Strategic Plan 2013 – 2016

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STRATEGIC

Plan 2013-16

2 Foreword In February 2013 Ofsted recognised Dudley College as one of the highest performing general further education colleges in the country.

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The last five years have been particularly remarkable for the college. In 2012 we successfully completed and opened the first two phases of the Dudley Learning Quarter, catalysing the regeneration of Dudley town centre.

We opened our Skills Hub, enhancing services for employers and also our Employment Hub, helping young people and adults into work. We supported more young people in learning than ever before and achieved a significant increase in the number of apprentices of all ages studying at college and in their workplaces. We continued to extend and diversify our curriculum introducing exciting new programmes.

As a result, in February 2013 Ofsted recognised Dudley College as one of the highest performing general further education colleges in the country.

But we acknowledge there is still much to be done. The Black Country faces significant challenges in the years ahead, foremost of which is the need to further improve the skills and attainment levels of young people and adults.

Higher level skills are essential if we are to continue to drive the region’s economic recovery. This strategic plan, for the period 2013-16, sets out the mission and vision we have for Dudley College. It details our strategic priorities and the actions we will take over the coming years.

We look forward, with renewed energy and enthusiasm, to helping to secure the future success of Dudley and the Black Country.

Lowell Williams, Principal

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Foreword

Dudley College has played a pivotal role in the provision of vocational and technical education in Dudley borough and the wider Black Country for over 150 years.

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Foreword

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About

About Dudley College

Dudley CollegE The college’s history can be traced to the Dudley Institute in 1862.

Dudley College is a long established general Further Education college situated in the Black Country Metropolitan Borough of Dudley.

We offer 4000+ courses in a wide range of vocational and academic programmes. The college offers courses in all the sector subject areas and is actively involved in employer engagement, working with almost 1,500 employers on an annual basis. Strong partnerships exist with universities and local schools and some collaborative work is undertaken with other colleges.

The college employs approximately 750 staff and is a major employer in the Black Country. Despite the continuing instability in the economy, and the uncertainties this brings, the college regularly produces underlying surpluses and generates cash which we reinvest for the benefit of our learners.

The college was last inspected by Ofsted in February 2013.

The report, published on 9th April 2013, finds that all areas of the college are ‘Good’ or better noting the college’s many outstanding features. Inspectors particularly praised the college for its ‘very high’ success rates, ‘outstanding’ accommodation and resources across the new Learning Quarter and the ‘inclusive and harmonious environment’ in which students study. Students’ attitude to the college, their tutors and each other was also commended. Their ‘behaviour is excellent’ and they were seen to ‘take their studies seriously’ and ‘enjoy coming to college’. The college’s Visual Arts provision area was awarded the highest grade of ‘Outstanding’.

The college is the preferred choice for over 12,000 students, including young people, adults and employers.

As a general further education college, we seek to meet the needs of: • Local young people aged 16-19 years following full time and part time study and apprenticeships.

• 14-16 year olds undertaking part time vocational programmes, delivered in collaboration with local schools.

• Employers locally, regionally and nationally seeking to develop the skills of their workforce via part time study.

• Individuals in employment seeking to develop their skills to improve their employability, by following full and part time study and apprenticeships.

• Individuals and community groups seeking to enter the world of education and training, on a part time and full time basis to improve their life and employability chances and those of their families and communities.

• Adults seeking to gain higher level qualifications.

• Learners from overseas aiming to gain British qualifications, studying full and part time on a full cost basis.

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The summary of

Key findings

are now above average on courses for all learners.

• Apprentices achieve very high success rates.

• Learners develop good specialist skills which support their high rates of progression into employment and more advanced studies.

• The college is an inclusive and harmonious environment and provides outstanding accommodation and resources to support learning.

• Learners benefit from consistently good teaching,

The college employs approximately 750 staff and is a major employer in the Black Country.

learning and assessment, which combined with excellent guidance and support, enables them to make good progress.

• The successful development of the Dudley Learning Quarter has improved the quality of provision for learners.

• Partnership work is outstanding. The college works productively with employers and other education organisations to provide a broad and appropriate curriculum which matches local and regional needs.

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About Dudley College

• Standards have improved since the last inspection and

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included the following statements:

6 150 years of technical education in Dudley

150

years of Technical Education in Dudley...

1927 Five acre site at The Broadway offered by Dudley Town Council.

1862 Dudley College traces its origins to the building of the Dudley Public Hall and Mechanics Institute in 1862.

1896 Additional accommodation in Stafford Street was acquired and became the Dudley Technical School (renamed the Dudley Technical College in 1928).

1931 Building works begin following acceptance of a tender of ÂŁ74,177.

1935 First students admitted in September.

1918 Agreement reached between Dudley and Staffordshire Education Committees to erect a college to provide Technical Education facilities.

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1968

2002

Completion of The Broadway F block to accommodate Motor Vehicle, Electrical and Hydraulic laboratories.

Acquisition of Castle View campus from University of Wolverhampton.

Official opening of The Broadway site.

1939 Outbreak of World War Two – decision to postpone completion of further building work.

Glass Centre opened at Brierley Hill by HRH Duchess of Kent.

Opening of Energy Training Hub in Tipton.

1982 Construction of Wolverhampton Street site.

1990 Mons Hill campus opened.

1993 Official opening of G & H block at The Broadway by HRH Duke of Kent.

1955 Completion of building work to include Electrical Engineering, Metallurgy, Meteorology.

1966

1998

Termination of joint administration with Staffordshire Council – college became sole responsibility of Dudley Council and renamed Dudley Technical College.

Opening of Centre for Learning at Rover, Longbridge.

2012 Completion of Dudley Evolve and Dudley Sixth to form phase 1 and 2 of the Dudley Learning Quarter, officially opened by the Rt Hon Dr Vince Cable MP, Secretary of State for Business, Innovation and Skills on 21st November 2012. Closure and disposal of Castle View site and relocation of Glass Centre to Dudley Evolve.

2001 Merger with Rowley Regis College.

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150 years of technical education in Dudley

1936

1973

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2011

8 Dudley Borough and the college

Dudley Borough and the college In terms of general characteristics, Dudley’s population is 313,300, with 195,200 of these residents being of working age.

The borough has the third largest population in the West Midlands region and is the 24th largest local authority in Great Britain.

The borough has an ageing population with people over 64 accounting for 18.7% of the total population (2011 figures), compared to 16.7% in 2001, whilst the Jobseekers claimant rate for the Dudley borough stands at 10,4351 (5.3%). This compares against a West Midlands metropolitan county total of 166,450 claimants. Analysis of claimant by other Black County Local Authority wards indicates Sandwell at 14,155 (7.2%), Walsall 10,565 (6.3%) and Wolverhampton at 12,690 (8.0%).

Based on an Index of Multiple Deprivation (IMD), Dudley ranks at 104 out of 326 districts in England (IMD 2010)2 with the five most deprived wards in the borough (Castle & Priory, Brierley Hill, Netherton, Woodside & St Andrew’s,

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St James’s and St Thomas’s) all being located within close proximity to the college.

