ANNUAL STRATEGIC IMPACT ASSESSMENT 2014-15
JANUARY 2016
ENGAGEMENT AND PARTICIPATION
STAKEHOLDER SATISFACTION
IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY
IMPACT ON DIVERSITY AND INCLUSION
OUTCOMES FOR LEARNERS
DISTANCE TRAVELLED BY LEARNERS
LEARNER DESTINATIONS
REVIEW OF STRATEGIC INPUTS
SUMMARY OF SUBJECT PERFORMANCE REPORT GRADES
CONTENTS EXECUTIVE SUMMARY
04
FULL TIME AND PART TIME ADULT SKILLS LEARNERS
79
06
4.
6.5 Learner destinations
42
6.6 Impact on regional skills and the regional economy
80
09
College overall strategic outputs and inputs
Introduction Integrated strategic planning, quality assurance and financial health framework
10
Summary of outputs and inputs
42
6.7 Review of strategic inputs
81
4.1 Engagement and participation rates
44
6.8 Summary of Subject Performance Report grades
83
4.2 Impact on diversity and inclusion
45 46
7. DUDLEY COLLEGE WORLDWIDE
84
FULL TIME LEARNERS AGED 16-18 YEARS 11
4.4 Stakeholder satisfaction
48
84
Summary of outputs and inputs
11
4.5 Learner destinations
50
2.1 Engagement and participation rates
14
4.6 Impact on regional skills and the regional economy
52
2.2 Impact on diversity and inclusion
15
4.7 Review of strategic inputs
53
2.3 Outcomes for learners
16
4.8 Summary of Subject Performance Report grades
55
2.4 Stakeholder satisfaction
18
2.5 Distance travelled by learners
20
2.6 Learner destinations
21
5. APPRENTICESHIPS AND WORK BASED LEARNERS
56
2.7 Impact on regional skills and the regional economy
23
Summary of outputs and inputs
56
2.8 Review of strategic inputs
24
5.1 Engagement and participation rates
58
2.9 Summary of Subject Performance Report grades
27
5.2 Impact on diversity and inclusion
61
5.3 Outcomes for learners
62
5.4 Stakeholder satisfaction
66
3. FULL TIME A Level LEARNERS AGED 16-18 YEARS
28
5.5 Impact on regional skills and the regional economy
68
Summary of outputs and inputs
28
5.6 Review of strategic inputs
69
3.1 Engagement and participation rates
30
5.7 Summary of Subject Performance Report grades
71
3.2 Impact on diversity and inclusion
32
3.3 Outcomes for learners
33
6. HIGHER SKILLS LEARNERS
72
3.4 Stakeholder satisfaction
34
Summary of outputs and inputs
72
3.5 Distance travelled by learners
35
6.1 Engagement and participation rates
74
3.6 Learner destinations
36
6.2 Impact on diversity and inclusion
75
3.7 Impact on regional skills and the regional economy
38
6.3 Outcomes for learners
76
3.8 Review of strategic inputs
39
6.4 Stakeholder satisfaction
77
3.9 Summary of Subject Performance Report grades
41
Summary of outputs and inputs
8. FINANCIAL HEALTH INDICATORS
86
8.1 Performance ratio
87
8.2 Current ratio
88
8.3 Gearing
89
8.4 SFA overall financial health assessment grade
90
8.5 Underlying operating surplus
91
8.6 Operating surplus compared to sector averages
92
8.7 Total income
93
8.8 Grant funded income
94
8.9 SFA and EFA income
95
8.10 Other income
96
8.11 Staff efficiency
97
8.12 Estates efficiency
98
8.13 Borrowing
99
CONTENTS
4.3 Outcomes for learners 2.
3
EXECUTIVE SUMMARY
4 INTRODUCTION
What progress have we made in realising the vision we set for 2016?
The college’s Strategic Plan 2013-16 sets out the following mission and vision for the college: “ Our mission: outstanding learning which develops skills, raises aspirations and changes lives.” Our vision for the future is this. By 2016 we will be recognised locally, regionally, nationally and internationally as a provider of the highest quality education and skills programmes. Dudley College will be known as ‘a great place to study and work’. Success rates will remain high and above national averages at all levels and for all ages. Teaching will always be good and very often outstanding. Learners and staff alike will report high levels of satisfaction with the college, well above averages for the sector and in line with the ‘best in class’ in the public and private sector. The next time the college is inspected Ofsted will report our overall effectiveness as ‘outstanding’. Employers will recognise the college as a key partner in driving their business performance and meeting their skills needs. Our services to employers will be flexible, responsive and effective and the college will enjoy very high levels of employer responsive provision. The college will continue to be at the heart of regeneration strategies in the borough and wider Black Country working closely with the Black Country Local Enterprise Partnership. Our local community will recognise Dudley as a proactive college which serves their needs and supports the economic, social and personal development of local people. Our learners will comment that our provision is welcoming and inclusive. Our students will go onto positive futures contributing back economically and socially to their own communities. By 2016 the Dudley Learning Quarter will be near completion. In addition to our existing buildings we will have created inspirational new facilities for engineering and advanced manufacturing, independent living and learning, academic research and study, sport and outdoor fitness.”
Based on the evidence provided in this Annual Strategic Impact Assessment report, we are pleased to conclude that the college has made very good progress in delivering its core mission and in realising the ambitious vision set out in 2013.
Key local partners such as the Local Enterprise Partnership (LEP) and Dudley Metropolitan Borough Council recognise the college’s pivotal role in developing skills and raising aspirations in the Black Country. Councillors, MPs and local people speak warmly of the college and coverage in the local media is almost uniformly positive. Internationally, award winning Dudley College Worldwide has delivered innovative programmes in India and across the Middle East and is now a provider of choice for the British Council, the Government of India and for the Kingdom of Saudi Arabia. Teaching across the college is routinely good and sometimes outstanding, although we recognise the opportunity to further improve the proportion of outstanding teaching. Success rates have remained exceptionally high and are above national rates at all ages and all levels, no more so than in apprenticeships where the college’s rates are in the national top three of college providers. Accordingly learners at all ages and levels report very high levels of satisfaction, well above national rates. Whilst Ofsted have not formally inspected the college in the period 2013-16, two informal visits, a good practice review
Employers have been at the heart of the college’s work plan over the last three years. Their heightened strategic engagement at Corporation level has supported the successful realisation of multi million pound employer facing projects, such as the college’s Skills Hub and the development of Dudley Advance, a centre for advanced manufacturing and engineering. Apprenticeship numbers are at an all-time high and the college is one of the largest providers of apprenticeships in the Black Country. Employer engagement in the curriculum has also increased significantly with innovative mentoring and internship schemes supporting routine participation in work experience by all of the college’s young learners. The LEP’s ongoing confidence in the college is demonstrated through the award of a flagship Growing Places project for the £12m development of Dudley Advance II, which will help revolutionise skills in the construction industry and further regenerate Dudley town. The college is passionately aware of its responsibility to the local community of Dudley and beyond. The college best meets the needs of local young people and adults by improving their economic futures. Over the last three years careful curriculum development and initiatives to improve the work readiness of young people and adults have been highly effective. Over 95% of our young people and 86% of our adults progress from the college to a positive future, either employment or higher education and training, improving their personal prosperity and in turn contributing positively to their own communities. In doing so the college has remained an inclusive and welcoming environment, celebrating the cultural differences of our diverse learners.
The development of the Dudley Learning Quarter is a physical manifestation of our vision realised. Dudley Advance, Dudley Enhance, Dudley Aspire Living and Dudley Aspire Works are inspirational new facilities added since 2013, with little recourse to public funding. With Dudley Advance II and a 3G pitch and sports complex due to start work in 2016, the Dudley Learning Quarter will be amongst the best learning environments in the region.
95%
of our young people progress into employment, HE or training
86%
of our adults progress into employment, HE or training
5 INTRODUCTION
The college’s reputation locally, regionally and nationally has grown markedly in the period since 2013.Young people, their parents and employers demonstrate a significant level of trust in the college, evidenced by the substantial growth in full time enrolments and the dramatic increase in the number of apprentices. Dudley Sixth now supports some 500 A level students and is becoming the first choice for A levels for many local young people. Prior to 2013 it was almost inconceivable that Dudley College could be considered as a centre for academic excellence.
of the college’s ESOL provision and a pilot short inspection, give confidence that any future inspection will lead to a very positive outcome.
WHAT WERE THE COLLEGE’S OVERALL STRATEGIC OUTPUTS AND INPUTS? OUTPUTS 6
What key outputs did we achieve?
INTRODUCTION
We significantly increased local participation in skills based learning: − We engaged: 3,468 young people in college based programmes; 2,905 young people and adults in apprenticeships; 3,036 adults in skills programmes; 405 adults in higher skills programmes.
of study progressed immediately to a positive destination, either higher or further training or directly into employment. −
Progression was positive for learners at all levels.
We made a significant impact on the local skills gap by upskilling young people and adults:
− Despite a falling local demographic we have increased the participation of young people in apprenticeships by 51% and in college based learning by 34% over the last five years.
− 520 (66%) of 16-18 apprentices were on programmes directly supporting the Black Country Local Enterprise Partnership’s priority sectors (based on 2013-14 data).
We successfully engaged learners from diverse communities:
− 1,569 (54%) apprentices were following STEM programmes of study, increased by 6% on previous years.
− 861 (25%) of young people on college based programmes and 1,303 (42%) of adults 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. − 1,149 (17%) of college based young people and adults on skills programmes reported a learning difficulty or disability. Participation by learners with a learning difficulty or disability has increased significantly over the last three years. We increased the numbers of learners who successfully achieved their programme of study:
− 1,392 (40%) young people were following STEM programmes of study, increased by 4% on previous years. − 315 (69%) of A and AS learners were following STEM programmes of study, increased by 10% on previous years. − 127 (38%) higher skills learners were following STEM programmes of study, increased by 2% on previous years.
− Young people and adults on college based programmes, at all levels, succeed at rates well above those reported nationally.
− 473 (75%) learners completing their level 2 programme, (those who joined us with less than 5 GCSEs grade C or above from school), progressed immediately to an advanced level skills programme.
− Success rates for apprentices at all ages and all levels have remained very high, significantly above national rates in each of the last three years.
− 597 (43%) learners completing their level 3 programmes progressed immediately to higher education.
− Success rates on functional skills programmes in English and mathematics are well above those reported nationally.
− 2,058 young people and adults improved their functional skills in English and mathematics.
− 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:
− Externally and internally conducted surveys report high levels of satisfaction across the range of college programmes.
−
2,459 (95%) of young learners and 2,049 (86%) of adults completing their programme
192 young people and adults achieved a grade A-C in English and mathematics.
We achieved high levels of learner satisfaction well above national comparators.
OUTPUTS CONTINUED What better outputs could we achieve?
− The college achieved an operating surplus of £1.4m in 2014/15, which is 3.9% of turnover, significantly above sector averages. Operating surplus is expected to rise to £1.9m in 2015/16, which is 4.9% of expected turnover.
− The number of young women participating in STEM programmes, either apprenticeships or college based, particularly in engineering and advanced manufacturing.
− Total income grew to £35.1m in 2014/15 and is expected to rise to £38.4m in 2015/16. This is against sector trends.
−
The number of young people from ethnic minority groups taking up apprenticeships.
−
The number of learners participating in advanced and higher level apprenticeships.
− The ratio of payroll costs to total income reduced to 60% in 2014/15, below sector norms, and is expected to fall further to 55% in 2015/16.
−
The number of learners achieving an A-C grade in GCSE mathematics and English.
−
The number of learners on higher certificate/national level programmes.
− At 40% the college’s gearing remains reasonable, despite the investment of some £50m in the Dudley Learning Quarter over recent years. Gearing is predicted to fall to 35% in 2015/16.
− The number of adult learners completing level 1 programmes progressing to positive destinations. − A stronger current ratio. With the development of the Dudley Learning Quarter, the college’s cash and liquidity position has been relatively weak with a current ratio of 0.36% in 2014/15. This is expected to rise to 0.58% in 2015/16 following operating surpluses and cash generation.
7 INTRODUCTION
We improved our financial health:
INPUTS 8 INTRODUCTION
What were the key strengths of our inputs?
What inputs could we deliver better?
−
− The promotion of engineering and advanced manufacturing careers to young women.
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. − Good partnerships with the Local Enterprise Partnership (LEP), the wider business community, universities and private training providers. − 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 which is used effectively to set challenging targets for staff. − Leadership and management which in the vast majority of curriculum areas is highly effective.
− The promotion of apprenticeships to ethnic minority communities. − Arrangements to support the progression of apprentices to advanced and higher level programmes. − Engagement of employers in the development of new apprenticeship frameworks. − ‘Business to business’ services for employers aligned to the new apprentice levy. − The promotion of advanced learning loans. − The breadth of our higher skills curriculum. − The skill set of a minority of teaching staff delivering English and mathematics. − Destination and progression advice provided to completing level 1 adult learners.
INTRODUCTION
9 INTRODUCTION
The Annual Strategic Impact Assessment is a high level analytical document which reviews the college’s progress in delivering the Strategic Plan 2013-16. It explicitly assesses the impact the college has made on its learners and the wider economy. The Annual Strategic Impact Assessment subsumes the former self-assessment report. The college seeks to fully integrate its strategic planning, quality assurance and financial health frameworks (see diagram overleaf). At the heart of this framework is the college’s mission and vision applied to the key client groups we serve. All aspects of the framework are bespoke to each key client group. Through strategic output priorities (SOPs) we seek to express clearly the target outcomes for each key client group.
