The College Merthyr Tydfil
Strategic Plan
‘Raising Aspirations and
Maximising Potential’
2013/14 – 2016/17
1
Executive Summary
Key achievements from September 2011-to date
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Increased employer engagement profile e.g. Bridges into Work programme
FE full time enrolments at highest level
Introduction of social space areas for all students
Introduction of security ID cards for all staff and students.
Key achievements from September – November 2012
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Strong recruitment of 16-18 year olds to further education courses despite the
demographic down turn.
A good HE enrolment despite the financial pressures arising from the current
fees regime
A highly successful year 11 open evening, a public endorsement of the College
Merthyr Tydfil project.
The appointment of heads of division to support the College Management
Team and to address succession planning.
The strengthening of partnerships with local schools through the College
Merthyr Tydfil project.
Very positive feedback from the National Student Survey for higher education
students.
The College Merthyr Tydfil project on target and to budget.
College Vision
The college will make a major impact on the economy of the heads of the valley region
by increasing the acquisition of basic and higher level skills and qualifications for
employment or higher education; and so support the development of healthy and
sustainable communities.
The college will be recognised across the region as a centre of excellence for all
learners from 16 onwards. The college will provide first class education and training
both on campus and in the workplace, making full use of the Welsh Baccalaureate, at
level one to three, and foundation degrees at level four and five.
2
College
12/13
Priorities College
13/14
Achieving completion,
attainment and success
rate targets
Priorities College
14/17
Achieving completion,
attainment and success
rate targets
Priorities
Achieving completion,
attainment and success
rate targets
Reducing staffing costs on Reducing staffing costs on Reducing staffing costs on
an annual basis
an annual basis
an annual basis
Increase college surplus
on an annual basis
Increase college surplus
on an annual basis
Increase college surplus
on an annual basis
Continuing to plan all
aspects of the College
Merthyr Tydfil project,
focussing upon the
strengthening of
relationships with all
partner schools.
Continuing to develop HE
provision through UHOVI
Continuing to develop HE
provision through UHOVI
Embedding AS
programmes into the
college learning portfolio
Introducing A2
programmes into the
college
Supporting partner
schools in the staffing of
the Year 13 (A2)
curriculum and identify
opportunities to build
partnership with schools
at key stages 3 and 4.
Identify opportunities to
support partner schools
in raising attainment
levels at key stage 3 and
4.
Successfully managing
the introduction of school
teachers in to the college.
Drafting a tender
document for a Heads of
the Valleys
WBL consortium
Securing a work based
learning contract as part
of a new Heads of the
Valleys consortium
3
Key Curriculum
Developments 12/13
Key Curriculum
Developments 13/14
Key Curriculum
Developments 14/17
Finalising the curriculum Implementing the
plan in partnership with curriculum plan for all
local schools
parts of college provision
– FE, HE, WBL, ACL. NB:
this will include
addressing the
recommendations in the
WG 14-19 Curriculum
Review.
Raising skills levels across
the Heads of the Valleys
Raising skills levels across
region.
the Heads of the Valleys
region
Implementing
and
reviewing the curriculum
plan for all aspects of
college provision to
include a mix and match
curriculum.
Developing new higher
education courses through
UHOVI – Lighting
Technology
- English & History
- Retail
Management
- Dance
Developing strong
partnerships with local
schools at key stage 3 and
4 focussed on raising
attainment levels and
increasing progression
rates into the new college.
Continue to develop and
introduce new and
sustainable HE provision
Developing strong
partnerships with local
schools at key stage 3
and 4 focussed on raising
attainment levels and
increasing progression
rates into the new
college.
Increasing the range of
apprenticeship
opportunities through a
Heads of the Valleys
work based learning
consortium
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Raising skills levels
across the Heads of the
Valleys region
Creating Centres of
Excellence in curriculum
areas including STEM
Developing strong
partnerships with local
schools at key stage 3
and 4 focussed on raising
attainment levels and
increasing progression
rates into the new
college.
Increasing the range of
apprenticeship
opportunities through a
Heads of the Valleys work
based
learning
consortium
Delivery of a sustainable
adult based curriculum
including Basic Skills and
ESOL in both the college
and local community.
Embedding literacy and
numeracy in all aspects of
college provision
Embedding literacy and
numeracy in all aspects
of college provision
Delivery of a sustainable
adult based curriculum
including Basic Skills and
ESOL in both the college
and local community.
Embedding literacy and
numeracy in all aspects
of college provision
Human Resource priorities
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Organising a structured management development programme for all middle
managers
Communicating all policies and procedures to all staff in the most effective
manner possible
Undertaking an extensive IT training programme for all staff in readiness for
the move to the new building from June 2013.
Effectively managing culture change as the college moves from its further
education base into a tertiary college
“At Risk” staffing/research areas during the period of
the plan
1. Reviewing all aspects of the Construction/Technology curriculum in order to
integrate WBL and FE provision from February 2013.
2. Any area that displays a trend of failing to generate sufficient income to
contribute to the college’s surplus.
Key actions being undertaken to improve student
satisfaction at both HE and FE level
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Implementing all recommendations in the report of the evaluation of the
Learner Assembly.
Undertake a quality audit of well being activity in the spring and summer terms
2013.
Take part in the all Wales Learner Voice survey and a Learner Voice Conference
in the spring term 2013.
Address all key recommendations in the National Student Survey of higher
education provision.
