Self-Assessment Report 2011-2012

November 2012

(Registered as City of Sunderland College)

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C O N T E N T S

Page No PART A: INTRODUCTION

A1 The College 1 A2 Performance against strategic plan 1 A3 Improvements since last self-assessment 2 A4 Improvements since last inspection 3

PART B: OVERALL EFFECTIVENESS

B1 Summary table of grades 4 B2 Key strengths and areas for improvement 5 B3 Overall effectiveness 5 B4 Quality Improvement Plan for 2012-13 6

PART C: OUTCOMES FOR LEARNERS C1 All learners achieve and make progress relative to their starting points and learning goals 7 C2 Achievement and progression tables 8 C3 Achievement gaps are narrowing between different groups of learners 11 C4 Learners develop personal, social and employability skills 11 C5 Learners progress to courses leading to higher-level qualifications and into jobs that meet

local and national needs 12

PART D: QUALITY OF TEACHING, LEARNING AND ASSESSMENT

D1 Learners benefit from high expectations, engagement, care, support and motivation from staff 13 D2 Lesson observation grade profile and summary for strengths and areas for improvement in TLA 14 D3 Staff use their skills and expertise to plan and deliver teaching, learning and support to meet

each learner’s needs 15 D4 Staff initially assess learners’ starting points and monitor their progress, set challenging tasks and

build on and extend learning for all learners 15 D5 Learners understand how to improve as a result of frequent, detailed and accurate feedback from

staff following assessment of their learning 16 D6 Teaching and learning develops English, mathematics and functional skills, and supports the

achievement of learning goals and career aims 17 D7 Equality and diversity are promoted through teaching and learning 17 D8 Appropriate and timely information, advice and guidance supports learning effectively 18

PART E: EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT

E1 Leaders and managers demonstrate an ambitious vision, have high expectations for what all learners can achieve, and attain high standards of quality and performance 19

E2 Leaders and managers improve teaching and learning through rigorous performance management and appropriate professional development 20

E3 Leaders and managers evaluate the quality of provision through robust self-assessment, taking Account of users’ views, and use the findings to promote and develop capacity for sustainable Improvement 21

E4 Summary of learner, parent and employer views 22 E5 Leaders and managers 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 24

E6 Leaders and managers promote equality and diversity, tackle bullying and discrimination, and narrow the achievement gap 25

E7 Leaders and managers safeguard all learners 26

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PART F: SUBJECT SECTOR AREA REPORTS

SSA1 Health, Public Services and Care 28 SSA2 Science and Mathematics 32 SSA4 Engineering and Manufacturing Technologies 40 SSA5 Construction, Planning and the Built Environment 44 SSA6 Information and Communication Technology 49 SSA7 Retail and Commercial Enterprise 52 SSA8 Leisure, Sport, Travel and Tourism 56 SSA9 Arts, Media and Publishing 60 SSA10 History, Philosophy and Theology 64 SSA11 Social Sciences 64 SSA12 Languages, Literature and Culture 64 SSA13 Education and Training 69 SSA14 Preparation for Life and Work 72 SSA15 Business, Administration and Law 78

PART G: APPENDICES

2012-13 Quality Improvement Plan 84 College Structure 87 2012-13 Quality and Curriculum Calendar 88 Self-assessment Process Flowchart 89

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PART A: INTRODUCTION 1 The College The College is a large general further education college with vocational campuses at Shiney Row and Hylton and sixth forms at Washington, St Peter’s and Bede campuses; a further sixth form, Headways, is co-located at the Bede campus. The sixth forms are jointly operated by the College and the 11-16 local non-denominational secondary schools as part of a unique partnership agreement, offering A level and vocational provision primarily to 16-18 year olds. The College continues to operate its post 19 provision as a single FE provider. College programmes cover all sector areas (except Sector 3 Agriculture). The College operates an extensive range of courses from entry level to degree level and has a growing apprenticeship offer. Most learners come from Sunderland and the Sunderland travel to work area.

In 2011-12, the College enrolled 4,796 (EFA-funded) 16-18 year old learners and 5,358 adult (SFA-funded) learners. A further 4,384 learners followed workplace learning programmes, including Apprenticeships. The 16-18 year old learner population is fairly evenly balanced in terms of gender (54% male and 46% female) and 67% of the adult learner population is female. The proportion of learners from ethnic minority backgrounds is small and accounts for 4% of enrolments. In the City, minority ethnic groups account for 3% of the local population. According to the latest Socio-economic Performance Indicator, the College is listed in the bottom quartile of providers in terms of deprivation, though the College`s success rates generally outperform those providers listed in the top quartile. The College was granted Beacon status in 2010-11 as an exemplary learning provider by the Learning and Skills Improvement Service (LSIS). The College has also been awarded the Queen’s Award for its Skills for Life provision in 2010. It holds three separate Beacon Awards: literacy and numeracy; 14-19 partnerships and copyright. In recognition of its status as a high performing provider, the College has been awarded the Sunderland Platinum 14-19 Quality Assurance Award (highest level). The Sunderland QA Framework aims to improve provider performance, support collaboration and ensure that learners benefit from consistent, high quality, experiences especially when moving between providers. The College achieved the National Leading the Learner Voice Award, sponsored by LSIS, in recognition of the work of the College`s Human Rights Group. Matrix accreditation is held for the College`s mainstream advice and guidance services. The College offers foundation degrees and year zero courses in collaboration with the University of Sunderland and has recently introduced its first full degree programme in collaboration with Teesside University. In June 2011, the College received an excellent outcome from the Summative Review of the College`s higher education provision by the Quality Assurance Agency. The College’s mission is to shape and develop lives, communities and the economy through learning. The core values of the College are: Partnership Respect Innovation Diversity Ethical

A2 Performance against strategic plan The Strategic Plan for 2011-14 includes challenging targets for the achievement of each strategic objective. Progress against the strategic targets, which underpin the strategic objectives, are closely monitored by senior managers and governors. Progress during the first year of the Strategic Plan is as follows:

Strategic Aim 1: Provide personalised learning opportunities for all learners Good progress made in first year of strategic plan

4 of 7 targets have been achieved (green) 3 targets are partially achieved and remain on target to achieve (amber)

Strategic Aim 2: Raise standards through the delivery of teaching, training and learning Good progress made in first year of strategic plan 9 of 13 targets have been achieved (green) 4 targets are partially achieved and remain on target to achieve (amber)

Strategic Aim 3: Develop and grow a viable, innovative and responsive college Reasonable progress made in first year of strategic plan 5 of 15 targets have been achieved (green)

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7 targets are partially achieved and remain on target to achieve (amber) 2 targets relating to growth (International and Prince`s Trust) are under review within new structure (amber)

Strategic Aim 4: Develop the economic prosperity of the City and the region

Good progress made in first year of strategic plan 4 of 9 targets have been achieved (green) 4 targets are partially achieved and remain on target to achieve (amber) 1 target is no longer applicable – Target 4.8 is to work as a key partner on the City`s Adult Learning Committee – however the Local Authority has disbanded this group and there is no longer a strategic drive on community-based adult learning across the City.

Strategic Aim 5: Develop a highly skilled, innovative, flexible workforce Reasonable progress made in first year of strategic plan 2 of 8 targets have been achieved (green) 4 targets are partially achieved and remain on target to achieve (amber) 2 targets have not been achieved in 2011-12 (red) – Targets 5.1 and 5.2 are to incorporate an assessment of behaviour and attitudes within the College`s staff recruitment and selection process and develop core standards of behaviour for all staff – this has been deferred by HRM until the conclusion of redundancies.

Strategic Aim 6: Promote, celebrate and respect equality and diversity

Good progress made in first year of strategic plan 5 of 8 targets have been achieved (green) 3 targets are partially achieved and remain on target to achieve (amber)

Strategic Aim 7: Provide high quality facilities and state-of-the-art resources

Reasonable progress made in first year of strategic plan 8 of 8 targets are partially achieved and remain on target to achieve (amber) – a revised capital strategy is in place.

A3 Improvements since last self-assessment Very good progress has been made since last self-assessment. During 2011-12, the College actively managed a significant staffing restructure with the redundancies of 50 members of staff (6 compulsory) from teaching departments and support areas from across the College in response to funding changes. Despite this success rates continue to rise. Almost all subject sector areas have success rates above national averages. Nine of the 14 subject sector areas have success rates in excess of 85%. Subject areas making good improvement in 2011-12 include subject area 1 (health, public services and care), subject area 5 (construction), subject area 6 (ICT), subject area 7 (retail and commercial), subject area 8 (leisure, travel and tourism) and subject area 13 (education and training) and subject area 14 (preparation for life and work). The last self-assessment identified three key areas for improvement: to improve value added and high grades for AS and A2 students and further improve success rates for 16-18 students on AS Maths; to further reduce the variability in success rates across centres for some qualifications; and to improve retention of adults on level 1 programmes. There has been good progress made in improving success rates for AS students. The overall success rate has improved from 78% to 84% (4% points above sixth form college national average). Variability between centres is reducing and the curriculum restructure in place for 2012-13 will help to reduce this further. The proportion of students achieving high A-B grades at AS in 2011-12 has improved by 6% to reach 29% but this still remains 7% points below the sixth form college national average. There have been significant improvements (10% +) in AS Chemistry, AS Physics, AS Computing, AS Law, AS Drama and Theatre Studies, AS Film Studies and AS Art and Design. In addition, AS/A2 English Language/Literature, AS/A2 Sociology AS performing Arts, AS Business, AS Law, AS Spanish, A2 Chemistry, A2 Computing and A2 PE exceed sixth form national average for high grade performance. The progress (value added) made overall by A level learners requires further improvement (L3VA AS -2.7 and A2 -3.8 (formerly LAT) and ALPS grades 7 and 6 respectively) and there is a lower proportion of learners who achieve high grades in some AS and A2 qualifications. Retention and achievement on Level 1 19+ programmes has significantly improved to 92%. Although there has been a 7% points improvement in the AS mathematics success rate, it remains an area for further improvement. AS/A2 provision remains a key area for improvement in 2012-13, as does further improvement to the proportion of high grades and value added.

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A4 Improvements since last inspection

Robust improvements continue to be made since last inspection. All actions to address these issues have been achieved and closed off though strategies to make further improvements in some areas continue. In the 2010 Ofsted inspection, overall effectiveness was judged to be ‘good’ with ‘outstanding’ capacity to improve. The following key areas for improvement were identified in the report:

1 Continue to embed teaching and learning improvement strategies across the College to improve teachers` use of questioning skills and planning activities to stretch learners who are more able.

Actions and Progress: The College`s Teaching and Learning Coaching strategy is now well established. The TEEP programme for coaches has resulted in an increased focus on teaching and learning and extended use of the Learning Framework across the College. There is further improvement in the College`s lesson observation profile of good or better lessons (from 80% to 86%), a greater proportion of outstanding (from 21% to 22%) and a reduced proportion of satisfactory lessons to 13%. There is also improved learner satisfaction with teaching and learning. Further embedding of teaching and learning improvement strategies continue.

2 Analyse and evaluate the underlying causes of differences in the quality of provision provided on different college

campuses to inform improvement actions.

Actions and Progress: The effectiveness of curriculum team and centre meetings has improved and there is a stronger focus on improvements in teaching and learning. A revised curriculum structure is in place to increase accountability and ownership and to share good practice within cross-college subject departments. Strategies to improve the quality of teaching and learning in Science and Mathematics and share good practice across centres continues to be strengthened. There has been a 7% points improvement in the AS Maths success rate in 2011-12, however, this is still below the sixth form average and this area of AS provision therefore remains a key area for improvement in 2012-13. Success rate variations between centres for AS/AS qualifications has been reducing over time (from 13% differential in 2009-10 to 9% differential in 2011-12).

3 Continue to develop strategies to improve further the progress of learners in relation to their starting points on all qualifications.

Actions and Progress: College-wide promotion of the Higher Order Thinking Skills project has improved the proportion of high grades achieved by AS and A2 learners. Supervised homework sessions run all year across the curriculum and additional subject-specific revision sessions are also provided following the January modules which has resulted in a positive impact on final results. Overall, high grades on AS programmes continues to improve with 29% of learners achieving A-B grades (an improvement of 6% points) and 30% of learners achieving A-B grades at A2 (an improvement of 3% points) however this improvement is from a low base and remains significantly below the sixth form averages by 7% points and 13% points respectively. The progress (value added) made overall by these learners requires improvement (AS -2.7 and A2 -3.8 and ALPS grades 7 and 6 respectively) and there is a lower proportion of learners who achieve high grades in some AS and A2 qualifications.

4 Improve the success rates on intermediate and advanced courses by monitoring and tracking the impact on

progression between levels of courses following the high success rates on foundation programmes.

Actions and Progress: Progression routes and pathways have been reviewed and are clearly articulated to learners. Progression is now systematically considered within the self-assessment and curriculum review processes.

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PART B: OVERALL EFFECTIVENESS – Grade 2 (Good) with outstanding features

B1 Summary table of grades

2011-12 2010-11 2009-10

Outcomes for Learners 2 with outstanding

features

2 with outstanding

features

2

Quality of Teaching, Learning and Assessment 2

2 with outstanding

features

2

Effectiveness of Leadership and Management

1 1 1

Overall Effectiveness 2 with outstanding

features

2 with outstanding

features

2 with outstanding

features

SSA1 Health, public services and care 1 1 2

SSA2 Science and mathematics 2 sub-grade 4

3 3

SSA4 Engineering and manufacturing technologies 3 2 2

SSA5 Construction, planning and built environment 2 2 sub-grade 3

2

SSA6 Information and communication technology 1 1 2

SSA7 Retail and commercial enterprise 2 1 2

SSA8 Leisure, travel and tourism 1 1 1

SSA9 Arts, media and publishing 2 2 1

SSA10 History and religious studies 1 1 2

SSA11 Social sciences 1 1 2

SSA12 Languages, literature and culture 1 1 2

SSA13 Education and training 1 2 2

SSA14 Preparation for life and work 1 1 1

SSA15 Business, administration and law 2 1 1

Employer Engagement/Employability 2 1 1

Apprenticeships 2 2 2

International 2 sub-grade 4

2 2

Higher Education Provision 2 2 2

Governance 1 1 2

Continuing Professional Development (CPD) 1 1 1

Estates 2 2 1

Finance 1 1 1

Health and Safety 2 1 1

Human Resource Management (HRM) 2 2 -

ICT Services 3 3 3

Information Systems (data and exams) 2 2 2

Information Learning Services 2 2 2

Learning Support 1 1 1

Marketing 2 3 -

Quality and Standards 1 1 1

Refreshments and Retail 3 3 2

Student Services 2 2 2

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B2 Key strengths and areas for improvement Key strengths:

High and improving success rates for 16-18 learners at all levels

Outstanding progress made by 16-18 learners on level 3 vocational programmes

Good success rates on 19+ programmes

Good timely success rates on apprenticeship and workplace programmes

Good and improving teaching, learning and assessment with activities matched to learners` needs

Good range of effective support provided to learners

High levels of satisfaction by learners, parents and employers

Outstanding range of responsive provision which meets the needs and interests of learners and stakeholders through innovative and effective partnerships

Outstanding promotion of equality and diversity and social inclusion

Outstanding capacity to improve and an ability to embrace change

Key areas for improvement:

Improve value-added and high grades for some AS and A2 learners and further improve success rate in AS mathematics

Improve retention and achievement of 19+ learners on level 2 programmes

Improve learner progression

Increase the proportion of outstanding teaching, learning and assessment sessions

B3 Overall effectiveness - Grade 2 (Good) with outstanding features Outcomes for learners are good with outstanding features. College success rate overall is very high at 89%. This improving level of performance has been sustained over three years and exceeds the GFE national average by 8% points. Almost all subject sector areas have success rates above national averages. The success rates for 16-18 learners completing long levels 1, 2 and 3 qualifications are high (85%, 87% and 90% respectively) and above national averages. At level 3, two thirds of students undertake vocational qualifications and the success rates, value added and high grade achievement are very high. For 16-18 learners taking level 3 vocational qualifications, the proportion who achieve high grades is high and the progress (value added) made by learners on vocational level 3 programmes is outstanding with value scores ‘above average’ in the 2012 National Level 3 Value Added Report (formerly LAT) and 2012 Alps Report. One third of 16-18 learners undertake A level qualifications. AS and A2 overall success rates are high and exceed sixth form national averages (AS success rate of 84% has increased by 6% points on the previous year and exceeds the sixth form national average by 4% points; A2 success rate continues very high at 96% and is also above sixth form national average). While there has been a 7% points improvement in the success rate for AS Maths in 2011-12 it is still below the sixth form average and remains an area for improvement for 2012-13. Overall, high grades on AS programmes continue to improve with 29% of learners achieving A-B grades (an improvement of 6% points) and 30% of learners achieving A-B grades at A2 (an improvement of 3% points) however this improvement is from a low base and remains below the sixth form national averages. The progress (value added) made overall by A level learners requires improvement and there is a lower proportion of learners who achieve high grades in some AS and A2 qualifications. Success rates for learners aged 19+ are good overall at 83% for long programmes. Success rate at level 1 and 3 are high at 92% and 84% and are above national averages. Although level 2 success rate has improved it remains low at 77% due to a fall in retention of adults at this level. Short and very short course success rates for adults remain very high. In workplace learning provision there were 4,384 starts in 2011-12 with a high timely success rate of 89% which is above national average. Apprenticeship provision continues to grow significantly to reach 495 in 2011-12 and the timely success rate so far in 2011-12 is 68% which is above national average. There is little difference in the success rates of different groups of learners by equality and diversity characteristics. Variability between centres is reducing (from 13% differential in 2009-10 to 9% in 2011-12) and the curriculum restructure in place for 2012-13 will help to reduce this further. Success rates in English, maths and functional skills are high. The latest Socio-economic Performance Indicator (SePI) shows that although the College is ranked in the bottom quartile of providers in terms of deprivation, its overall 16-18 and 19+ learner success rates exceed those of providers in the top quartile. The College will continue to improve the success rates on AS Mathematics as well as the proportion of high grades and value added on AS and A2 qualifications. The quality of teaching, learning and assessment is good. Teaching and learning represents the essential core business of the College and effective quality assurance and improvement is central to the continued success of the institution. The target for performance in teaching and learning set within the strategic plan has been achieved. Eighty

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six per cent of lessons were judged to be good or better in 2011-12 which is an improvement of 6% points on the previous year. This demonstrates a significant and positive three year trend of +10% for good or better practice. More pleasingly is the consistent development of the proportion of outstanding teaching (+10% over the three year period 2009-12), with a concomitant reduction of satisfactory teaching (-6%) over the same period. The quality of teaching overall has improved consistently year on year with a concomitant improvement in student success outcomes. There is now no difference in the good or better teaching provision between 16-18 and 19+ learners. The College`s lesson grade profile compares favourably to the North East Region Peer Review and Development Group shared profile of lesson observations (East Durham College, South Tyneside College, New College Durham and City of Sunderland College). An analysis of internal inspection findings demonstrates that the ‘Learning Cycle’ is embedded and promoted within systematic lesson planning which actively involves learners in their learning. There is further evidence of outstanding relations between staff and students, where learner-centred approaches offer both support and challenge in most lessons which are graded good or better. Assessment for learning strategies are used effectively both to measure and develop understanding in the majority of lessons. Tracking of learners’ progress is strong, with effective and timely intervention strategies in place, with effective and prompt communication between curriculum and tutorial teams. The College will continue to improve the impact of learning outside the classroom, the effectiveness of questioning, degree of learner challenge and higher order thinking skills development in some lessons, and teachers` strategies to challenge the more able and meet the needs of weaker students.

Leadership and management are outstanding. There is a culture of openness and transparency in decision-making and the leadership team has significantly raised the expectations and ambition of staff and learners which are high. Senior managers set a clear strategic direction for the College, supported by the governors. The core values of the College articulate the College’s aspiration to provide high quality personalised learning for learners in the City and to contribute to the City and region’s prosperity. Senior and other managers make a significant contribution to key strategic partnerships and the College’s provision responds well to local and national priorities. During 2011-12, the College actively managed a significant staffing restructure with the redundancies of 50 members of staff (6 compulsory) from teaching departments and support areas from across the College in response to funding changes. Despite this, success rates continue to rise due to close monitoring of student progress and effective intervention and support strategies. The College provides good value for money. In the 2011-12 employer survey, 93% of employers agreed that the College provides a value for money service. Financial health and financial management and control are acknowledged as outstanding.

A whole College culture of accountability is developing. Staff feel that the Principal is very accessible and welcome the changes made. Progress against the strategic targets, which underpin the strategic objectives, is closely monitored by senior managers and governors. Provision for school leavers is enhanced through Sixth Form Partnerships with fourteen 11-16 schools and two Local Authorities. These arrangements encourage curriculum evolution allowing for seamless progression from school to college. Strong, successful partnerships have been developed with a wide range of employers which ensures that Apprenticeship and employer responsive provision are tailored to individual needs and are responsive to identified skills gaps. Governance is outstanding and the governing body very effectively holds the College accountable for its performance. The Governors and Principal provide a clear direction for the College and the skills of Governors help to set the strategic direction. Governors are clear about the College`s strengths and areas for improvement and receive regular reports and action plans sufficiently in advance of meetings to afford time for scrutiny and challenge.

The College has outstanding capacity to improve and an ability to embrace change. A recent business review conducted by the College`s auditors reports that staff recognise the needs and benefits of the restructure and change in working conditions. Drive and ambition at the senior level have yet to be fully embedded at all levels of the College. The College management structure for employer provision has also very recently changed and the College is emerging from a restructure. Regular impact monitoring of changes and the new curriculum structure will take place throughout 2012-13. Very rigorous and highly effective strategies for performance management and improving the quality of teaching and learning are at the heart of the strategy for raising standards.

B4 Quality improvement plan issues for 2012-13

Attached within the Appendices section of this document is the College Quality Improvement Plan which details the strategies in place to drive further improvements in the quality of provision in 2012-13. The issues are as follows:

Issue 1 To maximise the number of students achieving their qualifications Issue 2 To maximise the number of students achieving positive value added and high grades Issue 3 To maximise the number of students progressing to the next level of qualification or into HE or employment Issue 4 To further improve the quality of teaching learning and assessment Issue 5 To support the new management structure to embed and work more effectively Issue 6 To realign the curriculum to fit new funding requirements Issue 7 To further improve impact measurement and reporting of improvements in teaching, learning and

assessment Issue 8 To implement Pro-monitor across the College to further improve communications and tracking of learner targets, progress and behaviour

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PART C: OUTCOMES FOR LEARNERS - Grade 2 (Good) with outstanding features

C1 All learners achieve and make progress relative to their starting points and learning goals Outcomes for learners are good, with outstanding features: 16-18 classroom based learning – outstanding 19+ classroom based learning – outstanding at levels 1 and 3 and good at level 2 Workplace learning and apprenticeships – good English, mathematics and functional skills – outstanding Value added – outstanding at vocational and requires further improvement at AS/A2 College success rate overall is very high at 89%. This improving level of performance has been sustained over three years and exceeds the GFE national average by 8% points. Almost all subject sector areas have success rates above national averages. Nine of the 14 subject sector areas have success rates in excess of 85%. Subject areas making good improvement in 2011-12 include subject area 1 (health, public services and care), subject area 5 (construction), subject area 6 (ICT), subject area 7 (retail and commercial), subject area 8 (leisure, travel and tourism) and subject area 13 (education and training) and subject area 14 (preparation for life and work). The success rate for 16-18 learners completing long programmes is high at 87% which is 11% points above GFE national average. Level 1 qualification success rate has improved in successive years to reach 85% (4% above GFE national average). Success rates at level 2 and level 3 (non-A level) for this age group have continued to increase and are very high at 87% and 90% respectively. At level 3, two thirds of students undertake vocational qualifications and the success rates, value added and high grade achievement are very high. For 16-18 learners taking level 3 vocational qualifications, the proportion who achieve high grades is high at 71% (BTEC Extended Diplomas) and 41% (Subsidiary Diplomas) (awaiting confirmation of high grade performance against national average). The progress (value added) made by learners on vocational level 3 programmes is outstanding with value scores ‘above average’ in the 2012 National Level 3 Value Added Report (formerly LAT): BTEC Extended Diploma +22.3; BTEC Subsidiary Diploma +5.5; and BTEC Level 3 Certificate +11.6 (BTEC Level 3 overall value added is Grade 2 ‘Outstanding’ in the Advanced Level Systems Performance (ALPS) 2012 report). Points per Entry Score (graded level 3 qualifications) has fallen from 223 to 215 (estimated) due to changes in the allocation of points scores from the BTEC Award/Certificate/Diploma to the new Subsidiary/Diploma/Extended Diploma. One third of 16-18 learners undertake A level qualifications. AS/A2 success rates have improved overall and are in line with sixth form college national averages. Three quarters of AS/A2 qualifications meet or exceed sixth form national averages. The overall AS success rate of 84% has increased by 6% points on the previous year and exceeds the sixth form national average by 4% points. The A2 success rate continues very high at 96% and is also above sixth form national average. 31 of 48 AS and A2 qualifications show further improvement in 2011-12, with significant improvements in AS Chemistry, AS Physics, AS Computing, AS Law, AS Drama and Theatre Studies, AS Film Studies and AS Art and Design. While there has been a 7% points improvement in the success rate for AS Maths in 2011-12 it is still below the sixth form average. Mathematics therefore remains an area for improvement for 2012-13. Other AS/A2 qualifications with low success rates and therefore areas for improvement are AS Biology and AS Government and Politics and Classic Civilisation. Overall, high grades on AS programmes continue to improve with 29% of learners achieving A-B grades (an improvement of 6% points) and 30% of learners achieving A-B grades at A2 (an improvement of 3% points) however this improvement is from a low base and remains below the sixth form averages by 7% points and 13% points respectively. The progress (value added) made overall by these learners requires improvement (AS -2.7 and A2 -3.8 and ALPS grades 7 and 6 respectively) and there is a lower proportion of learners who achieve high grades in some AS and A2 qualifications. Success rates on mathematics and English programmes are very high for both 16-18 year olds and adults. The GCSE success rate is above national average at 89% (high grades are at national average for GCSE English and are significantly above national average for GCSE mathematics). The success rates for 16-18 learners taking level 1 adult literacy and numeracy qualifications is 84% in each subject area and at level 2 the success rate is lower at 73% and 60%. Success rates in key/functional skills (1,452 starts) are high at levels 1, 2 and 3 (85%, 86% and 98% respectively) and are significantly above national averages. The successful outcomes of these strategies give learners confidence to progress to further study or gain employment. The overall success rate for learners aged 19+ undertaking long programmes is 83% and is 7% points above GFE national average. Performance in level 1 programmes was acknowledged as an area for improvement in 2011-12 and the success rate has subsequently improved from 75% to 92%. Level 3 success rate continues to improve and at 84% is 9% points above national average. Although performance at level 2 has improved it remains low at 77%, due to a fall in retention of adults at this level. Short and very short course success rates for adults remain very high. In workplace learning provision there were 4,384 starts in 2011-12 with a high timely success rate of 89% which is above the national

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average of 81%. Apprenticeship provision continues to grow significantly to reach 495 in 2011-12. Timely success rates for apprentices in 2011-12 is 68% (3% points above the timely national average).

Variability between centres is reducing (from 13% differential in 2009-10 to 9% in 2011-12) and the curriculum restructure in place for 2012-13 will help to reduce this further. The College will continue to improve the success rates on AS Mathematics as well as the proportion of high grades and value added on AS and A2 qualifications.

C2 Data Tables

(Tables data source: Proachieve, CPR View, Rules Applied, GFE benchmarks)

Table 1 Success, retention and achievement by subject sector area

Table 2 Success, retention and achievement by qualification type

Qualification Type (Classroom –based learning all ages)

2011/12 2010/11 Success

%

2009/10 Success

% No of Starts

Retention %

Achievement %

Success %

High Grades % Comp

A/A2 (Long Level 3) 826 97 96 99 97 96 92 34 38 98 94

(97 VI)

(98 VI) (95 VI) (49 VI)

AS (Long Level 3) 2042 94 88 89 83 84 73 29 27 78 80

(92 VI) (87 VI) (80 VI) (36 VI)

GCSE (Long Level 2) 98 89 86 100 95 89 83 54 15 91 93

Other Long (all levels) 6900 90 86 96 92 87 78 16 4 83 80

Level 1 2049 89 88 97 91 86 80 N/A N/A 80 78

Level 2 2266 89 88 95 90 85 78 6 0 79 74

Level 3 2585 92 82 96 93 88 76 37 13 88 86

Short (all levels) 11111 96 94 94 90 90 84 N/A N/A 88 88

Very Short (all levels) 3129 100 99 96 95 96 93 N/A N/A 98 97

Key/Functional Skills (all levels) 1452 93 88 93 73 86 64 N/A N/A 88 85

TOTAL: 24106

(AS and A/A2 sixth form national averages (BM) shown in brackets)

 BM BM BM

1 Health, Public Services & Care 2,284 95 88 97 94 93 83 87 91

2 Science & Mathematics 1,103 94 89 87 86 82 77 80 81

3 Agriculture, Hort. & Animal Care n/a n/a n/a n/a n/a n/a n/a n/a n/a

4 Engineering & Manufacture Tech 776 88 86 85 91 74 79 80 83

5 Construction and Planning 668 85 84 96 92 82 77 76 78

6 Information & Comm Technology 930 96 86 97 91 92 78 88 87

7 Retail and Commercial Enterprise 1,091 90 88 93 95 83 84 87 83

8 Leisure, Travel & Tourism 939 96 90 97 94 93 84 89 92

9 Arts, Media & Publishing 876 89 88 93 95 82 83 81 85

10 History, Philosophy & Theology 484 94 86 96 90 90 78 87 84

11 Social Sciences 348 95 90 94 87 89 78 92 92

12 Languages, Literature & Culture 550 95 88 97 94 92 83 95 93

13 Education & Training 134 90 91 98 95 89 86 83 87

14 Preparation for Life & Work 12,181 96 91 95 90 91 82 87 84

15 Business, Administration & Law 1,523 95 89 91 88 86 78 88 88

Not Applicable 219 100 98 100 97 100 95 100 100

Key Skills/Functional Skills 1,452 93 88 93 73 86 64 88 85

Total (exc key & functional sk ills) 24,106 95 90 94 91 89 81 87 86

2009/10

Success

%

2010/11

Success

%No of Starts

Sector Subject Area

2011/12

Retention % Achievement % Success %

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Table 3 Success, retention and achievement by age group, level and duration

BM

No of Starts 1,772 999 1,721 1,593

Success Rate % 85 81 82 80 76 78 83 78

Retention % 88 88 84 88 84 87 86 87

Achievement % 96 93 97 91 90 89 96 89

No of Starts 1,823 1,087 1,296 1,063

Success Rate % 87 80 81 77 74 76 80 76

Retention % 91 87 84 86 86 85 86 85

Achievement % 96 92 96 90 86 89 94 89

No of Starts 4,783 4,319 4,690 4,445

Success Rate % 88 78 87 78 86 77 78 77

Retention % 94 87 94 87 93 86 88 86

Achievement % 94 90 92 90 93 89 89 89

No of Starts 7,139 5,217 3,496 6,059

Success Rate % 90 86 85 81 84 80 87 80

Retention % 95 94 93 92 90 92 93 92

Achievement % 95 92 92 88 93 87 93 87

No of Starts 277 275 573 416

Success Rate % 95 78 75 76 85 77 90 77

Retention % 97 87 81 86 89 87 91 87

Achievement % 99 90 92 88 96 89 98 89

No of Starts 541 688 770 760

Success Rate % 78 77 76 75 79 74 78 74

Retention % 82 85 81 84 83 83 85 83

Achievement % 95 90 94 89 94 88 92 88

No of Starts 670 692 701 586

Success Rate % 84 77 81 75 81 73 81 73

Retention % 90 84 89 83 87 83 86 83

Achievement % 93 92 92 90 94 88 94 88

No of Starts n/a n/a 9 4

Success Rate % na n/a n/a n/a 89 63 100 63

Retention % n/a n/a n/a n/a 89 83 100 83

Achievement % n/a n/a n/a n/a 100 75 100 75

No of Starts n/a n/a n/a 13

Success Rate % n/a n/a n/a n/a n/a n/a 100 90

Retention % n/a n/a n/a n/a n/a n/a 100 93

Achievement % n/a n/a n/a n/a n/a n/a 100 96

No of Starts 3,972 3,842 3,911 4,085

Success Rate % 89 85 87 83 93 83 92 83

Retention % 98 94 94 92 96 93 97 93

Achievement % 91 91 92 89 96 89 95 89

2011/12

BMCoSC

2010/11 2009/10 2008/09

CoSC CoSC CoSCBM BM

3Under 19 Long

Qualification Level Type

Under 19 Long 1

2Under 19 Long

Under 19 Shorts All

19+ Long 2

19+ Long 1

19+ Shorts All

19+ Long 3

19+ Long H

19+ Long X

10

Table 4 Success, retention and achievement by ethnicity

Table 5 Success, retention and achievement by learning difficulty or disability

BM BM BM

Bangladeshi 35 91 89 84 91 77 81 84 76

Indian 44 100 89 93 91 93 81 90 100

Pakistani 36 97 89 91 91 89 81 95 88

Other Asian 65 97 89 94 91 91 81 70 80

African 105 93 89 91 91 85 81 84 79

Caribbean 18 94 89 100 91 94 81 100 67

Other Black 9 100 89 89 91 89 81 n/a 67

Chinese 30 83 89 100 91 83 81 68 89

White/Asian 18 100 89 94 91 94 81 100 100

White/ Black African 31 100 89 84 91 84 81 64 57

White/Black Caribbean 8 100 89 75 91 75 81 100 100

Other Mixed 1 100 89 100 91 100 81 91 96

White British 6,371 97 89 93 91 90 81 89 90

White Irish 4 100 89 100 91 100 81 77 100

Other White 197 95 89 92 91 87 81 92 87

Gypsy/Irish Traveller 1 100 89 100 91 100 81 n/a n/a

Arab 3 100 89 100 91 100 81 n/a n/a

Other 29 93 89 93 91 86 81 80 66

Not Provided 14 100 89 93 91 93 81 73 93

Bangladeshi 244 100 89 97 92 97 82 89 94

Indian 31 100 89 97 92 97 82 100 87

Pakistani 48 96 89 98 92 94 82 100 91

Other Asian 28 100 89 100 92 100 82 82 96

African 67 100 89 94 92 94 82 88 97

Caribbean n/a n/a n/a n/a n/a n/a n/a 60 100

Other Black 7 100 89 71 92 71 82 n/a n/a

Chinese 29 93 89 100 92 93 82 93 100

White/Asian 36 100 89 92 92 92 82 93 64

White/ Black African 14 79 89 91 92 71 82 95 90

White/Black Caribbean 15 100 89 100 92 100 82 89 100

Other Mixed 1 100 89 100 92 100 82 82 75

White British 16,434 94 89 95 92 89 82 86 83

White Irish 1 100 89 100 92 100 82 n/a 75

Other White 92 96 89 98 92 93 82 89 85

Gypsy/Irish Traveller 1 0 89 n/a 92 0 82 n/a n/a

Arab 15 93 89 79 92 73 82 n/a n/a

Other 15 100 89 100 92 100 82 91 86

Not Provided 9 100 89 89 92 89 82 70 77

24,106 95 90 94 91 89 81 87 86

19 +

Under 19

Retention % Achievement % Success %09/10

Success

%

10/11

Success

%

No of

StartsEthnic Group

Age

Group

BM BM BM

Has Difficulty/Disability/Health Problem 1,332 97 89 92 91 90 81 88 90

No Difficulty/Disability/Health Problem 5,674 96 89 93 91 90 81 88 90

No Information Provided 13 92 89 92 91 85 81 83 97

Has Difficulty/Disability/Health Problem 2,426 94 89 94 92 88 82 85 83

No Difficulty/Disability/Health Problem 14,650 94 89 95 92 89 82 86 83

No Information Provided 11 100 89 100 92 100 82 58 87

24,106 95 90 94 91 89 81 87 86

Under 19

19 +

09/10

Success %

10/11

Success %

No of

StartsDifficulty/Disability

Age

Group

Retention % Achievement % Success %

11

Table 6 Success, retention and achievement by gender

FE Choices: Success rates Performance Indicator: The FE Choices 2010-11 (latest year available) performance indicators for individual qualification types show improvement and above average performance nationally in most qualifications as shown below.

FE Choices Success Rates PI

2008-09 2009-10 2010-11 +/- difference against average of similar organisations in 2010-11

Starts/Leavers in 2010-11

FE long (excluding A, AS, A2) 80.5% 79.9% 83.2% +4.0% 5 582

FE short (5-24 weeks) 89.0% 88.4% 87.4% +2.4% 9 068

FE very short (<5 weeks) 97.3% 96.5% 97.7% +3.5% 1 399

A, AS and A2 79.4% 85.8% 85.5% +8.5% 2 472

Advanced Apprenticeships n/a 50% 45% -32.0% 40

Apprenticeships 12.5 75% 76.6% +2.8% 77

Train to Gain (FL2 and FL3) 91.9% 85.0% 78.4% -6.0% 2 317

C3 Achievement gaps are narrowing between different groups of learners

Achievement gaps are narrow and there is little difference in the success rates of different groups of learners. The overall success rate for males is 89% compared to 90% for females; the success rate for learners of ethnic origin is 2% higher than other learners; and the success rate for learners with a learning difficulty or disability is 89%, which is the same as those without a learning difficulty or disability. For those learners receiving additional learning support (ALS) their retention and success rates are 2% higher than for those not requiring support.

The latest Socio-economic Performance Indicator (SePI) for 2010-11 shows that although the College is ranked in the bottom quartile of providers in terms of deprivation, its overall 16-18 and 19+ learner success rates exceed those of providers in the top quartile.

C4 Learners develop personal, social and employability skills The development of learners` personal, social and employability skills is a strong feature and is well embedded within a comprehensive tutorial, curriculum and cross college enrichment programme. Vocational and A Level students have enrichment contextualised to their area of study. Construction students for example have visited cathedrals to look at architecture and Law and Business students have visited law courts. Vocational areas such as Catering and Hair and Beauty participate in regional and national competitions and Performing Arts students have run a record label. Some vocational teams have also organised and managed skills competitions for local schools. Student ambassadors link closely to partner schools by mentoring school pupils, helping at school assemblies and assisting at open and parents’ evenings. The development of communication, teamwork and taking responsibility was particularly evident through sports students running sessions for school children, as part of their leadership qualifications. The development of English and mathematics skills remains a major priority for both 16-18 and adult learners. The extensive provision is delivered successfully across all College sites, within the town centre and in the workplace. Any 16-18 learners who have not yet achieved a GCSE grade C in English and mathematics are diagnostically assessed and enrolled on an appropriate skills for life package, alongside their main programme of study.

