SELF-ASSESSMENT REPORT 09/10
&
QUALITY IMPROVEMENT Plan 10/11
Final version approved by the Governing Body December 2010
Page 1 of 43
CONTENTS
PAGE
NO.
1. CONTEXT AND PROCESS
3
2. SUMMARY OF GRADES
5
3. OVERALL EFFECTIVENESS
5
4. CAPACITY TO IMPROVE
5
5. OUTCOMES FOR LEARNER (summary)
6
6. QUALITY OF PROVISION (summary)
6
7. SUMMARY OF STRENGTHS AND AREAS FOR
IMPROVEMENT
7
8. LEADERSHIP AND MANAGEMENT
Safeguarding
Equality and Diversity
8
11
12
9. Subject area: COMMUNITY DEVELOPMENT
(Short courses)
18
10. Subject area: SOCIAL SCIENCES
(Access course)
26
11. HEADLINE DATA FOR SAR
33
12. Progress against QUALITY IMPROVEMENT PLAN 09/10
36
13. SAR QUALITY IMPROVEMENT PLAN 10/11
40
Page 2 of 43
1. CONTEXT AND PROCESS
1.1
Fircroft is one of 4 long-term residential adult education colleges in England and classed as
an SDI (Specialist Designated Institution). All our Skills Funding Agency funding is “adult
responsive” and we are inspected as Adult and Community Learning.
1.2
The college was founded by George Cadbury in 1909 and so celebrated its centenary in
2009. It occupies his family home in 6 acres just off the Bristol Road in Birmingham. In
04/05 the college completed a £1.6M capital development. In October 2008 the college
suffered a major fire and, after a £2M restoration, the main building is better than ever as a
place to live and learn.
1.3
The college has a long history of giving adult learners a second chance in education. Many
of our learners are referred by statutory and voluntary sector agencies working with equality
and disadvantaged groups. All of this clearly meets the College’s mission:
“to promote social justice by providing adults with an excellent learning
environment for personal, professional and political development”.
1.4
All SFA delivery is residential, direct and on site. The college runs 2 main programmes:

Short courses (around 80% of LSC funding) range from 2 night to 4 night residentials.
There are over 150 of these each year. The short course programme is aimed at two
distinct markets: disadvantaged adults and the voluntary sector practitioners who serve
them. The overarching aim of the programme is community development and within this
there are distinct areas of learning: IT, Personal Development, Employability,
Professional Development, Voluntary and Community Sector, Skills for Life, Family
Learning. In addition to the open published programme, short courses are run for
individual organisations on a closed basis.

A full-time Access course (known as the Long Course) for about 24 learners (around
20% of LSC funding). The majority of Long Course learners are resident, but others
with caring responsibilities are non-resident. Some years there is an overseas learner on
a bursary (non-SFA funded).
In the autumn of 2009 we took our last “Ransacker” cohort. These were SFA funded
learners over 55 who spend 10 weeks in residence researching their own academic areas
under supervision.
There are also partnerships and special projects not funded by the SFA which provide nonresidential opportunities and generate additional income.
1.5
The college employs 40 people (equivalent to 34 full-time): 11 Academic, 12 Admin and 17
household. Long Course and Short Course Co-ordinators lead a team of tutors who are
responsible for their own specialist subjects and for supporting visiting tutors. There are 4 in
the Management Team: Principal, Deputy Principal (Finance and Resources), Director of
Academic Development and Programmes, and Head of Staff and Student Support
Page 3 of 43
1.6
The college was last inspected in November 2007 by Ofsted who awarded the following
grades:
Summary of grades awarded
Effectiveness of provision
Capacity to improve
Achievement and standards
Quality of provision
Leadership and management
Equality of opportunity
Outstanding: Grade 1
Outstanding: Grade 1
Outstanding: Grade 1
Outstanding: Grade 1
Outstanding: Grade 1
Contributory grade: Outstanding: Grade 1
Sector subject area
Community development
Outstanding: Grade 1
1.7
This self-assessment draws on a wide range of evidence and activity throughout the
academic year. A draft goes to academic meetings, a cross-sector communications meeting
and the management team so that all staff are involved in the process and validate the
judgements. Standards Committee review a draft of the SAR before it is discussed and
agreed by the Governing Body. We have a long-standing relationship with Thurrock Adult
Community College who have externally validated this report.
1.8
This report makes judgements against each bullet point in the new Common Inspection
Framework (direct quotes in bold). Grading uses the Ofsted scale:
Grade 1 – outstanding
Grade 2 – good
Grade 3 – satisfactory
Grade 4 – inadequate
It also makes use of the results of Framework for Excellence, including the drill down and
benchmarking data, since the college came into scope in 09/10.
1.9
Strengths and significant areas for improvement are addressed in a 10/11 Quality
Improvement Plan and the 09/10 QIP is included to show the progress made last year.
Page 4 of 43
2
SUMMARY OF GRADES
Overall effectiveness of provision
Grade 1
Capacity to improve
Grade 1
Outcomes for learners
Quality of Provision
Leadership and management
Safeguarding
Equality and Diversity
Grade 1
Grade 1
Grade 1
1
1
Subject areas
Community Development
Access to HE
Grade
1
1
3. OVERALL EFFECTIVENESS
Grade 1
Fircroft College remains outstanding. Performance continued to improve following our last
inspection, through effective leadership and management. Outcomes for learners are outstanding.
The quality of provision is outstanding. Safeguarding has gone from good to outstanding, and
equality and diversity is outstanding.
4. CAPACITY TO MAKE AND SUSTAIN IMPROVEMENT
Grade 1
The college has outstanding capacity to improve.
CtI 1
Fircroft has a sound track record of sustained improvement. Following our last inspection
success rates continued to rise and are now well above regional and national averages. See Subject
Areas section A for detail.
CtI 2
Fircroft sets and meets ambitious targets to improve outcomes for all learners. In addition to
success rates, the college sets targets for progression and is improving Every Learner Matters
outcomes. See L&M C1.3 for detail
CtI 3
Fircroft has a clear vision and appropriate priorities that will sustain improvement and raise
expectations for all users. These are set out in a Strategic Plan, operationalised through annual
objectives and linked to the appraisal cycle. See L&M C1.1 and 2 for detail
CtI 4
Fircroft’s processes for self-assessment and quality improvement are comprehensive and make
appropriate use of the views of users. The SAR is validated internally and externally. The QIP sets
Page 5 of 43
success criteria and the progress column demonstrates impact. The college takes its role as a Beacon
provider seriously. See L&M C5 and C6 for detail
CtI 5
Fircroft has an appropriate management structure and sufficient staff and resources to carry
through its plans for improvement. Financial management is outstanding and the college remains
good value, delivering an efficiency saving each year. See L&M C1.6 for detail
CtI 6
Staff at all levels are very motivated by the mission, supportive of learners and contribute to
securing sustained improvement. See L&M C1.1 for details
CtI 7
The Governing Body fulfil their duties, know our markets well and use their considerable
expertise to ask challenging questions to maintain high standards and secure positive learner
experiences and outcomes. See L&M C2 for detail
5. OUTCOMES FOR LEARNERS
(headline summary - see Subject Areas for detail on judgements)
On all programmes, the outcomes for learners are very good. Every course is accredited and success
rates are well above average. The standard of work is high. There are few issues with attendance.
The residential environment enables learners to make significant progress in personal and social
development. They enjoy their learning and make rapid progress relative to their prior achievement.
Learners develop their Literacy, Language and Numeracy skills. Vulnerable learners feel very safe
at college. There are measurable impacts in terms of employability and community/organisational
development.
6. THE QUALITY OF PROVISION
(headline summary – see Subject Areas for detail on judgements)
The quality of provision is outstanding. Teaching and learning is good to outstanding. Tutors make
good use of assessment information to individualise and differentiate their approach to learners.
Technology is used effectively and learners have 24hr access to learning resources. Staff are very
experienced and well qualified. An appropriate range of assessment is used and feedback helps
learners to progress. Equality and diversity are actively promoted in the classroom, and the college
makes a unique contribution to community cohesion by recruiting the full range of equality and
disadvantaged groups to live and learn together.
A curriculum change process ensures that programmes are highly relevant to the needs and interests
of different markets. Clear progression routes are set out and progress carefully monitored. Good
use is made of the QCF and provision reflects SFA priorities. The college is very responsive to its
voluntary sector employers. Partnerships are used very effectively to develop provision and support
learners.
Information, Advice and Guidance is effective and integrated across the college. Learners present a
wide range of personal and learning support needs which the college identifies and staff and
specialist agencies address.
Page 6 of 43
SUMMARY OF STRENGTHS AND AREAS FOR IMPROVEMENT
Leadership and management
Safeguarding
Equality and Diversity
Strengths






Outstanding: Grade 1
Grade 1
Grade 1
Very effective leadership
Significant contribution to quality improvement in the sector
Partnerships make significant contribution
Outstanding promotion of equality and diversity
Vulnerable adults feel very safe at Fircroft
Excellent residential environment promotes learning
Significant areas for improvement
 Viability of college threatened if funding cuts are significant
Improvements since last inspection – none required
Community development (Short courses)
Outstanding: Grade 1
Strengths






Very high success rates
Excellent development of personal and social skills
Very good teaching and learning
Effective guidance and support
Programme responds very effectively to needs
Very effective approach to widen participation
Significant areas for improvement
 High proportion of learners only enrolling on one course
Improvements since last inspection – none required
Social sciences (Access course)
Outstanding: Grade 1
Strengths
 Excellent outcomes for learners, including high success rates
 Very effective teaching and assessment
 Outstanding care and support
 Excellent promotion of equality and diversity
Significant areas for improvement
 Learners over-reliant on extension period
Improvements since last inspection – none required
Page 7 of 43
Leadership and Management
7. LEADERSHIP AND MANAGEMENT
Strengths






Grade 1
Very effective leadership
Significant contribution to quality improvement in the sector
Partnerships make significant contribution
Outstanding promotion of equality and diversity
Vulnerable adults feel very safe at Fircroft
Excellent residential environment promotes learning
Significant areas for improvement
 Viability of college threatened if funding cuts are significant
Improvements since last inspection – none required
L&M C1. How effectively do leaders and managers raise expectations and promote ambition
throughout the organisation?
L&M C1.1
Leaders and managers are very proud of the fact that Fircroft is a Grade 1 college and promote
very high standards. Success rates have risen at the same time that programmes have become
more focused on LSC priorities and the needs of disadvantaged learners. The college’s mission “to
promote social justice by providing an excellent learning environment” is passionately shared by all
staff. We have taken our Beacon status seriously, participating in a range of LSIS sponsored activity
and other work with peers. RSM Tenon judge that “the college has clearly defined objectives that
work towards a common future vision with regards to culture and standards”.
L&M C1.2
The college has a Strategic Plan focused on disadvantage and curriculum development. This
plan is translated into realistic Annual Objectives with clear success criteria and progress against
these is closely monitored and reported to the Governing Body three times a year. Other strategies
and action plans refer back to the Strategic Plan, and where these cannot be achieved through core
funding the college has made good use of designated reserves. College objectives are reflected in
the objectives individuals are set at appraisal. In 09/10 a whole college event, followed by
awaydays with middle managers, focused on how to achieve the mission in a changing external
environment.
