L&P Handbook

Learning and Performance Handbook 2012/13

This handbook has been provided as the definitive source of guidance and information for all staff. All the standardised documents contained in the appendix are available electronically on Moodle.

Page 2 of 126 Learning and Performance Handbook 2012-13 Learning and Performance Handbook 2012-13

CONTENTS

Section Heading Page

Index 4

1 Foreword 5

2 Aims, Policy, Cycles 6 2.1 Missions and Aims+ 6 2.2 Objectives 6 2.3 Implementation 7 2.4 The Framework 7

3 Responsibilities 9

3.1 Staff 9 3.2 Deputy Heads of Academy 10 3.3 Heads of Academy (Including the Head of School for Art) 11 3.4 Teaching and Learning Coach 11 3.5 Learning Resources Manager 12 3.6 Quality Officer 12 3.7 Vice Principal Learning and Performance 13 3.8 Principal 13 3.9 Board of Governors 13

3.10 College Standards Committee 14 3.11 Learners 14 3.12 Parents and Guardians 14 3.13 Employers 15 3.14 Visitors and Other College Users 15

4 Operational Framework and Key Documents 16

4.1 College Strategies and Implementation Plans 16 4.2 College Annual Self-Assessment Report and Implementation Plan 16 4.3 Learning and Performance Handbook 17 4.4 Learner Guide and Charter and General College Information Leaflets 17

5 Annual Cycle 18

5.1 Introduction 18 Learning and Performance Cycle 19

5.2 Learner Progress 20 5.3 Curriculum Assurance 26 5.4 SAR Processes 32 5.5 Teaching and Learning 43 5.6 Stakeholder Voice 49 5.7 Guidance for Business Support Managers 56

6 Relevant Documentation 57

Learning and Performance Handbook 2012-13 Page 3 of 126

7 Appendices A Course Management File Contents 2012/2013 58 B Withdrawal/Transfer Form 60 C Cause for Concern Form 61 D Functional Skills Monthly Monitoring Forms (English, Mathematics, ICT) 62 E Learner Reference Form 65 F New Course Validation Documentation 67 G Outstanding External Assurance Report Actions Update Form 69 H Academy Self Assessment Report 70 I Interim SAR Process 97 J Courses in Recovery Planner 99 K Senior Management Monthly Agendas 100 L Course Audit Completion Notes 104 M Course Reviews 2012/2013 105 N Induction Plan Content 117 O Scheme of Work Proforma 2012/2013 122 P Scheme of Work Audit 2012/2013 123 Q Personal ILT Action Plan 2012/2013 125 R Business Support Managers Self Assessment Report 126


Learning and Performance Processes Index:

Process Section Page Number Academy Council Stakeholder Voice 53 Academy Learner Focus Groups Stakeholder Voice 54 Academy Planning Curriculum Assurance 30 Academy Self Assessment Process SAR Process 37 Business Support Quality Cycle Business Support Managers 56 Business Support Quality Process Business Support Managers 56 College Self Assessment Report SAR Process 38 Course Audit Review SAR Process 42 Course Audits SAR Process 41 Course Handbook Review Teaching and Learning 47 Course Management File Audit Curriculum Assurance 30 Course Review Questionnaires (CRQ) Stakeholder Voice 53 Course Reviews SAR Process 42 Course Tracker Sheets Learner Progress 24 Courses in Recovery SAR Process 40 Destination Data Review Learner Progress 25 Employers Survey Stakeholder Voice 54 FFE Employer and Learner Responsive Questionnaire Stakeholder Voice 54 Functional Skills Monthly Monitoring Learner Progress 24 Governors Self Assessment Process SAR Process 39 ILT Action Plan Submission and Update Teaching and Learning 48 Individual Learning Plans Learner Progress 23 Induction Plans Teaching and Learning 47 Interim SARs and review Action Plans SAR Process 40 Internal Inspection SAR Process 39 Internal Verification Submission and Audit Curriculum Assurance 29 Lead Verifier Standardisation Curriculum Assurance 29 Learner Attendance Learner Progress 23 Learner Conference Stakeholder Voice 54 Learner Executive Stakeholder Voice 54 Learner References Learner Progress 25 Learner Reports Learner Progress 25 Lesson Observation Standardisation Teaching and Learning 48 Lesson Observations Teaching and Learning 47 Monitoring External Quality Assurance Reports Curriculum Assurance 31 Parent/Guardian Survey Stakeholder Voice 55 Parent’s Information Evening Learner Progress 23 Progress Evenings Learner Progress 24 Qualification Data Checks Curriculum Assurance 30 Quick Reference Guide - Business Support Managers Business Support Managers 56 Quick Reference Guide - Curriculum Assurance Curriculum Assurance 26 Quick Reference Guide - Learner Progress Learner Progress 20 Quick Reference Guide - SAR Process SAR Process 32 Quick Reference Guide - Stakeholder Voice Stakeholder Voice 49 Quick Reference Guide - Teaching and Learning Teaching and Learning 43 Schemes of Work Submission and Audit Teaching and Learning 47 Target Setting Learner Progress 23 Validation of New Courses Curriculum Assurance 31 Vice Principal Learning & Performance & Head of Academy Meetings SAR Process 41


1. FOREWORD

The College is committed to achieving continuous improvement in all aspects of its provision in order to improve the quality of learners’ learning experiences. It aims to do this through a Learning and Performance framework based on planning, target setting, delivery and reviews. Self-assessment is an integral part of the college’s approach to quality improvement. Clear priorities and improvement targets are set at all operational levels and for all aspects of the College’s work. The identification and achievement of these priorities and targets are subject to continuous monitoring, review and evaluation. Quality monitoring for self assessment is gathered through various sources and events which are planned and scheduled each year. For example

An Internal Inspection is undertaken at least every 18 months for each Academy or area of work

Monthly review of quality data such as attendance and retention

Monthly Course Audits

Learner Focus groups

Observation, monitoring and improvement of teaching

Course Review Questionnaires

Employer surveys

Monitoring and actioning of External Quality Assurance Reports

Individual learners are also expected to work with their Course Manager, Progression Tutors and tutors to set realistic, achievable and yet aspirational learning goals and targets. Each learner is expected to develop an Individual Learning Plan using OnTrack, which is regularly monitored and reviewed. Annual self-assessment reports based on the Common Inspection Framework are produced at College, Academy and course level. They are also produced by each business support area. The common process involves reviewing targets and achievements, analysing strengths and weaknesses and developing Improvement Plans. All reports are monitored by line managers to ensure what is said is fully utilised and acted upon. The reliability and rigour of the system, and the reports that it generates are moderated and validated by the College’s Standards Committee.


2. AIMS, POLICY, CYCLES

2.1 Mission and Aims

The College’s mission is “We aim to continue to be the main provider of vocational education and training opportunities for the local communities we serve in South Worcestershire.”

The College is guided by all it does by its commitment to three mission aims:

To provide high quality education and training in the most cost efficient and effective manner.

To promote equal opportunities by developing the College as a community where all feel safe and are treated of equal worth.

To support each learner to develop his or her potential and to aim for the highest personal achievement.

2.2 Objectives

The College is committed to achieving continuous improvement in all aspects of its provision in order to achieve its aims. The Learning and Performance cycle offers a common framework for all staff to contribute towards this goal. At the heart of the College’s approach is the reliance upon the professionalism of its staff and the expectation that they are committed to providing a quality service. The Learning and Performance cycle is underpinned by the following key objectives:

To ensure that Performance systems reflect the College Mission and the Learner Charter and meet the requirements of external stakeholders

To ensure that Learning and Performance procedures are clearly documented and are embedded in the College’s structure and are understood and supported by all College staff.

To implement a College model for self-assessment, and develop a culture of continual self-assessment across all areas of College activity.

To develop an improvement culture amongst staff and governors, to ensure that every effort is made to deliver a high quality service, and continue the Journey to Outstanding.

To develop Management Information Systems that support quality assurance processes by ensuring that appropriate up-to-date and accurate information is readily available.


To embed the process of monitoring, review, evaluation and action planning across all areas of College activity, as a basis for improvement and as a means to inform future planning.

To implement a consistent approach to assessment and a standardised process for internal verification, which can be integrated within all programmes of study.

To achieve year on year improvement in success rates (including attendance, retention and achievement) across all College programmes, including work based learners, skills for life qualifications and learner support.

To raise the number and percentage of qualified teaching staff year on year who deliver and support learning; including level 5 Skills for Life

To raise customer satisfaction levels within College. 2.3 Implementation

The Learning and Performance Framework and procedures developed by the Senior Management Team will be implemented by all staff teams and monitored by the Vice Principal Learning and Performance and the Quality Officer. It is an important responsibility of managers to ensure that staff are aware of and contribute towards all relevant quality procedures; the Vice Principal will support managers in this task. (See page 19 for an overview of the cycle)

2.4 The Framework

At the centre of the College’s framework for quality improvement lies the Self Assessment process, the success of which will be judged by its effectiveness in improving learner achievements. The scope of this handbook covers further education, adult and community learning and work based learning.


The Self Assessment/

Self Evaluation Processes

Improving Learner Achievements Retention & Completion

Qualification Value Added Progression

The Planning Cycle

Strategic

Business

Quality

Charter Standards

Learners (College Charter)

Staff (Investors in People)

Customers (Matrix)

Teaching and Learning

Lesson Observations

Internal Inspection

Teaching & Learning Coach

External Consultants

Staff Appraisal & Professional Development

Annual Appraisal

Learning Fair

Monthly CPD

Summer CPD

External Reviews

SAF/YPLA Annual Review

IQER (HE)

Partnerships Review (HE)

Ofsted

Awarding Body Risk Assessments

Internal & External Quality Assurance Verification

Feedback

Course Review Questionnaires

Employers Surveys

Staff Surveys

Comments, Complaints & Compliments

Suggestions

Academy Council

Learning Executive

Learner Conference

Focus Groups (Learner & Staff)

Framework for Excellence Surveys

Performance Indicators

Target Setting

Benchmarking

Monitoring

Internal & External Course Validation

Audits

Internal Audits

Scheme of Work Audit

IVE Plan Audit

Monthly Course Audits

Course Management File Audit


3. RESPONSIBILITIES

All staff, governors and learners have a responsibility for improving quality. The following summarises the arrangements and responsibilities.

3.1 Staff

As well as any specific responsibilities individual staff may have, all staff have the following responsibilities that contribute to the improvement in the College’s quality:

To ensure that all of their contact with stakeholders, including learners, visitors, members of the public, employers, community groups and Governors is helpful and builds positive customer relations

To abide by and take appropriate action to implement the College’s Single Equality Scheme

To contribute to the Self Assessment process.

To resolve or report difficulties, problems and issues which need attention

To attend staff professional development events, especially those involving Sharing Good Practice, and contribute in such a way to ensure that that the event is a success.

To participate positively in the appraisal process Specific duties for teaching/instructing staff:

To maintain accessible course files containing up to date schemes of work, cause for concerns, assessment/progress records, course trackers, feedback from learners, parents, and employers, and verification documentation (See the ‘Teaching and Learning Policy’ and the relevant Assessment and Verification Policy)

To write assignment briefs for the units/modules they are responsible for teaching.

To adhere to the College assessment policy, marking and returning all submitted work within 20 working days

To provide constructive and supportive feedback, including functional skills, identifying areas for development for the current unit and future elements of the course. To also clearly show the criteria which has been achieved, and signed off accordingly. And where necessary, set re-submission deadlines.

To carry out internal quality assurance processes for the programmes that they teach on.

To maintain learner records on the College OnTrack logging system

To liaise with the Course Manager over disputes and difficulties

To adhere to course guidelines on submission and unit completion dates

To manage the feedback processes including working with the Progression Tutor to set target and review progress, ensure Course Review Questionnaires are completed, support Progress Evening and working with the team in the Course Audits, team meetings and Course Reviews.


To contribute to the Individual Course Review and Academy SAR by attending meetings, supplying information or data, assisting in development planning, and contributing to the Internal Inspection

To continually update their skills by participating in all relevant professional development.

To attend and contribute during course team meetings. Specific duties for Course Managers:

To ensure all learners recruitment to the course is carried out with integrity, ensuring they meet the entry criteria, they are given appropriate advice and guidance to help them to make the right decision.

To ensure that all learners undertake an initial assessment, before they commence their course, to identify and implement the appropriate support, they require throughout their course

To update the monthly Course Audits specifically identifying ‘At Risk’ learners and implementing action plans to ensure the course is on target

To maintain course management files (in an electronic format, if appropriate) containing as a minimum - units/syllabus details; assessment and verification schedules; course team details; minutes of course meetings; feedback from learners, parents, and employers; Course Reviews and Action Plan; EV/Examiner reports; Good News stories; and Success data (targets and actuals). See Appendix A for recommended Course Management File contents.

Specific duties for Teaching Assistants:

To support and advise teachers and/or Course Managers on the needs of individual learners and all issues relating to the quality of the learner experience.

To attend relevant staff meetings and contribute towards course planning, evaluation and review

3.2 Deputy Heads of Academy

Deputy Heads of Academy have specific responsibilities within the Academy including areas of Learning and Performance and Resources and Finance. They also act as a back up for the academy and carry out further duties in the Heads of Academy absence.

To monitor the completion of registers and follow through with lecturers, incomplete registers, to ensure timely completion. To report back to the Head of Academy at the end of each week, any persistent offenders.

Talk to groups if behaviour is a problem. Liaise with Head of Academy if further intervention is required.

Be involved in dealing with complaints.

To carry out data reconciliation, including missing results.

Monitor Course Development plans and the quality of course audits. Work with Course Managers to ensure these are completed to the required standard. Make the Head of Academy aware of any anomalies.

Participate in the development, implementation and monitoring of any course recovery plans.


To assist the Head of Academy with the implementation and successful completion of the SAR Improvement Plan.

Ensure the standardisation of Course Management Files across the Academy. 3.3 Heads of Academy (Including the Head of School for Art)

Heads of Academy are responsible for the management of quality within their Academy and their contribution to strategic planning. They are expected to meet with the Vice Principal Learning and Performance on a monthly basis to monitor performance against targets. As such they have responsibility for all aspects of quality assurance within their Academy and specifically:

Ensuring that the principles and practice of equal Opportunities are embedded into all aspects of curriculum delivery and learner support.

Operational planning (based on the College’s Strategy) and monitoring progress.

Setting, monitoring and reviewing annual targets for attendance, retention, achievement and success.

To plan and carry out all strategic responsibilities concerning the academy.

To devise and implement an induction/mentoring programme for all new staff.

To carry out the annual appraisal process; including identifying and facilitating staff development needs including industrial and professional up-dating.

Agreeing an annual schedule of meetings with Deputy Heads and Course Managers

Liaising with the Quality Officer with regard to the Internal Inspections.

To carry out lesson observations for all staff who teach on a funded course, and provide constructive and supportive feedback, identifying strengths and areas for development.

Co-ordinating the Academy self assessment process and writing and producing the final report.

Ensure courses and/or programmes meet the requirements of awarding bodies

Promote and implement strategies for improvement in course delivery; including auditing of schemes of work, course files and learner records

To promote a learner-centred culture within the Academy

Audit the Internal Verification process and devise and monitor action plans from the External Quality Assurance Reports.

Develop the Curriculum to ensure continuity and progression routes for learners.

Ensure that all courses within the Academy regularly collect feedback from learners, and, where appropriate, parents and employers

Ensure that enquiries/applications/concerns from learners, customers and potential customers are responded to appropriately and speedily

3.4 Teaching and Learning Coach

The Teaching and Learning Coach has the responsibility for supporting staff to continually improve the standards in teaching and learning across the College, in particular:


To deliver and facilitate appropriate in-house staff professional development activities involving teaching, learning and supporting learners.

Support/Coach staff who, as a result of lesson observation, have been identified as unsatisfactory or continually satisfactory

Lead in the programme of Sharing Good Practice across the College

To support and/or mentor members of staff new to the teaching profession

To publish relevant teaching and learning materials for staff. 3.5 Learning Resources Manager

The Learning Resources Manager has responsibility for ensuring learners receive high quality support and guidance throughout their College experience, specifically:

Managing the initial diagnostic learning needs of learners

Managing the access for learners to learning support, ensuring that referral, assessment and review procedures function in the interest of the learner.

Responsibility for the management of the College’s Additional Support funding and delivery arrangements.

Ensuring appropriate learner support is delivered across the whole College; including access to external organisations, counselling support where required, and coordination of the pastoral support.

Ensuring compliance with the College’s quality assurance arrangements.

Working in partnership with Progression Tutors to ensure group tutorials are effectively embedded in Academies.

Managing the university application process and promoting Higher education progression

Providing Learning Resource Centres with a friendly and effective learning atmosphere to promote the independent learning of all users

Maintain a high level of professional awareness and support good contacts with other Learning Resource Centre, Library and information services in the area

3.6 Quality Officer

The Quality Officer has the responsibility for coordinating the Learning and Performance cycle, specifically

To ensure the Course Review Questionnaires (CRQs) are released in a timely fashion and evaluate the whole College results

To ensure the termly Learner focus groups are held in each Academy and report on and monitor the actions from each Academy

Produce the relevant reports, including attendance and retention for the Performance committee

Monitor the External Quality Assurance Reports and follow-up outstanding actions at the monthly meetings with Heads of Academy

Manage the Lesson Observation process and monitor the feedback from the reports and collate the staff development needs


Facilitate the audit of the Schemes of Work for appropriateness and embedding of Equality and Diversity, Sustainability, Safeguarding, Every Child Matters and Functional Skills

Manage the surveying of Employers and Parents/Guardians

Manage the Course Audit database and monitor the Course Audits and produce a monthly report for each area

Organise the validation of the Self Assessments for the Academies, Support Areas and the College

3.7 Vice Principal Learning and Performance

The Vice Principal has responsibility for the overall day-to-day management and co-ordination of the College’s approach to quality assurance and teaching staff professional development. They work with the Board of Governors and the College Standards Committee in order to monitor, moderate and validate the self-assessment system. These responsibilities include:

To manage, monitor and review the Learning and Performance cycle

Monitoring the management of quality assurance with Heads of Academy and the Quality Officer to ensure all targets are met

Validating the Academy SARs and writing the College SAR

Reporting on all quality issues to the Standards Committee

Managing the Quality Officer and the Teaching and Learning Coach to ensure the processes and systems are fully implemented

Monitoring the implementation of the College’s Single Equality Policy.

