KING EDWARD VI COLLEGE, STOURBRIDGE · increasing need to ‘up our game’ in marketing alongside...

KING EDWARD VI COLLEGE,

STOURBRIDGE

STRATEGIC DEVELOPMENT

PLAN

2015-2018

CONTENTS

Introduction 1

Our mission 1

Our ethos and values 1

Strategic Aims 1

Summary of Plan Themes 2

College Objectives 9

Key Successes 10

Programmes of Study 11

New Curriculum Initiatives 11

Staff Suggestions 13

Student Suggestions 13

Matrix of Linkages between College Objectives and Strategic Aims 15

Targets 2015/16 16

Appendices

1. Full Annual Plans

2. Risk Assessments

3. Financial plans – a full copy of the Financial Plans will be included in the September

version of the document)

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Introduction

This plan sets out King Edward VI College’s strategic aims for the next four years, its strategic

objectives for 2015-18 and its operational targets for 2015/16. It communicates to our stakeholders

the college’s plans to continuously improve our already outstanding provision. At the heart of all of

our plans for the future is a single overriding priority: the welfare and continuing success of our

students. This is what lies at the heart of our college mission and values.

Our mission

King Edward VI College revised its mission statement in March 2012 following a period of

consultation. Our mission statement is:

To challenge each student to achieve personal and academic excellence leading to enhanced life

and career opportunities.

Our ethos and values

Following a lengthy period of reflection and consultation, the college and governors have identified

the following values as being fundamental to our philosophy and essential to achieving our mission:

1. Excellence: high student achievement

2. Enrichment: education of the whole student

3. Independence: fostering initiative in student attitudes to learning

4. Opportunity: success regardless of background

5. Equality : a safe place to value and celebrate diversity

6. Community: students, staff, parents and local people working together.

7. Partnerships; collaborative relationships with other organisations

8. Continuity: celebrating our past while embracing the future.

9. Integrity: in all we do

Strategic Aims

After eleven years of operation, the College’s strategic aims were reviewed and reworked in March

2012 to more closely reflect its values and the changing world in which we live:

1. To support and inspire students to achieve the highest levels of academic attainment and personal development

2. To provide the highest possible quality of learning environment.

3. To provide a safe environment for students and staff, ensuring they benefit from the practice of equal opportunities.

4. To equip students with the confidence to embrace their future

5. To embed a culture of ongoing quality improvement

6. To pursue an ethos of continuing professional development in order to maintain the highest standards

7. To promote creative solutions to efficient and effective management of resources in a challenging financial environment

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8. To ensure that college plays an integral role in the life of the local community

9. To build and maintain collaborative partnerships with other organisations, securing the continuing future of the college.

Plan Themes

This section sets out the main themes of the strategic plan, with a brief summary of intended actions.

The greater detail required for each is given in the separate, themed annual plans in the appendix

at the end of the document.

Theme 1: Competition and the Challenge of Growth

There is continuing strong competition from school sixth forms (which are expanding) and other

colleges, with in some cases quite aggressively negative marketing approaches taken by other

organisations. The newly created free school in Birmingham sponsored by Birmingham University is

also a major threat to our recruitment of the highest calibre students in the city who currently are

educated outside the grammar school system. At the same time, the need for the college to grow,

driven by the funding change imperative, has created an ever-more competitive environment, and

there could be the danger that the college is perceived by some as seeking to be overly dominant in

the region at their expense.

Whilst the college needs to grow in order to stay financially viable, this creates its own issues. An

increasingly consumerist approach by students and their parents to the choice of post 16 institution,

with most students now making multiple applications to various schools and colleges in the area,

makes planning difficult. In addition, the nature of the student body continues to change, becoming

increasingly diverse in terms of student fluency with approaches to study at this level.

Growth is also made more demanding by a falling local 16-19 population (e.g. Dudley is in decline

by close to 9% over recent years and continuing to drop, stabilising by around 2019) and by the

increasing need to ‘up our game’ in marketing alongside King Edward’s competitors. The need to

continuously update the college’s accommodation and infrastructure, providing study and social

space for a larger student population is further complicated by the fact that we are nearing capacity

of the site in terms of classrooms, even with the new buildings.

A further challenge to successful growth is the geographical spread of the student intake, making

transport and after-college activities more problematic. Indeed, the continuing impact of the loss of

EMA and limited learner support funding make travel from the north of the borough and even

continuing in education for poorer students difficult. This is exacerbated by the failure of what support

the college is given to increase with the cost of living or indeed the growing size of the student body.

Our plan in response

We aim to secure and further increase our market share of the academically gifted students from the

Dudley area and increasingly beyond (especially into Worcestershire) using a range of measures

including:

Developing the marketing of the college brand regionally, ensuring effective communication

of the college’s mission and values. This will include a growing expansion into Worcestershire

and South Birmingham

An expansion of the existing college bus services to and from outlying rural areas, doing so

in the most cost effective manner possible.

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Provision of transport solutions for those in areas like South West Birmingham that are both

cost effective and more socially inclusive, encouraging widening participation.

An expansion of targeted marketing through social media, postcards and posters

Continued and expanded use of bursary schemes

An increased number of 14-16 curriculum initiatives and gifted and talented events.

More transparent recruitment processes with faster decisions and regular communication.

This will include the development of a new student app so that prospective students can track

their application from start to finish on their smart phones – a little like applicants to university

can through the UCAS system.

The development of links with new schools through attendance at events and bespoke help.

Greater use of student ambassadors

The expansion of taster events, additional open mornings and evenings

An upgrade of the college’s website, which is currently in need of a revamp.

An update of the accommodation strategy to respond promptly to any new tranches of

government (or other external body) funding in continuing to upgrade facilities for students.

In particular, we will focus this strategy on the provision of more classroom space over the

lifetime of the plan.

Provision of training for teachers and support staff in understanding the needs of a more

diverse student population.

Embedding the use of college tracking and monitoring systems to better support students,

investing time in 1-1 student support and making full use of the newly developed e-ILP – this

will help to raise results further, support our students and also to counter the charge of

competitors that the college is impersonal/unsupportive.

Adjusting the college timetable to reduce the number of students with large gaps on their

timetables, enabling fewer people on site at any one time and reducing pressure on the

facilities and accommodation.

Even greater provision of staffing resource in supporting students pastorally, including an

increased amount of time for our team of professional counsellors.

Theme 2: Curriculum Change

The new A level curriculum has been designed in most cases to be both harder and greater in

content, with a greater emphasis on analytical skills, unseen texts, problem-solving, independence

of thought and, where relevant, much more mathematical content. This change is happening

simultaneously to changes at GCSE, meaning a two year period from 2015-2017 when students will

have studied for less demanding GCSE levels and then go on to take newly reformed and more

difficult A levels.

The changes to the A level curriculum, and different organisations’ approach to these changes is

making things confusing potentially for students, parents and universities, whilst leaving a large

degree of uncertainty around modelling of student numbers. For example a recent UCAS survey

found at least 15 different institutional approaches to the changes and about 20% of organisations

still undecided. Indeed, ensuring a smooth transition onto the new curriculum in spite of the most

chaotically designed three-year pattern of educational change the country has ever experienced is

not straightforward. Linked to this point, there is a need to prepare for a linearization, as well as the

increased difficulty, of A level qualifications from 2015-16 and an increasing financial pressure to

reduce the typical student’s programme size.

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Continued government focus on the value of ‘facilitating subjects’ in comparison with all others is

putting downwards pressure on numbers of applicants in some smaller subject areas, especially

languages and the performing arts. This is exacerbated by wider and sometimes savage cuts to the

arts in funding terms across the UK. Combined with the above points there is strong pressure to

squeeze institutions and students towards an increasingly narrow curriculum. The new Conservative

government will also in effect spell the death of the AS exam and further exacerbate this pressure.

Further pressures are also being placed on non ‘E-Bacc’ subjects by governmental changes to Key

Stage 4 performance tables. These mean that the value of such subjects diminishes in pure points

terms whilst the value of ‘E-Bacc’ subjects increases. This in turn puts even further pressure on

schools to minimise numbers of students taking Music, Art, Drama for instance at GCSE level.

Decoupling of AS and A levels will create some unpredictable consequences nationally for subjects

which are perceived to be more demanding – recent (Autumn 2014) alarming AoC data suggests

students from more deprived areas would for instance be considerably less likely to choose to study

Physics or Mathematics without the safety net as they see it of an AS contributing towards the final

grade. However, it is fair to say that on the face of it for 2015-16 this would appear unlikely at King

Edward’s with instead the arts in general and subjects like German and French bearing the brunt of

the impact of curriculum change. Of course once the curriculum begins and students experience

what is involved this may change over time.


We will continue to be a ‘Three plus’ college, emphasizing the key themes of choice and breadth in

college prospectus and interviews with students. Additionally we will:

Empower students to decide whether to study 3 or 4 subjects and whether to take an

extended project or other extension activity, whilst continuing compulsory recreational

enrichment.

Ensure consistent, simple messages in student interviews regarding the changes and in

meetings with parents

Reluctance to remove small, minority subjects, encouraging students to maintain breadth

and promoting and marketing the value of languages and the arts in particular.

Expand vocational provision to include both sport and biomedical science by 2016-17 and

further expansion in 2 or 3 other practical areas by the end of the plan. This allows students

who may struggle with terminal assessment to pursue a more focussed and successful route.

Expand enrichment to include new academic options to support student development and

progression e.g. in Greek, drawing skills, creative writing, public speaking.

Continue to promote smaller subjects through master classes and liaison events for years 9

to 11 in local schools.

Expand EPQ and its more statistically focussed SPS alternative to many more students

Design the academic year 2015-16 in such a way that it will allow us to be responsive to any

change in government policy

Introduce A level-in-a-year courses to support those students who struggle with one of their

courses in year 12, providing a ‘rescue plan’ for young people in this position.

Adjust the timetable to give more time to teach each course, reflecting the need to respond

to a harder and larger curriculum in most subject areas.

Ensure subjects adjust their materials and practices in the light of the need for greater levels

of analysis and independent thought.

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Develop an integration and mass roll-out of a mobile technology strategy which will aid

students and their teachers in more flexible delivery with more up-to-the-minute resource and

greater capacity for group and individual research within classes.

Theme 3: Finance

Cuts of close to £1.75 million of government income over the period from 2011-12 to 2015-16 have

had an impact on this college, as every other institution nationally – although this will have been

entirely mitigated by the end of the plan using a mix of growth, new income streams and greater

efficiency. It is also almost certain that, following the election of a Conservative Government in May

2015, further cuts will occur given that unlike pre-16, post-16 budgets have not been ring-faced in

the most recent budgets. The precise level of the cut could be in the vicinity of 10% - costing King

Edward’s a further £800,000 from 2016-17.

The recently announced changes to pensions and national insurance contributions by employers are

also a major cost to all public sector institutions, adding around £250,000 to our annual operating

costs and rising form 2016/17.

On top of the above, government changes such as any wholesale roll-out of Core Maths, as well as

the necessity to ensure broad study programmes and increase work experience provision will place

big financial and skills demands on King Edward’s as indeed every post 16 provider. The possibility

of a Core English qualification was also mooted in all the main parties’ manifestos prior to the recent

election, adding to cost without increasing income.

Without 4 layers of transitional protection many institutions would have been bankrupted or merged

by the above cuts. However, all such protections cease from 2016-17 at which point every

organisation must survive on the income they have been able to develop during this most recent

parliament. Yet in spite of all the above gloomy messages, King Edward’s is well-placed in this

regard, with continued effort needed as below.

Whilst the college has successfully completed two major new building projects, the above-mentioned

cuts in funding put extreme pressure on the college as every other institution in terms of ensuring

consistent levels of routine maintenance.


We will focus income generation and management energy on three areas:

Growing the main 16-19 population to around 2020 by 2015-16

Increase overseas student numbers to around 40- 50 by the end of the plan, using a focussed

recruitment system of overseas agents, visits, website and other marketing activity

Grow the population of higher education students to at least 30 by the end of the plan by the

careful introduction of a limited number of courses, marketed appropriately.

Refocus spending on the college site to ensure that it is sensibly maintained.

At the same time, we will continue to work to refine curriculum plan modelling in the light of curriculum

and funding changes, ensuring efficient use of resources and financial stability in the long term. This

will entail multi-variable projections over the next three years to explore all possibilities, planning

staffing accordingly.

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Additionally to the above the college will continue to be alert to new funding opportunities whether

through industry, the LEP, funding bodies, charities – any initiative that matches with our ethos as a

college and helps to enhance the offering and opportunities for the students. We need of course to

do this in such a way as to not distract from the main business of providing an outstanding education

for all our students.

Theme 4: Quality and Equality

A demanding inspection regime has seen a number of quite radical down-gradings for colleges

inspected in the new framework during 2013/14 and 2014/15, setting the bar much higher to achieve

the ‘outstanding’ Ofsted grade. There are also major changes to official DfE examination league

tables, with a greater focus on facilitating subjects and points per qualification rather than grand total.

The former militates against any institution such as our own with a broad curriculum scoring highly

compared with a typical school sixth form with their necessarily narrow curriculum.

As the college grows and becomes more diverse and the curriculum undergoes a major overhaul

nationally, the pressure on all institutions to maintain quality consistently across all subjects and

classes becomes ever greater.

Nationally, following the Equality Act 2010, the importance of embedding equality and diversity in all

aspects of college life is required. There is a real opportunity to embrace the varied cultures of our

student body in a new way, but there is also a challenge to ensure our teaching and support systems

and community life reflect the rich balance and backgrounds of our students.

In addition, the college’s IT infrastructure is dated in places and in need of modernisation.


To fully embed a greater degree of reflection in our quality processes from lesson

observations to quality improvement plans

To train and develop middle managers further in delivery of a consistent experience for all

To slim down and more highly focus our SAR and quality improvement plans

To continue to reduce any gaps in student outcomes between subjects and groups of

students.

To extend the use of professional learning communities (PLCs), sharing best practice and

action research opportunities

To make more active, focussed use of data systems in analysing and monitoring quality, from

use of advanced statistical techniques to an expanded use of online mark-books

Have a renewed focus on qualitative measures of performance

Note: further details can be found in the college’s quality improvement plan

Ensure that Equality and Diversity is fully embedded across all functions within college and

that the equality objectives are actively pursued.

Develop existing provision of culturally celebratory events to include a greater range of

activities

Note: further details can be found in the college’s equality objectives

Embark upon an integrated mobile technology strategy linked with the new curriculum,

enabling rollout of mass use of tablets and other devices in and outside the learning

environment. This will enable more current and active material to be integrated successfully

into student learning.

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Theme 5: Partnership working

The college and the sixth form college sector generally are increasingly seen as relatively

unimportant nationally by both main political parties, in particular with the Conservative

Government’s approach to UTCs (a UTC within reach of every young person by 2020 is their plan),

16-19 free schools etc. In this context it becomes more important than ever that to preserve the

future of King Edward’s we engage in active partnership working with other institutions and

individuals who can help promote the strength and value of the kind of education we espouse.


To firmly establish the newly created Multi Academy Trust (MAT), seeking over time to

support its development into a community of like-minded institutions striving for excellence in

teaching, learning and staff development.

To continue to develop links with other schools and colleges outside the MAT in order to

foster positive attitudes towards the college and to encourage progression to King Edward’s.

To continue to develop links with local and national businesses, in addition to existing

partnerships such as that with Royal Bank of Scotland. The possibility of working with the

LEP to promote mutually beneficial strategic aims also exists, especially around the key

strand of leadership and management in Black Country business.

To develop further partnership working with local and national universities such as Middlesex

and BCU.

Summary of Key Drivers

The following points summarise the underlying drivers behind the above key strategic themes:

Reputation/Prestige

The college has an enviable local and regional reputation for excellence in delivery of an all-

round educational experience for students with outstanding results and progression to higher

education. The maintenance and further development of this reputation is a key driver in all

actions and strategy decisions for King Edward’s.

Finance and Resources

The increasingly tight financial settlements from central government provide the context for

many of the college’s decisions regarding the coming three years. The reduction in funding

per student by around 25% from 2010-11 levels, kicking in fully from 2016-17 impacts more

sternly on this college than most of the rest of the sector. Having said that, the impact of the

reduction in funding for students who are 18 has a relatively low impact on King Edward’s

currently, given the small numbers in this age group studying here.

Accommodation

Although much has been done to improve the site in recent years, there remains an

imperative to continue to update King Edward’s accommodation in order to be attractive to

incoming students and to meet the needs of each subject area. There is a continuing

challenge in this regard from other post 16 providers who can afford to spend significant sums

on their infrastructure.

Equality and Diversity

King Edward VI College is committed to creating and promoting an inclusive learning

community in which diversity is celebrated, where inequality and stereotypes are challenged

and where all people are treated with dignity and respect. This involves the conscious efforts

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of all members of this community: staff, students, and governors. Advancing equality of

opportunity is at the core of the college mission statement and its ethos permeates the

college values. The college is committed to providing equality of opportunity so that everyone

can achieve their full potential. Compliance with the Equality Act 2010 is an integral part of

this approach.

Government curriculum and quality policy changes

As indicated in the previous year’s plan the pace of change in curriculum terms is relentless,

with GCSEs, A levels, exam systems, league tables, inspection regimes all having recently

changed or are about to change. There are particular major challenges in the impending

newly revamped A level courses starting in September 2015:

(i) The courses are to be significantly harder than the current A levels, whilst at the same time

new tougher GCSEs will only have had the first cohort through in 2017 – a two year gap when

students will inevitably find the jump from GCSE to A levels substantially more challenging

than now or after 2017.

(ii) Introduction of new courses is to be staggered, so for instance Geography and Modern

Languages will start in 2016, Mathematics and others in the years after. All of this makes for

a very messy transition and leads to a situation where for a number of years most students

will be studying some subjects on a toughened up regime and others still using existing

specifications.

(iii)Some subjects are disappearing e.g. Human Biology (from 2015-16) and Communication

and Culture (from 2017-18) whilst others are becoming significantly different and more

demanding e.g. Computer Science. There continues to be uncertainty about which subjects

will be available in the last wave of reform in 2017-18. This is because not only do they have

to pass the government’s test of being desirable to continue, but also a commercial reality

test from exam boards who will only develop new courses if they feel they can be made

profitable – unlike when the curriculum changed in 2000 when a certain number of ‘loss-

leaders’ for each exam board was imposed by the government. However, such an imposition

is ideologically an anathema to the current government, so unlikely to happen.

(iv) The problem of what to do with the new AS level qualification.

(v) The need to maintain breadth and variety to enable our students to progress to the very best

institutions when every thrust of government policy and the funding mechanism is to narrow

the curriculum.

Increased Competition

OSH, Dudley Sixth Form, Halesowen, Windsor, a new sixth form planned (though currently

delayed) by Redhill, and now a new Birmingham University sponsored Free School are all

increasingly competing with us for the best post 16 students. Schools are also offering £500

‘bursaries’ to any student with top grades who joins their sixth form. This will have an impact

on the College’s ability to recruit students of the highest calibre, and in sufficient numbers. At

the same time, there is a falling post 16 local population.

The removal of EMA in 2010 and its replacement with a meagre Learner Support Fund places

increasing challenges for those from poorer backgrounds to travel to King Edward’s –

especially from the north of the borough and beyond. Our competitors are actively targeting

these students, many of whom are now increasingly likely not even to apply to the college in

some cases. This makes it even more vital that the college develops new markets and

continues to find ways to make transport to Stourbridge easier from further afield. The recent

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success in increasing the number of applications to the college for 2014-15 and 2015-16 also

brings with it greater uncertainty of conversion to actual enrolments - many of these students

are from schools with sixth forms who will inevitably apply pressure on the young people to

remain where they are.

The governmental push on academies, free schools (500 more planned) and UTCs across

the country means the college needs to consider approaches to partnership working with

schools and colleges or risk being marginalised locally. The opening of the first wave of 16-

19 STEM academies as well as other new types of institution only adds to the competition

mentioned above.

College Objectives

In the light of the contextual issues above and the college’s mission, values and strategic aims, our

operational objectives for 2015-2018 are given below. These were developed in 2014-15 and will

continue to be refreshed and reviewed each year until 2018, when a new set of objectives will be

put in place. The objectives link with the strategic college aims (see matrix below) and will be used

to guide the formulation of annual plans for the coming three years. Of course, with the present

rapidly changing educational policy environment, it may be necessary to add to/amend the

objectives over the three year period, but it is intended that they form the key drivers for action over

the coming years. It must be noted that the objectives below will be delivered in the context of

increasing financial stringency imposed by government.

(i) To ensure provision and delivery of appropriate viable subjects and qualifications, especially

in the context of curriculum reform.

(ii) To attain high levels of achievement in both value-added and absolute terms in comparison

with Sixth Form College benchmarks.

(iii) To ensure that best practice in teaching, learning and assessment continues to be shared

across all subject areas and to support the improvement of any practice identified as less

effective.

(iv) To ensure that equality and diversity is embedded in all college activity, celebrating the

value and worth of each individual and culture within the college community as a whole

(v) To further develop current systems and practices in order to provide outstanding all round

support for students.

(vi) To develop and establish alternative funding streams to that of main government income.

(vii) To develop the college site and infrastructure (including IT facilities) to ensure a high quality

experience for all.

(viii) To develop a range of partnership strategies, enabling the college to maintain and enhance

its reputation and influence locally and regionally

(ix) To ensure that all forms of communication both internal and external are of the highest

quality, promoting the college’s mission, values and aims.

(x) To develop clear and challenging distributed leadership focussed on creating and sustaining

a culture of innovation and excellence.

