Self Assessment Annual Report 2020-21

fareham.ac.uk

01329 815 200 OUTSTANDING

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SELF ASSESSMENT ANNUAL REPORT | 3

FURTHER EDUCATION CONTEXT OVERALL EFFECTIVENESS

GOOD

Quality of education

OUTSTANDING

Behaviour and attitudes

OUTSTANDING

Personal development

OUTSTANDING

Leadership and management

GOOD

Education for young people

OUTSTANDING

Adult learning programmes

GOOD

Apprenticeships

REQUIRES IMPROVEMENT

Traineeships

GOOD

Provision for learners with high needs

GOOD

Overall effectiveness [Ofsted October 2017]

GOOD

INFORMATION ABOUT FAREHAM COLLEGE IN 2020/21 General Further Education College Age Range of Learners – 16-18, 19+ Approximate numbers of all learners over the full contract year – 3,681 Full Time 1,710 / Part Time 1,971 Principal / CEO – Andrew Kaye www.fareham.ac.uk Fareham College, Bishopsfield Road, Fareham, PO14 1NH

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FOREWORD I am delighted to present the Fareham College 2020/21 Self Assessment Annual Report. This report is written following another year beset with challenges relating to the Covid-19 pandemic.

The Covid-19 pandemic and the accompanying recurrent lockdowns impacted the 2020/21 academic year as much as it did the preceding year and has continued to have a lasting impact both educationally and economically.

However, throughout this academic year, Fareham College continued to thrive as a Further Education College as it did the previous year fulfilling its essential role at the heart of the community of Fareham.

Face-to-face teaching and learning were interrupted in January when the country was again put into lockdown, but teachers were able to quickly revert to online lessons as they had done so in March 2020. The College excelled in providing continuity of education remotely for all students and has enabled these students to have the very best chances of further progressing in education or employment.

There is no doubt that the disruption to Fareham College as a business due to the pandemic has been significant. The swing from surplus in 2018/19 to a deficit in 2019/20 and again in 2020/21 has driven some of the adjustments to our strategic planning.

However, the year-end financial position has been good considering the disruption. Our cash days remain healthy, our cash reserves have increased, our ESFA financial health score remains good and we continued to invest in our planned capital development programme, creating new learning environments for T Levels and refurbishing significant parts of the estate.

Adult education was affected in-year by the lockdowns and our recruitment to Sector-Based Work Academies was compromised in the spring and summer terms. Still, despite these challenges, we achieved the large majority of our ESFA allocation threshold.

Our Apprenticeship provision has been the area of the College’s work most significantly affected over the last 18 months of disruption. Recruitment and retention have suffered and changes in leadership and management have layered extra challenges on an already challenging year. Furthermore, this last academic year has seen a significant transition from Apprenticeship frameworks to Apprenticeship standards which have new funding rules and assessment methods attached. Significant changes have now been made in management and processes; as a result, substantial improvements are already being seen.

The following self-assessment is based on the Ofsted Education Inspection Framework although this framework has aspects that ought to be considered as more or less weighted in the context of Covid-19. For example, the ability for students to undertake work placement in the 2019/20 academic year was compromised. However, the development of employability skills remained important in what is becoming an increasingly challenging jobs market. This annual report presents a Further Education College that delivers high-quality education and does so whilst providing good value for money in a financially sustainable operation.

Andrew Kaye Principal and Chief Executive

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COLLEGE CONTEXT In its broadest definition, Fareham College supports economic growth and development through education and training. Additionally, we provide services to businesses and the local community.

Our core purpose is to prepare our students for progression to employment, further study, or, in the case of our adult learners and Apprentices, promotion or a career change.

Fareham College is a major provider of post-16 further education, higher education, and Apprenticeship training.

The College delivers training at all levels from Bachelor’s Degree to basic English and Maths, but has, for several years, developed a specific focus on excellence in professional and technical education at Levels 2 to 5.

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With over 4,000 students, 300 employees, and well over 700 employer links, the College plays a vital role in the local community within Fareham, Gosport, the surrounding area, the wider Hampshire region and the further education sector.

Fareham College is a leader in the further education sector and an exemplar of professional and technical education. This status is endorsed by Ofsted, who judged Fareham College to be Outstanding in October 2017 and by the Times Education Supplement (TES), who recognised the College as Further Education College of the Year in 2018.

Delivering outstanding student results consistently is one of our most significant strength and has enabled the College to maintain a national reputation for being an outstanding organisation; in turn, that reputation drives the financial sustainability of the College and its long-term future.

WHAT WE DO Fareham College remains firmly rooted in professional and technical education and has, over the years, developed outstanding facilities and resources to support skills-based training.

Our training and services include: / Professional and Technical Study Programmes for post-16 students. / Traineeships and Apprenticeships.

OUR INTENT:

Delivering excellence in professional and technical education.

OUR CULTURE:

/ Learning for professional development.

Our culture is our personality and character; it is made up of our shared values and describes how our people behave and interact, how decisions are made and how we approach our work.

/ Specialist training working in partnership.

Our culture underpins everything we do.

/ Higher Education at Levels 4 to 6. / Workforce development programmes for employers.

/ Learning for personal development and leisure. / Partnerships and collaboration. / E-learning and blended learning programmes. / A comprehensive set of services to business, including lettings, conferencing, and consultancy. / Commercial outlets including restaurant, gym, and salon services.

/ We create a culture where respect is deeply embedded for all that work, study and visit Fareham College. / We encourage innovation in design, development, and delivery of our curriculum and services. / We promote excellence in staff and student performance.

As we develop our vision for Fareham College 2025, we will build on our existing successes, further develop our outstanding facilities, and extend our geographical reach. Where we identify new provisions and services, they will be linked to the needs of the local and regional economy and current labour market opportunities.

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OUR VISION 2020 TO 2025 By 2025, we will be the region’s leading further education college and professional and technical education provider for choice.

WE WILL:

TO DELIVER THIS VISION, WE WILL:

/ Be a larger, financially resilient college, able to invest in its people and facilities.

/ Inspire our people to be innovative and confident in the teaching they deliver or the services they provide.

/ Deliver consistently outstanding teaching, learning and assessment.

/ Extend the use of digital technology to enhance teaching, learning and assessment and improve the services offered.

/ Provide consistently outstanding support for our students and ensure their future success is at the heart of all that we do. / Set high ambitions for our students and Apprentices, celebrating their progress and employability. / Impact positively on the Solent LEP Economic Recovery Plan and the Solent Skills Action Plan. / Enhance our training and our services with sector-leading digital capabilities. / Provide world-class facilities and technologies for all our customers. / Extend our regional reach, capitalising on our excellent transport links, to include the cities of Portsmouth and Southampton. / Ensure we provide first-class Apprenticeship training in our region. / Be an employer of choice, valuing the efforts and talents of our people and further developing their skills to impact their careers positively. / Promote environmental sustainability, reduce our carbon footprint, and educate our students on the causes and effects of climate change. / Promote, value, and celebrate diversity and inclusion in our curriculum, workforce, and student body.

This vision will be achieved only with the support and commitment of fully engaged and motivated people who are proud to work for Fareham College.

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/ Continue to invest in our facilities, resources, and IT infrastructure to meet the needs of industry-standard training. / Provide strong governance and leadership with clarity of purpose and appropriate levels of support and challenge. / Establish strong and meaningful partnerships and collaborations with a range of stakeholders to add value to our customers. / Embed innovation and teamwork in all the work we do.