Managing, implementing and updating the College ‘Excellence in Learning’ and ‘Learner Involvement’ strategies and Implementation plans.

3.8 Principal

Has responsibility for the overall management and co-ordination of the College’s approach to quality assurance. These responsibilities include:

making proposals to the Board of Governors about the educational character and mission of the College

all academic activities after consultation with SMT

all quality assurance arrangements 3.9 Board of Governors

The Board is responsible for the following functions:-

the determination and periodic review of the educational character and mission of the institution and for the oversight of its activities

In consultation with the SMT it is also responsible for the long-term strategic direction of the college

approving the quality strategies of the institution

the effective and efficient use of resources, the solvency of the institution and the Corporation and safeguarding their assets


approving annual estimates of income and expenditure

the appointment, grading, suspension, dismissal and determination of the pay and conditions of service of the holders of senior posts and the Corporation Secretary.

Each year the Board considers the College's Self-assessment Report which reviews progress towards agreed priorities and identifies action plans to address issues arising from the quality assurance review.

3.10 College Standards Committee

The College Standards Committee is a sub-committee of the Board of Governors. Its function is to monitor progress towards college aims, priorities and targets. It is also responsible for moderating and validating the self-assessment process.

3.11 Learners All learners are able to participate in improve the quality within the College:

Updating their Individual Learning Plans, including their learning goals and targets; as required

To abide by and take appropriate action to implement the College’s Single Equality Policy

Participating in their performance review during the tutorial process and the target setting weeks.

Participating in the Course Review Questionnaires, the Focus Groups, the Academy Council and Learner Executive, the annual Learner Conference and being an Ambassador

Working within the Learner Charter and their Learning Agreement, which outlines what each learner can expect from the college, and in turn what the college expects from its learners

Supporting the College to implement the Behaviours Policy 3.12 Parents and Guardians

The College recognises that parents and guardians of learners have an important role to play in supporting learners whilst they are at College. Parents Information Evenings are arranged before the learners commence, so that Parents/Guardians are aware of how they can support their child whilst at College. Progress evenings are arranged throughout the year and feedback on learners’ progress is available from Course Managers. Appointments with Course Managers to discuss individual learner’s progress can be made throughout the year by contacting curriculum administrators. Learners’ progress is continuously monitored and records of achievement are compiled for all full-time learners during their time at College. Parents and guardians are invited to see the College at work on regular open days and celebrate learner successes at the annual Awards Evening.


To help all of our learners to be as successful as possible, we will:

notify parents/guardians of any problems relating to unexplained absences or unsatisfactory attendance and ask them to keep us informed of any circumstances that might affect their child’s progress at College

notify parents/guardians of any persistent problems with late arrival at classes or non completion of College work

notify parents/guardians immediately of any serious concerns about discipline, misconduct or breaches of College’s Behaviour Policy

provide a formal opportunity to discuss their child’s progress with College staff at least once a year

seek their support in encouraging their child to complete their programme successfully and to the best of their ability

The College is always interested in the views of parents and guardians and surveys their opinion. Inclusion of feedback from parents and guardians is encouraged within the Self Assessment Report process.

3.13 Employers

The College has close links with local employers. Many are directly involved with what we teach through helping us design, deliver and assess courses and many more offer our learners valuable work experience. The College expects any external organisation or business with whom it works to demonstrate a commitment to Equality of Opportunity, Health and Safety and Safeguarding through the active promotion of its own policies. The views of local business organisations are sought and Academy/employer link meetings are arranged to encourage feedback from local businesses about what we do and how we do it. Employer Responsive committee, chaired by the Head of Academy with responsibility for this work, regularly review the work and encourage continual improvements.

3.14 Visitors and Other College Users

College staff do their very best to ensure that all College visitors are aware of the range of services we offer and the standards we strive to achieve. College information leaflets and advice and guidance are available from the Learner Services Centre on each campus. Inclusion of feedback from visitors is also encouraged within the Self Assessment Report process.


4. OPERATIONAL FRAMEWORK AND KEY DOCUMENTS Accessible on the College Intranet or available as paper copies from the Quality Officer or PA to the Principal. 4.1 College Strategies and Implementation Plans

Purpose: Identifies major long term strategic corporate objectives, priorities and targets.

Source: Board of Governors and Principalship.

Frequency: Three-year rolling plan, updated annually at the end of each academic year.

Destination: Available to all staff on the College Moodle. The plan is the major theme of the ‘in-house’ College Planning and Development Day.

Monitoring and Review: Approved by the Board of Governors and the Implementation Plan is reviewed termly at the full board meeting.

4.2 College Annual Self-Assessment Report and Improvement Plan

Purpose: Based upon feedback from the internal quality assurance system with input from external examination, accreditation, Ofsted and funding bodies.

Source: Vice Principal Learning and Performance.

Frequency: Annual culmination of internal quality assurance review cycle.

Destination: Available to all staff on the College Moodle and uploaded on the Provider Gateway.

Monitoring and Review: Approved by the Board of Governors after being validated by the Standards Committee. The Improvement Plan is reviewed termly at the Standards Committee meeting


4.3 Learning and Performance Handbook

Purpose: Guidance on all aspects of the College’s quality assurance arrangements

Source: Quality Officer

Frequency: Annual or during individual staff induction.

Destination: Available to all staff on the College Moodle and all new staff receive a copy at induction

Monitoring and Review: Annually by the Performance Committee

4.4 Learner Guide and Charter and General College Information Leaflets

Purpose: Package of documents outlining essential features of College organisation, learner entitlement, service standards and College policies and procedures.

Source: Vice Principals and Learner Services Managers at both campuses.

Frequency: Revised and updated annually and when necessary; after Equality Impact Assessment.

Destination: All learners have access to the Learner Guide and Charter as part of their College Diary. College information leaflets are available in the Learner Service Centres on each campus and the relevant College Moodle. All staff receive a copy of the Learner Guide and Charter.

Monitoring and Review: Reviewed annually by the Learning Committee


5. ANNUAL CYCLE 5.1 Introduction

At the centre of the quality assurance system lies an annual cycle of planning, operation, review and evaluation; the ‘Learning and Performance cycle’. This cycle functions at four levels: learner; course; Academy and College. The cycle is designed to be two-directional: Senior Managers draw on information and ideas generated at learner, course and

Academy level to identify and plan college priorities and, Course Managers and Heads of Academy plan and monitor what they are doing to

achieve the priorities, targets and standards outlined in their Implementation and Improvement plans.

April

Parent/Guardian Survey

October

Internal Verification Submission & Audit

College SAR Submission

Academy SAR Validations

Governors closing of previous College SAR & Plan

Scheme of Work Audit

Course Review Questionnaires (CRQ1)

Academy Council & Learner Executive

November

Target Setting Weeks

Validation of College SAR

Internal Inspection

Review Course Review Improvement Plans

Update Academy SAR and Improvement Plans (Data)

Lesson Observation Standardisation

Academy Learner Focus group


January

Course Management File Audit

ILT Action Plan Update


FFE Employer and Learner Responsive Questionnaire

May

Target Setting Weeks incl. Destination Data Review

Parents’ Information Evening

Internal Inspection

Update Courses in Recovery

Review Improvement Plans

ILT Action Plan Update

Course Review Questionnaire (CRQ3)


Employers Survey

June

Learner Reports (Year 1 of 2 year course)

Lead Verifier Standardisation


Academy Learner Focus Group

Learning and Performance Cycle

Monthly Actions:

Attendance, Retention & Functional Skills Reports to SMT

Learner Attendance

Functional Skills Monthly Monitoring

Monitoring External Quality Assurance Reports

Course Audits

Vice Principal Learning & Performance and Head of Academy Meetings

Lesson Observations

December

Progress Evenings (Inc Learner Reports)

Qualification Data Checks


Validation of Governors SAR

Approval of College SAR & Improvement Plan

Identification of Courses in Recovery & Implementation Plan

February

Target Setting Weeks

Academy Planning

Interim SARs and review Improvement Plans

Update Courses in Recovery


Academy Learner Focus Group

July

Learner References

Academy Planning

Course Review (SAR)

Academy SAR

Business Support SARs

Induction Plans

Course Handbook Review

September

Parents’ Information Evenings

Individual Learning Plans (OnTrack)

Course Tracker Sheets

Course Audit Review

Academy SAR submission

Schemes of Work Submission

ILT Action Plan Submission

Course Tracker Sheets

March

Progress Evening (inc Learner Reports)

Validation of New Courses


Internal Inspection


Course Review Questionnaires (CRQ2)

Learner Conference

Key Learner Progress (page 20) Curriculum Assurance (page 26) SAR Process (page 32) Teaching & Learning (page 43) Stakeholder Voice (page 49)

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5.2 Learner Progress QUICK REFERENCE GUIDE FOR LEARNER PROGRESS

Process Responsibility Actions Required Month

5.2.1 Parent’s Information Evening

Head of Academy Course Manager

Parent/Guardians of new learners are invited in for an overview of the College and their child’s course.

Heads of Academy present information on the Academy

Course Managers present information on the Course and answer any questions that may arise.

May/ September

5.2.2 Individual Learning Plans

Course Manager Progression Tutor Learner

Course Manager meets with each learner to discuss their Individual Learning Plan for their course and sets targets.

Learners will discuss their short, medium and long term targets with their Progression Tutor.

Learners complete their online Individual Learning Plan on OnTrack.

September – during induction.

5.2.3 Target Setting

Course Manager Progression Tutor Learner

Individual Learning Plan is reviewed and progress discussed during Target Setting week, with targets being updated.

Information is updated on the online ILP on OnTrack by the Progression Tutors.

November/ February/ May

5.2.4 Learner Attendance

Progression Tutor Course Manager Head of Academy Course Tutor

To contact learners who are not attending and put actions in place.

Learners whose monthly attendance is less than 90% will meet with their Progression Tutor and an action plan will be drawn up.

Course Manager to identify on Course Audit any learner whose monthly attendance is less than 90%

Course Manager to contact any learners with longer absence to investigate.

Course Manager to complete a Learner Withdrawal or Transfer form (Appendix B) for any learner with absence of 3 consecutive weeks and forward to the Head of Academy for signature.

To sign off Withdrawal or Transfer Form and forward to MIS for processing.

Tutors with concerns over a learner to

Ongoing Monthly Monthly Ongoing



complete a Cause for Concern form (Appendix C) and record on OnTrack.

5.2.5 Functional Skills Monthly Monitoring

Functional Skills Tutor Course Manager

To update the functional skills monitoring sheet on a monthly basis (around 20th day of the month) showing learner progress towards their functional skills qualification, and forward to the Course Manager (See Appendix D for the proforma)

To use the information from the Functional Skills Monthly Monitoring Form to inform the monthly course audit.

Monthly Monthly

5.2.6 Course Tracker Sheets

Course Manager

Learner’s progress will be logged on the Course Tracker Sheets in the base room.

Ongoing

5.2.7 Progress Evenings

Curriculum Administration Course Manager Curriculum Administration

Course Managers

To contact Course Managers to agree which courses should be invited to which progress evenings throughout the year.

To inform curriculum administration which date they would like to meet with which each group they are responsible for.

To invite all Parents of learners in the group to attend Progress Evening. 19+ learners will also be invited to attend.

To collate the reply slips and book parents/guardians in to specific time slots.

To inform Course Managers of timeslots allocated.

To arrange the Progress evening and be available to welcome parents/guardians during the evening.

To meet with each Parent/Guardian and/or learner and discuss their/their child’s progress.

November/ February November/ February November/ February December/ March December/ March December/ March

5.2.8 Learner Reports

Course Managers TBC

Course Managers to produce a termly report for each learner including progress and any issues that they would like to make parent/guardians aware of.

To send out learner reports for the full-time learners and upload them on to OnTrack.

December/ March



5.2.9 Destination Data Review

Course Manager Access Columbus and select the Course Sign Off Online

Type in the course reference and select Search.

Complete the destinations of all learners that have completed their qualifications.

Click on Save

Select the qualification section and complete the learners’ achievements for functional skills.

May

5.2.10 Learner References

Course Manager Head of Academy Curriculum Administration

To produce a learner reference for each full-time learner on the standard proforma (see Appendix E)

To email to the Head of Academy and Link Administrator

To email the Link Administrator to confirm that the references are approved.

To input Head of Academy signature and upload reference on to Columbus.

July


PROCESSES FOR LEARNER PROGRESS

Learners are expected to plan, monitor, review and record their progress and achievements. All full-time learners are allocated a Course Manager and Progression Tutor (PSD Tutor for Foundational Skills Programme Learners) to support them in this activity and act as an academic and pastoral tutor, respectively. Work Based Learners are allocated an assessor. 5.2.1 Parents’ Information Evening

Parents’ Information Evenings are held at both campuses, to offer parent/guardians of new learners the opportunity to meet with the relevant Course Manager and look around the facilities on offer. It is also an opportunity for parent/guardians to gain further information about their child’s course, how the College will help the learner to achieve their goals and how the parent/guardian can play their part in the learners’ success.

5.2.2 Individual Learning Plans

All full-time and part-time learners on substantial courses are screened on entry to the college and undergo a formal induction. During the induction period all learners will have the opportunity to discuss their individual learning requirements and targets with their Course Manager and Progression Tutor. All learners will complete the relevant information on OnTrack, their online Individual Learning Plan. They will also discuss and agree their short, medium and long term targets with their Progression Tutor. OnTrack is the electronic system which is used for staff to record the agreed targets, track learner progress and show learner’s attendance percentage. Learners also have access to this information, so they can be kept up to date on how they are progressing throughout their course.

5.2.3 Target Setting

The learner’s individual learning plan will provide the focus for learners, Course Managers and Progression Tutors to monitor, discuss and review progress throughout the year. Progression Tutors will discuss and review these targets in individual tutorials during Target Setting weeks. This information will be updated on OnTrack.

5.2.4 Learner Attendance

Learner’s attendance is reviewed on a weekly basis to ensure their attendance is above the College’s target of 90%. All learners not attending will be contacted by their Progression Tutor and appropriate actions put in to place to improve their attendance. An action plan will be drawn up with any learner who’s monthly


attendance is less than 90%. This will then be identified on the monthly Course Audit by their Course Manager. Learners who have not attended for a long period of time will be contacted by their Course Manager to investigate the reason for the absence. Any learner who continues to not attend will be assumed to have withdrawn after 3 consecutive weeks for a part-time learner and 4 consecutive weeks for a full-time learner. The Course Manager must complete the ‘Learner Transfer or Withdrawal Form’ (See Appendix B), to identify the exact last date of attendance and provide evidence of the work that has been undertaken to prevent the withdrawal of a learner (See the ‘Attendance and Punctuality policy’ for more information). This form is then forwarded to the Head of Academy for signature who will then pass to MIS for processing. Tutors with concerns about learners should record these on a ‘Cause for Concern’ form (See Appendix C) and/or on OnTrack, which provides information for Course Managers on learner performance and highlights the need for action.

5.2.5 Functional Skills Monthly Monitoring Functional Skills Tutors complete the Monthly Monitoring Form (Appendix D) identifying the progress for all learners on their functional skills, around 20th day of each month. The form is then sent to the Course Manager to use to complete their course audit. The monitoring form should indicate the progress of each learner towards their functional skills and whether there is a need for additional support. The tutors should also indicate when a learner is due to take an exam, and the results when they are available. It should not be used to identify behavioural issues, when a cause for concern form should be completed and forwarded to the Course Manager to deal with. 5.2.6 Course Tracker Sheets

Course Managers will record learners’ progress on the Course Trackers; found on the wall in the base room for the course. This document is visible to encourage learners by highlighting their success and to improve their performance. This information is also reviewed by the Course Manager through the Course Audit, where underperforming, ‘At Risk’, learners will be identified. Course Managers may also chose to record learners progress (including grades) using their own system, but a tracking document is available in OnTrack. 5.2.7 Progress Evenings To ensure that Parents/Guardians are kept informed of their child’s progress the College has two progress evenings a year, which give them the opportunity to meet with the appropriate Course Manager.


5.2.8 Learner Reports

The College also produces learner reports on a termly basis, which are sent to parents/guardians to show attendance, progress etc. This makes parents/guardians aware of any issues that may be occurring, and allows them to work with the Course team to encourage their child to work towards their qualification.

5.2.9 Destination Data Review

During the Summer term, MIS release an electronic form, for each Course Manager to complete. The Course Manager needs to indicate their learner’s planned destinations, for example whether they are continuing at College, going on to Higher Education or employment. This then allows the College to collate this information, showing how the learners are progressing. They also need to indicate the outcome for each qualification undertaken. 5.2.10 Learner References

At the end of the academic year the Course Manager is required to write a reference for each learner, who has completed their qualification (See Learner Reference Policy on Moodle). This is then uploaded on to the Management Information System. This means that when a reference is requested for a learner, a member of staff can print the reference, and after appropriate signatures, send to either the employer or College who have requested it. See Appendix E for the Learner Reference Proforma.


5.3 Curriculum Assurance QUICK REFERENCE GUIDE FOR CURRICULUM ASSURANCE


5.3.1 Internal Verification Submission and Audit

Internal Verifier Quality Officer Heads of Academy Internal Verifier Internal Verifier/ Assessor

The internal verifier will draw up a plan of their scheduled internal verification sampling for the academic year, which is submitted to the Quality Officer. Sampling must include all units, assessors, modes of assessment and all cohorts of learners.

To monitor the submission of Internal Verification Plans and produce a report to be tabled at the Performance Strategic Committee

Heads of Academy to audit the internal verification plans to ensure that they are meeting the College Policy criteria.

The internal verifier carries out sampling, at a mutually agreed date with the assessor and writes a verification report.

