Annual Strategic Impact Assessment 2018/19

ANNUAL STRATEGIC IMPACT ASSESSMENT 2018/19 JANUARY 2020

CONTENTS 1. INTRODUCTION

MARY OF SUMMARY OUTPUTS OF OUTPUTS SUMMARY OF OUTPUTS AND INPUTSAND INPUTS AND INPUTS

1.1 Integrated strategic planning, quality assurance and financial health framework 1.2 Executive summary - balanced scorecard DIVERSITY ON DIVERSITY IMPACT ON DIVERSITY ENGAGEMENT ENGAGEMENT AND PARTICIPATION AND ENGAGEMENT PARTICIPATION AND PARTICIPATION IMPACT ONIMPACT 1.3 What were the College’s overall strategic outputs and inputs?

AND INCLUSION AND INCLUSIONAND INCLUSION

2. FULL-TIME LEARNERS AGED 16-18 YEARS

MESOUTCOMES FOR LEARNERS FOROUTCOMES LEARNERS FOR LEARNERS

STAKEHOLDER STAKEHOLDER SATISFACTION SATISFACTION STAKEHOLDER SATISFACTION

2.1 Balanced scorecard 2.2 Summary of outputs and inputs 2.3 Engagement and participation rates 2.4 Impact on diversity and inclusion 2.5 Outcomes for learners 2.6 Stakeholder satisfaction 2.7 Distance travelled by learners 2.8 Learner destinations 2.9 Impact on regional skills and the regional economy DISTANCE TRAVELLED DISTANCE TRAVELLED DISTANCE TRAVELLED 2.10 Review of strategic inputs (SIPs)

BY LEARNERS

BY LEARNERS BY LEARNERS

3. FULL-TIME A LEVEL LEARNERS AGED 16-18 YEARS

ER DESTINATIONS LEARNER DESTINATIONS LEARNER DESTINATIONS

2

3.1 Balanced scorecard 3.2 Summary of outputs and inputs 3.3 Engagement and participation rates 3.4 Impact on diversity and inclusion 3.5 Outcomes for learners 3.6 Stakeholder satisfaction 3.7 Distance travelled by learners 3.8 Learner destinations 3.9 Impact on regional skills and the regional economy ON SKILLS REGIONAL IMPACTSKILLS ON REGIONAL SKILLSREVIEW OFREVIEW IMPACT ONIMPACT REGIONAL STRATEGIC OF STRATEGIC INPUTS REVIEWINPUTS OF STRATEGIC INPUTS 3.10 Review of strategic inputs (SIPs) AND THE ECONOMY REGIONAL AND ECONOMY THE REGIONAL ECONOMY AND THE REGIONAL

4 5 6 8

12 12 13 15 17 18 23 25 26 29 31

36 36 37 39 41 42 43 44 45 47 48

4. FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS 52

7. DUDLEY COLLEGE OF TECHNOLOGY WORLDWIDE

106

4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9

7.1 Balanced scorecard 7.2 Summary of outputs and inputs 7.3 Income 7.4 In-country projects 7.5 Delegates in learning 7.6 International visitors to Dudley on scoping missions 7.7 Delegate satisfaction and achievement rate (UKIERI project)

106 107 109 111 112 113

Balanced scorecard Summary of outputs and inputs Engagement and participation rates Impact on diversity and inclusion Outcomes for learners Stakeholder satisfaction Learner destinations Impact on regional skills and the regional economy Review of strategic inputs (SIPs)

52 53 55 57 58 61 63 66 68

114

8. FINANCIAL HEALTH SECTORS 116 5. APPRENTICESHIPS AND WORK-BASED LEARNERS

72

5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8

72 73 75 77 78 81 84 87

Balanced scorecard Summary of outputs and inputs Engagement and participation rates Impact on diversity and inclusion Outcomes for learners Stakeholder satisfaction Impact on regional skills and the regional economy Review of strategic inputs (SIPs)

6. HIGHER SKILLS LEARNERS 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9

Balanced scorecard Summary of outputs and inputs Engagement and participation rates Impact on diversity and inclusion Outcomes for learners Stakeholder satisfaction Learner destinations Impact on regional skills and the regional economy Review of strategic inputs (SIPs)

8.1 Operating Performance Education specific EBITDA as a % of income 8.2 Adjusted current ratio 8.3 Borrowing as a % of income 8.4 ESFA overall financial health assessment grade 8.5 Operating performance - Education specific EBITDA 8.6 Total Income 8.7 Staff cost as a % of income 8.8 Cash days at year ending 31 July

118 119 120 121 123 124 125 126

90 90 91 94 96 97 98 100 101 103

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1. INTRODUCTION The Annual Strategic Impact Assessment is a high level analytical document which reviews the College’s progress in delivering the Strategic Plan 2016/19. It explicitly assesses the impact the College has made on its learners and the wider economy. The Annual Strategic Impact Assessment subsumes the former self-assessment report.

The College seeks to fully integrate its strategic planning, quality assurance and financial health frameworks (see diagram overleaf). At the heart of this framework is the College’s mission and vision applied to the key client groups we serve. All aspects of the framework are bespoke to each key client group. Through strategic output priorities (SOPs) we seek to express clearly the target outcomes for each key client group.

Accordingly the College assesses and prioritises those high level inputs - strategic input priorities (SIPs) - required over the life of the strategic plan to realise these outcomes. A detailed Performance Improvement Plan (PIP) provides an annual college wide work stream. It specifies actions under each of the strategic input priorities for each key client group.

The PIP is monitored by the Corporation and its various committees. Localised subject quality improvement plans (QIPs) and staff individual performance objectives, arising from the College’s performance management review system (PMR), link to and support the PIP. The Annual Strategic Impact Assessment is the summative assessment and review of the College’s integrated strategic planning, quality assurance and financial health framework. It places an emphasis on the outcomes of the College’s actions, in effect the achievement, or otherwise, of our strategic output priorities. The Annual Strategic Impact Assessment is therefore data driven and narrative sections on the College’s inputs are intentionally limited. It is informed by a wide range of quality assurance and financial health indicators at a more

4

granular level. Foremost of these are individual subject area impact assessments (SAIAs).

In 2015/16 the College introduced a summative assessment of impact based on a balanced scorecard methodology, which can be seen at the start of each Key Client Group section. Using a weighted scoring method applied to a number of strategic indicators, based on grade descriptors, the College assesses its overall impact on each key client groups as either ‘above expectation’, ‘meets expectation’ or ‘below expectation’. The methodology assumes that `meets expectation' is itself high performance aligned to our strategic ambition. The balanced scorecard is tailored in the areas assessed and the grade descriptors used to ensure the framework is properly aligned to each of the College's key client groups.

Further information on the College’s performance can be found on the Dudley College of Technology dashboard on the College’s website.

1.1 INTEGRATED STRATEGIC PLANNING, QUALITY ASSURANCE AND FINANCIAL HEALTH FRAMEWORK

Who are we here to support?

Key Client Groups (KCGs)

Full-time learners aged 16-18 years (college based).

Full-time A level learners aged 16-18 years (college based).

Full and part-time adult skills learners (college based).

Apprenticeships and work based learners.

Higher skills learners.

Personal objectives, from Performance Management Reviews (PMRs).

Engagement and participation rates.

Impact on diversity and inclusion.

Outcomes for learners.

Stakeholder satisfaction.

Distance travelled by learners.

Learner destinations.

Impact on regional skills and the regional economy.

Why are we here?

College Performance Improvement Plans (PIP)

Subject impact assessment plans

Strategic Output Priorities (SOPs)

Strategic Plan Mission and Vision

Specifically what do we need to do each year?

What outcomes do we want for each of our key client groups?

Mid-Term Course Reviews.

Internal and External Verification/ Moderation Reports.

Local performance indicators i.e. attendance, learner progression.

External Quality Framework Assessments i.e. Matrix, Investors in People.

Annual Strategic Impact Assessment (ASIA)

‘Subject Area Impact Assessments (SAIA).

Feedback, internal and external surveys and learner voice activities.

How do we know if we are making a difference?

Teaching and learning observations.

HE Board of Study.

Governance self-assessment.

Strategic Input Priorities (SIPs)

Review of strategic outputs

Financial health indicators

How about our financial health?

Outstanding teaching and learning.

A relevant and responsive curriculum.

Outstanding facilities and resources.

Effective arrangements for meeting employers’ needs.

Effective learner support services.

Effective safeguarding and promotion of British values.

Effective Leadership & Management.

At a strategic level what inputs do we need to focus on?

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1.2 EXECUTIVE SUMMARY - BALANCED SCORECARD

Below expectations

Full-time learners aged 16-18 years

Full-time A level learners aged 16-18 years

Full-time and part-time adult skills learners

Apprenticeship and work-based learners

Higher skills learners

Dudley College Worldwide

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Meets expectations

Above expectations

FULL-TIME LEARNERS AGED 16-18 YEARS

APPRENTICESHIPS AND WORK-BASED LEARNERS

The overall performance of this key client group is 'meets expectations'. This group is exceeding expectations in terms of recruitment, diversity of our learners, their destinations and the financial impact on the College. Achievement rates, satisfaction, value added (distance travelled) and regional impact are meeting college expectations, although there are specific areas where improvements can be made. Once this is consistent across all curriculum areas we would expect this key client group to be above expectations.

The overall performance of this key client group is 'meets expectations'. This group is exceeding expectations in terms of recruitment, learner/employer satisfaction and the impact that our technical offer has on the regional economy.

Whilst overall achievement rates remain above national rates, they have fallen this year and timely achievement is below expectations. This coupled with an underperformance financially this year have led to the overall rating dropping to ‘meets expectations’.

FULL-TIME A LEVEL LEARNERS AGED 16-18 YEARS

HIGHER SKILLS LEARNERS

The overall performance of this key client group is ‘meets expectations’. Achievement rates, diversity of learners and their destination (particularly to university) are above expectations. We do recognise that we can improve further in other areas with a specific focus on driving up very high grades and therefore improving distance travelled. Whilst many learners study STEM disciplines, we would also like to improve opportunities for those learners to continue their HE study and employment locally to impact on regional productivity.

The overall performance of this key client group is 'above expectations'. Learner achievement, their satisfaction and their destinations are all very strong. However, the College needs to continue to drive up its HE offer to increase participation and therefore financial impact. More could also be done to increase the diversity of our HE learners, particularly in some of the technical disciplines.

FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS The overall performance of this key client group is ‘above expectations'. The College has responded well to new initiatives to drive up participation in training for adults and continues to recruit a very diverse group of learners who are very satisfied with the training they receive. We recognise however that more can be done to continue to develop our curriculum in partnership with WMCA and other stakeholders to ensure it is meeting regional needs. We also recognise that whilst there are many highly performing areas of our adult offer there are some exceptions where achievement rates need to improve.

DUDLEY COLLEGE OF TECHNOLOGY WORLDWIDE The overall performance of this key client group is 'meets expectations'. Dudley College Worldwide is exceeding expectations in terms of delegate achievement and their satisfaction, with some very highly valued international work. However, the priority going forward is to identify opportunities for future international work that makes a contribution to financial out-turn.

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1.3 WHAT WERE THE COLLEGE’S OVERALL STRATEGIC OUTPUTS AND INPUTS?

OUTPUTS What key outputs did we achieve?

We significantly increased local participation in skills based learning: −

We engaged: 4,096 young people in College based programmes; 1,394 young people and 2,797 adults in Apprenticeships; 2,865 adults in skills programmes; 370 adults in higher skills programmes.

−

Despite a falling local demographic and the falling demand from employers due to the Apprenticeship reform, we have grown our Apprenticeship enrolment numbers this year.

We successfully engaged learners from diverse communities:

Achievement rates on A level programmes are very high and have shown an increase in high grades performance this year.

−

Achievement rates on our higher level programmes are very high.

−

There are no significant differences in the success rates of learners from diverse groups or those with a learning difficulty or disability with the exception of those identifying as black ethnicity for specific key client groups.

We supported the progression of our learners to positive destinations: −

2,492 young learners (97.5%) and 2,670 adult learners (92.3%) completing their programme of study progressed immediately to a positive destination, either higher or further training or directly into employment.

−

1,186 (29.1%) young people on college based programmes and 1,302 adult learners (45.6%) on skills programmes were from ethnic minority groups.

Our learners are more diverse than the local community where 11.9% of the population are from minority groups.

−

1,047 (26.6%) College based young people and 640 (22.5%) adult learners on skills programmes reported a learning difficulty or disability.

−

2,130 (51%) of Apprenticeships were on programmes directly supporting the Black Country Local Enterprise Partnership’s priority sectors.

−

140 (30.2%) A and AS learners were from ethnic minority groups and 87 (18.4%) reported a learning difficulty or disability.

−

1,593 (38%) apprentices were following STEM programmes of study.

−

1,855 (45%) young people were following STEM programmes of study

−

306 (65%) A and AS learners were studying STEM subjects

−

130 (35%) of higher skills learners were following STEM programmes of study.

We increased the numbers of learners who successfully achieved their programme of study:

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−

We made a significant impact on the local skills gap by upskilling young people and adults:

−

Young people and adults on College based programmes continue to have high levels of achievement.

−

396 learners (31.8%) of 16-18 learners completing their level 3 programme progressed immediately to higher education

−

Apprenticeship overall achievement rate remained above national rate.

−

120 (40.4%) young people achieved a grade 9-4 in mathematics and 179 (61.9%) achieved a grade 9-4 in English in their retake programme.

OUTPUTS CONTINUED We continue to achieve high levels of learner satisfaction across all areas which are well above national comparators.

What better outputs could we achieve?

−

−

The high grades performance on certain BTEC level 3 and A level programmes.

−

The retention rates for certain part-time adult education programmes.

−

The achievements of learners reporting ‘black’ ethnicity type.

−

The number of young people choosing non-traditional routes through higher education (such as degree Apprenticeships).

−

The number of unemployed adults progressing directly into employment following their training programme.

Externally and internally conducted surveys report high levels of satisfaction across the range of college programmes.

We improved our financial health: −

The college achieved an EBITDA of £3.175m in 2018/19, which is 7.28% of turnover, significantly above sector averages. EBITDA is expected to rise to £3.94m in 2019/20, which is 7.70% of expected turnover.

−

Total income grew to £43.60m in 2018/19 and is expected to rise to £51.08m in 2019/20 (principally due to the partial transfer of provision from Birmingham Metropolitan College’s Stourbridge operations). This is against sector trends.

−

The number of learners completing A levels progressing into higher Apprenticeships.

−

The timely success of Apprenticeship programmes.

−

The ratio of payroll costs to total income reduced to 65.8% in 2018/19, below sector norms.

−

The number of learners undertaking higher education programmes through the College.

−

At 38.6% the college’s gearing has slightly increased since the previous year due to implementation of the college’s financial strategy to put in place new debt and working capital facilities to secure financial sustainability and enable the ongoing investment in outstanding facilities across the Dudley Learning Quarter.

−

A stronger current ratio. With the development of the Dudley Learning Quarter, the College’s cash and liquidity position has been relatively weak.

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1.3 WHAT WERE THE COLLEGE’S OVERALL STRATEGIC OUTPUTS AND INPUTS? CONTINUED

INPUTS What were the key strengths of our inputs?

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−

The quality of teaching, learning and assessment, which was graded ‘Outstanding’

by Ofsted (May 2017).

−

An extensive A Level curriculum offer and Teachers’ delivery of engaging lessons which utilise resources and facilities very well.

−

A responsive 16-18 curriculum well aligned to local skills needs and clear progression routes to advanced and higher level skills programmes

−

Dedicated and effective progression guidance for A level learners.

−

A comprehensive work readiness programme with excellent work placement opportunities for learners which develops and extends their work-related skills.

−

Highly effective arrangements to support and safeguard learners

−

The College’s performance management system which is used effectively to set challenging targets for staff.

−

Continuously evolving processes for developing outstanding practice in teaching and learning

−

A strategic approach to the delivery of GCSE retake programmes which has led to improved student achievement that is sector leading.

−

Very strong relationships with employers across a range of sectors who support the design and delivery of our programmes.

−

Effective strategy aimed at supporting learners to achieve the highest possible grade in their programme.

−

The continued development of the Dudley Learning Quarter offers outstanding facilities and resources for learners.

−

The College’s performance management system which is used effectively to set challenging targets for staff.

−

Leadership and management which in the vast majority of curriculum areas is highly effective.

−

The support and challenge provided by teachers and assessors to raise the ambitions of young apprentices

−

Effective partnership with private training providers.

− The support and challenge provided by teachers and assessors to raise the ambitions of young apprentices. −

Effective partnership with private training providers.

What inputs could we deliver better? −

The ability of all teaching staff to differentiate effectively to meet the needs of learners with complex learning difficulties and disabilities.

−

Internal training programmes to ensure all staff are prepared for the introduction of new T-Level programmes.

−

Development of new programmes to support the WMCA in approaches to re-engaging adults in education linked to local priority skills needs.

−

Further extend our capacity to deliver industrial placements to learners on level 3 study programmes in a number of areas.

−

The adoption of our newly introduced tools for monitoring Apprenticeship progress (including SmartAssessor).

−

The breadth of our higher skills programmes including a strategic vision for the area.

−

The promotion to women of graduate careers in engineering and advanced manufacturing.

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2. FULL-TIME LEARNERS AGED 16-18 YEARS 2.1 BALANCED SCORECARD Below expectations

Summary

Meets expectations

Above expectations

Participation Diversity Achievement Satisfaction Distance travelled

Exceeds expectations

Animal Science

Meets expectations

Business

Exceeds expectations

Computing

Below expectations

CAT Centre

Below expectations

Early Years

Meets expectations

Engineering

Meets expectations

English for Speakers of Other Languages (ESOL)

Meets expectations

Hair & Beauty

Meets expectations

Health & Social Care

Meets expectations

Hospitality

Below expectations

Media

Below expectations

Destinations

Motor Vehicle

Exceeds expectations

Regional Skills impact Financial contribution

Performance Studies

Meets expectations

Public Services

Below expectations

Retail

Below expectations

Science

Exceeds expectations

Special Education Needs & Disability (SEND)

Exceeds expectations

Sport

Meets expectations

Travel & Tourism

Exceeds expectations

Visual Arts

Below expectations

OVERALL

The overall performance of this key client group is 'meeting expectations'. This group is exceeding expectations in terms of participation, diversity of our learners, their destinations and the financial impact on the College. Achievement rates, satisfaction, value added (distance travelled) and regional impact are meeting college expectations, although there are specific areas where improvements can be made. Once this is consistent across all curriculum areas we would expect this key client group to be above expectations.

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16-18 year old learners

Accounts

As well as this Strategic Impact Assessment, each curriculum area also conducts its own annual assessment of performance against the same criteria. The table above gives a summary of the overall scorecard grades for each curriculum area within this key client group. It is important to note that ‘meets expectations’ is already a high standard that we set for our curriculum teams. There is no relation to our scorecard methodology and Ofsted grades. An area may be performing well in terms of learner achievement for example, but not meeting our expectations in terms of recruitment and financial impact. This Subject Impact Assessment allows us to focus on the areas we wish to develop further over the coming academic year.

2.2 SUMMARY OF OUTPUTS AND INPUTS

OUTPUTS What key outputs did we achieve?

We significantly increased local participation in skills based learning: −

We engaged 4,096 young people in learning in 2018/19.

−

Despite a falling local demographic we have increased the participation of young people in learning by 58.2% since 2011.

We successfully engaged learners from diverse communities:

We made a significant impact on the local skills gap by upskilling young people: −

1,855 (45%) young people were following STEM programmes of study which is a 3% increase on last year.

−

412 learners completing their level 2 programme, (those who joined us with less than 5 GCSEs grade C or above from school), progressed immediately to an advanced level skills programme.

−

358 learners (31.8%) completing their level 3 programme progressed immediately to Higher Education.

−

1200 learners improved their functional skills in English and mathematics.

−

1186 learners (29.1%) were from ethnic minority groups. Our learners are more diverse than the local community where 11.9% of the population are from minority groups.

−

120 learners (40.4%) achieved a grade A-C in mathematics and 179 (61.9%) achieved a grade A-C/9-4 in English in their retake programme.

−

1047 learners (26.6%) reported a learning difficulty or disability.

−

L2 Functional Skills achievement rates have improved to (53.4%) and are now above last published rates.

We supported high numbers of learners to successfully achieve their programme of study: −

Overall achievement rates on technical programmes are at or above last published national rates.

We continued to achieve high levels of learner satisfaction against national comparators.

−

The achievement rates of male and female learners and those with and without a learning difficulty or disability are broadly similar.

What better outputs could we achieve?

−

The Alps T score was maintained at a strong grade 4.

We supported the progression of our learners to positive destinations: −

2,492 learners (97.5%) completing their programme of study progressed immediately to a positive destination, either higher or further training or directly into employment.

−

Progression was positive for learners at all levels: level 1 96.7%, level 2 98.4%, level 3 97.3%.

−

The value added scores of learners completing BTEC Level 3 National Diplomas whilst improving needs further work to ensure consistency across curriculum areas.

Specifically this includes:

−

Achievement rates on a minority of technical programmes.

−

The achievements of learners reporting ‘black’ ethnicity type.

−

The number of young people choosing non-traditional routes through higher education (such as degree Apprenticeships).

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2.2 SUMMARY OF OUTPUTS AND INPUTS CONTINUED

INPUTS

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What were the key strengths of our inputs?

What inputs could we deliver better?

−

A responsive curriculum well aligned to local skills needs.

−

Clear progression routes to advanced and higher level skills programmes.

