Learning and Skills Beacon - Archive...Learning and Skills Beacons 2879-0631 Beacon Awards 1/9/03...

Learning andSkills Beacons

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Learning and Skills Beacon status, announced on 7 March

2002 by Margaret Hodge, the then Lifelong Learning,

Further and Higher Education Minister, recognises and

celebrates high quality teaching and training and effective

and well managed institutions. Recognising and celebrating

excellence has now become a key part of the strategy to

reform Further Education and Training – Success for All.

By April 2003, 13 colleges and 12 work based learning

providers had been awarded the status. The standard

is deliberately high and Beacons are expected to promote

innovation and share their good practice with the sector.

A review of the criteria and arrangements is currently

underway and it is intended that Beacon status will be

extended across the full range of providers funded by the

Learning and Skills Council (LSC) and inspected by the

Office for Standards in Education (Ofsted) and the Adult

Learning Inspectorate (ALI). (A complete listing of Beacons

is supplied in Annex A).

Identification of Learning and Skills Beacons

Initially, the Department for Education and Skills (DfES) identifiescolleges and work based learning providers which are eligible forconsideration for Beacon status recognition from their inspectionreport grade profile. Subsequently, the LSC is asked to make anassessment of suitability, taking account of performance review dataand the anticipated contribution that the prospective Beacon couldmake to share its good practice across the sector. Having checkedwith the prospective Beacon that they are happy to receive the status,a recommendation is made to Ministers, and once approved,arrangements made for the presentation of the award. (The eligibilitycriteria for award of Beacon status are detailed in Annex B).

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Introduction

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Benefits of Beacon statusThe benefits of the status are that Beaconsare given credit and recognition byMinisters for their achievements. The LSCand the Inspectorates wish to ensure thatthe principle of intervention in inverseproportion to success applies to the topperformers. The possibility of less frequentor less intense inspection, taking accountof the Beacon’s own quality assurancearrangements, is being developed with theInspectorates. The LSC is also keen toreflect the relationship of trust withBeacons by minimising routine monitoring.

Sharing Good PracticeThe LSC funds Beacons to share theirgood practice through disseminationactivities and collaborative work withother colleges and work based learningproviders. The targeted activity of Beaconsto share good practice is part of theSuccess For All strategy for recognising andinvesting in excellence, and promotinginnovation and excellence across thelearning and skills sector.

FundingBeacons are funded by the LSC to sharegood practice in their first year of Beaconstatus, on the basis of a short proposal ofactivities and associated outcomes, andthe production of an evaluation report oncompletion. They may wish to continuewith some Beacon activities in theirsecond year, but there is no requirementfor them to do so, to avoid Beacon statusbecoming a burden.

NetworkingThe DfES, LSC and Beacons meet threetimes a year at the National BeaconForum. The Beacon network is encouragedand discussions include the developmentof and input to the further development ofpolicy, and its implementation, in raisingstandards across the whole sector.

Monitoring and EvaluationLocal LSC staff monitor the progressof Beacons with their activities, andprovide assistance to them in identifyingand gaining access to local and regionalnetworks and individual providers,where needed.

The LSC will review all individual Beaconevaluation reports to identify the kind ofimpact that the Beacon programme ofactivities is having in disseminating goodpractice, and more importantly, transposingit into other colleges and providers. Thiswill inform the future development of theBeacon programme.

Further InformationInformation on Beacons will be maintainedon the ‘Quality’ area of the LSC website:www.lsc.gov.uk

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Contents

Foreword

Alton College 2

Barton Perveril College 6

James Beattie Plc 10

Bridgwater College 14

The Sixth Form College, Colchester 18

The Sixth Form College, Farnborough 22

Hertfordshire Fire and Rescue Service 26

Hills Road Sixth Form College, Cambridge 30

NG Bailey & Co Ltd 34

North Staffordshire Combined Healthcare NHS Trust 38

The Royal Artillery Vocational Qualification Cell 42

Tops Day Nurseries Training Centre Ltd 46

Truro College 48

Annex A 52

Annex B 54

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The Ministerial announcement of Learning and Skills Beacon status on7 March 2002 has provided the LSC with an exciting opportunity tofurther support the raising of standards within the learning and skillssector. The award of DfES Learning and Skills Beacon status givespublic recognition of the excellence that exists in general furthereducation colleges, sixth form colleges and work based learningproviders that we fund.

We have sought to support the sharing of practice from therecognised outstanding areas and strengths demonstrated by Beaconsin inspection reports, with the needs of fellow colleges and workbased learning providers across the sector. This has been done in aspirit of mutual support, where Beacons also learn from those theywork with, and from each other. The establishment of a BeaconNational Forum, where the Beacons meet with the DfES, LSC, ALI andOfsted, has aided this partnership approach.

The case studies contained within this booklet provide a descriptionof the work being undertaken and the achievements made by thefirst two rounds of Learning and Skills Beacons. A third round ofBeacons will be commencing their work in summer 2003, and it isanticipated that there will be an evolving network of Beacons that willnot only raise awareness of the practices that have made themexcellent, but also help others in the sector to understand, adopt andadapt their practices.

Avril Willis

Director, Quality and Standards

Foreword

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General Information

Alton College is a sixth form college. There are 1,420 full-timestudents, all but approximately 60 of whom are sixth form 16-19 yearold students. There are a further 1,700 part-time students, most ofwhom attend in the evening.

Mission of the CollegeWe are the principal provider of high quality modern sixth formeducation in east Hampshire and the surrounding areas, and offer adeveloping range of targeted courses for adults and business. We arecommitted to providing a working environment which is friendly,supportive and stimulating for all our students, and encouraging andrewarding for all our staff.

Vision statementWe are determined to continue enhancing our reputation as firstchoice for sixth form students in east Hampshire and beyond and ourgrowing reputation for adult education through a portfolio of carefullychosen, high quality courses.

Areas of Outstanding Practice Identified at Inspection

Key strengths● outstanding pass rates and many outstanding retention rates on

Level 3 courses● outstanding leadership and management● good teaching● college-wide shared priority of ‘putting the student first’● impressive range of extra-curricular and enrichment activities to

enhance students' experiences● good provision for students with learning difficulties and with

physical or sensory impairment● excellent support for students● specific and effective provision to meet local needs.

Overall judgements about provisionScience: outstanding – teaching is lively and much is very good. Passrates on General Certificate of Education at Advanced level (GCE A-level) subjects are outstanding. Teachers support students very well

Martyn Sanders

Assistant Principal

Award to

Alton College

Hampshire and Isle of Wight LSC

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and monitor their progress carefully.Curriculum leadership and managementare particularly good. Student attendancerate at lessons is outstanding.

Mathematics: outstanding – teaching ispurposeful, and students concentrate andwork well in lessons. Some retention andpass rates are outstanding. Studentsreceive particularly good supportfrom teachers. The provision is managedvery well.

Information and communicationstechnology (ICT): outstanding – lessons arevery well planned and teaching is highlyeffective. Pass rates are outstanding andstudents produce work of high quality.There are some excellent teachingmaterials. Leadership and management ofthe provision are outstanding. Teacherssupport students very well.English and modern foreign languages:outstanding – teaching is at least verygood; some lessons are outstanding. Manypass rates at GCE Advanced Subsidiary(GCE AS) level and GCE A-level subjectsare outstanding. The provision is managedvery well, and there is a wide range ofactivities to complement students' studies.

Leadership and management of the collegeare outstanding. Since the last inspectionin 1998, the college has widened its rangeof courses, managed a substantial buildingprogramme, further improved its qualityassurance arrangements, maintained itshigh pass rates in many areas andimproved others. Many retention and passrates are outstanding. Governorsdemonstrate outstanding commitment tothe college and oversee its performancevery well. Governors and college staff havea common sense of purpose and share aclear vision of the college's future.Communication throughout the college isvery good and staff morale is high.Financial management is good.

