English and Maths Strategy

English and Maths Strategy 2013-16

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Foreword

Welcome to the East Kent College English and Maths Strategy for 2013 - 2016. This strategy outlines the whole College approach to promoting and developing English and Maths throughout the students' College life.

The College aims to be outstanding in all it does. This strategy has been developed following extensive consultation with key stakeholders, staff and students. It is designed to maximise our students’ achievements in English and Maths, support their progression through College and increase their life skills and employment potential.

Equally this strategy reflects the College’s ethos and values; it recognises the need to adapt to changing education policy but remain personalised in its approach to engaging students.

Graham Razey Principal

East Kent College English and Maths Strategy 2013-16

4East Kent College English and Maths Strategy 2013-16

Our mission and shared values

z Excellence: professionalism that places the student at the heart

z Respect: a welcoming culture that celebrates diversity

z Creativity: continuous enhancement through innovation and enterprise

z Responsibility: to each other and the communities we serve

z Ambition: inspiring and empowering all to achieve their potential

Mission

Our shared values are:

East Kent College is committed to developing the prosperity and wellbeing of the communities we serve.

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z 360 directly employed staff

z Financial income of £15.135 million in 2012/13

z Pay budget of £9.190 million, 61% of overall budget

z Investors in People Gold recognition for the whole College

z Ofsted validated grade of “good” for overall effectiveness

z Ofsted validated grade of “outstanding” for leadership and management

z Annual Star Awards event to recognise outstanding staff

z Student satisfaction at 98%, with 94% of students recommending the College to family and friends


Where we are

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Following extensive consultation with key stakeholders, including employers, staff and students the English and Maths strategy has been designed to:

In order to deliver the above, two overarching strategic aims have been developed:

z Develop a whole College approach to promoting and developing English and Maths at every opportunity

z Promote the importance of English and Maths in enabling a positive progression for all students

z Improve the employability skills of students

z Embed the development of English and Maths skills in all aspects of College life

z Improve the communication skills of ESOL students so that they are able to participate fully in the economic and social life of Britain

z Be responsive to changes in educational policy

z Provide transparency and focus for the future of English and Maths in the College

z Provide a person-centred and flexible approach to learning

Aim 1

Aim 2

To maximise student achievement of English and Maths

To maximise students' life skills and employment potential


Aims, objectives and outcomes

7Aim 1 To maximise student achievement of English and Maths

Our objectives Outcomes Reference to Strategic Plan

1. All students without a GCSE in English and Maths at grade C to follow a robust Study Programme which will lead them towards achieving grade C at GCSE. The Study Programme should be flexible enough to allow students to progress at a speed which will take into account:

z The English and Maths skills required for the student to progress in their vocational programme

z The student’s ability to learn and the speed of their learning

z The student’s motivation and desire to improve their English and Maths

z All students without a GCSE grade C in English and Maths are assessed on entry and enrolled onto an appropriate programme

z The College provides a range of delivery models to meet student needs either a GCSE programme or a stepping stone to GCSE through Functional Skills from Entry 1 upwards

1 & 2

2. To provide a holistic approach to designing a students’ programme to include a core vocational programme and/or English and Maths

z A core College timetable for English and Maths is formalised and used by all staff

z All teachers plan vocational courses on the core College timetable to meet student need, timetabling English and Maths first

z All students are able to access an English and Maths programme without disruption to their main area of study

z Functional Skills will be embedded as part of a holistic approach for those learners studying Supported Learning courses

1 & 2

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3. To review the delivery and design of GCSE English and Maths to better meet the needs of students

z There is a differentiated and targeted approach to English and Maths delivery focussing on the skills and knowledge that students find challenging

z Arrangements for GCSE re-sits are clarified to ensure that students and staff are clear about expectations

z The number of students achieving grade C in English and Maths improves by 5% to exceed national averages

1 & 2

4. To raise awareness of the centrality of English and Maths within the Study Programme with the key benefits to students and the College identified and communicated

z Staff training is delivered to promote the importance of supporting students to achieve their goal of a GCSE in English and/or Maths at grade C

z All students can see the relevance of English and Maths in their chosen career

z All lecturers are committed to embedding English and Maths, with schemes of work identifying opportunities for English and Maths skills development

z CPD sessions on successful embedding are delivered by the Teaching and Learning Facilitators

z Teaching and Learning Facilitators support teachers in developing contextualised resources

z Vocational optional units are reviewed to promote practical, experiential activity to develop English and Maths skills e.g. Hair & Beauty students following a financially related unit, Catering students studying a business unit and students providing their own monthly blog to embed English skills

z A common marking policy is introduced for literacy across the vocational curriculum

