Strategic Plan 2015-18
Approved by Corporation 9/2/2016
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OVERVIEW OF STRATEGIC PLAN 2015-18
The Background
The Overview to the Strategic Plan 2015-18 describes where we are now, our ambitions for the future and the direction of travel we plan to follow to
achieve those ambitions in support of our Mission and the Government’s education and skills agenda. It describes how we intend to manage our
resources so that we can continue to deliver academic and business excellence on behalf of all our students. They are, as always, at the very heart of all
we do.
Our Mission as Dorset’s College of the Countryside is to provide inspiring and challenging education and training opportunities to equip students with the
knowledge and skills to succeed in life and work. Our Values describe the spirit in which we will provide those opportunities:
putting the student first in all our thinking;
pursuing the highest quality in all our doing;
promoting fairness, openness and respect in all our dealings.
These values underpin our priorities around successful and positive outcomes for all groups of students; consistently high quality learning, teaching and
support; the full integration of information, communication and performance activities for effective governance and leadership underpinned by improved
financial performance.
To manage our resources in an informed, flexible and responsive manner, our Strategic Plan is reviewed annually taking account of emerging needs and
trends and performance. Our monitoring, knowledge-building and adaptiveness activities are continuous: in respect of the volume and mix of provision
offered, we will be working very closely with Dorset LEP as well as increasing the frequency, collection and use of feedback from students, families,
employers and other partners, to ensure we can more strongly support local economic growth.
Our Achievements
Founded in 1947 we are a specialist environment and land-based industries college meeting the needs of the rural communities of Dorset and the SouthWest region as well as responding to national and global concerns around the sustainability of our natural world. Set within a beautiful 750 acre estate,
Kingston Maurward House, a Grade 1 listed building, is surrounded by parkland, formal gardens and a lake. It is the hub of the college for students and
staff and is also enjoyed by the wider community as a centre for meetings, conferences and a range of public events. The Learning Resources Centre,
complete with extensive modern IT facilities and laboratories, and a range of other specialist buildings and workshops located across the estate, provide
students with access to high quality, industry standard facilities for up-to-date, relevant learning and skills development.
Over the last 5 years, we’ve developed our professional and commercial activities to offer a unique and innovative integrated work and learning
environment to meet the business and educational needs of students. These include a dairy, livestock and cereal farm of 280 hectares; a herd of
Aberdeen Angus and a butchery retail outlet; an international standard Equestrian Centre with livery and veterinary service; professional outdoor
activities facilities that support our International Summer School; public gardens and park with horticultural nursery; Animal Farm Park tourist attraction
with visitor centre and shop; professional animal care and dog-grooming and; hosting of large-scale events, conferences and weddings.
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We welcome students of all ages and abilities: school students on link programmes and school leavers heading for employment, starting an
apprenticeship or aiming for a degree; adults updating their knowledge and skills or re-training for a new career; employers and managers improving
their business skills and use of new technologies and; individuals following their personal interests.
To support progression to and in employment and to further related or higher level learning we have developed valuable relationships with partners,
employers and Dorset LEP our local enterprise partnership which is responsible for setting a strong local skills and employment policy. We collaborate
closely with The Thomas Hardye School in our 6th form and pre 16 partnership and have jointly sponsored a new 13+ Studio School on the college
campus.
The college will engage actively on the new process of Area Review and devolution to ensure that the analysis of any such review of provision covers
the options it would wish to be considered. This will include the establishment of KMC as an Institute of Technology to provide specialist higher level
professional and technical education and a centre of excellence for para veterinary and associated provision.
The college will continue to monitor its progress and performance against the principles of the Government’s PREVENT strategy, developing
appropriate input and output indicators.
Carbon reduction remains a key commitment and the college will continue to explore ways in which it can generate energy from renewable and
sustainable resources.
Because of its strong relationship with the Royal Agricultural University (RAU) part of the HE strategy for the college is to develop new courses in
certain key areas for September 2016 in Countryside Management and Veterinary Nursing. This is also alongside developments with BU for a Top Up
route for the FdSc Marine Ecology and Conservation and to work with the Royal Veterinary College to develop a para veterinary course at foundation
degree level. Further forward the college is keen to explore additional programme development in agricultural science and technology.
College Structure
The college is organised into 4 Academies, each lead by a Section Lead, responsible for all aspects of the curriculum, including budgetary control.
Agriculture Countryside and Food
Full-time, part-time, 14-16 year olds and workplace learning programmes are provided at levels 1-4 in Agriculture, Countryside Management,
Welding, Fabrication and Blacksmithing, Game keeping, Dairying and Butchery. The majority of the 159 students starting full-time courses in
September 2014 were aged 16-18 (83%) and male (84%). Workplace students include 78 apprentices in Agriculture (intermediate and advanced
level), Environmental Conservation (intermediate and advanced level), Game Keeping and Butchery (both at intermediate level).
