Quality improvement strat updated

Quality

3-14 1 0 2 y g Strate t n e m e Improv

Quality Improvement Strategy 2013-14 City College Plymouth

Vision • We are a college with a national reputation for promoting opportunity, enterprise and employability Mission • To be the South West’s leading provider of innovative, skills-based vocational education and training by supporting partnerships for growth, raising aspirations and enabling wealth creation Values • We put our students and our community at the heart of all that we do.We foster excellence, innovation and creativity • We celebrate diversity and inclusion and the breaking down of barriers to success • We have high expectations of ourselves, our students and our partners

Curriculum and Quality

Enterprise

We will deliver inspirational teaching that equips our students with contemporary knowledge, enterprise and employability skills, enabling them to be active students, employees and citizens.

We will be employer-driven and put students first. Our focus on enterprise will energise our relationships with partner organisations, employers, higher education and local communities and underpin a differentiated position for the College in its various markets, both at home and abroad.

Employability We will strengthen our marketing and employer engagement activities, particularly at the curriculum level. We will develop the employability skills of our students so that they can obtain and sustain high quality employment opportunities and life skills.

Aims: 1. To develop and deliver consistently outstanding Teaching, Learning and Assessment 2. To ensure highly effective monitoring, review and evaluation systems which support outstanding Teaching, Learning and Assessment 3. To ensure our students and employers play an active part in the College’s Teaching, Learning and Assessment culture Overview of the Quality Improvement Framework – specific processes & projects Teaching and Learning and Assessment

Monitoring, Review and Evaluation Systems

Students and Employers Play an Active Part

• Academic Board • Teaching, Learning, Assessment and Technology Group • eDocuments Group • Supported Experiments • Internal Quality Assurance (IQA) Group • Technology Enhanced Learning (TEL) activities • Course Approval

• Health Checks • Course Review & Evaluation (CRE) • Mid Term Reviews (MTRs) • Risk Panels • Progress Reviews • Observations and Development Action Plans (DAPs) • Classroom Visits • Self-Assessment Reports (SARs) and Quality Improvement Plans (QIPs) • Data Monitoring • Performance & Standards Committee • Higher Education Annual Programme Monitoring (APM)

• Feedback on individual sessions • Feedback on Lesson Observations • Involvement in Classroom Visits • Talkback Student Satisfaction Surveys • Talkback – Complaints • Focus Groups • Employer Advisory Boards • Employer Satisfaction Surveys • HE Student Perception Questionnaire (SPQ) and National Student Survey (NSS)

Introduction The current quality improvement cycle provides a simplified and streamlined framework that has a risk-based approach to quality improvement at its core. The processes have been successful in achieving our recent Ofsted outcome, but following staff feedback and current performance indicators there is a need to review and refine our processes, as we move the College towards a judgement of ‘Outstanding’.

The introduction of a more risk-based approach to the quality improvement framework, in short, means applying greater scrutiny and directing effort to where it is most required. Closest scrutiny will be focused on those courses, sectors or curriculum areas where indicators suggest that under-performance might be an issue. Responding to changing indicators, a ‘lighter-touch’ approach will be taken where track record or in-year performance and type of provision warrants such an approach. Attention and effort will be directed where it will have most benefit and impact on the development, enhancement and protection of quality through a more targeted approach. Key will be interventions to address poor or diminishing performance at the point of identification. These will be at a course level all the way up to the overall faculty aggregation.

This will allow a robust and rigorous focus on continuous improvement whilst effectively disseminating best practice and ensuring the promotion of innovation and quality enhancement activity. Students will continue to take a prominent role in reviewing their experiences. Critically, mechanisms will also be in place to instigate out-of-cycle interventions through a flexible and responsive approach to quality improvement.

Self-assessment remains integral to quality improvement and evaluation and as such it is crucial that our framework continually reviews, assesses and evaluates our performance and is proactive in improving and enhancing our provision. We need to undertake robust and honest reflections to continually improve the learner experience and ensure that all learning programmes are of the highest quality and that we meet our targets for improvement.

