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Student Voice Conference 2017 AFC Bournemouth Wednesday 15 th March 2017 Conference Report and Action Plan
Student Voice Conference 2017
AFC Bournemouth
Wednesday 15th March 2017
Conference Report and Action Plan
Overview
The 2017 Student Voice Conference took place on Wednesday 15th March at AFC Bournemouth. Over 100 students representing all
areas of The College took part in 6 focus groups on topics that have been voted for by students earlier in the term.
The 6 focus groups, as voted for by students were:
Group 1 – Student Wellbeing/ Safeguarding and Prevent
Group 2 – Canteen Services
Group 3 – Careers
Group 4 – Learning Resource Services
Group 5 – Teaching and Learning
Group 6 - Meet the Board
The event was planned and run completely by the BPCSU Student Exec and Ambassador Teams who designed the content of the event
and the presentations made within the day were all delivered by students. Student Ambassadors also co-ran the focus groups with staff
members and it was the Ambassadors themselves that fedback at the end of the conference the actions that the college need to take.
This report covers the action plans from each of the focus groups along with timescales of when the changes will take place. This will be
reviewed and an update given at the end of the Summer Term 2017 and at the end of the Autumn Term 2017. A progress report on these
actions will be made available to Board members.
Some of the feedback we received from students who attended the day was:
“It went really well and everyone got to participate”
“Very informative and set out easily. Very helpful to hear other views”
“Good at giving us a voice”
“It was a good day and well planned”
Group 1 – Student Wellbeing / Safeguarding and
Prevent
Session Title: Student Wellbeing / Safeguarding and Prevent Overview of the Session: Three different activities to 6 different groups covering safeguarding and wellbeing/mental health. The activities were;
Asking the students to get into groups of at least three and they were given a copy of the new Safeguarding policy, the current Safeguarding procedure flow chart and another education provider’s safeguarding policy. The groups were asked to compare the policy to the other establishment’s policy.
The next activity was a debate where the group was asked if they knew which one of the job titles shown to them were specifically for mental health.
The final activity involved three large sheets of paper with quick-fire, questions regarding communication, activities and events and coping strategies for mental health conditions. Each group had 3-4 minutes on each sheet to give their suggestions and ideas before moving onto the next sheet of questions.
THEME / TOPIC STUDENTS COMMENTS/SUGGESTIONS ACTION TO TAKE BY WHOM BY WHEN
Debate around which role is specific to mental health in the college.
No group identified the Wellbeing Coach as being the role specifically for Mental Health; this was in fact the last option for most groups. The most popular suggestions from across the groups was to include mental health in the job title so students were aware of what their role was.
Wellbeing Coaches to become Mental Health Coaches.
Paula Sim & Hannah Rossi
22nd March 2017
Safeguarding policy & Flowchart
Overall, the groups have asked for the procedure flow chart to be simplified and not use abbreviations. They also want it to be made clearer what an external and internal referral is. They liked that the other policy contained the names of the staff, not just the job titles. They also preferred the layout of the other policy compared to ours. When asked if they thought we should include DV & FGM in our policy it was agreed that these were
Produce student-friendly safeguarding flowchart.
Provide safeguarding policy to student reps at the rep training next academic year.
Sarah Smith & Paula Sim
Student Services
Naomi Mondino
10th April 2017
Oct/Nov 2017
important areas and should be covered in the policy.
DV & FGM to be included in the policy.
Activity 1 – What is the best way to communicate with you?
The most popular communication methods suggested were text and email. Other popular methods included posters around the college and via tutor.
Text to reps about our events so they can share this with their tutor groups.
Lynn Weaver September 2017
Activity 1 – Where can we best place our posters around the college?
Classrooms, E-Lounge, SU and canteen all came out as the most popular places for posters. There were comments made about there not being enough posters on the upper floors of the college and the posters being too small.
Audit of posters on all floors.
Produce more A3 posters.
Student Support Mentors
Sarah Smith
7th April 2017
3rd April 2017
Activity 2 – How can we raise awareness and increase participation for mental health events?
Posters, TV screen and texts were the most popular choices. The students felt that by communicating the events directly to the reps, they can then spread the word amongst their tutor groups and peers.
Produce more posters for our campaigns.
Texts to reps about our awareness campaigns.