1, 2 & 3

Aim 1 To maximise student achievement of English and Maths

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4. cont. z Students acquire sound financial, literacy and enterprise skills through their everyday studies

z Life skills are embedded in the vocational curriculum to enhance employability skills and evidenced in the Employability Passport

z Marketing material is produced relevant to each vocational area promoting the benefits of English and Maths in their chosen career

z Attendance levels to English and Maths programmes are on a par with the main vocational programme

z Maths and English is embedded and tracked whilst a student is undertaking work related experiences

1 , 2 & 3

5. To improve success rates on Functional Skills and GCSE programmes

z Success rate targets for English and Maths are formalised and reviewed in year against retention data and student progress

z Early intervention and support is provided for ‘at risk’ students through mentoring and workshop support

z The number of students achieving grade C in English and Maths improves by 5% to exceed national averages

z Success rates of Functional Skills will improve

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6. To embed English and Maths within the observation process

z Observers give feedback to teachers on the extent to which English and Maths has been embedded effectively within the session

z Vocational lecturers are observed teaching English and/or Maths as part of the developmental observation process

z 85% of lesson observations identify good practice in embedding English and Maths in the core programme

1, 2 & 3


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7. To improve communication channels and relationships between vocational and English and Maths teaching staff

z There is a holistic and student-centred approach to the promotion, planning and embedding of English and Maths in the curriculum

z There is a holistic approach to curriculum design for the promotion, development and achievement of English and Maths

z There is a lead for English and Maths in each curriculum area

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8. To have outstanding teaching of English and Maths

z Staff training is delivered to support lecturers in the teaching of English and Maths

z Lecturers undertake Functional Skills qualifications as appropriate to up-skill and become familiar with the specifications and on–line teaching resources

z The number of students achieving Functional Skills qualifications improves

z The number of students achieving GCSE English and Maths at Grade C or above improves by 5% to exceed national averages

z The teaching grade profile for good or better teaching is:

z 89% in 2013/14 z 91% in 2014/15 z 92% in 2015/16

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9. To support all staff who do not have a GCSE qualification in English and Maths (at C or above) to achieve

z All staff will have a GCSE qualification (or equivalent) in English and Maths at grade C or will be working towards one

1 & 2


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1. To develop excellent entrepreneurial and employability skills, such as team–working and communication that improve students’ aspirations and builds their self-confidence

z Student Individual Learning Plans (ILPs) evidence progression planning

z Student feedback notes the improvement of self–confidence as a result of the development of English and Maths skills

z All full time students achieve at least one Enterprise Award

2 & 3

2. To have a student centred, innovative approach to the allocation of support for English and Maths

z Progression Mentors and Achievement Tutors provide additional training and coaching support for the achievement of English and Maths qualifications

z Student Ambassadors provide mentoring support for students on English and Maths programmes

z All students understand the importance of English and Maths for life skills and for a positive progression

z The number of students achieving Functional Skills qualifications improves

z The number of students achieving GCSE English and Maths at Grade C improves by 5% to exceed national averages

z Alternative qualifications for those students unable to achieve a GSCE will be designed to support the transfer of Functional Skills into daily living skills

2 & 3

3. To improve attendance to English and Maths classes

z Attendance levels to English and Maths programmes are on a par with the main vocational programme

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Aim 2 To maximise students' life skills and employment potential

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4. To recognise where English and Maths skills have been achieved in work experience

z Activity to promote employability is captured on the ILP

z Achievement of employability and entrepreneurial skills are captured on the Employability Passport and used to support student progression

3 & 4

5. To offer English and Maths qualifications that lead to employment or Higher Education

z Enrolment and Induction procedures are effective in enrolling students onto appropriate English and Maths programmes

z Information, Advice and Guidance is robust in supporting students with a positive progression into Higher Education or Employment

3 & 4

6. To engage employers with curriculum design

z Employers are engaged in curriculum design to ensure that students leave the College with ‘work–ready’ employability skills

2 & 4

Aim 2 To maximise students' life skills and employment potential

Ramsgate RoadBroadstairsKentCT10 1PN

www.eastkent.ac.uk

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English and Maths Strategy