Visit the new Quality Improvement Moodle site for further information

QI

Aim: To develop and deliver consistently outstanding Teaching, Learning and Assessment Process / Project

Performance Action

Anticipated Impact

Academic Board

• Curriculum representatives report on and discuss developments initiatives and good practice in Teaching, Learning and Assessment • Meets at least 3 times a year • Chaired by Vice Principal - Delivery

Improvements in areas at risk or cause Vice Principal for concern under the risk based Delivery approach Strong voice for curriculum and effective dissemination of good practice Shared ownership of initiatives

Teaching, Learning, Assessment & Technology Group

• Facilitate sharing of best practice to drive improvements in Teaching, Learning and Assessment; reviewing initiatives such as Flipping the curriculum • Organise teaching fairs / technology exhibitions and demonstrations • Review relevant College policies and strategies • Membership from across the College; meeting at least 3 times per year • Chaired by Director of Quality Improvement

Deliver information & events that inspire and support creativity in Teaching, Learning, Assessment and innovation Improved use of technologies to encourage and motivate students

Director of Quality Improvement

eDocuments Group

• Explore strategies to improve assessment using technology including Moodle, e-portfolios, electronic course planners and Bring Your Own Device (BYOD) • Meet at least 3 times per year • Membership includes representatives from curriculum, IT Services, Learning Resources and the Learner Experience Team • Chaired by Vice Principal - Delivery

Improved use of technologies to encourage and motivate students

Vice Principal Delivery

Efficient use of College resources Information that is accessible for students and staff Accurate tracking of progress systems that will identify those at risk of not achieving

Leads

Process / Project

Performance Action

Anticipated Impact

Leads

Supported Experiments

• Academy Managers support staff in their areas to experiment & develop different teaching, learning and assessment strategies • Supporting actions arising from observations • Inform staff development requirements

Improved Teaching, Learning and Assessment practices across College

Learning & Skills Co-ordinator

• Facilitate sharing of best practice to drive improvements in IQA and Assessment • Review relevant College policies and strategies • Meet at least 3 times per year • Membership to include all lead IQAs • Chaired by Quality Assurance Coordinator • Review and share practice from areas where students achieve high grades

Clear and effective IQA and assessment strategies

• Developing delivering and piloting new and emerging technologies and equipment • Filming and producing interactive content • Support and training for teaching staff in areas such as: • Accessing and utilising Moodle • Accessing and utilising digital equipment • Effective use of Smartboards

Improved use of VLE and technologies Head of Learning to improve Teaching, Learning and Resources Assessment

Internal Quality Assurance (IQA) Group

Technology Enhanced Learning (TEL) activities

Course Approval

• Automated system arising out of the Curriculum Plan • Monitoring of appropriate resource & awarding organisation approval

Students develop higher thinking skills to enable them to achieve higher grades

Quality Assurance Co-ordinator

Provide effective feedback to students to enhance their progress and performance Consistent approach to IQA of assessment Positive External QA reports

Olympic standard across Moodle sites

Improved learner experience through the availability of appropriate resources, prompt registration and certification

Quality Assurance Co-ordinator

“The excellent use of teachers’ subject knowledge and industrial experience enlivens learning and results in learners attaining high professional standards.”

Ofsted 2012

outstanding Teaching, Learning and Assessment Process / Project

Performance Action

Anticipated Impact

Leads

Health Checks

• Quality audits carried out with individual staff / curriculum areas across College to explore / address agreed themes, College priorities, concerns and areas for improvement • Moodle site audits by Learning Resources • Create action plans which drive performance

Effective risk-based approach to quality improvement

Director of Quality Improvement

• This process uses pre-populated MIS data reports showing clear Red, Amber, Green (RAG) rated indicators to allow teams to judge their performance against agreed targets.

• Completed by course teams and supported

by Academy Managers at least once per half-term and prior to MTRs • Focus on using the action plan to drive forward improvements

Increased awareness of data by course teams

• Take place mid-term for all Programme Areas • Focussed panel meetings to review crucial aspects of performance and progress against QIPs • Outcomes will be agreement of: • Strengths & areas for improvement • Actions • Courses in scope for a ‘Risk Panel’ • Support needs • Good practice captured for sharing

Increased attendance, retention achievement and success for students by maintaining a strong ownership culture at course and programme level

• Held monthly to review progress of courses that have previously underperformed and are identified as being at risk of underperforming in year

Raise detailed awareness of course underperformance and ensure timely intervention and support to address the issues

• Chaired by a member of the Senior Leadership Team

Improved success rates

Course Review & Evaluation (CRE)

