self assessment report - ikrut · 4. learners progress to courses leading to higher level...

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SELF ASSESSMENT REPORT 2011-12

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Self-Assessment Report

Cross College

2011 – 2012

Approved by the Board of Governors

On 13 November 2012

Signed:…………………..

Saboohi Famili Principal

Date: 13 Nov 2012

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Contents

Foreword .................................................................................................................................................................................................................................................................. 4

Overall Grade Summary Table 2011-12 .................................................................................................................................................................................................................... 6

Performance against Common Inspection Framework Aspect Summaries ............................................................................................................................................................. 7

Outcomes for Learners ......................................................................................................................................................................................................................................... 7

Quality of teaching, and learning and assessment ............................................................................................................................................................................................... 9

Effectiveness of Leadership and Management, ................................................................................................................................................................................................. 11

Review and Self-Assessment Calendar ................................................................................................................................................................................................................... 14

College context (2011-12) and main points of variation for 2012-13 .................................................................................................................................................................... 15

Strategic priorities: ................................................................................................................................................................................................................................................. 18

Stakeholder map ..................................................................................................................................................................................................................................................... 19

Sector Analysis ........................................................................................................................................................................................................................................................ 20

Analysis of Management Data ................................................................................................................................................................................................................................ 21

Overall Financial Analysis 2011/12 ..................................................................................................................................................................................................................... 21

Overall Programme Area Data Analysis ............................................................................................................................................................................................................. 22

Narrative of Data Analysis .................................................................................................................................................................................................................................. 23

Lesson Observation Grade Summary ................................................................................................................................................................................................................. 23

Health and Safety ................................................................................................................................................................................................................................................... 24

Safeguarding ........................................................................................................................................................................................................................................................... 24

Equality & Diversity ................................................................................................................................................................................................................................................ 24

Summary of Quality of Provision in Learning Areas ............................................................................................................................................................................................... 27

Summary of Quality of Provision in College Departments ..................................................................................................................................................................................... 29

Targets 2012-13 ...................................................................................................................................................................................................................................................... 43

Quality Improvement Plan 2012-13 ....................................................................................................................................................................................................................... 48

Key Objectives of 2012-13 Quality Improvement Plan ...................................................................................................................................................................................... 49

Key Performance indicators 2012-13 ................................................................................................................................................................................................................. 50

QIP Performance monitoring form .................................................................................................................................................................................................................... 57

Appendices ............................................................................................................................................................................................................................................................. 58

A1- Vision 2015 .................................................................................................................................................................................................................................................. 58

A2- Regional Benchmarking Data ....................................................................................................................................................................................................................... 61

A3- Cross College Achievement .......................................................................................................................................................................................................................... 66

A4- Glossary ....................................................................................................................................................................................................................................................... 68

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Foreword A fast moving college

The Global economic situation and related shifts in government economic policy have had a significant effect both on educational organisations and institutions nationally and on those whom they serve. In the past year SCOLA has worked hard to sustain its focus on its primary function, Adult and Community Learning. Nonetheless, an increasing amount of time has had to be spent on sustaining the financial viability of the organisation and preventing the budget slipping into deficit. The changes made in the previous year provided a firm foundation for much of this work, but the pressure is still very apparent. In a variety of ways, this has shaped the internal organisation of SCOLA and the curriculum offer. Maintaining the financial viability remains a high priority and a challenge over 2012-13 as we continue to have to do more with less and do it better. Despite this, over 2011-12 there have been many advances.

Past academic year was a time of rapid change for SCOLA. The College succeeded in welcoming new learners into its student community in line with its Vision 2015 strategy. Significant improvements were made to ESOL success rates, highlighted as a major concern the year before. In relation to our strategic objective to enhance enterprise and employer engagement, the college focused on employer engagement and an enterprise curriculum that will place it in a much better position for 2012-13. SCOLA has worked hard to give further opportunities for learners to make progress in their learning, careers, businesses and daily lives in our provision for 2012-13.

In line with Government priorities and local needs, SCOLA has chosen to use its roots in adult leisure learning and personal enrichment to focus on and engage with learners who have not previously succeeded within education. We believe that adult education recognises the skills and starting point of the learner and, therefore, offers an approach to learning that will enable people who have previously failed to make progress in education and move forward in their lives.

SCOLA seeks to use its experience of adult learning to create a second chance for:

1. 16-19 learners, to get them back on track with their peer group

2. Learners in the workplace who lack the qualifications to progress

3. Unemployed and adults affected by continuous economic austerity

4. Businesses who are struggling in difficult economic times

5. People who have a disability, mental health and /or learning difficulties

6. Entrepreneurs and business start ups

To achieve this, SCOLA has developed its curriculum to include a greater percentage of qualifications that lead to employment. The College has retained a focus on leisure and personal enrichment activities and sought to maintain participation levels by developing a curriculum of taster activities utilising twilight periods, summer time and periods of college closure such as half terms, to maximize the use of accommodation and resources that otherwise

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would not have been used. These have proved successful in introducing learners to new experiences, the concept of a work/life balance, and have enabled them to use their talents and interests as a departure point for learning, enterprise and development.

During this time of rapid change SCOLA has maintained high academic standards and levels of participation. Success rates amongst all learner groups working towards an individual goal or qualification continued to improve with an overall increase in success rates. In Further Education, funded provision success rates increased by 4% to 80%. Achievement for young people has been increased by 9% to 77%, bringing the gap between the achievements of young learners and adults down to 3%.

Various initiatives started in 2011-12 tell the story of the rapidly moving college. Improvements to work based, enterprise and employer engagement provision will not be seen until 2012/13. The partnership work is beginning to generate opportunities for learners to participate in activities that the college has not offered in the past. A socially valuable provision for the unemployed, ex-offenders and ex-drug users is in its infancy and the working relationship with Job Centre Plus is strengthening slowly. Recruitment has been a struggle and continues to remain a concern. The economic down turn, the government policy changes and the shift in local priorities has meant that the college is refocusing its energies on its core goal of recruitment.

The success rates of learners from black British minority ethnic groups have improved. However we take a view that the College needs to give all learners the opportunity to participate and to actively guide and support them towards success. In 2012-13 the College will be extending support systems and reviewing programme content and design to better engage with the whole learner community.

SCOLA remains focused on the review of its use of accommodation, staffing and other business resources that are required to support its curriculum, quality, market and development aspirations. Financial viability, the commercial edge and wider business acumen have to take a higher priority in our management practice and become an integral part of our daily operations. This is vital in order for us to remain viable , and at the same time desirable. There need to be a higher degree of correlation between what we can supply and what the demand is. We need to ensure that our provision is priced at the right level of affordability for our existing and new markets whilst ensuring the financial viability of the organisation. This will be the foundation of our financial and marketing strategy over 2012-13.

The College’s Self-Assessment Report 2011-12 and Quality Improvement Plan 2012-13 provide further information and details on the college’s performance last year and our focus for this academic year.

Saboohi Famili Principal

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Overall Grade Summary Table 2011-12

Common Inspection Framework Key Outcomes 2011-12 Grade 2011/12

1. Outcome for learners 2

2. Quality of Teaching, Learning and Assessment 2

3. Effectiveness of Leadership & Management 2

Trend Data on the grades 2009-2011

Common Inspection Framework Key Outcomes 2009-11 Grade 2009/10

Grade 2010/11

1. Overall effectiveness 2 2

2. Outcome for learners 2 2

3. Quality for Teaching, Learning and Assessment 2 2

4. Leadership and management

Capacity to improve 2 2

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Performance against Common Inspection Framework Aspect Summaries

Outcomes for Learners 1. All learners achieve and make progress relative to their starting points and learning goals.

Learners achieved their goals as demonstrated in high achievement rates across all funding streams – ASL 96% , ASB 88%, Non Funded 95%, and Young Learners 84%.

Success rates have again risen in line with improved retention and attendance.

No minimum qualification level of entry point is placed on GCSE and AS/A2 learners as prior experience is valued. Second chance opportunities are particularly seen by communities as part of the college ethos – this means some students start courses with low levels of qualifications – success and achievement rates are very good in this context.

2. Achievement gaps are narrowing between different groups of learners.

The gap in success rates between young learners and adults has last year narrowed to 3% which is a significant achievement – a 6% rise from last year – this has been seen improving consistently over the last 3 years.

There are no discernible differences in achievement rates for gender or ethnicity; students declaring difficulties or disabilities achievement rates were higher for ASB, Young Learners declaring difficulties. This can be seen as a result of the additional learning support the college provides - see appendix for data.

3. Learners develop personal, social and employability skills.

Learner’s comments on the value to their lives the provision makes are reflected in course and programme evaluations.

Students on specific vocational courses gain employment in the local area but evidence is not quantified.

Students on ASL courses identify the significance of their programmes in maintaining good health – physical and mental.

More students accessing courses are declaring difficulties with mental health and the college is working to support them to achieve. This year 72% of the students completed their programmes.

Partnership arrangements with 2 providers are beginning to result in apprenticeships.

4. Learners progress to courses leading to higher level qualifications and into jobs that meet local and national needs.

Learners progress to higher level accredited courses in areas including book keeping, computerised accounts, teaching assistants, ESOL and languages but evidence is inconsistent in its documentation.

Analysis of the Labour Market Intelligence is undertaken by SMT with information cascaded to Curriculum Managers to identify provision.

Links are in place with JCP to have a clear referral process for clients.

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Key Strengths and Key Areas for Improvement for Outcome for learners

Key Strengths – Outcome for Learners

Ref Outstanding / Good Practice Evidence Source of Evidence

KO1-P2-S1 Very good retention on all courses ASL 93%, ASB 93% and Non funded 97% courses P drive MIS data

KO1- P1, P3- S2 Good recruitment and success on accredited courses at level 2 and 3 on vocational qualifications working with children

Cache Childcare Level 2 and 3: 42 students – 86% success rate

City and Guilds Supporting Teaching and Learning Level 2 and 3: 117 students 94% success rate

P drive MIS data

KO1- P3- S3 High achievement rates across all courses ASL 96%, ASB 88%, Non Funded 95% P drive MIS data

KO1- P2,P3, P4- S4 Very good support provided for students with difficulties to achieve on courses

Success rates 89% students accessing ALS

P Drive MIS data

Key AFI- Outcome for Learners

Ref Inadequate / Needs Improvement Evidence Source of Evidence

KO1-P3-AFI1 Lack of consistent data to demonstrate students accessing employment from courses

Anecdotal evidence

Evaluation evidence

Learner records on MIS system

KO1- P3, P4 – AFI 2 Weak documentaion of learners accessing employment after the courses

No formal evidence Learner feedback

KO1- P1- AFI 3 Falling recruitment on ASL courses ASL 2011/12 4502 learners

ASL 2010/11 5108 learners

P drive MIS data

KO1- P1- AFI 4 Few appprentices recruited and in learning despite focus on WBL

5 apprentices started in June Enrolment MIS data

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Quality of teaching, and learning and assessment 1. Learners benefit from high expectations, engagement, care, support and motivation from staff.

Learners benefit from the expectations set by the college that they will attend regularly and submit work as required. For all students there is a need to recognise that punctuality is also an expectation, tempered by the acknowledgement that adults have commitments.

Students comment positively on the support provided by tutors and staff - Evaluation evidence demonstrates this

2. Staff use their skills and expertise to plan and deliver teaching, learning and support to meet each learner’s needs.

Well qualified and trained staff access in house training based on an analysis of action plans from OTL, appraisal, college strategy and self-identified needs. See Appendix 8: Training Records Outline.

Planning for courses, sessions and activities is monitored closely in OTL and training is provided using a range of strategies including mentors.

3. Staff initially assess learners’ starting points and monitor their progress, set challenging tasks and build on and extend learning for all Learners.

The improvement in attendance, retention and success has been partly a result of closer monitoring of student progress in many courses. More consistent planning is needed so the link between assessment and planning is clear.

Consistent planning has been addressed by reviewing and redesigning all documentation and requiring all tutors to use the documentation.

Learners understand how to improve as a result of frequent, detailed and accurate feedback from staff following assessment of their Learning.

Learners are responsible for reflecting on their progress and learning – discussions with learners indicate this takes place - OTL reports show this.

4. Equality and diversity are promoted through teaching and learning.

The core principles are recognised in the guidelines for OTL monitoring and commented upon in observations.

Teaching and learning develop English, mathematics and functional skills, and support the achievement of learning goals and career aims.

