Ofsted Position Paper - Final.

Construction team Date 6 May 2014 CQIU Issue 1 February 2014

Position Statement (SSA5)

This Position Statement provides an update to the SAR. It summarises and evidences the impact of significant in year improvements and developments since August 2013 in Classroom Based Learning (CBL), Work Place Learning (WPL) and Apprenticeships.

2013/14 Provision Overview

Comment on new, or changes to, the breadth and depth of provision since August 2013.

2013/14 has in the main evidenced a consolidation of provision rather than a plethora of new programmes. With many new programmes launched in 2012/13 primarily due to a change in Awarding Organisation (From CSkills to City and Guilds), a key focus for this current year has been on further developing learning, teaching and assessment practices and resources for the relatively new and remaining existing provision, that are fit for purpose and promote a high quality experience. In addition to extending the Carpentry and Joinery provision to the Saltash Campus, new provision that has been introduced for 2013/14 includes:

Civil Engineering Technician Level 3. This programme has been introduced in response to local (Cornwall and Devon) industry demands, and there has been extensive collaboration with Cormac Solutions, Cormac Highways. The same consortium members are now supporting a further development that will evidence the introduction of a Higher Education pathway from this programme, to be launched in September 2014.

Adult Skills Programmes. A wide ranging skills development offer will be launched on May 10th 2014. This new initiative, across three sites and covering eight trade areas is focused towards securing a stronger level of engagement and participation from the local (Cornwall) adult population. In order to secure higher levels of recruitment, these new skills based programmes will run on a Saturday and provide opportunities for unitised attainment. Progression into full qualification programmes will be provided to those who have an aspiration to do so.

Instructor Recruitment and Induction Programme. Staff recruitment for Construction provision has always been challenging in Cornwall and a new programme, linked to the delivery of the Adult Skills programme (Saturday) has been developed in collaboration with the in—house Teacher Training Team and industry stakeholders.

Apprenticeship recruitment in 2013/14 has continued to reflect the trends over the past three years, and there has again been an increase in overall apprenticeship recruitment, with a particularly noticeable improvement in Bricklaying and Plumbing Installation through the St Austell site. Overall and Timely success continues to outturn consistently above National Averages. The introduction of programmes of study and the inherent requirement for learners to access high quality employability and work experience has created new opportunities for learners on full-time programmes. The construction team has continued to work with its long established and participative employer base as well as members/stakeholders of the wider community in developing ‘real work’ projects, in which learners develop and apply industry practice and standards through the interpretation of an external demand/brief. In one of the best performing examples, Learners assume responsibility for the design and costing of work and for the production and installation of wood based products. A further initiative that has progressed in year is the extension of facilities to support the ambition that all learners on substantial programmes will complete and achieve the Construction Skills Certification Scheme as part of their entitlement.


Three Year Trends (Data tables provided by Quality Data Manager)

FE long course CBL Starts (All ages) FE long course CBL Success (All ages)

16-18 Year Olds (CBL FE long course) 19+ (CBL FE long course)

Apprentices Overall Apprentices Timely

0 200 400 600 800

2010/11

2011/12

2012/132010/11

2011/12

2012/13

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

2010/11 2011/12 2012/13

Retention Achievement Success

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

2010/11 2011/12 2012/13


65.00%

70.00%

75.00%

80.00%

85.00%

2010/11 2011/12 2012/13 projected13/14

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

2010/11 2011/12 2012/13


0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

2010/11 2011/12 2012/13



Outcomes for learners in 2013-14

In the section below evaluate the impact of interventions made since August 2013 to ensure that:

all learners are achieving and making progress relative to their starting points and learning goals

achievement gaps are narrowing between different groups of learners

learners are developing personal, social and employability skills

Learners will progress to courses leading to higher-level qualifications and into jobs that meet local and national needs.