Extensive and thorough arrangementsfor providing support and guidance forstudents of all ages are very effective.The college goes to great lengths toensure that students enrol on appropriatecourses and the proportion of studentswho change their courses after enrolling issmall. There is a well-managed tutorialsystem through which tutors monitorstudents' progress with care. Teachers alsogive very good support to students.Teachers and tutors monitor attendanceand punctuality at lessons; the attendancerate is excellent and students are punctual.Students receive very good careers

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education and guidance to help themprogress to higher education (HE) oremployment. Those with learningdifficulties, and also those with mobility orsensory impairment, are supportedparticularly well.

Summary of Dissemination Project

Alton College will be promoting andrunning two one-day workshops relating toquality assurance and target setting,including development and use of servicestandards, user opinion surveys and actionplanning. These will be available to collegesand workplace providers. The aim will be toshare good practice in quality assuranceand to enable providers to revise their ownarrangements in light of good practice.

The college believes that the best way toshare good practice is to meet the specificneeds of providers. Hence we are happy tohear from colleges and workplace providerswith which we can work on a one-to-oneconsultancy basis. We are able to offer thisfacility both in leadership andmanagement and in the curriculum areasin which we were graded as havingoutstanding provision (mathematics, ICT,science, English and modern foreignlanguages). Recently we have been workingwith two colleges in relation to the sciencecurriculum and leadership andmanagement. Indeed, one found theexperience so helpful that we are nowworking together in other subject areas.

Further development is being undertakento the college learning site in order to

ensure widespread sharing of effectivelearning resources used at the college. Allcurriculum areas were graded 1 byinspectors. These will become accessiblevia the college's intranet and website.Using the website will enable colleges andother providers to access good practicematerials, as and when they need them.

We understand that many new teachersare reluctant to work in the post-16 sector.Therefore we wish to work with localteacher training providers in order to raiseawareness and understanding of the role ofpost-16 colleges among those undertakingteacher training. This will includeopportunities for classroom observation aswell as opportunities to talk to staff andstudents about working in the post-compulsory sector.

A training day for further education (FE)teachers of mathematics will be providedin order to explore teaching and learningmethods in A-level and AdvancedSubsidiary level (AS-level) mathematics,and in which differing approaches will beexamined. Delegates will be provided witha number of tools and techniques forimproving their teaching, making mathsmore accessible to students.

The college will be providing a trainingday for FE teachers of A-level andAS-level English, focusing upon differingapproaches to teaching English texts.The day will include a visiting notablespeaker, for example, from the RoyalShakespeare Company. Delegates will beprovided with a number of tools andtechniques for improving the teaching of

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English texts and making them moreaccessible to students. Teaching andlearning materials used within the Englishdepartment will be made available as aresource pack for delegates.

We are also working with a neighbouringBeacon college to identify commonelements of good practice. We intendto produce a publication to disseminateour findings.

In addition, we are providing mentoringsupport and guidance to the leaders andmanagers within the one department atthe college graded 3.

ContactMartyn Sanders,Assistant PrincipalAlton College, Old Odiham Road,Alton, Hampshire GU34 2LXTel: 01420 592200Fax: 01420 592253E-mail: [email protected]: www.altoncollege.ac.uk

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General Information

Barton Peveril is a large sixth form college, situated in the borough ofEastleigh. We are proud of our high and improving levels ofachievement and student retention. We have a strong commitment toimprovement, with a well-developed system of internal review thatnot only regularly examines the teaching and learning in theclassroom, but also support functions.

This year we have 1,890 full-time 16-19 year old students who aredrawn from a catchment area that includes Eastleigh, Southampton,Winchester and a wide band of south-central Hampshire. We haveexcellent relationships with our partner schools and neighbouringgeneral FE college, working closely with them in a consortium.

The majority of our full-time 16-19 year old students study at GCE A-level. We offer over 50 subjects at GCE Advanced Subsidiary (AS) leveland A2, together with a wide range of Advanced Vocational Certificateof Education (AVCE) courses. A significant minority of our full-timestudents study at Level 2, following General National VocationalQualification (GNVQ) courses together with the essential GeneralCertificate of Secondary Education (GCSE) courses of mathematicsand English if appropriate.

There is a wide range of enrichment activities. We have a strongtradition in sport, with some of the most successful teams in thecounty. We also have lively drama and music departments and manydepartments organise trips both abroad and within the UK. Over 580students progress to HE courses each year, and we have negotiatedcompacts with all the Hampshire HE establishments.

We offer a range of courses to over 1,300 part-time adult students. Inaddition to GCE A-level examination courses, there is an increasingprovision in the area of basic skills. We work closely with ourneighbour, Eastleigh College, to meet the needs of the community.

Godfrey Glyn

Principal

Award to

Barton Peveril College


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Mission of the CollegeBarton Peveril College aims to be a centreof excellence in post-16 education, addingvalue to our students’ experience andlevels of achievement.

Areas of Outstanding PracticeIdentified at Inspection

Key strengths● high pass rates by students● much good or very good teaching● effective guidance and support for

students● thorough assessment and rigorous

monitoring of students’ progress● an extensive enrichment programme● stimulating environment● good leadership, with an open and

consultative management style.

All areas of the curriculum were graded aseither outstanding or good.


Barton Peveril College has a range ofactivities on offer including conferences,one-day workshops and individualconsultancy. We are also happy to arrangefor colleagues to visit Barton Peveril inorder to talk to staff.

The college is a member of the HampshireSixth Form Colleges’ Partnership and, inconjunction with the Sixth Form College,Farnborough, it will be making a majorcontribution to two partnershipconferences. The first conference willconcentrate on ‘Supporting the Student’,while the second is curriculum-focused.

The areas of activity that Barton Peverilhave chosen for dissemination are as givenbelow. Working on an individual basis withother colleges, we are able to offerworkshops on topics b-g.a use of an internal quality review

process to improve the quality ofteaching and learning;

b use of information technology (IT)and the intranet to support learningin geography;

c use of the Apple Mac in teaching mediastudies;

d improving retention on GNVQ andAVCE courses;

e developing an management informationsystem user interface for use byteaching and student support staff;

f effective learning support forstudents; and

g the work of the governors’standards committee.

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The report identified that we have a well-established internal quality reviewprogramme for the internal observationand grading of lessons, complemented byour membership of the External QualityReview System. Therefore we are able tooffer a team to work with colleges in orderto set up, or develop their own internalquality review processes.

ContactGodfrey Glyn, PrincipalBarton Peveril College, Cedar Road,Eastleigh, Hampshire S050 5ZATel: 02380 367200Fax: 02380 367228E-mail: [email protected]: www.barton-peveril.ac.uk



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General Information

James Beattie PLC (Beatties) is engaged in department store retailing.The company currently operates 11 stores employing over 3,500people. The company was established in 1877 by James Beattie, whoopened a small drapery store on part of the site currently occupied bythe Wolverhampton store.

Beatties currently operates in-house training, Foundation ModernApprenticeship (FMA) and Retail FMA programmes at four stores:Birkenhead, Dudley, Solihull and Wolverhampton. These stores providetraining for over 60 learners. The learners are guided and supported by80 retail managers who are trained assessors, illustrating ourcommitment to providing high quality training and development toyoung people. Beatties has recently entered into a contract with theBlack Country LSC for the operation of these FMA programmes.Wolverhampton also offers an FMA programme in administration.

Beatties has a well-established reputation for high quality training,having run post-16 training programmes for some time and its retailmanagement training scheme for many years. Beatties also takes anactive part in working with young people through other initiatives,including:● Company Work Experience Programme;● Young Enterprise Schemes; and● membership of Wolverhampton Education Action Zone.

Our longstanding commitment to government-funded training for 16-19 year olds has, and continues to be, a key element of our trainingpolicy. Recruitment, training and development and provision of goodconditions of service are critical elements of Beatties’ philosophy. The‘people’ aspect of the business is a top priority at both strategic andoperational levels.

Each store has a full-time personnel manager with responsibility fortraining. The four stores operating FMA programmes have an FMA co-ordinator, who also performs the internal verifier role. In addition,there is a dedicated part-time assessor, as well as retail departmentmanagers who are trained assessors. Quality assurance of learning andassessment are rigorously monitored by the FMA co-ordinators andinternal verifiers. The group trainer works closely with the internal

Left to right: Kelly Tattar

FMA Co-ordinator,

Jo Perrins Group Trainer,

Neil Moss Group

Controller training and

Development, Rosalind

Wood Personell manager

Wolverhampton Store

Award to

James Beattie PLC

Black Country LSC

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verifiers to maintain and improve both theinfrastructure for, and the development oflearning and assessment.