The 2011 Census reported that 63,428 residents have a disability that limits day-to-day activity.

Around 8.9% of the working-age population in 2012 were from a black and minority ethnic (BME) background.

In 2012, the percentage of Dudley pupils achieving 5+ A*-C GCSE grades increased from 80.8% in 2011 to 83.2%3. While this falls behind other Black Country local authority wards (e.g. Sandwell at 85.6%4, Walsall at 86.8%5 and Wolverhampton at 84.1%6), these figures need to be considered within the context of the West Midlands regional average at 85.5% and the average for England at 81.8%. This also does not represent the percentage of pupils achieving 5+ GCSE grades at A*-C including English and Maths, which is 56.1%, potentially indicating issues with literacy and numeracy.

the national average of 69.7%.

In relation to degree level qualifications (Level 4 and above) only 24.4% of the working age population are qualified at or above this level which is significantly below the national average of 32.9% and the average for the West Midlands of 26.3%.

Although 87.4% of Year 11 school leavers in 2011 continued in full-time education7, some 6.5% of 16-18 year olds in the borough of Dudley are not in education, employment or training (NEET)8 as of December 2012.

9 Dudley Borough and the college

For the academic year 2012/13, 5,967 students were from Dudley and most of the remaining ones are from neighbouring boroughs, cities and counties of the West Midlands. Based on the latest data available from the Office of National Statistics Annual Population Survey, 11.9% of the working age population have no qualifications, which is close to the regional average of 14% but higher than the national average of 10.6%. At Level 2 and above, 65.7% of the working age population are qualified to this level, which is again lower than

Unless otherwise stated, all statistics are taken from the Office of National Statistics NOMIS database, available at: www.nomisweb.co.uk/default.asp 2 www.dudley.gov.uk/council-democracy/statistics--census-information 3 www.education.gov.uk/inyourarea/results/lea_332_pconlas_3.shtml 4 www.education.gov.uk/inyourarea/results/lea_333_las_3.shtml 5 www.education.gov.uk/inyourarea/results/lea_335_las_3.shtml 6 www.education.gov.uk/inyourarea/results/lea_336_las_3.shtml 7 www.connexionsdudley.org/sites/default/files/Destination%20Trends%20-%20Dudley_0.pdf 8 www.connexionsdudley.org/sites/default/files/NEET%20-%20Dudley%20December%202012.pdf 1

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10 Our Mission

OUR MISSION The Corporation of the college regularly reviews the mission and character of the college taking fully into account the wider strategic priorities of national, regional and local government, and the needs of the local people and the employers of the region.

Key Strategic Priorities To focus ourselves in taking the next steps, we have identified seven key strategic priorities for the period 2013-2106.They are:

• Strategic Priority 1: Outstanding teaching and learning.

The college’s mission statement for 2013-16 is:

• Strategic Priority 2:

“Our mission: outstanding learning which develops skills, raises aspirations and changes lives.

• Strategic Priority 3:

A relevant and responsive curriculum.

Outstanding facilities and resources.

• Strategic Priority 4: Meeting employers’ needs.

• Strategic Priority 5:

OUR VALUES In achieving our aims and in delivering our mission we will: • Put the learners at the heart of all we do.

• Act with integrity, transparency and mutual respect.

• Communicate clearly and openly.

• Value each and every individual.

• Recognise innovation and success.

• Support and encourage team working.

• Be a model of good equality and diversity practice.

• Reduce our impact on the environment.

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Supporting our local community.

• Strategic Priority 6: Investing in our people.

• Strategic Priority 7: Financial strength.

This strategic plan outlines our actions against these priorities.

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. Students 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.

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www.connexionsdudley.org/sites/default/files/NEET%20-%20Dudley%20December%202012.pdf For more information log on to www.dudleycol.ac.uk

OUR VISION

Our vision for the future is this.

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OUR Vision

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Strategic Priority 1: Outstanding teaching and learning.

Strategic Priority 1

Context Our Strategic Plan 2009-2014 detailed ambitious plans for the college.

Foremost of these was the ambition to create a culture of high expectation and achievement from which we could begin our journey towards becoming an outstanding college. The 2009-14 Strategic Plan recognised ‘excellence in teaching and learning’ as a key element of this journey.

By 2013 we have made very significant progress. In our Learning and Skills inspection report, published 9th April 2013, Ofsted inspectors found:

“The Principal and governors have established a clear and ambitious strategic direction for the college which is understood and endorsed fully by staff.Their vision promotes a culture of high aspiration and achievement... Standards have improved since the last inspection and are now above average on courses for learners of all ages and at all levels”.9 The report notes that:

“Learners benefit from consistently good teaching, learning and assessment, which combined with excellent guidance and support, enables them to make good progress” and that “Senior managers give a very high priority to improving the quality of teaching, learning and assessment.” Whilst the report finds that “The vast majority of lessons are good” inspectors note that “only a minority are outstanding”.10

Outstanding teaching and learning is therefore the first priority for our new Strategic Plan 2013-16. Building on the excellent progress we have made to date we will strive to promote the best possible experience for our learners. This will be achieved by placing an even stronger emphasis on developing outstanding teaching.

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Ofsted Learning & Skills inspection report, 9th April 2013, page 12 Ofsted learning & Skills inspection report, 9th April 2013, page 1

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13 Strategic Priority 1

Standards have improved since the last inspection and are now above average on courses for learners of all ages and at all levels.

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What we will do

Strategic Priority 1

We will ensure that outstanding teaching and learning remains the college’s foremost priority monitored closely by the Standards Committee and the wider Corporation.

This will be set in the context of our culture of high expectations, high achievement (HEHA).

We will continue to ensure the high expectations we have of ourselves are reflected in everything that we do.

A college annual operational development plan will carefully detail the actions we will take and the measurable outcomes (key performance indicators and key impact measures) we expect to achieve in respect of this priority.

Through our HEHA culture we will provide a consistently high quality and a uniform approach to how we manage, develop and deliver teaching and learning across the college.

We will ensure curriculum management is consistently strong in all curriculum areas.

Through staff induction, professional updating, performance review and our annually updated Guide to Teaching at Dudley College, we will make explicitly clear our expectations in respect of outstanding teaching and learning.

In doing so we will ensure we promote best practice in teaching and learning as defined through Ofsted’s inspection

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framework for further education colleges.

We will annually measure the performance of those staff delivering teaching and learning through an independent, objective process, setting challenging performance objectives for all staff. Observations will be carried out by our advanced practitioner team.

Observations will extend to all lecturers, assessors, instructors and trainers. Alongside the teaching observation grade we will develop a more holistic approach to assessing a teacher’s performance bringing together key metrics relating to teaching and learning.

The pay progression of staff will be linked to their performance and their wider contribution to the college.

We will ensure that targets for teachers, which have been agreed through performance review, are clearly related to increasing the proportion of outstanding teaching, learning and assessment in the college.

We will provide an extensive programme of professional updating and support for teaching and assessing staff. This will be supplemented by the work of our academic mentors, subject learning coaches and advanced practitioners.

We will review and revise our approach to lesson planning.