−

The number of learners achieving the very highest grades could be improved further in some curriculum areas.

−

The quality of teaching, learning and assessment, which was graded ‘Outstanding’

by Ofsted (May 2017).

−

The ability of some teaching staff to differentiate effectively to meet the needs of learners with complex learning difficulties and disabilities.

−

A collaborative approach to teaching and learning which promotes experimentation, innovation and measured risk-taking in the classroom.

−

Further develop our capacity to deliver Industrial Placements to learners on level 3 Study Programmes in a number of areas.

−

A continued strong performance in English and mathematics achievements in both GCSE retake high grades and functional skills qualifications.

−

Highly effective support for learners – both in-class and through a range of dedicated support services.

−

An inclusive and harmonious culture which promotes positive behaviour.

−

A comprehensive work readiness programme with excellent work placement opportunities for learners which develops and extends their work-related skills.

−

A good relationship between the Employment Hub and curriculum staff to build capacity to deliver Industry Placements.

−

Good partnerships with the Local Enterprise Partnership (LEP) and the wider business community which benefit learners.

−

Highly effective arrangements to support and safeguard learners and to promote British values.

−

A continued investment into facilities with the expansion of the Construction Apprenticeship Training Centre.

−

The college’s performance management system which is used effectively to set challenging targets for staff.

−

Leadership and management which in the vast majority of curriculum areas is highly effective.

2.3 ENGAGEMENT AND PARTICIPATION RATES Learner engagement trend analysis

Learner engagement trend analysis

4,000

3,852 3,468

3,500

Learners

3,000

4,006

4,096

35,000

3,661 33,000

3,054 2,589

2,705

31,000

2,500 2,000

29,000

1,500 1,000

27,000

500

Number of 16-18 year olds in the region

4,500

25,000

0 2011/12

2012/13

2013/14

2014/15

2015/16

2016/17

2017/18

2018/19

Learners 16-18 Population We have been successful in our drive to engage more young people in learning. The overall numbers of learners rose in 2018/19.

Core college programmes of study has continued to grow, resulting in a shift from 2,589 learners in 2011/12 to 4,096 learners in 2018/19, an increase of 58.2%. This growth is set against a backdrop of a shrinking population of young people aged 16-18 years, both in Dudley borough and the surrounding areas.

There are a number of factors influencing this growth, none more so than the improving quality of our provision and the development of the Dudley Learning Quarter, which now provides first class specialist training facilities. This growth shows high levels of confidence in Dudley College of Technology and is vital both for the regional economy and our continued financial health.

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2.3 ENGAGEMENT AND PARTICIPATION RATES CONTINUED Travel to learn map

Wolverhampton

Walsall

Bilston Wednesbury

Seisdon Gospel End Tipton Himley

West Bromwich Oldbury

Rowley Regis Brierley Hill

Stourbridge Halesowen

The map shows the travel to learn pattern of our learners in 2018/19. The majority of learners are from Dudley borough, as you would expect, with increasing numbers of learners looking to remain in Dudley to study rather than travel elsewhere. Our catchment area has extended slightly with an increase in recruitment from the schools in the west of the borough in particular. We are pleased to be the first choice for many local learners and recognise the wider regional contribution we make to the lives of learners aged 16-18 years.

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2.4 IMPACT ON DIVERSITY AND INCLUSION Gender

Ethnicity

Learning difficulty or disability Asian 13.0%

Male 53.6%

Black 7.9%

Yes 26.6%

Mixed 6.6%

Other 1.6%

White 70.9%

Female 46.4%

For learners aged 16-18 years there were slightly more male learners in 2018/19 than female (which is in keeping with the previous year), however both groups achieved at very similar rates. We continue to support a diverse mix of learners. Their ethnicity profile shows our learners as a group are more diverse than the local community. 29.1% of our learners are from minority groups who make up 11.9% of the local population. Learners from minority groups succeed at an equally high rate compared to others in the College. The gap for those from ‘mixed’ ethnicity learners has reduced again with their achievement rates increasing by 4.8% and now achieving at a comparable rate to their peers. Learners from ‘black’ ethnicity achieved at a rate lower than the College average (-4%). The college will investigate this and take any required action. Feedback from our learners and other stakeholders indicates that the College provides an inclusive and harmonious environment in which to study.

No 73.4%

We are pleased to support 1089 learners with learning difficulties or disabilities. The number of learners with a learning difficulty or disability studying with us has increased over the last three years. They succeed at a comparable rate to their peers although the gap has reduced this year (from 5.8% in 17/18 to 4.4% in 18/19).

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2.5 OUTCOMES FOR LEARNERS Achievement rate - all levels

Timely achievement rate - all levels

100%

100%

90%

90% 81.8%

82.0%

82.1%

82.3%

80%

80%

70%

70%

60%

60%

50% 2017/18

2016/17

2018/19

80.9%

81.7%

2016/17

2017/18

81.7%

50%

College achievement rate

College achievement rate

Latest published national achievement rate

Latest published national achievement rate

Achievement rates for our full time learners aged 16-18 years have remained high and are above latest published national rates at all levels. The overall achievement rate now stands at 82.3% above the last published national rate of 82.1%.

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82.1%

2018/19

Level 1

Level 2

Level 3

100%

100%

100%

90%

90%

90%

80%

77.6%

81.7%

79.6%

80%

78.5%

79.3%

80.8% 78.5% 78.2%

70%

70%

60%

60%

60%

2016/17

2017/18

2018/19

50%

2016/17

2017/18

College achievement rate

College success rate

Latest published national achievement rate

Latest published national success rate

Level 3 achievement remains above latest national rate and has maintained at the rate reported in 17/18.

Level 1 achievement has increased on the previous year, now moving above national rate.

Achievement rates on level 2 technical qualifications remain high and have improved further on the previous year to now stand at 85.9%. We are pleased that the College continues to support the huge majority of learners on these programmes to achieve a positive outcome and move on into advanced study or employment, as demonstrated by our destination data below.

Despite a good increase in English and mathematics functional skills results at level 2, when they are included in level 2 achievement rates we are now below national rates (-2.3%).

2018/19

87.0%

2016/17

2017/18

85.0%

87.0%

80%

70%

50%

87.1%

50%

2018/19

College success rate Latest published national success rate

This is predominantly due to the College’s approach to delivery of English & mathematics qualifications which is different to the bulk of the sector. National rates are increasing as most colleges are choosing to put learners through GCSE retake programmes regardless of their previous grades – all of which contribute positively to achievement rates (Grade 1 – 9 all count as positive achievement). At the College our approach has been to only put learners onto GCSE when they are ready and to support their development through stepping stone functional skill qualifications, based on their ability. As functional skills qualifications are pass/fail this does not provide a like-for-like comparison of English & mathematics performance with the national picture. We believe this approach puts the learner’s needs first and ensures they are properly prepared for GCSE retake programmes – which is evidenced through our sector-leading high grade performance in both subjects.

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2.5 OUTCOMES FOR LEARNERS CONTINUED Functional Skills SfL achievement rate - all levels 100%

90%

80% 76.1% 70%

68.8% 65.6% 64.1%

60%

50% 2016/17

2017/18

2018/19

College achievement rate Latest published national achievement rate

We are very pleased to report a three year trend of improvement in overall achievement rates in Functional Skills. We work with learners who achieved a Grade E/2 or below to complete a functional skills qualification as a stepping stone to ultimately retake their GCSE qualification. The team have worked hard to improve the performance of learners on Entry Level and level1 programmes. We are particularly pleased to report a significant increase in achievement in level 2 Functional skills (+15% compared with 17/18) which now takes us well above national average (+9.5%).

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2.5 OUTCOMES FOR LEARNERS CONTINUED GCSE retake results - three year trend

A*-C or 9-4

18.8% 43.4%

37.7%

D-G or 3-1

45.3% 51.0%

57.9%

48.0%

40.4%

2017/18

2018/19

78.2% 56.4%

2016/17

2017/18

61.9%

2018/19

GCSE English

2018/19 continued to see very large number of learners undertaking GCSE retakes, having not achieved this qualification at school. Although there was a drop in performance in mathematics compared with 17/18 (40.4% 18/19 compared with 48% 17/18) high grades remain strong and well above latest national rates reported. Our approach to deliver GCSE retakes over a two year programme, with the opportunity for a first year achievement for more able learners, appears to give the best opportunity for success.

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50.7%

2016/17

GCSE mathematics

ACHIEVEMENT RATES FOR OUR FULL-TIME LEARNERS AGED 1618 YEARS HAVE REMAINED HIGH AND ABOVE LATEST PUBLISHED NATIONAL RATES AT ALL LEVELS.

2.6 STAKEHOLDER SATISFACTION Year end learner satisfaction (QDP survey)

100

80

83

77 73

76 74

75 71

74 73

Teaching and learning

The support I receive

My progress

Test and assessments

77

77

74

79 79

72

79 76

77 77

Next step

Overall satisfaction

66

Rating

60

40

20

0

16-18 rating

Wellbeing Work placement Accommodation and and work equipment experience

Learner voice

Benchmark

We conduct surveys each year to understand learners’ satisfaction with their programme of study and the wider college. Their feedback informs subject impact assessment reviews and quality improvement plans.

The college employs an external agency, QDP, to conduct mid and end year surveys and to benchmark the results against 80 other grade 2 or above general further education colleges.

Learner satisfaction has improved and is now at or above benchmark on all measures; Satisfaction has improved significantly in many areas including learner voice, next steps and well-being. Overall satisfaction is up by 4 points compared with 17/18 and is now at benchmark.

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2.6 STAKEHOLDER SATISFACTION CONTINUED Learner Satisfaction (FE Choices Survey) 10

The chart shows the results of the Skills Funding Agency FE Choices Learner Satisfaction survey, which is conducted externally. Responses to the survey remain high, with an overall satisfaction rating of 8.1, which is in keeping with the previous year. There have been some improvements in satisfaction of learners relating to how staff treat learners, the support they receive and how their views are listened to.

9 8 Learner satisfaction

7

Learners were asked to rate various aspects of their course, learning programme or training programme on a scale of 0 to 10 where 0 is ‘very dissatisfied’ and 10 is ‘very satisfied’ . The questions were as follows:

6 5 4

1. How satisfied or dissatisfied are you with the teaching on your course or activity?

3

2. How satisfied or dissatisfied are you with the way staff treat you?

2

3. How satisfied or dissatisfied are you with the support you get on this course or activity?

1

4. How satisfied or dissatisfied are you that staff respond to the views of learners

0

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Qu. 1

Qu.2

Qu.3

Qu.4

Qu.5

Qu.6

2018/19

8.1

8.5

8.2

8.1

8.1

8

2017/18

8.1

8.4

8.1

8.0

8.0

0

2016/17

8.2

8.5

8.3

8.1

8.1

0

5. How satisfied or dissatisfied are you that the course or activity is meeting your expectations?

6. How satisfied or dissatisfied are you that your course or activity is preparing you for what you want to do next?

2.7 DISTANCE TRAVELLED BY LEARNERS Alps Value Added Indicator *Alps - Advanced level performance system

Single year T score

Three year T score

1

1

6

25%

7

10%

8

Bottom

9

2018/19

0.93

0.94

Alps BTEC value added score

5

6

5

4

4

Alps Value Added Measure for BTEC programmes only (A levels reported in Section 3)

3

3 5

2017/18

0.91

90% 75%

75%

40%

2016/17

0.82

2

2

90%

60%

2015/16

0.86

100%

100%

4

2014/15 Alps BTEC value added score

4

2018/19 2016/17 - 2018/19

60%

5

40%

6

25%

7

10%

8

Bottom

9

The Alps T scores combines the providers value added indicator along with the top and bottom 25% teaching and learning indicators to provide an overall picture of performance. This is compared against the performance of all providers in the Alps benchmark and graded on a scale of 1(best) to 9 (worst). A grade of 4 is considered good performance in that learners are achieving their expected grade.

The value added score for our learners is a measure of their final grade compared to the grades and qualifications they achieved prior to their enrolment with us. It determines whether our learners are making enough progress with their studies. The ‘T score’ provides an overall measure of performance, as shown in the table above. The table shows that our overall T score for learners on BTEC National Diploma programmes is improving and continues to meet the level we would expect based on the grades of our enrolling learners. However, we want to do more to ensure our learners go beyond this and achieve a grade above their expected performance. Equally, the improvements in value added scores is not seen consistently across all subject areas. Work within areas to ensure all of our learners not only succeed but do so with the highest possible grade will continue to be a focus for us.

Please note: Due to a significant shift in BTEC performance in 2015, the Alps reports have been re-benchmarked for 2015/16 and do not allow an exact comparison with previous years.

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2.8 LEARNER DESTINATIONS All levels Unemployed/voluntary/ NEET/other 2.5%

Higher Education 14.1%

Education/training (not HE) 68.5% Employment 14.9%

We gather information on the destination of our completing learners each year via tutors and phone survey conducted a few months after completion of their programme of study. The above charts show the headline destination data for all learners aged 16-18 years completing their studies in 2018/19, followed by an analysis by level.

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Level 1

Level 2

Unemployed/voluntary/ NEET/other 3.3% Employment 10%

Education/training (not HE) 86.7% Higher Education 0%

Level 3 Unemployed/voluntary/ NEET/other 2.7%

Unemployed/voluntary/ NEET/other 1.6% Employment 14.2%

Higher Education 31.8% Employment 18.0%

Education/training (not HE) 84.2% Higher Education 0%

Education/ training (not HE) 47.5%

Overall the survey reported that 2,492 (97.5%) completing learners progressed to a positive destination, Higher Education (university), education, training or employment. A positive progression rate is seen at all levels: level 1 96.7%, level 2 98.4%, level 3 97.36%. This continues a trend of positive outcomes for our learners.

From level 3 358 learners (31.8%) progressed directly into Higher Education. The number of learners choosing to progress to Higher Education is consistent with numbers reported in 17/18.

At lower levels the bulk of learners continued in education. This is due to many learners arriving at college with less than five GCSEs grade C or above who followed preparatory qualifications as a stepping stone to level 3 and beyond.

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2.8 LEARNER DESTINATIONS CONTINUED Destinations by diversity type 0%

20%

40%

60%

80%

100%

Male Female Asian Black Mixed White LDD* - Yes LDD* - No

Education/training (not HE)

Higher Education

Employment

Unemployed/voluntary/NEET/other

*Learning Difficulty or Disability (LDD) An analysis of destinations by diversity type shows that the overall positive destination rate is broadly the same for all groups. The college is committed to encouraging more of our learners to continue on to higher studies. The numbers choosing to complete higher studies through a Higher Apprenticeship increased four-fold since 2015/16. We continue to work with universities through the National Collaborative Outreach Project (NCOP) on a wide range of initiatives to drive this.

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2.9 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY

STEM in the curriculum - trend analysis 60% 50%

50% 40%

46% 39%

36%

37%

40%

42%

45%

2017/18

2018/19

30% 20% 10% 0% 2011/12

2012/13

2013/14

2014/15

2015/16

2016/17

The local economy relies on a workforce with high level skills in STEM subjects (science, technology, engineering and especially in mathematics). The chart shows the percentage of qualifications completed by learners aged 16-18 years that were in STEM related subjects. In 2018/19, 1,855 (45%) of our young people followed STEM programmes of study. This demonstrates a 3% increase compared with 17/18. We continue to see a good percentage of our learners studying STEM, showing our continued focus on ensuring we develop curriculum to meet the needs of these important sectors.

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2.9 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY CONTINUED Progression to advanced level - trend analysis 900

55%

800

50%

700

45%

600

40%

500

35%

400

30%

300

25%

200

20%

100

15%

0

10% 2011/12 Level 2 leavers

2012/13

2013/14

Level 3 next year

2014/15

2015/16

2016/17

2017/18

2018/19

Forward progression

As detailed earlier, in total 98.4% of completing level 2 learners progressed to a positive destination, either education or employment.

84.2% of learners continued on with training, the majority with us. As detailed in the graph, 50% of all of the College’s level 2 learners progressed directly into level 3 provision. This progression rate has increased since 2011/12 and is in keeping with previous years. This indicates that the completion of a level 2 programme is effective in supporting immediate progress to advanced level skills training and that a growing number of level 2 learners choose this option. The college clearly plays an important role locally in progressing learners to advanced level skills programmes which are required to support the regional economy.

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2.10 REVIEW OF STRATEGIC INPUTS (SIPs) OUTSTANDING TEACHING AND LEARNING “In the best lessons teachers use their industry knowledge and experience to stretch, challenge, motivate and inspire learners about their subject.Teachers make excellent use of these resources and, in addition, develop varied, creative and stimulating learning materials that inspire learners to succeed.

The use of ILT and SMART technologies is well developed across college which enhances learners’ experience.” – Ofsted Further Education & Skills Inspection Report May 2017.

A developmental culture drives the evolution of teaching and learning at the College. Staff are highly motivated through the Communities of Practice teaching triangle process which continues to be successful and benefits from the strong base that has been established over three academic years.

The standard of teaching across the 87 triangles continues to be high with a wide variety of strengths including managing behaviour, embedding English and mathematics and questioning. Facilitated by a team of highly skilled Outstanding Practitioners, this collaborative approach is popular with staff and promotes experimentation, innovation and measured risk-taking in the classroom.

Communities of Practice (COP) and Learning Fairs enhance the College’s collaborative approach to developing teaching and learning. A close link between practice, feedback and CPD provides developmental clarity for staff, and learners continue to report high levels of satisfaction in respect of teaching and learning.

Weekly Upskill staff CPD sessions cover a wide variety of topics to meet identified developments within teaching, learning and assessment. A biannual staff conference hosts an extensive range of workshops and talks with staff choosing

a bespoke programme in agreement with their Curriculum Managers to meet their individual development needs as well as those of the department.

Teachers successfully develop the English skills of learners and focus very well on spelling, punctuation and grammar in lessons and in marked work. Learners develop their skills of discussion and argumentation well and are able to challenge each other’s viewpoint robustly and respectfully in lessons.

English and mathematics provision remains a high priority and a dedicated team of Lead Practitioners support delivery staff to drive performance in GCSE and Functional Skills classes.

Staff demonstrate high expectations of learners and set challenging targets which leads to learners producing a high standard of work. A college-wide ‘Upgrade’ campaign puts an ongoing focus on high grades and provides a relentless drive for staff and learners to make the best progress possible from their starting point, to achieve their target grade and beyond.

Learners with Special Educational Needs and Disabilities (SEND) are well supported to progress in their education or towards independence. Teaching in this area is innovative and inspiring and allows learners to develop their independence.

A RELEVANT AND RESPONSIVE CURRICULUM The college continues to embrace the STEM agenda offering clear progression routes from entry level to higher skills. This effectively responds to the significant skills shortage identified in the West Midlands Combined Authority and Black Country LEP priorities. Our Centre for Advanced Building Technologies which opened in 2017 enables sector-leading training in Civil Engineering, Design, Surveying and Planning, Geospatial Surveying and Modular Building Construction.

Learners studying Motor Vehicle benefit from technical training which includes Motor Sports and Hybrid Vehicles, preparing them for a career in the rapidly evolving transport technologies industry.

All learners are effectively supported to develop their English and mathematical skills and as a result of the increased emphasis, additional staff, resources and high profile intervention, learners clearly understand the message that good English and mathematics skills are essential for their next steps and future opportunities. Achievement rates in both English and mathematics remain amongst the highest in the sector.

“The college makes an outstanding contribution to the development of digital, scientific, engineering and technological skills in the region by ensuring that the curriculum responds directly to emerging skills gaps.

Extremely close collaboration with the College’s key stakeholders, including the Black Country local enterprise partnership (LEP), employers and higher education institutions, has created new opportunities for learners at the College to progress successfully into employment, further training or higher education.” – Ofsted Further Education & Skills Inspection Report May 2017.”

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2.10 REVIEW OF STRATEGIC INPUTS (SIPs) CONTINUED OUTSTANDING FACILITIES AND RESOURCES Significant capital investment across the Dudley Learning Quarter provides exceptionally high tech facilities and accommodation. The development of our estate in partnership with employers has guaranteed industry relevant equipment and software which provides learners with the technical knowledge, skills and behaviours employers require and ensures they are work ready as they enter the job market.

Following a period of investment in new buildings, (including our flagship engineering centre, Dudley Advance, Dudley Advance II, our Centre for Advanced Building Technologies and CAT Centre), our consolidation of existing facilities has seen major refurbishment of the main campus library and iPoint, providing a much enhanced independent study environment for learners. Further investment in our Construction Apprenticeship Training Centre facility has enhanced learners access to high quality training facilities for all construction trades including brickwork, plastering, scaffolding and roofing through the expansion into Unit 4.

The college estate is carefully maintained and offers an inspirational and professional teaching and learning environment. A rolling programme of investment in our IT infrastructure (IT lease replacement programme) provides continual improvement of our digital hardware allowing learners to experience the latest technology in rapidly evolving.

Commercial training operations enable learners to get ‘hands-on’ technical experience in ‘real-work’ environments.

Evolve Hair and Beauty, Evolve Gym, Evolve Theatre, Aspire Works and Stir eateries see learners apply their technical knowledge to build and develop practical skills and competencies.

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EFFECTIVE ARRANGEMENTS FOR MEETING EMPLOYERS’ NEEDS Learners have access to very high-quality work-experience opportunities in an impressive range of settings. Many learners work on innovative cross-curricular projects which are set in partnership with local employers. Working to a ‘live brief’ provides rich opportunities for them to showcase and celebrate the work they produce in lessons, such as photography & digital media learners undertaking social action projects on behalf of the local council, businesses and charities.