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Develop new technologies to communicate with all learners as effectively as
possible e.g. Facebook, Twitter
Improve access for HE learners to the virtual learning environmentBlackboard.
Information Technology/Systems Requirements during
the period 2012 - 2017
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Continue to invest in laptop equipment for learners and staff including the
purchase of additional laptop trolleys
Ensure that all new IT equipment is replaced on a four year cycle
Reintroduce the text based service for communication to learners
Continue to purchase software licences as appropriate and invest in additional
disability software for learners
Ensure that additional server capacity is in place should IT systems fail
Improve bandwidth in the new technology facility.
Key Equality and Diversity Objectives 2012 – 2017
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Addressing all issues arising from the Investors in People report (May 2012)
Undertake an annual staff survey
Review and update the Strategic Equality Act Plan on a annual basis
Update the Equality and Diversity induction on Moodle for all learners
Improve the support the college offers to Welsh speaking learners
Ensure that all learners are treated equally regardless of their programme of
study
Implement the staff code of conduct and review on an annual basis.
Key priorities/objectives to take forward within the
College’s internal communications plan
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Encourage staff and students to make greater use of college e mail
Regularly update the plasma screens and notice boards on each floor of the
college
Produce regular newsletters for all college staff and students
Use Facebook and Twitter as a means of communicating with students
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Hold three staff focus groups per term
Arrange half termly staff meetings to share key priorities.
Key objectives/actions to be taken forward to address
the key areas identified arising from the IiP survey
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Continue to convert appropriate hourly paid academic and business support
staff to fractional or full time contracts
Ensure that staff meetings are arranged to maximise attendance from both full
and part time staff.
Estates requirements 2012 - 2017
Detailed plans will be brought forward that balance the college’s priorities with the
resources available.
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Delivery of the College Merthyr Tydfil project (including UHOVI, Crownford
House and the Old Town Hall development)
Review of catering and cleaning contracts on an annual basis
Purchase/leasing of college cars and additional mini bus facilities in accordance
with the group policy
Closure of the Bedlinog campus from February 2013.
Implications for other faculties/departments
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Expansion of higher education and income generation activities in partnership
with all faculties of the University/UHOVI.
Key risks that may impact upon the delivery of the
College’s objectives
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Delivery of all aspects of the College Merthyr Tydfil project by June 2013
The implementation and impact of a new learning area programme funding
model from August 2014
HE fee plans and the impact on student recruitment
Failure to secure a work based learning contract from August 2014
Reconfiguration and transformation activities by other colleges
7
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The level of basic skills of many learners on their entry to college programmes
The need to maintain a strong academic and financial profile while managing
the College at Merthyr Tydfil and UHOVI developments.
Planning the college curriculum to accommodate the increase in full time adult
learners due to the economic recession whilst managing the long term fall in
the 16 – 18 population due to the demographic trend.
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Section 1: Situational Analysis
1.1 Environmental Context
Transformation Agenda: The Changing Educational Landscape
Background
The Welsh Government (WG) issued a document entitled Transforming Education and
Training Provision in Wales in September 2008. The document is part of a series of
papers that has followed the publication of Skills that Work for Wales (STWFW).
STWFW is the WG’s strategy to develop skills and employment for young people and
adults – and sets out the actions they intend to undertake to generate sustainable
economic growth for all parts of Wales. A key priority of the strategy is to ensure that
all learning delivery, including Adult and Community Learning and Work Based
Learning from the age of 16, is fundamentally reshaped, reconfigured and
transformed – so that all delivery is harmonised.
The transformation paper aims to bring about the transformation of the network of
providers (schools, colleges, local authorities and private training providers) so that:
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The options available to learners 14-19 are widened
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Unnecessary duplication is reduced by increased collaboration
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The quality of provision across networks is raised
Key indicators of performance
WG wishes to work with partners to achieve:
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An improvement in levels of basic skills
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An increase in the rate of 16-18 participation in education, training and
employment
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An increase in the rate of 19-24 participation in education, training and
employment
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An increase in overall learner success rates, reflecting higher levels of learner
completion, as well as the achievement of qualification aims
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An increase in level 2 and 3 qualifications
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An increase in level 4 qualifications
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An increase in progression to higher level learning or higher level employment
Learning Partnership models
The paper puts forward four learning partnership models:
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16-19 provision – where local authorities lead on the development of 16-19
schools provision – in partnership with the further education sector
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Work based learning – where fewer contracts are issued to drive up excellence
in line with progress in other education settings, for example Skills Academy
Wales.
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Further education and higher education collaboration and mergers

Adult community learning delivery – which is the subject of a simultaneous
consultation
Ministers priorities for FE in 2013
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Maximising progression routes to level 3 qualifications and higher level
education, training and employment
Deliver improvements in standards and performance, in particular learners’
literacy and numeracy levels.
Effective engagement with employers at a regional level and developing an
enterprise culture
Continuing to increase the availability and take up of Welsh –medium/bilingual
learning in support of the Welsh-medium Education Strategy
The College Merthyr Tydfil’s response to the Transformation Policy
The College Merthyr Tydfil has developed one proposal as part of Skills Academy
Wales (please refer to 3 below) and has been instrumental in two further proposals
under the transformation agenda.
1. The proposal to transform 16-19 provision in the County Borough was
approved by the Welsh Government in March 2011. Work is now
progressing on the development of the College Merthyr Tydfil which will
include the transfer of all 16-19 activities from the schools to the college
from September 2013.