Internal Verifier/Assessor and learner (if appropriate) sign off sampling form.

October October October Ongoing Ongoing

5.3.2 Lead Verifier Standardisation

Lead Verifiers/ Vice Principal Learning and Performance/ Quality Officer

Lead Verifier Standardisation meetings will be held three times a year to ensure that the verification processes are standardised across College.

November/ March/June

5.3.3 Qualification Data Checks

MIS/Quality Officer Course Manager Functional Skills Tutor

A report is generated by MIS and distributed to Course Managers and Functional Skills Tutors, by the Quality Officer

A vocational qualifications checklist is sent to each Course Manager to check if all of their learners are entered for the correct vocational qualification. This checklist has to be signed by them.

A functional skills qualification checklist is sent to each functional skills tutor to check if all of their learners are entered for the correct

December



Quality Officer MIS Course Manager/ Functional Skills Tutors Head of Academy /School MIS

functional skills qualification and level. This checklist has to be signed by them.

To monitor returns and pass to MIS for updating.

To update the system with the amendments.

Any further amendments to be completed on a Learner Withdrawal or Transfer form (see Appendix B) and forward to the appropriate Head of Academy/School for signature.

If transfer is approved, to sign transfer form and forward to MIS to update the system

To update the system with the amendments.

5.3.4 Course Management File Audit

Quality Officer Course Managers Deputy Head of Academy

The standardised Course Management File to be sent to all Course Managers.

To produce their Course Management File in the standardised format (see Appendix A).

To audit the Course Management Files in the relevant academy , ensuring all information is included, and identifying any areas of good practice.

September Autumn Term January

5.3.5 Academy Planning

Head of Academy /School Course Managers

Meetings are held between the Head of Academy/School and Course Managers reviewing national averages, internal targets and strategic priorities, External Quality Assurance Reports and previous course self-assessment reports and action plans. From these discussions priorities and targets are set.

February

5.3.6 Validation of New Courses

Head of Academy Course Manager Vice Principal Learning & Performance/ Relevant Head of Academy/Course Manager/

To complete the validation document, collating all of the evidence required (see Appendix F).

To meet to agree key course details, including targets and go through the validation process.

If required, to draw up an action plan identifying what is required, before the course can commence in the

March



Additional Head of Academy

following academic year.

5.3.7 Monitoring External Quality Assurance Reports

Course Manager Quality Officer Head of Academy /School Course Manager Quality Officer/ Head of Academy Head of Academy /Vice Principal Learning and Performance

To forward external quality assurance report to Head of Academy/Vice Principal Learning and Performance and Quality Officer

To log report and record any actions that have been identified

To send relevant the relevant Course Manager the Outstanding External Assurance Report Actions Update Form (Appendix G).

To complete the Outstanding External Assurance Report Actions Update Form showing the progress made to date and return to the Head of Academy/School.

To meet to update the outstanding actions from their Academy External Quality Assurance Reports.

To discuss outstanding actions with the Vice Principal Learning and Performance

Ongoing Ongoing Ongoing Ongoing Monthly Monthly


PROCESSES FOR CURRICULUM ASSURANCE

All Course Managers are required to follow an annual cycle of quality assurance planning, delivery and review, using, wherever possible, standardised procedures and documents.

Evidence produced by the system should be kept in the Course Management File and used to produce the Course Review at the end of the year or programme and any interim quality assurance reports. The cycle is designed to be flexible enough to accommodate courses of varying types and duration. Course Managers will be expected to tailor their approach to fit part-time, short full-time and full-cost courses. The key components of the system are: 5.3.1 Internal Verification Submission and Audit

The College has an Internal Verification procedure in place, to ensure that assessment processes and standards are effective and efficient and conform to Awarding Body criteria and the College’s principles of continuous improvement. At the beginning of the year the Internal Verifier is required to draw up an internal verification plan for the year. The sampling must include all units, assessors, modes of assessment and all cohorts of learners. The Internal Verification Plans will be audited by the Head of Academy during October to ensure that they are meeting the criteria stated in the College policy. The work of new staff will be internally verified more than experienced staff, to ensure that there is standardisation across College. The internal verifier carries out their sampling at a mutually agreed date with the assessor. A verification report is written and forms are signed by the assessor, internal verifier and learner (if appropriate) For further information on this process and the proforma to be used, please refer to the appropriate Internal Verification Policy on Moodle:

Internal Verification Policy - Competence Based Programmes

Internal Verification Policy - Vocationally Relevant Programmes

5.3.2 Lead Verifier Standardisation

The College will adopt EdExcel requirements to hold Standards verification meetings for Lead Verifiers of their provision. These meetings will involve all Lead Verifiers across the College meeting with the Vice Principal Learning and Performance and the Quality Officer to carry out a verification sample that the Lead verifiers have undertaken and review the verification processes. The agenda for the meeting will have standard items of ‘Verification of anonymised decisions’, ‘Sharing of Good Practice’, ‘Issues and problems’ and ‘Updates from the Awarding Body’.


5.3.3 Qualification Data Checks

During the Autumn term qualification entry data is checked against the Management Information System (MIS) to ensure learners are registered for the correct vocational and functional skills qualifications. A checking sheet is produced, for each vocational and functional skills qualification showing the level for which each learner is registered. The Course Manager and Functional Skills tutor are required to check their sheets, make amendments and sign and date. This is then returned to the Quality Officer who will log the return of the document and copy for MIS. MIS will then make any amendments to learner records from these checking sheets. This process will be completed by the end of the Autumn term. From January, any further amendments will need to be made using a transfer form, which has to be signed by both the Course Manager and Head of Academy. If a learner completes one of their functional skills early during the academic year, and wishes to progress on to the next level of the qualification (if appropriate), the functional skills tutor must include this on their monthly monitoring form. They pass the form to their relevant Head of Academy/School, who will sign and forward to MIS for them to be registered for the next level of the qualification.

5.3.4 Course Management File Audit

A standard Course Management contents list has been produced for all Course Managers to use. This ensures that all documentation that is required, is included in their Course Management files. (See Appendix A for recommended Course Management File contents). As part of the quality process an audit of course management files will be carried out, by the Deputy Heads of Academy, during January to ensure that all information is being gathered, and to identify any areas of good practice. 5.3.5 Academy Planning

Priorities and targets for courses are negotiated and agreed with Heads of Academy in the July of the previous academic year. These priorities and targets are arrived at after reviewing the course against national averages, internal targets, strategic priorities, External Quality Assurance Reports and feedback from previous course self-assessment reports and action plans. In the case of new courses, Course Managers must agree key course details, including course targets and complete the validation process before any course is delivered. See section 5.3.6 for the Validation Process.


Priorities and targets for the Academy are negotiated and agreed with the Vice Principal Learning and Performance and the Principal between the end of one academic year and the beginning of another. These priorities and targets are arrived at after consideration of the College’s Strategies and the Academy outcomes for the previous year, compared to the National Averages; they represent the starting point for the annual Academy Performance Review Cycle.

5.3.6 Validation of New Courses

If a Head of Academy/School proposes a new qualification/course, this must be validated as part of the quality process. Validation of new courses for the next academic year takes place between March and June. Any courses not validated before June will not be offered during the following academic year. The Course Manager and Head of Academy/School have to submit a validation document following the guidelines in Appendix F. This is read by the Vice Principal Learning and Performance and a Head of Academy who has been nominated to sit on the validation panel. A validation meeting is then held with all parties to discuss the validation document, and an action plan is drawn up, if required, which needs to be completed at least 30 days before the start of the course. If the action plan is completed, or no action plan is required, the course/qualification can commence.

5.3.7 Monitoring External Quality Assurance Reports

An External Quality Assurance Officer verifies the work of each qualification, usually on an annual basis. As part of this process the External Quality Assurance Officer sends a report stating the evidence they have seen, and any elements of good practice and actions identified. All reports must be forwarded to the Quality Officer, to log any actions identified and to highlight elements of good practice on the External Quality Assurance spreadsheet. The Head of Academy will send the Outstanding External Assurance Report Actions Update form (Appendix G) to the appropriate Course Manager, to update the progress to date on the actions identified. Prior to the Senior Management Monthly meetings with the Vice Principal Learning and Performance, each Head of Academy/School meets with the Quality Officer to update the spreadsheet on any progress made. An updated report is then tabled at each Senior Management Monthly meeting, where outstanding actions will be discussed with the Vice Principal Learning and Performance.


5.4 SAR Process QUICK REFERENCE GUIDE FOR SAR PROCESS


5.4.1 Academy Self Assessment Process

Heads of Academy Heads of Academy /Link Governor/ Principal/Vice Principal Learning and Performance/ Quality Officer/ External Consultant Head of Academy

To write an Academy Self Assessment report including key performance indicators (attendance, recruitment, retention, achievement and success), strengths and areas for development (See Appendix H).

To write an improvement plan for the Academy identifying key priorities and targets for improvement (See Appendix H).

To submit the Self Assessment Report to the Vice Principal Learning and Performance

Head of Academy to present their Self Assessment Report at the validation meeting, highlighting the strengths, areas for development, key priorities and targets for improvement.

The validation panel to identify any actions/amendments that need to be made before the self assessment report can be approved.

To make any amendments to the self assessment report which were identified during the validation.

To update the Academy Improvement Plan with any progress to date.

July September October Autumn Half-term November/ February

5.4.2 College Self Assessment Report

Vice Principal Learning and Performance

Vice Principal Learning and Performance/ Standards Committee/ Principal/Quality

To produce an annual college Self Assessment and Review report and Improvement Plan based on various documents produced throughout the year.

To submit the Self Assessment Report

Vice Principal Learning and Performance to present the Self Assessment Report at the validation meeting, highlighting the strengths, areas for development, key priorities and targets for improvement.

October October November



Officer/External Consultant Vice Principal Learning and Performance Vice Principal Learning and Performance/ Governors

The validation panel to identify any actions/amendments that need to be made before the self assessment report can be approved.

To make any amendments to the self assessment report which were identified during the validation.

To present the College Self Assessment Report to the Governors for approval.

To review the Self Assessment Report and Implementation for the academic year and close the report/ implementation plan.

December Following October

5.4.3 Governors Self Assessment Process

Clerk to the Corporation Governors Clerk to the Corporation Governors

The Governors Self Assessment questionnaire is disseminated as an appendix at the Governors meeting.

Complete and return their questionnaires to the Clerk to the Corporation.

To write the Governors self assessment report, using the evidence from the questionnaires.

To discuss, review and approve the Governors Self Assessment Report.

October November November December

5.4.4 Internal Inspection

Quality Officer

Progression Tutor

Sends out three week notice email, to relevant academy staff, informing them that an internal inspection process is due to take place.

Identifies key roles for each of the observation team.

Arranges the lesson observations, in consultation with members of the lesson observation team

Arranges for a suitable external inspector to carry out lesson observations for one day during the Internal Inspection week.

Books an appointment for the Vice Principal Learning and Performance to meet with a number of learners from the Academy.

Arranges for learners to attend the focus group meeting

November/ March/ May



Vice Principal Learning and Performance Principal’s PA Principal Lesson Observation Team Quality Officer Vice Principal Learning and Performance

Meets with learners to ask for their opinion on all aspects of the academy, which will form part of the information included in the final report.

Arranges for a group of staff, from the relevant academy, to meet with the Principal

Meets with staff to discuss retention, achievement of the learners within the College, and course targets.

To carry out allocated lesson observations and feedback to the observee, both verbally and written.

To carry out the internal inspection tasks allocated to them and write a report on their findings.

To meet to discuss and agree the grading for all aspects of the internal inspection.

To write up the Internal Inspection report, using the evidence gained from all of the lesson observation team findings.

To feedback to staff on the Internal Inspection Report.

5.4.5 Interim SARs and review Action Plans

Course Managers Heads of Academy

To review and update their Course Review with the year to date, identifying evidence of strengths, and where they will need further work to provide evidence at the end of the year (See Appendix I).

To update their course improvement plan with the evidence from the updated course review documentation.

From the updated course improvement plan, update the Academy/School Improvement Plan.

To create a plan on how to gather evidence for the end of year SAR in areas that are normally difficult to evidence.

February



5.4.6 Courses in Recovery

Vice Principal Learning and Performance Head of Academy /School Course Manager/ Vice Principal Learning and Performance Head of Academy /School Course Manager Head of Academy /School Course Manager Vice Principal Learning and Performance

Identifies any courses that are in ‘Recovery’, ‘At Risk’ and ‘To be Watched’ by analysing success data from ProAchieve and previous success rates.

For those courses in Recovery or At Risk, an investigation takes place to identify the causes for under performance and a recovery action plan is developed with the Course Manager (see Appendix J for the action plan proforma)

Action Plan is agreed with the Vice Principal Learning and Performance, including the timeframe for implementation.

Heads of Academy/School and Course Manager produce update on progress to date for the course in recovery.

To meet monitor the progress made on the action plan.

November December February May

5.4.7 Vice Principal Learning & Performance and Head of Academy Meetings

Vice Principal Learning and Performance/ Head of Academy /School

Meet to monitor and review Academy/School performance against planned priorities and targets. Heads of Academy/School to review and report upon attendance, recruitment, retention and achievement. For monthly agendas refer to Appendix K.

Monthly

5.4.8 Course Audits

Course Managers Deputy Head of Academy/Quality

To monitor and review the course and learner performance by completing the Course Audit database on a monthly basis. See Appendix L which shows what is to be included each month.

To record any learners that are underperforming or ‘At Risk’ on the Course Audit and OnTrack.

Monitors the completion of the audits, and the Quality Officer produces a report of non-completers

Monthly Monthly Monthly Monthly



Officer Vice Principal Learning and Performance/ Head of Academy /School

at the end of each month.

This report is then discussed at the Senior Management Monthly Meetings.

5.4.9 Course Audit Review

Vice Principal Learning and Performance Heads of Academy Quality Officer

The Course Audit data captured are reviewed by the Performance Strategic Committee, to ensure that the information being given is fit for purpose, that course audits are being completed correctly, and good practice is identified.

September

5.4.10 Course Reviews

Course Managers To complete July Course Audit, which forms the basis of the Course Review. This will include evidence generated from monitoring and review of activities throughout the academic year, in consultation with the course team.

To include strengths and areas for development

Course review report and improvement plan is written using evidence from throughout the year (including the July Course Audit). See Appendix M for the Course Review Documentation.

The Course Review is updated with progress made.

July November/ February/ May


PROCESSES FOR SAR PROCESS

All Heads of Academy/School are required to follow an annual cycle of quality assurance planning, delivery and review, using, where possible, standardised procedures and documents. Evidence produced by the system should be kept in the Academy File and used to produce the Self Assessment and Review document at the end of the academic year. These reports will be the main source of evidence for the College SAR, which will be presented to the College’s Standards Committee. Heads of Academy/School should draw evidence from the Learning and Performance cycle and follow a similar cycle of planning, monitoring and review. The key components of the system are: 5.4.1 Academy Self Assessment Process All Academies/School are subject to regular performance review and a final evaluation of their strengths and areas for development formally reported upon annually, using the standard Self-Assessment Report (See the Academy Self Assessment and Review (SAR) Proforma in appendix H). This final report should be based upon evidence generated from monitoring and reviewing activities at learner and course level and in consultation with the Academy team. Strengths and areas for development should relate to the key questions outlined in the Common Inspection Framework. Copies of all Self-Assessment and Review reports should be passed to the Vice Principal Learning and Performance by the end of September, at the latest, in the following academic year. Heads of Academies should focus their reports upon the key performance indicators of attendance, recruitment, retention, achievement and success. Performance should be judged against relevant national and local benchmarks and data should be provided for at least three years. All judgements should be based upon diverse evidence including the latest Internal Inspection report, and the Course Managers’ Course Reviews. The strengths and Areas for Development analysis should relate to the key questions outlined in the Common Inspection Framework. Evidence should be drawn from a wide range of sources and feedback should be encouraged from all stakeholders. In addition to this guidance Heads of Academy/School should also take into account what OFSTED regard as features in the best self-assessment reports and improvement plans:

Evaluate, identifying strengths and areas for development, rather than describe provision


Honest and objective and deal equitably with areas for development as well as strengths.

Focus on teaching, learning and assessment, and learners achievements.

Contain clear evidence to substantiate firm judgements, such as accurate data on learners’ achievements and performance with trends analysed over time.

Take into account the views of learners’, employers and other stakeholders.

Are written in plain English. The Improvement Plans should be SMART and identify key priorities from the Academy Strategy, along with targets for improvement. Some actions can be quick and simple. Other actions, however, may have cost implications and will require careful planning. It is, therefore, important that Heads of Academy/School prioritise action for improvement on the basis of:

Taking forward those areas for improvement which are paramount to the learner and need to be addressed immediately.

Rectifying areas for development promptly.

Consolidating strengths.

Identifying areas for improvement to pursue in the long term and for which careful planning is essential

It is expected that there will be specific reference to key areas of action such as improving teaching, learning and assessment, improving outcomes for learners, and improving learner satisfaction. The completed SAR is validated by the link Governors, the Principal, the Vice Principal Learning and Performance, the Quality Officer and, if appropriate, the External Consultant. Any actions from the validation must be completed by the Friday before the Autumn half term break. The Academy Improvement Plan Improvement Plans is updated during the academic year.

5.4.2 College Self Assessment Process

The Vice Principal Learning and Performance will review and report upon performance at course and Academy level at the end of each term. The Vice Principal will produce an annual College Self Assessment and Review report and Improvement plan based upon evidence drawn from the self-assessment process at various levels and other internal and external sources that provide valid verifiable evidence. The plan will also take into account any other national and local priorities that are seen to be key to improving efficiency and effectiveness. The College Self-Assessment Report and Improvement Plan will follow a similar format to the Academy SARs and it will refer to all academic, business support and Cross-College services.


