SELF-ASSESSMENT REPORT
2012-13
Table of contents
Page Number
Background
4
Self-assessment summary
10
College learner profile
14
Progress against QIAP
17
Aspect judgements
20
*N.B. All judgements were based on the latest official data available
2
Table of figures
Page
Figure 1
The SAR process
9
Figure 2
Overall judgements
10
Figure 3
Summary of grades
10
Figure 4
Curriculum area and support area judgements
11
Figure 5
Key strengths
12
Figure 6
Key areas for improvement
12
Figure 7
Volume of provision by subject sector area (starts)
14
Figure 8
Volume of provision by subject sector area (glh)
15
Figure 9
Volume of provision by level
16
Figure 10
Learner profile by broad ethnic grouping
16
3
1
Background
1.1
College context
Newham Sixth Form College (NewVIc) is one of the largest sixth form colleges in London, with
2560 students on roll, 2501 aged 16 -18; 64% of starters are studying at Level 3. NewVIc is located
on a single main campus in Plaistow in the London Borough of Newham. The borough has a
population of 308,000 with 28% under 20 years old. Newham is ranked as the third most deprived
borough in London and the sixth most deprived local authority in England as identified in the Indices
of Multiple Deprivation 2010. There are extreme levels of economic, health and social deprivation
among its residents. 94% of students have widening participation postcodes: the highest of any sixth
form college. 35% of pupils receive free school meals – the fifth highest proportion in England.
Mobility in and out of Newham is the highest of all the London boroughs. Newham is the second
most ethnically diverse borough in the country with 70% of the population from Black and Minority
Ethnic (BME) groups; 36.3% of students enter the college with lower than average grades in GCSE
English and mathematics.
84% of NewVIc’s students are Newham residents and both the student and staff body reflect the
ethnic, cultural, linguistic and religious diversity of the borough, with over 90% of students and 60%
of staff from minority ethnic groups. In 2012-13 the college recruited 2396 of its students from
widening participation areas. 1020 students were eligible for a bursary from the college’s Learner
Support Fund. 91% of students spoke a language other than English at home with over 17 languages
spoken.
1084 students received additional support from the Inclusive Learning team. 452 students gave their
time as student ambassadors, peer mentors or volunteers in the community on a weekly basis,
including 64 students as sports leaders or coaches. Students benefit from inter-cultural learning
opportunities including exchange visits to France and Germany. Student success is celebrated in
many ways including an annual celebration sponsored by local industry partners Barclays, Tate & Lyle
and City Airport amongst others.
The college mission is to create a successful learning community, and this is reflected across its
extensive work. NewVIc is committed to widening participation, developing skills and opportunities,
and raising achievement and progression for all young people in the borough who are ready to
benefit from full-time education. NewVIc prides itself on providing an inclusive learning
environment.
During 2012/13 the college undertook extensive capital works to improve the infrastructure and
protect and improve the learning environment. The opportunity was taken to work with a number
of curriculum areas, such as music, engineering and maths, to create more innovative learning spaces
and facilities. For example, the walls of the maths’ classrooms have been transformed into giant
whiteboards with the application of specialist paint enabling teachers to check students’ progress
more effectively.
In addition, a major programme of IT infrastructure improvement was also funded, including the
establishment of an off-site IT facility, and the extension of Wi-Fi coverage to the whole site. At the
end of 2012/13 works started to update the roofing, heating, lighting and ventilation in the sports
4
hall, to make A Block watertight, to upgrade some windows to double glazing, to replace water
tanks and numerous other infrastructure issues.
NewVIc offers curriculum provision in 12 sector subject areas (SSA) with a strong focus on AS and
A-levels offering over 31 subjects together with a broad range of vocational programmes which are
chosen by 46% of students. The curriculum offer is very comprehensive and responsive to the needs
of students, employers, HE institutions and national priorities. The college has a clear focus on
learning, success, language and leadership development, employment and citizenship as well as