Where required, students needing support are provided with additional learning support from SFL tutors with excellent success rates resulting – 89% - against mainstream 80% success rates.

Appropriate and timely information, advice and guidance support learning effectively.

Access to specialist support is provided by a Matrix accredited IAG service where students can receive impartial guidance as well as tutorial support.

On course support offered by curriculum staff is valued by learners – seen in ITEC area for example.

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Key Strengths and Key Areas for Improvement for Quality of Teaching, Learning and Assessment

Key Strengths- Quality of Teaching, Learning & Assessment


KO2-P2,P3-S1

Excellent improvements across retention, attendance and success rates

Across all funding streams quality improvement is demonstrated in quantifiable terms

Learner profile data – page 10,11

KO2-P2,P3 – S2 Good teaching and learning on courses Observed sessions graded Good and Outstanding – 85%

P drive data

KO2- P2,P3- S3 Good internal assessment on accredted courses

External moderator reports QA folder

KO2- P2,P3-S4 High standards of work produced on many courses

Art exhibitions

Moderator reports

Department evidence

Key AFI- Quality of Teaching, Learning & Assessment


KO2-P2-AFI1

Inconsistent documentation of punctuality and its impact on retention

Register does not show the information

Group profiles are inconsistent

Course register

KO2- P2 – AFI 2

Inconsistent documentation of planning and the impact on quality of teaching

Observations of quality of documentation

Mock Inspection report

KO2- P2,P3, P4 – AFI 3

Inconsistent use of available digital technology to support learning

Observation reports P drive Management reports

KO2 – P2,P3- AFI 4 Inconsistent use of ILPs to demonstrate progress of individuals

ILPs

Observation reports

Department examples

P drive Management reports

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Effectiveness of Leadership and Management, 1. Managers demonstrate an ambitious vision, have high expectations for what all learners can achieve, and attain high standards of quality and performance.

Departments set targets that are challenging.

All areas recognise the importance of challenging underperformance and supporting tutors to set targets with learners.

This ethos is continued in the development of targets within personal appraisals

2. Teaching and learning improves through rigorous performance management and appropriate professional development.

CPD opportunities are designed specifically for the tutors with a planned development of appraisals for p/t tutors based on agreed standards.

All established staff have appraisals based on departmental targets linking with college goals.

Performance management has become a core focus for the whole organisation. Managers trained on a bespoke Management Development Programme with further training planned for all staff.

3. The quality of the provision is evaluated through robust self-assessment, taking account of users’ views, and the findings used to promote and develop capacity for sustainable improvement.

Self-assessment is being embraced across the organisation with all stakeholders being encouraged to contribute to reviews – Learner consultation re: fee changes.

Staff consultation for Curriculum Review was successful and will be further developed in the Corporate Services review.

4. Managers successfully plan, establish and manage the curriculum and learning programmes to meet the needs and interests of learners, employers and the local and national community.

The process of engaging with learners and planning provision was organised more formally last year with core allocations set.

Cancellations of programmes were at a high level: 26% for ASL and 13% for ASB - comparable with similar providers. The recession is clearly impacting significantly. Innovation is being encouraged and 67% of the courses cancelled for ASL were short courses between 10- 29 GLH and 22 % were under 10 hours.

5. SCOLA actively promotes equality and diversity, tackle bullying and discrimination, narrow the achievement gap, and safeguard all learners.

The college has a robust Cause for Concern system to manage issues that may impact and actively follows up issues.

There are very good procedures in place for the safeguarding of LDD learners and any issues are followed up promptly and are documented.

There are small gaps in achievement now that young learners are achieving at 77% on accredited courses as opposed to mainstream 80%.

An active working group focused on Equality and Diversity assesses the progress of the plan and proposes action.

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Key Strengths and Key Areas for Improvement for Effectiveness of Leadership and Management

Key Strengths- Effectiveness of Leadership & Management


KO3-P2,P3-S1 Good management of quality assurance Key measures all show improvement in 2011/12


KO3- P2,P3,P4 – S2 Good support for tutors High observation rate of 98% P drive Management reports

KO3- P2,P3,P4 – S3 Good development and training opportunities made available, focused on improving performance in the classroom

Action Plans from observations Training Programmes offered for year Registers of attendance on training


KO3- P2,P3,P4 – S4 Good awareness of key external constraints impacting, leading to planning of appropriate strategies and interventions

Risk register – updated regularly, SMT briefings Weekly staff newsletter - Inform, regular face to face briefings by Principal


Key AFI- Effectiveness of Leadership & Management


KO3-P1, P4-AFI 1 Inconsistent monitoring of courses where numbers fall

Retention and attendance weekly reports No formal documentation

KO3 – P1, P4- AFI 2 Lack of new products to interest and recruit new learners

Rate of new learners on new courses, Recruitment falling on ASL by 12% from 10/11, Allocation of ASB funding not achieved

P drive MIS data

KO3- P1,P4 – AFI 3 High cancellation rates for some aspects of the provision

Cancellation rates are high

ASL 26% ASB 13%

P drive MIS data

KO3- P1,P2,P4-AFI 4 Inconsistent procedures for screening students leading to some students on inappropriate courses

2011/12 – Autumn Term no-shows after enrolments

Management reports

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“I am starting to work full

time thanks to the skills

from this course.”

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Review and Self-Assessment Calendar

July 2012 Staff drafted reports on activity in 2011/12 focused on the CIF. Tutor comments from their courses, student evaluations and course performance reports were analysed as part of the process. Outcomes from the mock inspection undertaken internally in May 2012 formed a crucial part of the analysis.

August 2012 Results from 98% of the courses were received by the end of the month adding to the reports created by MIS covering learners and the performance on all courses. Reports were produced and the new CIF was imported into the format. The format was reviewed to ensure it was fit for purpose and EFQM informed the draft prepared.

September 2012 A workshop for all staff involved in writing reports was held outlining the new format and setting out the location of the data. All data on success was completed and the end of the month was scheduled for the first draft to be completed.

October 2012 All managers had individual times to work with SMT on adding to the reports and target setting to ensure the QIPs were focused on key priorities.

A Knowledge Café format was used – for managers to critically analyse the SARs produced by colleagues and advise on grades proposed, judgements made and clarity of expression. Feedback was given and colleagues given time to make amendments.

November 2012 Each curriculum area presented a Pecha Kucha presentation to the Development and Standards Committee of the Governing Body, sharing key messages from the previous year and outlining priorities for 2012/13.

An external moderation panel met each curriculum manager to question aspects of the SAR and challenge judgements. A feedback report went to managers with recommendations for amendments

Reports and QIPs completed by the end of November. A new system of setting strict, measurable targets for the QIP was introduced to improve the performance in line with the SCOLA’s strategy

Monitoring of Action Set

Each month the curriculum manager responsible meets the Deputy Principal to monitor the performance and update the QIP as a result.

Key Points:

Performance Data reports - Financial and Quality Measure Reports - are continuously produced and used to monitor performance against the targets on a regular, monthly basis. The reports are updated on a weekly basis and available to managers. SMT and Board of Governors will receive termly reports together with Risk Assessment and mitigating actions against identified risks. Observation of Teaching and Learning is planned annually and is outlined in the Teaching and Learning Policy. Staff have opportunities for CPD (through termly staff training days and staff conference), as well as sharing good practice, peer review and support through the OTL and T&L policy. SCOLA also introduced a mentoring scheme to support improvement in T, L & A.

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College context (2011-12) and main points of variation for 2012-13 In 2011/12 SCOLA ran 1500 courses across 14 of the 15 Areas of Learning - 730 of them ASL, 300 Non funded and 470 ASB and Young Learner accredited provision. In terms of the 34,123 hours delivered, ASL was 32%, Non funded was 7% and 61% was for accredited provision.

The learner hours studied last year were 389,231 with 34% ASL, 4% Young Learner, Non funded 10% and 52% ASB. The levels of the courses ranged from Pre entry level to level 6.

The locations used ranged from 3 main day centres: Sutton, Wallington and North Cheam, 5 local schools as evening sites offering specialist facilities and approximately 30 other sites including church halls, schools, employer premises and community venues where courses have been requested by specific groups. In year, one school changed location and it was decided that the programme offered would be re-located to other venues.

The college operates across 6 days a week in term time with Saturday morning programmes running at 2 venues. A programme was also run on 3 Sundays last year where on each occasion 33% of the students accessing courses were new to the college.

SCOLA’s curriculum strategy outlines how SCOLA aimed to achieve its mission and strategic objectives for inclusive and high quality adult learning through the tailoring of subject areas and delivery methods to meet specific learner needs. The focus of the curriculum strategy is on recruiting new learners and delivering via innovative methods of teaching and learning to ensure we reach more learners and provide a better learning experience. These include the use of eLearning and development of curriculum based on the market analysis and student feedback.

The college continued to design a curriculum that meets the needs of the community, in particular, learners who face barriers to employment and progression caused by lack of literacy, numeracy and language skills. The curriculum also developed over 2011-12 to provide training for those seeking employment as well as extending our vocational and career progression provision. Students who had a disability and learning difficulty benefited from work placement, new and innovative provision and many fulfilled an active role in the community. SCOLA continued over 2011-12 to offer adults of all ages and abilities opportunities to enjoy learning as a means of achieving a work/life balance, personal and professional development and community involvement through participation in both leisure/informal and professional /formal learning activities.

SCOLA was successful in 2011-12 in securing various bids to enhance and improve its services. All bid funded activities and projects have been successfully project managed and implemented, some of which will continue in 2012-13.

Overall the college, celebrating 40 years of providing learning opportunity in the London Borough of Sutton, continued its development of funded and non-funded provision. The calendar of events and community engagement and activities throughout 2011-12 took the college deeper in the heart of the community. Many initiatives showcased the commitment of SCOLA to remain at the heart of the community and respond to the government priorities through full engagement with our current and prospective learners, these included:

Suttons Got Talent – a talent show open to the wider community, where the four finalists appeared on stage at the end of year show.

SCOLA Ambassadors Scheme – an Own the Change project which encouraged students to be involved in different aspects of college life with a view to supporting activities and creating meaningful opportunities to develop students’ employability.

The Big Event – a community event hosted by SCOLA in Manor Park with Radio Marsden, performances from community groups, approx. 30 stalls selling a variety of goods and a dog show.

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End of year show – ‘Showtime’ was our highly entertaining, sell-out variety show at the Secombe Theatre led by students and staff and hosted by our Patron Tim Vine.

The total number of employees at SCOLA was 452 in 2011-12. The balance of 83% v 17% shows the ratio of academic staff versus business support staff. 104 (23%) were established and 348 (77%) were sessional. There were 17 members on the Board of Governors. The college had 34% of established staff working on a full time basis.

SCOLA continued to hold a direct contract for SFA and also delivers the London Borough of Sutton’s Adult Safe Guarded Provision. The college collects over 50% fee income and delivers a portfolio of non-funded activity. The college not only seeks to attract income from those who can afford to pay but also seeks to attract those who cannot afford to pay. In 2011-12 the college offered extra support through the college Learner Support Fund over and above the Additional Learning Support grant and offered vital financial support to help assist learners to access education.

The college continued to review the usage of its contracts and made efficiency savings. The college also continued with its energy saving plans, replacing all the lighting fixtures at two main centres with more energy efficient lighting.

The college continued on its in-house, partly accredited to HE level management development programme: Own the Change - Shape the future. Five Business Improvement Groups were formed to identify strategic projects to make significant improvement to the college. The work of some of these projects will continue in 2012-13. A calendar of team building and cultural transformation events were planned as a result of this programme and the college management team benefited from the investment made. As a result of activities through this management development programme, the college reviewed and redesigned its website, reviewed the engagement strategy with learners and provided further opportunities for learners to access work placement, and internship opportunities. With little or no previous experience, the college management team undertook the challenge of embarking in learning a collective skill, drumming, and performed live at three main events through 2011-12. It is widely accepted that the college fosters a culture of high performance that is supportive and fun and as a result the effectiveness and efficiency of tasks are evident, celebrated and recognised. Major differences in context 2012-13: Whilst retaining the breadth of curriculum, SCOLA has again reduced the number of additional venues used. Planned increases in the number of courses will be managed within the accommodation available, with 3 main school venues in the evening being used. The reductions are efficiency driven although the quality of service, facilities and impact on the range and breadth of curriculum also effected decisions about venues. The curriculum offered has maintained the provision across all the levels and across the same areas of learning as last year with a development of Weekend College opening on 5 weekends - Saturday and Sunday, to cater for intensive courses. The curriculum encompasses all 15 areas of learning as well as family learning courses.

