Annual Strategic Impact Assessment 2015/16

ANNUAL STRATEGIC IMPACT ASSESSMENT 2015-16 DECEMBER 2016

SUMMARY OF OUTPUTS AND INPUTS

ENGAGEMENT AND PARTICIPATION

IMPACT ON DIVERSITY AND INCLUSION

OUTCOMES FOR LEARNERS

STAKEHOLDER SATISFACTION

DISTANCE TRAVELLED

BY LEARNERS

LEARNER DESTINATIONS

IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY

REVIEW OF STRATEGIC INPUTS

2 INTRODUCTION

CONTENTS 04

08

2. FULL-TIME LEARNERS AGED 16-18 YEARS 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 2.10 Review of strategic inputs (SIPs)

12 12 13 15 16 18 21 23 24 26 27

05 06

3. FULL-TIME A LEVEL LEARNERS AGED 16-18 YEARS 30 3.1 Balanced scorecard 30 3.2 Summary of outputs and inputs 31 3.3 Engagement and participation rates 33 3.4 Impact on diversity and inclusion 34 3.5 Outcomes for learners 35 3.6 Stakeholder satisfaction 36 3.7 Distance travelled by learners 37 3.8 Learner destinations 38 3.9 Impact on regional skills and the regional economy 40 3.10 Review of strategic inputs (SIPs) 41

4.

4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9

FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS 44 Balanced scorecard 44 Summary of outputs and inputs 45 Engagement and participation rates 47 Impact on diversity and inclusion 48 Outcomes for learners 49 Stakeholder satisfaction 52 Learner destinations 54 Impact on regional skills and the regional economy 57 Review of strategic inputs (SIPs) 59

5. APPRENTICESHIPS AND WORK BASED LEARNERS 62 5.1 Balanced scorecard 62 5.2 Summary of outputs and inputs 63 5.3 Engagement and participation rates 65 5.4 Impact on diversity and inclusion 67 5.5 Outcomes for learners 68 5.6 Stakeholder satisfaction 71 5.7 Impact on regional skills and the regional economy 73 5.8 Review of strategic inputs (SIPs) 74 6.

6.1 6.2 6.3 6.4 6.5 6.6 6.7

HIGHER SKILLS LEARNERS Balanced scorecard Summary of outputs and inputs Engagement and participation rates Impact on diversity and inclusion Outcomes for learners Stakeholder satisfaction Learner destinations

78 78 79 82 83 84 85 87

6.8 Impact on regional skills and the regional economy 6.9 Review of strategic inputs (SIPs)

88 90

7. DUDLEY COLLEGE WORLDWIDE 94 7.1 Balanced scorecard 94 7.2 Summary of outputs and inputs 95 7.3 Income 97 7.4 Operating surplus 98 7.5 In-country projects 99 7.6 Delegates in learning 100 7.7 International visitors to Dudley on scoping missions 101 7.8 Delegate satisfaction and achievement rate (UKIERI project) 102 8. FINANCIAL HEALTH INDICATORS 8.1 Performance ratio 8.2 Current ratio 8.3 Gearing 8.4 SFA overall financial health assessment grade 8.5 Underlying operating surplus 8.6 Underlying operating performance/income 8.7 Total income 8.8 Grant funded income 8.9 SFA/EFA Income 8.10 Other income 8.11 Staff efficiency 8.12 Estates efficiency 8.13 Borrowing

104 106 107 108 109 110 111 112 113 114 115 117 118 119

3 INTRODUCTION

1. INTRODUCTION 1.1 Integrated strategic planning, quality assurance and financial health framework 1.2 Executive summary - balanced scorecard 1.3 What were the college’s overall strategic outputs and inputs?

1. INTRODUCTION

4 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 clearly express 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 college operational development plan (CODP) provides an annual college-wide work stream. It specifies actions under each of the strategic input priorities for each key client group. The CODP 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 CODP. 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 granular level.

Foremost of these are individual subject impact assessments (SIAs) and self-evaluation documents (SEDs) for our higher education programmes.

For 2015-16, the college has introduced a summative numeric assessment of impact based on a balanced scorecard methodology. 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 group 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 dashboard on the college’s website.

95%

of our young people progress into employment training or Higher Education.

91%

of our adults progress into employment, training or Higher Education.

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.

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 Operational Development Plan (COPD)

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.

Feedback, internal and external surveys and learner voice activities.

Subject Performance Reports (SPRs)

Annual Strategic Impact Assessment (ASIA)

Self-Evaluation Documents, Higher Education (SED)

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 and management.

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

INTRODUCTION

Personal objectives, from Performance Management Reviews (PMRs).

5

1.2 EXECUTIVE SUMMARY - BALANCED SCORECARD

Below expectations

6

Full-time learners aged 16-18 years

INTRODUCTION

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

Meets expectations

Above expectations

APPRENTICESHIPS AND WORK BASED LEARNERS

The overall performance of this key client group is ‘meeting expectations’. This group is exceeding expectations in terms of recruitment, diversity of our learners, their destinations and the financial impact on the college. Whilst achievement rates, satisfaction and regional impact do meet expectations, there is still room for further improvement. For achievement rates to improve, there is the need to further improve the success of Functional Skills programmes. The value added (distance travelled) performance of learners within this group needs to improve to meet expectations.

The overall performance of this key client group is ‘above expectations’. This group is exceeding expectations in terms of recruitment, achievement, learner/employer satisfaction and the financial impact on the college. Whilst there has been a dip in timely achievement, it is still well above national rates and is limited to known issues. Increasing the diversity mix of our learners and continuing to raise the volume of work that is directly related to local skills needs continues to be a focus.

FULL-TIME A LEVEL LEARNERS AGED 16-18 YEARS The overall performance of this key client group is ‘above expectations’. Recruitment, learner satisfaction, their destinations and the regional impact they make are all exceeding expectations. Achievement rates are high, but could improve further for AS learners. Learner diversity, their value added (distance travelled) and the financial impact all meet expectations.

ULL-TIME AND PART-TIME ADULT F SKILLS LEARNERS The overall performance of this key client group is ‘meeting expectations’. The diversity of this learner group is particularly strong and beyond expectations. For all other measures (participation, achievement, satisfaction, destinations, regional impact and financial impact), the performance meets expectations. The achievement performance needs to improve further for learners undertaking Functional Skills level 2 programmes in particular.

7 INTRODUCTION

FULL-TIME LEARNERS AGED 16-18 YEARS

HIGHER SKILLS LEARNERS The overall performance of this key client group ‘meets expectations’. Learner satisfaction and their destinations upon completion are both above expectations. Whilst recruitment, achievement, regional impact and financial impact are all good, there is still room to raise these further (in line with the college’s Strategic Plan).

DUDLEY COLLEGE WORLDWIDE The overall performance of this key client group ‘meets expectations’. Dudley College Worldwide is exceeding expectations in terms of delegate participation, their achievement and their satisfaction. However more needs to be done to improve the profitability of in-country projects and therefore ensure that Dudley College Worldwide makes a greater financial contribution to the college.

Apprenticeships are exceeding expectations on recruitment, achievement, satisfaction and financial impact.

1.3 WHAT WERE THE COLLEGE’S OVERALL STRATEGIC OUTPUTS AND INPUTS? OUTPUTS 8

What key outputs did we achieve?

INTRODUCTION

We significantly increased local participation in skills based learning: − We engaged: 3,852 young people in college based programmes; 3,845 young people and adults in apprenticeships; 1,984 adults in skills programmes; 347 adults in higher skills programmes. − Despite a falling local demographic, we have increased the participation of young people in apprenticeships by 150% and in college based learning by 49% over the last five years.

We successfully engaged learners from diverse communities: − 1,000 young people (26%) on college based programmes and 967 adults (49%) on skills programmes were from ethnic minority groups. Our learners are more diverse than the local community where 11.5% of the population are from minority groups.

We made a significant impact on the local skills gap by upskilling young people and adults: − 1,940 apprentices (51%) were on programmes directly supporting the Black Country Local Enterprise Partnership’s priority sectors (based on 2015-16 RCU data). An increase of 393 (25%) on the previous year. −

1,628 apprentices (43%) were following STEM programmes of study.

− 1,928 young people (50%) were following STEM programmes of study, increased by 10% on previous year. −

310 A and AS learners (64%) were following STEM programmes of study.

− 139 higher skills learners (40%) were following STEM programmes of study, increased by 2% on previous years.

− 948 college based young people and adults on skills programmes (17%) reported a learning difficulty or disability.

− 568 learners (42.7%) completing their level 3 programmes progressed immediately to Higher Education.

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

−

− Young people and adults on college based programmes, at all levels, achieve at rates above those reported nationally.

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

− Achievement rates for apprentices at all ages and all levels have remained very high, significantly above national rates in each of the last three years.

We improved our financial health:

− 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: − 2,799 young learners (95%) and 1,795 adults (90.5%) completing their programme of study progressed immediately to a positive destination, either higher or further training or directly into employment.

347 young people and adults achieved a grade A-C in English and mathematics.

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

− The college achieved an underlying operating surplus of £2.4m in 2015-16, which is 6.6% turnover, and is significantly above sector averages. − The underlying surplus is expected to rise to approximately £2.8m in 2016-17, which is 7.2% of expected turnover.

OUTPUTS CONTINUED

− At 41%, the college’s gearing remains reasonable, despite the investment of over £50m plus in the Dudley Learning Quarter over recent years. Gearing is predicted to fall to 37% in 2016-17.

What better outputs could we achieve? − Achievement rates for 16-18 year old learners on Functional Skills programmes in English and mathematics. −

The number of learners on higher certificate/national level programmes.

− The number of unemployed adults going directly into employment upon completion of their course. − The number of young women participating in STEM programmes, either apprenticeships or college based, particularly in engineering and advanced manufacturing. − The timely achievement rate of learners on employer based apprenticeship programmes. − A stronger current ratio. With the development of the Dudley Learning Quarter, the college’s cash and liquidity position has been relatively weak in recent years but did increase to 0.75 in 2015-16. − The current ratio is expected to remain broadly similar in 2016-17 but start to increase again in 2017-18 following completion and payment of Dudley Advance II.

9 INTRODUCTION

− The ratio of payroll cost to total income reduced to 57% in 2015-16, below sector norms, and is expected to remain below the sector average in 2016-17 at 58% of total income.

1.3 WHAT WERE THE COLLEGE’S OVERALL STRATEGIC OUTPUTS AND INPUTS? CONTINUED INPUTS 10 INTRODUCTION

What were the key strengths of our inputs?

What inputs could we deliver better?

−

− The delivery model on Functional Skills programmes for 16-18 year old learners with very low GCSE results on entry.

A responsive and broad curriculum well aligned to local skills needs.

− Ambitious strategic plans to develop facilities and resources for new apprenticeships, particularly in building technologies. −

Clear progression routes to advanced and higher level skills programmes.

− The quality of teaching, learning and assessment across the college, which are routinely good and often outstanding. − A comprehensive work readiness programme with excellent work placement opportunities for learners which develops and extends their work related skills.

− The employment advice and guidance given to adults on short essential skills programmes. − Arrangements to support the progression of apprentices to advanced and higher level programmes. −

The promotion of engineering and advanced manufacturing careers to young women.

−

‘Business to business’ services for employers aligned to the new apprentice levy.

− Good partnerships with the Local Enterprise Partnership (LEP), the wider business community, universities and private training providers.

− Monitoring and employer engagement activity to ensure programmes delivered in the workplace are timely.

− Highly effective arrangements to support and safeguard learners and to promote British Values.

−

−

Highly effective international operations delivered by Dudley College Worldwide.

−

Outstanding facilities and resources provided across the Dudley Learning Quarter.

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

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

The breadth of our higher skills curriculum.

11 INTRODUCTION

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

12

Meets expectations

Summary

Above expectations

Participation Diversity

FULL-TIME LEARNERS AGED 16-18 YEARS

Achievement Satisfaction Distance travelled Destinations Regional Skills impact Financial contribution OVERALL

The overall performance of this key client group is ‘meeting expectations’. This group is exceeding expectations in terms of recruitment, diversity of our learners, their destinations and the financial impact on the college. Whilst achievement rates, satisfaction and regional impact do meet expectations, there is still room for further improvement. For achievement rates to increase, there is the need to further improve the achievement of Functional Skills programmes. The value added (distance travelled) performance of learners within this group needs to improve to meet expectations.

16-18 year old learners

Accounts

Above expectations

Animal science

Below expectations

Business

Meets expectations

Computing

Below expectations

Construction

Below expectations

Early years

Meets expectations

Electrical

Meets expectations

Engineering

Above expectations

English for Speakers of Other Languages (ESOL)

Above expectations

Hair and beauty

Below expectations

Health and social care

Meets expectations

Hospitality

Meets expectations

Motor vehicle

Below expectations

Performance studies

Meets expectations

Public services

Below expectations

Retail

Below expectations

Science

Meets expectations

Special Educational Needs and Disability (SEND)

Above expectations

Sport

Meets expectations

Travel and tourism

Above expectations

Visual arts

Meets expectations

Youth skills

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 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 student 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 13

What key outputs did we achieve? −

We engaged 3,852 young people in learning in 2015-16.

− Despite a falling local demographic, we have increased the participation of young people in learning by 49% over the last five years.

We successfully engaged learners from diverse communities: − 1,000 learners (26%) were from ethnic minority groups. Our learners are more diverse than the local community where 11.5% of the population are from minority groups. − 676 learners (18.8%) reported a learning difficulty or disability. The number of learners with a learning difficulty or disability has increased by 42% over the last three years.

− 559 learners (61.6%) completing their level 2 programme (those who joined us with less than 5 GCSEs grade C or above from school), immediately progressed onto an advanced level skills programme. − 568 learners (42.7%) completing their level 3 programmes progressed immediately to Higher Education. −

764 learners improved their Functional Skills in English and mathematics.

− 124 learners (52.3%) achieved a grade A-C in mathematics and 121 (38.9%) achieved a grade A-C in English in their retake programme.

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

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

Overall achievement rates for learners at all levels are above the latest national rates.

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

What better outputs could we achieve? −

Achievement rates on Functional Skills programmes in English and mathematics.

We supported the progression of our learners to positive destinations:

− Although the value added scores of learners completing BTEC Level 3 National Diplomas is improving, it still needs to develop further.

− 2,799 learners (95%) completing their programme of study progressed immediately to a positive destination, either higher or further training or directly into employment.

− The number of young women participating in STEM programmes, particularly engineering and building technologies.

− Progression was positive for learners at all levels: level 1 97.7%, level 2 93.4% and level 3 94.5%.

− Achievement rates on a minority of level 2 technical programmes that have moved to new QCF programmes.

We made a significant impact on the local skills gap by upskilling young people: − 1,928 young people (50%) were following STEM programmes of study, an increase of 10% on the previous year.

FULL-TIME LEARNERS AGED 16-18 YEARS

We significantly increased local participation in skills based learning:

2.2 SUMMARY OF OUTPUTS AND INPUTS CONTINUED

INPUTS 14 FULL-TIME LEARNERS AGED 16-18 YEARS

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 delivery model for learners with very low GCSE grades undertaking Functional Skills programmes.

− The quality of teaching, learning and assessment, which are routinely good and often outstanding. −

Revised processes for developing outstanding practice in teaching and learning.

− A strategic approach to the delivery of GCSE retake programmes which has led to improved learner achievement. − Highly effective support for learners – both in-class and through a range of dedicated support services. − Very high standards of learner behaviour reinforced throughout their programme of study. − A comprehensive work readiness programme with excellent work placement opportunities for learners which develops and extends their work related skills. − 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. − 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.

− In a minority of areas, the setting and monitoring of learner targets needs to be more robust. − The promotion of engineering and advanced manufacturing careers to young women. − The confidence of teachers in promoting equality, diversity and British Values in construction, electrical & ICT.