Our FMA programmes offer well-structured training provision, gearedtowards developing learners’ retail and keyskills in a busy trading environment.Learners are offered a wide range oftraining activities, including a residentialoutdoor personal development course.


Key strengths● effectiveness of training in furthering

learners’ personal development● well-structured training programme● wide range of learning activities● excellent practical support for learners● effective assessment of key skills● careful management of learning● effective policies and procedures● good communications● highly effective action-planning to

improve training● excellent understanding of equal

opportunities among learners● thorough evaluation of learning● thorough internal verification● success of many learners in obtaining

relevant employment.


Beatties’ delivery of dissemination activityis focused upon the good practice areaof leadership and management, asrecognised through the recent inspectionreport. Key activities to be deliveredinclude the following.

Consultancy supportBeatties will make directors and seniormanagers available to deliver support toemployers who have been identified by thelocal LSC as considering the introductionof an apprenticeship scheme. The activitywill vary depending on the needs andrequirements of the LSC, providers,employers and Beatties’ strengths as awork based learning provider. It is expectedthat some of the consultancy will be on aone-to-one basis.

Leadership trainingBeatties will deliver a three-monthleadership training course in order tosupport and facilitate the development ofa local collaborative improvementprogramme for managers to achieve andmaintain recognition as an excellentprovider. The course is to be deliveredthrough use of external facilitators and willconsist of an initial two-day programmewhich is open to managers from bothBeatties and fellow providers, as identified

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by the local LSC. Four half-day follow-upconsultancy sessions will be available forall attendees to support the embedding ofall activities. The purpose is to create anorientation toward excellence bydeveloping leadership and coachingindividuals and teams in best practice.

Within 12 months of completing theprogramme, it is expected that attendeeswill be able to demonstrate the following:● maintaining and improving LSC

performance review classification;● successful adoption of techniques for

effective leadership and performancemanagement;

● evaluating and improving staffperformance using definedtechniques; and

● production of case-study material tosupport sharing of good practice to awider audience.

ContactRosalind Wood,Personnel ManagerJames Beattie PLC,71–78 Victoria Street,Wolverhampton,West Midlands WV1 3PQTel: 01902 422311Fax: 01902 643355E-mail: [email protected]: www.beatties.co.uk

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General Information

Bridgwater College is based on a modern, purpose-built campus and isresponsible for all the post-16 education and training in Bridgwaterand its surrounding area.

It provides a comprehensive range of academic and vocationalprogrammes for full-time and part-time students in 13 out of the14 areas of learning defined by the LSC. As a tertiary college itprovides the main progression route for young people leaving localsecondary schools at the age of 16, and now has more than 2,400full-time 16-18 year old students. It provides education and trainingto a total of more than 10,000 adults, HE students and employeesof local companies each year. Recently it has also developed asignificant vocational curriculum for 14-16 year olds from localschools on link programmes.

The college has won a number of prestigious national awards inrecent years, including a Queen’s Anniversary Prize for Higher andFurther Education in 2000 and AoC Beacon Awards in four out of thepast five years.

Mission of the CollegeTo inspire the people of our community to achieve success byproviding the best possible opportunities for learning, a creativeand exciting partnership with our staff and a welcoming andsupportive environment.


Key strengths● commitment of staff to excellence● outstanding pass and retention rates on many courses● very good teaching and learning in all curriculum areas● highly effective governance, leadership and management● outstanding accommodation and equipment● regular, thorough and fair assessment of students’ work● outstanding guidance and support for students● wide range of courses and enrichment opportunities.

Fiona McMillan

Principal

Award to

Bridgwater College

Somerset LSC

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Managers and teachers work closelytogether to ensure high quality teachingand learning. Teachers are well qualified:almost all possess degrees or highertechnical qualifications; most possessteaching qualifications. There are goodopportunities for staff development;teachers are selected rigorously andadvanced teaching practitioners are usedeffectively to disseminate good practice.

Both achievement and retention rates arein the top quartile of performance atLevels 1, 2 and 3 for both 16-18 year oldsand adults. Overall pass rates for GCE A-levels are excellent, with most studentsachieving better results than thosepredicted on the basis of GCSE results.Good results are also achieved onvocational programmes at all levels andadult students’ achievements areoutstanding. Most students with learningdifficulties or disabilities learn sufficientlywell to be able to get a job or becomemore independent.

Teaching was outstanding or good in 87%of lessons (the fourth highest score in thehistory of college inspections since 1993).Teachers are enthusiastic and goodworking relationships exist with students,who are highly motivated and enjoy their

studies. The standard of students’ workobserved in lessons during inspection wasgenerally good or better.

Leadership and management areoutstanding. Managers in curriculum areasprovide effective, enthusiastic and ofteninspiring leadership. Senior managers aredynamic. Monitoring performance iscomprehensive and thorough across allprogrammes and services. Staff andgovernors work together closely and havebeen successful in expanding the range ofprovision, raising academic standards anddeveloping the college site. Qualityassurance systems are excellent.

Accommodation and resources areoutstanding. Specialist facilities inmany areas are outstanding, for examplein motor vehicle engineering, earlyyears education, photography, performingarts, business studies and computing.Managers are particularly effective insecuring external funding to improvequality of provision.

Assessment is well managed: studentsvalue the quality and regularity offeedback on their strengths andweaknesses and advice on how to improve.

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Tutorial support is outstanding. Inductionprocedures are comprehensive andpersonal tutors know their tutees very well;effective systems ensure that they are wellinformed about their tutee’s progress. Inmost curriculum areas the target settingand review process is effective.Communication with parents of 16-18year olds is very good and good support isprovided for students applying touniversity or seeking employment.

The college has excellent external links,with students, employers and otherexternal partners’ views sought and usedto improve both the quality and range ofcourses offered. Local community groups,employers, public services and schoolsregard the college as highly responsive.Comprehensive enrichment programmesare organised, both within courseprogrammes, and as optional activitiesavailable to all students.


The college is currently working with30 colleges and organisations onvarious issues related to teaching andlearning strategies, tutorial practice andadditional support.

Six colleges have received support inpreparing for inspection. Support includedadvice on teaching and learningobservations, writing self-assessmentreports and validating reports.

Practitioners from other colleges havevisited (and are in the process of visiting)the college in relation to specific subjectareas. Some have met with senior tutors toconsider tutorial practices and with otherstaff to consider the ICT, sports andmathematics Level 3 curricula. Anothercollege has met with the head of learnerservices and teaching staff to share goodpractice on supporting students withadditional learning needs.

Work with schools and SomersetConnexions staff has included seminarsand meetings to promote and sharegood practice relating to guidance,teaching and learning.

Colleges have been keen to shareBridgwater College’s practice relating tothe use of advanced practitioners.

The college is further developing the use ofthe college learning site for disseminationpurposes and for use by its own staff andstudents through the introduction of aVirtual Learning Environment (VLE). Thecollege has appointed a learning sitemanager and is in the process ofpurchasing VLE software. Ten programmeshave been identified to pilot the use of VLEin order to enhance learning.

The August/September 2003 staffconference will launch the use of VLEat Bridgwater College and provide anopportunity for the pilot programmesto share their experiences. Initially,good practice will be shared across thecollege. Following the launch, good practicewill be shared with other colleges, schools

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and universities. It is envisaged that othercolleges and workplace providers will beable to access the college’s learningresources in order to enhance teachingand learning.

Part-time HE provision will be deliveredwithin a more flexible curriculum structureto widen participation and enhancelearning. VLE will support and enhancedevelopments.

The Automotive Engineering Sectionhas developed a student tracking siteto improve student assessment tracking.Managing agents are now able toaccess student information relating totheir progress. The tracking systemswill be transferred to other workplaceprovider programmes includingengineering, electrical installation andconstruction for Advanced ModernApprenticeship and Foundation ModernApprenticeship provision.