As with the course and Academy reviews the College review will relate to the key questions outlined in the Common Inspection Framework. The College review will cover all the broad headings identified and relate to all areas of the Common Inspection Framework. The overall aim of the review and report will be to answer the question: “How effective and efficient is the provision of education and training in meeting the needs of learners and why?” The monitoring, moderation and validation of the College’s Self Assessment and Review process is the responsibility of the College’s Standards’ Committee. The SAR will be validated by the Standards Committee in November and approved by the Board of Governors in December. The SAR Improvement Plan is closed in the Autumn term of the following year by the Governors.

5.4.3 Governors Self Assessment Process

The Governors self assessment questionnaire is distributed at the October Governors meeting. Governors complete and return their self assessment questionnaire to the Clerk of the Governors. The Clerk to the Corporation writes the self assessment report, which is discussed, approved and graded at the December Governors meeting.

5.4.4 Internal Inspection

Internal Inspections usually take place during November, March and May. Academies/Schools will be inspected on an 18 month cycle. The internal inspection is held over a one week period. Academy/School staff are notified three weeks prior to inspection that the process is taking place. The observation team are allocated different areas to consider within the relevant Academy/School; Course audits, minutes of meetings, stakeholder voices, Improvement Plan (progress to date), statistics, progress against recovery action plans, completion of interview forms audit, course files, marked work, ILPs and feedback from lesson observation forms. An External Inspector is employed for one day during the lesson observation week to undertake at least five observations, and to focus on key areas of an Ofsted inspection. They are also asked to look at any forthcoming issues which may be relevant to the specific academy (i.e. Health and Safety for the Technology Academy). The target is for every member of staff, who teaches on funded courses, to be observed by a member of the lesson observation team. These lesson observations


are scheduled by the Quality Officer, in agreement with each individual lesson observation team member. A selection of learners for the relevant Academy/School will be picked by the Progression Tutor to meet with the Vice Principal Learning and Performance. They will be asked for their opinion on every aspect of the Academy and the comments will be used in the final report for the inspection. A group of staff from the relevant Academy/School will meet with the Principal to discuss retention, achievement of the learners within the College, and course targets. At the end of the process the Internal Inspection team will meet to agree the grading of the Academy/School, in a number of key areas. The Vice Principal Learning and Performance meets with the staff to feedback on the Internal Inspection report.

5.4.5 Interim SARs and review Improvement Plans

This process is to enable everyone to review the year to date, identifying where they already have evidence of strengths, where they still need to do work to be able to provide the evidence at the end of the year, and the progress on the Course Reviews and the Academy/School Improvement plan to date. The outcome from this process should be an updated Improvement Plan for the Academy/School and for each course, and a smaller plan on how to gather evidence for the end of year SAR in areas that are normally difficult to evidence (See Appendix I for the Interim SAR documentation).

5.4.6 Courses in Recovery

‘Recovery’ is a process led by the Vice Principal Learning and Performance to help achieve rapid improvement of under-performing provision. It consists of three stages; Analysis, Action Plan and Monitoring. Analysis: The Vice Principal analyses the success data from Pro Achieve and compares the previous years’ success rates with both the National Average and data from two years ago. This can only be completed once all of the achievements have been uploaded on to the Management Information System for the College. Using defined criteria, courses are put in one of the following categories; ‘Recovery’,’ At Risk’ and ‘To Be Watched’. The criteria for these categories are tightened each year to ensure that the College is continually improving its provision and hence the success rates. Action Plan: Once the courses in Recovery and At Risk have been identified the Head of Academy/School must investigate the causes for under-performance and develop


a Recovery Plan, with the Course Manager, to remove the causes and improve performance during the year. The action plan will be agreed by the Vice Principal Learning and Performance in December, including the timeframe for implementation. See Appendix J for Recovery Action Plan Proforma. Monitoring: The Head of Academy/School and Course Manager will produce progress updates to their plan on a termly basis (February/March and May/June). They will use this update when they meet with the Vice Principal Learning and Performance to monitor the plans. If the Recovery Action Plan is successful and the provision improves its’ performance to acceptable levels, it will leave Recovery. If under performance continues, the Vice Principal Learning and Performance will consider further action or may discontinue the provision.

5.4.7 Vice Principal Learning & Performance and Head of Academy Meetings

These meetings occur once a month with each Head of Academy/School and the Vice Principal Learning and Performance. The process is designed to monitor and review Academy/School performance against planned priorities and targets. Heads of Academy/School will be expected to tailor their approach to fit their own package of courses. As a minimum they should review and report upon: attendance, recruitment, retention and achievement. Evidence should be drawn from a variety of sources.

monthly attendance and retention data; including ‘At Risk’ learners.

monthly course audits

notes and feedback from Academy meetings

feedback from college users, examination, accreditation and funding bodies

direct observation of teaching and learning (see ‘Lesson Observation Policy’)

Internal Inspection report (see ‘Internal Inspection Procedure’)

Action Plans for External Quality Assurance Reports.

The basic agenda for each month can been seen in Appendix K.

5.4.8 Course Audits

The monthly Course Audit should be used to monitor and review the course and learner performance against planned priorities and targets. See Appendix L for what is to be included each month. Evidence should be drawn from a variety of sources:

learner, qualification and programme attendance figures

learner punctuality figures

retention figures

feedback from subject tutors; including functional skills

notes and feedback from course and team meetings


course and learner records

learner feedback from tutorials, consultative meetings and course review questionnaires

feedback from external quality assurance officers

feedback from parents and employers

feedback from ALT staff. Course Audits will be monitored by the Heads of Academy/School and reviewed at the monthly meetings.

5.4.9 Course Audit Review

The structure of the course audits is reviewed annually to ensure it meets the needs of the College, including the staff, Learning and Performance Cycle and the learners. During the review the data obtained is analysed to ensure it is being useful and captured at appropriate times. The review also provides staff with feedback on examples of good practice in both the completion of the audits and the methods for which the course audits are utilised.

5.4.10 Course Reviews (SAR)

The final Course Audit in July forms the basis for the Course Review. This final report should be based upon evidence generated from monitoring and review activities throughout the academic year and be the result of course team consultation. Strengths and areas for development should relate to key questions outlined in the Common Inspection Framework. Course Managers should concentrate upon the questions in Quality of Teaching, Learning and Assessment and Outcomes for Learners. As a minimum they should review and report upon: recruitment, retention and achievement. In addition they should produce a key strengths and areas for development analysis and an Improvement Plan. Copies of all Course Reviews must be available to Heads of Academy/School no later than two weeks after the end of the course or week 35 of the academic core year. The Improvement Plans are updated in November, February and May to ensure the actions are being addressed and improvements are being made. See Appendix M for the Course Review Documentation.


5.5 Teaching and Learning QUICK REFERENCE GUIDE FOR TEACHING AND LEARNING


5.5.1 Induction Plans

Course Manager Vice Principal Learning and Performance

To produce and submit their induction plans for the next academic year, to the Quality Officer (see Appendix N for essential contents)

To audit the induction plans for the next academic year.

July August

5.5.2 Course Handbook Review

Performance Strategic Committee Quality Officer Course Managers

To look at Course Handbook examples and identify what mandatory information needs to be contained in all course handbooks

To produce the list of mandatory course handbook contents and upload it on to Moodle.

To produce their course handbook ensuring that all mandatory contents are included.

July July July

5.5.3 Schemes of Work Submission and Audit

Teaching Staff Quality Officer Teaching Staff

To produce a scheme of work for each unit that they teach, commencing in September, using the College Standard Proforma (see appendix O).

To submit their schemes of work to the Quality Officer for auditing purposes.

To submit schemes of work for units that are commencing later on in the academic year, four weeks (at the latest) after commencement of teaching of the unit, to the Quality Officer.

To monitor the submission of schemes of work and produce reports on progress to date.

To audit the schemes of work, to identify areas of good practice, embedding of equality and diversity etc., as part of a staff development session. (See Appendix P for Scheme of Work Audit documentation).

July September Ongoing September October



5.5.4 Lesson Observations

Lesson Observation Team Quality Officer

Lesson Observation Team Quality Officer Teaching Staff

To identify all staff who require a lesson observation, and schedule the lesson observations for the whole year. A form is submitted to the Quality Officer with this information on it.

To record all scheduled lesson observations and send Outlook invites to the relevant observer from the lesson observation calendar.

To send out an email, one week prior to their observation, giving them their 5 day window of observation. The areas for development form will be sent along with this email, so that staff can review their targets that they wrote from their previous observation.

To email the observer a lesson observation form for the relevant lecturer.

To observe the lesson, completing the lesson observation form, identifying elements of Skills for Life, Equality and Diversity and Sustainability, and any good practice which should be shared.

To give verbal feedback within 48 hours.

To email the Quality Officer the completed lesson observation feedback form within 2 weeks.

To email staff their lesson observation feedback form and their areas for development form.

To log that the lesson observation form has been received on the spreadsheet.

To print out a copy for moderation by the Vice Principal Learning and Performance.

To check, comment and sign their lesson observation form.

From the areas of development identified, set SMART targets to improve their teaching and learning,

September Ongoing Ongoing Ongoing Ongoing



Vice Principal Learning and Performance Quality Officer

and complete the areas for development action plan.

To return both the form and action plan within 7 days of receiving the email.

To moderate each lesson observation form and return to the Quality Officer.

To print out the returned lesson observation form, with comments, and the areas for development action plan.

To copy the moderated lesson observation form for the relevant observer so that they can see the moderation comments.

To collate both the moderation and the teaching staff form and action plan together and log the details on the spreadsheet.

To file the paperwork in the lesson observation folder, under the specific Academy/School.

If a lecturer receives a grade 4, an email is sent to the relevant observer and the Teaching and Learning Coach to arrange an appointment to meet with the relevant member of staff, where an action plan is devised.

To produce a report of lesson observation grades, and completion which is tabled at SMT.

To produce a report on lesson observation grades for Governors.

Ongoing

Ongoing Monthly Termly

5.5.4 Lesson Observation Standardisation

Lesson Observation Team

To meet three times a year to sample completed lesson observations, to ensure standardisation across College.

To review the lesson observation process and paperwork, and agree any amendments that may be required.

November/ February/ June



5.5.5 ILT Action Plan Submission and Update

Quality Officer Teaching Staff Quality Officer Teaching Staff Quality Officer

To send out the ILT Action Plan proforma for teaching staff to complete.

To identify two key ILT priorities for the academic year and complete the ILT Action Plan Proforma (See Appendix Q).

To submit their ILT Action Plan to the Quality Officer

To monitor the submission of ILT Action Plans and produce reports on progress to date.

To review and update their action plan and send the updated version to the Quality Officer.

To monitor the submission of ILT Action Plans and produce reports on progress to date.

September January/ May


PROCESSES FOR TEACHING AND LEARNING 5.5.1 Induction Plans Course Managers are to produce their Induction Plans for the next academic year before the end of the summer term of the year before. These are then to be submitted to the Quality Officer for auditing purposes by the end of the core year. See appendix N for the essential content of induction. 5.5.2 Course Handbook Review It is essential that all learners have access to high quality consistent information at the start of their course and the Course Handbook is the main document for sharing this information. Each July examples of good practice from Course Handbooks will be shared by each of the Heads of Academy at the Performance Committee. Any updated content approved at that committee will be updated in the Document of Standard Contents and made available for everyone on Moodle. 5.5.3 Schemes of Work Submission and Audit It is a requirement that complete Schemes of Work need to be produced by every tutor, for each unit they teach, to show that planning has taken place for the whole year. Schemes of Work need to be produced on the College standard format (See Appendix O). These need to be submitted for auditing purposes before the end of September. If a unit is not being taught during the first term, the Scheme of Work must be submitted to the Quality Officer, four weeks after teaching on the unit has commenced, at the latest. Schemes of Work are audited by both the Quality team and by peers during a staff development session (See Appendix P). 5.5.3 Lesson Observations All staff teaching on funded programmes are observed once a year by their line manager. For recreational staff this is carried out on a four yearly cycle. An email is sent to the member of staff, with a 5 day window, one week prior to the lesson observation taking place. Once the lesson observation has taken place the member of staff will receive verbal feedback from their Line Manager, highlighting examples of good practice and areas for development. The observer will then write up the lesson observation form and forward it to the Quality Officer. The Quality Officer sends one copy for moderation, and emails a copy to the member of staff giving them 7 days to return, with any amendments. A blank action


plan form is also sent to the member of staff to complete setting SMART targets, showing how they plan to work on their areas for development to improve them. Once moderated information from the form is logged on the Lesson Observation Spreadsheet, including grade, areas for development, examples of Skills for Life, Equality & Diversity and Sustainability, and examples of good practice. A lesson observation report is tabled on a termly basis, at the Standards’ Committee, showing the Teaching & Learning grades to date. 5.5.4 Lesson Observation Standardisation Lesson Observation Standardisation meetings are held three times a year to discuss the lesson observation process, and carry out lesson observation sampling, to ensure that the completion of lesson observation forms is standardised across College. 5.5.5 ILT Action Plan Submission and Update At the beginning of the academic year all teaching staff are asked to complete an ILT action plan, identifying two key priorities that they will work towards during the year, relating to ILT in the teaching environment (See Appendix Q). The ILT Action Plan is submitted to the Quality Officer in September. During January and May staff update the action plan with the progress they have made and forward a copy to the Quality Officer to put on file.


5.6 Stakeholder Voice QUICK REFERENCE GUIDE FOR STAKEHOLDER VOICE


5.6.1 Course Review Questionnaires (CRQ)

Performance Strategic Committee Website and ILT Developer Quality Officer Course Managers/ Progression Tutors Quality Officer Head of Academy /School

To discuss the previous academic year CRQ questionnaire and make any additions/deletions or amendments to the questions.

To update the questionnaire as approved by the Performance Strategic Committee.

To inform Course Managers/ Progression Tutors of the questionnaire completion window by email, and putting an announcement in the College diary.

To arrange for all relevant (see below) full-time learners to complete their Course Review Questionnaire as part of their tutorial CRQ 1: new learners only CRQ2: all learners CRQ3: learners who are leaving only

To analyse the results showing those learners that agree and totally agree for each question.

To use the analysis to produce a report to be tabled at Governors.

To use the analysis to inform their Academy Self Assessment Report.

September/ February/ April October/ March/ May Termly July

5.6.2 Academy Council

Course Manager/ Progression Tutor Learner Representative/ Progression Tutor Head of Academy / Learner Representative/ Progression Tutor/Link Administrator

Each course is to nominate one or two learner representatives who will attend the relevant Academy Council.

To discuss with their group, during tutorial, any issues, comments or concerns they would like raised at the Academy Council.

To meet and discuss the arising issues that have been fed back from each group.

Meeting and actions to be minuted by the Link Administrator for the relevant Academy.

October/ November/ January/ March/ May



Head of Academy To deal with any Academy level issues.

To feedback the arising issues at the Performance Strategic Committee

5.6.3 Learner Executive

Academy Council Learner Executive Representatives/ Vice Principal Learning and Performance/ Progression Tutor/Learner Services Manager Vice Principal Learning and Performance

To nominate two representatives from the Academy Council to sit on the Learner Executive.

To meet and discuss Cross College issues, which arose at the individual Academy Councils.

Meeting and actions to be minuted by the Learner Services Manager.

To deal with any Cross College Issues that arise from the Learner Executive.

To feedback the arising issues at the Performance Strategic Committee.

October/ November/ January/ March/ May

5.6.4 Academy Learner Focus Groups

Performance Strategic Committee Head of Academy /School Course Managers

To discuss the previous academic year Learner Focus Group questions and make any additions/deletions or amendments to the questions, to fit in with the Common Inspection Framework.

To hold focus groups with a number of groups of learners to gain feedback on their courses.

To collate the information gained from the learner focus groups.

To present their findings to the Performance Strategic Committee.

To use the analysis to inform their Course Reviews.

October/ January/ May November/ February/ June July

5.6.5 Learner Conference

Vice Principal Learning and Performance/ Quality Officer/ Progression Tutor Quality Officer

To meet to decide which topics are going to be discussed as part of the Learner Conference.

To arrange a suitable date and book a venue.

To publicise the Learner Conference



Quality Officer Progression Tutor Quality Officer Vice Principal Learning and Performance And Others

Quality Officer

to all learners, through Academy Council, Course Managers, Progression Tutors and publicity displayed around the campuses.

To liaise to put together a list of attendees for the conference.

To organise transport from Malvern Campus.

To arrange refreshments for the learners.

To organise the paperwork/resources required for the workshops

To deliver the workshop to the learners, ensuring that learner views are captured on the topics chosen.

To analyse the information gained from the Learner Conference and produce a report from the analysis.

5.6.6 FFE Employer and Learner Responsive Questionnaire

Performance Strategic Committee Quality Officer Heads of Academy Course Managers/

To agree timeframe for the FFE Employer and Learner Responsive Questionnaire to take place

To ensure that the FFE Employer and Learner Responsive Questionnaire is accessible for all users to access.

To publicise that the FFE Employer and Learner Responsive Questionnaire is available and needs to be completed by all learners and employers, and to send out comprehensive instructions on how to access the questionnaire.

To monitor the number of completions for both learners and employers.

To inform their staff that all learners and employers are required to complete the questionnaire within the agreed timeframe.

To ensure that all of their learners/ employers complete the

December December January January January January



Progression Tutors/Assessors/ Work Based Learning Team

questionnaire within the given timeframe.

5.6.7 Employers Survey

Work Based Learning Team Quality Officer/ Vice Principal Learning and Performance Quality Officer Assessors Quality Officer

To send the Quality Officer a list of employers that the College has worked with from 1 August, within any given year, including the name of the assessor allocated to the company.

To update the questionnaire and covering letter to send out to employers, ensuring all information required, will be captured.

To produce the mailshot, including the questionnaire, covering letter and freepost envelope.

To distribute the mailshot to the relevant assessors.

To distribute the questionnaire to their employers during their visits.

To analyse the questionnaires that are returned, and produce a report for the assessors, work based learning team and marketing.

To produce a report to be an agenda item at the Governors meeting.

April April May May May July October

5.6.8 Parent/ Guardian Survey

Quality Officer To create a questionnaire and covering letter to send out to parent/guardians, to capture information on the College’s current service, and suggestions on how it can be improved.