L&M C1.3
The college has established sound baselines for many aspects of its performance and measures
progress against these on an annual basis. Where these are critical, demanding targets are set.
Examples include outcomes for learners, cancellation rates and class sizes, IAG, marketing, income
generation, health and safety, financial management. Progress against these is reported to
governors. RSM Tenon judge “the performance framework allows for the active monitoring of the
College’s performance at a strategic level” and “there is a process in place which allows areas of
weakness to be highlighted and challenged”.
Page 8 of 43
Leadership and Management
L&M C1.4
Through an 18 month curriculum change process, the college significantly increased the proportion
of its provision focused on SFA priorities. This is up from one third in 07/08 (Skills for Life and
full Level 3 Access) to two thirds in 09/10 (with the introduction of the Foundation Learning Tier
and of QCF units leading to a full Level 2). The remaining third mostly comprises QCF
qualifications adopted in response to voluntary sector employer demand ( a residential PTLLS, a
Warwick University Certificate in Equality and Diversity and the ILM Certificate in First Line
Management and other courses for voluntary sector). 100% of our provision is accredited and we
are NIACE’s West Midlands delivery partner for their LSIS QCF readiness programme.
L&M C1.5
The college’s curriculum change process is well informed by data and information on needs. It
involved an analysis of the college’s own data over time, desk-based research at NIACE, lessons
from externally funded projects, consultation with learners and with key stakeholders in HEIs and
voluntary sector employers. Market Intelligence is now an objective in our Marketing and Business
Development Strategy. Mid-year good use is made of the management information system to make
operational decisions and amendments to programmes. At the end of 09/10 we researched in detail
the needs presented by learners with disabilities, mental health problems and in recovery.
L&M C1.6
Annual objectives are agreed each year to deliver a Human Resource Strategy very focused on
learning. Our IIP report says that “a focus on development is evident across the college”. Our
Matrix report confirms induction is good. Tutor CPD is well planned using IfL guidance, and
includes sharing of good practice through Academic Forum, secondments, external courses,
conferences and events both in relation to teaching and learning and in relation to subject
specialisms. Visiting tutors have been mentored and supported towards qualification and general
professional recognition. The proportion of tutors who are full members of IfL has risen from 57%
in 09/10 to 78% in 10/11. We offer a number of placements and develop staff to take on additional
roles. Fircroft has signed the West Midlands Public Service Skills Challenge Skills Pledge and seen
real benefits from household staff undertaking NVQs.
A Property Strategy and rolling maintenance programme ensure that Fircroft remains an excellent
learning environment. A capital investment of £1.6M in 2005 gave us purpose built classrooms and
improved the crèche, tutor and residential spaces. Restoration following the fire has significantly
improved the quality of accommodation in the main building.
Using BECTA’s Generator tool, we self-assess as a “developing” provider in relation to
technology. Our e-maturity has slowly increased since we joined the Technology Exemplar
Network and invested in classroom, wi-fi and remote access for learners and tutors. BECTA wrote a
an ICT in FE Phase 2 Impact Study about the way in which Fircroft maximised the impact of ICT
with minimal resources.
These developments are supported by sound financial management. Internal audit express
“substantial assurance” in Key Financial Controls. For 2009/10 the college completed a short
FMCE return because we don’t wish to change our overall self-assessed grade which is “good” and
the Regional PFA team concurred with this judgement. Strengths include no sub-contracting,
experienced and qualified people at all levels, clear accountability, accurate financial forecasting as
a spur to medium-term changes and very effective financial monitoring. 6 of the 10 weaknesses
previously identified have been successfully addressed and no new weaknesses have emerged.
Page 9 of 43
Leadership and Management
Area
Section
Grade (Outstanding/
Good/ Satisfactory/
Inadequate/ N/A)
1. Accountability
1.1 Strategic Oversight
Good
1.2 Operational Oversight
Good
1.3 Sub-contracting Arrangements
N/A
2.1 Long-term Financial Planning
Satisfactory
2.2 Short-term Financial Planning
Good
3.1 Risk Management
Good
2. Financial Planning
.
3. Internal Control
Grade (Outstanding/
Good/ Satisfactory/
Inadequate/ N/A)
Good
Good
Good
4. Financial Monitoring
3.2 Internal Control System
Good
4.1 Financial Monitoring
Outstanding
Good
L&M C2. How effectively do governors and supervisory bodies provide leadership, direction
and challenge?
L&M C2.1
Governors are fully involved in the development of the 3 year Strategic Plan and all other key
strategies, action plans and decisions. In their Skills Survey they assess themselves as strong in the
key areas of equal opportunities, finance, personnel, marketing, governance, management, teaching
and learning and quality improvement. Good representation from HEIs and VCOs mean that the
Governing Body is well informed about the college’s key markets. An improved induction process
may have contributed to better engagement by student governors in 09/10 and an attendance rate
above 80%. Governors judge they have a good awareness of college activity from detailed papers,
from attending events and from a link scheme. Gaps in knowledge, for example fundraising and
Framework for Excellence, have been identified and addressed through regular development
sessions. They also debated the LSIS/AOC Review of Governance and Strategic Leadership.
L&M C2.2
The full Governing Body approve the college’s Quality Improvement Framework and this SelfAssessment Report/Quality Improvement Plan. Sub-committees monitor all aspects of the
college’s performance effectively and bring relevant items to the full Governing Body (which can
pick up other issues of concern from minutes). Sub-committee terms of reference were reviewed
during 09/10 and mapped against the Common Inspection Framework to ensure complete coverage.
Chairs of committees meet annually to review their effectiveness. Where necessary these subcommittees are strengthened by external co-options. The four senior post-holders act as lead officer
for relevant sub-committees and are held accountable at full Governing Body meetings.
Based on their work undertaken to 31/7/10, internal auditors judged “Fircroft College has adequate
and effective risk management, control and governance processes to manage the achievement of the
organisation’s objectives”. They gave a green light to governance, Risk Management and Control.
Assurance levels increased from 08/09 to 09/10.
Page 10 of 43
Leadership and Management
In the FMCE the college self-assesses as “good” for risk management. The Governing Body has
reviewed the key risks to which the college is exposed, together with the operating, financial and
compliance controls that have been implemented to mitigate those risks. Internal audit performed a
follow-up review against its recommendations made on a full review of risk management in April
2009 and judged that “Fircroft College has demonstrated good progress in implementing actions
agreed to address internal audit recommendations”. The Disaster Management Plan was used
effectively when the fire broke out, has been updated in light of the lessons learned and shared with
other providers.
L&M C2.3
Internal audit reviewed our Framework for Compliance with Legal Requirements. No
fundamental recommendations were made and there was a positive level of assurance. The
Instruments and Articles of Government have been revised as far as they can be in line with
recommendations by the then DIUS.
L&M C3. How effectively does the provider promote the safeguarding of learners?
L&M C3.1 l
Because the college targets disadvantaged adults and because residency presents additional risks,
the college has well established policies to ensure children and vulnerable adults are
safeguarded and protected. These are reviewed annually. At application and in interviews learners
are positively encouraged to alert us to their needs, a risk assessment is made, the Head of Staff and
Student Support ensures appropriate measures are put in place and tutors have the information they
need. The college meets the needs of a small number of learners with learning disabilities
particularly well. We know we are not set up to manage the risks associated with unaccompanied
young people under 19 in residency and have declined work in this area. We anticipate the impact
that different groups in college might have on each other. Our Equal Opportunities policy is explicit
about bullying and discrimination. Ofsted’s inspection of our child-care provision judged we are
compliant and that children are kept safe from harm (many of the arrangements, procedures and
records inspected then are college-wide and so we are confident that the same judgement could be
made in relation to vulnerable adults).
The Health and Safety Committee has advice from a specialist adviser. Clear targets are set for
Health and Safety with progress monitored and reported to the full Governing Body twice a year. A
Health and Safety briefing ensures that all learners know where to go for help, and this is extended
to cover children when they are in college. Risk assessments are undertaken for routine college
activities and for one-off events like trips.One aim of a new Information Security Policy is to
safeguard personal information and protect learners from malicious attacks and inappropriate
material.
Focus groups carried out with Access and then with short course students confirm that they feel safe
at all times in college and well informed about health and safety, bullying and internet safety. In
evaluations, short course learners score the statement “I feel safe” 4.7 on a scale of 1-5 where 5 is
good; not a single learner scored this 1 or 2. Taking into account how many of these learners are
vulnerable, we now judge that Safeguarding is a strength. We have asked internal audit to doublecheck we have everything they would expect an Outstanding provider to have in place and will
respond to any recommendations.
Page 11 of 43
Leadership and Management
L&M C3.2
All staff have received the training to respond appropriately to learners’ welfare concerns and
this is included in the induction of new staff. Our designated person attended the LSIS designated
person’s training. Four managers attended a briefing on the Independent Safeguarding Authority. A
duty manager can be contacted at the weekends. We have emergency contact details for all learners.
We have asked individuals to leave on the rare occasions when we judged that their behaviour was
having a negative impact on other learners. Understanding how discrimination works, and
challenging it, is a key part of our curriculum.
There are very few accidents in the college, with each one investigated and reported to the Health
and Safety Committee and onto the Governing Body. We have a full complement of trained First
Aiders. Fire procedures are regularly reinforced and practised. The post-fire debrief shows that the
college is able to take appropriate action when learners are at risk.
L&M C3.3
The safeguarding issues facing high risk groups have always been prioritised and rated as
Significant in our Risk Register with an Adequate control in place. Safeguarding is a standing item
on the Management Team agenda, so that we can check the progress and implementation of our
strategy. For several years now, all staff and volunteers have had enhanced CRB checks. The Head
of Staff and Student Support is the single point of contact and she has one central record of checks.
Although the college doesn’t legally need to comply with the minimum care standards for adults
under 18, as a best practice measure it aims to meet all these requirements. Governors are familiar
with our policy and safeguarding was highlighted when committee terms of reference are reviewed
so we could be clear that the Quality Committee led on this.
L&M C3.4
The college works well with other agencies. Even before the fire, we had established good
relationships with the emergency services. As required, the Principal has met the local antiterrorism officer. Partnerships with voluntary organisations mean that we receive appropriate
referrals from them and ongoing support for their clients. In addition we buy in professional
services like counselling when required. Our Safeguarding policy names our key contact at the
Local Safeguarding Children Board. Our policies have a clear process for reporting concerns,
although to date there haven’t been any. The Head of Staff and Student support is ready to inform
the new Independent Safeguarding Authority of anyone who poses a threat and to use the vetting
and barring scheme.
L&M C4. How effectively does the provider activity promote equality and diversity, tackle
discrimination and narrow the achievement gap?
L&M C4.1
Equality is at the heart of the college’s mission, celebrating diversity is one of our guiding
principles and equality of opportunity is one of 6 key aims in the current Strategic Plan. The
college manages equality and diversity through an Equality and Diversity Committee with subgroups for Disability and Gender. Led by the Principal, learners and staff from across the college
are involved. In anticipation of the Equalities Bill and in line with the then LSC’s strategy, the
college drafted a Single Equality Scheme. There are detailed action plans for Disability and Gender
and progress is being made on these.