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Key resources include a 280ha mixed farm run as a commercial enterprise. The farm consists of a 103 cow dairy herd (which feeds into the Marks and
Spencer’s Christmas pool), a 400 ewe flock, a small pedigree Aberdeen Angus suckler herd, a 120 ha arable enterprise with a renewable energy crop and a 14
sow outdoor pig herd. Turkeys are also reared for the Christmas market. The range of enterprises, and a farm manager that reports to the Section Lead,
enables the farm to provide a number of high quality practical and theory learning opportunities to students. Other significant physical resources include a
number of workshops for teaching machinery repair, welding, fabrication and blacksmithing, a butchery and a fleet of agricultural machinery. Livestock
handling facilities consist of a purpose built cattle handling area which is adjoined to a teaching room. The estate presents a broad range of learning
opportunities with its varied habitats and land-uses. Students participate well in environmental schemes involving habitat preservation and enhancement
across the farmed estate. There are strong collaborative links with the Academies of Animal Conservation and Welfare, Horticulture, Arboriculture, Floristry,
Construction and Foundation Studies. Not only do these links enable the sharing of resources but they provide students with an alternative perspective of
the discipline in which they have chosen to study.
Animal Conservation & Welfare; Equine
This is the largest academy and provides the widest range of full time provision from Level 1 (Practical Animal Care and Introduction to Equine Studies)
through to Level 6 (BSc (Hons) Animal Behaviour and Welfare). Learner numbers have been increasing, with 292 FE and 75 HE starts in 2014. Furthermore
the Academy has 33 14 year old students who attend for one day per week. Approximately two thirds of students are aged from 16 -18, of which the
majority are female. To enable some students to bridge the educational gap (from Level 1 to 2) the academy offers a successful Level 2 extended certificate.
Many students later progress onto the full Level 2 Diploma. Level 3 students follow distinct specialist pathways, which enhances employment opportunities
and/or progression to HE. There are six distinct pathways in animal care - business; agriculture and countryside; animal nursing, environment or a general
animal care. In Equine there are two Level 3 pathways, a 90 credit/extended diploma with an Equitation pathway or a Business/Stable Management
pathway. The Academy also offers intermediate and advanced apprenticeships programmes in animal care & equine, along with a range of part-time
provision, including part-time Level 2 and 3 dog grooming, canine psychology (3 levels), animal/equine health and first aid, bespoke Equine Industry Training
(British Horse Society) professional qualifications Level 1 – 5.
Horticulture, Arboriculture, Construction and Floristry; English and Maths
This Academy has been supported by significant investment in 800 m2 of new glasshouses. This has provided an industry relevant facility and a physical focus
for the delivery of high quality teaching, learning and assessment.
The Academy provides teaching, learning and assessment in a range of courses at levels 1-3 in Horticulture, Arboriculture, Floristry and Construction
subjects. Full time students accounted for 118 enrolments and training was delivered to 214 part time students. 70 work based students have been involved
in training at levels 2 and 3 in horticulture and arboriculture. The staff team are active in promoting the academy’s work internally and externally.
Progression routes are well defined and students are encouraged to explore academic and vocational career paths.
English and mathematics provision has undergone major change in response to national priorities to raise basic skill levels and to meet employer
requirements. New staff have been appointed to deliver GCSE qualifications in addition to functional skills and the management of the provision has moved
to the Section Lead responsible for Horticulture and Construction. College policy has been updated to reflect these external and internal requirements.
English and maths are provided to students across all Academies as formal qualifications, RARPA certification (Recording and Recognising Progress and
Achievement) and embedded in vocational subjects. Students undertaking formal qualifications are those who do not have GCSE grades A*-C in English
and/or maths. On line initial and diagnostic assessment tools have been updated to reflect functional skills and GCSE and on line resources have been
developed and purchased to increase the range of materials available to teachers and students.
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Outdoor Adventure and Sports Coaching; Centre for Foundation Studies
This Academy offers full time courses from Level 1 to Level 5 along with part time courses, bespoke industry training, intermediate and advanced
apprenticeships. Full time courses include Uniformed Public Services at Levels 1, 2 and 3, Military Preparations at Level 2, Sport and Fitness at Levels 2 and 3,
and Outdoor Adventure at Level 2 to Level 3. The department enrolled 148 students on Intermediate and Advanced Apprenticeships in 2014/15. These
frameworks include Activity Leadership, Outdoor Programmes, and Leisure Management. They are delivered and assessed through sports centres, activity
centres and caravan parks nationally. A recent addition is the Emergency Fire Fighter Operations framework. The department is in partnership with Side By
Side training where a small number of students complete apprenticeships in Children and Care Work, Supporting Teaching and Learning, and Team Leading.