To produce the mailshot, including the questionnaire, covering letter and freepost envelope, and send to parents/guardians.

To analyse the questionnaires that are returned, and produce a report for SMT.

To produce a report to be an agenda item at the Governors meeting.

March April July October


PROCESSES FOR STAKEHOLDER VOICE

The stakeholders are a valuable source of evidence for evaluating the College. The College seeks their view through:

5.6.1 Course Review Questionnaires (CRQ) The learners are asked to complete 3 questionnaires throughout the year. The first review (CRQ1) seeks the views of the learners on the application, interview and induction process (to be completed by first years only). The second review (CRQ2) seeks the views of the learners on the course; specifically the teaching and learning (to be completed by all learners). The third review (CRQ3) seeks the views of the learners on the whole course and their plans for the future (to be completed by learners who are finishing their course). The questionnaire results are analysed and presented in a spreadsheet report. The analysis is then used to inform the Academy and College SARs. The information is also tabled at the Standards Committee. The comments that the learners make as part of this process are analysed, and any learner comments that the College can implement to improve the College life are actioned. 5.6.2 Academy Council Each course nominates a Learner Representative. During a tutorial session the learner representative will talk to their peers, about any issues/concerns they wish to feedback to the Academy Council. The Progression Tutor will help them to do this. Each Head of Academy/School will hold Academy Councils five times a year, where a learner representative from each course within their area, will be invited to attend. The Progression Tutor will be present, along with the Link Administrator, who will take notes. The learner representative will disseminate the feedback they have received from their group. The Head of Academy will deal with any issues that are concerning things within the Academy. From the Academy Council, two representative (not from the same course) will be nominated to sit on the cross College Learner Executive. Following the meeting the minutes and actions are taken to the Performance Strategic Committee, where the Heads of Academy discuss any actions. The learners will receive feedback to all comments/concerns, so that they can feedback to their individual groups.


5.6.3 Learner Executive Two representatives from each Academy Council (not from the same course) will attend five meetings a term of the Learner Executive. They will meet with the Vice Principal Learning and Performance, the Learner Services Manager and the Progression Tutor responsible for Learner Executive. This meeting will be to discuss cross College issues, which could not be dealt with at Academy Council level. The Learner Services Manager will take minutes, which will be taken to the Performance Strategic Committee for discussion. The learners will receive feedback to all comments/concerns, so that they can feedback to their individual groups. 5.6.4 Academy Learner Focus Groups Each term the Head of Academy/School will meet with a sample of learners to discuss Academy/School specific feedback. There are standard questions that Heads of Academy/School can follow, but learners are encouraged to make their own comments on the theme for the term; as per the Course Review Questionnaires. The Heads of Academy/School must present a report on their feedback, and any actions required, to the Performance Strategic Committee. 5.6.5 Learner Conference A Learner Conference is run during the Spring Term, where two learners from each course are invited to attend. The one day conference has a number of workshops regarding relevant topics that have arisen during the year. It gives the learners the opportunity to provide their input on things which will effect the learners the following year. Topics have included Quality, Student Council and the South Worcestershire College Way. 5.6.6 FFE Employer and Learner Responsive Questionnaire Each year the Framework for Excellence run a questionnaire for all learners and employers to complete from November to May. This allows them to measure learner and employer satisfaction rates relating to the Framework. The College is given a target number of completions that it must reach. The feedback is analysed by the Skills Funding Agency and published. 5.6.7 Employer Survey The College sends out a survey to all employers that it has worked with during the academic year. This enables the College to become aware of the level of service that the College is currently providing to employers, and how we can improve our service. A report is written from the feedback, which is tabled at SMT and Governors.


5.6.8 Parent/Guardian Survey To improve the communication and relationship with Parents/Guardians the College carries out a survey to gain their opinions. There is an opportunity for Parents/Guardians to give ideas on how communication from the College can be improved. These comments are taken into account and used to improve the Colleges’ working relationship with Parents/Guardians.


5.7 Guidance for Business Support Managers (To be agreed 2012/2013) QUICK REFERENCE GUIDE FOR BUSINESS SUPPORT MANAGERS


5.7.1/5.7.2 Business Support Self-Assessment Report

Business Support Teams Business Support Manager

To meet three times a year to set, monitor and review priorities, targets and service standards.

From the Target Setting Meetings, the Business Support Manager will write a Self-Assessment Report for their individual department, reviewing progress towards targets, identifying strengths and areas for development and creating an action plan for the next academic year. See Appendix R for the Business Support Self Assessment Report Proforma.

????? Should this be included in Cycle

PROCESSES FOR BUSINESS SUPPORT MANAGERS

5.7.1 Business Support Quality Assurance Cycle All Business Support Managers are required to follow an annual cycle of quality assurance planning, delivery and review using the standard procedures and reports. 5.7.2 Business Support Quality Process Business Support teams are required to meet formally at least three times a year to set, monitor and review priorities, targets and service standards. The final meeting will be convened at the end of the Summer Term when each team will:

Undertake a review of targets

Review progress against targets

Consider additional achievements/improvements affected during the year

Undertake an analysis of strengths and Areas for Development

Consider evidence arising from customer feedback (both internal and external)

Consider any potential changes or improvements to the service

Set targets and priorities for the next year The Business Support Manager will then complete the standard annual self-assessment report form (See Appendix R) which reviews progress towards targets, identifies strengths and Areas for Development and provides a focused action plan for the next cycle.


6. RELEVANT DOCUMENTATION

The following College documents should be used in conjunction with this handbook:

Journey to Outstanding Strategic Plan

Teaching and Learning Policy

Attendance and Punctuality Policy

Internal Verification Policy - Competence Based Programmes

Internal Verification Policy - Vocationally Relevant Programmes

Lesson Observation Policy

Internal Inspection Procedure

Single Equality Scheme

Academy Self Assessment and Review Proforma

College Self Assessment and Review Proforma

Learner Reference Policy

Appendix A

Page 58 of 126 Learning and Performance Handbook 2012-13

Course Management File Contents 2012/2013

Section 1: Course Approval Awarding Body Approval Course Validation Approval/Action Plan/Sign Off Rules of Combination (if appropriate) Copy of Prospectus Entry Copy of Website Entry

Section 2: Quality Documents Curriculum Rollover Course Review (Current and Previous Year) Course Audits Internal Inspection Reports Recovery/At Risk Action Plans and Updates CRQ (and action as appropriate) (Current & Previous Year( Learner Focus Group Notes Academy Council/Learner Executive (if appropriate) Compliments, Complaints and Comments

Section 3: Course Organisation Timetable Schemes of Work Course Team Allocation of hours cross referenced to unit delivery. Induction Documentation Learner Kit/Materials Assessment/Assignment Schedule/Plan

Section 4: Current Learner Information Class List/Enrolment Numbers Learner Photographs/Pen Profiles Awarding Body Registration Numbers for all qualifications

relevant to the Course Learning Support Results - Initial Assessment/Diagnostic

Assessment Qualification Confirmation Documentation Leaver Records (Withdrawal Forms) Letters to Parents/Learners Learner Destinations Learner Representatives/Ambassadors Course Related Rotas (as appropriate)


Section 5: Health & Safety Health & Safety Induction Details List of PEEPs Risk Assessment of Learner Risk Assessment relevant to Course

Section 6: Learner Achievement/Tracking

Assessment/Assignment Tracking for current year (as appropriate)

Achievement Statistics (current & previous years) Nominations for Learner Awards

Section 7: Record of Team Meetings Section 8: Tutorial

Scheme of Work Relevant Enrichment Calendar

Section 9: Course Enrichment Activities

Planned Schedule of Activities Guest Speakers/Activities Visits documentation (Details of trip, Risk Assessment, Health &

Safety) Placements (Details of Placements, Health & Safety Checks)

Section 10: Staff Development Programme

(To support quality of Teaching & Learning) (as appropriate) Section 11: Course Handbook Section 12: Miscellaneous


South Worcestershire College Withdrawal or Transfer Form

Please indicate () if this is a Withdrawal or Transfer: Withdrawal Transfer

Learner First Name Learner Surname Date of Birth

DAY MONTH YEAR

Qualification/s or Whole Programme Title (including course code):

Last date of attendance as per the register DAY MONTH YEAR

Reason for withdrawal: Comments: (If a withdrawal please include what actions you have taken to prevent this withdrawal). (If a transfer please indicate the new course and/or qualification).

Course related difficulties

Dissatisfaction with the course

Academic failure

Illness/medical reasons

Personal/family reasons

To take up employment

To do with the employer

Disciplinary reasons

Not known to the College

Other

Learner Support (to be completed by the Learner)

Would you like the College to arrange an interview with Support Guidance & Skills Service?

Have you had an Exit Interview with the Course Manager?

Have you had an Exit Interview with the Head of Academy?

Learner Signature: Date:

Course Manager Signature: Date:

Head of Academy Comments:

Head of Academy Signature: Date:

Please complete this form and pass to your Head of Academy to sign. Your Head of Academy will then pass to MIS for processing.

OFFICE USE ONLY:

Copied to C. Manager

Copied to Curriculum Admin

Emailed A. Craghill

Sent to L. Powell (Malv Only)

Appendix B

South Worcestershire College


Appendix C

Ongoing Review of Learner Progress: Cause for Concern

Learner Course

Course Manager Lecturer Date

Give brief details of concern. If this relates to absence, please provide times and dates. If some other concern (e.g. attitude, personal, ability) then provide sufficient information to enable the Course Manager/Tutor to discuss the matter with the learner and take appropriate action

Action to be taken (To be completed by the Course Manager and placed in the Learner Record File)

Discussed with learner and will review in the future

Time scale agreed Yes No

If yes, when is the next review?

Other action(s) taken (please give brief details)

Functional Skills: Group Progress Report - English MIS Course Reference Date of Report

Course Manager Functional Skills Tutor

Please show when your learners will be taking the tests (leave blank if not entered yet), plus details of all components passed. Notes/comments should indicate any learners at risk because of low attendance, behaviour, attitude etc.

Learner name Attendance Level Reading test

window (month)

Passed

Writing test window (month)

Passed

Presentation passed

Discussion passed

Formal Discussion

Passed

Progressing? Date

Effective From

Notes/comments

Please pass to the Head of Academy/School if learners are progressing for authorisation. Head of Academy Signature: _____________________________________ Date: _______________

Appendix D

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Functional Skills: Group Progress Report - Mathematics

MIS Course Reference Date of Report


Please show when your learners will be taking the tests (leave blank if not entered yet), plus details of components passed. Notes/comments should indicate any learners at risk because of low attendance, behaviour, attitude etc.

Learner name Attendance Level Test window

(month) Passed

Progressing? Date

Effective From

Notes/comments


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Functional Skills: Group Progress Report – Information Communication Technology MIS Course Reference Date of Report


Please show when your learners will be taking the tests (leave blank if not entered yet), plus details of components passed. Notes/comments should indicate any learners at risk because of low attendance, behaviour, attitude etc.

Learner name Attendance Level Test window

(month) Passed

Progressing? Date

Effective From

Notes/comments


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Appendix E


Reference Reference for: Date of Birth: Reference Request from: Qualifications Achieved whilst at South Worcestershire College:

Qualification Date Achieved or yet to sit

Grade Actual/ Predicted (A/P)

Attendance: % Punctuality: %

Approach to learning:- Please tick on the scale of 1 to 4, where 1 is good and 4 is poor.

1 2 3 4

Motivation in Lessons

Behaviour

Communication Skills

Working with Others

Reliable

Well Presented

Meeting Deadlines

Respectful towards Staff/Others


Positions/Involvement within College (i.e Academy Council/Award Winner):

Further comments:

Suitability for this Position/Course(please tick):- Yes No If no, please state reasons:-

Referee Signature: Name (Please Print)

Position:

Contact Number: Date:

Head of Academy Signature:


New Course Validation Before a new course or qualification, or a course/qualification that had originally been stopped due to quality reasons, can be offered to learners it most undergo a validation process. This process is completed in two stages – Validation of Appropriateness of the Course and Validation of the Quality of the Course. Validation of the Appropriateness of the Course This process will be completed during the Business Planning process, or prior to the marketing of a new qualification in the work place. Until it has been signed off by the Principalship, the course/qualification must not be offered to learners or included in any marketing materials.

Topic

Suggested responsibility

Qualification

Qualification Details Course Team

Planned Start Dates Course Team

Market Research

Rationale for the Course/Qualification (e.g. Market Needs Analysis) Course Team

Progression Plans (Higher Education and Employment) Course Team

Impact on other Curriculum HoA

Resources

Staffing (including Staff Development) HoA

Rooming / Off site facilities HoA

Physical HoA

Requirements from other Areas of the College (i.e. ALT, LSC, LRC, Marketing, MIS, Premises)

HoA

Money

Income HoA

Investment Return Analysis HoA

For courses run at a College campus - This process needs to be completed by March 31st in any Academic Year to be able to offer the provision for the following September at the earliest For roll-on/roll-off courses – This process needs to be completed before the course /qualification can be marketed.

Appendix F


Validation of the Quality of the Course When the Initial validation process has been approved by the Principalship, the quality of the course needs to be validated. This process will require the Head of Academy and proposed course manager/tutor to build a course file of information which needs to be sent to the Quality Officer. The Vice Principal Learning and Performance, the Quality Officer and another Head of Academy will meet with the Head of Academy and Course Manager presenting the proposal. The following are essential for validation, but more information can be presented:

Topic

Suggested responsibility

Programme approval

Awarding body approval HoA

Awarding body programme specification details and approval dates Course leader

Budget HoA

Marketing

Proposed prospectus entry HoA

Course structure

Staff list: personal tutor, teachers and modules HoA

Staff profiles showing course specific qualifications Team

Diagram of course structure showing modules, core / optional units, sequence of teaching across all programme

Course leader

Calendar of key dates: IV standardisation meetings, team meetings, course exam board, catch up weeks, termly course review dates, learner/parent/employer/ carer review meetings, teaching and learning survey/focus groups

HoA

Arrangements for submission of learner work HoA

Planned Timetable HoA

On Programme Information

Example Scheme of work/Example assessment planner Team

Assignment / Assessment schedule Course leader

Sample assignment and reference to where all assignments are stored Course leader

Arrangements for retaining learner work according to college and awarding body requirements

HoA

Example of VLE extract to ensure learners can catch-up with missed work

IV team structure HoA

IV strategy HoA

Example IV sampling plan IV

Resources and accommodation

Learner handbook Course leader

Reading / ILT list Course leader

Specialist resources required for this course Course leader

For courses run at a College campus - This needs to be validated by June 30th at the latest to be able to continue with the offer in the following September. For roll-on/roll-off courses – This process needs to be completed before the course /qualification can enrol the first learner.

Outstanding External Assurance Report Actions Update

Qualification: __________________________________________________________ Date of External Assurance Report: ________________ External Moderator: _____________________________________ Staff Member: ________________________________________________

Action Identified To be Completed (By Who/When)

Progress to Date

Signed: ______________________________________________ Date form completed: _______________________________ Agreed by Head of Academy – Signed: ________________________________________

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Appendix G

Appendix H


Academy of ?

SELF ASSESSMENT REPORT

2011/12


Contents

Contextual Introduction to Academy

Summary of Academy Self Assessment Grades

Outcomes for learners

Quality of Teaching, Learning and Assessment

Effectiveness of Leadership and Management

Academy Self Assessment A. Outcomes for learners

A1. Achieve and make progress relative to their starting points

A2. Achievement gaps are narrowing between different groups of learners

A3. Develop personal, social and employability skills

A4. Progress to courses leading to higher-level qualifications and jobs

B. The Quality of Teaching, Learning and Assessment

B1. Benefit from high Expectations, engagement, care, support and motivation

B2. Staff use skills and expertise in teaching, learning and support

B3. Staff set challenging and extending targets form initial point

B4. Understand how to improve following feedback from staff

B5. Develop English, mathematics and functional skills to support achievement

B6. Appropriate and timely IAG supports learning

B7. Equality and Diversity are promoted through teaching and learning

C. Effectiveness of Leadership & Management

C1. Ambitious vision, high expectations for all learners, high standards of quality

C2. Improve teaching and learning through performance management and CPD

C3. Evaluate quality through robust Self Assessment

C4. Successfully plan & manage curriculum to meet learners & employers needs

C5. Promote equality & diversity, tackle discrimination & narrow achievement gaps

C6. Safeguard all learners

Academy Improvement Plan

Academy Self Assessment Summary (for inclusion in the College SAR)


Contextual Introduction to Academy (To include Subject Sector Details and top level qualification details)


Common Inspection Framework Self Assessment Grades Aspects Grade

2010/11 Grade

2011/12 A. Outcomes for learners

B. Quality of Teaching, Learning and Assessment

C. Effectiveness of Leadership and Management

Subject Sector Areas Grade 2010/11

Grade 2011/12

1. Health, Public Services and Care

2. Science and Mathematics

3. Agriculture, Horticulture and Animal Care

4. Engineering and Manufacturing Technologies

5. Construction, Planning and the Built Environment

6. Information and Communication Technology

7. Retail and Commercial Enterprise

8. Leisure, Travel and Tourism

9. Arts, Media and Publishing

10. History, Philosophy and Theology

11. Social Sciences

12. Languages, Literature and Culture

13. Education and Training

14. Preparation for Life and Work

15. Business, Administration and Law

*Delete as applicable

Updated 2010/11 Academy Improvement Plan

Outcomes of Learners

Ref. Objective Actions Planned Measurable Outcome Staff Responsible

When Outcome

The Quality of Provision


When Outcome

Leadership and Management


When Outcome

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A. Outcomes for learners Grade ? Success Rate Tables for 16-18, 19+, work based learning and 14-16 (High performance is in bold and areas of concern in red) 14-16