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Our Functional Skills success rates are high and well above the latest published national rates but there remain opportunities to further improve this provision.

We will continue to implement our successful functional skills strategy. The college’s ‘raising standards’ team will provide a comprehensive continuing professional development programme alongside one to one support for all staff delivering Key and Functional Skills. We will

implement ‘bksb live’, a web-based learning platform that will enable learners, particularly those in the work place, to develop their English and maths skills and enhance their classroom learning.

Strategic Priority 1

Specifically we will provide additional staff development to help improve the consistency with which our teachers reinforce learners’ understanding of English and mathematics so that learners can make quicker progress.

We will also ensure that teachers of learners with learning difficulties and/or disabilities receive appropriate training so that they are ready to provide good specialist support for the increasing number of learners with complex needs.

In the specific curriculum areas where the college intends to extend provision for 14-16 year olds we will ensure that specialist training is given to teaching staff working with this particular priority group.

We will ensure that outstanding teaching and learning remains the college’s foremost priority monitored closely by the Standards Committee and the wider Corporation.

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We recognise the importance of high attendance for all of our learners. To further improve attendance we will ensure that all teachers rigorously reinforce the importance of good attendance. We will monitor teachers’ effectiveness in this respect through our observation programme.

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Opportunities for learners to achieve their full potential will be maintained through the continued use of our extensive initial assessment and our ‘learners at risk’ strategy. Key to this will be work of personal tutors, student mentors and Dudley buddies.

Strategic Priority 1

The performance of differing groups of learners will be monitored so that those who are seen to be under-performing are provided with specialist support, in line with our equality & diversity principles (EDIMs). We will promote learners’ understanding and tolerance of diversity within their lessons by sharing more fully the excellent practice that exists in parts of the college.

We will provide high quality advice, guidance, initial assessment and continuous support throughout our learners’ time at the college. To complement this we will provide a range of high quality counselling, careers and welfare support for learners at the highest risk of not achieving their full potential.

We will continue to set individual, high and stretching academic targets for all of our learners. We will closely monitor the progress of learners, during lessons and over the duration of their programmes, with the aim of ensuring their learning develops as quickly as possible. Through a rigorous and detailed induction programme we will ensure all of our learners understand our aspirations for them in respect of their conduct and attitude. We will continue to promote a curriculum specific dress code for all learners. Our REACH programme will ensure gifted and talented students realise their full potential.

Listening to what learners have to say about the college is of paramount importance.We are therefore committed to continually developing, supporting and extending our highly effective learner voice strategy. Mechanisms for engagement are wide and varied and include the class representative system, student council, students’ union and membership on appropriate college committees. Our learners will feel valued and that they are co-producers of their learning experience.

We will maintain our current effective arrangements to ensure we meet fully our statutory responsibility in relation to safeguarding. At the heart of this are comprehensive arrangements which enable staff to identify quickly any learners or groups of learners who are at risk. Staff will continue to promote health and safety in classrooms and workshops.

How will we measure our success?

• 16-18 learner success rates at long level 1.

• 16-18 learner success rates at long level 2.

• 16-18 learner success rates at long level 3.

• 19+ learner success rates at long level 1.

• 19+ learner success rates at long level 2.

• 19+ learner success rates at long level 3.

• Lessons observed graded good or better.

• Learner satisfaction in comparison to national survey results.

• Young people progressing directly into employment.

• Young people progressing within Further or into Higher Education.

• Previously unemployed adults progressing into employment.

• Adults progressing into Further or Higher Education.

• Number of learners with a learning difficulty or disability progressing into employment or further training.

• Learner attendance.

• Value added and distance travelled measures.

• Equality and diversity impact measures (EDIMs).

• Inspection grades.

Dudley College

Guide to Teaching

Through a range of events and media we will actively celebrate the successes and achievements of all of our learners.

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www.dudleycol.ac.uk

A relevant and responsive curriculum.

Dudley College has over 150 years of experience in providing vocational and technical education for young people and adults in the borough of Dudley and the wider Black Country. As a result the college has a comprehensive and extensive curriculum offer. Over the life of our previous strategic plan we carefully developed our curriculum by working closely with a range of stakeholders.

In our Learning and Skills inspection report, published 9th April 2013, Ofsted inspectors found:

“Partnership work is outstanding.The college works productively with employers and other education organisations to provide a broad and appropriate curriculum which matches local and regional needs�.11

We recognise, however, that the learning and skills needs of young people, adults and employers are continually changing, as are those of our wider stakeholders. We also recognise that changes in government policy and the reconfiguration of the regional skills planning infrastructure requires that we keep our partnership working fresh and relevant.

The principle of developing and offering a curriculum that meets the needs of young people, communities and employers in Dudley Borough and the wider sub region therefore remains central to our curriculum strategy. A fundamental driver of this will be strategic alignment to the priorities of our key partners, in particular the Black Country Local Enterprise Partnership (LEP), the Black Country Consortium, the Black Country Chamber of Commerce and Dudley Metropolitan Borough Council.

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Ofsted Learning and Skills inspection report, 9th April 2013, page 1 For more information log on to www.dudleycol.ac.uk

Strategic Priority 2

Context

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Strategic Priority 2:

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What we will do

Strategic Priority 2

We will seek to work collaboratively and transparently with key stakeholders and partners including the Black Country LEP, the Black Country Consortium, the Black Country Chamber of Commerce, Dudley Metropolitan Borough Council, employers, community groups, schools, regional further education colleges and other training providers in planning and, where appropriate, delivering our curriculum.

The further extension of the college’s science, technology, engineering and mathematics (STEM) curriculum will be a key feature of our curriculum development activities during the life of this strategic plan. The development of Dudley Advance, our new flagship engineering and advanced manufacturing centre, will be the cornerstone of our STEM curriculum. As a priority we will work towards and achieve NEF (New Engineering Foundation) ‘STEM Assured’ status.

Through Dudley Advance we will extend skills provision for young people and adults in the transformation sectors targeting the skills shortages identified by the Black Country LEP. This will including the introduction or extension of training in PLC programming and operation, mechatronics, foundry skills, CAD and CNC programming, electronic design, For more information log on to www.dudleycol.ac.uk

general hydraulic engineering, design engineering, machine setting and general engineering maintenance.

Through Dudley Advance we also anticipate a significant growth in STEM apprenticeships. We will develop new apprenticeship pathways including: Engineering Leadership, Engineering Tool Making, Engineering Woodworking, Pattern and Model Making, Fabrication and Materials Processing and Finishing, Fabrication and Welding, Laboratory and Science Technicians, Production of Coatings and Research and Development. Collaborative working with those employers supporting Dudley Advance will help to ensure the long term viability of this provision where numbers at the outset may be low.

In support of higher level STEM skills we will facilitate progression from apprenticeships to advanced apprenticeships, and to Foundation Degrees.

We will work in close partnership with Aston University in the development and delivery of the higher level STEM curriculum provided through Dudley Advance.