In 2014, there were 54 students enrolled on Foundation Learning, spread over 3 year groups at 3 different levels, of which 64% were male and 36% were
female. 64% of students are 16-18 and 36% are 19+. Students have a range of Learning Disabilities and Difficulties including from mild to severe learning
disability, emotional and behavioural difficulties and Autistic Spectrum Conditions. There is an excellent range of provision from Entry 2 through to Level 1 in
Animal Care, Horticulture, Personal, Social Development (PSD), Employability & Personal Development (E&PD), Life Skills, Outdoor Adventure and Agriculture.
This year has seen the addition of a new non-accredited RARPA (Recognising and Recording Progress and Achievement) course which has enabled students to
achieve whereas they would normally have had to leave college. A further fourth year RARPA programme aimed at transition out of college, employability and
personal, social development is in place for the coming academic year. A new building named Greys Loft has greatly enhanced facilities. Students have the use
of two large IT suites, a 1:1/quiet room, indoor common room, large garden, kitchen area with 4 work stations, dining room and a large room given over to
specifically teaching life skills. The department works closely with Agriculture, OASC, Equine, English and Maths team and Learning Support as well as a range
of further departments across the college in order to increase disability awareness and opportunities for students. This cross college collaboration is a key
strength of the department as it is vital in aiding transition for Foundation students to level 1 courses across the college.
Our Ambitions
We seek sustainable and inclusive growth and aim to exceed expectations by having a Strategic Plan that anticipates, meets and takes advantage of change and
opportunities for our students. The acknowledged values of conservation, animal welfare, food provenance, renewable energies and quality of life are
stimulating the emergence of new markets. Dorset’s highly valued environment is a significant economic strength we can draw on: wider and faster broadband
connectivity by 2015 aligned to already good enterprise levels will promote synergies between the rural and urban areas; the City Deal and improved transport
corridors, port and airport access, will provide the basis for stronger supply chains, a comprehensive tourism offer encompassing rural, urban and coastal
attractions and highlight local specialisms, including high quality foods
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We aim to build on our position and achievements to date by:
Emphasising the acquisition of vocational and employability skills across the curriculum, particularly in 14-19 and HE courses to improve the economic relevancy of
learning and reduce youth unemployment; growing the range and take-up of Apprenticeships; closer links with sector employers to match provision with need;
and Foundation Degrees to improve the supply of practical knowledge and higher scientific and technical skills demanded by new technologies and services; being
pro-active in working collaboratively to respond to the raising of the participation age and improve accountability to local communities;
Inviting greater employer input to our work so that students gain enterprise and innovation understanding that can better support business performance and their
own progression;
Prioritising investment and maximising the opportunities available through the LEP to invest in capital development of purpose built specialist facilities, including
residential accommodation, for new and/or growing courses to ensure that our learning environment continues to be outstanding and highly relevant.
Playing our part in the development of a National College for Agriculture and the proposals for Area Reviews of provision.
Our Plan of Action
1. Successful outcomes for students: A greater focus on progression needs of the individual student through: establishment of Dorset Studio School on the
estate in 2014 improving local choice and relevancy of options at 13; systematic revision of curriculum content to emphasise work readiness; improved supply
of objective and comprehensive progression information with extra-curricular activities to support job search and self-employment or start-up activities; 3
and 6 month student destination follow-up and advice.
2. High quality teaching and learning: review of curriculum structure to better match different sector and community needs through: improving frequency and
type of employer input to courses; increasing and strengthening role of industry sector liaison groups; adapting course content to meet employer needs;
developing courses/content to respond to new/growing employment sectors with identified skills gaps; maximising student access to commercial/professional
environments across the Estate.
3. Effective management: integrate and monitor communication and planning processes to flexibly meet changing needs through: increasing the quality and range
of labour market information gathering and reporting; review of sectors, occupations and skills on which to focus including support for Dorset LEP key sectors Food
and Drink, Environmental Goods and Services; differentiation of approach and liaison with different sectors to improve match of provision to employment
opportunities; introduction of measures to understand impact of provision; integrated marketing plan for all activities.
4. Improved financial performance: mitigate effects of reduction in funding and ensure financial sustainability through: operational efficiencies in use of resources
and energy consumption; development of income streams and commercial activities that increase (i) student access to real work experience (ii) income generation
for investment in buildings; implementation of shared services with partners.
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MISSION, CORE VALUES AND KEY PRIORITIES
Our Core Values :
Our Mission:
To provide inspiring and
challenging training and
development
opportunities to equip
people with the
knowledge and skills to
succeed in life and work
To achieve our mission and vision we will
continue to employ a set of core values to
underpin our work and which will shape our
future planning and development policy.
