley Business Solutions (HBS)
PROGRAMME MANAGER
Elaine Spraggett
COURSE TITLE(S)
APPRENTICESHIPS
Accounts
Business Administration
Catering and Hospitality
Customer Service
Engineering
Hairdressing
TRAIN TO GAIN
Business and Administration
Children’s Care, Learning and Development
Customer Service
Catering and Hospitality
Cleaning
Health and Social Care
Team Leading
Basic Skills
383
PROGRAMME AREA GRADE SUMMARY 2008-2009
PROGRAMME AREA:
WBL
VALIDATION OF SELF-ASSESSMENT BY
MODERATION PANEL
DEPARTMENT: HBS
KEY QUESTION
GRADE (1 – 4)
1. Learners’ achievements
3
2. Teaching, Training & Learning
3
3. Programmes and activities
meet needs and interests of
learners
2
4. Guidance & Support
2
5. Leadership and Management
2
Programme Area Grade
3
The Report:
Yes
Identifies key strengths and weaknesses
X
Has statements which are evaluative rather
than descriptive
Contains reasonable judgements which are
supported by evidence
Sets challenging but achievable
improvement actions
Comments:
X
Partly
No
X
X
Capacity to improve – comment/grade
Moderation Panel Grade:
3
Programme Manager (name):
Head of Department (name):
Date:
Panel Member (name):
R Goy / K Clements/ A Smith
Date:
December 2009
384
SELF ASSESSMENT REPORT 2008-2009
PROGRAMME AREA: Work Based Learning
SCOPE OF PROVISION
Henley Business Solutions acts as a cross-College hub for developing employer engagement, learner recruitment, co-ordination with learners, employers and
curriculum areas, learner support and tracking, framework claims. There are two work-based learning programmes.
Apprenticeship Programme: this is a well- established programme in the College. Over the last year, following an unsatisfactory audit report, a new
management, co-ordination and administration team has been established. This has addressed underlying issues, although some historic poor practice is still
affecting the success rates, particularly for carry-over learners.
In 2008/9 there were 133 learners on programme across Hairdressing, Catering, Business Administration, Customer Service, Business Administration. 34 of those
were carry-overs from the year before the audit report.
Train To Gain (TTG): this is a newer funding stream now in its third year. In 2007/08 the College was considerably below target for enrolments. However, in
2008/09 there was a dramatic improvement. The College was able to re-profile its contract upwards mid-year and exceeded its original and revised targets. A
total of 610 learners were enrolled.
ACTIONS TAKEN TO IMPROVE THE PROVISION FOR LEARNERS SINCE LAST SELF-ASSESSMENT REPORT
Improvement action
Impact on learners
Extensive management and staffing changes
Greater consistency of reporting and delivery
New team of co-ordinators
Increased levels of contact and support for learners
Increased involvement in cross-college activity and processes including
Development Unit and Student Services
Clarity over curriculum and HBS roles and responsibilities
More consistent learner experience in line with College expectation
Introduction of new tracking system
Learners now clear about roles, responsibilities, aims and expectations of
programme
Formulation of clear strategy for employer engagement
Implementation of clear targets for employer engagement across the College
Increased frequency and consistency in processes for gathering feedback from
employers
Regular monitoring and feedback to learners
Engagement with a wider range and number of employers and increased
opportunities learning opportunities for employees
Improvements in service in-year and planned improvements long-term
385
KEY QUESTION 1 – ACHIEVEMENT AND STANDARDS
How well do learners learn, progress and achieve?
STRENGTHS
EVIDENCE
Good achievements in Accounts and Business Administration
Apprenticeships, and Team Leading and Hospitality Train to Gain
Apprenticeships SAR data: Accounts 100%
Business Administration 71.5%
TTG SAR data: Team Leading 100%
Multi-Skilled Hospitality 91%
Learning is very closely tailored to individual needs
ILP, employer surveys
WEAKNESSES
Very poor rates of completion in Sector 7 and Sector 4
Apprenticeships and in Train to Gain Basic Skills
EVIDENCE
SAR data: Apps Hair 47%, Hospitality and Catering Level 2, 36%
Engineering 25%
NB: Hair and Catering impacted by withdrawing out of funding
learners
TTG Basic Skills Literacy Level 2, 22%
Particularly poor results on timely framework completions for
Apprenticeships
SAR data
Poor practice of previous years had a negative impact on 2008/09
success rates
Enrolling learners on two year programmes impacted on timely
completions in 2008/09; block withdrawal of out of funding learners,
impacted on success rates in year of withdrawal. Without the impact
of these errors 2008/09 success would be: Sector 15 93%; Sector 7
63%; Sector 8 100%, Sector 4 40%.
386
Data Table
Please insert your 3-year trend data from the information provided by CIS.
Any discrepancies need to be resolved directly with CIS.