Subject Level 2009/10 2010/11 2011/12

Start Success Starts Success Starts Success

Level 1

16-18 19+

Notional Level

Exp End Year

Starts - transfers

Academy Rate

National Rates Diff

Starts - transfers

Academy Rate

National Rates Diff

1 Long 09/10

1 Long 10/11

1 Long 11/12

Du

r

Qualification

Exp

En

d Y

ear

Star

ts N

o-T

ran

sfer

s

Succ

ess

%S

Nat

ion

al A

vera

ge S

ucc

ess

%

Succ

ess

– N

atio

nal

Av

Succ

ess

%

Ret

enti

on

No

Ret

enti

on

%

Nat

ion

al A

vera

ge

Ret

enti

on

%

Ret

enti

on

- N

atio

nal

Av

Ret

enti

on

%

Ach

ieve

men

t N

o

Ach

ieve

men

t %

Nat

ion

al A

vera

ge

Ach

ieve

men

t %

Ach

ieve

men

t -N

atio

nal

Av

Ach

ieve

men

t %

16-18

19+


Level 2

16-18 19+

Notional Level

Exp End Year

Starts - transfers

Academy Rate

National Rates Diff

Starts - transfers

Academy Rate

National Rates Diff

2 Long 09/10

2 Long 10/11

2 Long 11/12

Du

r

Qualification

Exp

En

d Y

ear

Star

ts N

o-T

ran

sfer

s

Succ

ess

%S

Nat

ion

al A

vera

ge S

ucc

ess

%

Succ

ess

– N

atio

nal

Av

Succ

ess

%

Ret

enti

on

No

Ret

enti

on

%

Nat

ion

al A

vera

ge

Ret

enti

on

%

Ret

enti

on

- N

atio

nal

Av

Ret

enti

on

%

Ach

ieve

men

t N

o

Ach

ieve

men

t %

Nat

ion

al A

vera

ge

Ach

ieve

men

t %

Ach

ieve

men

t -N

atio

nal

Av

Ach

ieve

men

t %

16-18

19+

Level 3

16-18 19+

Notional Level

Exp End Year

Starts - transfers

Academy Rate

National Rates Diff

Starts - transfers

Academy Rate

National Rates Diff

3 Long 09/10

3 Long 10/11

3 Long 11/12


Du

r

Qualification

Exp

En

d Y

ear

Star

ts N

o-T

ran

sfer

s

Succ

ess

%S

Nat

ion

al A

vera

ge S

ucc

ess

%

Succ

ess

– N

atio

nal

Av

Succ

ess

%

Ret

enti

on

No

Ret

enti

on

%

Nat

ion

al A

vera

ge

Ret

enti

on

%

Ret

enti

on

- N

atio

nal

Av

Ret

enti

on

%

Ach

ieve

men

t N

o

Ach

ieve

men

t %

Nat

ion

al A

vera

ge

Ach

ieve

men

t %

Ach

ieve

men

t -N

atio

nal

Av

Ach

ieve

men

t %

16-18

19+

Level H

16-18 19+

Notional Level

Exp End Year

Starts - transfers

Academy Rate

National Rates Diff

Starts - transfers

Academy Rate

National Rates Diff

H 09/10

H 10/11

H 11/12

Du

r

Qualification

Exp

En

d Y

ear

Star

ts N

o-T

ran

sfer

s

Succ

ess

%S

Nat

ion

al A

vera

ge S

ucc

ess

%

Succ

ess

– N

atio

nal

Av

Succ

ess

%

Ret

enti

on

No

Ret

enti

on

%

Nat

ion

al A

vera

ge

Ret

enti

on

%

Ret

enti

on

- N

atio

nal

Av

Ret

enti

on

%

Ach

ieve

men

t N

o

Ach

ieve

men

t %

Nat

ion

al A

vera

ge

Ach

ieve

men

t %

Ach

ieve

men

t -N

atio

nal

Av

Ach

ieve

men

t %

16-18


Du

r

Qualification

Exp

En

d Y

ear

Star

ts N

o-T

ran

sfer

s

Succ

ess

%S

Nat

ion

al A

vera

ge S

ucc

ess

%

Succ

ess

– N

atio

nal

Av

Succ

ess

%

Ret

enti

on

No

Ret

enti

on

%

Nat

ion

al A

vera

ge

Ret

enti

on

%

Ret

enti

on

- N

atio

nal

Av

Ret

enti

on

%

Ach

ieve

men

t N

o

Ach

ieve

men

t %

Nat

ion

al A

vera

ge

Ach

ieve

men

t %

Ach

ieve

men

t -N

atio

nal

Av

Ach

ieve

men

t %

19+

Short

16-18 19+

Notional Level

Exp End Year

Starts - transfers

Academy Rate

National Rates Diff

Starts - transfers

Academy Rate

National Rates Diff

Short 09/10

Short 10/11

Short 11/12

Du

r

Qualification

Exp

En

d Y

ear

Star

ts N

o-T

ran

sfer

s

Succ

ess

%S

Nat

ion

al A

vera

ge S

ucc

ess

%

Succ

ess

- N

atio

nal

Av

Succ

ess

%

Ret

enti

on

No

Ret

enti

on

%

Nat

ion

al A

vera

ge

Ret

enti

on

%

Ret

enti

on

- N

atio

nal

Av

Ret

enti

on

%

Ach

ieve

men

t N

o

Ach

ieve

men

t %

Nat

ion

al A

vera

ge

Ach

ieve

men

t %

Ach

ieve

men

t -N

atio

nal

Av

Ach

ieve

men

t %

16-18

19+

Very Short

16-18 19+

Notional Level

Exp End Year

Starts - transfers

Academy Rate

National Rates Diff

Starts - transfers

Academy Rate

National Rates Diff


Very Short 09/10

Very Short 10/11

Very Short 11/12

Du

r

Qualification

Exp

En

d Y

ear

Star

ts N

o-T

ran

sfer

s

Succ

ess

%S

Nat

ion

al A

vera

ge S

ucc

ess

%

Succ

ess

- N

atio

nal

Av

Succ

ess

%

Ret

enti

on

No

Ret

enti

on

%

Nat

ion

al A

vera

ge

Ret

enti

on

%

Ret

enti

on

- N

atio

nal

Av

Ret

enti

on

%

Ach

ieve

men

t N

o

Ach

ieve

men

t %

Nat

ion

al A

vera

ge

Ach

ieve

men

t %

Ach

ieve

men

t -N

atio

nal

Av

Ach

ieve

men

t %

16-18

19+


Work Based Learning Apprenticeships 2009/10 2010/11 2011/12

SSA Frameworks

Age

Ban

d

Leav

ers

Co

llege

Leav

ers

Co

llege

Leav

ers

Co

llege

Nat

ion

al

Dif

f

SFC

Overall

Apprenticeship 16-18

Advanced Apprenticeship 16-18



Timely





SFC

Overall





Timely





Work Based Qualifications

Timely Success Rate 2009/10 2010/11 2011/12

SSA Frameworks

Leav

ers

Co

llege

Leav

ers

Co

llege

Leav

ers

Co

llege

Nat

ion

al

Dif

f

SSA

Level 2

Full Level 3

Other

Level 2

Full Level 3

Other

Level 2

Full Level 3

Other


Equality and Diversity Data (Where there is a variation of less than 5%, it is deemed that this is not significant)

Mode of Attendance

Long Level

Mode of Attendance

2009/10 2010/11 2011/12

Starts Academy

Rate Starts

Academy Rate

Starts Academy

Rate National

Rate Diff

Level 1

Full-time Full Year

Full-time Part Year

Part-time other

Part-time distance learning

Part-time evening

Level 2

Full-time Full Year

Full-time Part Year

Part-time other


Part-time evening

Level 3

Full-time Full Year

Full-time Part Year

Part-time other


Part-time evening

Gender

Long Level

Gender 2009/10 2010/11 2011/12

Starts Academy

Rate Starts

Academy Rate

Starts Academy

Rate National

Rate Diff

Level 1

Male

All

16-18

19+

Female

All

16-18

19+

Level 2

Male

All

16-18

19+

Female

All

16-18

19+

Level 3

Male

All

16-18

19+

Female

All

16-18

19+


Disability and/or Learning Difficulties

Long Level

Disability and/or Learning Difficulty

2009/10 2010/11 2011/12

Star

ts

Co

llege

Rat

e

Star

ts

Co

llege

Rat

e

Star

ts

Co

llege

Rat

e

Nat

ion

al

Rat

e

Dif

f

Level 1

Has Difficulty/Disability/heath problems

No Difficulty/Disability/heath problems

No Information Provided

Level 2




Level 3




Ethnicity

Long Level

Ethnicity

2009/10 2010/11 2011/12

Starts College

Rate Starts

College Rate

Starts College

Rate National

Rate Diff

Level 1

Any Other

Bangladeshi

Black African

Black Other

Chinese

Indian

Mixed

Other Asian

Unknown

White

Level 2

Any Other

Black African

Bangladeshi

Indian

Mixed

Other Asian

Pakistani

Unknown

White

Level 3

Any Other

Black African

Indian

Mixed

Other Asian

Pakistani

Unknown

White


Outcome for Learners - Key Strengths A1. All learners achieve and make progress relative to their starting points and learning goals.

In making a judgement about this, consider:

Learners attain their learning goals, including qualifications, and achieve challenging targets

Learners’ work meets or exceeds the requirements of the qualifications, learning goals or employment

Learners enjoy learning and make progress relative to their prior attainment and potential

Learners make progress in learning sessions and/or in the work place, and improve the quality of their work

Learners attend, participate in, arrive on time and develop the right attitudes to learning

Strengths Evidence of Performance Source of Evidence

A2. Achievement gaps are narrowing between different groups of learners In making a judgement about this, consider:

Any significant variations in the achievement of different groups of learners

Learners’ progress during their programme compared with their starting points, with particular attention to progress by different groups of learners


A3. Learner develop personal, social and employability skills In making a judgement about this, consider:

The development of English, mathematics and functional skills required to complete learners’ programmes and progress

The achievement of additional qualifications and/or experience gained in the workplace

Broader skills relevant to learners’ progression and career aims, such as communication, teamwork, leadership, taking responsibility, reflective thinking, problem solving, independent enquiry and employability.


A4. Learners progress to courses leading to higher-level qualifications and into jobs that meet local and national needs In making a judgement about this, consider:

How well learners progress to further learning and employment or gain promotion

How well learners develop an understanding of careers and progression opportunities, and their ability to benefit from training and development opportunities

Learners’ acquisition of qualifications and the skills and knowledge that will enable them to progress to their chosen career, employment and/or further education and training

Learners’ progression routes, and the extent to which these meet local and national


priorities

The extent to which learners with severe and complex learning difficulties gain skills and progress to become more independent in their everyday life.



Outcome for Learners - Areas for Improvement CIF Ref

Areas for Improvement Evidence of Performance Sources of Evidence


B. Quality of Teaching, Learning and Assessment Grade ?

Quality of Teaching, Learning and Assessment - Key Strengths B1. Learners benefit from high expectations, engagement, care, support and motivation from

staff In making a judgement about this, consider:

How well teaching and learning methods – including training, coaching and mentoring – inspire and challenge all learners and enable them to extend their knowledge, skills and understanding

The extent to which teaching, training and coaching encourages and develops independent learning

Whether high but realistic expectations are used to motivate learners

How well learners are cared for and supported to achieve their learning goals

Whether procedures to monitor learners’ participation, progress and attendance lead to prompt action to address identified problems.


B2. Staff use their skills and expertise to plan and deliver teaching, learning and support to meet each learner’s needs In making a judgement about this, consider:

How learning is planned to meet individual learners’ needs and makes best use of staff knowledge and skills

How effectively and creatively staff use resources, including accommodation, equipment and technology, and specialist advice and guidance to promote and support learning

The relevant qualifications, training and experience of teachers, trainers, assessors, coaches and support staff

The attention that is paid to the quality and safety of learning resources, particularly in specialist areas and practical settings

How effectively learning is monitored during sessions, including where learners are receiving additional learning support

The promotion and development of independent learning skills, for example, through the use of a range of technologies, including a virtual learning environment.


B3. Staff initially assess learners’ starting points and monitor their progress, set challenging tasks, and build on and extend learning for all learners In making a judgement about this, consider how well:

Learners’ additional support needs are quickly and accurately identified early in their programme through effective initial assessment, leading to appropriate planning and support throughout the duration of their programmes

Staff work with learners to develop individual learning plans that are regularly informed by ongoing assessment


Learners are set challenging short- and longer-term learning goals that are reviewed and updated regularly

Staff assess learners’ performance and progress, and monitor assessment practices to ensure they are timely, regular, fair, informative and reliable

Planned assessment/assignment activities build on previous knowledge and extend learning for all learners.


B4. Learners understand how to improve as a result of frequent, detailed and accurate feedback from staff following assessment of their learning In making a judgement about this, evaluate:

The extent to which learners understand their progress towards their learning goals and what they need to do to improve

How well learning objectives are understood by learners and progress is recorded in feedback to learners

The feedback on learners’ work, such as the accuracy and consistency of marking, and the correction of spelling, grammatical errors and inaccuracies

Learners’ understanding of what they have to do to improve their skills and knowledge, which is checked and reflected in subsequent tasks and activities.


B5. Teaching and learning develop English, mathematics and functional skills, and support the achievement of learning goals and career aims In making a judgement about this, evaluate the extent to which:

Teaching and learning supports learners to develop the English, mathematics and functional skills they need to achieve their main learning goals and career aims

Learners’ progress in literacy, numeracy, language and functional skills is monitored and reviewed, and their work is marked carefully

Learners appreciate the importance of improving their English, mathematics and functional skills as appropriate, in the context of their learning goals and life ambitions.


B6. Appropriate and timely information, advice and guidance supports learning effectively In making a judgement about this, consider the effectiveness of:

Timely information, advice and guidance provided to learners on their next steps in training, education and employment

The provider’s pre-course information and advice and that provided through links with other relevant organisations

Guidance and induction to introduce learners to the structure and demands of their


programme, and their rights and responsibilities as a learner

Planning to provide coherent progression routes for learners.


B7. Equality and diversity are promoted through teaching and learning

In making a judgement about this, evaluate how well:

Teaching, learning and assessment promote equality, support diversity and tackle discrimination, victimisation, harassment, stereotyping or bullying

Staff use materials and teaching methods that foster good relations and are sensitive to and promote equality of opportunity

Staff are aware of and plan for individual needs in teaching sessions.



Quality of Teaching, Learning and Assessment - Areas for Improvement CIF Ref



C. Effectiveness of Leadership and management Grade ?

Effectiveness of Leadership and management - Key Strengths C1. Leaders and managers demonstrate an ambitious vision, have high expectations for what

all learners can achieve, and attain high standards of quality and performance In making a judgment about this, consider:

The clarity of vision, corporate mission and strategic direction demonstrated and implemented by leaders and governing or supervisory bodies (if applicable) that aspire excellence, sustain improvement and raise expectations for all users

How well leaders promote the ambition of high achievement for all learners

How well leaders raise standards through clear and realistic strategies for planning, developing and improving learning programmes and services

Whether demanding targets are set and met throughout the organisation, and quality and performance are monitored rigorously

How well staff at all levels demonstrate high ambitions for all learners and a commitment to securing sustained improvement.


C2. Leaders and managers improve teaching and learning through rigorous performance management and appropriate professional development In making a judgement about this, evaluate the extent to which:

Strategies are effective in improving the standard of teaching, learning and assessment

Leaders and managers constantly review and develop the performance of teachers and trainers through dialogue, coaching, mentoring and support and training

Systematic and rigorous performance management is effective, including using appropriate procedures for tackling underperformance

Leaders, governors and supervisory bodies (where appropriate) monitor the quality of the experience provided for learners and their outcomes

Leaders seek out and share best practice contributing to a coherent programme of professional development

Resources, including staff, accommodation, facilities and technologies, are developed and used to support learning

Managers ensure that staff have the experience and skills needed to carry out their roles.


C3. Leaders and managers evaluate the quality of the provision through robust self-assessment, taking account of users’ views, and use the findings to promote and develop capacity for sustainable improvement In making a judgement about this, consider:

The provider has a sound track record of improvement and has developed the capacity to sustain improvement

Leaders and managers evaluate the quality of any subcontracted provision through


rigorous self-assessment, taking account of users’ views, and use the findings to promote and develop capacity for sustainable improvement

There are effective arrangements for quality assurance that maintain high standards and identify and tackle underperformance

The provider’s self-assessment process is rigorous and the subsequent evaluations are appropriately detailed and accurate

Learners are fully engaged in reviewing, reflecting on and improving provision

The analysis and evaluation of data on learners’ performance, progress and progression are used effectively to improve standards

Quality improvement plans include ambitious and realistic targets, and associated actions that show how the provision will be developed for learners

The implementation and impact of actions to improve quality are monitored and evaluated.


C4. Leaders and managers successfully plan, establish and manage the curriculum and learning programmes to meet the needs and interests of learners, employers and the local and national community In making a judgement about this, consider:

How well data and information on learners’ and employers’ needs, and local and national priorities, are used to review and plan the provision

Whether learning programmes are accessible in terms of timing, location, mode of delivery and duration, and are structured to provide a coherent and substantive course of study at different levels with a variety of interesting and useful activities to meet learners’ individual needs, including for those under-represented in learning and those with learning difficulties and/or disabilities

Whether learning programmes contain appropriate attention to improving learners’ English, mathematics and functional skills and ensuring development of their employability skills

The effectiveness of curriculum management in ensuring that the range, content and flexibility of the learning offer provides all learners with choice and opportunities for progression to higher levels of study and employment

The extent to which learners are on the appropriate courses or learning programmes

How well learning programmes are planned and managed

The flexibility of arrangements for training and assessment to suit learners’ and employers’ needs.