These are:
Put the student first
Deliver the highest quality in all that we do
Promote a fair open and respectful culture
Our Key Priorities :
High Quality Outcomes
Outstanding Teaching, Learning & Support
Financial Strength & Efficiency
High Quality Governance, Leadership and
Management
Strategic Plan – Our Approach
Our Strategic Plan will be delivered in the spirit of our Core Values:
Deliver the
Put the
highest
student first quality in all
that we do
Promote a
fair, open
and
respectful
culture
Put the student first
• In raising the ambition of all
our students, their subsequent
success and progression, leads to
the success of our College
• Our students will enjoy,
achieve, feel safe and benefit
from their experience at
Kingston Maurward College and
develop as individuals
• All staff are here to serve the
educational, training and
employability needs of our
students through excellent
teaching and support services
• Our literature and information
will be clear, accurate, useful,
accessible and informative
• Effective leadership and
management is the basis on
which we develop our College
Deliver the highest quality
in all that we do
Promote a fair, open and
respectful culture
• We shall all strive for high
quality in all that we do
• We shall create a responsive
ethos to ensure our College is
successful, resulting in valued
students and staff
• Staff at all levels will be
focused on improving the
quality of learning and the
student experience
• Staff will have access to
regular, high quality and
relevant development
opportunities to assist them in
carrying out their role in the
College
• We shall assess our quality
levels by benchmarking our
academic and financial
achievements with
comparable establishments
•We shall develop a
sustainable approach to all
that we do
• We shall promote equality in
everything we do and ensure an
inclusive culture where every
individual is treated with
respect, courtesy and fairness
• We shall respect and celebrate
diversity
•We shall ensure that every
student feels safe and that their
views and concerns are valued
and acted upon.
•Safeguarding our students will
underpin all our activities
Strategic Plan - Summary
High Quality
Outcomes
Financial
Strength &
Efficiency
Outstanding
Teaching,
Learning &
Support
LEARNERS…
equipping
students with the
knowledge and
skills to succeed
in life and work
A Strategic Plan that anticipates, meets
and takes advantage of change and
opportunities .
‘EXCEEDING EXPECTATIONS’
High Quality
Governance,
Leadership and
Management
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Key Priorities
High Quality Outcomes
1.
Vocational Qualifications – Continue to improve headline classroom based success rates, all
groups of learners achieving equally.
Context / Baseline position (2013/14)
For 2014/15 onwards qualifications will not be measured separately for Long and Short courses and will now be
classified as being Award, Certificate or Diploma status.
2011/12 2012/13
Award
90.1%
90.8%
Certificate
87.9%
87.6%
Diploma
84.6%
85.8%
16-18
2013/14
0.0%
91.2%
87.8%
PG
89.4%
85.7%
86.5%
Nat
87.7%
82.1%
84.8%
Award
Certificate
Diploma
2011/12 2012/13
83.7%
88.4%
80.5%
82.4%
81.3%
80.9%
19+
2013/14
95.4%
84.7%
87.6%
PG
92.3%
85.8%
80.4%
Nat
89.6%
89.9%
82.0%
Year 1 (2015/16) target
Award
Certificate
Diploma
16-18
90%
94%
90%
19+
95%
90%
90%
Year 2 (2016/17) target
To raise success rate performance by at least 5% above National average, narrowing any gaps in performance as
appropriate.
Year 3 (2017/18) target
To raise success rate performance to at least 5% above National average, with all groups of learners performing
equally.
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Key Priorities
High Quality Outcomes
2.
English and Maths – Continuously improve headline success rates for each year based on
previous year’s performance.
Context / Baseline position (2013/14)
For 2014/15 onwards it will be necessary to measure the performance of GCSE English and Maths separately to
Functional Skills.
2011/12 2012/13
FS English L1
89.4%
81.1%
FS English L2
88.9%
86.0%
FS Maths L1
94.2%
76.1%
FS Maths L2
94.4%
81.0%
16-18
2013/14
77.0%
75.9%
70.1%
41.4%
PG
76.9%
70.2%
59.8%
45.7%
Nat
69.0%
63.6%
52.4%
45.0%
2011/12 2012/13
FS English L1
83.3% 100.0%
FS English L2
100.0%
80.0%
FS Maths L1
71.4%
92.3%
FS Maths L2
100.0%
75.0%
19+
2013/14
50.0%
80.0%
100.0%
60.0%
PG
61.9%
77.4%
68.8%
82.9%
Nat
69.4%
71.8%
63.5%
65.2%
Year 1 (2015/16) target
FS English L1
FS English L2
GCSE English
FS Maths L1
FS Maths L2
GCSE Maths
16-18
2014/15 2015/16
79.0%
82.0%
79.0%
82.0%
82.0%
84.0%
70.0%
75.0%
70.0%
75.0%
82.0%
84.0%
19+
2014/15 2015/16
69.0%
75.0%
69.0%
75.0%
82.0%
84.0%
78.0%
82.0%
78.0%
82.0%
82.0%
84.0%
Year 2 (2016/17) target
To raise success rate performance by at least 2% above Provider Group average, narrowing any gaps in
performance as appropriate.