2. A proposal to develop adult community learning across the County
Borough in partnership with the County Borough Council, the Workers’
Educated Association and the Neighbourhood Learning Centre. The
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project is designed to reduce wasteful competition and increase the range
of skills open to learners by freeing up resources. A key strand of this
development will be the establishment of a Basic Skills Strategic
Development Group across the County Borough and the removal of the
duplication of community learning programmes across all providers.
NB: The college plays an important role in the adult community learning
strategy and quality groups
3. The college has secured membership of Skills Academy Wales, a West and
South Wales work based learning consortium.
The consortium consists of 10 high quality providers and in July 2011 the
tender to the Welsh Government was successful in securing a contract for
a three year period of approximately £9.5m.
The college is however developing a Heads of the Valleys Consortium as
part of the new tender process which begins in the autumn 2013. The new
consortium will be led by Coleg Gwent and include the merged Coleg
Morgannwg/Ystrad Mynach College and Tydfil Training Consortium.
The Benefits of Merger and Shared Services
The most important issue in line with the key strategic steer, the transformation
agenda was the merger with the University of Glamorgan, affected in May 2006 and
the need to realise the benefits anticipated.
In the area of shared services within the Glamorgan group the college has benefited
as a result of the University procurement policy from savings in audit, insurance and
cleaning contracts.
Another key strategic priority will be the development of foundation degrees with all
the Glamorgan faculties and the college work based learning area as part of the UHOVI
agenda to widen participation in higher education across the Heads of the Valleys
area. The college is keen too, to work with the university in the development of
knowledge transfer partnerships in order to enhance its employer engagement
strategy and monies received from the Early Stage Development Fund (ESDF).
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Progress against Targets
College Objective
To ensure that
the college has a
viable and
sustainable
financial basis to
deliver the
college’s
educational
objectives
College Performance
Indicators
A. Operating Surplus
Target/Process
Progress/Milestones
Annual budget out-turns
Indicator
Action
Required/Responsibility
Annual budget out-turns
Principal
B. Further Education
Funding Units
10/11 11/12 12/13
75k
50k 100k
13/14
14/15
250k
400k
Note: subject to annual
budget settlement from
DfES
09/10 – surplus £184k
10/11 – surplus £87k
11/12 – surplus £59k
12/13 – See 2nd quarter
reports
CEU targets
Annual achievement of
targets
10/11
11/12
Deputy Principal
12/13
231,371 266,421 271,749
13/14
Continue to review on a
monthly basis.
14/15
274,467 274,467
11/12 - Achieved. All
three funding targets were
met.
Note: subject to annual
budget
settlement from DfES.
12/13 –On target to date
Assumption for 13/14 is a
1.0% increase and static
thereafter.
Note: WG is planning for a
5% reduction in funding.
These figures do not include
the transfer of CEUs for
12
No action required
Continue to review on a
monthly basis.
College Objective
College Performance
Indicators
Target/Process
Progress/Milestones
Indicator
Action
Required/Responsibility
sixth form learners from
MTCBC in September 2013.
C. Higher Education
Enrolments
Annual achievement of
targets
FT
PT
FT
PT
D. Work Based Learning
10/11 11/12 12/13
235 200
250
132 200
200
13/14
14/15
300
350
250
300
Annual achievement of
targets
10/11 11/12 12/13
£1.2m 1.12m 1.12m
13/14 14/15
1.2m 1.3m
10/12 Full time targets
achieved. Part time target
not achieved due to
economic recession. The
end of year credit position
was approximately 29,000
credits.
12/13 to date. College has
enrolled 221 full time and
part time 141. The
anticipated short fall in
income is approximately
£220k at this stage.
11/12 budget target of
£1.12m achieved.
Additional monies
allocated for over
achievement of contract
227k; income profile to be
reviewed by 20th
February as part of Skills
Academy Wales.
12/13 – Contract value
higher than anticipated
(£1.3m). Currently behind
13
Deputy Principal
Budget was revised to
reflect actual enrolment.
Revised budget will reflect
actual enrolment. This
area will require close
monitoring.
Deputy Principal
Income target to be
reviewed on a monthly
basis internally and
reconciled with Skills
Academy Wales.
College Objective
To improve
quality of
provision and
ensure our
service meets
clients’ needs.
College Performance
Indicators
Target/Process
A. Develop, agree and Review of success of plan in
implement a college Jan 14, 15, 16 and 17.
improvement plan
to raise the
outcomes above
those reported by
Estyn in the
summer of 2010
and report annually
on progress to the
Board of Directors.
B. Identify the
curriculum to
deliver sustainable
FE, HE, CMT and
WBL, maximising
recruitment and
raising the quality
profile of the
college.
Production of curriculum by
Jan 12 – review of success
in Nov 13, 14, 15, 16 and 17
in the light of annual
recurrent funding
settlement and CMT
developments.
Progress/Milestones
Indicator
Action
Required/Responsibility
target but will be
reviewed on a monthly
basis to ensure that
income is achieved.
Achieved
The revised plan has been
approved by the Quality
Assurance Committee and
is reviewed on a termly
basis. The plan will be
considered at the Board of
Directors meeting in
January 2013.
Deputy Principal
Achieved
The CMT curriculum plan
has been approved by the
Programme Board and
reflects a broad
curriculum offering based
on the estimated learner
numbers from September
2013.
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Deputy Principal
College Objective
College Performance
Indicators
To support the
economic and
social
regeneration of
the region.