Please ensure all targets for 2009/10 are agreed with HoDs and completed
Qualification
Apprentices: Sector 07
Retail and commercial
Enterprise
Hair and Catering
Apprentices: Sector 15
Business, Administration and
Law
Accounts, Business
Administration and Customer
Service
Apprentices: Sector 04
Engineering and
Manufacturing Technologies.
Level
06/07
07/08
08/09
No. of leavers
% retention
pass rate
% success
No. of leavers
% retention
pass rate
5
N/A
4
80%
11
N/A
5
36
N/A
23
64%
36
N/A
27
% success
45%
75%
31
N/A
14
45%
12
N/A
9
75%
1
5
8
N/A
1
100%
N/A
2
40%
N/A
2
25%
24
30
2
N/A
22
92%
N/A
16
53%
N/A
1
50%
78%
64%
49%
150
N/A
99
66%
No. of leavers
% retention
pass rate
% success
Apprentices: Sector 08
Leisure, Travel and Tourism.
No. of leavers
% retention
pass rate
% success
Apprentices Overall
Train to Gain
No. of leavers
% retention
% pass rate
% success
No. of leavers
% retention
pass rate
% success
bm
50%
50%
Target
08/09
Target
09/10
60%
80%
50%
N/A
50%
80%
50%
70%
65%
70%
387
KEY QUESTION 2 – TEACHING,TRAINING AND LEARNING
How effectively do teaching, training and assessment support learning and development?
STRENGTHS
EVIDENCE
Strong design of workplace assessment to ensure that workplace needs are
met
Sectors and qualifications
Skills scan
Employer review
Clear goal setting
ILP, learner review records, Teaching Quality Support observation report
Professional rapport with learners leading to good learner involvement
Teaching Quality Support observation report
Good feedback from learners – 89% rate teaching as good
Student Survey
WEAKNESSES
EVIDENCE
Poor timeliness and tracking of achievement
Apprenticeships
Poor timely completion of Key Skills for Apprenticeships
SAR data
Lack of accountability in Key Skills delivery results in some poor practice
E-mail trails, notes in learner files
Little systematic use of centralised tracking of progress through learning
Tracker spreadsheet
SAR data
TEACHING AND LEARNING GRADE PROFILE FOR AREA
7 observations - 66.6% graded good or better
(To be taken from TQS annual review)
388
KEY QUESTION 3 – NEEDS AND INTERESTS OF LEARNERS
How effectively do the programmes and activities meet the needs and interests of users
STRENGTHS
EVIDENCE
Strong curriculum and delivery model for employer engagement, meeting
the needs of the local labour market based on strong relationship between
learning relevant skills, the workplace and the qualification
Training Impact Survey July 2009 96.7% of employers considered the key
organisational training objective had been met. Increase in learner numbers
on TTG from 80 to 610. All NVQ’s map to learner’s work and individual role
A wide range of qualifications enables learners to make individual choices
Training plans, reviews
Learners engaged through choice of units relevant to their work.
Training plans, reviews
Very flexible delivery models for initial assessment
Tests in learner files
High levels of employer satisfaction, measured by external, Training Quality
Standard accreditation process
Training Quality Standard assessment report
WEAKNESSES
EVIDENCE
Some assessors allocated too much time for completion of learners
Assessment records and training plans
Student Feedback Survey
389
KEY QUESTION 4 – GUIDANCE AND SUPPORT
How effective are the care, guidance and support learners receive in helping learners achieve?
STRENGTHS
EVIDENCE
A comprehensive range of support including interview, IAG, induction,
reviews is in place
Paperwork in learner files
Apprentices
Extensive pastoral support provided by dedicated co-ordinator, as well as
assessor, enables rapid response to learner and curriculum issues
Co-ordinators’ job descriptions
Learner files: ILP, Review notes, learner files
Very effective engagement with employers produced Train to Gain
enrolments well in excess of targets
MIS data: 75% increase in number of employers actively engaged
WEAKNESSES
EVIDENCE
Some employee learners on particular programmes are unclear about the
requirements and demands of the programme
SAR data
High level of Parcelforce withdrawals
390
KEY QUESTION 5 – LEADERSHIP AND MANAGEMENT
How effective are leadership and management in raising achievement and supporting all learners?
