Self Assessment 2012-13 Foreword

Preston’s College is a good College, which is enterprising and has the capacity and ambition to become outstanding. Our vision is to “Raise Ambition and Achieve Excellence”. That ambition is felt by our learners, our staff, our local community and the economy.

The College has fully embedded its Strategic Plan and underpinning strategies, which are both realistic and ambitious in recognising the journey the College must make and in continuously striving to achieve excellence in all we do. Through not accepting the status quo, and continuously challenging performance and activity to achieve, we have seen quality improvements within our curriculum provision, our learner support, our recruitment and engagement activities, in our campus and estate and in our position and reputation within the community. External benchmarking and recognition through groups such as the Gazelle Colleges provide external stimulus to develop and achieve. All of this is done to maximise the benefits and achievements for our learners and is exemplified by the College’s learners, consistently across delivery areas, achieving the best ever results that College has seen. There has been specific focus on what we are as a College, what we can deliver and achieve and how this is communicated.

Having an agreed set of KPIs, agreed at Board, has significantly driven behaviours and helped to contribute to a much wider understanding of the multi-faceted approach required for improvement and achievement. Structural change and matrix management, although like any change creating tensions, has very much helped to provide a “One College” approach, and a recognition that everyone is here to support the learner. Evaluation of the structure and roles is continuous with action taken where necessary to ensure quality developments and delivery. Greater use of data and information by all Managers, participation in learning walkthroughs from all Managers, all management participating in 16-18 Open Evenings and far greater participation in inset days and Enterprise Day/Weeks is testament to the developing “One College” Approach.

The increasingly effective management of data and systems has had a major impact on decision making within the College, self assessment and performance management, as well as development and delivery of the curriculum for individual learners. Without this fundamental change in approach, quality and timeliness, we would not have seen the significant improvements made, nor the consistency and impact.

The way in which the College has delivered and developed activity with a continued focus on improving the impact we can have on learner outcomes includes:

1. New methodologies in Learning Observations and a robust ‘Back to Basics’ strategy have realigned high expectations with high aspirations for learners, including learning progression, and set benchmarks against which staff can be measured. New Teaching and Learning strategies by area have been introduced to increase staff investment in the quality of their provision for their learners and marked improvements in overall effectiveness and in consistency can be clearly measured. This includes Cross-college Learning Observations with CPD follow-up and a developing performance management process, which have increased awareness and accountability for the quality of teaching, learning and assessment at a whole college level.

2. A full and extremely thorough curriculum review identifying staff utilisation, the effectiveness of provision, the value of our curriculum offer in relation to LMI and performance against financial constraints which has delivered:

Consistent models of curriculum design in place across the whole college. Best practice adopted across all Curriculum portfolios,

Significant improvement in staff utilisation, A refreshed curriculum offer which meets learner and external stakeholder requirements.

3. Being ambitious for all our learners providing the best opportunities for all to succeed and progress, and with it, a focus on Equality and Diversity, the Equality Objectives and embedding these to benefit the learner and staff has seen real improvements in closing achievement gaps for learners.

4. Providing learners with the most appropriate skills to secure good job outcomes, it has been vital to develop more refined and impactful engagement activities, with specific sector areas of focus and expertise. This has included Lancashire LEP, Employers, Strategic Partnerships in particular Job Centre Plus and Schools and follows a clear market sector analysis and outline Engagement Strategy, with sector based development and action plans.

5. The development of the College’s Enterprise Strategy and a Supporting Analysis for Preston’s College to become one of the leading Enterprising Colleges in England and the UK, and for this achievement to be widely recognised – locally, regionally and nationally. With it, an ambition for our learners to be THE most employable. Learners who come to Preston College, because of our enterprising ethos, will get knowledge, understanding and practical experience and therefore have a better chance of securing positive job outcomes and career progression. Delivery through a range of new activities including an Enterprise Day, Enterprise Week and a business concept competition called CoffeeMat Challenge, which collectively involved over 2,000 learners and has resulted in both learners benefiting from a range of projects, business coaching sessions, employer work related experiences and learners setting up businesses, better positioning learners to secure positive job outcomes.

6. Enhancing the campus by successfully bidding for SFA funding to:

Deliver the £3M ‘IN-ZONE’ refurbishing the heart of the Campus creating an Enterprise Zone, Learning Zone and Careers Information Advice and Guidance (CIAG) Hub. The focus will be on enterprise and jobs, enhanced by high quality learning space and CIAG to support the learner journey.

Development of a £13M high specification building generating innovative multi-disciplinary learning through Science, Technology, Engineering and Mathematics, and supporting key sector development, responsive to socio-economic and learner need and fully endorsed by the LEP.

Dr Lis SmithDr Lis SmithPrincipal & Chief ExecutivePrincipal & Chief Executive

Preston’s CollegePreston’s College

Table of contents

CONTENT PAGESummary of grades awarded

Overall College By SSA

34

Preston’s College overview Its place in the community The College’s Learning Community The Curriculum Offer The Market Place

5577

Ambition and the capacity to be outstanding 9Celebrating Diversity 11Self-assessment and Learner Voice Processes 14Monitoring the College Quality Improvement Plan 2011-12 15Evidence of progress from Ofsted 21Overall Effectiveness 22Outcomes for Learners 23Higher Education 29Quality of teaching, learning and assessment 31Leadership and Management 34College Quality Improvement Plan 2013-14 37Appendices

Strategic PlanSSA ClassificationLearner Responsive and Employer Responsive Success ratesDestinations of Learners 2012-13Level 3 Value Added by Qualification TypeLevel 3 Value Added by SSALevel 3 VA by SubjectLearner Voice ‘You said….we did.’2013 Ofsted Report

42

63

Summary of grades awarded

Overall judgements

Ofsted 2011

Self-assessed2010-11

Self-assessed 2011-12

Self-assessed 2012-13

Ofsted 2013

Overall effectiveness

3 3 3 2 2*

Outcomes for learners

3 3 3 2 2*

Quality of teaching, learning & assessment

2 2 3 2 2*

Effectiveness of leadership & management

3 3 2 2 2*

Capacity to improve (internal 2011-12)

3 N/A 2 1 N/A

Equality and Diversity (internal 2011-12)

2 2 2 2 ‘Good’

Safeguarding (internal 2011-12)

2 2 2 2 ‘Good’

*Outstanding (grade 1) for 14-16 part-time provision and employability

Sector Subject Area

Ofsted 2011

Self-assessed2010-11

Self-assessed 2011-12

Self-assessed 2012-13

Ofsted 2013

SSA1 Health Public Services and Care

2 2 3 2 2*

SSA2 Science & Maths

3 3 3 2 2*

SSA4 Engineering and Manufacturing Technologies

2 3 4 2 2*

SSA5 Construction, Planning and the Built Environment

N/A 3 3 2 N/A

SSA6 Information and Communication Technology

3 3 2 2 2*

SSA7 Retail and Commercial Enterprise

N/A 1 3 2 2*

SSA8 Leisure, Travel and Tourism

2 2 2 2 N/A

SSA9 Arts, Media and Publishing

2 2 2 2 N/A

SSA s ,10,11,12 Social Sciences, Humanities and Languages

N/A 3 34

(faith schools)

4(A Levels)

N/A

SSA14 Preparation for Life and Work

N/A 2 2 2 2*

SSA15 Business, Administration and Law

2 3 3 3 2*

*In relation to the subject areas graded for the quality of teaching, learning and assessment

Preston’s College Overview

Its Place in the Community

This is a good College, which is enterprising and has the capacity and vision to become outstanding. Our vision is to ‘Raise Ambition and Achieve Excellence’. That ambition is felt by our learners, our staff, the campus and facilities we share as a ‘Learning Community’ and the City of Preston itself. The College provides teaching, learning and skills development for both young people and adults in Central Lancashire and beyond. The City of Preston has a population of 140,202 within a total Lancashire population of 1,460,893.

Preston’s employment rate at 68.4% is significantly below the national position of 71.1%. There is a strong focus upon the service, sector, which comprises 85.7% of employment opportunities, with manufacturing constituting 9.9%. Public Administration, Health and Education are by far the most significant employers with 34.7% of the City’s active labour force. The wider Lancashire economy as identified through the Lancashire Enterprise Partnership identifies the City’s assets and strengths as being competitive sectors such as aerospace, energy, advanced manufacturing, digital and creative and tourism, areas which play well to the expertise within Preston’s College. It highlights a rapidly growing and well regarded HE/FE sector and its increasingly stronger links with business and entrepreneurs and professionals that tend to remain in the area. It highlights weaknesses around skills mismatches and the over reliance on public sector activity and employment. The Lancashire Skills Framework has been developed following recognition that skill shortages have contributed to the relative decline of Lancashire’s economic performance and so focuses upon Workforce Planning and Training, Employability, Apprenticeships, NEETS and Higher Level Skills. This aligns well with the refocusing of the College to become an Enterprising College.

The key strategic focus of the College is on enterprise and employability. Its broad and inclusive curriculum recognises that, amongst other features, 10.8% of Preston’s population have no qualifications against a national position of 9.7%. The College’s learners and the communities it serves define its position as a general further education with a mission to ‘provide the best opportunities for all to succeed and progress’

The College’s Learning Community

In 2012/2013, the College had 15,873 learners and a turnover exceeding £30 million. The great majority of these learners are adult, although there is a large cohort of 16-18 learners of 3378 in 2013-14, comprising 21.3% of the student body. Some 76.7% of learners are 19 or older.

Age Learners %

U14 76 0.5%

14-15 243 1.5%

16-18 3,378 21.3%

19-24 3,050 19.2%

25-34 3,434 21.6%

35-44 2,466 15.5%

45-54 1,999 12.6%

55-64 832 5.2%

65+ 395 2.5%

Total 15,873

Male learners form a small majority within the overall Learning Community. The College has achieved major success in narrowing the achievement gap between males and females in recent years. Globally there is no success rate achievement gap between males and females, although performance may vary within courses and across levels.

Gender Learners %Female 7,517 47.4%

Male 8,356 52.6%Total 15,873

In 2013 65.3% of learners are studying at level 2 or below.

30.2%

35.1%

19.9%

3.3%

11.5%

Level 1 or belowLevel 2Level 3Level 4+Level X

Balance of Full and Part-time

The great majority of learners are studying on part-time courses.

Full & Part Time Learners

Full-Time 2,505 15.8%Part-Time 13,368 84.2%Total 15,873 100.0%

The under 19 cohort constitute just under 73% of all full time learners. In broad terms older learners are much more likely to be studying part-time.

Total number of learners Under 19 19+ Total

Full-Time 1,819 11.5%

686 4.3% 2,505 15.8%

Part-Time 1,881 11.9%

11,487 72.4% 13,368

84.2%

Total 3,700 23.3%

12,173 76.7% 15,873

100.0%

The Curriculum Offer

The curriculum offer is highly diverse in serving the needs of the local community, with a heavy emphasis upon apprenticeships and work based learning programmes.

The curriculum offer is also reflected in the spread of learner across the levels, the College providing a continuum of learning from Pre-Entry to Higher Education. ‘Progression Pathways’ characterise the College’s Curriculum Plan. ‘Progression Ready’ is a key cultural theme promoting learner ambition and aspiration to progress to the next level either academically or into sustainable employment. It has a highly vocational focus and a strong emphasis upon the establishment of ‘Real Work Environments’ in the pursuit of its employability agenda.

Ofsted in December 2013 graded this aspect of the College’s provision as outstanding. The College responds very well to the needs of employers and the local community, for example programmes designed to help learners re-enter the job market have excellent outcomes.”

The breadth of curriculum offer at the College has in many ways been a strength, although it has also presented significant challenges. A significant Curriculum Review was undertaken in 2012-13 to serve to rationalise provision, improve efficiency and improve consistency and quality. Further efficiency raising reviews are being undertaken in Learner Services and Administrative functions.

The College is a partner of the University of Central Lancashire (UCLan) and Edge Hill Universities, through which we deliver all our Higher Education programmes. These are popular learner destinations at the end of the continuum.

The Market Place

The College draws from 90 High Schools and 20 Special Schools across Lancashire. Its local ‘travel to learn’ area includes 21 schools in Preston and South Ribble, 12 within District 6 of Preston.

There are 13 Colleges within Lancashire, including Cardinal Newman College in Preston and Runshaw College in Leyland. There have been extensive changes to post-16 provision within the Preston area with the introduction of 11-18 Academies and the opening of local school Sixth Forms. The College faces significant competition from private providers delivering WBL and apprenticeship programmes. It faces competition for HE students from UCLan and Edgehill Universities.

Some 82% of the College’s learners, 16-18+Adult, come from our main (highlighted red) catchment area which has a circumference of Leyland, Longton, Goosnargh and Salmesbury. Most of the complement of its catchment (blue) extends from Garstang to Coppull (North to South) and Blackburn to Blackpool (East to West). In terms of 16-18 learners the highest market share is in Fishwick where 55% of available learners attend Preston’s College. Neighbouring wards (e.g. Ribbleton, St. Matthews, and Deepdale) also show a strong market share of between 40 & 50% with pockets further out including Longridge and Garstang showing share of approximately 30%.

In terms of adult learners the College has a very strong market share (>60%) in the immediate College vicinity, with a circumference of Ashton to Broughton and Goosnargh.

A notable feature of the College’s intake, and highly relevant for its recognition within its Equality and Diversity strategy, of identifying a ‘tenth’ protected characteristic, is its relative socio-economic deprivation.

Just above a quarter of all adult learners at Preston College are from the most deprived areas of the city, those in band 1 in the 2010 index of multiple deprivation; a similar proportion of its 16-18 year olds come from these same areas. This compares with one tenth of the local population. Just over a third of the city’s population live in its more prosperous suburbs, whilst less than 20% of the College’s adult learners and a quarter of its 16-18 year olds do so.

Percentage of learners by Band of Deprivation versus local resident population, 2011/12

05

1015202530

PC (%)Local popn (%)

The College clearly serves a significantly higher proportion of the area’s socio-economically disadvantaged than is representative of the City and its environs.