Group Success

11/12 Success

12/13 Comments on in-year (13/14)

16-18 long 81% (326) 82.5% (503) Retention currently 87.9%

19+ long 63.4% (142) 70.9% (79) Retention currently 75.2%

Male (all) 76.4% 80.8%

Female (all) 76.9% (13) 90% (10) 18 learners in -year

Ethnicity (all) 42.1% (57) 95.2% (21) 36 learners in -year

Ethnicity 16-18 45.5% (22) 94.1% (17) 7 learners in -year

Ethnicity 19+ 40% (35) 100% (4) 29 learners in -year

Total disability 25 learners 66 learners 94 learners in-year

A recent introduction of a rigorous ‘case conferencing’ process has provided an improved opportunity

for appropriate staff and managers to forensically review individual learner progress across the

breadth of their provision, ensuring performance and progress within the holistic programme is

scrutinised, rather than focusing on atomised components. Intervention and support is robust, and is

not only targeted at those where concerns are identified, but also for those who will benefit from

additional stretch and challenge in order to reach higher grades/outcomes.

All Learners in year have undertaken a rigorous initial assessment which directly informed their

Individual learning Plan. The ‘case conferencing’ in which STARS is pivotal, ensures appropriate

support in academic and vocational pathways, ensures the welfare of Learners and directs targeted

support, managed by Senior Tutors. Additionally, manual tracking sheets are available in workshops

for learners to monitor their progress against personal targets and the group.

Comprehensive feedback from staff shows learners where to improve and documents introduced in-year now highlight and map embedded opportunities to develop further English and mathematics.

19+ Learners have historically not achieved as well as 16-18 Learners, with an issue specifically related to retention and this has been a focus for management monitoring and intervention in year. The current position for 19+ retention is 93%, significantly improved on last year’s outturn

Personal, social development and themed content and activities are now fully embedded within

tutorial sessions. These are corporately themed to ensure they are coherent and consistent across

all sites.

Student led Summative Assessments are effective, especially when training and support has been

given and students are able to undertake assessments competently and with confidence. Formative

assessment is frequent and tutors discuss actions to improve quality of work students who progress

rapidly are moved to more complex work and are encouraged to share their skills with their peers.

College staff continue to work with regional Employers and National Awarding Organisations to

translate the local skills need into new accredited qualifications (Currently C&G Craft Masonry).


Quality of learning, teaching and assessment in 2013-14

Identify in the section below ways in which learning, teaching and assessment are characterised by the qualities of the Cornwall

College Brilliant Learning model:

SALT Shared (participative, collaborative, co-operative); Ambitious (challenging, aspirational and resilient); Lively (energetic, innovative and passionate); and True (expert, trustworthy and linked to the world of work)

In the best of lessons, the following characteristics can now be evidenced;

Learners review the scheme and create their own order of delivery based on previous knowledge

Learners map and identify interactively the scheme and state whether the ranges have been ‘hit’ or not – where to go next; can the missing areas be picked up somewhere else within the scheme?

Leaners develop resources to be used year on year – to evolve with each new cohort. Learners create, in certain sessions, their own delivery.

All learners are encouraged at every opportunity to discuss openly their feelings, findings and possible direction in which learning/lessons ought to be heading.

Establishing boundaries between tutor and learner – agreement on what behaviour/ethos is tolerated and what is not.

Exam dates are detailed and discussed with learners – they affectively influence the timings.

Effective use of Moodle to provide direction, motivation, tracking and development of resources. .

Examples of Stakeholder Participation

In addition to hosting work experience placements, staff from Gilbert and Goode have delivered training sessions at Cornwall College to L2 brickwork Learners.

Industry representative delivering on key issues surrounding Equality and Diversity. Feedback from students has been very positive and has led to positive tutorial discussions.

Equality and Diversity resources have been collated and shared. Ongoing CPD

Regular workshops have taken place across the group to reach all staff and ensure that they are aware of and deliver brilliant learning.

All 120 Technology Cluster teachers, administrative and technician staff attended a joint training day to share good practice and develop understanding. This included sessions on brilliant learning.

Most Construction staff have attended residential Learner Led training sessions to result in lessons becoming more learner focussed and led.