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FINANCIAL SUMMARY 2020/2021 INCOME Other grants and contracts 2%

Other income 3%

Tuition fees and education contracts 8%

Funding body grants 87%

INCOME HISTORY 2016/2017 £’000

%

2017/2018 £’000

%

2018/2019 £’000

%

2019/2020 £’000

%

2020/2021 £’000

%

Funding body grants

11,733

83%

11,680

81%

12,333

80%

11,930

82%

13,208

87%

Tuition fees and education contracts

1,457

10%

1,778

12%

2,015

13%

1,467

10%

1,199

8%

Other grants and contracts

132

1%

38

0%

143

1%

461

3%

362

2%

Other income

899

6%

880

6%

880

6%

643

4%

386

3%

Total income

14,221

100%

14,376

100%

15,371

100%

14,501

100%

15,155

100%

2016/2017

2017/2018

2018/2019

2019/2020

2020/2021

£’000

£’000

£’000

£’000

£’000

Surplus / (Deficit)

(505)

(542)

424

(470)

(1,199)

Margin

-4%

-4%

3%

-3%

-8%

Excluding revaluation charges

-1%

-2%

4%

1%

-1%

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2020/2021 EXPENDITURE

Interest and other finance costs 1%

Depreciation 9%

Operational expenditure 25%

Pay costs 58%

Pensions - revaluation charges 7%

EXPENDITURE HISTORY 2016/2017 £’000

%

2017/2018 £’000

%

2018/2019 £’000

%

2019/2020 £’000

%

2020/2021 £’000

%

Pay costs

8,113

55%

8,125

54%

8,233

55%

8,897

59%

9,567

58%

Pensions - revaluation charges

300

2%

300

2%

255

2%

656

4%

1,089

7%

Operational expenditure

4,677

32%

4,947

33%

4,917

33%

3,955

26%

4,061

25%

Depreciation

1,566

11%

1,428

10%

1,379

9%

1,307

9%

1,475

9%

70

0%

118

1%

163

1%

156

1%

162

1%

14,726

100%

14,918

100%

14,947

100%

14,971

100%

16,354

100%

Interest and other finance costs Total expenditure

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STUDENT STATISTICS AGE 2018/2019

2019/2020

2020/2021

NUMBER

%

NUMBER

%

NUMBER

%

16-18

2,490

59%

1914

55%

2036

55%

Adult

1,657

41%

1576

45%

1645

45%

LEVEL 2018/2019

2019/2020

2020/2021

NUMBER

%

NUMBER

%

NUMBER

%

No Level

67

2%

16

0.46%

2

0.05%

Entry

55

1%

40

1%

9

0.24%

Level 1

339

9%

118

3%

173

5%

Level 2

1616

41%

1454

42%

1466

40%

Level 3

1527

39%

1506

43%

1609

44%

Higher

311

8%

356

10%

422

11%

GENDER 2018/2019

2019/2020

2020/2021

NUMBER

%

NUMBER

%

NUMBER

%

Male

2,100

52%

2054

59%

2070

56

Female

1,966

48%

1436

41%

1611

44

LEARNING DIFFICULTY 2018/2019

2019/2020

2020/2021

NUMBER

%

NUMBER

%

NUMBER

%

Learning difficulty

943

23%

647

19%

525

14%

None disclosed

2,491

61%

2664

76%

2604

71%

Not provided

632

16%

179

5%

552

15%

ETHNICITY 2018/2019

2019/2020

2020/2021

NUMBER

%

NUMBER

%

NUMBER

%

White British

3,882

95%

3149

90%

3369

92%

Other

154

4%

285

7%

287

5%

Not provided

30

1%

56

2%

25

1%

STUDENT NUMBERS 2018/2019

2019/2020

Full Time

1,490

1,523

1,710

Part Time

2,085

1,967

1,971

Total

3,575

3,490

3,681

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2020/2021

WORKFORCE STATISTICS AGE NUMBER

%

Under 30

37

13%

30 to 40

73

26%

40 to 50

74

26%

50 to 60

75

26%

Over 60

26

9%

NUMBER

%

Male

95

33%

Female

189

67%

NUMBER

%

White British

221

78%

Other

28

10%

Not provided

35

12%

NUMBER

%

Yes

6

2%

No

278

98%

NUMBER

%

Teaching

111

39%

Support

144

51%

Management

26

9%

Senior Management

3

1%

Full Time

160

56%

Part Time

124

44%

GENDER

ETHNICITY

DISABILITY

STAFF ROLES

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THE QUALITY OF EDUCATION

GRADE: OUTSTANDING KEY STRENGTHS

KEY AREAS FOR IMPROVEMENT

/ Robust assessment for learning enables timely interventions that address gaps in knowledge leading to positive outcomes for the majority of learners.

/ Improve the tracking and monitoring of Apprenticeships to ensure timely interventions and support is in place.

/ Strong partnerships with awarding bodies enable appropriate and timely adaptations to teaching and assessment; this ensures that students have fair opportunities to succeed on their course regardless of any future lockdown periods.

/ Ensuring consistency and appropriate skills are developed in assessment and internal quality assurance for engineering subjects is improved.

/ Robust internal quality assurance of qualifications leads to positive awarding body reports for most subjects. / Highly skilled teaching practitioners coupled with a responsive digital infrastructure enables students to access high-quality teaching, learning and assessment online during times when they are unable to attend college. / The quality of teaching and learning in most faculty areas remains high, thus leading to positive outcomes. / Achievement of high grades in Maths and English GCSE qualifications. / The outstanding coaching model has developed student’s ability to achieve in GCSE Maths and English and therefore make excellent progress in relation to their starting points. / Highly effective IAG in young people’s programmes leads to high retention and achievement across most subjects. / The curriculum is developed to meet the needs of local employers, students, and the local enterprise partnership, leading to positive destinations onto Higher Education or relevant employment. / Highly skilled subject specialists coupled with Industrystandard resources ensure that students develop the skills required to secure positive destinations.

/ Improvement of IAG and initial assessment in apprenticeships to assess suitability while tailoring programmes to meet the individual needs of learners. / Narrowing the achievement gap between male and female students studying Maths. / Further development of tracking and monitoring for functional skills is required to ensure consistent and timely interventions to improve outcomes.

EXECUTIVE SUMMARY Intent: Employers inform our curriculum development through a range of interactions with curriculum, Apprenticeship teams and Local Market Intelligence (LMI).

This ensures that curriculum intent is fit for purpose, meeting both local and national skills priorities. Further development is required to ensure that employer involvement is consistent across all industry areas.

Our provision focuses predominantly on Technical and Professional programmes, delivering key Skills, Knowledge, Behaviours and Attitudes that prepare learners for their next steps in education or entering employment.

Implementation: Efficient initial advice and guidance (IAG) ensure that students are matched to the most appropriate programme of study; this is evidenced through excellent retention and achievement in most subjects. Further development will ensure that Apprenticeship and adult IAG and initial assessment is used to tailor programmes, considering individual starting points of learners effectively.

Robust tracking and monitoring of the learner journey, accompanied with a pastoral support system, ensure appropriate and timely interventions for young people;

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this led to most students securing positive destinations after their programme. Further development of tracking and monitoring to achieve consistency in quality for Apprenticeships, traineeships and adult learning programmes is required, along with a more robust method for capturing the destinations of these cohorts.

Whilst wrap-around support continued to provide students with effective tailored interventions to secure success, further resources in the form of a success coach model will ensure that the college continues to meet students’ growing emotional and pastoral needs in 21/22. A robust system for tracking learner progress in GCSE English and Maths enabled timely and highly effective intervention, addressing gaps in knowledge; this also supported accurate Centre assessed grading in light of Covid-19, leading to successful outcomes and high grades.

Further development of tracking and monitoring for functional skills is required to ensure consistent and timely interventions are in place to improve outcomes.

The percentage of students achieving a grade 4 or higher in English was 39.5% and in Maths 34.7% in 20/21.

Our English results are slightly less than 19/20; however, with significant changes to the delivery model due to Covid-19, students accessing GCSE English study had significant gaps in knowledge at the start of the year.

Maths GCSE results did increase on the previous year.

This can be attributed to the additional resource funded through the Centre for Excellence project, which allowed students to access coaching support.

The Centre Assessed Grading process used at Fareham College was truly evidenced-based, as advised by Ofqual, ensuring that the awarding of grades was fair and robust.

Results remained above the national average. Learners studying the reformed functional skills proved to be particularly challenged in maths, where the increased knowledge required at Level 1 proved difficult for most students who had starting points of entry-level three and below. As a result, achievement declined in 20/21.

After much review, a change of strategy was decided going forward. Whereby the focus will be on students building on their existing foundation of GCSE knowledge acquired at school and continuing to work through the grades at

Fareham College, focusing on addressing missed learning and celebrating progress.

Further benefits to this approach include smaller class sizes and a streamed and focused approach to the lower and higher levels of the curriculum, ensuring students are well supported to develop their understanding at every level of study. In turn, we would expect to see better participation in class and intervention activity.

Apprenticeship timely achievement has declined to 21% compared to the previous year of 52.6%, with overall achievement of 43.3%. The national average for overall achievement is at 64%, demonstrating we have fallen short of the national recorded data attributed to the impact of the pandemic. With over 100 apprentices continuing on programme, we are confident that results will improve in 2021/22.