A. Delivery of the CMT
and UHOVI projects
To develop
strategic
partnerships
across the
region.
A. Contribute to the
delivery of targets
developed by the
Heads of the Valleys
Education
Programme Board.
B. Contribute to the
delivery of UHOVI
A. Develop, agree and
implement (in
11/12) an ICT
improvement plan
to support the
raising of the
college’s quality
profile in HE, FE, 6th
form and WBL.
To enhance the
use of
information
technology in
relation to
learning support.
Target/Process
Progress/Milestones
Develop curriculum,
management and
governance arrangements.
Agreement by April 12.
Produce annual review for
Board of Directors July 13,
14. 15, 16 and 17.
Ongoing. Detailed
planning has taken place
with both the CMT and
UHOVI Programme Boards
to deliver curriculum and
funding targets from
September 2013.
Agree targets, identify
funding, courses, staffing
and locations annually.
Report to Board annually as
part of Academic Plan each
October to 2017.
Ongoing. HOVEP targets
set by the Programme
Board together with
UHOVI projections will be
included in the college
strategic plan.
Review of success of plan in
Oct 13, 14, 15, 16 and 17.
Ongoing – an extensive
programme of IT staff
training is in place to
support all college staff in
readiness for the move to
the new college in
September 2013.
A software company has
been engaged to develop
an electronic learning plan
as a means of setting
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Indicator
Action
Required/Responsibility
Principal
Principal
Deputy Principal
College Objective
College Performance
Indicators
Target/Process
Progress/Milestones
Indicator
Action
Required/Responsibility
targets for all college
students. The new
software will be piloted
shortly in readiness for
September 2013.
To develop and
deliver an
effective HR
strategy to
achieve college
objectives.
A. Identify the staffing
and a staff
development
programme
required to deliver
sustainable FE, HE,
6th form and WBL
Annual report to
Directorate and Board of
Directors (July 13, 14, 15, 16
and 17.
Ongoing. The introduction
of new teaching staff into
the college, including the
management of the
transition arrangements
for upper sixth learners in
2013 is underway. All
heads of division have
now been appointed to
the college and a
management training
programme is being
developed with the
University of Glamorgan.
Actual result
11/12 – 68.96%
12/13 – 69.4% (budget)
Staff Costs as a % of income
11/12 – 70%
12/13 – 69.4%
13/14 – 69%
Staff numbers
10/11 – 208 HC – 182 FT
11/12 – 204 HC – 167 FT
16
Principal
College Objective
College Performance
Indicators
Target/Process
14/15 – 68.5%
15/16 – 68%
16/17 – 67.5%
Progress/Milestones
Indicator
Action
Required/Responsibility
Turnover
10/11 – 5%
11/12 – 7%
Sickness
10/11 – 4.14%
11/12 – 2.4%
To ensure
effective
governance and
management.
A. To review Board of
Directors’
performance on a
biannual basis.
Clerk to Board of Directors
to draft self assessment
report. (June 12/June 14)
Achieved. This item was
presented and discussed
at the Board of Directors
meeting in June 2012.
B. To develop a
governance and
management
structure that
incorporates a
tertiary campus into
the university
governance
structure via the
Board of Directors.
Report to be produced by
the end of March 2012.
Review of report to Board
of Directors in Dec 13, 14,
15, 16 and 17.
Ongoing. The University
has just agreed a revised
governance structure.
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Clerk to Board of Directors
Principal
College Objective
To improve the
management,
ambience and
suitability of the
physical
environment.
College Performance
Indicators
A. Design and deliver a
new fit for purpose
buildings for the
CMT.
Target/Process
Continue to review progress
on the CMT and OTH
developments with regular
reports to the Board of
Directors.
Progress/Milestones
Ongoing. Plans are well
advanced for the opening
of the CMT and OTH
facilities from September
2013.
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Indicator
Action
Required/Responsibility
Principal
1.3 SWOT Analysis
STRENGTH
OPPORTUNITIES
College
College
Confidence emanating from successes of
recent years
Glamorgan group
Small enough to care
Growth in student numbers
Positive financial reserves
Excellent operational marketing
Strong Investors in People profile
UHOVI - strengthening image and increasing HE
provision, especially foundation degrees
The College Merthyr Tydfil project
14-19 Learning Pathways initiative
Development of Welsh language and culture
Skills and Employment Action Plan – opportunity to
build new partnerships with schools, other colleges
and private training providers
A new work based learning consortium
Merthyr Tydfil
Merthyr Tydfil
Location of intersection of A470/A465
Proximity to national park
Regional centre (Heads of Valleys)
Retail developments
Large number of economically inactive
Growth of retail sector
WAG transformation agenda
Special funding – Europe, Communities First
WAG presence at Rhydycar
Potential to enhance tourism (historical sites /
buildings)
Potential to enhance hospitality sector (customer
care)
Rhydycar Leisure Village
WEAKNESSES
THREATS
College
College
Low financial resources inhibiting investment
Poor strategic marketing
Failure to broadcast success
Reducing levels of public expenditure including 1419 monies
Reducing income generation opportunities
Failure to secure future WBL funding
Competition from other colleges/funding
regime in higher education
Merthyr Tydfil
Low skills base
Poverty of ambition
High levels of economic inactivity
Poor health levels of population
Small county borough
Merthyr Tydfil
Reducing levels of public expenditure including
convergence funding
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Section 2: College Vision for 2016-17
In 2016 the college will be recognised across the heads of the valleys region as a centre
of excellence for learners from 16 to 60. It will be the first fully mixed further and
higher education college in Wales, offering an equal number of further and higher
education courses to learners.