All staff
Lynn Weaver
3rd April 2017
September 2017
Activity 2 – Other ideas for events
Suggestions for events included a self-help group, having more external expert speakers to raise awareness of certain topics, a young carer event and mental health training for students.
Self-help group to be trialled.
Wellbeing walk to happen at both Lansdowne and NR.
Young carer event.
Paula Sim/Hannah Rossi
Paula Sim/Hannah Rossi
Sarah Smith
September 2017
2nd & 4th May 2017
8th May 2017
Activity 3 – Do you know how to help someone experiencing a panic attack?
Most students were unaware how to help someone who is experiencing a panic attack.
Mental health training to be offered to student reps.
Paula Sim/Hannah Rossi
September 2017
Activity 3 – Do you have any strategies that could help another person? Do you know how to make a referral at college?
Some students suggested breathing techniques and going for walk, however overall, most were unsure.
Panic attack training to be included in rep mental health training.
Paula Sim/Hannah Rossi
September 2017
Group 2 – Canteen Services
Session Title: Canteen Services Overview of the Session:
The cafeteria session was an open session for students to pass on their thoughts of our services. This proved to be very useful in this format so we were able to get a variety of comments and provide some instant feedback. The message that has been requested for students to take back to their Student Voice meetings is that when they wish to make comments about the cafeteria service or provision to make them specific. The cafeteria can respond better to specifics and be more productive in the responses and actions taken. The points identified below will be addressed, some require capital investment and some will be put in place after Easter. There is a wider piece of work to be done looking at how students access the cafeteria menus and looking at dish ingredients.
THEME / TOPIC STUDENTS COMMENTS/SUGGESTIONS ACTION TO TAKE BY WHOM BY WHEN
Hot & Cold Meal Deals Students requested some hot and cold meal deals to encourage better eating habits
Introduce Some Meal deals
P Cheater Wendy Brown Claire Goodall
End of May 2017
Menu Cycle Could students have access to the 6 week menu cycle
Menu Cycle to be on the screen in the cafeteria
P Cheater End of May 2017
Additional Panini machine at N/R
Could there be another panini machine at N/R to speed up service
I have put a capital bid in for 2 additional machines one for the Deli and one for Vincent’s
P Cheater
October 17
Subs and smoothies Can the cafeteria at N/R do hot subs and smoothies Look at offering a range of smoothies There is a capital bid in for a hot cupboard for the subs
P Cheater
Subs - Sept 17 Smoothies – End of May 17
THEME / TOPIC STUDENTS COMMENTS/SUGGESTIONS ACTION TO TAKE BY WHOM BY WHEN
Fruit Pots Can the cafeteria put strawberries in the fruit pots to make them more interesting
Introduce more fruit in the fruit pots
P Cheater
April 24th
Group 3 – Careers
Session Title: Careers Overview of the Session: Students were initially asked to complete a quick fire quiz to find out how aware they were about Advice and Guidance services. They were then asked to give feedback on different versions of the A&G MyBPC Career Learning Portals. Following feedback from last year’s conference the information resource has been improved. However, further developments have been proposed in partnership with the Quality team. Students in each session were asked to evaluate one of 3 portals. The results and feedback are shown below.
THEME / TOPIC STUDENTS COMMENTS/SUGGESTIONS ACTION TO TAKE BY WHOM BY WHEN
Feedback from Quick Fire
Quiz
Students were asked to
answer each question
individually. This provided
feedback on awareness of
careers resources and
activities.
A key aim was to look at
how well information is
given to students through
the tutorial programme (Q2,
3, 4, 5, 7 8 & 9). Tutors are
sent a Careers Newsletter
every 2 weeks and asked to
pass the information on to
their tutor groups. The
tutorial programme should
Include details about
the Advice and
Guidance Team,
Resources, Activities
and Career Action Plan
on the College USB
memory stick issued
during induction
CEIAG Manager to
check all tutor groups
have had a Progression
Talk.
CEIAG Manager to
feedback results for
questions Q2, 3, 4, 5, 7,
8 & 9 to Tutorial
Coordinator to look at
how 1:1 and group
CEIAG
Manager
CEIAG
Manager
CEIAG
Manager
Start of
2017/18
Academic
term
End of April
2017
31/3/17
57%24%
19%
1. Do you know how to book an appointment to see a Careers Advisor in
College?