Mid Term Reviews (MTRs)

Risk Panels

• Intensity of meetings vary from monthly to termly in accordance with level of risk/ confidence

Identification of support needs and good practice for wider dissemination

Shared ownership of issues and actions by members of course teams leading to measurable improvements Timely intervention to address risks and areas for improvement

Curriculum Directors Quality Assurance Co-ordinator

Director of Quality Improvement

Curriculum managers supported to take a critical and reflective view of their provision each term enabling timely interventions

Reduced number of underperforming courses

Vice Principal Delivery Director of Quality Improvement

“Learners who are not in employment, education or training (NEET) are very successful in achieving their qualifications and progressing to other courses in the College.�

Ofsted 2012

Process / Project

Performance Action

Anticipated Impact

Leads

Progress Reviews

• Once termly meetings between the Director of Quality Improvement and individual Curriculum Directors (2 weeks post MTR)

Promote enhancement, based on continuing improvement and timely interventions

Director of Quality Improvement

• Precede 1:1 meetings between Vice Maintain momentum in the realisation Principal - Delivery and Curriculum Directors of actions to improve student retention, • Review and support progress to Programme achievement and success Area QIPs, and MTR actions using a riskbased approach • Determine level of confidence in achieving targets/actions and outcomes Teaching, Learning & Assessment Observations

Classroom Visits

Self-Assessment Reports (SARs) & Quality Improvement Plans (QIPs)

• All teaching staff observed at least once per year during 4 windows • Team of 21 observers comprising of Vice Principal - Delivery, Directors, Heads of curriculum and the Learner Experience Team • Directors & Heads of curriculum will observe out of their area • At least 50% of observations will be joint • Grade 3 / 4 outcomes will be re-observed • Outcomes inform appraisal and the Lecturers’ Competency Framework

Accurate observation profile reflecting outcomes for students

• Carried out by Academy Managers in their own area on a regular basis • Identified themes to be explored • Support Development Action Plans arising from Teaching, Learning & Assessment Observations

Support improvements in Teaching, Learning and Assessment by addressing actions in the DAPs

• Self-critical process integral to both the team and College’s improvement • Summative monitoring, review and evaluation process taking place during term 3 by curriculum & service areas • Quality Improvement Plans (QIPs) produced as a result of the SARs and developed during the year • Robust validation process involving Governors and Senior Leadership Team

Robust and honest reflections continually improving the student experience and ensuring that all learning programmes are of the highest quality and that we meet our targets for improvement

Learning & Skills Co-ordinator

Clear identification of themes and support needs Cross-pollination of practice and improved relationships between curriculum areas

Curriculum Directors

Staff well-prepared for formal observations

Improved and enhanced provision

Director of Quality Improvement

“High quality teaching and learning resources provide realistic working environments, which enable learners to develop very good employability skills.�

Ofsted 2012

Process / Project

Performance Action

Anticipated Impact

Leads

Data Monitoring

• Measuring data against agreed targets and national averages (Red, Amber, Green, Rating) • Monitoring and predicting outcomes • Overview of data against agreed ‘at risk’ indicators • Key Performance Indicators at College and Faculty level • Monitoring of external data published on the College, e.g. FE Choices, Qualification Success Rates and Minimum Levels of Performance

Accurate, timely, comprehensive data reports

Vice Principal Delivery

• Committee provides Governors the opportunity to focus on core educational issues around improvements to teaching, learning and assessment the student experience and how the student voice is used to develop and enhance their journey at the College • To support the annual cycle of review the Committee will use the Academic Year Reporting Plan as a platform for discussion.

The Committee meets termly and the focus is as follows: • Autumn Term: Quality of Outcomes for Students • Spring Term: The Quality of Teaching, Learning and Assessment • Summer Term: The Quality of Leadership and Management

Adopting a student-led approach to governance empowering Governors to drive forward improvements

Performance & Standards Committee

Supports curriculum intervention and improvement Improved outcomes for students Accurate and timely reports to Corporation, keeping Governors informed on key aspects of College performance

Vice Principal Delivery

“Teachers make good use of their extensive industrial knowledge, motivate learners to do well and inspire them to progress to higher level courses and employment.�

Ofsted 2012

Process / Project

Performance Action

Anticipated Impact

Leads

Higher Education Annual Programme Monitoring (APM)