The College recruits the greatest number of its students from those suburbs where young people achieve below the Preston average of 80.58% A* - C at GCSE, including Deepdale (68.8%), where 7.8% of 16 year olds have no GCSE passes at C or above, and St Matthew’s (68.1%) where 4.3% have no qualifications. These suburbs have the highest concentrations of the city’s ethnic minority populations- with large numbers of Pakistani and Bangladeshi heritage households- notably Deepdale (51.8% ethnic minority) St Matthew’s (29.82%) and St George’s (64.14%). These areas also have the highest proportion of those of working age in receipt of state benefits, notably Ribbleton (36.3%) and St Matthews (35.6%), as well as the highest proportion of JSA claims (Ribbleton, 9.1%; St Matthews, 7.1%).

Ambition and the capacity to become outstanding

The academic year 2012-13 has seen the College develop rapidly. Its progress has been rewarded by Ofsted’s recognition as a College which is good with outstanding features. Clearly though, the College has a considerable distance to travel to become outstanding. This is evidenced by its highly effective self-assessment processes and capacity for honest and critical self-reflection and sharp, incisive improvement planning.

Improving the quality of teaching, learning and assessment is the College’s primary focus. Radical changes to observation of learning practice and a sharpened focus upon performance management have seen considerable progress made in raising the profile of grades, which are good or better. Over grading had been a feature of the College. This was recognised in the previous year’s SAR and resolved. A ‘Back to Basics’ approach has been adopted, where observation and supporting CPD has concentrated on attendance and punctuality, effective planning, a structure to lessons which demonstrates a starter, a variety of learning events and plenary and the effectiveness of formative assessment and student progression within the session. The CPD support offered to teachers who were less than good has had a demonstrable ‘in year’ impact, which is further being evidenced in like for like comparison of observations in the current academic year. This demonstrates the sustainability of the model being embedded.

The post inspection (Ofsted 2011) CIP has been phased within the 2011-12 Executive SAR into an overarching Cross College QUIP, Teaching, Learning and assessment being at the forefront of a significant minority of the twenty bespoke groups led by cross college managers. Other QUIP groups have focused upon removing inconsistency in course management procedures, the timeliness of apprenticeships and structural reconfiguration of Functional Skills delivery, as well as firmly establishing E and D practices at the heart of our One College culture.

Data services have been dramatically improved and 2013-14 will see the launch of a highly sophisticated live data service in the form of a Dynistics based ‘MySelf-Assessment’ tool. The ‘One College’ culture has transformed the spirit of the College which might have been characterised previously as a segmented organisation with a range of operating systems and inconsistently applied reporting tools. The One College theme runs though organisational re-shaping activity and increasingly permeates curriculum and pastoral delivery, whether that be through ‘One College Weeks’, the development of a ‘Project Based’ curriculum delivery model, or the shaping of a smaller team of specialised Achievement Tutors, the latter with the aim of establishing a common culture to the support and challenge elements of student management. ’Enterprise and Employability’ has been introduced as a Value Added system within the Progression Ready framework of the pastoral system. Teaching, Learning and assessment strategies reflect what this means within each discreet curriculum area in terms of those skills one would expect to work towards to be a top professional in any particular industry. Consequently the employability and enterprise themes sit squarely alongside the traditional focus upon academic achievement, attendance, punctuality and a rapidly developing target and challenge oriented culture, which aims to promote engagement, improved attainment and higher ambitions and aspirations in our learners. ProMonitor has undergone rapid and radical development in supporting this push for higher standards.

Additional tools have been invested in to improve the quality and reliability of local market intelligence. Vector allows curriculum portfolio areas to analyse the market and identify opportunities for demand-led curriculum development. The College has been re-branded after extensive customer focused research to ‘Preston’s College. Its identity as an Enterprising College is growing strongly and resonating with the business Community it serves. The recognition by Ofsted of the College’s outstanding employability focus is a key strategic element of the brand and the attractiveness of the College to its future learners.

Strong progress has been made in harvesting key relationships with employers, recognising the core importance of these in terms of the delivery of apprenticeships, NVQs, workplace learning and more so with the onset of Study programmes a whole college need for work experience opportunities. The College has excellent partnership delivery, for example with Baxi, Magma, St Catherine’s hospice and English lacrosse. Highly effective partnerships exist with business networks and stakeholders such as PCC, The Lancashire Constabulary, NWLCC and the LEP. Whether through one off events such as the summer Achievement day or the series of One College Weeks, the relationship between business enterprise links and curriculum delivery is integrated. The establishment of Enterprise Champions has provided further impetus for this Enterprising College. Our successful application to the membership of Gazelle Group of Colleges augers well for future developments, opportunities and good practice sharing.

An integral aspect of the enterprising theme is evidenced in the College’s thirst for innovation. This is a way of thinking which extends beyond curriculum and into the ways of working in estates and finances. In finance, it means the more effective management of diminishing resources, more flexible and transparent budgets and focusing available resource into investment and growth of demand-led elements of provision. Capacity building and releasing potential are our core values in terms of resource management.

Work has commenced on an ERDF ‘In Zone’ project, which is a significant development to create a new learning hub in the heart of the College. Opening in September 2014 this is a resource that will bring together the Learner Services function and its ‘support and challenge culture’, facilitating its infusion and consistent application across the whole college curriculum.

Preston’s College has also been successful in being awarded £12 million STEM funding to construct a regional STEM Centre which will add additional impetus to the College’s enterprising characteristics, business community links, brand building and opportunities to further express its ambition to innovate and drive for excellence.

Work continues to further embed the clear strategic vision and follow through with supporting interventions. The College will continue on its journey to excellence by:

• Creating an Enterprising College, firmly embedded within business and local community• Focusing on excellence, helping to achieve ambitious outcomes for learners and offering good value for

money• Offering a dynamic portfolio of high quality learning and services, responsive to the needs of learners,

employers and the community, grounded in the world of work• Providing career pathways and progression for all, leading to a job, further training and higher education,

self-employment and business start-ups• Invigorating the campus, providing inspirational learning environments• Exploring new opportunities and markets, looking nationally and internationally• Increasing the College’s profile, reputation and engagement in Preston, the North West, nationally and

internationally• Becoming an influential player in the locality supporting economic growth and social prosperity • Creating a distributed organisational model with small central core• Maintaining sound financial model with an efficient cost base, with decreasing reliance on public funding

The achievement of an overall success rate above 90% is the starting point. We recognise our deficiencies and we know what we have to do to become outstanding. One College or ‘cross college’ approaches are the new norm. Our focus is interpretation and intervention. Data services, such as the ‘Dynistics Dashboard’ and the embedding of ProMonitor are just two examples of how the element of interpretation are being further supported. The College, however, recognises it is very much still on the early part of the journey from good to outstanding and leadership are determined to maintain the pace of positive change and beneficial impacts on learners’ progression. The College is not so much focused upon outstanding success rates, rather achieving an outstanding learner experience, which maximises each individual’s personal progression and future employability and life chances.

“We are working together to:

Offer a dynamic portfolio of high quality learning and services, responsive to the needs of learners, employers and the community, grounded in the world of work.”

Preston’s College Strategic Plan on a page 2012/13.

Celebrating Diversity

In addition to the College’s diverse body in terms of age and level of learning, and the responsive curriculum offer, a fundamental characteristic of the College is the diversity of its ethnicity and the disproportionately large constituency of LLDD learners it serves. Some 21.2% of the College’s Learning Community originates from other than the relatively dominant White British categorisation. Whilst the College has a healthy representation of ethnic groups Indian heritage learners are underrepresented in terms of the demographics of the City, particularly on specific work based provision.

A significant strength of College performance has been the almost complete eradication of achievement gaps in terms of success rates across ethnic groups, although there are significant differentials in performance in terms of Value Added. Ofsted December 2013 commented “The College has successfully narrowed the gap between the achievement of different groups of learners in recent years, for example between male and female learners and those from different ethnic groups.”

ETHNICITY

The breakdown of the ethnic origin of the College’s learner population:

Ethnicity Learners %any other ethnic group 124 0.8%Asian/Asian British - Any other Asian 141 0.9%Asian/Asian British - Bangladeshi 132 0.8%Asian/Asian British - Chinese 39 0.2%Asian/Asian British - Indian 599 3.8%Asian/Asian British - Pakistani 534 3.4%Black/Africa/Caribbean/Black British - African 121 0.8%Black/Africa/Caribbean/Black British - Any Other 41 0.3%Black/Africa/Caribbean/Black British - Caribbean 102 0.6%Mix/multi ethnic Group -White & Black Caribbean 113 0.7%Mix/multi ethnic Group-White & Asian 39 0.2%Mix/multi ethnic Group-White & Black African 23 0.1%Mixed/multi ethnic Group-Any other 48 0.3%not known/not provided 166 1.0%Other ethnic group - Arab 30 0.2%

White - Any other White background 1031 6.5%White - English/Welsh/Scottish/Northern Irish/British 12500 78.8%White - Gypsy or Irish Traveller 6 0.0%White – Irish 84 0.5%Total 15,873

Preston’s College is the major player in central Lancashire in serving the educational needs of over 16 LLDD learners. The Ofsted report of December 2013 commented “Students with learning difficulties and/or disabilities make good progress”. In fact the great majority of learners from an LLDD background make as good if not better progress as other learners, as evidenced in the Outcomes for Learners summary below.

LEARNING DIFFICULTY

Learning Difficulty Learners %Autism spectrum disorder 50 0.3%Dyscalculia 14 0.1%Dyslexia 698 4.4%Moderate Learning Difficulty 447 2.8%Multiple Learning Difficulties 33 0.2%No Learning Difficulty 13,158 82.9%Not known/not provided 720 4.5%Other 682 4.3%Other Specific Learning Difficulty 70 0.4%Severe Learning Difficulty 1 0.0%Total 15,873

LEARNER DISABILITY

Disability Learners %Disability Affecting Mobility 88 0.6%Emotional/Behavioural Difficulties 191 1.2%Hearing Impairment 141 0.9%Mental Health Difficulty 100 0.6%Multiple Disabilities 439 0.0%No Disability 14,547 91.6%Not Known/Not provided - 0.0%Other - 0.0%Other Medical Condition (For Example Epilepsy, Asthma, Diabetes) 233 1.5%Other Physical Disability 45 0.3%Profound Complex Disabilities (needs checking) 1 2.8%Temporary Disability After illness (For Example Post-Viral) or accident 9 0.1%Visual Impairment 79 0.5%Total 15,873

As part of the College’s Equality Action Plan a tenth protected characteristic is identified as socio-economic disadvantage. Another aspect of the Equality Action Plan is to improve data collection and monitoring across a range of College processes and systems. The following data provides a growing insight into all protected characteristics.

OTHER PROTECTED CHARACTERISTICS

Religious Beliefs Learners %Atheist 1923 12.1%Buddhist 22 0.1%Christian 3148 19.8%Hindu 32 0.2%Jewish 6 0.0%Muslim 662 4.2%Not Known 9108 57.4%Other 156 1.0%Prefer not to say 777 4.9%Sikh 39 0.2%Total 15,873

Sexual Orientation Learners %Bisexual 64 0.4%Gay 31 0.2%Heterosexual 5364 33.8%Lesbian 44 0.3%Not known 9210 58.0%Prefer not to say 1160 7.3%Total 15873

Marital Status Learners %Civil Partnership 171 1.1%Married 1629 10.3%Not Known 9046 57.0%Prefer not to say 955 6.0%Single 4072 25.7%Total 15873

Self – assessment and Learner Voice processes

The College’s approach to Self-Assessment has fundamentally changed, its importance to continuous improvement and a driver for change, being at the heart of this. Better real time, robust data has underpinned the change along with embedding Self-Assessment as the major tool for driving sustained improvement and increasingly high standards. Along with a developing framework for continuous improvement and excellence within the curriculum, there is a wider One College approach, Governance, and, through the Business Excellence model, business support functions.

The Cross College QUIP structure was launched and monitored December to July 12/13, with 20 QIP groups led by college managers supported by cross college personnel by level and function.

Again, more effective use of systems and software, such as Pro-Monitor and Pro-Achieve, allow all learners to understand their own progress, targets and achievements, and the aggregation of this information allows much greater understanding of performance of curriculum areas, staff utilisation and performance.

The 2012-13 Curriculum Review provided an in-depth challenge to existing provision, including sub-contracted and partnership provision, identifying both efficiency and effectiveness measures, its relevance to learners and employers, its relevance to study programmes, class sizes, staff utilisation and quality. With agreement from Board, and consultation with internal and external partners, rationalisation of the curriculum offer and staff has occurred. This is providing real benefit to learners, whilst maintaining delivery of our mission to provide the best opportunities for all to succeed and progress. Impact can clearly be seen with more consistent models of curriculum design in place across the whole College; best practice adopted across curriculum portfolios, e.g. using OneFile to improve the delivery and reporting on employer-based learning; greater use of economic and labour market intelligence to both refresh and design new curriculum and with it, course approval mechanisms which ensures a greater involvement of all managers across the College. The improvements in data management have had significant impact on our ability to make timely and robust decisions, especially focused on the learner and their progress.

An embedded Course Review process now challenges Assistant Heads and Programme Team Leaders to present their self-assessments and Quality Improvement Plans to a cross College panel representing the range of curriculum areas and business support functions.

The Learner Voice has always been particularly valued and strong at the College. There are a number of mechanisms in which this has occurred, including two student governors who actively participate in Board business and provide an effective mechanism for Governors to hear from learners directly. A re-launch of the Learner Voice system, aligned with the self-assessment wheels, will allow much greater ability to gain feedback and be able to act upon this at the most appropriate time.

We monitor and act upon all complaints and compliments, feeding into the “you said, we did” report which is provided to Governors. The College has been awarded the Customer Service Excellence Award, with Compliance Plus in four areas. Greater emphasis is being put on the quality and

15

consistency of cross College surveys to ensure the information gathered can be used to effect change and improvements.