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Appendices

(A) Key Successes

In the last five years we have:

Maintained our excellent results with the college placed seventh (using average points per

entry) in the national league tables in 2015, comfortably beating a range of other well-known

establishments. Data on King Edward’s also regularly show outstanding success,

achievement and retention rates across sexes, the main ethnic groups and all subject

groupings. It is worth noting that whilst other sixth form colleges have seen falls in their

achievement data in recent years, this has not been the case at King Edward’s.

Continued to improve the quality of teaching and learning. In 2014-15, we have focussed

our attention on four key priorities – ethos of learning, engagement, assessment for

learning, independence – making judgements on classroom practice in the light of these

issues. The result has been a greater focus on areas which can most help to improve the

learning experience for students. We have also ensured that judgements on lessons are

even more rigorous using a series of paired observations alongside regular observation

moderation meetings.

Grown our curriculum in a variety of ways (see below) to enhance and broaden our students’

education and to better prepare them for their next steps.

Continued to grow markedly through creative marketing strategies in spite of falling local

population, increased competition and constant pressure on finances. This growth has not

been made at the expense of quality of student experience or outcomes by ensuring a

stepped approach to increases in size. It has also been achieved with no net increase in

teaching staffing costs over the last three years.

Developed productive working relationships with partners including Royal Bank of Scotland,

Cambridge University (through the vehicle of HE+), Middlesex University, BCU, The London

School of Economics, WJEC, Maple Group colleges and ongoing positive links with all our

feeder schools as well as the local authority. Links have also been established with schools

further afield in South Birmingham and Worcestershire.

Maintained the college’s financial health in spite of increasingly challenging circumstances,

with the college functioning consistently efficiently in terms of distribution of students to

classes and courses.

Submitted four successful bids for capital funding to the YPLA and latterly the EFA. The

second award was used to build a new Mathematics teaching block as well as providing

laboratory refurbishment in Chemistry and Biology. The third was used towards construction

of a new student common room/refectory as well as accommodation for a range of subjects

in need of more up to date facilities. Funding has also been secured to upgrade the

changing room and other facilities at the Greenfields site in Oldswinford.

Undertaken a programme of classroom refurbishment, focussed on key areas of need, with

particular attention to the upgrading of the science laboratories but also subject areas such

as music technology, sociology and MFL.

Been granted permission from HEFCE to recruit HE students onto Dip HE courses from

September 2013, along with institutional approval from Middlesex University. 2013-14 was

in fact used to prepare for a fully marketed set of courses which began in September 2014,

following an initial late start having awaited final approval for our plans. From September

2016 it is hoped that a new degree in Business, validated by BCU will begin.

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(B) Programmes of Study

The College has reviewed the curriculum pathways for all students and is now offering a range

of options related to ability, interest, preferred mode of study & assessment and future direction.

The focus however is on choice and personalisation. From 2015-16 the typical student will have

a programme of study as below (although taking EPQ or academic enrichment is optional, all

year 12 students will have to choose at least one enrichment activity):

Main Programme (3 or 4 A levels or B/CTEC plus one)

+

Recreational enrichment

+

Extended Project OR Statistical Problem Solving OR Academic Enrichment

+

1-1 and workshop support in both subjects and through a personal tutor

In addition, all students are able to find help as appropriate in gaining suitable work experience

or voluntary work placements. Those without a GCSE in English or Maths at grade C or above

will also be given tuition in these areas to enable them to gain a C. On top of all the above,

students have access to a professional careers service, librarian support and college

counsellors according to need.

(C) New Curriculum Initiatives

The college has, over the past year, sought to further develop its curriculum offer in the following

ways:

Finance and other Baccalaureate Courses

Continued development and extension of the Finance Baccalaureate (project reported in the

previous strategic plan) for talented students with potential to work in the finance industry.

The college is now working with 10 other partner institutions and there are around 250

students taking the qualification this year. RBS has agreed also to sponsorship of the

programme until summer 2015 (with the possibility of more for later years), allowing for

continued expansion regionally and nationally. The qualification would lead naturally into a

newly designed Business degree from September 2015 (see below).

Overseas Students

King Edward’s has started to deliver A level programmes to overseas students with 5

recruited in 2014-15 and targeting at least 12 in 2015-16. The aim is to grow further towards

40-50 by 2018-19. In order to do so we have secured UKBA accreditation in our own right

and undertaken a small number of successful overseas visits by a former senior member of

staff with the aid of the British Council. The college has entered into contract arrangements

with a small but growing number of key overseas agents, continues to develop its marketing

materials and to recruit a pool of home-stay families using parents of existing and former

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students. The project will be reviewed after a five year period in summer 2019 with a view to

further development or winding down if unsuccessful.

Level 4 and 5 (Degree Standard) Work

The college has continued to develop its partnership arrangements with three other leading

sixth form colleges and Middlesex University as well as Birmingham City University (BCU) in

order to extend its provision of higher education courses, started in September 2014. We are

hoping to receive institutional approval for a Business degree course from BCU or another

suitable HE institution in 2016 which is an exciting new development and already showing

signs of being a popular addition to our HE provision come September 2016.

HE Plus

King Edward’s continues to develop the HE+ programme for students aspiring to places at

the very best universities in Britain and is seen by Cambridge University as the most

successful regional hub in the country. The college has also been successful in maintaining

its funding from Cambridge to develop and expand the programme on offer, which is now

being delivered to over 200 students from across the region.

Statistical Problem Solving Qualification

This qualification is in its third year, and is a version of an extended project for those

interested in social science research e.g. Psychology, Geography as well as subjects such

as Biology. The course, originally part-written by Mark Kent, and now rewritten with the aid

of King Edward’s staff, is provided by WJEC and is one in which the college is a beacon of

excellence. It is jointly delivered by Psychology, Biology and Geography staff with large

benefits to any student wishing a career in the social sciences. It is anticipated that many

more students will take the course next year (within the constraints of funding of course).

Cambridge Technicals (CTECs) and BTECs

The college is continuing the roll-out of a small amount of high-end vocational provision for

bright students who prefer a continuous assessment/more practical approach to study. The

next course to be added (in 2016-17) is a BTEC in Biomedical Science which will provide

excellent career progression for those interested in the more technician focussed fields of

science such as radiography or in disciplines such as physiotherapy, nursing or biomedical

science.

Level 3 Maths Course for non-Mathematicians (Core Maths)

The college is currently in the second year of trialling this qualification with MEI, who have

been commissioned by the government to provide a course based on a problem-solving,

critical thinking approach to mathematical ideas. It is intended to be suitable for the 50% of

the student body who don’t take some form of Maths qualification currently, and will last for

the two years a student is here. It will ultimately form one of the measures in the newly

redesigned league tables. We have also successfully applied for government funding for this

pilot in order to further refine the materials and delivery approaches.

13 | P a g e

(D) Staff Suggestions

There follows a selection of staff reflections on college plans and how we may further

improve them. These views were gathered at a series of subject team and whole staff

meetings and on other occasions during the course of the year.

Improve the IT infrastructure to support teaching and learning

Provide more teaching time to support the delivery of the new curriculum

Ensure sufficient preparation time is available for development of the new curriculum

Find ways of developing the college staff community through social events and other

activity

Find ways to improve the support for the increasing proportion of students with problems

relating to their emotional and mental wellbeing, which are having an effect on their ability

to study and be successful.

Continue to develop internal communication systems to be more efficient and effective

Student suggestions were gathered over the course of the year through discussion with

student PT groups and via a focus group of randomly chosen students

(E) Student Suggestions

Student views about strategic college issues were sought through a focus group session,

with the main suggestions and thoughts reflected below:

The new Frank Foley Building considered a successful and impressive addition to the

college in terms of the facilities it offered for teaching/study and for students to socialise,

study and eat.

Other classrooms and specialist provision around the college considered to be of good

quality, with special mention made of the improvements made in the Chemistry

Laboratories and the successful environment for learning provided in Pi Block and in

Music. Students considered that other facilities, such as Physics, would benefit from

refurbishment to bring them to a similar standard.

Students suggested that the Library might review its policy of not allowing personal

belongings, such as bags into the Library. It is understood that there are a number of

reasons why this has been disallowed to date (including Health & Safety), but Librarians

were currently looking at this matter and reviewing procedures. More stacking chairs were

asked for in order that a greater number of students could be accommodated in the study

facility.

Following further development of teaching and learning resources on Moodle, with less

reliance on paper in lessons, students were very positive regarding the use of this for

lesson notes, revision aids and further reading. Students reflected that there was currently

some inconsistency regarding use of Moodle by staff and that they would like to see more

parity of usage and further development of resources held on Moodle.

With the imminent curriculum changes, meaning examinations at the end of two years,

could the college ensure that prospective and incoming students were fully supported to

make the correct choice of subjects? In addition could students also be given rigorous

and ongoing opportunities to assess attainment and progress? This was thought vital at

the end of Year 12 in order to assess ability, strengths and weaknesses. Students had

14 | P a g e

reservations about how this new system might influence the subject choices of future

students.

Timetable changes being introduced next year received some positive feedback in light

of the extra teaching time that would be available for students over the full academic year.

They also appreciated that it would allow development of skills over a longer period. They

asked however, if staff could be aware that the teaching of certain subjects, such as

Maths, might need to consider some changes in practice in order that students retain their

concentration over a longer period?

Students were on the whole very positive about the Enrichment activities provided by the

college, however could closer guidance be given at the initial stages in order to maximise

the opportunities on offer and make the students’ choice more relevant and informed?

Students were all agreed that they had made the right choice in attending King Edward’s

and praised the support they received on a general basis, both in terms of teaching and

pastoral needs. Could the college do more to combat the elitist impression that many

potential students and families had of the college as many did not apply due to thinking

that they needed A/A*s to enter?

15 | P a g e

Matrix of Linkages between College Objectives and Strategic Aims

Aims

1.To support and inspire students to achieve the highest levels of academic attainment and personal development

2.To equip students with the confidence to embrace their future

3.To embed a culture of ongoing quality improvement

4.To pursue an ethos of continuing professional development in order to maintain the highest standards

5.To provide a safe environment for students and staff, ensuring they benefit from the practice of equal opportunities

6.To promote creative solutions to efficient and effective management of resources in a challenging financial environment

7.To provide the highest possible quality of learning environment.

8.To ensure that college plays an integral role in the life of the local community

9.To build and maintain collaborative partnerships with other organisations, securing the continuing future of the college.

Ob

jecti

ves

1 √ √ √ √

2 √ √ √ √

3 √ √ √ √

4 √ √ √

5 √ √ √

6 √ √ √

7 √ √ √

8 √ √ √

9 √

10 √ √

16 | P a g e

Targets 2015/16

The full annual plans for 2015/16 are attached at appendix 1. This section is intended to summarise the college’s targets for the year 2015/16 and to

clarify their relationship with its strategic objectives. Note that this year there will be no separate leadership and management annual plan –it is assumed

that leadership and management is a synoptic thread running through all the other plans instead.

Plan Strategic Aims College Objectives Targets

Curriculum

Development

To support and inspire

students to achieve the

highest levels of academic

attainment and personal

development

To equip students with the

confidence to embrace

their future

To ensure provision and delivery

of appropriate viable subjects

and qualifications, especially in

the context of curriculum reform.

To further develop current

systems and practices in order to

provide outstanding support for

students.

To support the introduction and implementation of

reformed A levels in phase one

Plan and prepare for the proposed changes to our A

level curricula for phase two subjects

Establish and develop HE provision in collaboration

other organisations

Maintain college enrichment programme with the

needs of student Individual Study Programmes in mind

Consolidate the recent developments and

improvements in the provision of Gifted and Talented

activity

To ensure that student programmes of study and any

new curriculum initiatives are well evidenced and

planned to meet new funding requirements

17 | P a g e

Quality To support and inspire students to achieve the highest levels of academic attainment and personal development

To provide the highest possible quality of learning environment

To provide a safe environment for students and staff, ensuring they benefit from the practice of equal opportunities

To embed a culture of ongoing quality improvement

To pursue an ethos of continuing professional development in order to maintain the highest standards

To attain high levels of

achievement in both value-added

and absolute terms in

comparison with sixth from

college benchmarks

To ensure that best practice in

teaching and learning continues

to be shared across all subject

areas and to support the

improvement of any practice

identified as less effective

To ensure that equality and

diversity is embedded in all

college activity, celebrating the

value and worth of each

individual and culture within the

college community as a whole

Improve student outcomes relative to starting points

Improve alignment between target setting, monitoring

and support mechanisms

Implement a revised performance management

system

Student Support To support and inspire students to achieve the highest levels of academic attainment and personal development


To equip students with the confidence to embrace their future

To ensure that equality and

diversity is embedded in all

college activity, celebrating the

value and worth of each

individual and culture within the


To further develop current

systems and practices in order to

provide outstanding support for

students.

Develop systems to ensure consistency of support

across the college

Develop and implement Prevent strategy

Further refine ILPs and ensure these are used

proactively by students and staff to support student

progress

Implement use of ‘At Risk List’ to identify and support

students at risk of underachievement

18 | P a g e

Finance and

Business

Development

To promote creative

solutions to efficient and

effective management of

resources in a challenging

financial environment

To build and maintain

collaborative partnerships

with other organisations,

securing the continuing

future of the college.

To develop and establish

alternative funding streams to that

of main government income.

To develop a range of partnership

strategies, enabling the college to

maintain and enhance its

reputation and influence locally

and regionally

To further develop the overseas student project,

expanding the reputation of the college in key markets

To plan for efficient college staffing in the light of the

new curriculum and ongoing funding constraints

To further develop college financial reporting and

monitoring mechanisms

To plan for and achieve a modest budget surplus

To work successfully with the newly established MAT

and with other partner schools

Marketing

Communications

and Partnerships

To promote creative





To ensure that college

plays an integral role in the

life of the local community

To build and maintain

collaborative partnerships

with other organisations,

securing the continuing

future of the college

To develop a range of partnership

strategies, enabling the college to

maintain and enhance its

reputation and influence locally

and regionally

To ensure that all forms of

communication both internal and

external are of the highest quality,

promoting the college’s mission,

values and aims.

Increased efficiency and effectiveness within

Admissions

To enhance the socially inclusive reputation of the

college

To improve communications within the college

To secure the supply of future students with the

appropriate skills to flourish on A Level courses.

Estates To provide the highest

possible quality of learning

environment.

To promote creative





To develop the college site and

infrastructure (including IT

facilities) to ensure a high quality

experience for all

To plan for future bids in relation to further potential

new building/site renewal/updating of site

To ensure that all college facilities are fully compliant

with DDA legislation

To establish a new rolling maintenance plan

Improve internal and external social space for

students

19 | P a g e

Information To support and inspire students to achieve the highest levels of academic attainment and personal development

To provide the highest possible quality of learning environment.

To promote creative solutions to efficient and effective management of resources in a challenging financial environment

To attain high levels of achievement in both value-added and absolute terms in comparison with sixth-form college benchmarks.

To further develop current systems and practices in order to provide outstanding support for students.

To develop the college site and infrastructure (including IT facilities) to ensure a high quality experience for all

To implement the changes required for new exam data

transfer system

To develop a comprehensive student tracking system

To develop college IT Strategy

20 | P a g e

21 | P a g e


STOURBRIDGE


PLAN

2015 - 2018

APPENDICES

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23 | P a g e


STOURBRIDGE


PLAN

2015 - 2018

1. FULL ANNUAL PLANS

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25 | P a g e

Curriculum Development Plan 2015 – 2016

Relevant Strategic Aims:

To support and inspire students to achieve the highest levels of academic attainment and personal development


National priorities: Current and future financial constraints and potential alterations to post 16 curriculum

College Objectives:

To ensure provision and delivery of appropriate viable subjects and qualifications, especially in the context of curriculum reform

To further develop current systems and practices in order to provide outstanding support for students, in terms of academic, pastoral

and safeguarding issues, ensuring that each one gains the necessary help and guidance to reach their potential

Targets 2015-2016 Actions SMT

responsible

Monitoring

dates

To support the introduction and

implementation of reformed A levels in

phase one

Liaise and support HoFs and subject leaders as appropriate DC December 2015

April 2016

June 2016

Plan and prepare for the proposed

changes to our A level curricula for

phase two subjects

Develop variety of staff development activities to support curriculum

change

DC/DP September 2015

Support HOFs in monitoring progress in SOW and resource planning December 2015

To ensure that student programmes of study are well evidenced

and well planned in order to meet new funding requirements

May 2016

26 | P a g e


responsible

Monitoring

dates

Cont…

Review progress before implementation of new specifications

CRS/JPS

Review plan December 2016

Establish and develop HE provision in

collaboration other organisations.

Recruit HE students for starting late September 2015 DC November 2015

Market courses for 2016 entry October 2015

Review marketing strategies and arrangements February 2016

Develop two new courses and validate for 2016 entry March 2016

Consider options for developments of HE curriculum for 2017 entry May 2016

Maintain college enrichment

programme with the needs of student

Individual Study Programmes in mind.

Review the current enrichment programme provided including new

academic enrichment courses and EPQ expansion

DC

LLCA HoF

Humanities

HoF

December 2015

Consider alternative enrichment activities/arrangements and

systems for following year

Jan 2016

Consult students and staff March 2016

Report on findings April 2016

Implement any changes required for 2016 entry students

July 2016

27 | P a g e


responsible

Monitoring

dates

Consolidate the recent developments

and improvements in the provision of

Gifted and Talented activity.

Maintain high levels of involvement in HE+ DC

Humanities

HoF

February 2015

Consolidate developments made in support systems for applications

to elite institutions and courses, both nationally and internationally

February 2015

Maintain excellent links on theme of G & T with our partner schools March 2015

Maintain high rates of progression to highly competitive courses and

universities

Autumn 2015

(uni entry)

To ensure that student programmes of

study and any new curriculum initiatives

are well evidenced and planned to meet

new funding requirements.

Develop systems in conjunction with Dl in order to record student

activity as fully as possible

DC/DS July 2015

Implement systems September 2015

Monitor systems December 2015

Review systems May 2016

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Quality Improvement Plan 2015 - 2016

Strategic Aims




To embed a culture of ongoing quality improvement

To pursue an ethos of continuing professional development in order to maintain the highest standards National priorities:

To prepare thoroughly for the next inspection, ensuring the college effectively promotes its strengths and clearly articulates its on-going quality improvement strategy and priorities

To maintain a position of excellence nationally within the 6th for sector

To ensure the college supports and promotes a safe and inclusive learning and working environment

Actively promote on-going professional development to support and retain high quality staff College Objectives

To attain the highest levels of achievement in both value-added and absolute terms in comparison with sixth from college benchmarks

To ensure that best practice in teaching, learning and assessment continues to be shared across all subject areas and to support the

improvement of any practice identified as less effective

To ensure that equality and diversity is embedded in all college activity, celebrating the value and worth of each individual and culture within the


29 | P a g e

Targets 2015/16 Actions SMT/CLT

responsible

Monitoring

dates

Improve student outcomes relative to

starting points

Ensure initial assessments are effectively linked to targeted support

early in every course HOFs October 2015

Develop and implement a strategy to proactively use value added data

to identify issues and to develop appropriate quality improvement

strategies in areas whose value added falls below the college target

DQE October 2015

Develop college wide value added targets to be used in conjunction

with target setting and ensure alignment with assessment and profiling DQE November 2015

Continue to develop the presentation of value added data on the data

dashboard DIS December 2015

Provide on-going training and facilitate sharing good practice for

SLs/DHOFs/HOFs in use of value-added metrics DQE January 2016

Improve alignment between target

setting, monitoring and support

mechanisms

Implement electronic mark books across all subjects HOFs October 2015

Improve effectiveness of target monitoring and planned support HOFs November 2015

Implement system to incorporate use of targets and priority

appointments at Consultation evenings HSS November 2015

Continue to develop eILP and improve completion rates amongst

students HSS January 2016

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responsible

Monitoring

dates

Implement a revised performance

management system

Implement revised performance management system, incorporating

college priorities and objectives as part of performance management DQE October 2015

Canvas feedback from all staff and evaluate effectiveness of system DQE June 2016

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Student Support Plan 2015 – 2016

Strategic Aims




National priorities:

To ensure the college supports and promotes a safe and inclusive learning environment

To prepare students thoroughly for a competitive world Strategic Objectives

To ensure that equality and diversity is embedded in all college activity, celebrating the value and worth of each individual and culture within the college community as a whole

To further develop current systems and practices in order to provide outstanding all round support for students


responsible

Monitoring

dates

Develop systems to ensure

consistency of support across

the college

Conduct periodic moderation meetings of CFCs across faculties to

ensure consist, appropriate and effective use HSS/DS

November 2015

March 2016

June 2016

Incorporate regular monitoring of disciplinary interviews at SMT DS

December 2015

March 2016

June 2016

32 | P a g e


responsible

Monitoring

dates

Cont…. Gather feedback from staff and students to evaluate effectiveness of

CFCs HSS May 2016

Develop and implement Prevent

strategy

Devise strategy and incorporate into child protection policy and

structures DS October 2015

Incorporate relevant aspects of strategy into tutorial curriculum HSS December 2015

Conduct training for staff DQE

December 2015

March 2016

Further refine ILPs and ensure

these are used proactively by

students and staff to support

student progress

Ensure target setting incorporates an informed use of value added

based targets DQE October 2015

Develop a clear target setting/review support mechanism within

subject areas, measured through QIPs P/DP October 2015

Implement revised system of consultation evenings based on priorities

established through analysis of underperformance HSS/HoF BSS November 2015

33 | P a g e


responsible

Monitoring

dates

Implement use of ‘At Risk List’

to identify and support students

at risk of underachievement

Launch cross college pilot of ‘At Risk List’ and regularly present

summary of developments to CLT HSS

December 2015

April 2016

June 2016

Work with subject teams to ensure effective use of list to target support HSS

Evaluate effectiveness of pilot and develop strategy to implement

across the college HSS June 2016

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Finance and Business Development Plan 2015-16

Strategic Aims


To build and maintain collaborative partnerships with other organisations, to secure the continuing future of the college. National priorities

Current and future financial constraints

Current funding methodology, including possible detrimental changes post-election

Political changes in priorities to overseas admissions and regular changes in administration of replacement for UKBA College Objectives

To develop and establish alternative funding streams to that of main government income.