Year 3 (2017/18) target
To raise success rate performance to at least 2% above Provide Group average, with all groups of learners
performing equally.
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Key Priorities
High Quality Outcomes
3.
Improve employer responsive success rates to 85% (apprenticeships)
Context / Baseline position (2013/14)
Success rates exceed national averages overall but not all frameworks have an average success rate of 85%.
16-18
2012/13 2013/14
84.1%
86.7%
84.4%
86.3%
82.4%
88.9%
PG
74.1%
73.6%
75.8%
Timely
2011/12 2012/13 2013/14
All
71.3%
76.7%
82.9%
Intermediate
68.5%
77.9%
82.9%
Advanced
100.0%
70.0%
82.6%
PG
61.6%
62.3%
59.0%
Overall
2011/12
All
78.4%
Intermediate
76.3%
Advanced
100.0%
Nat
71.1%
69.5%
75.0%
Overall
2011/12 2012/13
All
78.6%
78.1%
Intermediate
78.3%
76.4%
Advanced
80.0%
83.4%
19+
2013/14
76.0%
73.2%
78.5%
PG
74.6%
73.8%
75.5%
Nat
68.2%
68.5%
67.8%
Nat
60.5%
59.8%
62.5%
Timely
2011/12 2012/13 2013/14
All
64.3%
68.5%
64.8%
Intermediate
66.7%
67.9%
61.8%
Advanced
56.5%
70.6%
67.5%
PG
59.3%
60.9%
57.5%
Nat
52.9%
54.0%
51.7%
Year 1 (2015/16) target
16-18
Overall
2014/15 2015/16
All
77.0%
80.0%
Intermediate
79.0%
82.0%
Advanced
69.0%
75.0%
19+
2014/15 2015/16
77.0%
80.0%
79.0%
82.0%
69.0%
75.0%
Timely
2014/15 2015/16
All
66.0%
71.0%
Intermediate
71.0%
76.0%
Advanced
54.0%
70.0%
2014/15 2015/16
66.0%
71.0%
71.0%
76.0%
54.0%
70.0%
Year 2 (2016/17) target
Ensure that all frameworks are at an average success rate of 85% with timely success at 75%
Year 3 (2017/18) target
To raise the College overall apprenticeship success rates to 87% and a timely success of 80%, whilst growing
apprenticeship numbers by 15% per annum to achieve a goal of 1,000 apprentices by 2018.
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Key Priorities
High Quality Outcomes
4.
All teaching academies to be graded 2 or better, with 50% graded in Year 1, and all teaching
academies to be grade 1 in 3 years.
Context / Baseline position (2013/14) and (2014/15) and Year 1 (2015/16) target
2013/14
Actual
2014/15
Target
2015/16
Target
ACW/Equine
2
2
2
ACF
2
2
2
CFS
1
1
1
Horticulture
2
2
1
BSPD
2
2
-
OASC
2
1
1
Year 2 (2016/17) target
Average grades within curriculum areas of 1.8
Year 3 (2017/18) target
Average grades within curriculum areas of 1.5
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Key Priorities
High Quality Outcomes
5.
Aspire to 100% of learners with positive destinations
Context / Baseline position (2014/15)
Requirement from 2015/16 will be reporting on student destinations resulting in relevant sustained
employment.
2014/15
Students indicating positive destinations at end of academic year - 93.6%
Year 1 (2015/16) target
Positive destinations at end of academic year - 95%
Establish a baseline position for sustained education, employment, self-employment or training
Year 2 (2016/17) target
Positive destinations at end of academic year - 97%
KMC positive sustained destinations baseline plus 3%.
Year 3 (2017/18) target
Positive destinations at end of academic year - 98%
KMC positive sustained destinations baseline plus 5%.
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Key Priorities
High Quality Outcomes
6.