BM BM BM

Female 3,964 96 89 93 91 90 81 88 91

Male 3,055 97 89 93 91 90 81 89 88

Female 8,714 94 89 95 92 90 82 88 84

Male 8,373 93 89 94 92 88 82 84 82

24,106 95 90 94 91 89 81 87 86

Under 19

19 +

10/11

Success %

09/10

Success %

Age

GroupSex

No of

Starts

Retention % Achievement % Success %

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The College continues to develop the broader skills of its learners. During tutorial and curriculum lessons, learners are encouraged to develop effective thinking, study and reflective thinking skills. In addition, the Extended Project was delivered to 62 A Level students, with an outstanding 100% pass rate and 82% achieving A-B high grades. The Project helps prepare the learners for the research element and learning style of Higher Education. Learners make a good contribution to the College and wider community. Student Councils are in operation at all centres and students are able to identify changes that have been made as a result of their suggestions. Chairs and Vice-Chairs of the Student Councils meet with the College Governors on a termly basis. Student representatives are supported by training from Student Services, Tutorial Curriculum Leaders and Enrichment Officers at each centre. Links to industry and workplace experience are organised where possible. Catering students work serving and preparing food within the Hylton restaurant, Childcare and Health and Social Care students complete substantial work placements within care homes and nurseries. Enterprise and Innovation remain key priorities with the College continuing to support an Enterprise Week. The College continues to use ‘Dragon’s Den’ and other activities to develop and encourage enterprise and business start-up. Personal money management qualifications are being delivered to 16-18 learners across all centres to broaden their understanding of everyday situations in terms of finance. Events are arranged to explain student and higher education finance for those wishing to progress to university. Finance courses and dealing with debt for adults are offered in college and at local community venues. Learners develop a good understanding of their rights and responsibilities both as students and in preparation for their future progression to further and higher education and employment. Full-time students at the vocational centres work closely with City Cohesion Groups to ensure that the College addresses and promotes integration with local communities and works with different social groups. The College`s wide range of projects and effective curriculum developments contribute to the economic and social regeneration of the area. Prince`s Trust students make a particular contribution to improving community environments as part of their course as well as through volunteering opportunities. Effective community police partnerships are helping to break down barriers. The College’s enrichment team schedule a comprehensive road show of events throughout the year linked to aspects of spiritual, cultural, social and health wellbeing, which are well attended. Events include anti-bullying, healthy eating, volunteering, and sexual health through to international culture. As part of the College`s Enrichment provision the Duke of Edinburgh Award Scheme is very popular and demand from students is high. In total 227 learners took part in the Duke of Edinburgh last academic year, with 134 completing Bronze, 75 Silver and 18 completing the Gold Award. An Arts Award continues to operate as an alternative to the Duke of Edinburgh Scheme. Students are extremely positive regarding the enrichment activities within the College. Learner Surveys for 2011-12 for both 16-18 and 19+ Learners placed enrichment within the upper A quartile ranking compared to external benchmarks.

C5 Learners progress to courses leading to higher level qualifications and into jobs that

meet local and national needs The FE Choices Learner Destinations performance indicator score shows that 81% of completers progressed into or within further or higher education, found a job or improved their career prospects after completing their course. Of this proportion 37% progressed into employment and 60% progressed into further or higher education. This performance indicator shows continuous improvement in positive learner destinations and is largely in line with national performance. Progression of learners from AS to A2 qualifications remains an area for improvement in 2012-13 (Alps AS to A2 progression is less than satisfactory). From sixth form centres 84% of learners progress to HE with a number of students each year going to Russell group universities. Within Access courses 90+% of learners progress to HE and transition into HE is evidenced by the number of Access and pre Access learners who initially come to Test the City or are referred to the College`s English and mathematics provision for adults by the University of Sunderland during their application process. Catering has increasing numbers of students progressing to HE and overall 94% progress to further education training or employment. Within Hair and Beauty 70% progress between levels and of the 30% who leave 82% find work. The collection of robust progression data, and improving the proportion of learners who progress, is an area for improvement in 2012-13. Some vocational Departments have excellent links with the Sector Skills Councils and meet with them on a termly basis to discuss future industry needs and current performance. Managers are proactive in introducing new provision in response to LMI and relevant sector skills agreements, for example the introduction of the Barber Salon meets the emerging needs of local industry. Facilities reflect commercial environments and all resources make a valuable contribution in equipping learners for work in their chosen industry, programmes are designed to ensure learners are aware of professional standards. Increased opportunities for work placements and the use of Job Coaches help learners with difficulties and disabilities gain valuable work experience and employability skills or move from highly supported living accommodation to more independent environments. Adult learners study maths and English programmes in significant numbers to further their educational opportunities employment and voluntary work.

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Overall progression to HE continues to improve; a total of 1087 applications were made through UCAS in 2011-12, of which 883 were placed. There is a 3 year reduction in applications to HE, particularly in 2012. However, despite this decrease in applications, the percentage of students who applied and were then placed remains virtually the same at 78%. University destinations continue to remain overwhelmingly local with the highest percentage at 41% of those students placed at Sunderland University. Applications to Russell Group Universities show that the cohort progressing to these institutions still remains fairly low at 35. The increase in course fees may be a factor in fewer students applying during 2011-12 and following their applications through. As the new HE funding landscape continues, effective guidance will need to continue to ensure this is not a factor in dissuading students from applying.

FE Choices – Learner Destinations Performance Indicator: The FE Choices Learner Destinations performance indicator score shows that 81% of completers progressed into or within further or higher education, found a job or improved their career prospects after completing their course. Of this proportion 37% progressed into employment and 60% progressed into further or higher education. This performance indicator shows continuous improvement in positive learner destinations and is largely in line with national performance.

The performance indicator score for the college reflects the estimated percentage of learners who in 2009-10 (latest year available) experienced employment or learning benefits after completing their course The score is based on data matching, telephone interviews and statistical projections and is based on the responses for 4,754 out of 8,268 learners.

Year FE Choices +/- (completers) Learner Destinations Score difference against national (in subsequent year) average of similar orgs

2008-09 81% overall -2 of which: 37% employment rate -5 60% further learning rate -1 2007-08 80% overall -2 of which: 42% employment rate -5 57% further learning rate = 2006-07 75% overall (grade 2) n/a

PART D: QUALITY OF TEACHING, LEARNING & ASSESSMENT - Grade 2 (Good)

D1 Learners benefit from high expectations, engagement, care, support and motivation

from staff The quality of teaching, learning and assessment is good. Teaching and learning represents the essential core business of the College and effective quality assurance and improvement is central to the continued success of the institution. The target for performance in teaching and learning set within the strategic plan has been achieved. Eighty six per cent of lessons were judged to be good or better in 2011-12 which is an improvement of 6% points on the previous year. This demonstrates a significant and positive three year trend of +10% for good or better practice. More pleasingly is the consistent development of the proportion of outstanding teaching (+10% over the three year period 2009-12), with a concomitant reduction of satisfactory teaching (-6%) over the same period. Instances of inadequate teaching have also fallen by -3% over the period. .The quality of teaching overall has improved consistently year on year with a concomitant improvement in student success outcomes. There is now no difference in the good or better teaching provision between 16-18 and 19+ learners. The Table at D2 illustrates the detail of the improvement in lesson observation grades. The College`s lesson grade profile compares favourably to the North East Region Peer Review and Development Group shared profile of lesson observations (East Durham College, South Tyneside College, New College Durham and City of Sunderland College). Learner feedback in relation to teaching, learning and assessment is very positive and continues to improve.:

2011-12 Learner Feedback % All Learners Agree External Benchmark (QDP) External Quartile

Teaching and learning (16-18) 92 +6 B Teaching and learning (19+) 95 +7 A Tests/assessments (16-18) 95 +9 A Tests/assessments (20+) 97 +8 A NB: Based on 7,780 16-18 responses and 790 19+ responses. External benchmarking via QDP is being compared to 212,874 16-18 learners in 109 colleges and 109,138 19+ learners in 105 colleges

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An analysis of internal inspection findings demonstrates that the ‘Learning Cycle’ is embedded and promoted within systematic lesson planning which actively involves learners in their learning. There is further evidence of outstanding relations between staff and students, where learner-centred approaches offer both support and challenge in most lessons which are graded good or better. Assessment for learning strategies are used effectively both to measure and develop understanding in the majority of lessons. Tracking of learners’ progress is strong, with effective and timely intervention strategies in place, with effective and prompt communication between curriculum and tutorial teams. The main curriculum is supported by well-planned and effective tutorial support and enrichment opportunities which inspire learners. In the 2011-12 QDP survey, 88% of respondents within the 16-18 group agreed that enrichment is good (this places the college within quartile A).

Student attendance during internal inspection of lessons is satisfactory at 83% and requires further improvement.

D2 Lesson observation profile and summary of strengths and areas for improvement in

teaching, learning and assessment

Source: lesson observations via college`s internal inspection team

Summary of strengths and areas for improvement in teaching, learning and assessment in 2011-12: Strengths:

Lessons are well planned with active teaching and learning strategies

Knowledgeable teachers are enthusiastic about their subject and engage learners` interest

Strong promotion of health and safety in theory and practical sessions

Strong focus on the assessment requirements and how learners can improve

Effective links to workplace practices

Curriculum-related enrichment opportunities to inspire learners

Embedded and effective monitoring of learner progress with intervention and support strategies to help learners succeed

Areas for improvement:

Insufficient learner challenge and higher order thinking in some lessons

Insufficient activities provided in some lessons to challenge the more able learners

Insufficient differentiation in some lessons to meet the needs of weaker students

Overuse of closed and undirected questioning and limited use of secondary questioning to challenge learners` understanding in some lessons

Some poor punctuality and attendance by students into lessons

Year Age Group No Obs

% Good or Better

Outstanding Grade 1

Good Grade 2

Requires ImprovementGrade 3

Inadequate Grade 4

2009-10 All ages

134

76% 17% (23 obs)

59% (79 obs)

19% (26 obs)

4% (6 obs)

Under 19

113 76% 18% 58% 19% 5%

19+

21 81% 14% 67% 19% 0%

2010-11 All ages

90 80% 21% (19 obs)

59% (53 obs)

18% (16 obs)

2% (2 obs)

Under 19

43 74% 21%

53%

26%

0%

19+

47 85% 21%

64%

11%

4%

2011-12 All ages

121 86% 22% (27 obs)

64% (77 obs)

13% (16 obs)

1% (1 obs)

Under 19

64 86% 17% 69% 13% 2%

19+

57 86% 28% 58% 14% 0%

15

D3 Staff use their skills and expertise to plan and deliver teaching, learning and support to meet each learner’s needs

Full-time learners, and part-time learners on significant programmes, are well supported by very effective specialist tutorial support teams delivering tutorial programmes valued by learners 91% of 16-18 learners agreed that they found personal tutorials useful in the 2011-12 learner survey (B quartile). This continues to be facilitated by a team of dedicated personal tutors who, in addition to giving one to one support, deliver group tutorials on a range of appropriate topics which also provide evidence for outcomes acquisition and key/basic skills qualifications thus continuing to equip learners with more skills for further education or employment. Personal tutors closely monitor learners’ progress through individual progress reviews three times a year and regular 1:1 tutorials. Progression advice via tutorial is viewed very positively by the student body (satisfaction with advice on next steps is 91% and 94% respectively (A quartile) for 16-18 and 19+ learners learners). The tracking of student progress and its effective reporting should be enhanced in as ProMonitor has been introduced in the latter part of the 2011-12 academic year, although its impact may not be discerned in the next academic year. The tutorial system continues to be extended by the effective provision of additional one to one support by disability advisors, personal development mentors, personal tutors and lecturing staff when needed. There is no significant difference in student outcome by gender, ethnicity nor disability. Additional learning support is well- planned and effectively coordinated. The impact of ALS on both retention and success rates is positive. With those students in receipt of ALS, there has been a 2% point increase in retention since 2009-10 and a 7% point increase in success rate. Students in receipt of ALS outperformed those not requiring support by 2% points in terms of retention and success in 2011-12. Accommodation and resources are used effectively, though the College has recognised the need to resolve the issue of accommodation and also that of the IT infrastructure, with a very significant multi-million pound investment in upgrading both accommodation and IT service. The use of the Moodle VLE is an area for further development with only 65% of 16-18 learners and 75% of 19+ learners agreeing with the statement that Moodle is use as part of their learning. Two mitigating strategies have been deployed- the investment in the IT infrastructure making access to the VLE much more timely, as well as the upgrade to ‘Moodle 2’ are anticipated to improve usage. W ithin lessons graded good or better there is effective promotion of independent learning supported by the use of ILT both within and outside the classroom. Whilst planning in the lessons judged to be good or better is a strength, in those which require improvement, the salient elements for development are differentiation, especially in the promotion of high order thinking skills, and the stretching of more able learners. Staff are appropriately qualified; almost all staff are qualified teachers and a very small minority are working towards the achievement of teaching qualifications. Staff who are subject to changes of contract, and therefore in need of a higher-level teaching qualification are being supported with fees via the CPD budget. There are a significant number of staff qualified to post graduate level. There is a strong reflective culture within the College. Significant resources have been allocated to the Teaching and Learning Coaching Project which have had a quantifiable and positive impact upon teaching practice and student outcomes. This has been recognised by Ofsted in the inspection of 2010 as well as nationally via the Learning and Skills Improvement Service, who have sponsored Sunderland College to disseminate coaching practice to GFE colleges both regionally and nationally for the last two years. Evaluations by the ‘client’ colleges are strongly positive and in all cases there has been a positive impact upon teaching and learning practices, as well as student outcomes. The coaching and reflective culture has been extended operational and management tiers both within curriculum and support areas by the selection and training of coaches with these aspects of college teams. Termly curriculum review, chaired by senior managers both test the impact of quality improvement plans and serve as a platform for professional dialogue and guided reflection. The positive trend of both teaching grade profile and student outcomes demonstrate the impact of these measures.

D4 Staff initially assess learners’ starting points and monitor their progress, set

challenging tasks, and build on and extend learning for all learners. There is comprehensive initial assessment and robust monitoring of learner progress. All full-time learners are screened for literacy and numeracy support needs on entry into college as well as assessed at interview. This process is supported through individual ALS referrals from curriculum teachers and tutors as appropriate. Additional Learning Support needs are identified and appropriate timely support is put in place through ALS co-ordinators at each of the college campuses. There is excellent communication between all teachers, tutors, specialist staff and learners to ensure appropriate support in relation to individual learner needs. In addition, Speech and Language Therapists work alongside teaching staff in order to develop relevant communication skills and to support staff by delivering CPD in Colourful Semantics, Total Communication Strategies and MAKATON. 93% of 16-18 learners agree that the support they receive from the College is good. Funded ALS was provided to 1054 learners in 2011-12 at a funding value of almost £2.79m. The Additional

16

Learning Support provided in 2011-12 has helped to keep learners on programme and achieving. Retention and success rates are 2% points higher for those receiving ALS than for those not requiring support. Individual Learning Plans help students identify areas to further develop and are an effective medium to monitor progress. The College has some well-established ILP practices in Basic Education and Employer responsive provision. For mainstream 16-18 provision ILPs have tended to be more ad hoc paper based documents shared between learner, personal tutor and teacher. To further improve the use of ILPs the College has recently purchased Pro Monitor – a learner monitoring and support system which will be phased in across each department during 2012-13. Teachers, trainers, assessors and tutors draw upon their excellent subject knowledge and/or industry experience along with initial assessment data and observations to set challenging short and long term learning goals. Progress against these goals is reviewed regularly through a number of formal and informal college processes which include termly progression boards, reports, parent’s evenings, 1:1 meetings with tutor and subject review meetings with teachers. During the 2011-12 learner survey 95% (upper quartile A) of 16-18 learners and 98% (upper quartile A) of 19+ learners agreed that they knew what they were doing well and what they needed to do to improve. Parental surveys provide further evidence of the colleges’ effective review of learning goals with 93% of respondents agreeing that they know how their son/daughter is progressing. Monitoring spread sheets with traffic light RAG flags are well embedded across curriculum areas and are used effectively to regularly review individual learner progress and identify relevant timely and impact driven intervention strategies for student success. This has contributed to the continual improvements in the colleges overall success rate of 89% (a 2% increase from the previous year and 8% points above the GFEC national average). Both formative and summative assessments are used across college departments to help assess learners’ performance. Termly assessment boards with subsequent reports and parent’s evenings, along with 1:1 reviews are used as a vehicle of discussing learners’ progress and agreeing appropriate strategies to maximise achievement. Although there are some good examples of the use of technology in assessment (such as online assignment submission and feedback in Public Services, audio feedback in Media and the use of online Wikis and Blogs) this is an area for further improvement across departments. The significant investment in the college network, wireless access across the campuses, improved IT facilities (including specialist technology rooms) and the move to Moodle 2 will help to support this improvement.

D5 Learners understand how to improve as a result of frequent, detailed and accurate feedback from staff following assessment of their learning

Teachers place a strong focus upon the assessment requirements of the course within their session planning arrangements and delivery. Learners appreciate the value of the feedback they receive, QDP survey results demonstrate strongly positive student evaluation of the usefulness of the assessment feedback they receive, (for both 16-18 and 19+ learners, there are differences of +3; quartile A and +8; quartile A respectively). Internal inspection results confirm this view: effective assessment feedback strategies with guidance for advice and improvement have been an area for improvement in the preceding two academic years and are now judged to be strength. Internal inspection evidence confirms that there are embedded and effective monitoring of learner progress with intervention and support strategies to help learners succeed. How well learners understand their progress and how to improve, the use of tasks and activities to promote learner reflection and a focus upon improving the quality of student writing has moved from being an area for improvement to a strength in the 2011-12 internal inspection reporting period. The College develops relationships with parents through liaison with tutors, parent assemblies, reports and parents’ evenings. College staff works with the feeder schools and also attend the local secondary schools` parents` evenings. Looked after children and vulnerable adults are given support and the College is actively working with parents, carers and other providers to ensure there is appropriate care for learners outside college.

The College`s internal quality assurance of assessment procedures are robust and recognised by awarding organisations as meeting their requirements. In 2011-12 the College received 151 External Verifier / Moderator reports with good practice identified in 144 reports. The College has also participated in three overall quality reviews in 2011-12, focussing on centre wide quality assurance systems. Feedback from the awarding organisations has been largely positive, with minor action points addressed as required. Edexcel has recognised that the College is a well organised centre with good systems in place that have been embedded over a number of years and an enthusiastic staff team who are constantly striving to provide learners with the best experience possible. 96% of 16-18 learners and 98% of 19+ learners agreed that the assessment of their work is fair. Internal action plans are issued by Quality and Standards to address actions required or improvements suggested by awarding organisations. This is a pro-active college strategy to further drive up standards of assessment practices. IQA co-ordinators and curriculum managers are encouraged to use the information provided on Alfresco to support opportunities for sharing good practice and learning, as well as access support and up-dating sessions via the IQA co-ordinators meetings in order to meet TAQA standards and continually improve.

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D6 Teaching and learning develops English, mathematics and functional skills, and

supports the achievement of learning goals and career aims Success rates on mathematics and English programmes are very high for both 16-18 year olds and adults. The GCSE success rate is above national average at 89% (high grades are at national average for GCSE English and are significantly above national average for GCSE mathematics). The success rates for 16-18 learners taking level 1 adult literacy and numeracy qualifications is 84% in each subject area and at level 2 the success rate is lower at 73% and 60%. Success rates in key/functional skills (1,452 starts) are high at levels 1, 2 and 3 (85%, 86% and 98% respectively) and are significantly above national averages. The successful outcomes of these strategies give learners confidence to progress to further study or gain employment. Extensive initial and diagnostic assessments result in students receiving the appropriate teaching and learning support necessary to meet their needs. ILPs and action plans are used effectively to ensure that the needs and interests of learners are used to provide appropriate teaching and learning opportunities. Contextualised learning is used to excellent effect when delivering learning within the workplace Mathematics and English programmes are delivered to a wide range of learners from 16-18 and adults including learners in community settings and parents and carers in local primary schools. These programmes are often used as an engagement activity for reluctant learners which ‘buck the trend’ somewhat from the national perception that learners avoid mathematics and English. There is a large pool of staff expertise available in this area with 58 subject specialists (33 literacy, 29 numeracy), 167 staff have undertaken a support qualification (C&G 9297) and an additional 88 staff have a Level 3 qualification in the relevant subject. This has had a positive impact on teaching and learning with 92% of learning sessions being judged to be good or better, which is above the college average. 99% of learners in SSA14 agree that teaching is good and all learners are stretched by at least one level. Since 2010 the College has been an LSIS lead provider for supporting literacy and numeracy delivery at a regional and national level supporting various organisations, including neighbouring colleges and large employers. ESOL is delivered to a small cohort of learners reflective of the demographics of Sunderland as a City. The College works closely with Jobcentre Plus to identify learners who will benefit from short intensive English programmes as a way of improving their employability skills and moving people closer to the jobs market.

D7 Equality and diversity are promoted through teaching and learning

The promotion of equality and diversity within the curriculum is well-embedded and very effective. In 75% of 303 graded lesson observations in 2011-12 (69% in 2009-10 and 82% in 2010-11), observers reported that, where appropriate, teachers took opportunities to positively promote equality and diversity within the resources they used and the teaching and learning strategies and classroom activities they employed in lessons. 94% of 16-18 learners agree that the college feels welcoming and that they have been treated fairly while at college. Satisfaction rates by 19+ learners for these aspects are higher. The promotion of equality and diversity is effectively planned into learning sessions and teachers take opportunities within classroom questioning and activities to recognise difference and prompt discussion. Resources are generally well chosen and tailored to meet learners` needs - handouts and presentations often include examples of E&D characteristics to challenge stereotypes. Learning outcomes and the ‘big picture’ are shared clearly with learners at the beginning of sessions and are revisited with learners as the session progresses. College internal inspectors and line managers report that most teachers use detailed learner profiling information very effectively within their session planning arrangements to identify and cater for individual learners` needs and abilities and support. Many teachers use differentiated strategies to present learning in a variety of formats. However, observers have noted that there are some missed opportunities to promote equality and diversity within the curriculum. One to one additional support is provided by the teacher before or after sessions with learners on workplace and apprenticeship programmes. A range of differentiated and active learning materials are provided in Mathematics and English Solutions programmes delivered in the workplace, with extension work available to challenge and stretch all abilities and pace. In basic skills student focus groups (16-18 and 19+) learners reported that they appreciate the support they receive from their teachers and support workers and have found the additional support available within their literacy, numeracy or main programme sessions from mentors and additional learning support staff very helpful. The retention and success rates for learners receiving additional support (ALS) in 2011-12 are 2% higher than for learners not requiring support which suggests that this support has been effective in keeping learners on-programme and achieving.

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In relation to learner feedback, the 2011-12 learner survey reports that 95% of learners agree that their teacher is treating them as an individual and 96% of 16-18 learners agree that their teachers encourage them to behave well and work hard. There are no significant gaps in learner satisfaction between groups and in relation to the relevant E&D cohort external benchmark the College is mainly ranked in the upper A & B quartiles (QDP 2011-12 learner survey). Although only 0.3% of student population, Equality and Diversity Committee has noted that Pakistani learners are less satisfied than other learners of the same ethnicity nationally.

D8 Appropriate and timely information, advice and guidance supports learning effectively

The College provides excellent guidance and support across all levels in all curriculum areas ensuring learners’ needs are clearly identified and well met at all stages of their programmes. Advice, guidance and support received by learners is outstanding and means that ethnicity, disability, age and gender are not a barrier to achievement of personal and course aims. Learners access support from a wide range of services including: Tutorial staff - academic and pastoral support including induction Learner Counselling - personal and emotional support Welfare Services - financial, health and welfare support Educational Guidance - entry, on course, and exit guidance Learning Support Directorate - additional learning support needs Connexions staff - careers information The major support mechanism for the College is through the tutorial system. Every young person and adults on significant programmes are allocated a personal tutor. This support begins with the week-long induction programme for young people that ensures students are aware of the structure and demands of their programme as well as their rights and responsibilities as a learner. An Induction Checklist is completed by every young person as evidence that induction has been carried out effectively. The tutorial system supports learners to access progression to Higher Education or employment with a wide and varied programme of events aimed at all learners. The career aspirations of learners are discussed when deciding on appropriate courses and also by personal tutors within the tutorial programme. Effective guidance on completion of UCAS forms is given and writing CVs as part of the improving own learning key skills is a vital part of the tutorial programme. 1,087 applications were made through UCAS in 2011-2012, of which 883 were placed. Closer working with Connexions staff ensures that the most appropriate advice and guidance is given to learners immediately the need arises. There are strong links with Connexions to whom learners are referred to by tutors if the learner fails to take up a College programme of learning or has no positive destination. 91% of 16-18 learners and 94% of 19+ learners agree that advice on next steps is helpful. Potential learners receive information about the College and its courses in a variety of ways including comprehensive prospectus provision, open evenings, school careers conventions, parents’ evenings, skills challenges, open days, taster days, comprehensive school liaison work and the College web site. The College’s school link process is nationally acknowledged and has earned a Beacon Award. The College has a dedicated interview team, including specialist curriculum staff and transition tutors from every partner school. 94% of adult learners responding to the 2011-2012 learner survey report that they found advice and guidance, enrolment and induction helpful. The College once again achieved Matrix accreditation for the College Student Services department. Guidance Officers provided guidance interviews to 1,450 students during the 2011-2012 academic year. College learners are able to access significant counselling, welfare and financial support. The Government Bursary and EMA scheme was taken up by 3,455 students, 75% of the 16-19 full-time cohort and an increase of 15% from the previous year. In addition, 497 students were supported through the Learner Support Fund. There continues to be growth in the number of learners accessing the College’s Learner Counselling service. In 2011-2012 the Student Services Directorate provided counselling services to 252 students, a 15% increase from the previous year. The College utilised significant funding from the local authority to improve the health agenda for students with the use of full-time college nursing staff.

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PART E: EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT - Grade 1 (Outstanding)

E1 Leaders and managers demonstrate an ambitious vision, have high expectations for

what all learners can achieve, and attain high standards of quality and performance Leadership and management are outstanding. There is a culture of openness and transparency in decision-making and the leadership team has significantly raised the expectations and ambition of staff and learners which are high. Senior managers set a clear strategic direction for the College, supported by the governors. The core values of the College articulate the College’s aspiration to provide high quality personalised learning for learners in the City and to contribute to the City and region’s prosperity. Senior and other managers make a significant contribution to key strategic partnerships and the College’s provision responds well to local and national priorities. The strength of the College’s Regional, Sub Regional and National Skills for Life partnerships led Ofsted to note in 2010 that its partnership working is ‘outstanding’. Strong collaborative partnerships have been created to meet the needs of all potential learners. 14-19 partnerships exist through the Sunderland Learning Partnership including the College, University, Schools, Work Based Learning Providers and the Local Authority. Provision for school leavers is enhanced through Sixth Form Partnerships with fourteen 11-16 schools and two Local Authorities. These arrangements encourage curriculum evolution allowing for seamless progression from school to college. The College is an active participant in the City`s Economic Master Plan to promote an inclusive City economy for all ages. Strong, successful partnerships have been developed with a wide range of employers which ensures that Apprenticeship and employer responsive provision are tailored to individual needs and are responsive to identified skills gaps. Prince’s Trust partnership provision and provision located in the community delivered by 8 Franchise partners encourages non-traditional learners to access college provision. The College also has an excellent partnership with its local University.

Governance is outstanding and the governing body very effectively holds the College accountable for its performance. The Governors and Principal provide a clear direction for the College and the skills of Governors help to set the strategic direction. The review of governance in 2010 was specifically designed to help the Board to focus upon the rapidly changing environment and enable the College to move quickly and effectively to both address problems and also to identify and take advantage of opportunities. The resulting change in Strategy, emerging property strategy, achievement of savings, implementation of re-structures and maintaining of standards in terms of the quality of the College`s provision and student achievement and the strength of the College`s financial position are all evidence of outstanding capacity to improve in the most difficult of times. Governance processes have also improved, resulting in improved reporting to governors on college performance and a demonstrable increase in the level of challenge to management by governors. The re-structure of the structure of the Board of Corporation and its committees has increased the Board`s ability to challenge senior managers significantly. There is a high level of participation by governors in the annual governance self-assessment questionnaire and responses show very high levels of agreement that the effectiveness of governance is outstanding. Governors actively participate in self-assessment validation at and below whole college level. Governors are clear about their roles and there are appropriate structures in place to monitor the performance of the College. Governors are clear about the College`s strengths and areas for improvement and receive regular reports and action plans sufficiently in advance of meetings to afford time for scrutiny and challenge. The 2010 Ofsted inspection reported that ‘Governors are committed to the success of the College. They have a good range of experience and very good local knowledge which they use well to monitor the performance of the College. There is a flexible approach to establishing Link Governors depending upon current priorities; they are established in the following areas: service improvement; safeguarding; St Peter`s VI Form; Usworth VI Form; Bede/Headways VI Form; Hylton Skills Campus, equality and diversity; and marketing. The appointment and role of a new link governor for teaching, learning and assessment will be made for 2012. Recent changes to the committee structure are positioning the College well to be able to respond to changes in the external environment, both locally and nationally. The Board has adopted and embraced the Foundation Code for Governors. Extensive partnership working ensures the College is able to respond quickly to rapidly changing local and national priorities. Governors understand and fulfil their statutory duties effectively’. Drive and ambition at the senior level have yet to be fully embedded at all levels of the College. The College management structure for employer provision has also very recently changed and the College is emerging from a restructure. During 2011-12, the College actively managed a significant staffing restructure with the redundancies of 50 members of staff (6 compulsory) from teaching departments and support areas from across the College in response to funding changes. Despite this, success rates continue to rise due to close monitoring of student progress and effective intervention and support strategies. A whole College culture of accountability is developing. Staff feel that the Principal is very accessible and welcome the changes made. The College is in the process of developing key performance indicators in addition to those for quality but is in the very early stages of using these as part of a process to drive improvement. A new strategic plan has been developed for 2011-14 and staff at all levels have been involved in this process. Progress against the strategic targets, which underpin the strategic objectives, is closely monitored by senior managers and governors.

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The College has outstanding capacity to improve and an ability to embrace change. In 2010 Ofsted inspectors recognised the inspirational leadership in developing a culture where all staff are empowered to take responsibility for improving the quality of the learners’ experience. A recent business review conducted by the College`s auditors reports that staff recognise the needs and benefits of the restructure and change in working conditions. Regular impact monitoring of changes and the new curriculum structure will take place throughout 2012-13. Very rigorous and highly effective strategies for performance management and improving the quality of teaching and learning are at the heart of the strategy for raising standards.

Financial Health and Control The College provides good value for money. In the 2011-12 employer survey, 93% of employers agreed that the College provides a value for money service. This places the college in the upper B quartile when compared to 3,396 employer responses from 33 colleges. The range of provision is outstanding as is partnership working to secure learning opportunities across the City. Teaching contracts have now been reviewed in order to ensure good value for money. The

The 2010 Ofsted inspection acknowledges that the College`s strong financial management is securing efficiencies in the use of resources; that investment in improving resources for learning is prioritised to meet the needs of learners and that success rates have improved consistently. FE Choices Financial Health Performance Indicator: Financial health is outstanding. The purpose of assessing financial health is to understand the degree of risk posed by a College should they not have the financial resources to continue operating and to assess the risk and likelihood of that

situation arising. The two key financial documents used to seek this assurance are the College’s Three Year Financial

Plan (using forecast figures) and the College’s Financial Statements (that is, the audited out-turn figures). The College’s Financial Plan incorporates the self-assessment of its financial health. The financial plan is, in turn, reviewed by the SFA which forms its own judgement on the validity of the College’s self-assessment. The financial plan for the period 2011-12 to 2014-15 and the financial statements for 2010-11 provide the basis for the assessment of the College’s financial health for 2011-12. The outcomes of the above processes for 2011-12 are as follows:

Grade Evidence College self-assessment of financial health Outstanding Financial Plan SFA assessment of financial health Outstanding

SFA Letter 9.11.11

FE Choices Financial Management and Control Performance Indicator: Financial management and control is outstanding. The completion of a Financial Management and Control Evaluation (FMCE) return was mandatory for all SFA funded providers who fell within the scope of FE Choices in 2011-12 and Colleges were encouraged to use their FMCE return as the basis of an integral part of their wider annual self-assessment process. Effective financial management and control arrangements will:

support the delivery of high quality learning provision;

contribute to effective self-assessment, quality improvement and corporate governance;

give assurance to stakeholders; and

demonstrate value for money. A summary FMCE return was submitted in December 2011and the outcome was as follows (the 2011-12 judgements are still awaited):

Grade Evidence FMCE Outstanding FMCE return SFA assessment of FMCE Outstanding SFA return

E2 Leaders and managers improve teaching and learning through rigorous performance management and appropriate professional development

The quality of teaching and learning is closely monitored and evaluated and specific improvement strategies are integrated via the use of Teaching and Learning Coaches. A further indication of the impact of teaching and learning improvement strategies is the improvement rate following coaching and lesson re-observation. In 2011-12, 87% of re-observed sessions resulted in an improvement of at least one grade. The Teaching and Learning Coach Programme is impact assessed at multiple levels: by individual teacher-clients, by line managers and by Heads of Department. A Learner Classroom Survey has been piloted with SSA 2 (Science and Maths) to capture specific, classroom-level improvements in teaching and learning proved capable of providing a causal relationship between coaching intervention and subsequent improvements in classroom practice. This is to be used cross-college in the 2012-13 academic year. A

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similarly rigorous impact assessment model has been introduced for CPD. Participation in staff development is closely monitored and analysed but has not been effective in addressing all the improvements required in teaching and learning. Areas for improvement remain- especially relating to the quality of questioning within the classroom. The success of the College`s coaching model has been recognised nationally. The College has been funded by the Learning and Skills Improvement Service to disseminate good practice across the sector and has worked closely with several GFE colleges nationally to develop coaching models to support improvements in teaching and learning. In addition to this the College has been commissioned by one of its strategic partner schools to deliver coaching training over a two-year period.

The 2010 Ofsted report acknowledged that ‘Arrangements to assure the quality of teaching and learning are ‘outstanding’ with accurate and constructive judgements made by observers. The observation system is learner focused and evidence based’. A comprehensive graded lesson observation system for all staff is conducted by line managers on an annual basis to inform performance management and identify coaching support needs. Effective questioning, differentiation to meet the needs of less able learners and the development of higher order thinking skills remain as priorities for further improvement. A minority of learners achieve less well in relation to their starting points. This is disappointing as the tenacious issue of questioning strategies and differentiated practice has been a focal point for centre-led professional development as well as a significant focus for embedded coaching. The Teaching and Learning Group is devising specific and novel interventions at subject sector area, centre, team and individual level moving forward and very close monitoring and impact evaluation of intervention strategies will be enacted and reported to the Quality Committee which in turn reports to the Academic Board. Observations of teaching practice are central to the performance management review (PMR) process. PMR is the biannual review of performance which is target- led and held between individual teachers and their line manager. Issues arising from either line manager observations of practice or internal inspection form the focus of the professional dialogue. Targets are set in relation to grade improvement, or where this is not relevant, to the improvement of specific areas of practice. This process is linked to the Teaching and Learning Coaching (TLC) Programme whereby referrals for coaching intervention (for all grades) is made to the TLC Co-ordinator. Other forms of professional development- attendance at conferences, courses, etc are funded from central CPD funding and are impact assessed. Senior college managers are regularly and robustly challenged by Governors in terms of the impact of actions to improve teaching, learning and assessment. A key term of reference of the Curriculum and Quality Committee which consists of twelve Governors, (including two staff Governors) and is chaired by the Chair of the Board of Corporation is to review standards and achievement and to monitor the impact of plans and actions to improve the quality of teaching, learning and assessment. From this group there has been the proposal for a link Governor for teaching, learning and assessment to carry this specific remit for reviewing teaching learning and assessment practice. A system of joint committees with local schools and the innovative arrangement of having feeder school Head teachers as Associate Principals effectively underpins the relation with the wider educational community. This is further enhanced with annual joint learning conferences in which teachers from feeder schools meet and share best practice with lecturing staff from Sunderland College.

E3 Leaders and managers evaluate the quality of provision through robust self- assessment, taking account of users` views, and use the findings to promote and develop capacity for sustainable improvement The College`s arrangements for quality assurance and self-assessment are rigorously carried out and accurately identify the strengths and areas for improvement in the College’s provision. Ofsted inspectors considered the effectiveness of self-assessment to be ‘outstanding’ in 2010 and commented that managers at all levels use self-assessment highly effectively and accurately identify areas for further improvement. The College`s process of self-assessment judges the performance of the whole organisation and therefore includes the quality of provision in the mainstream curriculum, sub-contracted delivery and employer engagement activity. The process also evaluates the contribution of support areas. All staff involved in the delivery of the curriculum and in supporting that delivery are included in the self-assessment process. A wide range of evidence is used within self-assessment at all levels, including feedback from learners, parents, employers and internal customers, to inform strengths, areas for improvement and support judgements. Areas for improvement summarised in Subject Sector Area (SSA) summary reports are addressed within relevant curriculum departmental Improvement Plans. Extensive curriculum networking and external critical friend inputs are also drawn upon in validating self-assessment reports and judgements, including input from the College`s funding partners and managers from the North East Peer Review and Development group of four local FE colleges. Success rates and value added continue to improve or maintain their high levels of performance since the last inspection and self-assessment, especially on some AS qualifications which have seen significant improvements. Quality assurance processes are outstanding, resulting in very few remaining areas of weakness and the maintenance of already high performance.

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The College has developed a Learner Involvement Strategy which promotes learner attendance at key college committees such as Academic Board, the Board of Corporation, the Learning Committee and Equality and Diversity Committee. A range of learners also attended the governors’ strategic planning day in May 2012 to feedback on actions regarding previously raised matters and seek out new matters for consideration and action as appropriate. Further development of Course Committees and Student Councils across centres has helped to raise learner participation in the decision making processes within the College. Learners are able to identify changes that have been made as a result of their suggestions. Student Councils are in operation at each centre and each representative is given training by Student Services. There are continued improvements in the links between learners and governors, who meet regularly with student representatives. There are termly meetings between Governors and Student Councils, Governors visit centres, meet with staff and students and report their findings back to the Board.

The College has an effective and comprehensive process to involve all learners and employers in the decision making process of the organisation. The views of learners, parents and employers are obtained annually via a range of relevant stakeholder questionnaires. They are then analysed and formally reported to the Quality Committee, where agreed actions are tracked. Learners and employers are informed of the survey results and actions taken to improve provision via posters, the VLE and an employer newsletter. The College works with a commercial partner, QDP Services a market leader in learner surveys for the FE sector, to access comprehensive analysis, with distance travelled, internal and external benchmarking features, in order to provide managers and staff with information at all levels to enable them to identify good practice and improvements required. These are followed through at Course Committees and Student Councils with learner representation:

At course level, Course Committees (with curriculum team and student representation) meet termly to consider learner feedback, discuss the underlying issues, agree actions for improvement and report back on progress.

At centre level, Student Councils (with centre management and student representation) meet monthly to respond to centre level issues and report back on progress.