To develop a range of partnership strategies, enabling the college to maintain and enhance its reputation and influence locally and regionally

To continue to develop a range of marketing and recruitment strategies in order to maintain and increase the college’s market share of the most talented students within the Dudley Borough and beyond.

Targets 2015/16 Actions SMT

responsible

Monitoring

dates

To further develop the overseas

student project, expanding the

reputation of the college in key

markets

Successful and smooth integration of new students into college life DACM September 2015

Marketing materials updated and developed DACM October 2015

Further overseas visits planned and enacted successfully – likely

to include both Autumn (attending fairs and events, meeting

agents) and Spring (interviewing students and meeting agents)

DACM November 2015

and April 2016

Expansion of trips and other cultural and pastoral support for

students

DACM December 2015

35 | P a g e

Cont… The network of overseas agents used is developed further and

consolidated in terms of relationships and numbers. Some visits

arranged to King Edward’s and elsewhere in UK to cement

relationships

DACM March 2016

15-20 new students successfully recruited for 2016-17 DACM July 2016

To plan for efficient college staffing in

the light of the new curriculum and

ongoing funding constraints

Ensure all students all placed on appropriate pathways and have

sufficient planned learning hours to qualify for full-time status

DC/DS October 2015

Examine the effect on sets and staffing (teaching and support) and

plan accordingly

DP December 2015

Agree plans at SMT and with governors, disseminating to whole

staff

DP /P February 2016

To further develop college financial

reporting and monitoring mechanisms

Continue to review current systems including inclusion of KPI’s to

college Dashboard and update as appropriate

DF September 2015

Train staff in their use and monitor their effective implementation DF December 2015

Use systems to ensure tight budgetary control and enable

appropriate efficient use of resources in the context of ever harsher

funding. Implement recommendations emanating from the external

Budget management review March 2015.

DF January 2016

To plan for and achieve a modest

budget surplus

Ensure student numbers reach in the region of 2070 in September,

falling to no less than 2020 by census date

DP November 2015

I & E Budget in place with small surplus planned for 15/16 DF July 2015

36 | P a g e

Cont… Spending monitored tightly by all budget holders, further monitored

by FD and at SMT in line with external budget management review

March 2015

DF Quarterly

October 2015

onwards

Appropriate actions taken where necessary to reduce/redistribute

spending between areas to avoid any unplanned overspend.

DF December 2015

onwards

To work successfully with the newly

established MAT and with other

partner schools

Ensure the smooth operation of governance, management

structures and working relationships within the MAT

P September 2015

Ensure clarity and effectiveness in services being provided by the

college, with appropriate financing

P October 2015

Liaise with MAT schools to maximise staffing efficiency DP/DC March 2016

Develop further partnerships with a small number of schools with a

view to closer mutually beneficial working

P/DP April 2016

37 | P a g e

Marketing Communications and Partnerships Plan 2015-2016

Strategic Aims


To ensure that college plays an integral role in the life of the local community

To build and maintain collaborative partnerships with other organisations, to secure the continuing future of the college.

National Priorities

Increased choice and competition between 6th form providers, encouraged by government policy and funding mechanisms.

Increased focus on progression both in terms of academically respected university degrees and employability skills.

Increased flexibility within KS3&4, leading to increasingly complex KS5 curriculum requirements for a small but significant percentage of

students.

College Objectives

Increased efficiency within subjects, sets, and the admissions process

Continued development of the college brand as a socially inclusive college for academically able and ambitious students.

38 | P a g e

Targets 2015/16 Actions SMT Lead Monitoring dates

Increased efficiency and effectiveness

within Admissions.

Develop interview processes to provide the best possible

experience for all applicants. DACM December

Successfully introduce a mobile app to improve

communications with applicants DACM January

More informed use of data during the applicant decision

making process, including consideration of programme size

and subject combinations.

DACM March

To enhance the socially inclusive

reputation of the college

Increased use of Social Media to promote a range of success

stories representing all segments of the student body

DACM July

Strong social inclusivity themes embedded within the website,

prospectus, magazine and other external literature.

DACM October

Targeted support to help ensure students’ cultural

backgrounds do not create additional barriers during the

application and selection process

DACM

March

To improve communications within the

college

Successfully launch weekly staff briefings, including input from

staff throughout the college

DACM September & May

A new college website, structured and designed to mirror

college values

DACM October

Launch an online college calendar and develop forums to

improve informal communication between staff.

DACM September & May

39 | P a g e

To secure the supply of future students

with the appropriate skills to flourish on

A Level courses.

Develop positive relationships with students attending

Worcester schools through direct marketing and 14-16 links.

DACM November & April

Provide cost effective transport solutions to geographic areas

where able students require this in order to accept places at

the college

DACM

June

To develop close working relationships with MAT schools,

providing opportunities for applicants to demonstrate their

potential.

DACM

December

40 | P a g e

Estates Development Plan 2015 - 2016

Relevant Strategic Aims:



National priorities: Improve the condition of Sixth Form College buildings to the level where they are all graded A or B according to e-Mandate

College Objectives:

To develop the college site and infrastructure (including IT facilities) to a level at least comparable to our local competitors


responsible

Monitoring

dates

To plan for future bids in

relation to further potential

new building / site renewal /

updating of site

Identify future sources of income for building / renewal / updating work P/DP October 2015

Submit bid(s) December 2015

Implement any newly funded site building / renewal / updating programme March 2016

To ensure that all college

facilities are fully compliant

with DDA legislation.

Develop three year phased plan to renew all college signage in relation to DDA

legislation and to update building access students / staff with disabilities

DP September

2015

Consult on planned changes for phase one November 2015

Implement planned changes to signage / building access for phase one February 2016

41 | P a g e


responsible

Monitoring

dates

To establish a new rolling

maintenance plan.

Develop plan for rolling maintenance strategy DP December 2015

Roll out new plan in chosen areas first March 2016

Review progress and implementation of the plan June 2016

Improve internal and external

social space for students

Review options for areas to improve DP July 2015

Cost and plan any changes required August 2015

Implement plan August 2015

Review changes Autumn 2015

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Information Development Plan

Strategic Aims


To provide the highest possible quality of learning environment.

To promote creative solutions to efficient and effective management of resources in a challenging financial environment National priorities

Ofsted placing increasing importance on effective student tracking

New JCQ exams data exchange system being introduced

Focus on student use of new technologies as an integral part of their learning College Objectives

To attain the highest levels of achievement in both value-added and absolute terms in comparison with Sixth Form College benchmarks.

To further develop current systems and practices in order to provide outstanding support for students, in terms of academic, pastoral and safeguarding issues, ensuring that each one gains the necessary help and guidance to reach their potential.

To develop the college site and infrastructure (including IT facilities) to ensure the college is fully competitive in this respect by 2016.


responsible

Monitoring

dates

To develop a comprehensive student

tracking system

Launch centralised mark books for all subjects DS Sep 2015

Implement refreshed eILP DS Oct 2015

Review current systems and propose changes DS Dec 2015

Produce outline plan for new systems DS Mar 2016

Produce pilot system software DS May 2016

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responsible

Monitoring

dates

Cont… Pilot new system DS Jul 2016

Implement new system DS Sep 2016

To implement the changes required for

new exam data transfer system

Install software and download exam board product catalogues DS Sep 2015

Make November GCSE entries on new system - pilot DS Oct 2015

Implement new Access Arrangements system DS Oct 2015

Receive results on new system DS Jan 2016

Make summer entries on new system DS Feb 2016

Re-write reports DS May 2016

Receive full set of results into new system DS Aug 2016

To develop college IT Strategy

Upgrade college network DS Aug 2015

Install first batch of replacement PCs DS Aug 2015

First wave of students purchase tablets DS/DP Sep 2016

Subjects in pilot begin teaching revised workschemes DP/DS Sep 2015

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responsible

Monitoring

dates

Cont…

First interim review of pilot and make adjustments DP/DS Dec 2015

Second review DP/DS Apr 2016

Plan roll out of second phase DP/DS May 2016

Next phase of rolling replacement of PCs DS Aug 2016

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STOURBRIDGE


PLAN

2015 - 2018

2. RISK ASSESSMENTS

Page 1 of 38

KING EDWARD VI COLLEGE, STOURBRIDGE

RISK ASSESSMENTS

2015/16

June 2015

Page 2 of 38

Table of Contents:

Section Title Page

Table of Contents

1. Governance 1

2. Leadership and Management 5

3. Finance and Business Development 11

4. Curriculum Development 17

5. Quality 20

6. Student Support 23

7. Admissions, Communication and Partnership 27

8. Facilities 29

9. Overseas Students 31

10. IT 35

Page 3 of 38

Section 1: Governance Responsible managers: Principal and Clerk Relevant strategic aims: All Relevant objectives: All

Risk 1.1 Inability to finance the implementation of the college’s property strategy Score

Assessment Likelihood Almost certain Impact Extremely Serious

Detail of risk: In spite of recent investment, the college’s estate still has a wealth of condition and cosmetic issues to be addressed. Should steps not be taken to do so, the college’s competitive position is likely to be weakened. The criteria of the government’s capital fund favour the schools sector, so it is unlikely that the college will gain any benefit from it. College budgets last year limited our ability to undertake preventative maintenance, therefore there is an increased risk of deterioration and the college cannot afford further borrowing to finance other works. But there are indications that the funding policy will still prioritise the improvement/replacement of buildings in category D condition, although the definitions of the various conditions categories seem to have undergone changes. Control: Ongoing minor works to be undertaken by college estates staff to ensure that cosmetic issues can be addressed. Submit future bids as opportunities present themselves. Mitigation: Identification of further funding opportunities, for example from charitable trusts such as the Wolfson Foundation. Governors should also consider approaching the Trustees for help with funding for capital projects.

16 HIGH

Risk No. 1.2 Failure to improve and develop the college’s estate and infrastructure Score

Assessment Likelihood Almost certain Impact Extremely serious

Detail of Risk: The college’s town centre position and historic buildings bring many benefits. However, the impact of increased student numbers in recent years, the development of new approaches to teaching and learning and the increase of investment in local schools and colleges all serve to make our buildings appear outdated. The introduction of the BCIF scheme enabled us to address some of our more pressing needs and the college has benefited from the donation of money from the Board of Trustees. However there are still areas of the college in serious need of improvement. The criteria of the newly introduced CIF scheme favour the schools sector, so it is unlikely that the college will gain any benefit from it. College budgets last year limited our ability to undertake preventative maintenance, therefore it is more likely to deteriorate than previously. Nonetheless, the college will continue to submit robust applications to appropriate funds as opportunities are identified. Control: Commitment of trustees, governors, SMT and staff. Support from EFA, Local Authority. Complete survey of the college buildings undertaken in summer 2012, which formed the basis of the college’s property strategy. Constant monitoring of additional sources of funding for capital development. Regular Condition Survey. Mitigation: Seek further sources of funding. Submit a further CIF application if possible. Monitor implementation of property strategy to ensure that the most pressing needs are addressed.

16 HIGH

Page 4 of 38

Risk No 1.3 Failure to monitor and approve the financial viability, business impact and priority of building projects Score

Assessment Likelihood Unlikely Impact Extremely Serious

Detail of Risk: Building projects are closely monitored by the Finance and Resources Committee and the Audit Committee, which ensures that objectives are adhered to, including compliance with the Financial Regulations and EFA regulations. Consultants and contractors will be approved by SMT and governors Control: EFA processes require Colleges to demonstrate governors’ approval of the project. Remit of F&R and Audit Committees appropriate and building projects monitored via these committees. Mitigation: The college’s financial position may mean that the adverse financial effects of any failure to monitor could be addressed by revising budgets, to some extent.

8 MEDIUM

Risk 1.4 Failure to appoint suitable governors Score


Detail of risk: Recruitment of governors can be challenging, requiring a balance to be struck between appointing people with the necessary skills and striving to reflect the diversity of the college’s community within the governing body. A further complication is that it is seen as best practice for governors to serve only two terms, which conflicts with the need to plan for succession. Finally, the role of governor is demanding and it is difficult for working people to fit it into their professional lives. Should the college fail to appoint suitable governors, this could lead to inadequate challenge to senior managers, and to insufficient oversight of the college’s operations and poor decision making. However, to date all vacancies to non-elected positions have been filled. Control: The Board of Governors has been reduced in size and the timing of meetings changed to enable working people to attend meetings. A governor recruitment strategy is now being formalised. Mitigation: Should there be difficulty in appointing governors with the appropriate skills, governors and senior managers would use their networks to find a suitable and willing candidate.

8 MEDIUM

Risk No 1.5 Failure to monitor the performance and development of senior postholders Score

Assessment Likelihood Unlikely Impact Major

Detail of Risk: The Remuneration Committee monitors the performance of senior post holders and provides assurance that they are performing to a high standard. Annual performance review meetings take place with the Principal at which targets are considered; these targets are monitored in an interim appraisal meeting. The targets of SMT members are monitored by the Principal and Deputy Principal twice a term and those of Senior Postholders are discussed by the Remuneration Committee twice a year (annual and mid-term review). Formal policies exist to deal with capability, disciplinary and grievance matters with regard to Senior Postholders. Senior managers are active in regional/national networks and are updated regularly by attending conferences and seminars. However, the need for financial stringency means that opportunities for development for senior staff are becoming limited.

6 MEDIUM

Control: Training needs identified as part of appraisal. The Remuneration Committee meets termly to monitor the performance of all senior postholders. Mitigation: Capability procedures in place, if failure to monitor should lead to declining performance.

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Risk No 1.6 Failure to monitor arrangements for quality assurance Score

Assessment Likelihood Rare Impact Extremely serious

Detail of Risk: The College’s arrangements for Quality Assurance were commended by OFSTED. College systems focus on maintaining teaching quality and levels of support. High quality management information enables much closer monitoring of the quality of outcomes and of the student experience in general. Improvements to the College’s approach to lesson observation were introduced in 2010/11 and are reviewed each year. Governors are presented with detailed outcomes of quality assurance systems at Quality and Standards Committee. They receive information on performance against benchmarks. This information is closely scrutinised and managers are required to report back on progress made in addressing areas for development. External reviews of quality assurance processes have enabled the college to rectify any issues. Control: Close monitoring of QA arrangements by governors and SMT. Audit Committee receives summary information on the system of external evaluation, to ensure that the system is working effectively. Mitigation: Structured annual cycle of business for staff at all levels. External evaluations conducted by experienced professionals, some of whom are Ofsted inspectors, have been conducted with regard to aspects of performance about which there is concern and the report together with the action plans are presented to the appropriate committees.

4 MEDIUM

Risk No 1.7 Failure to oversee the College’s strategic direction Score

Assessment Likelihood Rare Impact Major

Detail of Risk: The governors determine the college’s strategic direction and approve both the strategic planning process and the strategic plan. Strategic direction is reviewed annually by governors. The College staff have the opportunity to comment on and contribute to the Strategic Plan and they have good knowledge of post-16 education within the sector and its demands. The annual plan is monitored by both SMT and governors. Control: Close monitoring of annual plan and strategic plan by SMT and governors. Annual awaydays review actions and plan for the future. Planned review of performance monitoring data available to governors. Mitigation: Structured annual cycle of business.

3 LOW

Risk No 1.8 Failure to appoint appropriate senior postholders Score


Detail of Risk: Recruitment to date has been successful. No post has been re-advertised; all appointees have completed their probationary period successfully. In every case there has been a pool of suitable applicants. Governors are supported in the process of the appointment of senior post holders by clear processes and an external consultant with extensive experience in education where this is necessary. Control: Appropriate job description, person specification and appointment process. Feedback from the appropriate statutory bodies has been extremely positive – our controls are seen as effective. Governors recognise the need to offer a competitive salary to attract quality applicants. Mitigation: Probationary period for appointee.

3 LOW

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Risk No 1.9 Failure to act within the instruments and articles Score


Detail of Risk: All governors have copies of the instrument and articles and receive training in interpretation and implementation. The instrument and articles have recently been completely revised to comply with the Education Act 2011 and to bring them in line with best practice in governance. The governors have participated in a governance health check with a positive outcome and an external evaluation of leadership and management. The Clerk’s job description includes specific reference to monitoring compliance and s/he ensures all committees evaluate their work against terms of reference. Control: Expertise of a suitably qualified and independent clerk, governor training. Mitigation: Expertise of Clerk. Whistleblowing policy. The board as a whole deals with governance issues guided by the Clerk.

3 LOW

Risk No 1.10 Failure to act within relevant company, taxation and charities law Score


Detail of Risk: The clerk is a qualified solicitor. External audits reports are scrutinised by governors. Finance staff have appropriate professional qualifications. The Governors have access to appropriate legal advice. Failure to comply with taxation legislation will lead to penalties, usually in the form of a penalties or a fine being imposed by the HMRC. As the college’s grounds are owned by the trustees, a separate body, there are implications for both bodies with regard to the Charities laws in a very complex area. In this context, it should be noted that the Clerk to the Trustees is a qualified solicitor with extensive experience of charities legislation. The College will need to monitor the potential impact of any changes in legislation and will need to ensure appropriate liaison with the Trustees. Control: Feedback from external auditors. Appropriately qualified staff and governors, access to specialist professional advice, subcontracting of payroll services to DMBC. The college employs legal and financial professionals as appropriate. Some governors are experienced in this area and the clerk has lengthy experience of such matters due to her role in other institutions whilst the Clerk to the Trustees has experience of charities legislation. Mitigation: The Audit Committee in conjunction with legal and professional advice.

3 LOW

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Leadership and Management Responsible manager: Principal and Deputy Principal Relevant aims: All Relevant objectives: All

Risk No 2.1 Failure to respond to relevant changes in government policy and national regulatory requirements Score

Assessment Likelihood Likely Impact Extremely serious

Detail of Risk: Managers have clearly defined roles and responsibilities, ensuring that policies are interpreted and acted upon. The Deputy Principal leads the college with regard to funding policy, which is a high risk area in the current climate. The college is responding positively to the liberalisation of the market post 16 and the college devotes considerable SMT time to developing this agenda. The college is engaged in a wide range of collaborative projects with partner schools and colleges. The college also ensures that issues beyond the curriculum eg Safeguarding, Equality and Diversity are considered appropriately in response to rapid changes in, and increasing complexity of requirements. Changes on a number of different fronts are out of our control and will have either direct or indirect impact on the college. This is exacerbated by very poor communication from the Department of Education. The new government will create an added level of uncertainty and complexity. In this climate it is important that we continuously improve how the college sources and shares information. Control: Regular strategic updates from acknowledged specialists at SMT ensures a good level of awareness. SMT are proactively involved in networking within the AoC and SFCA amongst other organisations. Mitigation: Involvement in local and national networks. Support from representative bodies. Contingency plans in place. Regular E&D training.

12 HIGH

Risk No 2.2 Inability to recruit staff of the required experience and expertise Score

Assessment Likelihood Likely Impact Major

Detail of Risk: Difficulties in recruiting teaching staff has increased in the sciences however support staff vacancies have attracted high levels of interest. Candidate fields have generally been good and it has generally been possible to make a good appointment. Specialist agencies can be used to assist with recruitment in difficult areas. However, some difficulties have been experienced when appointing for maternity cover and to part-time or temporary roles. The increase in numbers of temporary roles due to funding constraints and uncertainty tends to increase the likelihood of this risk. Control: Use of specialist agencies. Use of recruitment websites, use of personal contacts, contact with universities, specialist publications. Mitigation: High proportion of part-time staff gives flexibility to deal with such situations in the short to medium term. The recession has resulted in a more experienced employment resource.

9 HIGH

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Risk No 2.3 Failure to maintain staff morale through a time of change Score


Detail of Risk: The rapid pace of change in education at national level combined with the financial stringencies introduced in response to the economic crisis means that both educational institutions and their employees are under significant pressure. This may contribute to lower morale due to the difficulty of understanding/accepting change and the likelihood of increased workload for individuals. In 2015/16, there will be added uncertainty due to the new government. Control: The college has taken a measured approach to change, for example it has striven to maintain staff workloads at their current level for as long as possible. The reasons for change are clearly explained to staff who are engaged in full and detailed consultation. Mitigation: College counsellor; staff “wellbeing day”; generous TOIL policy for teaching staff. Teaching staff able to finish work early on one day a week.

9 HIGH

Risk No 2.4 Significant disruption as a result of staff absences Score


Detail of Risk: These can be short term or long term. Unplanned short term teacher absentees are asked to provide work which is given to students by colleagues. Arrangements for covering long term absences are made by the HOF and SL working with the Deputy Principal. This can involve using agency staff. Similar arrangements to cover long term support staff absences are made by the Staffing Manager working with the Deputy Principal. The national agreement between the Unions and SFCA (employer’s representative body) gives scope for short term absence to be covered. Whilst finding cover has become harder in shortage subjects, the college has always succeeded in finding cover. This is not, however, always proven satisfactory and there may be a long term impact on student success and staff wellbeing. Control: Return to work interviews. Appropriate Absence Management Policy. Further development of internal supply bank. Use of senior staff contacts. Use of college part time staff for cover hours. Use of Moodle and other strategies to encourage students to work independently. Better and long term cover arrangements. Mitigation: VLE particularly reduces disruption for students. Use of creative internal solutions to deal with problems. Clear leadership to ensure all subjects have adequate online resources.