Our achievement outcomes have been negatively impacted due to Apprentice withdrawals and breaks in learning due to redundancy, redeployment into alternative roles and health and wellbeing issues. We have also observed a sharp rise in the dismissal of Apprentices by their employers due to behaviours and lack of engagement, especially in the Civil Engineering and Engineering Sectors.

Continuous professional development continues to provide staff with the skills required to deliver high-quality programmes. Staff development activities focused on digital upskilling, providing continuity in learning. Staff were unable to visit relevant industries this year to develop their technical skills due to Covid restrictions. Therefore, this continues to be an area for development in 2021/22.

Mental health training will be crucial to support students and colleagues with the additional pressures post lockdown. Digital upskilling will continue to feature alongside further development of pedagogical approaches to online learning.

Impact: Students and retained apprentices consistently produce work of high quality and take pride in showcasing their work and achievements. Learners make substantial progress and gain valuable employability skills that fully prepare them for their chosen future careers. Most students and apprentices go on to positive destinations of work or higher levels of study.

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BEHAVIOURS AND ATTITUDES

GRADE: OUTSTANDING KEY STRENGTHS The College’s leaders and managers create a safe and respectful environment conducive to a positive, hard-working, and disciplined approach to student studies.

The College RESPECT policy is embedded across all campuses and faculties, resulting in a consistently elevated level of behaviour. Students recognise the importance of mature and professional behaviours, and the College ensures this is executed in all that we do. / The College is a calm and purposeful learning environment. / The College environment is interactive and well maintained, displaying high-quality work that continually reinforces the behaviours, attitudes, knowledge and skills that will enable our learners to be successful in their chosen career path.

/ The College creates a culture of high expectations and respect and has fully embedded policies and procedures that challenge students who fall below these expectations. / The College sets a strong focus on attendance with clearly embedded policies and procedures that set high expectations around attendance. / The College operates a robust and highly effective process around attendance and safeguarding for high-risk learners and EHCP students. / Regular assessment and monitoring inform attainment prediction and allow for any negative behaviours or attitudes to be addressed promptly. Students develop responsible and respectful attitudes and behaviours that prepare them for their next steps. / Staff pride themselves on the high levels of quality care they provide to students feeding in any concerns through appropriate channels in a timely and robust manner.

/ All students receive tutorials, bulletins, lessons that deliver key messages around attitudes and behaviours, clearly linking these to the employer expectations of the workplace.

/ The College operates a zero-tolerance approach to all forms of bullying and harassment or discrimination, and our college policies allow us to manage any concerns that students raise effectively.

/ Enrichment activities focus on delivering positive behaviour and attitudinal outcomes through inclusivity and teamwork.

/ The College uses established policy to address behaviours that are not in line with college expectation and dependant on the student circumstance, we can utilise a fitness to study policy or a disciplinary policy. These policies allow us to take a fair and practical approach to support the learner.

/ Lecturers develop plans that enable students to become resilient through experimentation and trial, supporting students in addressing any difficulties they have in their learning that may lead to negative behaviours. / Most students demonstrate good attitudes to their education and career goals; they behave with integrity and consistently cooperate with others. / Lecturers, Curriculum Area Managers, Faculty Directors, and the Senior Leadership Team set clear expectations around behaviours, which is revisited via curriculum, tutorials, and events. These expectations focus on preparing the student for the professional working environment.

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KEY AREAS FOR IMPROVEMENT

EXECUTIVE SUMMARY

/ Attendance across the College as a cumulative figure is good at 89.6%, but the focus is needed in the initial stages of the new academic year to ensure students receive suitable IAG if they wish to change courses.

Leaders and managers have exceedingly high expectations of students and have actively promoted the RESPECT campaign. The implementation of our behaviour management policy has encouraged learners to take ownership of their behaviours and attitudes, offering guidance and remedial action to improve where necessary.

Further to that, the introduction of our Fitness to Study ensures that all students with agency intervention can receive support through reasonable adjustment and other targeted strategies to retain them on a programme, where appropriate.

Our learners have respect for one another, and they value both their lecturers and peers.

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PERSONAL DEVELOPMENT

GRADE: OUTSTANDING KEY STRENGTHS As a college, the curriculum supports learners development holistically. Our intent is to prepare learners for all aspects of life, growing, resilience, confidence, empathy, and an understanding of keeping themselves safe and healthy.

The College RESPECT policy is embedded across all campuses and faculties, resulting in a consistently elevated level of behaviour. Students recognise the importance of mature and professional behaviours, and the College ensure this is executed in all lessons and activities.

Students are aware of the zero-tolerance to drugs, harmful sexual behaviours and bullying and this message is reiterated and revisited through the tutorial programme and curriculum planning. The College developed a curriculum tracker to monitor all required behaviour and attitudes identified through Ofsted and employer expectations and tracks these are taught and embedded across the academic year for all students. As a result of the focus on RESPECT and professional behaviours, the following key points should be acknowledged: / Most students demonstrate good attitudes to their education and career goals; they behave with integrity and consistently cooperate with others. / Students have an excellent understanding of keeping themselves safe from associated risks and can identify and report risks both for themselves and others. / Student behaviour is outstanding and, in most instances, reflect that of the behaviours expected in employment, understanding the need to promote equality of opportunity and thrive together celebrating difference as a positive. / Students feel supported and safe within the College and its associated environments. / The College creates a culture of high expectations and respect and has fully embedded policies and procedures that challenge students who fall below these expectations.

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/ The College has a well-established and highly effective student services team that meets the growing need of student support at all levels. / All students understand fundamental British values, mutual respect and tolerance through an inclusive and supportive environment. / Students understand how to keep themselves fit and healthy both physically and mentally and are aware of how to access a wide range of support to facilitate this. / Students are provided with a careers programme that offers IAG encouraging aspiration and further development. The College promotes progression onto Higher Education and further opportunities, ensuring students are given timely and practical guidance to transition to the next stage of their lives. / Students are given opportunities to understand and develop healthy age-appropriate relationships and offered internal and external guidance around healthy relationships and peer on peer abuse. / Students’ cultural capital is developed through various enrichment activities and additional opportunities that develop their tolerance, empathy, and relationship skills. / There is a firm curriculum offer for young people and adults that gives students the opportunities to develop their behaviours, skills, and attitudes beyond the classroom environment. / There is a significant infrastructure within the Student Experience team that supports the curriculum teams in developing students’ confidence, resilience, and wellbeing. / A good careers development programme designed to support students in making the appropriate ‘next steps’.

KEY AREAS FOR IMPROVEMENT

EXECUTIVE SUMMARY

/ Our high-risk attendance group sits below the College average. Further work needs to be done to look at out of college provision/home working/blended learning that supports these students when they cannot access the College site.

Leaders and managers have very high expectations of students and have actively promoted the RESPECT campaign. The implementation of our behaviour management policy has encouraged learners to take ownership of their behaviours and attitudes, offering guidance and remedial action to improve where necessary. Further to that, the introduction of our Fitness to Study ensures that all students with agency intervention can receive support through reasonable adjustment and other targeted strategies to retain them on a programme, where appropriate.

/ Further work needs to be done to align processes in IAG both at the start and finish of Apprenticeship courses to ensure the same provision across all student bodies. / Ensure learners complete meaningful industry placements post Covid-19.

The Student Services team is dedicated and focused on supporting all learners’ holistic development and progress who require additional support and guidance.

There is a strong focus on the health and wellbeing of students, with staff implementing robust intervention plans to ensure all learners meet and exceed set expectations.

Pre-entry IAG and transition stages of young people and adult programmes ensure staff are informed of students needs and are therefore equipped in advance to make the reasonable adjustments necessary to programmes of study. Develop support packages, risk assessments and promptly enlist agency and external support, enabling learners to succeed and reach their full potential.

Safeguarding remains our priority, and students know how to keep themselves safe from associated risks through the rigorous promotion of contemporary and emerging issues and themes delivered through the tutorial framework, visiting groups, curriculum content, enrichment, and cross-college campaigns. Apprentices and Part Time learners now have access to learning materials on OneFile or Canvas to address how they can keep themselves safe.

The induction and exit survey last year recorded that 98% of students feel safe within the College.