The college will provide learning opportunities and facilities tailored to the needs of
learners to gain employment or higher education qualifications of their choosing.
It will provide first class education and training at college and in the workplace. It will
make full use of the Welsh Baccalaureate at levels 1 to 3 and deliver foundation
degrees at levels 4 and 5 via UHOVI.
The college will make a major impact on the economy of the region and support the
development of healthy and sustainable communities.
Section 3: Delivering the Vision
The following section outlines how the college proposes to deliver its 2016-2017 vision
whilst at the same time outlining how it plans to contribute to the University’s overall
strategic priorities.
Strategic Priority One – To be a University of first
choice; for students, staff, business and the community
The college currently focuses its activities on four specific markets: further education,
higher education, work based learning and full cost training.
Further Education
During 2012 - 2013, full-time student numbers increased by 1% to 1,043 against a
significant fall in 16-18 year olds across the County Borough.
DFES’ funding of further education has been static and has fallen in real terms - and as
the college currently exceeds its targets it presents an opportunity to be more
selective in recruitment – so that activity is concentrated on those areas that are well
funded and have better retention and outcomes. The college has however an
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additional allocation from DFEs of £1.5m (22.4%) as a result of the transfer of sixth
form learners into the college. This should have a positive impact on college quality
ratings and forms an integral part of the college quality review process (please refer
to the College Improvement Plan in Appendix 1).
The college will also continue wherever possible to target 14-19 activity particularly
through HOVEP as it is funded outside of the main DFES funding stream as part of the
Annual Network Development Plan. These programmes are an important marketing
tool to raise awareness amongst potential school leavers of the diversity of the college
curriculum. Progression from these programmes into the FE curriculum is particularly
good; at approximately 65% for example in 2011-2012 the college enrolled 675 full
time 16-18 year old learners.
The college will need to work closely with all partner schools and HOVEP to identify
opportunities for taster course provision when the 14-19 monies cease in September
2014.
Over the duration of this plan, competition post 16 will be fierce with other FE
providers as the College Merthyr Tydfil project impacts upon the county borough. It
is crucial that the college plays a major role in the future 11-16 capital and curriculum
projects planned by the local education authority and schools, in order to ensure that
synergy with the College Merthyr Tydfil takes place and to avoid the possibility of
wasteful duplication of provision as identified by Estyn in its survey of 14-19 providers
across Wales in August 2010. This process will be informed through the
transformation of the Strategic Management Board as a more provider lead strategic
forum and the monitoring of the CMT curriculum through the Project Curriculum
Group. Implicit in this process too is high quality impartial advice and guidance offered
through the year 9, 10 and 11 parent evenings in partner schools and the identification
of best practice will take place through regular meetings, between the college and
pastoral deputies in the local partner schools.
N.B. The post 16 curriculum will be shaped by the new Learning Area Programme
(LAP’s) funding process in 2013-2014 and opportunities will be identified to maximise
funding opportunities whilst providing a broad and balanced curriculum for all
learners.
Higher Education
In September 2012 the college recruited approximately 221 full time students studying
on a range of programmes funded through UHOVI including the performing arts, art
and design, media studies and business studies. The expansion of higher education
programmes is central to the ethos contained within the Learning Country policy
document (2006) and For our future: 21st Century Higher Education Strategy and Plan
for Wales (November 2009) that Merthyr Tydfil should become a university town. The
college will however need to be cognisant to the financial viability of each higher
education programme and the strong competition from other HE providers as a result
of the changes in the fees regime in the United Kingdom.
21
The developments of the curriculum through UHOVI will be shaped through a series
of curriculum groups established with representation from all local colleges and the
new University of South Wales. To support these developments the college has
established a Higher Education Advisory Group with UHOVI representatives to
enhance provision and to plan an effective marketing campaign with local schools,
current college learners and the careers service to manage the negative publicity
around the HE fees issue.
Work based learning
A key partner in this process has been the DFES Regional Office which has supported
the substantial expansion of the college provision. The College has worked closely
with Careers Wales and the Communities First team in the development of youth
training programmes across the Heads of the Valleys region. As part of the new PS4
tender process the college together with a number of local FE and Private Training
providers is establishing a Heads of the Valleys consortium designed to respond to the
skills deficit across the Heads of the Valleys region. A key focus as well as basic skills
provision will be the expansion of apprenticeship opportunities.
N.B. The college curriculum plans for the development of FE, 14 – 19, HE and work
based learning were approved by the Academic Board in the autumn term 2012 and
are contained in the academic plan in appendix 2.
Community Learning
With the establishment of firm guidance for fees policy for adult community learning
under the Investing in Skills consultation (October 09) the effect upon the take up of
learning in this sector is currently unclear. Pivotal to the success of this learning area
of the college curriculum will be full participation in the transformation proposal
submitted to DFES by the County Borough Council and a full and significant
contribution to the Basic Skills Strategy group to be established amongst all local
providers to substantially decrease the basic skills deficit across Merthyr Tydfil. All
recommendations for the college as a result of the March 2009 Estyn inspection have
been achieved.
Commercial work
This is a difficult environment. There are few large employers in the area and a mindset
that expects grants and free training. However, the college will continue to exploit
opportunities which bring together commercial activities, convergence funding and
work based learning.