Developing on the principles of the Wolfe Report and freedoms provided to further education colleges, we will develop a targeted and specific curriculum offer for full time learners aged 14-16

19 Strategic Priority 2 For more information log on to www.dudleycol.ac.uk

The further extension of the college’s science, technology, engineering and mathematics (STEM) will be a key feature of our curriculum development.

20 Strategic Priority 2 For more information log on to www.dudleycol.ac.uk

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We have been carefully following the developments of new Programmes of Study.

A college working party has already implemented changes to ensure our curriculum from September 2013, for learners aged 16-19, fully meets the requirements of new programmes of study. Work readiness, work exposure and work experience are, and will continue to be, key elements of the curriculum. We are fully engaged in World Skills and regional skills competitions and look forward to further success in skills competitions over the life of this plan.

We will continue to develop a comprehensive and inclusive approach to meeting the needs

of young people and adults regarding English and mathematics. Comprehensive initial and diagnostic assessment, interactive and contextualised classes, and on-line self-study materials will enable students without a grade C at GCSE to progress to this level within a time frame appropriate to their ability.

Recognising the need to improve the percentage of young people with level 3 and above qualifications, particularly in the north of Dudley borough, and working with our partner schools, we will continue to develop the advanced level curriculum offered by Dudley Sixth. Through the introduction of GCE A level Product Design, we will seek to integrate our outstanding visual arts and design curriculum with our engineering and manufacturing provision, allowing students from both disciplines to develop skills which can readily be applied to advanced manufacturing.

For adult learners aged 24+ we will promote the use of advanced learning loans for programmes at level 3 and above.

We will continue to contribute to the further reduction in the overall levels of NEETs (Not in Employment, Education or Training) within the Borough.

Through our Employment Hub, which we opened in September

2011, and in partnership with Job Centre Plus, we will extend the range and number of our employability programmes, helping adults back into work.

For young people at risk of becoming NEET, our highly effective Youth Skills programme for 14-16 year olds and our GAP programme for 16-19 year olds will both remain core features of our provision.

We will also develop appropriate Traineeships recognising the essential role they can play in supporting young people currently not in education or employment. We will actively promote Traineeships to employers ensuring they are well informed and fully engaged.

We are very aware that we have a key role to play in meeting the needs of young people and adults with learning difficulties and disabilities.

The college will therefore further develop provision for students with any form of learning difficulty or disability. We will continue to work closely with Dudley Metropolitan Borough Council as they have responsibility for placing students up to the age of 24 years in appropriate provision. A key development will be a partnership with The Sutton School and other local special schools to create a ‘SixPlus’ offer which will enable vulnerable young people to stay at school post-16 and make the For more information log on to www.dudleycol.ac.uk

Strategic Priority 2

years wishing to pursue a career in engineering and advanced manufacturing. By the end of this plan we aim to be providing a STEM programme, comprising GCSEs and relevant vocational qualifications in engineering and manufacturing, for up to 150 young learners. Studying aspects of engineering via a real-life project approach developed with local employers will be a central feature. The provision will be located in Dudley Advance. In developing and delivering this curriculum we will work closely with our partner schools seeking the benefits of collaboration over direct competition.

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transition to college when they feel confident to do so.

The college will continue to develop facilities appropriate to the needs of these students including Dudley Aspire a specially designed independent living and transition centre that will better enable young people to develop the life skills they need.

The percentage of adults with higher level qualifications in Dudley borough and the wider Black Country remains low.

We will place a significant emphasis on extending our higher education offer.

Specifically we will provide young adults with more cost effective opportunities to continue into higher education locally, often on a part time basis. We will continue to work in partnership with the University of Wolverhampton.

The further development of the college’s provision in entrepreneurship, business and management will also be a key feature of our curriculum development during the life of this strategic plan.

Through the Peter Jones Enterprise Academy, which we will launch in September 2013, we will support and help to nurture the business dreams of ambitious young people who want to become successful and self-employed. We will do this through a unique and diverse

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range of learning that brings the boardroom to the class room.

We will also develop an apprenticeship programme to support young people who want to make a difference to the development of an organisation by using enterprise skills.

A new initiative, The Dudley Business School, will also open in September 2013. The Dudley Business School is an innovative vision of learning which aims to equip adult professionals with the skills needed to climb their chosen career ladder. We will do this by selecting and offering the most relevant qualifications which allow learners to become members of business professional organisations. We will also create a sophisticated and motivational learning environment, with the highest skilled teaching staff available, to support The Dudley Business School.

Developing on our successful launch of hospitality and catering programmes for young people at level 2 in 2012, we will further extend this provision introducing new programmes for full time learners at level 3 and new apprenticeship frameworks for both young people and adults. Working in partnership with Dudley Canal Trust we will develop a semi-professional kitchen at the new visitor’s centre which will provide catering and hospitality services to visitors to the Canal

Trust. This will provide real life work experience for our catering students and employed apprenticeship opportunities for students successfully completing and progressing on from college based programmes.

During the life of this strategic plan all of the college’s curriculum areas will routinely continue to review and refresh their curriculum offer. This will result in new curriculum offers.

We anticipate, for example, new ‘green deal’ qualifications added to our construction offer, new qualifications in theatre production directly linked to the work of our Evolve Theatre Company and new apprenticeship frameworks in logistics, facilities management, building services and leisure provided by our Skills Hub. We will continue to work with a variety of ‘good’ external training providers who are focused on key priority sectors and who are therefore able to add value to the college’s range of provision.

How will we measure our success?

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• Enrolments on college based programmes.

Strategic Priority 2

• Enrolments on apprenticeships and work place learning programmes.

• Enrolments on Higher Education programmes.

• Young people progressing directly into employment.

• Young people progressing within further or into higher education.

• Previously unemployed adults progressing into employment.

• Adults progressing into Further or Higher Education.

• Number of learners with a learning difficulty or disability progressing into employment or further training.

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Strategic Priority 3:

Strategic Priority 3

Outstanding facilities and resources.

Context

The period 2009-2013 was marked by unprecedented development of our facilities and resources. In the absence of any substantive capital support from the Skills Funding Agency (or its precursor the Learning and Skills Council), we carefully used reserves, disposals and prudential borrowing to embark on a major programme of estates regeneration.

Substantial renewal work was completed on our main site, The Broadway, including classroom refurbishment across all teaching areas, the creation of new teaching facilities, such as a training kitchen, renewal of technical equipment in areas such as engineering and motor vehicle, new learner social and refreshment spaces and a reconfiguration of the college’s main reception.

We also realised, in part, ambitious plans to establish a town centre ‘learning quarter’. In phases one and two of the development of the Dudley Learning Quarter two landmark new buildings were completed: Dudley Evolve, an inspirational vocational learning centre supporting creative, visual and performing arts, hair and beauty, public services, sports and travel and tourism; Dudley Sixth, an academically orientated sixth form centre, dedicated to A level provision with an emphasis on sciences and mathematics.

Operational from September 2012, the Dudley Learning Quarter has changed the face of Dudley by creating a dedicated campus for learners right in the heart of the town. Packed full of exciting technology, learning and social spaces, the Dudley Learning Quarter provides learners and the local community with facilities to inspire their learning and maximise their potential.