Employment and Apprenticeship opportunities are brokered by an Employer Engagement Team who also took on responsibility for supporting curriculum with sourcing employers for industry placements in preparation for T-Levels.

Bespoke ‘work-readiness’ sessions, delivered as part of the Performance Improvement Programme, effectively prepare learners for placement. Learners conduct skills audits and prepare CVs, whilst developing the holistic skills required to become a successful employee. Effective matching of learners to placements enhances the learner experience whilst meeting the needs of host employers.

Guest speakers from industry ensure learners have access to ‘real’ insights into their chosen career pathway. Construction Industry Training Board (CiTB), McCains, PRG Lighting, West Midlands Police, Fulcro, The Black Country Museum, Simian Risk, Olympic athletes and local care home managers are just some examples of employers who delivered career focussed talks and live briefs for work experience.

Engineering learners continue to benefit from the ‘Advance your career’ mentoring scheme in which, following a process of application and interview, they are matched up with a suitable employer who will act as their mentor. Mentoring often leads to employment opportunities following work

placement. Alternatively learners are guided by those industry experts to support their career choices.

As a lead college for WorldSkills UK, learners are able to engage in regional and national competitions to showcase the industry skills gained in college and highlight the technical and professional skills available for young people.

EFFECTIVE SAFEGUARDING AND PROMOTION OF BRITISH VALUES Safeguarding arrangements are comprehensive and have been enhanced through the appointment of three additional Designated Safeguarding Leads. The increase in personnel allows a heightened focus on vulnerable groups, ensuring staff are able to quickly identify learners or groups who are at risk, providing early intervention and highly effective support.

Learners report high levels of satisfaction in respect of their safety in college. Safeguarding matters are thoroughly introduced to all learners at induction and reinforced through the Performance Improvement Programme and individual reviews. Topics include online safety, healthy relationships and gang/knife crime and as a result, learners demonstrate a heightened awareness of how to keep safe and an understanding of how the College promotes British values in its teaching and learning.

The Prevent agenda is embedded across college and into our safeguarding practices. Safeguarding and Prevent Training for all staff, including governors and volunteers, is robust and effectively monitored through the single-central record in Human Resources. Biannual college conferences offer opportunities for safeguarding and Prevent refresher training to ensure staff are up to date with current safeguarding and Prevent legislation and concerns. Safer recruitment training is undertaken by all staff who chair recruitment panels.

Effective communication with external partners including the Police and local authority enables us to assess local risk and respond appropriately to safeguard our learners.

Learners’ spiritual, moral, social and cultural development is ensured through a comprehensive cross college Performance Improvement Programme. This high quality programme is written and supported by a team of Outstanding Practitioners and supported by a PIP Co-ordinator who manages a programme of cross-college events, guest speakers, performances and workshops.

“Staff ensure that learners are made fully aware of safeguarding matters at induction and reinforce these well in tutorials and reviews. As a result, learners can clearly describe how to keep safe, including when using the internet, and how the College promotes their understanding of British values.” – Ofsted Further Education & Skills Inspection Report May 2017.

EFFECTIVE LEADERSHIP & MANAGEMENT Highly effective leadership and management ensures the strategic vision is effectively cascaded, implemented and achieved.

Throughout 2018/2019, approaching the end of the 2016/19 strategic plan, a Performance Improvement Plan targeted 16-18 KCG priorities: retention, achievement and destinations; learner progress and learner satisfaction.This forensic breakdown and action plan ensured distributed responsibility and accountability with regular analysis and in-year tracking to ensure consistent outcomes for learners.

Leaders set very high expectations resulting in an extremely professional teaching and learning environment for our learners and staff. Behaviour across the Learning Quarter is excellent and where necessary, robust college procedures support managers and their staff to consistently challenge and support those who fall below the expected standard.

Leaders and managers reinforce the culture of continual improvement through their positive application of the Performance Management Review, ensuring a relentless focus on improvement whilst supporting individual staff development needs that align to our college strategic goals.This results in a highly motivated staff team at all levels.

High-quality in-house training as well as formal Leadership and Management qualifications through CMI, supports managers to develop their professional practice, whilst sustaining the long-term performance of the College through effective succession planning.

Managers make insight driven decisions, identify and monitor underperformance and communicate effectively through a comprehensive suite of performance data reports, available through a single access portal.Transparent and timely data reporting, supplemented by finance and income reporting and supported by regular Curriculum Performance Meetings, ensure managers are highly effective in the management of their curriculum teams, cascading information to enhance early intervention and planning.

“Leaders and managers have successfully maintained a culture of very high expectations among learners and staff.

Relationships between staff and learners continue to be exceptionally strong, and learners’ behaviour is exemplary.”

– Ofsted Further Education & Skills Inspection Report May 2017.

“Senior leaders maintain a relentless focus on sustained, iterative improvements to the College’s provision for the benefit of learners and staff. For example, they have evolved a more holistic approach to staff performance review.This is valued highly by staff for the greater ownership they have in applying the College’s priorities to their personal developmental objectives.” – Ofsted Further Education & Skills Inspection Report May 2017.

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2.10 REVIEW OF STRATEGIC INPUTS (SIPs) CONTINUED EFFECTIVE SUPPORT FOR LEARNERS Support for learners is highly effective and enables those with additional needs to succeed at a rate comparable to their peers.The increase in the numbers of learners with Education, Health Care planes the College has invested in support teams introducing new roles in order to continue to meet learners needs. A growing team of Educational Support Assistants (88) provide excellent in-class support which enables learners to access curriculum and make good progress towards their learning goals.

Support for high needs learners enables inclusive access to the curriculum. All areas of the College have adapted to the changes in the SEND Code of Practice and are developing the effective use of Education, Health and Care Plans in their practice.We continue to focus on ensuring Education, Health and Care plans are consistently embedded into teaching, learning and assessment across college.

Staff who have learners with high levels of need are offered additional support through drop in sessions or scheduled CPD sessions to improve knowledge, awareness and professional practice around SEND. Excellent support is provided though our IAG, interview and enrolment process and early needs assessments and communication with feeder schools/external agencies ensures learners who require additional support begin their programme with it in place.

Confidential counselling is effective in supporting learners with complex personal and mental health issues to remain on programme and succeed. Dyslexia assessments and support is offered to all learners to ensure their needs are met. Finance and welfare support for learners is effective and enables them to manage the financial aspects of college.This includes providing free bus passes for all learners and free meals for those eligible.

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“Staff provide excellent support for those learners and apprentices who need extra help in their studies. Staff assess learners’ and apprentices’ needs thoroughly before they enrol ensuring that they receive the help they need as soon as they start their programme.” – Ofsted Further Education & Skills Inspection Report May 2017.

PERSONAL DEVELOPMENT, BEHAVIOUR & WELFARE “Teachers are highly motivational, raising the aspirations and self-belief of learners, inspiring them to make the most of their time at college.This, coupled with very high-quality careers advice, ensures that learners have well-considered plans for their futures and that they understand the steps they need to take to succeed. As a result, the overwhelming majority of learners progress to sustained employment, Apprenticeships, or higher education.” – Ofsted Further Education & Skills Inspection Report May 2017.

Staff highly motivate learners, building their confidence and self-belief and inspiring them to achieve. Clearly communicated progression routes, coupled with specialist careers advice and guidance results in the majority of learners progressing to positive destinations of employment, Apprenticeships or higher education.

Learner behaviour is exemplary and facilitates an inclusive and harmonious environment supported by a clear code of conduct. An aspirant culture is underpinned through the College 4 As ethos (attitude, attendance, aspiration and achievement) which is emphasised to all learners from induction through to completion and reported to parents through reports and consultation evenings.

Our dedicated Performance Improvement Programme (PIP) allows learners to develop as individuals and engage in a comprehensive range of in-class and cross college activities

raising awareness of key issues affecting young people within society. This is extensively supported by external partners who deliver a range of innovative and engaging activities including: Loudmouth Theatre – Safe and Sound (Wellbeing), Priory Pharmacy – Sexual Health, West Midlands Fire Service – Road Casualty Reduction, Switch – Drug and Alcohol Awareness, Respect Yourself. The Performance Improvement Programme also provides dedicated one to one and group sessions for learners to plan their next steps and set aspirational, differentiated targets which are monitored by personal tutors.

High quality lesson planning, combined with a rich and relevant range of extra-curricular activities develops the confidence, communication, co-operation and creativity of learners. Staff are effective at meeting the needs of individuals and high levels of mutual respect supports the personal and social development of learners. Learners demonstrate high levels of social responsibility and compassion through participation in projects, events, volunteering and fundraising activities for local charities and social-action projects such as Media learners producing promotional material for Summit House, a local Aids and HIV support group or Hair & Beauty learners visiting local hospital wards to offer treatments to patients.

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3. FULL-TIME A LEVEL LEARNERS AGED 16-18 YEARS 3.1 BALANCED SCORECARD

Below expectations

Meets expectations

Above expectations

Participation Diversity Achievement Satisfaction Distance travelled Destinations Regional Skills impact Financial contribution OVERALL

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The overall performance of this key client group is ‘meeting expectations’. Achievement rates, diversity of learners and their destination (particularly to university) are above expectations. We recognise that we can improve further in other areas, with a specific focus on driving up very high grades and therefore improving distance travelled. Whilst many learners study STEM disciplines, we would also like to improve opportunities for those learners to continue their HE study and employment locally to impact on regional productivity.

3.2 SUMMARY OF OUTPUTS AND INPUTS

OUTPUTS What key outputs did we achieve?

What better outputs could we achieve?

We significantly increased local participation in A and AS level learning:

−

The number of learners achieving high grades has improved this year, but this can improve further to ensure all learners reach their full potential.

−

The number of learners completing A levels progressing into higher Apprenticeships.

−

The achievement rate of learners in art, English literature, law, geology, politics, philosophy, further mathematics and product design due to retention on programmes in the main.

−

Achievement rates for black learners, which has fallen below the College average last year.

−

We engaged 471 young people in A and AS levels in 2018/19.

−

Despite a falling local demographic we have increased the participation of young people in A and AS levels since opening the centre, with numbers remaining high.

We successfully engaged A level learners from diverse communities: −

142 (30.2%) A and AS learners were from ethnic minority groups. Our A and AS learners are significantly more diverse than the local community where 11.9% of the population are from minority groups.

−

87 (18.4%) of A and AS learners reported a learning difficulty or disability.

We supported A level learners to successfully achieve their programme of study: −

Overall achievement rates on A levels are above national rates and have been for the last three years.

We supported the progression of our A level learners to positive destinations: −

198 (98.8%) of A level learners completing their programme of study progressed immediately to a positive destination, either higher or further training or directly into employment.

We made a significant impact on the local skills gap by upskilling young people: −

306 (65%) A and AS learners were studying STEM subjects.

−

181 (90.6%) learners completing A levels progressed immediately to higher education, including an increasing number to Russell Group universities.

We increased the levels of learner satisfaction for our A level provision and this is now higher than national comparators.

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3.2 SUMMARY OF OUTPUTS AND INPUTS CONTINUED

INPUTS

38

What were the key strengths of our inputs?

What inputs could we deliver better?

−

An extensive curriculum offer.

−

The quality of teaching, learning and assessment, which was judged by Ofsted to be ‘outstanding’ (May 2017).

−

Continue the development of PIP sessions and supporting technologies to drive high grades strategy and target setting for learners.

−

Teachers’ delivery of engaging lessons which utilise resources and facilities very well.

−

Further enhancements to gifted and talented programmes to support learners able to achieve the very highest grades.

−

Activity to increase learner satisfaction with ‘progress’ and ‘next steps’.

−

The support and challenge provided by teachers raising the aspiration of A and AS level learners.

−

The promotion of higher Apprenticeships as an alternative progression route for A level completers.

−

Revised delivery model, giving more hours per subject and enhanced online resources.

−

Dedicated and effective progression guidance for A level learners.

−

Highly effective arrangements to support and safeguard learners.

−

Outstanding facilities and resources provided at Dudley Sixth and across the Dudley Learning Quarter.

−

The College’s performance management system which is used effectively to set challenging targets for staff.

−

Leadership and management which in the vast majority of A and AS subjects is highly effective.

3.3 ENGAGEMENT AND PARTICIPATION RATES Learner engagement trend analysis 600 500

THE INCREASED PARTICIPATION OF A LEVELS HAS BEEN MAINTAINED IN RECENT YEARS.

400 300 200 100 0 2011/12

2012/13

2013/14

2014/15

2015/16

2016/17

2017/18

2018/19

Dudley Sixth has been successful in its drive to increase learner engagement with A level learning. The participation of A level learners has increased dramatically over recent years, expanding from 278 learners in 2012/13 to 471 in 2018/19. This growth shows the increased confidence locally in Dudley Sixth as a provider of good quality A level provision and supports the continued financial health of the College. The slight dip shown from 17/18 to 18/19 was due to underperformance of GCSE pupils in the local schools, resulting in some learners not meeting entry requirements for Dudley Sixth. These learners were supported to gain a place studying within the wider college on a vocational programme of study.

This growth is set against a backdrop of a shrinking 16-18 population, both in the Dudley borough and the surrounding areas. There are a number of elements influencing this growth, but the largest factor is the creation of a dedicated centre for A level provision (Dudley Sixth) and the breadth of curriculum which it offers. The centre also offers more delivery hours per A level and higher levels of support than other providers.

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3.3 ENGAGEMENT AND PARTICIPATION RATES CONTINUED Travel to learn map

Wolverhampton

Walsall

Bilston

Wednesbury Gospel End Wombourne Tipton Oldbury

Himley

West Bromwich

Dudley

Rowley Regis Brierley Hill

Stourbridge

The map shows the travel to learn pattern of our A level learners in 2018/19. The majority of learners are from Dudley borough, as you would expect, with increasing numbers of students looking to remain in Dudley to study rather than travel elsewhere. We are pleased to be the first choice for many local A level learners and recognise the wider regional contribution we make to the lives of learners aged 16-18 years. This year does show a slight increase in the distance that some learners are travelling in order to attend Dudley Sixth rather than staying local to their own providers.

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3.4 IMPACT ON DIVERSITY AND INCLUSION Gender

Ethnicity

Learning difficulty or disability Yes 22.5%

Asian 16.7%

Male 37.4%

Black 6.0%

Mixed 6.9%

Other 0.6%

Female 62.6%

White 69.8%

No 77.5%

In 2018/19 there were more female A level learners than male at Dudley Sixth, with this gap widening further from the previous year. We continue to support a diverse mix of learners. Their ethnicity profile shows our learners as a group are more diverse than the local community and are in line with the previous year. 30% of our learners are from minority groups who make up 11.9% of the local population. It is good to see achievement rates of Asian learners improve this year and be comparable to other groups, however we have instead seen a drop in achievement for black learners. We will work closely with this group in the coming year to see if improvements can be made. Feedback from our learners and other stakeholders indicates that the College provides an inclusive and harmonious environment in which to study.

Dudley Sixth supports a number of students with learning difficulties or disabilities through a wide range of support mechanisms, with this number increasing yearly. It is good to see these learners achievement rates being comparable to their peers. Dudley Sixth is pleased to see the continued participation of learners from a wide range of backgrounds and we continue to review our support arrangements for specific groups of learners to ensure success for all.

DUDLEY SIXTH CONTINUES TO SUPPORT A VERY DIVERSE LEARNER BODY.

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3.5 OUTCOMES FOR LEARNERS Overall achievement rate - A level 100% 94.1%

94.5%

93.5%

90% 87.5% 80%

It can be seen that outcomes have remained comparable to the previous years since A level reforms were introduced and remain well above national rates. We are also pleased to report a further significant increase in high grades from our learners in 2018/19. Analysis shows 74.6% of learners achieved an A* - C grade which is an increase of 6.8% on 2017/18.

70%

60%

50% 2016/17

2017/18

College achievement rate Latest published national achievement rate

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As highlighted in the 2015/16 ASIA, the College will no longer report on the outcomes for first year A level learners following the recent qualification reforms. AS qualifications have been removed as new linear two year A level programmes are introduced. The grade outcome for learners is determined by a final exam and the end of the full two year programme, rather than an exam at the end of each year.

2018/19

The College recognises that the new linear A levels are challenging for learners, but we are pleased to see that our new delivery model and ‘learner mind-set’ programme are having a positive impact on high grades performance.

3.6 STAKEHOLDER SATISFACTION Year-end learner satisfaction (QDP survey) 100

80 67 70

65

66 68

71

69

67

Rating

60 51

54

51

46

57

63 63

45

40

20 N/A

0 Teaching and learning

The support I receive

6th Form Rating

N/A My progress

Test and assessment

Wellbeing

N/A

Work related Accommodation Learner voice Next steps visits and and equipment community

Overall satisfaction

Benchmark

We conduct two surveys each year to understand learners’ satisfaction with their programme of study and the wider college.Their feedback informs subject performance reviews and quality improvement plans.The survey is conducted externally by QDP and benchmarked against responses from other general further education colleges (where available).

The results from the 2018/19 end of year survey shows that A level students report satisfaction that is at benchmark for ‘overall satisfaction’.Whilst some areas have increased from the previous year, more still needs to be done with the ‘progress’ and ‘next steps’ activity to ensure this is meeting learner expectations.We will ensure this is a priority for development in 2019/20.

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3.7 DISTANCE TRAVELLED BY LEARNERS

A level QI Grade and Score

Alps Value Added Indicator *Alps - Advanced level performance system

1.09 1.01 0.98

2018/19 A level QI score = 0.95 QI grade =5

0.96 0.93

1 2 3 4 5 6

0.90 0.84 0.61

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7 8 9

100% 90% 75%

2014/15

2015/16

2016/17

2017/18

2018/19

Alps A level value added Quality Indicator score

0.94

0.95

0.89

0.93

0.95

Alps A level value added Quality Indicator grade

5

5

7

5

5

60% 40% 25%

Quality Indicator (QI) Score

10%

The QI score provides a feel of how the College is performing relative to the Alps national benchmark.This is represented in the form of a thermometer. A value added grade of 5 shows the College performance is satisfactory to good.

bottom

The value added score for our learners is a measure of their final grade compared to the grades and qualifications they achieved prior to their enrolment with us. It determines whether our learners are making enough progress with their studies. The ‘Quality Indicator’ provides an overall measure of performance, as shown in the table above. The chart shows that our overall ‘QI’ for A level programmes in 2017/18 has risen again but still remains at grade 5, which indicates their performance is satisfactory to good. It is good to see continued improvement in value added scores, but this will remain a focus until all provision is rated ‘good or better’.

3.8 LEARNER DESTINATIONS

All A levels Unemployed/voluntary/ NEET/other 1.3% Employment 5.0% Education 3.1% Higher Education 90.6%

We gather information on the destination of our completing learners each year via their tutor or a phone survey conducted a few months after completion of their programme of study. The chart shows the headline destination data for all A level learners completing their studies in 2018/19, followed by an analysis by level.

Overall the survey reported that 198 (98.8%) of completing A level learners progressed to a positive destination of higher education (university), education, training or employment.

For A level learners the majority (90.6%) chose to continue on to university, which is an increase on the previous year.

We continue to work with University of Wolverhampton on the National Collaborative Outreach Programme (NCOP) aimed at supporting more young people to undertake higher education, as well as further developing our own local (and most cost effective) routes through higher education, including higher Apprenticeships.

This continues a three year trend of positive destinations for our learners.

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3.8 LEARNER DESTINATIONS CONTINUED All A level destinations by diversity type 0%

20%

40%

60%

80%

100%

Male Female Asian Black Mixed White LDD* - Yes LDD* - No

Education/training (not HE)

Higher Education

Employment

Unemployed/voluntary/NEET/other

*Learning Difficulty or Disability (LDD)

The above chart shows a further analysis of destination by diversity types. Positive outcomes remain broadly similar across different learner types. However we can see a difference with fewer black learners getting a positive outcome and progressing to university. This is echoed in the achievement rates shown earlier. As previously mentioned, this will be an area of focus on 2019/20.

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POSITIVE DESTINATION RATES REMAIN VERY HIGH, WITH A FURTHER INCREASE IN THE NUMBER OF LEARNERS PROGRESSING TO UNIVERSITY.

3.9 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY STEM in the curriculum - trend analysis 100% 90% 80% 69%

70% 60%

64% 59%

64%

60%

68%

65% 59%

50% 64%

40% 30% 20% 10% 0% 2011/12

2012/13

2013/14

2014/15

2015/16

2016/17

2017/18

2018/19

The local economy relies on a workforce with high level skills and skills in STEM subjects (science, technology, engineering and mathematics).

The chart above shows the percentage of qualifications completed by A level learners that were in STEM related subjects. In 2018/19, 65% of our young people followed STEM programmes of study which is an increase on the previous year and close to levels seen in years preceding that. There continues to be a very strong STEM provision across Dudley College of Technology as a whole. We are committed to finding more opportunities for A level learners to continue to higher education locally so that their skills might benefit the regional economy.

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3.10 REVIEW OF STRATEGIC INPUTS (SIPs) OUTSTANDING TEACHING AND LEARNING Teachers at Dudley Sixth have fully embraced teaching triangles and consequently, the standards of teaching across the area have benefited from this highly collaborative and creative approach to teaching and learning. Staff are enthused about working together to drive up standards and participate fully in the sharing good practice events held at the end of the year.