Support for students is outstanding, ensuring an inclusive and individualised provision to every learner enrolled at Fareham College, enabling them to achieve their qualifications to the highest standard. Retention last year for students identified within EHCP or safeguarding cohort was 97 %, with a favourable destination recorded for all students.

Attendance for identified cohorts sat or above department KPI target as did engagement on course and retention.

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LEADERSHIP AND MANAGEMENT

GRADE: GOOD GOVERNANCE OF FAREHAM COLLEGE IS GOOD ARRANGEMENTS FOR SAFEGUARDING ARE HIGHLY EFFECTIVE KEY STRENGTHS

KEY AREAS FOR IMPROVEMENT

/ Governors and senior leaders have set a clear strategic plan for the college, which has been updated to reflect the socio-economic impact of Covid-19; this is well communicated and understood at all levels.

/ Quality assurance processes for apprenticeship and adult learning provision require improvement to ensure they are effective at identifying areas at risk and ensuring early interventions are in place.

/ The curriculum is very well aligned to the Solent LEP priorities, the local labour market and the Department for Education’s professional and technical education reforms.

/ There is variation in rates of achievement on adult learning programmes and some apprenticeship standards which need addressing by leaders and managers.

/ Continued strategic investment in the college’s facilities has provided outstanding learning environments for all students and apprentices.

/ Outcomes in Functional Skills, for both 16-19 and adult learners, require improvement.

/ Leaders and managers provide excellent oversight of and support for the health and wellbeing of students, apprentices and staff. / Leaders and managers have created an outstanding culture of safeguarding where risk of harm is reduced and students are effectively provided further support where they require it. / Leaders and managers have high expectations for students’ and apprentices’ achievement and progression. / There is good support for the continuous professional development of staff which has improved teaching and learning and enabled them to remain current in their professional context. / Leaders and managers engage with parents, students and employers effectively to support the quality of education and strengthen the intent of the training provided.

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EXECUTIVE SUMMARY Leadership and management are good; leaders, managers and governors have high expectations, and these are embodied in their day-to-day interactions with students, employers and staff.

Governors and leaders have developed a very strong strategic plan that clearly articulates the college’s ambitious curriculum vision for providing high-quality and inclusive education for all.

Employer engagement and employer involvement in the design, delivery and evaluation of training is very good and enables curriculum managers and teachers to ensure training meets the needs and standards of the industry and the local skills gaps.

Leaders engage very well with staff through regular employee engagement activities, including staff forums and surveys. Leaders respond well to staff capacity and workload matters and have fair expectations of teachers.

Leaders and managers have significantly increased their focus on student and staff health and well-being with a range of initiatives designed to provide support for all and targeted where these are required the most.

The College has a strong culture of safeguarding and well-being support for students. Staff receive frequent safeguarding updates and regularly engage in safeguarding training. Students value the range of support services available to them and make good use of these.

Leaders and managers have made impactful use of the additional Tuition Fund provided by the Department for Education in response to Covid-19 impact on missed learning. This has allowed students to receive small group and one-to-one support to help them improve their levels of attainment.

Students and apprentices receive good initial advice and guidance, which leads to good retention rates and high levels of positive student feedback in most subjects.

Good careers advice and support for progression enable students to achieve a high level of courserelated positive destination. Tracking and monitoring of destination data during the pandemic were less good than previous years but is now improved for the current academic year.

Parents and carers benefit from regular and accessible updates about the college, services and the progress of the young people they have parental responsibility for.

Staff have good opportunities for engaging in relevant continuous professional development, but some areas would benefit from more time in the industry and from CPD that further improves teachers’ own subject knowledge.

To address the outcomes in adult learning programmes and apprenticeships, leaders and managers will implement new quality assurance processes to ensure areas at risk are identified early and interventions are put into place quickly.

SELF ASSESSMENT ANNUAL REPORT | 21

OUTCOMES FOR LEARNERS KEY STRENGTHS

KEY AREAS FOR IMPROVEMENT

/ The achievement rates for Level 2 (90%) and Level 3 (91.9%) qualifications for 16-18-year-olds are good; both are above national average.

/ Covid-19 has impacted the timely achievement rates for Apprentices. It is recognised that further actions need to be taken to improve the monitoring of Apprentices to ensure they receive adequate support in the workplace to achieve their qualifications.

/ Due to lockdown, flexible delivery models accelerated our digital blended learning capability, ensuring learners had full access to digital workshops, demonstrations, and lessons via online platforms. / Students and Apprentices develop their practical skills well and produce high-quality work, which they take pride in. The quality and expectations of the work produced aim to fully prepare learners for their chosen industry. / Most students and Apprentices of all ages progress onto positive destinations, including related employment or further study. / Students and Apprentices at all levels develop their English and Maths skills within their main subjects. The development of these critical literacy and numeracy skills support students and Apprentices in their progression to employment, particularly where the development of specialist terminologies/language and the application of Maths is required.

/ Achievement rates on Level 1 programmes require improvement for 16-18 and 19+, but Level 2 and Level 3 programmes remain above national rates. / The pass rates for GCSE English and Maths are good, however, assessed via Centre Assessed Grades (CAG). / Achievement rates at grade 4 or higher for Maths and English will remain focused on ensuring the percentage of high grades improves year on year. / Functional Skills result on all levels require improvement and were significantly impacted by Covid-19. / The achievement of 16-18 students in Construction and CEMAST have fallen and are now below national rates. The processes for providing initial advice and guidance and the routine monitoring of attendance/ risk of withdrawal need to be improved, especially for the area that requires competency skill testing as part of the enrolment process.

EXECUTIVE SUMMARY Outcomes for 16-18-year-olds remain well above national rates despite the impact of Covid-19. Assessment and regular progress checks ensured the CAG were robustly assessed, providing accurate achievement rates that reflect the excellent work produced by our students. The achievement rates for Level 2 and Level 3 students are excellent and consistent with 2019/20. However, the overall achievement rates of Level 1 programmes has declined compared to 2019/20 due to mental health and anxiety issues contributing to non-achievement. 19+ remains an area for improvement, especially for students enrolled on Part Time courses and Functional Skills.