Other institutions that the college hasworked in partnership with since the awardof Beacon Status have included:Bournemouth and Poole College,Brooklands College, Greenwich College,Halesowen College, Henley College MertonCollege, Oxford College, Richmond uponThames College, Rugby College, SouthCheshire College, South Devon College,Tower Hamlets College, Tresham Institute,Waltham Forest College, West London andActon College, Weymouth College; andYeovil College.

Other external agencies who have madecontact with the college include theQualifications and Curriculum Authorityand the National Association for Managersof Student Services (NAMSS).

ContactFiona McMillan (Principal)Bridgwater College, Bath Road,Bridgwater, Somerset TA6 4PZTel: 01278 455464 Fax: 01278 444363E-mail: [email protected]: www.bridgwater.ac.uk

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General Information

The Sixth Form College, Colchester was established in 1987 andoccupies a town centre site which was mainly purpose built. Thecollege was originally intended to provide for around 850 students butnow has around 2,200 students, with a significant minority drawnfrom outside the Colchester area. The curriculum reflects the strong,level demand for a sixth form college education with emphasis onGCE A-level and at AS-level courses, with some GCSE, AVCE andNational Vocational Qualification (NVQ) provision. Alongside theseprogrammes a wide range of additional studies and extra-curricularactivities provides enrichment. The college will also be offering theInternational Baccalaureate Diploma programme from September2003, which will provide a wider and international programme ofeducation for appropriate students.

Mission of the CollegeThe college’s prime aim is the provision of high quality, full-timeacademic and general education courses to meet the needs of youngpeople between the ages of 16 and 19 who live in the Colchester area;and at the same time to equip them with the qualifications, skills andpersonal attributes required to move successfully and happily intohigher or further education, employment and future life.


Key strengths● good student achievements● good learning● good teaching● high levels of student retention● good progression to HE● excellent support and guidance● well-managed introduction of Curriculum 2000● good range of courses● well-qualified, committed and experienced staff● good communications across the college.

The Ofsted inspection report was published in 2002, following theinspection of the college from 10-14 December 2001.

Ian MacNaughton

Principal

Award to

The Sixth Form College, Colchester

Essex LSC

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The dissemination activities aim to provideopportunities to identify examples of goodpractice that improve retention andachievement; to participate actively in thereview of Curriculum 2000 and considerways in which it can be employed toimprove retention and achievement; todevelop the use of Information andLearning Technology (ILT) within teachingand learning; and to participate with otherschools in the operation of a local School-Centred Initial Teacher Training (SCITT) inwhich new teachers can learn fromexamples of good practice.


The dissemination project consists of fivestrands, each with a different focus.

Opportunities are being provided forcolleagues both within the college and at aregional level to consider examples ofdepartmental self-assessment reports(SARs), which highlight significantstrengths and areas for improvement.The report format provides quantitativedata in respect of key performanceindicators, and allows academicdepartments to monitor their performancewith colleagues and also in relation tonational benchmarks. The departmental

SAR format and processes will be sharedwith local and regional colleges, bothindividually and through organisations suchas the Association of Colleges in theEastern Region (ACER), encouraging anopen, reflective climate of criticalevaluation which leads to improvements inretention and achievement.

The college is working with a number oforganisations including the DfES, theQualifications and Curriculum Authority(QCA) and the LSC in the review ofCurriculum 2000, in order to ensure thatappropriate strategies are implemented toimprove retention and achievement inindividual subjects and at programme level.Outcomes will include the development ofcross-college strategies such as timetablearrangements, and support and monitoringsystems and procedures. Data and casestudies will be used to assess and makerecommendations in respect of practicalconsiderations which have an impact onstudent achievements, such as the takingof examinations in the January series.

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The college is reviewing its existingDevelopment and Self-assessment (DASA)system in order to further encourage staffto reflect on teaching and learning styleswhile developing opportunities for sharinggood practice. The outcomes will include areview of the current lesson observationproforma, and a system which will fullyintegrate performance managementprocesses. In addition, the college willprovide a clear model for the integration ofdevelopment planning and qualityassurance processes at college,departmental and individual staff level.When the process has been developed, itwill be shared with local colleges.

The college is actively pursuing theintegration of new technology intoteaching and learning where appropriate.This includes the purchase and stafftraining in the use of technologies such asinteractive whiteboards, PowerPoint andportable ‘laptop trolley’ facilities.

Departments will nominate representativesto develop the initiative and cascadedevelopments. Various opportunities will bemade available to ensure that local schoolsand colleges can be informed ofdevelopments. (In this respect, the SCITTdevelopment mentioned below will play apart.) We also intend to work withPostgraduate Certificate of Education(PGCE) students from the London Instituteof Education during the summer term.

The college is working with 11 schools inColchester to implement a local SCITTproviding a teacher-training experience(supported by a PGCE qualification) for 40

trainees a year in English (with drama),mathematics, science, information andcommunications technology (ICT), modernforeign languages and physical education.Commencing in September 2003, thecollege will be offering trainees sixth formplacements and opportunities to learnfrom examples of best practice.

ContactIan Thompson, Assistant PrincipalThe Sixth Form College,Colchester, North Hill,Colchester CO1 1SNTel: 01206 500700Fax: 01206 500770E-mail: [email protected]: www.colchsfc.ac.uk

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General Information

The Sixth Form College, Farnborough has in excess of 2,000 16-19year old full-time students and offers provision at Levels 1, 2 and 3:Level 1: Foundation Course; Level 2: principally Intermediate GNVQ;Level 3: GCE A-level and AVCE programmes (55 subject titles).

Mission of the CollegeTo develop as a distinguished major provider of the highestquality academic and vocational education, leading to highereducation and employment; to contribute to national targets foreducation and trainingandto develop the lively and caring atmosphere of the college,enriching the lives of all students and equipping them with thequalifications and skills to meet the demands of a changing worldwith confidence and assurance.

Areas of Outstanding Practice Identified at Inspection.

Key strengths● high retention and pass rates● outstanding teaching and learning● high standards of students’ work● excellent support for students● outstanding leadership and management● rigorous monitoring of students’ progress● excellent attendance and punctuality● effective implementation of the new GCE AS-level qualifications● very good accommodation and teaching resources● comprehensive enrichment activities● good use of IT within the curriculum● effective financial management.

The quality of teaching and the standards of students’ achievementare outstanding in six out of the nine curriculum areas which wereinspected. They are good in the remaining three areas. Leadership andmanagement of the college are outstanding.

Dr John Guy

Principal

Award to

The Sixth Form College, Farnborough


22



The inspectors found excellence at alllevels of the college’s provision, but it wasthe quality of teaching and learning thatparticularly distinguished the college. Of alllessons observed, 91% were found to begood, very good or excellent.

Inspection judgements● science and mathematics: outstanding

(grade 1)● business studies: outstanding (grade 1)● leisure, recreation and physical

education: outstanding (grade 1)● art and design and media: outstanding

(grade 1)● performing arts: outstanding (grade 1)● social sciences: outstanding (grade 1)● leadership and management:outstanding

(grade 1).

Extracts from the reportThe levels of attainment in lessons wereconsistently higher than expected.

Teaching is challenging and inspires studentsto develop high-level skills.

Students learn how to be critical andanalytical as well as gaining good subjectknowledge.

Teachers are enthusiastic, well informed andup to date in the knowledge of theirsubjects. Many have a wide range ofteaching experience and bring a strongsense of commitment and enthusiasm totheir job.

Students are involved in the selection ofteachers. Each prospective teacher gives ashort lesson to a group of students. Thestudents evaluate the teachers’performance and this evaluation contributesto the judgements about appointment.Ofsted, March 2002

The report recommended that thefollowing should be improved: pass rateson some GCSE programmes; retentionrates on adult programmes and pass andretention rates on a small number ofcourses.

Further aspects of provision requiringimprovement are identified in the sectionson individual subjects and courses in thefull report.

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The dissemination project aims to developthe sharing of good practice which wasestablished in summer 2002, and torespond positively to further requests.

Sharing and development of good practicewithin the college will be further improved,especially the developments in teaching tomatch learning styles.

Good practice in teaching and learning,through extension of interactivewhiteboard technology, will enabledepartments to build upon and share thesuccess of others; for example in physicswhere 46% of students achieved grade Ain AS level in 2002.