These lessons are measured against the College’s professional standards to ensure that the current levels of classroom performance are being developed and improved to ensure the best possible environment for all learners. 2018/19 saw a strong focus on high grades and activities which aimed to push learners to achieve to the very best of their abilities. Peer and self-assessment methods were a key element of this approach which in turn meant learners could articulate the requirements of their assessments and plan a course to improve their academic performance. Teachers effectively plan innovative, engaging and well-paced sessions which challenge, enthuse and motivate learners. Highly qualified staff use their excellent subject knowledge along with the outstanding resources to “motivate and inspire learners exceptionally well”, as reported by Ofsted, who also commented on how “teachers assess learners’ progress very effectively and frequently”.

Questioning is used well, both to assess progress and to further develop learner understanding, with incisive feedback helping learners to understand what they have done well and how they can improve through comprehensive target setting. In addition, we have continued support for all A Level tutors by a dedicated Outstanding Practitioner.

The development of English and mathematics skills is very strong and the majority of staff effectively embed English and mathematics skills into their sessions. In subjects where long written answers are required, staff employ a number of strategies to ensure students develop a range of sophisticated, mature writing styles through which their arguments are clearly articulated. This ties in strongly with the focus on

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high grades as improved writing styles often mean learners perform better against the assessment objectives.

The focus on the A level Mindset Programme (VESPA) formed the core of the Performance Improvement Programme in 2018/19 with a whole programme of sessions designed to develop learners’ resilience, confidence and independent study skills amongst other key qualities. A number of staff started to incorporate the VESPA approaches into subject lessons too with a focus on targeted questioning, intervention and high expectations. The PIP programme also incorporates a programme of guest speakers, master classes and external visits to higher education institutions.

The use of information learning technology and SMART technologies is routinely strong within the classroom with staff over a number of subject areas experimenting with technologies such as Mentimeter, Plickers and Quizlet to complement existing classroom resources. Specialist software has been purchased for specific subjects, such as ArcGIS for use within A level geography, along with a range of extra revision packages for various subjects. Blackboard, the College’s virtual learning environment, is routinely used as part of assessment of learning and study skills. In addition, further investment into iPads for use in science laboratories has proved beneficial in data analysis tasks, for example.

Teachers have very high expectations of their learners and insist that they dedicate a great deal of time and effort to their studies. Ofsted commented on how teachers are “highly motivational, raising the aspirations and selfbelief of learners” and that this is “coupled with very high-quality careers advice”.

A RELEVANT AND RESPONSIVE CURRICULUM There is an extensive curriculum offer which focusses on STEM subjects. A Level staff fully embrace the STEM agenda and have a collaborative approach to course structure and design. This learning is enhanced by entry into competitions such as the Senior Maths Challenge. There was further success this year in product design with a learner being awarded second prize in a national design and fabrication competition.

We have had some success at combining BTEC Level 3 programmes of study with an additional A level, whereby for example a BTEC Level 3 engineering learner studied A level mathematics as this was a requirement of their future career aspirations.

The range of subject combinations requested by learners has become more complex, with more learners choosing to undertake a science subject combined with one from humanities and perhaps art. Traditionally learners chose subjects within a similar subject area. Using extensive planning of a new timetable subject grid system, all learner subject combinations that were requested were satisfied at enrolment.

Dudley Sixth have fully engaged with the transition to the new linear A levels, with this being the first year that no AS level exams were sat. These were replaced by internal progression exams after feedback from local stakeholders suggested that AS levels in themselves add no real value to a young person’s portfolio of achievements. As part of the Strategic College Improvement Fund, we have engaged with other providers to disseminate best practice and ensure the provision for local and national needs are being met.

OUTSTANDING FACILITIES AND RESOURCES Dudley Sixth along with the entire Learning Quarter offers “learning facilities of an exceptional standard” to A Level learners including excellent science laboratories that Ofsted noted “contain a wide array of very good specialist equipment”. Learners benefit from two well-resourced iPoints within Dudley Sixth which support their independent learning along with open access to silent study rooms during exam periods. Dudley Sixth continues to invest in the facilities and new learning technologies to ensure the highest standards are maintained. For example, ArcGIS was purchased to support the A level geography curriculum, iPads for use in the science laboratories and a subscription to an online learning environment for use in the modern language lab.

The ‘Enhance’ Building has positively impacted on A level learners who were the driving force behind its conception, enabling learners to experience some lecture-style sessions in order to support them in their transition to university.

This building also houses the art provision, with a darkroom and MAC suite.

Specialist facilities are available across college for Dudley Sixth learners ensuring all learners are trained to industry standard. The Priory Road 3G Football Complex has proven to be a valuable asset to our Sports learners, our drama and dance groups make use of the professional theatre and dance studios, and our product design cohort are able to use the advanced engineering facilities in Advance in order to tailor their individual projects. A brand new dynamic and innovative study centre at the nearby Broadway campus further enhances the study space available to learners.

Dudley Sixth has invested significantly in resourcing the new linear qualifications, both in terms of technical requirements with the addition of new software, academic resources and the training of staff. Ofsted commented on how “Teachers

make excellent use of all resources and in addition, develop varied, creative and stimulating learning materials that inspire learners to succeed”. This year, we were also introduced to the PiXL programme in order to add to the bank of resources available to drive forward our success.

EFFECTIVE ARRANGEMENTS FOR MEETING EMPLOYERS’ NEEDS Dedicated careers staff who are based at Dudley Sixth work closely with learners and universities to ensure our learners have the guidance required to make informed choices and gain a place at their chosen university. Best practice sees many A Level learners completing work experience alongside their academic studies such as placements at Russell Hall Hospital and by becoming mentors to pupils in our multi-academy trust schools. Guest speakers from industry and academia ensure learners have access to ‘real’ insights into their chosen career pathway and progression opportunities. Groups of learners also experience visits to local companies, such as Boss Design for product design learners.

We have further developed pathways to higher Apprenticeships for our A level cohort. One of our IAG Officers based at Dudley Sixth focuses on this specifically, and is working on developing further links with local employers.

EFFECTIVE SAFEGUARDING AND PROMOTION OF BRITISH VALUES Safeguarding arrangements are comprehensive and enable staff to quickly identify learners, or groups who are at risk. Support for learners identified at risk is effective. The Prevent agenda is well embedded across college and into our safeguarding practices. Effective communication with external partners including the Police and local authority enables us to assess local risk and respond appropriately to safeguard our learners.

Training for all staff including governors and volunteers is robust and effectively monitored through the single-central record in personnel. Biennial college conferences offer opportunities for Safeguarding and Prevent refresher training to ensure staff are up to date with current safeguarding and Prevent legislation and concerns. Ofsted were impressed with how “teachers regularly debate how they can best promote equality, diversity and British values within their lessons”.

Safeguarding and British values are introduced to learners as part of their induction, and is revisited often during their Performance Improvement Programme (PIP) with sessions on a range of topics including raising awareness of radicalisation, cyber-bullying, knife crime and arranged marriages. Student satisfaction around feeling safe in Dudley Sixth is exceptional.

EFFECTIVE LEADERSHIP & MANAGEMENT The management structure at Dudley Sixth with three Curriculum Leaders has ensured continuing support and direction for academic staff at an operational level, alongside strategic direction provided by the Head of Learning.

This year saw the implementation of a new delivery model, whereby the total delivery time for each subject was extended to six hours per week combined with the introduction of the A level Mindset Programme (VESPA).

This was in response to the new linear specifications whereby the entire assessment takes place at the end of the two years of study.

Managers facilitate a culture of high expectations and accountability amongst staff. This is facilitated through effective use of the Performance Management System in setting challenging targets for all staff relating directly to their subject.

College Management arrangements have continued with Key Client Leadership Groups driving the College’s work to meet the targets set in our ambitious three year strategic plan.

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3.10 REVIEW OF STRATEGIC INPUTS (SIPs) CONTINUED The A level group developed a Performance Improvement Plan and met regularly to facilitate the actions.

Subject area impact assessment is comprehensive and accurate. Managers use data effectively to drive performance and monitor any areas of underperformance through regular subject review meetings. Managers communicate effectively to ensure the vision is achieved. Arrangements to engage all learners in learner voice activities is good with regular meetings held between elected course representatives and the Head of Learning.

EFFECTIVE SUPPORT FOR LEARNERS Each learner is assigned a personal tutor who takes the lead on pastoral issues and support for their tutees. This is further supported by the introduction of a Progress Lead who monitors performance of all learners, and takes the lead on any intervention that is required whether that be of a pastoral or academic nature, calling on the extensive support network from across college.

Learning support for learners is highly effective and enables those with additional needs to succeed at a rate comparable to their peers. Excellent in-class support enables learners to access curriculum and make good progress towards their learning goals. Support for High Needs learners is effective and enables them to access curriculum. Confidential counselling is effective in supporting learners with complex personal issues to remain on programme and succeed. At exam time, there is a focus on mental health issues and counsellors have a heightened presence within Dudley Sixth.

Finance and welfare support for learners is effective and enables them to manage the financial aspects of college. This includes free bus passes for all learners and free meals for those eligible. Money is also available to help with compulsory field trips within earth sciences. Some learners benefit

50

from additional funding support through our NCOP project, for help towards attending university open days or educational visits.

High quality careers advice and guidance from staff helps learners to make informed choices about their progression, whether it be employment, self-employment, education or training. This includes a dedicated UCAS and guidance officer for those progressing to higher education. Improvements in the promotion of vocational options for marginal learners prior to enrolment is evident whereby a clearing system was introduced, also serving those not meeting entry requirements. This also extended to learners at the end of their first year who are at risk of underachieving in their A levels whereby we recommend an alternative learning path such as a vocational route.

This year saw a pilot scheme introduced to offer additional support to those learners applying to Oxbridge or other Russell Group universities. Named the ‘Honours Programme’, it included additional interaction with guest speakers such as Cambridge University, who by two learners were successful in gaining places with on their highly competitive mentor scheme.

PERSONAL DEVELOPMENT, BEHAVIOUR & WELFARE Through effective monitoring, Dudley Sixth ensures that all learners are encouraged and have an opportunity to make a genuine, valued and recognised contribution to college life.

Through a dedicated Performance Improvement Programme (PIP), learners develop as individuals and have a raised awareness of key issues affecting young people within society, including employability skills, personal finance budgeting and progression to higher education. This year also saw the introduction of the A level Mindset (VESPA) programme which formed the main backbone of the PIP, looking at and working

with the learners to develop the key characteristics that are deemed to be essential for any successful student. This not only will help them to achieve their potential at A level, but also equip them with a range of skills to be successful in higher study.

At Dudley Sixth, there is a dedicated Progress Lead who monitors pastoral issues and holds intervention meetings with the learner and parents (where appropriate) if any concerns are raised, signposting agencies for further support where necessary. Each learner has one to one sessions with their personal tutor to set and monitor aspirational, differentiated targets, with each producing an action plan post-mock exams in order to effectively plan for their achievement. Any learners deemed to be underperforming have additional action planning meetings with the Progress Lead in order to offer a higher level of support towards achieving their targets.

Dudley Sixth learners, through a robust induction process, are aware of expected standards of behaviours and the College’s commitment to a safe and professional working environment with Ofsted remarking on how “learners’ behaviour is exemplary”. Attendance is regularly monitored by lecturers, tutors and the dedicated Progress Lead. Intervention strategies for learners falling below the 95% minimum are implemented effectively, with Ofsted commenting that “where concerns arise about the progress of a young person, staff quickly make contact with parents and carers and resolve problems swiftly and effectively” by drawing on their “highly effective relationships with the parents and carers of learners”. Dudley Sixth attendance is extremely high.

Dudley Sixth A level award winners 2019 celebrate outstanding achievements 51

4. FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS 4.1 BALANCED SCORECARD Below expectations

Meets expectations

Above expectations

Participation Diversity Achievement Satisfaction Destinations Regional Skills impact Financial contribution OVERALL

The overall performance of this key client group is ‘above expectations'. The College has responded well to new initiatives to drive up participation in training for adults and continues to recruit a very diverse group of learners who are very satisfied with the training they receive. We recognise however that more can be done to continue to develop our curriculum in partnership with WMCA and other stakeholders to ensure it is meeting regional needs. We also recognise that whilst there are many highly performing areas of our adult offer there are some exceptions where achievement rates need to improve.

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Summary

Adult learners

Access

Meets expectations

Accounts

Meets expectations

Adult Functional Skills

Exceeds expectations

Animal Science

Below expectations

Business

Meets expectations

Computing

Meets expectations

CAT Centre

Meets expectations

Early Years

Meets expectations

English for Speakers of Other Languages (ESOL)

Exceeds expectations

Essential Skills for Employers

Exceeds expectations

Hair & Beauty

Meets expectations

Health & Social Care

Meets expectations

Hospitality

Meets expectations

IT (Work Based)

Meets expectations

Media

Meets expectations

Motor Vehicle

Exceeds expectations

Performance Studies

Meets expectations

Public Services

Meets expectations

Science

Meets expectations

Special Education Needs & Disability (SEND)

Exceeds expectations

Sport

Meets expectations

Travel & Tourism

Meets expectations

Visual Arts

Meets expectations

As well as this Strategic Impact Assessment, each curriculum area also conducts its own annual assessment of performance against the same criteria. The table gives a summary of the overall scorecard grades for each curriculum area within this key client group. It is important to note that ‘meets expectations’ is already a high standard that we set for our curriculum teams. There is no relation to our scorecard methodology and Ofsted grades. An area may be performing well in terms of learner achievement for example, but not meeting our expectations in terms of recruitment and financial impact. This subject impact assessment allows us to focus on the areas we wish to develop further over the coming academic year.

4.2 SUMMARY OF OUTPUTS AND INPUTS

OUTPUTS What key outputs did we achieve?

We engaged local adults in skills based learning: −

We engaged 2,865 adults in skills programmes in 2018/19.

We successfully engaged learners from diverse communities: −

1,302 learners (45.6%) were from ethnic minority groups. Our learners continue to be more diverse than the local community where 11.9% of the population are from minority groups.

−

640 learners (22.5%) reported a learning difficulty or disability.

We maintained high achievement rates on adult skills programmes: −

Overall achievement rates for learners have remained consistently high and at national rates in each of the last three years.

−

There are no significant differences in the success rates of learners from diverse groups or those with a learning difficulty or disability.

We supported the progression of our learners to positive destinations: −

2,670 learners (92.3%) completing their programme of study progressed immediately to a positive destination, either higher or further training or directly into employment.

−

Progression was positive for learners completing level 1 programmes (93.6%) and level 3 programmes (93.4%) with more that 50% of level 3 adult progressing to Higher Education.

We made a significant impact on the local skills gap by upskilling adults: −

793 (26%) adults were following STEM programmes of study.

−

302 (30.0%) learners completing their level 2 programme, progressed immediately to an advanced level skills programme.

−

115 learners (54.5%) completing their level 3 programme progressed immediately to Higher Education and 63 (29.9%) progressed directly into employment.

−

607 learners improved their functional skills in English and mathematics.

−

35 learners (62.5%) achieved a grade A-C in mathematics and 35 (60.3%) achieved a grade A-C/9-4 in English in their retake programme.

We achieved high levels of learner satisfaction well above national comparators.

What better outputs could we achieve? −

Retention of learners on Access to higher education programmes.

−

The number of L2 adults going on to positive destinations.

−

The number of unemployed adults progressing directly into employment upon completion of their programme.

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4.2 SUMMARY OF OUTPUTS AND INPUTS CONTINUED

INPUTS

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What were the key strengths of our inputs?

What inputs could we deliver better?

−

The quality of teaching, learning and assessment remains excellent with high levels of learner satisfaction.

−

Developing opportunities for adults to engage in technical training linked to entry into priority sectors through engagement with West Midlands Combined Authority.

−

Flexible modes of delivery for adults supports engagement of an increasing number of adults.

−

Delivering flexible approaches to adult training that would enable those who cannot access college premises to develop their skills.

−

A responsive curriculum which meets the needs of enables adults with a range of skills needs; adults seeking employment, upskilling in professional and technical skills or continuing their study at 19+.

−

An inclusive and harmonious environment which supports participation in learning by diverse adult learners.

−

Extensive support services designed to ensure adult learners achieve their programme.

−

Adults demonstrate high levels of satisfaction regarding the Colleges promotion of equality and diversity.

−

Safeguarding arrangements are highly effective.

−

Collaborative work with regional college through Further Education Skills and Productivity group to deliver adult education in priority sectors through Flexible Learning Fund, Career Learning Pilots and ESOL for Work.

−

Outstanding facilities and resources provided across the Dudley Learning Quarter.

−

Leadership and management which in the vast majority of curriculum areas are highly effective.

4.3 ENGAGEMENT AND PARTICIPATION RATES Learner engagement trend analysis 4,500 4,000 3,500 3,000 2,500 2,000 1,500 1,000 500 0 2011/12

2012/13

2013/14

2014/15

2015/16

2016/17

2017/18

2018/19

We are pleased that in 2018/19 we continue to see strong participation in adult learning recruiting 2,865 adult learners. Whilst some of the adult provision is dedicated to adult learners (often part time), particularly around English and mathematics skills development, we have seen a growth in the percentage of adult learners who are infilling into EFA full time programmes. Due to poor GCSE results when leaving school, some learners start college life on a level 1 or 2 programme in order to build their skills and progress on to level 3. By the time they come to the level 3 programme they have reached 19 years of age and fall into the adult learner category.

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4.3 ENGAGEMENT AND PARTICIPATION RATES CONTINUED Travel to learn map

Wolverhampton

Walsall

Wednesbury

Wombourne

West Bromwich

Dudley

Smethwick

Stourbridge Halesowen

The map shows the travel to learn pattern of our adult learners in 2018/19. The majority of learners are from Dudley borough, as you would expect, with increasing numbers of learners looking to remain in Dudley to study rather than travel elsewhere. The catchment area is wider than seen with 16-18 learners, suggesting adult learners are willing to travel further for their studies.

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4.4 IMPACT ON DIVERSITY AND INCLUSION Gender

Ethnicity

Learning difficulty or disability Other 6.7%

Male 46.6%

Yes 22.5%

Mixed 4.8%

Black 15%

Asian 19.1% White 54.4%

No 77.5%

Female 55.4%

In 2018/19 slightly more females engaged with learning. The ethnicity profile shows our adult learners as a group are increasingly more diverse than the local community. 45.6% of our learners are from minority groups who make up 11.9% of the local population. There are no significant achievement gaps based on gender or ethnicity for adult learners.

The college was pleased to support some 690 adult learners with learning difficulties or disabilities in 2018/19, through a wide range of support services. This year adults declaring a learning difficulty or disability achieved at a slightly better rate than those who did not declare a learning difficulty or disability (+1.3%).

THE COLLEGE CONTINUES TO SUPPORT A VERY DIVERSE LEARNER BODY. 57

4.5 OUTCOMES FOR LEARNERS Achievement rate - all levels

Level 1 100%

100%

90%

90%

87.8%

89.9%

88.2%

89.6%

91.9%

90.4% 90.2%

80% 70%

88.3%

60%

80%

50%

2016/17

2017/18

2018/19

College achievement rate

70%

Level 2 60%

100% 90%

50%

2016/17

2017/18

College achievement rate

2018/19

85.7%

85.1%

83.9% 86.7%

80% 70% 60% 50%

Latest published national achievement rate

2016/17

2017/18

2018/19

College achievement rate

Level 3

Latest published national achievement rate

100% 90%

84.0%

80%

79.9% 79%

78.9%

70% 60% 50%

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2016/17

2017/18

2018/19

College achievement rate Latest published national achievement rate

Achievement rates for our adult learners remain consistent with previous years. Level 3 achievement remains consistent with previous years. At level 2 achievement rates remain slightly below national.

On investigation this is as a result of retention on some of our infilling pathways which now include an examination element in Applied Science and IT programmes.

Functional skills achievement rate - all levels 100%

90% 86.2%

85.2% 82.3%

80%

77.3%

70%

60%

50% 2016/17

2017/18

2018/19

College success achievement rate Latest published national achievement rate Achievement rates for English and mathematics functional skills qualifications for adults have improved this year by 2.9% and remain above national rates.

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4.5 OUTCOMES FOR LEARNERS CONTINUED 19+ GCSE results three year trend

A*-C or 9-4

24.1%

26.0% 39.7%

74.7%

58.2%

32.1%

55.9%

41.8%

62.5%

2016/17

2017/18

2018/19

42.4%

72.7% 60.3%

2016/17

D-G or 3-1

2017/18 GCSE English

2018/19

GCSE mathematics

We are extremely pleased to report a consistently strong high grades performance by adults who are resitting GCSE English and mathematics either through discrete adult classes or those infilling into programmes of study. GCSE English has maintained a strong 9-4 high grades outcome of 60.3%. This year high grades in mathematics were 62.5% which is another strong performance.

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4.6 STAKEHOLDER SATISFACTION Year-end learner satisfaction (QDP survey) 100

Rating

80

92

87

88 74

88 72

86 80

73

89

88

91 77

77

77

68

60 40 20 0

Teaching and learning

My progress

College rating

Tests and assessments

Well-being

Accommodation Learner voice and equipment

Next step

Overall satisfaction

Benchmark

We conduct surveys each year to understand learners’ satisfaction with their programme of study and the wider college. Their feedback informs subject performance reviews and quality improvement plans.

The college employs an external agency, QDP, to conduct mid and end year surveys and to benchmark the results against 80 other general further education colleges.

Adult learners continue to be extremely satisfied with results improving again on previous years.