2.3 ENGAGEMENT AND PARTICIPATION RATES Learner engagement trend analysis 4,000

3,852 3,468

3,500 2,589

2,705

31,000

2,500 2,000

29,000

1,500 1,000

27,000

500 25,000

0 2011-12

Learners

2012-13

2013-14

2014-15

15 Wolverhampton

Walsall

Bilston Wednesbury

Seisdon Gospel End Tipton Himley Bobbington

Dudley

West Bromwich Oldbury

2015-16

16-18 Population

We have been successful in our drive to engage more young people in learning. Their participation in our programmes of study has increased dramatically over recent years, from 2,589 learners in 2011-12 to 3,852 learners in 2015-16, an increase of 49%. This growth is set against a backdrop of a shrinking population of young people aged 16-18 years, both in the 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 firstclass specialist training facilities. This growth shows high levels of confidence in Dudley College and is vital both for the regional economy and our continued financial health.

Rowley Regis Brierley Hill

Stourbridge Halesowen

The map shows the travel to learn pattern of our learners in 2015-16. The majority of learners are from the 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 and on the border with Wolverhampton. 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.

FULL-TIME LEARNERS AGED 16-18 YEARS

Learners

33,000

3,054

Number of 16-18 year olds in the region

35,000

4,500

3,000

Travel to learn map

2.4 IMPACT ON DIVERSITY AND INCLUSION Gender

Ethnicity Male 52.7%

Asian 10.5%

Black 4.9%

16 Mixed 6.3%

FULL-TIME LEARNERS AGED 16-18 YEARS

Other 4.2%

White 74% Female 47.3%

Learning difficulty or disability

Yes 18.8%

For learners aged 16-18 years, there is a fairly equitable split between males and females, with both groups succeeding 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.

26% of our learners are from minority groups who make up 11.5% of the local population.

Learners from minority groups succeed at an equally high rate compared to others in the college.

Feedback from our learners and other stakeholders indicates that the college provides an inclusive and harmonious environment in which to study.

We are pleased to support 676 learners with learning difficulties or disabilities. The number of learners with a learning difficulty or disability studying with us has increased by 42% over the last three years. They succeed at a rate comparable to their peers.

No 81.2%

17 FULL-TIME LEARNERS AGED 16-18 YEARS

2.5 OUTCOMES FOR LEARNERS Achievement rate - level 1

Achievement rate - all levels

18

100%

100%

90%

FULL-TIME LEARNERS AGED 16-18 YEARS

90%

100% 83%

86.6% 82.6% 79.8%

80%

90%

85.4% 79.2%

80%

85.6%

73.9%

70%

60%

2013-14

2014-15

2015-16

Achievement rate - level 3 Latest published national achievement rate

90%

88.2%

88.6%

2013-14

2014-15

College achievement rate

2015-16

70%

2013-14

79.2% 2014-15

2015-16

College success rate Latest published national success rate

86.3%

50%

2013-14

2014-15

70%

College achievement rate

60% 50%

Latest published national achievement rate 2013-14

2014-15

2015-16

College success rate

Latest published national achievement rate

73.9%

89.1%

80%

50%

50% 80%

85.4%

83%

60%

100%

60%

77.7% 74.6%

70%

College achievement rate

70%

86.2%

86.1%

80% 100%

90%

60% 50%

Achievement rate - level 2

Latest published national success 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 82.6% above the last published national rate of 79.8%. In particular, level 3 achievement (which accounts for the bulk of our core provision) continues a three year trend of improvement and is well above the national rate.

2015-16

Achievement rates - excluding Functional Skills and GCSE retakes 100%

100% 90%

87.7%

88.4%

88.4%

80%

100% 86.7%

89.7%

89.7%

90%

80%

80%

70%

70%

60%

60%

50%

70%

Achievement rate - level 2

2013-14

2014-15

2015-16

50%

88%

87.1%

2013-14

2014-15

84.7%

2015-16

Achievement rate - level 3 100%

60%

90%

88.2%

88.6%

89.1%

80%

50%

70%

2013-14

2014-15

2015-16

College achievement rate Latest published national achievement rate Level 1 and 2 achievement has shown a drop in performance, which is attributable to the change in mix and balance of Functional Skills and GCSE delivery compared to previous years. The performance of our core provision at these levels remains high – as shown in the achievement graphs above which show Functional Skills and GCSE retakes removed.

60% 50%

2013-14

2014-15

2015-16

Achievement rates for our full-time learners aged 16-18 years have remained high and are above latest published national rates at all levels.

19 FULL-TIME LEARNERS AGED 16-18 YEARS

90%

Achievement rate - level 1

2.5 OUTCOMES FOR LEARNERS CONTINUED Functional skills achievement rate - all levels

20

GCSE retake results - two year trend

100%

A*-C

D-G

FULL-TIME LEARNERS AGED 16-18 YEARS

90% 82.7% 80%

78.5%

70%

60.5%

60%

47.7%

57.1%

52.3%

2014-15

2015-16

61.1%

75%

68.4%

36.5%

38.9%

21.3% 50% 2013-14

2014-15

2015-16

2014-15

2015-16

GCSE English

GCSE maths

College achievement rate Latest published national achievement rate

Achievement rates for Functional Skills qualifications however have shown a considerable drop, although we expect this to be echoed by a significant drop in national rates once published for 2015-16. The numbers of learners on Functional Skills programmes has dropped significantly as many of them are now undertaking GCSE retakes instead, meaning only those with GCSE grades E or below are studying Functional Skills.

This has had a big impact on achievement figures and has led us to revise our approach to Functional Skills delivery for 2016-17.

2015-16 saw a huge increase in the number of learners undertaking GCSE retakes (150% increase). Despite this, our A-C results in mathematics remained high with 52.3% of learners achieving these grades. Most importantly there was also a significant improvement in GCSE English A-C results, with 38.9% of learners achieving these grades (up from 21.3% in the previous year). 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 achievement.

2.6 STAKEHOLDER SATISFACTION 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 general Further Education colleges.

21

Year-end learner satisfaction (QDP survey) 100

80

79 76

73 74

78

72

68

71 72

75 67 68

70 71

76 65 64

73

76 76

Rating

60

40

20

0 Teaching and learning

The support I receive

College rating

My progress

Benchmark

Test and assessment

Well being Work placement Accommodation and work and experience equipment

Learner voice

Next step

Overall satisfaction

FULL-TIME LEARNERS AGED 16-18 YEARS

The results show a sustained high level of learner satisfaction (comparable to the previous year) on all measures.

2.6 STAKEHOLDER SATISFACTION CONTINUED 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:

FULL-TIME LEARNERS AGED 16-18 YEARS

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

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

Learner Satisfaction (FE Choices Survey)

3. How satisfied or dissatisfied are you with the advice you have been given about what you can do after this course/training programme?

10 9

4. How satisfied or dissatisfied are you with the support you get on this course/training programme?

8 7 Learner satisfaction

22

The chart below shows the results of the Skills Funding Agency FE Choices Learner Satisfaction survey. The survey questions were changed for this year, so no historical analysis is possible.

However we can see that responses to the survey remain very high with an overall satisfaction rating of 8.2.

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

6

6. How satisfied or dissatisfied are you that your college/ learning provider responds to the views of learners?

5 4

7. Overall, how satisfied or dissatisfied are you with your college/learning provider?

3

8. How likely is it that you would recommend the college/ learning provider to friends or family?

2 1 0 2015-16

Qu. 1

Qu.2

Qu.3

Qu.4

Qu.5

Qu.6

Qu.7

Qu.8

8.1

8.4

8

8.3

7.9

7.9

8.2

8

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

23 Three year T score

Alps T score Alps T score grade

1

1

100%

2

3 75%

60%

60%

40%

40%

4

4

5

5

2015-16 2013-14 - 2015-16

6

25%

7

10%

10%

Bottom

Bottom

8 9

5.33

6

9

8

7

6

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

2

3

7

5.67

90%

75%

25%

6.67

100%

90%

6

2015-16

8 9

The Alps T score combines the provider’s 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).

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. The performance in 2015-16 is being compared to the 2014-15 Alps BTEC benchmark. The performance in 2014-15 is being compared to the 2012-13 Alps BTEC benchmark.

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, but that it still needs to improve further (currently scoring 6 overall). We recognise that further work is required to ensure all of our learners not only succeed but do so with the highest possible grade.

FULL-TIME LEARNERS AGED 16-18 YEARS

Single year T score

2012-2013 2013-2014 2014-2015

2.8 LEARNER DESTINATIONS Level 1

All levels Unemployed/voluntary/ NEET/other 5%

24

Higher Education 4.9%

Level 2

Unemployed/voluntary/ NEET/other 2.3%

Unemployed/voluntary/ NEET/other 6.6%

Higher Education 3.6%

Employment 28.2%

Employment 14.1%

FULL-TIME LEARNERS AGED 16-18 YEARS

Higher Education 24% Education/training (not HE) 78.7%

Education/training 61.6%

Level 3 Unemployed/voluntary/ NEET/other 5.5%

Education/training (Not HE) 48.2%

Higher Education 42.7%

Employment 22.9%

Education/ training (not HE) 27.2%

Employment 24.6%

We gather information on the destination of our completing learners each year via a 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 2015-16, followed by an analysis by level.

Overall the survey reported that 2,799 (95%) 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 97.7%, level 2 93.4%, level 3 94.5%. This continues a three year trend of positive outcomes for our learners.

From level 3, 568 learners (42.7%) progressed directly into Higher Education and 328 (24.6%) progressed into employment. At lower levels, the bulk of learners continued in education. This is due to many learners arriving at college with less than five GCSEs at grade C or above who followed preparatory qualifications as a stepping stone to level 3 and beyond.

Destinations by diversity type 0%

20%

40%

60%

80%

100%

25

Male

FULL-TIME LEARNERS AGED 16-18 YEARS

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

Education/training (not HE)

Higher Education

Employment

Unemployed/voluntary/NEET/other

*Learning difficulty or disability

An analysis of destinations by diversity type shows that the overall positive destination rate is broadly the same for all groups.

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

26

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 2015-16, 1,928 (50%) of our young people followed STEM programmes of study. This represents a good percentage of our learners and is a growing trend, showing our continued focus on ensuring we develop curriculum to meet the needs of these important sectors. We will continue to develop our marketing strategies to encourage young people to train in STEM subjects, particularly those under-represented groups, such as women in engineering and advanced manufacturing.

80% 70%

FULL-TIME LEARNERS AGED 16-18 YEARS

60% 50%

50% 40%

40%

37%

30% 20% 10% 0% 2013-14

2015-16

2014-15

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

Forward progression

As detailed earlier, in total 93.4% of completing level 2 learners progressed to a positive destination, either education or employment. 559 learners (61.6%) continued on with training, the majority with us. As detailed in the graph, 47% of all of the college’s level 2 learners progressed directly into level 3 provision. This progression rate has increased since 201112, but is something the college aims to improve further.

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.

2.10 REVIEW OF STRATEGIC INPUTS (SIPs) OUTSTANDING TEACHING AND LEARNING The quality of teaching, learning and assessment are routinely good and often outstanding.

The college continues to embrace the national English and mathematics agenda. In the vast majority of areas, including care and early years, hair and beauty, engineering and public services, staff embed English and mathematics naturally into sessions.

English and mathematics energisers were delivered by West Midlands Centre for Excellence in Teacher Training at March’s college conference, which resulted in a noticeable improvement in the embedding of English and mathematics in access and construction. There is still some work to be done to ensure a small number of staff in ICT and electrical are confident doing this.

Support and challenge provided by teachers is effective. Staff demonstrate high expectations of learners and set challenging targets which leads to learners producing a high standard of work. Targets are monitored effectively and support or intervention is put in place as required. In a minority of areas targets need to be monitored more closely.

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.

Improvement in teaching and learning is driven through collaborative communities of practice (teaching triangles), where academic staff are observed by two of their colleagues and a member of our outstanding practitioner team. This results in the engagement in professional dialogue regarding ways to develop and disseminate best practice and areas for improvement. This has been well embraced within a number of areas including visual arts, hair and beauty, sport, construction, discrete provision for SEND and Functional Skills. Further development is still required to ensure this is fully embraced by engineering.

A RELEVANT AND RESPONSIVE CURRICULUM The college engages effectively with key stakeholders including the Local Enterprise Partnership (LEP) and closely monitors Labour Market Intelligence (LMI) to ensure the curriculum offer meets the needs of local employers and the community.

Reach Week, a dedicated stretch and challenge week, was introduced to ensure all learners have an opportunity to excel.

Individualised activities were delivered to support and challenge learners to achieve high grades in their technical qualifications and English and mathematics.

New programmes are developed to support the increasing engagement of 16-18 learners. The development of new courses includes motor sport, combined electrical/electronics and mechanical pathway, software development, digital media and Building Information Modelling (BIM).

Learners with Special Educational Needs and Disabilities are well supported to progress onto mainstream programmes.

Teaching in this area is innovative and inspiring and allows learners to develop their independence.

The college has embraced the STEM agenda offering clear progression routes from entry level to higher skills. This effectively responds to the significant skills shortage identified

in the Black Country and the LEP priorities. There is a need to continue to develop higher level professional and technical skills programmes in building technologies. To support this and build upon the successful work already started with BIM, the college has invested in a new centre, Dudley Advance II Centre for Advanced Building Technologies, which opens in September 2017.

The changes in national policy around English and mathematics for young people have given the college a significant challenge.

It has meant a change to programmes of study for all young people enrolling at college with a grade D in English and/or mathematics. These learners are now expected to complete a GCSE resit alongside the technical qualification, performance improvement programme and work experience. The college has invested in a specialist team of GCSE English and mathematics teachers to meet this challenge. Those learners who enrol at college with below a grade D in English and mathematics continue to study an appropriate level Functional Skills qualification as part of their programme of study.

At level 1 the programme of study has been adapted to increase the amount of English and mathematics input learners receive. This will help to develop their underpinning skills to ensure we are developing the skills these learners require to facilitate progression.

27 FULL-TIME LEARNERS AGED 16-18 YEARS

In the best lessons, teachers use their industry knowledge and experience to stretch, challenge, motivate and inspire learners about their subject. The use of ILT and SMART technologies is well developed across college which enhances learners’ experience.

Continued professional development and industrial updates ensure teaching meets professional industry standards and the English and mathematics agenda.

The Dudley Learning Quarter provides outstanding facilities and an exceptional learning environment.

2.10 REVIEW OF STRATEGIC INPUTS (SIPs) CONTINUED OUTSTANDING FACILITIES AND RESOURCES

28

The Dudley Learning Quarter provides outstanding facilities and an exceptional learning environment where learners benefit from a wide range of high quality resources which promote and inspire learning.

FULL-TIME LEARNERS AGED 16-18 YEARS

The college continues to build upon the investment made in its estate. Following the achievement of our flagship engineering centre, Dudley Advance, the building of Dudley Advance II – Centre for Advanced Building Technologies is well underway.

This will support the engagement of young people in higher level training and progression routes within this sector.

Our 3G pitch provides learners with a Football Associationstandard competition pitch.

The college continues to operate a number of successful ‘real work environments’ - Evolve hair and beauty, Evolve Gym, Evolve Theatre and Aspire Works. Our Stir catering facilities extend across all sites and now includes a café, refectory, bistro and juice bar. Well managed study areas (iPoints/library) provide learners with appropriate space and equipment to undertake research and complete their assignments.

EFFECTIVE ARRANGEMENTS FOR MEETING EMPLOYERS’ NEEDS Learners engage in a comprehensive work readiness programme with excellent work experience opportunities which develop and extend their work related skills.

The college’s employer engagement has been enhanced by a business to business and ‘routes to market’ approach. This is driven by a dedicated team of business development managers who build sustainable relationships with local and regional employers. This has further improved collaboration with local employers to ensure that work experience activities are high

quality, well-planned and meaningful. These relationships also help to ensure our curriculum is modelled to meet employer needs.

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, Futura, Renault, Olympic athletes and local care home managers delivered career-focussed talks and live briefs for work experience.

Learners in engineering engage on an ‘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.

The college’s Performance Improvement Programme (PIP) enables learners to develop and gain the holistic skills required to become a successful employee.