Accordingly the college assesses and prioritises those high level inputs - strategic input priorities (SIPs) - required over the life of the strategic plan to realise these outcomes. A detailed 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 performance reports (SPRs) and self evaluation documents (SEDs) for our higher education programmes. Further information on the college’s performance can be found on the Dudley dashboard on the college’s website.
INTEGRATED STRATEGIC PLANNING, QUALITY ASSURANCE AND FINANCIAL HEALTH FRAMEWORK Who are we here to support?
10
Key Client Groups (KCGs)
INTRODUCTION
Full time learners age 16-18 years (college based) Full time A level learners aged 16-18 years (college based) Full and part time adult skills learners (college based) Apprenticeships and work based learners. Higher skills learners.
Personal objectives, from performance management reviews (PMRs) Engagement and participation rates. Impact on diversity and inclusion. Outcomes for learners. Stakeholder satisfaction. Distance travelled by learners. Learner destinations. Impact on regional skills and the regional economy.
Why are we here?
College Operational Development Plan (COPD)
Subject quality improvement plans (QIPs)
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?
Midterm course reviews. Internal & 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?
2. FULL TIME LEARNERS AGED 16-18 YEARS SUMMARY OF OUTPUTS AND INPUTS OUTPUTS 11
What key outputs did we achieve? −
We engaged 3,468 young people in learning in 2014/15.
− Despite a falling local demographic we have increased the participation of young people in learning by 34% over the last five years. We successfully engaged learners from diverse communities: − 861 (25%) learners were from ethnic minority groups. Our learners are more diverse than the local community where 11.5% of the population are from minority groups. − 592 (17%) learners reported a learning difficulty or disability. The number of learners with a learning difficulty or disability has increased by 29% over the last three years. We increased the numbers of learners who successfully achieved their programme of study: −
− 1,392 (40%) young people were following STEM programmes of study, increased by 4% on previous years. − 473 (75%) learners completing their level 2 programme, (those who joined us with less than 5 GCSEs grade C or above from school), progressed immediately to an advanced level skills programme. − 597 (43%) learners completing their level 3 programmes progressed immediately to higher education. −
1,449 learners improved their functional skills in English and mathematics.
−
36 (54%) learners achieved a grade A-C in mathematics in their first retake.
We achieved high levels of learner satisfaction well above national comparators.
Success rates for learners at all levels have increased in each of the last three years.
− Learners at all levels succeeded in their programmes of study at rates well above those reported nationally. − There are no significant differences in the success rates of learners from diverse groups or those with a learning difficulty or disability. − Success rates on functional skills programmes in English and mathematics are well above those reported nationally. We supported the progression of our learners to positive destinations: − 2,459 (95%) learners completing their programme of study progressed immediately to a positive destination, either higher or further training or directly into employment. − Progression was positive for learners at all levels: level 1 96%, level 2 95% and level 3 96%. We made a significant impact on the local skills gap by upskilling young people:
What better outputs could we achieve? − The number of young women participating in STEM programmes, particularly engineering and advanced manufacturing. − The progression of learners completing level 3 programmes into higher apprenticeships. − The number of learners achieving an A-C grade in GCSE retakes, particularly in English. − The value added scores of learners completing BTEC Level 3 National Diplomas.
FULL TIME LEARNERS AGED 16-18 YEARS
We significantly increased local participation in skills based learning:
INPUTS 12 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.
− The promotion of engineering and advanced manufacturing careers to young women.
− Clear progression routes to advanced and higher level skills programmes. − The quality of teaching, learning and assessment, which are routinely good and often outstanding. − Teachers’ delivery of engaging lessons which utilise resources and facilities very well. − The assessment of learners’ work, including in-lesson assessment. − The support and challenge provided by teachers which leads to learners producing work of a high standard. − 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. − 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 is highly effective.
− The promotion of higher apprenticeships as a progression route for level 3 completers. − Advanced level progression routes for construction trades learners. − The skill set of a minority of teaching staff delivering English and mathematics. − Setting of specific and measurable targets for students on level 3 programmes, encouraging them to achieve higher grades. − The confidence of teachers in promoting equality, diversity and British values in lessons. − Leadership and management of the accounting, business and construction trades curriculum.
13 FULL TIME LEARNERS AGED 16-18 YEARS
2.1 ENGAGEMENT AND PARTICIPATION RATES Learner engagement trend analysis 35,000
4,000
14
Travel to learn map
3,500
33,000
FULL TIME LEARNERS AGED 16-18 YEARS
Learners
3,000 2,500
Wolverhampton
31,000
2,000
Bilston
29,000
1,500
Walsall
Gospel end
1,000
27,000
Dudley Tipton
500
Himley
West Bromwich
25,000
0 2011-12
2012-13
2013-14
Oldbury
2014-15 Rowley Regis Brierley Hill
Learners
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 3,468 learners in 2014/15, an increase of 34%. This growth is continuing into 2015-16 with 3,680 learners enrolled to date. This growth is set against a backdrop of a shrinking population of young people aged 16-18 years, both in Dudley borough and the surrounding areas. There are a number of factors influencing this growth, none more so than the improving quality of our provision and the development of the Dudley Learning Quarter, which now provides first class specialist training facilities. This growth shows high levels of confidence in Dudley College and is vital both for the regional economy and our continued financial health.
Stourbridge
Halesowen
The map shows the travel to learn pattern of our learners in 2014-15. The majority of learners are from Dudley borough, as you would expect, with increasing numbers of learners looking to remain in Dudley to study rather than travel elsewhere. Our catchment area has extended slightly with an increase in recruitment from the schools in the west of the borough 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.
2.2 IMPACT ON DIVERSITY AND INCLUSION Gender
Asian 10.1% Success rates: 86.6%
Ethnicity
Male 51.2% Success rates 86.2%
Black 4.9% Success rates: 85.6%
Other 4.9% Success rates: 87.5%
White 74.8% Success rates: 87.5%
Female 48.8% Success rates 87%
Learning difficulty or disability
Yes 17.4% Success rates 87.1%
For learners aged 16-18 years there is an 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. 25.2% 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 592 learners with learning difficulties or disabilities. The number of learners with a learning difficulty or disability studying with us has increased by 29% over the last three years. They succeed at a rate comparable to their peers. No 82.6% Success rates 87.1%
15 FULL TIME LEARNERS AGED 16-18 YEARS
Mixed 5.4% Success rates: 88.3%
100% 90%
2.3 OUTCOMES FOR LEARNERS
60% 82.4%
85.4%
83%
80%
Success rate - all levels
76.3%
FULL TIME LEARNERS AGED 16-18 YEARS
70%
50%
90% 83.7%
86.6%
85.6%
2012-13
2013-14
2014-15
College success rate Latest published national success rate
80%
90%
85.3%
86.2%
86.1% 78.3%
80% 70%
60%
50%
2012-13
2013-14
2014-15
2012-13
2013-14
2014-15
College success rate
Latest published national success rate
83%
85.4%
College success rate
82.4%
Latest published national success rate
76.3%
80%
2012-13
2013-14
2014-15
83%
85.4%
College success rate
82.4%
Latest published national success rate
76.3%
60%
100% 90%
2014-15
70%
Latest published national success rate
Success rate - level 3 College success rate
50% 100% 90%
60%
50%
2013-14
60%
100%
70%
80%
2012-13
70%
Success rate - level 2
81.2%
50% 100% 90%
60%
100%
76.3%
70%
100% 90%
83.1%
88.2%
85.8%
88.6%
80% 70%
50%
2012-13
2013-14
College success rate
60% 50%
85.4%
83%
80%
Success rate - level 1
16
82.4%
Latest published national success rate 2012-13
2013-14
College success rate Latest published national success rate
2014-15
2014-15
90% 80%
Functional skills success rate - level 1
60%
100% 90%
100%
80%
82.7% 78.5%
50%
82.9%
79.1%
78.7%
70%
90%
78.0%
76.3%
70%
Functional skills success rate - all levels
80%
85.4%
83%
82.4%
66.5%
2012-13
2013-14
College success rate
60%
Latest published national success rate 50%
2013-14
2012-13
Latest published national success rate
D-G
63.1% 60% 81.9%
50% 2012-13
2013-14
2014-15
58.0%
70.3%
A*-C 34.0%
9.6%
20.0%
2013-14
2014-15
GCSE English
2013-14
A*-C
70.3% 9.6%
9.6%
Success rates for our full time learners aged 16-18 years have improved at all levels in each of the last three years and are consistently above national rates. The overall success rate now stands at 86.6% above the last published national rate of 81.2%. Success rates for functional skills qualifications show further improvement on the very high rates achieved last academic year, with overall success now standing at 82.7% compared to a national rate of 63.1%. 1,449 learners improved their functional skills in English and mathematics last year.
D-G
2014-15
81.9%
81.9%
D-G
53.7%
GCSE Maths
College success rate Latest published national success rate
34.3%
2013-14 20.0%
70.3% 58.0% 20.0% 34.0% 2014-15
58.0%
34.3%
34.3% 34.0% 53.7% 2013-14
53.7%
2014-15
Success rates for our full time GCSE English GCSEyears Maths have 2013-14 2014-15 2013-14 2014-15 learners aged 16-18 2014-15 saw an increase in the number of learners undertaking GCSE retakes. Our A-C results in mathematics showed a improved all levels in each GCSEatMaths significant improvement with 53.7% of learners succeeding.GCSE English There was also an improvement in GCSE English but of the last three years and are with only 20% of learners succeeding this is an area for consistently above national rates. further development.
FULL TIME LEARNERS AGED 16-18 YEARS
GCSE retake results - two year trend A*-C
17
2014-15
College success rate
70%
2014-15
2.4 STAKEHOLDER SATISFACTION The results show a further improvement on the previous year with learner satisfaction on all measures markedly above the control group.
FULL TIME LEARNERS AGED 16-18 YEARS
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.
Year end learner satisfaction (QDP survey) 100
80
75
78 71
73
75 73
79
80 75 71
75 65
60 Rating
18
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.
73
77
71
61
40
20
0 Teaching and Learning
The support I receive
College rating
Test and assessment
Benchmark
Wellbeing
Accommodation Work and experience and community equipment
Next step
Overall satisfaction
The chart below shows the results of the Skills Funding Agency FE Choices Student Satisfaction survey for the last three years. Responses to the survey remain very positive, with an overall satisfaction rating of 8.3 for the college.
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 bad’ and 10 is ‘very good’. The questions were as follows.
2. How good or bad was the help staff gave you in the first few weeks?
Learner satisfaction (FE choices survey)
3. How good or bad is the teaching on the course?
Learner satisfaction
4. How good or bad is the respect staff show to you? 9.5
5. How good or bad is the advice you have been given about what you can do after the course?
9.0
6. How good or bad is the support you get on this course?
8.5
7. How good or bad are the college staff at listening to the views of learners?
8.0
8. How good or bad is the college at acting on the views of learners?
7.5
9. Overall, how good or bad do you think the college is?
7.0
10.How likely is it that you would recommend the college to friends or family?
Qu. 1
Qu.2
Qu.3
Qu.4
Qu.5
Qu.6
Qu.7
Qu.8
Qu.9
2012-13
8.2
8.4
8.2
8.4
8.0
8.3
7.8
7.6
8.1
2013-14
8.3
8.4
8.4
8.6
8.0
8.4
8.0
7.9
8.3
2014-15
8.4
8.6
8.3
8.4
8.1
8.3
8.0
7.8
8.3
Qu.10
8.1
19 FULL TIME LEARNERS AGED 16-18 YEARS
1. How good or bad was the information you were given when you were choosing your course?
2.5 DISTANCE TRAVELLED BY LEARNERS Alps Value Added Indicator *Alps - Advanced level performance system
20
100%
FULL TIME LEARNERS AGED 16-18 YEARS
1
90%
2
Alps percentage of subject matching:
1.30 1.09
3
Provider BTEC VA score - 0.86 Value added grade - 5
0.99
60%
0.93
40%
0.85
25%
0.80
10%
0.70
Bottom
0.42
5 6 7 8 9
2013-2014
2014-2015
Top 25%
2.7%
11.7%
24.4%
Middle 50%
65.5%
62.4%
53.6%
Bottom 25%
31.8%
35.9%
22.0%
Alps BTEC value added score
0.81
0.87
0.86
Alps BTEC value added grade
6
5
5
Alps Value Added Measure for BTEC programmes only (A-levels reported in Section 3)
75%
4
2012-2013
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 chart shows that our overall value added score for learners on BTEC National Diploma programmes is 5, which indicates their performance is ‘satisfactory to good’. The table shows the percentage of courses reporting a high value added score (in dark blue), those with a low value added score (in light blue) and the rest (in grey), over the last three years. We are pleased to see that the percentage of high performing courses is increasing. However we recognise that further work is required to ensure all of our learners not only succeed but do so with the highest possible grade.