Page 12 of 43
Leadership and Management
The college is confident it fulfills general and specific legal duties. The college’s Equal
Opportunities Policy is comprehensive and regularly updated (most recently to include Sexual
Orientation and Religious Belief). Employment policies have all been reviewed against these
principles.
Section C4 in the self-assessment reports for Subject Areas shows that our curriculum and materials
are designed to prepare learners for a diverse society and that we actively encourage open
discussion of any issues arising.
The college encourages partners to improve their policy and practice around equality and diversity.
For example, we have drafted documents for the BEST 3rd Sector network and trained member
organisations in their awareness and use. We run a full-cost Certificate in Diversity for officers in
the public sector.
L&M C4.2
The college still has work to do on impact assessments. In addition to CIF, the college has selfassessed against the LSC’s guidance “Equality and Diversity in Self-assessment”. Learners are
explicitly asked to comment on equality in evaluations and say they are treated fairly.
The staff profile reflects the learner profile in terms of gender. It does not reflect the learner profile
in terms of ethnicity, age or disability, although figures for each of these 3 areas improved between
November 2009 and November 2010. Staff recruitment is carefully monitored and reported. The
college has the Positive About Disabled People Kitemark. The college’s workforce diversity profile
compares favourably with that published for FE except in terms of age (LLUK annual diversity
profile survey 2007/2008).
The Governing Body profile does not reflect the learner profile but has also improved. There are 9
men and 6 women, no governors have a registered disability, 40% are below 50 years of age and 3
are currently BME. This is fairly typical according to CEL’s 2008 research. The college secured a
“General Order to Amend” from the Charity Commission in order to have more control over
appointments, and this has made the Governing Body much more representative of our key markets.
L&M C4.3
Staff and governors have an excellent understanding of equality and diversity issues. In part this
comes from working with such a diverse group of learners and in diverse communities. Partners
have provided specialist training in mental health, deaf awareness, drugs, dyslexia, learning
disability and autism/aspergers. Accessibility training and consultancy from MENCAP has enabled
tutors to improve their learning materials. The Head of Staff and Student Support is well briefed on
the new Equality Act and the Principal attended training on mental health. The college has used its
gallery space for exhibitions on black identify and on mental health.
L&M C4.4
There are up to date procedures on harassment, complaints and grievances which learners
confirm they are aware of. Despite actively raising awareness, the college has few incidents and
deals with these promptly in a way which maximises learning.
L&M C4.5
Short course learners with disabilities are specifically encouraged to evaluate their experience at
the college and these evaluations have informed our Disability Equality Action Plan 2010-13. We
Page 13 of 43
Leadership and Management
can’t offer many placements and these tend to go to people with disabilities. Recorded responses
prove the college can pick up issues of race and gender in complaints and deal with these
effectively.
L&M C4.6
Using Targets, the college has deliberately and successfully increased the participation of underrepresented groups over time. Actions have included discrete courses, externally funded projects
and work with partners (including MENCAP and Supporting People). The participation of men
significantly increased from 26% (04/05) to 30% (05/06) to 37% plus from 06/07. The % of
learners with a disability nearly doubled in 07/08 and is now 36%. Half our learners are now from
BME groups and the proportion who attract widening participation uplift has increased by 5% year
on year. Detailed analysis of Course Participant Records shows many learners have multiple
disadvantages and the college enables them to participate fully and achieve their potential.
The marketing budget is used effectively to target under-represented groups and deprived
neighbourhoods, through the specialised press, via mailings to voluntary and community
organisations, hosting visits and attending events like Mental Health Week. Care is taken to ensure
that the images used reflect the diversity of our learners. There are strong positive statements about
disability in publicity. One of our learners became NIACE’s national Senior Learner of the Year
2010.
L&M C4.7
Success rates are analysed by ethnicity, gender, age and disability. There are some variations,
with young working class men least likely to succeed on the Access and slight underachievement
(no more than 3%) from men, mixed-race learners and learners with a disability on short courses.
Tutors are aware of this and take it into account in their planning, teaching and learning. A very
positive indicator of the confidence learners have in the college’s approach to equality and diversity
is the fact that less than 2% of learners withhold this information
L&M C5. How effectively does the provider engage with users to support and promote
improvement? (also see C5 in Areas of Learning for impact at programme level)
L&M C5.1
The college’s Quality Improvement Framework sets out a clear strategy for Learner Involvement
and Employer Engagement which is revised annually and approved by the Governing Body. The
results are reported termly to the Management Team, Standards Committee and Academic Board.
As Access learners are here for 30 weeks, it is easier to involve them in decision making bodies and
they are positive about our approach. There is a Fircroft group on Facebook who are consulted from
time to time. We are experimenting with mechanisms for consulting short course learners,
including hot topics for them to comment on when they are here.
L&M C5.2
Learner views are systematically analysed both in relation to teaching and learning and in relation
to the facilities. This works well for all groups regardless of the length of their course. Immediate
issues are dealt with and satisfaction is benchmarked on a termly basis. An impact questionnaire is
sent to short course students at least 3 months after their course. The college encourages feedback
and deals with complaints and compliments in an effective and timely way, tracking, collating and
Page 14 of 43
Leadership and Management
reporting progress. Our Matrix report confirms this in relation to IAG. Fircroft got the highest
scores in its FfE category for the questions about listening (9.1) and acting (8.7) on learner views.
L&M C5.3 (also see B3 in Areas of Learning for impact at programme level)
Partnership working is a key strength of the college. Relationships are actively managed as part of
our Marketing and Business Development Strategy. They are reviewed for their impact and new
initiatives are risk assessed. They directly benefit learning, by providing market intelligence and
influencing the design of courses, helping recruit hard-to-reach learners, providing placements,
supplying support workers and developing staff through training and consultancy. The college has
an excellent reputation amongst partners for its mission, its flexibility and its “ethical approach” –
in the Matrix report we are described as a “quality partner”. For the college the voluntary sector is a
niche market, which we serve through individual closed courses, through our leadership of the
BEST 3rd sector consortium and in the last two year by contributing to the exit strategies of major
regeneration programmes. There is evidence of real impact on organisations and communities. A
strong cross-sector partnership has been built to design the new 10 week programme for exoffenders. Externally funded partnership projects are used effectively to extend what the college can
provide in terms of volume, level, target group and delivery method.
L&M C6. How effectively does self-assessment improve the quality of the provision and
outcomes for learners?
L&M C6.1
The college’s Quality Improvement Framework sets out processes for monitoring and evaluating
performance as part of a self-assessment and quality improvement cycle. It is updated and
approved by the full Governing Body on an annual basis. Observation of teaching and learning is
now robust. Every tutor is observed by a member of an established OTL team which moderates the
feedback and grades given. Our Matrix report says that observations need to be extended to IAG.
External moderators and our Quality Reviewer say that internal moderation is very thorough, to the
extent that we have moved to Approved Internal Verifier status on short courses. Line meetings,
and review meetings with VTs, encourage staff to reflect on the feedback they receive, identify any
changes to make in their own practice and any items to share at Academic Forum, and plan their
CPD. Wider management issues from OTL and IM are regularly collated and addressed. Managers,
governors and staff at all levels are involved in validating the self-assessment report. Our IIP report
judges we have created “a positive, supportive and inclusive working environment with a clear
focus on improving student service”.
L&M C6.2
The college makes good use of data on performance and progress in self-assessment and to
improve performance. This is particularly true in relation to outcomes for learners which are now
very high as a result (see Subject Areas), but there are other good examples from areas as diverse as
cleaning, staff development and marketing. There are termly reports to the Management Team,
Standards Committee and Academic Board. Where performance falls short of the targets set, then
action is taken. Internally, key performance indicators are compared over a minimum of 3 years.
The college also undertakes a range of external benchmarking activity, including representation on
the quality committees of other providers, co-option to our own Standards Committee, Beacon
activity and continuing participation in a Residential Colleges peer review group.
Page 15 of 43
Leadership and Management
L&M C6.3
The Quality Improvement Plan sets clear and challenging targets to build on strengths and address
areas for improvement. More detailed developmental plans lie behind this for key areas like Skills
for Life and ILT where the college has benefited from external consultancy and support. Governors
ensure that action plans in all areas are realistic, specific and have success criteria. The
management team regularly check progress and report to the relevant committees, often using
traffic lights or scoring to highlight areas of continuing concern. Our Matrix report confirms that the
actions identified for improvement in IAG have been implemented. The college takes its
responsibilities as a Beacon provider very seriously and now regards this as a strength. The success
of our work for the Improvement Advisor Service was highlighted at their CPD conference and for
the second year running we have an innovation project which will benefit 3rd sector learning and
skills providers.
This self-assessment report and quality improvement plan are externally validated. That report
confirms that it is focused on the learner experience and full of evaluative judgements which are
supported by the data and trends over time.
L&M C7. How efficiently and effectively does the provider use its available resources to
secure value for money?
L&M C7.1
Learners at Fircroft make significant progress in terms of attainment and the development of
skills and knowledge (see Subject Areas). Because of the learners we attract, the value for money
section of the RCU report attempted to compare the cost of residential education with the cost of
drug rehabilitation, homelessness and imprisonment.
L&M C7.2
Using the mechanisms described at C5, the college consults learners about the resources
available. They are overwhelmingly positive about the residential experience and the extent to
which it helps their learning. The Management Team consider feedback data on facilities alongside
data on teaching and learning. On a scale of 1-5 where 5 is good, learners score Food 4.4,
Accommodation 4.2 and Equipment 4.6. The college takes soundings from learners when setting its
fees.
L&M C7.3
The college maximises the resources available for its different activities. Apart from the year of
the fire, the college had always exceeded its LSC student activity target – 106% in 09/10, 107% in
07/08, and 101% in 06/07. The weakness is that this one source represents 79% of the college’s
revenue. The minimum tuition fee of £40 is slightly lower than the LSC expected contribution, but
the college makes higher charges where it can – e.g. for private/statutory providers and for
professional courses. Inefficiencies in terms of small class sizes and low bursary take-up on some
courses are carefully monitored and addressed. Governors invested designated reserves in the
appointment of a Marketing and Business Development Manager who has achieved income
generation targets.
Page 16 of 43
Leadership and Management
Financial planning controls and mechanisms ensure accountability and financial viability. Annual
financial budgets are set taking account of Strategic and Annual priorities and also risk management
issues. The College always takes account of price in any purchasing and has clear guidance on
when quotes or tenders should be obtained. Costs are one of the things we benchmark within the
residential colleges and we take advantage of group purchasing. Work on a shadow ILR will make
comparisons with non-residential providers easier.
The college has managed-out underperforming staff and reduced sickness absence. During the
course of the year the headcount was reduced from 44 to 40. The deployment of tutors is carefully
planned. By not replacing staff who leave and by generating income from other sources, the college
has coped with no increase for inflation from the SFA and effectively made a 3% efficiency saving
each year. The cuts in adult education suggested in the Comprehensive Spending Review, however,
are a major threat to the college’s long-term viability. The college worked quickly to transfer the
around £3.3m of assets from the Croft Trust and these buy the Governing Body some time.