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4.6 STAKEHOLDER SATISFACTION CONTINUED Learner satisfaction (FE choices survey)

Learner satisfaction

9.5

9.0

Learners were asked to rate various aspects of their course, learning programme or training programme on a scale of 0 to 10 where 0 is ‘very dissatisfied’ and 10 is ‘very satisfied’ . The questions were as follows:

8.5

1. How satisfied or dissatisfied are you with the teaching on your course or activity?

2. How satisfied or dissatisfied are you with the way staff treat you?

8.0

3. How satisfied or dissatisfied are you with the support you get on this course or activity?

7.5

4. How satisfied or dissatisfied are you that staff respond to the views of learners 5. How satisfied or dissatisfied are you that the course or activity is meeting your expectations?

7.0 Qu. 1

Qu.2

Qu.3

Qu.4

Qu.5

Qu.6

2018/19

8.6

9

8.7

8.7

8.4

8.5

2017/18 2016/17

9.1

9.1

9.1

8.8

8.6

0

9.1

9.3

9.1

9.1

8.8

0

The chart above shows the results of the independent Skills Funding Agency FE Choices Learner Satisfaction Survey. This survey shows a slight dip in satisfaction when compared to previous years. Overall satisfaction remains extremely high at 8.6.

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6. How satisfied or dissatisfied are you that your course or activity is preparing you for what you want to do next?

4.7 LEARNER DESTINATIONS All levels

Level 1

Unemployed/voluntary /NEET/other 7.7%

Unemployed/ voluntary/ NEET/other 6.4%

Level 2

Higher Education 0.4%

Unemployed/ voluntary/ NEET/other 12.6%

Higher Education 4.6%

Higher Education 8.7%

Education/training (not HE) 66.3% Employment 27.0

Employment 40.9%

Education (not HE) 41.8%

Level 3 Education/training (not HE) 53.3%

Education (not HE)9%

Unemployed/voluntary/ NEET/other 6.6%

Employment 30.3%

We gather information on the destination of our completing learners each year via their tutor or a phone survey conducted a few months after completion of their programme of study. The above charts show the headline destination data for all adult learners completing their studies in 2018/19, followed by an analysis by level.

Analysis by academic level shows that level 1 learners’ progression was maintained at 93% (from 79% three years ago). At level 3 more than half of the adult learners progress to Higher Education. However, at level 2, we need to focus on reducing the number of adults who report destination as being unemployed or NEET.

Employment 29.9%

Higher Education 54.5%

Overall the survey reported that 92.3% of completing students went on to a positive destination (education, training or employment), which is consistent with 2017/18.

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4.7 LEARNER DESTINATIONS CONTINUED Destinations by diversity type 0%

20%

40%

60%

80%

100%

Male Female Asian Black Mixed White LDD* - Yes LDD* - No

Education/training (not HE)

Higher Education

Employment

Unemployed/voluntary/NEET/other

*Learning difficulty or disability (LDD)

An analysis of destinations by diversity types shows that the overall positive destination measure of our learners are broadly the same for all types. The performance of groups remain consistent with previous years.

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Destination of unemployed adults 70%

60%

50%

40%

20%

10%

0% Employment

2016/17

Education/training (not HE) 2017/18

Higher Education

Unemployed/voluntary/ NEET/other

2018/19

The destination data above is purely for adults who reported their status as ‘unemployed’ on their first day of learning at the College. The table demonstrates a continued increase in the number of learners progressing in education and training including higher education. The college will continue to work with adults to increase the numbers gaining employment.

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4.8 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY BREAKDOWN OF LEARNER TYPE Our adult education provision can be broadly categorised into three strands: • STRAND 1: PROFESSIONAL AND TECHNICAL UPDATING PROGRAMMES FOR ADULTS. These programmes will help adults develop skills for progression in their careers or for entry into higher education.

Adult learners by strand Strand 1: Professional and technical programmes 19%

Strand 3: Full-time programmes 7%

• STRAND 2: ESSENTIAL SKILLS PROGRAMMES FOR ADULTS. These are programmes aimed at developing essential skills for adults to support them progressing in work and life.

• STRAND 3:YOUNG ADULTS COMPLETING FULL TIME PROGRAMMES. This provision is for a small group of learners usually aged between 19 and 21 years old who complete their full time technical education programme alongside full time learners aged 16-18 years.

The chart shows how our adult learners are split between these three strands. Around 7% of adult learners belong to Strand 3, which is in line with previous year. We have continued to see an increase in Essential Skills learners in comparison with Technical Professional. This strand supports learners who require English language, literacy and numeracy skills to move on in their career or gain employment.

Although it also includes programmes linked directly with employment - such as the Midland Metro programme delivered last year.

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Strand 2: Essential skills programmes 74%

Strand 1: Professional and technical programmes Strand 2: Essential skills programmes Strand 3: Full-time programmes

STEM in the curriculum - trend analysis

HAVING AN IMPACT LOCALLY The chart below shows the proportion of our adult learners that reside in the Dudley Local Authority, in the neighbouring authorities (Wolverhampton, Birmingham, Sandwell & Walsall) and outside of the region. 94% of our adult learners live within the region which is consistent with last year. This is further evidence that the College’s work is focused on ensuring local people have an impact on the local economy through skills development and training.

50% 45% 40%

36%

35%

33% 29%

30%

28%

25%

23%

23%

2015/16

2016/17

27%

26%

2017/18

2018/19

20%

Adult learners based within region Outside of region 6% Neighbouring authorities 42%

15% 10% 5% 0% 2011/12

2012/13

2013/14

2014/15

The local economy relies on a workforce with high level skills and skills in STEM subjects (science, technology, engineering and mathematics).

Dudley local authority 52%

The chart above shows the percentage of qualifications completed by adult learners that were in STEM related subjects. In 2017/18 26% of our adults followed STEM programmes of study, which is similar to the previous year. We recognise the need to continue to review our remaining adult offer to ensure it meets local needs and that we are making best use of the budget for adult provision.

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4.9 REVIEW OF STRATEGIC INPUTS (SIPs) OUTSTANDING TEACHING AND LEARNING The quality of teaching learning and assessment routinely meets and often exceeds expected standards, matching the College’s Ofsted judgement of ‘Outstanding’; "Teachers plan learning very effectively to build on learners’ prior attainment and life experiences. Learners work towards highly detailed, personalised and ambitious targets."- Ofsted Further Education & Skills Inspection Report May 2017.

Feedback is regular and detailed and mistakes with spelling, grammar and punctuation are routinely identified. In the best lessons, checking of learning is systematic and effective.

"The vast majority of learners make substantial and sustained progress in developing their English and mathematics skills." - Ofsted Further Education & Skills Inspection Report May 2017.

Staff use ILT effectively in classes to enhance the learning experience of adults and for basic skills learners allows them to develop their ICT skills.

Internal quality assurance of teaching, learning and assessment is robust and covers all teachers, assessors and learning support staff. Biennial health checks which include formal ungraded observations against our professional teaching standards are carried out by a dedicated team from our Standards and Performance department.

Midland Metro Learners 68

The development of teaching and learning is driven through collaborative communities of practice (teaching triangles), which is now well embedded across all curriculum areas.This results in the engagement in professional dialogue regarding ways to develop and disseminate the sharing of best practice and areas for improvement. Learners benefit from teachers who are specialists in their subjects, with Continuous Professional Development actively promoted and encouraged to all staff.

A number of the teaching staff are currently undertaking Masters qualifications – delivered by Newman University – in order to further their skills and professional development.

A RELEVANT AND RESPONSIVE CURRICULUM The varying elements of our curriculum offer allows us to support those who require remedial intervention as well as those looking for technical and professional updating and Higher Education. "Managers and staff design highly individualised programmes and learning activities.Through these, adults who often lack confidence or have other barriers to participating in learning that prevent them from attending college achieve well and make significant progress compared to their starting points." - Ofsted Further Education & Skills Inspection Report May 2017.

Learners benefit from flexible modes of study which supports their engagement in learning. This includes roll-on-roll-off provision and multiple entry points for many programmes.

We have continue to grow our adult employability programmes to meet the needs of local adults through working effectively with Job Centre Plus, alongside a range of vocational short courses. In addition, we have expanded the reach of our Functional English and maths offer, with courses now being offered in companies across the region, enabling more learners to access quality, accredited provision with a view to moving on in both skills and promotional prospects.

We will continue to explore further ways in which we can enable adult learners to access our provision, by expanding our reach deeper into the community and outreach centres.

Adults studying Access to HE programmes can now study an Access to Medicine course which has proven very popular. For those adults not yet ready to study at level 3, level 1 and level 2 Pre-Access to Health Care and Nursing is offered to enable them to develop underpinning skills and prepare them for progression.

OUTSTANDING FACILITIES AND RESOURCES The Learning Quarter offers outstanding facilities for learners.

Well managed study areas, including the newly re-imagined state of the art resource based learning facility at the Broadway campus, provide learners with appropriate space to undertake research and complete assignments. Curriculum staff work closely with library staff to ensure course books and journals are regularly updated.

Classroom environments are welcoming and focussed with learners’ work displayed and updated regularly.

Learners studying to develop professional and technical skills have access to cutting edge industry standard equipment which ensures their skills are relevant and up to date. The addition of Advance 2 – Centre for Advanced Building Technologies ensures our learners have access to resources fit for today’s construction industry.

All adult learners have access to ICT to enhance their learning and support the development of their personal IT skills, with tutors skilled in ensuring expert advice is on hand, as well as a comprehensive virtual learning package designed to promote blended learning and self study. We plan to develop our resources to further widen participation with a greater mix of resources made available online.

EFFECTIVE ARRANGEMENTS FOR MEETING EMPLOYERS' NEEDS "Managers and staff use the excellent partnerships they have established with employers, community groups and professional bodies to design and deliver highly effective programmes that enable adults to gain the skills and qualifications they need to progress into work or further learning."- Ofsted Further Education & Skills Inspection Report May 2017.

Part-time technical courses allow learners to upskill in their relevant trades to meet their professional industry standards.

Our links with employers continue to grow with the in-company classes proving to be very popular with both employers and employees. Prior to delivery, staff meet with the training/HR managers to enable them to find out exactly the needs of the business and the learners, enabling us to create bespoke study packages which are tailor made for each industry we work with. Our flexible delivery model means that we are able to work around shift patterns and start and end times, widening participation and meeting employers’ needs.

The Employability provision, which includes sector-based work academies, enables us to support learners actively seeking employment. The programme provides them with the skills they need to become a successful employee, including digital literacy and smart technologies – a direct response to the needs of local business. We will continue to grow this provision, developing bespoke programmes of study for the companies we work with, enabling their learners to upskill and reach greater potential.

ESOL learners engage effectively in an employability programme which includes work placement visits, which exposes them to job opportunities. Access learners are prepared well for further study at HE by engaging in visits to local universities.

EFFECTIVE SAFEGUARDING AND PROMOTION OF BRITISH VALUES Safeguarding arrangements are comprehensive and enable staff to quickly identify learners, or groups who are at risk and ensure appropriate support and intervention is immediately provided.

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Training for all staff including governors and volunteers is robust and effectively monitored through the single central record in personnel. Biennial college conferences offer opportunities for safeguarding and Prevent refresher training to ensure staff are up to date with current safeguarding and Prevent legislation and concerns.

"Staff take very effective steps to ensure adult learners are kept safe. Learners confidently articulate how to keep themselves safe and understand any concerns they have." Ofsted Further Education & Skills Inspection Report May 2017.

Effective relationships with external partners including the police, local authority and Dudley Safeguarding Children’s Board enables us to assess local risk and respond appropriately to safeguard our learners.

Staff and learners routinely exemplify British Values. "Staff foster very effectively an ethos of respect and tolerance which adults respond to particularly well. Learners improve their understanding about life in modern Britain significantly through topics, discussions and activities which teachers very effectively integrate into lessons." Ofsted Further Education & Skills Inspection Report May 2017.

Satisfaction amongst adult learners demonstrates they feel the College actively promotes equality and diversity and that they are treated fairly.

EFFECTIVE LEADERSHIP & MANAGEMENT "Adult learning programmes are particularly well managed, meeting very well the skill development needs of learners and local employers. Managers and staff are very well qualified, extremely enthusiastic and have high expectations of learners." - Ofsted Further Education & Skills Inspection Report May 2017.

Key Client Leadership Groups are now well established and driving the College’s work to meet the targets set in our

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ambitious three year strategic plan. The groups meet regularly to discuss both in year performance and progress against strategic targets.

"The cross-college strategy to bring about improvement to the quality of English and mathematics lessons and learning activities has been very successful in improving the experience and outcomes for adult learners." - Ofsted Further Education & Skills Inspection Report May 2017.

Effective use of performance management system ensures challenging targets are set for all staff. These are clearly linked to the College’s vision and development plan. Managers facilitate a culture of high expectations and accountability.

Self-assessment is comprehensive and accurate. Managers use data effectively to drive performance and monitor any areas of under performance. Managers communicate effectively across college to ensure vision is achieved.

Managers have been set challenging targets to support the College in achieving its 24+ loans allocation and encourage more adults to develop higher level skills especially in local priority areas.

EFFECTIVE SUPPORT FOR LEARNERS "Staff provide highly effective support for learners. Learners who require additional help in their learning, or to manage personal and family issues so that they can participate, receive excellent and highly personalised support so that they can attend, remain on courses and achieve." - Ofsted Further Education & Skills Inspection Report May 2017.

behaviour and Autism. Confidential counselling is highly effective in supporting learners with personal issues to achieve their learning goals. "Staff make them feel valued and respected – which raises their self-esteem considerably." - Ofsted Further Education & Skills Inspection Report May 2017.

Effective support, advice and guidance from Student Finance enables adult learners to cope with the financial strain of attending college. "Learners receive high-quality advice and guidance that build effectively on prior attainment and prepare them well for their next steps in learning and work." - Ofsted Further Education & Skills Inspection Report May 2017.

PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE Learner behaviour is exemplary and facilitates an inclusive and harmonious environment. The importance of the four A's (attitude, attendance, aspiration and achievement) is reinforced to learners and linked to the world of work.

A bespoke approach to attendance has been effectively applied to meet the needs of adult learners and reinforce professional practice. "Adults attend well and are punctual." - Ofsted Further Education & Skills Inspection Report May 2017.

Learners achieve at a rate comparable with their peers regardless of their age, ethnicity or gender.

Learners participate actively in cross college events to support their personal development.These include Keeping Safe, Health and Well-being and Careers Fairs.This promotes independence and raises confidence particularly with learners returning to learning. "Learners improve their confidence markedly through participating in their learning.

They keenly articulate the benefits of their learning." Ofsted Further Education & Skills Inspection Report May 2017.

Training for support staff enables them to meet the complex needs of learners including mental health, challenging

Our Finance and Welfare Officer provides support with benefits, housing and hardship to a numbers of adult learners.

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5. APPRENTICESHIPS AND WORK-BASED LEARNERS 5.1 BALANCED SCORECARD Summary

Below expectations

Meets expectations

Above expectations

Participation Diversity Achievement Satisfaction Regional Skills impact Financial contribution

Apprenticeships and work-based learners

Accounts

Exceeds expectations

Administration & Customer Care

Meets expectations

Computing

Meets expectations

CAT Centre

Below expectations

Early Years

Meets expectations

Hair & Beauty

Meets expectations

Health & Social Care

Exceeds expectations

Hospitality

Below expectations

IT (Work Based)

Meets expectations

Management (Work Based)

Meets expectations

Motor Vehicle

Meets expectations

Sport

Meets expectations

Warehousing & Facilities Management

Meets expectations

OVERALL

The overall performance of this key client group is 'meets expectations'. This group is exceeding expectations in terms of recruitment, learner/employer satisfaction and the impact that our technical offer has on the regional economy. Whilst overall achievement rates remain above national rates, they have fallen this year and timely achievement is below expectations. This coupled with an underperformance financially this year have led to the overall rating dropping to ‘meets expectations’.

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As well as this Strategic Impact Assessment, each curriculum area also conducts its own annual assessment of performance against the same criteria. The table above gives a summary of the overall scorecard grades for each curriculum area within this key client group. It is important to note that ‘meets expectations’ is already a high standard that we set for our curriculum teams. There is no relation to our scorecard methodology and Ofsted grades. An area may be performing well in terms of learner achievement for example, but not meeting our expectations in terms of recruitment and financial impact. This subject impact assessment allows us to focus on the areas we wish to develop further over the coming academic year.

5.2 SUMMARY OF OUTPUTS AND INPUTS

OUTPUTS What key outputs did we achieve?

Our Apprenticeship provision achieved high levels of employer and learner satisfaction, above national comparators.

We significantly increased local participation in skills based learning: −

We engaged 1,394 young people in Apprenticeships.

−

Despite a falling local demographic and the falling demand nationally from employers due to the Apprenticeship reform, we have maintained our Apprenticeship enrolment numbers this year.

−

We have seen a continued increased participation of adults.

−

We engaged 2,797 adults in Apprenticeships.

−

In total we engaged 4,191 individuals in Apprenticeships

We ensured apprentices successfully achieved their programme of study: −

Overall achievement rates remained above national rates, although this has dropped in comparison with previous year.

−

There are no significant or sustained differences in the success rates of apprentices from diverse groups or those with a learning difficulty or disability with the exception of those identifying as black ethnicity for 19+ learners.

What better outputs could we achieve? −

The number of higher apprentices has improved from the previous year but will continue to be an area of focus.

−

Timely achievements rates have fallen sharply this year. While some of this has been linked to challenges around End Point Assessment providers for new Apprenticeship standards, this needs to increase to meet employer expectations.

−

The reporting of learner progress to employers.

We made a significant impact on the local skills gap by upskilling young people and adults: −

2,130 (51%) of apprentices were on programmes directly supporting the Black Country Local Enterprise Partnership’s priority sectors.

−

1,593 (38%) apprentices were following STEM programmes of study.

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5.2 SUMMARY OF OUTPUTS AND INPUTS CONTINUED

INPUTS

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What were the key strengths of our inputs?

−

Outstanding facilities and resources provided across the Dudley Learning Quarter, particularly Dudley Advance.

−

Effective links with employers ensuring the Apprenticeship offer is closely aligned to local skills needs. “Management of the Apprenticeship provision is outstanding.

The courses available meet the needs of employers and apprentices particularly well.” – Ofsted, May 2017

−

The college’s performance management system which is used effectively to set challenging targets for staff.

−

Leadership and management which in the vast majority of curriculum areas is highly effective.

−

Ambitious strategic plans to develop facilities and resources for new Apprenticeships including further additions to our CAT centre facilities this year and the opening of Advance II in the previous year.

−

The quality of teaching, learning and assessment, which was judged ‘outstanding’

by Ofsted (May 17). “Apprentices produce work that is of a very high standard.

They demonstrate a very high level of skill in their subject areas.”

– Ofsted, May 2017.

−

Innovative approaches to partnering with industry in the design and delivery of technical Apprenticeship programmes.

−

Effective support to help apprentices develop their skills in English and mathematics.

−

The support and challenge provided by teachers and assessors to raise the ambitions of young apprentices.

−

Good partnerships with the Local Enterprise Partnership (LEP) on initiatives to increase Apprenticeships.

−

Highly effective arrangements to support and safeguard learners and to promote British values.

−

Effective systems and roles to provide support to learners where a need is identified.

−

Effective partnership with private training providers.

What inputs could we deliver better? −

Review of Apprenticeship offer to identify new delivery models or assess viability where retention on off-site standards-based Apprenticeship programmes is now a challenge.

−

Full adoption of newly introduced monitoring tools to drive improvement in timely achievement for apprentices.

−

Increasing access to online Apprenticeship tracking tools (including SmartAssessor) to employers.

−

Working with employers to increase diversity of recruitment of Apprenticeships, supported by development of work placements for full time learners.

5.3 ENGAGEMENT AND PARTICIPATION RATES Apprentice engagement and trend analysis 3000 2500 2000 1500 1000 500 0 2011/12 16 to 18

2012/13

2013/14

2014/15

2015/16

2016/17

2017/18

2018/19

Adult

As part of the College’s continued focus on the development of Apprenticeship provision for young people, we are pleased to see the continuation of very high numbers of 16-18 apprentices achieved in 2016/17 has been maintained through to 2018/19. This is in spite of the decline in recruitment of this age group national and locally since the reform to Apprenticeships in May 17. This provision is supported by effective engagement with local employers and dedicated Apprenticeship placement services offered by the College’s Employment Hub and Business Development Team.

We are also pleased to see the number of adult Apprenticeships continue to increase as more employers use Apprenticeship training to upskill their workforce, again an impact on the reform. The number of adult apprentices grew to 2,797 in 2018/19. In total, some 4,191 individuals undertook Apprenticeship training in 2018/19. We are pleased to be the provider of choice for many employers looking to develop staff through Apprenticeship programmes.

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5.3 ENGAGEMENT AND PARTICIPATION RATES CONTINUED Apprentice provision

Newcastle upon Tyne

Isle of man Leeds Manchester Liverpool

Sheffield

Birmingham Cambridge

Bristol

Reading

Southampton Plymouth

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London

The heat map shows the locations where our Apprenticeship learners reside. The huge majority of the College’s Apprenticeship provision is based locally, with most 1618 apprentices following a day release programme. Adult Apprenticeships are often based locally, but there are pockets of focused activity in other regions due to specific initiatives with key partner employers or sub-contractors.

This includes delivery of bespoke Apprenticeship programmes on employer premises. Our high quality Apprenticeship programmes have helped employers to recruit new staff and provide workforce development training to up-skill and reskill their existing staff. Whilst we work predominantly with employers across the West Midlands region, we also work with national employers to deliver tailored Apprenticeships across a number of specialist sectors, to include offering a balance of classroom and workplace learning to employers such as Veolia, Worcester Bosch, Tesco, OCS, Amazon and Modality Partnership and Midway Care Group. All of our national programmes are delivered through our flexible Apprenticeship team at Dudley College of Technology.