Monitoring the College Quality Improvement Plan (QIP)

QIP Areas for improvement in 2012-13 QUIP

Measures taken Evidence of impact Further action

1 Better housekeeping

New course approval and close down procedures.New meetings structure.

Minuted meetings. Increased compliance. Improved success rates. Achievement Day celebration.

Embedded and subsumed intoData management QUIP

2 Removing inconsistency in performance in SRs

Learning Development Managers working with AHODs and PTLs. Course Reviews. Enhanced self-assessment processes.

Improved improvement planning and recording. Improved success rates in most areas.

Embedded and subsumed into Data management QUIP

3 Improving L2 Apprentice success rates

Six month front ended FS timeframe established. Launch of E-Portfolio. New ‘passport for apprenticeships’ established. Initial assessments implemented before ‘sign up.’

Improved success rates to national averages. Improved timeliness and success rates. Projected improvements 2013-14. Great majority of learners using OneFile and assessors trained.

Embedded and subsumed into data management QUIP

4 Removing ethnicity achievement gaps

Identification of Faith School issues and rationalisation. Coaching of PTLs and AHODs in gap analysis. Incorporation of Equality Objectives in SARs.Scrutiny of Equality Objectives within Course Review.INSET.

Achievement rates of all ethnic group have improved except ‘Other Black’ and ‘Other’ but both remain above national average. In 12/13 3 ethnic groups remain below national averages – Irish, other Mixed and Bangladeshi but all 3 have improved to be within 5%, 2% & 1% respectively.

E and D gap analysis QUIP

5 Removing male achievement gap in apprenticeships

Six month front ended FS timeframe established. Launch of E-Portfolio. New ‘passport for apprenticeships’ established. Initial assessments implemented before ‘sign up.’

Success rates for both sexes stand at 75% in 2012-13.

E and D gap analysis QUIP

6 Improving Value Added

ALPS and L3VA training and support for AHODs and PTLs. Inclusion of VA Strategy in TLA strategies. Support in evaluative statement writing from Learner Services. INSET.

ALPs value added scores have improved:BTEC: 11/12 grade 6; 12/13 grade 5. AS: 11/12 grade 8; 12/13 grade 5. A2 : 11/12 grade 7 ; 12/13 grade 3 Gender gaps in A level & BTEC have diminished:

Value Added QUIP

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BTEC: 11/12 6F 5M; 12/13 5F 5M. A2: 11/12 6f 8m; 12/13 4F 3M. AS: 11/12 7F 8M ; 12/13 5F 3MEthnicity VA remains an issue with a wide range of scores for different ethnic groups in AS, A2 & BTEC.

7 Raising A level success rates

Early learning observations 12/13 and 13/14. Motivational assemblies. Re-introduction of basic expectations regards mocks and assessments. Faith School curriculum review. Intervention plan monitoring by LDMs. Establishment of Interim management supervisory structure from Learner Services.

CPD for teaching staff effected. Bespoke TLA strategies for AS and A2 level. A level Mark Book established. Dedicated A level achievement tutors.Improved value Added (ALPS), but very poor progression AS to A2.Falling success rate at AS, but improved HGPs and VA at A2.

A level performance monitoring QUIP

8 Improving Functional skills success rates and improved embedding

Review of FS delivery as part of POS, with focus on adequacy of timetabling, staffing, diagnostic assessment and examination attendance.New specialist appointments in DCI and HSS. SAR & CR process now incorporates FS performance by course to increase accountability. Targets set and mid-year review completed.New FS delivery mode integrated into all areas for apprenticeships.Robust monitoring across programmes.All functional skills frontloaded in apprenticeships.

Initial & diagnostic assessment completed for FT learners. Decreased nonattendance of exams by 15%. ESOL learners to undertake FS as part of POS.Bespoke programmes set up for skills conditionality programmes. Success rates overall for functional skills in 12/13 76%, +10% on 11/12 Robust monitoring has led to increased success rates overall for functional skills in 12/13 76%, +10% on 11/12 OneFile introduced and set up to ensure FS are monitored and achieved.

Maths and English Strategy QUIP

GCSE performance monitoring QUIP

Timetabling QUIP

9 Improving attendance and punctuality

Full review of attendance reporting structures and codes. Distribution of an updated Attendance and Punctuality Procedure to HODS, AHODS, PTLs and senior admin.Establishment of monthly attendance reports by level, Department, AHOD and PTL area. Reporting through Monthly

Greater clarity on use and reduction in abuse of codes. Greater focus on actual attendance facilitated by a substantial increase in the consistency of reporting against codes. ‘C’ code ranged from 6.2% to 1.3% in 2012-13 compared to current range of 0.3% to 0%. Special Leave standing at 0% against 0.9% for 2012-13.

Attendance QUIP

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Monitoring. New College attendance benchmark of 90%. Integration of attendance targets into Progression Ready theme and ProMonitor. RAG system established.New attendance data integrated into refreshed Group Profiles. ProMonitor established as ‘the’ student management system for tracking individual learner attendance by teachers and ATs/PTs

Initiation of local attendance strategies and action planning. AHOD and PTL SARS. Current 86.7% attendance against overall 2012-13 figure of 78.8%. 3 of 5 departments within .5% or above new benchmark.ProMonitor RAG system now ‘live’. Halo system informing Personal and Achievement Tutor interventions. Retention Officers informing and supporting process.Attendance data better informs learner attendance issues in Learning Observations. Increased traffic on ProMonitor.

10 Improving the tracking of progression and destinations

Data from SPAM now displayed in ProMonitor.Best practice reviews at partner Colleges of Pro Monitor systems.Progression Ready models built into Pro Monitor and curriculum TLA strategies.Phasing of Achievement Tutor model to increase accountability for progressions and destinations management.Clarification of ‘Destinations’ and ‘Progression’.Data sets provided for HODS, AHODS and PTLs to inform SARS.Presentation at summer Inspection Ready Conference and ongoing support for PTLS, and AHODs through I and E.

 Data shows both internal progression from level to level, as well as employment and training destinations. ProMonitor implemented, extensive CPD for staff completed and planned. Increased activity rates on Pro Monitor. Mark Book implemented with assessment schedules and target grade ‘snapshot’ reviews.E and E strategies incorporated into local TLA strategies. Suite of Value Added reports at all levels and across core subject as well as functional skills. Too early to assess.For 2013-14 we captured data on 99.25% for full-time learners and 96.27% for part time learners.  Overall this is 97.12%, significantly better than 86.24% in 2011-12 and 49% in 2010-11. New icon created on Desktop App, called Progress and Destination Results 2012-13, making information available to all staff.

Student Tracking QUIP

11 Widening measures of effective TLA

Teaching and Learning Strategies introduced to put in place internal quality measures of TLA.Walkthroughs scheduled

PTL Walkthrough paperwork to be collated - impact will be seen in Learner Voice feedback.Minimal – often these do

Embedded into TLA strategies and self-assessment methodologies

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for CMT. Feedback quality audit scheduled to begin w/c 4/11/13. New learner voice initiative incepted including the 100 club to gain learner responses on the quality of teaching and learning.Full teaching plan audit to begin after Oct half term.

not take place or do not get reported upon.Audit team to assess the quality of feedback on assessment.Impact will be felt after the learner voice initiative data has been disseminated. Impact will be felt after the audit is complete and feedback disseminated.

12 Standardised systems for target setting and effective stretch and challenge

Stretch and Challenge workshops arranged through the CPD offer.One File established in ER provision incorporates ILP structures for target setting. INSET days to highlight the need for Stretch and Challenge in TLA. Stretch and Challenge Objectives now included in Lesson Plans and Learning Observation training.Achievement Tutors to receive training on target setting through Pro-Monitor. Pro-Monitor training highlighted the facility for target setting by all staff.

 50% of those who attended the CPD session improved their re-observation grade from a 3 to a 2 after the session. Impact will begin to be seen in LO grade analysis. First run for data in November. Impact will be felt when Achievement tutors are in place. Impact will be felt through the year when reports are written and progress reviews are held.

Value Added QUIP

13 Establishing ‘in house’ value added systems

Progression Ready initiative launched.ProMonitor embedded with Progression Ready theme. CPD for Personal and Achievement Tutors delivered. Personal Tutors attended training on 2 September, which included presentation on Value Added as well as workshops on target setting and meaningful 1:1 dialogue.

Most but not all TLA Strategies incorporate Progression Ready theme.MIS reporting on VA across the whole of a Study Programme. VA mechanisms established across all levels of all courses up to L3.Progression Ready campaign has been communicated to staff and students via Student Handbook, Welcome Newsletter, student inductions and staff training. Target grades for A’ Level and Level 3 students are displayed in ProMonitor.Group Profiles offer capacity to reflect on E and E progress. Usage of system made compulsory of 16-18, FT 19+ and FT and PT HE students. Frequency of related comments and SMART targets on

Value Added QUIP

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ProMonitor. Comments rose from 110 in September 2012 to 352 in September 2013. 227 received ProMonitor training in August-September. For September 2013, ProPortal meetings increased from 61 to 940 and learner comments from 1081 to 3690 demonstrating widespread and consistent use. ProPortal Student access increased from 3027 in Sept 13 to 5506 in Sept 13. ProMonitor Staff activity on ProMonitor increased from 1219 logins in Sept 12 to 5505 in Sept 13. November, Compass are using Preston’s College as a case study for ProPortal.

14 Improving the positive impact of performance management

New LO Framework written and shared to include the associated Performance Management process.New MySelf Assessment planned.New Managing Improving Performance Policy and Procedures ratified by board.

‘’Strong leadership, effective management of change and rigorous performance management have resulted in significant improvements in the quality of provision and the accountability of staff.’’ Ofsted December 2013

Embedded into management practice and development of MySelf-assessment

15 Sharpening the impact of self-assessment

Increased focus in Corporate SAR on ER, HE, ALS, SS and safeguarding.20 QUIP groups with cross college representation across curriculum and service areas.Establishment of triennial Course Review Structures. QUIP Monitoring group for I an E chairs established.Live SAR and complementary ‘wheels’ completed regularly and supported by I and E team.External validation with HMI and external partners.Regular update of cross college SAR. Wider dissemination of SAR processes including Inspection Ready Conference Days.

Improvement planning addresses a broader scope of college activity. College SAR published in the form of a data booklet for all staff.Minutes of QUIP groups. Cross curricular and service area involvement in planning groups. Greater participation of staff body in process. Wider input of skills and experience.Development of AHODS and PTLs in analysis and evaluation of data, presenting strengths and ATIs and facing cross college challenge. Development of PC benchmarks in CR Data.Live data informs an ongoing self-assessment process. I and E support provides a regular challenge.

Embedded into self-assessment practices

16 Raising the Established Learner Voice Learner Voice integrated Embedded into

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impact of Learner Voice

‘Wheel’. Learner Voice incorporated into PTL SARS 100 Club established CPD on use of Curriculum Surveyor and closer working with MIS. Review and re-launch of Complaints and Compliments. Student Council, Student Governor focus increased.Curriculum Surveyor improved links to ‘new’ structures and effective reporting on gender, ethnicity and data fields within ILR. E and D and safeguarding ‘check’ for all surveys before launch. Clearer delineation between customer service complaints and grievance procedures

into ‘live’ SAR for each of five cross College surveys. Questions re-purposed onto the CIF. Greater clarity on cross college, local, external compliance and ‘ad hoc’ surveys. Learner Voice reflections and actions in all SARS from PTL to Corporate. Learner involvement in question design. Validation of PTL level Learner Voice and ‘control group’ for cross college comparisons.Formal minuting of Student Forum. Establishment of a Learner Voice week in the Enrichment Programme. Student Representatives given ownership of a central communication point.

new Learner Voice strategy and self-assessment processes

17 Raising the participation of ethnic minority groups

College E and D Position Statement and Action Plan established. Indian Heritage (Participation) Action Plan established.

No progress. Equality Objective

18 Integrating E and D into TLA

Departmental TLA strategies established at AHOD and PTL level. Review of learning observation documentation and lesson plans. Training on E and D in learning observations for observation team.

‘’Equality and Diversity are promoted in all aspects of college provision. Staff make very good use of opportunities to promote and develop learners’ awareness and understanding of E and D…. The promotion of E and D is good.’’ Ofsted December 2013.

Embedded into TLA strategies

19 Reflecting the ethnic composition of the community in staffing

College E and D Position Statement and Action Plan established.

No progress. Equality Objective

20 Management tackles achievement gaps

Integration of six separate E and D focussed groups into 2012-13 College QUIP.

‘’The college ethos and environment are inclusive and provide a positive learning environment in which all learners are welcomed…. Equality and Diversity are promoted in all aspects of college provision…. The promotion of E and D is good.’’ Ofsted December 2013.

E and D gap analysis QUIP

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Evidence of progress from Ofsted (related to the 2012-13 Cross College QIP)

Good teaching and learning lead to above average success rates on the majority of courses. (2, 9, 11)

Strong leadership, effective management of change and rigorous performance management have resulted in significant improvements in the quality of provision and the accountability of staff. (14)

Success rates are on an upward trend and overall success rates are above the national average. (2, 3)

The achievement of qualifications in workplace learning is very high and has continually improved in the past three years. Success rates for apprentices are in line with national averages. (2, 3, 8)

The college has successfully narrowed the gap between the achievement of different groups of learners in recent years, for example between male and female learners and those from different ethnic groups….The achievement of different groups of learners closely monitored and has successfully narrowed gaps in success rates). (4, 5, 6, 18, 20)

English and mathematical skills are well developed in functional skills sessions. The majority of learners make good progress in developing their English and mathematical skills. Assessment of the initial starting points and needs of learners at the beginning of their courses is thorough. (8)

Progression rates to further and higher education or employment are good. (10, 13) Learners benefit from teaching, learning and assessment that are good. Assessment of

learners ‘work is good. (11) The College ethos and environment are inclusive and provide a positive learning

environment in which all learners are welcomed…. Equality and Diversity are promoted in all aspects of college provision. Staff make very good use of opportunities to promote and develop learners’ awareness and understanding of E and D…. The promotion of E and D is good. The college rightly prides itself on its excellent record of enabling learners with very low educational achievement to progress. (18, 20)

Evidence of areas for further improvement from Ofsted In a few areas of the College, notably the AS provision, success rates are too low. (2, 7) Too few learners gain higher-level grades. In the minority of lessons that are less effective,

teachers do not sufficiently challenge learners, particularly those of high ability, to work at a more advanced level. (12)

Improvements in attendance and punctuality are not yet consistent on all courses. (9) A few gaps remain (in apprenticeships). For example, success rates are lower than the

overall cohort for the small number of apprenticeships of Indian heritage. (4)

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Overall effectiveness Grade 2 GoodHow effective and efficient is the College in meeting the needs of learners and other users?STRENGTHSOutcomes for learners “Learners make good progress in developing personal,

social and work-related skills, particularly through the use of semi-commercial, learner-led enterprises.” “The College responds very well to the needs of employers and the local community, for example programmes designed to help learners re-enter the job market have excellent outcomes.” Ofsted December 2013.