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 communication with external partners including the police and local authority enables us to assess local risk and respond appropriately to safeguard our learners. For example, we were informed that the extremist group English Defence League were staging a demonstration against a mosque in Dudley. Learners were informed of the risk posed and advised to stay away.

Staff and learners routinely exemplify British Values. A specific British Values session is delivered as part of the Performance Improvement Programme. Staff within care and early years, access, engineering, ESOL and hair and beauty demonstrate excellent practice when embedding British Values. There is still a lack of confidence amongst some staff in construction, electrical and ICT and further development is required.

As a lead college for WorldSkills UK, our learners are able to engage in national competition to showcase the industry skills gained in college and highlight the vocational skills available for young people.

Learners’ spiritual, moral, social and cultural development is ensured through a comprehensive cross-college PIP.

EFFECTIVE SAFEGUARDING AND PROMOTION OF BRITISH VALUES

Leadership and management in the vast majority of areas is highly effective. College management arrangements have evolved in the creation of Key Client Leadership Groups. The groups are tasked with driving the college’s work to meet the targets set in our ambitious three year strategic plan.

The groups meet regularly to facilitate detailed analysis of each in-year and all-year action plan and enable a focus on performance of key client groups and developments. The 16-18 leadership group is currently focusing on the delivery of English and mathematics, development of level 1 provision and learner performance.

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. Learner satisfaction around feeling safe in college is exceptional. The prevent agenda is well embedded across college and into our safeguarding practices.

EFFECTIVE LEADERSHIP AND MANAGEMENT

Overall learner satisfaction remains high across the majority of areas. Satisfaction is exceptionally high for learners in Foundation Learning, electrical, tourism, hair and beauty and performance studies. In a small number of areas where learners are less satisfied, we are working to ensure their experience is improved.

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 the vision is achieved.

EFFECTIVE SUPPORT FOR LEARNERS 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 enables inclusive access to the curriculum. Many 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. There is still some work to do to ensure Education, Health and Care plans are used consistently across college to meet the needs of learners.

Continued Professional Development of teaching and learning support staff is essential to ensure we maintain high quality support for an increasing number of learners with complex needs, both with and without Education, Health and Care Plans.

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.

29

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 co-ordinator for those progressing to Higher Education.

PERSONAL DEVELOPMENT, BEHAVIOUR & WELFARE Learner behaviour is exemplary and facilitates an inclusive and harmonious environment. The importance of the four As (attitude, attendance, aspiration and achievement) is emphasised to all learners from induction through to completion.

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. The PIP 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.

The PIP is extensively supported by external partners who deliver a range of innovative and engaging activities including: Loudmouth Theatre – Working for Marcus (CSE), Round Midnight Theatre – Straight Talking (LGBT), West Midlands Fire Service – Road Casualty Reduction, Switch – Drug and Alcohol Awareness and Respect Yourself – Healthy Relationships.

50%

of our young learners followed STEM programmes.

Learners benefit from a wide range of high quality resources which promote and inspire learning.

FULL-TIME LEARNERS AGED 16-18 YEARS

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.

Confidential counselling is effective in supporting learners with complex personal issues to remain on programme and succeed.

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

30 FULL-TIME A LEVEL LEARNERS AGED 16-18 YEARS

Below expectations

Meets expectations

Above expectations

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

The overall performance of this key client group is ‘beyond expectations’. Recruitment, learner satisfaction, destinations and the regional impact the learners make are all exceeding expectations. Achievement rates are high, but could improve further for AS learners. Learner diversity, their value added (distance travelled) and the financial impact all meet expectations.

3.2 SUMMARY OF OUTPUTS AND INPUTS

OUTPUTS 31

What key outputs did we achieve?

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

−

−

We engaged 484 young people in A and AS levels in 2015-16.

310 (64%) A and AS learners were studying STEM subjects.

− Despite a falling local demographic we have increased the participation of young people in A and AS levels by 87% over the last five years.

− 165 (82.7%) of learners completing A levels progressed immediately to Higher Education, including an increasing number to Russell Group universities.

We successfully engaged A level learners from diverse communities:

What better outputs could we achieve?

− 150 (31%) A and AS level learners were from ethnic minority groups. Our A and AS level learners are significantly more diverse than the local community where 11.5% of the population are from minority groups.

− The achievement rates of AS level learners on new linear programme syllabus subjects.

−

26 (5.4%) of A and AS level learners reported a learning difficulty or disability.

We increased the numbers of A and AS learners who successfully achieved their programme of study: − Achievement rates on A levels have improved over three years and are high and above national rates. − Value added on A levels has improved in each of the last three years and is rated Alps grade 5. − The number of learners achieving high grades on A level has increased in each of the last three years. − There are no significant differences in the achievement rates of learners from diverse groups or those with a learning difficulty or disability.

We supported the progression of our A level learners to positive destinations: − 195 (97.8%) A level learners completing their programme of study progressed immediately to a positive destination, either higher or further training or directly into employment.

−

The number of learners achieving high grades in AS levels.

− The number of learners completing A levels progressing into Higher Apprenticeships. −

The achievement rate of learners on French and Chemistry AS subjects.

FULL-TIME A LEVEL LEARNERS AGED 16-18 YEARS

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

3.2 SUMMARY OF OUTPUTS AND INPUTS CONTINUED

INPUTS 32 FULL-TIME A LEVEL LEARNERS AGED 16-18 YEARS

What were the key strengths of our inputs?

What inputs could we deliver better?

-

An extensive curriculum offer focusing on STEM subjects.

-

The preparation for teaching staff moving to new linear A level.

-

The quality of teaching, learning and assessment, which are routinely good.

-

The use of value added indicators and stretching targets for AS level learners.

-

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

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

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

- Setting of stretching targets for A level learners, leading to increased number of high grades.

-

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

Travel to learn map

500

33

450 Wolverhampton

350 300

Walsall

Bilston

250

Wednesbury

200

Gospel End

150

Wombourne

100

Himley

Tipton Dudley

50

West Bromwich Oldbury

0 2011-12

2012-13

2013-14

2014-15

2015-16

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 244 learners in 2011-12 to 484 in 2015-16, doubling the provision in that period. This growth is continuing with over 520 enrolments in 2016-17. 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.

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).

Rowley Regis Brierley Hill

Birmingham

Stourbridge

The map shows the travel to learn pattern of our A level learners in 2015-16. The majority of learners are from the 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 and on the border with Wolverhampton. 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.

FULL-TIME A LEVEL LEARNERS AGED 16-18 YEARS

400

3.4 IMPACT ON DIVERSITY AND INCLUSION Gender

Ethnicity

Asian 15.6%

Female 62.9% Other 3.5%

34 Mixed 7.3%

FULL-TIME A LEVEL LEARNERS AGED 16-18 YEARS

Black 4.4%

White 69.3%

Male 37.1%

Learning difficulty or disability Yes 5.4%

Dudley Sixth continues to support a very diverse learner body.

In 2015-16, there were more female A level learners than male at Dudley Sixth, and the achievement rate of female learners was slightly higher than male. 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. 31% of our learners are from minority groups who make up 11.5% of the local population. There are no substantial trends in achievement gaps based on ethnicity.

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 learners with learning difficulties or disabilities (26 reported in 2015-16) through a wide range of support mechanisms. These learners historically achieve at a rate comparable with their peers.

No 94.6%

Dudley Sixth is pleased to see the continued participation of learners from a wide range of backgrounds and that the support and standard of delivery ensures achievement for all.

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

90%

86.2%

88.1%

86.3%

80%

70%

60%

100%

97.2%

100% 90%

97.2%

90% 80%

80% 70%

70%

70% 60%

60%

50%

50% 2014-15

100%

90% 80%

60% 50%

2013-14

96.9% 95.4% 97.2% 96.9% 95.4% 97.2%

Overall achievement rate AS level

2015-16

2014-15

2015-16

2014-15 2013-14 College achievement rate

2015-16

2013-14

50%

82.5%

2013-14

82.6% 80.8% 80.6%

2014-15

2015-16

College achievement rateachievement rate Latest published national Latest published national achievement rate

College achievement rate Latest published national achievement rate

Outcomes for A and AS level learners have remained high over the past three years.

Despite significant growth in learner numbers, Dudley Sixth A Level learners continue to achieve at a very high rate – 97.2% in 2015-16. Within this, there is a picture of increasing high grade achievements for our learners with 67% achieving A*- C grade and 31.6% achieving A*- B grade.

The AS level achievement rate has dropped slightly from the previous year to 80.6%, which we still expect to be at or above 2015-16 national rate once published. The introduction of the reformed curriculum linked to the new linear A level programmes is a contributing factor to this dip in performance. We expect this to be the last year where we report AS level achievement as two year linear A level programmes fully roll out.

Outcomes for A and AS level learners continue a three year trend in improving performance which is above national rates.

35 FULL-TIME A LEVEL LEARNERS AGED 16-18 YEARS

Overall achievement rate A level

87.6%

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

36

60 Rating

FULL-TIME A LEVEL LEARNERS AGED 16-18 YEARS

80 67 68

66

64 65

58

70

68

60

64

56 57

50

40

20 0

0 Teaching and learning

The support I receive

College rating

0 Test and assessment

Well being

0

Accommodation Learner voice and equipment

Next step

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 80 other general Further Education colleges (where available).

The results from the 2015-16 end of year survey shows that A level learners report satisfaction that is generally at or above the national comparator, with overall satisfaction being well above.

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

37 Three year T score

Alps T score Alps T score grade

1 2

3 75%

60%

60%

4

4

2015/16 2013/14 - 2015/16

5

40%

6

25%

25%

10%

10%

Bottom

Bottom

8 9

5

7

5

5

2

3

7

5.33

90%

75%

6

6.67

100%

90%

5

2015-2016

1

100%

40%

2014-2015

7 8 9

The Alps T scores combine the provider’s 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).

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 chart shows that our overall ‘T score’ grade for A level programmes is 5, which indicates their performance is ‘good’ overall. We are pleased to see the numbers of high performing courses increasing and the percentage of low performing courses decreasing.

FULL-TIME A LEVEL LEARNERS AGED 16-18 YEARS

Single year T score

2013-2014

3.8 LEARNER DESTINATIONS All A/AS levels Unemployed/voluntary/ NEET/other 1.4%

38 FULL-TIME A LEVEL LEARNERS AGED 16-18 YEARS

Employment 12.3%

A levels Employment 14.5%

AS levels Unemployed/voluntary/ NEET/other 2.2%

Higher Education 7% Employment 8.8%

Education 0.6%

Higher Education 53.2%

Higher Education 82.7%

Education 84.2%

Education 33.1%

We gather information on the destination of our completing learners each year via a phone survey conducted a few months after completion of their programme of study. The above charts show the headline destination data for all A level learners completing their studies in 2015-16, followed by an analysis by level.

Overall the survey reported that 372 (98.6%) of completing A/ AS level learners progressed to a positive destination of Higher Education (university), education, training or employment.

directly into employment. For AS learners, 84.2% continue with their studies at college, but a number do go directly into employment.

For A level learners the huge majority (82.7%) choose to continue onto university as we would expect, although this year we have seen an increase in learners choosing to go

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

All A/AS level destinations by diversity type 0%

20%

40%

60%

80%

100%

39

LDD* - Yes White Mixed Black Asian Female Male

Education/training (not HE)

Higher Education

Employment

Unemployed/voluntary/NEET/other

*Learning difficulty or disability

An analysis of destinations by diversity type shows that the overall positive destination rate is broadly the same for all groups.

FULL-TIME A LEVEL LEARNERS AGED 16-18 YEARS

LDD* - No

3.9 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY STEM in the curriculum - trend analysis

40

100%

FULL-TIME A LEVEL LEARNERS AGED 16-18 YEARS

90% 80% 69%

70% 60%

64%

60%

The local economy relies on a workforce with high level 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 2015-16, 308 (64%) of our young people followed STEM programmes of study. There continues to be a very strong STEM provision across Dudley Sixth with the majority of learners choosing subjects in this category.

50% 40% 30% 20% 10% 0% 2013-14

2014-15

2015-16

3.10 REVIEW OF STRATEGIC INPUTS (SIPs) OUTSTANDING TEACHING AND LEARNING

The development of English and mathematics skills is very strong and the majority of staff effectively embed English and mathematics skills into their sessions. The development of the independent study skills of learners is good and through the Performance Improvement Programme (PIP), learners are able to develop effective research methods to support them in Higher Education.

The use of information learning technology and SMART technologies is routinely strong within the classroom and learners benefit from a range of learning materials. Blackboard, the college’s virtual learning environment, is routinely used as part of assessment of learning and study skills.

The PIP is highly effective in preparing our learners for progression to Higher Education or employment which has integrated within the programme guest speakers, master classes and external visits to Higher Education institutions.

The support and challenge provided by staff raises the aspirations of learners. Staff have high expectations of their learners and set stretching and aspirational targets to ensure learners achieve their potential. Evidence can be seen in the continued improvement in the value added scores, particularly in our A level subjects. There is still improvement required within some AS subjects.

Internal quality assurance of teaching, learning and assessment is effective and covers all teachers, assessors, instructors and coaches. The development of teaching and learning is driven forward through 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 best practice and areas of development. 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. In addition, we have continued support for all A level tutors by a dedicated performance coach.

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.

Key stakeholders including universities are engaged in the continual development of curriculum to ensure courses meet the needs of Higher Education Institutes, employers and local skills gaps. For example product design was launched to enable crossover between theoretical knowledge of building technologies delivered in Dudley Sixth and practical skills

delivered in advance technologies. There is still a requirement to develop arrangements to fast track AS learners onto the second year of national diplomas. Creative writing has been launched to meet the needs of learners looking to move into a career within journalism.

Dudley Sixth has fully-engaged with the transition to the new linear A levels. As part of the Black Country Colleges group, we have engaged with other local 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 outstanding resources and facilities to A level learners including excellent science laboratories. The ‘Enhance’ building has positively impacted on A level learners who were the driving force behind its conception. Dudley Sixth continues to invest in the facilities and new learning technologies to ensure the highest standards are maintained. Specialist facilities are available cross-college for arts and sports learners within the Evolve building, ensuring all learners are trained within industry standard facilities.

The Priory Road 3G Football Complex is now open and is a fantastic addition to the Dudley Learning Quarter.

The facility, which includes changing rooms for players and officials, will further enhance the sports provision at Dudley Sixth.

Learners benefit from two well-resourced iPoints which support their independent learning. Language labs are available to support the development of modern languages.

A level learners have access to silent study rooms during exam periods.

41 FULL-TIME A LEVEL LEARNERS AGED 16-18 YEARS

The quality of teaching, learning and assessment is routinely good and continues to improve. Teachers effectively plan innovative, engaging and well-paced sessions which challenge, enthuse and motivate learners. Staff use their expertise along with outstanding resources to engage learners and link theory to relevant industrial and commercial practice. In the best classes, assessment is routine and stretches learners using questioning, discussion and formative methods.

As part of the Black Country Colleges group, we have engaged with a staff development programme aimed at sharing the best practice from each college’s highest performing subject area.

Dudley College staff have led workshops in the area of drama and theatre studies and have taken part in sessions within psychology and business.

3.10 REVIEW OF STRATEGIC INPUTS (SIPs) CONTINUED Dudley Sixth has invested significantly in resourcing the new linear qualifications, both in terms of technical requirements with the addition of new software, and academic resources.

42

EFFECTIVE ARRANGEMENTS FOR MEETING EMPLOYERS’ NEEDS

FULL-TIME A LEVEL LEARNERS AGED 16-18 YEARS

Best practice sees many A level learners completing work experience placements alongside their academic studies such as supporting a local business develop mathematics support for 4-16 year olds. Guest speakers from industry and academia ensure learners have access to ‘real’ insights into their chosen career pathway and progression opportunities.

Dedicated careers staff 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. We recognise and need to develop pathways to Higher Apprenticeships for our A level graduates.

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. Learner satisfaction around feeling safe in college is exceptional. The Prevent agenda is well embedded across college and into our safeguarding practices.