As part of its growth strategy, SCOLA has targeted growth of non funded programmes and more activity on accredited courses. The college has set out as strategic objectives - extending our reach and enhancing employability and enterprise. To this end, the college is putting a concentrated effort in providing an enterprise and entrepreneurship curriculum that is offered on a discounted rate for a pilot period between Nov 2012 - Mar 2013 in conjunction with London Borough of Sutton. SCOLA is reinvigorating its business centre at North Cheam, launching SCOLA’s Hub for Innovation, Networking and Enterprise (SHINE) in November 2012. SHINE offers a range of packages to business in the area. For business start-ups it provides a helping hand and flexible support whilst for more mature businesses it enhances the flexibility and breadth of curriculum offered. For more information about our SHINE project visit www.scola.ac.uk/shine

The college is developing its initial work on apprenticeships which began in 2011/12 with a view to having a minimum of 40 apprentices in learning during the year as a result of working with core partners across different vocational areas – including hair and beauty, customer service, health and social care and

http://www.scola.ac.uk/shine

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business administration. Developing frameworks for teaching assistant apprenticeships is also an aim for the year. The working relationship with the local FE college is improving at the strategic level although due to the federation of Carshalton college and Kingston College this venture has been slow. Strategic partnership and working collaboration with Job Centre Plus is also improving however due to changes in government policy these developments have been slower than anticipated. Dedicated resource is allocated from SCOLA to ensure these strategic partnerships will be developed fully and effectively over 2012-13. The college will continue on providing continuous professional development for staff. All Business Support Staff will be given an opportunity to gain training on process improvement, business re-engineering techniques and process mapping techniques with the view to fully engage in reviewing the Business Support Services at SCOLA. The college will invest in its new structure by providing executive and other appropriate training and mentoring for newly appointed roles within the structure of the college to ensure the new structure will succeed in supporting and assisting the college realising its mission and targets for 2012-13. The college continues to explore new markets and introduces Weekend College and taster events to establish the demand of innovative programmes. Vision and strategy: SCOLA has developed and defined its long term strategy for the next 3 years in Vision 20151. This single document is simply worded and sets out the college’s plan and ambitions clearly. The colleges 3 key measures, 4 Strategic Objectives, and 5 behaviours are reflected in all action plans and activities within SCOLA. All college’s quality improvement plans link directly back to the overall college strategy bringing a focal point for all development matters. PRIDE, our values in action - Putting students first, Rewarding relationships, Inspiring people, Delivering excellence and Exceeding expectations - are an integral part of how we work. Standards of performance and customer service reflect our PRIDE values and have been discussed and agreed with staff supporting the college quality improvement strategies. There are monthly PRIDE nominations for staff in recognition of those fulfilling the values in their daily work. The college strives to become an outstanding provider of education in South London by 2015. Major differences in strategy and priority 2012-13: SCOLA has identified as a key part of its growth the development of provision with niche providers and specialists. Through a rigorous due diligence process the College is sourcing partners to enable us work with different learners and offer provision we did not have the capability or capacity to offer in the past. The long term aim of sustainability is core to the strategy adopted this year including working links with JCP developing from successful projects funded externally by LSIS.

The college strategy to self-assess accurately, critically and improve continuously is reflected in the total quality approach being taken in its review of organisational structures. An innovative approach has been adopted in reviewing the corporate service areas of the college with staff being trained to review all services and present options for approval with the support from external consultants. This is with the view to encourage self critical review, peer appraisal and appreciative enquiry in the services that support the core business of offering learning opportunities. The college faces difficult financial times due to the change of government policy and needs to realise efficiency savings that ensures the future sustainability of its organisational set up. SCOLA is very aware and is planning to ensure it is nimble and agile in responding to the government policy change and potential lower income available from central government for various funding streams we currently receive.

The overall focus on the College’s priorities remains unchanged and as outlined below. However there will be a higher level of attention given to enhancing recruitment and breaking into new markets. Targets for 2012-13 take this focus into account.

1 see appendix 1 – Vision 2015

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Strategic priorities: 1. Providing quality learning experience 2. Enhancing Enterprise and employer engagement

3. Extending our reach 4. Achieving sustainability

In order to deliver these priorities we will:

1.1. introduce a flexible curriculum to reflect learner and employer needs 1.2. achieve 100% observation of teaching and learning of all tutors and improve our grade profile 1.3. further improve the retention and attendance of courses to boost success rates 1.4. provide flexible and blended modes of curriculum delivery 1.5. provide CPD and sharing good practice opportunity including hosting a regional Teaching and learning Conference in South London in 2013. 1.6. embed strong systems for health and safety and security throughout the college’s operations

2.1. strengthen links with employers and delivery partners 2.2. create high quality infrastructure through SCOLA’s HUB for Innovation, Networking and Entrepreneurship, SHINE 2.3. anticipate and respond to skills shortages and provide relevant training 2.4. work with partners to fund apprenticeships in line with our mission and strategy

3.1. engage productively with our communities and fulfil our corporate responsibility though charitable activities 3.2. improve recruitment and raise our profile in new markets 3.3. continue to be a leading proponent and advocate of equal opportunities and diversity 3.4. create a diverse learning community that has no barriers to entry and that supports learners to progress to employment, active citizenship and greater

independence and self fulfilment

4.1. manage resources effectively and achieve greater operational efficiency and effectiveness and improved corporate management to ensure best value for money

4.2. build the college’s capability in relation to people, quality standards, performance management systems, team working and workforce development to enhance business performance 4.3. identify and manage risks effectively 4.4. contribute to a sustainable green economy within our locality, actively promoting sustainability and eco-friendly practices 4.5. improve processes using LEAN principles

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Stakeholder map

External Links

SCOLA has positive links with external groups including AoC, COSLP, NIACE, LSIS, HOLEX , SCVS– resulting in funding opportunities, partnership and strategic local and national presence being established and maximised

Suppliers and Service Contractors

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Sector Analysis High level analysis of issues which will impact on the College throughout the period of this plan

Financial Demographic

Severe financial constraints Increasing cost pressures Customer focused priority but not always able to pay Borough still suffering from recession Funding changes impacting on core business Pricing policy for courses critical to success

Ageing population Areas of deprivation Increasing ethnic diversity Increasing health difficulties More vulnerable students accessing services Greater competition from a range of other businesses

Technological Political

Technologically enabled service delivery Mobile flexible working opportunities for efficiency/productivity On-going investment in IT services non negotiable More services and products to realise the value of IT Development of service to encourage learners to use own equipment necessary

Local Council elections Position within the Local Authority Core funding impacted by political whim/will Changes of BIS minister have potential impact LA additional charges due to reduction of LA income Community learning trusts will have a significant impact

What is the impact on the College?

Students are more conscious of costs and expect a high level of individual service – college processes need to recognise a single point of contact is what stakeholders expect.

There is a perception that the products are expensive.

Constant investment in IT services and equipment is a pre-requisite to college sustainability.

The college needs to be watchful of all changes within the LA as there is not always awareness in the authority of the imapct of decisions made.

Constant analysis of additional funding sources needs to be maintained and enhanced, maximising the potential for new ideas to be funded.

Changes to Government policy impact quickly and with a small budget the effect can be dramatic – policy change impacts within a year.

Curriculum balance makes the college vulnerable to changes in specific areas.

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Analysis of Management Data

Overall Financial Analysis 2011/12

Expenditure Type College Costs % of total

Pay Cost £3,623,061 79%

Non Payroll Expenses £957,131 21%

Total Expenditure £4,580,192

Income College Income % of total

ALR + YLR £2,198,310 48%

ALR Fee income ( inc exam fees) £443,944 10%

ASL grant £949,282 21%

ASL fee income £601,880 13%

NF fee income £118,460 3%

Other income £305,013 7%

Total Income £4,616,889

Operative surplus £36,697

Expenditure breakdown

Pay Cost, 79%

Non Payroll

Expenses, 21%

Income breakdown

ALR + YLR 48%

ALR Fee income

10%

ASL grant 20%

ASL fee income

13%

NF fee income

2%

Other income

7%

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Overall Programme Area Data Analysis ASL FE Non Funded

No. of Learners 4502 2348 1515

Retention % 94.0% 93.1% 97.4%

Age Under 16 16-18 19-59 60 + Under 16 16-18 19-59 60 + Under 16 16-18 19-59 60+

Learner Numbers 679 0 2560 1263 0 124 2093 131 23 148 978 366

Retention % 96.1% - 91.6% 94.6% - 85.8% 93.3% 94.5% 91.7% 87.8% 98.6% 98.0%

Gender % male % female % male % female % male % female

enrolments 24.2% 75.8% 24.6% 75.4% 20.4% 79.6%

Retention % 92.1% 93.5% 91.1% 93.7% 96.6% 97.6%

Ethnicity % % of total retention 16-18 % 19+ % Retention % % of total retention

Asian/Asian British 8.2% 92.4% 5.9% 18.1% 100.0% 95.2% 8.7% 98.8%

-Black/Black British 4.6% 93.6% 7.7% 8.2% 92.3% 92.0% 4.8% 93.6%

Chinese 1.4% 91.4% 0.6% 1.6% 100.0% 100.0% 1.5% 96.6%

Mixed Ethnic Group 2.5% 91.8% 5.9% 3.6% 90.0% 89.5% 2.9% 94.5%

White Ethnic Group 79.4% 93.2% 76.3% 62.2% 84.5% 92.9% 75.2% 97.3%

Other 2.2% 97.4% 2.4% 5.5% 75.0% 96.6% 3% 94.7%

Not Declared 1.7% 88.7% 1.2% 0.7% 50.0% 80.6% 3.8% 97.3%

% of total retention 16-18 % 19+ % Retention % % retention

Disability / Disability 9.2% 88.7% 17.8% 18.9% 90.0% 92.0% 6.2% 94.9%

16-18 19+

Learners attracting uplift (disadvantage)%

13.3% 23.4% 51.2% 6.9%

16-18 19+

Learners Con Fees % 12.7% 100% 50.9% -

16-18 19+

New Learners 2113 (46.9%) 108 (87.1%) 1120 (53.5%) 770 (50.8%)

Success Data - 76.8% 79.8% -

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Narrative of Data Analysis The college in 2011/12 improved its retention on accredited courses by 10% as a result of proactive work from all staff in keeping students on track.

A small rise of 1% was also seen in retention on ASL courses.

Retention rates of young learners on accredited courses rose by 8%.

Benchmarking data with Peer Review colleagues identifies SCOLA as performing well against local and national benchmarks2

Recruitment across the funding streams fell by 8%, most noticeably down on ASL programme – a 12% fall. The impact of the recession is a factor here.

Attendance rates across all programmes have improved by 2% with all funding streams running at approximately 82%.

Success rates for adult learners on accredited courses rose by 4% and for young learners by 9% which was a result of the improved retention strategies adopted.

Observations of teaching and learning showed 85% of lessons being good and above with the national rate being 82%

The college has achieved its targets of observing more tutors, providing support and identifying training needs which have been addressed

Lesson Observation Grade Summary

2 see appendix 2 – Regional Benchmarking Data

Programme Area 1 2 3 4 N/A Not observed Grade Total

Art & Design 16 22 2 1 7 48

Business, Humanities & Teacher training 8 18 5

3 1 35

English & Maths 5 13 3

2 1 24

ESOL 7 13 2 4 1 1 28

ICT 5 5 7 1 3

21

Languages 8 18 3

1

30

LLDD 17 9 3 1 4

34

Performance 14 29 8 1 4 3 59

Grand Total 80 127 33 8 25 6 279

% of each grade from whole College 30% 55% 12% 3% 9% 2% 98% observed

Lesson Observation Grade Profile 1:Outstanding 2:Good 3:Needs Improving 4:Inadequate Ungraded

No. of Tutors 80 123 32 8 26

% 30% 55% 12% 3% 9%

Observed Staff in Dept. Numbers %

Part Time 266 98.1%

Full Time 9 88.9%

Total 275 98%

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Health and Safety SCOLA has actively implemented a college wide Health and Safety Plan to ensure all staff and students work in safe, healthy and secure environments. This work is co-ordinated by the College’s Health & Safety Committee. Regular monitoring reports are prepared on Health & Safety performance indicators that are submitted to the Governors’ Development and Standards Committee.