22 | SELF ASSESSMENT ANNUAL REPORT

CLASSROOM OUTCOMES

APPRENTICESHIP OUTCOMES

100

70 80

60 50

60

40 40

30 20

20

10 0

16-18

19+

0

Overall

17/18

18/19

19/20

20/21

16-18

85.2%

85.2%

86.4%

87.5%

19+

88.1%

92.1%

77.6%

Overall

86%

88%

84.8%

Timely

National rate

Overall

Overall National Rate

17/18

18/19

19/20

20/21

Timely

62.5%

61.2%

52.9%

20.6%

82.6%

National rate

60.2%

60.2%

54.9%

59.1%

86.2%

Overall

69.1%

60.2%

65.2%

47.5%

Overall National Rate

55.2%

54.5%

62.8%

56.9%

OUTCOMES BY AGE AND LEVEL LEARNER AGE

LEVEL 17/18

18/19

19/20

20/21

LEARNER AGE

LEVEL 17/18

18/19

19/20

20/21

16-18

1

80.1%

72.8%

74.5%

72.9%

19+

1

92.6%

97.1%

63.7%

71.8%

16-18

2

83.8%

85.5%

87.4%

90.6%

19+

2

81.6%

88.7%

81.1%

86.3

16-18

3

91.6%

92.8%

93.9%

92%

19+

3

87.2%

73.7%

83.7%

79.7%

SELF ASSESSMENT ANNUAL REPORT | 23

16-18 CLASSROOM OUTCOMES BY DEPARTMENT

100

80

60

40

20

Uniformed Public Service

Transition to College

Travel

Traineeships

Technical Engineering

Teaching & Learning

Subcontractor

Sport

Science

Media & Performing Arts

Mechanical Engineering

Maths

Marine Engineering

Manufacturing

Information Technology

Hospitality

Health & Social Care

Hairdressing and Beauty Therapy

English

Electrical Engineering

Early Years

Construction

Civil Engineering Training Centre

Careers & Personal Development

Business

Automotive Engineering

Art, Design & Fashion

Aeronautical Engineering

Access

0

Department

17/18

18/19

19/20

20/21

Information Technology

90.4%

95.7%

91.1%

98.7

Access

N/A

N/A

50%

66.7%

Manufacturing

81%

93.3%

89.5%

50%

Aeronautical Engineering

N/A

N/A

N/A

68.8%

Marine Engineering

72%

77.3%

75%

94.4%

Art, Design & Fashion

89.7%

87.5%

93%

78.7%

Maths

81%

76.6%

79%

82.3%

Automotive Engineering

94%

86.9%

77.8%

89.4%

Mechanical Engineering

N/A

N/A

N/A

83.3%

Business

81%

76.4%

96.9%

96.3%

Media & Performing Arts

89.6%

89.1%

96%

96%

Careers & Personal Development 97.6%

82.9%

93.8%

N/A

Science

61.9%

91.7%

100%

72.7%

Civil Engineering Training Centre

88.2%

83.8%

55.1%

66.7%

Sport

86.7%

98%

93.1%

96.6%

Construction

77.6%

90.3%

82.4%

75.2%

Subcontractor

90%

99.7%

90.6%

95.1%

Early Years

93.4%

87.1%

91.3%

97.4%

Teaching & Learning

100%

94.4%

100%

N/A

Electrical Engineering

N/A

N/A

N/A

76.9%

Technical Engineering

84.9%

82.7%

96.9%

N/A

English

83%

78.1%

87%

81.9%

Traineeships

N/A

92.9%

73.7%

81.3%

Hairdressing and Beauty Therapy

84.3%

89.9%

88.2%

96.2%

Travel

84%

80.9%

90.6%

89.5%

Health & Social Care

92%

93%

97.6%

95.6%

Transition to College

N/A

N/A

N/A

97.8%

Hospitality

91%

94.3%

98.2%

87.8%

Uniformed Public Service

97.3%

97.6%

98.1%

98.5%

24 | SELF ASSESSMENT ANNUAL REPORT

19+ CLASSROOM OUTCOMES BY DEPARTMENT

100

80

60

40

20

Uniformed Public Service

Travel

Traineeships

Technical Engineering

Teaching & Learning

Subcontractor

Sport

Science

Media & Performing Arts

Maths

Marine Engineering

Manufacturing

Information Technology

Hospitality

Health & Social Care

Hairdressing and Beauty Therapy

English

Early Years

Construction

Civil Engineering Training Centre

Business

Automotive Engineering

Art, Design & Fashion

Aeronautical Engineering

Access

0

Department

17/18

18/19

19/20 20/21

Information Technology

70.3%

91.5%

50%

50%

Access

N/A

N/A

78.9%

84.2%

Manufacturing

77.8%

95.4%

50%

N/A

Aeronautical Engineering

N/A

N/A

N/A

100%

Marine Engineering

88%

96.4%

N/A

66.7%

Art, Design & Fashion

75%

86.9%

100%

20%

Maths

81.7%

90.4%

73.9%

61.4%

Automotive Engineering

89.3%

86.5%

100%

38.9%

Media & Performing Arts

85.7%

76.7%

60%

83.3%

Business

74%

82.6%

73.3%

72.1%

Science

78.6%

76.5%

100%

80%

Civil Engineering Training Centre

87%

78.6%

58%

69.9%

Sport

92%

100%

100%

100%

Construction

71.4%

89.7%

66.7%

75%

Subcontractor

94%

97.9%

50%

100%

Early Years

86.3%

80.5%

71.4%

80%

Teaching & Learning

90%

94.6%

82.4%

100%

English

64.2%

82.9%

70.8%

64.6%

Technical Engineering

100%

84.2%

100%

N/A

Hairdressing and Beauty Therapy

87.8%

88.1%

82.3%

91.8%

Traineeships

N/A

N/A

100%

82.7%

Health & Social Care

86.4%

96%

96.2%

100%

Travel

100%

92.3%

100%

100%

Hospitality

100%

89.8%

100%

100%

Uniformed Public Service

89%

80.3%

N/A

100%

SELF ASSESSMENT ANNUAL REPORT | 25

16-18 QUALIFICATION TYPE CF. NATIONAL RATES 100

80

60

40

20

Other Non-Reg

GCSE Other

GCSE Maths and English

Diploma

Certificate

Basic Skills Maths and English

Award

Access to HE

0

Qualification Type

Number of starts

Achievement Timely

National Achievement Timely

Access to HE

3

66.7%

74.2%

Award

245

95.5%

91.7%

Basic Skills Maths and English

271

53.5%

68.2%

Certificate

215

82.8%

83.4%

Diploma

1179

90.2%

85.5%

GCSE Maths and English

684

92.3%

82.4%

GCSE Other

1

100%

82.1%

Other Non-Reg

67

98.5%

95.1%

26 | SELF ASSESSMENT ANNUAL REPORT

19+ QUALIFICATION TYPE CF. NATIONAL RATES 100

80

60

40

20

Other Non-Reg

GCSE Other

GCSE Maths and English

Diploma

Certificate

Basic Skills Maths and English

Award

Access to HE

0

Qualification Type

Number of starts

Achievement Timely

National Achievement Timely

Access to HE

19

73.7%

80.5%

Award

346

90.5%

93.4%

Basic Skills Maths and English

92

34.8%

79.4%

Certificate

208

81.3%

89.3%

Diploma

222

79.7%

82.7%

GCSE Maths and English

65

78.5%

80.8%

GCSE Other

5

80%

76.1%

Other Non-Reg

42

76.2%

96.2%

SELF ASSESSMENT ANNUAL REPORT | 27

TABLE OF 2020-2021 GRADES Department/Faculty

The effectiveness of leadership and management

The quality of education

Personal development

Behaviours and attitudes

Overall grade

Military Mentors (Sub-Contractors)