In the 2011-12 learner survey, 89% of 16-19 and 93% of 20+ learners agree that the college asks for their views and 90% of 16-19 and 94% of 20+ learners agree that the college tries to improve things (A quartile for 16-19 and 20+ learners). The College surveys are fully inclusive of all learners and employers, regardless of their circumstances, mode of attendance or geographical spread. Access is a primary factor in the design and implementation of the survey. Questionnaires are provided in electronic and paper format, in English, other languages and symbol format as required, using readers where required, to ensure full accessibility. The Quality and Standards team works closely with QDP Services to increase accessibility through the questionnaire design and implementation method and the College has increased the proportion of learners who participate in the survey electronically, including visually impaired learners. The employer and parent surveys are conducted via telephone to maximise participation. In the 2011-12 parent survey, 91% of parents said they found parent/carer evenings useful and 90% said that the college takes account of their suggestions and concerns. Employers are consulted on programme development, and at the level of delivery are consulted in accordance with established Partnership Procedures. The 2010 Ofsted inspection report described the College`s engagement with employers as excellent and employers informed inspectors that they were unable to identify any area they would like to see improved. In the 2011-12 employer survey, 89% of employers confirmed that the College responded quickly and flexibly to their enquiries (A quartile), and 93% confirmed that employees are more effective following training by the College (B quartile). The quality processes calendar and the self-assessment process flowchart can be found in the Appendices section of this report.

E4 Summary of learner, parent and employer views The College has good arrangements to listen and respond to learners. Course representatives are appointed at the start of the year. They are supported to fulfil their role well and meet regularly with college managers. The College has responded quickly to the issues raised by learners. Employers report that the College responds quickly and flexibly to meet their needs.

Learners` views are elicited via learner survey questionnaires completed by learners during their learning programmes. Analysis is provided by QDP Services, a market leader in the provision of learner survey services to the FE sector. The reports (from individual course to whole college level) provide opportunities for external benchmarking against learners perceptions from 109 other FE colleges. Course committees, with learner representatives, meet to consider learner feedback and the underlying issues at course level, and Student Councils meet to consider learner feedback at centre level. Responses and actions for improvement during 2011-12 have been fed back to learners via course committees, tutorials, centre-based posters and also via Moodle within ‘Student Voice`. The College also collects annual customer

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feedback from parents of full-time learners and also from employers via a call centre enquiry method. Feedback informs all stages of the self-assessment and improvement planning process.

Learners: Satisfaction rates by 16-19 full-time learners have significantly improved and the college compares very

well with external benchmarks. Overall, learners rate the quality of teaching and learning and their understanding of the assessment process very positively. They confirm that they know when their assignments are due, that assessment tasks are made clear to them and that assessment is fair. Learners report that their teachers encourage them to behave well and work hard. Almost all learners confirm that they know how they are doing and what they need to do to improve, and also know who to ask for help with any problems. Part-time and adult learner satisfaction continues to be very high and above external benchmarks in 2011-12. Areas for improvement in learner satisfaction relate mainly to 16-19 learner perceptions about computers, use of Moodle, cleanliness of accommodation and being treated fairly. Investigations and plans for improvement by individual areas to address any low 16-19 learner satisfaction rates have been carried out and progress is monitored at the termly Curriculum Review panels. An extract of learner responses below includes the relevant quartile position of the college against similar aged learners at other colleges.

Most 16-19 learners agree that …

The teacher treats me as an individual (95%) (B quartile)

Assessment tasks are made clear to me (95%) (A quartile)

Assessment of my work is fair (96%) (A quartile)

There are enough teaching and learning materials to help me learn (94%) (A quartile)

Each lesson is well organised and helps me to learn (94%) (quartile A)

Teaching on my course is good (95%) (A quartile)

I am helped to develop my own ideas and work on my own (94%) (A quartile)

The College has a good enrichment programme (88%) (A quartile) (Source: 16-19 Learner Survey November 2011 – 7780 responses)

Most 19+ learners agree that …

The teaching on my course is good (98%) (A quartile)

The teacher uses different ways to help me learn (98%) (A quartile)

I am kept interested in all classes (95%) (B quartile)

Assessment tasks are made clear to me (97%) (A quartile)

I know what I am doing and what I need to do to improve (98%) (A quartile)

Feedback I get on assessments is helpful (97%) (A quartile)

The course is well organised (96%) (A quartile)

I am achieving what I set out to do (98%) (A quartile) (Source: 20+ Learner Survey November 2011 – 790 responses)

Learners on work-based learning and independent programmes, including distance learning, basic education programmes and Apprentices report high levels of satisfaction with aspects of induction, teaching and learning, workplace links, and support.. A high proportion of these learners are satisfied with their overall programme and agree they are achieving what they set out to do. (Source: WBL, Apprenticeship, Basic Ed and Pre-employment Surveys 2011-12 – 639 responses)

Parents: Parents/carers are satisfied with their choice of college and would recommend the College to a friend, they

feel that their son/daughter is safe and well supported at college and is making good progress. An extract of parent responses below includes the College`s relevant quartile position externally comparing parents` views against those of parents at other colleges, and shows very strong results..

Most parents/carers agree that …

College provides high quality learning opportunities (95%) (A quartile 2011)

Impressed with facilities the College is able to offer (98%) (A quartile)

Son/daughter is safe and well supported at college (98%) (A quartile)

Parent/carer evenings have been useful (91%) (B quartile)

I know how my son/daughter is progressing on the course (93%) (B quartile)

I would recommend the College to a friend (98%) (A quartile)

Accommodation and resources are good (98%) (A quartile 2011)

College publicity is clear and helpful (98%) (A quartile) (Source: Parent telephone survey March 2012 – 360 parent responses)

Employers: A good proportion of employers are satisfied with the service they receive from the College, which is

mainly above the relevant external benchmark. An extract of employer responses below includes the relevant quartile position for employers against the views of employers at other colleges. Employers feel that the College could improve communications further.

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Most employers agree that …

I am satisfied with the service received from the College (91%) (B quartile)

Training objectives and content are relevant to the business (98%) (A quartile)

The College gave a value for money service (93%) (B quartile)

College provides sufficient feedback about progress (88%) (B quartile)

Training has had a positive impact on the business (90%) (B quartile)

Employees more effective following training by the College (93%) (B quartile)

I am satisfied with the quality of advice and guidance available (91%) (Source: Employer telephone survey December 2011 - 43 employer responses) FE Choices: Learner Views Performance Indicator: The FE Choices National Learner Survey captures learners` perceptions about initial advice and guidance, teaching and learning, their overall satisfaction with their learning experience, level of support and whether they feel treated with respect and whether the college is responsive to their views. The Performance Indicator score is based on an aggregated score from 9 questions. In the 2010-11 FE Choices Learner Survey (latest year available) there were 1,907 respondents. The performance indicator score shows continuous improvement in learner satisfaction and is above national performance. Year FE Choices Learner Views +/- difference against Aggregated Score average of similar orgs 2010-11 8.4 +0.3 2009-10 8.2 = 2008-09 7.8 n/a FE Choices: Employer Views Performance Indicator: To date, the College has been exempt from the national employer survey because of its possession of the Training Quality Standard (which counted as ‘outstanding’ for the College`s FE Choices Employer Views performance indicator judgement). This award is no longer running and the College will participate in the FE Choices employer survey. The latest (2010-11) performance indicator score for employer satisfaction is 8.1 (out of 10) which is above the national average of 8.0. The College`s own 2011-12 employer survey shows a continuing high level of satisfaction with Employer Engagement provision and the service the College provides to employers: 91% of employers confirmed that they were satisfied with the service they received from the College; 93% felt that the College gave a value for money service and 90% agreed that the training had had a positive impact on their business (these responses were ranked in the upper A quartile for external benchmarking purposes).

E5 Leaders and managers 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 The College has outstanding provision to meet the needs and interests of learners. The College offers a wide range of courses from entry level to higher education and opportunities for progression are outstanding. Learners succeed and progress onto their next level of course and ultimately into their chosen higher education and employment pathways. Courses are offered at a range of centres and at times to enable under-represented groups to access the provision. Changes to provision in 2011-12 included an expanded range of A levels and an increase in the range of adult programmes to tie into the local economic situation. Programmes are all modelled with a clear focus on customer needs and are mindful of access, including childcare and travel support, with programme hours arranged around school hours, in order to facilitate access to learning and employment. The development of motivation, employability and key sector skills is the key development focus for all programmes, to address the confidence needs of a vulnerable client group. The provision demonstrates effective use of partnerships to ensure that the College responds to the needs of learners and stakeholders and is able to offer a broad range enabling learners access to employment opportunities that are identified by partners. Partners are well engaged in the delivery of projects and have membership of the Operational and Steering Groups. The College is well placed for delivering future provision, including Skills Funding Agency Adult Responsive provision as well as end to end provision for Work Programme prime contractors. The College works actively to widen 16-18 participation. There are strong links with partner schools ensuring natural progression opportunities 14-19. The College works closely with its secondary school partners to match Key Stage 4 curriculum to the College`s 16-18 provision and to offer schools appropriate provision 14-16. It plays an active role in encouraging those young learners not in education or training to participate in College programmes and the world of work.

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The College offer is evolving to meet local, regional and national priorities as shown through its significantly increased apprenticeship programme. Students are supported to further develop English, maths, employability and functional skills through the curriculum offer; and the tutorial system also promotes development of these and other skills. The College has worked with key partners to ensure there is a strong community adult offer available for learners who are returning to study. A range of initiatives have been put in place to help to significantly and effectively up-skill the local adult workforce. The HE portfolio of the College has grown in recent years to encourage learners whose families have not traditionally seen higher education as being accessible to them. The offer, including the timing of courses, is designed to facilitate and improve access. The College provides a variety of opportunities for students with learning difficulties and disabilities to enable them to develop their communication skills, improve their independence personal, social and vocational preparation skills as appropriate to the individual. This includes a cohort of 19+ learners, with a wide range of learning difficulties and disabilities, being taught in a supported environment. The College also provides opportunities for students with little or no previous academic achievement to develop the necessary personal, study and basic skills to enable them to enter, progress through college and to gain appropriate employment. A dedicated visual impairment unit provides expert support and learning resources for all learners with a visual impairment regardless of degree.

The College’s pre-employment provision is good, with clear elements of outstanding provision. Excellent relationship building with referral organisations has underpinned this rapid growth and resulted in demand-driven programmes being established across the region and across sectors. Programmes show employer involvement, including in the development and delivery of sector skills based programmes, and support for learners to move into work, including guaranteed interviews and disclosure of recruitment procedures. Both project infrastructure and teaching resources ensure responsiveness to stakeholders as well as learner needs and demands. Project infrastructure enables a seamless service for potential learners, including travel and programme advice and information. The College participated in an Ofsted Good Practice Survey in 2011-12 and received very positive feedback on its employability provision. During the 2010 Ofsted inspection the College`s engagement with employers was described as excellent.

E6 Leaders and managers promote equality and diversity, tackle bullying and

discrimination, and narrow the achievement gap

The promotion of equality and diversity is outstanding. All leaders, managers and staff continue to place a high priority on the promotion of equality and diversity and, as acknowledged by Ofsted in 2010, the promotion of equality and diversity is ‘outstanding’. The framework for this promotion is the College`s Equality and Diversity Policy and Annual Report. A wide range of activities, from tutorial and college wide events, help learners to develop skills of tolerance and respect for others. This includes a focussed Equality and Diversity Week in December which includes participation from external partners and agencies to represent protected characteristics arising from the Equality Act 2010. Further events are organised throughout the academic year including Black History Month; World Mental Health Day; Idaho Day and LGBT Month. Learner achievements are routinely analysed by gender, race and disability within termly Curriculum Reviews and annual self-assessment. The annual E&D Data booklet summarises the impact of interventions to support students (eg additional learning support) and retention and success figures in relation to gender race and disability as well as age. In follow up curriculum reviews this enables course teams to take remedial action to address any gaps in provision. The E&D Annual Report provides accurate analysis of the diversity profile of staff. The report format has been recently commended by the 157 Group for its public facing format. The College has recently invested in an online Equality and Diversity training package designed for use with both staff and students to enhance awareness amongst staff and students of Equality and Diversity and to improve understanding of roles and responsibilities. In its first year, 702 staff have completed this training. The College takes a zero tolerance approach to harassment, bullying and discrimination in line with its commitment to its Equality Duty. Cross college CPD programmes include compulsory training for Safeguarding and Disability Equality. The College makes a genuine and enduring commitment to providing support for students with learning difficulties and/or disabilities. In 2011-12, additional learning support was provided to 966 learners. The retention and success rates for learners receiving additional support (ALS) in 2011-12 are 2% higher than for learners not requiring support which suggests that this support has been effective in keeping learners on-programme and achieving. The College also makes arrangements to provide specialist programmes of study for individuals with severe learning difficulties and/or disabilities via its Supported Learning Department.

Throughout the academic year targeted surveys and forums capture the learner voice on issues related to LDD. In the April 2012 Learning Support online survey 40% of respondents said they would not have been able to complete their course if they had not received support.

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E7 Leaders and managers safeguard all learners Learners say they feel safe in and around the College. College sites are welcoming and have an inclusive atmosphere. In the 2011-2012 parent survey, 98% of parents canvassed indicated that they “felt their son/daughter was safe and well supported at college”. Contact details of parents or carers are available for every student aged 16-18 and up to 25 for those with learning difficulties. Attention to internet safety practices is very good and learners are aware of safe working practices. The College responds quickly to incidents of bullying and discrimination. The students’ knowledge about safety is developed through the tutorial system as well as through their main learning goals. Students are also supported by detailed information from Student Services and pro-active Student Services staff. A manager in Student Services is a member of the Sunderland Safeguarding Board. The Ofsted 2010 Ofsted inspection awarded the grade of ‘outstanding’ for safeguarding learners and reported that “Governors, managers and staff place a high priority on safeguarding” and “there is a well-established culture of safeguarding”. Central to this is the safer recruitment practices followed by all appointing officers for new teaching and support staff, as well as stringent CRB procedures and following up of references. All staff have an appropriate CRB clearance upon commencing employment and all undergo mandatory safeguarding training, with obligatory refresher training after three years. The College HRM department maintain a central register that logs all CRB clearances and appropriate safeguarding training. The College has achieved the Safeguarding Certificate from Sunderland Local Authority Safeguarding Board. Reports on internal inspection outcomes during 2011-2012 confirm that “managers, teachers and tutors ensue that learners are safe and protected”. The College provides a comprehensive framework of Health, Safety & Welfare (HS&W) policy and procedures that contribute to ensuring that effective teaching, training and learning incorporates a safe and healthy environment for all. The College has an effective Health & Safety Policy that sets a clear direction for the College to follow. The HSW policy is a working document that summarises the safety management system based on ‘Successful Health & Safety Management’ HSG 65, where there is a commitment to continuous improvement. The College employs a dedicated full-time Health & Safety Officer, who is highly qualified and experienced (IOSH chartered member). Health, Safety & Welfare is regularly audited and inspected by the H&S section itself, Union safety representatives, the College’s Quality & Standards Directorate and external auditors. There is wide representation on all Health & Safety committees and the reporting systems are rigorous and robust. There is an established programme of Continued Professional Development for all staff which includes health and safety training. Approximately 100 staff receive some form of health and safety training each year and 60 have already completed a self-protection self-awareness seminar. Another 12 members of staff are working towards ‘Review Health & Safety Procedures in the Workplace’ (Unit 8) qualification. All new staff receive a personal health and safety induction from the Health & Safety Officer. There is comprehensive first aid cover at all college centres with an efficient rota system that covers each centre. There is a wide range of health, safety and welfare support for learners. All students complete a standard Induction Programme which incorporates Health & Safety. Vocational courses contain a health and safety unit that is subject to written and practical assessment. All students are issued with an Induction Handbook that contains Health & Safety information. All childcare students carry out work experience in approved Local Authority premises and in some approved private venues. There is a thorough risk assessment procedure, carried out in relation to PPE, COSHH compliance etc. There are thorough risk assessments carried out for Educational Visits. All visit requests are signed off by Curriculum Management and the Head of Centre. Ivy learning courses are available on the College’s VLE (Blackboard) and include health and safety components. 100% of site based apprentices complete and pass a Level 2 Health & Safety qualification. 94% of 16-18 learners feel that they college feels welcoming and 91% agreed that they and their property are safe (satisfaction rates by 19+ learners are higher). The number of reportable accidents is low (on average less than 6 each year). The HSE are regularly invited into the College to deliver to staff and students any ‘hot topics’; and the college also hosts one of The Royal Society for the Prevention of Accidents oldest running safety groups on a monthly basis, and local businesses and safety professionals attend.

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PART F: SUBJECT SECTOR AREA REPORTS

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Self Assessment Report 2011-2012

Title of SAR: SSA 1 – Health, Public Services & Care SSAs: 1 Grade: 1

Key Strengths:

1 Excellent and improving success rates on the majority long programmes in SSA. 2 Timely success rates for Employer Responsive Provision have risen for the last three years. 3 Outstanding learner satisfaction for 19+ learners and positive distance travelled for 16-18 learners. 4 Outstanding high grades profile for 16-18 learners 5 High quality of teaching, learning and assessment.

Key Areas for Improvement:

1 Progression from level 2-3 and Year 1-2 on 16-18 level 3 programmes. 2 Achievement on short and very short programmes 19+. 3 Tracking of learner progress on 19+ qualifications. 4 Attendance on Health programmes within the SSA.

SCOPE OF PROVISION:

Learner numbers, range of courses and progression routes Learner Responsive provision: 16-18 provision - 2047 enrolments in 2011-12. The level 1 BTEC Diploma in Health and Care is designed to cover Health and Childcare, enabling learners to make an informed choice about the direction of their Level 2 programme. Learners are supported by a learning mentor on this programme. In the BTEC level 2 First Diploma in Children’s Care, Learning and Development learners attend college for three days and placement for two days. At level 2 there is the BTEC Health & Social Care and Diploma in Public Services. The majority of learners on these programmes attend literacy and numeracy to support their main programme and to aid the development of transferrable work readiness. Level 3 Children’s Care Learning and Development is offered at both Usworth and Bede/Headways centres. Learners study at college for three days a week and attend placement two days per week. Health & Social Care learners study a Level 3 BTEC qualification and attend placement one day per week. Public Services students study a Level 3 BTEC programme at the Usworth centre. A suite of short qualifications is offered within the SSA to 16-18 year old learners and include: certificate in drugs awareness, substance misuse, alcohol awareness, sexual health awareness, fire and rescue services and Paediatric First Aid. 19+ provision - 230 enrolments in 2011-12. Level 2 Diploma in Health & social Care and NCFE Certificate for Children and young people’s workforce run as long level 2 programmes. Level 3 long qualifications are offered, including: diploma for children and young people’s workforce and Dental Nursing. Short Course provision includes; Award and Certificate in Fire and Rescue Services in the Community. Employer Responsive provision: 391 learners started courses within Employer Responsive provision, 131 were aged 16-18, 56 aged 19-24 and 204 aged over 25. Programmes include Diploma in Health & Social Care for Adults and Award in Preparing to Work in Adult Social Care. E&D cohort characteristics: In SSA1, 496 learners were male (22%) compared with 1781 (78%) Female. 284 learners have a declared difficulty/disability compared with 2141 who do not, 2205 learners registered as White British compared with 72 who did not.

A OUTCOMES FOR LEARNERS GRADE: 1

Success Rates

Age and Course Level/Type Starts 2011-12 2009-10 2010-11 2011-12 Nat Avge

16-18 Long Level E/1 96 100 88 88.5 79.5 16-18 Long Level 2 280 81 80 87.9 81.8 16-18 AS * (compared to VI form NA) / / / / / 16-18 A2 * (compared to VI form NA) / / / / / 16-18 Long Level 3 (non A Level) 360 86 90 87.8 85.5 16-18 Short and Very Short (all levels) 1307 95 95 96.3 96.6 19+ Long Level E/1 / 100 / / / 19+ Long Level 2 19 79 69 78.9 80.9 19+ Long Level 3 28 79 90 78.6 73.7 19+ Short and Very Short (all levels) 182 92 74 86.3 91

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1

Learner achievement, high grades and value added: Overall success rates for the SSA are 92.4% (0.9% below BM), this compares with 87.4% in 2010-11. Success rates for long programmes continue to improve at 87.4% (+3.5% BM) from 85.6% in 2010-11, High grades for completers are now at 10% against a benchmark of 0.7%. Success rates for long level 2 programmes both 16-18 and 19+ have improved following actions instigated from September 2011; 16-18 success rates have improved from 80% in 2010-11 to 87.9% in 2011-12; 19+ qualifications have seen a similar rise from 69% in 2010-11 to 78.9% in 2011-12. High grades on these programmes have improved from 26% to 57.1% in an academic year. Level 3 programmes have seen a decline in success rates in the academic year from 90% in 2010-11 to 87.1% in 2011-12 (BM 85.5%), in the main this is due to lower retention rates for year 12 learners at 84.8% (BM -1.5%), this is to be addressed in 2012-13. Although success rates have improved for short/very short programmes there is a large variation between 16-18 and 19+ success rates for these programmes (10% difference) depending on the age of the learner. Employer responsive timely success rates continue to improve and are now 88.7%, this compares with 81% in 2010-11 and 77% in 2009-10. The college timely success rate is 86.8%.

Narrowing of achievement gaps: In SSA1, 496 learners were male (22%) compared with 1781 (78%) female, Males show lower achievement at 92% compared with 97% for their female counterparts, but higher retention at 97% compared with 95% for females. 284 learners have a declared difficulty/disability compared with 2141 who do not, the high grade completers data differs slightly between the two groups – 10% for those with a declared difficulty/disability compared with 7% for those without. 72 learners are non-white British with a 100% retention compared to 95% for White British. Bangladeshi learners have 17% high grades compared with 10% for all other ethnic groups.

Impact of ALS: Retention and success rates of learners receiving ALS is 3% and 3% respectively higher than those not requiring support.

2 Achievement of personal, social and employability skills: The vast majority of learners in this SSA are given

to opportunity to complete work placement as part of their main programme. Full time 16-18 students also benefit from an extensive range of both generic and subject-specific enrichment including visits to employers and talks from outside speakers, participation in regional and national competitions, as well as sporting, social and cultural activities. Student ambassadors are well used during marketing events; for example, school talks, open evenings and stepping-up activities.

Progression to higher level qualifications and employment: 78% of Year 12 learners progressed to year 13, however there is wide variation depending on their programme – 81% of Health learners progress to year 13, 78% of Childcare and 68% of Public services. 84% of vocational Level 1 progressed to Level 2 and 57% of Level 2 progressed to Level 3. 62% (n=79) of level 3 learners who applied for university gained a place. Progression rates into higher-level qualifications have improved on previous year; progression to employment remains strong in this area, boosted by excellent employer links and placement opportunities.

B QUALITY OF TEACHING, LEARNING AND ASSESSMENT GRADE: 1

Lesson Observations Year No of Obs % Grade 1 % Grade 2 % Grade 3 % Grade 4

2009-10 22 14 82 4 0 2010-11 20 35 45 15 5 2011-12 21 24 71 5 0

1 Lesson observations: 95% of lesson observations were graded good or better, this is 16% above the NE peer

review group average. No observations were graded as unsatisfactory, although the proportion of outstanding observations has fallen from last year. 100% of sessions delivered by agency staff are graded as good or better. Learners rate the quality of teaching and learning very high at 95% (16-18) and 96% (19+) (B and A quartiles in QDP survey). They also rate assessment highly at 97% (16-18/19+). The distance travelled for 16-18 learners satisfaction about tests and assessments and teaching and learning has been particularly pleasing and each has moved from C quartile to B quartile in an academic year. 19+ remains in the A quartile for the third year running.

2 Strengths and areas for improvement in teaching and learning: Key strengths from observations included

evidence based tracking, effective use of AFL and transformations, theory/practice links, peer- & self-assessment and academic literacy. Sessions are well planned and effectively take account of individual learner needs within the resources and strategies employed. All observed sessions demonstrated clear links to the learning framework. Observations show that most learners make very good progress in lessons. Areas for further improvement

include: the use of differentiated questioning and although learning was checked through the use of questions

there was limited evidence of differentiated questioning in some sessions

3

Staff expertise to plan, deliver and support: Teaching staff are well qualified and knowledgeable about their subjects and communicate high expectations to all learners. Teachers have a good understanding of their learners’ capabilities and prior learning, and plan effectively to maximise learner success. Detailed learner profiling supports session planning and strategies to address learner needs. Personal tutors provide good levels of support in tutorials, particularly with UCAS applications, CVs, job applications and interview skills.

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Promoting E&D: Learners have access to a range of resources that meet their learning needs. Teachers positively promote E&D within lessons, all staff within the department have completed Equality and Diversity training in 2011/12.

4 Setting high expectations and motivating learners to make progress: Learners are given individual targets;

these are used effectively with learners to promote high expectations, academic tutorials are used to report and track learner progress. In many lessons responsibility and ownership of learning is awarded to learners with a positive impact on levels of engagement.

Attendance: Attendance on programmes in SSA1 is 87.4% and is just below target. Within the sixth forms attendance is outstanding for Childcare courses at 92.5% but only satisfactory for Health courses at 86.6%.

Learning outside classroom: All courses have effective and well-used VLE sites which provide learners with flexible access to course information and resources.

5 Initial assessment, monitoring of progress and support: Timely additional learning support is put in place

following initial assessment and there is excellent communication between all teachers, tutors, specialist staff and students. Work placement officers provide additional one-to-one support to those requiring support in their planning of activities, observations and routines. All learners are aware of their target grades and how improvements can be made to achieve them. Monitoring spreadsheets with traffic light RAG flags are well embedded within sixth form provision and used effectively to regularly review individual learner progress and identify intervention strategies.

Information and guidance: All learners within this SSA are interviewed by subject specialists; this has partly led to the increases in success rates over the last three years. Progression rates have also increased for internal provision due to advice and guidance sessions led by IAG staff and the departmental team.

6 Assessment and feedback: Marking and dialogue between staff and vocational learners are consistently of a

high standard. Learners generally receive detailed feedback about their work, with encouraging comments; all learners understand how to improve their work and are consistently supported in doing so. Teachers use assessment for learning strategies effectively to check understanding, provide stretch and challenge, prepare them well for the next step and agree milestone targets with learners. The level and detail of feedback was positively commented on by all external awarding body visits in the academic year.

7 Development of skills and independent learning: All 16-18 learners have independent research timetabled –

level 1 students for 5 hours a week, level 2 for 10 hours per week and level 3 for 15 hours per week. The development of independent learning has been hindered by learner perceptions of the library, only 83% of learners agreed that they were able to use the learning centres when they needed to. Homework Club is embedded within the sixth forms and well attended by learners.

C EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT GRADE: 1

1 Expectations and standards set for learners and staff: Strong leadership and management have contributed

significantly to the raising of achievement and high grades. Clear roles and responsibilities give direction through strategic objectives, targets and values that are fully understood by all members of the team, resulting in effective course management and monitoring of individual learner progress. Individual target grades are used effectively to raise aspirations and performance. Curriculum Leaders ensure demanding CPI targets are met and there are clear systems for measuring progress against targets and planning improvements throughout the academic year. Evidence of this has resulted in continued improvements in success rates, retention, achievement, progression and the quality of provision in this area.

Safeguarding learners: Good evidence of safeguarding within an e-learning environment; learners are able to confidently discuss the potential risks when using the internet and college procedures are in place to significantly reduce this risk. A number of learners have whistle-blown poor practice they have witnessed in placement and have been confident enough to defend their statements with Ofsted. All staff have completed Prevent training in the academic year.

2 Effectiveness of strategies to improve teaching and learning: No sessions have been graded inadequate this

academic year and the proportion of sessions requiring improvement is only 5% (following coaching and re-observations this has improved). Performance Management Reviews continue to focus on reviewing and improving the quality of teaching, learning and assessment. CPD strategies are improving teaching and learning across the team and there is regular sharing of good practice. Embedded coaching has been accessed by a number of academic staff this year and the SSA has been used to evidence good practice in two external visits from Oxford College and Reading College. All agency staff were observed and the grade profile was excellent at 50% good and 50% outstanding. This has been possible due to a very robust buddy system in place for all new agency staff.

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3 Curriculum meeting needs of learners and employers: Courses within the SSA are structured to enable learners to progress from level 1 to level 3 and ultimately access HE or employment. All 16-18 learners are given the opportunity to access literacy and numeracy and the tutorial system is embedded and tutors work with curriculum staff to deliver a holistic approach to learning. All Childcare and Level 3 Health students access vocational placement to enhance their application of theory to practice and gain valuable skills necessary for employment. Learners have access to over 200 work placement opportunities, accessing a wide range of clients. Feedback from employers is excellent and a number of learners are directly offered employment as a result of their placement.

Using self assessment and user views to improve: The quality of provision for this SSA is monitored and reviewed regularly and there is a good understanding of the strengths and priorities for improvement by the teams. Course committees actively respond to learner views and learner satisfaction is high and improving.

Promotion of equality and diversity and narrowing achievement gaps: Proactive promotion of E&D within the department is embedded within recruitment, lessons, support and enrichment opportunities. No significant gaps now remain between different E&D groupings and the proportion of male childcare students continues to improve.

4 Capacity to improve - key improvements made in 2011-12 include:

* Success rates for long level 2 programmes improved by 7.9% for 16-18 learners and 9.9% for 19+ learners.

* Success rates for 19+ short and very short programmes improved by 9%.

* Retention variations between the centres reduced 1.1% from 9.7%.

* High grade data improved to 9.5%

* Student satisfaction remains outstanding for 19+ provision and has improved significantly for 16-18.

History of Self-assessment grades 2009-2010 2010-2011 2011-2012

Outcomes for Learners 2 1 1 Quality of Teaching, Learning and Assessment 2 2 1 Effectiveness of Leadership and Management 2 2 1 Overall Effectiveness 2 1 1

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Self-Assessment Report 2011-2012

Title of SAR: SSA2 Science, Mathematics and Psychology

SSA: 2 Grade: 2 (sub grade 4 for maths)

Key Strengths:

1 High A2 success rates in Biology, Chemistry, Physics and Psychology which are all above sixth-form benchmark.

2 AS success rates in Chemistry, Physics and Psychology continue to improve and are now above sixth-form benchmarks.

3 High success rates on BTEC Science Certificate, Sub-diploma, Diploma and Extended Diploma. 4 Excellent value-added on AS Psychology. 5 Robust tracking being developed which has resulted in high retention and improving success rates. 6 Consistently high attendance. 7 High progression to Higher Education institutions. 8 High success rate in GCSE Mathematics which is above benchmark

Key Areas for Improvement:

1

AS success rates in Biology, Mathematics and Further Mathematics although improving, remain below sixth-form benchmarks.

2 High grades, although increasing, remain below the sixth-form benchmark on the majority of AS/A2 courses. 3 Low value-added on some qualifications (AS Biology, AS/A2 Mathematics and Further Mathematics) 4 Progression from AS to A2 although improving, remains low on some courses. 5 Cross-centre collaboration within the new Department of Science and Mathematics to reduce variation between

centres. 6 Further development of the college’s e learning environment (Moodle).

SCOPE OF PROVISION:

Learner numbers, range of courses and progression routes: The majority of enrolments (93%) are within the new Department of Science and Mathematics (formerly x2 curriculum areas covering the sixth-form delivery). There were 1028 Learner Responsive enrolments, during 2011-2012 for full-time sixth-form provision (up from 886 in 2011-12). This provision is based within four sixth-forms (Bede, The Headways, St Peter’s and Usworth), who work in partnership with the local secondary schools. The current curriculum offering is all at level 3 (AS/A2 levels in Biology, Chemistry, Maths, Psychology, BTEC Certificate and Sub-diploma being available at all four sixth-forms. AS/A2 Further Maths is delivered to a group combined from all sixth-forms; BTEC Extended Diploma in Applied Science operated from one centre only. Across the four sixth forms learners totalled: AS Biology 117, A2 Biology 34, AS Chemistry 100, A2 Chemistry 31, AS Maths 170, A2 Maths 39, AS Further Maths 15, A2 Further Maths 7, AS Physics 74, A2 Physics 22, BTEC Cert (on AS matrix) 43, BTEC Sub-diploma 51 and BTEC Extended Diploma 25. Within the new Department of English and Mathematics (up to level 2) there were 75 enrolments onto GCSE Mathematics. There were 90 enrolments for learners studying on Level 0 qualifications, franchised from Sunderland University (within the HE Department for 2011-2012, which now moves into the new Science and Mathematics Department for 2012-2013). The vast majority of level 3 learners progress to HE within local universities; there exists the opportunity for progression onto the level 0 qualifications within the Department for suitable learners. Learners are supported by the College’s Advice and Guidance team alongside personal tutors when making progression choices. E&D cohort characteristics: Across the SSA, 55% of learners were female and 45% were male. The cohort within the Department of Science and Mathematics sixth-form provision comprised 547 female (53%) and 481 (47%) male learners, aged 16-18 years. There were significantly more female learners than male learners studying AS/A2 Psychology and AS/A2 Biology and significantly more male learners than female learners studying AS/A2 Physics and AS/A2 Mathematics. 94% of learners declared their ethnic background as white British. 9% of learners declared a learning difficulty or disability and 3% of learners received Additional Learning Support.

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A OUTCOMES FOR LEARNERS GRADE: 2 (sub grade 4 for

maths)

1 Learner achievement, high grades and value added: Across the SSA the success rate for all ages and all levels is 82% against a sixth-form benchmark of 80% and a 2% improvement from 10-11. High grades across the SSA have improved by 3% from 10-11 to 31% (-3% below the sixth-form benchmark). There are improving success rates across 5 out of 6 AS qualifications, resulting in 3 of 6 qualifications being significantly above the sixth-form benchmark (AS Chemistry, AS Physics, AS Psychology). Success rates at A2 are already high and there were improvements in high grades in 5 out of 6 A2 subjects, although all remained below the sixth-form benchmark. Achievement rates for all BTEC qualifications were high. Across the Department of Science and Mathematics the success rate has risen from 78.9% to 81.2% (+1.5% above the sixth-form benchmark). High grades have risen from 4% from 10-11 to 29% (-6% below the sixth-form benchmark). There is excellent value-added on AS Psychology (ALPS grade 3) and 6/10 AS and A2 courses demonstrated improved value-added scores. However, value-added within AS Biology, AS/A2 mathematics and AS/A2 Further mathematics is less than satisfactory. Value-added on the BTEC Extended Diploma is good (ALPS grade 5). At GCSE – the success rate has dropped slightly, but remains well above benchmark (90% vs 82%); the proportion of high grades has dropped significantly due to new form of measuring and is below the benchmark (4% vs 9%).

Narrowing of achievement gaps: Learners with difficulties/disabilities make good progress, the success rate is 82% vs the SSA success rate of 80%, retention is 96% compared to the SSA retention rate of 94%.

Impact of ALS: Across the SSA 38 learners received ALS, the success rate of these learners was 1% above the SSA success rate (82% vs 81%) and retention was 3% higher (97% vs 94%).

2 Achievement of personal, social and employability skills: Across the four sixth-forms, subject-specific enrichment has enhanced courses and the skills of learners, for example, AS/A2 Psychology learners participated in a session with Washington Mind (mental health charity) resulting in several learners applying to become volunteers within the organisation. There have been several subject-specific visits to/from local universities, eg AS/A2 Psychology, AS/A2 Chemistry. Physics learners were involved in a lecture from Sir Arnold Wolfendale, 14

th

Astronomer Royale. Chemistry learners took part in a competition organised by the Royal Society of Chemistry at Sunderland University. BTEC Science learners visited Sunderland University as part of a STEM day. All learners within the curriculum area were invited to a ‘Big Science Event’ involving representatives from local employers, universities, Nuffield bursaries and STEMNET, and the admissions tutor for Medicine at Newcastle University. Student-helpers assist at marketing events as ambassadors and took part in practical scientific demonstrations to prospective learners. The College hosted the Ashfield Music Festival (an Institute of Physics one day event for year 10 school-pupils) took place in June 2012, with 20 learners volunteering to lead teams of pupils from partner schools. A similar event was later held in a partner school and 6 A2 learners were invited to be team leaders for the event. A group of AS Mathematics learners came third in the regional Mathematical Challenge Competition in November 2011. Some A level maths learners have attended partner schools to offer support in maths to school-pupils. Learners also benefit from enrichment opportunities available within the general tutorial programme, such as preparation for university, generic university visits, and have studied qualifications in critical thinking skills and personal money management. The enrichment programme also offers a wide variety of sporting and social activities, such as Duke of Edinburgh Award. Learners have acted as student ambassadors at open evenings for both A level and vocational qualifications, parents evenings and other college events. The Extended Project Qualification is studied by the learners regarded as high achievers and are encouraged to

Success Rates

Age and Course Level/Type Starts 2011-12 2009-10 2010-11 2011-12 Nat Avge

16-18 Long Level E/1 - - - - - 16-18 Long Level 2 75 92 96 90 82 16-18 AS * (compared to VI form NA) 677 69 68 74 75 16-18 A2 * (compared to VI form NA) 221 97 97 96 95 16-18 Long Level 3 (non A Level) 126 95 94 96 82 16-18 Short and Very Short (all levels) 4 82 100 100 n/a 19+ Long Level E/1 - - - - - 19+ Long Level 2 97 95 87 82

19+ Long Level 3 - 100 - -

19+ Short and Very Short (all levels) - 100 - - -

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select topics related to scientific issues, thereby strengthening their academic knowledge whilst developing research methods and written communication skills.

Progression to higher level qualifications and employment: There is excellent progression to higher education with the majority (approx. 90%) of A2 and BTEC year 2 learners have progressed to higher education, predominantly at regional universities, although destinations vary from the University of Strathclyde to the University of Brighton. Undergraduate courses are in a wide variety of areas, some of which are: Medicine, Mathematics, Pharmacy, Chemistry, Biomedical Sciences, Optometry, Physiotherapy, Radiography, Environmental Health, Crime Science, Earth and Ocean Science, Wildlife Conservation, Digital Media, Teaching, Law, Psychology, Sport Science, Accountancy, English, Media and Sociology. Several BTEC Sub-diploma/Diploma/Extended Diploma learners have used the qualification to gain entry into training such as Nursing, laboratory work and Armed Forces, although the majority of year 2 BTEC learners entered Higher Education. . Progression from AS to A2, although increasing, remains an area for improvement, specifically within Biology, Mathematics, Further Mathematics (although it should be noted that many learners within the Department studied x4 AS and will drop to x3 A2). At Bede/the Headways overall progression has increased this year to 58% from 51% to in 2010-2011, at St Peter’s to 53% from 47% and at Usworth to 54% from 41%. Several learners also progress directly onto Level 0 qualifications or enter BTEC study, which would increase internal progression.