Level 1
2.6 LEARNER DESTINATIONS
Unemployed / Voluntary / NEET / Other 4.4% Employment 25.6%
All levels Education / Training (not HE) 70%
Unemployed / Voluntary / NEET / Other 4.7%
Level 2 Unemployed / Voluntary / NEET / Other 5.2% Employment 19.4%
Education / Training 75.4%
Education/Training (Not HE) 49.9% Employment 25.5%
Level 3 Unemployed / Voluntary / NEET / Other 4.5% Education 23.7%
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 2014-15, followed by an analysis by level. Overall the survey reported that 2,459 (95.3%) 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 95.6%, level 2 94.8%, level 3 95.5%. This continues a three year trend of positive outcomes for our learners. From level 3 602 learners (43%) progressed directly into Higher Education and 235 (29%) 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 grade C or above who followed preparatory qualifications as a stepping stone to level 3 and beyond.
Higher Education 43.1% Employment 28.7%
FULL TIME LEARNERS AGED 16-18 YEARS
Higher Education 19.9%
21
2.6 LEARNER DESTINATIONS CONTINUED Destinations by diversity type 0%
22
20%
40%
60%
80%
100%
FULL TIME LEARNERS AGED 16-18 YEARS
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 type shows that the overall positive destination rate is broadly the same for all groups.
2.7 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY STEM in the curriculum - trend analysis 90% 80% 70% 60% 50%
40%
40%
36%
37%
2012-13
2013-14
30% 20% 10% 0% 2014-15
Progression to advanced level - trend analysis 1000
50.0%
900
49.0%
800
48.0%
700
47.0%
600
46.0%
500 400
45.0%
300
44.0%
200
43.0%
100
42.0%
0 2011-12 L2 leavers
2012-13 L3 next year
2013-14
2014-15 Forward progression
As detailed earlier, in total 94.8% of completing level 2 learners progressed to a positive destination, either education or employment. 473 learners (74.8%) continued on with training, the majority with us. As detailed in the graph, 49% of all of the college’s level 2 learners progressed directly into level 3 provision. This progression rate has increased by some 5% since 2011/12. 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.
23 FULL TIME LEARNERS AGED 16-18 YEARS
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 2014-15, 1,392 (40%) of our young people followed STEM programmes of study. Whilst this represents a good percentage of our learners and is a growing trend, we will continue to develop our marketing strategies to encourage young people to train in STEM subjects, particularly those underrepresented groups, such as women in engineering and advanced manufacturing.
100%
2.8 REVIEW OF STRATEGIC INPUTS (SIPs) OUTSTANDING TEACHING AND LEARNING The quality of teaching, learning and assessment are routinely good and often outstanding.
24 FULL TIME LEARNERS AGED 16-18 YEARS
Teachers deliver engaging lessons which utilise resources very well to enable learners to experience ‘real’ job training. In STEM subject areas learners have access to state of the art facilities in Dudley Advance our new Centre for Advanced Engineering Technology. In the best lessons teachers use their industry knowledge and experience to stretch, challenge and motivate learners about their subject. The use of ILT and SMART technologies is well developed in most areas which enhances learners’ experience. In the majority of areas English and mathematics skills are expertly embedded. A minority of staff within construction require support to perfect this. The assessment of learners’ work is regular and varied with effective feedback given. However, the identification of spelling, punctuation and grammar requires further development in a minority of areas. 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 more effectively monitored. Learners with special educational needs and disabilities are well supported to develop independent living skills or to help them progress on to mainstream programmes. Continued professional development and industrial updates ensure teaching meets the requirements of industry and the English and mathematics agenda. Internal quality assurance of teaching, learning and assessment is effective and covers all teachers and learning support staff.
A dedicated team of staff carry out formal observations which are measured against professional standards. Peer observations are routinely used to share best practice. Outstanding Practice in Teaching sessions focus on college wide themes to support the improvement of quality. Value added is used well in some areas and has improved over the last three years but is still recognised as an area for improvement. A RELEVANT AND RESPONSIVE CURRICULUM The college engages effectively with key stakeholders including the Local Enterprise Partnership (LEP) to ensure the curriculum meets the needs of local employers and the community. New programmes are being developed to support the increasing engagement of 16-18 learners. In 2014/15 new courses included Hospitality and Catering level 3 and Building Information Modelling (BIM). 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 skills programmes in building technologies. This is being addressed through the development of Advance II. The changes to the requirements of English and mathematics have been fully embraced by the majority of areas within college. A dedicated English and mathematics strategy group drive this agenda forward to ensure curriculum design meets the national agenda. This is demonstrated by the increased success rates for English and mathematics. However, we recognise we need to further increase the number of learners achieving A* -C in English.
OUTSTANDING FACILITIES AND RESOURCES The learning quarter provides outstanding facilities and an exceptional learning environment. The college has invested significantly in facilities to support the delivery of the STEM curriculum through a number of new buildings. Dudley Advance the flagship building for STEM curriculum in the college provides state-of-the-art facilities for engineering and manufacturing as well as being the mechanism for improved employer engagement and partnership. The development of Advance II Centre for Building Technologies will support the engagement of young people into higher level training and progression routes within this sector. The college operates a number of successful ‘real work environments’ - Evolve Hair and Beauty, Evolve Gym, Evolve Theatre, Aspire Works and Stir Café and Bistro. Well-managed study areas (i-points/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 works in partnership with local employers to ensure that work experience activities are of a high quality, well planned and meaningful. Guest speakers from industry ensure learners have access to ‘real’ insights into their chosen career pathway. The college’s Personal Improvement Programme (PIP) enables students to develop and gain the holistic skills required to become a successful employee. As a lead college for WorldSkills UK, our learners are able to engage in national competition to showcase the industry skills gained at college and highlight the vocational skills available for young people.
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 new PREVENT agenda for further education is being well embedded across the college. All managers attended a WRAP (workshop on raising awareness of prevent) training session and three college managers completed WRAP Train the Trainer sessions so this can be disseminated to both staff and learners. All governors attended a PREVENT awareness session and are completing online PREVENT training. PREVENT sessions have been delivered to staff at college conference and staff are completing relevant online training. Staff and learners routinely exemplify British values. A specific British values session is delivered as part of the Performance Improvement Programme. There are still some staff who require further support to develop their confidence, skills to promote equality and diversity as well as British values in the classroom. Learners’ spiritual, moral, social and cultural development is ensured through the comprehensive cross college PIP.
EFFECTIVE SUPPORT FOR LEARNERS
Leadership and management in the vast majority of areas is highly effective. This is demonstrated through high levels of learner satisfaction across all provision.We recognise however that in a small number of areas including business, accounts and construction trades this requires improvement.
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 successfully access curriculum. Confidential counselling is effective in supporting learners with complex personal issues to remain on programme and succeed.
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. The management team carry out comprehensive curriculum planning which ensures an efficient and responsive curriculum. Strategy groups lead on key themes, such as STEM, English and mathematics, driving strategic developments across college. These groups have clear actions which are effectively monitored. The STEM group recognises the need to increase engagement for underrepresented groups in STEM subjects. Self-assessment is comprehensive and accurate. Managers use data effectively to drive performance and monitor any areas of underperformance. Managers communicate effectively across college to ensure the vision is achieved.
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 co-ordinator for those progressing to higher education.
25 FULL TIME LEARNERS AGED 16-18 YEARS
Training for all staff including governors and volunteers is robust and effectively monitored through the single central record held by the personnel department.
EFFECTIVE LEADERSHIP AND MANAGEMENT
26
FULL TIME LEARNERS AGED 16-18 YEARS
2.9 SUMMARY OF SUBJECT PERFORMANCE REPORT GRADES Subject Area Animal science Business
Computing Construction Early years Electrical Engineering English Hair and beauty Health and social care Mathematics Motor vehicle Performing studies Public services Science SEND
(Special educational needs and disabilities)
Sport Travel and tourism Visual arts
Effectiveness of leadership and management
Overall effectiveness
Outcomes for learners
1 3 2 2 2 2 2 1 2 1 2 2 2 1 3 1 1
1
1
1
1
3
2
2
3
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
1
2
1
1
2
2
2
2
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2
2
1
1
1
1
3
2
2
3
1
2
1
1
1
1
1
1
1 1 1
1
2
2
1
1
1
2
1
1
1
1
1
The results of robust self-assessment of outputs and inputs by each curriculum area are presented in the summary of Subject Performance Report grades table. These results inform a Quality Improvement Plan (QIP) for each area which drives progress. Ofsted criteria is used to arrive at these grades. 1 = Outstanding 2 = Good 3 = Requires Improvement 4 = Inadequate
27 FULL TIME LEARNERS AGED 16-18 YEARS
Catering and retail
Quality of personal development, behaviour and welfare
Quality of teaching learning and assessment
3. FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS SUMMARY OF OUTPUTS AND INPUTS
OUTPUTS 28
What key outputs did we achieve?
FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS
We significantly increased local participation in A and AS level learning:
We made a significant impact on the local skills gap by upskilling young people:
−
− 315 (69%) of A and AS learners were following STEM programmes of study, increased by 9% on previous years.
We engaged 455 young people in A and AS levels in 2014/15.
− 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.
−
126 (80%) learners completing A levels progressed immediately to higher education.
We successfully engaged A level learners from diverse communities:
What better outputs could we achieve?
− 135 (31%) A and AS learners were from ethnic minority groups. Our A and AS learners are significantly more diverse than the local community where 11.5% of the population are from minority groups.
−
The number of learners achieving high grades in AS levels.
−
The number of learners progressing from AS to A levels.
−
The value added scores of AS level learners.
−
The number of learners completing A levels progressing into higher apprenticeships.
−
The levels of satisfaction of AS and A level learners.
−
31 (7%) of A and AS learners reported a learning difficulty or disability.
We increased the numbers of A and AS learners who successfully achieved their programme of study: − Success rates on A and AS levels have improved over three years and are now high and above national rates. − Value added on A levels has improved in each of the last three years and is now rated Alps grade 4 ‘very good’. − The number of learners achieving high grades on both A and AS level has increased in each of the last three years. − There are no significant differences in the success rates of learners from diverse groups or those with a learning difficulty or disability. We supported the progression of our A level learners to positive destinations: − 146 (94.5%) A level learners completing their programme of study progressed immediately to a positive destination, either higher or further training or directly into employment.
INPUTS What inputs could we deliver better?
-
An extensive curriculum offer focusing on STEM subjects.
-
The quality of teaching, learning and assessment, which are routinely good.
- Advice and guidance on vocational options for marginal AS learners, prior to enrolment.
-
Teachers’ delivery of engaging lessons which utilise resources and facilities very well.
- 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.
-
The use of value added indicators and stretching targets for AS level learners.
- Arrangements to fast track AS level learners into year two of vocational National Diplomas. - The promotion of higher apprenticeships as an alternative progression route for A level completers. - The confidence of teachers in promoting equality, diversity and British values in lessons. -
Arrangements to engage A and AS level learners in learner voice activity.
29 FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS
What were the key strengths of our inputs?
3.1 ENGAGEMENT AND PARTICIPATION RATES Learner engagement trend analysis
30
Travel to learn map
500 450
FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS
400 350
Wolverhampton
Walsall
300
Bilston
250 Gospel end
200
Dudley Tipton
Himley
150
West Bromwich Oldbury
100
Rowley Regis
50
Brierley Hill
0 2011-12
2012-13
2013-14
2014-15
Dudley Sixth has been successful in its drive to increase student 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 455 in 2014/15, almost doubling the provision in that period. This growth is continuing with over 500 enrolments in 2015/16. 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).
Stourbridge
Birmingham
Halesowen
The map shows the travel to learn pattern of our A level learners in 2014-15. The majority of learners are from Dudley borough, as you would expect, with increasing numbers of students looking to remain in Dudley to study rather than travel elsewhere. 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.
31 FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS
3.2 IMPACT ON DIVERSITY AND INCLUSION Gender
Ethnicity Asian 13.5% Success rates: 91.9%
Female 63.4% Success rates 90.5%
32
Other 9.9% Success rates: 86%
FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS
Mixed 3.8% Success rates: 90.4% Black 3.2% Success rates: 95.2%
Male 36.6% Success rates 84.1%
White 69.5% Success rates: 87.2%
Learning difficulty or disability
Yes 7.1% Success rates 83.1%
Dudley Sixth continues to support a very diverse student body. In 2014-15 there were more female A level learners than male at Dudley Sixth, and the success 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. 30.5% of our learners are from minority groups who make up 11.5% of the local population. There are no substantial trends in success 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 students with learning difficulties or disabilities (31 reported in 2014-15) through a wide range of support mechanisms. These learners historically achieve at a rate comparable with their peers.
No 92.9% Success rates 88.9%
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 success for all.
100%
98.9%
97.2%
2012-13 98.9%
2013-14 97.2%
95%
96.9%
90% 80%
3.3 OUTCOMES FOR LEARNERS
Overall success rate A level 100%
Overall success rate A/AS level
98.9%
97.2%
96.9%
95%
90%
100%
70%
90%
85.6%
88.1%
College success rate
60% 50%
90% 2012-13
2013-14
2014-15
College success rate
77.6%
Latest published national success rate
70%
100%
60%
70%
60%
90%
82.5%
80%
80.4%
82.6%
71.6%
50%
70%
2012-13
2013-14
2014-15
2012-13 College success rate
Latest published national success rate 2012-13
2013-14
2014-15
College success rate
Latest published national success rate
Outcomes for A and AS level learners continues a three year trend in improving performance which is above national rates. Despite significant growth in student numbers, Dudley Sixth A Level learners continue to succeed at a very high rate – 96.9% in 2014-15. Within this there is a picture of increasing high grade achievements for our learners with 68.1% achieving A*-C grade and 33.5% achieving A*-B grade. AS level success rate has maintained at 82.6%, which is above national rate. Again there is an increase in those learners achieving high grades this year with 52.5% achieving A*-C and 25.8% achieving A*-B.