9 HIGH

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Risk No 2.5 Failure to comply with the Equality Act 2010 and Safeguarding (Child Protection) and with associated codes of practice Score


Detail of Risk: The college has developed appropriate equality objectives which are published on the college website and reviewed regularly. Comprehensive safeguarding arrangements are in place. The college receives advice from Sector Bodies (such as AoC and SFCA) about changes, and the required action to ensure compliance. All staff have received E&D and Safeguarding training, as have governors. The Designated Member of Staff for Child Protection is the Director of Support and Information who will receive specialist training. New post of Head of Student Support increases resources invested in this area. All staff and governors have undergone DBS checks. Policies and procedures relevant to recruitment, retention and dismissal of staff/students are assessed as to their impact on groups which might potentially be disadvantaged, and remedial action put in place. The college makes use of specialist legal advice to ensure adherence to legislation. In spite of all of these measures, someone who is determined to evade detection may still be able to do so if sufficiently determined. In addition, national increase in problems with young people’s mental health puts extra pressure on institutions and increases the possibility that we will fail to comply with requirements. The Equality & Diversity audit identified concerns that the annual Charter Day service may not be compliant with the Equality Act 2010. The Charter Day Service could still be retained with a celebratory day embracing a number of multicultural activities. Control: All staff receive training in Child Protection to Level 1 every 3 years and new staff receive this training as part of their induction Restructuring has given clearer responsibility for Equality and Diversity. Mitigation: The college has access to specialist legal advice which is accessed whilst formulating policies and in the event of any difficulties thereafter. The college has appropriate insurance. All volunteers and temporary staff on site for more than three days receive Child Protection briefing.

9 HIGH

Risk No 2.6 Lack of succession planning Score


Detail of Risk: The college’s approach to succession planning was significantly improved by restructuring. However, the sudden loss of key staff would still cause difficulty especially in areas where specialist technical knowledge is required. Control: Staff have excellent terms and conditions and are well-paid in comparison with the sector as a whole. More Subject Leaders have been appointed therefore spreading their expertise across areas. Staff have been appointed in both Registry and Finance who are second in line to key staff and who have been trained in the relevant processes. Mitigation: The college is taking a proactive approach to develop the skills of its staff so as to mitigate the impact of the loss of key personnel.

8 MEDIUM

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Risk No 2.7 Failure to manage the consequences of adverse changes to funding methodology, allocations and tariffs Score

Assessment Likelihood Unlikely Impact Extremely serious

Detail of Risk: Year on year changes to funding methodology have had a significant downward impact on the college’s allocation. This is likely to continue due to the uncertain outcomes of the General Election and the general level of uncertainty about government cuts. There are therefore some concerns about the expected changes and likely reductions. However, the recruitment of additional students has offset the adverse financial impact of funding cuts and the college has a clear strategy for the future. Control: Increased rigour in budget setting and management, efficient planning and process management. The college is helped in this approach using enhanced financial systems and controls. It has sufficiently expert staff to be able to identify ways to use the methodology to benefit the college. The three year financial plan 2015/18 and budget 2015/16 enable the college to identify any potential problems and take steps to address them, including a diverse and strategic approach to student recruitment. This however may lead to changes in the nature of students, thus causing further challenges. Some Subject Leaders and TLMs are addressing the implications of this for teaching and learning. Strategic use of workshops and one to one time. Mitigation: The deficit in 2014/15 is being managed downwards. The college is actively pursuing alternative funding streams to mitigate the effect of government funding changes.

8 MEDIUM

Risk No 2.8 Failure to achieve planned student numbers by a significant amount Score


Detail of Risk: Recruitment targets have been met and exceeded each year. The numbers of applications have remained buoyant. Targets and current data are reported to Governors. The college has accurate data on past, present and future students on which to plan. Senior managers monitor applications and recruitment regularly. This year has seen a significant number of applications to the college. However, this has been slightly offset by an increase in the rejections of our offers due to increasing competition from other post 16 providers and greater spread of area. Demographic trends show a continued decline in the age group. Control: Weekly monitoring of applications at SMT. Potential to recruit from even further afield. Greater efficiencies, greater geographical distance, international students, continue to grow by at least 100 students each year, HE diploma, taster days. Admissions page on Columbus allows monitoring. Additional staffing in place in Liaison and Outreach team. Mitigation: Greater efficiency, staff work harder, potential to raise funds from other sources, targeted marketing. Targeting a larger catchment area, and transport arrangements in place.

8 HIGH

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Risk No 2.9 Failure to respond appropriately to the threat of litigation Score


Detail of Risk: In an increasing litigious society with a high level of awareness of consumer rights, parents and students see themselves as ‘consumers’ with the option to threaten legal action if not satisfied. Also, there is a risk that staff may take legal action prompted by employment issues. The increase in ‘no win, no fee’ legal services may heighten the likelihood of these risks. Control: Appropriate response to complaints. Appropriate record keeping. Awareness of statutory requirements. Use of VLE where necessary. New complaints policy and procedure. Robust action is taken in instances of staff lacking capability. Mitigation: Specialist solicitors and appropriate insurance arrangements (Lyons Davidson and DAS). Appropriate policies are in place, followed and adhered to.

8 MEDIUM

Risk No 2.10 Failure to develop business disruption/continuity plans Score


Detail of Risk: The college has a formal plan. Managers have clear spheres of responsibility and insurance cover is adequate although this needs to be more fully developed. There is still a reliance on people’s individual knowledge although much of this has been shared and documented. Control: Very close monitoring of the college’s operational activities by SMT. Mitigation: The plan is reviewed annually.

6 MEDIUM

Risk No 2.11 Inability to keep staff turnover to a manageable level Score


Detail of Risk: As more staff have reached retirement age, the staff retention rate is declining. The uncertain future of funding may lead to an increase in retirements and even to potential redundancies. In the medium term future more attractive opportunities offered by other institutions may serve to affect staff retention. However the college has a good record of successful recruiting in the past. Control: Staff have excellent terms and conditions and are well-paid in comparison with the sector as a whole, so retirement often takes place after the expected date. Mitigation: Legislation such as the Equality Act 2010 and the introduction of teacher phased retirement (Teachers’ Pension) may serve to limit the impact of the risk.

6 MEDIUM

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Risk No 2.12 Failure to oversee compliance with employment legislation Score


Detail of Risk: Both the Staffing Manager and the Personnel and Payroll Administrator have Certificates in Personnel Practice. Senior staff regularly attend courses and briefings in personnel matters and the college contracts in a personnel adviser when required. However, there is no designated senior manager with personnel qualifications. If there are any doubts about appropriateness of a course of action legal advice has been sought. In a recent employment tribunal the college was commended on the excellence of its personnel practice. Control: Although the complexity of legislation makes this potentially a high risk area, in practice, risks are controlled by the consideration of legislation when managing, engaging and dismissing staff. Staffing Manager and Personnel Administrator are continually updated via attendance at SFCA workshops and by JISC. Attendance at AoC/personnel conferences. Sharing good practice with Personnel staff at other colleges eg Cadbury College. The college pays for ongoing legal advice from specialist employment solicitors. Mitigation: In 2015/16 the college will continue to make use of an experienced HR professional for advice and support and will consult a specialist in staffing matters at Lyons Davidson, an expert in Human Resources, ACAS, AoC, DAS and SFCA when required.

3 LOW

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Finance and Business Development Responsible manager: Deputy Principal Relevant aims: To promote creative solutions to efficient and effective management of resources in a challenging financial environment. Relevant objectives: To develop and establish alternative funding streams to that of main government income.

Risk No 3.1 Failure to ensure sufficient funds for capital building/maintenance Score


Detail of Risk: Failure to ensure sufficient funds for capital development and building maintenance may occur by either poor budget setting/budgetary controls and/or a genuine shortfall in available resources and/or cash-flow difficulties. The consequences of this risk would be a failure to deliver the improved accommodation with the subsequent potential threat to enrolment growth and sustainability because of adverse comparisons with neighbouring institutions. In order to minimise this risk the Governors have developed a robust monitoring system through the Finance and Resources Committee. To some extent capital developments are dependent on the success of funding bids and the college needs to keep the quality of the bids and the companies that submit them under constant review. The college was unsuccessful in its 2015/16 bid because the criteria favour the schools sector. Nonetheless, the college intends to continue to submit robust applications in the future. Control: All capital budgets are now monitored via Finance and Resources Committee; ensure future bids ask for a sufficiently high level of support; rigorous management of project. Governors are able to approach the Trustees for financial assistance if required. Mitigation: Complete overhaul of college budgets would be affected with substantial cuts in major budgets, such as staffing. Permission to borrow additional funds would have to be sought.

16 HIGH

Risk No 3.2 Failure to ensure sufficient funds for the delivery of education Score


Detail of risk: Insufficient funds could lead to inadequate staffing, insufficient resources, poor quality accommodation at a time of increased competition. This could prevent the college’s ability to achieve its mission and meet its strategic aims. It could also affect the college’s ethos and character. The ongoing reductions in core funding coupled with additional costs in respect of pensions and National Insurance may create a significant impact on the budgets in the long term. However, the college’s significant growth in 2014/15 secured the financial position for 2015/16 although the servicing of the recent loan will add additional pressures. Control: Budgets are agreed, careful budget setting processes managed by the Director of Finance who ensures that budget holders have sufficient funds for their needs. The college has a carefully worked out plan to ensure funding is maintained at the current level or just above it. Increasing demand for places means that we continue to be able to grow at a level to ensure continued financial viability. Mitigation: Improved expertise in managing our budgets. Increased efficiency in recent years has provided a leeway in our current budgets.

8 MEDIUM

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Risk No 3.3 Failure to successfully manage and monitor the financial viability of the college Score


Detail of Risk: Financial viability is key to the continued operation of the college. It is imperative that it is effectively managed. The key to effective financial management is timely and accurate management information. An inexperienced finance team could compound this problem. The consequences of this would be a fundamental financial problem for the college. To safeguard against this the college has an appropriately qualified/experienced finance team, recently restructured to increase expertise a monthly set of management accounts is comprehensive and issued in accordance with a predetermined timetable to Senior

Management Team a quarterly financial commentary which highlights key points, variances and performance indicators which is given detailed review by

the Finance and Resources Committee and the Governing Body a set of performance indicators which are received and approved annually by the Finance and Resources Committee a quarterly review of the college’s performance in line with the requirements of the bank covenant Arrangements for both regularity audit, if applied, and financial statements audit are in place and overseen by the Audit Committee. Control: See bulleted arrangements above. Mitigation: Appropriate expertise at governor level.

8 MEDIUM

Risk No 3.4 Making inaccurate forecasts of expenditure Score


Detail of risk: Increasing pressure on budgets makes it essential that budgets are accurately set and carefully managed. Both human and technical error can lead to inaccurate budgets, as can unrealistic expectations of income and expenditure, particularly those associated with new initiatives. Control: More contingency to be included in our three year plan particularly with the probable impact of political changes. Ensure we don’t over expose ourselves to financial expenditure with new initiatives. Ensure that we are robust in challenging new initiatives. Mitigation: In-year changes (reductions) to expenditure to ensure that the college achieves financial targets.

8

MEDIUM

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Risk No 3.5 Failure to safeguard security of major college assets Score


Detail of Risk: Failure to safeguard major college assets successfully may lead to theft, misuse and vandalism. Depending on the extent of vandalism, this could lead to major damage and therefore the need to restore buildings to their original condition/replacement of equipment. Consequently, resources may not be available for teaching and learning and/or support services which would be disruptive. There are financial consequences when assets have to be replaced. This may occur when assets are not recorded on any inventory and stored securely. Also assets of cash and cash equivalents must be secure. In order to safeguard against this the college has responsibilities regarding the safeguard of assets documented in financial regulations has adequate insurance to protect against financial loss ensures assets are physically tagged where appropriate with a reference number and as the property of King Edward VI College has installed CCTV/alarms etc and ASSA locks on most classrooms and offices has adequate procedures for cash/cash equivalents All of the implications listed together with future projects for 2015/16 may increase the risk and could cause disruption to teaching. Intrusions onto the college site in the last year have compromised college buildings and facilities, and jeopardise effective curriculum delivery. Security measures have been improved. Control: Financial regulations and procedures; tagging of IT assets; alarms and locks. Training for budget holders as requested by auditors. Additional site security measures. Students are now required to visibly wear ID badges. Increased CCTV coverage across site. Mitigation: Insurance.

6 MEDIUM

Risk No 3.6 Failure to deploy teaching staff effectively and efficiently Score


Detail of Risk: Deputy Principal produces a report annually for SMT identifying the efficiency of staff deployment. Some teaching staff teaching hours contain slippage due to restriction of 1400 teaching minutes per week with a norm of eight half A level sets, although this time can then be used for absence cover and 1-1 support for students. College managers have worked hard and successfully to increase efficiency and this should be maintained in 2015/16. Control: College policy on cover was reviewed in May 2013 with a view to further improving and controlling staff deployment. All recruitment is approved by the Principal. Diversification of curriculum should further improve efficient deployment of staff. Staff now cover for absent colleagues and thus avoiding the expense of using agencies who charge a whole day rate rather than an hourly rate. The college has its own source of supply teachers who have retired or who want to come back into the profession. Mitigation: Rigorous management of staffing budget as well as of non- staffing expenditure. In addition, increasing use is being made of staff directly employed, as needed, by the college, rather than through agencies. This has substantially reduced costs.

6 MEDIUM

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Risk 3.7 An excessively cautious and risk averse approach which may prevent the college diversifying its business Score


Detail of risk: Whilst it is important that the college does not act imprudently, it is as important that caution does not prevent initiatives which would help the college to deal with the current very stringent financial climate, for example diversification of income streams. This could happen if governors and SMT members took an overly risk averse approach. Control: CLT and governors’ awaydays ensure that all initiatives are carefully discussed in a balanced and careful way, taking on board the risks of not developing a particular initiative as well as the risks of doing so. As a result of this, the college has focussed on a few promising initiatives. Future proposals presented to governors will be risk assessed. All proposals presented to SMT, including extra expenditure, should be risk assessed. Mitigation: Increased stringency in managing the college’s finances.

6 MEDIUM

Risk No 3.8 Failure to detect fraud Score

Assessment Likelihood Unlikely Impact Moderate

Detail of Risk: It is not possible to fully secure against online fraud. Failure to detect fraud arises when there is a poor control environment and/or when staff have no mechanisms for reporting concerns. Fraud can be planned or opportunistic, and may be a one-off event or ongoing over a period of time. The risk of failing to detect fraud inevitably leads to financial loss plus other less tangible effects such as staff morale. The loss would be limited to £20,000 if all college credit cards were stolen. Control: Robust system of internal control; whistle blowing policy; fraud policy; Audit Committee. Appropriate screening of audits in place. Mitigation: Response plan procedures.

4 MEDIUM

Risk No 3.9 Severe financial and staffing impact of not recruiting overseas students Score


Detail of Risk: The recruitment of fee-paying overseas students is a major aspect of the college’s strategy for the future as the level of fees from such students will help to offset funding reductions. Failing to recruit such students would cause major financial problems. Control:

cautious investment in marketing

diversification of income by other means eg HE, academies Mitigation:

Robust curriculum planning systems can be used to mitigate some but certainly not all the effects of such a risk taking place. We would need to either make multiple redundancies or grow even further to avoid financial difficulty. The college has taken a very cautious and prudent approach to its investment in this initiative. Strong control role at governor level.

Continued growth this year will help to offset any shortfall in overseas recruitment.

4 MEDIUM

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Risk No 3.10 Failure to act within the financial memorandum Score

Assessment Likelihood Rare Impact Extremely Serious

Detail of Risk: Failure to act within the financial memorandum may ultimately lead to a withdrawal of funding. This may occur when staff are unaware of the terms and/or the college has a genuine reason for non-compliance. Control: The college has systems in place for compliance and well documented procedures which are subject to annual external audit. Mitigation: Good relationships with the EFA; this means that any issues will be discussed with the college at an early stage.

4 MEDIUM

Risk No 3.11 Failure to consider the revenue consequences of an accommodation project / planned capital developments Score


Detail of Risk: Exceeding the planned capital budget would result in revenue cost pressures and have adverse effects on cash flow and liquidity. In the longer term this may also impact upon the college accommodation strategy, constrain further investment and potentially disrupt future students’ study and other services. In order to safeguard against this the college:

4 MEDIUM

Has determined a procedure with the governors, for approving a maximum aggregate limit for capital expenditure each year.

Always looks to appoint a suitably qualified project manager - Internal or External

Monitors projects as part of the monthly management accounts, via appropriate committees and regular site meetings

Determines strong ‘Value for Money Objectives’ against each project

Ensures adherence to the college's robust tendering policy and procedures.

Consults insurers and other professional advisers as appropriate Maximum Exposure: Annual capital budget not to exceed £150k. Any major building projects would be subject to full board of governors’ approval. Any accommodation project can lead to exposure in other ways through disruption to college operations that impact on results, reputation and student retention. Control: The college seeks appropriate specialist advice and will always appoint an appropriate project manager to work within a formal, approved project plan. The college framework procedures as outlined in financial regulations ensure probity. Mitigation: The cost of capital projects, via annual depreciation, is taken into account within the annual college revenue budget. Consent from Governors to borrow additional funds always has to be sought.

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Risk No 3.12 Failure to be adequately insured Score

Assessment Likelihood Rare Impact Extremely serious

Detail of Risk: This may occur when inadequate or spurious advice is provided which is not challenged by the college or where suitable insurance is not available in the market. It can also occur when college staff responsible for insurance do not understand the terms and conditions of policies. The college may also underestimate the value of its assets and/or fail to make resources available for insurance cover. The consequences of this will inevitably be some degree of financial loss should there be an incidence of damage to property or if an individual sues the college etc. The college may also suffer from bad publicity. To safeguard against this risk the college takes

appropriate professional advice. Insurance is in place regarding building loans. Control: A comprehensive insurance portfolio reviewed annually and prepared in liaison with a reputable broker; adequately qualified staff; proactive relationship with insurance broker; resources made available for cover. Mitigation: None possible.

4 MEDIUM

Risk 3.13 Failure to have systems in place for payments from overseas students Score


Detail of risk: The increase in the number of payments taken from overseas may lead to an increase in fraud and/or money laundering if our systems are not fully secure. In addition, we have not as yet fully adapted to the complexity of such transactions and delays in processing payments received from overseas students could expose the college to a potential shortfall of receipts against any additional external costs to the college e.g. Accommodation Lodgings which would impact upon the college’s cash flow Control: The college will adopt the Universal electronic Visa/Maestro Card payment facility “SAGEPAY” to ensure best security against collection for any overseas student’s payment and make it easier for the student to pay. Manual control system introduced to ensure that students pay for fees prior to the start of the academic year. Mitigation: Provide adequate training to the college Finance team and regularly progress chase against any late payment of fees.

4 MEDIUM

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Curriculum Development Responsible manager: Director of Curriculum Relevant aims: To support and inspire students to achieve the highest levels of academic attainment and personal development Relevant objectives: To ensure provision and delivery of appropriate viable subjects and qualifications, especially in the context of curriculum reform.

Risk No 4.1 Failure to maintain up-to-date, appropriate curriculum resources Score


Detail of Risk: Despite continuing healthy levels of investment, the pace of change and the expectations of staff and students make it challenging to maintain an appropriate level of learning resources, while, in a situation of increased financial pressures, the speed of technological change makes it difficult to maintain an appropriate level of up to date capital equipment. In a worst case scenario, potentially it could be difficult to deliver the curriculum at the required standard. Capitation levels will be maintained as far as possible, in spite of the reduction in per capita funding for students but there is still a risk of failure to embrace opportunities provided by technological changes which may reduce costs and be more effective for students. Due to the pace of curriculum change, resources from national publications may be unavailable in a timely fashion. Control: Rigorous approach to budgeting which prioritises front-line delivery and more effective control of budgets. RSC conducted elearning health check confirming that the college has very good practice in this respect. Increased investment in recent years will certainly continue for the next year. Staff consultation on resources strategy, paperless courses, courses on memory sticks. Student charges. June Audit. New college print strategy to reduce printing volumes now in place and frees up resources for investment elsewhere. Governors have approved resources on IT expenditure which will be rolled out further as appropriate. Further explore use of ‘bring your own devices’ as a cost-effective means of keeping up to date. Mitigation: Skills and expertise of staff and more effective management of resources. Development of further strategies for cost-effective IT use.

9 HIGH

Risk No 4.2 Failure to implement changes to post-16 curriculum Score


Detail of risk: Difficulties are presented by the government’s predilection for unpredictable and rapid changes with little notice. The reform/linearisation of A levels is a case in point, bringing with it the need to change teaching styles and increased chances of students dropping out of study due to the decoupling of AS and A2 qualifications. The situation is more unstable due to this year’s general election. However, the college has very effective controls in place. Control: staff training; Director of Curriculum ofqual subject expert; Deputy Principal has many high level contacts due to his work for various Maths bodies; many staff are examiners and have access to information about future proposals; teaching staff highly motivated to find out about changes to their subjects. Mitigation: Were the college to overlook some aspects of changes in a particular subject this could be rectified by providing extra teaching in that subject.