Yes
Not Sure
No
67%11%
22%
2. Have you been told how to access Careers information on Moodle?
Yes
Not Sure
No
also ensure that students are
aware of careers resources
on MyBPC Career Learning
Portal and get students to
use these to support
completion of their Career
Plan.
The above questions also
relate to how well students
are made aware of careers
support through Progression
Talks delivered by the Advice
& Guidance team. These are
delivered between January
and March to all tutor
groups. Linked to this is
how effective other methods
such as notice boards and
digital screens are in
communicating services and
resources to students.
Currently A&G resources and
activities are advertised on
all Student Services digital
displays and A&G
noticeboards.
Question 7 looked at which
methods of communication
worked best. All students
were sent 2 emails about the
Careers Fair; Tutors were
tutorials are included
CEIAG updates, use of
My Career Planning on
Moodle and regular
review of the Career
Action Plan. This
feedback is timely as a
new Tutorial
programme is under
development.
Look at effectiveness of
CEIAG Tutor newsletter.
Only 50% of students
said that they receive
regular updates on
Careers. CEIAG
Manager to feedback
concerns to CEIAG
Tutorial Coordinator.
CEIAG Manager to look
on to possibility of
having a Student’s
CEIAG newsletter to
supplement or replace
tutor newsletter (Could
be within Moodle My
Career Planning Portal)
CEIAG
Manager
CEIAG
Manager
End of April
2017
28/4/17
31%
15%
54%
3.Have you used the Careers Resources on Moodle?
Yes
Not Sure
No
59%22%
19%
4. Do you review your Career and Progression plans with your Tutor on a
regular basis?
Yes
Not Sure
No
asked to tell students and
get them to sign up;
noticeboards and digital
displays were used to
promote the event.
Feedback on Q7 showed
that posters and tutors
were the main source of
information on the
Careers Fair. Despite all
students being sent 2
emails, only 11% noted
this as a source of
information on finding
out about the Careers
Fair. Students felt that
text was their preferred
method of
communication. CEIAG
Manager to investigate
methods of
communication with
Student Ambassadors
and Director of Student
Services.
MyBPC My Career
Learning Portal to be
revised in line with
feedback below by
September 2017.
CEIAG
Manager
CEIAG Manager,
QIP and Student
Ambassadors.
26/5/17
4/9/17
50%
22%
28%
5. Does your Tutor give you updates on Careers events and resources on a regular
basis (e.g. group tutorials, emails)?
Yes
Not Sure
No
38%
41%
21%
6. Have you seen Careers and Progression information on the digital displays in
College?
Yes
Not Sure
No
38%
11%32%
19%
7. How did you hear about the Careers and Progression Fair? (Select as many as applies)
Through Tutor
Email fromStudentServices/Adviceand Guidance
Posters/DigitalScreens
43%
50%
7%
8. Can Advice and Guidance help you if you need help with Student Finance?
Yes
Not Sure
No
Feedback on 3 versions of
Careers Portal
Students were asked to work
in small groups to evaluate 1
Student Feedback on each of the 3 Portals:
MOODLE CEIAG PORTAL - CURRENT VERSION
Navigation
Positive
Students gave most
positive feedback for
the design and
navigation of Version 7.
CEIAG Manager to
All Action
Points:
DP to Meet
with QII team
43%
18%
39%
9. Once you have completed your careers plan do you keep revising it with new
information?
Yes
Not Sure
No
26%
30%
44%
10. Do you know where at least one of the Advice and Guidance noticeboards are in
College?
Yes
Not Sure
No
of 3 versions of CEIAG
Portals. These were the
current portal and 2 beta
portals (Version 1 & 7).
They were asked to evaluate
Navigation, Side Bar feature,
Design & Content. Students
were not given the
opportunity to compare the
3 versions. Only the Career
Planning and Self-
Assessment section had
content in them. Feedback
on each version has been
collated as shown in the
Student Feedback column.