C5. Leaders and managers actively promote equality and diversity, tackle bullying and discrimination, and narrow the achievement gap In making a judgement about this, evaluate the extent to which:

Equality and diversity aspects are built into the provider’s strategic plans, the impact of


plans is monitored and follow-up action is taken to address areas for improvement

Appropriate policies and procedures are implemented to actively promote equality and diversity among staff, learners, employers and other partners

Training in equality and diversity is effective and leaders, managers, governors or supervisory bodies (where appropriate), staff and learners understand their roles and responsibilities in relation to equality and diversity

Challenging targets are set, the performance and destinations of different groups of learners are carefully monitored and appropriate action is taken to close any identified gaps

The impact of a provider’s work in relation to equality and diversity is thoroughly assessed and appropriate actions are taken in response

Learners and staff are protected from harassment, bullying and discrimination, including those based with employers and at other sites external to the provider

Incidents and complaints specifically about equality, diversity and bullying are proactively managed and acted upon, including, where appropriate, providing counselling and support

Arrangements to ensure all learners can participate in learning, including those with learning difficulties and/or disabilities, work well and learners have opportunities to give their views on the provision


C6. Leaders and managers safeguard all learners In making a judgement about this, evaluate the extent to which:

Safeguarding arrangements are in place and regularly reviewed to keep all learners aged 14-18 safe

Staff, leaders, governors and supervisory bodies (where appropriate) and volunteers receive appropriate training on safeguarding, which is regularly updated

Leaders, governors and supervisory bodies (where appropriate) fulfil legislative requirements, such as those for disability, safeguarding, and health and safety

Appropriate arrangements for health and safety protect staff and learners from harm

Those in need, or at risk of significant harm, are effectively identified and appropriate action is taken.



Effectiveness of Leadership and Management - Areas for Improvement CIF Ref


ACADEMY IMPROVEMENT PLAN 2012/13

Reference Targets for Outcome for Learners

Reference Targets for Quality of Teaching, Learning and Assessment

Reference Targets for Effectiveness of Leadership and Management


Ref. Actions Planned Success Criteria Staff Responsible Time Scale Resources Required





Pag

e 9

4 o

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6

Lear

nin

g an

d P

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rman

ce H

and

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20

12

-13

Academy Self Assessment Summary 2011/12 Overall Grade ?

Head of Academy: Deputy Head of Academy:

Scope of the Academy

Improvements since last self assessment / inspection

Key Strengths

Areas for Improvement Reference Targets for Outcome for Learners

Reference Targets for Quality of Teaching, Learning and Assessment

Reference Targets for Effectiveness of Leadership and management

2012/13 Academy Improvement Plan:


Ref. Actions Planned Success Criteria Staff Responsible

Time Scale Review



Time Scale Review

Learnin

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Perfo

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-13

Page 9

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6



Time Scale Review

Pag

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6 o

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26

L

earn

ing

and

Per

form

ance

Han

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01

2-1

3

Interim SAR Process


Appendix I

Introduction This process is to enable everyone to review the year to date and where you already have evidence of strengths, where you still need to do work to be able to provide the evidence at the end of the year, and the progress on the Course Reviews and the Academy Improvement plan to date. The outcome from this process should be an updated Improvement plan for the Academy and for each course, and a smaller plan on how to gather evidence for the end of year SAR in areas that are normally difficult to evidence. Tasks (All Academy Staff) 1. Review the Course review Action Plans from the previous July and update the progress to date

on these. Identify the outstanding actions and set targets to ensure they are completed by the end of the academic year

2. Review the Academy Improvement Plan and update the progress to date from each area. Highlight the targets still required to be actioned before the end of the academic year

3. Using the evidence below and the Ofsted Framework, identify the strengths and areas for development to date for the SAR in year. Identify the areas where there is missing evidence and consider what actions need to be put in place to provide them for the end of year SAR.

Evidence Evidence could already be available in

Course Review Questionnaire 1

Lesson Observation Feedbacks

Learner Focus groups

External Quality Assurance Reports

Comments, Compliments and Complaints

Attendance and Punctuality Records

Retention Records

Enrichment Records

OnTrack (ILP and Assessment records)

Competition Entries

Outcomes for Learners Outcomes for learners include: achievements that take account of learners’ attainment and their rate of progress; progress by different groups of learners; the quality of learners’ work; skills development; progression, including into employment, further or higher education. In judging Outcomes for learners, evaluate the extent to which: A1. All learners achieve and make progress relative to their starting points and learning goals A2. Achievement gaps are narrowing between different groups of learners A3. Learners develop personal, social and employability skills A4. Learners progress to courses leading to higher-level qualifications and into jobs that meet

local and national needs.


Quality of Teaching, Learning and Assessment The most important purpose of teaching is to promote learning and improve outcomes for learners. A rigorous and informative assessment process is essential to successful learning, as is the support learners receive. Inspectors will make reference to outcomes when considering an overall judgement on the Quality of teaching, learning and assessment. In judging the Quality of teaching, learning and assessment, evaluate the extent to which: B1. Learners benefit from high expectations, engagement, care, support and motivation from staff B2. Staff use their skills and expertise to plan and deliver teaching, learning and support to meet

each learner’s needs B3. Staff initially assess learners’ starting points and monitor their progress, set challenging tasks,

and build on and extend learning for all learners B4. Learners understand how to improve as a result of frequent, detailed and accurate feedback

from staff following assessment of their learning B5. Teaching and learning develop English, mathematics and functional skills, and support the

achievement of learning goals and career aims B6. Appropriate and timely information, advice and guidance supports learning effectively B7. Equality and diversity are promoted through teaching and learning. Effectiveness of Leadership and Management The main focus in judging the Effectiveness of leadership and management is how successfully it has an impact on improving outcomes and teaching, learning and assessment for all learners. In judging the Effectiveness of Leadership and Management, evaluate the extent to which leaders and managers at all levels: C1. Demonstrate an ambitious vision, have high expectations for what all learners can achieve,

and attain high standards of quality and performance C2. Improve teaching and learning through rigorous performance management and appropriate

professional development C3. Evaluate the quality of the provision through robust self-assessment, taking account of users’

views, and use the findings to promote and develop capacity for sustainable improvement C4. Successfully plan, establish and manage the curriculum and learning programmes to meet the

needs and interests of learners, employers and the local and national community C5. Actively promote equality and diversity, tackle bullying and discrimination, and narrow the

achievement gap C6. Safeguard all learners.

Appendix J

Academy of ?

Recovery Planner

Qualification Title:

Du

rati

on

Qualification

Exp

En

d Y

ear

Star

ts N

o-X

fr

Suc

%S

Suc

% B

S

Suc

% S

- B

S

Ret

No

Co

mp

Ret

%S

Co

mp

Ret

% B

S

Co

mp

Ret

% S

- B

S

Co

mp

Ach

No

Ach

%C

Ach

% B

C

Ach

% C

- B

C

09/10

10/11

11/12

Issue Action Required Time Scale by whom Progress to date

Recruitment

Retention

Learner Experience

Course Management

Other Areas of Concern Identified

Page 9

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Learn

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erform

ance H

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012-13

Appendix K


Senior Management Monthly Meetings

MONTHLY AGENDA (Months: October, November, May, June)

1. Course Audits 2. Identification of At Risk Learners 3. Progress on Functional Skills 4. EV Report Actions 5. Any Other Business

Learning and Performance Handbook 2012-13 Page 101 of 126 Page 101 of 126


MONTHLY AGENDA (Months: December, February and April)

1. Review Implementation Plans 2. Course Audits 3. Identification of At Risk Learners 4. Progress on Functional Skills 5. EV Report Actions 6. Any Other Business



MONTHLY AGENDA (Month: January)

1. Course Audits 2. Identification of At Risk Learners 3. Progress on Functional Skills 4. EV Report Actions 5. Audit of Course Files 6. Any Other Business

Learning and Performance Handbook 2012-13 Page 103 of 126 Page 103 of 126


MONTHLY AGENDA (Month: March)

1. Course Audits 2. Identification of At Risk Learners 3. Progress on Functional Skills 4. EV Report Actions 5. Predicted Achievements 6. Any Other Business

Course Audit Completion Notes


MONTH TO BE INCLUDED:

September

Success from last year

Number flagged for ALT (from screening results)

Functional skills levels (If known)

Check with functional skills tutors that diagnostics have been completed

Tick if course in recovery

October

Numbers attending ALT

Learner numbers as at 24th October (or this will be red)

Tick right size?

November

Add in information from CRQ (induction)

Updates to recovery (for courses in recovery)

December

Review ALT and functional skills progress

Check functional skills levels are right with information on MIS

January Nothing really different

February Update on recovery plan (for courses in recovery)

March

Progress with functional skills and ALT

Results from CRQ2

April Predicted achievements

May

Planning for next year

Applications to date

Staff issues

Resource issues

CRQ3 results

June

Last audit

How has ALT gone this year

Progress on functional skills

July

This one is report which produced the Course Review

Set targets for future years

Actions on issues raised in CRQ

Evidence of success – what is the evidence, where can it be found – not enough to make statements

SMART targets

Appendix L

Course Reviews 2012/2013


The new Common Inspection Framework will result in 4 grades: Whilst completing your Course reviews, please ensure that you address each of the headline statements A1-A4, B1-B7 and C1-C6) that will be inspected as part of the Ofsted inspection regime. For information on what the inspector will consider under each of these statement please see the attached annex. Outcomes for Learners Outcomes for learners include: achievements that take account of learners’ attainment and their rate of progress; progress by different groups of learners; the quality of learners’ work; skills development; progression, including into employment, further or higher education. In judging Outcomes for learners, evaluate the extent to which: A5. All learners achieve and make progress relative to their starting points and learning

goals A6. Achievement gaps are narrowing between different groups of learners A7. Learners develop personal, social and employability skills A8. Learners progress to courses leading to higher-level qualifications and into jobs that

meet local and national needs. Quality of Teaching, Learning and Assessment The most important purpose of teaching is to promote learning and improve outcomes for learners. A rigorous and informative assessment process is essential to successful learning, as is the support learners receive. Inspectors will make reference to outcomes when considering an overall judgement on the Quality of teaching, learning and assessment. In judging the Quality of teaching, learning and assessment, inspectors must evaluate the extent to which: B8. Learners benefit from high expectations, engagement, care, support and motivation

from staff B9. Staff use their skills and expertise to plan and deliver teaching, learning and support to

meet each learner’s needs B10. Staff initially assess learners’ starting points and monitor their progress, set

challenging tasks, and build on and extend learning for all learners B11. Learners understand how to improve as a result of frequent, detailed and accurate

feedback from staff following assessment of their learning

Overall Effectiveness

Outcome for Learners Quality of Teaching,

Learning & Assessment Effectiveness of Leadership

& Management

Appendix M


B12. Teaching and learning develop English, mathematics and functional skills, and support the achievement of learning goals and career aims

B13. Appropriate and timely information, advice and guidance supports learning effectively

B14. Equality and diversity are promoted through teaching and learning. Effectiveness of Leadership and Management The main focus in judging the Effectiveness of leadership and management is how successfully it has an impact on improving outcomes and teaching, learning and assessment for all learners. Inspectors must evaluate the extent to which leaders and managers at all levels, including, where relevant, governors: C7. Demonstrate an ambitious vision, have high expectations for what all learners can

achieve, and attain high standards of quality and performance C8. Improve teaching and learning through rigorous performance management and

appropriate professional development C9. Evaluate the quality of the provision through robust self-assessment, taking account of

users’ views, and use the findings to promote and develop capacity for sustainable improvement

C10. Successfully plan, establish and manage the curriculum and learning programmes to meet the needs and interests of learners, employers and the local and national community

C11. Actively promote equality and diversity, tackle bullying and discrimination, and narrow the achievement gap

C12. Safeguard all learners.


Outcomes for Learners A1 All learners achieve and make progress relative to their starting points and learning goals

To make this judgement, inspectors will consider the extent to which:

Learners attain their learning goals, including qualifications, and achieve challenging targets

Learners’ work meets or exceeds the requirements of the qualifications, learning goals or employment

Learners enjoy learning and make progress relative to their prior attainment and potential

Learners make progress in learning sessions and/or in the work place, and improve the quality of their work

Learners attend, participate in, arrive on time and develop the right attitudes to learning.

Further Guidance Where relevant, inspectors should take into account:

important learning objectives that are additional to learners’ qualification aims

social and personal development, including employability skills

achievement data in different settings

the quality of learners’ work and their ability to demonstrate knowledge, skills and understanding, with particular attention to the level of skills reached by different groups of learners.

A2 Achievement gaps are narrowing between different groups of learners

To make this judgement, inspectors will evaluate:

any significant variations in the achievement of different groups of learners

learners’ progress during their programme compared with their starting points, with particular attention to progress by different groups of learners.


how well the achievement, including progress, and progression data of different groups are collected, analysed and used to set targets to improve the performance of underachieving groups

data relating to social and economic deprivation, prior attainment, minority groupings and any other identifiable groups

local and national performance data. A3 Learners develop personal, social and employability skills

To make this judgement, inspectors will consider:

the development of English, mathematics and functional skills required to complete learners’ programmes and progress

the achievement of additional qualifications and/or experience gained in the workplace

broader skills relevant to learners’ progression and career aims, such as communication, teamwork, leadership, taking responsibility, reflective thinking, problem solving, independent enquiry and employability.


Annex


financial literacy/capabilities and competence

learners’ spiritual, moral, social and cultural development

learners’ effectiveness in the workplace, including their knowledge and understanding gained through training

learners’ understanding of their rights and responsibilities at the provider and at work, and as citizens and consumers in the community

learners’ development of skills in, knowledge and understanding of sustainable development.

A4 Learners progress to courses leading to higher-level qualifications and into jobs that meet

local and national needs To make this judgement, inspectors will consider:

how well learners progress to further learning and employment or gain promotion

how well learners develop an understanding of careers and progression opportunities, and their ability to benefit from training and development opportunities

learners’ acquisition of qualifications and the skills and knowledge that will enable them to progress to their chosen career, employment and/or further education and training

learners’ progression routes, and the extent to which these meet local and national priorities

the extent to which learners with severe and complex learning difficulties gain skills and progress to become more independent in their everyday life.

Further Guidance Inspectors should take into account:

learners’ understanding of their intended progression route

where learners are employed, opportunities to undertake more demanding roles to extend their knowledge and skills.


Quality of Teaching, Learning and Assessment B1 Learners benefit from high expectations, engagement, care, support and motivation from

staff To make this judgement, inspectors will consider:

how well teaching and learning methods – including training, coaching and mentoring – inspire and challenge all learners and enable them to extend their knowledge, skills and understanding

the extent to which teaching, training and coaching encourages and develops independent learning

whether high but realistic expectations are used to motivate learners

how well learners are cared for and supported to achieve their learning goals

whether procedures to monitor learners’ participation, progress and attendance lead to prompt action to address identified problems.


how the different needs of groups of learners are met

the effectiveness of learning outside learning sessions through technology, reviews and tutorials

care and support in their broadest forms, both in and between learning sessions. B2 Staff use their skills and expertise to plan and deliver teaching, learning and support to

meet each learner’s needs To make this judgement, inspectors will consider:

how learning is planned to meet individual learners’ needs and makes best use of staff knowledge and skills

how effectively and creatively staff use resources, including accommodation, equipment and technology, and specialist advice and guidance to promote and support learning

the relevant qualifications, training and experience of teachers, trainers, assessors, coaches and support staff

the attention that is paid to the quality and safety of learning resources, particularly in specialist areas and practical settings

how effectively learning is monitored during sessions, including where learners are receiving additional learning support

the promotion and development of independent learning skills, for example, through the use of a range of technologies, including a virtual learning environment.


how staff reflect and evaluate the success of learning sessions

how well learning programmes develop learners’ skills and knowledge, are up to date and relevant, and meet external requirements

how learning materials are used during and outside learning sessions, including those available in a virtual learning environment


B3 Staff initially assess learners’ starting points and monitor their progress, set challenging tasks, and build on and extend learning for all learners To make this judgement, inspectors will consider how well:

learners’ additional support needs are quickly and accurately identified early in their programme through effective initial assessment, leading to appropriate planning and support throughout the duration of their programmes

staff work with learners to develop individual learning plans that are regularly informed by ongoing assessment

learners are set challenging short- and longer-term learning goals that are reviewed and updated regularly

staff assess learners’ performance and progress, and monitor assessment practices to ensure they are timely, regular, fair, informative and reliable

planned assessment/assignment activities build on previous knowledge and extend learning for all learners.


the context of assessment in relation to the learning objectives

the use of technology in assessment

the assessment of personal, learning and thinking skills

the effectiveness of procedures to monitor learners’ participation and attendance, and whether staff take prompt action to address any identified problems appropriately and bring about changes and improvements based on challenging yet realistic targets

how well achievements towards learning goals and qualifications are celebrated, recorded and accredited

how well assessment, verification and moderation procedures follow regulatory body requirements.

B4 Learners understand how to improve as a result of frequent, detailed and accurate feedback

from staff following assessment of their learning To make this judgement, inspectors will evaluate:

the extent to which learners understand their progress towards their learning goals and what they need to do to improve

how well learning objectives are understood by learners and progress is recorded in feedback to learners

the feedback on learners’ work, such as the accuracy and consistency of marking, and the correction of spelling, grammatical errors and inaccuracies

learners’ understanding of what they have to do to improve their skills and knowledge, which is checked and reflected in subsequent tasks and activities.


how well the provision enables learners to build on what they have already achieved and experienced before starting their programme

how learners improve their skills and understanding through the review and checking process

whether parents, carers and employers are kept informed of the progress and attendance of learners under the age of 19 (and vulnerable adults up to 25).


B5 Teaching and learning develop English, mathematics and functional skills, and support the

achievement of learning goals and career aims To make this judgement, inspectors will evaluate the extent to which:

teaching and learning supports learners to develop the English, mathematics and functional skills they need to achieve their main learning goals and career aims

learners’ progress in literacy, numeracy, language and functional skills is monitored and reviewed, and their work is marked carefully

learners appreciate the importance of improving their English, mathematics and functional skills as appropriate, in the context of their learning goals and life ambitions.


the success of different strategies used for improving the English, mathematics, functional and language skills of different groups of learners

whether staff have the qualifications, experience and skills needed to teach English, mathematics and functional skills.