2013-14
60% 50%
College success rate
50%
33
Latest published national success rate
80%
Overall success rate AS level
95%
2014-1 96.9%
Latest published national success rate
Outcomes for A and AS level learners continues a three year trend in improving performance which is above national rates.
FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS
80%
86.2%
60% 50%
80%
100%
70%
2014-1
3.4 STAKEHOLDER SATISFACTION Year end learner satisfaction (QDP survey) 100
34
82
85
82 83
86 78
85 76
85 75
84 77
60 Rating
FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS
80
80
85
40
20
0 Teaching and Learning
The support I receive
College rating
Test and assessment
Wellbeing
Accommodation 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.
The results from the 2014-15 end of year survey shows that A level students report satisfaction that is comparable to the responses nationally – although we recognise the need to continue to strengthen engagement with the college’s learner voice processes to ensure that learner satisfaction continues to improve.
3.5 DISTANCE TRAVELLED BY LEARNERS
1
100%
Alps* Value Added indicator A level value added score - 0.82 A level value added grade - 4
3 75%
4
60%
5
* Alps - Advanced level performance system
1.01 0.88
0.69
25%
0.59
10%
0.42
Bottom
0.21
7 8 9
Alps percentage of subject matching:
2012-2013
2013-2014
2014-2015
Top 25%
13.6%
3.8%
22.5%
Middle 50%
52.6%
53.7%
39.2%
Bottom 25%
33.8%
42.5%
38.3%
Alps value added score
0.64
0.77
0.82
Alps value added grade
7
5
4
0.79
40%
6
35
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 chart shows that our overall value added score for A level programmes is 4, which indicates their performance is ‘very good’ overall. The table shows the percentage of courses that reported a high value added score (in dark orange), those with a low VA score (in grey) and the rest (in light orange), over the last three years. We are pleased to see the percentage of high performing courses increasing and the percentage of low performing courses decreasing.
FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS
2
90%
1.46
3.6 LEARNER DESTINATIONS A levels
All A/AS levels Unemployed / Voluntary / NEET / Other 4.6%
36
Employment 6.8%
Unemployed / Voluntary / NEET / Other 5.5%
FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS
Education 7.5%
Employment 9.2%
Higher Education 80.1%
AS levels Higher Edcuation 50.4% Higher Education 4.3%
Education 35.8%
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 2014-15, followed by an analysis by level. Overall the survey reported that 424 (95.4%) completing A level learners progressed to a positive destination of higher education (university), education or training or employment.
Unemployed / Voluntary / NEET / Other 3.2%
Employment 12.8%
For A level learners the huge majority (80.1%) choose to continue on to university as we would expect. For AS learners, 79.8% continue with their studies at college, but a number do go directly into employment. This continues a three year trend of positive destinations for our learners.
Education 79.8%
All A/AS level destinations by diversity type
0%
20%
40%
60%
80%
100%
37
LDD* - No
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* - Yes
3.7 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY STEM in the curriculum - trend analysis 100%
38
90%
FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS
80% 70%
69% 64% 60%
60% 50% 40% 30% 20% 10% 0% 2012-13
2013-14
2014-15
The local economy relies on a workforce with high level skills and skills in STEM subjects (science, technology, engineering and mathematics). The chart above shows the percentage of qualifications completed by A-level learners that were in STEM related subjects. In 2014-15, 315 (69%) 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.
3.8 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 they are able to develop effective research methods to support them in higher education. The use of ILT and SMART technologies is routinely strong within the classroom and learners benefit from a range of learning materials. We recognise that the use of the college’s VLE (Blackboard) for assessment of learning remains an area for improvement. The Performance Improvement Programme (PIP) is highly effective in preparing our learners for progression to higher education or employment. 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 they achieve their potential. Evidence can be seen in the significant improvement in the value added score 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 and learning support staff.
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 in 2014/15 to enable crossover between theoretical knowledge of building technologies delivered in Dudley Sixth and practical skills delivered in Dudley Advance. There is still a requirement to develop arrangements to fast track AS learners on to the second year of national diplomas. OUTSTANDING FACILITIES AND RESOURCES Dudley Sixth along with the entire Learning Quarter offers outstanding resources and facilities to A Level students including excellent science laboratories. The new Dudley Enhance has positively impacted on A level students who were the driving force behind its conception. Learners benefit from two well-resourced iPoints which support their independent learning. Language laboratories are available to support the development of modern languages. A level students have access to silent study rooms during exam periods.
EFFECTIVE ARRANGEMENTS FOR MEETING EMPLOYERS’ NEEDS Best practice sees many A level students completing work experience placements alongside their academic studies. 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 students and universities to ensure our students have the guidance required to make informed choices and gain a place at their chosen university. We recognise the 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. Training for all staff including governors and volunteers is robust and effectively monitored through the single-central record in personnel. The new PREVENT agenda for further education is being well embedded across college. All managers attended a workshop on raising awareness of prevent (WRAP) training session and three college managers completed WRAP Train the Trainer sessions so this can be disseminated to staff and learners. All governors attended a PREVENT Awareness session and are completing online PREVENT training. PREVENT sessions have been delivered to staff at college conference and staff are completing relevant online training.
39 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 the 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.
A dedicated team of staff carry out formal observations which are measured against professional standards. Peer observations are routinely used to share best practice. Outstanding Practice in Teaching sessions focus on college wide themes to support the improvement of quality. Continuing support for all A level tutors is provided by a dedicated performance coach.
40
Staff and learners routinely exemplify British values. A specific British values session is delivered as part of the Performance Improvement Programme. There are still some staff who require further support to develop their confidence and skills to promote equality and diversity and British values in the classroom.
FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS
Learners’ spiritual, moral, social and cultural development is ensured through a comprehensive cross college PIP. 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 success rates including high grades that are now above the national average for both A and AS 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. 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 underperformance. Managers communicate effectively to ensure the vision is achieved. Arrangements to engage A and AS level learners in learner voice activities require further improvement.
EFFECTIVE SUPPORT FOR LEARNERS Learning support for students 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 successfully access curriculum. Confidential counselling is effective in supporting students with complex personal issues to remain on programme and succeed. 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 coordinator and guidance officers for those progressing to higher education. There needs to be improvement in the promotion of alternative vocational options for marginal AS learners prior to enrolment.
3.9 SUMMARY OF SUBJECT PERFORMANCE REPORT GRADES
Subject Area Business and ICT
Humanities Modern languages Science and mathematics
Outcomes for learners
Quality of teaching learning and assessment
Quality of personal development, behaviour and welfare
Effectiveness of leadership and management
2 2
2
2
2
2
2
2
2
2
2 2 2
2
2
2
2
2
2
2
2
2
2
2
2
The results of robust self-assessment of outputs and inputs by each curriculum area are presented in the summary of Subject Performance Report grades table. These results inform a Quality Improvement Plan (QIP) for each area which drives progress. Ofsted criteria is used to arrive at these grades. The grades 1 – 4 are defined as: 1 = Outstanding 2 = Good 3 = Requires Improvement 4 = Inadequate
41 FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS
Creative and performance studies
Overall effectiveness
4. FULL TIME AND PART TIME ADULT SKILLS LEARNERS
SUMMARY OF OUTPUTS AND INPUTS
OUTPUTS 42
What key outputs did we achieve?
FULL TIME AND PART TIME ADULT SKILLS LEARNERS
We engaged local adults in skills based learning:
We made a significant impact on the local skills gap by upskilling adults:
−
− 1,008 (33%) adults were following STEM programmes of study, increased by 4% on previous years.
We engaged 3,036 adults in skills programmes in 2014/15.
− This is a decrease of 30% on participation in the previous year in line with cuts to adult skills funding. We successfully engaged learners from diverse communities: − 1,303 (42%) learners 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.
− 160 (24%) learners completing their level 2 programme, progressed immediately to an advanced level skills programme. − 165 (46%) learners completing their level 3 programme progressed immediately to a higher education programme and 155 (33%) progressed directly into employment. −
609 learners improved their functional skills in English and mathematics.
−
62 learners (61% of entries) achieved a grade A*-C in GCSE mathematics.
We maintained high success rates on adult skills programmes:
−
59 learners (50% of entries) achieved a grade A*-C in GCSE English.
− Success rates for learners at all levels have remained consistently high and above national rates in each of the last three years.
−
We achieved high levels of learner satisfaction well above national comparators.
− 557 (18%) learners reported a learning difficulty or disability. Participation by learners with a learning difficulty or disability has increased by 2% over the last year.
− There are no significant differences in the success rates of learners from diverse groups or those with a learning difficulty or disability. − Success rates on functional skills programmes in English and mathematics are well above those reported nationally. We supported the progression of our learners to positive destinations: − 2,049 (86%) learners 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 (93%) and level 3 programmes (92%).
What better outputs could we achieve? −
The number of adults achieving A*-C grades in English and mathematics.
−
The number of adult learners progressing onto apprenticeships.
−
The number of adults on advanced level programmes.
− The number of adult learners on level 1 programmes progressing to positive destinations.
INPUTS What inputs could we deliver better?
− A responsive curriculum designed to support the progression of adults to advanced and higher level skills programmes.
− Raise the aspirations of adult learners completing functional skills to progress to GCSEs in mathematics and English.
− Highly effective programmes to help adults improve their functional skills in English and mathematics.
− The promotion of adult apprenticeships as a progression route for classroom based adult learners completing their programmes of study.
− The quality of teaching, learning and assessment, which are routinely good and often outstanding, particularly on functional skills programmes and programmes for English for speakers of other languages.
−
The promotion of advanced learning loans.
−
Destination and progression advice provided to completing level 1 learners.
− 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.
43 FULL TIME AND PART TIME ADULT SKILLS LEARNERS
What were the key strengths of our inputs?
4.1 ENGAGEMENT AND PARTICIPATION RATES
Learner engagement trend analysis
Travel to learn map
44
4,000 3,500
Tamworth
3,000 Learners
FULL TIME AND PART TIME ADULT SKILLS LEARNERS
4,500
Wolverhampton
Walsall
2,500 2,000 Dudley
1,500
Sutton Coldfield
West Bromwich Birmingham
1,000 500 0 2011-12
2012-13
2013-14
2014-15 Kidderminster
There was a planned reduction in adult learners in 2014-15, in line with reductions in government funding for adult programmes. Whilst some of this 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.
The map shows the travel to learn pattern of our adult learners in 2014-15. The majority of learners are from Dudley borough, as you would expect, with increasing numbers of learners looking to remain in Dudley to study rather than travel elsewhere. The catchment area is wider than seen with 16-18 learners, suggesting adult learners are willing to travel further for their studies.
4.2 IMPACT ON DIVERSITY AND INCLUSION Gender
Male 46.3% Success rates 91.1%
Asian 15.4% Success rates: 85.5%
Ethnicity
Mixed 3.8% Success rates: 86.6%
White 57.9% Success rates: 90.7%
Female 53.7% Success rates 87.4%
Yes 18.1% Success rates 87.7%
Learning difficulty or disability
Other 12.6% Success rates: 92.6%
The college continues to support a very diverse student body. In 2014-15 there was a fairly even mix of male and female adult learners, with male learners succeeding at a slightly higher rate than female. Their ethnicity profile shows our learners as a group are more diverse than the local community. 42.1% of our learners are from minority groups who make up 11.5% of the local population. There are no substantial trends in success gaps based on ethnicity, although some fluctuations are observed each year. The college was pleased to support some 557 adult learners with learning difficulties or disabilities in 2014-15, through a wide range of support services. These learners historically achieve at a rate comparable with their peers.
No 81.9% Success rates 89.6%
45 FULL TIME AND PART TIME ADULT SKILLS LEARNERS
Black 10.3% Success rates: 84.6%
90.1% 90%
85.3%
89.2% 87.6%
80%
4.3 OUTCOMES FOR LEARNERS
70%
Success rate - level 1
60%
100% 90%
Success rate - all levels
90.2% 88.7%
85.5%
90.1%
50% 100%
80% 70%
46
100%
FULL TIME AND PART TIME ADULT SKILLS LEARNERS
90%
90% College success rate 85.3%
60%
90.1% 85.3%
89.2%
50%
87.6%
2012-13
2012-13
2013-14
2014-15
College success rate
80%
2013-14
2014-15
90.1%
89.2% 87.6%
Latest published national success rate
70%
Success rate - level 2 Latest published national success rate
80%
60%
100% 90%
70%
92.4% 86.2%
86.4%
89.9%
50% 100%
80% 70%
60%
90%
60%
50%
50%
2012-13
2013-14
2014-15
2012-13 College success rate 85.3%
2013-14
2014-15
90.1%
89.2% 87.6%
Latest published national success rate 2012-13
2013-14
2014-15
80%
College success rate
70%
Latest published national success rate
College success rate
Success rate - level 3
60%
100%
Latest published national success rate
90% 82.6%
83.7% 82.3% 84.3%
80% 70%
Success rates for our adult learners remains strong and above national rate at all levels. There is a very slight drop in overall success compared to the previous year. This is attributable to a drop in success rates for level 2 programmes (predominantly mathematics functional skills) – although the success for these programmes remains strong at 89.9% (compared to a national rate of 86.2%). Success at levels 1 and 3 has remained high or improved over the 3 year trend.