Specialist tutorial provision using teachersas pastoral specialists: support for studentsin this college is described as outstanding,contributing to the high levels of retentionand achievement. It is achieved throughspecialist provision using ‘super-tutors’.This ‘super-tutor’ model is being furtherdeveloped and the experiences are beingshared with other colleges, with particularinterest expressed by some general furthereducation colleges.

As a consequence of the disseminationproject, the college has advised a college ofgeneral further education on theimplementation of a similar modelfocussing on the support of learners in amore vocationally – orientatedenvironment. The college has hosted visitsfrom other colleges within the sector,advising on the benefits of the super tutor

model in terms both of consistency inquality and financial efficiency.

CRISTAL – This management informationsystem was described by Ofsted asexemplary. The system has been installedsuccessfully in Reigate college. The systemis under constant development; the collegeacts as a consultant in the development ofin-house systems and has made the sourcecode available to other colleges forinstallation as a working system.

The college provides external speakers forstaff development events and has beenconsulted widely on the development ofleadership and timetabling strategies.

Regarding leadership, the college isparticipating in national developments topromote good practice. It aims to respondpositively to all invitations that arereceived since Beacon Status wasannounced.

Curriculum 2000 demands a suitabletimetabling structure, and an innovativescheme introduced in this college is nowbeing established in other collegesfollowing dissemination activities. Furtheradvice will be offered as the systemimproves at Farnborough.

The college is working with a number ofcolleges to develop teaching and learningtechniques in a variety of curriculum areas,notably: chemistry and the sciences,mathematics, business studies, performingarts and media and film studies.

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Currently, it is developing exemplarmaterial to assist assessment in Level 3courses in conjunction with partnercolleges and exam boards.

ContactDr John Guy OBE, PrincipalThe Sixth Form College,Farnborough, Prospect Avenue,Farnborough, Hampshire GU14 8JXTel: 01252 688208Fax: 01252 688209E-mail: [email protected]: www.farnboroughsfc.ac.uk



General Information

‘Hertfordshire Fire and Rescue Service has been identified as a worldclass training provider.’ Ivan Lewis MP Minister for Young People andAdult Skills, 8 October Beacon Award.

The service has a centralised training and development centre gearedtowards management, technical and specialist training needs forpersonnel operating at all levels of the organisation, from newlyrecruited fire-fighters to executive management level. The service hasa centralised training and development centre geared towardsmanagement, technical and specialist training needs for personneloperating at all levels of the organisation, from recruited fire-fightersto executive management level.

New entrants to the service who fit the age criteria are afforded thebenefits that go with the Modern Apprenticeship Scheme, such asenhanced levels of Key Skills training.

Modern apprentices are subject to a 14-week intensive basic trainingcourse aligned to Fire Service National Occupational Standards.During this training period they undergo continuous practicalassessments, written technical assessments and are required to passnationally accredited examinations in First Aid.

The following learning and development opportunities are available toall personnel involved in the Modern Apprenticeship Scheme:● NVQ Level 3 – ‘Operations in the Community’;● NVQ Level 3 – ‘Control Operations’;● basic fire craft;● breathing apparatus;● specialist rescue;● First Aid and trauma care;● Key Skills; and● assessor and internal verifier.

To date, 40 trainees have been through the Modern ApprenticeshipScheme in Hertfordshire Fire and Rescue Service.

Simon Bygrave

Senior Training Officer

Award to

Hertfordshire Fire and Rescue Service

Hertfordshire LSC

26




Key strengths● excellent training resources● very well-delivered training● good support throughout training● excellent retention rates● thoroughly planned training● highly effective leadership● comprehensive equal opportunities

strategy.

Hertfordshire Fire and Rescue Servicehas been identified as ‘a world classtraining provider’.


The focus of the project is to disseminategood practice in the development, designand delivery of training for new trainees.The training of fire service personnel isvery specialised; therefore the primaryanticipated target audience is otherlocal authority fire services. However,due to the nature of the trainingundertaken there may be some benefitsto be gained by other work based learningproviders, particularly those that have fireor safety teams.

With regard to the main target audience, itis hoped that the dissemination of bestpractice will enable other brigades tointroduce swiftly courses aligned toNational Occupational Standards withoutthe need for expensive and timeconsuming development processes. Thisdissemination will be undertaken in avariety of ways.

Seminars will disseminate what we do tolocal employers, training organisations andother fire services. Through workshops wewill be able to bring together like-mindedorganisations to share in the developmentof procedures, practices and trainingactivities. Newsletters will inform andpromote best practice to a wider audience,and individual consultation will take placewith external providers. We will design webpages in order to promote the activitiesof Hertfordshire Fire and Rescue Service,including our NVQ processes, videofootage of training, case studies andelectronic links to our teaching andlearning materials. For organisations thatdo not have the facility to downloadinformation electronically, we will beproducing copies of our material on CD-ROMs and in hardcopy form.

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By sharing our experiences of introducingand developing NVQs and Key Skills andpromoting best practice, we hope to assistother organisations in the effective,efficient and economic implementation ofcompetence based training.

This contact with other providers willexpose us to a wide range of alternativeprocedures and practices from which wemay derive some added value.

The following are our achievements todate: we have developed a partnershipwith Lincolnshire Fire Service to train theirrecruit fire fighters. We have heldconsultations with Norfolk andBedfordshire Fire Services to share ourexperiences, as well as our teaching andlearning materials. Bedfordshire Fire Servicehas a training collaboration withOxfordshire and Buckinghamshire FireService, which will lead to a furtherdissemination of best practice. We haveemployed a graphic designer who hasstarted work on developing our website.Through our contact with Humberside FireService we have taken on board theconcept of a service-wide newsletter.

ContactSimon Bygrave, Senior Training OfficerHertfordshire Fire and Rescue Centre,Old London Road, Hertford SG13 7LDTel: 01992 507535Fax: 01992 550242E-mail: [email protected]

Jane Attewell, NVQ ManagerTraining and Development Centre,Hitchin Road, Stevenage, Herts SG1 4AETel: 01438 847331Fax: 01438 314031E-mail: [email protected]: www.hertsdirect.org/hcc/fire

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General Information

Hills Road Sixth Form College is one of two sixth form colleges inCambridge serving the needs of students in the city and thesurrounding area. There are 1,600 full-time students, all of whomfollow GCE A-level or AVCE level courses. The college has an extensiveevening adult education programme: approximately 3,000 adults enrolon courses ranging from A-level psychology to landscape gardening.Full-time students enrol at the college from 18 partner schoolsthrough the collegiate board, which comprises the heads of the sixpost-16 centres in Cambridge and of the partner schools. Thecollegiate board provides a common application procedure, and co-ordinates the information and guidance services for 16+ transfer.

Mission of the CollegeThe college is committed to offering an education of the highestquality by promoting academic achievement, vocational skills andpersonal and social development. Emphasis is placed upon studentstaking responsibility for their own learning.


Key strengths● outstanding examination results● excellent standards of coursework● high standards of teaching and learning● strong capacity of students to work independently● wide choice of GCE A and AS-level courses● very good progression to higher education and employment● clear direction from governors and senior management● systematic approach to measuring and improving achievement● excellent support and guidance by tutors● extensive opportunities for sporting, cultural and other activities● promotion of excellence through the initiative and enthusiasm of

staff and students.

Mrs Linda Sinclair

Deputy Principal

Award to

Hills Road Sixth Form College

Cambridgeshire LSC

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Following an Ofsted inspection in autumn2001, the college was awarded grade 1 forall 10 curriculum areas inspected and grade1 for leadership and management. In 2002the college was awarded the Queen’sAnniversary Prize in recognition of the workundertaken by its art and designdepartment in partnership with the localcommunity. The college has Investor inPeople status.

The college has a high reputation forachieving outstanding results at GCSE, A-level and AS-level. In 2002 the college’s A-level pass rate was 99%, with 85% ofentries resulting in grades A, B or C.Approximately 90% of students progress tohigher education, including approximately60 each year to Oxford and Cambridge.