22
Strategic Priority Two - To provide distinctive, relevant learning
and employment focused opportunities that inspire the pursuit of
academic excellence
OVERVIEW OF TEACHING QUALITY
The college continually strives to improve the quality of teaching and has appointed
teaching and learning mentors to share best teaching practice across the college; it has
also introduced Lead Verifiers in each learning area to improve the consistency of crossmarking of learners work and internal verification procedures. The college also
contributes extensively to a quality improvement teaching and learning project with three
local FE colleges designed to improve teaching and learning in each institution and to share
best practice through the Colleges Wales Learning and Teaching Forum.
In March 2010 the college piloted the new Estyn quality framework and HMI awarded the
college the following grade profiles;


Overall judgement on current performance of the provider - Good (Good)
Overall judgement on the provider’s prospects for improvement - Good
(Excellent)
Main Findings
Key Question 1: How good are outcomes? – Good (Good)


Standards – Good (Good)
Wellbeing – Good (Good)
Key Question 2: How good is provision? – Good (Good)




Learning experiences - Good (Good)
Teaching & training – Good (Good)
Care, support and guidance – Good (Good)
Learning environment – Good (Good)
Key Question 3: How good are leadership and management? – Good (Good)




Leadership – Good (Good)
Partnership working – Good (Excellent)
Quality improvement – Good (Good)
Resource management – Good (Good)
Note: Judgements in brackets are taken from the December 2012 college self
assessment report submitted to DfES.
23
All Wales benchmark data continues to show an overall improvement on a year by year
basis and targets for 2012 - 2013 have been set based upon this data by the Quality
Assurance Committee. This data is shown overleaf.
24
MERTHYR TYDFIL COLLEGE
College Performance Indicators 2008 - 2011
Performance Indicators
08/09
09/10
10/11
Target
11/12
Target
12/13
NC
10/11
Completion Rate (%)
93
88
92
90
94
90
Attainment Rate (%)
83
88
88
90
90
90
Success Rate (%)
77
78
80
80
82
81
25
The college response to the Estyn inspection report is the College Improvement Plan
in Appendix 1 which contains a detailed analysis of performance by learning area
against All Wales comparators. The College Improvement Plan was approved by the
Quality Assurance Committee in June and an update received at the Board of Directors
meeting in January 2013.
The two key targets contained within the College Improvement Plan, for the duration
of the Strategic Plan are as follows:
a) College success rates across all activities to be 82% for 2012 – 2013 with no
areas below 75% and to increase by 2% per year thereafter.
b) All teaching and learning to be at least good by July 2015 with a minimum
of 15% per annum at excellent improving to 20% by July 2016.
Strategic Priority Three – To provide a high quality experience
that addresses the aspirational, social and technological
needs of our students
The College Merthyr Tydfil is committed to providing a first class learning environment
that takes into consideration the needs and expectations of existing and future
students.
The college continually seeks to monitor student satisfaction through a variety of
mechanisms including an annual learner voice survey and the National Student Survey
for higher education students. Focus groups are held every term with groups of
students from across the college. The feedback is positive and any views or grievances
raised are discussed at the Quality Assurance Committee and College Executive. To
strengthen the consistency of student feedback and to enhance the involvement of
learners in key college committees a Learner Assembly was established in December
2010.
The college also holds a learner conference on an annual basis to gauge learner views
on a range of course specific and cross college issues including learner well being. The
feedback from the Learner Conference is reported to the Academic Board.
The main issues that students raise in focus groups and the learner assembly revolve
around canteen facilities and car parking prices and the lack of a student social space.
In terms of teaching and learning the big issue often raised is long term staff sickness.
The social space issue will be addressed when the college moves into the new building
from September 2013. An area of importance identified by the College Executive is
the need to feedback to learners promptly on measures undertaken as a result of
issues raised by the Learner Assembly and Learner Conference.
26
The college has also taken part in an all Wales Learner Voice Survey organised by DfES
which focuses on teaching and learning and the overall student experience. The next
survey will report back in May/June 2013. The feedback from previous surveys which
has been discussed at the Quality Assurance Committee and the College Executive is
exceptionally positive and is shown overleaf.
In addition to the Learner Voice Survey, the college is becoming increasingly aware of
the importance of the National Student Satisfaction Survey, particularly as it increases
the number of its full time higher education students. The results of the 2011-2012
Student Satisfaction Survey (please see overleaf) were excellent. This best practice has
been shared with HE course tutors in readiness for the 2012-2013 survey. Of particular
note is the improvement in feedback to learners as a result of the assessment process.
27
Learner Voice for Wales 2010 (PILOT) Further Education Institutions
↑Significantly higher than all college data using results for college weighted to total profile
FE Full time in FEI
Merthyr Tydfil
All
College
participating
Weighted to
colleges
own profile
Base: unweighted
290
20402
Base: weighted
333
13027
Mean score
Mean score
Overall, how good do you think this college/training provider is?