50%
2012-13
2013-14
College success rate
60% 50%
Latest published national success rate 2012-13
2013-14
College success rate Latest published national success rate
2014-15
2014-15
90%
85.3%
87.6%
80%
70%
Functional skills SFL success rate - level 1
Functional skills success rate - All levels
60%
100%
100%
90%
82.5%
80%
90%
90% College success rate 85.3%
60%
79.0%
78.7%
2013-14
2012-13
Latest published national success rate
47
88.1%
80%
50%
78.7%
70%
Latest published national success rate
50%
2013-14
College success rate
67.2%
60%
College success rate
2012-13
73.9%
Latest published national success rate 2013-14
2012-13
2014-15
College success rate Latest published national success rate
GCSE results - two year trend A*-C
D-G
23.8% 56.3%
33.3%
A*-C 66.7%
Success rates for English and mathematics functional skills qualifications for adults is very high and well above national rates. Although we do see the impact on level 2 functional skills success brought about by the drop in performance on mathematics in 2014-15, the figures above still represent 609 adults who have improved their literacy or numeracy in the past academic year. The number of adults achieving an A*-C grade in GCSE English has improved on the previous year (now at 50.4%). There has however been a drop in success for adults achieving A*-C grade in GCSE mathematics, although it remains at 60.8%.
31.3% 2013-14
50.4% 2014-15
GCSE English
19.6%
A*-C 2013-14
D-G
2014-15
GCSE Maths
56.3% 56.3%
23.8% 33.3% 23.8%
33.3% 50.4% 66.7%
31.3% 2013-14
D-G
60.8%
31.3% 50.4% 2014-15 2013-14
GCSE English 2014-15 2013-14
GCSE English
19.6% 66.7%
19.6% 60.8%
60.8% 2013-14
2014-15
GCSE Maths 2014-15
GCSE Maths
FULL TIME AND PART TIME ADULT SKILLS LEARNERS
90%
2014-15
70%
60%
100%
50%
89.2% 87.6%
80%
2014-15
Functional skills success rate - level 2
60%
2014-15
90.1%
College success rate
70%
2013-14
2013-14
Latest published national success rate
50%
71.7%
2012-13
2012-13
73.6%
70%
83.7% 80%
50% 100%
80.8%
78.7%
2014-15
4.4 STAKEHOLDER SATISFACTION Year end learner satisfaction (QDP survey) 100
48
83
82 76
75
76
87
82
81 70 67
76
85 76
78
60 Rating
FULL TIME AND PART TIME ADULT SKILLS LEARNERS
80
88
83
40
20
0 Teaching and Learning
The support I receive
College rating
Test and assessment
Wellbeing
Accommodation Work and experience and equipment community
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.
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 8.3 for the college.
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 bad’ and 10 is ‘very good’. The questions were as follows. 1. How good or bad was the information you were given when you were choosing your course?
9.5
2. How good or bad was the help staff gave you in the first few weeks?
Learner satisfaction
9.0
3. How good or bad is the teaching on the course? 8.5
4. How good or bad is the respect staff show to you?
8.0
5. How good or bad is the advice you have been given about what you can do after the course?
7.5
6. How good or bad is the support you get on this course?
7.0
Qu. 1
Qu.2
Qu.3
Qu.4
Qu.5
Qu.6
Qu.7
Qu.8
Qu.9
2012-13
8.5
8.7
8.6
9.0
8.5
8.9
8.5
8.3
8.7
2013-14
8.7
8.8
9.0
9.3
8.6
9.1
9.0
8.8
9.0
2014-15
8.9
9.1
9.2
9.4
8.8
9.2
9.1
8.9
9.1
Qu.10
7. How good or bad are the college staff at listening to the views of learners? 8. How good or bad is the college at acting on the views of learners?
9.1
9. Overall, how good or bad do you think the college is? 10.How likely is it that you would recommend the college to friends or family?
FULL TIME AND PART TIME ADULT SKILLS LEARNERS
Learner satisfaction (FE choices survey)
49
4.5 LEARNER DESTINATIONS
Level 1
Unemployed / Voluntary / NEET / Other 21.1%
All levels High Education 9.2%
Education / Training (not HE) 44%
50
Employment 34.9%
FULL TIME AND PART TIME ADULT SKILLS LEARNERS
Unemployed / Voluntary / NEET / Other 13.7%
Level 2
Employment 66.6%
Employment 45.8%
Education / Training (not HE) 31.3%
Unemployed / Voluntary / NEET / Other 6.9%
Education / Training (not HE) 26.6%
Level 3 Education / Training (not HE) 14.2%
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 adult learners completing their studies in 2014-15, followed by an analysis by level. Overall the survey reported that 86.3% of completing students went on to a positive destination (education, training or employment), which is a slight improvement on the previous academic year (85.6%).
Analysis by academic level shows that level 1 students show the poorest progression to a positive outcome. There is good progression to higher education for level 3 learners. Employment remains the predominant destination for adult learners.
Unemployed / Voluntary / NEET / Other 7.5%
High Education 45.8% Employment 32.5%
Destinations by diversity type 0%
20%
40%
60%
80%
100%
51
Male
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 and the specific destinations of our students are broadly the same for all types, with the exception of learners with a learning difficulty or disability who report more negative outcomes. Further analysis of this however shows that a number of these learners would not be expecting traditional positive destinations having come to study life skills or softer skills development.
FULL TIME AND PART TIME ADULT SKILLS LEARNERS
Female
4.6 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY
52
STEM in the curriculum - trend analysis
FULL TIME AND PART TIME ADULT SKILLS LEARNERS
100% 90% 80%
The local economy relies on a workforce with high level skills and skills in STEM subjects (science, technology, engineering and mathematics).
70% 60% 50% 40% 30%
33% 29%
28%
2012-13
2013-14
20% 10% 0% 2014-15
The chart opposite shows the percentage of qualifications completed by adult learners that were in STEM related subjects. In 2014-15, 1,008 (33%) of our adults followed STEM programmes of study. Whilst this is an improving picture, we recognise that we need to continually review our adult offer to ensure it is meeting the skills needs of the region.
4.7 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. Feedback is regular and detailed and in the best lessons mistakes with spelling, grammar and punctuation are routinely identified. In a minority of lessons in access to higher education this needs to be done more regularly. Staff use ILT effectively in classes to enhance the learning experience of adults and for basic skills learners allow them to 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 effective and covers all teachers and learning support staff. A dedicated team of staff carry out formal observations which are measured against professional standards. Peer observations are routinely used to share best practice. Outstanding Practice in Teaching sessions focus on college wide themes to support the improvement of quality. 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
EFFECTIVE ARRANGEMENTS FOR MEETING EMPLOYERS’ NEEDS
Learners benefit from flexible modes of study which support their engagement in learning.
Part time technical courses allow learners to upskill in their relevant trades to meet their professional industry standards. The development of Advance II will allow higher level courses in building technologies to be introduced.
In response to the reduction in adult skills budget, we continue to review our curriculum offer to ensure we effectively target local priority areas. Employability skills are embedded into adult programmes. Best practice in ESOL sees adults visit local employers to investigate job opportunities in the UK. These included Birmingham Airport, Russells Hall Hospital and the annual Christmas Job Fayre at the Merry Hill shopping centre. Adults studying access to higher education 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 higher education programmes and progress to university. 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. In addition, access to higher education learners have an independent study room to complete assignments and private study. Classroom environments are welcoming and focussed with learners’ work displayed and updated regularly. All adult learners have access to ICT to enhance their learning and support the development of their personal IT skills.
ESOL learners engage effectively in an employability programme which includes work placement visits, exposing them to job opportunities. Access learners are prepared well for further study in higher education 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. 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. Student satisfaction around feeling safe in college is exceptional. Training for all staff including governors and volunteers is robust and effectively monitored through the single central record in personnel. The new PREVENT agenda for further education is being well embedded across college. All managers attended a WRAP training session and three college managers completed WRAP Train the Trainer sessions so this can be disseminated to staff and learners. All governors attended a PREVENT awareness session and are completing online PREVENT training. PREVENT sessions have been delivered to staff at college conference and staff are completing relevant online training. Staff and learners routinely exemplify British values. A specific British values session is delivered as part of the Performance
53 FULL TIME AND PART TIME ADULT SKILLS LEARNERS
The quality of teaching learning and assessment is routinely good and very often outstanding particularly in our English for speakers of other languages (ESOL) provision. In the majority of sessions English and mathematics skills are expertly embedded. There is ongoing support to further develop staff skills to enable this to be effective in access to higher education and construction programmes.
supporting the development of higher level skills across vocational and technical areas.
4.7 REVIEW OF STRATEGIC INPUTS (SIPs) CONTINUED Improvement Programme. There are still some staff who require further support to develop their confidence and skills to promote equality and diversity and British values in the classroom.
54 FULL TIME AND PART TIME ADULT SKILLS LEARNERS
Satisfaction amongst adult learners demonstrates they feel the college actively promotes equality and diversity and that they are treated fairly. EFFECTIVE LEADERSHIP AND MANAGEMENT The quality of leadership and management is high. Effective use of the 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. Robust quality assurance systems within the access to higher education programmes have been commended by external verifiers. Externally set and marked examinations are well organised and in ESOL the “no notice” inspection from the accrediting body highlighted excellent practice with no areas for improvement. A targeted steering group has been created to drive the English and mathematics agenda by using data performance and national policy. Self-assessment is comprehensive and accurate. Managers use data effectively to drive performance and monitor any areas of underperformance. 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. In addition, a specific local campaign – “Stay local go further” – has been initiated to further raise awareness of adult opportunities within education.
EFFECTIVE SUPPORT FOR LEARNERS Support for learners is highly effective and allows learners to achieve success at a rate comparable with their peers regardless of their age, ethnicity or gender. All learning 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. Confidential counselling is highly effective in supporting learners with personal issues to achieve. Effective support, advice and guidance from the learners finance team enables adult learners to cope with the financial strain of attending college. A number of learners benefitted 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.
4.8 SUMMARY OF SUBJECT PERFORMANCE REPORT GRADES
Subject Area Access
Adult functional skills Construction Electrical Engineering ESOL (English for speakers of other languages) Hair & beauty Motor vehicle Teacher training
Outcomes for learners
Quality of teaching learning and assessment
Quality of personal development, behaviour and welfare
Effectiveness of leadership and Management
2 3 1 2 2 1 1 1 2 1
2
2
2
2
3
2
2
3
1
2
1
1
1
2
2
2
1
2
2
2
1
1
1
1
2
1
1
1
1
1
2
2
2
2
2
2
2
1
1
1
The results of robust self-assessment of outputs and inputs by each curriculum area are presented in the summary of Subject Performance Report grades table. These results inform a Quality Improvement Plan (QIP) for each area which drives progress. Ofsted criteria is used to arrive at these grades. The grades 1 – 4 are defined as: 1 = Outstanding 2 = Good 3 = Requires Improvement 4 = Inadequate
55 FULL TIME AND PART TIME ADULT SKILLS LEARNERS
Accounts
Overall effectiveness
5. APPRENTICESHIPS AND WORK BASED LEARNERS
SUMMARY OF OUTPUTS AND INPUTS
OUTPUTS 56 APPRENTICESHIPS AND WORK BASED LEARNERS
What key outputs did we achieve?
What better outputs could we achieve?
We significantly increased local participation in skills based learning:
satisfaction, above national comparators.
−
− The number of level 2 apprentices progressing to advanced apprenticeships.
We engaged 918 young people in apprenticeships.
− Despite a falling local demographic we have increased the participation of young people in apprenticeships by 51% over the last five years.
− The number of advanced and higher apprentices.
−
We engaged 1,987 adults in apprenticeships.
− The number of young women participating in STEM apprenticeships, particularly engineering and advanced manufacturing.
−
In total we engaged 2,905 individuals in apprenticeships.
− The number of young people from ethnic minority groups taking
We ensured apprentices successfully achieved their programme of study: − Success 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 success 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 (66%) of 16-18 apprenticeships were on programmes directly supporting the Black Country Local Enterprise Partnership’s priority sectors (based on 2013-14 data). − 1,569 (54%) apprentices were following STEM programmes of study, increased by 6% on the previous year. Our apprenticeship provision achieved high levels of employer and learner
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 apprenticeship to ethnic minority communities.
− The support and challenge provided by teachers and assessors to raise the ambitions of young apprentices.
− Learning support for adult 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.
− ‘Business to business’ services for employers aligned to the new apprentice levy.
57 APPRENTICESHIPS AND WORK BASED LEARNERS
What were the key strengths of our inputs?
5.1 ENGAGEMENT AND PARTICIPATION RATES Apprentice engagement and trend analysis As part of the college’s continued focus on the development of apprenticeship provision for young people, we are pleased to report a continued growth in 16-18 apprenticeships, growing from 607 in 2011/12 to 918 in 2014/15 (a growth of 51%). This growth is supported by effective engagement with local employers and dedicated apprenticeship placement services offered by the college’s Employment Hub.
58 APPRENTICESHIPS AND WORK BASED LEARNERS
3000 2500
Across the same period there has been an overall reduction of 10% in total apprenticeship numbers, due to a reduction in adult apprenticeships as employers undertook training through other mechanisms such as Train to Gain or ESF initiatives. With a focus on apprenticeships in 2014-15 we are pleased to see the number of adult apprenticeships increase over the last academic year.