Value Added
Develop a baseline measure of student progress against starting points and use to set ambitious targets to
support student achievement
Context / Baseline position (2014/15):
A value added measure is under development using prior and current data
Year 1 (2015/16) target
To establish a mechanism for measuring Value Added and setting aspirational targets
To Implement and measure value added
Year 2 (2016/17) target
Improve performance by 2% on previous year
Year 3 (2017/18) target
Improve performance by 2% on previous year
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Key Priorities
High Quality Outcomes
7. Eliminate achievement gaps for all learner groups
Context / Baseline position (2013/14 and 2014/15):
Learner Group Retention
Overall
Age – 19+
Age – 16-18
Gender - Female
Gender – Male
Ethnicity - Other
Ethnicity – British
No LD/D
LD/D
Success Rate %
2013/14
Difference %
82.9
83.6
81.6
85.4
80.3
85.1
82.8
83.6
81.7
-2.0
-5.1
-2.3
-1.9
Year 1 (2015/16) target
To reduce achievement gaps in all areas to less than 1%
Year 2 (2016/17) target
No significant achievement gaps
Year 3 (2017/18) target
No significant achievement gaps
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Key Priorities
Outstanding Teaching, Learning & Support
1.
Develop outstanding Teaching, Learning and Assessment and sustain 90% good or better in
Lesson Observations with 40% at Grade 1 over the 3 year period
Context / Baseline position (2013/14)
2013/14
Good or better 86.1%; Outstanding 27%
2014/15
Good or better 89.2%; Outstanding 33.3%
Year 1 (2015/16) target
Good or better 91%; Outstanding 36%
Year 2 (2016/17) target
Good or better 93%; Outstanding 38%
Year 3 (2017/18) target
Good or better 95%; Outstanding 40%
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Key Priorities
Outstanding Teaching, Learning & Support
2.
Develop a high quality curriculum that meets changing priorities and local, regional and
national needs
Context
Changing government initiatives – Apprenticeships, A level, GCSE, Traineeships, HE, Community Learning and
Special Educational Needs and the need to consider different methods of learning, including digital technology
Baseline position (2014/15)
A new Employer Engagement Strategy has been developed focussing on the needs of employers and local,
regional and national priorities. Online learning strategies have been piloted and disseminated to teaching staff.
New HE strategy in place including ambitious growth targets
Year 1 (2015/16) target
Establish and communicate the Employer Engagement Strategy with partners and stakeholders; implement
actions to meet targets.
• High Quality Outcomes
• High Quality Programmes
• Growth of Commercial Income
• Leadership and management
Increase use of digital technology and on line learning across all academies.
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Key Priorities
Outstanding Teaching, Learning & Support
Year 2 (2016/17) target
Implement the Employer Engagement Strategy and ensure targets are met or exceeded.
Significantly reduce the amount of sub-contracting and build capacity to deliver all provision directly.
Year 3 (2017/18) target
Implement the Employer Engagement Strategy and ensure targets are met or exceeded
Increase apprenticeship numbers to 1000.
Establish a range of online delivery and assessment tools which add value to each learning programme.
Share best practice across the college to maximise the impact of online learning and digital technology
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Key Priorities
Outstanding Teaching, Learning & Support
4. Improve attendance to at least 91% over three years
Context / Baseline position (2014/15):
Overall College attendance 85%
Year 1 (2015/16) target
Attendance at least 87%
Year 2 (2016/17) target
Attendance at least 89%
Year 3 (2017/18) target
Attendance at least 91%
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Key Priorities
Outstanding Teaching, Learning & Support
5. Improve information, advice and guidance so that all students are fully prepared for the next stage of their
education, employment, self-employment or training.
Context / Baseline position (2013/14 and 2014/15):
Percentage of students receiving effective careers guidance:
2013/14
76.6%
2014/15
86.8%
Year 1 (2015/16) target
Positive response of at least 90%
Year 2 (2016/17) target
Positive response of at least 93%
Year 3 (2017/18) target
Positive response of at least 95%
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Key Priorities
Financial Strength and Efficiency
1.
Return annual surpluses of at least 1%, increase cash reserves and achieve at least a “Good”
financial health rating over three years.
Context
To mitigate against the reduction in funding, increased commercial income and efficiencies are needed to
generate operating surpluses from the College operations to ensure the financial sustainability of the College.
This is very important so that operating surpluses can be generated to provide the resources and necessary cash
balances for future investment.
Year 1 (2015/16) target
Operating surplus before FRS17 - £68k
Cash balance greater than previous year end
Financial Health rating of “Good”
Developing systems and reporting to enable effective implementation of new apprenticeships
Year 2 (2016/17) target
Operating surplus before FRS17 - £89k
Cash balance greater than previous year end
Financial Health rating of “Good”
Developing systems and reporting to enable effective XX of new apprenticeships
Year 3 (2017/18) target
Operating surplus before FRS17 - £101k
Cash balance greater than previous year end
Financial Health rating of “Good”
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Key Priorities
Financial Strength and Efficiency
2.
Set and achieve key performance indicators for Average Group Sizes, Staff Utilisation and Staff
Cost to Income Ratio.