Quality of teaching, learning and assessment

“Good teaching and learning lead to above average success rates on the majority of courses.”“Innovative use of information and learning technology (IL T) helps learners to consolidate and continue their learning both within and outside the classroom.”“Very good, well-coordinated care, guidance and support help learners to stay on programmes and succeed well.” “The college ethos and environment are inclusive and provide a positive learning environment in which all learners are welcomed. Equality and diversity are promoted in all aspects of college provision. Staff make very good use of opportunities to promote and develop learners’ awareness and understanding of equality and diversity.

Effectiveness of leadership and management

“College leaders have successfully pursued an ambitious strategy to become an enterprising College providing high quality provision that reflects and responds to the needs of the whole community it serves.”“Strong leadership, effective management of change and rigorous performance management have resulted in significant improvements in the quality of provision and accountability of staff.”

AREAS FOR IMPROVEMENTOutcomes for learners “In a few areas of the College, notably the AS-level

provision, success rates are too low on some courses.”“Too few learners gain high level grades.”“Improvements in attendance and punctuality are not yet consistent across all courses.”

Quality of teaching, learning and assessment

“In the minority of lessons that are less effective, teachers do not sufficiently challenge learners, particularly those of high ability, to work at a more advanced level.”

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Outcomes for learners Grade 2 GoodThe extent to which

Learners achieve and make progress relative to their starting points and learning goals Achievement gaps are narrowing between different groups of learners Learners develop personal, social and employability skills Learners progress to courses leading to higher level qualifications and into jobs that meet

local and national needs

STRENGTHSGood and improving success rates

Overall success rates on long, short and very short courses have increased and overall success rates for three consecutive years to be significantly above the national average at 90.28%. Overall retention has improved to 94.33% an increase of 1.64% on 2011-12. Achievement has also improved to be 95.50%, which is an increase of 3.46%. Ten of the College’s Subject Sector Areas have shown improvement in 2012-13, nine of which sit significantly above the Provider Average.

2009-10 2010-11 2011-12 2002-1372.00%

76.00%

80.00%

84.00%

88.00%

92.00%

“The overwhelming majority of learners are adults on part-time courses, where success rates are generally high. Success rates for full-time learners are at the national average overall.”

Excellent progress removing achievement gaps.

“The College has successfully narrowed the gap between the achievement of different groups of learners in recent years, for example between male and female learners and those from different ethnic groups.” The achievement gap between males and female success rates has narrowed from 6%, to 2% and then to zero over the past three years. No ethnic minority group’s success rate is more than 2% below the College average and gaps have narrowed markedly, and the range (excepting Chinese learners at 100%) has narrowed from 22% to 6% between 2011-12 and 2012-13. Those either with or without a learning difficulty or disability have identical success rates at 90%. All disabilities except emotional/behavioural and mental health are at or above the College average success rate. With the exception of ‘other’ the same applies to all learning difficulties. “Students with learning difficulties and/or disabilities make good progress.”

Strong success rates in Functional Skills and good progress by ESOL learners

“The majority of learners make good progress in developing their English and mathematical skills. Success rates on functional skills literacy and numeracy courses are well above the national average.”Functional Skills success rates have improved significantly by 10% to 76%. The number of entries has also increased from 2429 in 11/12 to 3002 in 2012/13. “Students on courses for learners whose first language is not English make very good progress.”

Good development of soft outcomes

“Learners make good progress in developing personal and work-related skills. They communicate effectively, work well together in teams and present their ideas clearly. During the enterprise day that took place during inspection, learners produced ideas for College events to be held later in the term.”

Good to outstanding

“The standard of learners' work is generally good, and some is outstanding. Learners on Performance Arts courses display a level of skill that is often above that

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standards of learners’ work

required by the course. Excellent links with the industry in this, and other, curriculum areas, allow learners to showcase their skills and work on real life project briefs.”

Good enrichment opportunities

“Visits in this country and abroad help learners to broaden their knowledge and understanding and practise skills they have developed. Performing Arts learners visit Broadway, hospitality and catering learners carried out project work in Poland and spent three weeks working at the Olympics.”

Good progression opportunities for apprentices

Apprentice success rates are improving and improving opportunities for employment.“Apprentices develop good personal, social, trade and employability skills that improve their chances of securing progression in their job roles. They enjoy learning the theory and apply it well in practical skills to produce high standards of work. Employers value the professionalism that the learners bring to their businesses thus improving their competitiveness and profile with their customers.”

Work based learning success rates are at an all-time high.

Work based learning provision’s current overall success rate sits at 94% overall compared to a success rate of 91% in 2011-12 resulting in the College moving the provision to be 3.5% above National Benchmark (90.5% 11/12). A 3% increase in success rates has been attained in 2012-13 with a comparable number of leavers. Timely success for this provision is at 90% compared to 87.8% in 11/12 which demonstrates an increase of 2.2%. “The achievement of qualifications in workplace learning is very high and has continuously improved in the past three years. These learners, most of whom are in construction, gain confidence, progress rapidly and achieve their qualifications in the planned time. Learners in other trades make equally good progress.”

Outstanding achievements for 14-16 learners and ex-NEETS.

“The College is very successful at engaging young people not in education or training, and unemployed adults. The outcomes from these programmes are excellent; many of these learners go on to further education or into jobs. School pupils who attend College as part of their curriculum achieve outstanding results, with high levels of retention on programmes and high success rates for those who take a qualification.”

Progression is good internally and externally to H.E. or employment.

“Progression rates to further and higher education or employment are good. Many learners progress from entry-level qualifications to intermediate and advanced work.” The College has achieved a significant step up in capacity in promoting progressions and destination management and tracking. For 2013-14 the College captured data for 99.25% (2835) full-time learners and 96.27% (5837) for part time learners.  Overall this is 97.12%, significantly better than 86.24% in 2011-12 and 49% in 2010-11.Live progressions data is available for all staff.

The College has very detailed destination data, which is broken down by age, gender, disability, learning difficulty, portfolio area, and Assistant Head and Programme Team Leader level. Data is systematically included in self-assessment reporting and increasingly informs curriculum planning and design.

Data is available in ‘real time’ and, supported by ProMonitor developments allows the college to effectively manage and monitor the continuum of internal progression and subsequent external progression.

AREAS FOR IMPROVEMENTInconsistent success rates in some SSAs, particularly in

“On a minority of courses, success rates are too low. This includes some of the College's AS-level provision.” A significant number, and particularly the larger AS courses have success rates below MLP. Whilst Success rates in most SSAs are strong, the overall SR of SSAs 10, 11 and

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A level 12 are significantly impacted upon by AS and A2 provision. ‘Good’ A2 success rates are predicated upon a very poor progression from AS. Beyond A level some SSAs have a relatively spikey profile of success rates.

On A level and BTEC advanced courses Value Added is too often poor and inconsistent

“The number of learners achieving high grades is too low. AS ALPS Value Added has improved significantly but remains poor in terms of the average class size, the inadequate stretch and challenge of the higher ability range and very poor progression (Alps grade 8). Retention is very poor on the majority of AS level courses. The proportion of Blue teaching is unacceptable (Alps grade 7).

Measure 2009 2010 2011 2012 2013AS Provider VA

6 7 8 8 5

AS Red T & L 4 6 8 7 5AS Blue T & L

5 5 8 5 7

AS Level 3 VA

-1.3 -2.39 -1.38 1.4 -0.9

A2 Alps has improved significantly, but progression from AS to A2 is very weak indeed and the breadth of success and quality of destinations requires improvement.

Measure 2009 2010 2011 2012 2013A2 Provider VA 6 5 7 7 3A2 Red T & L 7 7 6 6 4A2 Blue T & L 7 6 7 6 5Progression 8 8 8 8A2 Level 3 VA -6.73 1.54 7.72 -1.9 -0.9

BTEC Value Added Alps scores are satisfactory to good but higher grade passes and the quality of progression destinations requires improvement. Too few classes are taught well (Alps Red T & L grade 6) and too many lessons are taught poorly (Alps Blue grade 6).

Measure 2009 2010 2011 2012 2013 BTEC Provider VA

5 3 4 6 5

BTEC Red T & L 3 3 4 5 6BTEC Blue T & L 6 4 1 5 6

Unsatisfactory learner attendance & punctuality &

“Attendance is satisfactory overall and improving, but attendance and punctuality are still not good enough on a few courses.” Attendance in year 2013-14 stands at c. 88%, and improvement of 2% but stands 2% below the College’s target of 90%. A high proportion of learners are late to lessons. Administration of registers is more consistent than in 2012-13 but far too many staff do not record attendance or punctuality in a timely enough manner to make data reliable.

Falling retention on long courses

Although there has been a 2% improvement in success rates on long courses, retention has fallen by 1%. A higher proportion of courses are long in current year so there is a significant threat of falling success rates overall.

Inconsistent FS success rates

Functional Skills Success rates are good overall but there is significant local variation between Portfolio areas, across levels and between English and maths.

Declining success rates for level 3 apprentices

The level 3 overall success is at 74.89% compared to 86.5% in 2011-12 resulting in a fall of 10%. Overall, however, Success rates for apprentices are in line with the national averages. Most of the current apprentices stay on their programmes and make good progress to develop high-level skills in English and mathematics.

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Ethnic minority learners often demonstrate poor VA

“A few achievement gaps remain. For example, success rates are lower than the overall cohort for the small number of apprentices of Indian heritage.” There are significant achievement gaps between ethnic minority groups on AS and A2 programmes. Although there is some reduction in the frequency of Alps grades 6-9, there is a wide variation in Alps scores by ethnic group at AS. At A2 the picture is less severe but it is unacceptable for ethnic minority groups to have Alps scores of 8 or 9.

AS AlpsEthnic Group 2010 2011 2012 201399 not provided 9 1 731 White British 5 7 3 532- White Irish 934 White – other White back’ 7 2 735 Mixed – White and Afro Car 9 7 837 Mixed – White and Asian 7 8 9 238 – Mixed – any other back’ 2 139 – Asian or Asian Brit - Indian 8 9 9 540 - Asian or Asian Brit - Pak 9 8 9 941 - Asian or Asian Brit – Bangl 9 9 9 643 - Asian or Asian Brit – other 9 244 – Black or Black Brit - Afr 8 7 9 945 – Black or Black Brit – Carib 9 746 – Black or Black Brit - other 947 - Arab 698 – Other 4

A2 AlpsEthnic Group 2010 2011 2012 201399 not provided 4 231 White British 5 6 5 234 White – other White back’ 2 2 4 535 Mixed – White and Afro Cari 3 837 Mixed – White and Asian 9 238 – Mixed – any other background

6 1

39 – Asian or Asian Brit - Indian 5 8 8 340 - Asian or Asian Brit - Pak 8 8 7 841 - Asian or Asian Brit – Bangl’ 8 9 9 142 - Chinese 8 943 - Asian or Asian Brit – other 7 844 – Black or Black Brit - Afri 1 9 845 – Black or Black Brit – Carib 1 998 – Other 9 4

The range of VA scores on BTEC is much narrower and some ethnic minority groups (Indian, Pakistani and Bangladeshi) typically outperform other groups.

Shaded rows in the tables denote more than 10 learners in each of the last four years.

BTEC

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Ethnic Group 2010 2011 2012 201399 not provided 2 4 5 631 White British 3 4 6 632 White – Irish White 9 5 834 White – other White back’ 3 3 8 235 Mixed – White & Afro Cari 4 3 8 736 Mixed – White & Black Afr 3 7 837 Mixed – White and Asian 8 4 8 338 – Mixed – other back’ 8 2 6 339 – Asian or Asian Brit – Ind’ 4 2 3 340 - Asian or Asian Brit - Pak 3 2 3 341 - Asian or Asian Brit – Bangl 4 2 6 243 - Asian or Asian Brit – other 8 6 4 744 – Black or Black Brit - Afr 2 4 845 – Black or Black Brit – Carib 4 2 346 – Black or Black Brit – Other 8 898 – Other 8 1 3 5

Widening achievement gap between males and females at AS

Gender Qual. 2010 2011 2012 2013

Female AS 8 8 7 6Male AS 6 9 8 3

Whilst there are negligible achievement gaps on BTEC courses and A2 between male and females, there is an emerging gap at AS where males significantly outperform females.

GCSE success rates are inadequate

“For the smaller number of learners who take GCSE examinations in these subjects,Success Rates are too low.” (HGP A-C stands at 38%). The proportion of learners progressing from a grade D to a grade C in year is unsatisfactory. Value Added is consequently inadequate.

Ambitions to progress to the range of HE are limited

Progression of learners to H.E. is too narrowly focused upon local and ‘inclusive’ providers. Too few learners progress to prestigious universities. There is insufficient ambition within the curriculum to promote universities with higher entry criteria and in some areas to promote good Value Added to facilitate this choice.

Dominant HE Destinations

University of Lancaster Preston's CollegeOther HE

The College has 766 records of HE destinations (see appendix). The UCLan and Preston’s College are by far the largest single destinations.