L&M C7.4
The resources described in C1.6 support all users. Our Property Strategy has an assessment of
the functional suitability of our buildings and none of it is unsatisfactory. The gardens add
significant value and are beginning to be used more in teaching and learning. Overall the college is
about the right size – 1811m2 compared with LSC guidance at 1960 m2. At 2,772 hours over the
year, we operate 92% above the standard FE college availability and the college uses its
accommodation efficiently – classrooms 43% and bedrooms 45% of the time. We have rented out
surplus office space and have started to use the crèche space as additional teaching space during the
week. Access for learners with disability improved with the new build and continues to be reviewed
and improved under the Disability Equality Scheme Action Plan. A good range of assistive
technology is now available in the classroom and additional support is provided where that will
enable participation. The college knows the relative costs of different activities and has consciously
shifted resources according to learner need. In view of the College’s mission, the Governing Body
agreed to designate a £165,000 bequest to helping students with fees.
L&M C7.4
The college has made important moves towards sustainability. The main building has an energy
certificate rating of C, above the expectation of a building 100 years old. £118K has been invested
in energy efficient measures including new boilers and improved heating systems, efficient lighting
and electrical supply and roof and wall insulation. Other actions include recycling, sustainable
printing, promotion of cycling, promotion of home working through remote access to tutor PCs and
development of the kitchen garden. These individual actions have now been framed in a
Sustainability policy and action plan and 4 managers have been trained in this area. Communal
living without the need to travel each day make residential learning more ecological. Our IIP report
says “social responsibility is taken into account and is at the heart of the organisation”.
Page 17 of 43
Short Courses
8. COMMUNITY DEVELOPMENT
(Short courses)
Grade 1
Strengths






Very high success rates
Excellent development of personal and social skills
Very good teaching and learning
Effective guidance and support
Programme responds very effectively to needs
Very effective approach to widen participation
Significant areas for improvement
 High proportion of learners only enrolling on one course
Improvements since last inspection – none required
A. Outcomes for Learners
Short A1 How well do learners achieve and enjoy their learning?
Short A1.1
The college ran 162 short courses in 09/10 and a final Ransacker cohort of 5. There were 1461
enrolments by 608 learners (compared with 1574 enrolments by 684 learners in 07/08 which was
the last year we ran a full programme).
Every short course is accredited. Aiming for 3 credits of a QCF unit in 2 days is very challenging
for learners. The success rate for accredited courses has risen consistently and is now very high at
92% (91% in 08/09, 86% 07/08, 87% in 06/07 and 84% in 05/06). In our Framework for
Excellence 2009/10 report this shows as 93.3% for FE short courses (5-24 weeks) and 90.2% for FE
very short courses (less than 5 weeks). According to FfE benchmarks, this would put us in the top
25% for the former but below the median for the latter, but this is not a like for like comparison.
Short courses are managed, self-assessed and inspected as one programme. No sector is large
enough to be graded, but success is analysed at this level:
Subject
Sector
Category
No of
enrolments
09/10
Success
rate
09/10
No of
starters
08/09
Success
rate
08/09
No of
starters
07/08
Success
rate
07/08
IT
Personal
development
Skills for Life
Professional
Voluntary and
Community
124
567
92%
92%
77
320
92%
92%
142
465
91%
90%
219
235
251
92%
96%
90%
133
145
188
89%
95%
89%
213
393
208
76%
89%
77%
Page 18 of 43
Short Courses
None of our Skills for Life courses are claimed as Skills for Life. Of the 74 individuals who used
the programme in 09/10, only 17 of these did 3 or more courses and all but one of these took the
national test. In percentage terms this is lower than 08/09, when 16 out of 57 did 3 courses and 13
took the test. The success rates for the Maths national test was 89% (8 out of 9) and for the English
test 57% (4 out of 7).
A specific target of 80% success was set for Entry 3 courses, which we were running in significant
numbers for the first time in 09/10, and for Level 3 qualifications. In the event, success on Entry 3
courses was comparable with the rest of the programme at 92%. Success on Level 3 qualifications
was also above target at 85%, although this hides underachievement in one area which won’t run in
10/11.
Short A1.2
Success rates are broken down and analysed by equality group . Over time, the most consistent
variations are the slight (never more than 3%) underachievement of men, mixed-race learners and
learners with disabilities. New support arrangements have been put in place for the latter. See
section 11 for figures.
Short A1.3
The standard of work is good. Tutors make a point of saying that work is “a strong” or “a weak”
Level 2, for example, rather than encouraging learners to aim for the minimum. The college now
has a Plagiarism policy which extends to short courses.
Short A1.4
As you would expect in a residential environment, there are very few issues with attendance.
Overall retention on short courses is 98% which is average for a residential college but high
compared with the rest of ACL. In five years only four Ransackers have ever withdrawn.
Short A1.5
A significant proportion of courses focus on personal and social development, and across the
programme learners make outstanding progress in these areas. This is reflected in learning
agreements, tutor feedback and our impact survey. 27% arrived saying that their confidence needed
building and 3-9 months later 70% of learners say they feel more confident. 47% of our learners
say they have mental health problems and overall 41% say they have better social skills as a result
of coming to Fircroft.
Short A1.6
Learners make significant progress relative to their prior attainment in a short time. In 09/10,
17% of starters had no previous qualifications (compared with 18% in 08/09 and 23% in 07/08),
18% Level 1 ( 20% in 08/09 and 15% in 07/08), 16% Level 2 (19% in 08/09 and 16% 07/08), 19%
Level 3 (20% in 08/09 and 18% in 07/08) and 24% Level 4 (18% in 08/09 and 23% in 07/08).
Historically Fircroft has taken fewer learners without a Level 2 than other residential colleges.
Learners from the voluntary sector are likely to have a degree, but the shift towards those who are
educationally disadvantaged is a deliberate policy of the college and is already being reflected in
10/11 enrolments. The fact that many of these learners have never achieved before is evident in
their enthusiasm for our Awards Ceremony celebration. In the impact survey 28% of learners had
gone on to study somewhere else partly or directly as a result of coming to Fircroft.
Page 19 of 43
Short Courses
Short A1.7
Learners with LLN needs (Literacy, Language and Numeracy) are not disadvantaged and achieve
their primary learning goal. Tutors have been trained and briefed on embedding and resources are
available on the intranet to support this. A previous gap in LLN provision at Level 2 has been filled
by the development of a new Skills for Learning area.
Short A2 How well do learners improve their economic and social well-being through
learning and development?
Moving to the Foundation Learning Tier and adopting QCF units has focused the short course
programme on economic and social outcomes which are good. There is now an employability
programme with a unit on rights and responsibilities. Our impact survey shows that 54% of learners
across the whole programme think they have developed skills relevant to current work and
improved their future job prospects. 16% have actually gained a new job or promotion.
Short A3 How safe do learners feel?
In their evaluation short course learners continue to give their highest score to the statement “I feel
safe” (a score of 4.7 on a scale of 1-5 where 5 is very good) There is a Health and Safety induction
and a Use of Computers induction repeated at the beginning of every short course. Ground rules are
established and reference is made to the Student Charter. Two focus groups (including one for
women only) confirmed that they would know what to do if bullying or harassment occurred.
Short A4 Are learners able to make informed choices about their own health and well-being?
Our application process encourages learners to declare any health problems we need to be aware of
so we can put appropriate support in place. Our catering policy was been rewritten to emphasise
healthy choices and puddings at lunch have been removed. The open programme includes a Health
and Fitness course and one of the Family Learning courses also focuses on this. One of the
residential spaces available to all learners is a prayer/quiet room. So the outcomes in this area are
good.
Short A5 How well do learners make a positive contribution to the community?
With its emphasis on the voluntary and community sector, the short course programme has a
significant impact on organisations and communities, building their capacity. The follow-up survey
gives lots of examples of learners giving something back to society and developing themselves by
volunteering. Overall 26% said they were more involved in their community since coming to
Fircroft. Being resident with such a diverse group of people contributes to community cohesion.
B. Quality of Provision
Short B1. How effectively do teaching, training and assessment support learning and
development?
Short B1.1
An initial assessment strategy has been developed which is appropriate for short courses. All
applicants have the opportunity to set out their goals, their previous level of achievement, their
preferred learning style and any LLN concerns and there is a course specific assessment on the first
night. There is a formal assessment on the new Gateway course, on linked courses, Ransackers,
Skills for Life and Family Learning courses and 200 learners (30%) did this in 09/10. These scores
Page 20 of 43
Short Courses
and other needs and learning preferences are printed out for every course so that the tutor can adapt
their teaching and assessment strategies accordingly.
Short B1.2
In 08/09 our own observers judged 3 lessons to be outstanding, 9 good and 1 satisfactory. Common
strengths were a range of activity, inclusive resources, skillful use of IT, good learner support and
motivation. All the areas for improvement were balanced by strengths in other reports and could
therefore be addressed by sharing good practice. These included making the link to outcomes and
assessment explicit and the management of group work. Learners scored teaching 4.61 in our own
evaluation (on a scale of 1-5 where 5 is good) and 9.5 in the Framework for Excellence evaluation
which is the highest score in our category nationally (on a scale of 1-10 where 10 is good). Tutors
clarify expectations at the beginning of the course and do well to manage learners with different
levels of experience and multiple needs. Ransackers valued their weekly sessions with their
academic supervisor.
Short B1.3
Observers see some good use of technology in teaching, learning and assessment. This includes
accessible materials, video clips, recording of role play, internet searches, on-line needs analysis,
interactive exercises. The adoption of Moodle for some courses in 09/10 has allowed electronic
assessment and feedback amongst other things. This follows a significant investment two years
running as part of a Technology Exemplar Network which put chip pcs in every classroom and wi-fi
throughout the college.
Short B1.4
Staffing of the programme is very good. Several tutors have a higher degree in the subject they
teach. Visiting tutors continue to be recruited to maintain the currency and relevance of the offer
and those without teaching qualifications are actively encouraged and mentored to achieve them.
All are registered with IfL and the proportion who are full members has risen from 57% to 78%.
The VT handbook sets out clear expectations and the OTL report triggers an annual review meeting
with each VT.
Short B1.5
Internal moderation reports show there is a broad range of appropriate assessment strategies. For
new courses these are approved at a short course meeting. Assessment tasks are clearly mapped
against criteria, allowing for achievement at different levels. Our AIVs process confirms that the
vast majority of assessment decisions are reliable, and internal moderation successfully picks up the
few which are not.
Short B1.6
The standard of feedback is very high and follow-up confirms that learners find it helpful. The
cover sheet prompts tutors to comment on LLN issues, how work could be improved and on
progression. Feedback to non-achievers is detailed and helpful, signposting further guidance and
support. The percentage of learners who satisfied with the feedback they received has risen from
81% in 08/09 to 92% in 09/10. This reflects the overall improvement in turnaround time, although a
handful of courses still miss the turnaround target.