The profile of learning observations has improved as those staff on improvement plans have been re-observed.(73% good or better to 97% good or better – 2013/14)


The sections below make reference to the elements of the Cornwall College Brilliant Learning model, distinguish between what is

improving and what still requires improvement. Evaluate the impact of interventions made since August 2013 to ensure that:

Plan staff use their skills and expertise to plan and deliver learning, teaching and assessments that effectively

meet each learner’s needs

staff carefully assess each learners’ starting point and use this information in their planning and preparation

In the best examples of planning, the following good/outstanding practice can now be evidenced:

Strong reference in planning to the group profile, recognising English and mathematics abilities, learning styles, personal characteristics, support requirement, previous achievements and current performance.

Teams development of schemes of work that provide a natural and incremental learning journey.

Highly effective use of learning material/resources that promotes progression for individual learners at their optimum pace. In many instances these resources/learning materials are developed in-house by staff.

Effective planning for use of Learner self-assessment and Learner peer-assessment to reinforce standards understanding.

Creative planning to utilise physical resources to complete routine and complex activities.

Identification of appropriate activities that provide stretch and challenge.

Staff strive to remain current in their own skills and knowledge.

Student participation in planning activities, What? Where? When?

What we are continuing to improve?

Consistently ensure the planning/correlation of theoretical learning with opportunities for related practical application.

Identification and embedding of English and mathematics in vocational theory lessons.

How are we continuing to support improvements?

Ongoing workshops and staff one to one support. Recent activities have included ‘Lazy Learning’ and workshops in promoting brilliant learning and sharing good practice have taken place at Camborne and Falmouth where staff have been brought together to share tips and tricks, as well as practising peer observation of lessons.

Procurement of specialists to further develop schemes of work and other planning processes.


Engage learners receive appropriate and timely information, advice, guidance, support and care

staff use their skills and expertise to engage all learners in achieving their learning goals

Personalise the relevance and purpose of learning is clear to all learners, inspiring personal motivation and interest

staff build on and extend learning for all learners, promoting high expectations

In the best of practices, the following good/outstanding activities can now be evidenced:

Potential Learners are provided with a detailed overview of their entitlement, be that through a study programme, apprenticeship framework and/or combination of provision on a part-time programme. In all instances, advice and guidance is directly related to career ambitions.

Learners are engaged in proactively establishing their own targets at the start of each lesson

Group tutorials have been developed to meet the learning needs/interests/welfare of students.

All practical tasks have direct relevance to industry standards and occupational outcomes.

Providing access to employers through work experience, guest speakers, site visits, trade shows to reinforce the industrial and employability expectations.

Monthly case conferencing that highlights not only areas of concern and required intervention/support, but opportunities for highly performing Learners to undertake extended learning activities


The opportunities to better utilise ILT in some of our learning environments to support learning, assessment and recording activities.


Managers and delivery staff deliver group and one-to-one development sessions.


Practise staff stretch and challenge learners in developing and consolidating subject expertise and skills, leading to

high levels of achievement and success

Learning, teaching and assessment develop English, mathematics, functional skills, employability and

enterprise in ways that support the achievement of learning goals and career aims.

Explore using a range of strategies tailored to learner’s needs and interests, learning, teaching and assessment

promote thinking, listening, speaking, sharing and the inclusion of all learners

equality and diversity are actively promoted through learning, teaching and assessment

In the best of practices, the following good/outstanding activities can now be evidenced:

Participation in competitions and other profile activities are an integral part of every programme and opportunities provided to all Learners

English and mathematics are contextualised and embedded learning opportunities are identified and made clear to Learners.

Practical application through ‘real work’ projects (internal and externally) in which Learners develop within a team environment and undertake various roles associated with the construction sector.

Effective promotion of Equality and Diversity has included:

Group tutorials that explore issues/interests of students-for example mental health issues, Remembrance Day, Alcohol Awareness.