Too few learners are able to make an informed choice about the potential benefits of securing a place at a prestigious university. However, some learners do progress to these universities.

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251

176

41

25

23

2119

1816 1610

9

Top 12 University Destinations

University of Central Lancashire Preston's CollegeManchester Metropolitan University of CumbriaEdge Hill Liverpool John MooresLancaster University University of SalfordBlackburn University of LiverpoolLeeds Metropolitan University of Manchester

Successful destinations to other prestigious universities include Leeds (7), Loughborough (4), Aberdeen (4), Brunel (4), Sheffield (4), Cardiff (4), Newcastle (4), Aberystwyth (3), Aston (3), London School of Economics and Politics (2), Westminster (1), Birmingham (1), Nottingham (1).

HIGHER EDUCATION

Preston’s College currently works with 2 Higher Education Institutes, Edgehill and UCLan and delivers HND/HNC with Edexcel. The direct contract makes up 21% of HE provision with the remaining 79% delivered under franchise arrangements with the HEI partners. Over the past three years there has been a trend of declining HE student numbers within the franchise provision at the College of 34% from 2010/2011 to 2012/13. Full time year 1 enrolment for 12/13 was 88 compared to 112 in 11/12 with enrolments in 2012-13 at 92. Year 2 programmes experienced a decline in numbers with only 47 full-time 2013-14 compared to 83 in 2012-13. The decrease has been a direct result of poor recruitment in year 1 to both Business and Accounting Foundation Degrees, both of which have not run in 13/14. In addition the Children and Young Peoples course had very low recruitment in 12/13 leading to lower numbers progressing to year 2. In 12/13 there was an increase in numbers on the year ‘0’ Science Foundation Entry course which has continued in 13/14 with 47 enrolments compared to 37 in 11/12. Introduction of the Edexcel provision has enabled an increase in enrolments to take place as the provision is closely linked to career pathways within the College and demand led by both learners and employers.

Further work has been done on early intervention to support learners to ensure withdrawals rates are reduced. Tutorial time has been embedded in all programmes and giving learners further

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support both personally and academically throughout the year. The summary of attrition identifies a 4 year trend of improving withdrawal rates. Embedding of tutorials in 12/13 has led to the reduction of fails on the courses of nearly 2%. In addition there has been an improvement of non-returners to 3.13% compared to 6.19% of UCLAN partners.

A continued focus has been placed on assuring and improving the quality of provision within Higher Education and the HE Quality Standardisation Group (HEQSG) has been active in developing strategies to share best practice and improve the learner experience. Much work has been undertaken in order to reduce withdrawal rates on HE provision and data has improved across this indicator year by year in particular with the introduction of the ProMonitor system.

Examples of specific outcomes as a result of student feedback at course level include:

Increased focus on exam preparation and techniques for Foundation Science Year Increase in practical work on Foundation Science Feedback processes reviewed to ensure consistency Timetable adjusted for CHYPS course to fit in with home requirements Introduction of enterprise activities UCLAN department induction for learners on CHYPS course Changes in teaching methods on the Business programme Additional choreography module introduced to Dance Course title of Dance changed to reflect the content Rehearsal space identified for Theatre and Performance groups

Students are encouraged to take participate in the National Student Survey (NSS) and the UCLAN student Survey (USS) and internal surveys are also undertaken as a way of comparison. The response rate for the 2013 NSS survey was 81% with the overall satisfaction increasing by 9% to 89%. A particular strength was the teaching on the course which saw a 20% increase compared to 2012 to 94% which reflects the support that has been give over the year to teaching and learning and further demonstrates the improvement on withdrawals and decrease in fails on the courses. “2013 will be focusing on improving the scores further with particular emphasis on academic support where a 1% decrease was reported and criteria used in marking being made clear which saw a drop of 17%.”

The majority of examiners comments were very positive and demonstrated the progress the College continues to make with ensuring high quality HE provision.

Essential Actions:

Standardisation procedures to be reviewed on Theatre & Performance: This was an action for all colleges and is being addressed through the links with UCLAN.

Good Practice identified:

Supportive staff on forensic science course. Good coordination and liaison with college and the University Practice based learning to prepare for employment

Students have made good use of the Edith Rigby Library and Learning Centre and feedback on the Centre, in course reports and at Periodic course review, has been very positive. Where issues have been raised these have been dealt with and fed back to the staff and students, such as the changes

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in library and PC Place opening times in response to learners with increased access to books. The staff in the centre have delivered a range of workshops including preparing for examinations and using Harvard references as well as delivering parts of study skills modules and personal development planning modules in programmes, again with good feedback in course reports. Opening hours have been amended in line with learner requests.

The Periodic Course review highlighted areas of good practice within the College:

The Foundation Science course was commended for the high standard to achievement and the good progression of students to related degrees was noted

ProMonitor student attendance monitoring in the construction area Use of tutorials to support learners Good facilities for Dance provision Good variety of teaching and learning methods across much of the provision Support provided to learners was good Excellent student handbooks Enthusiasm of staff In some areas collaborative links with UCLAN teams

The Periodic course review also highlighted the following areas for improvement:-

Closer links with the library team to ensure resources were adequate and available for all Recommend implementation of a workload model to ensure consistency of teaching on HE The need to strengthen links and liaison with UCLAN in some of the curriculum areas.

All course tutors undertook staff development through UCLAN on writing AMR reports.

During 2012/13 335 graded lesson observations were undertaken across College of which 30 were observations of HE (including L4) classes. 80% of the observations were dually observed with at least one observer having experience of delivering and assessing on Higher Education programmes.

Quality of teaching, learning and assessment

Grade 2 Good

The extent to which Learners benefit from high expectations, engagement, care, support and

motivation from staff Staff use their skills and expertise to plan and deliver teaching and support to

meet a learner’s needs Staff initially assess a learner’s starting point and monitor their progress, set

challenging tasks and build on and extend learning for all learners Learners understand how to improve as a result of frequent, detailed and

accurate feedback from staff following assessment of their learning Teaching and learning develop English, mathematical and functional skills and

support the achievement of learning goals and career aims Appropriate and timely information, advice and guidance support learning

effectively Equality and diversity are promoted through teaching and learning

STRENGTHSTeaching and learning grades are good and

“Learners benefit from teaching, learning and assessment that are good. These contribute significantly to the improvement in learners' achievements in subject areas and work-based learning. Teachers have high expectations of

31

improving supported by directed CPD

their learners and provide good quality support, in and out of the classroom, to help them make good progress.” Good or better learning observations were observed in 89% of lessons in 2012-13 (including post CPD re-observations). Bespoke CPD for lessons graded 3 or 4 had a direct impact in raising this from 64% in the initial round.

Learning is enhanced by a clear E and E focus

“The relentless promotion and development of enterprise across all subject areas enables learners to develop their entrepreneurial and employability skills. From enterprise awareness days to learner operated semi-commercial services, such as Vincent's butchery, enterprise skills are closely linked to all aspects of the curriculum.”

Career aims are well supported by vocational contexts

“In practical lessons, teachers use their industrial experience to enable learners to gain good vocational skills and techniques that meet current industry practices. Learners benefit from professional working environments such as commercial hairdressing and beauty salons and well equipped kitchens to practise and develop their skills.”

Highly skilled staff are supported by good staff development

“Teachers across all areas including work-based learning are well-qualified and have strong expertise in their subjects. Effective staff development to improve teaching, learning and assessment through a 'back to basics' approach has improved the range of teaching and learning techniques used by teachers to motivate and engage learners in their studies.”

Learners typically make good progress

“The vast majority of teachers carefully plan lessons to ensure that learners engage in a range of activities that encourage them to think for themselves and develop good independent learning skills. As a result, learners are enthusiastic, enjoy their classes and make good progress.”

ESOL learners make good progress

“Skilful teaching on courses for learners whose first language is not English ensures they make good progress. In one outstanding lesson, the teacher managed the learning particularly well to ensure learners from a wide range of backgrounds all participated in the lesson.”

Learners make good progress independently

“The majority of teachers and assessors make very good use of ILT to support learning. The virtual learning environment (VLE) contains useful interactive teaching and learning resources that effectively support learners’ progress.”

Learners have a good understanding of how to improve.

“Assessment of learners’ work is good. Teachers generally provide detailed and accurate feedback to learners both in their written work and through verbal feedback. Learners and apprentices are clear about what they need to do to improve their work to meet minimum target grades.”

Effective diagnostic assessment informs good ALS support

“Assessment of the initial starting points and needs of learners at the beginning of their courses is thorough. Initial and diagnostic assessment of learners’ literacy and numeracy skills accurately identify additional learning support needs. Rapid referral to the learning support team results in learners accessing good quality in-class and ALS that helps them make good progress.”

Good care, guidance and support for learners.

“Care, guidance and support for all learners are very good. Learning Mentors, coaches, retention officers and staff in ‘The Point’, which is part of the student services department, provide a range of support services that are effective in helping students remain at College and complete their courses successfully.” The Point is an outstanding facility which supports learners to achieve their learning goals. This is evidenced by the comments from learners.

Excellent I AG for apprentices

“Information, advice and guidance for apprentices are excellent. The College provides a rolling programme of pre-apprenticeships to promote apprenticeship programmes in the community. Learners gain skills in interview techniques and make effective use of the internet and social media

32

to help them find jobs. A large number of learners have benefited from this invaluable service.”

The College is good at promoting Equality and Diversity

“The College ethos and environment are inclusive and provide a positive learning environment in which all learners are welcomed. Equality and diversity are promoted in all aspects of college provision. Staff make very good use of opportunities to promote and develop learners’ awareness and understanding of equality and diversity.” Preston & Western Racial Equality Council Exhibition at Student Induction Programme, Anti-Bullying week, Wasted Lives demonstration, Remembrance Day, Charity events, Community events: Genes for genes day, Children in Need, MacMillan, LGBT. Community enrichment projects. Faith School Provision at LMGS and BMSB.

Learners enjoy a comprehensive range of enrichments c

Excellent partnerships with external agencies with a strong focus on Health and Well Being. Enrichment Xtra, Drink and Alcohol Awareness, Health MOT Day, STI Awareness, Staff and Student Newsletter, fundraising activities, guest speakers,Fair Trade Fortnight, Learner Voice and Student Council, Human Library, Healthy Eating Menus across College, ‘Addaction’, SEED, Blood Donor, Healthy FE status – background to achieving, Fire Fighters, Imam, Sexual Health Nurse, ‘The Challenge.’ In addition, Respect Week, Fresher’s Fair, HE Convention and Black History Month.

Health and safety are well promoted through teaching and learning

Learners demonstrate a good awareness of their rights and responsibilities in H and S processes and procedures are carefully documented and rigorously applied. Investment in VPA, woodworking machinery in construction, the structured planning and implementation of fire cadet training course, investment in Catering and Hairdressing as part of the suite of the commercial outlets are all evidence of how College has improved over recent years.

AREAS FOR IMPROVEMENTInsufficient stretch and challenge and low aspirations of teachers.

“In the minority of lessons that are less effective, teachers do not sufficiently challenge learners, particularly those of high ability, to work at a more advanced level.”…. “Not all learners are challenged to achieve the high grades they are capable of.” Learning observation records, number of lessons graded 3 or 4. Value Added scores.

Insufficient checking of learner progress to targets.

“Occasionally teachers talk for long periods of the lesson without regularly checking learning or providing opportunities for learners to participate in discussion and activities to extend their learning.”Learning observations and grade profile. Pace of learning. Value Added scores and higher grade passes. Feedback on learners’ work. Markbook records. Frequency and consistency of formal assessments. Teacher AFL skills.

Inconsistent use of target and review systems with learners

“A minority of staff are not effective at recording learners’ progress and setting and reviewing targets.”ProMonitor and Markbook records. Learning observations. Learner comments. Value Added scores and higher grade passes.

Inadequate embedding of Functional Skills in the core

Functional Skills are “not always reinforced in some curriculum areas.”Learning observations in core programme lessons.

Poor development of literacy and oracy skills.

“A significant minority of teachers do not routinely identify or correct errors in spelling, grammar and punctuation.” Learning observations. Students’ files and poster work.

33

Theoretical input needs improvement by assessors

In Work based learning assessors “do not routinely challenge learners to think critically to illustrate the theory underpinning their practical work in order to extend their learning.”Assessor observations.

Effectiveness of leadership and management

Grade 2 Good

The extent to which leaders, managers and governors Demonstrate and ambitious vision, have high expectations for what all learners

can achieve and attain high standards of quality and performance Improve teaching and learning through rigorous performance management and

appropriate professional development Evaluate the quality of provision through robust self-assessment taking account

of the views of learners and use the findings to promote and develop capacity for sustainable improvement

Successfully plan, establish and manage the curriculum and learning programmes to meet the needs of learners, employers and the local and national community

Actively promote equality and diversity, tackle bullying and discrimination and narrow the achievement gap

Safeguard all learners

STRENGTHSThe College is ambitious and effective in securing improvement

“College leaders have successfully pursued an ambitious strategy to become an enterprising college providing high quality provision that reflects and responds to the needs of employers and learners from the community it serves.”There is a highly effective cross-college approach to improving the experience of learners, which is well articulated by staff, proud to be part of

34

the College.Governance is increasingly effective

“The quality of information received by members (of the Governing Board sic) to assist their monitoring role is now good and enables them to provide effective challenge to senior leaders.”Government minutes and records. Executive decisions and actions.

Performance management is good and improving

“Robust performance management is strongly linked to the outcomes of the monitoring of teaching and learning and there are clear links with the capability procedure if the required improvements do not take place. “Performance management records. Staff turnover. Improvements in learning observation grades.

The College is good at listening to learners and acting to secure improvements in provision.