Page 21 of 43
Short Courses
Short B1.7
Tutors have been trained and briefed on Skills for Life embedding, so that they can identify the
Literacy, Language and Numeracy demands and opportunities their course presents. Observers now
have clear criteria for judging how effective embedding is the classroom is. Tutors mark carefully,
picking up on spelling and grammar and in their feedback signposting to Skills for Life courses.
Short B1.8
The college’s Diversity programme is unique. The short course programme as a whole reflects the
college’s social justice mission. The college’s partnership with MENCAP has developed to the
point where service users with learning disabilities learn and achieve alongside their supporters and
co-tutors, and go on to deliver training themselves.
Short B2. How effectively does the provision meet the needs and interests of users?
Short B2.1
Students gave a score of 4.49 (on a scale of 1-5 where 5 is good) against the statement that the
course met their interests and needs. The number of short courses has grown significantly over time
to meet the college’s mission and to offer good choice and progression within our areas of
expertise. The college’s Curriculum Change process clearly identified two markets for short course
courses. For disadvantaged individuals this has meant a move towards the Foundation Learning
Tier. For professionals it has meant the introduction of PTLLS (Preparing to Teach in the Lifelong
Learning Sector) and the adoption of ILM (Institute for Leadership and Management). One of the
strengths of the Ransacker programme was that learners were free to research their own area of
academic interest. We tailor closed courses for individual voluntary and community organisations
and their feedback also confirms we understood their needs
Short B2.2
As part of the Curriculum Change process we mapped our provision to identify clear progression
routes from Entry Level to Level 3 within the college and beyond. This is clearly set out in learner
guides and has been strengthened by the introduction of Level 2 Skills for Learning courses in
10/11. One indicator that this is working is that fewer learners are now doing many more courses
than they need for their first Full Level 2 (only 7 learners did more than 10 courses in 09/10
compared with 21 in 08/09). However, 232 learners only took one course and 64 of these could
have used the progression pathway. Learners are not recycled - there were 411 new learners in
09/10 (68% which is higher than 52% in 0809, and comparable with 71% in 07/08). In the impact
survey 23% of learners had gone on to study somewhere else partly or directly as a result of coming
here. In the Framework for Excellence survey, learners gave their lowest score (8.6 out of 10) to
the question “how good is the quality of advice about what you can do after this course”.
Short B2.3
The college is very responsive to its niche market of voluntary and community sector employers.
The short course programme is shaped by the wide range of meetings and networks that tutors and
managers attend. We take account of the views of these employers through our membership of the
BEST 3rd sector network, attending conferences and events, delivery of non-LSC projects, and
subscription to a range of reports and broadcasts including Regional Action West Midlands, BVSC
Page 22 of 43
Short Courses
and the Digbeth Trust. PTLLS and ILM are examples of open programmes that have also been
reworked for individual organisations.
Short B2.4
Within the parameters set by the Residential College’s Bursary fund, we flex timetables and
assessment strategies to accommodate different groups and units. Supporting People and MENCAP
funded the development of their tailor made programme. We bid for external funding to meet needs
beyond the scope of our SFA funding and take some courses out of SFA funding if more flexibility
is required.
Short B2.5
Students are very positive about the extent to which being resident enriches their experience and
contributes to their enjoyment and achievement. In their evaluations 94% say being resident helps
them in their learning. Evaluations and the impact survey show residency works particularly well
for closed courses because it also builds them as a team.
Short B3. How effectively does the provider use partnerships to develop its provision to meet
learners’ needs?
The college has a wide and increasing range of partnerships. As well as recruiting disadvantaged
students to closed and open courses, partners contribute effectively by teaching specialist areas,
supporting learners and developing staff through training and consultancy. The origin of a lot of
courses lies with a particular partner : Community Development for Birmingham City Council,
Supporting People, Ransackers for BGOP. Our residential is sometimes part of a partner’s larger
programme. The work with children on our Family Learning courses is funded by local LEAs and
includes preparatory visits to schools and by schools to college.
Short B4. How effective are the care, guidance and support learners receive in helping them
to attain their learning goals?
Short B4.1
Learners scored the information they received before the course 4.41 in our own evaluation (on a
scale of 1-5 where 5 is good) and 9.1 in the Framework for Excellence evaluation (on a scale of 110 where 10 is good). We have acted on the perception that information became less clear when the
curriculum offer changed. The short course guide is attractive and accurate and is supplemented online with detailed information sheets for every course. The application process has been redesigned
to help learners plan their learning and additional help is provided by the short course office,
information sessions, pre-course questionnaires, individual IAG and our new Gateway course.
Vulnerable groups are encouraged to visit the college before enrolling and there is a monthly open
day that anyone can drop into. The college holds MATRIX accreditation which also recognises the
contribution of a wide range of staff to an “integrated” service. Most courses finish with an action
planning/next steps session and where appropriate tutors advise individuals on progression in their
feedback. Impartiality is one of our MATRIX strengths and inappropriate course choices are
picked up.
Short B4.2
The care and support available at the college is very good. Needs are well captured on
application, discussed in detail with individual learners at risk and communicated appropriately to
tutors. Effective arrangements are put in place and include child-care, disability apps, support
Page 23 of 43
Short Courses
workers and scribes. Case conferences are arranged when concerns are raised and learners who slip
on longer programmes are helped to plan and get back on track. Tutors also respond well to
individual learners with a wide range of mental health problems, learning disability and
dependencies, enabling them to achieve. The residential environment also means learners can
support each other. Learners score care and support 4.48 in our own evaluation (on a scale of 1-5
where 5 is good) and 9.3 in the Framework for Excellence evaluation (on a scale of 1-10 where 10
is good).
Short C Leadership and management
Short C1. How effectively do leaders and managers raise expectations and promote ambition
throughout the organisation?
A clear direction is set by senior managers with reference to local and national priorities. A middle
manager co-ordinates the short course programme with lead tutors for sector areas. They meet as a
strategy team and lead tutors review their area with the relevant tutors. The co-ordinator works
closely with the management team, the marketing manager and with tutors to agree a programme
which meets identified needs. A course approval process sets the standards in terms of rationale,
design and assessment and means tutors have good knowledge of each other’s courses. Challenging
targets are set for success which is analysed at programme, subject and course level and for
different groups.
Short C3. How effectively does the provider promote the safeguarding of learners?
The college has identified which groups of short course learners are particularly vulnerable .
Concerns are addressed by the Head of Staff and Student Support who liaises with a range of
relevant agencies. In line with the college’s policy on the Protection of Vulnerable Adults, all tutors
on short courses are CRB checked and have been trained in safeguarding to recognise signs of
abuse and respond appropriately to disclosures from learners. In their evaluation short course
learners continue to give their highest score to the statement “I feel safe” (a score of 4.7 on a scale
of 1-5 where 5 is good) There is a Health and Safety induction and a Use of Computers induction
repeated at the beginning of every short course. Ground rules are established and reference is made
to the Student Charter. Two focus groups (including one for women only) confirmed that they
would know what to do if bullying or harassment occurred.
Short C4. How effectively does the provider actively promote equality and diversity, tackle
discrimination and narrow the achievement gap?
Students are very positive about the emphasis the college puts on equality of opportunity, scoring
this 4.66 (on a scale of 1-5 where 5 is good). This is evident in teaching and learning and in the
domestic arrangements. Dedicated short courses for men significantly increased their participation
which as now plateaued: from 26% (04/05) to 30% (05/06) to 37% plus from 06/07. The % of
learners with a disability nearly doubled in 07/08 and is now 36%. 28% have mental health
problems and 8% have a dependency. Half our learners are now from BME groups and the
proportion who attract widening participation uplift increases by 5% each year. The college uses its
fee structure to prioritise learners with fewer previous qualifications and has established additional
bursaries for those who would otherwise be excluded. The college investigates any conflict between
groups very carefully. In the impact survey 41% say they have a better understanding of difference
and diversity as a result of coming to the college.
Page 24 of 43
Short Courses
Success rates are broken down and analysed by equality group . Over time, the most consistent
variations are the slight (never more than 3%) underachievement of men, mixed-race learners and
learners with disabilities. New support arrangements have been put in place for the latter. See
section 11 for figures.
Short C5. How effectively does the provider engage with users to support and promote
improvement?
Learner views are obtained from evaluations, reviews, complaints/suggestions and the impact
survey. Specific issues which arise are acted on quickly and we benchmark overall scores to track
the impact of changes over time. Because they were here for 10 weeks, Ransackers were also
involved in subcommittees and a weekly Common Room meeting. The composition of our
Governing Body was changed to ensure voluntary sector representatives have a say in decision
making. We are experimenting with mechanisms for involving short course learners in decision
making, for example by consulting them on hot topics.
Short C6. How effectively does self-assessment improve the quality of the provision and
outcomes for learners?
Tutors evaluate each course against CIF and their judgements contribute to the self-assessment
process. There are team reviews for linked courses and in sector areas. The internal moderation is
well developed, and includes tracking of recommendations, reviews and standardisation. The
observation schedule covers all tutors and reports are discussed with individual tutors, collated and
used to identify and share good practice. Turnaround and success rates are monitored on a monthly
basis and action taken and as a result both have improved over time. Tutors agree emerging
judgements and improvement actions, and regularly review progress against the quality
improvement plan which is clear and ambitious. In the Framework for Excellence evaluation,
learners scored the college 9.1 for listening and 8.7 for acting on their views (on a scale of 1-10
where 10 is good).
Short C7. How efficiently and effectively does the provider use its available resources to
secure value for money?
The outcomes for learners represent good value for money. The residential nature of the courses
means that all learners can make maximum use of the resources. This includes 24 hour access to
the library, PCs and recreational spaces. Classrooms are well equipped with excellent IT and there
is wi-fi throughout the college.
Internal auditors were fully satisfied that tutor workloads and the flexibility offered by visiting
tutors represent value for money. Student numbers, course cancellations and bursary up-take are
carefully monitored throughout the year as potential inefficiencies. Although we hit our SFA
student number target, an increase in no-shows from April meant that we did this with smaller
classes than intended (some of them very small and an average 8.8 against a target of 9.5). A policy
for setting up for short courses makes clear what they have to contribute to the mission and income
of the college and how to manage the risk they represent. Fees are reviewed each year and are at the
top end of what is expected per GLH.
Page 25 of 43
Access
9. SOCIAL SCIENCES (Access Course)
Grade 1
Strengths
 Excellent outcomes for learners, including high success rates
 Very effective teaching and assessment
 Outstanding care and support
 Excellent promotion of equality and diversity
Significant areas for improvement
 Learners over-reliant on extension period
Improvements since last inspection – none required
A. Outcomes for Learners
Access A1 How well do learners achieve and enjoy their learning?
Access A1.1
Achievement on the long course is now very good. 24 (23 SFA) learners started 09/10. 21 (20
SFA) completed giving a retention rate of 87% for the third year running. 19 (18 SFA) achieved
the full Access Diploma in 09/10 giving a success rate of 79% . This met the target set internally
which was intended to be challenging given the 5 year trend - 78% in 0809 and 87% in 07/08, but
58% in 06/07 and 59% in 05/06. We are now well above the most recent benchmarks for Access
which are 66% OCN West Midlands Region in 08/09, 63% nationally in 08/09, 60%-88% within
the residential colleges.