Raising awareness of disability - Level 2 Brickwork students took part in a wheel chair basketball tournament at Duchy College Stoke Climsland.

Some Level 2 students have completed lesson swaps with other students in different subject areas within Cornwall College. In all cases the students both plan and deliver the lesson activities. Completed lesson swaps include level 2 Brickwork students learning to bath babies (delivered by level 2 Child care students) and then a swap with Childcare students learning how to lay bricks (delivered by the level 2 brickwork group). Further swaps are planned for April 2014.


The quality of teaching in classroom based learning continues to be a focus; interventions have improved good or better observations in LTA reviews and learning walks from 73% to 97%.


Direct intervention and support with staff identified. Specific specialist support from the central quality team has been pivotal in improving LTA, especially in classroom based environments.

A continued focus on improving Learner Led through all staff attendance at CCL themed events, as well as continued scheduling of staff at residential training on Learner Led for whom this has not yet taken place.

CCL themed development activities for all SSA5 staff (including support staff) have also included sessions on Brilliant Learning, Ofsted and Programmes of Study.


Review the progress of all learners is monitored systematically

all learners understand how to improve as a result of frequent, detailed and accurate feedback from staff

following assessment of their learning

In the best of practices, the following good/outstanding activities can now be evidenced

Students’ progress is systematically tracked on STARS with frequent and detailed feedback provided by the teaching teams at St Austell to all students. Students are also able to view their progress through the Student Portal (live from September 2013).

A RAG rating pilot was introduced as a pilot programme and has now been applied across the Construction provision. An alternative pilot at Saltash College has a whole college approach where all relevant team members meet up to produce a whole college fortnightly review. Regular Reviews of STARs by Senior Tutors identify additional risks related to students and are referred on to relevant managers for action.

Students now use a Group developed remote VLE portal to manage their progress and achievement with tutors. This has significantly improved access to their own information.


The quality of written feedback, with a particular emphasis on improving English and Mathematics in contextualised material.


Specialist support, including: Centre (Quality Team), Line Managers, Peer support targeted to individuals.


Effectiveness of Leadership and Management in 2013-14

In the section below distinguish between what is improving and what still requires improvement. Evaluate the impact of interventions made since August 2013 to ensure that leadership and management: demonstrate an ambitious vision, have high expectations for what all learners can achieve, and attain high standards of quality and

performance

improve teaching and learning through rigorous performance management and appropriate professional development

evaluate the quality of the provision through robust self-assessment, taking account of users’ views, and use the findings to

promote and develop capacity for sustainable improvement

successfully plan, establish and manage the curriculum and learning programmes to meet the needs and interests of learners, employers and the local and national community (inc. reference to 16-19 Study Programmes and apprenticeships)

actively promote equality and diversity, tackle bullying and discrimination, safeguard all learners and narrow the achievement gap

Leaders and Managers have focused on a number of initiatives and new practices since the start of the 2013/14 academic year. To the fore of these initiatives/practices has been the formation of a ‘cluster culture’ resulting in a schedule of regular opportunities for Managers to work collaboratively across all sites in which construction (and engineering) provision is delivered, with a view to sharing best practice, standardising information collation and review arrangements and applying high quality intervention consistently and timely across the full range of provision. Success rates for 2013/14 are expected to improve on previous year’s outturn for a fourth consecutive year. Areas for improvement identified within the QIP have also been a focus for the full management team

with the following key actions undertaken.

Providing alternative opportunities for 19+ learners to access construction provision (Saturday Skills College) to mitigate against poor 19+ retention due to work constraints

Focused support to improve theory based teaching (73% to 97% good or better)

Embedded employability within Tutorials and contextualised to the vocational discipline

More focused case conferencing with improved use and reference to STARS

Regular management reviews, as well as a newly formatted procedure for monthly case conferencing

has been effective in early identification of issues and opportunities, whether these be campus, staff,

learner contrived and shared resources in order to impact improvements. This detailed scrutiny of

historic and current provision had been key to planning for future curriculum innovations, and as such

new trade areas are being introduced during 2013/14 (Wall Flooring and Tiling, Painting and

Decorating, CSCS for all full-time Learners.