“The views of learners and employers are listened to well by managers and feedback given on actions made in response. Learners are very positive about the quality of their experience at the College.”Learner Journey Feedback Cycle. Learner Voice structures and representation systems. Student Council and Student Governor meetings. Cross College and local LV data. Ofsted conversations. Learner View data. Complaints and Compliments process. Involvement in recruitment of the Vice Principals Enterprise & Engagement, and Excellence & Learning, the appointment of Curriculum Managers and teaching staff, 2012 College re-shaping exercise, redesign of ID badges and lanyards, cashless vending Initiative ,no smoking policy, Royal visit of the HRH Duke of Gloucester, bid for Studio School. Consultation with learners, employers, and parent/guardians has been a key driver in the College’s successful reaccreditation and monitoring visits by external agencies i.e. Customer Service Excellence 2009, 2012, and 2013 with Compliance +2. At the Students Quality and Standards Committee student representatives present their own papers to College managers and Governors. Studded representatives own their own Learner Voice ‘Wall’.

A strong culture of continuous improvement permeates the College

“A strong culture of quality improvement permeates every part of the college and is very effective in bringing about improvements. Self-assessment is a continuous process clearly based on every aspect of a learner’s experience.”Continuum of SAR processes from PTL, AHOD, HOD (SSA) and corporate level, supported by business functions (Business Excellence model). Real time SAR Wheels. MySelf-Assessment. Course Reviews and validation processes.

Strong data management supports effective curriculum delivery and planning

“Improvements in the quality of data available to managers have strengthened their ability to monitor the courses they are responsible for, and the imminent launch of a detailed and responsive college data dashboard should further enhance the responsiveness at all levels.”Management of the curriculum areas including Work-based learning and sub-contracted provision is good. There are effective systems in place to monitor the performance of the providers. The use of LMI is good and improving.

The College has a clear strategic vision built on being enterprising

The College has a clear vision of being enterprising. “All full-time learners take part in a series of enterprise days culminating in an assessment based on employability skills. Work with key strategic partners is effectively strengthening the emphasis on employability skills and supporting the development of employer driven qualifications.”

College has a broad and inclusive curriculum offer

The College offers a broad and inclusive curriculum from pre-entry to degree level, across 14 of 14 SSAs, serves a significant community of LLDD learners and caters for all age groups from 14-16 upwards. Through its Early Years Learning Tree Centre, providing a professional customer facing service to the local community, it can be argued to cater for the whole spectrum of learners.

The promotion of “The promotion of equality and diversity is good. The college rightly prides

35

Equality and Diversity is good

itself on its excellent record of enabling learners with very low educational achievement to progress from foundation-level programmes through to higher levels.”The achievement of different groups of learners is closely monitored and has successfully narrowed gaps in success rates; for example, success rates for Bangladeshi learners improved significantly in 2012/13. LLDD students typically make as good progress as other learners. LSF interventions make a significant difference to the performance of socio-economically disadvantaged learners. Staff are skilful at promoting a culture of respect and tolerance for others within the College and many use opportunities to enhance the understanding of E and D issues within learning.The College Strategic Plan reflects the whole college commitment to equality & diversity. Corporate Equality Objectives are monitored and reviewed by Governors. The College have a single Equality & Diversity Policy and Action Plan for improving Equality & Diversity and also shows its compliance with its legal obligations under Equality Act 2010.

Safeguarding is very thorough

“The College has extensive and thorough measures in place to promote the safeguarding of learners, including effective links with external agencies, and fulfils all its statutory obligations.”Safeguarding Policies and procedures are very detailed and there is a strong ‘One College’ ethos underpinning practice. A strong safeguarding Team take a proactive approach that seeks to exceed compliance at every stage. Staff training in safeguarding is strong and a very high proportion of college managers have received advanced training. The Departmental Safeguarding Standard embraces business as well as curriculum and pastoral practises. Governor and Executive Leadership Team involvement on Board Safeguarding Panel. Lead DSP co-ordinates between ELT/Governors and operational committee. Consistently survey responses demonstrate that learners felt safe at College. Social Cohesion Programme provides a good staff presence at key times. All Governors are aware of their safeguarding responsibilities, having had training, with 3 nominated Governors who take a specific involvement in safeguarding at a strategic and policy level. These Governors sit on the Safeguarding Panel, along with members of staff from ELT and the designated senior person for the College.

Strong focus upon health and safety culture

Comprehensive Health & Safety Policies are updated annually and agreed by the Board. Achievement of a nationally recognised Award through Contractors Health & Safety Accreditation Scheme (CHAS). Safety Reps regularly carry out a ‘walk round inspection’ in all high risk departments such as Construction, Technology, Sport and Science. Health and Safety Manager gives an input at all Staff. Induction events. Specific risk assessments are carried out for learners and staff for pregnancy, medical issues, learning difficulties/disabilities. Targeted support helps LLDD learners develop materials to promote personal safety and develop personal awareness of risk and support mechanisms. Learner friendly guidelines are available for safeguarding, equality & diversity, anti-bullying and harassment.

AREAS FOR IMPROVEMENTSelf-assessment processes need to further develop personal accountability

Self-assessment needs to continue to develop its focus on individual teacher/assessor accountability through MySelf-Assessment.The quality of some PTL and AHOD Self-Assessment reporting requires further refinements to be more accurate and effective in improvement planning.

Curriculum planning and finance

Curriculum planning at the College is undertaken with rigour and input from key labour market information sources as appropriate. The business planning cycle and curriculum development and rationalisation needs to continue to be undertaken in line with the College budgetary and financial monitoring cycles to greater levels of scrutiny to aid and support strategic planning and support targeted capital investment.

36

Equality Objectives need to be more comprehensive and sophisticated

Whilst the College has been highly successful in reducing or eradicating achievement gaps, greater skill and expertise is required to tackle underrepresentation of some ethnic groups in the curriculum.Value Added achievement gaps still exist for some ethnic minority groups within Teaching, Learning and assessment.

The ethnic profile of staff does not reflect that of the City of particularly in management

Ethnic profile of staff is monitored through Executive Leadership Team reports and Governor reporting mechanisms. Fair recruitment and employment policies and procedures are in place. However, staff and learner cohorts on a wide range of provision are under-represented.

37

QUALITY IMPROVEMENT PLAN2012/13

OFSTED 2013

What does the provider need to do to improve further?

• Ensure that success rates improve rapidly on the minority of courses where they are below theNational Average, including some of the AS-level and GCSE provision

• Increase the proportion of high grades by ensuring lessons and work set provide sufficientchallenge for learners with high levels of ability

• Staff and managers should take swift action with the minority of learners whose attendance ispoor or who turn up late for lessons.

NB. The strategic ‘One College’ QIP included here links to the productions and implementation of the Operational QIP Structure and Post Inspection Action Plan 2013/14 developed by the QIP groups with focus as below;

38

39

40

ATTENDANCE TIMETABLINGLead: A Hulme Lead: M HaworthM Noblett I StottA Hulme J HumphriesI Stott A HulmeE Golding D WatsonV Lucas C FerryD. Smith J MellingT Gillies L Birchall

A LEVEL PERFORMANCE MONITORING DATA MANAGEMENT GROUPLead: A Hulme Lead: C WoodA Gadsdon I StottD Roocroft L NoblettL Noblett M HaworthD Kelly D WatsonS Galley A HumphreysV Thompson J Robinson

E&D GAP ANALYSIS STUDENT TRACKING GROUPLead: D Watson Lead: I StottJ Tudor L NoblettL Mason L BirchallD Kilkenny D KellyS. Cubitt A RichardsonL Noblett D IrelandDiane Hill A MarklandR Peri A Hulme

41

MATHS & ENGLISH/GCSE VALUE ADDED GROUPLead: A Gadsdon Lead: M NoblettE Cameron A HulmeA Gadsdon A KerfootM Haworth D WatsonJ Melling C. FerryL Staniforth L. NoblettD Nickeas D RoocroftD. Hill S Galley

V Caparros

D Watson

A Humphreys

42

Appendices

i. Strategic Planii. SSA Classifications

iii. Learner Responsive and Employer Responsive Success ratesiv. Level 3 Value Added and Alps datav. Destinations of Learners 2011-12

vi. Learner Voice ‘You said….we did.’vii. 2013 Ofsted Inspection Report

43

Appendix (i) Strategic Plan

44

Appendix (ii) SSA Classification

45

Appendix (iii)

SUCCESS, RETENTION AND ACHIEVEMENT ANALYSIS – LEARNER RESPONSIVE

DURATION ANALYSIS (3 YEAR TREND)

2010/11 2011/12 2012/13

Dura

tion

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Long 7245 80 87 92 7675 81 89 92 5648 83 88 94Short 3541 87 96 91 3872 85 94 91 3777 93 96 97V Short

3147 94 99 95 4104 92 99 94 5819 95 99 96

Totals

13933

85.21

91.94

92.68

15651

85.31

92.69

92.04

15244

90.08

94.33

95.50

SSA ANALYSIS (3 YEAR TREND)

2010/11 2011/12 2012/13

National Average

(QSR)

SSA

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Su

cces

s %

(Pro

vide

r)

Succ

ess %

(N

ation

al)

01 1990 89 95 94 2720 83 93 89 2738 91 93 98 85 8502 476 74 88 84 440 77 88 87 549 81 88 92 78 8104 421 77 86 89 498 74 84 88 619 88 93 95 81 8105 323 72 78 92 448 80 84 95 904 92 95 97 80 7906 458 82 85 96 499 88 93 95 1225 92 96 96 82 8007 1352 91 95 97 1677 89 94 95 1585 92 93 99 87 8608 1157 92 94 98 853 93 96 96 930 94 96 98 87 8709 1233 86 91 94 1093 89 94 95 1095 91 95 95 85 8710 78 83 92 90 74 82 93 88 86 72 93 78 80 8811 64 78 91 86 60 78 92 85 77 68 81 84 81 8412 268 85 88 96 289 86 90 96 306 81 86 94 86 8813 69 93 94 98 131 73 91 80 160 84 91 93 86 8614 5156 86 93 92 6034 86 94 92 4083 91 97 94 86 8615 888 71 89 80 825 83 92 90 887 83 92 90 85 84X 0 0 0 0 10 90 10

090 n/a n/a n/a n/a

n/a n/aTota

ls1393

385 92 93 1565

185 93 92 1524

490.0

894.3

395.5

0 84.2 83.8

46

AGE ANALYSIS (3 YEAR TREND)

2010/11 2011/12 2012/13Ag

e

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

16 - 18 8121 87 93 93 8022 86 93 93 7093 89 94 9519+ 5812 83 91 92 7629 85 93 91 8151 91 95 96Totals 13933 85 92 93 15651 85 93 92 15244 90.0

894.3

395.5

0

AGE & LEVEL ANALYSIS (3 YEAR TREND)

2010/11 2011/12 2012/13

Age

Grou

p

Leve

l

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

16 - 18

1 3369 89 94 95 2713 89 94 94 2526 93 96 97

16 - 18

2 2528 89 96 93 2623 88 94 94 2189 90 94 96

16 - 18

3 2162 79 87 91 2637 80 89 90 2318 84 91 92

16 - 18

4 + 5 + H

62 90 92 98 39 100

100

100

51 80 92 87

16 - 18

X 0 0 0 0 10 100

100

100

9 100 100 100

19+ 1 2739 85 92 93 4194 87 93 94 4690 94 98 9619+ 2 1902 79 88 90 2472 83 93 89 2477 90 92 9819+ 3 676 80 88 91 717 79 88 90 818 80 86 9319+ 4 + 5

+ H137 74 93 80 148 68 95 71 149 70 83 84

19+ X 358 100

100

100

98 100

100

100

17 100 100 100

Totals

13933

85 92 93 15651

85 93 92 15244

90.08

94.33

95.50

47

GENDER (3 YEAR TREND)

2010/11 2011/12 2012/13

Gend

er

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

F 7888 88 93 94 8571 86 93 92 8268 90 94 95M 6045 82 90 91 7080 84 92 91 6976 90 95 96Totals 13933 85 92 93 15651 85 93 92 15244 90.0

894.3

395.5

0

DURATION & AGE ANALYSIS (3 YEAR TREND)

2010/11 2011/12 2012/13

Dura

tion

Age

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Long 16 - 18 4007 81 88 92 4758 83 90 92 3428 83 90 93Long 19+ 3238 79 86 92 2917 80 87 92 2220 82 86 96Short 16 - 18 1522 88 96 92 1286 86 95 91 1682 93 96 98Short 19+ 2019 87 95 91 2586 85 94 91 2095 93 97 96V Short 16 - 18 2592 95 99 95 1978 94 99 95 1983 95 99 96V Short 19+ 555 94 99 95 2126 91 99 92 3836 95 99 96Totals 1393

385 92 93 1565

185 93 92 1524

490.0

894.3

395.5

0

48

ETHNIC GROUP ANALYSIS (3 YEAR TREND)

2010/11 2011/12 2012/13

Ethn

ic G

roup

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Any Other 192 78 89 87 225 87 92 94 150 89 95 94Bangladeshi 211 78 94 83 390 74 88 84 241 88 96 91Black African 75 83 92 90 112 88 97 90 128 89 95 94Black Caribbean 113 87 95 92 139 81 91 88 135 93 97 95Black Other 22 86 91 95 52 96 98 98 83 88 94 94Chinese 45 82 89 93 47 89 96 93 40 100 100 100Indian 1009 82 94 88 1069 86 95 90 825 90 96 95Mixed 377 81 90 90 330 85 92 92 344 91 96 95Other Asian 165 82 95 87 228 90 97 93 150 93 99 94Pakistani 656 87 95 92 861 83 93 89 611 90 96 94Unknown 170 87 91 96 138 89 93 95 163 94 98 96White 10898 86 92 94 1206

086 92 93 1237

490 94 96

Totals 13933 85 92 93 15651

85 93 92 15244

90.08

94.33

95.50

LEVEL ANALYSIS (3 YEAR TREND)

2010/11 2011/12 2012/13

Leve

l

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Entry Level 1 91 95 96 99 89 89 96 93 27 100 100 100Entry Level 1, 2 and 3