5.4 IMPACT ON DIVERSITY AND INCLUSION AGED 16-18 APPRENTICESHIPS Gender mix

Ethnicity mix

Learning difficulty or disability

Mixed 3.0% Female 31.1%

Black 1.9%

Other 0.7%

Yes 12.9%

Asian 5.1%

Male 68.9% No 87.1% White 89.2%

AGED 19+ APPRENTICESHIPS Gender mix Female 45.3%

Ethnicity mix Mixed 1.4%

Learning difficulty or disability

Other 1.0% Black 3.2%

Yes 10.1%

Asian 4.7%

Male 54.7%

White 89.7%

In 2018/19 the mix of male and female learners has changed in comparison to the previous year. The percentage of female learners is higher than last year in the 19+ cohort, although there are similar numbers of 16-18 female apprentices. It is good to see this increasing, particularly in some of our technical subjects such as modern construction methodologies.

However the College will continue to work with schools to drive up female engagement in these important careers, supported by the introduction of the Institute of Technology (opening in 2021).

Their ethnicity profile shows our Apprenticeship learners as a group are broadly representative of the communities that we serve. It is good to see an increase in learners from non-white groups, however our apprentices are less diverse than learners on other college provision (such as full time learners).

There are some small differences in achievement between ethnic groups, this is particularly seen in those groups identified as black adults. The college will work hard to ensure intervention is in place to narrow the gap of achievement for this group.

We were pleased to support 395 apprentices with learning difficulties or disabilities in 2018/19, which is an increase from the previous year. The college delivers support to these learners using a dedicated Apprenticeship support team and this has always led to strong achievement rates. We have continued to focus on ensuring this support programme meets individual needs and are exploring effective ways of delivering this to learners based away from the College campus for their training.

No 89.9%

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5.5 OUTCOMES FOR LEARNERS Overall achievement rate - all Apprenticeships 100%

Intermediate Apprenticeships 100% 90%

90%

80%

80%

80.7%

79.7%

76.1% 67.1%

70%

50%

70%

63.1%

60%

77.2%

67.3%

69.0%

2016/17

2018/19

2017/18

College achievement rate Latest published national achievement rate

60%

Advanced Apprenticeships

50%

100%

2016/17

2017/18

2018/19

90% 80%

College achievement rate Latest published national achievement rate

82.8%

80.6% 68.2%

70% 60% 50%

2016/17

2017/18

College achievement rate Latest published national achievement rate

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75.3%

2018/19

Achievement rates for Apprenticeship learners has fallen this year, although it remains overall above national rate.

The methodology for achievement rate calculations has changed over these years, which makes comparison with national rates and college performance difficult, but this clearly shows a dip in performance. Overall achievement rate now stands at 69.0%, compared to national rate of 67.3%. This drop is mostly influenced by retention of intermediate Apprenticeship programmes, with higher than normal numbers of learners leaving their employment or failing to complete End Point Assessment. The college has therefore invested significant resource into improved monitoring tools to track Apprenticeship progress and keep employers better informed. Full adoption of these systems and driving achievement rates back up is the primary focus for 2019/20.

Timely achievement rate - all Apprenticeships

Intermediate Apprenticeships 100%

100%

90% 80%

90%

77.0%

74.5%

70%

80%

60%

60%

76.5%

50%

72.6% 70%

2016/17

2017/18

58.8%

2018/19

College success rate Latest published national success rate

Advanced Apprenticeships

59.1%

60%

52.4 90%

50% 2016/17

2017/18

2018/19

80%

75.8% 68.8%

70%

College achievement rate Latest published national achievement rate

60% 59.1% 47.5%

50% 40%

2016/17

2017/18

Timely achievement rates in 2017/18 have also dropped significantly and are now reporting below national rate for the first time. The single biggest contributor to this has been issues with timely completion of End Point Assessments through EPA providers, but poor monitoring of learner progress in some off-site programmes was also a factor. Timely achievement remains a priority for the College as we continue to develop our monitoring and intervention activity with employers to ensure their apprentices are able to complete in the agreed time frames.

The college is continuing to grow the number of learners completing higher Apprenticeships. There were 110 learners studying higher programmes in 2016/17 and this has grown to 350 in 2018/19.

Boosting higher Apprenticeship numbers by supporting progression from advanced Apprenticeships remains a strategic priority for the College and is of course linked to the Institute of Technology development.

2018/19

College achievement rate Latest published national achievement rate

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5.5 OUTCOMES FOR LEARNERS CONTINUED

Aged 16-18 - all levels 100%

100% 90%

83.9%

80%

78.3%

76.3% 69.5%

80%

90% 79.1%

80.3% 75.4% 69.7%

70% 60%

60% 2016/17

2017/18

2018/19

50%

College achievement rate

Aged 24+ - all levels 100%

90%

70%

50%

Aged 19-23 - all levels

80%

77.5%

74.7%

70%

64.9% 58.2%

60% 2016/17

2017/18

2018/19

50%

2016/17

2017/18

2018/19

College achievement rate

College achievement rate

Latest published national achievement rate

Latest published national achievement rate

Latest published national achievement rate

AGE GROUP OVERALL ACHIEVEMENT Analysis by age groups shows performance that remains high and well above national rates, with the exception of adults that has dropped below national rates for the first time. It confirms that it is low level adult provision that is based off-site (as opposed to day release) where retention and achievement are most challenging. The College will be reviewing its curriculum offer to identify the viability of some of this provision now that it has moved to Standards from Frameworks. With a view that we focus our new curriculum development on programmes delivered on our sites.

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5.6 STAKEHOLDER SATISFACTION Year-end apprentice satisfaction (QDP services) 100

80

82

77 71

72

78 76

84

80

86

73

72

76 76

Next steps

Overall satisfaction

59

60 Rating

76 73

40

20

0 Teaching and learning

At my workplace

The support I recieve

We conduct surveys each year to understand Collegewith rating learners’ satisfaction their programme of Benchmark study and the wider College. Their feedback informs subject performance reviews and quality improvement plans. The College employs an external agency, QDP, to conduct mid and end year surveys and to benchmark the results against other general further education colleges.

Tests and assessments

Well-being

Learner voice

The results show that our overall learner satisfaction remains similar to last year and in keeping with other grade 2 or above colleges. Whilst many of the topics surveyed show results that are above the national comparator, there are some areas we would like to improve further. Particularly our arrangements for learner voice in our Apprenticeship provision.

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5.6 STAKEHOLDER SATISFACTION CONTINUED FE choices - employer satisfaction 9.6

Rating

9.2

8.8

8.4

8

2018/19

8.53

8.32

8.86

8.6

8.53

9.08

8.56

8.44

8.5

8.55

9.6

2017/18

8.88

8.77

9.16

9.01

8.93

8.5

8.5

8.63

8.96

9.05

9.6

2016/17

8.7

8.7

9.1

9

8.8

0

0

8.7

8.9

9

9.3

a r g ll u n e d ng ing n’s fo e at r ra io in s yo ss rin nt n en t e d i io ds g t ini e a l d v h t a o m n a n v c t e o e i r t a e o i o i e r e r t t m lo -t ec el m r ar w oc m ne nis ne co ce of up y/s de f d sess ly pr ep job ng ss ur i ga ing e f n i r r y e s r r v a r e e n a p i s o in o u lit ss yo ct st st to in cle ut th pr tra e or a ua fle ndu ur tra r a eet infl d g h f g q g e o o / t o n i n r l o / n o o y i i l i d f t o m t d h t r in o an h a g a n o ra y ce ain ing th you eli ve tra nic rou ilit g a ay t en Tr sm ing k i i f i nd g u b n l O n i h n a L in i A m t e in w na in st yo m nv ain ices io tra ra ible er lit o t i r s o d t s t b C C e a g ac ing ex Un of uit rin pr S fer fl pr e f v e O eli Th D

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The chart shows the results of the externally conducted FE choices employer satisfaction survey for the last three years. Responses to the survey remain very positive, with an overall satisfaction rating of 8.55 for employers of apprentices and a rating of 9.6 for whether they would recommend the College.

This remains one of the leading results nationally and evidences the work undertaken by the College to build relationships with the employers we serve and ensures that we provide high quality provision.

FE Choices have introduced a new set of learner survey questions for this year. So historical comparison is not possible. However high levels of satisfaction ratings can be seen across all questions.

5.6 STAKEHOLDER SATISFACTION CONTINUED FE choices - learner Apprenticeship survey 9.6

Rating

9.2

8.8

8.4

8

2018/19

8.5

8.6

8.8

8.6

8.6

8.5

8.3

8.4

8.3

8.4

FE Choices have introduced a new set of learner survey questions for this year. So historical comparison is not possible. However high levels of satisfaction ratings can be seen across all questions.

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5.7 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY STEM Apprenticeships - trend analysis

60%

54%

52%

50%

47%

48%

43%

40%

40%

39%

38%

2016/17

2017/18

2018/19

30% 20% 10% 0% 2011/12

2012/13

2013/14

2014/15

2015/16

The local economy relies on a workforce with high level skills and skills in STEM subjects (science, technology, engineering and mathematics). The chart shows the percentage of frameworks and standards completed by Apprenticeship learners that were in STEM related subjects. 1,565 (38%) of our apprentices followed STEM programmes of study, and increase of 85 learners from last year. The College is committed to continuing to growing the STEM Apprenticeship provision, which is reflected in our estate and strategic developments planned for 2018/19 and beyond. Particularly the creation of Dudley Advance II, our new centre for Modern Construction Methodologies. This will be further enhanced with the introduction of the Institute of Technology.

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5.7 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY CONTINUED Proportion of Apprenticeships in Black Country LEP transformational sectors Number of Apprenticeships 0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

4,500

2018/19 2017/18 2016/17 2015/16 2014/15

BC LEP Transformational Sector

Other

RCU Research & Consultancy Service conducted analysis of the College’s Individual Learner Record (ILR) data to review how well the College was meeting local priorities. This shows that a high proportion of our Apprenticeship learners are following programmes that are linked to Black Country Local Enterprise Partnership transformational sectors. It also shows that although some of our growth in Apprenticeships is linked to other provision (such as Leadership), the number of learners on college LEP priority programmes as a percentage has remained static – meaning growth in actual learner numbers over last three years.

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5.7 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY CONTINUED Apprentice Progression

100% 80% 60%

96%

88%

Longitudinal analysis of destination of completing apprentice 76%

68%

60%

56%

40% 20%

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0%

In 2018/19, the College conducted a longitudinal survey of the impact on Apprenticeship training on individuals. A group of apprentices across a range of sectors were contacted about their career development since completion of their Apprenticeship at Dudley College of Technology.

A summary of the results shown to the left This further shows the positive impact that Apprenticeship training provided by the College has had on the individuals and their employers.

5.8 REVIEW OF STRATEGIC INPUTS (SIPs) OUTSTANDING TEACHING AND LEARNING The quality of teaching, learning and assessment is routinely good with some outstanding features. Ofsted commented that: “Highly qualified, motivated and enthusiastic staff use their excellent subject knowledge and vocational skills, with extensive links to employers to provide lessons that relate closely to the needs and expectations of industry.

This motivates and inspires learners exceptional well.

Learners enjoy their studies and develop a very good range of skills that prepare them well for employment.”

“Apprentices benefit significantly from carefully planned learning programmes that reflect their individual needs, learning abilities and starting points. On- and off-thejob training are very well coordinated. Highly effective workplace mentors help to ensure that apprentices make good progress by linking the theoretical aspects of the apprentices’ learning to the job roles that they undertake at work and their skills development. As a result, apprentices make significant contributions in their workplaces that employers value highly. Almost all apprentices remain in employment at the end of their course.” – Ofsted Further Education & Skills Inspection Report May 2017 Apprentices routinely study English and mathematics required by their Apprenticeship standard/framework.

Internal quality assurance of teaching, learning and assessment is robust and covers all teachers, assessors and learning support staff. Biennial health checks which include formal ungraded observations through teaching triangles are mapped against our professional teaching standards through our dedicated team within Standards and Performance department.

Apprentices progress is tracked via a number of effective electronic systems embedded within curriculum areas. The use of ILT within the Apprenticeship provision has significantly increased with all apprentices using an e-portfolio. Update training and best practice is shared routinely throughout the year, planned, designed and delivered by the Apprenticeship Executive team. In addition, with staff conferences and team meetings to ensure effective use of Blackboard, SMART assessor and e-portfolios to enhance the learning experience.

EFFECTIVE ARRANGEMENTS FOR MEETING EMPLOYERS’ NEEDS The college’s employer engagement continues to adopt a business to business and ‘routes to market’ approach. Our dedicated team of business development managers continue to build sustainable relationships with local and regional employers. These relationships also help to ensure our Apprenticeship offer meets that of the needs of employers.

“The college makes an outstanding contribution to the development of digital, scientific, engineering and technological skills in the region by ensuring that the curriculum responds directly to emerging skills gaps.

Extremely close collaboration with the College’s key stakeholders, including the Black Country local enterprise partnership (LEP), employers and higher education institutions, has created new opportunities for learners at the College to progress successfully into employment, further training or higher education.”

40% of the apprentices at the College now work in STEM subjects, crucial to regional and national future prosperity.” – Ofsted Further Education & Skills Inspection Report May 2017.

Managers and staff continue to use their strong; links with employers to ensure their apprentices learn the

skills industry need. Our state-of-the-art facilities, Dudley Advance and Dudley Advance II were developed and built through a collaborative approach with employers to ensure that apprentices are developing the skills, knowledge and behaviours required for the future industry needs.

Local employers continue to benefit from the use of our hi-tech engineering equipment within our Innovation Enterprise Zone inclusive of laser cutters, Makerbot Replicator+ 3D printers and Injection Moulders. This relationship fosters collaboration between the College and employers in supporting the growth of Apprenticeships.

Leaders and managers strive to design innovative, forward-looking Apprenticeship pathways to prepare learners for future careers. The College continue to play a leading role in the development of Apprenticeship pathways in digital construction techniques.

Working in collaboration with local employers, the College continues to introduce new initiatives to further promote Apprenticeship opportunities. Initiatives such as the Engineering & Manufacturing Academy; designed to identify young, talented engineers bridging the skills gap fr employers across the region.

Development of new Apprenticeship programmes are established through collaboration, external networks and forums. For example, - Tunnelling Operative, Geospatial Survey Technician, Scaffolder, Building Services Engineering Service, Survey Technician, Lean Operative, Improvement Technician, Improvement Practitioner, Furniture Manufacturer, Advanced Carpentry and Joinery, Site Carpentry (Architectural), Plumbing and Gas have all been introduced recently following work with employers.

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5.8 REVIEW OF STRATEGIC INPUTS (SIPs) CONTINUED Training for all staff including governors and volunteers is robust and effectively monitored through the single-central record in personnel. Biennial college conferences offer opportunities for safeguarding and Prevent refresher training to ensure staff are up to date with current safeguarding and Prevent legislation and concerns.

EFFECTIVE SAFEGUARDING AND PROMOTION OF BRITISH VALUES

Senior management arrangements have seen the implementation of a newly developed Apprenticeship Executive team dedicated to the strategic leading and delivering of all Apprenticeship provision across the College.

The executive team focuses on ensuring the strategic ambitions for apprentices are met whilst also monitoring the in-year performance of this area and putting in place intervention actions as and where required.

The college works effectively with a range of subcontractors who are selected carefully for the subject-specific expertise they provide. Subcontractors’ performance is monitored closely by leaders and managers. This work provides a broad and appropriate curriculum which maps to local and regional needs.

To further strengthen audit and compliance across the Apprenticeship provision, the Apprenticeship Executive team have invested in a number of systems, processes and people.

College systems, such as ProEngage, Smart Assessor and ProSolution are used effectively to monitor the standards and performance of the Apprenticeship provision and employer engagement. New processes to sign-ups, monitoring and quality assurances has contributed to a significant improvement to the overall experience of apprentices on programme.

Ofsted commented that “Teachers and assessors provide highly effective support for apprentices.They set and agree clear and challenging short-term targets for apprentices during regular reviews of their progress.

This enables all apprentices to make very good progress towards achieving their qualification and career goals.

Apprentices with additional needs, such as dyslexia, are supported very effectively and as a result make significant progress.”

Managers systematically audit Apprenticeships to ensure full compliance with the awarding body and the funding body.

A clear management structure exists to ensure policies and procedures are adhered to and actioned when appropriate.

Apprentices support from employers is coordinated well through the personal development officer role. They ensure the demands of the employer and the training are balanced consistently and apprentices develop a wide range of personal and job ready skills leading to high rates of employment and further training.

Ofsted commented that “Managers and staff have ensured that the College is a highly inclusive environment where differences are tolerated and effectively celebrated.

Learners demonstrate very high levels of mutual respect for each other and respect for staff. Apprentices’ behaviour is excellent.”

Safeguarding arrangements are comprehensive in this area.

Support for learners identified at risk is effective. Student satisfaction around feeling safe in college is high. The Prevent agenda is well embedded across college and into our safeguarding practices. Effective communication with external partners including the police and local authority enables us to assess local risk and respond appropriately to safeguard our learners.

“Leaders and managers continue to give high priority to the safeguarding of apprentices, groups of apprentices and those who follow programmes with subcontractors.

Learners feel safe and know how to raise any concerns they may have." – Ofsted Further Education & Skills Inspection Report May 2017.

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Our dedicated Outstanding Practitioner and Smart Assessor Champion provide high quality staff development training and support to ensure all professional standards are met.

This role ensures bespoke staff development and mentoring for assessors is provided weekly and targeted. Working side-by-side, both the Outstanding Practitioner and Smart Assessor Champion ensure best practices are identified and disseminated throughout the Apprenticeship provision

Development of new Apprenticeship programmes are established through collaboration, external networks and forums. For example, - Financial Services Customer Advisers, Network Engineering (Construction), Roofing, Health Care Support Worker, Operations Manager, Hair Professional and Hospitality Team Member have all been introduced recently following work with employers.

EFFECTIVE LEADERSHIP & MANAGEMENT

EFFECTIVE SUPPORT FOR LEARNERS

5.8 REVIEW OF STRATEGIC INPUTS (SIPs) CONTINUED An enhanced approach to the learning support process has further strengthened both the identification and application of support to all apprentices. A strategic targeted approach to ensure all apprentices receive the necessary and required support contributes to the overall experience and achievement of apprentices.

Further investment in technological services such as SMART Assessor has made a significant improvement to effectiveness of monitoring and tracking Apprenticeship performance enabling apprentices to have a 24-7 access to progress made.

“Careers guidance is highly effective. College staff work very well with employers to recruit apprentices.

In the early stages of a programme, staff use very well initial information, advice and guidance and diagnostic assessments to ensure that apprentices are on the right course.Teachers, assessors and employers provide apprentices with highly personalised, ongoing careers advice and guidance. As a result, the vast majority of apprentices are very well aware of the options available when they complete their programmes and what they need to achieve to take their planned next steps.”

OUTSTANDING FACILITIES AND RESOURCES The College continues to build upon the investment made in its estate. Following the successes of our flagship engineering centres, Dudley Advance and Dudley Advance II, the construction trades have been relocated to a new purpose built facility in Brierley Hill to meet the standards of the Learning Quarter and to ensure that the apprentices within this provision are using state of the art and hi tech equipment.

In addition, growth within the construction areas have led to further investment in buildings and facilities such as Waltham Forest, Unit 4 in Brierley Hill and a new Motor Vehicle practical workshop.

Catering apprentices have the opportunity to put classroom theory in to practice across college in our Stir bistro, refectory, café, snack bar and juice bar.

Our hairdressing, beauty therapy and hospitality apprentices have access to the exceptionally resourced commercial provision across the Learning Quarter, allowing for industry experience within an educational environment.This ‘on the job’ training provides an excellent foundation that enable learners to implement their knowledge and skills practically within the workplace.

To enhance initial advice and guidance for apprentices the Employment Hub and Learner Services have been relocated to a ‘one-stop shop’ which is a dedicated support service for recruitment to Apprenticeships.This facility also provides recruitment support for local and regional employers and Job Centre Plus.

PERSONAL DEVELOPMENT BEHAVIOUR & WELFARE A new Apprenticeship model of expectations focusing on ambitious, professional, positive and skilful attributes are promoted explicitly to all apprentices from the outset, therefore contributing in raising the expectations of what can be achieved.

Apprentices’ attendance at learning and work is high in almost all subjects. College managers and staff continue to set high expectations from the start of apprentices’ programmes and consistently reinforce these throughout their time at the College.

Advice and guidance provided to all apprentices enables them to make well-informed choices about further progression opportunities and/or career aspirations.

Report May 2017.

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6. HIGHER SKILLS LEARNERS 6.1 BALANCED SCORECARD

Summary

Below expectations

Meets expectations

Above expectations

Participation Diversity Achievement Satisfaction Destinations Regional skills impact Financial contribution

Higher skills learners

Animal Science

Meets expectations

Business

Meets expectations

Computing

Below expectations

Early Years

Meets expectations

Management (Work Based)

Meets expectations

Media

Meets expectations

Performance Studies

Meets expectations

Public Services

Meets expectations

Science

Meets expectations

Sport

Meets expectations

Travel & Tourism

Exceeds expectations

Visual Arts

Meets expectations

OVERALL

The overall performance of this key client group is 'above expectations'. Learner achievement, their satisfaction and their destinations are all very strong. However, the College needs to continue to drive up its HE offer to increase participation and therefore financial impact. More could also be done to increase the diversity of our HE learners, particularly in some of the technical disciplines.