1

1

1

2

1

Health, Science & Education

2

1

1

1

1

Creative Industries

1

1

1

1

1

CEMAST

2

2

2

2

2

CETC & Construction

3

3

3

3

3

Business Plus

3

3

2

3

3

English & Maths

1

1

1

1

1

Enterprise & Digital Industries

1

1

1

1

1

Overall College

2

1

1

2

2

28 | SELF ASSESSMENT ANNUAL REPORT

MAIN PROGRAMME ENROLMENT COUNT Department

16-18

19+

All

1

38

39

Aeronautical Engineering

66

14

80

Art Design & Fashion

119

21

140

Automotive Engineering

133

27

160

Business

64

74

138

Civil Engineering Training Centre

43

146

189

Construction

183

39

222

Access

Early Years

56

57

113

Electrical Engineering

60

59

119

Employment Services

5

0

5

English

11

32

43

Hairdressing and Beauty Therapy

199

210

409

Healthcare & Science

88

98

186

Hospitality

46

8

54

Information Technology

98

12

110

Manufacturing

44

23

67

Marine Engineering

38

7

45

Maths

9

40

49

Mechanical Engineering

94

54

148

Media and Performing Arts

149

24

173

Science

9

18

27

Sport

56

9

65

Subcontractor

67

36

103

Teaching & Learning

0

98

98

Technical Engineering

0

6

6

Traineeship

94

37

131

Transition to College

99

0

99

Travel

57

3

60

Uniformed Public Services

66

4

70

Work Based Learning

82

451

533

2036

1645

3681

16-18

19+

All

Maths

373

42

415

English

397

56

453

Total

GCSE ENROLMENT COUNT Department

SELF ASSESSMENT ANNUAL REPORT | 29

APPRENTICESHIP TIMELY ACHIEVEMENT BY SSA 100

80

60

40

20

2019/2020

Retail & Commercial Enterprise

Information & Communication Technology

Health, Public Services & Care

Engineering & Manufacturing Technology

Education & Training

Construction & Planning

Business, Administration & Law

Arts, Media & Publishing

0

2020/2021

Achievement Timely %

National Achievement Timely %

Retention In Year %

Achievement Timely %

National Achievement Timely %

Retention In Year %

Arts, Media & Publishing

0%

56.7%

0%

0%

0%

0%

Business, Administration & Law

36.5%

62.7%

56.8%

28.4%

62.7%

56%

Construction & Planning

59.8%

56.2%

60.7%

9.3%

56.2%

53.7%

Education & Training

0%

68.4%

66.7%

0%

68.4%

63.6%

Engineering & Manufacturing Technology

56.1%

57.4%

77.4%

23.1%

57.4%

66.3%

Health, Public Services & Care

47.6%

57.1%

71.4%

6.3%

57.1%

64.7%

Information & Communication Technology 33.3%

68.4%

66.7%

0%

68.4%

80%

Retail & Commercial Enterprise

63.5%

79.4%

45.8%

63.5%

79.2%

55.9%

30 | SELF ASSESSMENT ANNUAL REPORT

SELF ASSESSMENT ANNUAL REPORT | 31

APPRENTICESHIP OVERALL ACHIEVEMENT BY SSA 100

80

60

40

20

2019/2020

Retail & Commercial Enterprise

Information & Communication Technology

Health, Public Services & Care

Engineering & Manufacturing Technology

Education & Training

Construction & Planning

Business, Administration & Law

Arts, Media & Publishing

0

2020/2021

Achievement Timely %

National Achievement Timely %

Retention In Year %

Achievement Timely %

National Achievement Timely %

Retention In Year %

Arts, Media & Publishing

50%

70%

50%

0%

0%

0%

Business, Administration & Law

48.1%

65.1%

53.7%

46.2%

65.1%

56.9%

Construction & Planning

55.9%

63.1%

56.8%

31%

63.1%

57.3%

Education & Training

0%

0%

0%

0%

74.5%

64.3%

Engineering & Manufacturing Technology

76.4%

69%

76.4%

55.7%

69%

67%

Health, Public Services & Care

61.1%

66.3%

77.8%

38.5%

66.3%

65.2%

Information & Communication Technology 66.7%

63.6%

66.7%

0%

63.6%

80%

Retail & Commercial Enterprise

63.9%

78.6%

68.2%

63.9%

77.4%

60.7%

32 | SELF ASSESSMENT ANNUAL REPORT

SELF ASSESSMENT ANNUAL REPORT | 33

EDUCATION FOR YOUNG PEOPLE

GRADE: OUTSTANDING KEY STRENGTHS

EXECUTIVE SUMMARY

/ Leadership and management monitor the delivery of curriculum effectively and as a result our students acquire high quality teaching and learning to achieve their individual learning goals.

Outcomes for 16-18 students have improved to 87.4%.

Level 3 students performed exceptionally well and increased year on year above the national average.

Level 2 overall achievement has also improved to 90% and well above the National Average of 84.1%.T Level students on the Digital and Health Care performed well with 100% retention and achievement in year 1. Our Level 1 students perform less well achieving 72.3% with some departments falling below target, including Gateway to Engineering Level 1 50%, Functional Skills Level 1 61.7%. Maths and English outcomes have been impacted by Covid-19.

/ A well-constructed curriculum model that is industry led ensures relevant skills are delivered and sequenced effectively, therefore building on the skills and knowledge needed for future learning and employment. / Good attendance to online lessons during lockdown meant that students were able to make positive progress against their recorded starting points. / The success coach model has a strong focus on the health and well-being of students, with staff implementing robust intervention plans, targets for both academic and pastoral are set to ensure learners meet and exceed set expectations. / Timely achievement for 16-18 Level 3 programmes of study increased to 91.9%, 5% above national rates at 86.1%. / Overall timely achievement rate of 87.5%, slightly above the national average at 84.4%. / Achievement rates of EHCP/HNS and Care Leavers improved from 73.3% to 76.9% in Maths and 77.1% to 78.5% in English. / Level 2 achievement has improved to 90% in comparison to 19/20 at 87.2%.

KEY AREAS FOR IMPROVEMENT / Improve timely achievement for our Level 1 provision achieving below National Average at 72.3% and mostly impacted by Functional Skills (87.5% without Functional Skills data). / Achievement rates for Functional Skills Maths and English for 16-18 students and 19+.

34 | SELF ASSESSMENT ANNUAL REPORT

Fareham College implements a robust Quality Assurance process for areas that perform below target and national rates, resulting in regular scrutiny at Senior Leadership, Teaching, Learning & Quality team and Faculty Director level to ensure timely interventions and areas for improvement are highlighted and actioned accordingly. Efficient initial advice and guidance (IAG) ensure that students are matched to the most appropriate Technical and professional programme; this is evidenced through excellent retention and achievement rates in most subject areas.

Employer partnerships inform our curriculum through a range of interactions with curriculum and apprenticeship teams to ensure that curriculum intent is fit for purpose, meeting both local and national skills priorities. Further, development is required to ensure that employer involvement is consistent across all subject areas, especially in relation to re-training/upskilling the current workforce, T-Level programmes, Higher Technical provision, and those impacted by Covid-19.

SELF ASSESSMENT ANNUAL REPORT | 35

ADULT LEARNING PROGRAMMES

GRADE: GOOD KEY STRENGTHS

EXECUTIVE SUMMARY

/ Growth on our adult provision supports opportunities to re-entry into education, re-skill for new employment or develop further skills/knowledge in existing roles.

Our Adult provision remains a fundamental part of what we offer and plays a key role in providing opportunities for adults to re-enter education, develop new skills or retrain for new employment. Employers inform our curriculum development through a range of interactions with curriculum, apprenticeship teams and Local Market Intelligence (LMI). This ensures that curriculum intent is fit for purpose, meeting both local and national skills priorities in technical areas and addresses low social mobility through flexible and purposeful training.

/ Creative Industries programmes performing well, with most programmes achieving 100% achievement. / Our provision is employer led and provides suitable progression opportunities, therefore supporting the local and national skills priorities.

AREAS FOR IMPROVEMENT / 19+ outcomes for Functional Skills English and Maths. / Overall student outcomes achieving well below previous years and against the national average. / IAG and assessment of adult learners to ensure learners are enrolled on the appropriate programmes. / Access to Higher Education.

The overall achievement rates have been negatively affected by adult learners who did not complete their qualifications during the Covid-19 lockdown period.

Adult learners outcomes have fallen below the national rate achieving 82.6% compared with the previous year’s outcome of 84.2%. Some high-performing courses with 100% timely achievement include Advanced Beauty Therapy Level 4, Barbering Level 2, Beauty Therapy Level 2 and Access to Higher Education.

The introduction of a more stringent initial assessment process for enrolling on GCSE programmes coupled with improved attendance and progress tracking supported adult learners to make excellent progress in attaining higher GCSE grades. With 84.5% of adult’s achievement a grade 4 and above in Maths and 50% English. 19+ achievement and retention will remain a focus in the new academic year to ensure improvements are sustained.

Other 19+ courses that performed below expectation are the Digital Skills Traineeship, Early Years Educator, Level 3 Accounting, Level 2 Civil Engineering – Construction Operations and Functional Skills programmes. Although lockdown has impacted some of these programmes, further development of our processes and monitoring of progress will ensure that Apprenticeship and adult IAG/ assessment is used to effectively tailor programmes, considering individual starting points of learners.

36 | SELF ASSESSMENT ANNUAL REPORT

SELF ASSESSMENT ANNUAL REPORT | 37

APPRENTICESHIPS

GRADE: REQUIRES IMPROVEMENT KEY STRENGTHS

EXECUTIVE SUMMARY

/ Excellent achievement rates in hairdressing Apprenticeships.

Overall achievement is at 47.8%, well below the national average of 64%.

/ Good learner induction satisfaction rates at 88%. / Improved sign-up process including a robust “recognition of prior learning” process. / Excellent industry knowledge and expertise of Professional Coaches within Business Plus.

KEY AREAS FOR IMPROVEMENT / Poor engagement of employer and apprentice feedback resulted in a lack of timely interventions.

Further improvement is required to ensure apprentices make positive progress and achieve timely. / Inconsistent capture and compliance of learner data on OneFile across all College areas affecting achievement rates. / Initial assessment not utilised well on programme affecting our ability to respond to learners needs. / Greater analysis of data for ALN learners, ensuring we are supporting learners with additional needs to succeed on the programme. / Increased capture of destination data enhancing our ability to report on apprentice success. / Improve the recruitment of subject specialist coaches, especially in hard to recruit industries. / Increase the capacity within the sales team to enable better compliance, improved account management and increased sales. / Improve retention and achievement rates across the provision.

38 | SELF ASSESSMENT ANNUAL REPORT

Covid-19 did have an impact on our retention and achievement in 20/21 due to apprentices in the Construction sector being furloughed during the lockdown periods.

Employer responsiveness remains high with bespoke models developed with our employers to ensure we meet the changing demands of each industry. Hairdressing and Engineering performed well, however, most programmes require improvement and significantly achieved well below the national average.

A notable change in the Leadership and Management team within Business Plus aims to refocus and review all processes to improve the quality of provision.