496 76 85 90 487 74 85 87 n/a n/a n/a n/a

Entry Level 2 106 72 92 78 232 89 98 91 57 100 100 100Entry Level 3 402 82 91 90 516 89 94 95 943 86 98 881 5013 87 93 94 5583 86 92 93 6189 93 97 972 4430 85 92 92 5095 86 94 91 4666 90 93 973 2838 79 87 91 3354 80 89 90 3136 83 89 92H 199 79 92 85 187 74 96 77 200 73 86 85X 358 10

010

010

0108 10

010

010

026 100 100 100

49

Totals 13933

85 92 93 15651

85 93 92 15244

90.08

94.33

95.50

LEARNING DIFFICULTY AND DISABILITY ANALYSIS (3 YEAR TREND)

2010/11 2011/12 2012/13

Lear

ning

Di

fficu

lty &

Di

sabi

lity

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Has a Learning Difficulty or Disability

2695 89 94 95 3402 88 95 93 4421 90 95 96

No Learning Difficulty or Disability

10822

84 92 92 11857

85 92 92 10360

90 94 95

No Information Provided

416 85 90 94 392 83 92 91 463 92 95 96

Totals 13933

85 92 93 15651

85 93 92 15244

90.08 94.33 95.50

2010/11 2011/12 2012/13

Disa

bilit

y

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Asperger's 59 93 95 98 55 93 95 98 73 92 97 94emotional/behavioural

232 90 94 95 554 85 92 93 454 89 93 95

hearing 95 96 97 99 124 92 97 95 147 92 95 96medical 334 91 94 97 364 86 94 92 444 90 92 98mental health 101 80 87 92 156 93 97 96 152 84 91 93mobility 94 86 93 93 93 81 94 86 73 93 95 99multiple 78 99 99 10

065 88 89 98 62 90 97 93

no disability 12148

85 92 92 13445

85 93 92 12970

90 94 95

not known/not provided

486 86 90 95 379 84 91 92 506 92 95 97

other 159 91 93 97 230 92 95 97 220 94 97 96physical 58 88 95 93 67 87 94 92 35 91 91 100profound/complex 6 10

010

010

03 10

010

010

01 100 100 100

50

temporary 3 33 67 50 2 100

100

100

15 93 100 93

visual 80 90 94 96 114 88 96 91 92 96 98 98Totals 1393

385 92 93 1565

185 93 92 1524

490.0

894.3

395.5

0

2010/11 2011/12 2012/13

Lear

ning

Diffi

culty

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

autism 46 91 93 98 54 98 100

98 123 98 98 99

dyscalculia 22 77 91 85 30 83 83 100

20 90 95 95

dyslexia 856 86 92 93 956 88 95 93 991 90 96 94moderate 659 92 95 97 753 90 96 94 796 94 97 97multiple 20 90 10

090 56 89 96 93 33 91 100 91

none 11461

85 92 92 12898

85 92 92 11196

90 94 96

not known/not provided

483 86 91 95 376 84 91 92 487 91 94 96

other 203 90 93 96 272 87 96 91 1383 88 94 94other spec 89 85 91 94 141 87 94 93 118 93 95 98severe 94 98 99 99 115 97 98 98 97 98 98 100Totals 1393

385 92 93 1565

185 93 92 1524

490.0

894.3

395.5

0

SUB SSA ANALYSIS (3 YEAR TREND)

2010/11 2011/12 2012/13

Sect

or

Subj

ect A

rea

Tier

2

Star

ts

Succ

ess % Re

tenti

on %

Achi

eve

%

Star

ts

Succ

ess % Re

tenti

on %

Achi

evem

ent

Star

ts

Succ

ess % Re

tenti

on %

Achi

evem

ent

01.0 – Health, Public Services & Care n/a n/a n/a n/a 46 48 100 48 n/a n/a n/a n/a

01.1 – Medicine & Dentistry 9 33 78 43 1 100

100 100 n/a n/a n/a n/a

01.2 – Nursing & Allied Subjects & Vocs 21 86 86 100 1 100

100 100 n/a n/a n/a n/a

01.3 – Health & Social Care 1613 90 97 93 1996 86 94 91 2307 92 94 98

01.4 – Public Services 209 83 88 95 425 82 96 86 167 90 92 98

01.5 – Child Development and Well Being

138 88 88 100 251 72 82 88 264 83 86 96

02.1 – Science 326 77 91 85 291 78 88 89 313 77 87 89

02.2 – Mathematics & Statistics 150 67 83 81 149 74 89 83 236 86 90 95

04.1 – Engineering 264 78 87 89 290 73 85 86 398 88 93 95

04.2 – Manufacturing Technologies 45 73 91 80 30 70 87 81 27 100 100

100

51

04.3 – Transportation Operations & Maintenance

112 76 83 91 178 75 80 94 194 87 92 94

05.2 – Building & Construction 323 72 78 92 448 80 84 95 904 92 95 97

06.0 – Information and Communication Technology

19 100

100 100 n/a n/a n/a n/a 8 100 100

100

06.1 – ICT Practitioners 214 85 88 96 280 89 94 95 713 93 97 97

06.2 – ICT for Users 225 78 81 96 219 87 90 96 504 89 94 95

07.0 – Retail & Commercial Enterprise 109 100

100 100 6 100

100 100 n/a n/a n/a n/a

07.1 – Retailing & Wholesaling 222 84 92 91 257 86 93 92 140 91 93 98

07.2 – Warehousing & Distribution n/a n/a n/a n/a 29 83 83 100 49 98 98 100

07.3 – Service Enterprises 1056 91 95 96 1092 88 93 95 919 89 90 99

07.4 – Hospitality & Catering 124 87 89 98 351 91 96 95 546 93 95 98

08.0 – Leisure, Travel & Tourism 62 100

100 100 44 100

100 100 n/a n/a n/a n/a

08.1 – Sport, Leisure & Recreation 1026 92 94 98 688 92 96 96 803 95 97 98

08.2 – Travel & Tourism 69 83 83 100 121 97 97 100 127 91 92 99

09.0 – Arts, Media & Publishing 162 100

100 100 43 100

100 100 9 100 100

100

09.1 – Performing Arts 505 88 92 95 597 88 93 94 616 91 96 95

09.2 – Crafts, Creative Arts & Design 223 90 91 98 258 90 94 96 286 91 95 96

09.3 – Media & Communication 343 75 85 88 195 88 93 94 174 88 94 94

10.1 – History 28 89 89 100 26 96 100 96 35 74 89 84

10.3 – Philosophy n/a n/a n/a n/a n/a n/a n/a n/a 14 21 93 23

10.4 – Theology & Religious Studies 50 80 94 85 48 75 90 84 37 89 97 92

11.1 – Geography 4 100

100 100 3 33 67 50 12 50 67 75

11.2 – Sociology & Social Policy 49 73 88 84 36 78 92 85 43 77 86 89

11.3 – Politics 11 91 100 91 21 86 95 90 22 59 77 76

12.0 – Languages, Literature & Culture 6 100

100 100 n/a n/a n/a n/a n/a n/a n/a n/a

12.1 – Languages, Literature & Culture of the BI

231 83 87 96 236 86 88 97 240 85 86 98

12.2 – Other Languages, Literature & Culture

31 100

100 100 53 89 98 90 66 68 86 79

13.1 – Teaching & Lecturing 55 96 98 98 69 72 100 72 56 84 96 87

13.2 – Direct Learning Support 14 79 79 100 62 73 81 90 104 85 88 97

14.0 – Preparation for Life & Work 892 98 98 100 1260 99 99 100 1522 100 100

100

14.1 – Foundations for Life & Work 2836 81 91 89 3087 81 91 89 768 82 96 85

14.2 – Preparation for Work 1428 88 93 95 1687 85 93 91 1793 89 96 93

15.0 – Business, Administration & Law n/a n/a n/a n/a 2 100

100 100 n/a n/a n/a n/a

15.1 – Accounting & Finance 382 61 88 70 301 75 91 83 293 72 89 81

15.2 – Administration 60 92 98 93 213 95 96 99 224 90 95 95

15.3 – Business Management 390 77 89 86 268 81 90 90 325 88 92 96

15.5 – Law & Legal Services 56 73 80 91 41 88 93 95 45 80 89 90

Totals 13933 85 92 93 15651 85 93 92 15244

90 94 96

PORTFOLIO/DEPARTMENTAL ANALYSIS (*Only 1 year due to restructure)

2012/13

52

Portf

olio

Are

as

Star

ts (N

o-Xf

r)

Succ

ess %

Rete

ntion

%

Achi

evem

ent %

Business, Communications and Skills Development 5209 89.58 94.41 94.88Digital and Creative Industries 2395 91.02 96.28 94.54Health, Science, EY and Social Care 3609 88.89 93.60 94.97Leisure Society and Service Industries 2108 92.13 95.21 96.76Advanced Technologies and Sustainable Construction 1892 90.43 94.50 95.69Unknown (Old Structure) 31 80.65 80.65 100Totals 15213 90.08 94.33 95.50

PTL AREA ANALYSIS (*Only 1 year due to restructure)2012/13

PTL

Area

s

Star

ts

(No-

Xfr)

Succ

ess

%

Rete

ntio

n %

Achi

eve

me

nt %

BPB – Business Enterprise 709 79.97 88.29 90.58BPC – Beauty & Complementary Therapy 536 88.99 89.18 99.79BPE – English 609 89.16 92.45 96.45BPF – Faith School Provision 93 76.34 92.47 82.56BPH – Hair & Barbering 666 92.79 93.99 98.72BPL – Languages, ESOL & Teacher Education 502 96.81 98.21 98.58BPM – Maths 510 94.51 95.88 98.57BPP – Business Solutions & Professional Skills 558 88.35 95.34 92.67BPS – Skills & Development 1026 90.55 99.90 90.63DPC – Computer Technology 208 87.98 93.75 93.85DPD – Dance 183 81.42 95.63 85.14DPG – Design 89 89.89 93.26 96.39DPL – Digital Literacy & IT 181 94.48 95.58 98.84DPM – Music 176 85.80 96.02 89.35DPP – Drama 346 95.95 96.82 99.10DPV – Visual Arts 341 89.44 95.01 94.14DPX – Digital Media 871 92.88 97.82 94.95HPC – Counselling 245 88.57 97.55 90.79HPD – Pharmacy & Dentistry 5 80.00 80.00 100HPE – Early Years 324 84.57 92.28 91.64HPH – Health & Social Care 144 68.06 77.08 88.29HPP – Professional Health 1195 94.56 96.07 98.43HPS – Science & Maths 427 82.90 90.16 91.95HPT – Teaching & Learning in Schools 315 88.57 91.75 96.54HPW – Health Care & Work Experience 954 89.31 94.65 94.35LPC – Catering & Hospitality & Event Management 404 93.56 94.80 98.69LPE – Sporting Excellence 252 98.02 98.81 99.20LPF – Food Manufacturing 132 94.70 100 94.70LPH – Sports Science & HE 125 92.80 95.20 97.48

53

LPL – Public Services 251 92.43 93.63 98.72LPO – Social Sciences 175 66.29 85.71 77.33LPT – Sports & Tourism 599 96.33 96.83 99.48LPX – Sports, Exercise & Fitness 170 88.82 93.53 94.97TPB – Apprenticeship Provision (Construction) 14 64.29 85.71 75.00TPC – Construction Professional 169 95.86 95.86 100TPE – Engineering 214 88.32 94.39 93.56TPM – Pathways 322 94.10 96.58 97.43TPO – Workplace Training (Construction) 53 90.57 90.57 100TPS – Building Services (inc Electrical) 482 89.00 96.27 92.46TPT – Building Crafts 364 90.11 91.76 98.20TPV – Motor Vehicle 274 88.69 93.07 95.29Unknown (Old Structure) 31 80.65 80.65 100Totals 15213 90.08 94.33 95.50SUCCESS, RETENTION AND ACHIEVEMENT ANALYSIS – EMPLOYER RESPONSIVE

APPRENTICES*Timely Data to be inserted following ILR submission of R04, on 5th December 13, when timely data finalised.