4.20
4.16
FE Part time in FEI
Merthyr Tydfil
All
College Weighted
participating
to own profile
colleges
Total Learners
Merthyr Tydfil
All participating
College Weighted
colleges
to own profile
70
74
Mean score
4.43
6153
15678
Mean score
4.35
381
466
Mean score
4.24
33406
33406
Mean score
4.28
Information/Support
Information given when you were choosing your training
Advice about what you can do after your course/training
The help staff gave you in the first few weeks
The support you get n the course/training
4.21
4.04
4.38
4.26
4.15
3.96
4.32
4.22
4.40
4.18
4.48
4.45
4.27
4.08
4.47
4.45
4.24
4.05
4.43
4.31
4.24
4.05
4.40
4.36
Teachers/trainer/assessors/tutors
Explaining the work you have to do
Listening to you and what you need to help you learn
Talking about learning aims and goals
Giving you feedback on how to improve
Making sure that learners behave well and do not disturb your work
4.21
4.27↑
4.26↑
4.32↑
4.14↑
4.15
4.12
4.08
4.18
3.93
4.60
4.46
4.31
4.44
4.35
4.53
4.51
4.39
4.44
4.42
4.25
4.30
4.23
4.33
4.19
4.37
4.35
4.26
4.33
4.20
Responsiveness
Respect shown to you by staff
Asking you to give your views about college/provider
Listening to your views/telling you what has happened as a result
4.24
4.01↑
3.88
4.15
3.85
3.75
4.55
4.15
4.16
4.54
4.16
4.11
4.33
4.05
3.94
4.37
4.04
3.97
Environment
Making sure that you feel safe whilst on your course/training
Helping you to have a healthy lifestyle
Helping you understand/respect people from different backgrounds
Making sure you have someone to talk to when you are worried
Offering you Welsh/Welsh language support
4.34↑
3.71↑
4.25
4.20
4.19↑
4.23
3.55
4.14
4.12
3.92
4.56
4.27
4.30
4.39
4.24
4.47
4.03
4.31
4.33
4.22
4.39
3.83
4.27
4.20
4.20
4.37
3.80
4.23
4.24
4.07
28
National Student Survey 2012
Question
1. The teaching on my course
2. Staff are good at explaining things
3. Staff have made their subject interesting
4. Staff are enthusiastic about what they are teaching
5. The course is intellectually stimulating
6. Assessment and feedback
7. The criteria used in marking have been clear in advance
8. Assessment arrangements and marking have been fair
9. Feedback on my work had been prompt
10. I have received detailed comments on my work
11. Feedback on my work has helped me clarify things I did not understand
12. Academic Support
13. I received sufficient advice and support with my studies
14. Any changes in the course or teaching have been communicated
effectively
15. The course is well organised and running smoothly
16. I have been able to contact staff when I needed to
17. Good Advice was available when I needed to make study choices
18. Organisation and Management
19. Learning resources
20. The library resources and services are good enough for my needs
21. I have been able to access general IT resources when I needed to
22. I have been able to access specialised equipment, facilities or rooms
when I need too.
23. Personal Development
24. The course has helped me to present myself with confidence
MTC
%
2011
86
88
83
93
80
74
83
93
63
65
68
83
75
75
MTC
%
2012
86
97
85
85
77
87
89
87
79
92
87
90
90
77
FEC
%
2011
82
86
80
84
79
74
78
79
64
76
71
78
78
66
FEC
%
2012
85
88
83
86
81
77
80
81
69
79
74
80
80
70
Top
Quartile %
2011
89
91
85
89
90
71
74
79
68
70
64
81
79
82
Top
Quartile %
2012
90
92
86
90
91
74
77
80
72
72
67
83
81
83
68
98
75
74
86
90
90
76
76
92
87
76
80
85
79
75
63
81
74
69
72
72
78
67
68
83
78
72
75
74
80
71
83
88
75
83
82
83
86
78
84
90
78
84
85
86
87
80
89
90
84
84
80
80
81
81
81
80
82
81
29
25. My communication skills have improved
26. As a result of the course, I feel confident in tackling unfamiliar problems
27. Overall satisfaction
88
90
85
90
77
90
80
79
78
81
80
81
82
81
89
83
81
90
30
Strategic Priority Four - To be recognised by all key
stakeholders as a significant research-active university
conducting user valued research with specific relevance to the
major challenges facing society
The College Merthyr Tydfil, as an FE college, does not have a significant contribution
to make to the University’s aim to become a significant research-active university.
However, considerable efforts are being taken forward by the college to encourage
staff to undertake scholarly activity. These initiatives include the organisation of an
annual HE conference organised through the FBS faculty at Glamorgan which brings
together a strong HE partner college network and the establishment of appraisal
targets for college tutors to encourage HE scholarly output.
Strategic Priority Five - To pursue strategic partnerships and
external engagement opportunities in the UK and overseas
that provide both reputational gain and added benefit to the
University
Partnership working has been a strategic aim of the college for several years. The
partnership with the University of Glamorgan and the college’s involvement in the
transformation agenda has been referred to in Section 1. Other key partners include:
 Merthyr Tydfil County Borough Council
 14-19 Strategic Management Board (especially local comprehensive schools)
 Communities First
 Neighbourhood Learning Centre, Gurnos
 Careers Wales
 DFES and HEFCW (particularly the College Merthyr Tydfil project and the 14 –
19 agenda)
 Heads of the Valleys Education Partnership Board. (HOVEP)
Partnerships with local FE Colleges
The main focus for the duration of this plan with other local colleges will be the
exploration of the opportunities to improve quality through joint self assessment
activities. There are opportunities, in the work based learning area to consider shared
services, as part of the new Heads of the Valleys consortium especially in the
administration of work based learning contracts. In curriculum terms, discussions
have taken place with colleagues in Blaenau Gwent CBC and Coleg Gwent (Ebbw Vale)
31
in the planning of the curriculum for the CMT and the new Learning Zone at Ebbw
Vale, in order to avoid the duplication of provision.