2000 1500 1000 500 0 2011-12
2012-13
16 to 18
Adult
2013-14
2014-15
In total, some 2,905 individuals undertook apprenticeship training in 2014-15. A key area of growth has been engineering and manufacturing, supported by the creation of our new Centre for Advanced Manufacturing & Engineering Technology, Dudley Advance. We are pleased to be the provider of choice for many employers looking to develop staff through apprenticeship programmes.
Apprentice provision Newcastle upon Tyne
59 APPRENTICESHIPS AND WORK BASED LEARNERS
Isle of man Leeds Manchester Liverpool
Sheffield
Birmingham
London
The heat map shows the location of the organisations in which our apprentices are employed. 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.
60
APPRENTICESHIPS AND WORK BASED LEARNERS
5.2 IMPACT ON DIVERSITY AND INCLUSION 16 - 18 APPRENTICESHIPS Ethnicity mix
Learning difficulty or disability
Female 24.6% Success rates 86%
Black 1% Asian 6.2% Success rates: 78.9% Success rates: 83.3%
Yes 7.6% Success rates 77.8%
Mixed 3% Success rates: 80% Other 1.8% Success rates: 77.8%
Male 75.4% Success rates 83.4%
White 88.1% Success rates: 84.7%
No 92.4% Success rates 84.5%
19+ APPRENTICESHIPS Gender mix
Ethnicity mix
Learning difficulty or disability
Female 49.2% Success rates 89.1%
Black 1.8% Asian 7.2% Success rates: 81.3% Success rates: 86.7%
Yes 6.3% Success rates 83.9%
Mixed 2.3% Success rates: 80% Other 2.8% Success rates: 81.3%
Male 50.8% Success rates 90%
White 85.8% Success rates: 90.6%
No 93.7% Success rates 89.9%
In 2014-15 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. 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). Their ethnicity profile shows our apprenticeship learners as a group are representative of the local community. 11.9% of our 16-18 apprentices and 14.2% 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 success between ethnic groups, due in the main to retention in employment as opposed to successful completion of qualifications. We were pleased to support 176 apprentices with learning difficulties or disabilities in 2014/15. The success rate of these apprentices, whilst high, is below those without a learning difficulty or disability. Careful analysis of the reasons for withdrawal of noncompleting apprentices does not lead to any cause for concern.
61 APPRENTICESHIPS AND WORK BASED LEARNERS
Gender mix
100%
5.3 OUTCOMES FOR LEARNERS
90%
92.7%
91.2%
88.3%
80%
62
Overall success rate - all apprenticeships
70% apprenticeships All ages overall success rate - intermediate
100%
100%
60%
90%
APPRENTICESHIPS AND WORK BASED LEARNERS
90%
89.2%
89%
87.8%
82.1%
80%
50%
74.7%
70%
80%
60% 50%
68.9%
70%
69.1%
61.5%
100%
53.6% 2012-13
2013-14
2014-15
90%
2012-13
2013-14
College success rate Latest published 92.7% national success rate
91.2%
80%
60%
69.1%
70%
All ages overall success rate - advanced apprenticeships 50% 2013-14
2014-15
Latest published national success rate
92.7%
91.2%
88.3%
80%
50%
2012-13
2013-14
69.1%
70%
College success rate
60% 50%
Success rates for apprenticeship learners have remained consistently very high for the last three years – well above national rates at all ages. Overall success rate now stands at 87.8%, well above the latest national rate of 68.9%. There has been a slight dip in performance in advanced level apprenticeship success due to a drop in performance on two identified programmes. However success rates for all apprenticeship programmes are still well above national rates.
60%
100% 90%
College success rate
88.3%
College success rate Latest published national success rate
2012-13
2014-15
Latest published national success rate 2012-13
2013-14
College success rate Latest published national success rate
2014-15
2014-15
100% 92.7%
90%
91.2%
88.3%
80%
Timely success rate - all apprenticeships
70% Timely success rate - intermediate apprenticeships
100%
100%
60%
90% 82.1%
80%
80.9%
80%
50%
70%
100%
61.5% 53.6% 2012-13
2013-14
2014-15
90%
63 2012-13
2013-14
2014-15
College success rate Latest published national success rate 92.7%
91.2%
88.3%
College success rate
64.9%
80%
Latest published national success rate
60%
50% 2013-14
69.1%
70% apprenticeships All ages timely success rate - advanced
54.7%
2012-13
74.7%
70% 60%
74%
50%
2014-15
60%
100% 90%
College success rate
70%
Latest published national success rate
81.2%
80% 70.2%
73.3%
2012-13
53.6% 2012-13
2013-14
Latest published national success rate 2014-15
College success rate
There has been a considerable improvement in timely apprenticeship success rates for all learners at all ages. This is now well above national rates on all measures. Timely success now stands at 80.9%, well above the national rate of 54.7%. This shows the impact of improved processes implemented in the college as part of the Skills Hub development.
2013-14
College success rate
60% 50%
50%
The college is continuing to grow the number of learners Latest published national success rate completing higher apprenticeships. There were 70 learners studying higher programmes in 2014-15, although only 14 of them came to the end of their studies in that period with most progressing into 2015-16. Boosting higher apprenticeship numbers by supporting progression from advanced apprenticeships remains a strategic priority for the college.
2014-15
APPRENTICESHIPS AND WORK BASED LEARNERS
90%
69.1%
Age group success
16-18 Overall success rate apprenticeships
100%
100%
64
90%
APPRENTICESHIPS AND WORK BASED LEARNERS
71%
66.2%
60.5%
60% 50%
2012-13
2013-14
2014-15
71%
66.2%
50%
2012-13
91.9%
2013-14
2014-15
90.2%
70%
66.8%
60%
60%
50%
50%
2012-13
2013-14
2014-15
College success rate
College success rate
Latest published national success rate
Latest published national success rate
Latest published national success rate
88.5%
88.1%
80%
90%
70%
70%
60%
60% 2012-13
2013-14
83.3% 77.5%
80%
70.3%
2014-15
80.3% 74.2% 63.1% 50.3% 2012-13
2013-14
50%
69.4% 57% 2012-13
2013-14
2014-15
College success rate
College success rate
Latest published national success rate
Latest published national success rate
2014-15
College success rate Latest published national success rate
19-23 Timely success rate apprenticeships 100%
87.6%
90% 80%
80% 70%
60.5%
24+ Timely success rate apprenticeships 100%
90.8%
College success rate
100%
50%
79.8%
60%
19-23 Overall success rate apprenticeships
90%
90%
80% 70%
24+ Overall success rate apprenticeships 100%
90% 79.8%
80% 70%
16-18 Timely success rate apprenticeships
The college is particularly proud of the quality of apprenticeship provision it provides. 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.
65 APPRENTICESHIPS AND WORK BASED LEARNERS
5.4 STAKEHOLDER SATISFACTION Year end apprentice satisfaction (QDP services) 100
66
81 74 73
73 73
77
75 75
77 75
81 81
77 76 72 72
60 Rating
APPRENTICESHIPS AND WORK BASED LEARNERS
80
40
20
0 Before you started
Induction/ Introduction
College rating
At my work place
Teaching and Learning
Tests and assessments
Wellbeing
My 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 above the control group.
FE Choices employer satisfaction
67
9.6
Rating
8.8
8.4
8
Q3a.
Q3c.
Q3d.
Q3e.
Q3f.
Q4.
Q5.
Q6.
2012-13
8.7
8.9
8.9
9.1
8.9
8.8
9
9.2
2013-14
8.5
8.7
8.8
8.9
8.7
8.6
8.7
8.9
2014-15
8.9
9
9.1
9.3
9.1
9
9
9.2
n’s
e up er e of r ts ry/ w h c s t u r u ed of t fle ust he /or ith n efi yo i fi t e an yo his the d s n w r d g f i y y n e r t o n t t d i o c y o l t b tt a a o n rl s sa ali th our ou nd o an ilar he en ur ism ning cie lea ces dis ll qu l t g w e o y t m fi c a n f r i m e n o o ra gy ini s in ely mm ider g si at ess io g tra ll e you ing pr n a e d r k t s t i i a o r s v l e e t ic c ov in u s fi o en er h nd ds ica he fes in yo ng/a tis the sm ow o re pr seek ov wit ing ract ro iver un ut t sta nee a r d i s p H r s r l g t i l n e m t s e inin yer de ing m gho ou train atio ow ith asse he ling he f de en eliv te p b n o T T w u a f W e m a U ain H u ng C ro D da r is tr plo ng de sta sess th gan tr yo aini th to cto em aini s r a o tr se tr io
t isa
u yo
ir
e th
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 9.0 for employers of apprentices and a rating of 9.2 for whether they would recommend the college. This evidences the work undertaken by the college to build relationships with the employers we serve and ensure the quality of provision is high.
APPRENTICESHIPS AND WORK BASED LEARNERS
9.2
5.5 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY STEM apprenticeship - trend analysis
Proportion of apprenticeships in Black Country LEP transformational sectors (2011/12 - 2013/14)
68 100%
APPRENTICESHIPS AND WORK BASED LEARNERS
Number of Apprenticeships
90% 0
80% 70%
200
2013-14
60% 50%
100
300
400
500
65.5%
54% 47%
48%
40%
2012-13
66.1%
2011-12
64.2%
30% 20% 10% 0% 2012-13
2013-14
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. 1,569 (54%) of our apprentices followed STEM programmes of study. We are pleased to see this percentage increase due, in the main, to increases in engineering and manufacturing apprenticeships.
2014-15
BC LEP Transformational Sector
Other
RCU Research & Consultancy Service conducted analysis of the college’s Individual Learner Record (ILR) data to review how well the college was meeting local priorities (last conducted on 2013-14 data). This shows that a high proportion of our apprenticeship learners are following programmes that are linked to Black Country Local Enterprise Partnership transformational sectors.
600
700
800
900
5.6 REVIEW OF STRATEGIC INPUTS (SIPs) OUTSTANDING TEACHING AND LEARNING The quality of teaching, learning and assessment is consistently strong in the vast majority of areas. In a minority of areas some development is still required.
Teachers and assessors provide effective support and challenge to raise the aspirations of learners. This is particularly evident in engineering, hair & beauty, IT, early years and health & social care. Apprenticeship learners’ progress is effectively tracked through robust target setting and day release learners benefit from dedicated pastoral support through Personal Development Officers. As a result of good teaching, assessing and effective progress monitoring, the majority of apprentices make rapid progress in off-the-job training especially in engineering, IT, hospitality and service industries. In a minority of areas, timely achievement is being developed through a structured action plan. This should ensure future improvements are made with apprentices completing their work in a timely manner and taking responsibility for their own learning. Best practice within information learning technology (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 apprentices is being developed to enable them to fully access college resources.
EFFECTIVE ARRANGEMENTS FOR MEETING EMPLOYERS’ NEEDS Managers and staff use their strong links with employers to ensure their apprentices learn the skills industry need. Advance was built through a collaborative approach with employers and Aston University to ensure that apprentices were developing the skills, knowledge and trades required for 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, the virtual welding qualification was a direct response to employer needs and skills shortages in the sector. 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. Local employers benefit from use of state-of-the-art engineering equipment through the Innovation Enterprise Zone in Dudley Advance. This relationship fosters collaboration between college and employers in supporting the growth of apprenticeships. 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 students identified at risk is effective. Apprentice
satisfaction around feeling safe in college is exceptional. Personal Development Officers work closely with the college’s dedicated Safeguarding Co-ordinator to support apprentices identified at risk. Training for all staff, including governors and volunteers, is robust and effectively monitored through the single central record in the personnel department. The new PREVENT agenda for FE is being well embedded across college. All managers attended a workshop for raising awareness of PREVENT (WRAP) training session and three college managers completed WRAP Train the Trainer sessions so this can be disseminated to staff and students. All governors attended a PREVENT awareness session and are completing online PREVENT training. PREVENT sessions have been delivered to staff at college conference and staff are completing relevant online training. Staff and apprentices routinely exemplify British values. A specific British values session is delivered as part of the Performance Improvement Programme (PIP). For apprentices following day release programmes at college there are still some staff who require further support to develop their confidence and skills to promote equality and diversity and British values in the classroom. Learners’ spiritual, moral, social and cultural development is ensured through a comprehensive cross college PIP. 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.
69 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.
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 supports teachers and assessors to fully meet the English and mathematics needs of individuals.
EFFECTIVE LEADERSHIP AND MANAGEMENT
70
Leadership and management across apprenticeship programmes is very strong in the majority of areas. Managers facilitate a culture of high expectations and accountability amongst staff which is supported through the performance management system.