The College operates a system of devolved responsibility for Health & Safety which ensured that it was given a high profile across all areas of the College.

Safeguarding SCOLA is committed to promoting positive lifestyles and fostering the wellbeing and safety of all learners by protecting and stimulating young people and vulnerable adults in an adult environment. SCOLA has strong systems in place to safeguard learners (Safeguarding Children and Vulnerable Adults Policy and procedure) which it uses to extend the nurturing and supportive environment provided by the College community. Learners are offered impartial advice through the Information, Advice and Guidance centre that seek to enable learners to make informed choices about their lifestyles, studies and job prospects.

Equality & Diversity The College maintained well established systems for monitoring and managing the single equality scheme and action plan during 2011-12. The college’s action plan is published each year and monitored by managers and governors (Development and Standards Committee).

The College made significant progress in providing staff training on equality matters, specifically with raising awareness of mental health issues.

The College and governors regularly review the performance of learners by ethnicity and gender to help monitor progress against equality and diversity targets.

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“It was very easy to get on with the other students and tutor to help learning.”

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Trend Data Charts

Retention

Attendance

Success

New Learners

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

AdultSafeguarded

LearnerResponsive

EmployerResponsive

No Funding

92%87% 90%

97%93%

83%

97% 97%94% 94%100% 97%

2009/2010

2010/2011

2011/2012

0%

20%

40%

60%

80%

100%

AdultSafeguarded

LearnerResponsive

EmployerResponsive

No Funding

78% 78%

55%

78%80% 80%

90% 86%82% 81%

100%

89%

2009/2010

2010/2011

2011/2012

68%

70%

72%

74%

76%

78%

80%

Learner Responsive

72%

76%

80%

2009/2010

2010/2011

2011/2012

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

AdultSafeguarded

LearnerResponsive

EmployerResponsive

No Funding

54%44%

100%

53%48%

53%

100%

52%47% 51%

0

51% 2009/2010

2010/2011

2011/2012

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Summary of Quality of Provision in Learning Areas Area of Learning

(AOL)

Grade Departments

Involved

AOL Retention AOL Success Benchmark for FE

success

2010/11

Non Funded

Retention

Learner Numbers

ASL FE Non

1 1 Business,

Performance

92% FE

98% ASL

85% FE

96% ASL 83% 90% 198 150 86

2 2 Business 83% FE 79% FE 80% - 0 91 0

3 3 Creative studies 67% FE

90% ASL

56% FE

83% ASL 80% 100% 78 9 7

4 2 Creative studies 93% ASL 84% ASL - 19 0 0

5 2 Creative studies 98% ASL 96% ASL - 50 0 0

6 3 IT and Digi Media 94% FE

96% ASL

74% FE

93% ASL 76% 99.6% 336 174 399

7 1 Performance 97% FE

96% ASL

89% FE

96% ASL 85% 98.1% 289 99 42

8 2 Performance 100% FE

94% ASL

85.7 % FE

92% ASL 89% 98.9% 761 9 155

9 2 Creative studies

Performance

80% FE

91% ASL

77% FE

89% ASL 88% 96.3% 1714 99 594

10 2 Business 92% FE

95% ASL

77% FE

95% ASL 80% 98.4% 75 17 72

12 2 Languages

Business

87% FE

86% ASL

83% FE

83% ASL 82% 100% 251 277 66


100% ASL

94% FE

100% ASL 86% 91.4% 24 204 35

14 2 SFL ESOL

Eng/maths LDD

94% FE

94% ASL

78% FE

93% ASL 81% 97.1% 813 1130 118


96% ASL

83% FE

92% ASL 80% 97.1% 174 262 35

In grading the AOLs (Area of Learning) the following factors have been taken into account. The number of learners impacted or involved in the

funding stream, the benchmark information and trend data from previous year

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“The tutor was excellent, creating a comfortable environment in which to learn at one's own pace”

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Summary of Quality of Provision in College Departments

Department

(% based on no of learners within

funding stream in College)

Gra

de

Key Strengths Key Areas for Improvement

Business, Professional Management

SSA 1,2,10,12,13,15

% of College ASB: 29%

% of College ASL: 6%

% of College NF: 19%

1 Good recruitment and high level of FE achievement of learning goals

Students very satisfied with teaching and learning, and progress to employment from FE and ASL other programmes .

High Level of ASL attendance and retention:

Progression routes to courses at a higher level or other courses within the college

Overall good moderator reports

Observation of Teaching and Learning profile good.

Good success rates

Evidence of learners' progression

Strong demand for provision: FE Programme is 31% of college provision,

Good volume of non-funded work:delivery of 27% of colleges non-funded offer

Good and timely response to learner demand

Strong evidence of partnership working, and work skills development

Improve inconsistent success rates within Department.

Improve LR retention Target 92%

Address improving success rates for young learners

Identify ALS needs through rigorous initial assessment, and implement support at an early stage to maximise acheivement and retention

Students progress to employment but no records are kept

Drive up quality by reviewing, developing and streamlining pre-entry system in whole department.

Improve success rates of Young Learners

Improve success rates for those areas of Curriculum where there are inconsistent success rates

Identify at an earlier stage those cohorts of learners with higher support needs

Planning of ASL courses, and non-funded courses and in particular short course provision

Viewpoint data indicated that some areas of the college didn’t engage with the department

Little formal evidence of contribution to employability

Vulnerability of Level 3 provision

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IT and Digi Media

SSA ,6, 9




3 High Levels of Retention on non-accredited and Non Funded courses

High Levels of success on short qualification bearing courses

High Levels of achievement on ASL courses

High Levels of achievement on short qualification bearing courses

Success rates on all formal taught courses at levels E3, 1 & 2 continue to improve

IV methods recognised as outstanding

All tutors observed during academic

Programme planning includes new course costing structures and delivery modes to widen learner appeal

Fast response to college requirement for extra qualification bearing courses in last summer half-term

High Quality Internal Verificatiobn Systems in place for all qualification bearing courses

Low achievement and success on online courses

Teaching Standards are not reaching college profiles of Good or better

Success rates on online courses poor

Course planning over reliant on repeat programmes

Poor observation grade profile

CPD not adequate to improve OTL grades

Performance , Health and Beauty

SSA, 1,7,8,9




2 High retention rates across the majority of provision - college target 95% (with the exceptions of exercise FE and Dance ASL)

High achievement rates on ASL, Non Funded and LR provision, Good success rates by age on LR provision

Excellent value added extension of learning activities

Low course cancellation rates for LR programmes - college target below 8%

Very good OTL profile for the programme area - supported by the grades received during the mock inspection.

Excellent retention rates of students who have identified themselves as having a learning difficulty or disability.

Inconsistent evidence of the extension of learning outside the classroom

Unsatisfactory retention rate in one area of learning in FE involving 1 class, and in ASL Music and Dance

While students may have under taken an initial assessment, evidence of the outcomes are not always recorded on the relevant tracking forms

Inconsistent quality of ILPs across the programme area

Inconsistent return of learner journey documentary evidence on non accredited provision

Inconsistent use of digital mediums to support

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Continued….

Performance, Health & Beauty

Very good development of key and functional skills at an appropriate level by learners, in all sectors of provision LR, ASL and Non Funded, to support completion of their programmes and progression.

Recruitment levels of new learners onto programmes demonstrates that planning meets the needs of new learners; Good recruitment of learners overall

Good development of Non funded proramme

Excellent processes to ensure students are safeguarded on courses.

Effective promotion of Equality and Diversity to facilitate widening participation.

Effective links/partnerships are made with other providers, services and organisations to promote widening participation and enhance learning opportunities .

Effective planning and deployment of equipment and resources to achieve efficiency and value for money.

Effective management of Health and Safety

and/or extend learning on all courses

Recruitment network is not extensive enough

Unsatisfactory number of new courses cancelled

Incomplete return of OTL action plans

Insufficient progression data

Languages

SSA 12



% of College NF: 2%

2 High level of achievement across the dept and particularly success of learners at GCSE level, Entry 3 and Level 1

Good level of retention on ASL courses

Good progression of learners through the levels

Spanish learners using qualifications to improve job opportunities

Overall success rates better than local peer colleges and national benchmark set with a marked improvement over the last 3 years

Learners appear satisfied with teaching and learning and therefore progress onto next level

Recruitment of learners

Success rates in BSL

Success rates in Entry 3 Italian

Learner Journeys to track progress of learners on all ASL courses

Retention on FE courses

The documentation of some tutors which may result in sessions which are not as well planned as they could be , resulting in an impact in quality of learning

3 Grade 3 tutors - needs improvement

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Continued…

Languages

Good observation grades across the dept

Good system for initial advice and guidance and good tutor support for learners

Evidence of good teaching and assessment on accredited courses

High expectations of Managers, tutors and learners have driven up standards across the dpeartment

Innovation in the use of technology for language learning

Tracking of student progress on FE and ASL courses

Closer monitoring of class on 'amber' in terms of attendance

Monitoring of action plans

Creative Studies

SSA 3,4,5,9




2 Good recruitment overall, especially ASL and NF

Good retention overall ASL, NF and YLR

Excellent retention LR 16-18 yrs, 60+

(Retention overall ALR, YLR Area 9

Excellent success rates ASL, YLR, 3LR courses

Good success rate 2D LR-area 9; Photography ALR+YLR

Excellent achievement ASL, NF & LR

Outstanding quality of work produced.

High end grade achievement and pass rates LR

Good student progression

Good Safeguarding – H&S procedures

Good reputation leads to Good retention figures reflect good/excellent teaching, learning & assessment

High achievement for ASL/NF/LR and good pass rates overall

Excellent OTL process and grade profile

Tutors qualified

Good CPD training in place

Low recruitment on 3 LR courses

Low retention ALR 19-59 to be improved (LR =4% of provision)

Very low success rate on one course area 3.2

Low success rates on 2courses area 9.2

Low grade profile AS & A2

Recruitment to meet college priorities

Inconsistent success on LR courses-3 LR courses low success

Inconsistent assessment/IV

Low OTL grades for some tutors, insufficient documented evidence of OTL action plans being met

Inconsistent planning - on ASL 3D,LR 2D,NF 3D

Low retention in some LR courses

Lack of use of Moodle/ICT by some tutors

Insufficient evidence of progression data.

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Continued…

Creative Studies

Effective leadership & management enables good &excellent success/achievement

99.9% Happy satisfied learners

Good ALS support enabling high success for students on FAD& Photography AS/A2

Strong health & Safety processes

Lack of evidence of progress tracking from Initial assessment through ILPs, RARPA and evaluations

Insufficient evidence of tutor CPD.

SFL Eng /maths

SSA 14



% of College NF: 2%

3 High level of learner satisfaction with teaching and learning and progression to employment or other mainstream programmes

High level of ASL attendance, retention and achievement

Good Progression routes available to courses at a higher level or other courses within the college, and from LLDD and ESOL programme areas

High levels of support provided by tutors and Voluntary LSAs for learners impact upon those learners who attend regularly and who are retained, enabling achievement

Good external Moderator Reports

High level of Responsiveness to learner demand

Strong evidence of partnership working and work with the local community

High Quality Internal Verification systems in place for NOCN Entry Level courses

Fast response to college requirement for extra accredited courses in Summer term 2012

Improve weak success rates for ALR/YLR programmes

Improve poor LR attendance

ALS needs are not identified soon enough to put all support measures in place early enough to influence retention and achievement

Weak Pre-Entry assessment process, results in placement on inappropriate level of course, resulting in subsequent transfers or withdrawal

Change of Accreditation to Functional Skills at Levels 1 and 2 necessitates increased advice, staff training and changes to resources

Weak success rate for ALR/YLR Courses

Weak and outdated Initial Assessment methods

Weak recruitment on present courses, allied to increased non-attendance

Weak follow up for OTL Action Plans,

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SFL ESOL

SSA 14



% of College NF: 3%

2 Improved success rates / Good achievement rates / Good retention rates

Increase in take up of NOCN examination

Welll qualified staff.

Learners given ample opportunities to feedback.

Excellent communication and team working between fractional and clerical support staff.

Marked improvement in trend data

A wide range of vocational courses offer added value.

Wide range of support classes available. Support for learners is good.

Recruitment on some vocational courses poor.

Quality of teaching, learning and assessment in some classes

Sharing of good practice between staff, particularly those teaching the same levels.

Success and achievement rates in some levels and modes.

Number of people not taking an exam - either not entering or not showing up.