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 communication with external partners including the police and local authority enables us to assess local risk and respond appropriately to safeguard our learners. For example, we were informed that the extremist group English Defence League were staging a demonstration against a mosque in Dudley. Learners were informed of the risk posed and advised to stay away.

EFFECTIVE LEADERSHIP AND MANAGEMENT Leadership and management is highly effective in the vast majority of areas. College staff and management are committed to continually improving provision for all learners. A new management structure has ensured further support for academic staff for day-to-day issues. This has contributed to the improvement in achievement rates, including high grades that are now above the national average for both AS and A level as well as continued higher enrolments, even in a diminishing demographic.

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.

College management arrangements have evolved in the creation of Key Client Leadership Groups. The groups are tasked with driving the college’s work to meet the targets set in our ambitious three year strategic plan. The groups meet regularly to facilitate detailed analysis of each in-year and all-year action plan and enable a focus on performance of key client groups and developments.

The management team carry out comprehensive curriculum planning which ensures an efficient and responsive curriculum.

Strategy groups lead on key themes, such as STEM and English and mathematics, driving strategic developments across college.

Self-assessment is comprehensive and accurate. Managers use data effectively to drive performance and monitor any areas of under-performance. Managers communicate effectively to ensure the vision is achieved. Arrangements to engage A level and AS level learners in learner voice activities requires improvement.

EFFECTIVE SUPPORT FOR LEARNERS 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 fully-access the curriculum. Confidential counselling is effective in supporting learners with complex personal issues to remain on programme and succeed. Dudley Sixth has a dedicated base room for learners requiring a break out space in order to study in an environment suited to their needs.

Continued Professional Development of learning support staff ensures they are able to meet the increasingly complex needs of all learners.

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.

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 guidance officer for those progressing to Higher Education. There needs to be improvement in the promotion of vocational options for marginal AS learners prior to enrolment.

Progression advice and guidance is given to both AS and A level learners to help with the transition to ensure a positive destination, be it the workplace or education.

PERSONAL DEVELOPMENT, BEHAVIOUR & WELFARE

FULL-TIME A LEVEL LEARNERS AGED 16-18 YEARS

Through effective monitoring, Dudley Sixth ensure that all pupils 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 heightened awareness of key issues affecting young people within society, including cyber-bullying, employability skills, personal finance budgeting and progression to Higher Education. This session also includes dedicated one-to-one sessions for learners to set and monitor aspirational, differentiated targets. Dudley Sixth learners, through a robust induction process, are aware of expected standards of behaviour and the college’s commitment to a safe and professional working environment. Attendance is regularly monitored by lecturers, tutors and the dedicated performance coach. Intervention strategies for learners falling below the 90% minimum are implemented effectively. Dudley Sixth attendance is extremely high, which has in turn led to more learners achieving their aspirational targets.

43

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

Summary

Below expectations

Meets expectations

Above expectations

Adult learners Above expectations

Accounts

Above expectations

Adult functional skills

Above expectations

Animal science

Meets expectations

Business

Meets expectations

Computing

Below expectations

Construction

Meets expectations

Early years

Meets expectations

Destinations

Electrical

Meets expectations

Regional Skills impact Financial contribution

Engineering

Meets expectations

English for Speakers of Other Languages (ESOL)

Above expectations

Hair and beauty

Meets expectations

Health and social care

Meets expectations

Hospitality

Meets expectations

IT (work based)

Meets expectations

Management (work based)

Meets expectations

Motor vehicle

Below expectations

Performance studies

Meets expectations

Public services

Below expectations

Retail

Below expectations

Science

Meets expectations

Special Educational Needs and Disability (SEND)

Above expectations

Sport

Meets expectations

Teacher training

Above expectations

Travel and tourism

Above expectations

Visual arts

Meets expectations

WAMITAB

Meets expectations

44

Participation

FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS

Access

Achievement

Diversity

Satisfaction

OVERALL

The overall performance of this key client group is ‘meeting expectations’. The diversity of this learner group is particularly strong and beyond expectations. For all other measures (participation, achievement, satisfaction, destinations, regional impact and financial impact) the performance meets expectations. The achievement performance needs to improve further, in particular for learners undertaking Functional Skills level 2 programmes.

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 student 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 45

What key outputs did we achieve? −

We engaged 1,984 adults in skills programmes in 2015-16.

− This is a decrease of 50% on participation in the previous year, in line with cuts to adult skills funding.

We successfully engaged learners from diverse communities: − 967 learners (49%) were from ethnic minority groups. Our learners are very significantly more diverse than the local community where 11.5% of the population are from minority groups. −

272 learners (14%) reported a learning difficulty or disability.

− 325 learners (21.2%) completing their level 2 programme, progressed immediately to an advanced level skills programme. − 365 learners (64.1%) completing their level 3 programme, progressed immediately to a Higher Education programme and 109 (19.1%) progressed directly into employment. −

484 learners improved their Functional Skills in English and mathematics.

−

49 learners (53.8% of entries) achieved a grade A*-C in GCSE mathematics.

−

53 learners (50% of entries) achieved a grade A*-C in GCSE English.

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

We maintained high achievement rates on adult skills programmes: − Achievement rates for learners at all levels have remained consistently high and above national rates in each of the last three years. − There are no significant differences in the achievement rates of learners from diverse groups or those with a learning difficulty or disability.

We supported the progression of our learners to positive destinations:

What better outputs could we achieve?

− 1,795 learners (90.5%) completing their programme of study progressed immediately to a positive destination, either higher or further training or directly into employment.

−

− Progression was very positive for learners completing level 2 programmes (94.5%) and level 3 programmes (92%).

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

449 adults (23%) were following STEM programmes of study.

Achievement rates for adults completing Functional Skills programmes at level 2.

− The number of adults studying programmes linked to Black Country LEP priority skills needs. −

The number of adult learners progressing onto apprenticeships.

− The number of unemployed adults going directly into employment upon completion of their course.

FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS

We engaged local adults in skills based learning:

4.2 SUMMARY OF OUTPUTS AND INPUTS CONTINUED

INPUTS 46 FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS

What were the key strengths of our inputs?

What inputs could we deliver better?

− A responsive curriculum designed to support the progression of adults to advanced and higher level skills programmes.

−

− The quality of teaching, learning and assessment, which are routinely good and often outstanding, supported by improved processes for developing outstanding practice. − An inclusive and harmonious environment which supports participation in learning by diverse adult learners. − Highly effective arrangements to support and safeguard learners and to promote British Values. −

Outstanding facilities and resources provided 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 curriculum areas are highly effective.

The delivery and support for learners undertaking Functional Skills level 2 programmes.

− The promotion of adult apprenticeships as a progression route for classroom-based adult learners completing their programmes of study. −

The design of technical programmes linked more directly to local skills needs.

− The employment advice and guidance given to adults on short essential skills programmes.

4.3 ENGAGEMENT AND PARTICIPATION RATES Learner engagement trend analysis

Travel to learn map

4,500

47

4,000 Tamworth

3,000 2,500

Wolverhampton

Walsall

Sutton Coldfield

2,000 1,500

West Bromwich

1,000 Dudley

500

Birmingham

0 2012-13

2013-14

2014-15

2015-16

There was a planned reduction in adult learners in the most recent two years, in line with reductions in government funding for adult programmes. In particular some NVQ provision, which was no longer funded, has been withdrawn completely alongside some custodial and employability programmes. 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.

Kidderminster

The map shows the travel to learn pattern of our adult learners in 2015-16. The majority of learners are from the 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.

FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS

3,500

4.4 IMPACT ON DIVERSITY AND INCLUSION Gender

Ethnicity

Female 61%

Mixed 4.5%

48

Other 10.1%

FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS

Black 17.3%

Asian 17.6% Male 39%

White 50.6%

Learning difficulty or disability Yes 13.8%

The college continues to support a very diverse learner body.

In 2015-16 there was a change in the mix of learners, with an increase in males taking up education. Their ethnicity profile shows our learners, as a group, are more diverse than the local community. 49% of our learners are from minority groups who make up 11.5% of the local population. There are no substantial trends in achievement gaps based on ethnicity or gender, although some fluctuations are observed each year.

No 86.2%

The college was pleased to support some 363 adult learners with learning difficulties or disabilities in 2015-16, through a wide range of support services. These learners historically achieve at a rate comparable with their peers.

4.5 OUTCOMES FOR LEARNERS Achievement rate - all levels

Achievement rate - level 1

100%

100%

100%

90.9%

89.7% 87%

88.1%

80%

90.2%

90.3%

88%

89.2%

80%

80%

70%

70%

60%

60%

50%

70%

2013-14

2014-15

2015-16

Achievement rate - level 3

86%

2013-14

2014-15

87.5%

2015-16

Latest published national achievement rate

100% 90%

50%

50%

90.6%

College achievement rate

College achievement rate

60%

93.3% 90%

2013-14

2014-15

2015-16

84.6%

84.1%

82.9%

87.1%

80% 70%

College achievement rate

50%

Latest published national achievement rate

College achievement rate

60%

Latest published national achievement rate 2013-14

2014-15

2015-16

College achievement rate Latest published national achievement rate

Achievement rates for our adult learners remains strong and above national rates at all levels. Level 3 achievement rates have increased this year and are now well above national rates. There is a slight drop in overall achievement compared to the previous year, due to reduced achievement of Functional Skills qualifications at level 2. As described in section 4.1, some of this is attributed to 19+ full-time learners infilling into the 16-18 learners provision.

49 FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS

90%

90%

Achievement rate - level 2

4.5 OUTCOMES FOR LEARNERS CONTINUED Achievement rates - excluding Functional Skills

50

Level 1

Level 2

100%

100%

90%

91.1%

FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS

90%

89.5%

90.7%

80%

91.3%

93.3%

100% 91.9%

80%

90% 80%

70%

80% 70%

60%

70% 60%

50%

70%

2013-14

2014-15

2015-16

College success rate Latest published national success rate

Level 3

60% 100% 90%

50% 2013-14

2014-15

2015-16

83.6%

82.4%

2013-14

2014-15

87.1%

80% 70%

College achievement rate

60% 50%

2015-16

College achievement rate Latest published national achievement rate

The chart above shows the performance of core qualifications, with Functional Skills removed, highlighting that achievement remains high and is improving.

100% 90%

60% 50%

93% 90.2%

90.9%

88.1% 90.3%

2014-15 2013-14 50% 2013-14 College achievement2014-15 rate

88%

89.2%

2015-16 2015-16

Latest published national achievement rate College achievement rate

Functional skills achievement rate - all levels

19+ GCSE results two year trend

100%

A*-C

51

D-G

83.7%

21.7% 78.9%

80%

76.5%

37.9%

50%

46.2%

73.3% 70% 67.4%

57.3%

53.8%

50%

60%

50% 2013-14

2014-15

2015-16

College success achievement rate Latest published national achievement rate

Achievement rates for English and mathematics Functional Skills qualifications for adults have dropped in 2015-16, although they still remain above national rates. Whilst level 1 achievement rates have improved, the drop is due to a decline in achievement of level 2 Functional Skills in adults. Achievement rates for the dedicated adult provision have remained above national rates, however achievement for young adult learners on full-time provision (with GCSE grades of E and below) have declined as they have found the new content of revised Functional Skills exam challenging. This has led us to revise our approach for delivery of Functional Skills in 2016-17.

2014-15 2015-16 GCSE English

2014-15

2015-16 GCSE maths

The number of adults achieving an A*- C grade in GCSE has dropped slightly, although this represents small numbers and overall achievement is higher than the previous year. Overall A*- C achievement is still strong with English at 50% and mathematics at 53.8%.

FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS

90%

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

52

84

Rating

FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS

80

81 77

82

80 75

78

79

73

87

86

87

80 72 73

77

80 69

80

78

60 40 20 0

Teaching and learning

The support I receive

College rating

My progress

Test and assessment

Well being

Accommodation Work and placement, work equipment experience and community

Learner voice

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.

The results show a further improvement on the previous year with learner satisfaction on all measures markedly above the control group.

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:

The chart below shows the results of the skills funding agency FE Choices learner satisfaction survey for the last three years. Responses to the survey remain very positive, with an overall satisfaction rating of 8.5 for the college.

Learner satisfaction (FE choices survey) 9.5

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

3 How satisfied or dissatisfied are you with the advice you have been given about what you can do after this course/training programme?

Learner satisfaction

9.0

8.5

4 How satisfied or dissatisfied are you with the support you get on this course/training programme?

8.0

5 How satisfied or dissatisfied are you that the course/ training programme is meeting your expectations?

7.5

6 How satisfied or dissatisfied are you that your college/ learning provider responds to the views of learners?

7.0

Qu. 1

Qu.2

Qu.3

Qu.4

Qu.5

Qu.6

Qu.7

Qu.8

2013-14

9

9.3

8.6

9.1

0

8.8

9

0

2014-15

9.2

9.4

8.8

9.2

0

8.9

9.1

9.1

2015-16

9

9.1

8.5

8.9

8.7

8.7

8.8

9.2

7 Overall, how satisfied or dissatisfied are you with your college/learning provider?

8 How likely is it that you would recommend the college/ learning provider to friends or family?

53 FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS

1 How satisfied or dissatisfied are you with the teaching on your course/programme?

4.7 LEARNER DESTINATIONS All levels

Level 1

Unemployed/voluntary /NEET/other 9.5%

54

Level 2 Unemployed/ voluntary/ NEET/other 5.5%

Unemployed/ voluntary/ NEET/other 13.9%

FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS

Higher Education 10.5% Education/training (not HE) 63.8% Employment 22.3%

Level 3

Employment 42.8%

Education/training (not HE) 37.3%

Education/ training (not HE) 8.8%

Unemployed/voluntary/ NEET/other 8%

Higher Education 64.1% Employment 19.1%

Education 21.2%

Employment 73.3%

Destinations by diversity type 0%

Overall the survey reported that 90.5% of completing learners went on to a positive destination (education, training or employment), which is a good improvement on the previous academic year (86.3%).

Analysis by academic level shows that level 1 learners show the poorest progression to a positive outcome (86.1%), although this has improved significantly from the previous year (78.9%). There is good progression to Higher Education for level 3 learners, which has increased from the previous year.

Employment remains the predominant destination for adult learners.

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

An analysis of destinations by diversity types shows that the overall positive destination measure of our learners is broadly the same for all types. There are no consistent differences in performance when compared with the previous year, with the exception that lower levels of white (and male) learners continue to university than other groups.

55 FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS

We gather information on the destination of our completing learners each year via a phone survey conducted a few months after completion of their programme of study. The charts show the headline destination data for all adult learners completing their studies in 2015-16, followed by an analysis by level.

20%

4.7 LEARNER DESTINATIONS CONTINUED Destination of unemployed adults 60%

56 FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS

50% The destination data is purely for adults who reported their status as ‘unemployed’ on their first day of learning at the college. In comparison to the previous year it shows that a greater percentage have gone onto a positive destination of some sort, with many continuing on with education after completing their course. It does also show however a reduction in those going directly into employment after completing their course.

40%

20%

10%

0% Employment

2014-15 2015-16

Education/training (not HE)

Higher Education

Unemployed/voluntary/ NEET/other

4.8 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY Adult learners by strand

BREAKDOWN OF LEARNER TYPE Our adult education provision can be broadly categorised into three strands:

- 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 2: Essential skills programmes 907 46%

- 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 below shows how our adult learners are split between these three strands. Around 10% of adult learners belong to strand 3, with the others split equally between strands 1 and 2. It is a continued priority for the college to ensure that our provision serves these two audiences equally and supports adults developing skills to gain employment or progress in their careers.

Strand 1: Professional and techincal programmes 882 44%

57 FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS

- 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.

Strand 3: Full-time programmes195 10%

4.8 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY CONTINUED STEM in the curriculum - trend analysis

HAVING AN IMPACT LOCALLY

58 FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS

The chart below shows the proportion of our adult learners that reside in the Dudley Local Authority, in the neighbouring authorities (Wolverhampton, Birmingham, Sandwell and Walsall) and outside of the region. 95% of our adult learners live within the region and half of them live within the Dudley Local Authority. This is further evidence that the college’s work is focussed on ensuring local people have an impact on the local economy through skills development and training.