APPRENTICESHIPS AND WORK BASED LEARNERS
Managers provide on-going training for teaching staff and assessors to ensure they can fully meet the needs of their roles. The use of the initial assessments, skills scan/training plan combined with the detailed induction 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 are designed based upon all of the assessments and individual requirements. Managers and assessors effectively use the “chase data” application to support the monitoring of each and every apprenticeship to ensure full completion of framework and timely success. This system is also linked to future success data for early response and action where required. The management team carry out efficient curriculum planning which ensures a responsive curriculum which meets the needs of local and national employers. Managers facilitate initial start-up meetings with new employers where a delivery plan is developed to support the implementation of new apprenticeship programmes. 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. 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 is coordinated well through the personal development officer role. They ensure the demands of the employer and the training are balanced consistently and apprentices develop a wide range of personal and job ready skills leading to high rates of employment and further training. There is a dedicated additional support instructor who assesses learners with additional learning support needs. Support is then appropriately provided to learners to enable successful completion of their programme. There is a dedicated functional skills assessment team who provide support to apprentices 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 they are prepared well for the world of work. 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. Dudley College has recognised that the facilities at Mons Hill campus for construction are not at the standard of other provision within the college. As a direct response, in partnership with the LEP and key employers the college has commenced the development of Dudley Advance II a £12m centre for advanced building technologies. In addition The Broadway is being renovated to accommodate our existing trades provision relocated from Mons Hill from September 2016. Catering apprentices have the opportunity to put classroom theory into practice in the apprentice run café bistro, STIR. The Employment Hub is a dedicated recruitment centre which aligns learners’ skills to an appropriate apprenticeship programme. The centre is well resourced and offers guidance to students and members of the public throughout the year.
5.7 SUMMARY OF SUBJECT PERFORMANCE REPORT GRADES
Subject Area Admin and customer services
Catering and retail Construction Engineering & electrical Hair and beauty Health and social care IT Management Motor Vehicle WAMITAB*
Outcomes for learners
Quality of teaching learning and assessment
Quality of personal development, behaviour and welfare
Effectiveness of leadership and management
1 2 1 2 1 1 1 2 1 2 2
1
1
1
1
2
2
2
2
1
2
1
1
2
2
2
2
1
2
2
1
1
1
1
2
1
1
2
1
2
2
2
2
1
2
2
1
2
2
2
2
2
2
2
2
*Waste management industry training and advisory board
The results of robust self-assessment of outputs and inputs by each curriculum area are presented in the summary of Subject Performance Report grades table. These results inform a Quality Improvement Plan (QIP) for each area which drives progress. Ofsted criteria is used to arrive at these grades. The grades 1 – 4 are defined as: 1 = Outstanding 2 = Good 3 = Requires Improvement 4 = Inadequate
71 APPRENTICESHIPS AND WORK BASED LEARNERS
Accounts
Overall effectiveness
6. HIGHER SKILLS LEARNERS
SUMMARY OF OUTPUTS AND INPUTS
OUTPUTS 72 HIGHER SKILLS LEARNERS
What key outputs did we achieve?
What better outputs could we achieve?
We increased local participation in higher skills learning:
− The number of learners on higher certificate/national level programmes.
− We engaged 338 adults in higher skills programmes.
− The number of women participating in higher level STEM programmes.
We successfully engaged learners from diverse communities:
− The number of learners achieving accountancy qualifications at level 4.
− 96 (28%) learners were from ethnic minority groups. Our learners are more diverse than the local community where 11.5% of the population are from minority groups. We ensured higher skills learners successfully achieved their programme of study. We supported the progression of our learners to positive destinations: − 308 (91%) learners enjoyed a positive destination, of which 220 (65%) 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: − 127 (38%) higher skills learners were following STEM programmes of study. This is increasing each year. Our higher skills learners reported high satisfaction levels above national comparators.
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 quality of teaching, learning and assessment which are routinely good.
− The promotion of our higher skills programmes.
− Effective engagement of learners in enhancement activities.
− The promotion to women of graduate careers in engineering and advanced manufacturing.
− Effective partnership with local universities.
− The promotion of British values on higher skills programmes.
− Outstanding facilities and resources provided across the Dudley Learning Quarter, particularly Dudley Advance.
− Leadership and management of higher level accountancy programmes.
− 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.
− Research opportunities for staff and higher skills learners.
73 HIGHER SKILLS LEARNERS
What were the key strengths of our inputs?
6.1 ENGAGEMENT AND PARTICIPATION RATES Learner engagement trend analysis
74
Travel to learn map
250 200
HIGHER SKILLS LEARNERS
150 100 50 0 2011-12 Classroom L4+
2012-13
2013-14
2014-15
Wolverhampton
Walsall Sutton Coldfield
HNC/D
Dudley Birmingham
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.
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 2014/15 we had 338 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.
Kidderminster
The map shows the travel to learn pattern of our learners in 2014-15. The majority of learners are from Dudley borough, as you would expect, with increasing numbers of learners looking to remain in Dudley to study rather than travel elsewhere. However, it also shows that the college is attracting higher level learners from across the wider Black Country and beyond. We are pleased to see that, as we strengthen our higher level offer and build our reputation for quality delivery of learning and skills, we are able to recruit learners from greater distances.
6.2 IMPACT ON DIVERSITY AND INCLUSION Gender
Ethnicity
Learning difficulty or disability Asian 7%
Female 39%
LDD 9%
Other 12%
Male 61%
White 72%
The majority of higher skills learners are men – with 39% 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 industry 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. 28% of our learners are from minority groups who make up 11.5% of the local population.
75 HIGHER SKILLS LEARNERS
Black 9%
Not LDD 91%
We were pleased to support 31 higher level learners with learning difficulties or disabilities in 2014-15 and are happy to report that these learners achieved at a rate comparable to their peers.
6.3 OUTCOMES FOR LEARNERS Overall success rate
76
100%
94%
96%
HIGHER SKILLS LEARNERS
85%
92%
91% 75%
80% 60% 40% 20% 0% 2012-13 Classroom L4+
2013-14 HNC/D
2014-15
Achievement rates for higher level learners completing HNC/D programmes has continued to improve over the last 3 years and now stands at 92%. Classroom level 4+ provision however has seen a dip in performance this year. This is attributable to one qualification in accounting where final exam results were low. Although this underperformance appears to be recognised nationally, it has been picked up through the quality improvement plan and actions are underway to address this with future cohorts of learners.
6.4 STAKEHOLDER SATISFACTION Year end learner satisfaction (QDP survey) 100 81
79 66
74 64
69
66
67
68
57
60 Rating
80
80
79
40
20 0
0 Teaching and Learning
The support I receive
College rating 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.
Test and assessment
Wellbeing
Accommodation Work and experience equipment and community
Benchmark The results show a further improvement on the previous year with learner satisfaction on all measures markedly above the control group.
Next step
Overall satisfaction
HIGHER SKILLS LEARNERS
80
77
86
81
Ipsos MORI national student survey 100
78
85 85
82
81 86
82 72
75
80
81
86
80
78
60 Rating
HIGHER SKILLS LEARNERS
77
80
40
20
0 Teaching on my course
Assessment and feedback
FEC Sector Average 2014/15
The above chart shows the results of the externally conducted national student survey for higher education learners. This reinforces the results of our own survey showing that Dudley College higher level learners are more satisfied on all but one measure than their peers across the sector.
Academic support
Organisation and management
Dudley College 2014/15
Learning resources
Personal development
Overall satisfaction
6.5 LEARNER DESTINATIONS Destination summary 0%
2013-14
20%
40%
Detailed destination analysis
60%
65%
80%
8%
100%
25%
100
1%
79
80
69%
4%
25%
3%
Rating
2012-13
40
20 2011-12
73%
3%
16%
9% 0
Working
Studying
Unemployed/Voluntary/NEET/Other
Something else
Working full-time
2011-12
The above charts show the results of the externally conducted Destinations of Leavers from Higher Education (DLHE) survey produced in June 2015. We are pleased to report a large percentage of our learners enjoy a positive destination following the completion of their higher level programme (91% in the most recent survey). In the detailed analysis we can see that there is an increase in learners choosing to continue their studies after completing a higher level programme at the college.
Working part-time
2012-13
Unemployed Due to start and looking for work in the work next month 2013-14
Studying full-time
Studying part-time
Taking time out Something else to travel
HIGHER SKILLS LEARNERS
60
6.6 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY STEM in the curriculum
DLHE survey preparation for employment
100% Count 0%
90%
80
80%
2011-12
47
2012-13
51
2013-14
57
20%
14.9%
40%
60%
66%
80%
100%
12.8%
6.4%
70%
HIGHER SKILLS LEARNERS
60% 50% 40%
32%
36%
39.2%
49%
9.8%
38%
30% 31.6%
59.6%
8.8%
20% 10% Well
Very well
0% 2012-13
2013-14
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 as a result of our new centre for advanced manufacturing and engineering technologies, Dudley Advance.
Not very well
Not at all
2014-15
DLHE survey progression to graduate level employment
50%
50%
2011-12
42%
42%
58%
58%
2012-13
2013-14
Lower level positions Graduate level position
These charts are taken from the Destinations of Leavers from Higher Education (DLHE) report produced in June 2015. 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 students who go directly into full time graduate positions as a result of completing a higher 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.
6.7 REVIEW OF STRATEGIC INPUTS (SIPs) OUTSTANDING TEACHING AND LEARNING
The college has a strong observation policy that ensures all staff are regularly observed. A higher education observation schedule is now in place to ensure staff delivering on HE provision will be observed within these classes. This will allow us not only to report by subject area on the standard of teaching but also to be able to report cross college on the strengths and areas for development related to HE teaching. Training events focusing on HE delivery in line with the UK Quality Code for Higher Education have been successful this year. The Wolverhampton University partnership, offering post compulsory education teacher training provision, continues to assist the development of our new teachers as well as assisting in new delivery models for existing staff. University link tutors are also being used to advise on new teaching methodologies to supplement our existing delivery methods. Areas of good practice such as fashion, sport and music have been identified and disseminated as best practice. Areas requiring improvement are accounts and business. This has been partly due to staff turnover which has now been addressed. A RELEVANT AND RESPONSIVE CURRICULUM A foundation degree in music and audio production in collaboration with Staffordshire University has been established to further meet the needs of learners and increase
Dudley Advance offers to date technologies with the assistance of Aston University for both delivery and progression. It has proven to be highly successful and has allowed for continuing growth within our HE offer. The development of Advance II will provide the opportunity to introduce HE provision in advanced building technologies Future plans are in place with Staffordshire University to deliver a broad range of foundation degrees. In particular, the sport HND has proven to be successful both in terms of success and enrolments and is being considered for the foundation degree. OUTSTANDING FACILITIES AND RESOURCES Higher education learners at Dudley College have access to all provision within the Dudley Learning Quarter which offers state of the art facilities for learners and employers. An independent study room dedicated to HE learners offers a professional learning environment. A capital budget is used to ensure all equipment meets the needs of the learners and partners. This can be seen with the updating of the music facilities to meet the requirements of the new foundation degree qualification in partnership with Staffordshire University. The HNC animal science learners work at Brockswood Animal Sanctuary to enhance skills and knowledge through industry experience which broadens their overall qualification. A new budget, specifically for HE, has been created and now lies under the control of the Assistant Principal for Curriculum and Standards. Rather than a segmented approach to resourcing HE, a new holistic approach is being implemented.
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 with the support of their employer. 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 verification reports from areas such as fashion and textiles. EFFECTIVE SAFEGUARDING AND PROMOTION OF BRITISH VALUES 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. Safeguarding is embedded in to all HE 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.
81 HIGHER SKILLS LEARNERS
The quality of teaching and learning across higher education is good. Learners are exposed to strong staff with subject specific expertise who link programme content to industrial/university requirements. All delivery staff are trained to degree level with many achieving or working towards their Masters qualification. Learners are provided with detailed, individualised and timely feedback to aid progression.
progression opportunities. A new HNC in animal care has been implemented for next year with the opportunity to expand in to the HND.
EFFECTIVE LEADERSHIP AND MANAGEMENT
82 HIGHER SKILLS LEARNERS
A new leadership and management structure for higher education has been implemented which allows a stronger holistic approach across the college. This has involved new strategic leads and curriculum managers as well as identified administrator support. Guidance and support has been offered for all curriculum managers to standardise the approach to our HE which has led to stronger self-evaluation which can be seen in the subject area self-evaluation document (SED). Policies and procedures have been updated to ensure they meet the UK Quality Code for Higher Education. This has been disseminated to all HE staff across the college and, as a result, HE now has its own identity within the college. Quality enhancement remains a key strategic priority. Higher education has a separate identity within the college’s new Annual Strategic Impact Assessment. Programme SEDs directly feed into the overall development plan for HE. EFFECTIVE SUPPORT FOR LEARNERS Through Boards of Study and wider learner voice activity, learners are engaged in assessing the effectiveness of delivery methods on their chosen programme. This ensures learners are constantly engaged in the enhancement of their programme of study. In some areas, where we work alongside universities, the engagement of learners is coordinated by university link tutors. The college Students’ Union, an impartial and independent body, also ensures that the learner voice is reflected in enhancement activities. The student services team offers effective and timely support and advice to learners with regard to the costs of studying at college.
6.8 SUMMARY OF SUBJECT PERFORMANCE REPORT GRADES
Subject Area Engineering
Public services Sport Travel and tourism Computing Business Fashion and textiles
Outcomes for learners
Quality of teaching learning and assessment
Quality of personal development, behaviour and welfare
Effectiveness of leadership and management
2 1 3 2 2 2 2 1
2
2
2
2
1
2
1
1
3
2
3
3
1
1
1
1
2
2
2
2
2
2
1
2
2
2
2
2
1
2
1
1
The results of robust self-evaluation of outputs and inputs by each curriculum area offering higher education provision are presented in the summary of Self Evaluation Document (SED) grades table. These results inform a Quality Improvement Plan (QIP) for each area which drives progress. The QAA (Quality Assurance Agency) Higher Education Review framework is used to arrive at these grades. The grades 1 – 4 are defined as: 1 = Outstanding 2 = Good 3 = Requires Improvement 4 = Inadequate
83 HIGHER SKILLS LEARNERS
Music production
Overall effectiveness
7. DUDLEY COLLEGE WORLDWIDE
SUMMARY OF OUTPUTS AND INPUTS OUTPUTS
84 DUDLEY WORLD WIDE
What key outputs did we achieve?