Inspectors said of the college that ‘strongleadership is provided by the Principal, theCollege Strategy Team and the Corporation’,and one in which ‘there is a firm focus onthe students and the standards theyachieve’ (inspection report, 2001/02).Inspectors also identified that the ‘Heads ofsubject departments are highly effectiveleaders’, and that ‘there is a strong traditionof self-critical examination’.


Our dissemination of good practice isbased on the following principles:leadership and management at all levels;raising students’ achievements and creationof a stimulating learning environment.

Four departments – history, economics andbusiness studies, art and design andmathematics – have each formed apartnership with a counterpart in one ofthe following three colleges: AylesburyCollege, College of North-East London andHertford Regional College.

Each head of department has agreed areasof focus with her/his partner which will behelpful to the partner college, to include:● leadership and teamwork;● planning of resources;● raising examination performance;● extending gifted and talented students;● independent learning;● work in the community (art and design);

and● the role of continuing professional

development in improving teachingand learning.

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The use of ICT in teaching and learning willbe explored through continuingdevelopment of the college’s website. Thiswill include:● sharing of teaching and learning

resources currently being produced atHills Road;

● hosting a national IT history conferenceto be run jointly with JISC and/orFERL, to which Beacon partners will beinvited; and

● development of an Internet chat room tosupport discussion groups.

The website will contain teaching andlearning materials and other informationabout the college’s practice which will beof use to Beacon partners and to allcolleges in the sector.

Staff in the partner colleges visit Hills Roadand have the opportunity to meet staff andstudents and talk to senior managers. HillsRoad staff from the four departments visitthe partner college (by mutual agreement)for an exchange of ideas and expertise.

Using a case study approach, a report willbe produced showing how the partnershipsdeveloped. Outcomes in terms ofimproving the quality of teaching andlearning will be explored in the report.

ContactMrs Linda Sinclair, Deputy PrincipalHills Road Sixth Form College, Hills Road,Cambridge CB2 2PETel: 01223 247251 ext 1228Fax: 01223 416979E-mail: [email protected]: www.hillsroad.ac.uk

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General Information

NG Bailey & Co (NG Bailey) is a third generation, family ownedmechanical and electrical contractors established in 1921, with aturnover of over £350 million and a staff over 3,000. The craft-trainingdepartment provides training only for employees of the company. Theapprenticeship programme is partly funded by the LSC.

NG Bailey is the largest independent mechanical and electricalcontracting company in the UK, with a network of 20 branchesnationwide. The main craft-training centre is in Leeds, with a secondfor electrical training only in Birmingham. The Company employs allapprentices, and currently has a total of 420 Modern Apprentices, ofwhich around 100 fall under a local enterprise company. NG Baileydeliver apprenticeships in electrotechnical, heating and ventilating,service and maintenance, building services engineering and plumbing.

The training is partly funded for the English apprentices by a singlecontract though the West Yorkshire LSC. The Company provides thefunding for additional training, personal protective equipment, toolsand travel and lodgings.

The apprentices work for local branches from Aberdeen toSouthampton and receive on-the-job training on-site at theselocations; off-the-job training is provided at Leeds and Birminghamcraft training centres, and some FE provision is contracted out tocolleges. The Company is a member of the Joint Industry Board,Scottish Joint Industry Board, the Heating and Ventilating ContractorsAssociation and the Electrical Contractors Association. All trainingmeets the requirements of these industry boards as well as thenational training organisations National Electrotechnical Training andthe Engineering Services Training Trust Limited and awarding bodies.NG Bailey is also a CoVE Extension Pathfinder.


Regarding subcontracting arrangements, communications withsubcontracted colleges are frequent, well managed and effective.Formal meetings take place between NG Bailey and subcontractingcolleges every three months. These meetings are used to discuss

Alison Ashworth-Brown

Head of Craft and

Vocational Training

Award to

NG Bailey & Co

West Yorkshire LSC

34



contract compliance and levels of servicebeing provided. Weekly visits to thesubcontractor are carried out, includingchecks on learner attendance, performanceand progression. When additional concernsare raised, meetings are arranged at shortnotice to discuss the issues. Formalminutes are taken at each meeting andresponsibilities are clearly defined.

For initial assessment, all learners undergoNG Bailey’s strict company assessmentprocedure. Parents/guardians are invited topotential learners’ final selectioninterviews. This enables NG Bailey toinform the parent/guardian about thelearners’ programme and how they canassist in learner progression.

Retention and achievement rates are high.Apprentices are encouraged to take higher-level qualification after the completion oftheir apprenticeship. Apprentices are wellsupported throughout their training. Otherreasons for high retention and achievementrates are: well-planned training, good on-site training opportunities and well-equipped training centres.


The company will look at the ALI/self-assessment report for information onproviders’ subcontracting arrangements,also examining written procedures, if inplace. There will be assessment visits toassess current status and analysis, checkingfor any movement forward or backwards,and a report will be made of these visits.

Feedback meetings will be organised inorder to go though the report. Priorities willbe set for development work, for example,what can be actioned quickly and what isthe most important.

The company will draw up a plan of theway forward for the coming months, withdevelopment sessions for learning/practice-sharing and consultation. Follow-up visitsto check whether changes are working willbe made, including the availability oftelephone support for any problems. Toconclude, a final assessment visit andreport will be made.

NG Bailey has established partnershipswith FE colleges and dissemination withthree West Yorkshire providers is beingundertaken.

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In terms of disseminating good practice,the company is working closely withNational Contracting Service, The Learningand Skills Development Agency (LSDA) andother local LSCs, and has hosted ‘learningRaids’ for one local LSC. Talks andDissemination have also taken place atseveral national conferences including,College Construction Heads Conference,Association of Learning ProvidersConference and the NATHFE Conference

The company anticipates assessment ofpast-state analysis and starting point fornon-inspected provision. In addition, wehope to see an improvement in initialassessment practices, which should in turnshow improvements in early leaver rates.There will also be revised subcontractingarrangements to improve performancemanagement of contracts and learning oftrainees. NG Bailey is an employerorganisation. Direct links with otheremployers will be made through LSDA andthe National Contracting Service.

ContactAlison Ashworth-BrownHead of Craft and Vocational TrainingNG Bailey & Co,The Craft Training Department,7 Borough Lane West, Leeds, LS12 6EHTel: 0113 234 34438Fax: 0113 234 1868E-mail: [email protected]: www.ngbailey.co.uk

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General Information

We deliver the Advanced Modern Apprenticeship in care, taking 10learners a year. We offer training opportunities in adult mental healthand learning disability nursing. The programme leads to guaranteedplaces at Keele University for learners who successfully complete theprogramme. Following nurse training, learners return to work for theTrust. It was our intention to look at recruiting and retaining nurseswithin the organisation, offering an alternative route into nursing.


Key strengths● high profile of programme within the Trust● well-structured and managed programme● good training● effective procedures to monitor the quality of training● independent, self-motivated apprentices● good retention rates.


The main aims of sharing good practice will be to offer a number ofalternative ways of working together, including work-shadowing andmentorship or in a consultancy role. It is intended that we will workwith a number of local training providers in order to address a varietyof areas: quality assurance, internal verification practices, key skills,planning and delivery of training, provision of effective support forlearners, general help and advice.

Monitoring of effectiveness will be agreed with individual providers,dependent upon their needs.

Partnerships will also include working with other NHS trusts relatingto cadet schemes and funding, colleges and other training providersoutside the local LSC. North Staffs Combined Healthcare NHS Trusthas provided a range of dissemination activities since receiving theaward of Learning and Skills Beacon. The dissemination activity can begrouped into four areas, as described below.

Award to

North Staffordshire Combined Healthcare NHS Trust

Staffordshire LSC

Dawn Ainsworth

Cadet Programme Manager

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Combined Healthcare has assessed thesharing of documentation and paperworkand has established a partnershiparrangement with Newcastle College,involving discussions around procedures inrelation to the assessment process, initialvisits and reviews. Information has alsobeen exchanged regarding NVQassessment records, plans and internalverification checklists. Initial discussionshave also been held with training providersfrom ‘In 2 Work’, looking at aspects of careand use of paperwork for the internalverification process, with agreement toprovide support for the development oftraining programmes.