Lateness in some classes

LLDD

SSA 14



% of College NF: 0%

1 Excellent success rates maintained for LD learners

High satisfaction rates from student perspective

Courses meet the needs of students

Students accessing realistic work placements leading to employment

High retention levels on ASB courses

Good progression of students within the department

High quality teaching on most courses

Support for learning is outstanding

Excellent partnerships leading to specific courses and influence in the borough

Students feel safe in college and well supported

Department has good records for all students documenting their progress within the department

Consistent high levels of achievement and retention

Good resource management to support a sustainable programme for the future

Opportunities for students with mental health difficulties to develop work skills are limited

Work experience placements are offered only to some of the students

Few students have access to credits on Foundation Learning Tier

Inconsistent documentation of the evidence student submitted for Foundation Learning credits

Some teaching is in need of improvement, not all staff teacher-trained

Some students have difficulties with punctuality

Communications with staff impacted by tutor use of IT

Concern about the long term funding for adults with LDD and need to encourage new students with clear progression routes to other areas

Few opportunities for students to access opportunities out of term time

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“The class atmosphere was relaxed and enjoyable. The teacher was very knowledgeable and professional.”

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Summary of quality of provision in Support Areas

Service Grade Key Strengths Key Areas for Improvement

1. Finance 2 Good financial health and robust financial control processes

Good financial reporting and availability of data

Positive and clear audit reports with few recommended actions

Timely budgeting and forecasting that is developed to involve budget holders in the budgeting process

Low bad-debt write-off

Effective use of tendering process to secure value for money

Decrease time for production of management accounts

Improve reporting systems including automated reports

Enhance the accuracy of data capture, reporting and forecasting

Provide better training for budget holders to understand the budgeting cycle

Review the structural and procedural arrangements with a view to improve customer service and realise efficiency saving

2. Human Resources 2 Centralised recruitment with rigorous pre-employment safety checks

Standardisation of part time and sessional tutor recruitment with good support from HR

Thorough training needs analysis and co-ordination of staff development activities

Broad range of policies and guidelines to support and monitor the staffing policy in line with the LBS HR and good practice

Improved co-ordination of appraisal systems and introduction of a competency based appraisal process

Low record of appraisals for sessional and part time staff

Improve reporting system to SMT and Board of Governors

Improve the use of newly purchased and implemented HR system to its full functionality


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3. Marketing 2 Strong relationships with stakeholders ensuring communication at all times

Highly motivated, skilled and dedicated in-house design team that provides excellent value for money, consistently meeting or surpassing tight deadlines.

Recognisable brand for College on all marketing dept materials

High quality marketing materials and events organised meeting a wide range of needs within tight timescales with no loss of quality

High visibility in local area through extensive targeted and themed campaigns.

Good stakeholder communication strategy and plan resulting in effective co-ordination of events and marketing campaigns.

Market research and understanding student data needs further development to inform curriculum planning

Improving liaison between curriculum and marketing team specifically for targeted events

Strengthening the college brand and the consistency of its use.

Improve and create a robust service level agreement between stakeholders and marketing team to manage expectations and workload

Improve the use of learner voice and student feedback

Improve the use of social media to reach new and existing markets

Improve the use of the website and reduce the number of errors in course information forms

Enhance the enterprise and business development section of the website.


4. Frontline services (IAG, Enrolment, Front office, Centre

2 Effective fee collection and cash handling

Online enrolment system

Providing good impartial IAG

Provide excellent customer service

Good cross area meetings and liaison arrangements

Improve the accuracy of data entry

Review the front of house services to improve communication, customer service and stakeholder satisfaction

Updating training and information briefings to keep up to date with changes

Review the structural and procedural arrangements with a view to improve customer service and realise efficiency savings

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5. Data/Information services (Exam, MIS)

2 Accuracy of data used for funding claims and reporting

Excellent examination arrangements and liaison with Curriculum areas and other support areas

Improved reporting system for management of data on learners

Up-to-date and accurate reports produced timely and regularly

Good stakeholder management, communication and liaison arrangements with most areas

Improve overall management, functionality and ease of use of the AQUA system

Improve the collection of learner destination

Further develop the learner, curriculum, financial reports to inform decision making

Develop better liaison between MIS, HR, Finance to capture and maintain quality data capture

Reduce data cleansing need through maintaining quality data capture of learner details at point of enrolment through training


6. Quality and Governance 2 Strong curriculum and quality leadership framework through the College management team, Academic board, Standards and Development Governing committee with subgroups to monitor and evaluate the provision regularly

Thorough, self-critical and robust self-assessment process and effective quality improvement planning

Successful external audits and reviews

Effective Teaching and Learning Policy and Observation of Teaching and learning procedure resulting in innovation, high quality learning and identifying issues

Successful management of all exams functions

Strong staff development, mentoring, peer review and sharing ethos

Establish better ways of engaging the board of governors in practicalities of curriculum management so they understand the processes better

Establish better quality of information flow between curriculum, marketing, enrolment and IAG to ensure learners are advised appropriately and accordingly

Provide further opportunities for learners work to be displayed and celebrated

Review course evaluations, destinations and feedback from learners and ways to inform planning

Review the structural and procedural arrangements of the corporate services with a view to improve customer service and realise efficiency saving

Provide regular training for governors so they understand the government policy change and impact on the college

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7. External relation services ( Family Learning and Business Development unit, Coffee shop and iClick Centre)

2 FAMILY LEARNING

Innovative and relevant programme of Family Learning courses and events offered to a wide and diverse range of partners

Internal stakeholders:

FLT Attend wide number of borough events to promote SCOLA as an outstanding college

High levels of customer satisfaction, with partners making repeat bookings.

Learners offered clear progression routes.

Regular reviews of training progress, needs and outomes with emplyoyers and learners

Employer Customer Survey

Excellent communication and training opportunities for tutors

Excellent standard for learners achieved with support of curriculum managers

Project Management of Training

Timetabling of vocational diploma courses to meet the needs of the user

BUSINESS

Regular choice of business training by the largest local employers

FAMILY LEARNING

All partners to be regularly informed of new FLT courses and progression opportunites

Recruitment and attendance to be improved. Need to liaise with partners to identify who will contact non-attenders

Ability to offer relevant/meaningful FEML qualifications

Recruitment not always at optimum level. Improve procedure for reminding students when courses start

Improve communication between all stake holders in the delivery of vocational diplomas

Improve awareness and branded communication of business and vocational training offer

To continue to improve communication between WFL/FEML and curriculum managers

Tutors ability to use and access Moodle

Business strategy for developing and recruiting learners on to new courses developed to meet the needs of the local market.

Operation and delivery of B&A diploma courses

BUSINESS

Greater clarity of procedures and processes for vocational diploma stakeholders

Recruitment of learners, awareness and suitability of training offer

Introduction of pricing and financial modelling tool that ensures the appropriate level of income whilst responding to a variety of clients’ needs

Enhancing the client base including private sector whilst maintaining and expanding both public and private sector engagement


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8. Facilities and Resources services (IT services, Facilities and H&S)

2 The IT Department maintains modern flexible systems that have the ability and adaptability to cope with everchanging environment.

Up-to-date industry standard IT network and computers delivering improved reliability and performance

Improved Wi-Fi coverage at centres

All Health & Safety and Facilities Management operational and stategic work complies with current/planned legislation and best practice.

Reactive and proactive approach to all our stakeholders demands and requests ensuring that the college premises and facilities are fit for purpose throughout the year and available.

Constant reviewing of maintenance contracts to obtain best VFM, ensuring facilities are fit for purpose and comply with H&S legislation, as well as sustainability

Good planning of activity using H&S and Facilities Planner

Good evidence of monitoring practice in H&S +Facilities+IT

Excellent response to requests for help

A Health & Safety and Facilities Management operational and strategic work complies with current/planned legislation and good practice

Good monitoring of data

Network Systems and servers maintenance is planned so there is minimum downtime and disruption to users

Good anticipation of Training requirements and all needs identified and actioned where practical

Effective communication between all areas

Joint working relationships/partnerships.

Stakeholders not consistently implementing processes

Students declaring or non declaring issues for concern

Inconsistent communication to stakeholders re changes in all IT changes

Inconsistent awareness of Health and Safety concerns

Out of date risk assessments within departments.

Inconsistent completion of role assesments

Ageing equipment, resources and facilities

Quality of customer service not measured sufficiently

Elements of being reactive still present


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9. ALS 2 Good liaison and partnerships to share good practice

Good presentation at outreach events in locality to encourage awareness of the service

Effective links between staff members to support learners well

Good provision in creating a secure environment where learners can disclose difficulties and need

High quality support is delivered by well qualified and trained staff

All Staff are well informed about systems and procedures

faster, electronic more efficient referral systems have been implemented

Screening for SpLD, Study Skills and maths

Liaison between Additional Learning Support and learner builds/restores confidence and motivation

management, monitoring, OLS and review of support leads to better retention

prompt response to learner disclosure leads to greater satisfaction with service and word of mouth referrals

Implementation of electronic systems for referrals leads to greater efficiency

More learners to benefit from the service

Few case studies to demonstrate value of support

whole staff group unable to attend training

The process is slow to access in some cases

Tutor knowledge of ALS and referral system requires improvement

Learner drop out from ALS and mainstream courses

Hard copy referrals take longer to process

Subject specialist knowledge required for ALS Prac's for some courses

Speed process for referral from tutor

Cross college screening required

Consultation with E/D group to inform college ALS strategies

Strengthen local liaison with partners

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“Learned lots of good tips I didn’t know before.

I already knew some basics and thought it might be boring but I really enjoyed it”

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Targets 2012-13

Programme Area

Financial targets

Financial Targets Financial targets

Total Learner

Nos Learner

nos Learner

nos Learner Nos Totals

ASL ASB Non Funded ASL ASB YLR Non Funded

Creative Arts £279,300 £41,850 £40,000 £361,150 1400 85 25 500 2010

Performance £199,500 £37,200 £20,000 £256,700 1650 130 12 220 2012

IT and Digital Media £46,550 £23,250 £45,000 £114,800 452 200 0 480 1132

Business & Professional

£46,550 £144,150 £42,000 £232,700 315 700 50 320 1385

LLDD £6,650 £0 £1,500 £8,150 75 205 10 15 305

MFL £73,150 £74,400 £10,000 £157,550 240 200 20 45 505

SFL ESOL £13,300 £144,150 £20,000 £177,450 300 650 5 70 1025

SFL English and Maths £0 £0 £1,500 £1,500 530 280 20 35 865

Total £665,000 £465,000 £180,000 £1,310,000 4962 2450 142 1685 9239

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SSA Fee, Grant and GLH targets for Adult Skills Budget

ASL funding stream

SSA Subject Sector Area Title Provision LN LN % Fee Fee % Grant Grant % GLH GLH%

1 Health, Public Services and Care Health and Social Care, Child Development and Early Years, Complementary Therapies

230 7.8% £ 60,000 14.0% £ 125,000 8.3% 1600 7.6%

2 Science and Maths GCSE Maths 120 4.1% £ 10,000 2.3% £ 60,000 4.0% 600 2.8%

3 Agriculture, Horticulture Forestry and Flowers 10 0.3% £ 2,500 0.6% £ 9,083 0.6% 150 0.7%

4 Engineering Do it yourself 0 0.0% 0.0% 0.0% 0.0%

5 Construction Do it yourself 0 0.0% 0.0% 0.0% 0.0%

6 ICT IT and e Learning Cross College Liaison 170 5.8% £ 15,000 3.5% £ 80,000 5.3% 1000 4.7%

7 Retail and Commercial Enterprise Beauty, Apprenticeships Hairdressing (subcontracted), Apprenticeships in Customer Services (subcontracted),Catering & Hospitality

90 3.1% £ 18,000 4.2% £ 180,000 11.9% 2233 10.6%

8 Leisure, Travel and Tourism Exercise and Sport 15 0.5% £ 1,600 0.4% £ 7,500 0.5% 100 0.5%

9 Arts Media and Publishing Art and Creative Studies including Art 2D and 3D,Digital Media and Photography , Music Dance and Drama

70 2.4% £ 15,000 3.5% £ 40,000 2.7% 800 3.8%

10 History GCSE, A Level and local History 20 0.7% £ 2,989 0.7% £ 10,000 0.7% 250 1.2%

12 Languages, Literature and Culture Modern Foreign Languages and Cultural Studies 291 9.9% £ 75,000 17.4% £ 120,000 8.0% 2000 9.5%