STRENGTHS
EVIDENCE
Significant improvements in administration and support for Apprentices
LSC Audit report: “measurable improvements have taken place with the
college’s internal controls over its apprenticeship provision
Exceptional growth in Train to Gain (TTG) numbers exceeding original
contract targets
MIS data: original contract exceeded in January 2009, contract renegotiated and new targets met by period 10; Train to Gain starts increased
from 80 in 2008/09 to 616 in 2008/09
Achievement of Training Quality Standard:
“The College has a well-articulated, clear strategic steer from the Principal”
Staff demonstrated an enthusiastic grasp of the strategic direction for the
College”
Feedback report from TQS and badge
Very clear lines of responsibility for delivery of curriculum compared with
management of administration and learner support
Processes and procedures file
Minutes of meetings
Processes and procedures file
Learner files e.g. Induction processes
Dynamic approach to progress and developments and strong capacity to
improve
Achievement of TTG target
Achievement of TQS
Procedures and Processes file
Appraisal records
Very thorough processes for learner support
Co-ordinators mentor learners and offer to them the full range of College
ILP and learner files
Minutes of SMT, Employer Engagement, HBS
Feedback report from TQS
391
Very clear management structure and lines of communication from SMT to
co-ordinator and assessor level ‘key actions have been taken to structure
the college appropriately to facilitate responsive employer engagement
resulting in all initial processes and key account management being brought
together in one department”
Audit and TQS feedback
Effective action taken to re-structure and implement a strong new team,
including new WBL Manager
Organisation structure chart
Very high levels of customer satisfaction
Training Impact Survey June 2009: 96.7 % of employers would consider
continuing training with HCC
WEAKNESSES
EVIDENCE
CRM processes still need to be embedded
Use of targets, benchmarks and market intelligence in setting strategy
needs to be developed
Feedback report from TQS
Feedback report from TQS
Some inaccurate documentation has led to inaccurate audit trails; further
alignment is needed between HBS and CIS processes
LSC Audit report June 2009
Inconsistent engagement, liaison and supply of information from specific
programme areas
Success rates Early Years, Hair, Catering
There is no central co-ordination/tracking of assessor case-loads
Inconsistent case-loading and deployment of assessors
392
OUTCOMES FOR LEARNERS – ‘Every Learner Matters’
How does the area ensure that:
1. All learners take
responsibility for their
own health, safety
and well being?
2. All learners are, and
feel, safe?
All learners are given the knowledge understanding to enable them to take responsibility for these areas through
thorough induction, including H&S, by co-ordinators and assessors. Health and Safety checks are conducted in
every company and reviewed termly and annually.
3. It contributes to all
learners’ enjoyment,
personal development
and achievement?
HBS staff and curriculum staff jointly take responsibility for the learner’s success and well-being. Teaching and
assessing staff are core college staff with access to the full range of support for developing good practice. A variety
of learning methods are undertaken with a flexible work-based approach to delivery. For example, a variety of
portfolio building activity takes place.
Apprenticeships: Learners are visited one to one by co-ordinators in their workplace for the process of termly
reviews. Co-ordinators take a positive approach to encouraging learners and to the development of self-esteem. The
NVQ curriculum is tailored around the learner and the workplace.
4. All learners are
enabled to contribute
to their wider
community?
5. All learners increase
their employability
and economic well
being through
learning and
development?
Apprenticeships:
Co-ordinators encourage positive work ethic and work closely with employers to ensure that learner succeed in the
workplace.
Learners are safeguarded and protected. All undertake an extensive induction programme.
Apprenticeships: Units in Employment Rights and Responsibilities (ERR) are completed by every learner. Staff take
action to identify and respond appropriately to learners welfare and concerns. Learners have a co-ordinator to
mentor them through their qualification.
All learners complete a work-based learning qualification, which develops their employability and vocational
development.
Apprenticeships The Apprenticeship programme aids transition from school to the workplace and the framework
develops specific job-related skills as well as key skills.
393
ACTION IMPROVEMENT PLAN 2009-2010
All weaknesses identified must have a corresponding action for improvement and be referenced according to the Key Question
(e.g. KQ1 refers to achievement). First, however, all SARs must address the questions on Workforce Development, Equal Opportunities and Outcomes for Learners/Every
Child Matters.