As part of a ‘learning raid’ initiativeorganised by the Black Country LSC,Combined Healthcare ran a workshop fortraining providers from the Black Countryarea for a site visit and to receive apresentation on how to manage qualityassurance, the structure of the internaltraining scheme and preparations for ALIinspections. Feedback from the learningraid was positive, with a request to run asimilar event next year.

Combined Healthcare has consideredsetting up systems aimed at engagingminority ethnic groups. To that end, it isworking with Fresherwise, a new training

provider which is looking to engage youngpeople from the ethnic community. We areworking together to set up completesystems from the beginning of the process,including the establishment of policies, theneed to carry out risk assessments and theneed to evidence trainee progression.

Combined Healthcare is currently lookingto provide specific support to individualproviders across a range of areas includingkey skills, planning and delivery of training,leadership and management and internalaudits. Preliminary meetings to assess thepossibility of adopting CombinedHealthcare’s internal training scheme havetaken place with Shropshire LSC andLeicester General Hospital. Otherorganisations currently in discussion withCombined Healthcare are Charter Training,City of Stoke-on-Trent RecreationalServices, Nottingham University, NurseryNetwork, Rockhouse, Axia Solutions, theYMCA and CF Associates. CombinedHealthcare has attended conferences andgave a presentation to cadet leaders for theworkforce development confederation ontraining schemes and links with the LSC.

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40

ContactDawn Ainsworth,Cadet Programme ManagerNorth Staffordshire Combined HealthcareNHS Trust, Bucknall Hospital,Eaves Lane, Bucknall, Stoke-on-Trent,Staffordshire ST2 8LDTel: 01782 275007 / 01782 273510Fax: 01782 275116E-mail: [email protected]: www.nsch-tr.wmids.nhs.uk



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General Information

The Royal Artillery Vocational Qualification Cell (VQ Cell) is anemployer provider based on Salisbury Plain, Wiltshire. It is establishedas a charitable trust. The VQ Cell is responsible for identifying anddelivering civilian qualifications for its 9,500 employees, who arebased in regiments in the UK and Germany. The learning programmesinclude Apprenticeships and NVQs in engineering, logistics and HorseCare. Approximately 250 learners are enrolled on LSC-funded NVQand MA programmes at any one time. In addition, the VQ Cellemploys a staff of 15 information technology tutors based inregiments in UK and Germany. They are responsible for delivering ITqualifications including the Computer Literacy and InformationTechnology (CLAIT) suite and European Computer Driving Licence(ECDL) together with providing general support for Royal Artillerysoldiers in their Personal Development. Each learning centre is alearndirect centre.

The VQ Cell will shortly embark upon an extensive basic skillsprogramme to assess new recruits and support them throughout theirearly careers.


Key strengths● good retention and achievement rates● good on- and off-the-job training● excellent courses● good initial assessment process● good strategic planning of training● good staff development● consistent recruitment of women into training● effective management of quality assurance at all sites.

The VQ Cell offers learners the opportunity to gain additionalqualifications and progress to higher level qualifications. Trainingresources are excellent. Learners are trained and assessed only on theequipment that they would use operationally. Initial assessment isthorough and effective. Welfare support for learners is extensive.

Sara Hunter

Head of Personal

Development

Award to

The Royal Artillery Vocational Qualification Cell

Wiltshire and Swindon LSC

42



There is good strategic planning of trainingprogrammes and all interested groups areinvolved in this process. Training iseffectively managed, and learners’ progressis closely monitored and well recorded.

Staff receive good opportunities forpersonal development. Equal opportunitiesare excellent. There is a commitment toensuring equality of opportunitythroughout the organisation. There is goodrecruitment of women and the proportionof learners from minority ethnic groups issteadily increasing. All learners receiveannual training in equal opportunities.


The dissemination project covers a range ofactivities in areas in which the VQ Cell wasjudged to be strong. The activities fulfil thefollowing criteria:● to develop understanding amongst

weaker providers of the rationale for theBeacon activity and its benefits to theirlearners and staff;

● to provide weaker providers with thetools to adapt the activity to suit theirown requirements; and

● to support the weaker provider inimplementing the changes required toimprove performance.

The main areas of focus that thedissemination project is addressingare: weak assessment and internalverification practice; poor on-the-job andoff-the-job training; and weak strategicmanagement, governance and planning.The VQ Cell is able to bring particularexpertise to improving the managementand governance of public sector andcharitable organisations.

The medium of delivery for the activitiesis varied and includes workshops and one-to-one consultancy. The audience consistsof a number of work based trainingproviders who are located in the SouthWest region. Some have charitable status,and all have been identified by the ALI andLSC as requiring support in one or moreareas. The expected outcomes of thedissemination activity are improvement inthe particular area of support. The responseso far is positive; initial contacts indicatethat providers appreciate support fromother ‘operational’ providers who face thesame difficulties.

Additionally, the VQ Cell is organising aone-day conference for telecomm-unications providers. The aim of the eventis to raise standards across the industryand key players from the Qualifications andCurriculum Authority (QCA), LSC and

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44

awarding bodies have agreed to participate.It is hoped to provide follow-up support tothose providers who require it.

ContactSara Hunter,Head of Personal DevelopmentThe Royal Artillery,Royal VocationalQualifications Cell,HQ Director Royal Artillery,Larkhill, Salisbury,Wiltshire, SP4 8QTTel: 01980 845883Fax: 01980 634019E-mail: [email protected]



General Information

Established in 1990, Tops Day Nurseries Training Centre Ltd is a privatetraining company, with five day nurseries and four play clubs cateringfor children aged 0-13 years in Bournemouth, Poole, Wareham,Winchester and Wimborne. It currently employs over 130 staff andprovides work based training primarily, but not exclusively, to its ownemployees. All learners are able to work towards Advanced ModernApprenticeships and NVQs 2, 3 and 4 in early years care andeducation and playwork; assessor, verifier and learning anddevelopment qualifications, Key Skills and management courses. Thereis good learner support, with the provision of a comprehensiveinduction to the training programme and the workplace, regular andeffective assessment and good monitoring of progress through regularprogress reviews. Many of the learners working for the company haveprogressed to management or assessing positions in the nurseries.


Key strengths● good career progression for apprentices● high NVQ achievement rates● high retention rates for apprentices● good support for apprentices and staff from senior management● well-planned training sessions● good staff development.

The ALI Inspection on 22 May 2001 judged that:Quality of the work based training and learning is outstanding and theleadership and management is good... training is well organised andthere are opportunities for apprentices and staff to work towardsadditional qualifications. Tops achieved a grade 1 for its work basedlearning for young people and a grade 2 for leadership andmanagement. In partnership with the local LSC, Tops is deliveringdissemination activity in the areas listed above.

The dissemination activity may take the form of consultancy support,participation in national events, and availability of online material.

Cheryl Hadland

Award to

Tops Day Nurseries Training Centre Ltd

Bournemouth, Dorset and Poole LSC

46




The dissemination proposal is focusedaround four key activities: sharing goodpractice with local providers ofchildcare/early years ModernApprenticeship; sharing good practicenationally; production of online materialsand advice; and delivery of research anddevelopment support.

Tops will share good practice with localproviders of childcare/early years training.In conjunction with the local LSC, Tops willidentify two childcare training providersrequiring support in order to improve theirpractice. It will work with these providersto identify clear areas of need which matchthe particular strengths of Tops DayNurseries as identified in inspection.

Tops will also be involved with sharinggood practice nationally. There willbe attendance at national events topromote good practice, including the LSDA Work based Learning Quality SupportNetwork and National Day NurseriesAssociation events.

Tops will develop online materials andadvice: a new website will include adownload facility with documentationavailable on areas of good practice. It willalso include a dedicated e-mail addressfor queries, feedback and an advice service.The new website is accessed via the‘Training’ button.

There will be support for research anddevelopment through part-funding of apost, with particular reference to e-learning, to support good practicedissemination and strategic planning forexpansion while maintaining quality.