Access to site is easy x 1
If you click it moves you on to next screen rather than
closing screen x 1
Simple to Navigate – works how you would expect x 1
Clear to navigate x 1
Easy to move around and access different information x 1
Basic to Navigate x 1
Easy – Self Explanatory x 1
lists all links easier to use than going all the way to the
home page x 1
Develop
Use more graphics than words x 1
Use ‘pop ups’ x 1
Better imagery - no borders
Simplify and condense x 1
Doesn’t always keep the tabs open x 1
No need to make it overcomplicated x 1
Left Side Bar
Positive
No widget x 1
Develop
Remove side bar x 1
Layout all section in side bar x 1
Easy to understand x 1
Get rid of unnecessary widgets (default BPC style) x 1
Use pop ups for new events x 1
Useful to know if others are ‘on line’ (like social media) x 1
Have tab to a new Foundation Portal x 1
Design
Positive
Well organised x 1
discuss this as the new
format with QII.
Students likes the use of
Widgets in the side bar
(Versions 1 & 7).
However, it was felt
that the social media
side bars were less
relevant and should be
placed lower on the
page.
Some students
suggested the Social
Media side bar should
be replaced by a link to
the Twitter and
Facebook sites.
Students liked the
Accessibility tool on the
side bar and felt it
should be at the top of
the page. They liked
the ability to change
font styles and size and
change the background
of the screen.
and A&G
Student
Ambassadors
to review
feedback.
Next Steps are
to develop a
new portal
and get
further
feedback from
a student
‘focus group’
before
developing the
new portal.
Pictures helpful x 1
Design is basic but isn’t cluttered x 1
Clear where you need to go for more information x 1
Bold: colour coding for important stuff x 1
Develop
Colour scheme boring x 2
No background – merges in to one x 1
Boring needs more colour - pizazz! X 1
Add clear borders x 1
Needs more pictures x 1
Boring x 2
Content
Positive
A* content x 1
Many documents in simple layout x 1
Content is self-explanatory x 1
Hyperlinks have description of web site x 1
Straight to the point x 1
Develop
Writing too small, unable to zoom in (PowerPoint) x 1
Less text – condense x 1
Use bullet points and shorter sentences x 1
MOODLE CEIAG PORTAL – VERSION 1
Navigation
Positive
Categories are clear and not overdone x 1
Cleary visual and easily navigated x 2
Good use of hyperlinks x 1
Clear to understand x 1
Develop
Although the content
for all 3 web sites was
the same students
preferred the current
version and version 7
However it was felt that
version 7 needed sub
menus or additional
pages to help
Navigation. This needs
to be investigated by QII
as Moodle lacks the
flexibility for sub
menus. This requires
consideration as the
content for the Career
Planning & Self-
Assessment section was
the shortest within My
Career Planning. Some
options such as
Applying to HE have
much more
information. The
current Portal breaks
information in to pages
and has sub-menus and
navigation tools which
students liked.
Separate more rather than just scrolling down page x 2
Colour code so reads better x 1
Like Twitter and Facebook x 1
Use drop down menus x 2
Navigation should be at the top of each page x 1
Design
Positive
Layout is good x 1
Colourful x 1
Looks interesting x 1
Enough pictures to draw the viewers in x 1
Develop
Change colour scheme! X 1
Not enough colour x 1
Image of people at top too busy x 1
Include more graphics x 1
Include mind maps x 1
Too compact need more space x 1
Use colour coding x 1
Don’t like bubbles x 1
Include more space in layout x 1
Navigations can sometimes not open when clicked on to
(could already be open in windows?) x 1
Include transparent ‘welcome to career plan’ background
x 1
(Graphics) More simple – don’t gradient everything x 1
Left Side Bar
Positive
Easy access x 1
Useful information – clear x 2
Good range of widgets x 1
Not relevant information (Social Media) x 1
There was strong
support for providing a
different portal for
some group of students
such as Entry Level,
Foundation and Level 1.
It was agreed that the
CEIAG Manager would
discuss this with the
Head of Foundation
Studies.
Some students felt it
would be good to have
different portals for
each curriculum areas
so that information
could be tailored to
those students. This
could be considered at a
future date.
Students prefer the use
of graphics over text.