40% 35% 30%

33% 28% 23%

25% 20% 15%

Adult learners based within region

Neighboring authorities 891 45%

10%

Outside of region 108 5%

5% 0%

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).

Dudley local authority 985 50%

The chart above shows the percentage of qualifications completed by adult learners that were in STEM-related subjects. In 2015-16, 449 (23%) of our adults followed STEM programmes of study. This is a drop in performance due to a large reduction in workplace learning provision as funding was stopped for STEM programmes. We recognise the need to review remaining adult offer to ensure it meets local needs and that we are making best use of the remaining budget for adult provision.

4.9 REVIEW OF STRATEGIC INPUTS (SIPs) OUTSTANDING TEACHING AND LEARNING

In the best lessons, staff effectively plan active, engaging sessions through the use of varied and innovative teaching and learning methods. Staff set clear learning objectives which meet the needs of learners with differing needs and abilities. In a minority of access and adult Functional Skills, differentiation could be improved.

Feedback is regular and detailed and in the best lessons mistakes with spelling, grammar and punctuation are routinely identified.

Staff use ILT effectively in classes to enhance the learning experience of adults and to allow basic skills learners develop their ICT skills. The use of the VLE with adult learners is effective in many areas however there is some development required to ensure this resource meets the needs of part-time adult learners.

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.

Improvements in teaching and learning is driven through collaborative communities of practice (teaching triangles), where academic staff are observed by two of their colleagues and a member of our outstanding practitioner team. This

A RELEVANT AND RESPONSIVE CURRICULUM The mix and balance of our curriculum offer allows us to support those who require remedial intervention with English, mathematics and employability skills. It is also effective in supporting the development of higher level skills across vocational and technical areas.

Learners benefit from flexible modes of study which supports their engagement in learning.

We continue to work closely with local stakeholders to review our curriculum offer ensuring we effectively target local priority areas.

We have worked closely with Birmingham City University to develop a level 4 Certificate in Higher Education to support access learners not yet ready for university. This will be delivered from January 2017.

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

Well managed study areas (iPoints/libraries) 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.

A dedicated flexible, learning environment has been developed for our expanding access to nursing and health care courses.

The room facilitates varied teaching approaches including whole group, small group discussions, individual research and presentations. In addition, access to HE learners access an independent study room to complete assignments and private study.

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

Employability skills are embedded into adult programmes. Best practice in ESOL and Adult Functional Skills sees adults visit local employers to investigate job opportunities in the UK. These included Russell’s Hall Hospital, White House Cancer Support and the annual Christmas Job Fayre at the Merry Hill Shopping Centre.

Learners studying to develop professional and technical skills have access to state-of-the-art industry standard equipment which ensures their skills are relevant and up-to-date. The development of Dudley Advance II – Centre for Advanced Building Technologies will ensure our learners have access to resources fit for today’s construction industry.

Adults studying access to HE programmes are offered a number of pathways which are reviewed annually to ensure they meet the needs of learners and the local area. Our bi-annual intake meets the needs of an increasing number of adults hoping to study access to HE programmes and progress to university. For those adults not yet ready to study at level 3, a 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.

All adult learners have access to ICT to enhance their learning and support the development of their personal IT skills.

EFFECTIVE ARRANGEMENTS FOR MEETING EMPLOYERS’ NEEDS Part-time technical courses allow learners to upskill in their relevant trades to meet their professional industry standards.

59 FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS

The quality of teaching learning and assessment routinely meets and often exceeds expected standards. This is particularly true in our English for Speakers of Other Languages provision. In the majority of sessions, English and mathematics skills are expertly embedded. English and mathematics energisers were delivered by West Midlands Centre for Excellence in Teacher Training at March’s college conference, which have resulted in noticeable improvements in the embedding of English and mathematics in access and construction.

results in the engagement in professional dialogue regarding ways to develop and disseminate best practice and areas for improvement. This has been well embraced within a number of areas including visual arts, hair and beauty, sport, construction, discrete provision for Special Educational needs and Disability (SEND) and Functional Skills. Further development is still required to ensure this is fully embraced by engineering and Dudley Sixth.

4.9 REVIEW OF STRATEGIC INPUTS (SIPs) CONTINUED

60

ESOL learners engage effectively in an employability programme which includes work placement visits, which expose them to job opportunities. Access learners are prepared well for further study at HE, by engaging in visits to local universities. Some pathways visit health care providers where they can see the reality of a role in the health care service.

FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS

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. Learner satisfaction around feeling safe in college is exceptional. The Prevent agenda is well embedded across college and into our safeguarding practices.

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 communication with external partners including the police and local authority enables us to assess local risk and respond appropriately to safeguard our learners. For example, we were informed that the extremist group English Defence League were staging a demonstration against a mosque in Dudley. Learners were informed of the risk posed and advised to stay away.

Staff and learners routinely exemplify British Values. A specific British Values session is delivered as part of the Performance Improvement Programme. Staff within care & early years, access, engineering, ESOL and hair and beauty demonstrate excellent practice when embedding British Values. There is still a lack of confidence amongst some staff in construction, electrical and ICT and further development is required.

Satisfaction amongst adult learners demonstrates they feel the

college actively promotes equality and diversity and that they are treated fairly.

EFFECTIVE LEADERSHIP AND MANAGEMENT

All support staff are observed annually and all met required standards. Training for support staff enables them to meet the complex needs of learners including mental health, challenging behaviour and Autism.

The quality of leadership and management is high. College Management arrangements have evolved in the creation of Key Client Leadership Groups. The groups are tasked with driving the college’s work to meet the targets set in our ambitious three year strategic plan. The groups 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. The adult group are focussing on curriculum developments for the business School, access and community along with estates development for our access courses.

Confidential counselling is highly effective in supporting learners with personal issues to achieve their learning goals.

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

PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE

Robust quality assurance systems within the access have been commended by EVs. Externally set and marked examinations are well organised and in ESOL, the no notice inspection from Cambridge highlighted excellent practice with no areas for improvement.

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 Support for learners is highly effective and allows learners to achieve at a rate comparable with their peers, regardless of their age, ethnicity or gender.

Effective support, advice and guidance from Learner Finance enables adult learners to cope with the financial strain of attending college. A number of learners benefited from the Discretionary Support Fund to allow them to participate in learning. This supports them with childcare, travel and equipment. Learners were also supported through our Emergency cash facility.

Learner behaviour is exemplary and facilitates an inclusive and harmonious environment. The importance of the four As (attitude, attendance, aspiration and achievement) is reinforced to learners and linked to the world of work. A bespoke approach to attendance was developed to better meet the needs of adult learners and reinforce professional practice.

Learners participate actively in cross-college events to support their personal development. These include Keeping Safe, Health and Well being and Careers Fairs. Learners from our ESOL, Adult Functional Skills and discrete SEND take a lead role in developing the cross-college Equality and Diversity event. This event celebrates the diversity within our college. Learners create resources and activities for others to take part in to raise awareness of diversity. This event includes a cross-college diversity competition.

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

61 FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS

5. APPRENTICESHIPS AND WORK BASED LEARNERS 5.1 BALANCED SCORECARD

Summary

62

Below expectations

Meets expectations

Above expectations

APPRENTICESHIPS AND WORK BASED LEARNERS

Participation Diversity Achievement Satisfaction Regional Skills impact Financial contribution OVERALL

The overall performance of this key client group is ‘above expectations’. This group is exceeding expectations in terms of recruitment, achievement, learner/employer satisfaction and the financial impact on the college. Whilst there has been a dip in timely achievement, it is still well above the national rate and is limited to known issues. Increasing the diversity mix of our learners and continuing to raise the volume of work that is directly related to local skills needs continue to be a focus.

Apprenticeships and work based learners

Accounts

Below expectations

Administration & customer care

Above expectations

Computing

Meets expectations

Construction

Meets expectations

Early years

Meets expectations

Electrical

Meets expectations

Engineering

Above expectations

Hair and beauty

Meets expectations

Health and social care

Above expectations

Hospitality

Meets expectations

IT (work based)

Above expectations

Management (work based)

Meets expectations

Motor vehicle

Above expectations

Sport

Meets expectations

WAMITAB

Above 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 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 student 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 better outputs could we achieve?

We significantly increased local participation in skills based learning:

− The timely achievement rate of learners on employer based apprenticeship programmes.

−

We engaged 1,524 young people in apprenticeships.

− Despite a falling local demographic, we have increased the participation of young people in apprenticeships by 150% over the last five years. −

We engaged 2,321 adults in apprenticeships.

− In total we engaged 3,845 individuals in apprenticeships – an increase of 32% on the previous year.

We ensured apprentices successfully achieved their programme of study: − Achievement rates for apprentices at all ages and all levels have remained very high, significantly above national rates in each of the last three years. − There are no significant differences in the achievement rates of apprentices from diverse groups or those with a learning difficulty or disability.

We made a significant impact on the local skills gap by upskilling young people and adults: − 520 16-18 apprenticeships (66%) were on programmes directly supporting the Black Country Local Enterprise Partnership’s priority sectors (based on 2013-14 data). − 1,628 apprentices (43%) were following STEM programmes of study, increased by 6% on the previous year.

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

−

The number of level 2 apprentices progressing to Advanced Apprenticeships.

−

The number of advanced and Higher apprentices.

− The number of young women participating in STEM apprenticeships, particularly engineering and advanced manufacturing. − The number of young people from ethnic minority groups taking on apprenticeships.

63 APPRENTICESHIPS AND WORK BASED LEARNERS

What key outputs did we achieve?

5.2 SUMMARY OF OUTPUTS AND INPUTS CONTINUED

INPUTS 64 APPRENTICESHIPS AND WORK BASED LEARNERS

What were the key strengths of our inputs?

What inputs could we deliver better?

− Effective links with employers ensuring the apprenticeship offer is closely aligned to local skills needs.

− Arrangements to support the progression of apprentices to advanced and higher level programmes.

− Ambitious strategic plans to develop facilities and resources for new apprenticeships, particularly in building technologies.

−

Engagement of employers in the development of new apprenticeship frameworks.

−

The quality of teaching, learning and assessment, which are routinely good.

− The promotion of engineering and advanced manufacturing apprenticeships to young women.

−

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

−

The promotion of apprenticeships to ethnic minority communities.

−

Learning support for adult apprentices.

−

‘Business-to-business’ services for employers, aligned to the new apprentice levy.

− 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 partnership with private training providers.

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

5.3 ENGAGEMENT AND PARTICIPATION RATES Apprentice engagement and trend analysis 3000

65

2000 1500 1000 500 0 2011-12

2012-13

16 to 18

Adult

As part of the college’s continued focus on the development of the apprenticeship provision for young people, we are pleased to report a continued growth in 16-18 apprenticeships, growing from 607 in 2011-12 to 1,524 in 2015-16 (a growth of 150%).

This growth is supported by effective engagement with local employers and dedicated apprenticeship placement services offered by the college’s Employment Hub. Across the same period, there has was a reduction in adult apprenticeships as employers undertook training through other

2013-14

2014-15

mechanisms such as Train to Gain or ESF initiatives. But we are pleased to see the number of adult apprenticeships increase over the last two academic years to levels seen previously.

One significant factor in the growth of apprenticeship numbers is the college taking on sport apprenticeship provision based in Loughborough (sport Park) from another provider. This provision is focussed on sporting excellence apprenticeships for young people and compliments the college’s existing provision well. In total, some 3,845 individuals undertook

2015-16

apprenticeship training in 2015-16 (growth of 32%). We are pleased to be the provider of choice for many employers looking to develop staff through apprenticeship programmes.

APPRENTICESHIPS AND WORK BASED LEARNERS

2500

5.3 ENGAGEMENT AND PARTICIPATION RATES CONTINUED Apprentice provision

66

Newcastle upon Tyne

APPRENTICESHIPS AND WORK BASED LEARNERS

Isle of man

Manchester

Leeds Sheffield

Liverpool

Birmingham Cambridge

Bristol

Reading

Southampton Plymouth

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 16-18 apprentices following a day release programme. Adult apprenticeships are often based locally, but there are pockets of focussed 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. The map shows more activity nationally than in previous years, due to the new provision delivered through sport Park. The sporting Excellence programmes are delivered nationally through a network of assessors coordinated from Loughborough.

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

Asian 5.1%

Black 1.4%

Yes 10.1%

Mixed 3.1% Other 1%

Male 67.8%

No 89.9%

White 89.3%

19+ APPRENTICESHIPS Gender mix Female 46.5%

Learning difficulty or disability

Ethnicity mix Asian 7.1%

Black 2.3%

Yes 8%

Mixed 2.3% Other 2.9%

Male 53.5%

White 85.5%

No 92%

Their ethnicity profile shows our apprenticeship learners as a group are representative of the local community. 10.7% of our 16-18 apprentices and 14.5% of adult apprentices are from minority groups who make up 11.5% of the local population. However, our apprentices are less diverse than learners on other college programmes. There are differences in achievement between ethnic groups, due in the main to retention in employment as opposed to successful completion of qualifications.

We were pleased to support 339 apprentices with learning difficulties or disabilities in 2015-16, which is double the previous year. We are also pleased to see that achievement rates for this group have risen to be at or above learners without a learning difficulty or disability. This is due to a revised approach to delivering additional support to apprenticeship learners in 2015-16.

67 APPRENTICESHIPS AND WORK BASED LEARNERS

Female 32.2%

Learning difficulty or disability

Ethnicity mix

In 2015-16, there was an even mix of male and female adult learners across the adult apprenticeship provision but a majority of males on our 16-18 apprenticeship provision (although not as profound as the previous year). This indicates that the college still has more to do in order to attract female learners from schools into STEM subjects (particularly engineering and construction).

5.5 OUTCOMES FOR LEARNERS Overall achievement rate - all apprenticeships

68

100%

Overall achievement rate Intermediate Apprenticeships 100% 90%

APPRENTICESHIPS AND WORK BASED LEARNERS

90%

88.2%

87.9%

85.2%

87%

88.1%

80%

100%

70.8%

70%

80%

86.3%

60% 50%

71.7% 70%

90% 2013-14

2014-15

2015-16

88.2%

87.9%

85.2%

80%

College achievement rate

Overall achievement rate Advanced Apprenticeships Latest published national achievement rate

60%

60%

100%

50%

90%

2013-14

2014-15

College achievement rate

2015-16

90.3%

88.7% 83.5%

80%

50%

2013-14

2014-15

College achievement rate Latest published national achievement rate 2013-14

2014-15

College achievement rate

Achievement rates for apprenticeship learners have remained consistently very high for the last three years – well above national rates at all ages and levels. The overall achievement rate now stands at 85.2%, well above the latest national rate of 71.7%. There has been a 2.7% dip in performance due to two main factors. Firstly the provision taken on mid-year from Loughborough sports Park had lower achievement rates

50%

73.5%

70% 60%

Latest published national achievement rate

71.7% 70%

Latest published national achievement rate

than the college, which then had an impact on overall figures.

We hope to reduce this effect next academic year as the site takes on the college’s processes and procedures. Secondly, the college had a substantial contract with one large employer which failed to retain the planned numbers of learners. Beyond these two factors, the college is pleased to report a very high level of achievement across the bulk of its provision.

2015-16

2015-16

Timely achievement rate - all apprenticeships 100%

Timely achievement rate Intermediate Apprenticeships 100%

69

90%

80%

80%

82.1% 76.1% 70%

70%

80.5%

59.4%

60%

76.2% 69.6%

70%

50%

2013-14

2014-15

100%

90% 2015-16

88.2%

87.9%

80%

College success rate

Timely achievement rate Advanced Apprenticeships

Latest published national success rate

58.9%

60%

90%

2013-14

2014-15

College achievement rate

2015-16

80%

77%

50%

80.6%

2013-14

70%

50%

College achievement rate

59%

Latest published national achievement rate 2013-14

2014-15

College achievement rate

Timely achievement rates in 2015-16 at all levels still remain well above latest published national rates. However they have shown a drop in performance compared to the very high levels achieved last academic year. The two factors highlighted above have certainly been a considerable contributing factor to this, however we are aware of the need to strengthen our monitoring processes internally to make sure that the continued growth in learner numbers does not negatively impact on the timeliness of achievement.