seeking to help all learners gain qualifications in English and mathematics at level 2. NewVIc has
invested in new middle management roles with an emphasis on improving student experience over
time including a manager for student development.
Overall, 767 NewVIc students, 99% of A-level applicants or 76% of the level 3 year 2 students in
total progressed to university in 2013 including 60 to Russell Group universities, of whom 15 were
from vocational courses, and 130 to the most selective universities1, of whom 45 were from
vocational courses. Students achieved a total of 106 A* and A grades at A-level, 19 were at A*; 49
triple distinctions in BTEC Extended Diplomas, 100% pass rate in 10 BTEC Extended Diplomas and
100% pass rate in 14 A-level subjects. Internal progression is substantial with 71% of level 2 students
progressing internally to level 3 and many of these students are expected to progress to university.
A significant number of students were the first members of their family to progress to higher
education.
The college is committed to providing a broad curriculum and offers one of the widest and most
comprehensive range of courses of any sixth form college nationally, reaching those without basic
skills, those wishing to develop their employability as well as those aiming to progress to study at
higher education level. The college makes a substantive contribution to the borough-wide
commitment to meet the September guarantee for 16 and 17 year olds.
The college has an aspirational culture within a comprehensive environment. This is reflected in the
development of the Honours Programme for gifted and talented students which is a tailored
academic programme of curriculum enhancement and guidance designed to equip high achieving
students with the knowledge and skills needed to progress to the most selective UK universities.
First established in February 2011, this programme has grown rapidly and raised the profile of our
work in this area. Last year, we further developed the programme with the introduction of the
TAMES (technology/architecture, maths, engineering and science) and Psychology pathways – which
we ran alongside the Medicine, Law and Humanities Pathways recruiting a total of 198 students.
The learning resource centre (LRC) on the main college campus houses a diverse range of resources
maintained and developed in close consultation with curriculum committee and programme teams.
There are two computer suites providing access to 75 networked computers and students are
readily able to access e-learning materials on the VLE. Clearly designated study areas provide access
to group, quiet and silent study areas. A workshop area provides opportunities for group study skills
sessions linked directly to the curriculum, and support through learning mentors. The LRC includes
books, journals, and audio visual and electronic resources.
1
As defined by BIS – the Department for Business, Innovation and Skills
5
1.2
The Local Area
Newham is at the heart of regeneration and economic growth in East London, with outstanding
opportunities for students to engage with the development of Stratford both as a cultural and
commercial centre. The college is a short distance from the development of the Olympic Park and
NewVIc’s Sports Academy is strategically placed to ensure students enjoy the benefits of
engagement with, and the legacy of, sporting health and leisure facilities that will be there for the
community after the 2012 Olympic and Paralympic Games.
NewVIc is recognised as the top London sixth form college for sport according to PE and Sport
Strategy for Young People (PESSYP) data: in 2012-13 46% of students took part in sport or physical
activity (3 times the national average).
In addition the infrastructure of Newham has been rapidly developed to include new shops,
Westfield Stratford City, homes and significantly improved rail and transport networks.
Newham has a 96% staying on rate at 16 and NewVIc is the largest provider of full-time 16-18
education and training in the borough, enrolling 26% of all year 11 students staying on in education
and 50% of all those studying in the borough. Other providers are Newham College of Further
Education (NCFE), the joint sixth form of the two Roman Catholic schools, St. Angela’s and St.
Bonaventure’s, the LAE (London Academy of Excellence, a highly selective sixth form free school)
and Brampton Manor Academy School sixth form. One new post-16 provider is planning to enrol
students in 2013-14: the Chobham Academy School sixth form run by the Harris chain. Some adult