Some suggested ‘mind
maps’ could be
incorporated. Where
text was necessary this
should be kept short
and bulleted. However,
it was noted that
Develop
Move Social Media down and Careers up x 1
People may not pay attention to left side bar
Include drop down menus x 1
Social Media - importance of? X 1
Move Accessibility tool to top of side bar to support
students with dyslexia or visual impairment x 1
Too much on Sidebar x 1
Content
Positive
Not too much writing to read x 1
Has videos x 1
Good videos (stage to stage) info x 1
Useful information x 1
Develop
All text- break down a bit x 1
Make content curriculum specific X 1
Bullet key points x 1
Use different style fonts x 11
Target to different learning styles (linked to mind maps) x
1
Include more images x 1
Waste of information – all too much, no one’s going to
read it all x 1
In parts seems like there is too much information x 1
MOODLE CEIAG PORTAL - VERSION 7
Navigation
Positive
Easy to access x 2
Simple x 3
It’s pretty good x 3
students do need the
information within the
content. Hyperlinks to
other web sites were
likes by most students.
Pretty sleek x 1
Very easy to use x 2
Very Clear x 5
Button layout good x 1
Colour scheme blue and white like college scheme x 1
Simple, straightforward x 1
All materials in one page x 1
Easy to move around x 1
Develop
Add a search bar x 1
More sub menu to help move around x 1
Include greater interactivity in each part x 1
Include PowerPoint design to help to detail individual
sections x 1
Design
Positive
It’s vibrant x 1
Pretty sleek x 1
Good x 1
Layout is good and bright colours are good x 1
Font is clear x 1
Engaging - Modern Windows 10 style
Develop
Would like opportunity to bespoke appearance as in
windows x 2
Image for diagrams are poor quality x 1
More colours x 1
Include more hyperlinks within pages x 1
Doesn’t make you want to revisit page x 1
Change font and size (Accessibility tool?) x 1
Left Side Bar
Positive
Like the side bar x 1
Useful x 4
It’s clear x 1
Loads of information on BPC Careers and Open Events x 1
Good layout (live feeds, accessibility events) x 1
Makes you want to stay on page x1
Full of good hyperlinks x1
Accessibility app good – good for people with visual
impairments x 1
Develop
Make side bar content less ‘dense’ x 1
Move UCAS app to top of side bar x 1
Move events to top x 1
Content
Positive
All useful x 1
Lots of info x 1
Its good and easy to read x 3
Would like a separate portal for foundation students x 2
Helps plan future x 1
It gives condensed information in an informal tone and
gives link to videos and other websites to facilitate further
research. X 1
Develop
Not engaging x 1
Less text/lot to read x 2
Could make it better with what jobs to do when you leave
college (covered in Progression portal) x 1
Can be difficult to read for a level 1 student
More use of colours
Include FAQ section x 1
Group 4 – Learning Resource Services
Session Title: Learning Resource Services Overview of the Session:
Learning Resource services IT provision Cashless transactions Temperature Noise levels and discipline – Power sockets at North Road Hiring more staff for better opening times Software updates consistency Cashless transactions for printing and library fines
THEME / TOPIC STUDENTS COMMENTS/SUGGESTIONS ACTION TO TAKE BY WHOM BY WHEN
Pods/Group work rooms
Students really liked the pods, but would like to see:
Increased soundproofing
Shading in pods at Lansdowne due to sunlight through windows
Online booking of rooms
Investigate increased soundproofing: discuss with supplier possibility of retrofitting soundproofing
Blinds: Blinds have been on ordered for some windows at Lansdowne in order to reduce glare
Online booking: Rooms can be booked by students up to a week in advance by phone, email or in person. An online booking system is probably some time away
LRC/Estates/External supplier
Estates to fit blinds
Student ambassadors to feedback to course colleagues. LRC to contact Library Management System supplier re cost and functionality
End of April 2017
Job raised with Estates. Blinds part fitted.
September 2017
Opening hours The LRC is used at the start and end of the day not just as a study space, but also as a space which is warm/dry and convivial, hence a request for longer opening hours to co-ordinate with the bus timetable.
HE students would like the HE library open 24x7 like a university would have. They are looking to have 40 hours study time in the library in addition to their taught hours.
North Road LRC to be open on Friday the same hours as the rest of the week
More staff should be hired to allow for increased opening times
Student Services management/HR to look at staffing situation subject to budgetary limitations
Usage statistics are monitored to see times of high demand.
College to look at feasibility of creating a commons space which is not necessarily for work purposes
LRC manager/HR appointments process
Student Union to work with Estates over commons space allocation
September 2017
Money Students would like reduced printing costs, particularly for the colour printing. It was accepted that the costs were in line with neighbouring institutions.