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As well as this Strategic Impact Assessment, each curriculum area also conducts its own annual assessment of performance against the same criteria. The table above gives a summary of the overall scorecard grades for each curriculum area within this key client group. It is important to note that ‘meets expectations’ is already a high standard that we set for our curriculum teams. There is no relation to our scorecard methodology and Ofsted grades. An area may be performing well in terms of learner achievement for example, but not meeting our expectations in terms of recruitment and financial impact. This subject impact assessment allows us to focus on the areas we wish to develop further over the coming academic year.

6.2 SUMMARY OF OUTPUTS AND INPUTS

OUTPUTS What key outputs did we achieve?

What better outputs could we achieve?

We increased local participation in higher skills learning:

Our higher skills learners reported high satisfaction levels above national comparators.

−

We engaged 370 adults in higher skills programmes.

−

We engaged a further 350 adults in higher Apprenticeships.

We successfully engaged learners from diverse communities: −

86 (17%) learners were from ethnic minority groups. Our learners are more diverse than the local community where 11.5% of the population are from minority groups.

−

The number of learners on higher certificate/national level programmes as we continue to grow this provision.

−

The number of learners studying through a Higher Apprenticeship as we continue to grow this provision.

We ensured higher skills learners successfully achieved their programme of study.

-

Achievement rates for HNC/D programmes have remained high for three years and stand at 87%.

-

Achievement rates for classroom level 4+ programmes has also remained high and now stands at 94%.

We supported the progression of our learners to positive destinations: − 475 (97.7%) learners enjoyed a positive destination this is an increase when compared to 16/17 (+4%), of which 315 (64.8%) progressed into employment another increase compared with 16/17 (+4.8%), 220 of these directly into graduate level positions almost 80 more than in 16/17.. The majority of the remainder continued in higher education. This data is the result of the externally conducted Destinations of Leavers from Higher Education (DLHE) survey produced in June 2018. This is the most recent survey results currently available as the survey is being revised for future years.

We made an impact on the local skills gap by upskilling adults: −

130 (35%) of higher skills learners were following STEM programmes of study.

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6.2 SUMMARY OF OUTPUTS AND INPUTS CONTINUED

INPUTS

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What were the key strengths of our inputs?

What inputs could we deliver better?

−

Effective links with employers ensuring our higher skills offer is closely aligned to local skills needs.

−

A clear strategic vision for the higher skill area, particularly in under-represented curriculum such as health & life sciences.

−

Strong teaching and learning linked to industry and university needs.

−

The use of bespoke higher skills teaching triangles to develop the quality of teaching and learning for higher skills learners.

−

The promotion to women of graduate careers in engineering and advanced manufacturing.

−

Research opportunities for staff and higher skills learners.

−

Effective engagement of learners in enhancement activities.

−

Effective partnership with local universities.

−

Outstanding facilities and resources provided across the Dudley Learning Quarter, including Dudley Advance II for modern construction methodologies.

−

Effective leadership and management of higher skills programmes.

Visual arts writing in light project

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6.3 ENGAGEMENT AND PARTICIPATION RATES Learner engagement trend analysis 350 300 250 200 150 100 50 0 2011/12 HNC/D

2012/13

2013/14

2014/15

Classroom level L4+

From the above it can be seen that the numbers on HNC/D and classroom based L4 programmes have remained static. In total in 2018/19 we had 370 learners undertaking higher level learning through classroom based and HNC/D programmes and 350 through Higher Apprenticeships. The number studying through Higher Apprenticeships almost doubled in each of the last two years. These learners continue to be a strategic priority for the College and we have plans to further expand our HE offer, particularly through the opening of the Institute of Technology (planned for 2021).

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2015/16

2016/17

2017/18

2018/19

Apprenticeship

The college considers higher skills learners as: 1. HNC/D learners – those studying dedicated HE programmes on a full or part time basis.

2. Classroom based Level 4+ learners – adults studying FE provision that is level 4 or higher – including professional programmes such as Teacher Training.

3. Higher Apprenticeships – those studying at level 4 and above through an Apprenticeship programme. Whilst these numbers are shown above, they do not feature in any of the subsequent analysis. This is shown in the Apprenticeships section of the ASIA.

Travel to learn map

Albrighton

Wolverhampton

Walsall

Sutton Coldfield

Wednesbury Worfield

Wombourne

Dudley

West Bromwich

Kingswinford Birmingham Brierley Hill Stourbridge

Quinton

Kinver Upper Arley Wolverley

Kidderminster

The map shows the travel to learn pattern of our higher skills learners in 2018/19. The majority of learners are from Dudley borough, as you would expect, with increasing numbers of learners looking to remain in Dudley to study rather than travel elsewhere. However, it also shows that the College is attracting higher level learners from across the wider Black Country and beyond. We are pleased to see that, as we strengthen our higher level offer and build our reputation for quality delivery of learning and skills, we are able to recruit learners from greater distances.

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6.4 IMPACT ON DIVERSITY AND INCLUSION Gender

Ethnicity

Learning difficulty or disability Black 5%

Female 42%

Yes 9%

Mixed 3% Asian 7% Not provided 1% Other 0%

White 83%

Male 58%

Whilst males remain the biggest cohort on higher skills programmes, the percentage of the population who are female has increased from 31% in 16/17 to 38% in 17/18 and now 42% in 18/19. We are pleased to support more female learners to pursue higher technical skills, particularly in areas such as engineering and construction.

Their ethnicity profile shows our higher level learners as a group are more diverse than the local community. 17% of our learners are from minority groups who make up 11.9% of the local population.

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No 91%

We were pleased to support 42 higher level learners with learning difficulties or disabilities in 2018/19. We are happy to report that these learners achieved at a rate comparable to their peers.

6.5 OUTCOMES FOR LEARNERS Higher achievement rate

100%

94%

85%

95% 91%

92% 75%

80%

89%

87%

92%

98%

91%

94%

87%

74%

60% 40% 20% 0% 2012/13

2013/14

Classroom level 4+

2014/15

2015/16

2016/17

2017/18

2018/19

HNC/D

Pass rates for higher level learners completing HNC/D programmes have increased and remain high at 87%. It is pleasing to see that we are maintaining high standards as we continue to grow this provision. Classroom level 4+ provision achievement also remains high, with it now standing at 94%. We are pleased to support the huge majority of our learners through to a successful outcome in their higher studies.

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6.6 STAKEHOLDER SATISFACTION Year-end learner satisfaction (QDP survey) 100

80

81

84 76

76 76

79 71

78

77

73

73 75

66 66

Rating

60

40

20

0 Teaching and Learning

Assessment

College rating

Wellbeing

Accommodation and equipment

Next steps

Overall satisfaction

Benchmark

We conduct surveys each year to understand learners’ satisfaction with their programme of study and the wider college. Their feedback informs subject performance reviews and quality improvement plans.

The College employs an external agency, QDP, to conduct mid and end year surveys and to benchmark the results against 74 other general further education colleges.

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Learner voice

The results show learner satisfaction on all measures remains strong, although some measures have dropped slightly compared to the previous year. Most notably, overall satisfaction has dropped slightly below the national comparator for high performing colleges. While performance is still strong, we will conduct focus groups with higher level learners to identify any further improvements we can make in 2019/20 that would improve satisfaction.

Ipsos MORI national learner survey

100

100

100 84 84

100 83 83

80

% agree

100

74 73

100

98 80 80

100

100

100

86 86

83 84 76 76

75 75

74 74

60

40

20

0 Teaching on my course

Learning opportunities

Dudley College of Technology 2018/19

Assessment and feedback

Academic support

England average 2018/19

Organisation and management

Learning resources

Learning community

Learner voice

Overall satisfaction

FEC sector average 2018/19

The above chart shows the results of the externally conducted national student survey for higher education learners. Whilst this survey is only completed by a sample of our higher level learners, it clearly shows exceptionally high levels of satisfaction with their provision. Our aim is to ensure all learners experience this same high level of satisfaction.

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6.7 LEARNER DESTINATIONS Destination summary 0%

2016/17

20%

40%

60%

19%

55%

Detailed destination analysis 80%

9%

100%

15%

2%

100%

80%

60%

2015/16

25%

51%

15%

5%

5%

40%

20%

2014/15

20%

55%

Working

Working and studying

Studying

Other

18%

3% 4%

Unemployed

0% Working full-time

Working part-time

2014/15

2015/16

Unemployed and looking for work

Due to start work in the next month

Studying full-time

2016/17

The above charts show the results of the externally conducted Destinations of Leavers from Higher Education (DLHE) survey produced in June 2018. This is the most recent survey results currently available as the survey is being revised for future years. We are pleased to report a high percentage of our learners enjoy a positive destination following the completion of their higher level programme with the number of learners unemployed decreasing. In the detailed analysis we can see that there is an increase in learners going into full-time employment after completing a higher level programme at the College.

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Studying part-time

Other

6.8 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY STEM in the curriculum 45% 45%

41%

40% 35%

45% 38%

35%

35% 31%

30% 25% 20% 15% 10% 5% 0% 2012/13

2013/14

2014/15

2015/16

2016/17

2017/18

2018/19

The local economy relies on a workforce with high level skills and skills in STEM subjects (science, technology, engineering and mathematics).

The chart above shows the percentage of qualifications completed by higher level learners that were in STEM related subjects. We are pleased to see we have maintained a good percentage of learners in this important area. We are committed to further expanding our higher level STEM provision through the expansion of our science and healthcare provision and the introduction of the new Institute of Technology.

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6.8 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY CONTINUED DLHE survey preparation for employment

0%

20%

40%

60%

DLHE survey progression to graduate level employment

80%

100%

100% 90%

2016/17

25.7%

61.4%

10%

2.9%

80% 70%

52%

40%

55%

48%

60%

45%

2014/15

2015/16

2016/17

60% 2015/16

51%

33.3%

11.8%

3.9%

50% 40%

2014/15

46.8%

45.2%

4.8% 3.2%

30% 20%

How well did your overall experience in Higher Education prepare you for employment?

Very well

Well

Not very well

Not at all

10% 0%

Graduate level position

These charts are taken from the Destinations of Leavers from Higher Education (DLHE) report produced in June 2018, which is the most recent set of outcomes for this survey. The first chart shows learners remain highly satisfied with how they are prepared for their next steps. An increasing number of learners feel well or very well prepared for their next steps (87,1% compared to 84.3% in previous year).

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Lower level positions

The second chart shows the mix of completing students who go directly into full time graduate positions as a result of completing a HNC/D programme at the College. These reports show a slight drop in learners going into graduate level positions. This data is quite out of date now, so further analysis is difficult. We are waiting for the newly revised survey to be launched shortly and will update our impact analysis at that time.

6.9 REVIEW OF STRATEGIC INPUTS (SIPs) OUTSTANDING TEACHING AND LEARNING The quality of teaching and learning across higher level learning matches the College’s Ofsted judgement of ‘outstanding’. Learners are exposed to strong staff with subject specific expertise who link programme content to industrial/university requirements. Learners benefit from timely, detailed and individualised feedback which assists them in making strong progress within their chosen area of study. All learners benefit from staff who are trained to degree level with many achieving or working towards their Masters qualification. There are also a selection of staff who are currently undertaking their PhD, which is partly funded by the College, including research based around the quality of teaching and learning in further education with which college staff across curriculum areas are involved. A Masters programme continues to run in partnership with Newman University and is fully funded by the College, to develop the qualifications and skills of a group of college staff, all of whom teach on HE provision. Scholarly activity and continuing academic as well as professional development will continue to be a priority for staff delivery HE teaching.

Internal quality assurance of teaching, learning and assessment is effective and covers all staff within a HE remit. The development of teaching and learning is driven forward through HE specific collaborative communities of practice (teaching triangles), where academic staff are observed by two of their colleagues and a member of the outstanding practitioner team. This results in the engagement in professional dialogue regarding ways to develop and disseminate the sharing of good practice, and areas of development. These lessons are measured against the College’s higher education professional standards to ensure that the current levels of classroom performance are being developed and improved to ensure the best possible environment for all learners.

The college works with a number of universities, including Wolverhampton, Worcester, UCB, Aston, BCU and, as previously outlined, Newman. For each HE subject area we have identified link university tutors in local HEIs who work alongside our teaching staff to advise on curriculum design and delivery, ensuring our programmes are delivered to expected standards. For our Foundation Degree programmes college staff have worked together with university staff to develop innovative curriculum and assessment strategies, and work closely together to ensure a high quality of teaching, learning and student experience. The college’s NSS survey results are positive when compared both nationally, and to other local colleges, with regards to teaching and learning. The same is true of the College’s SPOC results which show that learners agree that they are exposed to high levels of teaching and learning.

According to student surveys and teaching triangle feedback the teaching, learning and assessment have been identified as a real strength in certain curriculum areas, including travel and tourism, business, sport and visual arts. In addition to having cross-college HE triangles there are dedicated training sessions aimed at sharing this best practice at college conferences. Some HE teaching areas enjoyed less positive student feedback with regards to teaching and learning including Advance 1, Computing and Animal Management. In some areas it is recognised that although the overall standard of teaching is high the content needs to be modified to better meet the needs of learners and the industry they will work in.

Our OFSTED report said “Teachers are highly motivational, raising the aspirations and self-belief of learners, inspiring them to make the most of their time at college.”

A RELEVANT AND RESPONSIVE CURRICULUM The number of higher level learners at the College has grown again this year due to the introduction of a number of new curriculum developments. All of this new curriculum has been designed in response to local demand and in many cases developed with employer partners to ensure it is fit for purpose. Our new Creative Digital Media courses have proved very popular and the changes to some of the existing courses have allowed us to develop routes in Arts Practice to widen the curriculum offering.The new format HNC courses share some modules across curriculum areas and therefore groups of students can be taught research methods in collaborative groups.

In addition to completely new curriculum we have also revised the content of certain programmes, both to better meet local needs and to ensure more seamless progression for learners wishing to progress to degree programmes at university. The flexibility of many of our programmes mean that specific units can be written to enhance the current curriculum or moved from one programme to another to create blended study routes. We are using this flexibility to develop HN programmes in medical engineering and criminology, as well as enhancing some of our existing programmes to add units which meet local employer needs.

The development of the Institute of Technology will require continued development within the curriculum, with bespoke programmes being written to meet the needs of local and national employers. With a blend of higher Apprenticeships and higher skills programmes running together, the delivery models and the focused curriculum content will be key to ensuring study fits with the demands of employers as well as the job market. Working with key employers will ensure that the programmes are tailored. Working with university partners will allow a range of qualifications to be developed outside of the standard further education delivery capability and showcase both the region and the College.

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6.9 REVIEW OF STRATEGIC INPUTS (SIPs) CONTINUED We have clear progression routes to the University of Wolverhampton from a number of our HN programmes and we continue to develop this suite of progression options, as well as developing progression routes and agreed recognition of prior learning arrangements with local providers.With a new foundation degree in Exercise and Wellness management we have strengthened partnership and progression links with Worcester University, with Dudley College of Technology staff actively developing the programme alongside university colleagues.

New curriculum development remains a priority as we look to continue to grow our higher level provision, with development work happening this year on a foundation diploma in Early Childhood Studies in partnership with University College Birmingham and a redevelopment of higher studies in Public Services and Travel and Tourism.

OUTSTANDING FACILITIES AND RESOURCES Higher level learners benefit from access to facilities across the entire Dudley Learning Quarter, into which the College has invested over £45m over the past few years. Particular in estate developments that have been introduced to support higher level learners include: • A study room dedicated to higher level learners offers a professional learning environment.

• A review that updated subject specific equipment for higher level programmes – including an upgrade of the digital media production suite in advance of the launch of this programme • Continued investment in the engineering equipment in Dudley Advance – including the opening of Dudley Advance II for advanced building technologies • Improved IT facilities in the ADC. The college revised its approach to resourcing higher level learning programmes by creating dedicated budget and

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management systems. This ensured that a holistic approach to resourcing this particular client group was completed and developments prioritised to best meet their needs. Resource management is now coordinated via an HE specific Key Client Group leadership team.

At the heart of the proposed Institute for Technology is provision for higher learners including a lecture theatre ad resource centre as well as extensive technical facilities. The further development of the University Park as part of the Stronger Towns Fund would see higher studies grow and develop not only in breadth and size of provision, but in resource availability, quality and student experience.

Students within Animal Management HND undertake teaching practice to support the needs of their industry in engaging in education by supporting lower level learners and teaching curriculum specific classes. Travel and tourism learners work extensively with Birmingham Airport and frequently gain employment after their course as a result of the work they have completed. In sport, learners support local schools and gain valuable experience in sport training and education by engaging in extensive work experience throughout their qualification. As part of the FD Exercise and Wellness management students will be expected to lead community sports and carry out research into the effectiveness of their work.

EFFECTIVE ARRANGEMENTS FOR MEETING EMPLOYERS’ NEEDS

EFFECTIVE SAFEGUARDING AND PROMOTION OF BRITISH VALUES

Dudley Advance was created through working in collaboration with local businesses with the aim of providing industry skills to the meet the changing need of employers.This is also the priority in developing the curriculum for the Institute of Technology.The majority of learners undertaking an engineering HE programme are employed and studying either through sponsorship by their employer or as part of a higher Apprenticeship.Teacher training provision follows the Education Training Foundation guidelines for the development of our future teachers. All the learners on the Teacher Training course are ‘in service’ and so currently working for employers, as are the Teaching Assistants who learn in a flexible evening class and from distance to allow their work and studies to be effectively combined.

Dudley College offers a safe and inclusive environment with a good ethos of mutual respect. Safeguarding arrangements within the College are robust. All staff including volunteers and apprentices complete appropriate Safeguarding training.

Live briefs delivered by industry professionals have proven popular both with learners and lecturers. The professional approach creates a culture of high expectations and this has been evident within external verifier reports from areas such as Fashion and Textiles. Students within Visual Arts have displayed and used their coursework within the community and developed their skills alongside supporting the local area.

Safeguarding is embedded in to all higher level programmes of study and in addition, all learners enrolled on to a Dudley College of Technology course have access to the cross college safeguarding and cultural diversity events.

Training for all staff including governors and volunteers is robust and effectively monitored through the single-central record in personnel. Biennial college conferences offer opportunities for safeguarding and Prevent refresher training to ensure staff are up to date with current safeguarding and Prevent legislation and concerns. Ofsted rated safeguarding as outstanding.

Effective communication with external partners including the Police and local authority enables us to assess local risk and respond appropriately to safeguard our learners.

Higher learners during their induction into college life are made clearly aware of the processes and procedures in place for effective safeguarding and the College complaints process.

EFFECTIVE LEADERSHIP & MANAGEMENT Leadership and management is effective across this provision through a dedicated higher level learning management structure. Identified college managers, subject leads and support staff are dedicated to higher level learning and they ensure standards are maintained across the provision.

Alongside the College’s own Subject Impact Assessment processes this team also ensure all subject areas delivering higher education also complete a robust self evaluation document (SED) in line with Quality Assurance Agency requirements. This ensures good practice and areas for development are identified and translated into appropriate actions in subject quality improvement plans. A Board of Studies meets regularly to track quality assurance processes and student progress so that any issues are flagged up quickly and can be resolved. The College has moved to a semesterised delivery model for HE so that any student issues can be identified early and grades clearly tracked.

The Key Client Group for HE is tasked with driving the College’s work to meet the targets set in our ambitious three year strategic plan. The group meet regularly to facilitate detailed analysis of each in year and all year each action plan and enable a focus on performance of key client groups and developments. There is an Assistant Principal with a college wide role of strategically developing HE curriculum and a Curriculum Leader tasked with ensuring quality and processes critical to maintaining Office for Students registration is carried out effectively. Ofsted said “Governors, the principal and college leaders have established an ambitious vision for the College and its role in the region; the curriculum anticipates regional and national need, leading to highly appropriate training pathways” EFFECTIVE SUPPORT FOR LEARNERS Higher skills learners continue to develop their professional attitudes and behaviours throughout their chosen programmes through embedded professional practice of the

relevant industry. Learners are encouraged to take ownership of their own studies, whilst being supported by their course tutor. Independent learning, and in particular research skills are developed by the embedding of these skills in to their course as well as bridging modules designed to prepare learners for the standards required in higher education.

Guest lecturers delivered by both internal and external professionals prepares learners fully for continued higher education and expectations of industry. Learning is delivered in a professional environment with these characteristics and expectations delivered to learners during a robust and comprehensive induction process.

All higher skills learners have access to the full range of college support mechanisms, including finance, counselling, additional learning support and career guidance. Attendance is monitored by course tutors and support and intervention is offered through one to one tutorials. Additional financial support is available to higher education learners through learner finance and all learners are encouraged to seek support through a rigorous and robust induction process.

Learner Services team offers learner support for maintenance and course cost loans, as well as being able to advice on any other monetary funds available to access.

Learner engagement in the delivery methods and effectiveness of their chosen subject is received and actioned within learner voice and Board of Studies meetings.

This ensures learner engagement within the continual enhancement of course delivery. In some areas where we work alongside universities, these are coordinated and delivered by University Link Tutors. Through the Student Union, an impartial and independent body, learner representatives receive bespoke training to support them in understanding higher level provision and how to make a meaningful contribution to college developments. A lead HE student representative is employed by the Student Union to support HE learner voice and attend board of studies and developmental meetings.