ContactCheryl Hadland, OwnerTops Day Nurseries, Leigh Road,Wimborne, Dorset BH21 2BXTel: 01202 882829Fax: 01202 639335E-mail: [email protected]: www.topsdaynurseries.co.uk

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PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES

General Information

Truro College was established in 1993 as a new tertiary college tomeet the needs of learners in Truro and the surrounding area.

In the 10 years since then, the college has more than quadrupled insize and currently has 2,600 full-time and 8,600 part-time learners onFE and adult recreational programmes. A further 430 full-time and200 part-time students are following a variety of HE programmes.Similarly, the range of courses offered has expanded.

To ensure sufficient high quality accommodation for all students, thecollege has achieved four major capital build projects and two moreare currently underway, all on the main site. In addition, the collegehas purchased three buildings on other sites to meet the needs ofsome HE courses, and to provide better access to open and distancelearning students.

Programmes offered to full-time students include:● International Baccalaureate;● BTEC national diplomas in 14 areas;● AVCE (double award) in four areas;● GCE A-level and AS-level in 46 subjects;● private secretarial and administration programmes;● diploma and certificate in childcare and education;● GNVQ intermediates in five areas;● BTEC first diplomas in four areas;● foundation level vocational access programmes;● programmes for students with severe learning difficulties and for

profoundly disabled students;● access to HE in four areas; and● some NVQs and specific City and guilds programmes (for example,

hairdressing, sound engineering).

Approximately 45% of full-time students are on the GCE A-levelcourse. Another 35% of students are on Level 3 vocationalprogrammes. Truro College is a Centre of Vocational Excellence(CoVE) in care.

David Humphries

Vice Principal

Award to

Truro College

Devon and Cornwall LSC

48



The college was inspected in September2001 under the new Common InspectionFramework and awarded Beacon status inJune 2002.

Mission of the CollegeThe purpose of the college is to providethe best possible learning experience,leading to the highest level ofachievements by our students.

Truro College has a clear sense of purposeand has enjoyed extremely successfulinitial years of operation. Courses haverecruited well, the local reputation of thecollege is high, the response of studentsand of members of the local communityhas been very positive and staff haveworked with skill, energy and commitment.

The environment in which colleges operatecontinues to change, and Truro is intent onresponding positively to the opportunitiesthat change presents. At the same time, weare keen both to maintain the clarity offocus that has enabled us to developtowards Beacon status and to seekcontinuously to find ways of improving theexperience that we offer our students.


● outstanding rates on many courses;● good retention rates for students aged

16 to 18● effective teaching and learning in all

curriculum areas● strong leadership and management;● excellent equipment and

accommodation● rigorous and fair assessment of

students’ work● effective guidance, enrolment, induction

and tutorial support for full-timestudents

● wide range of courses and enrichmentactivities

● well-organised and effective workbased learning.

After inspection by Ofsted and the ALI,Truro College was judged as givingoutstanding provision in seven curriculumareas. These were science, business,leisure/tourism and sport, health and socialcare, performing arts, English andfoundation programmes. All othercurriculum areas were graded as good.Leadership and management were judgedto be outstanding.

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The areas targeted for dissemination ofgood practice within the Beacon project are:● improving the organisation of

teaching teams (team leadership,communication, targets);

● individual learning planning and tutorialand cross-college student monitoringand support;

● college leadership and management:their role in supporting improvements inretention and achievement; and

● teaching and learning: the disseminationof good practice in using IT withinthe classroom.

We aim to work with curriculumteams from colleges where grades orcomments on inspection suggest thatimprovements in curriculum teamleadership might contribute toimprovements in success rates.

We will look at the way in which thecolleges work with individual students andtrainees to monitor attendance andprogress, set realistic and challengingpersonal targets and encourage and rewardachievement to help raise standards.

Regarding college leadership andmanagement, the concentration here willbe on how the college culture, along withthe effective development and use ofmanagement information systems, arecentral to intervention strategies acrossthe college.

Inspectors reported on our good practice,across several curriculum areas, in the use

of IT equipment within the classroom.Our aim here is for practitioners to sharegood practice of how classroom teachingcan be enlivened by access to learningmaterials through computer andwhiteboard technology.

Since the start of the project, Truro Collegehas been in contact with numerous othercolleges and providers with a view toseeking specific support in one of the areasas indicated above. Many have requestedthat their key staff visit Truro College toinvestigate what we do and discussapproaches, procedures and materials withthe people in the college who deal withthe same tasks. For these people, we haveoffered one-day workshops designed torespond to their needs. Some colleges haveeconomised on transport and broughtseveral colleagues at the same time, eachto consider a different aspect.

Others have asked that members of ourstaff visit their college to contribute tostaff development activity or to meet withappropriate teams. In this respect, our aimhas been to identify the issue to beaddressed and to ensure that the mostappropriate member of our staff attendsand is well briefed to offer support.

Throughout this type of event wehave found that it is possible to focus oneach college's circumstances, exploringhow we operate and whether what wedo is wholly or partially transferable.We make no claims to the effect that oursystems and approaches will work in anysituation, nor do we claim to know all theanswers. However, we have been helpful in

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asking questions and offering ideas andexamples of those approaches which workwell for us.

College staff who have been most involvedhave been the principal and vice-principal,quality manager, MIS manager, director ofstudent services and programme teamleaders. Key support staff and lecturers, forexample in the use of ICT in the classroom,have been brought in as required.

Colleges report that they have found theinteraction with Truro College and its staffto be variously interesting, positive anduseful in adding to the framework againstwhich they make judgements about theirown activity, or review their own approachto certain issues. Generally, the sessionshave inspired many ideas and the contactsmade by individuals have been reinforcedby the exchange of e-mail addresses andtelephone numbers which will act as thebasis for further discussion and support.

ContactDavid Humphries, Vice PrincipalTruro College, College Road,Truro, Cornwall TR1 3XXTel: 01872 265813Fax: 01872 267100E-mail: [email protected]: www.trurocollege.ac.uk

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Ministerial Learning and Skills Beacons

General Further Education CollegesBarnfield College

Sixth Form CollegesAlton CollegeBarton Peveril CollegeCarmel CollegeJohn Leggott CollegeKing George V CollegeHills Road Sixth Form CollegeThe Sixth Form College ColchesterThe Sixth Form College FarnboroughWoodhouse CollegeWyggeston and Queen Elizabeth I College

Tertiary CollegesBridgwater CollegeTruro College

Work Based Learning ProvidersJames Beattie PlcHertfordshire Fire and Rescue ServiceLex Harvey LtdLuton Borough CouncilMG Rover GroupNG Bailey & CoNorth Staffordshire Combined Healthcare NHS TrustRoyal Artillery Vocational Qualification CellS&B TrainingSummerhouse Education and Equitation CentreTops Day NurseryUppercut Hair Salons Limited

Annex A


Ministerial award of Learning and Skills Beacon status

A review of the criteria and arrangements is currently underway and itis intended that Beacon status will be extended across the full rangeof providers funded by the LSC and inspected by the Ofsted and theALI. (A complete listing of Beacons is supplied in Annex A).

Ministers award Learning and Skills Beacon status and there is noapplication process. To be given consideration a college or provider willneed to have achieved high quality inspection results in reportspublished after April 2001:● Grade 1 in one third of curriculum areas;● Grade 1 or 2 in another third of curriculum areas;● Grade 3 or better in the remaining third of curriculum areas, with

no grade 4 or 5 in curriculum areas;● Grade 1 or 2 in leadership and management.

The DfES also seeks the recommendations of the LSC in relation tothe suitability of candidates for Learning and Skills Beacon status. Thiswill include the assessment of their willingness and capacity to sharegood practice and participate in collaborative partnership activity.Evidence from the LSC performance review categorisation informs theLSC recommendations.

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Annex B


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Notes


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© LSC July 2003

Published by the Learning and Skills Council.

Extracts from this publication may be

reproduced for non-commercial, educational

or training purposes on condition that the

source is acknowledged and the findings are

not misrepresented.

This publication is available in an electronic

form on the Council’s website: www.lsc.gov.uk

Publication enquiries: 0870 900 6800

Reference MISC/0631/03


Learning and Skills Beacon - Archive...Learning and Skills Beacons 2879-0631 Beacon Awards 1/9/03...

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