B QUALITY OF TEACHING, LEARNING AND ASSESSMENT GRADE: 2

Lesson Observations Year No of Obs % Grade 1 % Grade 2 % Grade 3 % Grade 4

2009-10 33 3 (x1) 67 (x22) 24 (x8) 6 (x2) 2010-11 22 9 (x2) 82 (x18) 9 (x2) 0 2011-12 23 30 (x7) 48 (x11) 22 (x5) 0

*Data does not include any lesson observations for GCSE Maths or Level 0/HE

- 78% graded good or better with 30% outstanding. 1 Lesson observations: The three year trend in lesson observations shows that there is an overall improvement,

particularly with regard to good teaching being moved to outstanding teaching. This is above the NE Peer Review Group average of 71% good or better, 7% grade 1 and is in the upper quartile. No sessions were inadequate. Within the new Department of Science and Maths (formerly two separate curriculum areas across the 4 sixth-forms), learners rate the quality of teaching and learning highly at 91% agreement, rating of 74 which is +3 on the college average and an increase of +17 from 2010-2011 (based upon the QDP external ratings in November, 2011). There has been an increased focus in embedded coaching in St Peter’s and Usworth, alongside a sharing of good practice across the Department of Science and Maths. However, it is acknowledged that there is further need to improve in order to raise the satisfactory teaching to good or better. To assist this there will be a focus upon new staff, visiting teachers and agency staff at an early stage, to ensure that they are fully aware of the current learning Framework which is used within the college.

2 Strengths and areas for improvement in teaching and learning: Within the Dept of Science and Mathematics

sessions observed were well-planned and well-resourced, with the majority following the teaching and learning cycle ethos. Strengths of good teaching included engaging and differentiated activities within sessions, seating plans, questioning technique with a focus upon the use of correct terminology and vocabulary, checking progress within sessions and setting high expectations and standards. All grade 1 lessons featured strong classroom management. An area for improvement in some observed sessions has been the development of higher-order thinking skills during questioning plus there are occasional instances of lateness. Early observations of visiting teachers showed that some were not familiar with the session-planning format used within the college, plus there were missed opportunities to develop higher-order thinking during questioning in some sessions. Both will be a focus for CPD and coaching during 2012-2013, alongside continued sharing of good practice between all staff. There is improving learner satisfaction within the Dept of Science and Maths, shown by the QDP Learner Survey which places the teaching and learning within the A/B upper quartiles: 94% of learners agree that each lesson is well-organised and helps them to learn, +6 on the college average; 94% agree that there are enough teaching and learning materials to aid learning, +5 on the college average; 96% agree that they are encouraged by teachers to behave well and work hard, +7 on the college average; 93% agree that teachers make sure learners know what they are doing, +8 on the College average; 94% agree that they are helped to develop their own ideas and work on their own, +6 on the college average; and 91% agree that their teachers use different ways to assist learning, +5 on the college average.

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The learners surveys for those aged 20+ show 96% agreement for teaching and learning (quartile A) and 99% agreement for tests and assessments (quartile A).

3

Staff expertise to plan, deliver and support: Within the department of Science and Mathematics, programmes were delivered by 13 permanent staff, 6 visiting school-teachers, several agency members of staff, one Curriculum leader and one Head of Learning and Standards – all of whom are well-qualified and knowledgeable about their subjects, which is appreciated by learners (x4 members of the teaching staff possess a PhD, x1 has a Masters degree). One member of the team is an external examiner and able to disseminate understanding of awarding body procedures. One member of the team is an internal inspector and disseminates information regarding good practice from lesson observations. Two members of the team are TEEP trained (level 1) and is able to share good practice. One member of the team is a former Teaching and Learning Coach and is able to share good practice and provide support to team members. Five staff have participated in embedded coaching (differentiation, HOTS, behaviour management, lesson planning and targeted teaching and learning) and have presented information back to team members. Teachers have a good understanding of their learners’ capabilities and prior learning due to the development of bridging courses to follow on from GCSE work, specifically in Biology, Chemistry, Physics and Mathematics AS levels. The internal inspection of Student Assessment, Feedback and Progress (March, 2012) reported that staff accurately mark and predict performance. The Learning Framework is used to provide active and well-structured learning experiences. All staff have been involved in providing additional support sessions following the publication of module AS/A2 results in March. Personal tutors provide very good levels of support in tutorials, particularly with UCAS applications, CV’s, job applications and interview skills demonstrated in the learner survey. A High Achiever’s programme exists across all centres. All teachers have been trained in Moodle and Moodle2. The sites have been strengthened over the past year to incorporate a wider range of learning materials. However, this aspect remains an area for improvement with 55% of learners agreeing that they use Moodle as part of their learning. AS/A2 Mathematics has experienced staffing issues at St Peters and Usworth. At St Peters, temporary staffing (agency) arrangements have been in place from Christmas to Summer. At Usworth, circumstances resulted in prolonged absence of the mathematics teacher. Agency teachers have been in place March to Summer, and whilst provision and extra support sessions have been in place for the learners, continuity has been affected.

Promoting E&D: Learners have access to a range of resources that meet their learning needs. Teachers positively promote Equality and Diversity within sessions where possible and when producing resources. On Moodle, in subjects with a gender-bias, appropriate role-models are actively promoted. Opportunities are taken to promote Equality and Diversity as they arise in schemes of work – examples include: diversity in Biology, mental health issues and ethno-centrism in Psychology. The Curriculum Leader has been trained on Race Equality (2009) and whilst the number of students from non-White British ethnic backgrounds is low, this reflects the local community – the outcomes for such learners is far higher than the whole-college average ( a success rate of 95.1% against a whole college success rate of 85.9) All laboratories and classrooms across the centres cater for learners with disabilities; desks at Usworth can be lowered to enable access for students in wheelchairs. Specialised equipment can be resourced for learners who require this (eg chair for a learner with a spinal injury). Moodle provides resources for learners who are absent through illness so they can continue with their studies at home if possible. In the CDP Learner Survey (November 2012) 96% of learners reported that their work was assessed fairly, +6 on the college average. In the Parent Survey 2012, 98% of parent/carers across the entire college agreed that their son/daughter is safe and well supported at college.

4 Setting high expectations and motivating learners to make progress: All learners are set individual

aspirational target grades (via ALPS) with many courses requiring learners to consider a personal aspirational grade alongside this, which is then included on assignment feedback proformas. Individual targets with SMART actions are set for learners at termly Progress Reviews. ‘Progress so far’ forms are used with learners to consider module examination results and points required to achieve higher grades. The majority of AS/A2 courses require learners to repeat work that is of a low grade/beneath target grade. Within the Department of Science and Mathematics, 96% of learners in the QDP Learner Survey (November, 2011) stated that their teachers encourage them to behave well and work hard (+7 on the college rating); and 94% agreed that their teachers helped them to develop ideas and to work on their own (+6 on the college average). The internal inspection of marked work

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(February, 2012) noted that learners strongly reported that their teachers made sure they understood the qualification standards and assessment outcomes. The report also noted that all staff and learners confirmed that targets are regularly discussed both formally and informally and used positively to encourage improvement to reach and exceed the target.

Attendance: Overall attendance is excellent at 91% (data from Columbus) across the new Department of Science and Mathematics; all classes have attendance over 86%. Overall attendance during line management lesson observations was 92% with a small % of learners being late.

Learning outside classroom: All learners have Moodle sites (e learning environment) although the effectiveness of the sites has been compromised in some cases due to negative college-wide PC issues concerning speed of access. This was reflected the QDP Learner Survey (November, 2012) with 55% of learners saying that they used Moodle as part of their learning. However, teaching staff have continued to update the sites since the survey in November, to provide flexible access to course information and ICT resources (such as on-line quizzes, interactive applets, video clips) and are currently planning the move to Moodle 2 for September, 2012. All learners have access to extension work and extended reading outside of the classroom, although this generally remains an area for improvement concerning the amount of extra work that learners actually carry out. The learner survey notes that 94% of learners state that there are enough teaching and learning materials to assist learning, +5 on the college average).

5 Initial assessment, monitoring of progress and support: Work was set for all learners on AS level

qualifications at enrolment and for BTEC learners at induction, to assist learners’ decisions’ to study particular qualifications, to prepare for level 3 study and to provide information to teachers regarding learners’ existing knowledge. Learners studying Biology/Chemistry/Physics and mathematics also complete a diagnostic test after three weeks of ‘bridging the gap’. At Bede/The Headways, rigorous weekly monitoring of learner-progress took place over the Autumn term, immediately following induction, in order to ensure that learners were progressing on their chosen qualifications. In cases where learners were having issues then timely transfers to more appropriate qualifications were put in place (eg BTEC Cert in Applied Science or IT, or full BTEC sub-diploma) so as not to affect the learner’s overall aspirations – this is reflected in the differing success rates and number of transfers at Bede/The Headways compared to St Peter’s and Usworth. Monitoring spreadsheets showing traffic-light RAG status are in place for both A level and BTEC learners which are used effectively by both teaching staff and tutorial staff. Cross-centre tracking spreadsheets are also used in some courses to compare and monitor the progress made amongst learners from different sixth-forms. All learners are aware of their target grades from the outset of their courses. Student Action Plans are put in place for learners who are performing below target grade or are wishing to achieve at a higher level – copies are also given to the personal tutor, and the member of teaching staff is responsible for following up the actions and deciding upon the next steps. Within the Department of Science and Mathematics, 95% of learners in the learner survey agreed that their teacher treated them as an individual, +4 on the college average. In a few instances, support has been put in place for students for whom English is their second language. All learners are aware of their target grade from the early weeks of their courses and this is indicated on marked work.

Information and guidance: All year 1 learners at the initial Science and Maths Course Committees were happy with the enrolment process and the advice and guidance that was received. However, at Bede/The Headways some learners commented that they would have preferred to have had a college interview (prior to enrolling) with a member of the teaching team rather than a guidance worker. This was remedied by having x3 members of the teaching staff assisting with the interviewing of prospective learners at Bede/The Headways. Learners are enrolled onto their qualifications by subject-specific teaching staff in order to give accurate advice and guidance. Next steps and advice and guidance is built into the tutorial programme.

6 Assessment and feedback: Within the Dept of Science and Mathematics, teaching staff are accurately marking and predicting performance (noted in the internal inspection of marked work, February, 2012). Regular homework is given to learners, generally on a weekly basis (confirmed by learners in the internal inspection). BTEC learners use workbooks to collect details of their progress throughout the year. Feedback proformas are used with the majority of assessments – however, it is acknowledge that a more consistent approach to present the feedback may be of benefit to learners – this is to be considered in the coming academic year. The learner survey produced an overall rating of 95% agreement (+7 on the college average) for Tests and Assessments; 97% of learners agree that assessment tasks are clear (+11 on the college average), 97% agree that deadlines are clearly stated (+7 on college average); 91% of learners state that they receive feedback within 2 weeks (+11 on the college average) - although the internal inspection noted that occasionally this may not happen; 93% stating that feedback is helpful (+7 on college average rating) and 98% stating that they know how to improve work (+6 on the college average). The internal inspection (of marked work) report shows that written feedback is sufficiently detailed and helpful.

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7 Development of skills and independent learning: Teaching staff encourage learners to develop skills for higher education. The QDP Learner Survey states that 94% of learners agree that they are helped to develop their own ideas and work on their own (+6 on the college average). A levels within this department provide a sound basis for study at university or progression into employment. Science subjects develop practical, analytical, theoretical, numerical and problem solving skills. Mathematics develops numerical ability, sound reasoning and logical thinking. Psychology develops both written and verbal communication, evaluative and analytical skills. BTEC Science is assisting learners to develop skills both for independent study and higher education, but also laboratory techniques and skills which will be required by employers. Independent learning is set within all subjects, including assessments on Moodle.

C EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT GRADE: 2

1 Expectations and standards set for learners and staff: Strong management and leadership by example have

contributed to a raising of outcomes for learners. Teaching staff are fully aware of their accountability for their learners, classes and courses. Clear PMR targets are set for staff during the Autumn term and reviewed mid-year, with a clear system for measuring performance via success rates, value-added and high grades. Teaching staff rigorously track learner progress from the outset with issues being reported and discussed amongst teaching staff and tutors at weekly meetings, resulting in high retention of 92.5% which is 3.5% above the sixth-form benchmark for the curriculum area. High levels of attendance and standards of behaviour are set for all learners with teachers, tutors and Head of Learning and Standards dealing with disciplinary issues in a consistent and open manner. New teaching staff have been fully supported over the year. A Project Co-ordinator from the National Science Learning Centre (York) contacted the Curriculum Leader to develop training materials for newly qualified science teachers. There are high expectations set for learners via target grades. Students are further encouraged to strive for success through STEM ambassadors, university visits, stretch and challenge activities, which are to support and motivate students.

Safeguarding learners: Safeguarding procedures are robust - all staff are fully committed to safeguarding learners and have been trained on Safeguarding/Child Protection issues alongside being CRB checked, including agency staff and visiting school-teachers. Health and safety within laboratories is regarded as priority and noted in relevant line management observations – with all lesson observations reporting safe and inclusive environments. There is a Health and Safety induction at the start of all science courses following guidelines laid down by CLEAPSS; learners receive a Health and Safety pack which they sign to acknowledge that rules have been explained, although teachers constantly remind learners of key concerns during teaching sessions. Three members of staff are qualified first-aiders. Eight members of the team have attended ‘Prevent’ training run by Northumbria Police.

2 Effectiveness of strategies to improve teaching and learning: Across Bede/The Headways strategies used in

this academic year were based around organisation of the curriculum area, organisation of courses and rigorous tracking/monitoring/follow-up of learners, and have been effective in increasing the overall success rate for these centres from 85% to 88% (+8% above benchmark) for all courses and for AS level (a continuing area for improvement) from 74% to 80% (+5% above benchmark) Across St Peter’s/Usworth, strategies have been based around embedded coaching reflected in the proportion of outstanding lesson observation grades increasing significantly in the past year. Overall success rates for St Peter’s have increased from 76% to 77% (-2% below benchmark), and for AS level from 65% to 71% (-4% below benchmark). Overall success rates for Usworth have increased from 71% to 73% -5% below benchmark), and for AS level from 61% to 66% (-8% below benchmark). This demonstrates the variation between centres which will be focused upon in the coming academic year - the new structure which includes a Head of Department across college centres will assist in a sharing of strategies/resources across centres, namely at the cross-centre B meetings which will have a designated slot. Similarly the tracking and monitoring of all learners, especially in the early part of a course, to support the ‘right student, right course’ ethos will be emphasised across all centres. The Department of Science and Mathematics will also include Level 0 qualifications which will be able to provide suitable options for learners who have difficulty in progressing. Teaching staff produced learner workbooks for BTEC learners to record work which has improved the learners’ experience and resulted in a much higher rating for Teaching and Learning plus Tests and Assessments (+17 and +25 % points distance travelled from 2010-11 for Bede/The Headways). Overall, learners had 95% agreement with all positive statements regarding Tests and Assessments, +7 on the college average. A BTEC Grade Review in the Spring term by external reviewers resulted in a positive report for the marking of work. Performance Management Reviews have focussed the attention of staff onto specific targets (success rates, retention,

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achievement, high grades and value-added) and promoted accountability. Student Action Plans have been produced on a regular basis to support those learners at risk of under-achieving their target grades or to promote extension work in order to stretch learners. Cross-centre meetings have taken place to encourage the sharing of good practice and collaborative resource development between subject-specific staff, although limited time has been available for these meetings (however, this is set to change for academic year 2012-13). Strong marketing, alongside advice and guidance from teaching staff to both learners and their parents, has supported the ‘right, student, right course’ ethos. However, attempts to improve the elearning environment have not been successful due to both learner and staff perceptions of the resource based around technical issues outside of the curriculum area.

Within St Peter’s/Usworth sixth-forms it should be noted that despite staffing problems for Mathematics delivery, parents have been fully informed during the process and have been supportive of how this has been managed. Both parents and students appreciated the support provided to ensure learning is not disadvantaged – similarly with all additional sessions that teaching staff have been able to put of across the Department.

3 Curriculum meeting needs of learners and employers: All provision is full-time and at level 3, however there is

a vocational BTEC option available for those learners wishing to study science post-16 but who do not possess the entry requirements for A level study. The BTEC Cert in Applied Science is offered on the full-time AS level matrix for a similar reason and is also open to learners who are able to transfer in at an early stage from alternative courses. Learners are able to progress within the college to x3 level 0 degree courses offered via partnership with Sunderland University (Pharmacy, Biomedical Sciences, Psychology). However, there is currently no part-time provision or provision below level 3 which will be considered during 2012-13. The Bede/The Headways sixth-forms delivered GCSE Masterclasses to some local schools to assist school pupils with their GCSE examinations in: Biology, Chemistry, Physics and Psychology. It was anticipated that this would support those pupils who may then progress to post-16 courses within the curriculum area – early analysis of the data appears to show that a high proportion of the school-pupils who attended such sessions have progressed to studying the subject(s) at college. A ‘Big Science’ event was held in February, 2012 which involved all learners and pupils from partner schools being invited to the event which included representatives from local employers, universities, Nuffield bursaries and STEMNET, alongside the admissions tutor for Medicine at Newcastle University. The Department of English and Maths has successfully marketed the new offer of GCSE Biology to adults hoping to study on an evening from September, 2012, holding an open evening during the summer term.

Using self assessment and user views to improve: Within Bede/The Headways, the Improvement Plan has been updated throughout the academic year with much successful implementation, specifically around advice and guidance within the curriculum area plus reporting and monitoring of learner progress. However, there are still issues requiring further development for 2012-13, such as using the ‘fifth hour’ as a more specific form of differentiation; informing other college staff involved in advising and enrolling learners about the content of the curriculum area courses; and to further develop the attention paid to value-added/high grades by examining the development of higher-order thinking skills. These are to be addressed during 2012-2013. There have been regular Curriculum sub-group/Course Committee meetings attended by representatives of all qualifications within the curriculum area. Outcomes are displayed upon ‘You Said, We Did’ style posters and have included issues such as: teaching staff interviewing prospective learners, contributions to the development of new science laboratories, movement of lockers and availability of electronic and paper resources within the Learning Centre. Within St Peter’s/The Headways, there have been a range of improvement strategies aimed at improving the AS success rates. Initiatives such as the use of Medium Term Plans, student file checks and individual tutorials have been introduced, as well as the fifth hour for developing and consolidating skills. Closer monitoring of students via A meetings and RAG spreadsheets have resulted in improved attendance and retention data. The QDP surveys provide valuable feedback on the perceptions of students. Course Committees have been held at both centres and learners’ views have been acted upon. At Usworth, learners requested revision sessions to take place on Tuesday evenings from 5 to 8pm, which were subsequently organised. At St Peter’s, learners requested more A2 revision sessions for maths, which were arranged promptly.

Promotion of equality and diversity and narrowing achievement gaps: Within the Dept of Science and Mathematics across the for sixth-forms, there is a slightly lower success rate but a higher retention rate for learners declaring a difficulty/disability and learners receiving ALS compared to leaners who do not. Learners declaring a non-White British ethnic background have a significantly higher success rate (95% vs 80%) and high grades (39% vs 28%) compared to those declaring a White British ethnic background, although, the numbers are relatively small (x61 learners, 5.9% of the new Department of Science and Mathematics) which make conclusive judgements difficult. Marketing events, such as Open Evenings and taster sessions aim to encourage more female learners to study

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subjects such as Physics and Maths where they are in the minority. Brand new science laboratories were opened in November, 2011 in Bede/The Headways sixth-forms which – like the laboratories within St Peter’s and Usworth - are designed to take into account the requirements of learners with disabilities and are located near an accessible entrance. The college’s virtual learning environment (Moodle) enables learners who are unable to attend college to have access to assignments and resources, although Moodle has not been used to its full extent this academic year. The gender profile for 2011/12 for the new Department of Science and Mathematics is 53% female and 47% male. However, there are more female learners within Biology and Psychology, whereas in Mathematics and Physics, there are fewer females – following the national trend.

4 Capacity to improve - key improvements made in 2011-12 include:

Improving success rates at AS, with 3 of 6 AS subjects being above sixth-form benchmark, and a strong success rate performance at A2

Consistent implementation of the ‘Right Student, Right Course’ ethos, rigorous tracking and monitoring of learners, alongside the production of Student Action Plans and targeted support resulting in high retention and targeted support.

Much increased staff awareness of accountability for learners, classes and courses, through the use of the Improvement Plan and PMR’s.

Effective marketing and partnerships with schools resulting in increased applications. Improved communication and organisation of BTEC Applied Sciences courses demonstrated by much

improved learner voice data.

History of Self-assessment grades 2009-2010 2010-2011 2011-2012

Outcomes for Learners 3 3 2 Quality of Teaching, Learning and Assessment 3 3 2 (sub grade 4) Effectiveness of Leadership and Management 3 3 2 Overall Effectiveness 3 3 2

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Self-Assessment Report 2011-2012

Title of SAR: SSA4 - Engineering SSA: 4 Grade: 3

Key Strengths:

1 2

High success rates on 16-18 long level 1 and 19+long level 3 courses Very high success rates for learners receiving additional learning support.

3 Good teaching and learning which is confirmed by learners 4 Robust recording, monitoring and tracking systems effectively support learners progress 5 Effective leadership and management contributing to development of broad curriculum offer 6 Effective leadership leading to a significant increase in income generation

Key Areas for Improvement:

1 Success rates have declined over past three years from a high starting point. 2

Improve overall success rates on failing courses such as level 3 BTEC Advanced diplomas and level 2 motor vehicle repair certificate.

3 Improve progression from levels 2-3

SCOPE OF PROVISION:

Learner numbers, range of courses and progression routes: Overall there were 776 learner responsive and 65 WBL enrolments (across 2 centres) in 2011/12. Clear progression routes exist within the curriculum ranging from Entry L3 to L5 HNC full time and NVQ routes. Courses are offered on a full time and part time basis, including a number of short courses offered as either leisure type courses or full cost courses aimed at those already in the profession. Courses are offered to 14-16 year olds through school partnerships leading to a recognised qualification and a route to either a part time or full time course within college. Appropriate additionalities accompany the main programme Employer Responsive provision: The department offers an apprenticeship programme with 65 apprentices in 2011/ 12 in both engineering, electrical installation and motor vehicle, with a timely success rate 76.9%. For ER Learners most courses fall into the categories Vehicle repair & Maintenance, Manufacturing/Mechanical Engineering or Electrical/Electrical installation or Operations and Maintenance Engineering Technical Certificates to support Apprenticeship. We deliver a variety of Apprenticeship Frameworks for local and national Training Providers as wel as our own managing agent. We also have a strong partnership with SETA (Sunderland Engineering Training Association) and the North East Chamber of Commerce, TDR Training, Rolls Royce Training and many local and national companies e.g. Rolls Royce, NOV, Calsonic etc. We are looking to develop an partnership with Skill Net who recruit apprentices for franchise garages. E&D cohort characteristics: In 2011-12 there were 776 learners 10% of these were female. 96% of learners are white and 20% have a learning difficulty or disability, with 16% requiring ALS.

A OUTCOMES FOR LEARNERS GRADE: 3

Success Rates

Age and Course Level/Type Starts 2011-12 2009-10 2010-11 2011-12 Nat Avge

16-18 Long Level E/1 139 89.6 83 84.2 75.5 16-18 Long Level 2 165 71.9 78.6 68 72.1 16-18 AS * (compared to VI form NA) n/a n/a n/a n/a 16-18 A2 * (compared to VI form NA) n/a n/a n/a n/a 16-18 Long Level 3 (non A Level) 140 83.9 82.2 72.1 71.9 16-18 Short and Very Short (all levels) 199 92.1 83.3 77.4 73 19+ Long Level E/1 2 100 - 100 100 19+ Long Level 2 27 74.2 66.7 62.8 76.2 19+ Long Level 3 10 95.2 82.9 100 87.5 19+ Short and Very Short (all levels) 55 87.8 100 72.7 90.5

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1 Learner achievement, high grades and value added: Success rates are high on long level 1 at 82%, and 19+ long level 3 courses are 100%. There were problems nationally with level 2 motor vehicle qualification over awarding bodies question papers having some questioning imperfections thus giving us and lots of other colleges poor success rates within this area. For example Learner Responsive provision Achievement for long level 2 courses was 73% which was 13% below benchmark. For 19+ students achievement was 100% with a success rate of 100% (22.5% above benchmark) For Employer Responsive provision Achievement on long level 3 courses (16-18) was 100% and for 19+ students achievement was also 100% with a success rate of 100%

Narrowing of achievement gaps: Learners with learning disabilities make good progress and success rates are comparable with learners with no disability (82%). Gender and ethnicity – learners of other ethnicity have lower success rates than other learners.

Impact of ALS: Additional learning support is effective in enabling learners accessing the service to succeed and achieve targets. (Learners receiving support have 10% higher retention and 10% higher success rate than those not requiring support)

2 Achievement of personal, social and employability skills: Subject specific enrichment activities enhances all

full-time programmes with a vast range of internal activities made available to learners i.e. An Inter college event, Four teams from motor vehicle have engaged in the British Schools Karting championships wining through to the national finals in Milton Keynes achieving credible placing’s. Within tutorial all learners study toward the Personal and Social Development qualification, helping to improve their social skills and prepare them for the world of work, part of which Connexions undertaking mock interviews with learners

Progression to higher level qualifications and employment: All learners are aware of progression routes within the Engineering department from level 1,2 to 3 and then on the HNC (4), HND (5) or degree programmes at University. Some learners actively seek employment and move to apprenticeships during or immediately after their course is complete. The Department actively support Learners who move across during their course by transfer to relevant Technical Certificate courses wherever possible. The department is proactive in developing the skills and knowledge of learners and advice and guidance on progression to higher courses is available from teaching staff as well as Learner Services staff. Learner Services work closely with the teaching team to enable them to give the latest information available. Awareness of what is available is important to the department so that Learners have the opportunity to progress onto their chosen career path... The range of programmes adequately covers level 1 to level 5.

B QUALITY OF TEACHING, LEARNING AND ASSESSMENT GRADE: 2

Lesson Observations Year No of Obs % Grade 1 % Grade 2 % Grade 3 % Grade 4

CL Obs 2009-10 15 6.66 80 13.33

CL Obs 2010-11 14

-

100 - -

CL Obs 2011-12 11 - 100 - -

1 Lesson observations: The lesson grade profile (11 observations in 2011-12) is good.100% good; no sessions

were inadequate. The quality of teaching, learning and assessment is rated highly by learners 94% and 93% respectively (B and A quartiles in QDP external ratings). This is above the NE Peer Review Group average of 81% good or better

2 Strengths and areas for improvement in teaching and learning: Sessions are well planned and take into account individual learner needs particularly with the strategies employed. This is reflected in the level of learner satisfaction with 96% of learners agreeing that sessions are well organised and 93% stating that teaching and learning suits them (2% improvement from the previous year). Learner outcomes are shared and referred to throughout the lesson. There is a widespread use of the Learning Cycle promoting active learning and strong learner engagement as evidence within the SSA inspection “lessons are well planned with differentiated teaching strategies and learning activities which successfully engage learners interest”. Areas for further improvement include: stretching and challenging learners. Develop higher order thinking skills. Engage all learners using questioning and answering techniques. However, as noted by internal inspectors, the department offers ‘effective curriculum teamwork with embedded processes for sharing resources and best practices’ and therefore required improvements will be acted upon through CPD and coaching in 2012-13.

3

Staff expertise to plan, deliver and support: Teaching staff are well qualified and knowledgeable about their subject area and communicate high expectations to their learners as reflected in the 2011 SSA inspection where inspectors commented on knowledgeable teachers are enthusiastic about their subject and able to engage learners interest. Teaching staff actively seek opportunities to update their skills and knowledge maximising CPD opportunities. The department has dedicated tutors to assist in supporting all students. Both teaching staff and tutors have a good understanding of their learners’ capabilities and plan effectively to maximise success. Staff compile detailed learner profiles using information from various sources ensuring all involved with the programme

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have a full overview of individual learners and their needs, contained within a Class Course file. Personal tutors provide good levels of support in tutorials, particularly with CVs, applications and interview skills as well as pastoral support.86% Learners said they found one-to-one progress reviews helpful in the 2011-12 survey. Case study meetings, pre-progression board and progression board meetings are used to identify learners at risk and/or requiring further support.

Promoting E&D: Learners have access to a range of learning materials and resources to meet their needs. The dept. is actively involved with local industry and organise visits to industrial premises to help learners understand the range and diversity of the education we need to work within these environments. Teachers positively promote E&D within lessons with 100% of graded observations recording active promotion and celebration of difference within sessions.

4 Setting high expectations and motivating learners to make progress: Targets are given to staff during PMR’s and outlined on Course Target Monitoring forms. Learners are given individual targets enabling learners to monitor their own progression, promoting high expectation (98% of 16-18s agreed that teachers encourage them to behave well and work hard). Progress is effectively tracked and monitored by teaching and support staff as reflected in the 2011 inspection report ‘embedded and effective monitoring of learner progress’ and ‘good tracking of learner progress and effective intervention strategies’

Attendance: Attendance targets are given to learners and a reward scheme is in place for outstanding attendance. Attendance is satisfactory at 85% (college average is 87%). In 2011-12 a monetary award scheme was introduced to reward good attendance, the impact of which will become known in 2012-13. Attendance is monitored at case study meetings, Strategic Curriculum Reviews and Progression Boards.

Learning outside classroom: All courses have effective VLE sites which provide learners with flexible access to course information and resources. Access to learning through field trips and work placements is something we have delivered and are looking to expand, as learners relate to actual work environment.

5 Initial assessment, monitoring of progress and support: Additional learning support is put in place following initial assessment which is carried out at the beginning of the programme. All ALS and tutorial staff are embedded into departments and there is excellent communication between all teachers, tutors, specialist staff and Learners. All learners are aware of their target grades and how improvements can be made to achieve them. 19% of Learners require ALS in 11-12

Information and guidance: IAG is of high importance within the department; all open evenings, parents evenings and enrolment sessions are adequately staffed. The department work closely with the Curriculum leader for 14-16 and assist in school links and school presentations. All factsheets which inform new learners of the depth of the department are well presented and cover the full range of provision the department offers.

6 Assessment and feedback: NSS was completed satisfactorily in 11-12 after some initial discussions with the Standards Verifier. Written feedback can always be improved but the Standards Verifiers and External Examiners regularly state that feedback targeted at assessment criteria is consistently good and that learners generally receive detailed feedback about their work, with encouraging comments; all learners understand how to improve their work and are consistently supported in doing so. Teachers use assessment for learning strategies effectively to check understanding, provide stretch and challenge, all Learners

7 Development of skills and independent learning: 16-18 learners` literacy and numeracy skills are developed by attending basic skills timetabled slots that support their principle learning. Departmental course information and class notes are regularly updated onto the college VLE to assist with independent learning and promote their skills.

C EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT GRADE: 3

1 Expectations and standards set for learners and staff: effective leadership and management skills contribute to good teaching and learning profiles, learners progression into industry and satisfaction of learners as seen within learner evaluation surveys. Team members are clear of roles and responsibilities. Strategic objectives and targets are understood by team members, resulting in effective course management, and are reviewed at monthly Strategic Curriculum Reviews. Targets are also given during PMRs.

Safeguarding learners: Safeguarding is paramount within all vocational areas as evidenced during the 2011 Internal Inspection where inspectors noted that learning environments are safe with good classroom management.

2 Effectiveness of strategies to improve teaching and learning: A comprehensive CPD plan ensures team members regularly update their existing skills and knowledge as well as learning new things. Sharing of good practice occurs naturally within the department. The T&L coach regularly updates team members with new teaching and learning strategies.

3 Curriculum meeting needs of learners and employers: Development of the apprenticeship programmes has led to increased and improved links with employers across the department. Courses range from L2> L3 providing a wide range of choice and options for learners. The commercial aspect of the department has the potential to grow with the acquisition of a new building, we are looking to develop into a fully working garage with MOT facility and 2 full time apprentices.

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Using self-assessment and user views to improve: The quality of provision is monitored and reviewed regularly through monthly Curriculum Strategic Review meetings and termly Curriculum Reviews. Course Committee meetings held termly are undertaken to establish the views of learners as are Student Councils. Client evaluations in Engineering are used to assess and improve quality of provision. Student evaluations are also used to assess and improve quality.

Promotion of equality and diversity and narrowing achievement gaps: Proactive promotion of E&D within the department is embedded within recruitment, interviewing, learners, lessons, support and enrichment. 100% of staff have undertaken E&D training

4 Capacity to improve - key improvements made in 2011-12 include:

Quality of high teaching and learning sustained

Further development of curriculum offer.

Significant improvements in internal progression.

History of Self-assessment grades 2009-2010 2010-2011 2011-2012

Outcomes for Learners 3 2 3 Quality of Teaching, Learning and Assessment 3 2 2 Effectiveness of Leadership and Management 3 2 3 Overall Effectiveness 3 2 3

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Self Assessment Report 2011-2012 Title of SAR: SSA5 - Construction SSA: 5 Grade: 2

Key Strengths:

1 High success rates overall and an increase of 4% on 2010/11. 2 Very high apprenticeship success rates. 3 Very high long level 3 success rates. 4

Teaching and learning is good with 25% of lessons graded outstanding, this has had a positive impact on success rates.

5 Diverse and highly effective provision for learners which provides excellent opportunity for progression to higher levels and into employment or apprenticeships.

6 High Standard of learner has resulted in learners winning awards in regional and national competitions such as, Skillbuild, Guild of Bricklayers, and Johnson Paints competitions.

7 Robust learner tracking systems and monitoring procedures which has positively impacted on the improvements in learner success rates.

8 Very strong partnership arrangements which meet the needs of learners and employers regionally and nationally.

9 Highly comprehensive and outstanding curriculum offer which is responsive to LMI and Regional Skills Strategy including design and delivery of bespoke courses to meet industry needs.

10 Excellent links with industry which keeps learners and staff up to date with new industry techniques. 11 Highly effective leadership and management contributing significantly to improvements in outcomes and

teaching, learning and assessment.

Key Areas for Improvement:

1 Improve retention on Level 2 16-18 year old diploma programs. 2 Improve progression from level 2 to level 3. 3

Continue to develop strategies to increase the participation and success rates of females within the construction department

SCOPE OF PROVISION:

Learner numbers, range of courses and progression routes: Courses range from level 1 to level 5, and include courses for 14-19 year olds, adults, apprentices, higher education learners and bespoke courses for employees currently working in industry. A number of partnerships exist who deliver level 1 and 2 construction courses on our behalf. In 2011/12 there was 621 LR learners in total; this is a slight decline from previous years but matches the falling demographic within the city and the current industrial recession. 131 of these were 19+ studying level 1 basic craft to level 3 gas installation courses. There were 490 16-18 year old learners most of whom progressed from level 1 to level 3 within the construction department. New courses such as maintenance operations and highways maintenance have been developed to widen our curriculum offer and increase our profile within the area meeting employer needs. Full framework apprenticeships are delivered in all areas with learners working for a variety of companies. All learners are informed throughout the year of the many available progression routes and any learners who may be at risk are identified at progression boards. Parents and guardians are invited in to discuss concerns and positive progression options. Employer Responsive provision: Timely success rates are outstanding at 92%. The Department is responsive to employer needs and uses regional and national Sector Skills Agreements, LMI and Regional Skills Strategies to identify the needs of the sector, which then dictates the curriculum offer. The Department provides on and off the job training for a number of apprenticeship managing agents such as CSkills, South Tyneside Community Learning and Gateshead Council. Full framework success rate of 89% is very high and 24% above national average. We provide a learning environment that meets a high physical specification of industry. The department actively looks to increase full cost income year on year in all aspects of construction industry and success rates for these courses are 100%. We have also delivered a second cohort of Maintenance Operations NVQs to Durham County council with excellent feedback from employer, employee and external examiner, again at a 100% success rate. We are looking to reintroduce plumbing back into college curriculum offer after a 3 year absence in response to employer demand. Employers are heavily involved in the design of workshops ensuring they are of industrial standard, maintaining a frequent link with industry. The Department has increased the delivery of training at employer premises and the provision is designed collaboratively with employers. 93% of employers in 2011-12 employer survey feel that the college provides value for money and delivers training to suit their business requirements.

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E&D cohort characteristics: Construction providers nationally have a low participation rate of females (1.6%), however our participation rate is 5%. The Department is fully aware of the need to increase this and have ran a workshop aimed at promoting construction design and management as a viable career option for females. For 12/13 interest from females wishing to enrol on the HNC in Construction has been good. All learners who have identified an additional learning support need have received the relevant support through one to one support, or discrete embedded support. Extensive use of assistive technologies and augmented communication strategies promote equality of opportunity. ALS is embedded into the department curriculum timetable. All staff attend CPD in this area and are aware that student services are there to assist as a support mechanism. Learners who require additional learning support achieve at a 3% higher rate than those who don’t require support and learners who have identified they had a learning difficulty or disability achieve 6% higher than the national average. Learners from an ethnic minority background also achieve at a very high rate. However success rates for females is 9% below that of males.

OUTCOMES FOR LEARNERS GRADE 2

1 Learner achievement, high grades and value added: The overall success rate is 82%. Success rates for adults is high at 85% with a national average success rate of 86%, closing the gap from 10/11 by 4%. 16-18 year old success rate is 80% with a national bench mark of 79%.

Narrowing of achievement gaps: Learners with learning disabilities make good progress and success rates are 87% compared with learners with no disability (81%).Although the female representation within the sector is historically poor in 2011/12 the proportion of female learners in this SSA is 3.4% above national average.

Impact of ALS: Additional learning support is highly effective in enabling learners that access support required to succeed and achieve their qualifications. Success rates for learners receiving ALS is 3% higher than those who don’t receive support.

2 Achievement of personal, social and employability skills: All construction learners study additionalities to enhance their employability and work skills. In 2011/12 all learners who studied these qualifications achieved successfully. Construction students are encouraged to participate in sporting activities throughout the year. Both a centre rugby team and a football team drawn from all vocational areas takes part in the inter college league every year. Every tutorial group also had the opportunity to take part in martial arts / kickboxing training at a local centre, this has resulted in some of the students continuing to attend training sessions outside of their college commitment and take up the sport. Other aspects of being healthy covered via the tutorial programme include Mental Health, Healthy Eating, Alcohol and Drug Awareness. Along with these programs we also ran Children in Need fund raisers and other charitable events throughout the department. Anti-bullying themes form a strong general focus at the centre and within the Department, this is followed up with an organised anti bullying week which we also open up to any of the other centres. Surgeries ran by the Police team within the centre are advertised and are open to staff and students. The centre has welcomed the support and involvement of Northumbria police in maintaining student safety. The college held a knife crime initiative where local Tactical Support officers managed a security check on all staff and students in relation to weapons. This is being followed up with talks to students from police officers on knife crime and preventing it. All students also benefit from an extensive range of both generic and subject-specific enrichment including visits to employers and talks from outside speakers, participation in regional and national competitions, as well as sporting, social and cultural activities.

Progression to higher level qualifications and employment: All learners are aware of the alternative stepping up and across programmes. The department is proactive in developing the skills and knowledge of learners and advice and guidance on progression courses is regularly carried out by staff. These awareness talks and discussions happen periodically throughout the year and students have the opportunity to progress onto their chosen career path with the assistance of staff. Learners’ progression from level 1 to level 2 is high at 89%, however progression from level 2 to level 3 requires further development.