Arrangements for collaborative work with employers have been highly effective in securing real work

and project based employability opportunities, and commercial operations undertaking by construction

learners has been effectively managed. Additionally, continuous dialogue with employers has been

instrumental in shaping the construction offer, some of which is unique to Cornwall College.

Employers across the County are also active in their direct support of delivery, through guest

speakers, vocational instruction, project planning and supervision.

The most recent data evidences a student overall satisfaction level across SSA5 provision 11% above

external benchmark, and 99% agreed that the teaching on their course was good.

‘Whilst operating as an independent function, the management of programmes to support entry in to

employment for long-term unemployed adults has been outstanding and has delivered positive

progression into the industry for a significant number of adult learners in the past 18 months’.

2011/12 – 45 starts – 23 positive outcomes

2012/13 – 220 starts – 129 positive outcomes

2013/14 – 154 starts to date – 59 positive outcomes to date


Working in partnership with learners

Celebrate how learners and SSA 5 teams work collaboratively to promote success.

Each area and campus within SSA5 has Class Learner Representatives who self-nominate,

endorsed by their peers and approved by Personal Tutors. They actively engage with staff and

managers in the review of provision, facilities and experience, and are also instrumental in approving

and delivering learner experience improvement strategies.

Outcomes of engagement with Learner Representatives are published through ‘you said, we did’ on

a termly basis.

SSA5 Learners are also actively encouraged to participate in cross-college student union activities,

with a focus on identification and delivery of enrichment programmes and raising student voice

across the corporation.

Leaners in construction have also been involved in shaping and developing community based project

work that is directly related to the achievement of their own vocational programme targets.

Construction Learners also contribute the wider team that forms ‘Student Ambassadors’, which are

appointed paid posts. A focus of their role is to support promotional events, mentor new students,

and provide a visible and positive presence to the community.

There is a strong focus in many of the practical environments on peer assessments, with Learners

pairing up to assess each other’s work, provide feedback and agree improvements required. This is

particularly beneficial in supporting Learning to interpret and apply industry standards and increase

their own expectations for success.

Luke Cowling

Course Rep. (Duchy)

Diversity Week

Completion of ‘real’ commercial

activity – managed by learners

Peer Assessment (St Austell)

Celebrating Success

Kane Woodhall

Competitions


Working in partnership with employers

Celebrate how the SSA 5 engages with employers to make a difference.

The Construction curriculum team has extremely strong links with its local and regional industry stakeholders, and this relationship has culminated in the translation of local need, supported by a national Awarding Organisation, into a number of niche and unique programmes to Cornwall, most notably within the Craft Masonry disciplines.

Industry engagement is structured and regular, and includes: review of Labour Market Intelligence, Employer Forums, collaboration at trade fairs, regular site visits, access to a diversity of guest speakers, master classes delivered by industry partners, multiple opportunities for work experience across the County, supervision on community build projects and joint ventures in commercial activities.

Tutorials, PSD, Work Skills qualifications, Employability Studies are enriched through Job Coaching

(external, industrial talks) providing developmental opportunities for personal and social skills. In

particular, employability skills are targeted within the application process; interview process covered

in lessons and has been contextualised within the construction trades.

Work Experience Collaboration

CORNWALL College and Kier collaboration to help get people back into work by preparing

them for life on a construction site.

Read more: http://www.westbriton.co.uk/Building-right-

skills-knowledge-construction/story-20571378-detail/story.html#ixzz30wJJFNad

Routine Visits to Construction Sites

13 Plumbers trained through a partnership

between Coastline Services and Cornwall

College.

Read more:

http://www.westernmorningnews.co.uk/Traini

ng-partnership-sees-13-plumbers-

qualify/story-19929007-

detail/story.html#ixzz30wCo2Occ

http://www.westbriton.co.uk/Building-right-skills-knowledge-construction/story-20571378-detail/story.html#ixzz30wJJFNad



http://www.westernmorningnews.co.uk/Training-partnership-sees-13-plumbers-qualify/story-19929007-detail/story.html#ixzz30wCo2Occ





Working in partnership with the community

Celebrate how the SSA engages with the community.