Following the opening of the Dudley Learning Quarter we disposed of our former Castle View site and the Brierley Hill Glass Centre (relocated to Dudley Evolve) and closed, in part, our Mons Hill site. In effect we downsized our estate relocating to an energy efficient town centre campus.

12 13

Ofsted Learning and Skills inspection report, 9th April 2013, page 1 Ofsted Learning and Skills inspection report published 9th April 2013, page 12

For more information log on to www.dudleycol.ac.uk

25

“The Principal, governors and senior managers have led the college through the successful development of the Dudley Learning Quarter, improving the quality of provision for learners of all ages in the community that the college serves”.12 “The Dudley Learning Quarter boasts an impressive campus which learners take great pride in.The recently opened Dudley Sixth and Evolve buildings provide outstanding accommodation that enhance the environment and provide excellent resources for academic and vocational learning”.13 Going forward we have ambitious plans to continue the development of the Dudley Learning Quarter and to further enhance resources for all of our learners.

For more information log on to www.dudleycol.ac.uk

Strategic Priority 3

In our Learning and Skills inspection report, published 9th April 2013, Ofsted inspectors found:

26 Strategic Priority 3 For more information log on to www.dudleycol.ac.uk

The cornerstone of phase 3 of the Dudley Learning Quarter is the development of Dudley Advance, a new centre for advanced manufacturing and engineering technologies.

Spread over four floors, Dudley Advance will contain specialist facilities for the study of mechatronics, electrical engineering and engineering science, traditional machine tool based engineering and state of the art CNC. Allied to the educational facilities will be a research and enterprise zone supporting employers and innovation prototyping businesses. Dudley Advance will also provide specialist facilities for 14 to 16 year olds.

Dudley Advance will be an exciting and complementary development to the Dudley Learning Quarter.

The building will sit on Priory Road and offer a distinctive gateway development to the town and its civic quarter.

The form of the building is designed to express itself as an engineered object, analogous to milling, drilling and turning, as if engineered from a single block.

The building will be BREEAM Excellent with an EPC A rating and will be fully DDA compliant. Dudley Advance will be developed with some capital support from the Skills Funding Agency and in partnership with employers. We plan to open Dudley Advance early in 2014-15 academic year.

The success of Dudley Sixth has necessitated further capital development. As part of phase 3 of the Dudley Learning Quarter we will develop Dudley Enhance.

This new building will occupy a prominent position in the courtyard between Dudley Sixth and Dudley Advance. Dudley Enhance will provide a 90 seat lecture theatre, additional classrooms, a loan library and a social eating area. The lecture theatre is designed to take large groups as well as operate as a mathematics workshop, dividing into three discrete learning spaces.

For more information log on to www.dudleycol.ac.uk

Strategic Priority 3

Over the life of this plan we will continue the development of the Dudley Learning Quarter.

Alongside The Broadway, Dudley Evolve, Dudley Sixth and the Wolverhampton Street Motor Vehicle Centre we will create: inspirational new facilities for engineering and advanced manufacturing, through Dudley Advance; additional teaching, research and social space for Dudley Sixth through Dudley Enhance; new facilities for learners with any form of disability through Dudley Aspire; and new sports and outdoor recreation facilities through Dudley 3G.

27

What we will do

28 Strategic Priority 3

Dudley Enhance will be designed to accommodate the future expansion of Dudley Sixth as required. We plan to open Dudley Enhance late in the 2013-14 academic year or early in 2014-15 academic year.

Working in close partnership with Dudley Metropolitan Borough Council and the Education Funding Agency we will convert number 14 The Broadway, adjacent to our Broadway site and Dudley Evolve into Dudley Aspire. Dudley Aspire will be a specially designed independent living and transition centre that will better enable young people to develop the life skills they need. Facilities will include a kitchen, living room, fully fitted bathroom and bedroom and sensory room. Dudley Aspire will also provide dedicated training areas for small group delivery and facilities for horticulture and other complementary learning programmes. We will explore opportunities to expand Dudley Aspire into number 16 The Broadway. We plan to open Dudley Aspire late in the 2012-13 academic year.

Working in close partnership with Castle High School, the Football Association and Dudley Metropolitan Borough Council we aim to redevelop the current

For more information log on to www.dudleycol.ac.uk

football pitch and surrounding area adjacent to Priory Road.

We propose to develop an all-weather floodlit ‘3G’ pitch with adjoining changing facilities.

This will result in a much needed competition standard football pitch, with ancillary facilities, in the heart of the Learning Quarter.

The facility will be available for the college’s learners, school pupils, sports clubs and the wider community. The proposal includes the relocation and reinstatement of our outdoor challenge course used predominantly by our public services courses. Again, there are opportunities to make this facility available to schools, youth groups and the wider community. The design for Dudley 3G has been fully developed and a planning application submitted. We plan to open Dudley 3G for the outset of the 2014-15 academic year.

In developing our estates, we are committed to investing in our ICT infrastructure. ILT facilities will be further enhanced as part of new ways of learning to support the increasing use of e-learning and e-assessment in the curriculum. We aim to achieve a learner/computer ratio of 3:1 and make greater use of BlackboardTM, our virtual learning environment. Our three year IT replacement strategy will continue.

During the life of this strategic plan we will develop more fully plans for phase four of the Dudley Learning Quarter.

Central to this are outline plans to relocate our construction provision from Mons Hill to a new facility on The Broadway site, The Broadway Construction Centre. We plan to open The Broadway Construction Centre by 2016.

How will we measure our success?

29

• Successful completion of the planned building projects within agreed timeframe and budget.

Strategic Priority 3

• The level of our capital investment in the region.

• Learner satisfaction with the new facilities.

• Reduction in operating costs.

• Reduction in college’s environmental impact as evidenced by reduction in carbon footprint in the last 12 months.

H G E F

A Dudley College – The Broadway B Dudley Evolve C Dudley Sixth D Dudley College – Motor Vehicle Centre E Priory Villa F Dudley Aspire G Dudley Enhanc e – Opening Spring 2014 H Dudley Adv ance Centre for Engineering and Manufac

turing Technology

Bus Station

– Opening Autum

n 2014

Police Station Coronation Garden s Dudley MBC Cou ncil Hou

se

For more information log on to www.dudleycol.ac.uk

30 Strategic Priority 4 For more information log on to www.dudleycol.ac.uk

Meeting employers’ needs.

Meeting employers’ needs was a key focus of our 2009-14 Strategic Plan.

Over the life of the plan we made substantial progress in better aligning both our curriculum and our employer engagement process with the needs of employers.

Central to this was the creation of the Skills Hub, our dedicated employer facing team, adoption of the Training Quality Standard (TQS) model for employer engagement and successful accreditation of TQS accreditation.

In our Learning and Skills inspection report, published 9th April 2013, Ofsted inspectors found:

“The college plays a prominent role in local and regional collaborative initiatives with employers, other colleges, schools and local authorities in meeting the skills needs of the area.The college engages particularly effectively with employers in planning, designing and providing innovative training programmes”.14 During the life of the previous strategic plan we also achieved a very marked growth in the number of apprentices and work place learners and a significant expansion in the range of apprenticeship frameworks offered. Most importantly we achieved a marked improvement in the quality of our employer responsive provision.