8 MEDIUM

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Risk 4.3 Negative impact of government education policy Score

Assessment Likelihood Almost certain Impact Moderate

Detail of risk: The current government is placing an increasing emphasis on a very narrow range of traditional academic subjects both pre and post-16. This has started to reduce demand for A level subjects which do not fall into this category. In addition, it is possible that the number of subjects offered by exam boards may reduce although this might not be to such an extent that it has a major impact. In addition, reductions in funding mean that more students will be taking three rather than four A levels which might affect viability although not to such an extent that it has a major impact. Taken together, these factors may lead to a reduction in the number of subjects offered by King Edward’s and thus erode one of our selling points. In addition, retention could be affected if students find that they are not limited to one or more of only three subjects. Planned reforms of A level specifications create uncertainty due to the phased nature of their implementation. Control: The likelihood is reduced by detailed advice and guidance to applicants at interview and by effective marketing of the more niche subjects. In future years, consideration should be given to students to explore additional choices at Welcome to College Days or develop taster days further. For example a three day programme of taster events. Mitigation: Potential for diversification into a more vocational post-16 curriculum.

8 MEDIUM

Risk No 4.4 Failure to respond successfully to changes in the pre-16 curriculum Score


Detail of Risk: The government’s introduction of performance measures means that some less traditional subjects may have trouble in recruiting resulting in subjects being closed. This narrowing of the curriculum could make the college less attractive to students and potentially lead to staff redundancies and reputational damage. However, students coming here with a firm GCSE basis may be better prepared for study at A level and could be more attractive applicants to Russell Group Universities. Furthermore, forthcoming changes to the GCSE specification may have a potential impact on A levels for example entry requirements will need to be reviewed. Further instability will be introduced with the introduction of linear GCSEs and constant changes to the performance tables. Control: Full consultation with schools about their aspirations for curriculum change. Our admissions systems which identify affected individuals and give appropriate advice and guidance. Staff training with local schools to enable greater familiarity with pre-16 courses. Specific GCSEs required for certain A level subjects and minimum of six at grade B. Increased understanding of pre-16 curriculum due to involvement in the MAT. The LOM team has increasingly strong links with schools. Mitigation: Close liaison with partner schools to ensure that we have more detailed understanding of the pre-16 curriculum and how its implementation varies from school to school.

6 MEDIUM

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Risk No 4.5 Failure to respond successfully to changes in the government’s funding priorities Score


Detail of Risk: The college operates in a niche market and meets the needs of that market successfully. It has a clear mission focussed on level 3 full-time provision. However, the college is committed to keeping the potential of new markets under review and is actively engaged with partners regarding curriculum development. At a time of rapid change in the country as a whole, the intrinsic risk has increased. Given the timescales to which the government is currently operating, it might not be possible to implement any changes in a timely manner. Control: Curriculum development closely monitored by Governors, SMT, CLT, Curriculum review process. Changes in national policies are carefully scrutinised by SMT and CLT and integrated into college plans. Mitigation: Senior managers maintain awareness of changing national strategic context and formally discuss this at SMT frequently. Active involvement in lobbying activities. Diversifying activities so we are less vulnerable to government changes. Membership of high profile lobbying groups.

6 MEDIUM

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Quality Responsible Manager: Director of Quality and Equality Relevant aims:

To embed a culture of ongoing quality improvement.

To pursue an ethos of continuing professional development in order to maintain the highest standards.

Relevant objectives:

To attain the highest levels of achievement in both value-added and absolute terms in comparison with sixth form college benchmarks.

To ensure that best practice in teaching and learning continues to be shared across all subject areas and to support the improvement of any practice identified as less effective.

Risk No 5.1 Failure to meet high grade achievement targets Score


Detail of Risk: Increased competition for high achieving students may lead to these targets not being met. There is a decline in high grades at AS level in recent years which may be linked to the financial pressure to grow. Although A level high grade rates are still strong overall there has been some disappointing performance amongst individual subjects, some of them high profile. Whilst this may not be associated with a decline in quality, as long as Value Added is strong, it could nonetheless create some PR challenges. High grades could also be affected by other factors, such as a decline in the quality of teaching and learning, which are discussed in other risks. Control: Improved marketing strategy; streamlined admissions processes leading to better retention of the most able applicants. QIP is closely focused on reversing the drop in high grades. The introduction of external evaluation activities focusing on improving performance in specific curriculum areas. Improved Information Advice and Guidance ensures students are on the right course. More strategic approach to value added. Mitigation: Development of a more diverse curriculum to enable high grades to be gained by students of a wider range of abilities. Improved tracking systems ensure students make good progress. More focussed workshops to meet students’ needs.

9 HIGH

Risk No 5.2 Decline in value added Score


Detail of Risk: Increasing class size may lead to staff being unable to give appropriate one to one time and individual support may be jeopardised. Certain subject areas may be impacting on the collective value added of the college. The challenge of dealing with a more diverse community may be significant factor, exacerbating the difficulty in addressing the transition from GCSE to A level, which is further complicated by changes to GCSEs. Difficulties of geographic diversity may impact on student travel. Schools prepare students at GCSE in different ways and some students come to college without the necessary skill set. The sixth form college sector as a whole has experienced a decline in value added. Control: Whole college approach to the consistency of one to one time. More effective use of central tracking. More effective differentiation in lessons. Greater monitoring and consistency of the use of time allocated for workshops. Student surveys indicate that students feel confident that they are well supported. Mitigation: More robust SAR/QIP. Review curriculum offer. Better data systems. Closer monitoring by SMT.

9 HIGH

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Risk No 5.3 Failure to monitor and improve the quality of teaching and learning Score


Detail of Risk: The college has a comprehensive and rigorous lesson observation scheme which is monitored termly by the Senior Management Team. External moderators’ reports are closely monitored. A rigorous system of student questionnaires and focus groups has been introduced. Ongoing monitoring of achievement and retention data by the Senior Management Team and Governors completes the cycle of quality assurance. External evaluation has indicated that the observation process is robust. Under the common inspection framework, the college must be rated outstanding in teaching, learning and assessment in order to achieve a grade 1 in inspection; it could risk reputational damage if the inspection grade drops as a result of the teaching, learning and assessment grade. Control: Quality improvement is led by the Director of Quality and Equality, Teaching Development Manager and team of Teaching and Learning Mentors who actively promote improvement and innovation which is reflected in the QIP. Mitigation: Self-assessment and improvement planning arrangements.

8 MEDIUM

Risk No 5.4 Failure to achieve target student retention rates Score


Detail of Risk: Stability of staff base, consistency of standards, supportive tutorial system, high standards of teaching and of student satisfaction, good progression rates, relationships with schools and universities all make likelihood low although increasing competition locally will change this significantly in the next 2 – 3 years as the college increasingly recruits outside of its traditional niche market. Targets are well above sector average. The College Leadership Team monitors them twice a term, identifies issues at subject level and plans improvements. Where there are concerns, they are addressed by HoFs, however, there needs to be more consistency amongst staff when giving advice and guidance as inappropriate advice and guidance can be a key factor in student withdrawals. Nonetheless, a more robust student management system has resulted in an increase in exclusions. Control: SMT monitors student retention and attendance on a monthly basis. Issues raised with HoFs/LTs/PTs as appropriate. New Cause for Concern process. Proactive approach from staff in general to identify and address student issues. The college is committed to regular training for staff regarding advice on students’ subject combination relating to their progression. Good careers advice. Established procedure for course changes. Regular one to ones with PTs. Mitigation: Should retention deteriorate the college would need to review its admissions and student support procedures.

8 MEDIUM

Risk No 5.5 Failure to meet student achievement targets Score


Detail of Risk: One critical feature of the college’s success in its niche market is its examination pass rates. One set of poor results would damage our reputation, two sets would seriously damage this and potentially lead to a decline in applications and thus make it more difficult to recruit to our target with academically strong students. Control: Very careful monitoring of admissions and student data; regular close scrutiny of student progress. SAR, QIP, Staff Development, student support and contracts. Mitigation: Subjects which underachieve scrutinised very carefully and problems addressed.

6 MEDIUM

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Risk No 5.6 Failure to ensure staff skills and expertise meets the changing needs of the curriculum Score


Detail of Risk: Centrally planned staff development is coupled to faculty-driven staff development needs identified in the Self-Assessment Report. The appraisal cycle is designed to identify issues for staff development. The team of teaching and learning mentors under the leadership of the Director of Quality and Equality and the Teaching Development Manager Tutor will ensure that the college is able to develop staff skills. IT mentors continue to support staff in improving their skills. SMT receives a Staff Development report each term. Staff Development forms are authorised by the Head of Faculty. Many teachers are examiners and are supported when undertaking this role. Difficulties arise when planning the college’s strategy due to unpredictable government changes which will have a particularly significant effect over the next two or three years. Course preparation may be affected. Control: Self-assessment; targeted and ongoing programme of Staff Development to address issues as they arise; peer observations and sharing good practice activities; review of staff development budget. Mitigation: Lesson observation scheme and performance indicators would identify problems and enable them to be addressed.

6 MEDIUM

Risk No 5.7 Failure to acquire and utilise management information effectively Score


Detail of Risk: The data dashboard enables college managers to monitor and improve the quality of outcomes very effectively. The college has well developed information systems which can produce a wide range of reports. This information is used as a basis for financial and strategic planning. More important, it is used as a key tool in improving performance at all levels across the college. This could be improved by linking data dash board to QIP, if technically possible. However, there is some lack of consistency in the use of data at course team level. The system could be improved by problems being flagged up rather than staff having to investigate. Control: Robust information systems are regularly monitored through self-assessment and QIP, in SMT/CLT meetings, in one to one meetings with HoFs and in Quality and Standards Committee. Continued improvement of systems. Training in use of data for SLs and teachers. Mitigation: Self-assessment and improvement planning processes. Training in use of data for SLs and teachers.

6 MEDIUM

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Student Support Responsible Manager: Vice Principal Relevant aims:

To support and inspire students to achieve the highest levels of academic attainment and personal development.

To equip students with the confidence to embrace their future.

Relevant objectives:


To further develop current systems and practices in order to provide outstanding all round support for students.

Risk No 6.1 Failure to have appropriate regard for safe guarding Score

Assessment Likelihood Likely Impact Extremely Serious

Detail of risk: The college has a Designated Safeguarding Lead (DSL), a Personal Tutor for each student, a Lead Tutor and two Counsellors. In addition, CLT and the pastoral team are trained to level 2 in Safeguarding and the Principal, Deputy Principal and Vice Principal have had advanced training. Each member of staff and student is issued with a quick guide to safeguarding and there is a regular programme of updating level 1 Child Protection training for staff. Nonetheless, there is a possibility that staff may fail to recognise a child protection issue and may not be clear who they should contact. In addition, in the coming year there will be a change to the DSL and this could cause initial confusion amongst staff. Control: Information provided in an accessible format and easily available. New process of safeguarding training for temporary workers for three days or over. Level 1 training delivered to all staff by the Vice Principal. Distribution of information to staff. Flags on system to alert staff. Mitigation: If a child protection issue is not passed on to the DSL, it is likely that that person to whom it had been incorrectly referred would recognise the error and do an appropriate referral. If such an issue were passed to the previous DSL, it would be referred on to the correct person immediately.

12 HIGH

Risk 6.2 Failing to identify needs of individual students Score


Detail of risk: The college presents students with multiple opportunities to disclose specific needs and enables them to self-refer to learning support as well as being referred by staff. Communication between learning support and other staff is increasingly effective. However, a small minority of students with specific needs may be reluctant to disclose this and indeed may not perceive it as an issue. Once the needs of individual students have been identified, it is important that they are met. Students whose needs are not met may underachieve at college and in extreme cases, may become demotivated and as a result could withdraw from college. In addition, some students may be reluctant to access the support they need due to feeling that they could be stigmatised as a result. It is important that the college respects students’ autonomy in this respect. A further reason for students failing to disclose is that the college’s high academic reputation may result in a loss of confidence on their own part. In addition, there are inconsistencies between subjects in the implementation of adjustments. Finally, the risk of student needs not being responded to is increased by the occasional failure in communication.

9 HIGH

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Control: Focus on self-awareness in Tutorial. Appropriate training for PTs and other teaching staff, to enable them to identify issues more effectively. In 2014/15 the college will offer multiple disclosure points for students with learning difficulties and disabilities. There are well developed systems for identification of gifted and talented students and procedures in place for meeting the needs of students with other requirements. A new electronic at risk register will aid early identification of students with potential risk of under achievement. Mitigation: Member of teaching staff receiving ESOL training to enable support to be given once need identified. Increased the number of opportunities for students to disclose individual needs. Referral to counselling or to coaches.

Risk 6.3 Failure to respond to the needs of an increasingly diverse client group Score


Detail of risk: As the college recruits from an ever broader area and is seen as a less intimidating organisation, it is recruiting an increasingly diverse client group which presents new challenges to staff. In particular our ability to maintain quality of service for student support could be challenged, for example we have higher numbers of students with complex needs such as mental health issues, transgender students, students who live independently and students with disabilities. Control: Careful interviewing process which identifies students able to benefit from the opportunities offered by King Edward’s and ensures that we can meet their support needs. Greater emphasis on 1:1 support for students in subjects and in tutorial. Increased counselling provision. ALS team. Mitigation: Further awareness raising for staff. Equality impact assessments feed into revised policies, procedures and guidelines.

9 HIGH

Risk No. 6.4 Failure to provide appropriate curriculum and pastoral support Score


Detail of risk: The college currently provides a wide range of curriculum and pastoral support to students. These include support from the Personal Tutor, from the Lead Tutor, Workshops, 1:1 meetings with Subject Teachers and Personal Tutors, a Cause for Concern system and eILP. Students have an opportunity to disclose learning difficulties and disabilities before their arrival at college and have further opportunities once they have enrolled. Staff are able to refer students to learning support, to study skills support and to the college counsellor. In addition, those who are in the middle ability range may not be given appropriate 1:1 contact time or support with staff. The tutorial system is revised annually. High quality student services are available, including impartial careers. Additional learning support has been improved and is more effectively managed. Both retention and achievement are above sector benchmarks. Introduction of super tutor role has enabled greater consistency and more specialised support. Introduction of the EILP system has improved the quality of monitoring. Control: Programmed 1:1 time for all students; cause for concern system; eILP now rolled out across the college, monitoring of student assessment against target grades. New role of Director of Support and Information. Outstanding quality assurance systems, Lead Tutor team, revised student management policy. Review of role and responsibilities of Personal Tutor to include enhanced level of monitoring.

6 MEDIUM

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Mitigation: If lack of support prevents a student from making progress this would be picked up by the subject teacher, PT or LT and support put in place. Self-assessment and quality improvement processes would identify and address shortcomings in systems.

Risk 6.5 Inappropriate support provided for the HE students Score


Detail of risk: The college has a small number of Higher Education students, recruited primarily from previous students who have not progressed to university. These students tend to have more complex and demanding personal lives than is generally true of 16-18 year olds and college staff have little experience of working with this age group. However, the college has designated a Lead Tutor and HE Development Manager with experience of working in a more diverse environment. The numbers of students involved is very small which would make it more likely that their needs would be identified and suitable support provided. Control: Appointment of HE Lead Tutor and Development Manager. Mitigation: Excellent range of services in place across the college to which HE students would have access if problems did occur.

4 MEDIUM

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Admissions, Communication and Marketing Responsible Manager: Director of Admissions and Learning Support Relevant aims: To promote creative solutions to efficient and effective management of resources in a challenging financial environment Relevant objectives:


To ensure that all forms of communication both internal and external are of the highest quality, promoting the college’s newly established mission, values and aims.

Risk No 7.1 Reputational impact of fall in numbers or a decline in the quantity or quality of applications and acceptances Score


Detail of risk: College growth over the last decade has increased our cohort size from approximately 14% to 28% compared to the combined Dudley Year 11 cohort. Recent and evolving government policies have increased the gap between KS4 and KS5, this combined with the increased competition for KS5 students, increases the probability of recruiting students who will need to work harder to achieve top grades, creating the potential for a reduction in student exam achievement statistics. Being over-subscribed when students apply to multiple sixth forms is never enough to safeguard a strong academic reputation. Increasing competition could affect numbers in the future. Increasingly strong and aggressive competition from partner schools with sixth forms has meant that the college has needed to invest in more marketing. It is possible that both the likelihood and the impact of this risk could increase in the next 12 months. Control: Increased marketing and investment to strengthen partnerships with key schools. Greater focus on the potential within each applicant and recruiting in an inclusive manner. Increasing the catchment area for the college through partnerships, marketing, online applications and transport solutions. Careful management of reputation. Refining the admissions process to recruit as many high achieving applicants as possible. The time lag between interview and offer has been reduced to avoid applicants withdrawing their application. There is an annual review of our processes and an update of interviewing training. However, there is scope to make better use of contextual analysis of the schools that applicants come from. Mitigation: Strong IAG throughout the recruitment process, especially regarding course choices, backed by clear communication of college strengths to applicants and opinion formers including parents. A move toward publicising value-added achievements, strong management of the curriculum to support all students once recruited, use of social media and development of an increasingly differentiated offer to separate the college from the competition.

9 HIGH

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Risk No 7.2 Problems arising from relationships with partner institutions and businesses Score

Assessment Likelihood Almost Certain Impact Moderate

Detail of Risk: The college continues to develop the number and type of partnership arrangements it has as part of its strategy of meeting the government’s agenda on key issues and in response to increasing competition for post-16 students. This has proved to be a complex area; the Director of Admissions and Learning Support oversees many but not all of these developments - all SMT members are increasingly active working with a wide range of partners locally and nationally. As we extend the reach of our catchment area and build our profile, our exposure to relationship issues could increase. However, the increased numbers of partnerships minimises the risks that any one partnership could cause the college damage. Across the area competition for post 16 is increasing. The college is working to develop links with local and national organisations in order to promote progression opportunities for students and to attract new students. Control: Continued work of the Director of Admissions and Learning Support, the role of Liaison and Outreach Managers and increasing amount of time and commitment from senior staff and managers. Formal reporting back to SMT. Maintain good ongoing relationships with partner institutions. Continue to develop relationships with a wide range of institutions. Mitigation: Potential for improved networking in the local community via closer relationships.

8 MEDIUM

Risk No 7.3 Failure of staff to understand and/or support the college’s mission, values, targets and criteria for success Score

Assessment Likelihood Likely Impact Moderate

Detail of Risk: The increasing rate of change in post 16 education has increased the potential for misunderstandings regarding changing expectations and working practices. The strategic direction and required actions are communicated by a variety of methods: staff bulletins, strategic plan, annual plan, self-assessment report and course reviews. Their success is checked by the annual staff questionnaire. Staff are represented on college committees and this creates opportunities for them to shape the agenda. However, there are still some staff who don’t subscribe to college values. Control: The last staff questionnaire identified communication as particularly effective when compared with other sixth form colleges. Revised approach to staff meetings enables greater consultation with staff. More active promotion of college values especially at key events. Mitigation: Should this risk transpire the contractual obligation to do one’s job would limit impact, although low morale would then cause problems.

6 MEDIUM

Risk 7.4 Failure to successfully introduce and manage Higher Education Score


Detail of risk: In September 2014, King Edward’s enrolled its first cohort of seven HE students on the Dip HE in Social Sciences. The Dip HE in Media and Communication failed to recruit. Numbers of applications for 2015/16 are very low and thus it is possible that neither of the courses will run next year. This may lead to reputational damage to the college. Reputational damage would also occur if the courses were of poor academic quality. Control: With careful PR, the reputational risk of under-recruitment can be mitigated. Mitigation: A QAA initial review in Summer 2015 will help us to ensure that the courses are of good quality.

4 MEDIUM

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Risk 7.5 Failure to manage successfully the implementation of the Multi Academy Trust Score


Detail of risk: The setting up of a Multi Academy Trust is a new venture for the college and has the potential to distract from the core business of the college and the potential also to be unsuccessful in terms of working with our academy partners. In addition, the formation of the MAT has created some difficulties with other partners. However, a school which has converted to an autonomous academy status within the trust because of its successful performance. Control: Senior staff well informed and up to date about MAT planning arrangements. Experienced Project Manager to be appointed. Mitigation: Good senior staff experience of partnership working in local area, close monitoring and involvement by senior staff as the new venture progresses.

4 MEDIUM

Risk No 7.6 Problems arising from adverse local, regional or national publicity Score


Detail of Risk: It is always difficult to anticipate risks in this category, but staff or student behaviour might promote media interest. Potentially adverse stories such as minibus or other accidents and major incidents involving students and/or staff are channelled to the Principal who takes specialist advice in dealing with such matters. The increased use of Social Media increases the risk of more negative messages being made publicly available, often within minutes of an event, thus increasing the risk level. As a college we should be more aware of the impact of ‘word of mouth’ publicity. In addition, developments, which might in some senses be positive such as the MAT, could lead to adverse comment by others who may feel that they are disadvantaged by it. Control: Codes of staff and student conduct. Supervision of student behaviour. Appropriate disciplinary sanctions to be imposed. High quality of teaching and outstanding results. Monitoring of social media sites. Mitigation: Good relationships maintained with local media. Principal deals with such issues personally and takes specialist advice.