and community learning, including family learning, is provided by the local authority.
There is a history of strong 14-19 partnership working in Newham and the college works with the
local authority, schools and the other post-16 providers; and the University of East London in
collaborating on the 14-19 agenda, including preparing for and progressing into apprenticeships. The
college also contributes to the borough’s Late Arrivals Programme (NewLAP) for year 11 students,
as well as contributing to the additional provision (NAP) programme for schools. The college has
strong relationships with many higher education institutions including Wadham College, Oxford,
Gonville & Caius College, Cambridge, University College, London, Birkbeck, University of London,
SOAS, King’s College, London, Queen Mary University of London and the University of East London.
NewVIc’s work experience team have built strong and effective partnerships with 603 employers
from a range of industries across the curriculum who support students through the delivery of
employability workshops. The successful employers’ fair comprised 30 stands and was attended by
over 450 students. 1332 students benefited from a work experience placement.
6
1.3
The self-assessment process
In 2013 the college introduced the ‘Learner Journey’ framework to assess performance across all
provision at course and programme team level, thus making it easier for teams to relate
performance directly to the learner’s experience.
Delivery has been graded against the core aspects of the framework using the 4-point grading
system:
Outstanding (1)
Good (2)
Requires improvement (3)
Inadequate (4)
For learning programmes self-assessment is first carried out by delivery teams at course/subject level
in the Course Self-assessment Report (SAR) which enables judgements about the learner experience
at every stage of their journey from recruitment through to progression. This process also serves
to prepare for annual programme performance reviews. A consistent approach has been made with
the new SAR and Quality Improvement Action Plan (QIAP) templates adopted across all curriculum
teams. Course QIAPs are being monitored at course team level.
Key issues emerging from course level feed into Programme Area Self-assessment recorded by
programme managers in the Programme Area SAR.
Programme Team Managers are given support and guidance in completion of the Programme Team
SAR and assessment of performance against the ‘learner journey’ framework. Completed
Programme Team SARs and grades proposed are verified by the Director of Studies and Head of
Quality, with final confirmation made by the Senior Leadership Team and a panel of external
verifiers.
The college’s Head of Quality works with programme managers to support and monitor the
implementation of the self-assessment process.
Annual course performance review meetings facilitate assessment and evaluation of overall
programme area performance based on Outcomes for Learners (achievement and progression).
Whilst also acknowledging successes, meetings have specific focus on areas for improvement, the
identification of courses causing concern and the proposed timely actions to address key course
issues and assess the impact achieved.
In 2012-13 all support teams completed a SAR against service level commitments which are agreed
annually in the service level agreements. These reports feed into the whole college SAR and enable
more rigorous performance management of support teams.
The Senior Leadership Team work in a series of workshops to use the data, judgements and
evaluations generated up from programmes and cross college services to develop and produce the
college Self-Assessment Report. This includes achievements of the college Development Plan,
Quality Improvement Action Plan, Equality and Diversity Objectives, Safeguarding and the evaluation
of Primary Institutional Goals.
7
The final draft of the SAR and ensuing Quality Improvement Action Plan is produced by the Senior
Leadership Team.
A dedicated meeting of the college’s Senior Leadership Team is used to formally confirm college selfassessment, grade judgements, primary institutional goals, and the Quality Improvement Action Plan
for 2013-14, which in turn informs and feeds into the college’s Development Plan.
The final draft SAR is peer reviewed through the college’s participation in the North London 6 (a
peer review group of all sixth form colleges in the North and East of London) then presented for
verification and approval to the Governing Body at its December meeting.
8
Figure 1: The SAR process
SAR Process Stages
Time line
Course/subject teams
May-June
2013