2014-15

69.1%

60%

Latest published national achievement rate

71.7% 70%

60%

100%

50%

85.2%

Latest published national achievement rate

The college is continuing to grow the number of learners completing Higher Apprenticeships. There were 75 learners studying higher programmes in 2015-16, although only 14 of them came to the end of their studies in that period with most progressing into 2015-16. The achievement rates for these learners was 77.3% (compared to a national rate of 64.3%). Boosting Higher Apprenticeship numbers by supporting progression from Advanced Apprenticeships remains a strategic priority for the college.

2015-16

2015-16

APPRENTICESHIPS AND WORK BASED LEARNERS

90%

5.5 OUTCOMES FOR LEARNERS CONTINUED Age group achievement

70 APPRENTICESHIPS AND WORK BASED LEARNERS

The college is particularly proud of the quality of the apprenticeship provision it provides. Our 16-18 provision is very strong with improving achievement rates.

Adult provision is also well above national achievement rates, even with some factors affecting overall achievement this year. This is the result of dedicated processes around the delivery and monitoring of our apprenticeship provision and from the development of strong relationships with the employers we support.

16-18 overall achievement rate all levels

100%

100% 90%

19-23 overall achievement rate all levels

84.3%

86.9%

83.9%

90%

100% 87%

88.9%

80%

80%

24+ overall achievement rate all levels

86.1%

70%

70%

60%

60%

60%

2013-14

2014-15

2015-16

50%

2013-14

2014-15

90.3% 82.6%

70%

50%

90.7%

80%

73%

72.9%

90%

2015-16

50%

69.9%

2013-14

2014-15

2015-16

College achievement rate

College achievement rate

College achievement rate

Latest published national achievement rate

Latest published national achievement rate

Latest published national achievement rate

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

70 73

72 72

71 72

73 74

Before you started

Induction/ Introduction

At my workplace

Teaching and learning

77 75

76

79

78

79

72 72

73

75

Rating

60

40

20

0

College rating

Organisation of Tests and my course assessments

Well being

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. The results show satisfaction levels that are broadly comparable with the national comparator group.

APPRENTICESHIPS AND WORK BASED LEARNERS

80

71

5.6 STAKEHOLDER SATISFACTION CONTINUED FE choices employer satisfaction 9.6

72 Rating

APPRENTICESHIPS AND WORK BASED LEARNERS

9.2

8.8

8.4

8

2013-14

8.5

8.7

8.8

8.9

8.7

0

8.7

8.6

8.9

2014-15

8.9

9

9.1

9.3

9.1

0

9

9

9.2

2015-16

8.7

8.8

8.9

9.1

9

8.7

8.9

8.5

9.2

n’s

io at

u yo

d ts en ec re fl m u e g n m ct ll rg ft t r our yi ra ru co ly nin a o o i c t r e e y h a s s a s r v t in ur tr e ien sm ng cle oce to ro yo ing ces nc fic of ali aini e g f d n e n r g d i n y e u p u t a ti vi ti in io r ll oo ali ss ing t ent g tr rac infl ro ra h yo nd ds ica the lih u e p a e f n e q p o n t r e r m i t t o u g ll ov it rs ne Lik m u pr live ess liver ate ecto inin ra ity ir gs w l de ing m gho e e e d s i e a s n v s e o h d b U ain T aff r a D -to try/ Tr C rou Th alin O A tr st d/o th de up dus n a in is an

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eir

th

he

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 8.9 for employers of apprentices and a rating of 9.2 for whether they would recommend the college. When compared nationally, this shows that we are rated in the top ten of all providers for employer satisfaction. This evidences the work undertaken by the college to build relationships with the employers we serve and ensure the quality of provision is high.

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

Proportion of apprenticeships in Black Country LEP transformational sectors

100%

73

Number of apprenticeships

90%

500

1,000

1,500

2,000

2,500

3,000

70%

2015-16

60% 50%

51.7%

54% 48%

43%

40%

2014-15

54.1%

2013-14

56.5%

30% 20% 10% 0% 2013-14

2014-15

2015-16

BC LEP Transformational Sector

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 completed by apprenticeship learners that were in STEM related subjects. 1,628 (43%) apprentices followed STEM programmes of study. Whilst this represents a growth in STEM numbers, it is a drop in percentage due to much of our new provision at sports Park being non-STEM provision. The college is committed to continuing to grow the STEM apprenticeship provision, which is reflected in our estate and strategic developments planned for 2016-17.

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 due to taking on sports Park provision, the number of learners on college LEP priority programmes has increased by 25% since the previous year.

3,500

4,000

APPRENTICESHIPS AND WORK BASED LEARNERS

0

80%

5.8 REVIEW OF STRATEGIC INPUTS (SIPs) OUTSTANDING TEACHING AND LEARNING

74 APPRENTICESHIPS AND WORK BASED LEARNERS

Enthusiastic, highly motivated teachers and assessors have excellent vocational experience which they use to good effect; to ensure that apprentices develop a deep understanding of their subject which prepares them well for progression to higher-level qualifications. Lessons are well planned and meet the needs of learners with differing abilities.

are designed based upon all of the assessments and individual requirements.

Apprenticeship learners’ progress is effectively tracked through robust target setting and the day release learners benefit from dedicated pastoral support through Personal Development Officers. This is being developed further through Smart Assessor for Adult apprentices who do not come to college.

Teachers and assessors provide effective support and challenge to raise the aspirations of learners. This is particularly evident in engineering, hair and beauty, sport, early years & health and social care.

As a result of good teaching, assessing and effective progress monitoring, the vast majority of apprentices make rapid progress in off-the-job training especially in engineering, sport and service Industries.

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.

Best practice with ILT can be seen with day release tutors and assessors who make effective use of BlackBoard, ProMonitor and ePortfolios to enhance the learning experience. The use of ILT with adult apprenticeships is being developed to enable them to fully access college’s resources.

Improvements in teaching and learning are driven through collaborative communities of practice (teaching triangles), where academic staff are observed by two of their colleagues and a member of our outstanding practitioner team. This results in the engagement in professional dialogue regarding ways to develop and disseminate best practice and areas for improvement. This has been well embraced within a number of areas including visual arts, hair and beauty, sport, construction, discrete provision for SEND and Functional Skills. Further development is still required to ensure this is fully embraced by engineering and Dudley Sixth.

The use of the initial assessments, Skills Scan/Training plan combined with the detailed inductions identifies all of the requirements from the beginning of the course for each and every apprenticeship. This method promotes excellence through planning and communication at the very beginning of the course. The trainers emphasise the flexibility of the programme both on and off the job. Individual learning plans

EFFECTIVE ARRANGEMENTS FOR MEETING EMPLOYERS’ NEEDS Managers and staff use their strong links with employers to ensure their apprentices learn the skills industry need. Dudley Advance and very recently Dudley Advance II were developed and built through a collaborative approach with employers and Aston University to ensure that apprentices are developing the skills, knowledge and trades required for the future industry needs.

Management spend time with employers and gather Information during an initial organisational needs analysis process, which forms the basis of future training plans for their employees, thus contributing effectively to local regeneration and skills needs for example, a professional technical apprenticeship in construction (BIM) and collaboration with employers on the development of Trailblazer standards in engineering and construction.

Excellent relationships have been established with employers and management are highly responsive to the needs of employers, holding large direct contracts for both apprenticeships and workplace learning. This includes new and exciting initiatives in care and office services for DMBC and the development for Dudley Advance II has generated further interest from employers, which will lead to future collaborative partnership arrangements with an employer for a new construction and pipe fitting apprenticeship.

Local employers benefit from the use of state-of-the-art engineering equipment through the Innovation Enterprise Zone. This relationship fosters collaboration between college and employers in supporting the growth of apprenticeships.

Development of new apprenticeship programmes are established through collaboration, external networks and forums. For example, recruitment from our sector based work academy programmes onto the Care apprenticeship was a direct response to employer needs and skills shortages in the sector. This also included an expansion into Aquatics and Leisure Industry apprenticeships for our sports Department.

These apprenticeship programmes are developed to ensure that top young athletes seeking to perform at the highest level, receive the support and training they need to succeed in elite sport and designed to develop skills and knowledge for a secondary career.

The college’s employer engagement has been enhanced by a business-to-business and ‘routes to market’ approach. This is driven by a dedicated team of business development managers who build sustainable relationships with local and regional employers. This has further improved collaboration with local employers to ensure that work experience activities are of a high quality, well-planned and meaningful. These relationships also help to ensure our curriculum is modelled to meet employer needs. Examples of where this has had a direct impact are highways maintenance, civil engineering and surveying apprenticeships.

75 APPRENTICESHIPS AND WORK BASED LEARNERS

5.8 REVIEW OF STRATEGIC INPUTS (SIPs) CONTINUED

76 APPRENTICESHIPS AND WORK BASED LEARNERS

In a minority of areas, timely achievement has been impacted upon despite a clear plan for delivery which met the employer’s needs. This was as a result of many learners within a large employer having significant English and mathematics challenges.

A structured action plan is in place and will ensure future improvements are made with apprentices completing their work in a timely manner and taking responsibility for their own learning.

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. Learner satisfaction around feeling safe in college is exceptional. The Prevent agenda is well embedded across college and into our safeguarding practices.

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 communication with external partners including the police and local authority enables us to assess local risk and respond appropriately to safeguard our learners. For example, we were informed that the extremist group English Defence League were staging a demonstration against a mosque in Dudley. Learners were informed of the risk posed and advised to stay away.

Staff and learners routinely exemplify British Values. A specific British Values session is delivered as part of the Performance Improvement Programme by the Personal Development officers who also supports learners spiritual, moral, social and cultural development though this programme.

EFFECTIVE LEADERSHIP AND MANAGEMENT College management arrangements are effective and have evolved in the creation of new key client group meetings.

Detailed analysis of each in-year and all-year action plan around each specific learner group, enables in depth focus and developments on agenda items such as: preparation for the future apprenticeship reform, specifically the apprenticeship Levy, changes to apprenticeship standards, creation of the Priory Road 3G Football Complex and the development of higher level apprenticeship programmes in health care, nursing, engineering and management, thus allowing employers to meet their workforce needs in the future.

The management team carry out efficient curriculum planning which ensures a responsive curriculum which meets the needs of local and national employers. Recent development includes Fabrication and Welding, health care practitioner, Digital engineering and leisure and coaching programmes, all through an appropriate apprenticeship pathway.

Managers facilitate initial start-up meetings with new employers where a delivery plan is developed to support the implementation of new apprenticeship programme.

Managers communicate effectively internally and externally with staff and employers to ensure clear priorities and information is a focus and drives improvements.

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.

College systems, such as ProEngage and ProSolution are used effectively to monitor the standards and performance of the apprenticeship provision and employer engagement. Further development has taken place this year to ensure that the appropriate information is readily available in one dedicated

place, giving staff, learners and employers information on progress by the touch of a button.

A dedicated outstanding practitioner for assessors ensures high quality practices and professional standards are met.

This role ensures bespoke staff development and mentoring for assessors is readily available. The outstanding practitioner ensures best practice is identified and disseminated throughout the apprenticeship provision.

The management of partnership work continues to be a strength and ensures productive links with employers and other educational organisations. This work provides a broad and appropriate curriculum which maps to local and regional needs.

EFFECTIVE SUPPORT FOR LEARNERS Apprentices receive excellent support from teachers, trainers, and employers which are 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.

There is a dedicated additional support team who assess learners with additional learning support needs. Support is then appropriately distributed to learners to enable successful completion of their programme. This could be for many reasons such as English, mathematics, dyslexia, language, behavioural or motivational support.

The development of English and mathematics skills with all apprentices is supported through the use of BKSB Live, BlackBoard and one-to-one and group sessions. A dedicated team support teachers and assessors to fully meet the English and mathematics needs of individuals within the workplace and meet the needs of the employers, by offering flexible assessment arrangements.

OUTSTANDING FACILITIES AND RESOURCES The Dudley Learning Quarter offers outstanding facilities and resources for all learners. Apprentices have access to industry standard equipment ensuring their training requirements are fully met and prepared well for the world of work.

The college continues to build upon the investment made in its estate. Our 3G pitch provides learners with a Football Association-standard competition pitch. This will support the development of opportunities for apprenticeships in supported teaching and learning in physical education and sports in schools.

Following the achievement of our flagship engineering centre, Dudley Advance, the building of Dudley Advance II – Centre for Advanced Building Technologies is well underway. This will support the engagement of young people in higher level training and progression routes within this sector.

To ensure the resources and facilities available to our construction trades learners meet the standards of the Learning Quarter, the whole provision will relocate from its current location to a new purpose-built facility at Brierley Hill.

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.

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

Smart Assessor e-portfolio is used effectively to monitor and track apprenticeship performance.

PERSONAL DEVELOPMENT BEHAVIOUR & WELFARE Learner behaviour is exemplary and facilitates an inclusive and harmonious environment. The importance of the four As (attitude, attendance, aspiration and achievement) is emphasised to all learners from induction through to completion. Reports on the four As are provided to employers twice per year along with progress towards achieving their qualifications.

Through a day release programme, apprentices have the opportunity to participate actively in cross-college events to support their personal development. These include keeping safe, health and well being and careers fairs.

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. The PIP 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 and personal development officers.

The PIP is extensively supported by external partners who deliver a range of innovative and engaging activities including: Loudmouth Theatre – Working for Marcus (CSE), Round Midnight Theatre – Straight Talking (LGBT), West Midlands Fire Service – Road Casualty Reduction, Switch – Drug and Alcohol Awareness, Respect Yourself – Healthy Relationships.

Personal Development Officers actively assess the safety of the working environment to ensure they meet Health and Safety requirements prior to an apprentice starting their programme.

This is reviewed on a termly basis with both employer and apprentice. Learner satisfaction around feeling safe in college is exceptional. Personal Development Officers work closely with the college’s dedicated Safeguarding and Learner Conduct Co-ordinator to support learners identified at risk.

77 APPRENTICESHIPS AND WORK BASED LEARNERS

Our hair and beauty apprentices have access to the exceptionally resourced commercial salon in Dudley Evolve, allowing for industry experience within an educational environment. This ‘on-the-job’ training provides an excellent foundation that enables learners to implement their knowledge and skills practically within the workplace.

for recruitment to apprenticeships. This facility also provides recruitment support for local and regional employers and Job Centre Plus.

6. HIGHER SKILLS LEARNERS 6.1 BALANCED SCORECARD

78 Below expectations

Meets expectations

Above expectations

HIGHER SKILLS LEARNERS

Summary

Participation Diversity Achievement Satisfaction Destinations Regional Skills impact

Higher skills learners

Accounts

Below expectations

Animal science

Meets expectations

Business

Above expectations

Computing

Meets expectations

Construction

Meets expectations

Engineering

Above expectations

Sport

Meets expectations

Travel and tourism

Meets expectations

Financial contribution OVERALL

The overall performance of this key client group meets expectations. Learner satisfaction and their destinations upon completion are both above expectations. Whilst recruitment, achievement, regional impact and financial impact are all good, there is still room to raise these further (in line with the college’s Strategic Plan).

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 student 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 better outputs could we achieve?

We increased local participation in higher skills learning:

− The number of learners on higher certificate/national level programmes.

−

− The number of women participating in higher level STEM programmes.

We engaged 347 adults in higher skills programmes.

We successfully engaged learners from diverse communities: − 87 learners (25.1%) were from ethnic minority groups. Our learners are more diverse than the local community where 11.5% of the population are from minority groups.

We ensured higher skills learners achievement fully achieved their programme of study. − Achievement rates for HNC/D programmes have remained high for three years and stand at 89.3% We supported the progression of our learners to positive destinations: − 328 learners (94.5%) enjoyed a positive destination, of which 220 (64%) progress directly into graduate level employment, with the remainder continuing in Higher Education.