APPRENTICES BY SSA (3 YEAR TREND) (OVERALL)

2010/11 2011/12 2012/13

SSA

Leav

ers -

L6w

ks -

Xfr -

Con

t - E

xc

Succ

ess %

Leav

ers -

L6w

ks -

Xfr -

Con

t - E

xc

Succ

ess %

Leav

ers -

L6w

ks -

Xfr -

Con

t - E

xc

Succ

ess %

01 21 66.7 89 78.7 175 6502 n/a n/a n/a n/a 3 3304 36 61.1 52 46.2 54 7205 50 72.0 58 69.0 52 7507 85 74.1 108 72.2 137 7908 19 89.5 21 66.7 9 7809 8 37.5 1 0 6 8313 n/a n/a 15 86.7 17 8815 46 78.3 84 84.5 165 81

Totals 265 72.1 428 72.4 618 74.76

APPRENTICES BY AGE (3 YEAR TREND) (OVERALL)

2010/11 2011/12 2012/13

54

Age

Leav

ers -

L6w

ks -

Xfr -

Con

t - E

xc

Succ

ess %

Leav

ers -

L6w

ks -

Xfr -

Con

t - E

xc

Succ

ess %

Leav

ers -

L6w

ks -

Xfr -

Con

t - E

xc

Succ

ess %

16 – 18 146 71.9 176 70.5 160 8119 – 24 92 69.6 134 75.4 200 73

25+ 27 81.5 118 72.0 258 72Totals 265 72.1 428 72.4 618 74.76

APPRENTICES BY AGE & LEVEL (3 YEAR TREND) (OVERALL)

2010/11 2011/12 2012/13

Age

Leve

l

Leav

ers -

L6w

ks -

Xfr -

Co

nt -

Exc

Succ

ess %

Leav

ers -

L6w

ks -

Xfr -

Co

nt -

Exc

Succ

ess %

Leav

ers -

L6w

ks -

Xfr -

Co

nt -

Exc

Succ

ess %

16 - 18 2 119 68.1 92 66.2 125 8319 - 24 2 46 63.0 69.9 69 112 77

25+ 2 16 68.8 65 60.0 124 7416 - 18 3 27 88.9 37 86.5 30 8019 - 24 3 46 76.1 58 86.2 77 74

25+ 3 11 100 53 86.8 119 7419 - 24 H n/a n/a 3 0 4 75

25+ H n/a n/a n/a n/a 13 4616 - 18 X 5 2019 - 24 X 7 0

25+ X 2 50Totals 265 72.1 428 72.4 618 74.76

APPRENTICES BY GENDER (3 YEAR TREND) (OVERALL)

2010/11 2011/12 2012/13

55

Age

Leav

ers -

L6w

ks -

Xfr -

Con

t - E

xc

Succ

ess %

Leav

ers -

L6w

ks -

Xfr -

Con

t - E

xc

Succ

ess %

Leav

ers -

L6w

ks -

Xfr -

Con

t - E

xc

Succ

ess %

F 129 76.7 247 80.2 367 75M 136 67.6 181 61.9 251 75

Totals 265 72.1 428 72.4 618 74.76

APPRENTICES BY ETHNIC GROUP (3 YEAR TREND) (OVERALL)

2010/11 2011/12 2012/13

Ethn

ic G

roup

Leav

ers -

L6w

ks -

Xfr -

Con

t - E

xc

Succ

ess %

Leav

ers -

L6w

ks -

Xfr -

Con

t - E

xc

Succ

ess %

Leav

ers -

L6w

ks -

Xfr -

Con

t - E

xc

Succ

ess %

Any Other 2 100 n/a n/a 3 67African n/a n/a n/a n/a 1 100Bangladeshi n/a n/a 1 100 2 0Black Caribbean n/a n/a 1 100 n/a n/aChinese 1 0 n/a n/a n/a n/aIndian 9 66.7 20 80.0 22 59Mixed 6 67 4 75 7 71Other Mixed n/a n/a 2 100 n/a n/aPakistani 5 0 3 33 8 75Unknown 2 0 1 0 4 50White 240 74.6 396 72.2 571 76Total 265 72.1 428 72.4 618 74.76

APPRENTICES BY LEVEL (3 YEAR TREND) (OVERALL)

2010/11 2011/12 2012/13

56

Leve

l

Leav

ers -

L6w

ks -

Xfr -

Con

t - E

xc

Succ

ess %

Leav

ers -

L6w

ks -

Xfr -

Con

t - E

xc

Succ

ess %

Leav

ers -

L6w

ks -

Xfr -

Con

t - E

xc

Succ

ess %

2 181 66.9 277 65.7 361 783 84 83.3 148 86.5 226 75H n/a n/a 3 0 17 53X n/a n/a n/a n/a 14 14

Totals 265 72.1 428 72.4 618 74.76

WORKPLACE LEARNING

WORKPLACE LEARNER BY SSA (3 YEAR TREND) (OVERALL)

2010/11 2011/12 2012/13

SSA

Leav

ers -

L6w

ks -

Xfr -

Con

t - E

xc

Succ

ess %

Leav

ers -

L6w

ks -

Xfr -

Con

t - E

xc

Succ

ess %

Leav

ers -

L6w

ks -

Xfr -

Con

t - E

xc

Succ

ess %

01 377 89 195 76.4 27 9302 n/a n/a n/a n/a 3 10004 383 95 260 92.4 376 9505 1924 93 1558 93.2 1557 9406 14 86 n/a n/a n/a n/a07 343 93 251 95.2 137 9608 17 94 7 85.7 2 10013 132 96 3 100 n/a n/a14 186 94 59 86.4 98 9115 473 90 102 91.0 77 96

Totals 3849 92.73 2435 91.00 2277 94.38

WORKPLACE LEARNER BY GENDER (3 YEAR TREND) (OVERALL)

57

2010/11 2011/12 2012/13

Gend

er

Leav

ers -

L6w

ks -

Xfr -

Co

nt -

Exc

Succ

ess %

Leav

ers -

L6w

ks -

Xfr -

Co

nt -

Exc

Succ

ess %

Leav

ers -

L6w

ks -

Xfr -

Co

nt -

Exc

Succ

ess %

F 1171 92 509 87 227 93M 2678 93 2055 93 2050 95Totals 3849 92.73 2564 91.00 2277 94.38

WORKPLACE LEARNER BY AGE (3 YEAR TREND) (OVERALL)

2010/11 2011/12 2012/13

Age

Grou

p

Leav

ers -

L6w

ks -

Xfr -

Co

nt -

Exc

Succ

ess %

Leav

ers -

L6w

ks -

Xfr -

Co

nt -

Exc

Succ

ess %

Leav

ers -

L6w

ks -

Xfr -

Co

nt -

Exc

Succ

ess %

19 - 24 556 89 368 89 362 9325+ 3293 93 2196 92 1915 95Totals 3849 92.73 2564 91.00 2277 94.38

WORKPLACE LEARNER BY LEVEL (3 YEAR TREND) (OVERALL)

2010/11 2011/12 2012/13

Leve

l

Leav

ers -

L6w

ks -

Xfr -

Co

nt -

Exc

Succ

ess %

Leav

ers -

L6w

ks -

Xfr -

Co

nt -

Exc

Succ

ess %

Leav

ers -

L6w

ks -

Xfr -

Co

nt -

Exc

Succ

ess %

1 150 96 38 89 78 94

58

2 2918 93 1964 91 1791 943 752 93 519 94 328 95H 29 79 43 98 80 95

Totals 3849 92.73 2564 91.00 2277 94.38

WORKPLACE LEARNER BY ETHNIC GROUP (3 YEAR TREND) (OVERALL)

2010/11 2011/12 2012/13

Ethn

ic G

roup

Leav

ers -

L6w

ks -

Xfr -

Co

nt -

Exc

Succ

ess %

Leav

ers -

L6w

ks -

Xfr -

Co

nt -

Exc

Succ

ess %

Leav

ers -

L6w

ks -

Xfr -

Co

nt -

Exc

Succ

ess %

Any Other 22 95 9 89 17 94Bangladeshi 3 67 1 100 7 100Black African 9 100 5 80 33 100Black Caribbean 8 100 3 100 7 86Black Other 4 100 2 100 6 50Chinese 4 100 n/a n/a n/a n/aIndian 180 95 80 96 48 96Mixed 39 92 13 77 11 82Other Asian 12 100 3 67 23 100Pakistani 42 88 10 90 178 100Unknown 4 75 1 100 3 100White 3522 93 2437 92 1944 94Totals 3849 92.73 2564 91.00 2277 94.38

59

DESTINATION DATA – HIGHER EDUCATION

Destination HE LearnersASTON UNIVERSITY 3BIRMINGHAM UNIVERSITY 1BLACKBURN COLLEGE 16BOLTON INSTITUTE OF HIGHER EDUCATION 8BOURNEMOUTH UNIVERSITY 3BRUNEL UNIVERSITY 4BUCKINGHAMSHIRE NEW UNIVERSITY 1CARDIFF UNIVERSITY 4CHICHESTER INSTITUTE OF HIGHER EDUCATION 3EDGE HILL UNIVERSITY COLLEGE 23GLASGOW SCHOOL OF ART 1ITALIA CONTI ACADEMY 4KEELE UNIVERSITY 3LANCASTER UNIVERSITY 19LEEDS METROPOLITAN UNIVERSITY 10LEEDS TRINITY UNIVERSITY COLLEGE 6LIVERPOOL HOPE UNIVERSITY 5LIVERPOOL JOHN MOORES UNIVERSITY 21LONDON SCHOOL OF ECONOMICS AND POLITICAL 2LOUGHBOROUGH UNIVERSITY 4MYERSCOUGH COLLEGE 7NEWCASTLE UPON TYNE 1NEWMAN COLLEGE (BIRMINGHAM) OF HIGHER ED 1PRESTON COLLEGE 176ROEHAMPTON INSTITUTE LONDON 2RUNSHAW COLLEGE 5SHEFFIELD HALLAM UNIVERSITY 9SOUTHPORT COLLEGE 1STAFFORDSHIRE UNIVERSITY 3SWANSEA INSTITUE OF HIGHER EDUCATION 1SWANSEA UNIVERSITY 3TECH MUSIC SCHOOL 6THE MANCHESTER METROPOLITAN UNIVERSITY 41THE UNIVERSITY OF ABERDEEN 4THE UNIVERSITY OF HUDDERSFIELD 5

60

THE UNIVERSITY OF LIVERPOOL 16THE UNIVERSITY OF MANCHESTER 9THE UNIVERSITY OF NOTTINGHAM 1THE UNIVERSITY OF SALFORD 18THE UNIVERSITY OF SHEFFIELD 4UNIVERSITY COLLEGE CHESTER 3UNIVERSITY COLLEGE FALMOUTH 1UNIVERSITY COLLEGE OF RIPON AND YORK ST 2UNIVERSITY OF ABERTAY, DUNDEE 1UNIVERSITY OF CENTRAL LANCASHIRE 251UNIVERSITY OF CUMBRIA 25UNIVERSITY OF GLOUCESTERSHIRE 1UNIVERSITY OF HERTFORDSHIRE 2UNIVERSITY OF KENT 2UNIVERSITY OF LATVIA 3UNIVERSITY OF LEEDS 7UNIVERSITY OF NORTHUMBRIA AT NEWCASTLE 4UNIVERSITY OF SUNDERLAND 1UNIVERSITY OF TEESSIDE 1UNIVERSITY OF THE ARTS LONDON 4UNIVERSITY OF WALES, ABERYSTWYTH 3UNIVERSITY OF WESTMINSTER 1Total 766

Level 3 Value Added by Qualification

Vocational Qualifications (Grades)

Entries Statistical Significance

IFS Level 3 Certificate in Financial Studies -0.48 7 EDEXCEL BTEC Level 3 Subsidiary Diploma -0.28 47 Below AverageEDEXCEL BTEC Level 3 Certificate -0.49 26 Below AverageEDEXCEL BTEC Level 3 Extended Diploma -0.06 140 EDEXCEL BTEC Level 3 Diploma -0.63 17 Below AverageEdexcel BTEC Level 3 90-credit Diploma 0.04 158 ABC Level 3 Diploma in Fashion Retail 0.77 3 Pearson BTEC Level 3 Diploma in Beauty Therapy

-0.52 4

Academic Qualifications (Grades) Entries Statistical

SignificanceExtended Project (Diploma) -2.17 26 Below AverageA Level 0.05 145 AS Level (Not Continued to A2) -0.06 190 GCE AS Level Double Award 0.16 1 Applied GCE AS level -0.4 9 AS Level (All ) -0.16 334 Below Average

Alps Subject

A2Entries Grade

ASEntries Grade

Accounting 15 6 8 4Art (Graphic Design) 7 7 6 8Art (Photography) 16 7 2 6Biology 16 2 9 7

61

Business Studies 15 5 11 5Chemistry 8 2 6 3English Language & Lit 38 7 17 3Film Studies 7 2 1 1Geography 5 7 1 2Government & Politics 10 8 5 2History 20 6 10 6Law 26 3 14 2Maths 19 2 14 5Maths (Further) 3 8 1 2Media Studies 19 4 7 4Physics 5 3 2 8Psychology 46 7 14 6Religious Studies 13 7 5 4Sociology 24 5 9 7

62

BTECType Subject

EntriesGrade

Old Cert Children's Care 12 4Old Dip Children's Care 39 3Cert IT 12 2Cert Performing Arts 5 5Dip Business 8 6Dip Health & Social Care 18 8Dip IT 2 8Dip Sport & Exercise Science 2 9Dip Travel & Tourism 4 5Ext Dip Applied Science 111 5Ext Dip Art & Design 18 5Ext Dip Art & Design Fashion 12 5Ext Dip Art & Design Graphic Design 18 6Ext Dip Art & Design Photography 33 6Ext Dip Business 60 4Ext Dip Construction 27 3Ext Dip Creative Media 18 2Ext Dip Electrical Engineering 12 4Ext Dip Health & Social Care 51 8Ext Dip IT Business 66 3Ext Dip IT Software 21 5Ext Dip Mechanical Engineering 24 3Ext Dip Music 36 8Ext Dip Performing Arts Acting 6 7Ext Dip Performing Arts Dance 12 6Ext Dip Performing Arts Musical 36 7Ext Dip Public Services 90 5Ext Dip Sport (Performance) 33 5Ext Dip Sport & Exercise Sciences 18 4

63

Learner Voice ‘You said….we did’ - Update

You Said We DidCan we have more healthy food options in the Refectory?

A free healthy breakfast service has been provided in the mornings.

Is it possible to buy bus passes in College? Bus passes for each term can now be purchased from the One Shop.

People are smoking e-cigarettes outside the smoking shelters.

Notices were put up to fully explain the rules for smoking e-cigarettes.

Can we have more cycle racks for the Construction building?

Additional cycle racks have been put up.

Can we have hot lunches earlier if our timetables don’t allow us to eat at 12?

Hot lunches will be provided early if requested.

Can we have access to hot water for food and drink?

Hot water has been made available, and Catering is looking into associated food products.

Can Art & Design students have a designated art room?

Specific space for Art & Design work and storage has been allocated.

We are having problems with the Mac computers.

The Macs have been rebuilt across College to fix these problems.

Can we start the Counselling evening course later than 5:30pm?

The Counselling start time has been changed to 6:00pm.

Can we have a Learner Voice group for A Level students?

Another Learner Voice group is being created.

The spot on A Level timetables for sports is less convenient than last year. Car owners with expired disabled badges are using the disabled parking.

A range of enrichment activities have been provided; the timetable will be reviewed.The return of any expired disabled badges is now requested.

Current Student Council recommendations based on first core survey (Induction)

Increase invitation to participate in ‘100 club’ from 140 to 500 to improve attendance rate Ensure each question requires a single response Increase the alert so that it is visible clearly on the desktop Some students who should have been eligible didn’t get the survey. Potential to make

available to all students and then filter the responses we want to analyse Positive feedback about the Student Conference idea.

64