B6 Appropriate and timely information, advice and guidance supports learning effectively

To make this judgement, inspectors will consider the effectiveness of:

timely information, advice and guidance provided to learners on their next steps in training, education and employment

the provider’s pre-course information and advice and that provided through links with other relevant organisations

guidance and induction to introduce learners to the structure and demands of their programme, and their rights and responsibilities as a learner

planning to provide coherent progression routes for learners.


the extent to which timely information, advice and guidance enables individuals to gain greater learning autonomy and decreases dependence on others

the availability and quality of advice and guidance on learning and personal issues

whether staff have the necessary qualifications, experience and skills to give information, advice and guidance.

B7 Equality and diversity are promoted through teaching and learning

To make this judgement, inspectors will evaluate how well:

teaching, learning and assessment promote equality, support diversity and tackle discrimination, victimisation, harassment, stereotyping or bullying

staff use materials and teaching methods that foster good relations and are sensitive to and promote equality of opportunity

staff are aware of and plan for individual needs in teaching sessions.


whether learning activities motivate and engage all learners, whatever their age, ability and cultural background, and that they are suitably demanding


the impact that teaching has in promoting the learners’ spiritual, moral, social and cultural development

how well staff plan sessions to fully meet the needs of different groups of learners

how well staff maximise opportunities in sessions and all learning contexts to promote equality of opportunity and awareness of cultural and linguistic diversity.


Effectiveness of Leadership and Management C1 Leaders and managers demonstrate an ambitious vision, have high expectations for what all

learners can achieve, and attain high standards of quality and performance To make this judgement, inspectors will consider:

the clarity of vision, corporate mission and strategic direction demonstrated and implemented by leaders and governing or supervisory bodies (if applicable) that aspire excellence, sustain improvement and raise expectations for all users

how well leaders promote the ambition of high achievement for all learners

how well leaders raise standards through clear and realistic strategies for planning, developing and improving learning programmes and services

whether demanding targets are set and met throughout the organisation, and quality and performance are monitored rigorously

how well staff at all levels demonstrate high ambitions for all learners and a commitment to securing sustained improvement.


the extent to which staff understand their role in, and contribution to, achieving the strategic direction

how well leaders and other staff work with external stakeholders to ensure that the provider’s strategic objectives and targets respond to local and national priorities

whether the provider has an appropriate management structure and sufficient staff and other resources to carry through its plans

how well the provider continues to make and sustain improvements by developing the capacity of leaders and managers.

C2 Leaders and managers improve teaching and learning through rigorous performance

management and appropriate professional development To make this judgement, inspectors will evaluate the extent to which:

strategies are effective in improving the standard of teaching, learning and assessment

leaders and managers constantly review and develop the performance of teachers and trainers through dialogue, coaching, mentoring and support and training

systematic and rigorous performance management is effective, including using appropriate procedures for tackling underperformance

leaders, governors and supervisory bodies (where appropriate) monitor the quality of the experience provided for learners and their outcomes

leaders seek out and share best practice contributing to a coherent programme of professional development

resources, including staff, accommodation, facilities and technologies, are developed and used to support learning

managers ensure that staff have the experience and skills needed to carry out their roles.


the use of comprehensive arrangements to monitor and evaluate the quality of all aspects of the planning and implementation of learning activities


how leaders, managers and teachers analyse and evaluate the impact of teaching, learning and assessment on learners’ outcomes

the effectiveness of strategies to engage with parents, local schools and external agencies to ease transition to the provider, particularly for learners with significant barriers to learning.

C3 Leaders and managers evaluate the quality of the provision through robust self-assessment,

taking account of users’ views, and use the findings to promote and develop capacity for sustainable improvement To make this judgement, inspectors will consider whether:

the provider has a sound track record of improvement and has developed the capacity to sustain improvement

leaders and managers evaluate the quality of any subcontracted provision through rigorous self-assessment, taking account of users’ views, and use the findings to promote and develop capacity for sustainable improvement

there are effective arrangements for quality assurance that maintain high standards and identify and tackle underperformance

the provider’s self-assessment process is rigorous and the subsequent evaluations are appropriately detailed and accurate

learners are fully engaged in reviewing, reflecting on and improving provision

the analysis and evaluation of data on learners’ performance, progress and progression are used effectively to improve standards

quality improvement plans include ambitious and realistic targets, and associated actions that show how the provision will be developed for learners

the implementation and impact of actions to improve quality are monitored and evaluated.


the extent of involvement of staff from across the organisation, including franchised and subcontracted provision, and their understanding of their role in securing improvement

the involvement of learners, local schools, community groups and employers in the design, review and evaluation of the provision

the extent to which the provider has effective processes for monitoring and evaluating performance and tackling weaknesses

the effectiveness of arrangements to gather the views of all learners and ensure representation on decision-making groups, regardless of individual circumstances, mode of attendance and geographical spread

whether learners are confident about their contribution to the improvement of the provider, and evidence of their views being listened to.

C4 Leaders and managers successfully plan, establish and manage the curriculum and learning

programmes to meet the needs and interests of learners, employers and the local and national community To make this judgement, inspectors will consider:

how well data and information on learners’ and employers’ needs, and local and national priorities, are used to review and plan the provision

whether learning programmes are accessible in terms of timing, location, mode of delivery and duration, and are structured to provide a coherent and substantive course of study at


different levels with a variety of interesting and useful activities to meet learners’ individual needs, including for those under-represented in learning and those with learning difficulties and/or disabilities

whether learning programmes contain appropriate attention to improving learners’ English, mathematics and functional skills and ensuring development of their employability skills

the effectiveness of curriculum management in ensuring that the range, content and flexibility of the learning offer provides all learners with choice and opportunities for progression to higher levels of study and employment

the extent to which learners are on the appropriate courses or learning programmes

how well learning programmes are planned and managed

the flexibility of arrangements for training and assessment to suit learners’ and employers’ needs.


how the provider considers employers’ views and information on performance, skills and labour demand to identify training needs

the extent to which the range and content of learning programmes and services are relevant to local communities and national priorities

whether learning programmes, including those developed with schools, local authorities, employers and others, are effective in encouraging participation by young people who are at risk of leaving or who are not in education, employment or training

how partnerships with schools, employers, community groups and others enable learners to develop new skills and gain knowledge and qualifications

how effectively curriculum planning meets learners’ spiritual, moral, social and cultural development needs.

C5 Leaders and managers actively promote equality and diversity, tackle bullying and

discrimination, and narrow the achievement gap To make this judgement, inspectors will evaluate the extent to which:

equality and diversity aspects are built into the provider’s strategic plans, the impact of plans is monitored and follow-up action is taken to address areas for improvement

appropriate policies and procedures are implemented to actively promote equality and diversity among staff, learners, employers and other partners

training in equality and diversity is effective and leaders, managers, governors or supervisory bodies (where appropriate), staff and learners understand their roles and responsibilities in relation to equality and diversity

challenging targets are set, the performance and destinations of different groups of learners are carefully monitored and appropriate action is taken to close any identified gaps

the impact of a provider’s work in relation to equality and diversity is thoroughly assessed and appropriate actions are taken in response

learners and staff are protected from harassment, bullying and discrimination, including those based with employers and at other sites external to the provider

incidents and complaints specifically about equality, diversity and bullying are proactively managed and acted upon, including, where appropriate, providing counselling and support


arrangements to ensure all learners can participate in learning, including those with learning difficulties and/or disabilities, work well and learners have opportunities to give their views on the provision


where the provider is a public body, how well it has taken action to fulfil its responsibilities under legislation

whether effective action is taken to ensure that the ethnic profile of staff and governors broadly reflects that of the learner population

the arrangements for reporting on the promotion of equality and diversity to governors or supervisory bodies

the effectiveness of arrangements to protect learners from bullying, harassment and discrimination, including training for learners, teaching and support staff, and governors/supervisory bodies on equality and diversity whether learners are referred effectively to counselling and support and, where appropriate, both are offered.

C6 Leaders and managers safeguard all learners

To make this judgement, inspectors will evaluate the extent to which:

safeguarding arrangements are in place and regularly reviewed to keep all learners aged 14-18 safe

staff, leaders, governors and supervisory bodies (where appropriate) and volunteers receive appropriate training on safeguarding, which is regularly updated

leaders, governors and supervisory bodies (where appropriate) fulfil legislative requirements, such as those for disability, safeguarding, and health and safety

appropriate arrangements for health and safety protect staff and learners from harm

those in need, or at risk of significant harm, are effectively identified and appropriate action is taken.

Further Guidance

Where relevant, inspectors should take into account:

whether providers have a single, central record of all checks on staff and volunteers where appropriate the provider’s compliance with its statutory duty to assist local children’s services departments on child protection matters and, as appropriate, to liaise with the Local Safeguarding Children Board

whether the provider takes appropriate action when a learner reports concerns

whether there is a designated senior member of staff in charge of safeguarding arrangements who has been trained to the appropriate level

whether the provider has contact details for a parent, carer or person acting in loco parentis for learners aged up to 18 (and up to age 25 for learners with learning difficulties and/or disabilities)

whether policies on bullying and discrimination are implemented effectively

the extent to which all learning and development sites provide a safe learning environment, and safe working practices are promoted in training and at work

whether thorough risk assessment and checks on staff across the provision provide the basis for a provider’s safeguarding policy and plans.

Induction Plan Content


It is important to ensure that every learner is given important information throughout their College life. The first stage of their College life is the induction. This does not mean that everyone is going to be provided with an Induction timetable, but there are going to be certain areas that need to be covered during the induction process for every full-time and appropriate substantial part-time learner. Attached are details of those items that must be covered, but this should not reduce individuality and not restrict the items that you would usually cover that are specific to your own areas. Generic Areas to be covered

Activity Date Time

Learning Agreement (for Late Starters)

Welcome Activity

GCSE Certificates

Principal’s Introduction

Learning Resource Centre Induction

IT Induction

Policies and Procedures

Induction Paperwork Packs

Equality and Diversity getting to know each other activity

Discretionary Learner Support Funds

Fresher’s Fair

Course Handbook

Screening

Health and Safety

Orientation Task (inc. Fire Evacuation Points)

Photographs

Appendix N


Explanations Learning Agreement Form Some learners will be late starters and would not have attended the enrolment session in July. If they haven’t already completed a Learning agreement, this must be completed as a priority. Welcome Activity You should ensure that the learners are introduced to every relevant member of staff within the area. The members of staff should introduce themselves and explain how the learners might meet with them. It is important that the learner is aware of their timetable, and that they know their way around the relevant parts of the College. Collection of GCSE Certificates It is important to ensure that the learners have the appropriate entry qualifications for the course. It is also important, for Functional Skills, that we have a copy of the relevant GCSE qualifications. Principal’s Welcome The Principals welcome will be held in the Hub on the Induction day. You will be given the time of your welcome and these will have to be accommodated into your induction timetable. Learning Resource Centre Induction The staff in the Learning Resource Centre will be happy to provide an induction in to the LRC. They will provide a basic introduction to the facilities, and how to get access to them. Photographs Late applicants will have to have their photograph taken. Please ensure all learners have had their photograph taken to ensure that their ID cards can be issued. IT Induction As all courses will need an induction in to the College computer system, it is important that these are provided. This should include the general resources and their username and password. Policies and Procedures It is important that all learners are given the same advice about the processes, facilities, policies and procedures. All relevant policies and procedures are available to learners on Moodle and learners should know how to access them. Some policies will be referenced in the Learner Guide and this should be highlighted at the induction stage. The diaries are now electronic and available through Moodle.


Induction Paperwork Packs These packs will be given to each Course Manager prior to the induction day. It includes useful information for each learner, along with forms which need to be complete, i.e. IT Code of Conduct, Learner Contract. It is your responsibility to ensure that each of your learners receive a pack. Further copies can be obtained from the Curriculum Administration office. Getting to know one another Exercise Attached in Annex A is a document that explains a task that should help with learners starting to talk to one another and introducing Equality and Diversity. It should be used in a light hearted way, but treated seriously to ensure that the learners appreciate that we are an Equal Opportunities College. Discretionary Learner Support Funds Learners must be advised on how to complete and apply for the Discretionary Learner Support Funds. For advice on this process please speak to Anne Craghill. Course Handbook Each course will have a specific Handbook that outlines the important things the learners need to know about, The Course Handbook should include information about the content, structure and assessment of the course. It should explain in detail the assessment methods and regulations, tutorial arrangements and course-specific health and safety procedures. Initial Assessment Initial Assessment is an important process that needs to happen before the learner commences their course; and will have to be arranged as soon as possible for any late applicants. The results of this process will allow the College to ensure that anyone requiring Additional Learning Tutorials is provided with appropriate support. and to ensure that all tutors are aware of the English and maths levels of everyone in their class.


Equality and Diversity Questions for Induction

Listed below are 20 questions that relate to Equality and Diversity issues. There are two aims of the task. The first is to get learners to talk to people on their course who they might not normally talk to during the first sessions. The second is to get them to think about what Equality and Diversity means to them as an individual and how that compares to others in their group. The first thing to do is to split the group into realistic size smaller groups. The Course Manager should then allocate 3 or 4 questions to each group, additional or replacement questions could be used. The group is then given a minimum of 15 minutes to discuss their questions. It should be emphasised that there is no right or wrong answer at this stage and they must voice their own opinions. After they have finished their discussion time, the questions should be reviewed by the Course Manager and one person from each group should provide an answer that represents the majority of the group. If this answer is obviously wrong it is important to try to draw out a more appropriate answer. This exercise should be followed up during the group tutorials later in the year. It is also an appropriate time to inform the learners about the Diversity competition that they can enter and win a prize. 1. How would you feel and what would you do if other learners started making fun of your

appearance, religion or sexuality?

2. What would be your reaction if learners in your group were using an offensive nickname for someone with a disability?

3. What do you understand by the word bullying?

4. Would you think it acceptable for another member of staff to play pranks on staff or learners in College?

5. What do you understand by the term racial discrimination and how it may affect you?

6. What is your understanding of the Disability Discrimination Act?

7. Are you offended by any calendars /pictures in the workplace and how do you think others might react to them?

8. What would you do if someone treated you unkindly or was aggressive towards you?

9. What does fairness mean to you?

10. What do you think should be the College policy towards Ramadan?

11. What do you understand by the term harassment?

12. Can you summarise the College’s Single Equality Policy?

13. Do you think you have any responsibility for Equal Opportunities at College?

14. What is your understanding of an ethnic group?

15. What do you understand by the term stereotype?

16. What would you do if you felt that a member of your group was being sexist towards other learners?


17. What is your understanding of the Race Relations Acts?

18. What do you think that College’s policy should be towards transgenderists?

19. What do you understand by the term discrimination?

20. It is unlawful for businesses to discriminate against men or women because of their ethnicity or because they have a disability when supplying good, services or facilities. There are, however, exceptions to this rule. Discuss what these might be.

Scheme of Work 2012/13

[Note: A separate Scheme of work must be written for each module/unit]

Course: Subject: Tutor(s): Number on Register:

Day(s) of Week:

Time of Session(s):

Location(s):

[Note: A separate row must be used for each session even if there are two in one week]

Date The Learner will be able to: Define Learning Outcomes required

to achieve the course

Teacher Activities1 Learner Activities2 Health & Safety3

Assessment Details4

Evidence of Embedding5

Comments6

Scheme of Work Proforma 2012-13

Teacher Activities: include Essential Resources required (e.g. Demonstration, Explanation, Guest Speaker)

3 Health & Safety: (e.g. Low, Medium or High including Identification of specific Risk Assessments) 4 Assessment Details: Formative or Summative and include Criterion or Key Questions 5 Evidence of Embedding: Provide details of Functional Skills, Every Child Matters, Equality & Diversity, and/or Sustainability

6 Comments: Things to alter, things to carry over for next time.

Appendix O

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Scheme of Work Audit 2012/2013


Aim of Audit: To provide support for teaching staff to improve their planning and hence their teaching practices. Owner of Scheme of Work: ___________________________________________________ Auditor of Scheme of Work: ___________________________________________________

Criteria Response (Please list examples to qualify the response rather than simply ‘yes’ or ‘no’)

Is the Scheme of Work written on the College Proforma?

Does the Scheme cover the whole of the unit(s) delivery?

If you were asked to teach a specific session would you be able to pick up the Scheme of Work and understand what you were required to do?

If a Vocational Scheme of Work: Are the Functional Skills referenced appropriately (i.e. Is it possible to see what the learners will learn specifically rather than simply English and/or Mathematics)?

If you feel there is an example of good practice of embedding Functional Skills, please provide this.

If a Skills for Life Scheme of Work: Is the delivery planned to ensure vocational contextualisation of the skills?

Is Equality and Diversity referenced and embedded in to some lessons (i.e. Not “It will be tackled as it arises in the session”)? Please note the number of occasions and any specific details.

If you feel there is an example of good practice of embedding Equality and Diversity, please provide this.

Appendix P


Criteria Response (Please list examples to qualify the response rather than simply ‘yes’ or ‘no’)

Is there a range of Assessment Methods in evidence?

Is it obvious where Assessment is planned to start and finish?

Learner Activities – Please list the different types of Learner Activities that are identified in the whole scheme

Does the Scheme infer that the sessions are tutor led/learner centred?

How is the use of ILT embedded in the scheme?

Please list any other examples of good practice.

Impact Assessment Does the whole scheme discriminate or stereotype any of the Protected Characteristics: Age Sex/Gender Ethnicity Sexual Orientation Race Disability Marriage or Civil Partnership Pregnancy or maternity Gender Reassignment

Personal ILT Action Plan 2012/2013 (Action Plan to be written in September 2012, and submitted to the Quality Officer by 30 September 2012)

Appendix Q

Name Academy

Identify two key priorities which you plan to implement, using two different types of ILT/VLE activities/uses in your teaching to enhance the learners’ learning. Please use the table below to write your Action Plan. This will be reviewed in January and May 2013.

Proposed Action Proposed Objective

from the Action Proposed Situation for Implementation

Proposed Times for

Implementation

Further resources/ Support Required

Review of Progress

January 2013 May 2013

1

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NOTE: Please ensure that everyone in your course team has completed an action plan (including those staff on a Schedule of Work) you send your completed plan to the Quality Officer by 30 September 2012

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Appendix R – Business Support Managers Self Assessment Report

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