4 MEDIUM

Risk No 7.7 Failure to ensure effective lines of communication Score


Detail of Risk: The increasing complexity and rate of change within post-16 education increase the risk of poor communication combined with the growth of staff numbers. Daily electronic notices have replaced face-to-face weekly briefings, improving the speed of communication, provided all staff engage with the process. In the current year, a group of staff has been working on better communication through the college and its recommendations will be implemented shortly. Control: Planned changes to the website and more frequent updating of the college calendar are enhancing communication. Staff meetings are held by the Principal, their revised structure encourages greater communication because there is more two-way and less downward communication than in the past. The new faculty structure is improving communication within groups of teaching staff. All staff have a line manager and all teams have scheduled meetings. Increased consultation when compiling the college calendar and clear guidance to staff regarding publicising events via SharePoint. The staff home page is an effective means of communication. Staff meetings were changed for a more consultative approach. Mitigation: Staff are appraised on a regular annual cycle and roles are reviewed prior to this appraisal. The contractual obligation to do one’s job limits impact.

4 MEDIUM

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Facilities Responsible manager: Director of Curriculum and Estates Relevant aims To provide the highest possible quality of learning environment Relevant objectives To develop the college site and infrastructure to a level at least comparable to our local competitors by 2015

Risk No 8.1 Serious breaches of health and safety legislation Score

Assessment Likelihood Likely Impact Extremely Serious

Detail of Risk: Health and Safety policy is reviewed and updated annually including the legal requirements for the vetting of work experience placements especially child protection; this is undertaken by a suitably qualified organisation on our behalf. The Health and Safety Committee monitors the policy. Accidents are investigated. They are reported through the health and safety structure as appropriate and to statutory bodies. However, there has in the past been some failure to perform statutory checks. The role of responsible person is outsourced to a company with particular expertise in this field. Regular health and safety training opportunities are provided for all staff, with training incorporated into induction for all new appointments. Effective systems for controlling storage and disposal of substances likely to cause difficulties (eg chemicals, paint) have been developed in line with legislative requirements. The college develops appropriate procedures for Environmental Management in response to constantly changing legislation. Control: Detailed monitoring at faculty, SMT and governor level. Effective staff training. Compliance is monitored via regular reports to SMT. NEBOSH training is stipulated as essential criteria for the Site Manager, who is the Health and Safety Officer. Mitigation: Trained first aiders and Health and Safety expertise on site during core working hours. Student and staff Induction in H&S to be referred to H&S Committee.

12 HIGH

Risk No 8.2 Difficulties arising from inadequately planned and funded building maintenance Score

Assessment Likelihood Almost Certain Impact Major

Detail of Risk: Maintenance is undertaken in an efficient and timely manner thus the majority of the college buildings are in good condition for their age. Long term, there is a need for significant property investment into the buildings and building services. This is estimated at £4 million over a 10 year period. Such a level of investment would currently be unsustainable. Update: The government cap in funding has been announced. The criteria favours the schools sector, so it is unlikely that the college will gain any benefit from it. College budgets last year limited our ability to undertake preventative maintenance, therefore it is more likely to deteriorate than previously. Nonetheless, the college intends to submit a robust application.

12 HIGH

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Control: Rolling maintenance plan. Effective Estates team. The college has recently carried out a property survey to identify areas for improvement. Submission of bids to appropriate funding bodies. Mitigation: Funding from Trustees, government and the college’s own resources.

Risk No 8.3 Failure to monitor routine Health and Safety issues Score


Detail of Risk: Routine Health and Safety issues are monitored twice termly by SMT and by the Health and Safety Committee. All Faculties/Subjects maintain Health and Safety files where there is a risk. Appropriate health and safety monitoring information is presented to governors. An external consultant has reviewed systems, processes and documentation and will be giving the college ongoing support. One governor has been assigned a special remit for health and safety. However, the college’s monitoring systems may depend too much on monitoring paperwork and not enough on monitoring of the physical site. Health and Safety is a standing item on faculty/subject agendas and on the Principals’ one to one meetings with Heads of Faculty. Control: Detailed monitoring at subject, faculty, SMT and governor level. Regular site patrols and checks have been introduced. Mitigation: appropriately trained staff, additional precautions eg CCTV.

9 HIGH

Risk No 8.4 Difficulties arising from insufficient appropriate teaching accommodation Score


Detail of Risk: 90%+ usage of general classrooms is putting pressure on space and limiting growth potential. Insufficient/inadequate general and specialist teaching accommodation will continue to be a problem until sufficient new accommodation has been built. This is confirmed by the property strategy. Meanwhile, the college has to lease accommodation nearby which is less economic in the long term. The college has a rolling programme of classroom refurbishment to ensure that there are sufficient appropriate rooms for the number of sets being taught. In 2012/13 the college invested in a new block of seven classrooms; a further new block was opened in November 2014. In addition, refurbishment work in the Westwood Building has resulted in the creation of a further three classrooms making a net gain of one. This will enable the college to cease using inappropriate leased accommodation. Control: Timetabling arrangements. Investment in two new buildings and refurbishment of the Westwood Building. Mitigation: Continued implementation of the Property strategy. Increasing class sizes or by lengthening the college day. The methodology of programme delivery could also be reviewed in order to reduce the impact of lack of accommodation, should this risk transpire.

6 MEDIUM

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Overseas Students Responsible Manager: Director of Admissions and Learning Support Relevant aims: To promote creative solutions to efficient and effective management of resources in a challenging financial environment

To support and inspire students to achieve the highest levels of academic attainment and personal development Relevant objectives:

To ensure provision and delivery of appropriate viable subjects and qualifications, especially in the context of curriculum reform.

To ensure that equality and diversity is embedded in all college activity, celebrating the value and worth of each individual and culture within the college community as a whole. To develop and establish alternative funding streams to that of main government income.

Risk 9.1 The college losing its sponsor status Score


Detail of risk: The recent changes to and the increasingly stringent enforcement of BA regulations could mean loss of sponsor status, which would lead to inability to recruit overseas students and also mean we would need to place our current students elsewhere. Whilst the college’s controls have improved in the last year, they need to be further improved. Control:

a. Ensure appropriate management procedures are in place. b. Management structure set up to deal with procedures.

Mitigation:

Appeal process

Entering into partnerships

Recruit more British nationals, at both A level and HE.

8 MEDIUM

Risk No 9.2 Insufficient communication with parents/guardians of overseas students Score


Detail of risk: Parents are not aware of UK systems and may need additional support from the college in order to increase their familiarity. Recent improvements in systems have improved the level of communication with parents. Skype used when necessary. There is a need to understand the expectations of people from different cultures. Agents may possibly delay communication and/or at the point of recruitment misrepresent the services on offer. Control:

a. A team of staff who are building on their expertise. b. Clear and comprehensive communication strategy. c. Homestay arrangements monitored for effectiveness. d. Guardianship arrangements with Chinese native speaker.

Mitigation: Communication breakdowns identified by monitoring and steps taken to address issues.

6 MEDIUM

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Risk 9.3 Inappropriate home-stay families recruited Score


Risk: Overseas students could be vulnerable if home-stay family did not meet stringent requirements. DBS requirements strictly enforced. New college system aims to improve compatibility between student and host families. Control:

a. Tight vetting including DBS b. Compulsory home visits c. Clear standards and expectations d. Questionnaire to monitor compliance e. Ongoing liaison between college and host families

Mitigation:

Transfer to alternative family

Implement child protection procedures

Rapid and effective communication with host families and student’s family

Mediation

6 MEDIUM

Risk No 9.4 Political or other changes inhibit recruitment. Score


Detail of Risk: Actual or perceived immigration policies may discourage applications. Instability in some countries may affect recruitment in ways that are unpredictable. UK Border Agency procedures change frequently and unpredictably. Update: The increasing negative image of UK immigration policy overseas is unlikely to help recruitment. Control:

A dedicated senior manager who monitors UK Border Agency procedures.

Mitigation:

Regular update of admissions processes and procedures.

Working harder to recruit students.

6 MEDIUM

Risk No 9.5 Insufficient overseas students recruited to be cost effective Score


Detail of Risk: Insufficient students recruited may lead to financial losses. Nationally the number of international students has reduced. However, our numbers are starting to increase as other providers have pulled out. Control:

a. Although some staffing spend will be necessary, ensure this is kept to the minimum to be successful/effective (say around 1 FTE in the first instance)

b. Competitive course fees whilst reputation is being established. c. Cost effective approach to overseas marketing and promotion.

Mitigation: Use staff posts across the whole college if under-deployed in overseas student work.

4 MEDIUM

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Risk No 9.6 Issues with the college’s reputation abroad could create barriers to recruitment. Score


Detail of risk: A poor reputation overseas could be created if there is damaging publicity due to negative experiences. Control:

a. Ensure that students have a positive experience whilst they are here. b. Positive PR in key recruitment sites c. Overseas visits by Emeritus Vice Principal for international students d. Development of relationships with agents

Mitigation:

Support and advice from British Council

Provide appropriate counterbalancing evidence

4 MEDIUM

Risk No 9.7 Overseas students don’t properly integrate into college life and new environment


Detail of Risk: Problems of student integration – they may struggle to settle in the country/college/home stay family. This could lead to academic problems and social isolation, students leaving and potential reputational damage to the programme and the college. There have been a couple of examples of students failing to integrate. Control:

a. Student placements with appropriate families b. Appropriate support mechanisms in place at college c. Clear and regular contact with parents, homestay guardians and appropriate agents. d. Dedicated staff with responsibilities for overseas students e. Programme of trips and events f. Share experiences with other colleges who have a good track record recruiting overseas students g. Buddy system for overseas students

Mitigation:

Staff expertise in dealing with any potential problems as they arise.

All overseas students in a single PT group.

4 MEDIUM

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Risk No 9.8 Overseas students achieve disappointing results


Detail of Risk: Possibility of a poor reputation overseas if students underachieve. This may be related to unrealistic expectations. In addition, there is always a risk of students becoming distracted or disengaged and their work suffering. Control:

a. Careful IAG to ensure students on the right courses in the first place b. Careful use of college support systems to provide early warning of problems c. Excellent high grade rates of existing students indicating high quality of teaching and learning already in place. d. Further development of communication systems with parents.

Mitigation:

Early action when/if problems arise.

Clear and effective complaints procedure.

3 LOW

Risk No 9.9 Reputational damage due to overseas recruitment Score

Assessment Likelihood Rare Impact Moderate

Detail of Risk: There is a risk that the college may be seen to favour overseas students over local students. Control: a. Use of careful press release regarding the initiative explaining its use in:

bolstering places/funding for local students

supporting those from poor backgrounds overseas as well as education using western values to influence change. Possible use of a limited number of scholarships

b. Careful liaison with local schools to explain and promote the advantages of an international flavour to students’ education. Mitigation:

Monitoring of press coverage and use of pre-prepared statements to counter any negative press

Use of college recruitment statistics to highlight increased number of places for local students.

2 LOW

Risk No 9.10 Inappropriate students recruited Score Assessment Likelihood Rare Impact Moderate

Detail of Risk: Students recruited are inappropriate (ability or English language skills or both). Control:

Careful recruitment procedures

Making use of performance indicators so that we may fully understand the level of overseas students’ qualifications.

IELTs are a condition of entry into the country for academic purposes.

Maths entry test set at a level beyond AS level. Mitigation:

Careful use of college procedures in supporting these students, picking up and dealing with an early warning of academic problems.

Monitoring of student ability triggering additional support if necessary.

English speaking homestay environments help to support English speaking/writing.

Provision of additional pastoral support.

English as a foreign language support put in place through the employment of an appropriately CELTA-trained teacher.

2 LOW

Page 37 of 38

IT Responsible manager: Director of Information Relevant aims To provide the highest possible quality of learning environment. Relevant objectives To develop the college site and infrastructure (including IT facilities) to ensure a high quality experience for all.

Risk 10.1 College infrastructure becoming outdated Score


Detail of risk: Funding cuts to college may reduce the frequency in which computers are replaced. The number of computers has not increased in line with the increasing number of students and staff. The lack of computers may have an adverse effect on students in the classroom. Control: Governors have agreed to a new IT strategy including a pilot of a roll out of tablets to students and Ipads to an increasing number of staff. Mitigation: See Control above.

16 HIGH

Risk No 10.2 Difficulties arising from failure to ensure security of data


Detail of Risk: There are difficulties in monitoring compliance on a daily basis which staff and students may not appreciate. All staff and students are required to sign the College’s Computer Use policy which emphasises the importance of respecting the integrity of individual computer systems. The increasing use of mobile devices for college business means that data will be more secure than if it were downloaded to local machines, as long as appropriate protections are in place. There is therefore an increased risk of a data breach occurring. Control: Computer use policy. Password Protection. Improved content management. Restriction of tablet choice to two operating systems. Regularly refresh the tablet stock. Use of management software. Avoid downloading to mobile devices. If absolutely necessary password protect. Introduction of improved remote access desktop. Mobile device management software has been introduced. Mitigation: Implementation of the mobile technology security and use strategy. Good back-up.

9 HIGH

Risk No 10.3 Serious breaches under the data protection and/or Freedom of Information acts Score


Detail of Risk: The college has robust systems in place and the enrolment form makes clear reference to the Data Protection Act. Any risk would occur from other staff being insufficiently familiar with the regulations of the Data Protection Act, Human Rights Act, Regulatory Investigative Powers Act, child pornography legislation or FOI Act, for example breaching it with regard to records they keep personally. Staff are aware of this issue and there is a good level of compliance. Risk might also occur as a result of loss or theft of unencrypted back-up data. Update: The growth in staff numbers has increased the risk of inappropriate requests for information bypassing the responsible SMT member.

9 HIGH

Page 38 of 38

Control: Robust systems and effective regular staff training. Produce staff guidance on the college’s information systems. All staff to sign as read and understood. Mitigation: Appropriate legal advice.

Risk No 10.4 Failure to physically protect or to provide adequate systems protection to key business systems and resources Score


Detail of Risk: UPS boxes which have recently been replaced protect continuity of power supply. Backups to USB drives of different parts of the system occur each evening which build up to a complete back up of all major areas by Friday. This back up is then taken off site. Good systems exist for ensuring security internally. All reasonable security measures to prevent hacking have been adopted. The college’s computer system does attract hacking but this can be rectified speedily due to the existence of good back up. The college has a formal MIS disaster recovery policy but risk could occur as a result of loss of staff or when new staff are unfamiliar with systems. Control: UPS; staff training; robust systems and security measures. Formal procedure to check back-ups daily. Mitigation: Good back-ups, disaster recovery plan.

6 MEDIUM

Risk No 10.5 Difficulties arising from disruption to communication infrastructures Score


Detail of Risk: Whilst it is unlikely that the phone or email systems will fail, the phone system is now approaching seven years old and the possibility of replacement is being investigated. Historically the last failure of the email system was 10 years ago. If systems should fail, the impact would be short-lived because these disruptions are temporary and alternatives exist. Control: UPS, new phone system. Mitigation: Face to face contact. Use of personal mobile devices.

4 MEDIUM


STOURBRIDGE


PLAN

2015 - 2018

3. FINANCIAL PLANS

College Name:

1 College Type SFC 2 College short code KEDST

3 College UPIN 108365 4 Responsible funding body EFA

5 Financial Health Grade

Year ending 31st July:5a 2015 Satisfactory

5b 2016 Good

5c 2017 Good

6 Yes2014

7 Yes

8 Yes

9 Principal's Signature

10 Name (please print) Date

11 Contact for queries

Telephone number Email address

Confirmed by

Date

YesYes

[email protected]

This cover sheet must be completed in respect of all returns. Please complete and return it with the financial plan and commentary to the EFA by 31 July 2015.

Checklist of returns to be submitted with this financial plan

Commentary to financial planElectronic copies of this financial plan have been emailed to [email protected]

01384 398100

I confirm that the financial information contained in this financial plan and commentary represent the financial consequences for the College

of implementing its strategic plan. The forms, commentary and key ratios have been reviewed in accordance with the method agreed by the

College's Governing Body. I agree that the data provided within this financial plan may be published by the Skills Funding Agency and/or the

Education Funding Agency.

Sharon Phillips 31st July 2015

Keith Dolling

I confirm that the financial plan for the year ending 31 July 2016 corresponds to the budget to which the College is working internally for the

year ending 31 July 2016 and the budget has been approved by the Governing Body.

King Edward VI College, Stourbridge

Principal's Statement (Cover Sheet for Return of Financial Plan)

College's self assessment (see schedule 4)

I confirm that the College's most appropriate financial health grade for each of the above three years is as shown above.

Lock Unlock Reset

EFA Financial Plan 2015-17 - V3 1 - 16 June 2015.xlsm 13/10/201509:37


Table 1 Income and expenditure account

Table 2 Balance sheet

Table 3 Cash flow statement

Table 4 Ratio analysis

Schedule 1a Analysis of income

Schedule 1b SFA and EFA income

Schedule 1c Analysis of other funding body income

Schedule 1d Analysis of staff costs

Schedule 1e Analysis of non-pay expenditure

Schedule 1f Reconciliation of movements in expenditure between years

Schedule 2a Tangible fixed assets

Schedule 2b Investments and intangible fixed assets

Schedule 2c Debtors

Schedule 2d Creditors due within and after one year

Schedule 2e Capital grants

Schedule 2f Provisions and FRS17 adjustments

Schedule 2g Reserves

Schedule 3 Cash flow reconciliation

Schedule 4 Financial health grade

Schedule 5 Sensitivities

Schedule 6 Key assumptions

Schedule 7a Capital project details: Expenditure and expected method of financing

Schedule 7b Affordability calculations

Schedule 7c Affordability statement

Schedule 7d Affordability graphs

Schedule 7e Notes to schedules 7c and 7d

Contents

EFA Financial Plan 2015-17 - V3 1 - 16 June 2015.xlsm 13/10/201509:37


Table 1: Income and expenditure accountYear Ended 31 July

2015 2016 2017£000 £000 £000

1 8,201 8,768 8,7062 107 169 2423 - - -4 340 284 2955 8 8 76 8,656 9,229 9,250

7 6,377 6,711 6,8468 1,683 1,760 1,7359 470 578 581

10 80 87 8711 8,610 9,136 9,249

1246 93 1

13 - - -

1446 93 1

15 - - -

1646 93 1

17 46 93 118 - - -19 46 93 1

20 46 93 1

21a - - -

21b - - -21c - - -

21d - - -

21e 46 93 1

21f 470 578 581

21g (334) (376) (386)

21h 182 295 196

22 46 93 1

22a 1 1 -

22b - - -22c22d 47 94 1

Optional narrative box

Exceptional Financial Support Grant

ExpenditureStaff costsOther operating expensesDepreciationInterest and other finance costsTotal expenditure

Surplus/(deficit) on continuing operations after depreciation of assets at

valuation and before exceptional items and tax

Surplus/(deficit) on asset disposals


valuation, exceptional items and disposal of assets but before tax

Taxation


valuation and tax

Statement of historical cost surpluses and deficitsSurplus/(deficit) after taxTransfer (to)/from revaluation reservesHistorical cost surplus/(deficit)

Total income

Year Ended 31 July

Income

Fee incomeResearch grants and contracts income

Endowment and investment incomeOther income

Funding Body Grants

Memorandum Line - Operating position adjustments

Depreciation

Release of capital grants

Operating surplus for performance ratio

Underlying operating position

Adjusted operating surplus / (deficit) after tax

Staff restructuring

Accelerated depreciation and grant releases

Other capital related adjustmentsUnderlying operating position

Operating surplus/(deficit) before taxation and asset disposals

Taxation

Pension finance income

Other FRS 17 adjustments

Adjusted operating surplus / (deficit) after tax

EFA Financial Plan 2015-17 - V3 1 - 16 June 2015.xlsm 13/10/2015 09:37


Table 2: Balance sheet

2014 2015 2016 2017£000 £000 £000 £000

11a 11,569 13,248 12,836 12,4611b 350 729 703 6371c - - - -1d - - - -1e 11,919 13,977 13,539 13,098

2 - - - -

33a - - - -3b 3 3 3 33c - - - -3d 299 55 74 743ei 86 174 174 1743eii 1,567 1,284 1,348 1,2493f 1,955 1,516 1,599 1,500

44a - - - -4b - - - -4c Loans (Other) 63 155 155 1554d - - - -4e 399 483 450 4504f 191 213 225 2254g 376 154 100 1004h - - - -4i - - - -4j 1,029 1,005 930 930

5 926 511 669 570

6 12,845 14,488 14,208 13,668

77a - - - -7b Loans (Other) 1,337 2,449 2,294 2,1397c - - - -7d - - - -7e 1,337 2,449 2,294 2,139

8 13 13 13 13

9 11,495 12,026 11,901 11,516

10 (1,080) (1,080) (1,080) (1,080)

11 10,415 10,946 10,821 10,436

12 9,496 9,981 9,763 9,377

13 - - - -14 - - - -

15 1,999 2,045 2,138 2,13916 (1,080) (1,080) (1,080) (1,080)17 919 965 1,058 1,059

18 919 965 1,058 1,059

19 10,415 10,946 10,821 10,436


Warnings

Land & Buildings: No Warnings To Raise

Equipment: No Warnings To Raise

Investments No Warnings To Raise

Other Short Term Investments & Cash No Warnings to raise

Fixed assetsLand & BuildingsEquipment

Stocks and stores in hand

Current assetsFixed assets held for resale

InvestmentsOtherTotal fixed assets

Debtors: amounts falling due after one year

Year Ended 31 July

Trade debtorsOther debtorsRestricted cash and short term investmentsCash and short term investmentsTotal current assets

Creditors: amounts falling due within one yearOverdraftsLoans (BIS - Exceptional Financial Support Loan)

Capital element of finance leasesTrade creditorsTax and pension contributionsPayments on accountFixed asset creditorsOther

Provisions for liabilities and charges

Total current liabilities

Net current assets / (liabilities)

Total assets less current liabilities

Creditors: amounts falling due after one yearLoans (BIS - Exceptional Financial Support Loan)