PROGRAMME AREA:
KEY
QUESTION
Work Based learning
ACTIONS TO BE TAKEN
DEPARTMENT:
MEASURE/EVIDENCE
HBS
BY WHOM
BY
WHEN
KQ 1
Improve understanding of timely completions with departments,
including need for accurate end dates
Accurate planning of
end dates
ES/MB/AJ and
HoD’s
Dec
09
KQ2
Work with depts. On timely delivery, and IV of Key Skills
completion. Implement Maytas tracking system
15% increase in timely
completion
ES/MB/AJ and
HoD’s, PM’s
July
10
KQ 3
Improve mechanisms for collecting, reporting on and responding to
learners’ feedback
Improved learner
satisfaction
AJ/ES/HODS/PMs
Jan
10
KQ 4
Implement Maytas system, support curriculum staff to use system
and plan effective interventions
System in use, timely
reviews and completions
AJ/ES/AS
Ap10
KQ 5
Embed Employer Engagement systems across College
Streamline use of PFR between CIS/HBS
Clean audit
AJ/ES/AS
July
10
Develop and use targets and benchmarks; improve impact
measurement mechanisms and use of LMI data
Successful TQS
re-submission
AJ/SC
July
10
Identify and implement clear responsibility structure for employer
engagement in every programme area
Structures agreed
AJ/HODs
Apr
10
REVIEW OF PROGRESS
AUTUMN
SUMMER
394
continuation sheet ……
ACTION IMPROVEMENT PLAN 2009-2010
PROGRAMME AREA:
KEY
QUESTION
KQ5
Work Based Learning
ACTIONS TO BE TAKEN
Research market intelligence on assessor caseloads and develop
framework for measuring and managing College caseloads
DEPARTMENT:
MEASURE/EVIDENCE
Framework agreed and
deployed
BY
WHOM
AJ/AS/
DW
HBS
BY
WHEN
REVIEW OF PROGRESS
AUTUMN
SUMMER
Apr 10
395
HENLEY COLLEGE COVENTRY
ACADEMIC RESPONSIBILITY STRUCTURE
APPENDIX 1
PRINCIPAL - RAY GOY
VICE-PRINCIPAL
CURRICULUM AND QUALITY
SALLY ARCHER
DIRECTOR OF PROGRESSION
STRATEGIES
HEAD OF
DEPARTMENT OF ADULT,
SOCIAL & CONTINUING
EDUCATION
HEAD OF DEPARTMENT OF
HOSPITALITY AND CREATIVE
STUDIES
HEAD OF
DEPARTMENT OF
LEISURE AND
PROFESSIONAL STUDIES
ASSISTANT PRINCIPAL
PROGRESSION STRATEGIES
OLWYN SEAL
DAVID PRYKE
NIGEL DUNNILL
ALAN SHAW
ALAN JONES
Deputy Head
Rosemary Bonner
Deputy Head
Sarah Horner
PROGRAMME AREAS
Health and Social Care -
PROGRAMME AREAS
Art & Design -
Forensics, Access, Maths,
English and Science -
Catering and Hospitality-
Early Years -
Hairdressing/
Beauty Therapy -
Business and Professional
Studies -
Media Studies -
PROGRAMME AREAS
Fresh Start and
Prince’s Trust Volunteers -
Jackie Ledwidge
Pre 16 Provision -
Frances Gibbons
Essential Skills -
Mari Cantalpiedra
Life Skills –
Sue O’Dowd
Poyee Chan
Victoria Cornwell-Lyon
Emma Davies
Rosie Bonner
ESOL - Jane Owens
IT Skills/ IT Workforce
Development –
Beverley Clarke
Pamela Bolus
Stuart Bilcliffe
Sarah Horner
Deputy Head
David Porter
PROGRAMME AREAS
Sports and Fitness Industry -
Peter Marshall
Travel and Tourism -
Peter Riseborough
Public and Uniformed Services -
Tez Gittens
Henley Business Solutions
Manager -
Elaine Spraggett
Work-Based Learning -
Matthew Bastock
Sports Science –
Stephanie Oatridge
Overseas -
Bill Mizen
Tom Harvey
Business Administration -
Graham Jackson
Computer Studies/
Systems and Networking -
Engineering -
PROGRAMME AREAS
Amanda Smith
Mark Johnson-Jones
396
HENLEY COLLEGE COVENTRY
MANAGEMENT ORGANISATION STRUCTURE
APPENDIX 2
PRINCIPAL
RAY GOY
VICE PRINCIPAL
CURRICULUM & QUALITY
SALLY ARCHER
HENLEY
BUSINESS
SOLUTIONS
STUDENT
SERVICES
ALAN JONES
ASSISTANT PRINCIPAL
VICE PRINCIPAL
FINANCE, ESTATES
& INFORMATION SERVICES
RICHARD BATEMAN
HEADS OF TEACHING
DEPARTMENTS (3)
CURRICULUM PLANNING
ANTHEA SMITH
ASSISTANT PRINCIPAL
DIRECTOR OF
PERSONNEL
DEBBIE WRIGHT
CURRICULUM & QUALITY
ASSURANCE
MIKE HOLLIDAY
FINANCE &
ADMINISTRATION
MARTIN HARRINGTON
MARKETING MANAGER
SANDRA CIUFFINI
HENLEY BUSINESS
SOLUTIONS
MANAGER
STUDENT
SERVICES
MANAGER
ELAINE
SPRAGGETT
MARIA
CROMPTON
VACANCY
PROFESSIONAL & QUALITY
DEVELOPMENT
KEVIN CLEMENTS
TECHNICAL SERVICES
MANAGER
VACANCY
LEARNING SERVICES
SUE BIRD
ESTATES
& HEALTH AND SAFETY
PETER HAMMOND
PROGRESSION STRATEGIES
OLWYN SEAL
397