Access A1.2
In any one year, percentages are volatile because numbers are so small, but over time there have
been slight variations in the attainment of different groups. For the last 3 years the younger
learners are the less likely they are to succeed. Success also tends to be slightly lower for learners
attracting a widening participation uplift and for men. Taken in combination, these figures reflect
the underachievement of young working class men which is seen nationally. Success rates for
learners with a disability are very good.
Access A1.3
External moderators say the standard of work is high, “very academic and interesting”. Rules
limiting the drafting and resubmission of work are strictly enforced. As the course progresses, more
learners gain Level 3s and at the first attempt. The introduction of grading in 08/09 allows us to
establish a benchmark for the proportion of Level 3 work at Pass (46%), Merit (25%) and
Distinction (29%).
Access A1.4
Attendance is high, and particularly so in 09/10 when it never fell below 85%. The Student Issues
meeting discussed attendance week by week on an individual basis and personalized strategies were
agreed. Two learners, whose attendance remained poor in 09/10 despite this intervention, were
Page 26 of 43
Access
asked to leave. The generation of work can be slow with many learners acknowledging problems
with time management. The proportion of achievers relying on the extension period is now so high
that we regard this as a weakness (12 learners or 63% in 09/10, continuing the trend of 9 in 08/09, 8
in 07/8, 10 in 06/07).
Access A1.5
In the residential environment and through group work, learners develop social skills, self-esteem
and confidence. These enable them to overcome histories of abuse and dependence and turn their
lives around. In 09/10, for the third time, one of our Access learners won a national Helena
Kennedy Foundation award for the barriers they had overcome.
Access A1.6
Progress relative to prior attainment is very good. Of those who achieved in 09/10, 3 began at
Level 0, 6 at Level 1 and 5 at Level 2. In the last few years Fircroft has taken fewer learners without
a level 2 qualification than the other residential colleges. Even so, learners do find the workload
challenging.
Access A1.7
Learners develop the Literacy, Numeracy, Language and Key Skills they need to complete the
programme and progress. The college has set Level 1 in English and Maths as an entry requirement
and few learners start above this. All completers achieve Level 2 and many achieve Level 3 in their
English with GCSE Equivalence units. All completers achieve the compulsory Level 2 Maths units.
Because of changes in post-course aims and a focus on achieving the highest possible grades in the
core, the proportion of learners taking GCSE Maths has dropped, from 18 in 08/09, to just 2 in
09/10 (both of whom achieved) to 8 in 2010/11.
Access A2 How well do learners improve their economic and social well-being through
learning and development?
At interview most applicants identify economic and social well-being as key motivators to
undertake the Access programme. Progression to HE is good at 75% actual (compared with 60%
across the residential college and 78% intended across OCNWM). This was a significant
achievement in a competitive year when admissions tutors were very confused about grading.
Learners gain places at the full range of HEIs, including the Russell Group. There are numerous
case studies to show that our learners do well in HE and in their subsequent careers.
Access A3 How safe do learners feel?
A focus group run by an ex-student confirmed that learners feel safe at the college at all times.
Following imput during induction week, they know about H&S and fire procedures, and safe use of
IT. Having met with senior managers, they say they would be comfortable raising issues of bullying
or discrimination.
Access A4 Are learners able to make informed choices about their own health and wellbeing?
A proportion of applicants will have had mental health and dependency problems and at interview
we ask permission to talk to GPs and specialists about the impact of the course on their condition.
Again at entry, the HSSS discusses health needs with every starter and ensures the necessary
support is in place on a confidential basis, working with personal tutors and external agencies as
appropriate. The college has a significant influence on the diet of residential learners over 30 weeks
and its food policy and practice ensures that healthy choices are always available. The residential
activities arranged by the college and by the students union include physical activity. A focus group
Page 27 of 43
Access
of learners confirmed all this, but felt there needed to be more information on drug/alcohol
addiction and sexual health and this action is included in the QIP.
Access A5 How well do learners make a positive contribution to the community?
Learners are asked about their community involvement at interview and individuals balance this
involvement with the demands of the course. Access learners form a large part of the residential
community and link with short course learners involving them in activities, celebrations, fundraising and enrichment. Sometimes this activity is accredited as part of the course. There is an
active Students Union. The diversity of our student profile means that learners are well equipped
for community cohesion. We teach the social history of Birmingham and actively promote the
different opportunities the city offers. Sustainable development is one of the issues debated in
personal tutor groups and other forums. In their focus group, learners confirmed they gain the skills
and abilities they need to make a positive contribution to the community.
B. Quality of Provision
Access B1. How effectively do teaching, training and assessment support learning and
development?
Access B1.1
Initial assessment is very good. The interview process includes formal assessment of numeracy,
comprehension and writing against a minimum level and a discussion piece tests applicants’
motivation and ability to analyse and debate. The overall profile is discussed by the team and
influences the structure of the course which has changed to reflect this over time. Individual needs
and preferences are recorded in ILPs which are reviewed at each stage. Tutors and learners are very
aware of individual progress towards the Diploma which is carefully monitored. Based on previous
feedback, alternative forms of assessment are sometimes made available to individual learners. The
submission of work across subjects and stages is carefully analysed and influences the assessment
strategy for the following year.
Access B1.2
The two long course sessions observed 09/10 were both “good”. Reports over time show that tutors
use a wide range of teaching and learning strategies to involve and challenge learners. They
encourage independent learning and allow learners to make individual choices, for example about
which film or poem to study. They are skilled at differentiation. Some resources are outstanding
while some are poor. In their course evaluations learners are mostly very positive about teaching
and learning, even when they haven’t chose the subject.
Access B1.3
Technology is used effectively on the course. Uses include quizzes, glossaries, internet searches,
interactive reference material and video clips. Communication methods include email. Material is
made available to learners on an S:drive and this will migrate to the college’s Moodle in the course
of the year. My Study Bar has been uploaded to all pcs as a learning aid.
Access B1.4
Staff are experienced and qualified adult educators who specialise in a subject area. All are now full
members of IfL. As well as cross-college training, they attend courses and conferences of particular
relevance to their Access delivery and where relevant cascade this to their colleagues. This helped
Page 28 of 43
Access
the introduction of grading and the adoption of Regional units in 09/10. LSC appointed consultants
RCU recognised that the small ratio of tutors to learners was a key strength of the residential
learning experience. Another success factor are the multiple roles which the same staff play, so that
planning, teaching, assessment and support are very integrated.
Access B1.5
External moderators judge that assessment is appropriate for learners on an Access course and
allows achievement at different levels. In line with awarding body requirements, there is a written
assessment strategy. The opportunity to take exams, make presentations and undertake small scale
research, as well as writing essays, prepares learners well for HE. Internal moderation checks the
appropriateness of assessment materials and activity before delivery at each stage. External
moderators are happy with the way we have introduced grading. Deadlines are carefully planned
and what is expected of students builds up stage by stage. Judgements are consistent and fair. ESOL
learners and those with dyslexia are allowed extra time where appropriate.
Access B1.6
External moderators agree with Internal moderators that feedback is detailed, clear and
personalised and enables learners to focus on the areas which need further work. Marking goes
beyond the assessment criteria to pick up on spelling and grammar and turnaround in marking is
usually very good.
Access B1.7
Good arrangements are in place to ensure that learners develop the Literacy Language and
Numeracy skills they need to achieve the Diploma and progress. There is a screener at interview
which is followed up by an individual discussion and full assessment where appropriate. The team
agrees an action plan, which includes specialist LLN support for those with specific needs including
ESOL and Maths, but also alerts other tutors to learners with emerging needs who may need help,
for example, with more demanding writing. Both ESOL learners achieved the full Access in 09/10.
IT workshops early on ensure that all learners have the skills required to research and word-process.
Access B1.8
Equality and diversity are themes which run explicitly through modules and are reflected in
materials. The Access Resubmission panel commended the college on maintaining a nonEurocentric worldview.
Access B2. How effectively does the provision meet the needs and interests of users?
The programme meets the needs and interests of learners very well. At interview the college is
careful to establish that a general Access to HE Diploma is appropriate to post-course aims. Based
on post-course aims and ability, Maths GCSE equivalence is offered as an enhancement. Learners
who require a higher credit total or proportion of Merits and Distinctions for particular HEIs are
given the opportunity to achieve this. Our offer is influenced by a detailed analysis over time of precourse aims, on programme choices and actual progression routes. In our latest resubmission we
have significantly increased the proportion of standardised RAF units. External moderators judge
that the course is an excellent preparation for HE. The college has also checked our offer with
admissions tutors and past learners now in HE. Timetabling takes into account outside
responsibilities. The residential environment works very well for learners who have been unable to
combine studying with other responsibilities in the past. We look for trends and learner
Page 29 of 43
Access
characteristics when we review one year in order to plan the next. As well as duty tutoring, some
evenings there are enhancement activities and there are curriculum related trips.
Access B3. How effectively does the provider use partnerships to develop its provision to meet
learners’ needs?
The college uses its strong network of social care partners to identify learners who would benefit
from the Access course. Some of these continue to offer support on-course. There are strong links
with HEIs who influence the development of the programme, enable learners to make informed
choices, help maintain learner motivation and are well represented on the Governing Body. We are
members of Black Country Birmingham and Solihull LLN. Our Access Diploma helps to widen
participation in HE, particularly given the profile of learners we deliberately attract.
Access B4. How effective are the care, guidance and support learners receive in helping them
to attain their learning goals?
Access B4.1
Information, advice and guidance are good. The college holds the MATRIX standard. A
marketing survey shows that learners judge the information they first saw was accurate, their
enquiries are dealt with effectively and the selection process is fair. External moderators judge that
the admission process is effective in identifying learners with the potential to progress to HE. Many
applicants have a diagnostic interview and this is always offered to unsuccessful applicants. There
is a detailed Student Handbook and a Learner Guide. Evaluations of the induction process are
positive. We hold our own HE fair as well as taking learners to fairs and open days elsewhere. The
Access course has its own IAG tutor who guides learners through the UCAS process. UCAS
applications were more timely in 09/10. Learners saw the necessity of this, but felt rushed. The
overall effectiveness of IAG is seen in the high proportion of learners progressing to HE (see A2)
Access B4.2
Individual care and support is outstanding in promoting learning. Learners have access to
experienced personal tutors (current ratio 1:8) throughout the week. The residential environment
means there are always staff to talk to and students support each other. All students meet the Head
of Staff and Student Support early on to agree what needs to be in place. The HSSS then liaises with
personal tutors on a regular basis to check the progress of individual learners. Issues with
punctuality, attendance and poor performance are challenged early on and can result in a case
conference. Learners at risk of not achieving agree detailed action plans and meet with managers if
they fail to meet them. Professional external services such as counselling are bought in where
necessary and hardship payments can be made, usually in relation to child-care and problems with
benefits. External moderators judge that support is “very effective” and learners with particular
needs are well catered for.
Page 30 of 43
Access
C Leadership and management
Access C1. How effectively do leaders and managers raise expectations and promote ambition
throughout the organisation?