Capital element of finance leasesOther liabilitiesTotal long-term liabilities

Restricted reserves

I&E account excluding pension reservePension reserveI&E account including pension reserve

Total reserves (excl. pension reserve)

TOTAL FUNDS

Net assets excluding pension asset / (liability)

Net pension asset / (liability)

NET ASSETS INCL. PENSION ASSET / (LIABILITY)

Deferred capital grants

Revaluation reserve



Table 3: Cash flow statement

2015 2016 2017£000 £000 £000

1 382 280 276

22a 8 8 72b (80) (87) (87)2c - - -2d (72) (79) (80)

3 - - -

44a (2,528) (140) (140)4b - - -4c 819 158 -4d (1,709) 18 (140)

55a - - -5b - - -5c - - -

66a 1,252 - -6b - - -6c (48) (155) (155)

6d - - -

6e 1,204 (155) (155)

7 (195) 64 (99)

8

8a (195) 64 (99)8b 48 155 155

8c - - -

8d (1,252) - -

8e (1,399) 219 56

8f 253 (1,146) (927)

8g (1,146) (927) (871)

Analysis of net debt2014 2015 2016 2017£000 £000 £000 £000

9 1,653 1,458 1,522 1,42310 - - - -11 1,653 1,458 1,522 1,42312 (63) (155) (155) (155)13 (1,337) (2,449) (2,294) (2,139)14 253 (1,146) (927) (871)


Interest element of finance lease rental paymentsInterest paidInterest received

Bank overdraftsTotal cash and short term investments

Net cash inflow/(outflow) from capital expenditureDeferred capital grants receivedReceipts from sale of fixed assets

Net funds/(debt) at end of year

Net funds/(debt) at beginning of year

Change in net funds/(debt)

New loans and finance leases

Cash and short term investments

Financing

Total

New finance leasesNew loans (BIS and Other)

Cash used to increase liquid resources

Cash to repay debtIncrease/(decrease) in cash

Reconciliation of net cash flow to movement in net funds/(debt)

Increase/(decrease) in cash

Repayment of amounts borrowed - secured and unsecured loans

Capital element of finance lease rental payments

Year Ended 31 July

Debt due within 1 yearDebt due after 1 year

Net cash inflow/(outflow) from financing

Net cash inflow/(outflow) from management of liquid resources

Withdrawals or disposals Deposits or acquisitions

Management of liquid resources

Year Ended 31 July

Returns on investments and servicing of finance

Net cash inflow/(outflow) from operating activities

Payments to acquire fixed assetsCapital expenditure and financial investment

Taxation

Net cash inflow/(outflow) from returns on investments and servicing of finance



Table 4: Ratio analysis

2015 2016 2017

1 8,322 8,853 8,864

22a 63.95 62.75 58.60

2b 56.32 55.58 51.432c 1.51 1.72 1.612d 1.34 1.53 1.432e 0.00 0.00 0.00

2f 104.75 93.32 94.67

33a 0.05 0.03 0.03

44a 1.54% 2.73% 2.73%4b 0.96% 0.98% 0.98%4c 31.29% 27.66% 25.88%4d 127.33% 114.55% 107.25%4e 56.01% 53.39% 51.75%4f 21.65% 20.58% 19.92%

55a 46 93 15b 0.55% 1.05% 0.01%5c 46 93 15d 0.55% 1.05% 0.01%5e 0.55% 1.05% 0.01%

5f 24.57% 24.15% 24.13%

5g 182 295 1965h 2.19% 3.33% 2.21%5i 588 750 6625j 254 374 276

66a 6.38% 0.12%6b 96.29% 96.88% 96.02%6c 0.00% 0.00% 0.00%6d 0.00% 0.00% 0.00%6e 0.38% 0.72% 1.30%6f 3.33% 2.39% 2.69%

7 £000 £000 £0007a (5) (9) (9)7b 57 34 347c - - -

88a 76.62% 75.79% 77.23%

8b 76.62% 75.79% 77.23%8c 5.24% 2.03%8d 19.16% 18.83% 18.90%8e 8.60% -0.91%8f 58.89 55.40 55.31

Year on year increase - non-pay expenditurePremises cost (£) per m²

Year on year increase - staff costsAdministration costs proportion

Dependency on Higher Education income

ExpenditureStaff costs (incl. contract tuition services / excl. restructuring) as % of income

Dependency on all other income

Income Generating ActivitiesContribution from catering, residences and conferencesContribution from other income generating activitiesContribution from farming

Staff costs (as above) as % of income (excl. franchised provision income)

Year on year increase - income

Current ratioAdjusted current ratio

GearingDebt charges as a percentage of income

Historical cost surplus/(deficit) as a percentage of income

MarginOperating surplus/(deficit) after taxation

Total borrowing as a percentage of reservesTotal borrowing as a percentage of reserves and debtGearing ratio

Available reserves as a percentage of income

EBITDA - Education Specific (£'000)EBITDA - Standard (£'000)

Year Ended 31 July

Income used in ratio analysis (£000s)

LiquidityCash days in hand

Dependency on EFA incomeDependency on Skills Funding Agency incomeDependency on European income

Adjusted cash days in hand

Trade debtors days - excluding Skills Funding Agency, EFA and HEFCE

Trade creditors days - non pay expenditure

Ability to generate cashCash generated from operations to income

Operating surplus/(deficit) as a percentage of incomeAdjusted operating positionAdjusted operating position as a percentage of income

Interest as a percentage of incomeTotal borrowing as a percentage of income

Operating surplus for performance ratio (£'000)Performance ratio

Income




Schedule 1a: Analysis of income

2015 2016 2017£000 £000 £000

11a1ai 7,792 8,357 8,2771aii - - -1aiii - - -1aiv 188 188 1881av 221 220 2341avi - - -

1b1bi - - -1bii - - -1biii - - -1biv - 3 7

1c1ci - - -1cii - - -1d 8,201 8,768 8,706

22a - - -2b - - -

2c - - -

2d - - -2e - - -2f - - -2g 32 61 1082h 32 6 62i 43 102 1282j 107 169 242

33a - - -3b - - -3c - - -

44a - - -4b - - -4c 57 34 344d 146 188 1984e - - -4f 47 50 504g 90 12 134h 340 284 295

55a - - -5b 8 8 75c - - -5d 8 8 7

6 8,656 9,229 9,250


Other incomeCatering, residences and conferencesFarming activities

SFA and EFAEducation Funding Agency (not including Apprenticeships)Skills Funding Agency - Further EducationEuropean Union Co-FinancedRelease of capital grantsOther EFA incomeOther SFA income

Higher Education Funding Council in England (HEFCE)Higher EducationFranchisedRelease of capital grantsOther HEFCE

Other funding bodies and government agencies

Year Ended 31 July

Funding body grants

Local authorities and schoolsOther funding bodies and agenciesTotal funding body grants

Fee income24+ Advanced Level courses designated for FE LoansSkills Funding Agency funded provision - Adult Skills

Youth Apprenticeships (16-18)

Adult Apprenticeships (19+)EFA funded provision - 16-19 Education and TrainingFull cost provisionHigher education courses designated for HE LoansOther Funded Provision International Students non UK/EUTotal fee income

Research grants and contractsDirect European funds

Other incomeTotal other income

Endowment and investment incomeEndowment incomeBank interest and investment incomePension finance incomeTotal endowment and investment income

Income generating activitiesReleases from deferred capital grants (non SFA / EFA / HEFCE)Creche incomeExamination fee income

Total income

Other fundsTotal research grants and contracts income



Schedule 1b: SFA and EFA income

2015 2016 2017£000 £000 £000

11a 7,101 7,612 8,2771b 691 745 -1c - - -1d - - -1e 7,792 8,357 8,277

22a - - -2b - - -2c - - -

33a - - -3b - - -3c - - -3d - - -3e - - -

4 - - -

5 - - -

Memorandum Lines

6 - - -

77a - - -7b - - -7c - - -7d - - -


Non-Adult Skills Budget

16-19 Programme FundingTransitional Protection / Formula ProtectionHigh Needs Element 214-16 FundingTotal Education Funding Agency (to schedule 1a)

Adult Skills BudgetClassroom BasedOtherTotal Adult Skills Budget

Year Ended 31 July

Education Funding Agency (exclude Apprenticeships)

line 1a includes £196k Disadvantage Funding

Total learner numbers

16-18 Apprenticeships (including ALS and LS)16-18 Traineeships (including support funds)Community LearningDiscretionary Learning Support24+ Advanced learning Loans Bursary

Reconciliation adjustment relating to prior year funding

Total funding from Skills Funding Agency (to schedule 1a)

Skills Funding Agency and EFA funded franchised provision income

Youth FEAdult (19+) ApprenticeshipsYouth (16-18) Apprenticeships

Funded learners




Schedule 1c: Analysis of other funding body income

Please enter all figures as positives2015 2016 2017£000 £000 £000

1 - - -2 - - -3 - - -4 - - -5 - - -6 - - -7 - - -8 - - -9 - - -

10 - - -11 - - -12 - - -13 - - -

14 21 26 2615 135 137 149

16 Core Maths early Adoption 22 20 -

17 Building Maintenance 43 37 5918 - - -19 - - -20 221 220 234

21 221 220 234


Indirect 16-18 ApprenticeshipsIndirect OLASS

OLASSBursaries and other learner support (SFA Only)Indirect Adult Skills BudgetIndirect 19-24 ApprenticeshipsIndirect 25+ Apprenticeships

Exceptional Financial Support Grant

Total

Other EFA incomeFree Meals in FEBursaries and other learner support (EFA Only)

Total

Grand total

Other SFA income

Year Ended 31 July



Schedule 1d: Analysis of staff costs

2015 2016 2017£000 £000 £000

11a 4,386 4,680 4,7671b - - -2 574 548 5603 1,057 1,102 1,1294

4a 118 141 1434b 118 142 1435 - - -6 - - -7 - - -8 - - -9 123 97 104

10 6,376 6,710 6,84611

11a - - -11b 1 1 -12

12a - - -12b - - -

13 6,377 6,711 6,846

14 94 95 9515 65 65 65


Number of non-teaching staff (FTEs) (excluding contract tuition service staff)

Running costsMaintenanceIncome generating activitiesFarming activitiesCatering, residences and conferences

Administration and central servicesPremises

Year Ended 31 July

Teaching departmentsTeachingContracted tuition servicesTeaching and other support

Initial costEnhanced pension chargeFRS 17 adjustmentsTotal staff costsAdd back of LGPS employer contributions

Total staff costs after restructuring

Number of teaching staff (FTEs) (excluding contract tuition service staff)

Skills Funding Agency and EFA funded franchised provisionOther staff costsTotal staff costs before restructuringStaff restructuring




Schedule 1e: Analysis of non-pay expenditure

2015 2016 2017£000 £000 £000

1 185 285 2302 70 102 102

3a 593 618 6193b 407 385 4184

4a 219 223 2284b 78 66 574c 75 - -5 - - -6 - - -7 5 9 98 - - -9 51 72 72

10 1,683 1,760 1,735

11 470 578 58112a - - -12b - - -12c - - -12d 80 87 8713 - - -14 2,233 2,425 2,403

Memorandum Lines

15 10,324 10,324 10,324


Total non-pay expenditure

Premises area (m²)

DepreciationInterest payable on finance leasesPension finance costsInterest on enhanced pensions provisionsBank interest payable

Catering, residences and conferencesSkills Funding Agency and EFA funded franchised provision costsOtherTotal other operating expenses

Other non-pay expenditure

Running costsMaintenance

2015 admin & Central costs line 3a includes 16-19 Bursary expenditure plus Free Meals of £135k and £21k. 2016 and 2017 also included at £137k & £26k and £149k & £26k

accordingly.

Rents and leasesIncome generating activitiesFarming

Year Ended 31 July

Other operating expensesTeaching Teaching support and other supportAdministration and central servicesExamination costsPremises

Taxation



Schedule 1f: Reconciliation of movements in expenditure between years

2015 2016 2017£000 £000 £000

1 159 160 1602 6,376 6,710 6,846

3 0.6% 0.0%4 0.0% 0.0%5 4.6% 2.0%6 5.2% 2.0%

7 1,683 1,760 1,735

8 0.0% 0.0%9 4.6% -1.4%

10 4.6% -1.4%


Year Ended 31 July

Staff CostsStaff numbers (FTEs academic and other)Total relevant staff costs (from sch 1d)

Year on year % increaseStaff numbers Pay inflationOther rate changes (balancing figure)Total movement in relevant staff costs

Non-pay expenditureTotal relevant non-pay expenditure (from sch 1e)

Year on year % increaseInflationVolume changes (balancing figure)Total movement in relevant non-pay expenditure



Schedule 2a: Tangible fixed assets

2014 2015 2016 2017£000 £000 £000 £000

1

1a +ve 12,832 12,832 14,860 14,8601b +ve - 2,028 - 401c +ve - - - -1d -ve - - - -1e -ve - - - -1f -ve - - - -1g 12,832 14,860 14,860 14,900

1h +ve 1,213 1,213 1,713 1,8531i +ve - 500 140 1001j +ve - - - -1k -ve - - - -1l 1,213 1,713 1,853 1,953

2

2a +ve 1,263 1,263 1,612 2,0242b +ve - 349 412 4152c +ve - - - -2d -ve - - - -2e -ve - - - -2f 1,263 1,612 2,024 2,439

2g +ve 863 863 984 1,1502h +ve - 121 166 1662i +ve - - - -2j -ve - - - -2k 863 984 1,150 1,316

33a 11,569 13,248 12,836 12,4613b 350 729 703 6373c 11,919 13,977 13,539 13,098

4a +ve - - - -4b -ve - - - -

4c -ve - - - -4d - - - -


AdditionsBalance BfwdLand and buildingsCost or valuation

Balance CfwdTransfer to current assetsDisposalsUnrealised gain/loss on disposalSurplus on revaluation

DisposalsSurplus on revaluationAdditionsBalance BfwdEquipment

Depreciation charge for yearBalance BfwdLand and buildingsDepreciation

Balance Cfwd

Equipment

Balance CfwdTransfer to current assetsEliminated in respect of disposalsAccelerated depreciation

Balance CfwdEliminated in respect of disposalsAccelerated depreciationDepreciation charge for yearBalance Bfwd

Land and buildings balance cfwdEquipment balance cfwdTotal tangible fixed assets

Net Book Value

Sale proceedsNBV of fixed assets sold

NBV of assets held for sale soldProfit/(Loss) on disposal

Year Ended 31 July




Schedule 2b: Investments and intangible fixed assets

2014 2015 2016 2017£000 £000 £000 £000

1

1a +ve - - - -1b +ve - - - -1c +ve - - - -1d -ve - - - -1e - - - -

1f +ve - - - -1g +ve - - - -1h +ve - - - -1i -ve - - - -1j - - - -

2

2a +ve - - - -2b +ve - - - -2c -ve - - - -2d - - - -

2e +ve - - - -2f +ve - - - -2g -ve - - - -2h - - - -

33a - - - -3b - - - -3c - - - -

4a +ve - - - -4b - - - -4c - - - -


NBV of fixed assets soldProfit/(Loss) on disposal

Net Book ValueInvestments balance CfwdOther balance CfwdTotal intangible fixed assets

Sale proceeds

OtherBalance BfwdAmortisation charge for yearEliminated in respect of disposalsBalance Cfwd

InvestmentsBalance Bfwd

Balance Cfwd

OtherBalance Bfwd

Eliminated in respect of disposalsBalance Cfwd

AdditionsSurplus on revaluationDisposalsBalance Cfwd

Amortisation

Amortisation charge for year

Year Ended 31 July

Cost or valuationInvestmentsBalance BfwdAdditionsSurplus on revaluationDisposals




Schedule 2c: DebtorsPlease enter all figures as positives

2014 2015 2016 2017£000 £000 £000 £000

1 - - - -2 - - - -3 - - - -4 - - - -5 20 9 9 96 70 44 60 607 - - - -8 209 2 5 59 299 55 74 74

10 - - - -11 299 55 74 74


Year Ended 31 July

Total debtors

Due after one yearDue within one year

Skills Funding Agency and EFA revenue fundingSkills Funding Agency and EFA capital grantsOther capital grantsInterest receivableOther accrued incomePrepaid expenditureTrade debtorsOther debtors




Schedule 2d: Creditors due within and after one year

Please enter all figures as positives

2014 2015 2016 2017£000 £000 £000 £000

1.11.1a - - - -1.1b - - - -1.1c - - - -1.1d - - - -1.1e - - - -1.1f - - - -

1.21.2a 702 1,400 2,604 2,4491.2b 748 1,252 - -1.2c 50 48 155 1551.2d 1,400 2,604 2,449 2,2941.2e 63 155 155 1551.2f 1,337 2,449 2,294 2,139

22a - - - -2b 376 154 100 1002c 376 154 100 100

3

3a - - - -3b - - - -3c - - - -3d - - - -

3e - - - -3f - - - -

3g - - - -3h - - - -3i - - - -

4

4a - - - -4b - - - -4c - - - -4d - - - -

4e - - - -4f - - - -

55a - - - -5b 63 155 155 1555c 399 483 450 4505d 191 213 225 2255e - - - -5f 376 154 100 1005g - - - -5h 1,029 1,005 930 930

66a 1,337 2,449 2,294 2,1396b - - - -6c 1,337 2,449 2,294 2,139


Repayments of loan capitalTotal loans

Loans (Other)

Loans falling due within one yearLoans falling due after one year

OtherTotal payments on account

Finance leasesFinance lease balance brought forward

Loans falling due within one yearLoans falling due after one year

Payments on accountCapital grants

Loans (BIS - Exceptional Financial Support Loan)Balance brought forwardNew long-term loansRepayments of loan capitalTotal loans

Balance brought forwardNew long-term loans

New finance leasesCapital element of finance lease paymentsTotal finance lease obligations

Lease payments falling due within one yearLease payments falling due after one year

Capital element

Other liabilities falling due within one yearOther liabilities falling due after one year

Summary of creditors: amounts falling due within

one year

Interest elementTotal finance lease payment

Other liabilities

Recovery of Skills Funding Agency and / or EFA fundingInterest payable

Other liabilitiesTotal long-term liabilities

Year Ended 31 July

Payments on accountOtherTotal current liabilities

Summary of creditors: amounts falling after one yearLoans

Overdrafts LoansTrade creditorsTax and pension contributionsFixed asset creditors

Other liabilitiesTotal other liabilities




Schedule 2e: Capital grants

Please enter all figures as positives

2014 2015 2016 2017£000 £000 £000 £000

11a 2,618 3,570 3,959 3,771

1b1,195 577 - -

1c 243 188 188 188

1d- - - -

1e - - -1f 3,570 3,959 3,771 3,5831g - - - -

1h- - - -

1i- - - -

1j 1,195 577 - -

22a - - - -

2b- - - -

2c - - - -

2d- - - -

2e - - - -2f - - - -2g - - - -

2h- - - -

2i- - - -

2j - - - -

33a 6,405 5,926 6,022 5,992

3b 200 242 158 -3c 679 146 188 1983d - - - -3e - - - -3f 5,926 6,022 5,992 5,7943g - - - -

3h - - - -

3i - - - -3j 200 242 158 -


Year Ended 31 July

Deferred grant balance at year end (a+b-c-d-e-f)Grants received but unspent - payments on account

Grants claimed and spent but not received - Skills

Funding Agency and / or EFA debtor

Deferred grant balance b/fwd

Grants due in respect of capital expenditure in the yearAmortisation of grants

Accelerated amortisation in respect of capital projectsRelease of grants on asset disposals

Skills Funding Agency and EFA capital grants

Deferred grant balance at year end (a+b-c-d-e-f)

Grants claimed and spent but not received - HEFCE

debtor

Grants expended in prior year received in current yearHEFCE grants received during the year (b+g-h+i)

Other capital grants (including LEP funding)Deferred grant balance b/fwd

Grants due in respect of capital expenditure in the yearAmortisation of grantsAccelerated amortisation in respect of capital projectsRelease of grants on asset disposals

Amortisation of grants

Accelerated amortisation in respect of capital projectsRelease of grants on asset disposalsDeferred grant balance at year end (a+b-c-d-e-f)Grants received but unspent - payments on account

Grants expended in prior year received in current yearSkills Funding Agency and / or EFA grants received

HEFCE capital grantsDeferred grant balance b/fwd

Grants due in respect of capital expenditure in the year

Grants received but unspent - payments on account

Grants claimed and spent but not received - other

debtor

Grants expended in prior year received in current yearOther grants received during the year (b+g-h+i)



Schedule 2f: Provisions and FRS17 adjustments

2014 2015 2016 2017£000 £000 £000 £000

11a +ve - - - -1b +ve - - - -1c +ve - - - -1d - - - -

22a +ve 13 13 13 132b +ve 1 1 1 -2c +ve - - - -2d +ve 1 1 1 -2e - - - -2f 13 13 13 13

33a (1,080) (1,080) (1,080) (1,080)

3b -ve - - - -3c +ve - - - -3d -ve - - - -3e -ve - - - -3f +ve - - - -3g -ve - - - -3h - -3i - - - -3j (1,080) (1,080) (1,080) (1,080)


Balance carried forward

FRS 17 - LGPS pension

Interest on provision in period (to schedule 1e)Payments made in year (to table 2 line 3cii)

ProvisionsBalance brought forwardProvision made in periodProvision released in periodBalance carried forward

Surplus/(deficit) in scheme at 1 August

Movement in year:

FRS 17 - Early retirement pension provisionBalance brought forward

Actuarial gain or loss (to schedule 2g)Lump Sum Settlement PaymentSurplus / (deficit) in scheme at 31 July