Context
To mitigate against the reduction in funding, efficiencies have been identified from the College operations to
ensure the financial sustainability of the College. Key areas to be targeted to deliver efficiencies include
maximising group sizes and staff utilisation.
Regular analysis and exceptional reporting of performance and steps taken to address variances.
Analysis of performance and contracting costs with a view to taking swift action where appropriate.
Year 1 (2015/16) target
Group Size
Staff Utilisation
Staff Cost Ratio
11
95%
53.9%
Year 2 (2016/17) target
Group Size
Staff Utilisation
Staff Cost Ratio
12
98%
54.1%
Year 3 (2017/18) target
Group Size
Staff Utilisation
Staff Cost Ratio
13
98%
54.2%
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Key Priorities
Financial Strength and Efficiency
3.
Grow learner numbers and income in line with the College’s strategic targets.
Context
Direct funding from the Government through allocations from the EFA and SFA have been reduced over the past
four years and will continue to do so through to at least 2017-2018. To mitigate against the reduction in funding
per learner the College will target areas for growth in funding aligned to student numbers and priority provision.
Year 1 (2015/16) target
EFA 16-18
SFA 16-18 (Apps)
SFA 19+ (Apps)
SFA ASB
£4,023k
£688k
£422k
£550k
Student numbers 715
Year 2 (2016/17) target
EFA 16-18
SFA 16-18 (Apps)
SFA 19+ (Apps)
SFA ASB
£4,023k
£709k
£435k
£440k
Student numbers 715 –maintain compared to demographic decline
Increase by 3%
Increase by 3%
Reflects SFA anticipated reduction of 20%
Year 3 (2017/18) target
EFA 16-18
SFA 16-18 (Apps)
SFA 19+ (Apps)
SFA ASB
£3,803k
£730k
£448k
£352k
Student numbers 715 – maintain compared to demographic decline
Increase by 3%
Increase by 3%
Reflects SFA anticipated reduction of 20%
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Key Priorities
Financial Strength and Efficiency
4.
Prioritise resources and capital investment to ensure a high quality learning environment.
Context
The College has limited cash resources and capacity to borrow significant funds to invest in large capital
investment projects. Available capital for investment needs to be targeted and prioritised to support a high
quality learning environment.
Year 1 (2015/16) target
Capital investment from College operations - £300k
Capital from LEP to fund Agri-Tech project - £900k
Additional bank borrowing of £650k to support capital investment strategy
Explore opportunities for other external funding
Develop Property Strategy whilst maintaining the integrity of the estate including opportunities for sale of land
for housing and Residential Accommodation to meet growth in HE and apprenticeships
Explore transport delivery models in the light of the DCC review of transport policy and continue to review level
and type of subsidy available.
Establish a cash reserve buffer in order to avoid cash flow turbulence
Year 2 (2016/17) target
Capital investment from College operations - £250k
Explore opportunities for other external funding
Implement Property Strategy including Residential Accommodation options
Year 3 (2017/18) target
Capital investment from College operations - £250k
Explore opportunities for other external funding
Implement Property Strategy including Residential Accommodation options
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Key Priorities
Financial Strength and Efficiency
5.
Grow Commercial Income by 15% over three years.
Context
To mitigate against the reduction in government funding the College needs to identify external income
opportunities through the utilisation of the College Estate and its resources. Commercial Income growth will
contribute to the College’s overall surpluses.
Rigorous target setting, marketing and impact analysis/evening resources converted.
Year 1 (2015/16) target
Farm Income
Catering Income
Conference & Weddings Income
Kingston Maurward Park
£478k
£474k
£509k
£153k
Year 2 (2016/17) target
Farm Income
Catering Income
Conference & Weddings Income
Kingston Maurward Park
£502k
£497k
£535k
£161k
Year 3 (2017/18) target
Farm Income
Catering Income
Conference & Weddings Income
Kingston Maurward Park
£527k
£522k
£565k
£169k
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Key Priorities
Financial Strength and Efficiency
6.
Actively research shared service models.
Context
To mitigate against the reduction in funding, efficiencies from central overheads are needed to generate
operating surpluses from the College operations to ensure the financial sustainability of the College. An area for
consideration is the investigation of efficiencies to be gained by sharing some central overhead activities.
Actively resource the benefit of partnership arrangements.
Year 1 (2015/16) target
Develop Service Level Agreements with the Dorset Studio School
Seek to develop the farm to secure student learning resource and maximise income potential
Year 2 (2016/17) target
Contribute pro actively to Area Review priorities
Contribute to National Landbased College developments
Keep abreast of Hinckley Point Tracking Association (HPTA) meetings
Year 3 (2017/18) target
Reflect on impact of review findings including continuing dialogue with the LEP
National Landbased College initiative
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Key Priorities
High Quality Governance, Leadership & Management
1.