complete all aspects of self-assessment
against the learner journey

1st draft course QIAP
Service teams

May-June
2013
complete all aspects of self-assessment
against service level commitments
Programme Team Managers


June-July
complete 1st draft of Programme Team SAR 2013
taking into account themes identified in
individual course/subject/service teams selfassessment (excluding achievement and
progression)
complete 1st draft team QIAP
Course/subject teams complete
Sept-Oct
2013

achievement and progression sections of
SARs

QIAP

Programme team managers present course
SARs to SLT
Programme/service team managers

complete Programme Team SARs including
achievement and progression and team
QIAP
Sept-Oct
2013
Director of Studies/Head of Quality/college
management team verification of QIAP and
SAR grades
Nov 2013
Senior leadership team/Governing body
Oct-Dec
2013

complete whole –college SAR and college
QIAP
Peer review of SAR
Nov 2013
Governing body approval of SAR/QIAP
Dec 2013
SAR/QIAP uploaded onto Provider Gateway
Dec 2013
9
Commentary
10
2. 2011/12 Self-assessment Summary
2.1 Overall Judgements
Figure 2
Aspect
Judgement
2012-13
Overall Effectiveness
Good
2
Outcomes for Learners
Good
2
Teaching, Learning and Assessment
Good
2
Leadership and Management
Good
2
2.2
Summary of grades
Figure 3
2009-10
2010-11
2011-12
2012-13
(Overall) Effectiveness of Provision
2
2
2
2
Capacity to Improve
2
2
n/a
n/a
Outcomes for Learners
3
3
2
2
Teaching, Learning and Assessment
(formerly Quality of Provision)
2
2
2
2
Leadership and Management
2
2
2
2
Contributory Grade: equality of
opportunity
2
2
n/a
n/a
Contributory Grade: safeguarding
2
2
n/a
n/a
College level
11
2.3
Curriculum Area and Support Area Judgements
Figure 4
SSA
Programme Team
Grade
1
Health and Child Studies
2
Science
3
Maths and Numeracy
3
2,11
Social Sciences
2
4,5
Engineering Technology
1
6
Information and Communication Technology
2
8
Leisure, Tourism and Sport
2
Art & Design
3
Media
1
Performing Arts & Music
3
10,11,12
Humanities & Languages
1
12
English & Communication
2
14
Foundation Learning
2
15,11
Business A Level
3
15
Business Vocational
2
2
9
Support Services
Grade
Supported Studies
2
Inclusive Learning (Student Services + Counselling)
2
Learning Resource Centre
2
Extra-curricular: (Enrichment)
1
Extra-curricular: (Sports Academy)
1
12
2.4
Key Strengths and Areas for Improvement
Figure 5
Key Strengths
K1
Success rates are 4.5% above national averages for all institutions for level 3 advanced vocational
and 2% above for level 2 vocational courses.
K2
Success rates and value-added for SSA 4, 5 and 14 (Engineering, Construction, and Preparation for
Life and Work).
K3
Outstanding support for student progression to HE: 91% of applicants are placed or 767 students,
including 60 to Russell Group universities and 130 to the most selective universities.
K4
Learners make significantly better than expected progress at AS level over 2 years and on L3
Extended Diplomas: teaching is good.
K5
Responsive and sustained school liaison and outstanding pre-entry information, advice and guidance
and induction prepare students for success on appropriate courses.
K6
Comprehensive self-assessment, target-setting and monitoring processes which involve students,
teachers, support staff, managers and governors have contributed to significant improvements in
performance.
K7
Strong financial management which has enabled the college to maintain outstanding financial health,
a high quality offer to students and value for money at a time of substantial income reductions.
Figure 6
Areas for improvement
A1
Overall success rates for AS level/A-level, SSA 2 Science and Maths, GCSE maths and level 1.
Value-added on A-level courses.
A2
The consistency in the quality of feedback to learners about what they need to do to improve.
A3
Insufficient stretch and challenge in some lessons
A4
Overall decline in A-level attendance and punctuality overall
13
2.5
Overall Effectiveness: Grade 2
Overall effectiveness is good. The college’s mission is to create a successful learning community and
it promotes a purposeful, inclusive ethos of achievement and improvement with a strong
commitment to equality of opportunity, mutual respect and individual and collective ambition for its
students and staff. Strong leadership, governance and teamwork promote a clear vision which has
supported good student success and progression. Success rates overall have improved rapidly and
are now at national averages for all institutions and broadly in line with averages for sixth form
colleges. Retention is above the national average overall and success rates are above national