Internal and external benchmarking is used to set challenging targets for attendance, success and
progression and these have improved over time. Progress against these is regularly reported to
managers, Academic Board and governors against comparable figures for the same point in
previous years. Joint co-ordination and regular meetings with the DADP ensure that operational
decisions are closely aligned with college-wide objectives, which are also reflected in the objectives
set for individual members of the team at appraisal. The curriculum change and resubmission
processes thoroughly reviewed the Access course and relevant staff continue to evaluate and build
on the changes made.
Access C3. How effectively does the provider promote the safeguarding of learners?
In line with the college’s policy on the Protection of Vulnerable Adults, tutors on the Access course
are CRB checked and have been trained in safeguarding to recognise signs of abuse and respond
appropriately to disclosures from learners. Induction week covers Health and Safety and Computer
Use. Learners are told what action to take if abuse, discrimination or harassment occur and agree
ground rules in addition to the College Charter and Student Handbook. Arrangements are discussed
on an individual basis with vulnerable learners. A focus group run by an ex-student confirmed that
learners feel safe (see A3).
Access C4. How effectively does the provider actively promote equality and diversity, tackle
discrimination and narrow the achievement gap?
The college has monitored the achievement of different groups and sub-groups over time, reporting
this to external moderators as well as internally. In any one year percentages are volatile because
numbers are so small, but over time there have been slight variations in the attainment of different
groups. For the last 3 years the younger learners are the less likely they are to succeed. Success also
tends to be slightly lower for learners attracting a widening participation uplift and for men. Taken
in combination, these figures reflect the underachievement of young working class men which is
seen nationally. The team is aware of this and takes it into account when making decisions about the
curriculum, teaching and learning and support. At their September strategy meeting the team think
through the implications of their plans for the different equality groups (for example, for 09/10,
each member was given the profile of a past learner to bear in mind during the discussion).
The Access course is outstanding in promoting equality and diversity and tackling
discrimination. Through our partners and in our publicity we deliberately target learners who
would not or have not succeeded elsewhere. Compared with Access nationally and regionally, there
is a better balance at Fircroft in terms of gender, ethnicity and disability. Compared with other
residential colleges more of our learners come from disadvantaged communities. A wide range of
special needs are met and we advocate hard with HEIs on behalf of ex-offenders. Staff awareness
of equality issues is excellent and reflected in teaching and learning as well as management of the
programme. Concerns around this issue and inappropriate comments are dealt with straight away.
Rather than training learners to be PC, the course exposes learners to difference and allows a full
exploration of how that can lead to discrimination. Research undertaken by one learner confirmed
that the vast majority felt their cultural and religious beliefs were respected by other learners. The
Equality and Diversity Committee has places for two long course learner representatives.
Page 31 of 43
Access
Access C5. How effectively does the provider engage with users to support and promote
improvement?
Learner involvement on the Access course is very good. There are comprehensive student
evaluations at each stage in a variety of formats. Two learners from each personal tutor group also
meet termly with the long course team and the issues they raise are taken up by relevant managers.
Learners are involved in decision-making by electing representatives to the Governing Body, the
Equality and Diversity Committee and Academic Board. We actively encourage the Students
Union. Each year a number of learners use the learner experience as the subject of their sociological
research project. In one of these projects, 88% of learners thought staff responded well to their
comments, and 82% thought that the Students Union represented their views well.
Access C6. How effectively does self-assessment improve the quality of the provision and
outcomes for learners?
Self-assessment on the Access course is very good. Outcomes for learners are constantly monitored
against targets and reported. These directly influence the decisions made in meetings, both as part
of a quality improvement cycle and in response to emerging issues. OTL feedback led to a
discussion on schemes of work and influenced CPD planning. The team review their IM practice
and external moderators say the IM process is detailed and very effective. IM pre-delivery and our
grade dispute form are identified as areas of good practice. Key awarding body requirements are
summarised for the whole team. We made good use of the opportunity presented by the
resubmission process to thoroughly review the programme and the structure continues to change in
the light of what works. The whole team are involved in validating this self-assessment report and
in framing and monitoring the resulting quality improvement plan.
Access C7. How efficiently and effectively does the provider use its available resources to
secure value for money?
The Access course is good value for money, given the profile of learners it attracts and the progress
they make. The college’s own library is open 24 hours a day, with space to work, PCs and highly
relevant books and periodicals. Evaluations show that learners value this as part of the residential
experience. In addition learners have access to all University of Birmingham libraries. There is a
good range of enabling equipment and learners with significant disabilities have achieved.
Moderators judge that there is excellent access to learning materials.
Numbers on the course are capped because the bursary fund has not been increased for 7 years.
In response and as part of a college-wide curriculum change process, the Access Diploma has been
remodelled to reduce the number of contact hours required to deliver 450 guided learning hours.
Staff utilisation is carefully monitored and is one of the factors taken into account, for example
when deciding how to offer GCSE Maths to falling numbers of learners.
Page 32 of 43
11. DATA FOR SAR
ACCESS COURSE
No. Starters
No. Completers
No. Achievers
Retention rate
Success rate
06/07
07/08
08/09
31
19
18
61%
58%
24
21
21
87%
87%
23
20
18
87%
78%
1344
1318
1115
98%
87%
1468
1427
1261
97%
86%
891
881
804
99%
91%
Target 09/10
Actual 09/10
80%
24
21
19
87%
79%
(starters who achieve)
Benchmarks
Target 10/11
QAA for 08/09 63%,
OCNWM for 08/09
66%
Northern 09/10 84%
FfE 08/09 top 25%
82.2%
79%
SHORT COURSES
(accredited)
No. Starters
No. Completers
No. Achievers
Retention rate
Success rate on
accredited courses
(starters who achieve)
1419
1394
1305
98%
90% overall
92% overall and
80% on E3 and on L3 on E3 courses
qualifications
85% on L3 quals
Page 33 of 43
FfE 08/09 top 25% short 90% overall
course success 91.9%
11. DATA FOR SAR
ACCESS COURSE
07/08
07/08
08/09
starter success
starter
no
no
Asian
Black
Chinese
Mixed
White
Not
known
08/09
success
09/10
starter
no
09/10
success
SHORT COURSE
07/08
07/08
08/09
starter success starter
no
no
Bangladeshi
Indian
-
-
-
-
1
100%
20 (1%)
118 (8%)
80%
86%
Pakistani
-
-
1
100%
1
100%
54 (3%)
69%
Other Asian
-
-
-
-
-
-
11 (1%)
50%
African
4
100%
1
0
2
100%
115 (8%)
86%
Caribbean
1
100%
1
100%
2
50%
83%
Other Black
White Asian
1
1
-
100%
100%
-
1
1
-
100%
100%
-
1
2
-
0%
50%
-
205
(13%)
25 (2%)
9 (1%)
17 (1%)
67%
100%
94%
White/African
-
-
-
-
-
-
11 (1%)
100%
White/Caribbean
1
100%
-
-
2
100%
46 (3%)
73%
Other Mixed
2
50%
1
100%
-
-
32 (2%)
81%
British
13
85%
15
87%
12
83%
88%
Irish
-
-
-
-
-
-
761
(49%)
54 (3%)
Other White
-
-
1
0
-
-
32 (2%)
90%
1
100%
1
0
1
100%
14 (1%)
93%
Page 34 of 43
94%
9 (1%)
56
(6%)
30
(3%)
14
(2%)
53
(6%)
94
(11%)
9 (1%)
9 (1%)
11
(1%)
2
(0.2%)
47
(5%)
10
(1%)
472
(53%)
25
(3%)
25
(3%)
1 (0.1)
08/09
success
09/10
starter
no
09/10
success
89%
91%
100%
95%
93%
19 (1%)
113
(8%)
80 (6%)
93%
7 (0.5%)
100
92%
88 (6%)
97%
87%
89%
100%
100%
86%
50%
128
(9%)
27 (2%)
1 (0.1%)
22
(1.5%)
5 (0.4%)
89%
55 (4%)
82%
80%
20
(1.4%)
744
(52%)
24 (2%)
100%
49
(3.4%)
27 (2%)
92%
100%
100%
82%
92%
92%
92%
100%
89%
100%
92%
92%
100%
11. DATA FOR SAR
ACCESS COURSE
07/08
07/08
08/09
starter success
starter
no
no
Gender
08/09
success
09/10
starter
no
09/10
success
SHORT COURSE
07/08
07/08
08/09
starter success starter
no
no
Male
13
100%
15
73%
12
75%
545
(35%)
995
(65%)
82%
Female
11
73%
8
87%
12
83%
With disability
5
100%
5
100%
1
100%
556
(36%)
930
(60%)
85%
% attracting WP uplift
13
85%
14
71%
13
77%
Age
Under 21
4
50%
3
67%
5
80%
49(3%)
93%
21-30
10
90%
11
73%
11
64%
84%
31-40
8
100%
5
80%
5
100%
41-50
2
100%
4
100%
3
100%
310
(20%)
471
(31%)
379(25%)
51-60
-
-
-
-
-
-
87%
Over 60
-
-
-
-
-
-
201
(13%)
130 (8%)
Page 35 of 43
88%
82%
86%
81%
87%
08/09
success
09/10
starter
no
09/10
success
352
(40%)
539
(60%
89%
542
(38%)
877
(62%)
90%
281
(32%)
575
(65%)
89%
512
(36%)
996
(70%)
90%
40
(5%)
150
(17%)
215
(24%)
297
(33%)
132
(15%)
57
(6%)
93%
90%
87%
93%
91%
89%
95%
91%
41
(3%)
334
(24%)
352
(25%)
421
(30%)
204
(15%)
67
(5%)
93%
91%
93%
94%
91%
92%
91%
91%
12. Progress against Quality Improvement Plan 09/10
LEADERSHIP AND MANAGEMENT 09/10
Priority
Specific Action
Key Strengths and
High
Areas for
Intended Outcome
or
Medium
Monitoring
H
H
S. Strong selfassessment leads to
demonstrable
improvements
Progress year end
Green= achieved/on track
Amber = currently at risk
Red= not achieved
Lead
initials
first
Improvement
S. Very effective
leadership
Who/
When
Continue to develop and
exercise the skills required for
change management
All staff contribute views
and ideas to keep the
college outstanding in the
changing environment
FL
DecJuly
Man Team
Personnel
Cttee
January development session with all sectors
generated ideas.
Leadership days in April and July developed the
capacity of senior and middle managers to
manage change across the college.
Use learner journey to selfassess
Smarten action planning
and target setting
Undertake Beacon activity
Progress against this QIP
shows significant impact
MCJ
Annual
cycle
Man Team
A Board
Standards
Cttee
Good progress against this QIP
Smarter targets in SfL action planning
Significant amount of Beacon activity;
 validated SAR with Thurrock College
 learner journey event for BEST network
in April
 key note speech at CPD conference for
improvement advisors
S. Partnerships
make significant
contribution
M
Prioritise and set targets in
relation to relationships already
mapped
Relationships improve
learner recruitment and
support and income
generation
RP
March
Man Team
Identified priority partnerships and mapping
partially completed but no targets set
Open days and events with partners increased
referrals and resulted in waiting lists for some
courses.
Joint bidding meant we exceeded our income
generation target.