On this inspectors further noted:

“Success rates for learners on employer responsive programmes showed a marked increase during 2011/12.The number of apprentices has increased significantly in line with national priorities, their success rates are high and the vast majority complete their qualifications in good time”. 15 Whilst we are pleased to have made this progress we recognise that there are major skills challenges which still face employers in the Black Country.

14 15

Ofsted Learning and Skills inspection report, 9th April 2013, page 12 Ofsted Learning and Skills inspection report, 9th April 2013, page 2 For more information log on to www.dudleycol.ac.uk

Strategic Priority 4

Context

31

Strategic Priority 4:

What we will do 32 Strategic Priority 4

Over the lifetime of this plan we envisage a continued high level of partnership working with employers and their representative organisations.

We will actively support the Black Country LEP, the Black Country Consortium and the Black Country Chamber of Commerce participating at a senior level in employer and skills related initiatives such as the Black Country City Deal application.

We will ensure our curriculum for employers is appropriate and responsive by analysing labour market intelligence and acting on outcomes – for example, introducing new apprenticeships, such as foundry engineering and environmental waste management.

We will prioritise those sectors identified by stakeholders as key to the future of the Black Country, such as high value manufacturing and engineering, seeking innovative ways to meet employers’ needs.

The development of Dudley Advance for example is being planned in close partnership with the LEP and key local employers. There are significant opportunities for collaborative work in the development and delivery of the apprenticeship offer.

For more information log on to www.dudleycol.ac.uk

In Dudley Advance, allied to the educational facilities, is a research and enterprise zone for learners to interact with start up, innovation and prototyping businesses, particularly SMEs. This will provide an opportunity for local employers to fully develop existing products as well as testing new products before they go to market.The opportunity for students to work within a commercial environment and for employers to directly influence the training of future employees is a key feature of Dudley Advance.

We will work with major employers and their supply chains to identify skills shortages/gaps and develop provision to meet their needs, for example in logistics, warehousing and distribution.

We will develop more effective on-the-job training for all apprentices by planning the provision with employers for the whole apprenticeship programme and ensuring that mentors are present in the workplace to contribute to assessment and provide more guidance for learners between assessment visits. We will continue to involve employers in the design of our programmes, for example through Dudley Advance and the Peter Jones Enterprise Academy.

Through the Dudley Business School we will offer corporate training packages that focus on the key skills needed for business growth including leadership and management, innovation and growth strategies, successful selling and effective supply chain and procurement management.

We intend to continue to increase the number of employers we engage with through a professional approach to our sales and marketing functions central to which are listening to what employers are indicating are their key training needs and challenges.

We recognise that in order to be successful in working with employers, a wholly consistent level of service is necessary.

This will be achieved by ensuring all delivery services are overseen by our Skills Hub and that all employers will have a single point of contact. Effective employer relationships will be managed through a client relationship management (CRM) system.

Making training increasingly accessible to employers and their staff is a key business priority.

We will further develop a number of strategies to achieve this, such as increased use of web-enabled technologies such as Blackboard™,

How will we measure our success?

We will ensure that our curriculum offer is responsive to employers’ needs by monitoring both local and regional economic barometers to identify skills and labour shortages. We will also identify funding opportunities to support the establishment of innovative employer focused training initiatives in priority sectors.

We will promote national initiatives which can support employers in developing the skills they need, such as the Apprenticeship Grant for Employers, use of the innovation code and advanced learning loans.

• The impact we have on addressing the regional skills gap.

• Number of apprentices, advanced apprentices, higher apprentices and work place learners.

• Success rates for 16-18 year old apprentices.

• Success rates for 19-24 year old apprentices.

• Success rates for 25+ year old apprentices.

• Success rates for 16-18 year old advanced apprentices.

• Success rates for 19-24 year old advanced apprentices.

• Success rates for 25+ year old advanced apprentices.

• Success rates for employer responsive NVQs. • Employer satisfaction levels.

Monitoring the effectiveness of our employer engagement will be an important aspect of our journey towards becoming an outstanding college.

We will therefore implement a range of monitoring mechanisms to quantify and benchmark employers’ overall levels of satisfaction with our services.

We will listen to what employers tell us through course reviews, focus groups, organisational needs assessments and annual surveys.

We will increase the participation of employers in the college’s Corporation ensuring there are good and productive links between the Corporation and the Black Country LEP.

For more information log on to www.dudleycol.ac.uk

Strategic Priority 4

e-portfolios and online assessment.

In addition, we will continue to create on-site learning centres in partnership with employers.

33

• Number of organisations who felt their business had improved as a result of work done with the college.

34

Strategic Priority 5: Supporting our local community.

Strategic Priority 5

Context Supporting the local community has been at the heart of the college’s strategy for over 150 years. We were delighted to contribute to and read the outcome of Baroness Sharp’s enquiry into the role of further education colleges in their community, “A dynamic nucleus, Colleges at the heart of local communities”.

In the introduction Baroness Sharp notes:

“We believe colleges can not only help people into jobs through skills training, but, by being proactive in their work with local communities, can also harness the energy of those communities towards positive outcomes which in turn promote health, happiness and social cohesion. In doing so, the key is for colleges to work in partnership, whether with local business, charities, local authorities or public sector organisations”.16 This statement encapsulates our strategic approach to supporting our local community. It also articulates the values and aspirations we hold in this respect.

During the life of this strategic plan we will build on our achievements to date and work towards Baroness Sharp’s aspirations. In our Learning and Skills inspection report, published 9th April 2013, Ofsted inspectors found that our “partnership

working is outstanding” noting, Sixth is an innovative partnership with schools... to meet the needs of the local community”.17 for example that “Dudley

A dynamic nucleus: colleges at the heart of local communities,The Final Report of the Independent Commission on Colleges in their Communities, Baroness Sharp of Guildford, November 2011, page 3 17 Ofsted Learning & Skills inspection report, 9th April 2013, page 12 18 Ofsted Learning & Skills inspection report, 9th April 2013, page 12 16

For more information log on to www.dudleycol.ac.uk

35

“Engagement with learners is outstanding... Learners’ representation is an impressive feature; the students’ union has trained course representatives to speak on behalf of other learners...The college is an inclusive and harmonious environment in which learners value their opportunities and take personal responsibility for their own success”.18 Whilst we are pleased to take these comments as a validation of our work to date, we view them more as an encouragement to build upon the firm foundations we have secured. Supporting our local community is therefore a heightened priority for us.

For more information log on to www.dudleycol.ac.uk

Strategic Priority 5

Inspectors also noted that:

36

What we will do

Strategic Priority 5

We recognise that public funds provided to us by the Education Funding Agency (learners aged 14-18 years) and the Skills Funding Agency (adults and apprentices) are intended to be used locally, although we understand there is no statutory guidance to this effect. We are aware that some colleges do not use their allocations locally.

We commit to prioritising our public allocations on the skills and training needs of young people and adults in the Dudley Borough and wider Black Country.

and new provision for learners aged 14-16.