A collaborative Quality Improvement Fund project designed to raise the quality of
Learning and Teaching has been undertaken with Coleg Gwent, Coleg Morgannwg and
Bridgend College. The project worth £20k was approved by DfES in November 2012.
It is likely that there will be significant changes in the configuration of colleges in Wales
over the next five years. The college will evaluate all of these changes carefully and
assess their impact on provision for learners in the region.
32
Section 4: Key Targets for 2013 – 2017 (Draft)
College Objective
College Performance Indicators
To ensure that the College
has a viable and
sustainable financial basis
to deliver the College’s
educational objectives
Operating Surplus
Key Milestones
Annual budget out-turns
Indicator
Delivery
Responsibility
Principal
10/11 11/12 12/13 13/14 14/15 15/16 16/17
75k
50k 100k 100k 200k 300k 400k
Note: subject to annual budget settlement from DfES
Further Education Funding Units
CEU’s
10/11
11/12 12/13 13/14
14/15 15/16 16/17
231,371 266,421 292,274 295,197 295,197 295,187 295,197
Note: subject to annual budget
settlement from DFES. The FE settlement excluding sixth
forms is a 1% increase for 13/14 with an assumption of no
growth for 14/15, 15/16 and 16/17. These figures do not
include the transfer of CEUs for sixth form learners from
Merthyr Tydfil County Borough Council in September 2013
(approximately £1.5M an increase in funding of 22.4%)
Annual achievement of
targets
Deputy Principal
33
College Objective
College Performance Indicators
Key Milestones
Indicator
Delivery
Responsibility
Higher Education Enrolments
10/11 11/12 12/13 13/14 14/15 15/16 16/17
FT
235 200
250
220 290 320
350
PT
132 200
200
140 150
160
180
NB: The College strategy will need to balance the expansion
and sustainability of provision against the negative impact of
the fees regime.
Annual achievement of
targets
Deputy Principal
Work Based Learning
Target
10/11
£1.2m
11/12 12/13 13/14 14/15 15/16 16/17
1.12m 1.12m 1.12m 1.3m 1.35m 1.4m
N.B. The college will submit a tender to WG from 14/15 as
part of a Heads of the Valleys Work Based Consortium
Annual achievement of
targets
Deputy Principal
34
College Objective
To improve quality of
provision and ensure our
service meets clients’
needs.
College Performance Indicators
Key Milestones
Develop, agree and implement a college improvement plan to Review of success of plan
raise the outcomes above those reported by Estyn in the
in Jan 14, 15, 16 and 17
summer of 2010 and report annually on progress to the Board
of Directors.
Indicator
Delivery
Responsibility
Deputy Principal
Identify the curriculum to deliver sustainable FE, HE, CMT and Production of curriculum
WBL, maximising recruitment and raising the quality profile of by Jan 12 – review of
the college.
success in Nov 13, 14, 15,
16 and 17 in the light of
annual recurrent funding
settlement and CMT
developments
To support the economic
and social regeneration of
the region.
Delivery of the College Merthyr Tydfil and UHOVI projects
Develop curriculum,
management and
governance arrangements
through the CMT
Programme Board and sub
committees. Agreement
by April 12. Produce
annual review for Board of
Directors July 13, 14, 15,
16 and 17.
Principal
35
College Objective
To develop strategic
partnerships across the
region.
College Performance Indicators
Contribute to the delivery of targets developed by the Heads
of the Valleys Education Programme Board
Key Milestones
Agree targets, identify
funding, courses, staffing
and locations annually.
Report to Board annually
as part of Academic Plan
each October to 2017.
Contribute to the delivery of the UHOVI
To enhance the use of
information technology in
relation to learning
support.
To develop and deliver an
effective HR strategy to
achieve college objectives.
Indicator
Delivery
Responsibility
Principal
Principal
Develop, agree and implement an ICT improvement plan to
support the raising of the college’s quality profile in HE, FE,
CMT and WBL.
Review of success of plan
in Oct 13, 14, 15, 16 and
17
Deputy Principal
Identify the staffing and a staff development programme
required to deliver sustainable FE, HE, CMT and WBL
Annual report to
Directorate and Board of
Directors (July 13, 14, 15,
16 and 17
Principal
N.B. In developing the curriculum the college will need to
deliver the staff cost as a % of income targets agreed by the
Board of Directors
12/13
69.4
13/14
69
14/15
68.5
15/16 16/17
68
67.5
36
College Objective
To ensure effective
governance and
management.
To improve the
management, ambience
and suitability of the
physical environment.
College Performance Indicators
Key Milestones
To review Board of Directors’ performance on a biannual
basis.
Clerk to Board of Directors
to draft self assessment
report. (June 14/June 16)
To develop a governance and management structure that
incorporates a tertiary campus into the university governance
structure via the Board of Directors, incorporating the
recommendations of the Humphreys Report.
A report has been
produced and discussed at
the October 12 and
January 13 meetings. A
review will take place at
Board meetings in January
14, 15, 16 and 17
Continue to review
progress on the CMT
development and Red
House biannually
reporting to Board of
Directors
Design a new fit for purpose buildings for the CMT to
accommodate UHOVI and surplus generating activity
Indicator
Delivery
Responsibility
Clerk to Board of
Directors
Principal
Principal
37
38