QUALITY OF TEACHING, LEARNING AND ASSESSMENT GRADE 2

Lesson Observations Year No of Obs % Grade 1 % Grade 2 % Grade 3 % Grade 4

Line manager 2009-10 21 33% 52% 14% 0% Line manager 2010-11 24 25% 71% 4% 0% Line manager and internal inspection

2011-12 16 25% 69% 6% 0%

Success Rates

Age and Course Level/Type Starts 2011-12 2009-10 2010-11 2011-12 Nat Avge

16-18 Long Level E/1 71.8 / 78.5 71.3 / 80.3 75.3 / 79.2 -3.9

16-18 Long Level 2 88.6 / 82.9 71.4/79.2 78.6 / 85.7 -7.1

16-18 AS * (compared to VI form NA)

16-18 A2 * (compared to VI form NA)

16-18 Long Level 3 (non A Level)

16-18 Short and Very Short (all levels) 87.8 / 76.8 82.9 / 82.9 91 / 82.4 +7.3

19+ Long Level E/1 79 /80.1 81.5 / 79.8 80 / 79.1 +0.9

19+ Long Level 2 57.1 / 71.4 72.4 / 62.1 100 / 75 +25

19+ Long Level 3 87.2 / 79.5 70.9 / 81.2 90 / 88.9 +1.1

19+ Short and Very Short (all levels) 61.5 / 61. 5 71.4 / 85.7 86.1 / 100 -13.9

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1 Lesson observations: The quality of teaching, learning and assessment is good. Overall 25% of lessons were graded outstanding and 69% good. Only one only one session was graded satisfactory, the staff member has received feedback and coaching in relation to this. Learners rate the quality of teaching, learning and assessment highly With 90% agreeing the quality of teaching and learning is at least good. The Department has plans to further increase the number of lessons graded outstanding in 12/13.

2 Strengths and areas for improvement in teaching and learning: Sessions are well planned and effectively take account of individual learner needs when using resources and teaching strategies. Learner focus is maintained throughout sessions and staff frequently demonstrate excellent industry knowledge during sessions linking lessons to how things are done in industry. Observations show improved practice in planning to take account of learner needs and differentiation within T&L strategies employed. There are clear aims and objectives explained with learners and staff generally recap previous session and links to next sessions. Active learning is promoted within the majority of sessions and teaching and learning materials are used in a variety of formats including regular use of the activate system and active inspire. Successful deployment of assessment for learning strategies as commented on by External Verifiers by use of the holistic approach to assessment methods. Students are encouraged to review and improve marked work via self and peer assessment. Observations show that most learners make very good progress in lessons. Areas for further improvement include: Q&A sometimes fails to include all learners in the group; some missed opportunities to reinforce E&D and HOTS.

3

Staff expertise to plan, deliver and support: There are 16 full time teaching staff within the department and all have a wide range of skills and expertise, this enables the Department to deliver new and up to date qualifications without the need to outsource work. We have developed our full cost curriculum portfolio to ensure we remain at the forefront when delivering courses to industry. External Examiners and Quality Advisors regularly make comment on reports stating the excellent industry expertise that is demonstrated by staff. Teachers have a good understanding of their learners’ capabilities and prior learning, and plan effectively to maximise learner success. All

teachers apply the Learning Cycle effectively to provide active and well-structured learning experiences. Personal tutors provide excellent levels of support in tutorials, particularly with CVs, job applications and interview skills.

Promoting E&D: Learners have access to a range of resources to meet their learning needs which is free from gender or ethnicity bias. Most teachers positively promote E&D within lessons, however some opportunities are missed to further develop learner understanding of E&D.

4 Setting high expectations and motivating learners to make progress: All learners are adequately challenged and encouraged to stretch themselves to obtain a higher grade. This is commented on by external verifiers and moderators during their feedback. Learners are given individual targets; these are used effectively with learners to promote high expectations. In many lessons learners are given responsibility for their own learning with a positive impact on levels of engagement and success rates.

Learning outside classroom: Most courses have effective and well-used VLE (Moodle) site which provide learners with flexible access to course information and ICT resources. Learners rate the quality of their Moodle sites highly and regularly use this to access information. Learners make good use of a range of quality text books and latest journals via the Learning Centre Catch up sessions are also provided for all learners each week where they can catch up on any work they have missed or if they wish to access higher grades.

5 Initial assessment, monitoring of progress and support: Additional learning support is put in place following initial assessment which is carried out at the beginning of the programme. All ALS and tutorial staff are embedded into departments and there is excellent communication between all teachers, tutors, specialist staff and students. Workplace assessors provide additional one-to-one support for apprentices where necessary. All learners are aware of their target grades and how improvements can be made to achieve them. Tracking spread sheets with traffic light RAG flags are well embedded and used to regularly to review individual learner progress and identify intervention strategies.

Information and guidance: IAG is of high importance within the department; all open evenings, parents evenings and enrolment sessions are well staffed and staff speak competently to parents and potential students advising them on the right course to meet their career aspirations. The department works closely with the Curriculum leader for 14-16 and assist in school tasters and school presentations. All factsheets which inform new learners of the depth of the department are well presented and cover the full range of provision the department offers.

6 Assessment and feedback: Verbal and written feedback on learners work is excellent and praised by external moderators, Examiners and Quality advisors. Responding to feedback by verbal and written communication between staff and learners are consistently of a high standard. Learners generally receive detailed feedback about their work, with encouraging comments; all learners understand how to improve their work and are consistently supported in doing so. Teachers use assessment for learning strategies effectively to check understanding, provide stretch and challenge, prepare them well for examinations and agree milestone targets with learners. 94% of learners confirmed they were happy with the way their work is assessed.

7 Development of skills and independent learning: 16-18 year old learners develop their literacy and numeracy skills by attending basic skills timetabled slots that support their principle learning. Students take advantage of additional support slots (catch up sessions) where they can improve grades or catch up on additional work missed due to absence. Departmental course information and class notes are regularly updated onto the college’s Moodle site to assist with independent learning and promote their skills.

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EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT GRADE 2

1 Expectations and standards set for learners and staff: Overall Leadership and Management is good. Management is proactive in introducing new provision to provide a service for students and employers regionally and nationally to address LMI and relevant sector skills agreements. The Department management has developed a curriculum offer which provides depth, breadth and excellent progression opportunities for learners. The clearly focused and innovative management enables the Department to be at the forefront of construction industry’s curriculum development both regionally and nationally. Teaching and learning grades continue to improve and have for the past three years. 25% of lessons are now judged to be outstanding. Leadership and management have contributed significantly to the 4% increase in success rates. Staff are guided and included in new curriculum developments that are to be introduced and emphasis is on meeting employer and industry demands. Clear roles and responsibilities give direction through strategic objectives, targets and values that are fully understood by all members of the team, resulting in effective course management and monitoring of individual learner progress. Individual target grades are used effectively to raise aspirations and performance. Curriculum Leaders ensure challenging targets are set. These are monitored through monthly strategic review meetings that occur with the Director of vocational skills and Head of Department. There are clear systems for measuring progress against targets and planning improvements throughout the academic year. Evidence of this has resulted in continued improvements in success rates, progression and quality assurance.

Safeguarding learners: All college staff are required to undertake mandatory safeguarding training as part of their CPD commitment, CRB checks are also mandatory for all college staff. Appropriate measures are in place to address student safeguarding. All staff play an active role in ensuring that all students, are kept safe and feel safe (92% of 16-18 learners +5 above college average agreed they and their property are safe while at College) There are strong partnerships with relevant agencies to ensure safeguarding of children and vulnerable adults across the centre and the whole college. Potential Safeguarding issues are identified and dealt with appropriately by all staff with support from relevant staff from College Student Support Services and relevant external organisations. Comprehensive records are maintained for each student. Relevant information is used to produce an accurate record of their needs and requirements and is communicated to staff who need to know. This support not only

relates to curriculum support but also provide support where necessary at break times and when travelling to and from college.

2 Effectiveness of strategies to improve teaching and learning: A quarter of lessons are now outstanding. Learners are happy with the quality of their learning experience with 90% agreeing that teaching and learning is at least good and 94% are happy with how their work is assessed. No sessions have been graded inadequate for 3 consecutive years. All staff (following grade 3 sessions) have been coached and have improved practice and at re-observation the quality of session has improved by at least one grade. Performance Management Reviews continue to focus on reviewing and improving the quality of TLA. CPD strategies and coaching are improving teaching and learning across the team and regular sharing of good practice sessions take place.

3 Curriculum meeting needs of learners and employers: The Department is responsive to learners and industry needs and uses regional and national Sector Skills Agreements, LMI and Regional Skills Strategies to identify the needs of the sector, which then dictates the curriculum offer. The curriculum provides learners and employers with an offer which provides breadth, depth and progression to higher levels and/or employment. The Department has a range of partnerships which are highly effective in enhancing the curriculum portfolio. Partnership working was said to be outstanding during Ofsted inspection in 2010. The department liaises with the 14-16 Curriculum Leader to engage learners at 14 to inform their career choice at 16 and to work collaboratively with schools to promote high quality easily accessible Construction and Built Environment provision across the City. This year 25 14-16 year olds from various schools in the City carried out a construction course. The department actively looks to increase full cost income year on year in all aspects of construction industry. We have gained ELCAS accreditation this year and have attended trade fairs at Catterick and Leeds to promote our level 3 programs for service personal who are looking to up skill prior to leaving the services, we have carried out one training program at the end of the year at RAF Leeming delivering an electrical qualification .Employers are heavily involved in the design of workshops ensuring they are of industrial standard, maintaining a frequent link with industry. There is increasing delivery of training at employer premises and provision is designed collaboratively with employers. Full

and part-time provision fully meets regional needs. 93% of employers in 2011-12 employer survey feel that the college provides value for money and delivers training to suit their business requirements.

Using self-assessment and user views to improve: Quality is monitored and reviewed regularly and there is a good understanding of the strengths and priorities for improvement. The majority of Improvement strategies have been successfully implemented throughout 2011-12 resulting in a 4% increase in success rates overall. The proportion of outstanding teaching has also improved by 15%. The Department responds promptly to any issues identified by learners through Course Committees.

Promotion of equality and diversity and narrowing achievement gaps: We continue to be proactive in increasing participation of ethnics, females and those with a disability into construction and built environment although this is a national issue. Construction staff and management are proactive

with the promotion of Equality and Diversity within the department and it is embedded within recruitment, lessons, support and enrichment opportunities. the work we have been involved in over the past year has had an extremely positive effect on the success rates of learners from minority ethnic backgrounds and those requiring additional learning support, both of these

groups succeed well above national averages. However we will be carrying out more work in 12/13 to increase the participation

and success rate of females.

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4 Capacity to improve - key improvements made in 2011-12 include:

Increase in overall success rates by 4% on 2010/11.

Increase in outstanding teaching by 15% on 2010/11.

The Department continues to maintain a highly effective and robust quality assurance procedure as identified during quality assurance audit, and External verification reports which aid continuous improvement and staff have clear lines of responsibility with a focus on raising standards.

The Department continues to be highly responsive to learners and industry needs and uses regional and national Sector Skills Agreements, LMI and Regional Skills Strategies to identify the needs of the sector, which then dictates the curriculum offer.

Employers have been heavily involved in the design of workshops ensuring they are of industrial standard, maintaining a frequent link with industry.

Ensure staff are well supported by management and feel part of a team and are also well supported financially by the college to aid further development. All staff access their minimum entitlement of 5 days CPD per year, many staff are encouraged to exceed this to ensure they have up to date skills and knowledge of the curriculum. Industrial experience is essential for staff to keep up to date with site/industry practices.

Increased employer links has enhanced curriculum content and maximised progression opportunities.

History of Self-assessment grades 2009-2010 2010-2011 2011-2012

Outcomes for Learners N/A 2 2 Quality of Teaching, Learning and Assessment N/A 2 2 Effectiveness of Leadership and Management N/A 1 2 Overall Effectiveness N/A 2 2

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Self-Assessment Report 2011-2012

Title of SAR: SSA6 - Information & Communication Technology SSA: 6 Grade: 1

Key Strengths:

1 Outstanding SRA rates across all ages of which the majority are significantly above national averages. 2 Outstanding proportion of high grades on 16-18 level 2 & 3 courses and outstanding value added 3 Good progression to meet all learner needs 4 Flexible delivery models to support college progression & under achieving students 5 Robust learner tracking systems and monitoring procedures have driven improvements in retention and VA 6 Effective leadership and management contributing significantly to improvements in T&L and raising SRA

Key Areas for Improvement:

1 19+ Very short below national averages 2 Further Develop an engaging VLE to support 24/7 learning. 3 Further develop employer engagement and opportunities for 16-18 learners within the IT industry

SCOPE OF PROVISION:

Learner numbers, range of courses and progression routes: Overall there were 976 Learner Responsive and 29 Employer Responsive enrolments during 2011-12. The full-time sixth form provision (682 enrolments in 2011-12) is based within four sixth forms, who work in partnership with the local secondary schools. Clear progression routes exist, within the curriculum ranging from level 1 BTEC Introductory Diplomas through to advanced level 3 provisions, including GCE Computing and National Extended Diplomas in IT. Within adult provision Level 1 learners progress through to ITQs in the workplace and up to level 4 & 5 HE provision within the Computing & IT Department. Employer Responsive provision: The Adult ICT provision (non-apprenticeships) consisted of 431 enrolments in 2011-12. 86% (372 Learners) participated in ECDL, ITQ & leisure courses and 14% (59 learners) adult learners completed the HNC and CISCO and Microsoft related qualifications. E&D cohort characteristics: The cohort consists of 69% male and 31% female learners, 93% learners are white British and 13% of learners have a learning difficulty or disability.

A OUTCOMES FOR LEARNERS GRADE 1

1 Learner achievement, high grades and value added: The qualifications table summary shows outstanding success rates for learners across all ages. The overall success rate for this SSA of 95% exceeds the national average by 13%. Good success rate of 90% for adult learners exceeds the national average success rate by 22%. A2 qualifications exceed Sixth form national averages by 5%. The continuing development of the Vocational BTEC National Diplomas has resulted in a consistent increase in success rates and high grades. Adult learners achieve well in the SSA with all levels consistently above the national average in 2011-12. Timely achievement of employer responsive provision - non-apprenticeships (29) is high at 86.2% and is well above national average. There is outstanding high grade performance within the vocational provision at 91% for level 3 learners on the extended Diploma and 53% for Level 2 learners. There is a significant improvement of high grades for the 16-18 learners with ALPs value added data now reporting outstanding value added across all sixth forms within the SSA for the third consecutive year and improving VA for AS/A2 courses.

Success Rates

Age and Course Level/Type Starts 2011-12 2009-10 2010-11 2011-12 Nat Avge

16-18 Long Level E/1 14 80 89 100 82 16-18 Long Level 2 57 89 87 88 82 16-18 AS * (compared to VI form NA) 28 81 65 93 73 16-18 A2 * (compared to VI form NA) 42 98 96 100 91 16-18 Long Level 3 (non A Level) 494 87 93 95 86 16-18 Short and Very Short (all levels) 47 52 70 87 87 19+ Long Level E/1 52 96 87 88 55 19+ Long Level 2 21 94 93 90 74 19+ Long Level 3 20 77 89 95 78 19+ Short and Very Short (all levels) 201 84 93 75 76

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Narrowing of achievement gaps: Learners with learning disabilities make good progress and success rates are above national averages at 95%. Although the female representation within the IT professional sector has declined to 18% in 2011 the proportion of female learners in this SSA is relatively high at 31% and achievement rates by males and females are similar.

Impact of ALS: Additional learning support is effective in enabling learners that access the service to succeed and achieve their learning targets (learners receiving support are 6% higher success rates than those not requiring support).

2 Achievement of personal, social and employability skills: Learners are guided and supported by well-qualified staff at all stages of their programme. Full time 16-18 students also benefit from an extensive range of both generic and subject-specific enrichment including visits to employers and talks from outside speakers, participation in regional and national competitions, as well as sporting, social and cultural activities.

Progression to higher level qualifications and employment: 86% of vocational Level 1 progressed to Level 2 and 84% of Level 2 progressed to Level 3. Progression from Level 3 into higher-level qualifications is good and has improved on previous year, progression to employment remains difficult to capture.

B QUALITY OF TEACHING, LEARNING AND ASSESSMENT GRADE 1

Lesson Observations Year No of Obs % Grade 1 % Grade 2 % Grade 3 % Grade 4

2009-10 17 0% 94% 6% 0 2010-11 16 19% 63% 19% 0 2011-12 14 43% 57% 0% 0

1 Lesson observations: Improving lesson observation grades support the improvement seen in success rates and high grades. The lesson grade profile (14 observations in 2011-12) is outstanding with: 43% outstanding, 57% good and no satisfactory or inadequate sessions. This is above the NE Peer Review Group average of 65% good or better and is 22% improvement than previous year. Learners rate the quality of teaching, learning and assessment very highly at 95% and 98% respectively (B and A quartiles in QDP external ratings). Learner sub groups and employer interventions has increased the outstanding teaching in this area.

2 Strengths and areas for improvement in teaching and learning: Sessions are well planned and effectively take account of individual learner needs within the resources and strategies employed. Observations show improved practice in planning to take account of learner needs and differentiation within T&L strategies employed; this follows a focus for CPD and sharing of good practice throughout 2011-12. There are clear recaps and links to next sessions. Active learning is promoted within the majority of sessions and teaching and learning materials are used in a variety of formats. Successful deployment of assessment for learning strategies; students are encouraged to review and improve marked work via self and peer assessment. Observations show that most learners make very good progress in lessons. Areas for further improvement include: Q&A sometimes fails to include all learners in the group; some missed opportunities to reinforce E&D and functional skills; and insufficient reinforcement of key points in some lessons. Q&A and the promotion of E&D and skills within teaching and learning will be focus for CPD and coaching in 2012-13.

3

Staff expertise to plan, deliver and support: Teaching staff are well qualified and knowledgeable about their subjects and communicate high expectations to all learners. Teachers have a good understanding of their learners’ capabilities and prior learning, and plan effectively to maximise learner success. Detailed learner profiling supports session planning and strategies to address learner needs. Many teachers apply the Learning Cycle effectively to provide active and well-structured learning experiences. Personal tutors provide good levels of support in tutorials, particularly with UCAS applications, CVs, job applications and interview skills. 90% of 16-18 learners said they found one-to-one progress reviews helpful in the 2011-12 learner survey.

Promoting E&D: Learners have access to a range of resources that meet their learning needs. Teachers positively promote E&D within lessons.

4 Setting high expectations and motivating learners to make progress: Learners are given individual targets; these are used effectively with learners to promote high expectations. In many lessons responsibility and ownership of learning is awarded to learners with a positive impact on levels of engagement. Attendance: is very good at 90% which is above the college target and an improvement of 1% on previous year.

Learning outside classroom: All courses have effective and well-used VLE sites which provide learners with flexible access to course information and ICT resources. Learners rate the quality of their Moodle sites 8 out of 10. On-line quizzes, podcasts & web 2.0 tools have been introduced in 2011-12 with a positive uptake by learners.

5 Initial assessment, monitoring of progress and support: Timely additional learning support is put in place following initial assessment and there is excellent communication between all teachers, tutors, specialist staff and students. Workplace assessors provide additional one-to-one support to those requiring support or are directed to literacy/numeracy workshops. All learners are aware of their target grades and how improvements can be made to achieve them. Monitoring spreadsheets with traffic light RAG flags are well embedded and used effectively to

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regularly review individual learner progress and identify intervention strategies. This has had a positive impact on success rates and VA trends within the SSA.

Information and guidance: 16-18 learners rate enrolment and induction very highly in 2011-12 learner survey (88 rating which is +10 above external QDP benchmark). Next steps advice and guidance is built into the tutorial programme and there is good take up at advice sessions by parents and learners (learners: 95% 16-18 and 75% adults). In the 2011-12 parent survey, 95% of parents are satisfied with the quality of reports and communications and 97% feel their son's/daughter's needs are being met.

6 Assessment and feedback: Marking and dialogue between staff and vocational learners are consistently of a high standard. Learners generally receive detailed feedback about their work, with encouraging comments; all learners understand how to improve their work and are consistently supported in doing so. Teachers use assessment for learning strategies effectively to check understanding, provide stretch and challenge, prepare them well for examinations and agree milestone targets with learners. 92% of 19+ learners report that they find feedback helpful and 97% understand what they need to do to improve (90% and 95% respectively for 16-18 learners).

7 Development of skills and independent learning: 16-18 learners` literacy and numeracy skills are developed within teachers` session planning and the Skills for Life agenda. 19+ learners and work-based learners are able to self-refer (or tutor referral) to additional support workshops, and access CV and interview skills workshops.

C EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT GRADE 1

1 Expectations and standards set for learners and staff: Strong leadership and management have contributed significantly to the raising of achievement and high grades. Clear roles and responsibilities give direction through strategic objectives, targets and values that are fully understood by all members of the team, resulting in effective course management and monitoring of individual learner progress. Individual target grades are used effectively to raise aspirations and performance. Evidence of this has resulted in continued improvements in success rates, retention, achievement, progression and the quality of provision in this area.

Safeguarding learners: Good evidence of safeguarding within an e-learning environment; learners are able to confidently discuss the potential risks when using the internet and college procedures are in place to significantly reduce this risk.

2 Effectiveness of strategies to improve teaching and learning: Performance Management Reviews continue to focus on reviewing and improving the quality of TLA. CPD strategies are improving teaching and learning across the team and there is regular sharing of good practice. However, with modest access to subject-specific professional development, further opportunities are needed in this area to enable staff to deliver new industry technologies effectively.

3 Curriculum meeting needs of learners and employers: There is increasing delivery of training at employer premises and provision is designed collaboratively with employers. Full and part-time provision largely meets local needs. 93% of employers in 2011-12 employer survey feel that the college provides value for money and delivers training to suit their business requirements.

Using self assessment and user views to improve: The quality of provision for the SSA is monitored and reviewed regularly and there is a good understanding of the strengths and priorities for improvement. Course Committees respond well to learner views improving study spaces available, all 16-18 learners have now access to the college Wi-Fi which allows for a more enhanced learning experience.

Promotion of equality and diversity and narrowing achievement gaps: Proactive promotion of E&D within the department is embedded within recruitment, lessons, support and enrichment opportunities. No significant gaps now remain between different E&D groupings.

4 Capacity to improve - key improvements made in 2011-12 include:

* Success, Retention and Achievement rates have met or exceeded targets for third consecutive year.

* AS and A2 Success rates has made significant improvement and high grades are improving year on year.

* Increased employer engagement has enhanced curriculum content and maximised progression opportunities

* SSA has no provision below MLP

History of Self-assessment grades 2009-2010 2010-2011 2011-2012

Outcomes for Learners 2 1 1 Quality of Teaching, Learning and Assessment 2 2 1 Effectiveness of Leadership and Management 2 1 1 Overall Effectiveness 2 1 1

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Self Assessment Report 2011-2012

Title of SAR: SSA7 – Retail & Commercial Enterprise SSAs: 7 Grade: 2

Key Strengths:

1 Overall high success rates 2 Very high success rates for learners receiving additional learning support 3 Consistently outstanding teaching contributing to high overall success rates 4 Highly effective recording, monitoring and tracking systems effectively support learners progress 5 Effective leadership and management contributing to development of broad curriculum offer and high

progression rates 6 Proactive management leading to a significant increase in income generation within commercial areas

Key Areas for Improvement:

1 Success rates on some 19+ courses are below national benchmark particularly the Award in Retail knowledge.

2 Success rates of males in Catering, Barbering and Retail knowledge is low in comparison to females

SCOPE OF PROVISION:

Learner numbers, range of courses and progression routes: Overall there were 859 learner responsive and 27 WBL enrolments (across 2 centres) in 2011/12. Clear progression routes exist within the curriculum ranging from Entry L3 to L3 VRQ and NVQ routes, offered to both 16-18 and 19+ learners. Courses are offered on a full time and part time basis, including a number of short courses offered as either leisure type courses or full cost courses aimed at those already in the profession. Courses are also offered to 14-16 year olds – leading to a recognised qualification and a route to ft courses within college. Appropriate additionalities accompany the main programme. Partnerships were formed with Middlesbrough Contemporary academy in 2011-12 with 48 16-18 yr old learners. Employer Responsive provision: The department offers an apprenticeship programme with 30 H&B apprentices and 26 in Catering in 2011. E&D cohort characteristics: In 2011-12 there were 936 females and 155 male learners, 97% are white and 20% have a learning difficulty or disability.

A OUTCOMES FOR LEARNERS GRADE: 2

1 Learner achievement, high grades and value added: The qualifications table summary shows some good

success rates for learners. The overall success rate is good at 83%, however some 19+ courses are below benchmark, primarily long Level 2 and 19+ shorts (Employer Engagement programme). 16-18 Long Level 2 although slightly below benchmark continues to show improvement over a 3 year period. Long Level 3 16-18 retains and achieves well with a very high success rate of 91%, 3% above national average sustained over a 2yr period. 14-16s achieve well with an 88% success rate.

Narrowing of achievement gaps: Learners with learning disabilities make good progress and success rates are comparable with learners with no disability (82%)

Impact of ALS: Additional learning support is effective in enabling learners accessing the service to succeed and achieve targets. (Learners receiving support have 10% higher retention and 16% higher success rate than those not requiring support)

Success Rates

Age and Course Level/Type Starts 2011-12 2009-10 2010-11 2011-12 Nat Avge

16-18 Long Level E/1 100 73 83 81 84 16-18 Long Level 2 192 78 78 82 83 16-18 AS * (compared to VI form NA) n/a n/a n/a n/a n/a 16-18 A2 * (compared to VI form NA) n/a n/a n/a n/a n/a 16-18 Long Level 3 (non A Level) 91 68 93 93 87 16-18 Short and Very Short (all levels) 360 89 94 90 92 19+ Long Level E/1 8 67 100 100 87 19+ Long Level 2 155 77 73 72 83 19+ Long Level 3 56 79 88 91 92 19+ Short and Very Short (all levels) 117 98 88 62 67

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2 Achievement of personal, social and employability skills: Subject specific enrichment activities enhances all full-time programmes with a vast range of internal activities made available to learners i.e. the cross college event for World Culture Awareness was attended by most of the catering learners across levels, preparing and serving food. External visits included 52 Level 2 and Level 3 learners visiting the Wella hairdressing studios in Manchester to expand their knowledge and learn new skills. Learners also participate in regional and national competitions. Within tutorial all learners study toward the Personal and Social Development qualification, helping to improve their social skills and prepare them for the world of work, part of which Connexions undertaking mock interviews with learners. H&B learners are involved in the running of the commercial retail shop and learners are given the opportunity to rent a chair/bed. Income generated over the 2012 summer period was £3670 (£1900 in 2011). All RWE sessions give learners a real opportunity to develop their social and employability skills.

Progression to higher level qualifications and employment: 100% of Entry L3/1 learners progressed to L1 Diploma Catering, 87% of all learners progressed to L2, 83% progressed to L3 (with a further 7% gaining employment from L2 and 10% changing career direction or unknown progression), 95% of L3 found suitable employment

B QUALITY OF TEACHING, LEARNING AND ASSESSMENT GRADE: 2

Lesson Observations Year No of Obs % Grade 1 % Grade 2 % Grade 3 % Grade 4

2009-10 21 3 (14%) 16 (76%) 2 (9.5) - 2010-11 20

5 (25%)

15 (75%) - -

2011-12 21 4 (19%) 15 (71%) 2 (10%) - 1 Lesson observations: The lesson grade profile (21 observations in 2011-12) is good. The quality of teaching,

learning and assessment is also rated highly by learners, 94% and 93% respectively (B and A quartiles in QDP external ratings). This is well above the NE Peer Review Group average of 81% good or better.

2 Strengths and areas for improvement in teaching and learning: Sessions are well planned and take into account individual learner needs particularly with the strategies employed. This is reflected in the level of learner satisfaction with 96% of learners agreeing that sessions are well organised and 93% stating that teaching and learning suits them (2% improvement from the previous year). Learner outcomes are shared and referred to throughout the lesson. There is a widespread use of the Learning Cycle promoting active learning and strong learner engagement as evidence within the SSA inspection “lessons are well planned with differentiated teaching strategies and learning activities which successfully engage learners interest”. Areas for further improvement include: stretching and challenging learners. Develop higher order thinking skills. Engage all learners using questioning and answering techniques. However, as noted by internal inspectors, the department offers ‘effective curriculum teamwork with embedded processes for sharing resources and best practices’ and therefore required improvements will be acted upon through CPD and coaching in 2012-13.

3

Staff expertise to plan, deliver and support: Teaching staff are well qualified and knowledgeable about their subject area and communicate high expectations to their learners as reflected in the 2011 SSA inspection where inspectors commented on knowledgeable teachers are enthusiastic about their subject and able to engage learners interest. Teaching staff actively seek opportunities to update their skills and knowledge maximising CPD opportunities. The department has dedicated tutors to assist in supporting all students. Both teaching staff and tutors have a good understanding of their learners’ capabilities and plan effectively to maximise success. Staff compile detailed learner profiles using information from various sources ensuring all involved with the programme have a full overview of individual learners and their needs, contained within a Class Course file. Personal tutors provide good levels of support in tutorials, particularly with CVs, applications and interview skills as well as pastoral support. Case study meetings, pre-progression board and progression board meetings are used to identify learners at risk and/or requiring further support. The department makes best use of the support available by ensuring 100% of low level groups have mentor support in place and relevant additional learning support which has had a positive impact on retention and success rates with an improved 3 year trend.

Promoting E&D: Learners have access to a range of learning materials and resources to meet their needs. The dept is actively involved with community work i.e. giving free haircuts to members of the local refuge and providing food prepared and cooked by students at college, to the refuges. Teachers positively promote E&D within lessons with 100% of graded observations confirming this.

4 Setting high expectations and motivating learners to make progress: Targets are agreed with staff during PMR’s and outlined on Course Target Monitoring forms. Learners are given individual targets enabling them to monitor their own progression, promoting high expectation (98% of 16-18s agreed that teachers encourage them to behave well and work hard). Progress is effectively tracked and monitored by teaching and support staff as reflected in the 2011 inspection report ‘embedded and effective monitoring of learner progress’ and ‘good tracking of learner progress and effective intervention strategies’

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Attendance: Attendance targets are given to learners and a reward scheme is in place for outstanding attendance. Attendance is satisfactory at 85% (college average is 87%). In 2011-12 a monetary award scheme was introduced to reward good attendance, the impact of which will become known in 2012-13. Attendance is monitored at case study meetings, Strategic Curriculum Reviews and Progression Boards.

Learning outside classroom: All courses have effective VLE sites which provide learners with flexible access to course information and resources. On-line quizzes and pod casts have been introduced in 2011-12 with a positive uptake by some learners. However, development is underway to further enhance this resource as a teaching and learning tool with a view to increasing the usage by learners by 10% on the previous year and improving learners satisfaction particularly in hairdressing and beauty. Catch up sessions support those who may have fallen behind with their studies. L3 hairdressing learners are required to a days placement, in industry, for one day a week.

5 Initial assessment, monitoring of progress and support: Timely additional learning support is put into place

following initial assessment, the effectiveness of which is monitored by all involved in the programme and evidenced in the overall 94% success rate. Learners progression is monitored by all on the centres tracking document using a traffic light system, thus allowing for early intervention strategies. Effective support has led to improved success rates, 2% above previous years figure and 16% above national average.

Information and guidance: Learner survey results (2011) favoured the information and guidance provided to learners with 89% of H&B 16-18’s and 88% of Catering 16-18’s agreeing that information provided was good

6 Assessment and feedback: Acknowledged, rigorous and robust assessment and internal verification – noted during Internal Inspection has led to learner satisfaction with 97% of 19+ learners agreeing that assessment tasks are made clear and that they find feedback helpful, the impact of which has led to consistently good EV reports with no actions in most cases.

7 Development of skills and independent learning: Literacy and numeracy skills are developed within teachers session planning and the Skills for Life agenda. 86% of learners complete with a Level 2 qualification. 19+ learners are able to self-refer to gain their L2 qualification. 93% of 16-18 learners said they were helped to develop their own ideas and work on their own in the 2011 survey.

C EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT GRADE: 2

1 Expectations and standards set for learners and staff: Strong leadership and management skills contribute to

outstanding teaching and learning profiles, learners progression into industry and satisfaction of learners as evidenced within learner evaluation surveys (94% satisfaction). Team members are clear of roles and responsibilities. Strategic objectives and targets are understood by team members, resulting in effective course management, and are reviewed at monthly Strategic Curriculum Reviews. Evidence of this has resulted in some good success rates and overall continued learner satisfaction.

Safeguarding learners: Safeguarding is paramount within all vocational areas as evidenced during the 2011 Internal Inspection where inspectors noted that learning environments are safe with good classroom management. There were no safeguarding issues reported in 2011-12. 98% of parents feel their son/daughter is safe and well supported at college.

2 Effectiveness of strategies to improve teaching and learning: A comprehensive CPD plan ensures team members regularly update their existing skills and knowledge. The department has actively sourced CPD funding with 83% of applications approved. This has benefitted the learners as evidenced in learner satisfaction. Sharing of good practice occurs naturally within the department. A consistent teaching and learning grade profile of 90% good or better is largely due to the T&L coach regularly updating team members with new teaching and learning strategies. All staff (following grade 3 sessions) have been coached and when re-observed their grades have improved to good.

3 Curriculum meeting needs of learners and employers: The development of full cost courses has improved employer engagement within H&B. The development of the apprenticeship programmes has led to increased and improved links with employers, with employer satisfaction (apprentices) at 92%. Courses range from entry L3> Level 3 providing a wide range of choice and options for learners. The commercial aspect of the department has grown with catering facilities fully operational throughout the year and with the introduction of the summer salons within H&B, as well as the new shop, managed by learners, selling small hair and beauty accessories with an increase in revenue from 2010/11 – 2011/12.

Using self assessment and user views to improve: The quality of provision is monitored and reviewed regularly through monthly Curriculum Strategic Review meetings and termly Curriculum Reviews. Course Committee meetings held termly are undertaken to establish the views of learners as are Student Councils and acted upon within the given term. For example; H&B learners working late nights were unable to purchase hot food. Resolved by learners pre-ordering food. Learner surveys and Client evaluations are also used to assess and improve quality of provision.

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Promotion of equality and diversity and narrowing achievement gaps: Proactive promotion of E&D within the department is embedded within recruitment, interviewing, learners, lessons, support and enrichment. 100% of staff have undertaken E&D training. There is a gap between male and female success rates of 74% and 83% respectively.

4 Capacity to improve - key improvements made in 2011-12 include:

Quality of high teaching and learning sustained Further development of curriculum offer. Significant improvements in internal progression. Significant increase in commercial activity and revenue - securing repeat business for the Lounge Bistro and

Bar and Conference Centre and H&B

History of Self-assessment grades 2009-2010 2010-2011 2011-2012

Outcomes for Learners 3 1 2 Quality of Teaching, Learning and Assessment 3 1 2 Effectiveness of Leadership and Management 3 1 2 Overall Effectiveness 3 1 2

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Self Assessment Report 2011-2012

Title of SAR: SSA8 - Leisure, Sport, Travel and Tourism SSAs: 8 Grade: 1

Key Strengths:

1 16-18 Long Level 3 (non ‘A’ Level) course success rate at 92.5% against a benchmark of 82.8%. 2 Level 3 vocational success rate of 97% in Sport at Bede and Headways. 3 Lesson observation grades for SSA 8 at 95% for good or better in 2011/12 compared to 84% in 2010/11 and

78% in 2009/10. 4 Travel and Tourism Level 3 Diploma success rates at 91.3% against a benchmark of 51.2%. 5 Improved retention on Level 2 Travel and Tourism at 94.7%, up from 77.8% in 2010/11. 6 All significant courses above benchmark.

Key Areas for Improvement:

1 Success rates for AS PE have continued to decline. 2 3

High grades have significantly reduced on the Level 2 Sport programme, Level 3 Subsidiary Diploma in Sport, Level 3 Subsidiary Diploma in Sport and Exercise Sciences and AS PE. Level 3 Sport Year (1) retention at Usworth.

4 Feedback and IV process in Sport following the internal quality and standards audit. 5 Focus on ‘stretch and challenge’ in teaching sessions in Sport. 6 Development of Sport numbers at Usworth through improved school links.

SCOPE OF PROVISION:

Learner numbers, range of courses and progression routes: Scope of provision is good. Provision for Leisure, Sport, Travel and Tourism qualifications are offered across the four Sixth Forms, with 938 enrolments in 2011/12. This compares to 647 enrolments in 2010/11 and 631 in 2009/10. 322 learners in 2011-12 followed full time courses in Sport at levels 2 and 3 with both Vocational and ‘A’ Level routes offered. 81 full time learners followed the Btec Level 2 or Level 3 Travel & Tourism course at St Peters Sixth Form. Industry specific qualifications delivered for full time learners included the Community Sports Leaders Award, Sports Leaders Award, NCFE Resort Representatives, NCFE Airline Cabin Crew and an NCFE Level 2 in Event Planning. Employer Responsive provision: Employer Engagement provision in SSA 8 relates to the delivery of an NVQ qualification in Spectator Safety and Spectator Safety Management, with 128 learners in the workplace in 2011-12. This figure included 12 learners at SAFC. E&D cohort characteristics: The cohort consists of 66.4% male and 33.6% female learners, 94.4% of learners are white British and 8.6% of learners have a learning difficulty or disability.

A OUTCOMES FOR LEARNERS GRADE: 1

1 Learner achievement, high grades and value added: The qualifications table summary shows some

outstanding success rates for learners across all ages. The overall success rate for this SSA of 91.2% exceeds the national average by 3.8%. All age and course Level/Type of qualifications exceed national benchmark success rates apart from 19+ Long Level 3. However there were only 6 learners in this category. Good success

Success Rates

Age and Course Level/Type Starts 2011-12 2009-10 2010-11 2011-12 Nat Avge

16-18 Long Level E/1 28 N/A N/A 93 85 16-18 Long Level 2 231 91 83 87 82 16-18 AS * (compared to VI form NA) 40 91 88 80 76 16-18 A2 * (compared to VI form NA) 21 100 100 100 94 16-18 Long Level 3 (non A Level) 287 92 93 93 84 16-18 Short and Very Short (all levels) 123 100 79 95 94 19+ Long Level E/1 N/A N/A N/A N/A N/A 19+ Long Level 2 18 75 100 83 75 19+ Long Level 3 6 0 100 83 89 19+ Short and Very Short (all levels) 184 N/A N/A 94

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rates of 93% for 16-18 Long Level 3 (non A Level) exceeds the national average by 9%. AS and A2 qualifications now exceed Sixth form national averages by 4% and 6% respectfully although success rates for AS PE have declined for the third year running. Retention on Level 2 Travel and Tourism and Level 3 Yr (1) Travel and Tourism have improved significantly and this has enhanced progression rates between courses and levels. Both Level 2 Travel and Tourism and Level 2 Sport are over 10% above national benchmark for success rates. There is outstanding high grade performance with the Extended Diploma in Sport and Exercise Sciences at 77.61% however they have dropped for the Level 3 Subsidiary Diploma and the Subsidiary Diploma in Sport (Development, Coaching and Fitness). High grades have also dropped on Level 2 Sport and AS PE however high grades at A2 continue to be a strength and outperform the sixth form national average.

