Highbury CollegeA Whole College Approach to SuccessA Whole College Approach to Success

Deborah See, Executive Director Collegiate College (Curriculum, Quality & Students)

Outstanding Showcase

4 November 2011

Our Journey

• 2003: Satisfactory• 2007: Good • 2011: Outstanding

At each inspection, inspectors’ grades matched our SAR grades

The Framework for Change

Our 2010 Vision:

‘To create a dynamic, innovative and high performing College which delivers world class education and training to meet the emerging needs of individuals, organisations and the local communities of Portsmouth and beyond.’

Our Mission:

‘To enable all our students to succeed’

2010 Vision and Mission in Practice

• Governors, staff, students and external partners involved in determining what world class looked like

• Student Success our overriding priority• Beacon indicators in Strategic Plan• Measurable targets

Examples of Beacon Indicators

• Student success rates – top 10% of GFE colleges nationwide by 2010

• No gaps in performance between equalities groups• Adding value to employers, community, industry

and staff- impact on students and employers- productivity in the workplace- quality of the Highbury Student/distance travelled

• High progression rates internally and externally

Examples of Beacon Indicators

• Outstanding provision, support and services across the College and in all curriculum areas

• Consistently positive student, parent and employer feedback

• Outstanding reputation • Shared sense of pride by staff and students• Financial Health Category A• Sustainability

Focus on Learning and Success

• Staff at all levels accountable and responsible for leadership of learning and success

• Shared values and a common purpose – the Highbury Way, the Highbury Leader and the Highbury Student

• Ambition for and high expectations of staff and students

• Celebration and reward of success

A Framework for Success

Student Success

All Departments and Business Support Groups are responsible for and make a contribution to student success:•Success meetings•Monthly monitoring (where under performing)•Success projects•Self assess and plan for improvement against Key Aspect 1 of the CIF •Measure the impact and outcomes of their work based firmly on data•Benchmark outcomes (internal and/or external)•Annual success targets (performance related)

Impact and Outcomes

Year Success Rate

League Table

2007 83% Top 10% of GFE colleges in England

2008 85% Top 7% of GFE colleges in England

2009 87% Top 3% of GFE colleges in England

2010 92.2% Top GFE college in England

Teaching & Learning

Moving from satisfactory to good with much that is outstanding:• Lesson planning and delivery

-Assessment for learning

-Active learning strategies and pedagogy

-Challenge

-Strategies for checking learning

-Embedding cross curricular themes, including equality & diversity

•Use of eLT – strategy and practice

•Advanced Practitioners

•Structured good practice opportunities

-Annual Teachers’ Conference

-Tips for Teachers

-Communities of Practice

•Performance targets

•Performance management

Teaching & Learning• Improved rigour in and accuracy of internal lesson

observations:- Building the capacity of the observation team- Limited use of consultants; where used, work with and as

part of the observation team- Moderation of reports and observations- More detailed observation reports, including increased focus

on subject pedagogy- Internal and external peer review- Themed sweeps• Student observers• Close monitoring of action plans arising from

observations• Re-observation within a fixed timescale• Observations of all applicants for teaching posts

Quality Assurance Processes

Importance of Quality Assurance • Departments and Business Support Groups follow

the same cycle• Programme and Service Quality Reviews follow all

the CIF headings and require teams to make judgments firmly based on a wide range of data

• Focus of Service Quality Reviews is less on service standards and more about addressing their contribution to learning and success

• SARs are done at Departmental and Support Group level drawing on Programme and Service Quality Reviews

• SARs cover all aspects of the CIF, including capacity to improve

Importance of Quality Assurance

• Risk and impact assessments are incorporated within the SAR process

• As well as validating the SARs, the Validation Panel scrutinises QIPs in light of the impact and effectiveness of the previous year’s QIPs

• At the end of the SAR (and Success) meetings, actions identified are incorporated into Departmental and Business Support QIPs; whole College actions for improvement are incorporated in the Operational Plan and Risk Management Plan

• Success and efficiency data are reviewed monthly at Departmental level by CLT

Impact and Outcomes– 2011 Inspection

Overall Effectiveness Grade 1: Outstanding

Capacity to Improve Grade 1: OutstandingOutcomes for Learners Grade 1: OutstandingQuality of Provision Grade 1: OutstandingLeadership & Management Grade 1: OutstandingSafeguarding Grade 2: GoodEquality & Diversity Grade 1: OutstandingHealth & Care Grade 1: OutstandingConstruction Grade 2: GoodHairdressing & Beauty Therapy Grade 1: OutstandingLiteracy, Numeracy & ESOL Grade 1: Outstanding