13 Education and Training Teacher Training 204 6.9% £ 50,000 11.6% £ 100,000 6.6% 1230 5.8%

14 Preparation for Life and Work Skills for life English and Maths and Functional Skills, LLDD and Independent Living, English Language (ESOL),Employability and Skills, Preparation for Work-Employability Services(Cross college Liaison )

1420 48.3% £ 130,000 30.2% £ 700,000 46.4% 9544 45.2%

15 Business, Administration and Law Accountancy, Business Skills and Humanities 300 10.2% £ 50,000 11.6% £ 76,000 5.0% 1600 7.6%

Total 2940 £ 430,089 100% £ 1,507,583 100% 21107 100%

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SSA Fee, Grant and GLH targets for Adult Safe guarded funding stream

ASL funding stream

SSA Subject Sector Area Title Provision LN LN % Fee Fee % Grant Grant %

GLH GLH%

1 Health, Public Services and Care Health and Social Care, Child Development and Early Years, Complementary Therapies

300 5.5% £8,000 1.2% £11,275 1.3% 137 1.3%

2 Science and Maths GCSE Maths 10 0.2% 800 0.1% 0.0% 0.0%

3 Agriculture, Horticulture Forestry and Flowers 90 1.6% £11,114 1.7% £17,317 1.9% 222 2.1%

4 Engineering Do it yourself 18 0.3% £3,715 0.6% £5,933 0.7% 64 0.6%

5 Construction Do it yourself 51 0.9% £3,894 0.6% £6,381 0.7% 84 0.8%

6 ICT IT and e Learning Cross College Liaison 333 6.1% £41,000 6.2% £34,999 3.9% 486 4.5%


400 7.3% £45,000 6.8% £38,948 4.3% 533 5.0%

8 Leisure, Travel and Tourism Exercise and Sport 800 14.6% £80,000 12.0% £106,151 11.8% 1211 11.3%


1800 32.9% £270,755 40.7% £441,357 49.0% 5260 48.9%

10 History GCSE, A Level and local History 250 4.6% £25,000 3.8% £26,147 2.9% 204 1.9%

12 Languages, Literature and Culture Modern Foreign Languages and Cultural Studies 300 5.5% £70,000 10.5% £68,767 7.6% 848 7.9%

13 Education and Training Teacher Training 24 0.4% £3,943 0.6% £5,294 0.6% 60 0.6%


900 16.4% £75,000 11.3% £101,518 11.3% 1210 11.3%

15 Business, Administration and Law Accountancy, Business Skills and Humanities 200 3.7% £27,000 4.1% £35,914 4.0% 431 4.0%

Total

5476 £665,221 100% £900,000 100% 10750 100%

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SSA Fee, Grant and GLH targets for Non funded provision

Non funded provision

SSA Subject Sector Area Title Provision LN LN % Fee Fee % GLH GLH%

1 Health, Public Services and Care Health and Social Care, Child Development and Early Years, Complementary Therapies 85 4.8% £12,398 6.9% 85 3.4%

2 Science and Maths GCSE Maths 0 0.0% 0.0% 0.0%

3 Agriculture, Horticulture Forestry and Flowers 15 0.9% £450 0.2% 20 0.8%

4 Engineering Do it yourself 0 0.0% 0.0% 0.0%

5 Construction Do it yourself 0 0.0% £0 0.0% 0.0%

6 ICT IT and e Learning Cross College Liaison 450 25.7% £45,000 24.9% 660 26.7%


50 2.9% £5,000 2.8% 40 1.6%

8 Leisure, Travel and Tourism Exercise and Sport 200 11.4% £5,000 2.8% 200 8.1%


600 34.2% £38,000 21.0% 873 35.3%

10 History GCSE, A Level and local History 85 4.8% £8,000 4.4% 120 4.9%

12 Languages, Literature and Culture Modern Foreign Languages and Cultural Studies 80 4.6% £13,815 7.6% 103 4.2%

13 Education and Training Teacher Training 35 2.0% £30,000 16.6% 242 9.8%


118 6.7% £20,955 11.6% 80 3.2%

15 Business, Administration and Law Accountancy, Business Skills and Humanities 35 2.0% £2,000 1.1% 50 2.0%

Total

1753 £180,618 100.% 2473 100.%

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College SSA, Feein income, Grant and GLH, breakdown:

All funded and non funded provision

SSA Provision LN LN % Fee Fee %

Grant Grant %

GLH GLH%

1 Health and Social Care, Child Development and Early Years, Complementary Therapies

615 6% £ 80,398 6% £ 136,275 6% 1,822 5%

2 GCSE Maths 130 1% £ 10,800 1% £ 60,000 2% 600 2%

3 Forestry and Flowers 115 1% £ 14,064 1% £ 26,400 1% 392 1%

4 Do it yourself 18 0% £ 3,715 0% £ 5,933 0% 64 0%

5 Do it yourself 51 1% £ 3,894 0% £ 6,381 0% 84 0%

6 IT and e Learning Cross College Liaison 953 9% £ 101,000 8% £ 114,999 5% 2,146 6%

7 Beauty, Apprenticeships Hairdressing (subcontracted), Apprenticeships in Customer Services (subcontracted),Catering & Hospitality

540 5% £ 68,000 5% £ 218,948 9% 2,806 8%

8 Exercise and Sport 1,015 10% £ 86,600 7% £ 113,651 5% 1,511 4%

9 Art and Creative Studies including Art 2D and 3D,Digital Media and Photography , Music Dance and Drama

2,470 24% £ 323,755 25% £ 481,357 20% 6,933 20%

10 GCSE, A Level and local History 355 3% £ 35,989 3% £ 36,147 2% 574 2%

12 Modern Foreign Languages and Cultural Studies 671 7% £ 158,815 12% £ 188,767 8% 2,951 9%

13 Teacher Training 263 3% £ 83,943 7% £ 105,294 4% 1,532 4%

14 Skills for life English and Maths and Functional Skills, LLDD and Independent Living, English Language (ESOL),Employability and Skills, Preparation for Work-Employability Services(Cross college Liaison )

2,438 24% £ 225,955 18% £ 801,518 33% 10,834 32%

15 Accountancy, Business Skills and Humanities 535

5% £ 79,000 6% £ 111,914 5% 2,081 6%

Total 10,169 100% 1,275,928 100% 2,407,583 100% 34,329 100%

Total income: £3,683,511

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Quality Improvement Plan 2012-13 Cross College

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Key Objectives of 2012-13 Quality Improvement Plan

1. To build the college’s capability in relation to people, quality standards, performance management systems, team working and workforce development to enhance business performance

2. To improve and enhance the quality of teaching, learning and assessment

3. To provide flexible and blended modes of high quality curriculum delivery, reflecting learner and employer needs

4. To improve recruitment and raise our profile in new markets

5. To embed strong systems for health and safety and security throughout the college’s operations

6. To engage productively with our communities and fulfil our corporate responsibility though charitable activities

7. To create a diverse learning community that has no barriers to entry and that supports learners to progress to employment, active citizenship and greater independence and self-fulfilment by continuing to be a leading proponent of equal opportunities and diversity

8. To contribute to a sustainable green economy within our locality, actively promoting sustainability and eco-friendly practices

Key

KO= Key Outcome KO1: Outcome for learners KO2: Quality of Teaching, Learning and Assessment, KO3: Effectiveness of Leadership & Management,

SO= Strategic Objectives SO1- Providing Quality learning SO2- Enhancing Enterprise & Employer Engagement SO3- Extending our reach SO4- Achieving Sustainability

P= Priority P1 Recruitment P2- Retention, P3-Achievement, P4-Efficiency

PRIDE Putting students first Rewarding Relationships Inspiring People Delivering Excellent Service Exceeding Expectations

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Key Performance indicators 2012-13

1. Regular reports indicates OTL grades of are improving in line and above national bench mark 2. 100% of CPD targets identified and budgeted for in appraisals achieved 3. Staff satisfaction survey show 80% and above satisfied or better on management support including CPD 4. 100% Good or Outstanding reports from external moderators/verifiers 5. Student Success rates defined as 85% or above for 19+ FE , 80% 16-18 FE, 90% on other programmes with reported

progression rates to higher level courses 6. Students satisfaction maintained at 98% or improved 7. Achieve and exceed recruitment targets 8. Achieving the funding allocation and realising the planned income growth and efficiency savings through diversification

of income; recruitment of priority learners contributing to the financial strategy 9. 80% of vacancies filled by internal applicants and through succession planning 10. Reduce high level risks to 5% of total risk and reduction of Reportable Incidents to less than 5% 11. Engagement with partners resulting in increase of the business and enterprise provision by 20% 12. Attendance at events and increase in collaborative ventures resulting in an increase number of strategic partnerships by

10% 13. 100% of E&D action plan achieved 14. Student communication and engagement strategy increase the volume and input of feedback from learners

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Activities and measures identified contribute to the Vision 2015 in the following way: KO1, KO2, KO3, SO1, SO2, SO4, P4, P, R, I, D, E

To build the college’s capability in relation to people, quality standards, performance management systems, team working and workforce development to enhance business performance Owner By KPI: 1,2,3,4,5,7,8,9,10

Ref Key Tasks to achieve outcome Who When

1. To create and deliver SCOLA’s 2012-13 CPD calendar and update this termly to address development needs

and to produce timely reports to inform decisions and budget planning including refining the appraisal system

to support performance management for tutors

HoHR Jan 2013 then termly

2. To create and deliver and monitor SCOLA’s Quality Assurance annual processes including a QA calendar and

produce timely reports to enable decision makers in proactive planning. Including amendments and renewing

processes to reflect external and internal QA measures. (Punctuality, Documentation, Internal moderation ,

Student feedback)

DP October 2012 then adhering to the schedule of

reports

3. To plan, adjust and deliver SCOLA’s curriculum offer to realise SCOLA’s recruitment ambitions encompassing

stakeholder feedback

DP Termly

4. To plan, monitor and take corrective actions to ensure students achievement and success rates are improved DP Regular

5. To manage resources effectively and achieve greater operational efficiency and effectiveness and improved

corporate management to ensure best value for money by creating a robust system of financial reporting and

monitoring that cyclically support SCOLA management team’s decision making processes including

departmental scenario planning and forecasting

Ho F October 2012 then adhering to schedule of reports

6. To create a robust system of HR reporting and monitoring that cyclically highlights HR related matters and

supports managers in their decision making processes including a programme of talent management and

succession planning

Ho HR October 2012 then adhering to schedule of reports

7. To create a Management Data Dashboard that assist Curriculum decision makers in analysis of the data and

facilitates access to timely and accurate report

DP October 2012

The adhering to schedule of reports

8. To create and monitor SCOLA’s risk register and act proactively to mitigate them, including a cyclical reporting

process informing all relevant stakeholders.

P Nov 2012

Then adhering to schedule of reports

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Activities and measures identified contribute to the Vision 2015 in the following way: KO 2, P2, 3

To improve and enhance the quality of teaching, learning and assessment Owner By KPI: 1,2,4,5,7,11


1. To schedule, plan and conduct 100% observation of teaching and learning and improve our grade

profile of 1 and 2 to remain above national profile

DP Nov 2012

2. To moderate both internally and externally the OTL grades and produce appropriate CPD and

special measures to eradicate any grade 4s or persistent grade 3 deliveries.