Standards are delivered efficiently and meet the needs of our employers. Attracting and retaining staff with specific skillsets remains a challenge at Fareham College, especially in Engineering, Civil Engineering, Construction, and the Digital sectors. Compliance and capturing of destination data also remain a priority for 21/22.

TRAINEESHIPS

GRADE: GOOD KEY STRENGTHS

EXECUTIVE SUMMARY

/ Strong work placements support progression from individual starting points.

Even though Covid-19 has impacted both our retention and achievement, Traineeship programmes have performed below the College target and the National achievement rates for the last three academic years.

Overall achievement at 62% against the National Average of 53%. Retention requires improvement at 65%, which has been linked to disengagement with English and Maths.

/ Individualised programmes support learner progression and achievement. / Strong links with employers in the civil engineering sector have led to successful progression onto groundworks Apprenticeships that address skills gaps in the sector.

KEY AREAS FOR IMPROVEMENT / Further develop employer engagement to expand the opportunities for students. / Increase reporting capacity to show individual development following transfer. / Further development around the delivery of Maths and English. / Improve retention rates through improved English and Maths delivery models.

Overall numbers have been maintained through the new enhanced delivery within CETC, which was implemented to improve retention and achievement within the new Apprenticeship following significant early leavers in Cohort 1. The CETC Traineeship has proved successful and is now embedded within the 20 weeks of in-house delivery and managed in partnership with the CETC staff and the specialist tutor. Covid-19 has impacted the retention and achievement of trainees, particularly on Cohort 4 and 5. Subsequent Cohorts have resumed delivery as expected.

Delivery is solely by a dedicated specialist tutor who manages all aspects of the programme except English and Maths. Multiple groups are delivered across the year on a rolling start basis to meet the needs of individual learners.

In addition to the base model of a 26-week programme, the College implemented shorter customised programmes that meet individual learner support needs to progress onto an Apprenticeship. This makes effective use of both the ESFA and AEB funding streams to meet individual needs.

2021/22 academic year will focus on bringing Maths and English outcomes in line with the College targets and will be met through a strong partnership between the Business Plus delivery team and the English and Maths team.

Traineeships will focus on further developing additional level delivery; Increased employer partnerships are another focus to increase the opportunities available to young people under this specialist option.

SELF ASSESSMENT ANNUAL REPORT | 39

PROVISION FOR LEARNERS WITH HIGH NEEDS

GRADE: GOOD KEY STRENGTHS / The recruitment of high needs students is further improving, demonstrating the Colleges commitment to inclusivity. There has been a 35% increase in high needs students over the academic year. / There is 100% integration of high needs students into the primary curriculum, meaning students benefit from the same experiences. / The College continues to work with several external agencies to ensure effective coordination of specialised support, meaning funding is appropriately spent and aligned to services that enhance the student’s preparation for adulthood. / Compliance for meeting student need is fully met. / New SENCo brings a wealth of experience to streamline the process and maximise funding to improve student outcomes. / Attendance of high needs students remains in line with college expectations.

KEY AREAS FOR IMPROVEMENT / Continued development of high needs students’ transferable soft skills is needed to progress and prepare them for adulthood successfully.

40 | SELF ASSESSMENT ANNUAL REPORT

EXECUTIVE SUMMARY The College is committed to offering an inclusive provision for all its students. Whilst the College does not provide discreet SEND provision, many students with an Education, Health, Care Plan (EHCP) can access mainstream provision with additional support given by the Additional Learning Support Team. The College promotes the ethos of developing independence in students who present with SEND. Support packages are regularly reviewed in conjunction with the students to ensure they are fit for purpose and support the individual when preparing for adulthood.

In 20/21, the College had 58 students with an EHCP, undertaking a range of different courses. Retention (93.3%) increased by 3.5%, and achievement rates (83.3%) increased by 6.9%; the principal reason for EHCP students not performing in line with their peers was non-achievement in English and Maths. The students who left the College in receipt of an EHCP were positive, with many entering employment and training with seven students successfully progressing into Higher Education.

The Study Centre had been re-allocated in light of Covid-19 to provide students with an EHCP, IT and Study Facilitator support for their online and blended learning. It also provides a base for several communication and interaction groups to help combat student isolation and for EHCP students to access additional support when they are not required in their tutorial sessions by their Success Coach.

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HIGHLIGHTS AT FAREHAM COLLEGE 2020 TO 2021 Fareham College has teamed up with Job Centre Plus.

Fareham College secures funding to deliver ground-breaking Maths programme.

Fareham College’s Civil Engineering Training Centre (CETC) is working with JCP to help individuals seeking employment opportunities by offering them the relevant skills and experience to enter the construction industry through a new programme. Potential applicants, including those who have been made redundant and are receiving unemployment benefits or have been out of work for some time, enrol on a four-week training programme at CETC, which gives them real-world experience in civil engineering.

The action research project, led by Fareham College, focuses on working with students who suffer from Maths anxiety and has already produced excellent results through improved attendance to lessons, participation, and better grades via a bespoke Maths Coaching programme.

Every learner is guaranteed a job interview at the end of the programme. They obtain their CSCS Green Card and gain a Level 1 Award in Health and Safety in a Construction Environment and a Level 1 Award in Bricklaying. PPE equipment is provided to every learner. If required, they can gain a Functional Skills qualification in Maths and English, enabling them to graduate from the programme site. Each cohort of learners can then progress straight into work or onto an Apprenticeship.

John Stevens, JCP Employer Adviser, said, “We would like to see the Sector-Based Work Academies grow and in collaboration with Fareham College we are continuing to look at ways we can change the programme to suit industry needs and standards. We want to meet the needs of the local and wider community and bridge the gap in the skills shortages in specific areas. It’s great that we have such a fantastic facility, Fareham College’s CETC, located in our community and that we can further develop our partnership on projects like this now and in the future.”

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When students were asked how confident they were in their Maths ability before taking part in the Maths coaching programme, almost a third of students responded positively. After just six weeks of coaching, this increased to almost 40%, responding positively. When they were asked how they felt about Maths exams prior to undertaking the Maths coaching, almost 10% responded positively and after six weeks of coaching this has more than doubled to over 21%. When students were asked overall how they felt about Maths, just under one third of students responded positively. After six weeks of Maths coaching, this has increased to well over 40% responding positively.

Working with six other colleges (Highbury College, Havant and South Downs College, Isle of Wight College, Southampton City College, Sparsholt College and St. Vincent’s College), Fareham College has replicated its successful Maths Coaching programme, and created an online version of the programme, which could be delivered during lockdown. Working with these colleges, the programme has reached over 500 students to help them to overcome their Maths anxiety.

New E-learning resources to enhance and develop capability in digital learning.

Fareham College students showcase their creative talents.

Fareham College, working in collaboration with Highbury College, HSDC and Eidos Consulting based in Lee-on-theSolent, has launched a series of brand-new e-learning resources for Engineering, Health and Social Care and Childcare curriculum areas via its website.

Fareham College students showed off their skills and talent at the College’s annual Creative Industries Showcase. This unique ‘festival style’ open evening comprises live shows, performances, exhibitions and displays of student work.

Funded by the College Collaboration Fund, the three colleges, working with Eidos Consulting, teamed up with curriculum specialists from various disciplines. They created a range of professional and technical high-quality blended learning resources to support teachers and Level 3 students with online learning in these curriculum areas.

Curriculum Area Manager for Health and Science at Fareham College Steph Couper said, “These modules provide a fantastic resource for staff and students to use in their own time, to supplement their studies. The main benefit is that they complement the students’ learning in the classroom and can be used as revision tools or pre-learning before starting the module. Working on this project, I have learnt many new skills and have been able to find out more about how online learning is delivered.

Seeing the final results, I have a real appreciation of the time and effort which goes into compiling a project like this and I enjoyed being involved, as it gave me the opportunity to work collaboratively with students as well as staff from other colleges.”

However, this year, with the Covid-19 restrictions in place, this event was also live-streamed, allowing those unable to attend the opportunity to enjoy the exceptional work produced by the students.

Taking place across the College’s Bishopsfield Road campus and was co-produced by the students taking part; this event comprised a mixture of live music, dramatic theatre performances, fantastic hair and make-up designs, extraordinary artwork and impressive student films.