In relation to economic regeneration we will continue to be an active member of a range of key groups which enables us to play a full and active role in the economic well-being and development of the borough.

This includes working closely with Dudley Metropolitan Borough Council and New Heritage Regeneration Ltd as part of a co-ordinated approach to supporting an integrated township strategy across the borough.

Working in partnership with local prisons, particularly HMP Featherstone, we will provide adult up-skilling programmes for offenders and develop arrangements to support the progression of offenders into further learning or employment with training on their release to the local community.

We will continue to work in very close partnership with local schools on a range of initiatives such as the further collaborative development of Dudley Sixth, new provision for students with learning difficulties and disabilities

For more information log on to www.dudleycol.ac.uk

For those in our local community who are unemployed we will promote the free services provided by our Employment Hub, a dedicated employability skills centre. We will continue to expand the number and range of employability programmes aimed at those not in work or economically inactive and will provide these learners with intensive support in helping them overcome multiple barriers to employment.

We will ensure that the facilities we develop in the Dudley Learning Quarter are accessible to our local community including the Evolve Theatre, Evolve Sport and Fitness, Evolve Recording Studio, and Evolve Hair and Beauty. This will be equally true of the new facilities in phase three of the Dudley Learning Quarter, such as Dudley 3G and the lecture theatre in Dudley Enhance.

37 Strategic Priority 5

We will continue to develop our extensive community partnerships and sponsorship and will support, in a variety of ways, a range of community organisations including the Black Country Living Museum, Brockswood Nature Reserve, Dudley Canal Trust, Dudley Centre for Equality and Diversity, Dudley Town Centre Partnership, Dudley Zoo, Ramadan Radio and St Thomas Network.

Over the life of this strategic plan we will further develop our in-community learning provision with a particular focus on supporting the basic skills and English language needs of adults.

We will continue to promote positive and harmonious relations within our local communities building on the excellent practice that exists in parts of the college. We will engage positively and energetically in local and regional initiatives such as the Prevent agenda.

Through our tutorial and enrichment programme we will train learners, particularly those aged 16-19, to be responsible citizens. We will encourage and help facilitate high levels of student volunteering through, for example, the work of students on Team Dudley (sports), public services courses and the Duke of Edinburgh Award.

In relation to economic regeneration we will continue to be an active member of a range of key groups which enables us to play a full and active role in the economic well-being and development of the borough.

For more information log on to www.dudleycol.ac.uk

In partnership with Dudley College Students’ Union we will annually adopt and fundraise for a local charity.

38 Strategic Priority 5

We are committed to minimising our environmental impact, respecting the environment and the limits of its resources, and promoting and embedding sustainable development in all aspects of college activities. We recognise the impact that our operations can have on the local, regional and global environment. We will annually measure and reduce our carbon footprint.

We will achieve ISO 14001 during the life of this plan.

Wherever possible we will use locally sourced labour and materials in our day-to-day operations and our major capital developments. Through our key impact measures we will annually measure our performance against this objective.

In working with local suppliers we will seek to settle invoices promptly, within a target period of 30 days.

We will organise an Annual Review event which will enable all stakeholders, particularly our community stakeholders, to better understand how the college delivers on its priorities, as well as supports the work of other agencies and groups as part of an integrated approach.

How will we measure our success?

• Number of community based learners.

• Previously unemployed adults progressing into employment.

• Number of young people making a positive impact on their community through college activities (volunteering hours).

• Number of young people who said they would make healthier lifestyle choices as a result of attending college.

• Number of learners who felt their understanding and appreciation of other cultures has improved as a result of attending college.

• Reduction in college’s environmental impact as evidenced by an annual reduction in carbon footprint.

• Average extra income our completing students will generate over their working lives as a result of attending college.

• Percentage of the college’s revenue and capital expenditure which is spent locally.

• Brownfield disused land (acres) regenerated by the college.

• Community use of college facilities.

For more information log on to www.dudleycol.ac.uk

39 Strategic Priority 5 For more information log on to www.dudleycol.ac.uk

40

Strategic Priority 6: Investing in our people.

Strategic Priority 6

Context For our learners to enjoy a truly excellent experience we must provide consistently high quality teaching backed by seamlessly integrated support services. Staff motivation and skills are key to the quality of the learner experience and staff development and morale are central to the college’s vision.

Our leaders and managers play a key role. Strong and effective leadership provides the framework under which teaching and support staff can flourish. Effective leaders and managers help create an organisational culture which stimulates and motivates staff and drives continued improvement.

During the life of the 2009-14 strategic plan we undertook a number of strategic changes in respect of the management and development of our staff. Foremost of these was the introduction of a performance management framework, clarified pay and working conditions, a new management development programme and framework and new talent recognition and succession planning programmes.

In our Learning and Skills inspection report, published 9th April 2013, Ofsted inspectors found:

“The Principal and governors have established a clear and ambitious strategic direction for the college which is understood and endorsed fully by staff...The management of staff performance is rigorous and fair and makes a significant contribution to improving the college.

Expectations are high and outcomes from performance management link clearly to pay, progression and to staff development. Staff feel well-supported by the procedures and morale is high�.22 Whilst we recognise we have a firm basis on which to build, our staff remain our key asset and accordingly investing in our people remains a key strategic priority for us.

22

Ofsted Learning & Skills inspection report, 9th April 2013, page 12

For more information log on to www.dudleycol.ac.uk

The ever-changing environment in which we operate requires responsive and flexible management practices. In light of this, and the need to improve the consistency of management practice across the college, we will revise our management structure. In doing so we will move towards a more ‘organic’ structure, anticipating the likelihood of constant change.

Management roles will be designed to change and not be overly bound by a restrictive job description. Teaching and support roles will be reviewed and developed to meet student needs appropriately. We will develop route ways for our talented managers, currently in more junior management roles, to progress to more senior positions.

We will continue our development programme for aspiring managers and advanced practitioners, to

ensure that those with leadership potential are developed, helping us to ensure a succession plan for the future of the college.

Managers will be encouraged to consult with their staff and adopt a participative and distributive style of management.

Whilst our curriculum management is largely effective, its quality varies.

We will further develop and implement support mechanisms to ensure that curriculum management is consistently very good in the future.

Our staff development programmes will continue to focus on teacher education and development, in improving classroom skills and management and the strategies required to achieve more outstanding teaching. In addition two annual College Conferences and a development week for all staff will focus on the college’s strategic priorities.

Development opportunities for support staff will be focused on job competencies too, recognising that excellence in the support areas is equally as important in supporting our journey towards a grade of ‘outstanding’. We will therefore work, through the staff development programme, to

For more information log on to www.dudleycol.ac.uk

Strategic Priority 6

Our priority over the life of this strategic plan is to ensure that our staff skill base meets the challenges of our changing strategic priorities.

We will carry out an audit of the skills and expertise of our staff and ensure our staff skills database is accurate and complete.

A detailed human resources plan mapping our needs for the coming years will follow from this survey.

41

What we will do

ensure effective alignment of teaching and support services.