DP Termly

3. To produce termly reports on OTL across the board DP Regular termly reports

4. To plan and host a regional Teaching and learning Conference to provide opportunity for

showcasing outstanding practice as well as providing learning opportunities for SCOLA staff

DP/M M July 2013

5. To raise success rates by the use of technologically enabled curriculum including enhanced use of

Moodle and online resources

DP Mar 2013

6. To review and refine the screening and initial assessment of students to ensure appropriate

placement and support provided to maximise the chance of success

DP Jan 13

7. To refine and review the performance management processes for tutors and managers and address

concerns in a timely manner

DP, Ho

HR

Jan 13

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Activities and measures identified contribute to the Vision 2015 in the following way: KO 1 , KO2, KO3, P1, P4,

To provide flexible and blended modes of high quality curriculum delivery, reflecting learner and employer needs Owner By KPI: 7, 8, 11


1. Introducing and delivering a series of CPD sessions with a view to create and share high quality

resources

DP, Ho

HR

Jan 13 and regular calendar of CPD

2. Creation of a business and enterprise portfolio of flexible programmes including SHINE - a min of 30

courses across all funding streams

DP Nov 2012

3. Promotion and recruitment to the SHINE programme (15 businesses ) DP, MM March 2013

4. A min of 5% new provision introduced in 2013-14 programme DP July 2013

5. Strengthen links with employers (engage 300% more employers) and with delivery partners

(increase to 5 partners) to anticipate and respond to skills shortages and provide training

DP July 2013

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Activities and measures identified contribute to the Vision 2015 in the following way: KO1, KO3, P1, P4

To improve recruitment and raise our profile in new markets Owner By KPI:7,8, 11


1. Marketing and communication plan to reflect the analysis of new markets DP, MM Dec 2012 and termly

2. Investing time and resource by introducing regular market research and analysis of potential

demands to inform planning of new provision

MM,

HoLA,

DHoLA

BDU

Jan 2013 and termly

3. Demand led provision encouraged and expected through effective liaison between marketing,

curriculum and JCP

DP, MM Dec 2012 and termly

4. Reporting on recruitment to be enhanced (weekly reporting) DP, MIS

M

Regular

5. Regular performance monitoring meeting is held between curriculum managers, head of finance

and Deputy Principal to ensure viability and financial sustainability of individual programmes and

the college provision as a whole

DP HoF

CMs

HoLA +

DHoLA

Jan 2013 and monthly thereafter

6. Production of management data pack to inform decision making at course and division level to

ensure viability of provision

MIS, HoF Nov 2012 and monthly thereafter

7. Enhance the provision for public and private sector offers on Business Development and

partnership

DHOLA +

BDU

Jan 2013 and termly

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KO 2, KO3, P4

To embed strong systems for health and safety and security throughout the college’s operations Owner By KPI:12,13


1. Health and Safety audits through Learning walks H&S O Termly

2. Health and safety reports H&S O Regular

3. Training of all managers on relevant H&S measures Ho HR Regular

Activities and measures identified contribute to the Vision 2015 in the following way: KO1, KO3, P1, P4

To engage productively with our communities and fulfill our corporate responsibility though charitable activities Owner By KPI:,3,6,11, 12


1. Challenge calendar produced and activities conducted MM Jan 2013

2. End of year celebration event included in teaching and Learning conference DP, MM July 2013

3. PRIDE team events promoted and organised Ho HR,

MM

Termly

4. Student communication calendar with activities planned and executed MM Termly and as appropriate

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Activities and measures identified contribute to the Vision 2015 in the following way: KO1, KO2, KO 3 P1,P4

To create a diverse learning community that has no barriers to entry and that supports learners to progress to employment, active citizenship and greater independence and self-fulfillment by continuing to be a leading proponent of equal opportunities and diversity

Owner By KPI:14


1. Equality and diversity action plan produced and forms a golden thread across all college activities DP, Ho

HR

Dec 2012 then termly

Activities and measures identified contribute to the Vision 2015 in the following way: KO 3, P4

To contribute to a sustainable green economy within our locality, actively promoting sustainability and eco-friendly practices Owner By KPI:13


1. To create a termly green and eco-friendly theme for the college and promote and raise awareness Ho HR,

MM

Jan 13 and termly

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erformance indicator I Status: On track ! Warning Action Needed

Short Term Trends: Improving No Change Getting Worse

QIP Performance monitoring form

Performance Measures (KPIs)

Last year Actual

Target Status Short trend

Performance measure Nov Jan Mar Apr May Jun Final Nov Jan Mar Apr May Jun Final

Comments

Nov 2012

January 2013

February 2013

March 2013

April 2013

May 2013

June 2013

Final 2013

A1: Strategic Plan VISION 2015

Appendices

A1- Vision 2015

“To inspire people and transform lives by offering first class learning opportunities for all.”

A prestigious College of Choice and Opportunity for all

A business and community facing College

The leading provider of education in South London

A financially stable college

An innovative, flexible and demand-led curriculum

A promoter of life-changing opportunities

We will be:

The ‘College of choice and opportunity’ reaching out to students of all ages, abilities and backgrounds through the provision of a flexible, personalised and high quality education.

A leading education provider in South London specialising in up-skilling and supporting individuals in their quest to improve and better their lives and job prospect.

To be a business and community facing college with a demand-led portfolio, delivered in a flexible learning environment not limited by time, place or mode of study.


1. Providing a quality learning experience

2. Enhancing enterprise and employer engagement

3. Extending our reach

4. Achieving sustainability

Creativity: Facilitated by imagination, innovation and

challenge.

Quality: Derived from excellent practical, professional and

academic learning opportunities and superb facilities.

Inclusiveness: Enabling and empowering all to access

education that meets their needs.

Diversity: Celebrated through a rich social and ethnic mix.

Integrity: Fulfilled by honesty and openness, working for

the public good.


“Stimulating, challenging and satisfying.”

“Stimulating, challenging

and satisfying.”

A2- Regional Benchmarking Data

Observation profile

No. of Observations

% Total Tutors

Grade 1 Grade 2 Grade 3 Grade 4

Nos % Nos % Nos % Nos %

AEBC

BAEC 169 82.8% 50 29.5% 105 60.4% 15 8.9% 2 1.2%

CALAT 177 99.7% 76 42,8% 87 55.0% 5 1.5% 1 0.5%

SCOLA 263 97.8% 79 30.0% 126 55% 33 12.0% 4 3%

National Profile 24.0% 58.0% 16.0% 2.0%

Non-funded earners Retention

Subject Sector Enrolments BAEC Enrolments CALAT SCOLA Enrolments AEBC

1 152 93.3% Not provided

Not provided 90.0% 148 95.3%

2 7 100.0% Not provided Not provided

- 15 60.0%


100.0% 130 93.1%


- 0

5 N/A Not provided Not provided

- 21 61.9%


99.6% 18 83.3%


100.0% 45 97.8%


99.4% 104 87.5%


96.6% 310 93.2%


98.4% 59 84.7%

11 N/A Not provided Not provided

- 0


100.0% 80 73.8%


91.4% 50 86.0%

14.1 ESOL 11 36.7% Not provided Not provided

94.4% 40 100.0%

14.1 Literacy/Numeracy 12 58.3% Not provided Not provided

100.0% 10 50.0%

14.1 LLDD 2 0.0% Not provided Not provided

100.0% 27 100.0%

14 Other Not provided Not provided

96.7%


97.1% 34 97.1%

Cross College 1572 73.8% Not provided Not provided

97.4% 1101 89.9%

LR Retention

Subject Sector ENRL BAEC ENRL CALAT SCOLA ENRL AEBC ENRL

National Benchmarks

Agreed

1 84 78.6% 206 84 193 91.1% 55 89.1% 86

2 16 81.3% 91 76.9% 47 80.9%

3 N/A 24 83% 9 66.7% 19 94.7% 84

4 N/A 46 82% - - 0 83

5 N/A - - 0

6 219 94.5% 248 87% 230 93.9% 98 91.8% 91

7 44 79.6% 169 89% 175 97.1% 42 81.0% 91

8 N/A 59 90 9 100.0% 0 93

9 22 95.5% 110 92% 101 78.2% 21 90.5% 84

10 N/A 17 94.1% 0

11 N/A - - 0

12 430 87.0% 438 89% 277 86.3% 224 82.6% 87

13 49 98.0% 110 94% 204 95.6% 120 95.8% 88

14.1 ESOL 346 89.8% 1702 91% 1929 95.4% 425 93.2% 88

14.1 Literacy/Numeracy 262 83.6% 855 92% 366 86.1% 480 94.2% 89

14.1 LLDD 195 99.0% 608 97% 479 95.8% 25 88.0% 88

14 Other 15 100.0%

15 152 92.8% 190 91% 304 95.4% 113 85.8% 92

Cross College 1892 89.4% 4918 91% 4399 93.1% 1669 90.8% 89

ASL Retention

Subject Sector ENRL BAEC ENRL CALAT SCOLA ENRL AEBC ENRL

National Benchmarks

Agreed

1 1037 95.6% 196 100.0% 385 98.7%

2 151 93.4% - - 160 96.9%

3 93 89.2% 37 95% 99 92.9% 289 94.8% 95

4 93 96.7% 201 93% 41 92.7% 11 100.0% 95

5 39 94.9% 62 100.0% 201 95.5%

6 570 97.2% 26 89% 423 97.2% 449 93.5% 90

7 843 94.1% 96 94% 363 97.8% 399 95.2% 93

8 1725 88.5% 1406 95.2% 747 89.0% 94

9 3310 94.5% 1475 95% 2397 91.5% 1862 94.6%

10 364 90.9% 76 94.7% 184 94.6%

11 N/A - - 0

12 587 90.8% 629 93% 276 86.2% 607 91.3% 90

13 N/A 26 100.0% 0

14.1 ESOL N/A 490 96.5% 85 83.5%

14.1 Literacy/Numeracy N/A 528 99.6% 422 93.6%

14.1 LLDD N/A 109 96.5% 212 95.3%

14 Other 22 100.0%

15 N/A 210 96.7% 53 94.3%

Cross College 9077 93.5% 3696 94% 6724 94.0% 6066 93.7% 94

Success rates - Course Length 6 - 23 weeks

Subject Sector Starts BAEC Starts CALAT starts SCOLA Starts AEBC

National

Benchmarks

Agreed

1 28 67.9% 78 tbc 37 97.3% 125 91.2% 85

2 N/A n/a 1 0.0% 64 51.6%

3 N/A n/a - - 223 87.9%

4 N/A 46 83% - - 0 75

5 N/A - - 62 88.7%

6 142 81.0% 200 82% 84 77.4% 316 76.3% 80

7 27 55.6% 143 70% 35 85.7% 50 72.0% 87

8 N/A 59 75% 8 87.5% 293 75.4% 88

9 N/A n/a 11 100.0% 872 88.2%

10 N/A n/a - - 24 87.5%

11 N/A - - 0

12 45 77.8% 188 90% 7 57.1% 279 82.4% 86

13 49 TBC 28 86% 57 93.0% 68 92.6% 88

14.1 ESOL 119 68.9% 1111 80% 799 75.8% 301 74.8% 84

14.1 Literacy/Numerac

y 21 81.0% 419 85% 112 75.0% 322 74.5% 84

14.1 LLDD 9 77.8% 26 75% 15 66.7% 23 95.7% 84

14 Other 15 66.7% 84

15 125 64.4% 190 77% 267 84.6% 77 76.6% 84

Cross College 553 67.7% 2580 82% 1448 78.9% 3099 81.50% 84

Success Rates - Age 16 - 18

Subject Sector starts BAEC starts CALAT starts SCOLA starts AEBC

National Benchmarks

Agreed

1 N/A 1 100 6 83.3% 6 66.7% 78

2 2 100.0% 15 64.7% 22 77.3%

3 N/A - - 3 66.7%

4 N/A - - 0

5 N/A - - 3 100.0%

6 4 75.0% 1 100% 2 50.0% 6 83.3% 80

7 4 TBC 3 0% 14 71.4% 5 100.0% 83

8 N/A 2 100 1 100.0% 10 100.0% 87

9 1 100.0% 15 87% 28 92.9% 11 90.9% 84

10 N/A 4 100.0% 0

11 N/A - - 0

12 8 75.0% 19 84% 35 77.1% 35 80.0% 85

13 N/A - - 0

14.1 ESOL 2 100.0% 20 90% 6 66.7% 7 85.7% 80

14.1 Literacy/Numeracy 5 80.0% 21 57% 21 71.4% 28 71.4% 78

14.1 LLDD N/A 2 100% 9 100.0% 33 97.0%

14 Other - -

15 2 0.0% 3 67 14 57.1% 5 60.0% 76

Cross College 28 68.0% 86 77 155 77.4% 174 83.3% 78

LR Success rates Subject Sector starts BAEC starts CALAT starts SCOLA starts AEBC National Benchmarks