Construction Staff and Learners proactively engage in community based activities. The projects undertaken are diverse and provide ample opportunity for Learners to undertake project planning, project delivery and project review in real work scenarios, with the benefit of a community client or group who determines project specification and demands exacting standards.

The development of a Saturday Skills College is the first of its kind in Cornwall and has been introduced in direct response to community demand. Cornwall residents who wish to access skills development programmes in a wide range of construction skills during out of work hours are now able to do so. Cornwall College is extremely proactive with the regional community including schools, and teams from within SSA5 have recently supported diverse activities such as: women into construction, building props for local community plays, diversity events (childcare students), fundraising (torchlight carnival)

Community Projects

(Work Experience)

Community Participation

Saturday Skills

College

School Engagement

Jobseekers on a Construction course transform a derelict house into a retreat for children with life-threatening illnesses and their families.

Equality and Diversity

Heritiage Projects


Celebrate recent achievements

Cornwall College learner Connor Martin won the Gold medal at the WorldSkills UK National Competition in Roofing at the NEC and will now move forward to compete for a place in the United Kingdom who will be representing the United Kingdom at WorldSkills Sao Paulo in 2015. This success followed on from the previous year’s Gold Medal awarded to Nathan Shaw, who has now become a member of staff (part-time) at Cornwall College passing on his skills and expertise to new entrants to the industry. Both Connor and Nathan have had their achievements formally recognised by The Worshipful Company of Tylers and Bricklayers. Additionally, two other Cornwall College learners who had won through regional heats to be represented at the WorldSkills UK National Competition were highly recommended:

Adam Hall – Furniture Studies

George Caddick – Plumbing

Andrew Lugg (Level 3 Furniture Design & Making) has been awarded a City and Guilds Medal of Excellence for his achievements throughout his programme of study a Cornwall College.

Joe Grills a Construction student from Duchy College Stoke Climsland has been offered a five year sponsorship from John Deere to live and work in Australia.

Joe was offered sponsorship from John Deere in GPS Management and Sales, demonstrating machines and GPS systems in Australia, with the chance to also go to America to complete more training.

A collaboration between IfL, WorldSkills and Cornwall College staff and learners to develop and enhance skills to enable competition participation and success through to UK and WorldSkills level has been particularly successful.

Connor Martin –

WorldSkills UK

Gold Medal

Winner

Nathan Shaw – Gold Medal Roof Slating

and Tiling

IFL Masterclass Group (Staff)

Joe Grills – Industry

Sponsorship to Australia

Tom Gill

Apprentice to Lecturer

College Partners at the

Excellence in Business

Training Awards

George Caddick

SkillPLUMB Winner

http://bpec.org.uk/wp-content/uploads/2013/07/9256292152_38f47576fd_o.jpg


High quality facilities and resources that contribute to the learner experience

Highlight the significant facilities and resources available

The facilities and resources to support construction provision across Cornwall College campuses are outstanding. There has been and continues to be significant investment in ensuring resources remain current and reflect modern and emerging industry practices and conditions.

St Austell Skills Centre

Brunel (Camborne) Saltash

Duchy

Workshops

Learning Centres

Sports Facilities

Resources

Environmental Recreational Facilities

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&docid=bQcEl8fFf-DQtM&tbnid=rUNSp7CBRmsIDM:&ved=0CAUQjRw&url=http://en.wikipedia.org/wiki/Cornwall_College&ei=XvtoU5T6McPg7QblmYHYAw&bvm=bv.66111022,d.ZWU&psig=AFQjCNEFLlw0rr6SxgZGbj7FyRdF9EGUVg&ust=1399475392019405

Ofsted Position Paper - Final.

Documents

Transcript of Ofsted Position Paper - Final.