We made an impact on the local skills gap by upskilling adults: − 139 higher skills learners (40%) were following STEM programmes of study.

This is increasing each year.

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

− The number of learners achieving accountancy qualifications at level 4.

79 HIGHER SKILLS LEARNERS

What key outputs did we achieve?

6.2 SUMMARY OF OUTPUTS AND INPUTS CONTINUED

INPUTS 80 HIGHER SKILLS LEARNERS

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.

−

The breadth of our higher skills programmes.

−

The promotion of our higher skills programmes.

−

The quality of teaching, learning and assessment which are routinely good.

−

Effective engagement of learners in enhancement activities.

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

−

Effective partnership with local universities.

−

The promotion of British Values on higher skills programmes.

−

Leadership and management of higher level accountancy programmes.

−

Research opportunities for staff and higher skills learners.

− Outstanding facilities and resources provided across the Dudley Learning Quarter, particularly Dudley Advance. − The college’s performance management system which is used effectively to set challenging targets for staff. −

A dedicated Higher Education quality assurance framework.

−

Effective leadership and management of higher skills programmes.

81 HIGHER SKILLS LEARNERS

6.3 ENGAGEMENT AND PARTICIPATION RATES Learner engagement trend analysis

82

250

HIGHER SKILLS LEARNERS

150

Travel to learn map

200 Wolverhampton

Walsall

100 50 0 2011-12 Classroom L4+

2012-13

2013-14

2014-15

2015-16

HNC/D

Wombourne

Dudley Dudley

As part of the college’s strategic focus on the development of higher skills opportunities, we are pleased to see a gradual increase in the numbers of learners completing HNC/D programmes. We have however seen a reduction in level 4 general provision, due mainly to reductions in the funding available for these programmes. In total in 2015-16, we had 347 learners undertaking higher level learning. These learners continue to be a strategic priority for the college and we will look to extend our offer to attract more higher level learners in the future.

Brierley Hill

West Bromwich

Birmingham

Stourbridge

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 AAT accounting and Teacher Training.

The map shows the travel to learn pattern of our learners in 2015-16. The majority of learners are from the 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.

6.4 IMPACT ON DIVERSITY AND INCLUSION Gender

Ethnicity

Learning difficulty or disability Asian 5.7%

Female 32.2%

Yes 10.2%

Black 2.8%

HIGHER SKILLS LEARNERS

Mixed 3.4%

Other 13.2%

Male 67.8%

The majority of higher skills learners are men – with 32.2% of the learners being women. This is due to the growth of higher level learners in engineering programmes, which tend to attract male employees from industry. The college has an aspiration to attract more females to the engineering sector and is working with schools on specific ‘women into engineering’ initiatives.

Their ethnicity profile shows our higher level learners as a group are more diverse than the local community. 25% of our learners are from minority groups who make up 11.5% of the local population.

White 74.9%

We were pleased to support 36 higher level learners with learning difficulties or disabilities in 2015-16 and are happy to report that these learners achieved at a rate comparable to their peers.

83

No 89.8%

6.5 OUTCOMES FOR LEARNERS Overall achievement rate

84

100%

95%

92%

91%

HIGHER SKILLS LEARNERS

75%

80%

89% 77%

60% 40% 20% 0% 2013-14 Classroom L4+

2014-15 HNC/D

2015-16

Pass rates for higher level learners completing HNC/D programmes have dropped slightly, but still remain high at 89.3%. This drop equates to an increase of just five extra fails this year, relative to last year and is not attributable to any issues in one particular curriculum area.

Classroom level 4+ provision has improved performance from last year standing at an overall pass rate of 76.5%. Although an improvement has been achieved there is still insufficient progress with learners completing accounting programmes, meaning alternative provision is now being delivered for 2016-17.

6.6 STAKEHOLDER SATISFACTION Year-end learner satisfaction (QDP survey) 100 88

86

89

85

84

79

80 72

68

68

85

81

82

80

65

69

Rating

60

40

20 0

0 Teaching and Learning

The support I receive

College rating

My progress

Test and assessment

Well being Work placement, Accommodation and work experience equipment and community

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.

The results show a further improvement on the previous year with learner satisfaction on all measures markedly above the control group.

0 Learner voice

Next step

Overall satisfaction

HIGHER SKILLS LEARNERS

70

65

88

88

6.6 STAKEHOLDER SATISFACTION CONTINUED Ipsos MORI national learner survey 100

86

60 Rating

HIGHER SKILLS LEARNERS

80

40

20

0 Teaching on my course

Assessment and feedback

Dudley College 2015-16

Academic support

Organisation and management

FEC sector average 2015-16

The above chart shows the results of the externally conducted national learner survey for Higher Education learners. This reinforces the results of our own survey showing that Dudley College higher skills learners are more satisfied on all but one measure than their peers across the sector.

We recognise the need to continue to develop our HE-specific learning resources to provide truly inspirational facilities for this developing key client group.

Learning resources

Personal development

Overall satisfaction

6.7 LEARNER DESTINATIONS Destination summary 0%

40%

60%

80%

5.5%

64%

100%

29.7%

100

87

80

1.4%

2013-14

8.4%

65%

25.3%

1.4%

Rating

60

40

20

2012-13

4.1%

69%

24.7%

2.8%

0 Working full-time

Working

Studying

Unemployed/voluntary/NEET/other

Other

The above charts show the results of the externally conducted Destinations of Leavers from Higher Education (DLHE) survey produced in June 2016. We are pleased to report an increasing percentage of our learners enjoy a positive destination following the completion of their higher level programme (94.5% in the most recent survey). In the detailed analysis we can see that there is an increase in learners choosing to continue their studies or go into employment after completing a higher level programme at the college.

2012-13

Working part-time

2013-14

Unemployed Due to start and looking for work in the work next month 2014-15

Studying full-time

Studying part-time

Taking time out to travel

Other

HIGHER SKILLS LEARNERS

2014-15

20%

Detailed destination analysis

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

DLHE survey preparation for employment

100%

88

0%

90%

20%

40%

60%

80%

100%

80%

HIGHER SKILLS LEARNERS

2014-15

70%

45.2%

46.8%

4.8% 3.2%

60% 50% 40%

34%

38%

40%

2013-14

59.6%

31.6%

8.8%

30% 20% 10%

2012-13

49%

39.2%

2%

0% 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).

The chart above shows the percentage of qualifications completed by higher level learners that were in STEM-related subjects. We are pleased to see this number increasing, fuelled in particular by a growth in engineering learners and the new provision in audio production and animal management.

2015-16

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

Very well

Well

Not very well

Not at all

9.8%

DLHE survey progression to graduate level employment

57%

2012-13

49%

52%

51%

49%

2013-14

2014-15

Lower level positions Graduate level position

The college has an increasing impact on meeting the higher skills needs of the region.

89 HIGHER SKILLS LEARNERS

43%

These charts are taken from the Destinations of Leavers from Higher Education (DLHE) report produced in June 2016.

The first chart shows the value our learners place on their higher level programme, preparing them for employment. The second shows the mix of completing learners who go directly into full-time graduate positions as a result of completing a HNC/D programme at the college. These reports show the increasing impact that the college is having on preparing people for the much-needed higher level skills and positions required in the region.

6.9 REVIEW OF STRATEGIC INPUTS (SIPs) OUTSTANDING TEACHING AND LEARNING

90 HIGHER SKILLS LEARNERS

The quality of teaching and learning across higher lever learning is good. Learners are exposed to strong staff with subject specific expertise who link programme content to industrial/ university requirements. Learners are provided with detailed, individualised and timely feedback to aid progression. All delivery staff are trained to Degree level with many achieving or working towards their Masters qualification. We do however wish to support more staff to achieve Masters qualifications to facilitate our continued expansion of higher level provision and are looking to do this through a bespoke Masters programme developed with a partner HEI. Internal quality assurance of teaching, learning and assessment is effective and covers all teachers, assessors, instructors and coaches. The development of teaching and learning is driven forward through 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 best practice and areas of development. 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.

Our effective partnership with The University of Wolverhampton, offering post-compulsory education teacher training provision, continues to assist the development of our new teachers as well as supporting the ongoing development of our existing staff. 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.

Teaching, learning and assessment have been identified as a real strength in certain curriculum areas, including fashion, sport, engineering and music, where best practice was observed in high learner outputs, quality of assessment and use of technology to support learning. This has now been cascaded to all higher level teaching staff through dedicated training sessions aimed at sharing this best practice. Whilst standards of teaching and learning are good in other areas such as accounting and business, it is recognised that the content of these courses needs to be modified to better meet the needs of learners and the industry they will work in.

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.

A new foundation degree in music & audio production was introduced in partnership with Staffordshire University. This exciting programme prepares learners with the higher level skills they need to move directly into industry or progress onto full degree top-up programmes. Learners completing this programme are guaranteed a place on the Staffordshire University top-up programme.

A new HNC programme in animal management launched with very high learner numbers in its first year. This programme is supported through our partnership with Dudley Zoo and a number of local conservation and wildlife sanctuaries. This programme has been so successful we are now offering a HND programme.

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. This includes a strong partnership with Aston University, to support engineering, our largest higher level provision. Aston University staff have worked alongside college staff to support delivery of our HNC/D programmes and to design the content to facilitate better progression to a bespoke degree programme at the University.

New curriculum development remains a priority as we look to continue to grow our higher level provision, with development work happening this year on new planned provision in building technologies, sport, science and Health and social care.

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 £50m over the past few years. Particular estates developments that have been introduced to support higher level learners include: - An independent study room dedicated to higher level learners offering a professional learning environment.

- A review that updated subject-specific equipment for higher level programmes – including an upgrade of the music audio production and editing facilities and refurbishment of Broadway science laboratories.

- Continued investment in the engineering equipment in Dudley Advance – including a £120k upgrade of our main engineering workshop.

The college revised its approach to resourcing higher level learning programmes by creating dedicated budget and management systems. This ensured that a holistic approach to resourcing this particular client group was completed and developments prioritised to best meet their needs.

EFFECTIVE SAFEGUARDING AND PROMOTION OF BRITISH VALUES

The facility, which includes changing rooms for players and officials as well as a stand area for spectators, will further enhance the higher skills provision within the sports curriculum.

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 Level 1 Safeguarding training.

Further capital projects for higher level learners were agreed or developed during this year which will benefit future learners, including the creation of Dudley Advance II (a new centre for building technologies and digital engineering), a new music and animation studio and phase 1 of a new centre for health & life sciences.

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

EFFECTIVE ARRANGEMENTS FOR MEETING EMPLOYERS’ NEEDS Dudley Advance was created through working in collaboration with local businesses with the aim of providing industry skills to meet the changing needs of employers. All 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.

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.

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 communication with external partners including the police and local authority enables us to assess local risk and respond appropriately to safeguard our learners. For example we were informed that the extremist group English Defence League were staging a demonstration against a mosque in Dudley. Learners were informed of the risk posed and advised to stay away.

EFFECTIVE LEADERSHIP AND 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.

College Management arrangements have evolved in the creation of key client leadership groups. The groups are tasked with driving the college’s work to meet the targets set in our ambitious three year strategic plan. The groups 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.

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 lectures delivered by both internal and external professionals prepare 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

91 HIGHER SKILLS LEARNERS

The Priory Road 3G Football Complex is now open and is a fantastic addition to the Dudley Learning Quarter.

6.9 REVIEW OF STRATEGIC INPUTS (SIPs) CONTINUED

92

rigorous and robust induction process. The Learner Services team offers learner support for maintenance and course cost loans, as well as being able to advise on any other monetary funds available to access.

HIGHER SKILLS LEARNERS

Learner engagement in the delivery methods and the 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 Learners 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.

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 designed to prepare learners for

the standards required in Higher Education. Guest lecturers delivered by both internal and external professionals prepare 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.

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.

Learner satisfaction on all measures is markedly above the benchmark.

93 HIGHER SKILLS LEARNERS

7. DUDLEY COLLEGE WORLDWIDE 7.1 BALANCED SCORECARD

94 DUDLEY COLLEGE WORLDWIDE

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

Meets expectations

Above expectations

The overall performance of this key client group is ‘meeting expectations’. Dudley College Worldwide is exceeding expectations in terms of delegate participation, their achievement and their satisfaction.

However, more needs to be done to improve the profitability of incountry projects and to ensure that Dudley College Worldwide makes a greater financial contribution to the college.

7.2 SUMMARY OF OUTPUTS AND INPUTS

OUTPUTS What better outputs could we achieve?

−

£826k income from worldwide operations in 2015-16.

−

The level of income generated (on resumption of key in-country projects).

−

Projects operational in 16 countries outside of the UK.

−

The profitability of in-country projects.

−

1,410 delegates participated in training programmes outside of the UK.

−

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

−

Levels of income secured from commercial activity with overseas employers.

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

96% achievement rate on the UKIERI Leadership and Management programme.

−

119 international learners participated in programmes at Dudley College.

−

236 international visitors participated in exploratory visits to Dudley College.

95 DUDLEY COLLEGE WORLDWIDE

What key outputs did we achieve?

7.2 SUMMARY OF OUTPUTS AND INPUTS CONTINUED

INPUTS 96 DUDLEY COLLEGE WORLDWIDE

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 South Africa.

−

The showcasing of Dudley College Worldwide on web and social media platforms.

−

The development of alumni arrangements for international learners.

−

The development of commercial international programmes.

−

Highly effective delivery of leadership and management training in India.

−

The development of new partnerships in Indonesia and Sudan.

− The development of new relationships with key European agencies and colleges particularly in Slovakia, Greece, Estonia, Italy and Germany. −

The introduction of the monitoring of profit and loss on a project-by-project basis.

−

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

− The targeted marketing of Dudley College based programmes to international learners. − The engagement and management of in-country agents to promote Dudley College based programmes. − The breadth and flexibility of the Dudley College curriculum for international learners.

7.3 INCOME

97 DUDLEY COLLEGE WORLDWIDE

£2,000,000 £1,800,000 £1,600,000 Dudley College Worldwide achieved a modest income of £826k in 2015-16, which was below the £1.38m achieved in the prior year. This is largely due to the temporary suspension of Capacity Building Contracts in Saudi Arabia and a delay in issuing of tenders for UKIERI phase 3. We anticipate a substantial growth in income in 2016-17 with the resumption of Saudi Capacity Building Contracts and the roll out of UKIERI phase 3.

£1,400,000 £1,200,000 £1,000,000 £800,000 £600,000 £400,000 £200,000 £0 2014-15

2015-16

7.4 OPERATING SURPLUS

98 DUDLEY COLLEGE WORLDWIDE

20% 15% 10% 5% 0% -5% -10% -15% 2014-15

2015-16

Over the two year period of its operation, Dudley College Worldwide has provided an operating surplus of 9% of turnover (ÂŁ194k). However in 2015-16, due to lower income and the timing of the issuing of grants for in-country projects, Dudley College Worldwide made an operating deficit of 9% of turnover (ÂŁ93k). We anticipate a return to profitability in 2016-17.

Combined years

7.5 IN-COUNTRY PROJECTS

99

20

DUDLEY COLLEGE WORLDWIDE

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

2015-16

Due largely to successful applications to the British Council Dudley College Worldwide increased the number of in-country projects from 13 in the prior year to 16 in 2015-16.

Whilst British Council projects are delivered on a break even basis, they can be used as a platform for the development of further in-country activity. It therefore remains our strategy to participate in a portfolio of in-country projects.

7.6 DELEGATES IN LEARNING

100

1,600

DUDLEY COLLEGE WORLDWIDE

1,400 1,200 1,000 800 600 400 200 0 2014-15

In UK

Outside UK

2015-16

We substantially grew the number of delegates in training, driven largely by the college’s leadership and management provision in India, funded through UKIERI phase 2.