Agreed 1 84 75.0% 206 TBC 118 84.7% 55 78.2%

2 16 81.2% 77 79.2% 47 78.7%

3 N/A 24 54% 9 55.6% 19 31.6%

4 N/A 46 83% - - 0 75

5 N/A - - 0

6 219 83.1% 248 82% 184 73.9% 98 76.5% 82

7 44 TBC 169 69% 104 89.4% 42 76.2% 86

8 N/A 59 70% 7 85.7% 0 88

9 22 95.5% 110 85% 74 77.0% 21 90.5% 79

10 N/A 13 76.9% 0

11 N/A - - 0

12 43 83.5% 438 82% 245 82.9% 224 72.3% 80

13 49 TBC 109 58% 173 93.6% 120 78.3% 81

14.1 ESOL 346 72.0% 1702 80% 816 76.0% 425 76.2% 80

14.1 Lit/num 262 58.0% 851 81% 318 66.0% 480 63.5% 79

14.1 LLDD 195 88.7% 608 95 317 93.4% 25 64.0% 78

14 Other 15 66.7%

15 152 61.7% 190 78% 290 83.4% 113 68.1% 84

Cross College 1892 73.4% 4908 80% 2760 80.1% 1669 71.3% 80

Courses Cancelled

Success Rates - Course Length 24+ weeks

Subject Sector starts BAEC starts CALAT starts SCOLA starts AEBC

National Benchmarks

Agreed

1 56 78.6% 128 TBC 100 81.0% 88 75.0% 78

2 16 81.2% n/a 91 78.0% 85 41.2%

3 N/A 24 54% 9 55.6% 19 31.6%

4 N/A 46 83% - - 11 100.0%

5 N/A - - 12 0.0%

6 48 89.4% 102 70.6% 82 69.5%

7 13 TBC 18 61% 113 92.0% 101 78.2% 79

8 N/A - - 330 82.4%

9 22 95.5% 110 85% 91 79.1% 611 84.3% 79

10 N/A 17 82.4% 152 94.7%

11 N/A - - 0

12 415 75.7% 239 75% 273 82.8% 603 77.8% 75

13 N/A 82 TBC 116 94.0% 103 68.9% 78

14.1 ESOL 226 73.1% 556 73% 32 75.0% 234 72.2% 73

14.2 lit & Num 236 56.0% 395 78% 231 62.8% 378 60.3% 73

14.1 LLDD 186 89.2% 455 95% 313 94.9% 168 83.9% 73

14 Other n/a - -

15 26 27.0% TBC 37 64.9% 97 68.0%

Cross College 1246 76.8% 2007 78% 1525 81.6% 3084 75.80% 73

ACL % Cancelled FE % Cancelled Non-funded

% Cancelled

AEBC 821 27.5% 338 28.4% 179 35.2%

BAEC 1053 30.4% 246 17.0% 126 21%

CALAT 82/393 20.0% 99/525 18.0%

SCOLA 191/730 26.2% 61/468 13.0% 107/298 35.9%

Benchmark

Concessions

%

Difficulty LR ASL ASL Difficulty FE Difficulty

AEBC 18.04% 3.91% AEBC 451 183

BAEC 47.5% 19.6% BAEC

CALAT CALAT 5.0% 13.0%

SCOLA 53.1% 11.3% SCOLA 8.4% 18.6%

Bromley ASL FE

LR all concessions on income based benefits , ASL concessions on income based benefits

physical 10% 14%

learning diff 5% 14%

New Learners % ASL FE Total (all funding streams) Total

Under 16

16-18 19-59 60+ 16-18 19-59 60+ Under 16

16-18 19-59 60+

AEBC

BAEC 45%

CALAT

SCOLA 74.0% - 44.5% 19.8% 68.6% 48.5% 30.3% 74.1% 70.4% 50.8% 23.6%

Teacher Qualifications

No. of Tutors % unqualified % part qualified % fully Qualified

AEBC

BAEC 224 28.6% 29.9% 41.3%

CALAT 268 12.0% 88.0% 49.0%

SCOLA 270

A3- Cross College Achievement

Achievement Data

Learner

No.s Learner No.s

Achieved %

achievement

Gender Female 6,444 6,157 95.5%

Male 2,162 2,044 94.5%

Difficulty Difficulty / Disability

1,041 993 95.4%

No difficulty / disability

7,200 6,877 95.5%

Not Declared 365 331 90.7%

Ethnicity Asian/Asian British 897 818 91.2%

Black or Black British

539 484 89.8%

Chinese 127 122 96.1%

Mixed Ethnic Group

270 259 95.9%

Not declared 167 165 98.8%

Other 279 254 91.0%

White Ethnic Group

6,327 6,099 96.4%

Trend Charts for Areas of Learning

Recruitment 2011/2012 2010/2011 2009/2010

Area of Learning ASL NF ASB YLR ASL NF ASB YLR ASL NF ASB YLR

1 198 86 145 5 229 184 111 1 193 29 128 2

2 0 0 76 15 0 1 60 13 0 0 78 16

3 78 7 9 0 115 22 19 0 137 9 52 1

4 19 0 0 0 18 0 0 0 34 0 0 0

5 50 0 0 0 103 1 0 0 142 0 0 0

6 336 399 172 2 404 305 157 5 537 253 193 2

7 289 42 87 12 352 11 35 4 257 25 45 4

8 761 155 8 1 843 76 0 0 858 82 20 0

9 1714 594 74 25 2077 556 79 32 1774 306 322 40

10 75 72 13 4 81 113 25 8 90 60 16 5

11 0 0 0 0 0 0 0 0 0 0 6 7

12 251 66 243 34 333 49 281 47 265 57 415 63

13 24 35 204 0 9 125 166 2 24 106 194 1

14 813 118 1102 28 868 127 1253 26 544 133 1242 39

15 174 35 249 13 85 53 238 7 100 41 208 6

Retention 2011/2012 2010/2011 2009/2010

Area of Learning ASL NF ASB YLR ASL NF ASB YLR ASL NF ASB YLR

1 98.5% 90.0% 92.0% 83.3% 99.6% 100.0% 91.4% 0.0% 98.7% 100.0% 81.4% 100.0%

2 - - 83.1% 73.3% - 100.0% 83.6% 69.2% - - 86.1% 81.3%

3 90.2% 100.0% 66.7% - 92.9% 100.0% 84.2% - 94.3% 100.0% 84.6% 100.0%

4 92.7% - - - 95.1% - - - 90.9% - - -

5 98.4% - - - 98.4% 100.0% - - 97.9% - - -

6 96.3% 99.6% 93.5% 50.0% 94.4% 99.7% 82.4% 100.0% 98.0% 100.0% 88.6% 50.0%

7 96.2% 98.1% 97.4% 95.5% 96.7% 100.0% 87.8% 75.0% 93.9% 100.0% 87.9% 80.0%

8 94.3% 98.9% 100.0% 100.0% 93.8% 90.9% - - 95.1% 95.2% 85.0% -

9 90.8% 96.3% 79.7% 92.6% 90.9% 95.7% 75.0% 63.6% 89.4% 96.7% 86.2% 71.4%

10 94.7% 98.4% 92.3% 100.0% 92.7% 99.4% 76.0% 62.5% 93.4% 100.0% 93.8% 60.0%

11 - - - - - - - - - - 83.3% -

12 86.2% 100.0% 86.5% 80.0% 79.8% 81.6% 83.9% 90.0% 71.0% 95.8% 73.6% 68.3%

13 100.0% 91.4% 95.6% - 100.0% 98.5% 89.8% 50.0% 95.8% 93.5% 95.4% 100.0%

14 94.4% 97.1% 94.1% 88.4% 97.1% 91.4% 80.2% 76.9% 93.7% 94.3% 88.6% 86.4%

15 95.8% 97.1% 96.2% 78.6% 98.8% 98.1% 93.4% 87.5% 94.0% 100.0% 87.3% 50.0%

Success 2011/2012 2010/2011 2009/2010

Area of Learning ASL

Non Funded ASB YLR ASL

Non Funded ASB YLR ASL

Non Funded ASB YLR

1 96.0% 89.5% 82.6% 83.3% 96.6% 100.0% 83.6% 0.0% 91.0% 100.0% 86.9% 100.0%

2 - - 79.2% 66.7% - - 75.4% 76.9% - - 80.8% 68.8%

3 83.3% 100.0% 55.6% - 95.2% - 84.2% - 88.1% - 57.8% 100.0%

4 84.2% - - - 88.9% - - - 81.8% - - -

5 96.0% - - - 90.4% 100.0% - - 93.4% - - -

6 93.2% 99.5% 65.4% 50.0% 92.2% - 77.8% 80.0% 91.0% 100.0% 68.3% 50.0%

7 95.8% 97.9% 85.3% 78.6% 91.3% 100.0% 78.0% 75.0% 89.0% 100.0% 73.1% 60.0%

8 91.6% 98.7% 85.7% 100.0% 90.6% 100.0% - - 87.7% 40.0% 65.0% -

9 89.4% 96.2% 77.0% 92.9% 89.2% 64.3% 72.5% 69.7% 83.8% 84.5% 82.9% 69.0%

10 94.7% 97.3% 76.9% 100.0% 90.6% - 60.0% 37.5% 85.1% - 87.5% 60.0%

11 - - - - - - - - - - 66.7% 28.6%

12 82.9% 100.0% 82.9% 77.1% 73.3% 42.9% 74.7% 74.0% 59.4% 0.0% 64.7% 63.5%

13 100.0% 91.4% 82.7% - 100.0% - 87.3% 50.0% 92.9% 84.6% 95.4% 100.0%

14 93.3% 97.6% 84.9% 89.5% 90.7% 94.7% 72.9% 65.6% 91.9% 73.0% 67.5% 67.8%

15 91.8% 94.3% 85.9% 57.1% 96.0% - 86.1% 50.0% 91.2% - 82.3% 50.0%

A4- Glossary

2D 2 Dimensions

3d 3 Dimensions

ACL Adult & Community Learning

AFI Area for Improvement

AEBC Adult Education Bexley Council

ALR Adult Learner Responsive

ALS Additional Learning Support

AoC Association of Colleges

ASB Adult Skills Budget

ASL Adult Safeguarded Learning

A&G Advice & Guidance

BAEC Bromley Adult Education College

B&A Business and Administration

BME Black and Minority Ethnic

BSL British Sign Language

BTEC Business & Technology Education Council

CAB Citizens’ Advice Bureau

CALAT Croydon Adult Learning and Training

CIF Common Inspection Framework

CIPD Chartered Institute of Personnel & Development

COSLP Committee of South London Principals

CPD Continuing Professional Development

C&G City & Guilds

E1 E2 E3 Entry Level 1, Entry Level 2, Entry Level 3

E/D Equality/Diversity

E&D Equality and Diversity

EFQM European Foundation for Quality Management

ENRL Enrolment

ER Employer Responsive

ESOL English for Speakers of Other Languages

EV External Verifier

FE Further Education

FEML Family English Maths & Language

FLT Family Learning Team

FTE Full-time Equivalent

GCSE General Certificate of Secondary Education

GLH Guided Learning Hour

HE Higher Education

HOLEX Heads of Local and External Institutions

HR Human Resources

H&S Health & Safety

IAG Information Advice & Guidance

ICT Information Communication Technology

IfL Institute for Learning

IiP Investors in People

ILP Individual Learning Plan

ILR Individualised Learner Record

ILT Information and Learning Technology

IT Information Technology

ITEC International Therapy Examination Qualification

ITQ Information Technology Qualification

IV Internal Verifier

JCP Job Centre Plus

KO Key Outcome

L1, L2, L£ Level 1, Level 2, Level 3

LA Local Authority

LEA Local Education Authority

LLDD Learners with Learning Difficulties and/or Disabilities

LMI Learner Management Information

LR Learner Responsive

LSIS Learning Skills Improvement Service

MFL Modern Foreign Languages

MIS Management Information Systems

NIACE National Institution for Adult Community Education

NF Non Funded

NOCN National Open College Network

OFSTED Office of Standards in Education

OLS Observation of Learning Support

OTL Observation of Teaching and Learning

PI Performance Indicator

P 1,2,3,4 Priority 1,2,3,4

PR Public Relations

PRIDE Putting students first, Rewarding relationships, Inspiring people, Delivering excellence and Exceeding expectations

QA Quality Assurance

QIP Quality Improvement plan

RARPA Recognising and Recording Progress and Achievement

S1,2,3 Strength 1,2,3

SAR Self Assessment Review

SCOLA Sutton College of Learning for Adults

SCVS Sutton Council for Voluntary Service

SFA Skills Funding Agency

SfL Skills for Life

SHINE SCOLA Hub for Innovation Networking and Entrepreneurship

SMT Strategic Management Team

SpLD Specific Learning Difficulties

SSA Sector Subject Area

T&L Teaching and Learning

T,L&A Teaching, Learning and Assessment

WBL Work Based Learning

WFL Wider Family Learning

YLR Young Learner Responsive

self assessment report - ikrut · 4. learners progress to courses leading to higher level...

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