Narrowing of achievement gaps: Learners with learning disabilities make good progress and success rates (89%) are comparable with learners with no disability (91%). The proportion of female learners in this SSA is relatively high at 33.6% and achievement rates by males and females are similar.

Impact of ALS: Additional learning support is effective in enabling learners that access the service to succeed and achieve their learning targets (learners receiving support have 4% points higher success rates than those not requiring support). 10.76% of learners in the SSA received some form of additional learning support.

2 Achievement of personal, social and employability skills: Subject-specific enrichment enhances all full-time programmes, for example sports students participate in British College’s Sport activities including involvement in coaching and leadership. Travel and Tourism students are involved in work placements and there are good links with Hays Travel, the Marriott Hotel and Monster travel NGC. Full time 16-18 students also benefit from an extensive range of both generic and subject-specific enrichment including visits to employers and talks from outside speakers, participation in trips to universities, as well as social and cultural activities.

Progression to higher level qualifications and employment: Only 52.8% of AS learners progressed to A2 and this is an area for improvement. 80% of Level 2 Sport and Travel and Tourism students progressed to Level 3, which is an improvement on the previous year. 53% of Sport Level 3 leavers progressed externally to HE and 10% to employment. 85% of students completing A2 PE have gone on to Higher Education. Progression rates into higher-level qualifications have improved on previous year; progression to employment remains low.

B QUALITY OF TEACHING, LEARNING AND ASSESSMENT GRADE: 1

Lesson Observations Year No of Obs % Grade 1 % Grade 2 % Grade 3 % Grade 4

Internal/Line Manager 2009-10 27 33 45 22 0 Line Manager 2010-11 25 12 72 16 0 Line Manager 2011-12 19 26 69 5 0

1 Lesson observations: Improving lesson observation grades support the improvement seen in success rates. The lesson grade profile (19 observations in 2011-12) is good at: 26% outstanding, 69% good and 5% satisfactory; no sessions were inadequate. This is above the NE Peer Review Group average of 81% good or better and is 11% points better than the previous year. Learners rate the quality of teaching, learning and assessment and there is an improving trend over the last three years with learner satisfaction.

2 Strengths and areas for improvement in teaching and learning: Sessions are well planned and effectively take account of individual learner needs within the resources and strategies employed. Observations show improved practice in planning to take account of learner needs and differentiation within T&L strategies employed; this follows a focus for CPD and sharing of good practice throughout 2011-12. There are clear recaps and links to next sessions. Active learning is promoted within the majority of sessions and teaching and learning materials are used in a variety of formats. Successful deployment of assessment for learning strategies; students are encouraged to review and improve marked work via self and peer assessment. Observations show that most learners make very good progress in lessons. Areas for further improvement include: Q&A sometimes fails to include all learners in the group; ‘stretch and challenge’, some missed opportunities to reinforce E&D and insufficient reinforcement of key points in some lessons. ‘Stretch and challenge’, Q&A and the promotion of E&D and skills within teaching and learning will be focus for CPD and coaching in 2012-13.

3

Staff expertise to plan, deliver and support: Teaching staff are well qualified and knowledgeable about their subjects and communicate high expectations to all learners. Teachers have a good understanding of their learners’ capabilities and prior learning, and plan effectively to maximise learner success. Detailed learner profiling supports session planning and strategies to address learner needs. Many teachers apply the Learning Cycle effectively to provide active and well structured learning experiences. Personal tutors provide good levels of support in tutorials, particularly with UCAS applications, CVs, job applications and interview skills.

Promoting E&D: Learners have access to a range of resources that meet their learning needs. Teachers positively promote E&D within lessons (85% of graded observations recorded active promotion and celebration of difference within sessions).

4 Setting high expectations and motivating learners to make progress: Learners are given individual targets; these are used effectively with learners to promote high expectations. In many lessons responsibility and ownership of learning is awarded to learners with a positive impact on levels of engagement.

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Attendance: Attendance: is good at 86.8% which is slightly below the college target and an improvement of 5% on the previous year.

Learning outside classroom: All courses have effective and well-used VLE sites which provide learners with flexible access to course information and ICT resources. Learners rate the quality of their Moodle sites 8 out of 10. This is reinforced by the number of ‘hits’ and frequency of usage on Moodle. On-line quizzes and podcasts have been introduced in 2011-12 with a positive uptake by learners. Learners make good use of a range of quality texts and latest journals via Learning Centres available at all college sites (with many adult learners taking advantage of the late evening and Saturday morning opening times).

5 Initial assessment, monitoring of progress and support: Timely additional learning support is put in place following initial assessment and there is excellent communication between all teachers, tutors, specialist staff and students. Specialist staff provide additional one-to-one support to those requiring support or are directed to literacy/numeracy workshops. All learners are aware of their target grades and how improvements can be made to achieve them. Monitoring spreadsheets with traffic light RAG flags are well embedded and used effectively to regularly review individual learner progress and identify intervention strategies. This has had a positive impact on success rates and VA trends.

Information and guidance: 16-18 learners rate enrolment and induction very highly in 2011-12 learner survey (88 rating which is +10 above external QDP benchmark). Next steps advice and guidance is built into the tutorial programme and there is good take up at advice sessions by parents and learners (learners: 95% 16-18 and 75% adults). In the 2011-12 parent survey, 95% of parents are satisfied with the quality of reports and communications and 97% feel their son's/daughter's needs are being met. A major strength of this area is the fact that departmental staff are all involved in the interview process and therefore lend a level of expertise.

6 Assessment and feedback: Marking and dialogue between staff and vocational learners are consistently of a high standard in Travel and Tourism. Learners generally receive detailed feedback about their work, with encouraging comments; all learners understand how to improve their work and are consistently supported in doing so. Teachers use assessment for learning strategies effectively to check understanding, provide stretch and challenge, prepare them well for examinations and agree milestone targets with learners. In Sport a file audit carried out by Q & S in May showed that there were inconsistencies in the feedback given to learners. A standardised approach in completing feedback sheets and annotating student work needs to be adopted. 33% of assignments were filed without a feedback sheet being evident at all. In addition there was a proportionately high number of PC based assessments issued. More practical based assessments are needed in sport.

7 Development of skills and independent learning: 16-18 learners` literacy and numeracy skills are developed within teachers` session planning and the Skills for Life agenda. 85% of learners in this subject area leave with a level 2 qualification; 19+ learners are able to self-refer (or tutor referral) to additional support workshops, and access CV and interview skills workshops.

C EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT GRADE: 1

1 Expectations and standards set for learners and staff: Strong leadership and management have contributed significantly to the raising of achievement and high grades. Clear roles and responsibilities give direction through strategic objectives, targets and values that are fully understood by all members of the team, resulting in effective course management and monitoring of individual learner progress. Individual target grades are used effectively to raise aspirations and performance. Curriculum Leaders ensure demanding targets are met and there are clear systems for measuring progress against targets and planning improvements throughout the academic year. Evidence of this has resulted in continued improvements in success rates, retention, achievement, progression and the quality of provision in this area.

Safeguarding learners: Good evidence of safeguarding within a practical environment; learners are able to confidently discuss the potential risks when involved in sessions and college procedures are in place to significantly reduce this risk.

2 Effectiveness of strategies to improve teaching and learning: No sessions have been graded inadequate for 3 years and the proportion of satisfactory session has reduced again to reach 5%. All staff (following grade 3 sessions) have been coached, have improved practice and at re-observation the quality of session has improved by at least one grade. Performance Management Reviews continue to focus on reviewing and improving the quality of TLA. CPD strategies are improving teaching and learning across the team and there is regular sharing of good practice.

3 Curriculum meeting needs of learners and employers: There are opportunities for students to take various coaching

and leadership awards and links are good with the City of Sunderland, local governing bodies and Tyne and Wear Sport. The Head of Department represents the College on the ‘Sunderland Active Board’. Students are encouraged to develop their coaching and leadership experience and there are opportunities to develop this further through enrichment. Part-time adult provision hasn’t really met local needs in the past. However, last year a successful Level 2 programme in Fitness Instructing was launched and this has been followed up with a Level 3 course in Personal Training. A careers fair held in October brought together 14 local institutions and companies to promote future opportunities for learners in employment or higher education.

This was highly successful and was attended by over 200 sport students.

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Using self assessment and user views to improve: The quality of provision for the SSA is monitored and reviewed regularly and there is a good understanding of the strengths and priorities for improvement. The majority of Improvement strategies have been successfully implemented throughout 2011-12; for example success rates between sites have reduced in variation, and the proportion of outstanding teaching has improved by 14%. Course Committees have responded well to learner views improving study spaces available and more noticeboards.

Promotion of equality and diversity and narrowing achievement gaps: Proactive promotion of E&D within the department is embedded within recruitment, lessons, support and enrichment opportunities. No significant gaps now remain between different E&D groupings.

4 Capacity to improve - key improvements made in 2011-12 include:

* Improved retention on Travel and Tourism programmes

* Increased QDP scores in Sport for Teaching and Learning and Tests and Assessments

* Improved lesson observation grades.

History of Self-assessment grades 2009-2010 2010-2011 2011-2012

Outcomes for Learners 1 1 1 Quality of Teaching, Learning and Assessment 1 1 1 Effectiveness of Leadership and Management 2 1 1 Overall Effectiveness 1 1 1

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Self Assessment Report 2011-2012

Title of SAR: SSA9 – Art, Media and Publishing SSAs: 9 Grade: 2

Key Strengths:

1 Excellent success rates across level 3 provision. Overall, AS has improved by 10% & is now 3% above SFC Nat avg (A)

2 Excellent high grade achievement across vocational level 3 and some of the A-level curriculum (A) 3 Outstanding teaching & learning evidenced by lesson observation grades (B) 4 Extensive range of industry & vocational events & visits which promote & sustain work readiness as well as

enrich the curriculum and support teaching & learning (B) 5

Range of curriculum staff who are working practitioners within the industry which reflects current professional practice. (C).

Key Areas for Improvement:

1 Improve success rates of Access (Art & Design), level 2 Dance/Drama, Music & a minority of level 3 vocational courses (BTEC Music, Fast Track Film Studies) (A)

2 Reduce success rate differential regarding gender, ethnicity & learning difficulty/disability (A) 3 Improve high grade achievement of level 2 courses and value-added across the majority of A-level subjects (A) 4 To work as one department regarding leadership & management, implementing a range of monitoring

systems/processes to consolidate and work collaboratively. This will support staff efficiency, responsibility and accountability regarding improvements across the department (C)

SCOPE OF PROVISION:

Learner numbers, range of courses and progression routes: In 11-12, there were 876 students (823 students studying on long programmes & 53 students studying on short programmes – learner responsive). The Department offers an exciting variety of vocational, a-level, access and foundation diploma courses for full time 16-18 year olds and 19+ in Visual and Performing Arts. The innovative and responsive curriculum provision spans both the academic and vocational aspects of Art education. In recent years the subject range has changed and broadened to meet the changing interests of students and to match the developing nature of the workplace. Progression routes include our own foundation degrees. There were 15 enrolments studying GCSE Photography with a success rate of 73%. Employer Responsive provision: There is no employer provision across this department/SSA.

E&D cohort characteristics: There was a gender imbalance; 39% males (342) and 61% (534) females. 98% of enrolments were White with 2% of other ethnicity. 13% declared a learning difficulty/disability.

A OUTCOMES FOR LEARNERS GRADE: 2

1 Learner achievement, high grades and value added: The table above shows some outstanding success rates

across the A-Level provision which are above or close to National average. Table 2 shows that at subject level, success rates are excellent for the Foundation Diploma, level 3 vocational and the majority of A-levels. Vocational level 3 success rates are excellent and improving. Although the table above shows that overall vocational level 3 and level 2 courses are below national average (-13% & -12% respectively), this is not the case at subject level; retention of Level 2 Dance/Drama, Level 3 Music and achievement of Level 2 Music has had a negative impact upon this. High grade achievement is excellent across all vocational level 3 and some A-level courses. This includes: AS

Success Rates

Age and Course Level/Type Starts 2011-12 2009-10 2010-11 2011-12 Nat Avge

16-18 Long Level E/1 107 100% N/A 72% ?

16-18 Long Level 2 39 80% 83% 73% 84%

16-18 AS * (compared to VI form NA) 365 87% 78% 88% 85%

16-18 A2 * (compared to VI form NA) 120 96% 97% 94% 96%

16-18 Long Level 3 (non A Level) 134 78% 74% 75% 88%

16-18 Short and Very Short (all levels) 18 N/A 75% 78% 89%

19+ Long Level E/1 6 0% N/A 100% ?

19+ Long Level 2 2 100% 67% 100% 77%

19+ Long Level 3 50 77% 66% 64% 70%

19+ Short and Very Short (all levels) 4 N/A N/A 100% ?

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Graphics, AS Dance, AS Drama & Theatre Studies, AS Music and A2 Photography. However, there is room for improvement regarding some A-level subjects and all level 2 courses. Value-added is outstanding to good across the Level 3 vocational programmes. However, there is room for improvement regarding the AS/A2 in the visual arts provision; the majority of subjects are less than satisfactory to poor.

Narrowing of achievement gaps: There is minimal gender imbalance across the vocational curriculum, however across the A-level curriculum this is not the case; 37% males & 63% females. This is due to the A-level curriculum offer which includes subjects that typically attract females – Dance, Drama & Theatre Studies, Media Studies & Textiles. Male success rate (78%) is 7% lower than female (85%). White success rate (82%) is 10% lower than those of other ethnicity (92%) re. 12 learners and success rate for those with an identified Learning Difficulty/Disability (72%) is 12% lower than those without (84%).

Impact of ALS: ALS is satisfactory. Additional learning support is in place and monitored effectively. The retention rate for those receiving support is 7% higher than those not receiving support, however, success rate is 7% lower.

2 Achievement of personal, social and employability skills: Subject specific enrichment enhances all full time programmes. For example, all 16-18 students benefit from an extensive range of activities, including theatre visits (The Globe Theatre London, Sunderland Empire), workshops from outside practitioners (Northern Stage Newcastle), Regional competitions (Inter-skills Music competition), Prestigious external performance venues (The Sage Gateshead, The customs House South Shields - joint performance with Sunderland University, Northern Stage Newcastle, Metro Centre performance, in conjunction with Metro Radio - Lady Gaga Flash Mob). Two learners were successful in gaining a place in National Youth Theatre, London - Summer School. London Fashion Week, Harrogate Craft Market, trip to Manchester GMEX regarding Graphics, a range of North East Art Galleries.

Progression to higher level qualifications and employment: Overall, AS to A2 progression is 65%. This ranges from 44% (Photography) to 82% (Media Studies). Level 2 to Level 3 progression is 68% (17 progressed from L2 to L3 Yr1 BTEC courses. 5 progressed to Access courses). 93% of students (71 out of 76) who applied to study at higher education were placed.

B QUALITY OF TEACHING, LEARNING AND ASSESSMENT GRADE: 2

Lesson Observations Year No of Obs % Grade 1 % Grade 2 % Grade 3 % Grade 4

2009-10 35 29% (10) 60% (21) 8% (2) 3% (1) 2010-11 12 50% (6) 50% (6) 2011-12 10 60% (6) 40% (4)

1 Lesson observations: The lesson grade profile for line manager lesson observations is outstanding. 100% of line

manager lesson observations were graded good or better with 60% graded outstanding. This is 17% above and 34% above PRDG respectively regarding SSA9. There has been an improvement of 10% regarding outstanding lesson observation grade profile compared with 10-11.

2 Strengths and areas for improvement in teaching and learning: Strengths include: Effective planning is carried out which supports the quality of teaching & learning observed in the classroom. Student feedback supports this: “The teaching on my course is good” (96% agree – 16-18, 100% agree – 19+). Lessons observed included a good range of activities and resources to support differentiation, meeting the individual needs of learners. This follows a focus for CPD and sharing good practice throughout 11–12 e.g. Sunderland Joint Learning Day (Oct 2011). Staff demonstrate enthusiasm and a high level of vocational expertise regarding their specific subjects which, in turn, supports a positive rapport with learners. There was evidence of professional practice being incorporated throughout the planning and delivery of sessions to reflect the Visual & Performing Arts industry. Areas for further improvement include: Stretch & challenge to include effective questioning techniques to raise aspirations, check understanding and encourage/support wider participation regarding learner engagement. Starters & plenaries, to include introduction and review of aims & learning outcomes at the start & end of all sessions. Generally, there is a need within the department to adopt a greater use of the learning cycle within teaching sessions.

3

Staff expertise to plan, deliver and support: Teaching staff are well qualified, highly skilled and have vocational expertise. A high proportion are working practitioners within the Visual and Performing Arts industries and use knowledge about their subject area, communicating high expectations, targets and goals to all learners. Staff undertake subject specific courses to enhance the teaching of specialist courses. Some staff arrange work experience with practitioners actually being studied e.g. Pina Bausch (Internationally renowned German Choreographer) used for Physical Theatre, Historical Context and Dance Performance. Lecturers have an excellent understanding of the learner profile, prior learning, and individual learning styles, and plan effectively to maximise learner success. Detailed strategies are then put into place to address learner needs and different forms

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of assessment to suit different learning styles e.g. use of video diaries and viva voce. Curriculum staff work effectively with personal tutors to monitor student attendance, punctuality & progress. There is a particular focus upon UCAS applications, interviews and the display/presentation/audition process.

Promoting E&D: There is evidence of equality and diversity being actively promoted within the department by lecturers, especially in the subject content of artwork across visual arts, performance material, texts and scripts used in Music & Drama. Studies incorporate looking at ways in which artwork constructs representations of life. Majority of learners are suitably challenged within lessons with high expectations set by staff. Learners have access to and are encouraged to experiment with a wide range of resources that meet their learning needs e.g. Musical equipment, computers and software, lighting and sound equipment. Learners’ access Arts & Media courses e.g. Drama, from a wide range of external agencies, e.g. ESPA, and are integrated and encouraged and supported onto full-time mainstream programmes.

4 Setting high expectations and motivating learners to make progress: Learners are given individual targets;

these are used effectively with learners to promote high expectations. Integrated into the ethos of all Visual & Visual and Performing Arts programmes is high quality professional practice and standards, preparing them for the competitive arts industry. Booster weeks and learners working in college during ‘holiday’ periods, encourages high grades and professional practice.

Attendance: Attendance is good at 88% across the whole department/SSA. This will be a key area for improvement in terms of tracking & intervention moving forward.

Learning outside classroom: All courses in Arts & Media are working towards well-resourced Moodle sites. Some courses have extracts of professional repertoire, subject specific vocabulary and online quizzes. There is a strong emphasis on the importance of learning outside the classroom. There is a high expectation therefore for all learners to practice/rehearse the practical elements of the course outside of session time e.g. listening to set music, learning scripts and lyrics to equip them for their next lesson, to ensure that progress is made. Learners are encouraged to work independently, developing their portfolio to improve opportunities in a competitive market & mirror current industry practice.

5 Initial assessment, monitoring of progress and support: Staff operate a two week extended induction project,

culminating in a presentation/performance, to gauge the learner skill set, which is not always apparent from the academic qualifications. Timely additional learning support is put in place following initial assessment, making full use of specialist support for the practical elements of the course as ALS is available in curriculum as well as Skills for Life sessions. Monitoring spread sheets are embedded and used effectively to regularly review individual learner progress and identify intervention strategies. All staff in the department input grades for vocational courses for individual units, allowing staff to view the wider learner profile, and not just see the elements that they teach. Student feedback indicates that 96% (16-18) & 91% (19+) agree “I am making good progress”.

Information and guidance: Subject specialist staff interview all prospective Visual & Performing Arts students to support ‘right student, right course’. Students are informed at an early stage in the interview process of the full range of courses available/different pathways available to them e.g. A Level/Vocational/varying levels. In the parent survey (March 2012), 91% of parents asked agreed that “Parent/carer evenings have been useful”.

6 Assessment and feedback: Self and peer assessment occurs in many lessons, enabling learners to have a

sound understanding of the grading criteria. Written feedback is detailed, and includes a section on further development to achieve higher grades, allowing learner development. Most feedback is detailed and is most is fully cross-referenced to the awarding grading criteria and assessment tasks completed. 95% (16-18) & 93% (19+) of students agreed that “Feedback I get on my assessments is helpful.”

7 Development of skills and independent learning: Specialist rooms are identified for independent learning at the

start of the academic year, where individual/group workshop/practice/rehearsals can take place. Learners are encouraged to practice dance pieces, learn scripts and rehearse music.

C EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT GRADE: 2

1 Expectations and standards set for learners and staff: Leadership & management are good. There are two

established teams across the department who strive to continually review & develop the broad curriculum offer even though the fundamental resources available do, in parts, require improvement. Staff work effectively in curriculum teams and liaise with one another & tutors to discuss & monitor student performance. Team meetings take place for this purpose. Individual target grades are used effectively to raise aspirations and improve performance. There is a need to implement strategies to further improve the effective management of resources to increase efficiency, responsibility and accountability. A key aspect of this relates to addressing the lack of consistency across the department; currently working as two separate areas when there are a range of opportunities to consolidate and work collaboratively. This would be a positive action to support the move to the planned new build in 2014.

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Safeguarding learners: Arrangements for safeguarding all learners are outstanding. The department management team and all staff follow practices to ensure the student community is well supported. All staff and managers have attended compulsory safeguarding and child protection training and update this when required. Health & Safety practices are firmly embedded across all curriculum provision.

2 Effectiveness of strategies to improve teaching and learning: CPD throughout the academic year provided an

opportunity for staff to share good practice across disciplines. In 11-12, the percentage of lessons graded outstanding increased to 60% (+10% compared with 10-11). There were no observed sessions graded satisfactory or inadequate. However, across the department there were only 10 line manager lesson observations carried out which does not match the total amount of staff. This will be an area for improvement in 12-13.

3 Curriculum meeting needs of learners and employers: There are full progression pathways for 16-18 year old

students from Level 2 to Access. In addition to this, there are foundation degrees available to support progression across individual curriculum subjects. Students have the choice of either academic or vocational pathways in all subject areas. BTEC Fashion & Clothing, AS Textiles and AS Dance were all introduced in 11-12 to broaden the curriculum offer and respond to meeting local needs. However, the current model of enrolling students on to a two year Subsidiary/Extended Diploma will be reviewed to ensure learner experience & success in the future.

Using self assessment and user views to improve: Client surveys are used effectively to identify areas for improvement regarding teaching, learning & assessment. All aspects of data are used in discussions with staff (via PMR’s) to support reflection, review & development.

Promotion of equality and diversity and narrowing achievement gaps: Promotion of E&D is embedded in the curriculum design across the department. Curriculum specialist staff are actively involved in the recruitment process to support the narrowing of achievement gaps. All enrichment opportunities support E&D themes.

4 Capacity to improve - key improvements made in 2011-12 include:

* *

AS Success rates have improved by 10%. Sustained & continued improvement across level 3 vocational programmes.

* Lessons graded outstanding has improved by 10% from 50% to 60%.

* Introduction of additional level 3 courses to broaden the curriculum offer and respond to meeting local needs.

History of Self-assessment grades 2009-2010 2010-2011 2011-2012

Outcomes for Learners 1 2 2 Quality of Teaching, Learning and Assessment 1 2 2 Effectiveness of Leadership and Management 1 2 2 Overall Effectiveness 1 2 2

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Self Assessment Report 2011-2012

Title of SAR: SSA 10, 11 & 12 – History, Religious Studies, Social Sciences, Languages, Literature & Culture

SSAs: 10, 11, 12

Grade: 1

Key Strengths:

1 Outstanding success rates across all SSA’s to support the focus on teaching, learning & assessment. (A) 2 Excellent &/or improving high grade achievement in majority of subjects. (A) 3 4

Positive & improving value-added; subjects/levels range from outstanding to satisfactory. (A) Significant growth across the A-level provision (285 increase on enrolment numbers from 10-11 to 11-12) supported by the introduction of additional subjects (Religious Studies, Classical Civilisation, French & Spanish). (A)

5 Continued outstanding teaching & learning grade profile; 100% of lessons observed graded good or better with 52% graded outstanding. (B)

6 Leadership & Management are effective regarding maintaining outstanding OfL and TLA, supported by an embedded culture of staff efficiency, responsibility and accountability. (C)

Key Areas for Improvement:

1 Improve success rates of AS Classical Civilisation (currently 74%) & AS Government (currently 78%) to 85%. (A) 2 Address success rate differential in SSA11 re. those who declared a learning difficulty/disability (12% below) and

those in receipt of ALS (23% below). (A) 3 Improvement required regarding high grade achievement which is below 30%; AS Religious Studies, AS

Geography, A2 English Language, AS English Literature, AS French. (A)

SCOPE OF PROVISION:

Learner numbers, range of courses and progression routes: There were 484 enrolments in SSA10 (296 of these in Access), 348 in SSA11 and 550 in SSA12 (23 of these GCSE). 1382 enrolments overall. In 11-12, there were a total of 11 subjects offered across the sixth forms; Religious Studies, Classical Civilisation, French & Spanish were all new to the offer. There were a range of part-time day and evening Access courses offered at Shiney Row campus.

Employer Responsive provision: There is no Employer provision across these SSA’s.

E&D cohort characteristics: Across the SSA’s, there is a significant imbalance regarding gender, ethnicity & learning difficulty/disability. Gender: SSA10; 23% of enrolments were male (109) with 77% female (375). SSA11; 36% of enrolments were male (126) with 64% female (222). SSA12; 26% of enrolments were male (145) with 74% female (405). Ethnicity: SSA10; 95% white British with 5% other ethnicity, SSA11; 97% white British with 3% other ethnicity, SSA12; 97% white British with 3% other ethnicity. Learning Difficulty/Disability: 7% of enrolments in each of the three SSA’s declared a learning difficulty/disability.

A OUTCOMES FOR LEARNERS GRADE: 1

Overall Success Rates

Age and Course Level/Type Starts 2011-12 2009-10 2010-11 2011-12 Nat Avge

16-18 Long Level E/1

16-18 Long Level 2 13 100% 82% 92% 82% 16-18 AS * (compared to VI form NA) 740 86% 90% 89% 85% 16-18 A2 * (compared to VI form NA) 322 98% 98% 97% 96% 16-18 Long Level 3 (non A Level) 1 85% 100% ?

16-18 Short and Very Short (all levels)

19+ Long Level E/1

19+ Long Level 2 10 94% 88% 70% 80%

19+ Long Level 3 261 85% 89% 85%

19+ Short and Very Short (all levels) 33 88% ?

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1 Learner achievement, high grades and value added: The tables above identify outstanding success rates in all

SSA’s. Overall, all SSA’s are above National average: SSA10 (A-level) is 92% (3% above SFC Nat avg), SSA10 (Access) is 89% (4% above GFE Nat avg), SSA11 is 89% (5% above SFC Nat avg), SSA12 (A-level) is 92% (1% above SFC Nat avg) & SSA12 (GCSE) is 83% (at GFE Nat avg). The table above shows there has been significant improvement (three year trend) in SSA10 with all age/level/type above National average. Overall, SSA11 are all above National average. SSA12 shows excellent success rates in all except 19+ long Level 2 which has declined by 18% and is 10% below National average, even though 16-18 long Level 2 has improved by 42%. Table 2 shows that at SSA level, success rates are excellent and improving. All SSA’s are at or above Nat avg. High grade achievement is improving across the majority of AS subjects (71% of those subjects offered in 10-11). At subject level, all alps scores range from outstanding to satisfactory. All subjects/level have either improved or remained the same, except for A2 Sociology which has declined from 3 (excellent) to 6 (satisfactory) and AS English Literature which has declined from 2 (outstanding) to 6 (satisfactory).

Narrowing of achievement gaps: Although there is a gender imbalance across all SSA’s, it is recognised that these subjects attract females, however, learners are not disadvantaged. Females account for 77% in SSA10, 64% in SSA11 & 74% in SSA12, there is minimal difference in success rates between male & female learners; highest differential is 3% in SSA10. Success rates range from 89% to 92% for white British learners and 89% to 100% for those of other ethnicity. For those who declared a learning difficulty/disability, there is minimal difference in SSA10 (1%) & 12 (6%), however, in SSA11 success rate for those the difference is 12% (78% - those who declared compared with 90% for those who did not).

Impact of ALS: Although minimal, ALS is in place to provide individual and group support across the A-level provision. The impact upon success rates is evident across all SSA10 & 12 as the success rates are within 1% -3%. However, in SSA11 the success rate for those in receipt of ALS is significantly lower than those not; 67% compared with 90%. A note to make is that there were only 15 students in receipt of ALS across this SSA.

2 Achievement of personal, social and employability skills: There are a selection of external visits arranged

across the curriculum to enrich the learner experience and provide experiential learning. These include a residential geography field trip to the Lake District, MFL related trip to Paris and a range of subject specific university visits. In addition to this, there are a range of activities available to students via tutorial & enrichment; Duke of Edinburgh award, admissions & finance talks from local universities, ECM & Equality & Diversity focused tutorial sessions & travelling roadshows.

Progression to higher level qualifications and employment: Internal progression from AS to A2 ranges from 48% re. English Lang/Lit combined to 76% for English Literature. Overall, this is 59%. However, a valid point to make is that many students across these SSA’s ‘drop’ a subject when they progress from AS to A2 which has a negative impact on figures.

B QUALITY OF TEACHING, LEARNING AND ASSESSMENT GRADE: 1

SSA10

Lesson Observations Year No of Obs % Grade 1 % Grade 2 % Grade 3 % Grade 4

2009-10 4 1 (25%) 3 (75%) 0 0 2010-11 5 3 (60%) 2 (40%) 0 0 2011-12 12 6 (50%) 6 (50%) 0 0

11-12: 100% graded good or better with 50% outstanding. (This is 11% & 29% above PRDG respectively).

SSA10 Success Rates

Age and Course Level/Type Starts 2011-12 2009-10 2010-11 2011-12 Nat Avge

16-18 AS * (compared to VI form NA) 142 77% 85% 89% 87%

16-18 A2 * (compared to VI form NA) 46 98% 98% 100% 97%

16-18 Long Level 3 (non A Level) 1 85% 100%

19+ Long Level 3 260 85% 85% 89% 85%

SSA11 Success Rates

Age and Course Level/Type Starts 2011-12 2009-10 2010-11 2011-12 Nat Avge

16-18 AS * (compared to VI form NA) 238 87% 87% 86% 79%

16-18 A2 * (compared to VI form NA) 109 100% 100% 97% 95%

SSA12 Success Rates

Age and Course Level/Type Starts 2011-12 2009-10 2010-11 2011-12 Nat Avge

16-18 Long Level 2 13 100% 50% 92% 82%

16-18 AS * (compared to VI form NA) 360 90% 95% 91% 88%

16-18 A2 * (compared to VI form NA) 167 94% 96% 95% 96%

19+ Long Level 2 10 94% 88% 70% 80%

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SSA11 Lesson Observations Year No of Obs % Grade 1 % Grade 2 % Grade 3 % Grade 4

2009-10 5 1 (20%) 4 (80%) 0 0 2010-11 4 3 (75%) 1 (25%) 0 0 2011-12 4 2 (50%) 2 (50%) 0 0

11-12: 100% graded good or better with 50% outstanding. (This is the same as & 50% above PRDG respectively). SSA12

Lesson Observations Year No of Obs % Grade 1 % Grade 2 % Grade 3 % Grade 4

2009-10 10 4 (40%) 5 (50%) 1 (10%) 0 2010-11 9 4 (44%) 5 (56%) 0 0 2011-12 7 4 (57%) 3 (43%) 0 0

11-12: 100% graded good or better with 57% outstanding. (This is 12% & 37% above PRDG respectively). 1 Lesson observations: Overall: 100% of (23) lessons observed were graded good or better, with (12) 52% graded

outstanding across the SSA’s. At SSA level all were above (or at 100%) re. the North East Peer Review & Development Group. The tables show a continuing trend to support positive outcomes regarding teaching, learning & assessment with no lessons graded satisfactory or inadequate over the last two years. The impact of this is evident in improvements in value-added Alps grades (all between 2 & 6).

2 Strengths and areas for improvement in teaching and learning: Lecturers use varied teaching styles to

support a differentiated approach to meet individual learners’ needs and establish high expectations. Written feedback taken from lesson observations highlights a variety of teaching techniques including accelerated learning, collaborative learning: “All learning styles were catered for from the music on entry, visual use of IWB, auditory with reading and summarising and researching information, tactile in creating the human body outline and working with other resources”. “VAK resources included cards, spider diagram, powerpoint ‘youtube’ clip (set the scene re. context, the period, dramatic Russian music, narration, etc.)”. Student feedback identifies 87% (SSA10) quartile C, 92% (SSA11) quartile A & 89% (SSA12) of students agree that Teaching & Learning is good (On programme, Nov ’11). These SSA’s perform well against Nat avg for 16-18 learners. Although in the minority, areas for further improvement include sharing & revisiting learning aims and outcomes throughout the sessions and targeted questioning to ensure all learners are engaged, stretched and making measurable progress.

3

Staff expertise to plan, deliver and support: There is excellence in subject specialist knowledge and the use of this in structuring inspiring sessions, mapped successfully against the learning framework, often featuring TEEP themes with a strong emphasis on stretch & challenge. Many staff demonstrate flexibility and versatility in their knowledge, understanding and ability to teach more than one subject. A number of staff have completed TEEP training. There is a TLC and the TLC co-ordinator who deliver across these SSA’s to support sharing of good practice with colleagues via CPD day, B meetings and informally in staff rooms. A number of staff actively participate in exam board marking; this is invaluable regarding improving high grade achievement.

Promoting E&D: Issues of equality and diversity are addressed through the curriculum – class, gender and ethnicity. Safeguarding procedures are robust; all staff have completed Disability Equality Duty and safeguarding training. Lesson observations show that E&D is considered within the classroom with some very positive examples including a range of resources used to cater for different learning styles, materials free from bias and balanced in respect of gender. Majority of lesson observations incorporate E&D.

4 Setting high expectations and motivating learners to make progress: All students are provided with a target

grade which is aspirational regarding their progress whilst at college. Differentiation is considered when planning to cater for all learners with differing levels of stretch & challenge embedded. All staff encourage and motivate students to become autonomous learners; the use of peer and self-assessment is widely used to support this using awarding body specifications to familiarise students with exam criteria.

Attendance: Attendance is good across the SSA’s; SSA10 – 86% (inc. Access), SSA11 – 91%, SSA12 – 88% (inc. GCSE English)

Learning outside classroom: Independent study is identified weekly on all schemes of work, often directing students to specific textbooks or the VLE. Class texts are available for independent study and students also have access to some excellent Moodle sites which incorporate interactive quizzes, RSS feeds and a wide range of resources. The wider experience is also used to support learning outside of the classroom with external visits including the Blencathra Geography field trip and various university visits.

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5 Initial assessment, monitoring of progress and support: Entry requirements are in place and support a ‘right student, right course’ approach. All students complete a key piece of written work in the first two weeks to identify suitability to their chosen subjects and are given the opportunity to transfer. Effective communication between lecturers and tutors supports progress and success. Student progress is monitored & recorded at regular intervals using a range of electronic systems to review individual learner progress and identify intervention strategies. Progression to HE is excellent across all SSAs.

Information and guidance: During interviews and enrolment, staff provide subject specific information & guidance to every student to assist with making informed decisions regarding their chosen programme of study. Progression to HE & employment are openly discussed at subject level to support positive choices and future aspirations.

6 Assessment and feedback: Throughout 11-12 the key focus of CPD and embedded coaching has been on

‘assessment for learning’ and ’stretch & challenge’. There has been significant improvement from 10-11 regarding Tests & Assessments, evidenced by student feedback (On programme, Nov ’11); SSA10 - 92% (+14%), SSA11 - 96% (+1%) & SSA12 - 93% (+2%) which supports the CPD focus of using feedback proformas. Teams have worked collaboratively to develop and share (formally & informally) a variety of written feedback proformas to support improvement. A combination of self-assessment & peer assessment maintains student involvement regarding assessment for learning. 91% (SSA10), 95% (SSA11) & 91% (SSA12) of students agree the “feedback I get on my assessments is helpful”. An audit of standardisation processes carried out July ’12 identified History & English as outstanding.

7 Development of skills and independent learning: Across the SSA’s students are encouraged to develop

independent learning and study skills to support higher level learning. These include research, referencing, analysis, synthesis & evaluation, the ability to debate and master complex ideas, problem solve and present then argue a case. Staff support students in developing important personal qualities including effective time management, communication skills and working collaboratively. GCSE English now have a Moodle site for student access when off-site.

C EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT GRADE: 1

1 Expectations and standards set for learners and staff: Effectiveness of leadership & management is

outstanding. There is an embedded culture of staff efficiency, responsibility & accountability. Realistic, measurable targets are discussed, agreed & reviewed during PMR’s and mid-year reviews to promote high expectations regarding performance of outcomes for learners and quality of teaching, learning & assessment. Effective communication via a range of mediums and sharing of good practice underpins positive outcomes. All aspects of staff and student performance are measured throughout the academic year with a focus on continuous review, development & improvement that involves all staff.

Safeguarding learners: Safeguarding procedures are robust; all staff have completed safeguarding training and regular refresher courses to support this.

2 Effectiveness of strategies to improve teaching and learning: Across the SSA’s, all lessons were graded good

or better in the past two years. The quality of teaching, learning & assessment has been a focus during 11-12; sharing resources and good practice on ‘assessment for learning’ and ‘stretch & challenge’. All staff attend monthly B meetings, CPD and embedded coaching events. Knowledge & understanding gained from attendance at awarding body CPD events and exam marking for awarding bodies is disseminated to cross-college teams.

3 Curriculum meeting needs of learners and employers: The curriculum offer was broadened in 11-12 to include Religious Studies, Classical Civilisation, French & Spanish. These additional courses support choice for student progression from GCSE to A-level as well as demonstrating a proactive approach in preparation for the introduction of the English Baccalaureate re. MFL. The Access programmes offer an alternative route into Higher Education for non-traditional adult learners and GCSE English provides students with the chance to acquire this essential qualification to support future study and employment.

Using self assessment and user views to improve: All aspects of self assessment and curriculum review are shared with cross-college teams to continually review & develop the curriculum. Feedback from students (course committee meetings & on-programme surveys) is used to identify strengths to share & areas for improvement to prioritise.

Promotion of equality and diversity and narrowing achievement gaps: There is an imbalance regarding gender (77% females) due to the nature of the curriculum offer. However, E&D is promoted across all SSA’s; embedded in choice of topics/units, planning, resources, additional learning support.

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4 Capacity to improve - key improvements made in 2011-12 include:

* Significant improvements in a range of AS/A2 subjects regarding success rates (AS/A2 History, AS Geography, A2 English Language, AS English Lang/Lit)

* Broadened curriculum offer to support growth across the SSA’s and provide choice for students.

* Improvement in student on-programme feedback; SSA10, 11 & 12 regarding teaching & learning and tests & assessments.