averages at level 2 and for level 3 vocational courses and in health and child studies, engineering and
construction.
Standards of teaching are good. Teaching is good or better in most classes observed and staff have
high expectations of students. All teachers regularly share good practice and ideas for improving
learning in teacher learning communities. Teachers identified as requiring improvement are
systematically supported and re-observed. Students are stretched and challenged in the Honours
Programme but this good practice is not yet consistent across all courses.
Students make better than expected progress at AS level over 2 years and on level 3 vocational
extended diplomas. The average point score for students who start at the college is well below
national average. The proportion of students progressing to university of those applying remains
high and is above average for all types of provider. The college provides an outstanding range of
academic and enrichment activities which involves a high proportion of students and supports the
development of their skills and independence.
All staff demonstrate a strong commitment to continuous improvement and expectations of
students are high. Clear targets are set, progress is regularly tracked and improvement plans are
agreed and monitored regularly. The quality and promptness of feedback needs to be improved in a
small minority of cases. Student, parent and staff councils ensure all members of the college
community are consulted, contribute and are involved in key decisions.
An outstanding commitment to equality and diversity is evident in every aspect of the college’s work.
There are no significant differences in the achievement outcomes by gender or major ethnic groups.
The college has good structures and processes to ensure the safety and welfare of students.
The college has continued to recruit well and manage its resources effectively in a time of increasing
competition and substantial income reductions and plans to invest in a new campus masterplan to
improve the learning environment.
14
3. College Learner Profile
Figure 7: Volume of Provision by Subject Sector Area (starts)
Sector Skill Area 1 categories
Starts
16-18
% volume
Starts
All ages
% volume
01 Health, Public Services and Care
293
4.8
1
1.0
294
4.8
02 Science and Mathematics
2082
34.3
43
42.2
2125
34.4
04 Engineering
117
1.9
NA
NA
117
1.9
05 Construction
23
0.4
1
1.0
24
0.4
06 ICT
259
4.3
5
4.9
264
4.3
08 Leisure, Travel and Tourism
152
2.5
2
2.0
154
2.5
09 Arts, Media and Publishing
509
8.4
4
3.9
513
8.3
10 History, Philosophy and Theology
233
3.8
4
3.9
237
3.8
11 Social Sciences
520
8.6
9
8.8
529
8.6
12 Languages, Literature/Culture
905
14.9
26
25.5
931
15.1
14 Preparation for Life and Work
280
4.6
NA
NA
280
4.5
15 Business, Administration and Law
695
11.5
7
6.9
702
11.4
6068
100.0
102
100.0
6170
100.0
Total
15
Starts % volume
19+
Figure 8: Volume of Provision by Subject Sector Area (glh)
Sector Skill Area 1 categories
Starts
All ages
% Volume
Glh
% Volume
01 Health, Public Services & Care
294
4.8
98945
8.8
02 Science and Mathematics
2125
34.4
277517
24.6
04 Engineering & Manufacturing Tech
117
1.9
47783
4.2
05 Construction & Planning
24
0.4
9633
0.9
06 Information & Comm. Technology
264
4.3
73812
6.6
08 Leisure, Travel and Tourism
154
2.5
42060
3.7
09 Arts, Media and Publishing
513
8.3
114802
10.2
10 History, Philosophy and Theology
237
3.8
38403
3.4
11 Social Sciences
529
8.6
85641
7.6
12 Languages, Literature & Culture
931
15.1
115698
10.3
14 Preparation for Life and Work
280
4.5
63813
5.7
15 Business, Administration and Law
702
11.4
158395
14.1
6170
100.0
1126502
100.0
Total
16
Figure 9: Volume of provision by Level 2012/13 (starts and glh)
Long qualifications
Starts
%
Glh
%
Long Level 1
588
9.53
61346
5.45
Long Level 2
1518
24.6
225487
20.01
Long Level 3
3950
64.02
820571
72.84
All Long Levels
6056
98.15
1107404
98.30
Starts
%
Glh
%
Short Level 1
67
1.09
13557
1.20
Short Level 2
45
0.73
5373
0.48
Short Level 3
2
0.03
168
0.02
114
1.85
19098
1.70
Short Qualifications
All Short Levels
Figure 10: Learner Profile by Broad Ethnic Grouping
Ethnicity
Starts
%
White Irish
5
0.08
Arab
35
0.57
Chinese
36
0.58
Pakistani
1045
16.94
African
850
13.78
Other
293
4.75
Bangladeshi
1566
25.38
Indian
556
9.01
Other White
361
5.85
Not Provided
162
2.63
Caribbean
158
2.56
White/ Black African
81
1.31
White British
305
4.94
White/Asian
76
1.23
White/Black Caribbean
66
1.07
Other Black
176
2.85
Other Mixed
138
2.24
Other Asian
249
4.04
Gypsy/Irish traveller
12
0.19
6170
100.00
Total
17