High quality careers advice and guidance from staff helps learners to make informed choices about their progression, whether it be employment, self-employment, education or training. This includes dedicated UCAS and guidance officers for those progressing to level 6 qualifications.

PERSONAL DEVELOPMENT, BEHAVIOUR & WELFARE Through effective monitoring, higher skills learners are encouraged and have an opportunity to make a genuine, valued and recognised contribution to college life. Higher skills learners continue to develop their professional attitudes and behaviours throughout their chosen programmes through embedded professional practice of the relevant industry. Learners are encouraged to take ownership of their own studies, whilst being supported by their course tutor.

Independent learning, and in particular, research skills are developed by the embedding of these skills in to their course as well as bridging modules and a cross-college bridging course designed to prepare learners for the standards required in higher education. Guest lecturers delivered by both internal and external professionals prepares learners fully for continued higher education and expectations of industry. Learning is delivered in a professional environment with these characteristics and expectations delivered to learners during a robust and comprehensive induction process. The induction process now includes a cross-college HE induction conference to develop a cohesive HE student body as well as ensuring that the range of student support is offered to all.

All higher skills learners have access to the full range of college support mechanisms, including finance, counselling, additional learning support and career guidance. Attendance is monitored by course tutors and support and intervention is offered through one to one tutorials. Additional financial support is available to higher education learners through learner finance and all learners are encouraged to seek support through a rigorous and robust induction process.

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7. DUDLEY COLLEGE OF TECHNOLOGY WORLDWIDE 7.1 BALANCED SCORECARD

Below expectations Delegates in learning In-country projects Delegate Achievement Delegate Satisfaction Financial contribution OVERALL

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Meets expectations

Above expectations

The overall performance of this key client group is 'meets expectations'. Dudley College Worldwide is exceeding expectations in terms of delegate achievement and their satisfaction, with some very highly valued international work. However, the priority going forward is to identify opportunities for future international work that makes a contribution to financial out-turn.

7.2 SUMMARY OF OUTPUTS AND INPUTS

OUTPUTS What key outputs did we achieve?

What better outputs could we achieve?

−

£1,143,000 income from worldwide operations in 2018/19.

−

12 in-country projects delivered outside of the UK, due to a strategic decision to reduce the number of projects in which we are involved.

−

Increase the number of students studying in the UK and thereby reducing reliance on in-country work.

−

430 delegates participated in training programmes outside of the UK.

−

The number of international learners participating in longer term learning at Dudley College of Technology.

−

Consistently high levels of delegate satisfaction with leadership and management programmes delivered in-country.

−

Levels of income secured from commercial activity with overseas employers.

−

250 international learners participated in programmes at Dudley College of Technology.

−

70 international visitors participated in exploratory visits to Dudley College of Technology.

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7.2 SUMMARY OF OUTPUTS AND INPUTS CONTINUED

INPUTS

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What were the key strengths of our inputs?

What inputs could we deliver better?

−

Highly effective arrangements for the delivery of skills partnerships outside of the UK, particularly in India.

−

Provide more flexible delivery models that allow us to reduce overall expenditure.

−

Highly effective delivery of leadership and management training under the UKIERI project.

−

Integrate Dudley Worldwide more closely in the wider work of the College, supporting the wider development of staff and students.

−

Building large scale developments in Nigeria and China.

−

Expanding relationships with key organisations such as the British Council, the Department of International Trade and the Association of Colleges International Special Interest Group.

−

Continuing to serve as Joint Chair of the AOC International Group and Vice President of the InnMain European Network.

−

Effective ongoing partnerships with key European agencies and colleges particularly in Slovakia, Greece, Turkey, Sweden and Portugal.

−

The impact assessment of in-country projects on their completion.

7.3 INCOME

£2,500,000

£2,000,000

£1,500,000

£1,000,000

£500,000 £0 2014/15

2015/16

2016/17

2017/18

2018/19

Dudley College Worldwide achieved an income of £1,143,000 in 2018/19, which represents a fall on previous years due to our withdrawal from Saudi Arabia. Despite this, however, we reached the required income level through an increased level of full-cost project work and student recruitment. We anticipate maintaining this into 2019/20 while building a pipeline of future work that will see an increase in income in 2020/21.

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110

7.4 IN-COUNTRY PROJECTS

20 18 16 14 12 10 8 6 4 2 0 2014/15

2015/16

2016/17

2017/18

2018/19

Due to a strategic decision to focus on fewer, more substantial projects, we have reduced the overall number of international projects to 12. However, these bring in a greater level of income, and are focused in key markets such as India, Africa, China and Europe. At this stage, this number of projects remains appropriate to our ongoing capacity levels. While in the past British Council projects have been delivered on a breakeven basis, we are now using our experience and reputation to deliver new full cost projects. It therefore remains our strategy to participate in a portfolio of in-country projects, albeit smaller than in previous years.

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7.5 DELEGATES IN LEARNING 2,000 1,800 1,600 1,400 1,200 1,000 800 600 400 200 0 2014/15

In UK

2015/16

2016/17

2017/18

2018/19

Outside UK

The number of students studying in the UK has grown from previous years, with 250 students attending various programmes at the College; this includes an increased number of long-term courses under the governments Tier 4 student visa route, which has increased our general learner income level. Statistically, the number of baseline delegates receiving training outside the UK remains at expected levels, as numbers in 2015/16 and 2016/17 were staggered by our involvement in college-wide conference days in Indonesia and India; in 2018/19, we taught 430 students and delegates overseas.

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7.6 INTERNATIONAL VISITORS TO DUDLEY ON SCOPING MISSIONS 250

200

150

100

50

0 2014/15

2015/16

2016/17

2017/18

2018/19

The number of international visitors on scoping missions to Dudley showed a slight decrease in 2018/19, with 70 delegates visiting the College on a variety of scoping missions and capacity building programmes; this decrease was due to us not hosting any major international events at the College this year. Dudley College Worldwide continues to receive and support missions into the UK as a key strategy in securing future international provision, particularly the development of in-country projects. This ongoing support for delegates on scoping missions into Dudley is therefore a positive indicator of potential future in-country activity.

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7.7 DELEGATE SATISFACTION AND ACHIEVEMENT RATE (UKIERI PROJECT) 100% 90%

86%

80% 70% 60% 50% 40% 30% 20%

12%

10%

2%

1%

0%

Neutral

Disagree

Strongly disagree

0% Strongly agree

Agree

By far the largest in-country programme operated by Dudley College Worldwide remains the UKIERI phase 3 leadership and management programme. 98% of delegates agreed or strongly agreed to the statement “I would recommend this training to others�; this remains consistent with previous years. It is therefore clear that Dudley College Worldwide continues to achieve very high satisfaction rates, and we expect exceptionally high achievement rates on our in-country leadership and management programmes as it continues to 2021.

114

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8. FINANCIAL HEALTH INDICATORS OVERVIEW OF THE COLLEGE’S FINANCIAL POSITION The College has invested £60m+ over the last 8 years in its estate to create sector leading education facilities within the Dudley and Brierley Hill Learning Quarters. Learners and employers have been at the heart of this investment by identifying skills gaps to meet the local and regional need.

This has resulted in growth in learner numbers and income, which bucks the general trend of declining income levels seen elsewhere in the sector. Growth, along with on-going cost control, has enabled the College to deliver a sector leading operating performance over the last few years, despite the challenging financial environment faced by the FE sector which has led to a general deterioration in the financial health of the sector.

The College has not been immune to these challenges, however our strategy of seeking to maximise operating performance gives us a larger buffer than most in this challenging financial climate. The result of this has seen a modest reduction in our EBITDA over the last 3 years from around 10% of income, to what we consider is now the low-point in our operating performance cycle in 2018-19 of £3.2m, which still remains a very healthy 7.3% of income. This has allowed the College to continue to generate strong and sustainable levels of cash from annual operating performances to meet ongoing financial obligations and allow us to continue investing in our staff, estate and resources.

Following the transfer of Stourbridge operations from BMet at the start of the 2019-20 year and an increase in core 16-18-year-old funding for the first time in many years from

116

August 2020, we anticipate that our operating performance is set to start increasing again, culminating in a forecast EBITDA of over £5m, which would be almost 10% of income, in 2020-21.

Since 2015-16 the College's level of borrowing as a % of income has been on a decreasing trajectory (which is a good occurrence), although in 2018-19 the measure increased a little but still remained below the FE Commissioner’s benchmark of 40%. The increase was due to a re-structure of the College's loan facilities with our bank in 2019, which transferred some short-term debt into long term debt and increased the level of cash held by the College. The increase in cash also helped to increase the College’s current ratio in 2018-19 (the current ratio is a measure used by the ESFA as an indicator of a College’s short-term liquidity – the higher the current ratio the better), which historically has been low following the £60m+ investment into our estate and facilities.

Overall in 2018-19 the College’s financial health as measured by the ESFA increased compared to the previous year, but remained at the upper end of the Satisfactory band, which is the same band we have been in since 2011.

With the operating performance set to increase, a reduction in the level of borrowing and improving liquidity through planned borrowing repayments, the College's financial health grade is forecast to increase to 'Good' in 2019-20 and move towards the upper end of the 'Good' band in 2020-21.

KEY FINANCIAL STRENGTHS AND AREAS FOR IMPROVEMENT For several years the College has had a strong and sustainable operating performance which has generated significant levels of cash from operating activities. This has been the result of long term strategic decisions and investment to ensure the College has the facilities, staff and resources to deliver a broad range of provision in an efficient and effective manner to satisfy the needs of learners, employers and the local and regional economies in order to meet identified skills gaps and ultimately increase the economic benefit and prosperity for all stakeholders.

However, the scale of the Dudley and Brierley Hill Learning Quarter developments exhausted the College’s substantial cash reserves held at the outset of the project in 2011, as well as utilising the cash generated from the strong annual operating performances and agreed levels of bank borrowing. As a result of this planned action the College’s cash balances and short term liquidity measures, such as the current ratio of current assets compared to current liabilities, have been weaker than they would otherwise have been since commencing the investment in the Learning Quarter developments.

Over the last 3 years, the longer term financial stability of the College, as measured by the College’s borrowing ratio (borrowing as a % of income), has remained below the FE Commissioner’s benchmark of 40%. The College's level of borrowing is forecast to reduce over the next two years through the planned repayment of loans and leases. As borrowing is repaid and with income set to continue to rise, the College’s borrowing as a % of income is forecast to fall (which is a good occurrence) relatively quickly to approximately 30% by 2021, which is well within the 2023 target of 35% set by Corporation.

The College’s overall underlying financial health remains strong, and is anticipated to continue to improve over the next couple of years due to the increasingly strong and sustainable operating performance, with the cash generated from these operating activities going towards repaying bank borrowing as scheduled, which in turn will help improve the College’s liquidity position (and current ratio) and reduce its level of borrowing.

Notwithstanding the above, the College's cash balance and current ratio considerably improved in 2018-19 as a result of several planned factors, notably the re-structure of our bank loan facilities, strong cash generation from operating activities and having no large scale capital projects in year, which allowed us to reduce capital expenditure and hold on to more cash compared to recent years. The College's current ratio is set to continue to rise over the next two years due to the increasingly strong cash generation from operating activities and limited capital project spend outside of the Institute of Technology.

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8.1 OPERATING PERFORMANCE EDUCATION SPECIFIC EBITDA AS A % OF INCOME

15%

100

13%

80

11%

60

9%

40

7%

20

5%

0 Projection

EBITDA as a % of income ESFA financial health score

2015/16

2016/17

2017/18

2018/19

2019/20

2020/2021

14.76%

10.09%

8.82%

7.28%

7.71%

9.71%

100

100

80

70

70

90

Projection

Projection

The education specific EBITDA as a % of income is a measure of the underlying operating strength of the college. The higher the percentage measure, the stronger the operational performance. A measure of 8% and above is recognised as outstanding under the ESFA grading system.

The ÂŁ60m+ investment made by the college in our Dudley and Brierley Hill Learning Quarters has resulted in a growth in learner numbers and income. This has enabled the college to deliver a sector leading operating performance over the last few years, despite the challenging financial environment faced by the FE sector in that time.

The college is not immune to the financial issues experienced by the sector however, and so although learner numbers and income increased in 2018-19 and are set to significantly increase in 2019-20 following the transfer of Stourbridge operations from BMet, government funding has not kept pace with the level of cost increases, which has seen our EBITDA reduce to 7.3% of income in 2018-19. Core 16-18 year old funding is set to increase for the first time in many years in 2020-21, which we anticipate will result in a marked upturn in our operating performance measure again, leading to an outstanding grade under the ESFA measures at nearly 10% of income.

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8.2 ADJUSTED CURRENT RATIO

Projection

Current ratio ESFA financial health score

200%

100

180%

90

160%

80

140%

70

120%

60

100%

50

80%

40

60%

30

40%

20

20%

10

0%

0

2015/16

2016/17

2017/18

2018/19

2019/20

2020/2021

75%

48%

48%

109%

147%

167%

30

0

0

50

70

80

Projection

Projection

The current ratio is a measure of current assets compared to current liabilities and is used as an indicator of a college's short term liquidity. Whilst not a direct measure of cash, the higher the percentage measure, the better a college's liquidity, which means the more cash, or assets that can be easily converted into cash, a college has got compared to its short term liabilities. The maximum 100 points are awarded for a current ratio above 200%, which means that current assets have to be at least double current liabilities.

With the ÂŁ60m+ development of the Dudley and Brierley Hill Learning Quarters, which commenced in 2011-12, the college's cash and liquidity position has been stretched since then and is weaker than it would otherwise have been, because cash generated from the college's operations has been invested in these capital projects.

The college re-structured its bank loan facilities in 2019, which transferred some short term debt into long term debt and increased the level of cash held by the college.

This resulted in a strong improvement in our current ratio in 2018-19. The college's current ratio is set to continue increasing over the next two years due to the strong cash generation from operating activities and limited capital projects outside of the Institute of Technology.

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8.3 BORROWING AS A % OF INCOME 45%

100

42%

80

39%

60

36%

40

33%

20

30%

0 Projection

EBITDA as a % of income ESFA financial health score

2015/16

2016/17

2017/18

2018/19

2019/20

2020/2021

41.11%

36.74%

36.71%

38.66%

35.69%

30.19%

40

50

50

50

50

60

Projection

Borrowing as a % of income (also known as gearing or leverage) is used to measure the proportion of assets invested in a college that are financed by borrowing. It also provides an indicator to the longer term financial stability of a college, because the higher the level of borrowing, the higher the risk to a college since more cash will have to be set aside to meet debt and interest repayments leaving less cash for everything else. The lower the percentage measure, the better a college's gearing and its prospects for long term stability. The maximum 100 points are awarded for ÂŁnil borrowing.

Over the reported period, the college's level of borrowing as a % of income is on a decreasing trajectory (which is a good occurrence), although in 2018-19 the measure increased a little but remained below 40% within the same ESFA financial health score grade boundary.

The increase was due to a re structure of the college's bank loan facilities in 2019, which transferred some short term debt into long term debt and increased the level of cash held by the college.

The college's level of borrowing is forecast to reduce over the next two years through the planned repayment of loans and leases.

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Projection

8.4 ESFA OVERALL FINANCIAL HEALTH ASSESSMENT GRADE

300

300 250

200

200 150

Outstanding Good Satisfactory

100

100

Inadequate

50 0

2015-16

2016-17

2017-18

Dudley College ESFA overall financial health score

2018-19

2019-20

2020-21

0

Projection

Through measuring the three ratio's above, the ESFA adds up the individual scores and provides an overall financial health assessment grade for a college, based on the banding structure illustrated in the chart.

Historically, the college has been graded 'Satisfactory'. Over the three previous years the college's overall financial health assessment score reduced due to the lower current ratio following capital investment into large strategic college capital projects, but following the restructure of its bank facilities in 2019 the college significantly increased its current ratio score and moved back up to the upper end of the 'Satisfactory' band again.

With the operating performance set to increase, a reduction in the level of borrowing and improving liquidity through planned borrowing repayments, the college's financial health grade is forecast to increase to 'Good' in 2019-20 and move towards the upper end of the 'Good' band in 2020-21.

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122

8.5 OPERATING PERFORMANCE - EDUCATION SPECIFIC EBITDA Education specific EBITDA £m The sector measure used by the ESFA in its financial health assessment for operating performance is the education specific EBITDA as a % of income. EBITDA stands for Earnings (Profit) Before Interest Tax Depreciation and Amortisation. This is an appropriate measure of underlying operating performance as it includes items which are largely within the control of the college.

£5.5

£5.0

£4.5

£4.0 £3.5

£3.0 Projection

EBITDA

2015-16

2016-17

2017-18

2018-19

2019-20

2020-21

£5.20

£3.82

£3.50

£3.18

£3.94

£5.25

Projection

Projection

Growth in learner numbers and income arising from the strategic capital projects undertaken by the college over recent years has enabled the college to deliver a sector leading operating performance over that time. However, the college has not been immune to the under funding experienced by the college sector over recent years, which has severely impacted the financial health of the wider FE sector. This has resulted in a reduction in our EBITDA over the last 3 years, to what we consider is now the low point in our operating performance cycle in 2018-19 at £3.2m. This remains good at 7.3%. Following the transfer of Stourbridge operations from BMet at the start of the 2019-20 year and an increase in core 16-18 year old funding for the first time in many years in 2020-21, we anticipate that our operating performance is set to start increasing again, culminating in a forecast EBITDA of over £5m, which would be almost 10% of income, in 2020-21.

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8.6 TOTAL INCOME Total Income (£m)

Total college income has grown steadily year on year since 2011 12 and reached £43.6m in 2018-19. This growth has been predicated on increasing learner numbers, and therefore income, following the strategic capital projects undertaken over recent years. The growth has principally been in the core 16-18 year old ESFA income and apprenticeships, although adult and other income has continued to rise every year too. This growth in income reverses the general trend being experienced elsewhere in the sector.

£55 £50 £45 £40 £35 £30

The college anticipates that income will continue to grow over the next two years to approximately £51m in 2019 20 (over £7m growth on 2018-19) and £54m in 2020-21.

This will arise principally from the transfer of Stourbridge operations from BMet at the start of the 2019-20 year, increases in core 16-18 year old funding in 2020-21, opportunities arising from the devolution of the adult budget to the West Midlands Combined Authority and the build up of activity at our construction centre in Waltham Forest, which started in February 2019.

£25 £20 £15 £10 £5 £0

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2015-16

2016-17

2017-18

2018-19

2019-20

2020-21

2015/16

2016/17

2017/18

2018/19

2019/20

2020/2021

Other income

£4.63

£5.40

£7.30

£7.84

£8.71

£9.43

Adult income

£4.30

£4.85

£5.45

£5.99

£7.74

£7.98

Apprenticeship income

£8.67

£9.32

£8.49

£9.45

£11.75

£12.47

16-19 year old income

£17.63

£18.26

£18.45

£20.33

£22.88

£24.19

Projection

Projection

8.7 STAFF COST AS A % OF INCOME 67%

Annual inflationary pay pressures, additional employer National Insurance Contributions, pension cost rises and the recruitment of staff ahead of income generating activities following the opening of Advance II and from having to invest in the staffing infrastructure following the change in the apprenticeship funding and rules with the introduction of the levy, have increased the college's staff costs year on year.

Austerity and the funding constraints that has brought to the FE sector, has meant that funding has not kept pace with the rate of increase of costs, particularly pay costs. This resulted in the college's staff costs as a % of income rising for 3 years in a row to 66% in 2017-18.

66% 65% 64% 63% 62%

The upward trend was halted in 2018-19 and is set to start to decrease over the next 2 years to 64%, below the FE Commissioner's benchmark of 65%. This is primarily due to more efficient programme delivery arising from the increase in learners, leading to higher class sizes, increasing staff utilisation and an increase in core 16-18 year old funding from 2020 21. We anticipate that the college's existing and forecast staff costs as a % of income are below the sector average.

61% Projection

2015/16

2016/17

2017/18

2018/19

2019/20

2020/2021

Dudley College

62.0%

64.6%

66.0%

65.8%

64.7%

64.2%

FE Commissioner benchmark

65.0%

65.0%

65.0%

65.0%

65.0%

65.0%

Projection

Projection

125

8.8 CASH DAYS AT YEAR ENDING 31 JULY 30

Cash days is the number of days that an organisation can continue to pay its operating expenses given its level of available cash. The FE Commissioner's benchmark is for colleges to have sufficient cash to cover 25 cash days.

25 20

The ÂŁ60m+ development in to the Dudley and Brierley Hill Learning Quarters, which commenced in 2011-12, has stretched the college's cash reserves and resulted in the college's cash position being much lower than it otherwise would have been each year. This has meant that historically the college's cash day measure has been relatively weak and some way below the FE Commissioner's benchmark of 25 days.

15 10 5 0

Through strong cash generation from operating activities and by re-structuring our bank loan facilities in 2019, which transferred some short term debt into long term debt and increased the level of cash held by the college, the college's cash days improved to 20 in 2018-19. We expect cash days to continue to rise over the next two years due to the strong operating cash flow generation and from the limited capital project spend outside of the Institute of Technology, with cash days set to increase to 28, above the sector benchmark of 25 days, by 2020-21.

-5 -10 -15 Projection

126

2015/16

2016/17

2017/18

2018/19

2019/20

2020/2021

Cash days - Dudley College

14

10

-10

20

22

28

FE Commissioner benchmark

25

25

25

25

25

25

Projection

Projection

127

Further information on the College’s performance can be found on the Dudley dashboard on the College’s website: dudleycol.ac.uk/Dashboard.