Hospitality and catering students from the College’s award-winning restaurant, Avenue 141, were also on hand to whip up some culinary creativity, serving staff and students and a limited number of guests to delicious hors d’oeuvres and mocktails.

Sophie Burgess, Creative Media Production student, commented, “This has been a fantastic way to celebrate our work and has allowed us to learn and develop new skills which have prepared us for our next steps. The lecturers are extremely supportive throughout what has been a very challenging time for all. They have created an environment which has allowed us to thrive, ensuring that we achieve the best grades possible.”

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HIGHLIGHTS AT FAREHAM COLLEGE 2020 TO 2021 Launch of Digital Employers Group to build local talent for the future.

Fareham College becomes patron of Shaping Portsmouth.

In collaboration with Tech Solent, Fareham College welcomed Gillian Keegan MP, Minister for Apprenticeships and Skills, Caroline Dinenage MP, Minister for Culture, Communications and Creative Industries, local employers and guests to an exciting Digital Forum event at the College to launch its Digital Employers Group.

Fareham College has joined the not-for-profit organisation Shaping Portsmouth as a Patron.

Chaired by Phil Clark from Tech Solent, employers engaged with the panel discussing the choices available for school leavers, why T Levels are different, successful and crucial for the economy’s recovery and how T Levels can help local employers. Panel members included Minister Keegan, who joined the event virtually, Caroline Dineage MP, Rob Nitsch, Chief Operating Officer from the Institute for Apprenticeships and Technical Education (IFATE), Kate Mason, Training Design Manager at Hampshire Constabulary and Ashley Martin, Faculty Director for Enterprise and Digital Industries at Fareham College.

During the panel discussion, Minister for Apprenticeships and Skills Gillian Keegan said, “T Levels are a game-changer for young people, providing a fantastic high-quality technical alternative to A Levels and helping to produce the highly skilled talent pipeline of tomorrow. It was great to join the Digital Employers Group at Fareham College and discuss how the qualifications can help local employers.

T Levels have been created in collaboration with leading employers to ensure students get the skills they need succeed and businesses have the workforce they require for the future. I’d urge businesses in the area to find out how they can support local talent by hosting a T Level student.”

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Shaping Portsmouth’s vision is to make Portsmouth the UK’s number one city to invest, live, learn, work and visit.

Principal and Chief Executive of Fareham College Andrew Kaye said, “We are delighted to become a Patron of Shaping Portsmouth and support the city in addressing the challenges it faces in a constantly-evolving recruitment market by helping everyone to develop the skills, knowledge and behaviours required by employers. Through our excellent links with employers, investment in our stateof-the-art facilities and our Ofsted outstanding status, all mean that Fareham College can support individuals and businesses in Portsmouth and the surrounding areas to achieve their ambitions. We are really looking forward to joining Shaping Portsmouth and making a positive contribution to our communities.”

Shaping Portsmouth Chief Executive Officer Stef Nienaltowski added, “The announcement of Fareham College’s decision to become a Patron of Shaping is positive on so many levels. The work it is focussed on fits perfectly with our Roadmap to a Career programme. Its involvement in both our 100 in 100 project and the Skills and Employability programme has already proved this Partnership’s value. Fareham College is fully committed to the work we are doing across the City and the region we operate in and we welcome Andrew and the whole Fareham College team.”

Students achieve an exceptional 99.4% pass rate in Level 3 qualifications.

100% pass rate for Fareham College Digital T Level students.

Fareham College Level 3 students and staff celebrate an outstanding overall advanced level pass rate of 99.4%.

Almost half of all students achieved high grades, with just over 50% of those students achieving the highest grade possible.

Fareham College students studying the Digital Production, Design and Development T Level have all passed the first year of this qualification with flying colours!

Fareham College’s Principal and Chief Executive, Andrew Kaye, said: “Huge congratulations to all of our students on another set of fantastic results. As we continue to strive for excellence in everything we do, these results truly reflect the benefits our students gain learning from our industryexperienced teachers in state-of-the-art facilities. Despite the continued challenges presented by the Covid-19 crisis this academic year, our students’ unfaltering dedication has yet again produced exceptional results.

Fareham College’s Deputy Principal, Curriculum, Quality and Innovation, Christian Allen-Kotze, added, “Our T Level students have also produced exceptional results at the end of the first year of their studies, achieving a 100% achievement rate in the Digital Production, Design and Development T Level. Alongside the existing T Levels we already offer in Education and Childcare and Digital Design, Production and Development, we are offering two further Digital T Levels from this September; Digital Business Services and Digital Support Services, as well as T Levels in Health, Healthcare Science, Science, Design, Surveying and Planning and On-site Construction.”

This is the first year that Fareham College has offered this two-year course, and staff and students are delighted that they have done so well. T Levels are new qualifications that focus on high-level technical study and workready skills. They are equivalent to studying A Levels, attracting the same number of UCAS points as three A Levels and providing students with a clear route to skilled employment and progression to higher or degree Apprenticeships or degree-level study at university. T levels combine the career focus and practical elements of current technical and professional qualifications like BTECs and NVQs with the theory and study of traditional A Levels.

They differ from A Levels because a core component of the T level qualification is an industry-based placement, where students will apply the theory they learn in the classroom to the workplace and develop the essential work-ready skills that employers are looking for.

Deputy Principal Christian Allen-Kotze, said, “Many congratulations to these students on passing their first year of T Level study. We are extremely fortunate to have been one of the first colleges in the country selected to offer these exciting new qualifications and delighted that the hard work and dedication of both staff and students has paid off. We wish all of our T Level students well as they embark on their second year of study, and we look forward to welcoming our new T Level students commencing their new courses in September.”

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SUSTAINABILITY HIGHLIGHTS Nellie the fish

Pond sustainability

In the UK alone it is estimated that we use up to 13 Billion single-use plastic bottles every year, and only just over half of these are recycled. We see so many plastic bottles discarded on roadsides, in towns and in the countryside. They are everywhere, making their way into our precious ecosystems and endangering wildlife, as well as looking unsightly.

Irena Kettles is a Maths lecturer, here at the College, who has taken on the challenge of maintaining and cleaning our pond, improving and monitoring its water quality, ready to welcome more fish and wildlife.

Nellie is six metres long fish, made entirely from scrap metal – wheel arches, old boat trailers, the frames from old warehouse trolleys and old chicken wire.

The fabulous team at Sailboat Trailers in Emsworth created Nellie for The Final Straw Foundation which an environment group based in Emsworth.

Nellie visited Fareham College in June and was used to collect plastic bottle and metal cans for recycling. Not only did Nellie provide an eye catching sculpture at the entrance of the Bishopsfield Road campus, but it got all our students and staff talking about the every day issues on recycling and sustainability.

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Irena is incredibly passionate about sustainability and has taken the lead on this project. Her investment has been made on a voluntary basis, carried out in addition to her lecturing role. She is proud to have helped support the College in this way, and we have already seen a flurry of activity in the revitalised pond.

Contact with nature has a significant impact on health and well-being and nurturing this tranquil haven within the centre of the college grounds benefits staff and students throughout the year.

Climate change road map

WE ARE HERE

Fashion student Lucy Dowie

RESTORE OUR EARTH

Climate change and ecological destruction are some of the biggest challenges of our time. Colleges, like all institutions, have a responsibility to address them; and to meet the UK government’s target to reach net zero emissions by 2050.

At Fareham College we wish to respond to the current climate crisis and pledge our commitment to the Climate Action Roadmap for FE Colleges.

We recognise that our operations have an effect on the local, regional and global surroundings and that, as a college community, we can contribute towards the conservation and protection of the environment.

Therefore, the College is committed to continuous improvements in environmental performance and the minimisation of waste and pollution.

Lucy Dowie is one of our second-year Level 3 Fashion and Textiles students. She became passionate about sustainability during the lockdown and took inspiration from the idea that less obvious household items could become reusable in the shape of wearable garments.

Lucy collected bottle tops from her household and created a unique piece for her final major project. She carried out significant research on sustainability, with ‘throw-away materials’ becoming the foundation of her design process.

Lucy said. “the main reasoning behind my project was to use alternative materials and to provide a new purpose to items that would normally be thrown away, without a second thought.”

Climate change and ecological destruction are some of the biggest challenges of our time. Colleges, like all institutions, have a responsibility to address them; and to meet the UK government’s target to reach net-zero emissions by 2050.

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