7.7 INTERNATIONAL VISITORS TO DUDLEY ON SCOPING MISSIONS

101

250

236

150

100

50

0 2014-15

The number of international visitors on scoping missions to Dudley increased significantly from 92 delegates in the prior year to 236 in 2015-16. Dudley College Worldwide receives and supports missions into the UK as a key strategy in securing future international provision, particularly the development of in-country projects. The growth in delegates on scoping missions into Dudley is therefore a positive indicator of potential future in-country activity.

2015-16

Delegates visited Dudley College on scoping missions in 2016.

DUDLEY COLLEGE WORLDWIDE

200

7.8 DELEGATE SATISFACTION AND ACHIEVEMENT RATE (UKIERI PROJECT)

100%

102

90%

96% 81%

DUDLEY COLLEGE WORLDWIDE

80% 70% 60% 50% 40% 30% 19%

20% 10% 0% Strongly agree

Agree

0%

0%

0%

Neutral

Disagree

Strongy disagree

By far the largest in-country programme operated by Dudley College Worldwide was the UKIERI phase 2 leadership and management programme delivered over a two year period in Chennai, Chandigarh and Dehradun. 100% of delegates agreed or strongly agreed to the statement “I would recommend this training to others�, with 81% of delegates strongly agreeing.

Achievement

96% of the delegates on this programme successfully achieved a Chartered Management Institute certification, either at level 5 or level 3, dependant on their designation in their home institution. It is therefore clear that Dudley College Worldwide achieved very high satisfaction rates and achievement rates on our in-country leadership and management programmes.

103 DUDLEY COLLEGE WORLDWIDE

8. FINANCIAL HEALTH INDICATORS OVERVIEW OF THE COLLEGE’S FINANCIAL POSITION

104 FINANCIAL HEALTH INDICATORS

The college is continuing its £50m plus investment into the Dudley Learning Quarter that started in 2011, to create a dedicated campus in the heart of Dudley that provides learners and the local community with the very best facilities to inspire learning and improve skills. The investment has taken the college on a financial journey, which has significantly grown income and operating performance since commencing the project whilst also causing some short-term liquidity pressures.

The college’s financial health has been graded as ‘satisfactory’ in accordance with the SFA financial health assessment grading since commencing the development of the Dudley Learning Quarter. As acknowledged by the SFA, this is principally because the size and scale of the college investment in the Dudley Learning Quarter has impacted the college’s shortterm liquidity measure, as cash generated from operations and planned bank borrowing have been used to finance new building projects. However, the college generates significant and growing levels of cash from its increasingly strong operating performance, which not only covers the college’s ongoing financial obligations but also provides the opportunity for the college to continue its investment into the Dudley Learning Quarter, staff and the curriculum. This helps to deliver the college’s mission of outstanding technical and professional learning, which raises aspirations, develops skills and changes lives.

The college’s underlying operating surplus has almost doubled in 2015-16 compared to the previous year, to £2.4m (6.6% of income) which is a sector leading performance, and is set to continue to grow over the next couple of years. The college’s increasing net asset value, which reflects the continued investment in the estate from building Dudley Advance II and the Priory Road 3G football pitch, and the increase in cash,

have all resulted in a considerable improvement in the college’s financial health this year. The overall SFA financial health grade in 2015-16 would have been rated ‘good’ under the old measures but remains ‘satisfactory’ under the new measures due to a change in the gearing (borrowing) ratio.

The college is forecasting to remain ‘satisfactory’ in 201617 and increase to ‘good’ in 2017-18 following the opening of Dudley Advance II in September 2017, resulting in an improving liquidity position due to the extra cash generated from operating activities being retained and lower gearing as bank borrowings are repaid.

KEY FINANCIAL STRENGTHS AND AREAS FOR IMPROVEMENT

However, the scale of the Dudley Learning Quarter development has consumed the sizeable cash balances the college had at the outset of the project in 2011, as well as the cash generated from the strong operating performance and agreed levels of bank borrowing. As a result of this planned action, the college’s cash reserves and short-term liquidity measures, such as the current ratio of current assets compared to current liabilities, are weaker than they would otherwise have been. The college’s cash balance did however increase by £1.1m to £1.3m in 2015-16, despite the ongoing investment into the capital projects of Dudley Advance II and the Priory Road 3G football pitch, which helped to increase the current ratio in year. Further improvements in the college’s current ratio are forecast again after completion of Dudley Advance II in September 2017.

Throughout the Dudley Learning Quarter development, the longer-term financial stability of the college, as measured by the college’s gearing ratio, has remained at least ‘satisfactory’. As bank borrowing is repaid, borrowing as a percentage of income is set to fall from 41% in 2015-16 to 33% within the next two years, which will result in the gearing ratio being rated as ‘good’ in 2017-18.

The college’s underlying financial position remains strong, and is anticipated to continue to improve over the next couple of years due to continued growth in the operating surplus. The cash generated from these operating activities will continue to help finance investment in the Dudley Learning Quarter and increase the rate at which bank borrowing can be repaid, which in turn will help improve the college’s liquidity position and reduce its level of gearing.

105 FINANCIAL HEALTH INDICATORS

For several years the college has historically had a strong and improving operating performance, which has generated significant levels of cash from operating activities. This is the result of strategic decisions to ensure the college has the ability to deliver a broad range of provision in an efficient and effective manner, which focuses on meeting the needs of learners, employers and the local and regional economies at a time of significant change in the Further Education sector.

8.1 PERFORMANCE RATIO

16%

106

100

14% 80

FINANCIAL HEALTH INDICATORS

12% 10%

60

8% 40

6% 4%

20 2% 0

0%

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

Performance ratio

6%

7%

8%

8%

15%

13%

14%

SFA financial health points

60

70

80

80

100

100

100

The performance ratio measures the underlying operating strength of the college. The higher the percentage measure, the stronger the operational performance.

The performance ratio measurement changed in 2015-16 following the introduction of a new accounting standard FRS 102, but the maximum 100 points were historically awarded for a performance ratio above 9% prior to this and above 8% from this date.

The college’s operational performance has historically been strong, ranked as ‘Outstanding’ since 2013-14. However the college’s operating performance increased again and scored the maximum 100 points in 2015-16, and is forecast to remain at this highest level of performance over the next two years.

8.2 CURRENT RATIO 140%

100

120%

80

100%

60%

40

40% 20

20% 0%

Current ratio SFA Financial health points

0

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

20%

58%

40%

39%

75%

49%

115%

0

10

0

0

30

0

50

The current ratio is a measure of current assets against current liabilities and is used as an indicator of a college’s liquidity. The higher the percentage measure, the better a college’s liquidity.

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 £50m+ development of the Dudley Learning Quarter which commenced in 2011-12, the college’s cash

and liquidity position has been impacted and is weaker than it would otherwise have been, because cash generated from the college’s operations has been invested in these new capital projects. However, the college cash balance increased by £1.1m to £1.3m in 2015 -16, despite the ongoing investment into the capital projects of Dudley Advance II and the 3G football pitch this year. The college’s current ratio is forecast to start increasing again after completion of Dudley Advance II in September 2017.

FINANCIAL HEALTH INDICATORS

60

80%

107

8.3 GEARING

108 FINANCIAL HEALTH INDICATORS

45%

100

40%

80

35%

60

30%

40

25%

20

20%

0

Gearing SFA financial health points

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

24%

41%

43%

41%

41%

37%

33%

70

50

50

50

40

50

60

Gearing (also known as leverage) used to be a measure of total borrowings compared to net assets (excluding the pension liability) prior to 2015-16, but changed to borrowings as a percentage of income from this date. It is used to measure the proportion of assets invested in a college that are financed by borrowing and is also concerned with liquidity, as it provides an indicator to the longer term financial stability of a college.

The higher level of borrowing (gearing) brings a higher risk to a college since more cash has to be set aside to meet debt and interest repayments. 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 gearing of 0%.

Prior to the change in the measurement, the college’s gearing would have been classed as ‘Good’ in 2015-16, but is now graded as ‘Satisfactory’. The change in this measurement has not only affected the college but has reduced the FE sector average by approximately 6%. The college is forecasting to reduce its level of gearing from 2016-17 onwards following the completion of Dudley Advance II.

8.4 SFA OVERALL FINANCIAL HEALTH ASSESSMENT GRADE 300

300 250

200

200

Outstanding

Satisfactory

100

100

Inadequate

50 0

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

0

SFA financial health score

Through measuring the three ratio’s of performance, gearing and current performance, the SFA adds up the individual scores and provides an overall financial health assessment grade for a college, based on the banding structure illustrated opposite.

Historically, the college has been graded ‘Satisfactory’. However with the operating surplus forecast to continue to grow, increasing net asset values from the continued investment in the college estate from the building of Dudley Advance II, the increase in cash and the repayment of debt, the college’s

financial health, as graded by the SFA measures, has increased considerably in 2015-16. The would have been rated ‘Good’ under the old measures but remains ‘Satisfactory’ under the new measures due to the reduction in the Gearing ratio noted above.

The college is forecasting to remain ‘Satisfactory’ in 2016-17 and increase to ‘Good’ in 2017-18 following the opening of Dudley Advance II in September 2017.

The college’s financial health, as graded by the SFA measures, has increased considerably in 2015-16.

FINANCIAL HEALTH INDICATORS

Good

150

109

8.5 UNDERLYING OPERATING SURPLUS

£3,000,000

110

£2,500,000

FINANCIAL HEALTH INDICATORS

£2,000,000

£1,500,000

£1,000,000 £500,000

£0

Underlying operating surplus

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

£646,000

£408,000

£531,000

£1,281,000

£2,376,000

£2,835,000

£2,556,000

The college has continued to grow its underlying operating surplus in 2015-16 to approximately £2.4m, largely due to the college’s ability to increase learner and apprenticeship numbers (some of which is funded on a lagged basis) whilst closely managing costs. The college forecasts that the operating surplus will grow again in 2016-17 to £2.8m and then stabilise at around £2.5m the following year.

8.6 UNDERLYING OPERATING PERFORMANCE/INCOME

COMPARED TO SECTOR AVERAGE 8% 7%

111

6%

4% 3% 2% 1% 0% -1%

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

Underlying operating surplus as % of income

2.18%

1.32%

1.63%

3.63%

6.6%

7.17%

6.39%

Sector average

2.09%

-0.09%

0.5%

The college increased its underlying operating surplus as a percentage of income again in 2015-16 to 6.6%, which is well above the Government aspirational sector target of 3% to 5%, which in itself is significantly higher than the current sector average which is around a break even position. The college’s operating performance as a percentage of income is anticipated to remain very strong over the next two years and stabilise at around 6% to 7%.

FINANCIAL HEALTH INDICATORS

5%

8.7 TOTAL INCOME £42,000,000 £40,000,000

112

£38,000,000 £36,000,000

FINANCIAL HEALTH INDICATORS

£34,000,000 £32,000,000 £30,000,000 £28,000,000 £26,000,000

Total income

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

£29,666,000

£30,880,000

£32,494,000

£35,243,000

£35,992,000

£39,541,000

£40,006,000

Total college income has grown steadily since 2011-12 and was almost £36m in 2015-16. This growth in income reverses the general trend being experienced elsewhere in the sector. The college anticipates that income will continue to grow in 2016-17 and 2017-18 to approximately £40m, principally due to the growth in 16-18 year old learner numbers, apprenticeships and HE provision.

This growth in total income reverses the general trend being experienced in the sector.

8.8 GRANT FUNDED INCOME £36,000,000 £35,000,000 £34,000,000

113

£33,000,000

FINANCIAL HEALTH INDICATORS

£32,000,000 £31,000,000 £30,000,000 £29,000,000 £28,000,000 £27,000,000 £26,000,000

Total grand funded income

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

£26,864,000

£27,582,000

£27,660,000

£30,226,000

£31,282,000

£34,436,000

£34,632,000

Combined grant funding income from the three main funding bodies – Education Funding Agency (EFA), Skills Funding Agency (SFA) and Higher Education Funding Council for England (HEFCE) has increased again in 2015-16, principally due to the growth in the number of 16-18 year old learners which is funded by the EFA on a lagged basis, but with added in-year growth in 2015-16 due to the large increase in learner

numbers this year. This trend is set to continue over the next couple of years, which combined with the increase in apprenticeship income from the full year delivery of the former Institute of Swimming contract and continuing growth in existing apprenticeship provision through the transition from frameworks to standards, is set to increase college income to around £40m.

8.9 SFA/EFA INCOME £20,000,000 £19,000,000

114

£18,000,000 £17,00,0000

FINANCIAL HEALTH INDICATORS

£16,000,000 £15,000,000 £14,00,0000 £13,000,000 £12,000,000 £11,000,000 £10,00,0000

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

SFA income

£14,498,000

£14,707,000

£14,095,000

£14,112,000

£13,391,000

£14,410,000

£14,410,000

EFA income

£11,652,000

£12,434,000

£13,328,000

£15,048,000

£17,625,000

£18,260,000

£19,170,000

Growth in the number of 16-18 year old learners, as well as reductions in the level of funding available for adult education has resulted in the Education Funding Agency becoming the college’s most significant grant funded partner over the last two years. This trend is set to continue with the increasing number of 16-18 year old learners at the college, but SFA income is also set to rise in 2016-17 through further growth in apprenticeships, including a full year impact from the former Institute of Swimming apprenticeship contract that transferred to the college in 2016.

8.10 OTHER INCOME £6,000,000 £5,000,000

115

£4,000,000

£2,000,000 £1,000,000 0

Other income

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

£2,802,000

£3,298,000

£4,834,000

£5,017,000

£4,710,000

£5,105,000

£5,374,000

Other income has grown steadily over the last few years, but declined a little in 2015-16 to £4.7m following a delay in delivery of projects in the Kingdom of Saudi Arabia. We anticipate other income will revert to growth again and increase relatively slowly over the next two years, mainly due to growth in tuition fees, international contracts and other commercially-generated income.

We anticipate ‘other income’ will revert to growth over the next two years.

FINANCIAL HEALTH INDICATORS

£3,000,000

116

FINANCIAL HEALTH INDICATORS

8.11 STAFF EFFICIENCY (PAY/INCOME COMPARED V SECTOR AVERAGE)

66% 64%

117

62%

58% 56% 54% 52% 50%

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

Dudley College pay as % of income

63%

65%

65%

61%

57%

58%

60%

Sector average pay/income

62%

63%

The ratio of payroll costs to total income reduced significantly in 2015-16 to below 60% for the first time in several years, helped by more efficient classroom management and increased class sizes. Also, the receipt of in-year growth funding of approximately ÂŁ0.8m from the EFA has helped to reduce pay costs as a percentage of income. In recent years, it has been adversely affected by the EFA lagged funding methodology, which has resulted in the college delivering provision to more learners each year, and incurring the additional staff costs

associated with that, but not benefiting from the additional income from the growing numbers until the following year. Staff costs are forecast to increase in 2016-17 and 2017-18 through a high level of investment and to help recruit industry standard staff to deliver more technical and professional provision, but are set to remain at or below the 60% benchmark.

FINANCIAL HEALTH INDICATORS

60%

8.12 ESTATES EFFICIENCY £620

118

£600 £580

FINANCIAL HEALTH INDICATORS

£560 £540 £520 £500 £480

Cost per FTE*

2013-14

2014-15

2015-16

£609.02

£545.14

£532.03

The development of a new energy efficient estate has helped to reduce running costs. The cost per full-time learner has fallen from £545 to £532 per annum. *Full-time equivalent

8.13 BORROWING 45% 40%

119

30% 25% 20%

Borrowing as % of income

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

27%

41%

44%

41%

41%

37%

33%

Following the college’s decision to re-finance its borrowings with Santander in September 2015, the college’s borrowing as a percentage of income (41%) in 2015-16 of 41% has decreased slightly from 2014-15. Although this remains above the 40% guideline set by Corporation, this is considered reasonable given the college’s investment into the £50m+ development of the Dudley Learning Quarter. The borrowing ratio is set to fall below 40% again in 2016-17 and reduce to around 33% in 2017-18, as the college pays down its borrowings.

The borrowing ratio is set to fall below 40% in 2016-17.

FINANCIAL HEALTH INDICATORS

35%