What better outputs could we achieve?
−
−
The number of international learners participating in learning at Dudley College.
−
Levels of income secured from commercial activity with overseas employers.
£1.4m income from worldwide operations in 2014-15.
− £3.3m forward income for in-country projects secured for 2015-16 and £6.4m for 2016-17. −
Projects operational in 13 countries outside of the UK.
−
364 delegates participated in training programmes outside of the UK.
− Consistently high levels of delegate satisfaction with leadership and management programmes delivered in-country. −
139 international learners participated in programmes at Dudley College.
−
92 international visitors participated in exploratory visits to Dudley College.
−
Winner of the British Council ‘Best New Skills Partnership of the Year’ Award.
− Winner of the Black Country Chamber of Commerce ‘Award for International Trade’.
INPUTS What inputs could we deliver better?
−
−
The monitoring of profit and loss on a project by project basis.
−
The development of dedicated project leadership arrangements on key projects.
−
The impact assessment of in-country projects on their completion.
−
The showcasing of Dudley College Worldwide on web and social media platforms.
−
The development of alumni arrangements for international learners.
−
The strategy for developing commercial international programmes.
Highly effective delivery of leadership and management training in India and Vietnam.
− Highly effective delivery of capacity and capability support to Qatif College of Technology, Saudi Arabia. − Highly effective arrangements for the delivery of skills partnerships outside of the UK. − Effective implementation of strategy for international bidding and tendering and securing international projects. − Effective approach to relationship building with key international partners such as British Council, UKTI, UKIERI & AICTE (India), TVTC and Colleges of Excellence (Saudi Arabia). −
Effective development of the Dudley College Worldwide brand.
−
Effective leadership and management of Dudley College Worldwide.
− 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.
85 DUDLEY WORLD WIDE
What were the key strengths of our inputs?
8. FINANCIAL HEALTH INDICATORS OVERVIEW OF THE COLLEGE’S FINANCIAL POSITION
86 FINANCIAL HEALTH INDICATORS
The college is in the latter stages of completing a £50m investment into the Dudley Learning Quarter that started in 2011, to create a dedicated campus for learners in the heart of Dudley to provide 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 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 Dudley Learning Quarter. This is principally because the size and scale of the college investment in the Dudley Learning Quarter has impacted the college’s short-term liquidity measure as cash has been used to finance new building projects. However the college generates significant, and growing, levels of cash from increasingly strong operating performance, which covers the college’s ongoing financial obligations. The college is anticipating that the financial grade will be on the threshold of ‘good’ in 2015-16 and towards the top of the ‘good’ band in 2016-17, principally due to increases in the operating surplus from continuing growth in 16-18 year old learner numbers and international projects, growth in net assets from on-going development of the Dudley Learning Quarter with the capital project to build Advance II, an improving liquidity position due to the forecast extra cash generated from operating activities and reduced gearing from the repayment of bank borrowings.
KEY FINANCIAL STRENGTHS AND AREAS FOR IMPROVEMENT 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 has been 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 and employers at a time of significant change in the further education sector. However, due to the scale of the Dudley Learning Quarter development that the college commenced in 2011, which in total will cost approximately £50m when completed in 2017, the sizeable cash balances the college had, in addition to cash generated from the strong operating performance since 2011, have been consumed by the investment in this capital project. As a result the college’s cash reserves and short term liquidity measures, such as the current ratio of current assets compared to current liabilities, appear weak, based on the SFA financial health assessment grades.
Throughout the Dudley Learning Quarter development, the longer term financial stability of the college, as measured by the college’s gearing ratio (total borrowing / net assets (excluding pension liability)), has remained at least adequate. It started from a strong position of almost no gearing before the project commenced, with gearing increasing in 2011-12 at the outset of the project and increasing further still at the height of the project in 2013-14 due to the additional bank borrowing required to help finance the project. 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 help finance the final 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.
8.1 PERFORMANCE RATIO 14%
100
12%
80
87
10%
60
8%
40
6%
20
FINANCIAL HEALTH INDICATORS
4%
2011-12
2012-13
Performance Ratio
2013-14
2014-15
SFA Financial Health Points
The performance ratio measures the underlying operating surplus, including depreciation, compared to total income. The higher the percentage measure, the stronger the operational performance of the college. Under the SFA Financial Health System a maximum 100 points are awarded for a performance ratio above 9%. The college’s operating performance has historically been strong and is forecast to continue to improve, with the maximum score of 100 points anticipated in 2015-16 and continuing in to 2016-17.
2015-16 Planned
2016-17
0
8.2 CURRENT RATIO
88 FINANCIAL HEALTH INDICATORS
100%
100
80%
80
60%
60
40%
40
20%
20
0%
0 2011-12 Current Ratio
2012-13
2013-14
2014-15
SFA Financial Health Points
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 development of the Dudley Learning Quarter, which commenced in 2011-12, the college’s cash and liquidity position has been relatively weak since then, because cash generated from the college’s operations has been invested in these new capital projects.
2015-16
2016-17
Planned
However, the college is forecasting to increase cash and current assets over the next two years from the increased operating surplus noted above, despite continuing with the Dudley Learning Quarter development with a further new building, Advance II which is scheduled to open in September 2017. Following completion of this capital project, the college’s cash and liquidity should further strengthen in 2017-18 and onwards.
Following completion of this capital project, the college’s cash and liquidity should further strengthen in 2017-18 and onwards.
8.3 GEARING 45%
100
40%
80
89
35%
60
30%
40
25%
20
FINANCIAL HEALTH INDICATORS
20%
2011-12
Gearing
2012-13
2013-14
2014-15
SFA Financial Health Points
Gearing (also known as leverage) is a measure of total borrowings compared to net assets (excluding the pension liability). It is used to measure the proportion of assets invested in a college that are financed by borrowing. The gearing ratio is also concerned with liquidity as it provides an indicator to the longer term financial stability of a college, because the higher the level of borrowing (gearing), the higher the risk to a college since more cash will have 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%.
2015-16
2016-17
Planned
The college’s gearing remains reasonable, despite increased borrowing to help fund the significant investment in the Dudley Learning Quarter over recent years. The college is forecasting to reduce its level of gearing in 2015-16 and 2016-17 due to an increase in the net asset value from the new Advance II development, and thereafter by repaying outstanding borrowings more quickly.
0
8.4 SFA OVERALL FINANCIAL HEALTH ASSESSMENT GRADE
300
300
90
250
FINANCIAL HEALTH INDICATORS
200
200 150
Good
100
100
Satisfactory Inadequate
50 0
Outstanding
2011-12
2012-13
2013-14
SFA financial health points
Through measuring the three ratios above, the SFA adds up the individual scores and provides an overall financial health assessment grade for a college, based on the banding structure illustrated above. Historically, the college has been graded ‘satisfactory’, however with the operating surplus forecast to continue to grow, increasing net asset values reflecting the continued investment in the college estate from the building of Advance II, the increase in cash and the repayment of debt, the college is anticipating to improve its financial health assessment grade with it being right on the edge of ‘good’ in 2015-16 and towards the top end of the ‘good’ banding in 2016-17.
2014-15
2015-16
2016-17
Planned
This is in direct contrast to the trend seen in the FE sector over recent years, where the number of colleges with a ‘satisfactory’ grade or worse has incresed from about one in four to almost one in two in the three years from 2011/12 to 2013/14.
0
8.5 UNDERLYING OPERATING SURPLUS £000,000
4
91
3
£1.9m
1 0
2011-12
2012-13
2013-14
2014-15
2015-16
Underlying operating surplus including the release of grants from asset disposals Underlying operating surplus excluding the release of grants from asset disposals The college’s operating surplus for 2014/15 has increased to £1.4m (£1.0m excluding the release of capital grants), largely due to the college’s ability to continue to grow learner and apprenticeship numbers (some of which is funded on a lagged basis). The college forecasts that operating surplus will rise in 2015-16 to approximately £1.9m and increase again in 2016-17 to approximately £3.1m (£3.8m including the release of capital grants from asset disposals).
2016-17 Planned And increase again in 2016-17 to approximately
£3.1m
FINANCIAL HEALTH INDICATORS
The college forecasts that operating surplus will rise in 2015-16 to approximately
2
8.6 OPERATING SURPLUS COMPARED TO SECTOR AVERAGES 10%
92
5%
FINANCIAL HEALTH INDICATORS
0% 2011-12
2012-13
2013-14
2014-15
2015-16
2016-17
-5% Dudley College including the release of grants from asset disposals Dudley College excluding the release of grants from asset disposals Sector Average
The college’s 2014-15 underlying surplus of 3.9% (2.7% excluding the release of capital grants) is well above the latest sector average performance which is likely to be below breakeven based on 2013-14 out-turn figures. The college’s operating performance is anticipated to further increase in 2015-16 and 2016-17, principally due to the growth in 16-18 year old learners and international projects and a continued focus on more efficient classroom management.
Planned
8.7 TOTAL INCOME ÂŁ000,000 42 40
93
38
FINANCIAL HEALTH INDICATORS
36 34 32 30 28 26 2011-12
2012-13
2013-14
2014-15
Total income (per SFA 3 year financial plan for 2014-15 onwards)
Total college income has grown steadily since 2011-12 and is ÂŁ35.1m in 2014-15 (including learning support funding). This growth in total income reverses the general trend being experienced elsewhere in the sector. The college anticipates that income will continue to grow in 2015-16 and 2016-17, principally due to the growth in 16-18 year old learners and international projects, partially offset by reductions in adult funding.
2015-16
2016-17
This growth in total income reverses the general trend being experienced in the sector.
8.8 GRANT FUNDED INCOME £000,000 32
94
31 30
FINANCIAL HEALTH INDICATORS
29 28 27 26
2011-12
2012-13
2013-14
Total Grant Funded Income
Combined grant funded 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 in 2014-15, principally due to the growth in the number of 16-18 year old learners in 2013-14, which is funded by the EFA on a lagged basis. This trend is set to continue in 2015-16. However due to the removal of EFA formula protection for 16-18 year old learners and further reductions in adult funding in 2016-17, the college anticipates that combined grant income will decline a little in 2016-17.
2014-15
2015-16
2016-17
8.9 SFA/EFA INCOME ÂŁ000,000 18 17
95
16
14 13 12 11 10 2011-12 SFA Income
2012-13
2013-14
EFA Income
Growth in the number of 16-18 year old learners, when combined with cuts for adult funding, has resulted in the Education Funding Agency becoming the college’s most significant grant funded partner. This trend is set to continue in 2015-16 and beyond with increasing levels of EFA income from strong 16-18 year old enrolment figures in 2015-16 to date (which due to the lagged funding model will result in income in 2016-17) and reducing levels of SFA income from further reductions in adult funding.
2014-15
2015-16
2016-17
FINANCIAL HEALTH INDICATORS
15
8.10 OTHER INCOME £000,000 12
96
10 8
FINANCIAL HEALTH INDICATORS
6 4 2 0
2011-12
2012-13
2013-14
2014-15
2015-16
2016-17
Other Income
The ‘other income’ figure has nearly doubled in three years from £2.8m to approximately £5.3m due to growth in tuition fees, international contracts and other commercially generated income.
8.11 STAFF EFFICIENCY (PAY/INCOME COMPARED TO SECTOR AVERAGE) 66% 64%
97
62%
58% 56% 54% 52% 50% 2011-12
2012-13
Dudley College - Pay/Income
2013-14
2014-15
Sector Average - Pay/Income
The ratio of payroll costs to total income has reduced to below 60% for the first time in several years, helped by more efficient classroom management. Also, the pay efficiency percentage in recent years has been adversely affected by the EFA lagged funding methodology, which has resulted in the college delivering learning to more learners each year, and incurring the additional staff costs associated with that, but not benefiting from the additional income from the growing learner numbers until the following year.
2015-16
2016-17
FINANCIAL HEALTH INDICATORS
60%
8.12 ESTATES EFFICIENCY £000 1,800 1,780
98
1,760
FINANCIAL HEALTH INDICATORS
1,740 1,720 1,700 1,680 1,660 1,640 1,620 2012-13
2013-14
Whilst the development of a new energy efficient estate has helped to reduce running costs, the increasing number of learners and modern equipment has increased use of some resources. Costs are still 3% lower than last academic year after the effect of inflation. Total estates expenditure per annum has fallen from £1.79m in 2012/13 to £1.69m in 2014/15 allowing for 1.6% inflation per year.
2014-15
2015-16
A new energy efficient estate has helped to reduce running costs.
8.13 BORROWING 45% 40%
99 FINANCIAL HEALTH INDICATORS
35% 30% 25% 20%
2011-12
2012-13
2013-14
2014-15
2015-16
2016-17
Long term bank borrowing only Planned Total long and short term bank borrrowing
The college continues to work within the parameters agreed by Corporation limiting term borrowing up to 40% of total income, although if including all borrowings then the ratio was above 40% in 2012-13 and 2013-14. With income increasing in 2014-15, and forecast to continue to grow in 2015-16 and 2016-17, the total borrowing ratio falls below 40% again.
With income forecast to continue to grow in 2015-16 and 2016-17, the total borrowing ratio falls below 40% again.