History of Self-assessment grades 2009-2010 (SSA10)

2009-2010 (SSA11)

2009-2010 (SSA12)

2010-2011 2011-2012

Outcomes for Learners 2 2 2 1 1 Quality of Teaching, Learning and Assessment 2 1 2 1 1 Effectiveness of Leadership and Management 2 1 2 1 1 Overall Effectiveness 2 2 2 1 1

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Self Assessment Report 2011-2012

Title of SAR: SSA13 - Education & Training SSA: 13 Grade: 1

Key Strengths:

1 Continued outstanding success rates on TAQA programmes at 100%. 2 15% improvement for success rates on PTLLS programmes. 3 8% improvement for success rates on L2 Supporting Teaching and Learning in Schools. 4 Outstanding success rates for L3 Supporting Teaching and Learning in Schools. 5 Very good quality of feedback within assessed coursework. 6 100% Good or better teaching during observed sessions. 7 Effective curriculum leadership demonstrate by improvements in success data.

Key Areas for Improvement:

1 Variations in SR data for Education programmes. 2 Improve success rate for fast track Certificate in Teaching and Learning in the Lifelong Learning Sector (CTLLS).

SCOPE OF PROVISION:

Learner numbers, range of courses and progression routes: There were 285 enrolments in SSA13 in 2011-12. Education courses provide professional development opportunities for individuals interested in a career in either a teaching or adult learning support role. The curriculum offer within this SSA is from L2 to HE level programmes with clear progression routes to well-established HE professional practice programmes. Level 2 Supporting Teaching and Learning in Schools STLS programmes were offered at the Shiney Row Campus in a range of delivery modes. Level 3 STLS courses are offered as a progression route for level 2 learners and to meet the changing needs of local employers and the local authority, provision includes Training and Quality Assurance qualifications. Employer Responsive provision: Provision of PTLLS programmes has declined due to changes in funding and the end of the RISE initiative. The college works closely with local partners in order to ensure that local economic and social needs are addressed, but again this has declined with the closure of the Bridge centre E&D cohort characteristics: 81% of learners are female; 19% Male. 97% of learners identified themselves as White British. 5% of learners identify themselves as having a difficulty or disability.

A OUTCOMES FOR LEARNERS GRADE: 1

1 Learner achievement, high grades and value added: This year has seen very strong improvement in the success rates of several programmes; overall success rates for the SSA are up 6%. For those programmes with a benchmark now standing at 3% above the benchmark at 89%, this is a 4% improvement on last year. STLS Level 2 – success rate increase of 8% in the academic year to 86%, retention improved by 8% and achievement remains outstanding at 98%. STLS Level 3 – success rates of 98%, a 10% improvement in the academic year and 7% above BM. Retention improved by 7% at 96% (4% +BM). Achievement is now 100% a 3% improvement in the academic year and 4% above BM. PTLLS – success rates have improved markedly in the academic year from 78% to 93%. CTLLS – success rates have fallen in the academic year to 78% (from 86%), however this remains in line with national average. In the main this fall is attributable to a fall in retention. TAQA – success rates at 100%.

Success Rates

Age and Course Level/Type Starts 2011-12 2009-10 2010-11 2011-12 Nat Avge

16-18 Long Level E/1 16-18 Long Level 2 16-18 AS * (compared to VI form NA) 16-18 A2 * (compared to VI form NA) 16-18 Long Level 3 (non A Level) 16-18 Short and Very Short (all levels) 19+ Long Level E/1 19+ Long Level 2 59 80 78 86.4 86.4 19+ Long Level 3 74 83.2 86.5 91.9 82.4 19+ Short and Very Short (all levels) 19+ Employer Responsive All levels 114 Leavers 75 - 95.6 83.4

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Narrowing of achievement gaps: Some limited progress has been made to narrow the achievement gap between students undertaking the CTLLS programme over a full year and students taking the fast track option, the full year programme is 6% above benchmark and the fast track 1% below, a 7% gap this demonstrates a small improvement of 2% on last year’s variation. There is a 1% variation in success rates between males and females this variation has reduced by 1% in the academic year. There has been an increased variation in success rates between Whites and non-White learners – this however is based on very few (n=2) non-white learners. Achievement gaps unfortunately have widened between those learners who identified a disability/difficulty and those who did not, 71% compared with 90%. However, number were very small (n=7) and therefore this data cannot be used as a reliable representation of provision within the area.

Impact of ALS: ALS is not widely access by learners declaring a disability or learning need, Only 3 learners accessed this support in 2011-12, of those 2 passed their programme.

2 Achievement of personal, social and employability skills: All programmes are part time and are tailored to meet the required skills for the sector. The programmes in this SSA require a work placement in order to gain a licence to practice. Tutorial programme is delivered and embedded within the curriculum. Mentors, within placement, receive guidance and direction from the department to ensure that learners are able to make sufficient progress and meet the competency requirements from the various awarding bodies.

Progression to higher level qualifications and employment: All students in this SSA are part-time adults with the vast majority in work, progression from L2 to L3 and L3 to L4 is very good.

B QUALITY OF TEACHING, LEARNING AND ASSESSMENT GRADE: 1

Lesson Observations Year No of Obs % Grade 1 % Grade 2 % Grade 3 % Grade 4

2009-10 2010-11 2 50 50 2011-12 5 60 40

1 Lesson observations: 60% of observed sessions in this SSA were graded as outstanding, This is a 10% improvement in the academic year. No observed session were graded as 3 or 4, this is a 2 year trend.

2 Strengths and areas for improvement in teaching and learning: Teaching and learning and support for learners are outstanding. Learners benefit from a good quality learning experience within this SSA. In the best lessons, the learning cycle is used effectively to develop learner-centred strategies which engage and challenge at an individual level. Questioning and assessment for learning are well developed within sessions and the quality of feedback in written coursework is comprehensive and learners are guided well with specific improvement advice. Again, in the best lessons, differentiation by variety of activity, level of challenge and availability of student choice is a strong feature. The quality of teaching and learning, as well as the level of differentiated support was confirmed during the EV visit from City & Guilds. Teaching & Learning was rated 10 points above benchmark in the November on programme QDP survey.

3

Staff expertise to plan, deliver and support: Staffing is diverse, with full time, part time and additional input from agency-based colleagues, staff are well qualified and SSA13 has a strong curriculum team that includes Teaching and Learning Coaches, staff trained to TEEP level 1, staff active in research projects several staff either post graduate qualified or working towards post graduate qualifications. This has proved effective in further developing the high standards of classroom practice, especially in the practical approaches used in the teaching of theory-rich sessions. Students have responded very positively to the quality of their learning experience. The on- course QDP survey confirms this, with the section relating to teaching/learning and assessment demonstrating significantly above BM scores.

Promoting E&D: Learners have access to a range of resources that meet their learning needs. Teachers positively promote E&D within lessons, all staff within the department have completed Equality and Diversity training in 2011/12.

4 Setting high expectations and motivating learners to make progress: Learners are given individual targets; these are used effectively with learners to promote high expectations, academic tutorials are used to report and track learner progress. In many lessons responsibility and ownership of learning is awarded to learners with a positive impact on levels of engagement.

Attendance: 87.5%.

Learning outside classroom: All courses have effective and well-used VLE sites which provide learners with flexible access to course information and resources. Vocation placement also enhances learner experience and allows learners to link theory with practice.

5 Initial assessment, monitoring of progress and support: Students undertake initial assessment using target skills, this works very effectively in assessing students skills gaps. The November on programme QDP survey for SSA13 the “Support I Receive” section was 9 points above benchmark. All groups have a course committee and feedback has been very positive in particular support from staff was highly praised by every group.

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Information and guidance: All learners within this SSA are interviewed by subject specialists; this has partly led to the increases in success rates over the last three years. Progression rates have also increased for internal provision due to advice and guidance sessions led by IAG staff and the departmental team.

6 Assessment and feedback: Marking and dialogue between staff and vocational learners are consistently of a

high standard. Learners generally receive detailed feedback about their work, with encouraging comments; all learners understand how to improve their work and are consistently supported in doing so. Teachers use assessment for learning strategies effectively to check understanding, provide stretch and challenge, prepare them well for the next step and agree milestone targets with learners. The level and detail of feedback was positively commented on by all external awarding body visits in the academic year.

7 Development of skills and independent learning: The November on programme QDP survey for SSA13 rated

independent learning very highly, evidence from QDP survey “Helped to develop my own ideas and work on my own” was 15 points above benchmark. Independent study is embedded within the SSA.

C EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT GRADE: 1

1 Expectations and standards set for learners and staff: Strong leadership and management have contributed

significantly to the improvement in success data. Clear roles and responsibilities give direction through strategic objectives, targets and values that are understood by members of the team, resulting in effective course management and monitoring of individual learner progress. Within the area staff communicate progression and developmental targets which are reviewed regularly. This raises aspirations, confidence and progression within the department. The Curriculum Leader ensure demanding targets are met and there are clear systems for measuring progress against targets and planning improvements throughout the academic year. Evidence of this has resulted in continued improvements in success rates, retention, achievement, progression and the quality of provision in this area.

Safeguarding learners: Good evidence of safeguarding within the environment; learners are able to confidently discuss the potential risks when using the internet and college procedures are in place to significantly reduce this risk.

2 Effectiveness of strategies to improve teaching and learning: Teaching and Learning Coaches work within this SSA and support new staff to implement teaching and learning strategies. Regular team meetings enable the sharing of good practice. All staff receive regular CPD relating and 2 members of the team have received further TEEP training. Agency staff are supported by experienced staff and this has had a positive impact as all lesson observations were graded good or better.

3 Curriculum meeting needs of learners and employers: Courses within the SSA are structured to enable learners to progress from level 2 to level 3, HE or employment. All students access vocational placement to enhance their application of theory to practice and gain valuable skills necessary for employment. Learners have access to a wide range work placement opportunities, accessing a wide range of clients. Feedback from employers is excellent and a number of learners are directly offered employment as a result of their placement. Students have opportunities to liaise with supply agencies who can assist them in gaining employment on completion of their programme.

Using self assessment and user views to improve: It was noted in course committees that class discussion helped the students to contextualise practice and that the material covered had good links to practical placements.

Promotion of equality and diversity and narrowing achievement gaps: Proactive promotion of E&D within the department is embedded within recruitment, lessons, support and enrichment opportunities.

4 Capacity to improve - key improvements made in 2011-12 include:

* 8% improvement for success rates on L2 Supporting Teaching and Learning in Schools.

* 15% improvement for success rates on PTLLS programmes.

* Outstanding success rates for L3 Supporting Teaching and Learning in Schools.

History of Self-assessment grades 2009-2010 2010-2011 2011-2012

Outcomes for Learners 2 2 1 Quality of Teaching, Learning and Assessment 2 2 1 Effectiveness of Leadership and Management 2 2 1 Overall Effectiveness 2 2 1

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Self Assessment Report 2011-2012

Title of SAR: SSA14 - Preparation for Life and Work SSAs: 14 Grade: 1

Key Strengths:

1 Excellent success, achievement and retention rates exceeding national averages, and with significant student numbers.

2 There is highly effective teaching and learning 3 An innovative, curriculum, with strong emphasis on developing skills for employment and progression, which is

flexible and adapts to meet the needs of the learners, as well as to meet college and national priorities 4 Successful leadership and management that has implemented strategies that have driven up success rates 5 A robust initial assessment process which leads and informs the ILP which in turn drives personalised learning.

Key Areas for Improvement:

1 Improve numeracy level 2 success rates 2 Successfully manage the new department structure and align the curriculum teams across 16-18 and 19+ 3 Identify ‘alternative’ English and maths qualifications and work up viable curriculum delivery models across the

department 4 Evaluate 2012/13 16-19 delivery of functional skills qualifications across all centres and plan for the curriculum

delivery model for new study programme for 2013/14 5 Further develop higher order thinking skills within teaching and learning 6 Within Supported Learning, to improve attendance rates 7 To develop the ILP and Support Plans available within Pro-Monitor 8 Further develop the teaching resource bases available within the Department for all curriculum areas

SCOPE OF PROVISION:

Learner numbers, range of courses and progression routes: Overall there were 13633 Learner Responsive enrolments across all centres within Sunderland College. The enrolments consisted of 8844 16-18 year olds and 4789 for 19+ learners. As well as the 16-18 provision within the Sixth Forms and Vocational Centres, this report covers the basic education projects Test the City (TTC), Maths and English Solutions (MES), Maths and English classes. This year five cohorts of a new maths and English pre-employment programme were delivered. Students progress within the projects, either up the levels of one subject or across to the other, English and maths are often the starting point for adults re-entering further and higher education. This report also includes the Foundation Learning Programme delivered by the Department of Supported Learning. Learning is accredited within a range of curriculum areas including; Functional skills Maths, English and ICT, Personal and Social Development, Employability and Workskills, Retail, Hospitality and Catering, ICT, Looking after Children, Recycling, Art, Citizenship and Alternative and Augmented Communication. There are 5 different levels of programme available including Entry Level 1, 2 and 3, Level 1 and Level 2. Progression routes within the Foundation Learning Programme are well defined and students are able to progress from an Award to a Certificate and then Diploma level of most qualifications at the same level or qualifications at a higher level. Students are also able to progress to a course within another Department in college at Level 1 or Level 2, to an Apprenticeship, paid or voluntary employment. Employer Responsive provision: There were 1990 Employer Responsive enrolments in this area for 2011-12. The learners work in a variety of roles including call centre workers, health care assistants, and factory assistants. E&D cohort characteristics: The cohort consists of virtually equal numbers of male (6074) to female learners (6107). 94% of the cohort is white British and 19% have declared a disability or learning difficultly. The recruitment methods used by Test the City attract learners from a wide range of diverse communities, age groups and ability levels. Courses are designed for learners of all ages, ethnic origins and across genders. Proachieve data shows that a diverse range of ethnic origins are enrolled on basic education project qualifications. The students within the Foundation Learning Programme have very diverse needs. 86% have a recognised learning difficulty: 15% of students have severe learning difficulties and 31% have moderate learning difficulties. A further 25% of students are recognised as having communication difficulties, 15% have emotional and behavioural difficulties. 8% of students have a physical disability, 6% have a hearing impairment and 2% a visual impairment. 32% have medical conditions that may impact on their ability to attend college. Prior to attending college, a high proportion of the 16-18 year old students have had a disrupted education due to bullying, family relocation or personal and social circumstances. A growing number of 16-18 year old students are in care or leaving care and increasing numbers of students over the age of 19 are living in group homes or moving from the family home into their own supported accommodation.

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A OUTCOMES FOR LEARNERS GRADE: 1

1 Learner achievement, high grades and value added: The qualifications table summary shows outstanding

success rates of 91%, 5% above benchmark, for learners across all ages. Employer Responsive success rate remains consistently high with an outstanding success rate of 95%. Particularly successful are 16-18 long and short courses both significantly above national average and showing a 3 trend year improvement trend. The 16-18 course type with the largest number of learners (6513) is short and very short which has a success rate of 91%. The 19+ course type with the largest number of learners (3738) is 19+ short and very short which has a success rate of 91%. All age group and level of course are above or on national average. 19+ long level 2 remains a target for further improvement. An important area for improvement includes Adult Numeracy Level 2 success rates. Within Foundation Learning, an analysis of added value indicators demonstrates that students are making at least the progress expected of them with significant numbers exceeding expectations. In order to be able to measure the added value of different elements within the Foundation Learning Programme, the use of an assessment tool, “The SOUL Record”, has been piloted with 8 students. Results indicate that all students improved their confidence and their ability to make informed choices, and were more aware of their own skills in relation to employment and employment opportunities available to them.

Narrowing of achievement gaps: There are no significant differentials in the success rates for all the characteristic groups of equality and diversity. All have high retention and achievement rates. Due to the increasing complexity of the students within Foundation Learning, it is necessary to continually review the skills and expertise of the staffing base as well as ensuring there is flexibility within the Foundation Learning Programme. 6 Job Coaches now support students while on work placement, and this has reduced the number of students failing to successfully complete their placement. Also, 3 Speech and Language Therapists now work alongside teaching staff delivering the Communications Programme. As a result of this, 6 students achieved the City and Guilds Augmented and Alternative Communications Certificate. This was considered to be a fantastic achievement as all of these students have complex learning and communications difficulties. Sunderland College is the first General FE College to deliver this very specialised qualification. Impact of ALS: There are no significant differences in the high success rates for learners receiving ALS support at 92% when compared to those not requiring ALS support at 91%. Within the Foundation Learning Programme, ALS funding is used to provide support from Speech and Language Therapists to assess and work alongside appropriately trained and experienced teaching staff to support students to develop alternative and augmented communication strategies in order to become more independent and to develop appropriate skills for life and work (100% of the learners on the Communications Programme significantly improved their communication skills – SALT assessment and communication passports and 6 achieved a specialist AAC qualification). Learning Mentors and Care Staff support students during lunch and break time to enable them to access all college facilities and to take part in enrichment activities and educational visits. ALS funding is also used to provide specially adapted ICT hardware and specialist software packages to ensure all students are able to access the curriculum and to achieve. 6 Job Coaches have been trained to use Systematic Instruction Techniques in order to support students with poor communication skills and severe learning difficulties in work placement and, as a result, 9 students on the Communications Programme successfully completed a work placement. ALS funding was also used to enable the Job Coaches to carry out Community Awareness Training with 14 students so that they were able to use public transport safely and without support to travel from home to their work placement. Due to the targeted and effective range of additional learning support available within the SSA there are no identifiable achievement gaps.

Success Rates (%)

Age and Course Level/Type Starts 2011-12 2009-10 2010-11 2011-12 Nat Avge

16-18 Long Level E/1 1209 75 84 86 81

16-18 Long Level 2 746 49 86 94 79

16-18 AS * (compared to VI form NA) n/a

16-18 A2 * (compared to VI form NA) n/a

16-18 Long Level 3 (non A Level) 86 79 97 95 67

16-18 Short and Very Short (all levels) 6073 84 85 91 86

19+ Long Level E/1 198 85 72 97 79

19+ Long Level 2 78 63 71 82 72

19+ Long Level 3 n/a

19+ Short and Very Short (all levels) 3791 95 93 92 85

Employer responsive (all ages, all levels) 1732 99 97 98 n/a

Age and Course Level/Type Starts 2011-12 2009-10 2010-11 2011-12 Nat Avg (LRPR 10-11)

Key Skills / Functional Skills Level 1 1286 80 82 85 60

Key Skills / Functional Skills Level 1 57 85 81 86 54

Key Skills / Functional Skills Level 1 109 89 94 98 77

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2 Achievement of personal, social and employability skills: The English and Maths provision develops the whole person, building confidence particularly for those learners who have been unsuccessful at English and mathematics at school. Students participating in the English and Maths pre-employment class attend a 2 day course for 6 weeks with the aim of completing maths and English at entry level 3 plus an introduction to college course. This is often the first course they have attended at college and aims to enhance personal, social and employability skills. The Foundation Learning Programme is designed to promote the economic well-being of learners by including appropriate opportunities for students to develop their personal and social skills, improve self-confidence, to participate in enterprise activities, to work as part of a team and to provide access to high quality, real work experience. As a result, all learners are prepared for effective participation in the workplace and in the community and are making positive contributions. A detailed individualised learning plan is used to identify each student’s strengths and to set targets for achievement of appropriate personal, social and employability skills. Students access a range of learning and enrichment activities including Football, Bowling and Zumba, all designed to develop personal and social skills and 60 students completed a non-accredited Active Citizenship Programme. Sunderland College is one of only 2 Further Education Colleges in the Country to employ Job Coaches. The 6 Job Coaches Work alongside the students in the Work Skills sessions in order to ensure they are fully prepared before starting their work placement. They also liaise with the employers and support the students while in placement. 153 students completed a work experience of between 60 and 360 hours duration in 2011-12. 98 students completed a work placement with a local employer and 55 completed an internal work placement. Feedback received from students and the employers is very positive.

Progression to higher level qualifications and employment: For the Maths and English pre-employment programme, in the 5 cohorts in 2011/12, 100% progressed to an alternative vocational pre-employment programme at the College. Progression destinations are recorded on assessment boards but are not yet available for analysis, anecdotal information indicates that large numbers of students progress to access courses or HE. 100% of returning Foundation Learning students progress to an individualised Foundation Learning Programme with some elements at the next level. Where it is necessary for a student to consolidate the development of their skills and knowledge at the same level they have previously achieved at, the qualifications available provide for this lateral progression eg. From Award to Certificate and then Diploma. 35 students completing the first year of the Foundation Learning Programme in 2011-12 progressed to the second year Foundation Learning Programme in September 2012. 24 students will continue on the Foundation Learning Programme at Entry Level 3 and 11 students have progressed to the Level 1 Steps to an Apprenticeship course within the Foundation Learning Programme. 60 students over the age of 19 progressed to a higher level, (Entry 3 or Level 1), Steps to an Internship or Steps to Employment course in September 2012. 6 students completed their course in July 2012 and progressed into some form of paid employment, 4 students enrolled onto further training courses with a training provider of at another Further Education College. 3 students accessed level 1 vocational courses.

B QUALITY OF TEACHING, LEARNING AND ASSESSMENT GRADE: 1

Lesson Observations Year No of Obs % Grade 1 % Grade 2 % Grade 3 % Grade 4

Internal inspection employer engagement

2009-10 2 50 50

Line manager 2009-10 25 40 60 OFSTED inspection 2009-10 5 60 20 20 Line manager 2010-11 17 47 53 Line manager 2011-12 34 21 71 9 Internal inspection 2011-12 62 24 60 15 2

1 Lesson observations: Teaching and learning is outstanding with a high grade profile of 75% of lessons graded good or better. The department took part in two internal inspections during 2011/12 with 83% of lessons graded as good or better. 80% (5) of the TTC lessons, and 50% (6) of the Foundation Learning Programme were graded as one, outstanding. This is well above the NE peer review group average of 81% and an improvement on both 2010/11 and 2009/10. Teaching and Learning coaches supported both members of staff graded 3 or below, and when re-observed both were graded at Good (Grade 2). 97% of learners in the workplace agree that the teaching on my course is good and the teachers know their subject well.

2 Strengths and areas for improvement in teaching and learning: Well qualified, experienced and motivated teaching staff provide students with appropriate learning opportunities. All sessions are planned to meet the needs of individual students and staff plan and use a range of appropriate support strategies to ensure equality of opportunity. Students enjoy their learning and are making at least the progress expected of them. All students are aware of their learning targets and what they need to do to achieve them. There needs to be further development of resource bases for all curriculum areas to ensure effective use of all resources available by all staff Teaching and learning methods are very effective and teachers use a range of differentiated and active learning activities within the classroom and the workplace. Extension work is available to challenge and stretch all abilities and pace. Observations showed that lessons are well planned and teachers take into account learner’s needs whilst planning differentiated activities using a range of contextualised resources. Learning environments are safe and supportive and learners receive good support during lessons, both in a group and on a 1:1 basis if required.

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3

Staff expertise to plan, deliver and support: For Maths and English programmes, all full time teaching staff have at least one subject specialism in Literacy / Numeracy at level 7 plus a teaching qualification. One member of the team has successfully applied to be one of the new coaches for support staff and there is a strong commitment to CPD throughout the team. Currently 4 members of staff are completing a degree and one has nearly finished a Masters in pedagogy. Learner surveys for 2011-12 indicate that students are happy with the support they receive. Adult learners’ survey scores continue to have very high levels of satisfaction scores, above national benchmarks. 16-18 learners have a 75% rating score regarding support, 7% improvement on the previous year and 4% above external benchmarks. All of the staff working within Foundation Learning are well qualified and experienced in order to plan and deliver high quality learning opportunities for all of the students on the Foundation Learning Programme. All teaching staff have an appropriate teaching qualification. 4 teaching staff have a Level 4 of 5 Subject Specialist Literacy qualification and 3 staff have the Level 3 Supporting Basic Skills qualification. 12 staff attended and completed MAKATON training and all teaching staff attended CPD sessions in 2011-12 in relation to setting targets for students and planning learning sessions to support the achievement of individual targets. The 6 Job Coaches have completed training in Systematic Instruction, Risk Assessment and 2 of the Job Coaches have also completed a food hygiene course. In order to improve the assessment of students while on workplacement and to make the teaching of the Workskills sessions more relevant 2 Job Coaches completed their Teacher Training and gained qualified teacher status in July 2012. 3 Speech and Language Therapists work alongside the teaching staff in order to develop relevant communication skills and to support teaching staff by delivering CPD in Colourful Semantics, Total Communication Strategies and MAKATON

Promoting E&D: Learners have access to a range of resources which meet their learning needs. Teachers promote E&D in their lessons with graded internal inspection observations recording active promotion and celebration of difference within sessions.

4 Setting high expectations and motivating learners to make progress: Staff are strong at motivating and challenging students to succeed. Maths and English learners report that they are gaining confidence in an area where they have previously failed and are aware of the targets they are given. Attendance is good across all the projects and much work is devoted to ensuring that classes are available at times to suits learners needs. Foundation Learners understand how they are expected to behave and are supported by all staff to be able to demonstrate appropriate behaviours in college and when in work placement. Challenging targets are set for each student. Achievement of targets is monitored regularly with the students and often students will set their own targets for achievement. Realistic settings are used to enable students to develop Maths and English skills. This is very motivating for many of the students as they come to college having struggled at school in these subject areas. For example, students work in “TKMaz” selling recycled clothes and household objects. They sort the items and price them, serve customers, handle money and cash-up at the end of the day. Students also work in the Refectories and Coffee Shops at each of the College Centres. Many students enjoy this experience and develop confidence in their own ability to work in the future. All students have an individualised learning programme based upon their future positive destinations. As a result, students can see the relevance of each of the elements of their learning programme and are motivated to achieve as they want to be able to progress to an Apprenticeship or to get a particular job in the future.

Attendance: Overall the SSA14 attendance is good at 86%. Attendance is often difficult to assess for employer/adult provision as attendance is tracked on individual contact logs. Regular attendance is however promoted and managed by teaching staff across all projects, the results of which are seen through excellent retention and achievement rates. There has been a 4% drop in attendance on the Foundation Learning Programme. Increasing numbers of students did not attend school, were home educated or educated in special units, are in care or had very poor attendance records at school. This is an area for improvement.

Learning outside classroom: All courses have well written and presented Distance Learning materials which are used as homework in between work shop sessions or visits. The area has well used Moodle sites which provide learners resources and revision material. Good use is made of learning opportunities outside of the classroom in order to develop a range of skills but in particular, Personal and Social Skills for Foundation Learners. All students are supported to access all the facilities available within the College and to use them as learning opportunities. All college centres offer work experience opportunities including the Laundries at Shiney Row and Hylton Centres, The Refectories and Coffee Shops at all college centres, part of the grounds at Shiney Row are maintained by students and students work in the ILCs and Libraries. Students are developing a wide range of Personal and Social Skills but also skills appropriate for employment. 15 students have also completed a Community Awareness Programme and are now able to use public transport in order to make familiar journeys instead of having to travel by taxi.

5 Initial assessment, monitoring of progress and support: One of the key elements of the Improvement plan for 2011/12 was to develop new initial assessments for all Maths and English projects which were developed in September and used and refined all year, which has resulted in high retention rates across all levels. The assessments are now being used for other departments across the college and ISBN numbers have been sourced to ultimately make the assessments available commercially. There is close tracking of learner attendance and progress which is effective at encouraging learners to return and complete. In Foundation Learning, following a robust initial and diagnostic assessment, Personal Tutors monitor progress and effective and timely strategies are put in place to support students causing concern. Case conference

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meetings, often involving parents or carers and other professional are regularly held in order to put into place strategies to support improvement. Each student has a Support Plan which is regularly monitored and reviewed to ensure the support each student receives is effective and is linked to achievement of their targets.

Information and guidance: Significant amounts of time are devoted to advice and guidance particularly for those leaners wishing to gain GCSEs in English and maths. Student feedback indicates that advice and guidance are good at 96%, 6% above benchmark. In Foundation Learning, Personal Tutors monitor progress and effective and timely strategies are put in place to support students causing concern. Case conference meetings, often involving parents or carers and other professional are regularly held in order to put into place strategies to support improvement. Each student has a Support Plan which is regularly monitored and reviewed to ensure the support each student receives is effective and is linked to achievement of their targets.

6 Assessment and feedback: Teachers use encouraging reminders and advice for improvement to praise and motivate learners within marked work. Adult learner surveys indicate 95% of learners agree that assessments are well organised and they get quick feedback from the teacher. Student’s Individual Learning Plans help students identify areas to further develop and are an effective medium to monitor progress. Student feedback from Course Committees and Sub-Groups stated that learners felt that they were given feedback from the diagnostic tests and could see real progress from their first assessment to the follow-ups. Within Foundation provision, assessment plans are in place for all qualifications delivered within the Department. A range of appropriate assessment methodologies are used to ensure equality of opportunity and students are able to work at their own pace. Summative assessment for achievement of qualifications is completed when the individual student is ready to do so. The Functional Skills assessment tasks can be completed by individual students at any point within the 30 week course once their teacher identifies that they are ready. A range of appropriate assessment strategies are used to ensure equality of opportunity for all students, and feedback is robust and motivational. All External Moderator’s Reports received in 2011-12 were very favourable and Direct Claims status has been achieved for all qualifications delivered.

7 Development of skills and independent learning: Learners on the pre-employment programme access CV and interview skills workshops and the department’s English and maths enrolments contribute to national targets. The Foundation Learning Programme is flexible and individualised in order to ensure all students are developing relevant skills and understanding and their identified learning needs are being met, in order to help them reach their potential. Each student is able to develop their functional Maths, English, ICT and Communication skills. Students are able to develop their understanding of the employment opportunities available to them and to develop necessary skills for employment when they complete their work placement and during the taught work skills sessions A range of vocational qualifications are offered to students in order for them to develop their skills and understanding within a number of these areas as well as to make choices about future aspirations in relation to further training and employment. Relevant support strategies are used to encourage independent learning and not to create dependency upon having a high level of support in order to achieve.

C EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT GRADE: 1

1 Expectations and standards set for learners and staff: Leadership and management is outstanding. Managers are extremely effective at setting high standards for both staff and students, which has impacted on continuing high success rates. There are clear systems for measuring progress against targets, evidence of this has resulted in continued improvements in success rates, retention and quality of teaching in this area.

Safeguarding learners: Effective safeguarding arrangements are in place, internal inspectors commented that learning environments are safe. Mentors support 16-18 learners and lecturers to create a safe environment by monitoring situations and assisting with challenging learners. The Head of Department, Foundation Learning, is a trained Safeguarding Manager and all Departmental staff have completed appropriate Safeguarding training. All staff fully comply with college Safeguarding procedures in order to make sure that potential Safeguarding issues are identified and dealt with appropriately. Relevant support and advice is provided by college Student Support Services. There have been 3 Safeguarding cases during the academic year 2011-12. All procedures were followed.

2 Effectiveness of strategies to improve teaching and learning: All staff (following grade 3 sessions) have been coached and improved practice and at re-observation the quality of the session has improved by at least one grade. There is regular sharing of good practice.

3 Curriculum meeting needs of learners and employers: The departments within the SSA work hard to meet the demands of employers with over 1,000 qualifications undertaken in the workplace. This is a combination of existing employers with whom we have long term relationships and new employers. In 2011/12 work which takes place outside of the geographical area has increased substantially. The Foundation Learning Programme and the qualifications used to accredit learning are constantly reviewed in order to ensure the curriculum meets the needs of learners and employers. The Adult Basic Skills qualifications have now been replaced by the Functional Skills Entry Level qualifications in Maths, English and ICT. The Functional Skills qualifications are more relevant for the students in terms of developing relevant Maths, English

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and ICT Skills and these qualifications are also part of the Apprenticeship Framework and, as such, support progression for our students. Level 1 and Level 2 Functional Skills qualifications were introduced in 2011-12 but not yet used extensively. Level 1 qualifications in Retail, ICT and Looking after Children were validated and added to the Foundation Programme during 2011-12. This was in response to requests made by students as they are hoping to progress to an Apprenticeship in these areas. Work placement opportunities in Nurseries have also been added during 2011-12 as well as making arrangements to carry out the necessary CRB checks for students prior to starting their placement. Job Coaches now work alongside a range of local employers in order to ensure the Foundation Learning Programme prepares the students for employment. Feedback from most employers identifies that they require students with the appropriate attitude for work rather than requiring specific qualifications. The Government funded Work Skills Project has enabled the HOD to carry out research into appropriate work placement models and feedback to the Government in order to inform the new Study Programmes.

Using self assessment and user views to improve: The quality of provision for the SSA is monitored and reviewed regularly and there is a good understanding of the strengths and priorities for improvement. All the improvement strategies have been successfully implemented throughout 2011-12; for example new initial assessments across all the Maths and English projects. Course Committees/Sub Committee Groups are carried out and minutes taken. SFL are actively promoting ‘learner voice’ and are seeking feedback to continually improve teaching and learning. The HOD for Foundation Learning meets informally with students regularly in order to gain information in relation to their views which are then used to inform changes within the Foundation Learning Programme. Students said that they would like to access a range of activities during the lunch time as they were getting bored. The TAG Team was introduced during 2011-12 and, as a result, students are now able to access a range of activities including, Zumba, Football and indoor games.

Promotion of equality and diversity and narrowing achievement gaps: Proactive promotion of E&D within the department is embedded within recruitment, lessons, support and enrichment opportunities. No significant variations in success remain between the different E&D groupings.

4 Capacity to improve - key improvements made in 2011-12 include:

* 3 year improving trend in success rates which are above national averages.

History of Self-assessment grades 2009-2010 2010-2011 2011-2012

Outcomes for Learners 1 1 1 Quality of Teaching, Learning and Assessment 1 1 1 Effectiveness of Leadership and Management 1 1 1 Overall Effectiveness 1 1 1

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Self Assessment Report 2011-2012

Title of SAR: SSA 15 - Business Administration & Law SSA: 15 Grade: 2

Key Strengths:

1 Outstanding achievement record over three years for A2 Business (100%) and Law (98-100%) 2 Good teaching and learning with some outstanding features. Lesson profile well above the NE Peer Group

Review Group average 3 Much improved AS Business high grades, which have been achieved with the help of a new homework booklet

and targeted CPD and sharing of good practice within the area 4 Excellent success rates achieved on 19+ TUC education and contact centre courses 5 Wide range of curriculum related enrichment activities to inspire learners

Key Areas for Improvement:

1 Student usage of Moodle sites across the SSA 2 Review of Book-keeping course at Level 1 in relation to exam based versus task based work 3 Variation between sixth form centres in terms of success, retention and progression rates, especially AS and

vocational Sub Dip Business courses at Washington campus 4 High grades on A2 Business course 5 Tracking of student achievement and input of success data for Accounting courses 6 Success Rates by Equality and Diversity groups for ethnicity and disability and impact of ALS requires

improvement. 7 Teaching & learning areas to improve include group work and questioning.

SCOPE OF PROVISION:

Learner numbers, range of courses and progression routes: Overall there were 1523 Learner Responsive and 750 Employer Responsive enrolments during 2011-12. The full-time sixth form provision (449 enrolments in 2011-12) is based within four sixth forms, who work in partnership with the local secondary schools. Sixth form provision covers A’ level programmes in both Business and Law (offered at all centres) and also vocational Business at Level 3 (offered at Bede & Usworth) and Level 2 Business (only available at Bede). There was a total of 290 A’ level students across all three centres. This is split between 138 AS & A2 Business students and 152 AS & A2 Law. These figures are relatively stable and comparable with last year. There were a total of 159 vocational Business students, an increase of 24% on last year, with 150 on Level 3 and 9 on Level 2. The vast majority of GCE Advanced Level students (67%) proceed to University, as do many learners completing the BTEC Extended Diploma (48%). Clear progression routes exist through the sector area ranging from level 2 BTEC Diplomas through to Advanced level 3 provision, including GCE Business, and Extended Diplomas in Business and on into HNC and HND Business, with an option of a BA (Hons) top up qualification provided by Teeside University. Employer Responsive provision: 19+ provision include courses in Administration, Accounting, Telesales, Customer Service, Contact Centre, Team Leading and Management programmes as well as a strong range of TUC Education programmes for trade union representatives with 329 enrolments. Adult courses are offered predominantly at Shiney Row, in particular the Accounting and Management courses, together with some programmes offered at the Contact Centre Academy which is located at Doxford Park and also 2 Touch. Part-time learners come from a range of private, public and voluntary sector organisations. There are also an increasing number of employability courses under the banner ‘Get Ready For …’ with 160 enrolments. Also of particular note this year has been the strong growth in apprenticeships (in Accounting & Finance, Administration, Customer Service, Management and Team Leading) with 179 students, up from 41 last year. There were also 650 international students included in the ER numbers studying for a Higher Diploma in Business & Finance. E&D cohort characteristics: For Learner Responsive students the majority of learners are White British, though 9% are from a declared minority ethnic background, a proportion which is slightly higher than the local area. Females outnumber males by 53% to 47%. There were 13% of learners who declared a difficulty/disability.

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A OUTCOMES FOR LEARNERS GRADE: 2

1 Learner achievement, high grades and value added: The overall success rate for learner responsive provision

in this SSA is good, at 86% (8% above benchmark) from 1523 overall starts. Overall success rates for 16-18 courses are slightly down on last year at 83%, this is due to the poor success rates (66%) recorded on the Hylton tutorial qualification ‘Personal Finance’ – otherwise it would have remained the same as last year at 89%, which is 6 points above the GFEC benchmark. AS level success rates were at a record of 91%, 16 points above sixth form benchmark and up 11 percentage points on last year, while A2 success rates were 96%, 2 points above sixth form benchmark. Although Level 3 BTEC success rates dipped slightly this year, they were still 6 percentage points above the national average. In terms of high grades a notable achievement has been the massive increase for AS courses, with HG increasing from 16% last year to an outstanding 38% which is 22 points above the national average – the increase in HG for AS Business increasing from 8% last year to 37% can be attributed to the use of a new work book that has been implemented across the sixth form, and also much time spent sharing good practice within the department with TLC input. Another notable achievement has been A2 Business, which for the third year in row has achieved 100% success rate. Overall, 19+ courses (LR) had an 85% success rate in 2010-11 (851 starts), 7 points down on last year and 8 points below benchmark – however, without Business Administration this would go up to 89% the same figure as last year. Accounting course results dipped slightly this year down from 81% success rates to 76%, while TUC courses continued to perform strongly with 98% success rate (from 344 starts). Timely employer responsive course success rate for 11/12 was 84%, up from 65% last year. Timely success rate for apprenticeships was 75%, 10 points down on last year.

Narrowing of achievement gaps: Learners with learning disabilities make good progress and success rates are only slightly below (5 points) with learners with no disability. Gender success rates are relatively similar with female success rates slightly (5 points) below male rates. Ethnicity rates vary the most with a 13 point difference between the success rates of white and non white British.

Impact of ALS: Additional learning support is effective in enabling most learners that access the service to succeed and achieve their learning targets (learners receiving support have 3% points higher retention but 11% lower success rates higher than those not requiring support).

2 Achievement of personal, social and employability skills: The curriculum works closely with Tutorial to ensure a wide range of activities to enhance the student experience. During tutorial, students work on Enterprise and employability skills, preparing them for the world of work. In addition, there is a comprehensive programme of enrichment activities to develop the learners’ social and personal development (sex and drug awareness, university visits and guest speakers). Subject specific enrichment includes an outward bound activity day in the Lake District to encourage effective team building, managing an event to raise money for charity and visits to the law courts, along with guest speakers.