S. Outstanding
promotion of
equality and
diversity
H
Move to Single Equality
Scheme
Start impact assessments
Make 09/10 “Mental Health
Year”
College processes underpin
outstanding practice which
can be evidenced
FL
By year
end
E&D Cttee
Man Team
Single Equality Scheme drafted
Waiting to see guidance in new Equality Act
about impact assessments
Excellent analysis of disability sub-groups on
short courses
FL attended WMCETT mental health training
with a view to cascading but campaign defered
Page 36 of 43
12. Progress against Quality Improvement Plan 09/10
S. Excellent
residential
environment
promotes learning
M
Re-launch residential committee
Strengthen reporting and
training on Safeguarding
Develop sustainability policy
Learner evaluations show
we have built on success of
restoration project
FL
Feb
Man Team
AfI
Some processes in
abeyance after the
fire
M
Re-launch staff appraisal
scheme
Set EO targets
Refresh and reconvene financial
actions identified in FMCE
Key processes take place 09/10
FL
March
Man Team
Who/
When
Monitoring
All staff appraised by
31/7/10
EO targets set and met by
1/9/10
College fully restored with further improvements
made summer 10 (learner evaluations to go here)
Residency subsumed into Curriculum and
Innovation Group
Safeguarding awareness training for 4 senior and
middle managers via BEST and HSSS attended
LSIS designated person training
Sustainability policy now in place and training in
June
Appraisal cycle complete (except for new staff
who need inducting)
Equality and Diversity Committee met once to
agree objectives
12 month rolling cash forecast started again
SHORT COURSES 09/10
Priority
High
or
Medium
Specific Action
S. Very high success
rates
H
Quality assure assessment
arrangements for new
programmes at Entry 3 and
Level 3
Overall success rate target
of 90%
Specific target for Entry 3
and Level 3 qualifications of
80%
IS
Before
delivery
Short course
strategy
meeting
Man Team
Overall short course success rate 92%
Rate for Entry 3 courses 92%
Rate for Level 3 qualifications 85%
S. Excellent
development of
personal and social
skills
M
Embed resources around ECM
themes including Health
Learners have easy access to
the information they need to
make choices
MCJ
By July
Short course
strategy
meeting
HE placement ran focus group on these themes
Leaflets and posters available
Will embed in Moodle once front-page
redesigned.
Key Strengths and
Areas for
Intended Outcome
Green= achieved/on track
Amber= currently at risk
Red= not achieved
Lead
initials
first
Improvement
Page 37 of 43
Progress year end
12. Progress against Quality Improvement Plan 09/10
S. Very good teaching
and learning
M
Develop tutors to make best
use of new ILT resources
Use of ILT improves
teaching and learning
ZB
By May
OTL team
Short course
strategy
meeting
Excellent OTL grade profile
All tutors agreed an ILT objective and related
CPD and some of these were met
+’ve feedback in OTL on use of IT
Participated in Phase 2 Technology Exemplar
Network
S. Effective guidance
and support
M
Review introduction of FLT
Extend coverage of ILPs to all
linked courses
All learners on linked
courses have planed and
recorded their learning
using an ILP
IS
By May
Short course
strategy
meeting
S. Programme
responds very
effectively to needs
M
Use hot topics to increase sc
learner involvement
Short course learners can
influence decision making
IS
By June
Short course
meeting
Man Team
“Enquiry to enrolment” meetings as part of
reviewing and planning cycle for 10/11
New Course Participants Report transfers
learning aims and preferences from application
form to tutors
ILPs being used on linked courses but no real
progress on e-ILPs
More open days, info days for quals and new
Gateway course
Pre-course questionnaires
Matrix re-accreditation with recognition that
IAG is well integrated
Focus groups undertaken on ECM themes
Haven’t used hot topics yet or involved learners
in planning 10/11 offer
S. Very effective
approach to widen
participation
M
Develop new 10 week
programme
College meets needs of
learners in transition
FL
By May
Curriculum
Change Group
Man Team
Proposal discussed by relevant groups and
progress made with HMP Hewell and partners
Some funding applications made
AfI
H
Monitor turn-around and
address underperformance
Work with tutors to smarten
assessment and marking
Revise process to allow work
to be returned before IM
Participate in SfL Support
Programme to clarify
entitlement, develop new L2
provision and improve access
to resources
All learners receive
feedback before next part of
their course or within 6
weeks max
IS
By
March
Man Team
Foundation learners have
better access to LLN
resources
MCJ
By
March
Academic
Board
Standards
Committee
Monthly report shows only fewer courses
missing turn-around target but a few still do
Mentoring has made assessment smarter and
feedback more helpful
Work now being returned before IM
New AIVS process thoroughly reviews IM
As part of SfL Support programme:
 revised SfL Strategy
 set up 3 CPD events
 developing new L2s
LNN resource bank building up on Tutor drive
but learners can’t yet access these themselves
Feedback not always
timely enough to
benefit learning
AfI Insufficient
development of LLN
for Foundation
learners
H
Page 38 of 43
12. Progress against Quality Improvement Plan 09/10
ACCESS COURSE 09/10
Key Strengths and
Areas for
Priority
High
or
Medium
Specific Action
Intended Outcome
H
Success rate target 80%
(19/24)
Timetable UCAS to ensure
earlier applications
S. Very effective
teaching and
assessment
M
Implement new requirement
for Grading
S. Outstanding care
and support
M
Involve skills tutors in Student
Issues
Facilitate open discussion of
issues raised by nonEurocentric approach
S. Excellent promotion M
of equality and
diversity
Monitoring
Progress year end
DADP
Hit target for success. Concern about the
number of learners relying on the resubmission
period.
Lead
initials
first
Improvement
S. Excellent outcomes
for learners
Who/
When
Maintain progression to HE
at 78% despite high level
of competition
Our learners still get places
at the full range of HEIs
LCCs
Stage 2
LCCs
From
Oct
DADP
More informed decision
making and more consistent
actions
LCCs
From
Oct
DADP
Learners report that the
course has changed their
worldview
LCCs
From
Oct
DADP
Page 39 of 43
Progression high at 75%. More applications
were earlier.
External Moderators happy with the way we
implemented grading
Admissions tutors very confused about grading
but none of our learners disadvantaged in the
end.
Involvement of skills tutors did mean SI was
better informed. In 10/11 skills will be fully
integrated and the format of SI will change
again.
Tutor discussion at Academic Forum
Learner reactions dealt with well in classroom
82% of learners felt their cultural and religious
views were respected by other learners
13. SAR Quality Improvement Plan 10/11
LEADERSHIP AND MANAGEMENT 10/11
Key Strengths and
Areas for
Priority
High
or
Medium
Specific Action
Intended Outcome
Who/
When
Monitoring
Green= achieved/on track
Amber = currently at risk
Red= not achieved
Lead
initials
first
Improvement
S. Very effective
leadership
H
Continue to involve middle
managers and all sectors in
responding to change
S. Significant
contribution to
quality
improvement in
the sector
S. Partnerships
make significant
contribution
S. Outstanding
promotion of
equality and
diversity
S. Vulnerable
adults feel very
safe at Fircroft
M
M
S. Excellent
residential
environment
promotes learning
M
FL
All year
Man Team
GB through
annual
objectives
Bid for and deliver new LSIS
projects
Achieve our annual
objective which is the
survival of the college’s
mission and educational
offer
Retain equivalence of
Beacon status
MCJ
Autumn
Man Team
Develop new and strengthen
existing partnerships in key
areas
Relationships continue to
improve learner recruitment
and income generation
MCJ/RP
Man Team
H
Re-invigorate Equality and
Diversity Committee
Carry out impact assessments as
soon as requirements clear
Very positive outcomes in
terms of equality and
diversity aren’t undermined
by gaps in process
FL/AM
Autumn
Man Team
H
Respond quickly to changes at
the Independent Safeguarding
Authority
Respond to internal audit
Further investment, particularly
in dining area and final ensuiting of bedrooms
Target learners most likely to
College remains fully
compliant
AM
On
going
Man Team
Quality Cttee
Increased capacity and
satisfaction
JS
Summer
Man Team
Page 40 of 43
Progress year end
Autumn
13. SAR Quality Improvement Plan 10/11
AfI Viability of
college threatened
if funding cuts are
significant
H
benefit from residency
Respond decisively and
strategically to the
Comprehensive Spending
Review
Governors have agreed
workable plans for different
scenarios
FL/JS
Autumn
Man Team
GB
Intended Outcome
Who/
When
Monitoring
SHORT COURSES 10/11
Priority
High
or
Medium
Specific Action
S. Very high success
rates
H
Man Team
M
Confident our success rates
are as good as we think they
are
New resources support the
development of these skills
in college and post-course
MCJ/JS
Autumn
S. Excellent
development of
personal and social
skills
Increase use of external
benchmarking and published
data
Review the impact of so many
learners needing to develop
personal and social skills
AJ
ongoing
Man Team
S. Very good teaching
and learning
M
Best practice in teaching
and learning is shared
MCJ
Autumn
Academic
Board
S. Effective guidance
and support
M
Academic
Board
M
All learners have some form
of ILP
Relevant staff know the
support needs of learners in
good time
Progression route from E3
to L3 is complete
FL
Autumn
S. Programme
responds very
Replace Academic Forum
with mechanism which
catches best practice better
and makes it available to VTs
New IAG Co-ordinator to
further develop integrated
provision, including
communication of support
needs
Develop new L2 Skills for
Learning area
IS/SG
Autumn
Short Course
Man Team
Key Strengths and
Areas for
Lead
initials
first
Improvement
Page 41 of 43
Progress
13. SAR Quality Improvement Plan 10/11
effectively to needs
S. Very effective
approach to widen
participation
M
Further develop new 10 week
programme, pilot and secure
funding
10 week programme is
ready to run 2011/2012
FL
By
Spring
Man Team
AfI
H
Further investigation into the
reasons for this and IAG
response
Increase the proportion of
learners doing enough
progression courses to
trigger an award
RP/IS
Autumn
Short course
Man Team
Priority
High
or
Medium
Specific Action
Intended Outcome
Who/
When
Monitoring
H
Reintroduce choice so that:
High proportion of
learners only enrolling
on one course
ACCESS COURSE 10/11
Key Strengths and
Areas for
Lead
initials
first
Improvement
S. Excellent outcomes
for learners
S. Very effective
teaching
M
Learners are not so stretched
Success rate target 80%
Learners can meet HEI
requirements for more credits
in their specialised subject
Integrate assessment of skills
units, keep to target for
turning around marking and
Maintain progression to HE
at 78%
Smarter assessment and
feedback reduces
dependence on resubmission
Page 42 of 43
LCCs
Sept
then
ongoing
MCJ,
Man Team
LCCs
Sept
MCJ
Progress
13. SAR Quality Improvement Plan 10/11
S. Outstanding care
and support
M
W. Learners overreliant on extension
period
H
give learners space to
comment on feedback
Increase access to information
eg on drugs, alcohol and
sexual health
Ensure 60 credits offered by
Easter
Learners have the
information they need to
make informed choices
Reduce % of learners
needing extension period
from 63% to 30%
Page 43 of 43
AJ/
MCJ
Spring
LCCs
Spring
Man Team
MCJ