Students would like to use a cashless system, with little disquiet over the idea of a minimum top-up for the system. Students could then scan the card and release the print job.
Student printing requirements are currently the subject of a cost reduction project which is investigating the viability of moving to a cashless college
Student Services and Business Support Managers’ forum
September 2017
IT provision a) Tablets for hire to use outside the LRCs b) Would like consistency over version of
software being run in Departments and the LRC. 3D modelling software and Adobe in particular were identified as potentially running lower versions in the LRC than in departments causing problems with transferring files
c) Provision of Apple Macs in Lansdowne LRC for A level students to use who are also studying Media
d) Increased number of power sockets in the main North Road LRC to allow for use of the LRC laptops with mains cable
e) Mac provision in the main Library at North Road
f) Desktop computers in the HE zone at North Road
g) Wi-fi seems to be running slowly making using computers painfully slow.
h) North Road needs more available computers
MITS department to investigate Except item d) which falls to Estates.
MITS / Estates September 2017
Publicity Greater publicity about the LRC and LRC events around College buildings away from inside the LRC
Layout of North Road main library to be signed more clearly
Information posters on:
How Dewey works
Information skills training
Lansdowne site is confusing and more signage is needed to get students to the LRC
More noticeboards will be ordered so that additional signage can be displayed
Request for clearer signage to LRC on Lansdowne site to be passed to Estates
LRC/Estates
Estates
September 2017
Discipline in the LRCs
All LRC staff should take a more consistent and firm approach to discipline within the LRC, particularly on challenging food and drink, lanyards and noise levels.
There should be a one page piece in the Student Handbook stating the behaviour expectations of all students in the LRC
All staff will continue to assertively implement the Library rules
LRC/SU
LRC
September 2017
Ongoing
Reader development
Request for book groups
Book group to support English A level classes
More events like the Book Challenge
Improve the range of fiction stock at Lansdowne
Students should suggest fiction stock which they would like to see at Lansdowne
Explore with English department setting up a book group for English A level students
Feasibility of additional events like the book challenge to be explored
SU/LRC to discuss feasibility of setting up a book group
LRC/ SFC English Department All LRC staff and student reps
End of April 2017
September 2017
September 2017
Group 5 – Teaching and Learning
Session Title: Teaching and Learning Overview of the Session: The session was based around some key themes, discussion and group work formed the basis of the session. The themes that were asked of each group were as follows:
What are the characteristics of a good teacher?
Do your teachers meet these requirements? The students were asked to RAG rate their experience at BPC and provide explanations to substantiate their rating.
Technology – The students were asked to describe positive experiences related to technology and learning, and any barriers to using technology successfully
THEME / TOPIC STUDENTS COMMENTS/SUGGESTIONS ACTION TO TAKE BY WHOM BY WHEN
Characteristics of a good teacher
The students were well informed about what constitutes good practice and they had clear ideas about the characteristics that foster a positive learning environment. They stated that a friendly and caring approach along with the ability to empathise and listen helped them to feel supported. They felt that it was very important that teachers were organised and well prepared for lessons. They expect them to be knowledgeable about their subject area and be able to communicate this in an imaginative and enthusiastic manner. They also felt that they engaged more fully if lessons were fun. Most common was their request that teachers prepare a range of activities to enable them to take part in the lesson, to discuss ideas, to provide for all types of learners and to make the lesson more interesting.
The report should be shared with teachers; these are characteristics, skills and strategies that students feel are important.
Educational support staff to use the information to inform staff development and resource planning. Mybpc, the CPD calendar, staff training events and curriculum area meetings are potential vehicles for this.
Initiated by CLG to be shared by Learning Managers at staff meetings. Staff highlighted as having skills in these aspects of T&L to share their good practice with colleagues.
Quality Managers/ Team
End of June 2017
September 2017
Do your teachers meet these requirements? The students were asked to RAG rate their experience at BPC and provide explanations to substantiate their rating.
Green = Meets requirements mostly
Amber= Meets requirements partly
Red = Doesn’t meet requirements
The outcome - 55% Green / 43% Amber / 2% Red
The majority of students were positive about their learning experiences (Green) and were very complimentary about their teachers. Comments about their ability to motivate, the resources they prepare, their passion for the subject area and their knowledge, were readily shared.