Progression to higher level qualifications and employment: The vast majority of GCE Advanced Level students (67%) proceed to University, as do many learners completing the BTEC Extended Diploma (48%). 73% of AS learners progressed to A2.

B QUALITY OF TEACHING, LEARNING AND ASSESSMENT GRADE: 2

Lesson Observations Year No of Obs % Grade 1 % Grade 2 % Grade 3 % Grade 4

2009-10 30 3 87 10 0 2010-11 31 16 65 19 0 2011-12 28 25 64 11 0

Success Rates (%)

Age and Course Level/Type Starts 2011-12 2009-10 2010-11 2011-12 Nat Avge

16-18 Long Level E/1 2 - - 50 92 16-18 Long Level 2 17 20 6 65 76 16-18 AS * (compared to VI form NA) 193 84 80 91 75 16-18 A2 * (compared to VI form NA) 96 100 99 96 94 16-18 Long Level 3 (non A Level) 143 92 91 87 81 16-18 Short and Very Short (all levels) 223 92 81 69 94 19+ Long Level E/1 - - - - - 19+ Long Level 2 56 70 84 79 75 19+ Long Level 3 91 71 75 63 78 19+ Short and Very Short (all levels) 731 97 91 84 93

80

1 Lesson observations: Lesson grade profile continued to improve with 89% of lessons graded good or better, an 8% improvement on the previous year, and well above the NE Peer Group Review Group average for SSA15 which was 77%. It should also be noted that internal inspection observations actually put the percentage of good or better at 93% from 15 observations. This excellent grade profile is also reflected in the QDP survey (Nov’11) results where 99% of 19+ students and 97% of 16-18 students agreed that ‘The teaching on my course is good’ – which were both 10 points above benchmark.

2 Strengths and areas for improvement in teaching and learning: The main strengths identified among those staff observed were consistent with effective implementation of the ‘learning cycle’. Lessons were well planned, clear links were made to previous sessions and learning outcomes were well communicated. Staff exhibited good subject knowledge and used a range of varied activities to engage students in a challenging way. A particular theme which ran through sessions which were observed was the classroom culture, where good relationships between staff and students were praised as was the productive working environment. Areas which were identified as needing improvement included the management of group work and to a lesser extent the use of questioning to develop higher order thinking skills.

3

Staff expertise to plan, deliver and support: All lecturing staff are experienced and highly valued professional practitioners and communicate high expectations to all learners. There is a wide range of expertise within the department, and all teaching staff have a diverse wealth of industry experience which they actively draw upon to ensure greater relevance and student understanding in sessions. There are two Teaching and Learning Coaches (TLCs) within the team who have been used extensively to develop and share good practice within the department. Lessons are well structured and planned to provide an enjoyable and purposeful experience for learners. Learning staff are accessible and approachable and provide additional support through revision sessions, progress reviews and continual verbal and written quality feedback. Personal tutors within the sixth forms provide good levels of support in tutorials, particularly with UCAS applications, CVs, job applications and interview skills.

Promoting E&D: The curriculum is committed to upholding the College’s equality and diversity ethos by offering an extended range of provision in order to meet learners’ needs. All teaching staff have undertaken equality and diversity training and learners within the department have been encouraged to complete the student version on Moodle, during curriculum lessons and business tutorial as the department actively promotes equality and diversity. Level 2 learners had a bespoke session on Asperger’s Syndrome to prepare them for having classes alongside an ESPA student, and this has worked very well. All business vocational learners attended an E&D event in the Hall during Term 2.

4 Setting high expectations and motivating learners to make progress: All sixth form learners are given individual target grades at the beginning of the academic year. The grades are aspirational and learner progress against target grade is reviewed regularly by both lecturing and tutorial staff. Action Plans are implemented to help ‘at risk’ learners meet their target. There are termly Progress Reviews and Assessment Boards and all students are encouraged to track their own performance on an ongoing basis. Expectation of student attainment and performance is high and learners are motivated to make progress through lecturing staff who provide critical support and targeted quality feedback. Similarly with 19+ students, it is clear from lesson observation feedback that there is an emphasis on maintaining high academic standards and ensuring students develop into critical, independent thinkers. Attendance: is good across departmental courses – 85%, the same as 2009/10, though still requires further improvement towards a target of 90%.

Learning outside classroom: Learners are encouraged to use the College VLE and, although this scored low in the QDP survey, follow up surveys and reviews indicate this is due to lack of computer access within the curriculum. In response, there has been a positive re-launch of the vocational Moodle site and learners are encouraged to access this outside of the classroom, during independent study time. This will continue to be an area of focus for staff and students to utilise more effectively. All learners have an induction with the Learning Centre and this is revisited with sessions throughout the year, e.g. Moodle training and Harvard Referencing. Within the vocational curriculum, students have the opportunity to develop their learning skills outside of the classroom and have taken part in unit related activities and events including team building in the Lake District, trips and visits and taking full ownership of planning charitable events, with 2

nd year Extended Diploma students raising

£3,000 for charity, as part of their study.

5 Initial assessment, monitoring of progress and support: There is a proven and robust student monitoring and tracking system in place which is successful due to excellent communication and close liaison between lecturing staff, tutorial staff and the curriculum leader. As well as initial diagnostic assessment for literacy and numeracy at enrolment/induction, there is rigorous assessment at the outset which allows those learners in need of additional learning support (ALS) to be quickly identified and targeted support put in place. All learners are aware of their target grades and how improvements can be made to achieve them. Monitoring spreadsheets with traffic light RAG flags are well embedded and used effectively to regularly review individual learner progress and identify intervention strategies. Timely intervention strategies, such as student contracts, action planning and parental involvement have resulted in a sixth form retention rate of 94%, 5 points above benchmark. There are regular progress reviews and parents are invited to a targeted termly Parents’ Evening as well as receiving progress reports.

81

Information and guidance: The College provides a wide range of support for students not only throughout their time in VI Form, including initial advice and guidance but also through close collaboration with partner schools. This practice has included business lessons taught in school by VI Form lecturers, taster sessions for schools and open days both at the schools and the College. Within the VI Form, there are Parents’ Evenings, a supportive Tutorial programme and an extensive support range including student services and welfare.

6 Assessment and feedback: Assessment for learning strategies are embedded into the department to ensure fast and effective feedback to learners. Teachers use assessment for learning strategies effectively to check understanding, provide stretch and challenge, prepare them well for examinations and agree milestone targets with learners. Both 19+ and 16-18 QDP survey (Nov’11) indicate that students get their work back well within two weeks, 96% of students agree that their feedback is helpful and also know what they are doing well and what needs to improve, with the overall mark for Tests/Assessment reaching the Upper Quartile across the department.

7 Development of skills and independent learning: Literacy and numeracy skills are developed via the Skills for Life provision and as part of lesson development. In addition, all learners undertake learning on financial units/topics as part of the curriculum programme, e.g. Managing Personal Finance for Level 2 BTEC students and an Accounting unit for Level 3. All learners produce a CV or a personal statement and develop the necessary skills to enable them to carry out employability or higher education searches. For 19+ students the recent QDP survey (Nov’11) indicated that 96% (8 points above benchmark) of learners felt that there were being helped to develop the skills they need to get a job.

C EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT GRADE: 1

1 Expectations and standards set for learners and staff: Strong leadership and management have contributed to an improved lesson observation grade profile, increased high grades on AS courses and collaboration between 19+ and 16-18 staff has resulted in the awarding of hub status for the Peter Jones Enterprise Academy from September 2012. Clear roles and responsibilities give direction through strategic objectives, targets and values that are fully understood by all members of the team, resulting in effective course management – with all staff having an input into the sector SAR and individual course development, and progress on achieving Improvement Plan issues is regularly shared at team meetings. For students, individual target grades are used effectively to raise aspirations and performance. Curriculum Leaders ensure demanding targets are met and there are clear systems for measuring progress against targets and planning improvements throughout the academic year.

Safeguarding learners: Good evidence of safeguarding within an e-learning environment; learners are able to confidently discuss the potential risks when using the internet and college procedures are in place to significantly reduce this risk. Safeguarding themes are highlighted and developed well through tutorial sessions.

2 Effectiveness of strategies to improve teaching and learning: The department’s lesson observation profile has improved with no lessons graded as inadequate for over 3 year. Lecturing staff have had the opportunity to work alongside a Teaching and Learning Coach, as well as attending CPD days. Performance Management Reviews set clear teaching and learning targets in order to continue to focus on and improve the quality of teaching and learning in the department. Curriculum management has been effective in implementing strong, robust tracking systems which enable timely interventions strategies to be put in place, thus managing at risk students as well as directly improving learner performance. This is highlighted by the 16-18 achievement data which is 10 percentage points above benchmark at 95%, a 1 percentage point rise on last year, and, as noted above, the Nov’11 QDP survey put teaching and learning feedback in the upper quartile and well above benchmark.

3 Curriculum meeting needs of learners and employers:. All business learners are prepared for the world of work through their curriculum study which covers general and specialist business topics but also incorporates employability skills, e.g. taking part in interviews, applying for jobs or university and developing independent thinking skills through individual practice as well as those skills need to work effectively in teams.

Using self-assessment and user views to improve: Curriculum management supports Learner Voice through close collaboration with students, including sub-group and course committee meetings, as well as the College-wide QDP survey. This allows learners to discuss student and curriculum issues, and to raise concerns or suggestions for improvement in order to encourage active ownership of the department by all stakeholders. Course Committees have responded well to learner view, for example, by increasing the number of business books in the LC and also ensuring increased access to computers during lesson time. The impact of this can be seen in the increasing satisfaction of students with their courses as measured by the QDP survey.

Promotion of equality and diversity and narrowing achievement gaps: Equality and diversity is embedded in both the College processes (recruitment & selection, advice and guidance) and the curriculum planning and delivery models.

4 Capacity to improve - key improvements made in 2011-12 include:

Improved proportion of high grades on AS Business

Improved lesson observation grade profile Improved percentage of staff achieving a grade 1 observation

Improved QDP survey results for 16-18 learners

82

History of Self-assessment grades 2009-2010 2010-2011 2011-2012

Outcomes for Learners 1 1 2 Quality of Teaching, Learning and Assessment 2 1 2 Effectiveness of Leadership and Management 1 2 1 Overall Effectiveness 1 1 2

83

PART G: APPENDICES

2012-13 Quality Improvement Plan

College Structure

2012-13 Quality and Curriculum Calendar

Self-assessment Flowchart

84

TIMESCALEWho makes

it happen?

StPlan/SAR

Links

Who checks

it happens &

reports up?

Monitoring and Evaluation

Methods/EvidenceSUCCESS CRITERIA

1.1.1 Communicate and monitor agreed 16-18 Course Success Rate

targets for 2012-13. NB: identify targets and strategies in 'Milestones'

column

September

2012

and half-

termly

thereafter

CLs StPlan 1

& 11-12 SAR

HODS HOD/CL meetings. Team

meetings and PMR records.

HODs to report targets and

progress to termly Curriculum

Review

1.1.2 Communicate and monitor agreed 19+ success rate targets for

2012-13 (i) Learner Responsive (ii) Employer Responsive (iii)

APPRENTICESHIPS (all ages) (iv) DELIVERY BY PARTNERS (all

ages). NB: identify targets and strategies in 'Milestones' column

September

2012

and half-

termly

thereafter

CLs StPlan 1

& 11-12 SAR

HODS

and

DirectorApps

HOD/CL meetings. Team

meetings and PMR records.

HODs to report targets and

progress to termly Curriculum

Review

1.1.3 Communicate and monitor agreed HE and International Success

Rate targets for 2012-13 NB: identify targets and strategies in

'Milestones' column

September

2012

and half-

termly

thereafter

CLs StPlan 1

& 11-12 SAR

HODS

and

International

AP

HOD/CL meetings. Team

meetings and PMR records.

HODs to report targets and

progress to termly Curriculum

Review

1.1.4 Confirm every student is on an appropriate study programme.

Review effectiveness of induction. Conduct early identification of

students at risk of not achieving or significantly underperforming.

Reduce/transfer subjects studied, revise individual student timetables

and/or provide additional support to ensure early focus on success for

each student. NB: Identify targets and strategies in 'Milestones'

column.

October

2012

CLs StPlan 1 HODS

and

DirectorApps

HOD/CL meetings.Team

meetings. Student Progress

Tracking Records. HODS to

report progress to termly

Curriculum Review

1.1.5 Identify students with poor attendance/punctuality and provide

appropriate intervention/support strategies to improve overall

RETENTION, attendance and punctuality. NB: identify retention,

attendance and punctuality targets and strategies in `Milestones`

column.

Each Half

Term

CLs StPlan 1

& 11-12 SAR

HODS

and

DirectorApps

HOD/CL meetings. Team

meetings. Student Progress

Tracking Records. HODS to

report progress to Termly

Curriculum Review

1.1.6 Conduct close monitoring of 'qualifications at risk' in relation to

SUCCESS RATES below 85% and/or below national benchmarks.

Provide appropriate intervention strategies to improve qualifications with

low success rates and/or poor performance against national

benchmarks. NB: identify the specific 'qualifications at risk', targets

and intervention strategies in the 'Milestones' column.

Each Half

Term

CLs StPlan 1

& 11-12 SAR

HODS

and

DirectorApps

HOD/CL meetings. Team

meetings. HODS to report

progress to termly Curriculum

Review

1.2.1 Communicate and monitor agreed 16-18 Course Value Added and

High Grades targets for 2012-13. NB: identify targets and strategies

in 'Milestones' column

September

2012

and half-

termly

thereafter

CLs StPlan 2

& 11-12 SAR

HODS HOD/CL meetings. Team

meetings and PMR records.

HODs to report targets and

progress to termly Curriculum

Review

1.2.2 Conduct close monitoring of 'qualifications at risk' in relation to

less than satisfactory VALUE ADDED Alps grades 7,8 or 9 and/or

HIGH GRADES more than 10% below national benchmarks.

Provide appropriate intervention strategies to improve. NB: identify

qualification level ALPs targets for 2012-13 and specific strategies to

raise Value Added in the 'Milestones' column.

Each Half

Term

CLs StPlan 2

& 11-12 SAR

HODS HOD/CL meetings. Team

meetings and PMR records.

HODs to report targets and

progress to termly Curriculum

Review

1.2.3 Provide effective support for individual students at risk of falling

behind trajectory. NB: identify types of support strategies to support

individual students in 'Milestones' column.

Throughout

year

(review at

least half-

termly)

CLs StPlan 1

& 11-12 SAR

HODS

and

DirectorApps

HOD/CL meetings. Team

meetings. Student Progress

Tracking Records. HODS to

report progress to termly

Curriculum Review

1.2.4 Teachers, tutors and managers provide timely and effective

communications on individual student progress and behaviour to

support closer monitoring and intervention (using Promonitor where

applicable). NB: identify targets and strategies in 'Milestones' column.

Throughout

year

CLs St Plan 1

& 11-12 SAR

HODS Team meetings. Student

Progress Tracking Records.

Promonitor records. HODS to

report progress to termly

Curriculum Review

1.3.1 Communicate and monitor agreed 2012-13 completers/leavers

progression targets NB: identify overall targets and strategies for (a)

internal progression targets (level to level); (b) external progression

targets (HE and employment) and (c) internal FE to internal HE in

'Milestones' column.

October

2012

and termly

thereafter

CLS St Plan 1

& 11-12 SAR

HODS

and

DirectorApps

HOD/CL meetings. Team

meetings and PMR records.

Student Progress Tracking

Records. HODS to report

progress to termly Curriculum

Review

1.3.2 IT Services to make available accessible data sets/reports on

progression by 2011-12 completers/leavers to inform improvement

planning by curriculum areas (a) intended external progression rates by

2011-12 leavers to HE, employment etc (b) actual internal progression

rates by 2011-12 completers from level to level; AS to A2; and Yr 1 to Yr

2. NB: Identify targets and strategies in 'Milestones' column.

October

2012

Director of

IT Services

StPlan 7 VP Quality &

Bus Supp

Director of IT Services report to

Directors/HODS meeting.

1.3.3 Conduct close monitoring of 'courses at risk' in relation to

PROGRESSION. Compare 2011-12 completers/leavers internal and

external progression performance against that of others. Use data to

identify and address progression issues. NB: identify specific courses

at risk and internal and external progression targets and improvement

strategies in the 'Milestones' column.

Throughout

year

(review at

least termly)

CLs StPlan 1

& 11-12 SAR

HODS

and

DirectorApps

HOD/CL meetings. Team

meetings and PMR records.

HODs to report targets and

progress to termly Curriculum

Review

1.3.4 Provide appropriate progression advice and support, and

appropriate enrichment opportunities to raise student aspirations

in terms of progression. NB: Identify proposed curricululm

enrichment strategies or other activities to promote/improve

progression in 'Milestones' column.

Throughout

year

(review at

least termly)

CLs St Plan 1 HODS

and

DirectorApps

HOD/CL meetings. Team

meetings.

1.3.5 Implement Progression Board process consistently to ensure `right

student right course` principles apply for progression to next level by

2012-13 completers and capture intended progression/destinations.

June 2013 CLs St Plan 1

11-12 SAR

HODS

and

DirectorApps

HOD/CL meetings. Team

meetings.

1.1

To maximise the

number of students

achieving positive

value added and high

grades

1.2

To maximise the

number of students

progressing to the next

level of qualification or

into HE or employment

1.3

OBJECTIVE 1.2:

(a) Dept/Area High Grades

Rates Dept/Area overall High

Grade Rate to improve

further by at least 1% point

on previous year

(b) Individual Qual High

Grades: Each AS/A2 qual at

least 35% and/or exceed

SFNA. Each other qual at

least 35% and/or exceed GFE

NA.

(c) Individual Qual Value

Added: Each AS, A2 and Lev

3 BTEC qual to achieve ALPs

grades 1 - 6 (6 = satisfactory).

NB: If area`s VA or high

grade rates are already high

and above national averages

for any of above criteria,

identify a target to make

further improvement.

OBJECTIVE ACTIONS

ASPECT 1: OUTCOMES FOR LEARNERS

Quality Improvement Plan YEAR: 2012-13

OBJECTIVE 1.1:

(a) Dept/Area Success Rate

Dept/Area overall Success

Rate to improve further by at

least 1% point on previous

year.

(b) Individual Qual Success

Rates 16-18:

Each AS/A2 qual to reach at

least 85% and/or exceed

SFNA. Each other qual at

least 85% and/or exceed GFE

NA.

(c) Individual Qual Success

Rates 19+: (i) Each LR qual

at least 85% and/or exceed

GFE NA. (ii) Each ER qual or

Apprenticeship SSA

Programme to exceed Timely

NA. (iii) Each HE qual at least

85% success rate (iv)

Delivery by each partner to

reach agreed targets (and at

least in line with college

averages).

NB: If area`s success rates

are already high and above

national averages for any of

above success criteria,

identify a target to make

further improvement.

To maximise the

number of students

achieving their

qualifications

OBJECTIVE 1.3:

(a) Internal Progression

Rates (level to level):

(i) 16-18 75% (ii) Alps AS to

AS Progression grade 5

(good) (iii) 19+ 50% and (iv)

FE to internal HE increase by

10%.

(b) External Progression

Rates:

(i) To increase progression

to HE by 10% (ii) To increase

progression to employment

by 10%

NB: If area`s progression

rates are already high and

above college national

averages for any of above

criteria, identify a target to

make further improvement.

85

TIMESCALEWho makes

it happen?

StPlan/SAR

Links

Who checks

it happens

and reports

up?

Monitoring and Evaluation

Methods/EvidenceSUCCESS CRITERIA

2.1.1 Communicate 2012/13 TLA targets and conduct close monitoring

of the lesson grade profile and the quality and characteristics of

learning opportunities in and outside lessons via line manager graded

observations (announced leading eventually to unannounced obs in

order to prepare staff for the 2 days` notice feature of inspections by

Ofsted). NB: identify lesson grade profile targets and strategies to

improve in the 'Milestones' column.

September

2012 and half

termly

thereafter

CLs StPlan 2

& 11-12 SAR

HODS

and

DirectorApps

HOD/CL meetings. Team

meetings and PMR records.

HODs to report targets and

progress to termly Curriculum

Review

2.1.2 Review and improve Lesson Planning and Scheme of Work

templates to provide sustainable and efficient planning tools for staff (to

respond to 2 days` notice inspections by Ofsted). NB: Identify targets

and strategies in 'Milestones' column.

November

2012

AP - HE &

T&L

StPlan 5 AP - HE &

T&L

Director TLA report to Teaching

and Learning Group

2.1.3 Tailor 2012-13 CPD offer to address the TLA areas for

improvement identified via the college`s quality processes (eg internal

inspection, student feedback and quality of assessment - awarding

organisation judgements). NB: Identify key features of 2012/13 CPD

offer and targets in the 'Milestones' column

October 2012

March 2013

June 2013

AP - HE &

T&L

StPlan 5

&11-12 SAR

AP - HE &

T&L

AP - HE & TL report to

Governors and Learning

Committee

2.1.4 Review and improve Moodle sites to incorporate engaging and

interactive learning materials to increase students` ability to access 24-7

learning opportunities (and respond to Ofsted`s wider interpretation of

judgements about effective TLA). NB: identify scale of required

improvement in area and identify the targeted course sites for

improvement in 2012/13 and strategies in the 'Milestones' column.

Ongoing

(review

termly)

CLs

(supported

by ILS

Learning

Techs)

StPlan 2 HODS

and

DirectorApps

HOD/CL meetings. Team

meetings and PMR records.

HODs to report targets and

progress to termly Curriculum

Review

2.1.5 All teachers to use AFL strategies in class and mark student work

against target grade. Students track own progress against target

grade etc (using Promonitor where applicable). Regular monitoring by

manager/team shows that at least 75% of students are performing at or

above target grade. NB: Identify targets and strategies in 'Milestones'

column (where applicable include targets for January AS/A2 exams (or

other in-year exams/assessments).

Throughout

year (review

at least half

termly)

CLs StPlan 1 HODS Team meetings. Student

Progress Tracking Records.

OBJECTIVE 2.1:

(a) Department/Area to

increase overall proportion

of Grade 1 and 2 lessons by

at least 1% on previous year

and reach at least 87%.

(b) Improve % of Grade 1

lessons (target 35%) and

reduce % of Grade 3 or 4

lessons to less than 10%.

(c) Increase student

satisfaction with the quality of

TLA (learner survey results)

to rank at least quartile B for

all SSAs/Departments.

(d) Moodle sites rated at

least satisfactory by students.

(e) at least 75% of students

are performing at or above

their target/grade.

NB: If area`s TLA

performance is already high

and above college/national

averages for any of above

criteria, identify a target to

make further improvement.

2.1 To further improve

the quality of

teaching, learning

and assessment (TLA)

Quality Improvement Plan YEAR: 2012-13

ASPECT 2: QUALITY OF TEACHING, LEARNING & ASSESSMENT (TLA)

OBJECTIVE ACTIONS

86

TIMESCALEWho makes

it happen?

StPlan/SAR

Links

Who checks

it happens &

reports up?

Monitoring and Evaluation

Methods/EvidenceSUCCESS CRITERIA

3.1.1 Implement Management Development Programme to train new

managers in key aspects of their role. Develop impact measures for

management development programme. NB: identify 2012-13 impact

measure targets and strategies in 'Milestones' column.

November

2012

Director

HRM

StPlan 5

& SAR 11-12

AP - HE &

T&L

CPD records. Impact

Measures of Management

Development Programme

report to Governors and SMT

by AP HE & TL.

3.1.2 Managers manage staff utilisation and budgets efficiently and

effectively (using Pro-resource where applicable). NB: identify

efficiency targets and strategies in 'Milestones' column.

October 2012

and at least

half termly

thereafter

CLs, HODs

and

Directors

St Plan 5 Directors

and

VP Finance

HOD/CL meetings. HODs to

report targets and progress to

termly Curriculum Review

3.1.3 Review impact of new department structure on curriculum

performance and outcomes. NB: identify review points in 'Milestones'

column.

Throughout

year

(review at

least termy)

HODS

and

Directors

StPlan 5 Director

Quality and

Standards

HODS report concerns and

actions to termly Curriculum

Review. Director of Q&S report

to SMT.

3.1.4 Create a culture within teams that recognises and celebrates

excellence in teaching and learning and performance, and values all

staff. NB: identify targets and strategies in 'Milestones' column.

Throughout

year

(review at

least termly)

CLs, HODs,

Directors

and SMT

St Plan 5 Directors Directors Update meetings.

HODs report concerns and

actions to termly Curriculum

Review

3.2.1 Develop new 16-18 Study Programmes for 2013-14 (taking new

funding per student approach). Develop new study plans 16-18 (led via

HOD meetings). Drafts by Christmas, final by Easter. NB: Identify

milestone targets and strategies in 'Milestones' column.

December

2012

March 2013

HODS

and 16-18

Directors

St Plan 3 VP

Curriculum

HOD/Director meetings. SMT

meeting records. HoDs report

progress to termly Curriculum

Review.

3.2.2 Realign sub-contracting arrangements to decrease reliance on sub-

contracting within overall achievement of number/financial targets.

Increase adult curriculum offer. NB: identify targets and

improvement/growth strategies in 'Milestones' column.

June 2013 AP Adult and

ER

Provision

St Plan 3 VP

Curriculum

Director/HOD meetings. AP

Adult and ER Provision and

Director Student Support

reports to SMT

3.2.3 Review what is fundable from LARA to ensure currriculum offer

maximises funding to be achieved (keep reviewing during the year).

NB: identify targets and strategies in 'Milestones' column.

September

12

March 2013

June 2013

HODS and

Directors

(supported

by Director

Info

St Plan 3 Director

Information

Systems

Director/HOD meetings.

Director Information Systems

report to SMT

3.3 To further improve

impact measurement

and reporting of

improvements in

Teaching, Learning and

Assessment

3.3.1 Measure impact of Teaching and Learning Coaching support and

improvements in Teaching, Learning and Assessment. Review

deployment of TLCs across college and impact. Provide appropriate

and differentiated level of support identified via observation of practice or

self-referral. NB: identify impact targets and strategies in 'Milestones'

column.

October and

review at

least half

termly

TLA

Coordinator

StPlan 2 AP - HE &

T&L

T&L Group meetings.

Impact Measures of TLC

support. AP - HE & T&L

report to Governors and SMT

Objective 3.3:

Impact Measures in place and

demonstrate measurable

improvements in TLA

(reported to governors)

3.4 To implement

Promonitor across the

College to further

improve

communications and

tracking of learner

targets, progress and

behaviour

3.4.1 Implement Promonitor Pilot in line with agreed 2012-13 scope and

timetable All identified staff are able to use Promonitor features of (a)

communication (b) student targets (c ) grade book (d) reports. NB:

identify milestone targets and strategies in 'Milestones' column.

Throughout

year in line

with

implement'

timetable

HODS and

Directors

St Plan 5 Director of

Humanities

and Business

Report by Director of

Humanities and Business (at St

Peter`s campus) to

Director/HOD meetings

Objective 3.4:

Promonitor successfully

piloted in line with

implementation timetable

OBJECTIVE ACTIONS

Objective 3.1:

(a) All identified managers

complete relevant CPD

(b) Staff utilisation target for

each area = 90% of staff at 850

hrs and 0% planned overtime

( c) transition to new

departmental structure with

minimal negative effect on

outcomes

(d) measurable improvements

in PMR outcomes

(e) Where applicable, reduced

sickness absence (target =

annual average reduction of

0.5 day per member of staff per

year (in 2010/11 average sick

days per staff was 7.95; target

for 2012/13 is less than 7.5

working days)

3.1 To support the new

management structure

to embed and work more

effectively

Objective 3.2:

(a) Approved 16-18 Study

Programmes in place for 2013-

14.

(b) Measurable reduction in

reliance on sub-contracting

within overall achievement of

number/financial targets.

(c ) Measurable increase in

adult curriculum offer.

To realign the

curriculum to fit new

funding requirements

3.2

Quality Improvement Plan YEAR: 2012-13

ASPECT 3: EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT

87

IT & MIS

Finance

Head of

Information

& Learning

Services

HE Curriculum

& Quality Co-

Ordinator

Curriculum

LeaderCurriculum Leaders

Development)

Principal

Learning Support

Curriculum

DirectorQuality and Standards

Vice Principal

Curriculum

Director

Curriculum

Director

HRM

(Adult & Employer Provision)

Student Services

Management Structure 2012-13

Head of Departments

(Quality & Student Support)

Vice Principal

(Curriculum & Business

Vice Principal

(Finance)

Directors of:

Assistant Principal

HE, Teaching & Learning

Director of:

Employer Provision

Assistant Principal

(International & Business

Development)

Curriculum

Director

Assistant Principal

Head of

International

English &

Community

Strategic

Marketing

Manager

Curriculum

Leader

Head of

Employer/Employment

Provision

Audit

Directors of:

Estates

Info Systens (Data & Exams)

Managers of:

88

SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL AUG03 Sept 09 Oct 07 Nov 04 Dec 21 - 31 Jan 29 Apr - 10 May 17 May 10 - 14 Jun 02-Jul

Managers close off FE, HE and

Business Support 2011-12

Improvement Plans and email copy

to Quality & Standards

Final sign-off Proachieve Assistant Principal HE submits

whole college HE 2011-12 SER to

Quality and Standards

College 2011-12 SAR and 2012-13

Improvement Plan presented to

Academic Board

HoDs, CLs, ER/Emp,

Apprenticeship and International

update progress against 2012-13

Improvement Plan (for viewing at

February Curriculum Review)

HoDs, CLs, ER/Emp,

Apprenticeship and International

update progress against 2012-13

Improvement Plan (for viewing at

May Curriculum Review)

Business Support areas submit

2012-13 SARs, 2013-14

Improvement Plans and close off

2012-13 Improvement Plan to

Quality & Standards

Validation of Business Support

areas 2012-13 SARs and 2013-14

Improvement Plans

Whole College 2013-14

Improvement Plan drafted by

Executive

07 Sept 14 Oct 07 Nov 11 Dec 21-Jun

Governance issues Governors'

2011-12 SAR questionnaire

Governors' 2011-12 SAR is drafted

by Q&S

Authors of college summarised

2011-12 SAR submit text input to

Quality & Standards.

College 2011-12 SAR and 2012-13

whole college Improvement Plan

presented to Board of Governors

CLs send draft 2012-13 SAR to

HoD (CLs to involve team in SAR

discussions)

10 Sept 01 - 14 Oct 07 Nov 24 - 28 Jun

Quality & Standards circulates the

2012-13 whole college

Improvement Plan

HoDs draft 2011-12 SSA Report

and 2012-13 Department

Improvement Plan for October

Curriculum Review

All SSA/SAR/SER authors submit

final version of 2011-12 SSAs,

SARs, SERs and 2012-13

Improvement Plans to Quality &

Standards

Validation of CL Level 2012-13

SARs by HoDs and ER/Emp,

Apprenticeship and International

Directors

28 Sept 01 - 14 Oct 19 Nov 30 Jun

CLs submit CL Level 2012-13

Improvement Plan to HoD

ER/Emp, Apprenticeship,

International draft Directorate Level

2011-12 SAR and 2012-13

Improvement Plan for October

Curriculum Review

College SAR Validation Panel

considers 2011-12 Summarised

SAR

HE Programme Leaders/CLs

submit University Annual Monitoring

Reports to Assistant Principal HE

(for transmission to University by 31

July)

28 Sept 15 - 23 Oct 23 Nov

CLs with HE provision draft 2011-

12 SER (existing HE SER

Template) and submit to HoD

Validation of FE SSAs, HE SERs,

ER/Emp, Apprenticeship,

International SARS during

Curriculum Reviews. Lead authors

send final version to Quality &

Standards by 7 Nov

College SER Validation Panel

considers Whole College SER

26 Nov

Governors Working Party considers

2011-12 Summarised SAR and

2012-13 Whole College

Improvement Plan, as well as

Governors' SAR, prior to

submission to full Board

05 - 09 Nov

Internal Inspection

FE Travel and Sport (all ages)

10 - 14 Dec

Internal Inspection

HE Health and Care

HE VPA

21 - 25 Jan

Internal Inspection

FE Engineering (All Ages)

11 - 15 Mar

Internal Inspection

FE ICT (all ages)

22 - 26 Apr

Internal Inspection

Community Learning Programmes

(all ages)

03 - 07 Jun

Audit of International Partner

Records and International

Recruitment Procedures

Sept - April (ongoing)

Apprenticeship Survey

19 Nov - 14 Dec

HE On-Programme Survey

03 Dec - 14 Dec

Employer Survey

14 Jan - 08 Feb

Actual Destination Survey

Feb

LSC Learner Survey

(19+ & ER)

(Framework for Excellence)

19 Mar - 29 Mar

Parent/Carer Survey

Sept - April (ongoing)

Basic Education & Pre-

Employment Survey

19 Nov - 14 Dec

FE On Programme Survey

All learners FT, PT & Basic

Jan - Apr

Partner Provider Survey

25 Feb - 22 Mar

Business Services Survey

Nov

LSC Learner Survey

(learners 16-18)

(Framework for Excellence)

Jan - Apr

HE National Student Survey (NSS)

Sept

Support Staff PMRs

Oct

Support Staff PMRs

Nov

Support Staff PMRs

Dec

Support Staff PMRs

Jan

Support Staff PMRs

Feb

Support Staff PMRs

Mar

Support Staff PMRs

Apr

Support Staff PMRs

May Teaching

Staff PMRs

Jun

Teaching Staff PMRs

Jul

Teaching Staff PMRs

Aug

Teaching Staff PMRs

15 - 23 Oct

Curriculum Review Term 1

Dec

HE Programme Leaders check

course factsheets and forward

amendments to Marketing

04 - 12 Feb

Curriculum Review Term 2

13 - 21 May

Curriculum Review Term 3

May

Strategic Plan Targets Update

Sept

Line Managers commence term 1

lesson obs

Oct

Peer Obs Training Pt A

Nov

Peer Obs Training Pt B

Jan

Line managers commence Term 2

lesson obs (aim to complete

majority of lesson observations by

end of March)

Feb

Peer Obs Training Pt A

06 Mar

College-wide CPD Day 2

01 Jun - 31 Aug

IfL CPD Declaration

26 Oct

College-wide CPD Day 1

(Sunderland Joint Learning Day)

Mar Peer

Obs Training Pt B

24 Jun

College-wide CPD Day 3

01 Oct

Progress Reviews (Initial)

05 Nov

Assessment Boards

03 Dec

Module Mock Exams

07 Jan

Progression Exams

04 Feb

Progress Reviews

11 Mar

A Level Assessment Boards

20 May

Progression Boards

08 Oct

Initial Assessment Boards

25 Feb

Vocational Assessment Boards

18 Mar

Issue of Student Reports

20 Sept

16-18 Awards Evening

02 Oct

Usworth Open Evening

(A-Levels & Vocational)

14 Nov

Hylton Open Evening

12 Dec

Hylton Open Evening

16 Jan

Hylton Open Evening

13 Feb

Hylton Open Evening

(Vocational)

20 Mar

Hylton Open Evening

TBC Apr

Hylton Open Evening

TBC Jun

Hylton Open Evening

Enrolment

24 Sept

Adult Awards Evening and

Graduation

03 Oct

Bede/Headways Open Evening

(A Levels)

23 Jan

Bede/Headways Open Evening

(A Levels & Vocational)

17 Apr

HE Open Evening

27 Jun

HE Open Evening

10 Oct

Bede/Headways Open Evening

(Vocational)

24 Jan

HE Open Evening

11 Oct

St Peter's Open Evening

(A-Levels & Vocational)

24 Jan

St Peter's Open Evening

(A Levels & Vocational)

15 Oct

Shiney Row Open Evening

(Vocational)

28 Jan

Shiney Row Open Evening

(Vocational)

17 Oct

Hylton Open Evening

(Vocational)

29 Jan

Usworth Open Evening

(A Levels & Vocational)

18 Sept

Quality Committee

02 Oct

Resources Committee

13 Nov

Student Council/Governors

04 Dec

Academic Board

22 Jan

Resouces Committee

05 Feb

Board of Corporation

05 Mar

Governance & Search Committee

23 Apr

Student Council/Governors

14 May

Board of Corporation

11 Jun

Quality Committee

09 July

Board of Corporation

18 Sept

Governance & Search Committee

23 Oct

Board of Corporation

13 Nov

Quality Committee

11 Dec

Board of Corporation

29 Jan

Quality Committee

13 Feb

Curriculum & Quality Committee

05 Mar

Resources Committee

30 Apr

Governance & Search Committee

15 May

HE Management Committee

13 Jun

Audit Committee

27 Sept

Audit Committee

14 Nov

Curriculum & Quality Committee

26 Feb

Student Council/Governors

07 Mar

Audit Committee

30 Apr

Resources Committee

22 May

Curriculum & Quality Committee

14 Jun

Academic Board Pre-meeting

22 Nov

Audit Committee

27 Feb

HE Management Committee

12 Mar

Quality Committee

18 Jun

Resources Committee

23 Nov

Academic Board Pre-meeting

15 Mar

Academic Board Pre-meeting

25 Jun

Academic Board

27 Nov

Resources Committee

19 Mar

Board of Corporation

28 Nov

HE Management Committee

CURRICULUM AND QUALITY CALENDAR 2012-2013

Self-Assessment

Inspections & Audits

Surveys

Board of Corporation,

Academic Board &

Committees

Wider Review & Planning

CPD/Teaching &

Learning

Performance Monitoring

& Target Setting

Marketing Events

89

FE Self Assessment Reporting (SAR) Process Flowchart & Deadlines

27 November Whole College SAR and QIP, as well as Governors` SAR and QIP considered at Governors` SAR Working Party, prior to submission to full Board on 11 December.

7 November HoDs/CLs (submit final version of SARs and QIPs to Quality & Standards (with validated year data)

June Validation of CL level FE and HE SARs by relevant HoD and Curriculum Director

21 Jun CLs submit FE and HE SARs to relevant HoD

17 May Business Support Services SARs and QIPs to Quality & Standards

March Issue of SAR information or training to staff

1 Sept Whole College Quality Improvement Plan issued to all managers

7 November – Whole College SAR authors submit text to Quality & Standards

19 November Whole College SAR and QIP Validation Panel (SMT, Governors and peer review)

10-14 Jun Validation of Business Support Services SARs and QIPs

14 October - Governors` SAR and QIP is drafted

During Year of Course Course Committees review student feedback and other outcomes

18 December Quality & Standards arranges posting of Whole College SAR onto Provider Gateway

NB: QIP updates February and October

15 Oct–23 Oct Validation of Dept FE and HE SARs during October Curriculum Review. Panel also reviews proposed strategies and milestones in Dept QIP. Authors to copy final version to Quality and

Standards by 8 Nov

12 November Final desk top validation and confirmation of SAR grades.

15 Oct–23 Oct HoDs table FE and HE SARs reports to October Curriculum review

90