We will continue with our current arrangements for reviewing staff satisfaction across all major areas of the college by the use of external instruments that allow sector benchmarking.

42 Strategic Priority 6

The college values the work of all of its staff and the contribution they make to the success of its students.

We will maintain our policy to make, as a minimum, pay awards in line with the Association of College’s national recommendation. With effect from September 2012 the college implemented the national living wage as recognised by the trade unions’ campaign for a living wage and will continue to honour this commitment.

When recruiting new staff, we will rigorously ensure that they have the skills and personal attributes that meet our current and future needs. We will adhere to robust and appropriate recruitment and selection procedures including appropriate skills tests for all applicants. We will continue to ensure all managers comply with our safer recruitment practices.

We need to ensure our staffing complement continues to reflect our diverse local population, therefore our recruitment practices will also target underrepresented groups. We will set targets for improving the diversity of our staff and monitor these closely, as equality and diversity remain high on our agenda.

In developing the college, we will regularly evaluate all of our personnel practices and procedures to ensure that they remain fit for purpose and promote excellence.

For more information log on to www.dudleycol.ac.uk

How will we measure our success?

• Staff satisfaction.

• Diversity profile of staff.

• Percentage of staff appropriately qualified for their job role.

• Level of participation in staff development activities.

43 Strategic Priority 6

The college values the work of all of its staff and the contribution they make to the success of its students.

For more information log on to www.dudleycol.ac.uk

44 Strategic Priority 7

Strong finances are essential to enable us to effectively deliver our mission.

For more information log on to www.dudleycol.ac.uk

Financial strength.

Strong finances are essential to enable us to effectively deliver our mission.

In the face of funding pressures and on-going austerity in public services we need sufficient financial resilience to allow us to realise the aspirations of learners, staff and the local community.

The primary assessment of financial health for further education colleges is carried out using a model produced by the Skills Funding Agency. Under this model our financial health improved from ‘Satisfactory’ in 2008/09 to ‘Outstanding’ in 2010/11, prior to our investment in the Dudley Learning Quarter. During the period we increased cash generated through operations with a growing trend of underlying surpluses increasing annually from under £200k to £1.1 million.

In March 2012 the Skills Funding Agency wrote:

“Following a review of the college’s audited financial statements and finance record, we have now concluded that the appropriate assessment grade for 2010/11 is Outstanding the same as the college’s self-assessed grade”.23 Our financial strength grew for a number of reasons: enrolments remained strong; we ensured close alignment of income and expenditure streams, restructuring many areas of the college in recognition of changes in funding priorities; we implemented a series of cost reductions, including centralisation of administrative services; we also took the opportunity to re-tender some large value contracts that had remained with incumbents for long periods of time.

Working in partnership with the Skills Funding Agency and Barclays Bank our financial strength allowed us to make our recent investment in phases one and two of the Dudley Learning Quarter, totalling over £28 million to date. Having completed these phases, within budget and on schedule, our financial health is ahead of where we had anticipated it would be.

Even though the regional economic climate remains somewhat gloomy, we retain high ambitions for the ongoing development of the college and in particular the continued renewal of our estate.

We recognise that we need to invest in facilities and learning to ensure our success in the future.

This requires that we routinely generate operating surpluses and cash inflow from operating activities and maintain a position of financial strength.

23

Alan Searle, Head of Provider Financial Intervention and Support, Skills Funding Agency, March 2012 For more information log on to www.dudleycol.ac.uk

Strategic Priority 7

Context

45

Strategic Priority 7:

What we will do 46 Strategic Priority 7

Our financial performance will be robustly overseen by a suitably skilled and qualified Finance & Estates Committee.

We will continue with our policy of measured risk taking which allows us to invest in our people and resources. This will always be coupled with our commitment to at least balance income and expenditure annually, taking tough decisions when needed.

We will maintain our rigorous financial control systems ensuring all staff adhere closely to regulations and procedures.

We will continue to improve the college’s financial strength through the setting of challenging efficiency and income targets as part of our overall business planning activities.

Through our detailed and innovative curriculum business planning process we will ensure we achieve, in full, our Education Funding Agency and Skills Funding Agency funding allocations.

Through initiatives such as Dudley Sixth and Dudley Advance we will increase participation by learners aged 16-19 years and, in time, learners aged 14-16 years, increasing income to the college.

We will expand the offer of local apprenticeship programmes, particularly those for young people aged 16-24 years, securing

For more information log on to www.dudleycol.ac.uk

growth in income from the Skills Funding Agency and from employer contributions.

We will expand the offer of local higher education programmes securing year on year growth in income from higher education student fees in line with any increase in allocated places from central government.

As a strategic driver, we intend to increase the volume and level of employer financial contribution. We will highlight to employers the cost benefit and added value derived through accessing publicly supported training through the college.

This will be achieved through an appropriate pricing policy which ensures an appropriate balance between public funding and employer contribution.

We will increase overall income from other non-funding council sources reducing, as appropriate, our reliance on core FE funding. This will be achieved through a sustained strategy of income stream diversification focused on increasing the proportion of full cost work and further growth of the operation of Dudley Worldwide, in particular our in-country work in the Middle East and north African countries.

We will further develop and diversify the products and services of TRFM Ltd, the college’s

How will we measure our success?

Obtaining best value for money principles will be integrated into all aspects of college purchasing, resulting in measurable cost savings and efficiencies. The use of e-commerce, procurement consortia and shared services will be investigated.

• SFA income for adult/employer responsive provision.

• Non grant funded income.

• Cash generated from operations.

• Underlying operating surplus.

• Current ratio.

• Operating surplus/income.

• Borrowing percentage/income.

We will explore opportunities for shared services with other colleges and providers. We will also keep an open mind regarding opportunities for federation and merger where these opportunities are clearly in the best interest of learners and make good financial sense in the medium to long term.

To extend our range of services and products we will consider opportunities for the acquisition of private training providers and act on these opportunities as appropriate.

We will continue to provide financial management training for non-financial managers with on-going dissemination of financial performance and delegation of fiscal responsibility throughout the institution. We will also continue to exercise careful cost control and monitoring of ratios of pay to income and staff utilisation.

For more information log on to www.dudleycol.ac.uk

Strategic Priority 7

commercial training company, developing and opening new Energy Training Hubs.

• SFA income for young apprenticeship provision.

47

• EFA income for young people’s provision.

How to find us

1 2 3 4 5 6 7 8

The Broadway – The Broadway, Dudley, West Midlands DY1 4AS Dudley Evolve – Tower Street, Dudley, West Midlands DY1 1AF Dudley Sixth – Ednam Road, Dudley, West Midlands DY1 4BR Motor Vehicle Centre – Wolverhampton Street, Dudley, West Midlands DY1 3AH Brierley Hill Campus – Dudley Road, Brierley Hill, Dudley, West Midlands DY5 1LQ Mons Hill – 111 Wrens Hill Road, Wrens Nest Estate, Dudley, West Midlands DY1 3SB Dudley Advance – Opening Autumn 2014 Dudley Enhance – Opening Spring 2014

Call 01384 363 363 or visit www.dudleycol.ac.uk for details