• Annual quality review process for HE provision focusing on areas for improvement and areas of good practice through consideration of the following: • External Examiners Reports • Student Feedback • Retention/ Achievement and Success Data • APM is undertaken on a programme level basis by the programme leader and results in the following: • Programme Level Self Evaluation Document (SED) gathering the programme level data, feedback and a reflection on the strengths and areas for improvement on the programme • Faculty Partnership Manager and Programme Committee Meeting (PCM) held with Plymouth University where appropriate to discuss issues and plan actions • A programme level Action Plan outlining the actions identified within the SED and PCM • All paperwork is collated and presented at the Joint Board of Studies – a meeting held between the management teams at City College Plymouth and Plymouth University, for discussion

Programme development and enhancement, including amendments to module content and assessment methods

Vice Principal Delivery

Clear identification of the strengths and areas for improvement for each programme, with clearly defined actions which are monitored throughout the academic year Open communication between the Programme Teams and academic staff at Plymouth University Enhanced student experience and improved student outcomes

“Teachers make good use of their extensive industrial knowledge, motivate learners to do well and inspire them to progress to higher level courses and employment.�

Ofsted 2012

Aim: To ensure students & employers play an active part in the College’s Teaching, Learning & Assessment Culture Project

Performance Action

Anticipated Impact

Leads

Feedback on individual sessions

• Students are encouraged to provide feedback on their learning to their teachers at regular intervals

Teachers & students collaborating on Learning & Skills how the learner experience can be Co-ordinator improved Improved student satisfaction and progress

Feedback on Teaching, Learning & Assessment Observations

• Students are involved in assessing how the delivery meets their needs by providing feedback as part of Teaching, Learning and Assessment observation

Enhanced understanding of the student experience

Learning & Skills Co-ordinator

Involvement in Classroom Visits

• Pilot involving students in Classroom High standard of dialogue with students leading to shared high Visits to ensure joint ownership of improvements standards and expectations • Joint actions undertaken to address issues facilitating open and transparent dialogue with students

Learning & Skills Co-ordinator

Talkback Student Satisfaction Surveys

• Twice yearly online surveys in terms 1 and 3 giving “first and last” impressions • Will include targeted and internally / externally benchmarked questions on teaching, learning and assessment • Will generate actions in the QIPs and responses to students • External FE Choices survey in term 2

Increased student satisfaction

Quality Assurance Co-ordinator

Talkback - Complaints

• All complaints responded to within 5 days • Recorded by themes (e.g. Equality & Diversity) and risk rated • Talkback quick guide produced for all complainants to receive when their issue is acknowledged

Timely resolution of complaints

Students feel valued by their views being sought and acted upon

Clear themes identified and reported to inform MTRs

Talkback Coordinator

Project

Performance Action

Anticipated Impact

Leads

Student Focus Groups

• Undertaken termly at Programme Area level • Managed by Student Journey Team • Outcomes reviewed in MTRs • Explore outcomes of online surveys • “You Said, We Did” publications • Targeted Focus Groups for areas of concern

Students feel valued and involved

Head of Student Journey

Improved student participation to support in-year quality improvements

Employer Advisory Boards

• 8 Boards aligned to city priority sectors Greater networking, sharing of best practice, peer support and valuable • Held in February and March labour market information • Informing curriculum development and providing peer support and supply chain benefits

Head of Corporate Relations

Employer Satisfaction Surveys

• Annual survey conducted in November to seek levels of satisfaction amongst employers with the College • External FE Choices survey in April • Inform MTRs

Head of Corporate Relations

HE Student Perception Questionnaire (SPQ) and National Student Survey (NSS)

• Online surveys completed between Improved student satisfaction January and April each year by all Enhanced student experience Higher Education (HEFCE funded) students Dissemination of good practice • Includes questions gauging student satisfaction with teaching and learning, learning resources and overall student experience • Results from surveys result in actions for each programme through the APM process

Increased employer satisfaction Employers feel valued by their views being sought and acted upon

Higher Education Manager

“Learners benefit from very good learning activities that take place outside the classroom.�

Ofsted 2012

Cert no. SA-COC-001816

Quality Improvement Strategy 2013-14 City College Plymouth, Kings Road, Devonport, Plymouth PL1 5QG Tel: 01752 305300 www.cityplym.ac.uk info@cityplym.ac.uk