Achieve full and effective integration of all College data systems to provide a robust platform
which enables the College to meet its target planned learner growth, curriculum delivery and
financial strength and efficiency.
Year 1 (2015/16) target
Continue to develop the use of ProMonitor, CELCAT and Finance systems
Develop CRM system and consider options for capturing Alumni data.
Year 2 (2016/17) target
Continue to develop use of existing systems and investigate alternative finance systems.
Year 3 (2017/18) target
Continue to develop use of existing systems.
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Key Priorities
High Quality Governance, Leadership & Management
2.
Develop the marketing plan to grow employer engagement and income streams, whilst
improving the College reputation and communication to support enhanced reputation of the
College as the first choice for Dorset learners.
Year 1 (2015/16) target
Marketing Plan updated and further developed to include responsiveness to changing methods of
communication.
Development of Alumni database
Upgrade the business pages on the website to ensure they are more overtly employer focussed
Maintain an HE focus with an enhanced profile through active use of case studies
Year 2 (2016/17) target
Marketing Plan fully implemented
CRM fully implemented
Year 3 (2017/18) target
A totally integrated Marketing Plan for all College activities.
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Key Priorities
High Quality Governance, Leadership & Management
3.
Continuously improve quality through rigorous performance management.
Context
Year 1 (2015/16) target
Systematic performance management in place.
Year 2 (2016/17) target
Greater consistency of performance management in all areas of the College taking swift action to address poor
performance.
Year 3 (2017/18) target
Rigorous performance management is a key feature of all College activity.
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Key Priorities
High Quality Governance, Leadership & Management
4.
Improve College communication to support the implementation of the College’s Strategy.
Context
External and internal drivers e.g Area Reviews
Year 1 (2015/16) target
Establish fit for purpose communication systems with both internal and external customers.
Continue to develop Governance reporting mechanisms to ensure key actions are reported to the various
committees
Year 2 (2016/17) target
Embed internal and external communication systems
Monitor impact of implemented systems
Year 3 (2017/18) target
Embed internal and external communication systems
Monitor impact of implemented systems in the context of an ever changing FE sector
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Key Priorities
High Quality Governance, Leadership and Management
3. Develop the HR Strategy to prioritise high quality learning and support.
Context
The HR Strategy was approved by the Corporation in Autumn 2014 and provides a framework
for its development through Recruitment, Reward & Wellbeing, Equality & Diversity,
Performance Management & Development and Workforce Planning & Operational Excellence.
Year 1 (2015/16) target
• Further develop the key performance indicator reports for HR measures.
Year 2 (2016/17) target
• Continue to implement the HR Strategy across the College.
Year 3 (2017/18) target
• HR Strategy fully implemented and embedded across the College.
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Key Priorities
High Quality Governance, Leadership & Management
Context
Work with communities and employers to offer a range of specialist high quality products and services, to meet
local, regional, national economic and educational need. This will include provision for new routes to higher
level and specialised skills, local accessibility of the 13-19 offer and financial sustainability.
Year 1 (2015/16) target
Opportunities taken to influence and contribute to the Area Review, National College proposals and the
embedding of the Employer Engagement Strategy.
Year 2 (2016/17) target
Prioritise and build on working relationships to identify sustainable and productive partnerships to deliver on
the Government’s wider economic and educational objectives and ensure best value.
Year 3 (2017/18) target
Local, regional and national partnerships fully developed eg Caravan Industry, Royal Veterinary College, Dorset
NFU and Dorset LEP.
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Key Priorities
High Quality Governance, Leadership & Management
7. Safeguarding
Context
Maintain a rigorous approach to safeguarding, including implementation of the Prevent Duty
Year 1 (2015/16) target
Respond to guidelines and protocols as issued
Implementation of the Prevent Duty
Review the efficiency of safeguarding reporting to the HSW & S Committee
Year 2 (2016/17) target
Review impact of any changes and update guidance and legislation
Year 3 (2017/18) target
Review impact of any changes and update guidance and legislation
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Key priorities and associated planning documents
Outstanding Teaching, Learning
& Support
High Quality Outcomes
Learning Strategy
Self Assessment Report
Employer Engagement Strategy
Quality Improvement Plan
HE Strategy
Equality and Diversity Report
HR Strategy
Training and Development Plan
Student Voice
Financial Strength & Efficiency
Commercial Income Strategy
(under development)
Risk Register
Sustainability Strategy
STUDENTS..
equipping
students with the
knowledge and
skills to succeed
in life and work
High Quality Governance,
Leadership and Management
Property Strategy
Marketing Strategy
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