Current service charge net of employee conts.(to sch. 1d)Employer contributions (to schedule 1d)Past service costs (to schedule 1d)Curtailments and settlements (to schedule 1d)Expected return on pension assets (to schedule 1a / 1e)

Actuarial gain or (loss) (to schedule 2g)

Interest on pension liabilities (to schedule 1a / 1e)

Provision made in period (to schedule 1d)

Year Ended 31 July



Schedule 2g: Reserves

Revaluation reserve

2015 2016 2017£000 £000 £000

1 - - -

2 - - -

33a -ve - - -

3b -ve - - -

3c -ve - - -

4 -ve - - -

5 - - -

6 - - -

7 - - -

Income and expenditure account reserve2015 2016 2017£000 £000 £000

8 919 965 1,058

9 46 93 1

10 - - -

11 - - -

12 - - -13 965 1,058 1,05914 (1,080) (1,080) (1,080)15 2,045 2,138 2,139


Net Book Value of disposals of inherited or revalued assetsTransfer to income and expenditure account in respect of:

Historic cost surplus/(deficit)

Balance b/f on income and expenditure account including FRS 17

Revaluation reserve balance

Unrealised gain/(loss) on other intangible fixed assetsRevaluations of investments

Year Ended 31 July

Year Ended 31 July

Revaluations in the period

Revaluations bfwd

Unrealised gain/(loss) on inherited fixed assets

Accelerated depreciation on inherited or revalued assetsDepreciation of inherited or revalued assets

FRS 17 - Actuarial gain / (loss)

Transfer (to)/from restricted reserves

Balance c/f on income and expenditure account excluding FRS 17FRS 17 surplus / (deficit) in pension scheme at 31 July Balance c/f on income and expenditure account including FRS 17Enhanced pension - Actuarial gain / (loss)



Schedule 3: Cash flow reconciliation

2015 2016 2017£000 £000 £000

1 46 93 12 470 578 581

3 (334) (376) (386)

4 - - -

5 - - -

6 80 87 877 - - -

8 - - -

9 - - -

10 244 (19) -

11 84 (33) -

12 22 12 -13 (222) (54) -

14 - - -

15 - - -16 (8) (8) (7)17 382 280 276


(Increase)/decrease in stocks

Interest payable and other finance costs

Year Ended 31 July

Surplus/(deficit) including asset transactions before taxDepreciation

Deferred capital grants released to income

(Profit)/loss on disposal of fixed assets

FRS17 adjustments

Lump Sum pension settlement payments

Increase/(decrease) in tax and pension contributionsIncrease/(decrease) in other payments on account

Increase/(decrease) in other liabilities

Increase/(decrease) in provisionsInterest receivableNet cash inflow/(outflow) from operating activities

Enhanced pension adjustment

(Increase)/decrease in debtors

Increase/(decrease) in trade creditors



Schedule 4: Financial health grade

2015 2016 20171 1.34 1.53 1.432 2.19% 3.33% 2.21%3 21.65% 20.58% 19.92%

4 60 70 705 30 40 306 70 70 80

7 160 180 180

8 Satisfactory Good Good



RatiosAdjusted Current RatioPerformance RatioGearing Ratio

Calculation of grade

Year Ended 31 July

<Where the College has moderated the financial health grade, please indicate which of the moderation criteria are appropriate to the College's circumstances>

Adjusted Current RatioPerformance RatioGearing Ratio

Total points

Financial health grade (automated)

College self assessment (including, where applicable, any proposed moderation)Self assessment



Schedule 5: Sensitivities

Effect of each scenario before compensating action

2015 2016 2017£000 £000 £000

11a 182 295 1961b 1.34 1.53 1.431c 2.19% 3.33% 2.21%1d 0.22 0.21 0.20

2 - - -2a2b 182 295 1962c 1.34 1.53 1.432d 2.19% 3.33% 2.21%2e 0.22 0.21 0.20

3 - - -3a3b 182 295 1963c 1.34 1.53 1.433d 2.19% 3.33% 2.21%3e 0.22 0.21 0.20

4 - - -4a4b 182 295 1964c 1.34 1.53 1.434d 2.19% 3.33% 2.21%4e 0.22 0.21 0.20

5 - - -5a5b 182 295 1965c 1.34 1.53 1.435d 2.19% 3.33% 2.21%5e 0.22 0.21 0.20

6 - - -6a6b 182 295 1966c 1.34 1.53 1.436d 2.19% 3.33% 2.21%6e 0.22 0.21 0.20

7 - - -7a7b 182 295 1967c 1.34 1.53 1.437d 2.19% 3.33% 2.21%7e 0.22 0.21 0.20

8 - - -8a8b 182 295 1968c 1.34 1.53 1.438d 2.19% 3.33% 2.21%8e 0.22 0.21 0.20

9 - - -

9a 182 295 1969b 1.34 1.53 1.439c 2.19% 3.33% 2.21%9d 0.22 0.21 0.20

10 60 70 7011 30 40 3012 70 70 80

13 160 180 180



Restated gearing ratio

Calculation of gradeAdjusted current ratio

Change in staff costs% change in staff costsRestated operating surplus for performance ratio

Change in all other income

Restated adjusted current ratioRestated performance ratio

% change in other incomeRestated operating surplus for performance ratioRestated adjusted current ratioRestated performance ratioRestated gearing ratio


Change in other operating costs% change in other operating costsRestated operating surplus for performance ratioRestated adjusted current ratio

% change in fee incomeRestated operating surplus for performance ratioRestated adjusted current ratioRestated performance ratioRestated gearing ratio

Restated operating surplus for performance ratioRestated adjusted current ratioRestated performance ratioRestated gearing ratio

Change in fee income

<Narrative Box>

Please add notes to explain the rationale for the % changes in other operating costs inputted at line 8a

<Narrative Box>

Please add notes to explain the rationale for the % changes in fee income inputted at line 5a

This schedule allows the College to model the effects on its financial position of percentage changes to the various assumed income levels and corresponding

expenditure totals. However, Colleges should note that this schedule does not show the year on year adjustments on a cumulative basis and these figures should only

be used for indicative purposes.

<Narrative Box>

Please add notes to explain the rationale for the % changes in 16-19 education and training inputted at line 2a

<Narrative Box>

Please add notes to explain the rationale for the % changes in Skills Funding Agency income inputted at line 3a

<Narrative Box>

Please add notes to explain the rationale for the % changes in other funding body income inputted at line 4a

Ratios as per planned performanceOperating surplus for performance ratioAdjusted current ratioPerformance RatioGearing ratio

Change in 16-19 education and training% change in youth fundingRestated operating surplus for performance ratioRestated adjusted current ratioRestated performance ratio

<Narrative Box>

Please add notes to explain the rationale for the % changes in all other income inputted at line 6a

<Narrative Box>

Please add notes to explain the rationale for the % changes in staff costs inputted at line 7a

Year Ended 31 July


Change in Skills Funding Agency income% change in fundingRestated operating surplus for performance ratioRestated adjusted current ratioRestated performance ratioRestated gearing ratio

Change in other funding body income% change in funding

Restated performance ratioRestated gearing ratio

If all the above sensitivities occurred, the total would be:

Restated operating surplus for performance ratioRestated adjusted current ratioRestated performance ratio

Total points

Recalculated financial Health Grade (automated)

Gearing ratioPerformance ratio

EFA Financial Plan 2015-17 - V3 1 - 16 June 2015.xlsm 13/10/2015, 09:37


Schedule 6: Key assumptions

Please complete all boxes (if not applicable, simply state N/A)

1 Further Education - 16-19 Education and Training (not including Apprenticeships) fundingPlease state the key assumptions in your calculation of Further Education - 16-19 Education and Training (not including Apprenticeships) funding.

2 Skills Funding Agency fundingPlease state the key assumptions in your calculation of Skills Funding Agency funding.

3 HEFCE recurrent grantsPlease state the key assumptions in your calculation of HEFCE recurrent grant income.

4 Fee incomePlease state the key assumptions in your calculation of tuition fees.

5 Grants income/other income/investment incomePlease state the key assumptions re material items under heading 3, 4 & 5 on Schedule 1a.

6 European incomePlease state your key assumptions with regard to European income and your strategy beyond 2012.

7 Normal staff costs

2015 2016 2017 2018FTEs - teaching 94 95 95 -FTEs - non-teaching 65 65 65 -Average pay increase (%) 0.00% 0.00% 0.00%Increase in pension costs

8 Exceptional restructuring costsPlease provide details of material costs arising under this heading or state N/A.

9 Non-restructuring exceptional costsPlease provide brief details of any material items or state N/A.

10 Non-staff costsPlease provide brief details of any material items or state N/A.

11 Inflation - non-pay 12 Interest rates

2015 2016 2017 2018 2015 2016 2017 2018Non-pay inflation rate (%) 0.00% 0.00% 0.00% Payable (%)

Receivable (%)13 Fixed assets

Please provide details of any major acquisitions or disposals assumed in the forecast or state N/A.

14 Loans and refinancing

15 Any other material assumptionsPlease provide details of any other material assumptions or state N/A.

Please provide details of any significant new loans or refinancing included in the forecast or state N/A. Please confirm that you aware of the requirements on borrowing consent under the Financial Memorandum and that these will be met.

If the new loan or refinancing is imminent at the time of completing this financial plan and borrowing consent has not yet been requested, please consider including the request along with this return.

Year ending 31 July

Year ending 31 July

Year ending 31 July

EFA Financial Plan 2015-17 - V3 1 - 16 June 2015.xlsm 13/10/2015, 09:37


Schedule 7a: Capital project details: Expenditure and expected method of financing

1 Title of capital project:

Please enter title of capital project in cell C5

Total project

expenditure 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025

£000 £000 £000 £000 £000 £000 £000 £000 £000 £000 £000 £0002

2a -

2b -2c -

2d -2e -

2f -

2g -2h -

2i -2j -

2k - - - - - - - - - - - -

3

3a - - - - - - - - - - - -3b -

3c -

3d -3e -

3f -3g -

3h -

3i - - - - - - - - - - - -


Year Ended 31 July

Details of long-term and short-term borrowing requirements as part of the capital project to be provided in Schedule 6 (Assumptions) - Section 14 ‘Loans and refinancing’.

Other Total financing

Finance leasesProceeds from sale of assets

Skills Funding Agency and EFA capital grants

HEFCE capital grantsOther capital grants (donations/lottery funds/ERDF)

Total VAT

Forecast capital expenditure

Value of land purchasedValue of building(s) purchased

New building cost

Refurbishment cost

Furniture and equipment

Professional fees

Total expenditure on capital project

Method of financing

College's own cash resourcesBank loans

External works

Leasing - capital valueContingencies



Schedule 7b: Affordability calculations

Total 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025£000 £000 £000 £000 £000 £000 £000 £000 £000 £000 £000 £000

1a 0 - - - - - - - - - - -

1b #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!

1c- - - - - - - - - - - -

2a #DIV/0!

2b - - - - - - - - - - - -2c - - - - - - - - - - - -

2d2e +ve2f +ve2g +ve2h - - - - - - - - - - -

2i2j -ve2k - - - - - - - - - - -2l +ve

2m +ve2n - - - - - - - - - - -2o +ve2p - - - - - - - - - - -

2q -ve - - - - - - - - - -2r - - - - - - - - - - -2s - - - - - - - - - - -

2t +ve - - - - - - - - - -

3a #DIV/0!

3b - - - - - - - - - - -3c - - - - - - - - - - -

3d3e +ve3f +ve3g +ve3h - - - - - - - - - - -

3i3j -ve3k - - - - - - - - - - -3l +ve

3m +ve3n - - - - - - - - - - -3o +ve3p - - - - - - - - - - -

3q -ve - - - - - - - - - -3r - - - - - - - - - - -3s - - - - - - - - - - -

3t +ve - - - - - - - - - -


Total (incl. Deferred capital grants)

Debt repaid in year

Debt repaid in year

Net current assets / (liabilities)Debt due after one yearTotal assets less liabilities

Deferred capital grantsIncome and expenditure reserve

Balance sheet changesCapital grant debtorCashOverdraftDebt due within one year

Change in operating positionIncrease in interest payable Loss of interest receivableAdjustment to release of capital grantChange in operating position

Income and expenditure reserveTotal (incl. Deferred capital grants)

Skills Funding Agency and / or EFA grant flexed at

Flexed Skills Funding Agency and / or EFA grant £000Extra funds required

Debt due within one yearNet current assets / (liabilities)Debt due after one yearTotal assets less liabilities

Deferred capital grants

Change in operating position

Balance sheet changesCapital grant debtorCashOverdraft

Extra funds required

Change in operating positionIncrease in interest payable Loss of interest receivableAdjustment to release of capital grant

Year Ended 31 JulyGuidance on the capital grant payment arrangements

Total cost of capital project

% Skills Funding Agency and / or EFA grant assumed in

capital project

Skills Funding Agency and / or EFA grant assumed in

capital project

Skills Funding Agency and / or EFA grant flexed at

Skills Funding Agency and / or EFA grant £000



Schedule 7c: Affordability statement Build Build Build 3rd Year

#### Capital Support2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 20258,322 8,853 8,864 - - - - - - - -182 295 196 - - - - - - - -470 578 581 - - - - - - - -511 669 570 725 725 725 725 725 725 725 -

1,284 1,348 1,249 725 725 725 725 725 725 725 -56 56 51 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!

1.34 1.53 1.43 - - - - - - - -155 155 155 - - - - - - - -

2,449 2,294 2,139 2,294 2,294 2,294 2,294 2,294 2,294 2,294 2,29421.65% 20.58% 19.92% 19.92% 19.92% 19.92% 19.92% 19.92% 19.92% 19.92% 0.00%31.3% 27.7% 25.9% #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!1.0% 1.0% 1.0% #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!1.5% 2.7% 2.7% #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!

Satisfactory Good Good #N/A #N/A #N/A #N/A #N/A #N/A #N/AN/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A

Financial Health Ratios1.34 1.53 1.43 0 0 0 0 0 0 0 0

2.19% 3.33% 2.21% 0 0 0 0 0 0 0 021.65% 20.58% 19.92% 19.92% 19.92% 19.92% 19.92% 19.92% 19.92% 19.92% 0.00%

Scores60 70 70 #N/A #N/A #N/A #N/A #N/A #N/A #N/A30 40 30 #N/A #N/A #N/A #N/A #N/A #N/A #N/A70 70 80 80 80 80 80 80 80 80

160 180 180 #N/A #N/A #N/A #N/A #N/A #N/A #N/A -

Notes:1. Operating surplus for performance ratio is the position per table '1-I&E'.2. Adjusted current ratio is the proportion of current assets (excluding assets held for resale and unspent capital proceeds) to current liabilities.3. Debt charges represent total repayments of interest & capital required to service a loan.4. Indicative financial health grade ratings are evaluated by the assessor on the basis of individual years.

2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 202540% 40% 40% 40% 40% 40% 40% 40% 40% 40% 40%30% 30% 30% 30% 30% 30% 30% 30% 30% 30% 30%3.5% 3.5% 3.5% 3.5% 3.5% 3.5% 3.5% 3.5% 3.5% 3.5% 3.5%5.0% 5.0% 5.0% 5.0% 5.0% 5.0% 5.0% 5.0% 5.0% 5.0% 5.0%1.6 1.6 1.6 1.6 1.6 1.6 1.6 1.6 1.6 1.6 1.61.2 1.2 1.2 1.2 1.2 1.2 1.2 1.2 1.2 1.2 1.20.8 0.8 0.8 0.8 0.8 0.8 0.8 0.8 0.8 0.8 0.8

7.0% 7.0% 7.0% 7.0% 7.0% 7.0% 7.0% 7.0% 7.0% 7.0% 7.0%5.0% 5.0% 5.0% 5.0% 5.0% 5.0% 5.0% 5.0% 5.0% 5.0% 5.0%3.0% 3.0% 3.0% 3.0% 3.0% 3.0% 3.0% 3.0% 3.0% 3.0% 3.0%

20.0% 20.0% 20.0% 20.0% 20.0% 20.0% 20.0% 20.0% 20.0% 20.0% 20.0%40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0%60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0%

0

Gearing RatioBorrowing % of IncomeInterest Payable % of IncomeDebt Charges % of Income - Note 3

Adjusted Current RatioPerformance RatioGearing Ratio

Totals

Financial Health GradeModerated Financial Health Grade

Adjusted current ratioPerformance RatioGearing Ratio

Gearing Ratio

Debt charges % of IncomeAdjusted Current RatioAdjusted Current RatioAdjusted Current RatioPerformance RatioPerformance RatioPerformance RatioGearing RatioGearing Ratio

Guide: Satisfactory < 60%

Guide: 5.0%Guide: Outstanding >= 1.6Guide: Good >= 1.2Guide: Satisfactory >= 0.8Guide: Outstanding >= 7.0%Guide: Good >= 5.0%Guide: Satisfactory >= 3.0%Guide: Outstanding < 20%Guide: Good < 40%

Guide: 40%Guide: 30%Guide: 3.5%

Borrowings % of IncomeBorrowings % of IncomeInterest % of Income

IncomeOperating surplus for performance ratio - Note 1DepreciationNet Current AssetsAdjusted Cash Balance

Year Ended 31 July

Adjusted Cash Days in HandAdjusted current ratio - Note 2Loans (< 1 year)Loans (> 1 year)



- 3rd Year

1.34

1.531.43

- - - - - - - -

1.6 1.6 1.6 1.6 1.6 1.6 1.6 1.6 1.6 1.6 1.6

1.2 1.2 1.2 1.2 1.2 1.2 1.2 1.2 1.2 1.2 1.2

0.8 0.8 0.8 0.8 0.8 0.8 0.8 0.8 0.8 0.8 0.8

2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025Year ended 31st July

ADJUSTED CURRENT RATIO

#DIV/0! Capital Support Guide: Outstanding >= 1.6 Guide: Good >= 1.2 Guide: Satisfactory >= 0.8

- - - - - - - -

2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025

DA

YS

Year ended 31st July

CASH DAYS IN HAND

#DIV/0! Capital Support

2.19%3.33%

2.21%

0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%

7.0% 7.0% 7.0% 7.0% 7.0% 7.0% 7.0% 7.0% 7.0% 7.0% 7.0%

5.0% 5.0% 5.0% 5.0% 5.0% 5.0% 5.0% 5.0% 5.0% 5.0% 5.0%

3.0% 3.0% 3.0% 3.0% 3.0% 3.0% 3.0% 3.0% 3.0% 3.0% 3.0%

2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025Year ended 31st July

PERFORMANCE RATIO

#DIV/0! Capital Support Guide: Outstanding >= 7.0% Guide: Good >= 5.0% Guide: Satisfactory >= 3.0%



- 3rd Year

21.65% 20.58% 19.92% 19.92% 19.92% 19.92% 19.92% 19.92% 19.92% 19.92%

0.00%

20.0% 20.0% 20.0% 20.0% 20.0% 20.0% 20.0% 20.0% 20.0% 20.0% 20.0%

40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0%

60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0%

2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025


GEARING RATIO

#DIV/0! Capital Support Guide: Outstanding < 20% Guide: Good < 40% Guide: Satisfactory < 60%

31.3%27.7% 25.9%

0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

40% 40% 40% 40% 40% 40% 40% 40% 40% 40% 40%

30% 30% 30% 30% 30% 30% 30% 30% 30% 30% 30%

2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025


BORROWINGS % of INCOME

#DIV/0! Capital Support Guide: 40% Guide: 30%

1.5%

2.7% 2.7%

0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

5.0% 5.0% 5.0% 5.0% 5.0% 5.0% 5.0% 5.0% 5.0% 5.0% 5.0%

2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025


DEBT CHARGES % of INCOME

#DIV/0! Capital Support Guide: 5.0%



Schedule 7e: Notes to schedules 7c and 7d

AFFORDABILITY STATEMENT (sch 7c)1

2

3

4

5

6

7

GRAPHS (sch 7d)8

9

10

11

The affordability statement is used by assessors of capital projects in accordance with guidelines set out in the Capital Handbook.

Information contained in the statement is used to assess financial health in conjunction with a college's ability to borrow funds to part finance capital projects.

To assist with the assessment of affordability criteria, it would be helpful to highlight the 3rd year after substantive completion of the project - auto scaling of the

graphs may not enable highlighting to be placed in a specific year column, so use the nearest appropriate column.

Similarly, if less than 3 grant levels are being considered, then hide the relevant rows on the affordability statement (format, row, hide) - this will automatically re-

format / rescale graphs for the desired number of grant levels.

Financial plans use a scoring system to calculate financial health grades on a yearly basis. These grades may be amended to take into account the impact of a capital

project up to the third year after substantive completion of a project.

The anticipated start and completion date of the project should be highlighted on the statement, together with the 3rd year after substantive completion of the

project.

Graphs are formatted using auto scaling for 10 year forecasting periods and cover 3 levels of grant support.

If forecasting periods are less than 10 years, then hide the relevant columns on the affordability statement (format, column, hide) - this will automatically re-format /

rescale graphs for the desired number of years.

The level of grant support is determined by reference to the likelihood of a college remaining in, regaining or achieving satisfactory, good or outstanding financial

health within three years of substantive completion of a project.

It is recognised that during the build process the financial health group of a college may deteriorate as a result of the need to borrow short - term funds to pay

contractors / suppliers, whilst awaiting receipt of grant support from the Skills Funding Agency and EFA.

Three years after substantive completion of a project short term finance should not be required and it is on this basis - as outlined in 3 above - that financial health is

considered.

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