Where students had rated their experience as Amber, it was often because their provision was mixed, with some very good teachers and some less so. Issues raised included: “death by ppt”, too much teacher talk, poor teaching and knowledge, teachers going off track, high turnover of staff resulting in continuity issues, poor communication, work not marked on time, exam topics not fully covered, and classes left unattended. All of these were linked to the students’ main course and maths and English.
The Red rating relates to a student who described the late provision for maths and English in his area as a concern.
Staff highlighted as having skills in these aspects of T&L to share their good practice with colleagues via curriculum area meetings.
Quality Managers to analyse the findings to inform staff development planning and creation of resources, as above.
Senior Managers (curriculum) to address performance issues
The Deputy Vice Principal has already addressed this and has a plan in place for Sept 2017
All curriculum areas led by the Quality Team
Quality Team and Senior Practitioners
Deputy Vice Principal
December 2017
June 2017
June 2017
Technology – The students were asked to describe positive experiences related to technology and learning, and any barriers to using technology successfully
There were over 85 positive comments collected during the day and 47 barriers stated.
The positive notes highlighted resources such as Kahoot and Socrative – online quiz creators that can be used to check prior knowledge and assess understanding – students felt they were fun and enhanced learning. You tube was also popular as a learning tool. Resources on Moodle were cited as important; for allowing students to work at their own pace, research, assignment creation, catching up on lessons missed, having the opportunity to refer back to lecture resources and access on and off campus. A number of students also liked the online submissions and feedback on assignments.
Many students referred to the value of having laptops available in lessons, specialised equipment in classrooms (music) and good availability of computers across the sites.
Barriers to learning with technology included: teacher’s lack of confidence using technology (the most frequent statement), WIFI connections poor, computers crashing or freezing, laptops slow to load. Software was sometimes slow to load, versions varied on different computers or it was not available to download. Faulty printers was raised a number of times along with lack of spaces in the LRC. One student said that some lecturers are too reliant on technology showing videos instead of teaching. Whilst another would have liked technology used more in practical lessons. One student stated that the college needs to be mindful of students without access to the internet at home.
Quality and ILT Team to use the positive comments to inform staff development planning to build on good practice.
ILT Senior Practitioner to share findings with the Digital Pioneers across the college.
Mybpc, the CPD calendar, staff training events and curriculum area meetings are also potential vehicles for this.
Curriculum Managers to identify staff requiring support and to contact the ILT team/ILT SP for training/support.
Details were taken where possible of specific technical issues some of which have already been addressed by the ILT Team others will be shared with the MITS Team.
Quality/ILT
ILT SP
Senior Practitioners
Curriculum Managers to identify during appraisals and put support in place.
ILT Team to liaise with MITS
There have already been a number of training opportunities at the Learning Fest and on the CPD calendar. These will continue.
Next meeting – May 2017
By September 2017
By June 2017
Group 6 – Meet the Board
Session Title: Meet the Board Overview of the Session: Questions we asked:
1. Why did you choose BPC? 2. Would you recommend BPC to a friend? 3. If you could change one thing about the college what would it be?
Other themes: Attendance THEME / TOPIC
STUDENTS COMMENTS/SUGGESTIONS ACTION TO TAKE BY WHOM BY WHEN
Why did you choose the College?
- New Start - Individuality and diversity - Course I wanted was offered - Seemed more relaxed than other places - Google – moved to the area and needed to find
a College - Proximity to home
- Flexible with family life and other responsibilities outside of College
Would you recommend the College to a friend?
- Very mixed but key theme was – depends on the friend – you need to be a self-starter and able to cope with a more relaxed mature approach you need self-motivation to succeed
- Why should you come? - Freedom to express yourself - Broader range of course and skills - Right in the middle of town (both Poole and
Bmth) - Diversity - No bullying - Helps you grow - Teachers are more like friends - The range of courses and ability to swap
courses to the right one for you - What came out was a seriously poor reputation - This may come from name /location and
negative associations of Poole and Bournemouth
- Legacy from previous generations - Nationally Colleges seen as second best / where
you go if you can’t do anything else, it’s the backup plan
- Schools try and keep hold of the better students and the low achievers they don’t invest any provision of advice and guidance, they are left to decide themselves.
- Schools locally are not promoting the College
The Board plan to look at this and to consider opportunities to address the issue.
Board
