Working in

the Wessex Group 2 the Wessex Group Who we are contents The Wessex Group of Sixth Form Colleges is a partnership of 11 sixth form colleges in Hampshire, Portsmouth Who we are and Southampton. Originally known as the Hampshire Sixth Form Colleges’ What we do Partnership, it was established in 1997 with 10 colleges, Alton joining in 2003 when it changed its status from a How we operate tertiary college. The initial impetus was the need to formalise some joint What are the benefits? purchasing agreements, though there had been prior work relating to a desire Why does it work? to jointly strengthen the services offered to students. What next? The 11 colleges are: What do you need to make a start? Barton Peveril College This booklet describes the Wessex Eastleigh Group of Sixth Form Colleges, the work that it has done and how it is The planning to develop. It examines Farnborough the benefits of partnership working Havant College and offers some suggestions for a template of activities which colleges working collaboratively might Southampton explore. Further detail about some of the work is described in other booklets in this resource and there is also a separate section about establishing Queen Mary’s College partnerships. Basingstoke Taunton’s College Southampton

2 Dealing with difference

Between them, the colleges cater One of the strengths of the Wessex for about 20,000 16-19-year-olds and Group lies in its ability to work together around 9,000 adult learners. This large despite its differences. One strategy network of specialist centres was has been to foster sub-groups within established in the 1970s by Hampshire the partnership. These can work County Council which was at that time together on issues which are of responsible for the colleges within the particular concern to them – so long now unitary authorities of Portsmouth as the Wessex Group is aware of the and Southampton. The Wessex Group activities and any lessons are shared. exists alongside 10 FE colleges including the specialist land-based college at For example, colleges working in Sparsholt. There is also a small number similar communities along the coastal of school sixth forms in the area. area (Portsmouth, Taunton’s, Itchen, St Vincent, Havant and Totton) The Wessex Group of Sixth Form have created the Solent Colleges Colleges is a diverse group and there Innovation Partnership to investigate is considerable variety in terms of size, ways of developing shared services. curriculum offer, ethnic diversity and The colleges’ close geographical levels of disadvantage. Coupled proximity, together with similarities with this, the sixth form colleges are in the communities they serve, led usually the main competitors for each them to establish this group with other. The tensions that this sometimes a specific purpose. However, the creates could be magnified in a tight lessons and experiences of the group financial climate where the threats of are shared through the Principals’ mergers or closures are more strongly Group (see page 6). felt. However, the colleges recognise the benefits for their students and Similarly, the Wessex Group’s Self- communities of working closely in Development Initiative works through partnership. They believe that they add two sub-groups of colleges with their up to more than the sum of their parts own approaches to peer support and and are mutually strengthened by their review of self-assessment (booklet 5, commitment to collaboration and a page 6). The groups meet together shared vision. Principals are committed periodically in order to ensure that to continuing to fund the partnership the strengths of each group are and want it to do more in the future. shared and the value of different approaches discussed. Colleges in In other words, being clear about both groups take part in an annual common interests and goals means programme of development visits that working together is often less whereby departments needing complicated than it might be. support in a particular aspect of their performance are matched with a department in a college with strengths in that area.

3 The size and concentration of the Three of the 11 colleges were colleges within the Wessex Group of assessed in their most recent Ofsted Sixth Form Colleges mean that together inspections as outstanding for ‘overall they represent more than 11% of sixth effectiveness’ and five were considered form colleges nationally. Approximately to be outstanding in ‘leadership and one in every 25 young people studying management’ and ‘capacity to A Levels in this country does so at a improve’. Of the 55 grades awarded Wessex Group college. by Ofsted to the 11 colleges, none was less than satisfactory and 44 were either

1 – Alton College good or outstanding. 2 – Barton Peveril College 3 – The Sixth Form College Farnborough 4 – Havant College 5 – Itchen College 6 – Peter Symonds College 7 – Portsmouth College 8 – Queen Mary’s College 9 – St Vincent College 1 0 – Taunton’s College 11 – Totton College

4 What we do

The Wessex Group of Sixth Form Members are united in their belief that Colleges formed to maximise collective their purpose is to serve the interests strength in ways that provide value for of young people – and in different money and best serve the needs of ways adults – in their respective young people in its communities. communities, without wishing to identify boundaries. Their concern A number of approaches are taken to is for improvement of provision for all achieve this, including: young people in the region, whether • Encouraging and facilitating networks they are already enrolled students, of staff and managers in colleges not yet 16 or, indeed, not enrolled at (see booklets 5 and 6) any of the 11 sixth form colleges. For • Sharing good practice to improve this reason, the members engage in services to students partnership and collaboration with (see booklets 5 and 6) many other institutions and agencies to enhance opportunities for young • Negotiating with service providers people and to avoid damaging the for discounts for group purchases provision of schools, other colleges or (see booklet 8) other interested parties. • Providing local training opportunities

Extract from Wessex Group Concordat using external and in-house expertise (see booklet 7) • Collaborating on quality assurance and improvement (see booklet 5) • Responding to and influencing national educational developments (see this booklet).

Further detail can be found on all of these activities and approaches in separate resources found in this pack (see references to separate booklets in brackets throughout the resource).

5 How we operate

The strategy and direction of the Separate, full day strategy events Wessex Group of Sixth Form Colleges have been organised approximately is set by the Principals’ Group which every two years which usually signal meets around seven times a year. In the need for a response to major addition to the opportunity to share national changes or particular local ideas and concerns about current circumstances. For example, the group developments locally and within the has met to determine a strategy for sector, there are always agenda items ensuring influence with local authorities requiring a collective decision following the announcement of the or response. Machinery of Government changes in 2009.

Principals’ Group Agenda

Typically, Principals’ Group Sounding board – Principals have agenda include: an opportunity to seek advice from colleagues about a current issue or Partnership business – a report from to develop a shared understanding the Partnership Manager about of a new development. activity, contacts outside the Group eg with joint suppliers, HE, local Report back from external meetings authorities, exam boards. – Principals report back to their colleagues from other organisations Presentations to the group – in the and executives where they have a past these have included exam wider responsibility eg membership board chief executives, university of 14-19 strategy boards, national Vice-Chancellors, the Learning representation on UCAS, the Sixth and Skills Council, directors of Form Colleges’ Forum, Association of children’s services, a Secretary of Colleges, exam boards etc. State, ministers and leaders of major government reviews.

Major, current policy discussion – Principals debate and clarify their thinking on the major funding and policy issues of the day. This may lead to a decision to respond jointly to any consultation or to lobby collectively as well as individually for improvement. It may also be the start of a new initiative for the group as a whole.

6 Governors from the colleges’ membership corporations have been involved in shaping the approach taken by the Membership of the Wessex Group is group on major national initiatives, for open to any college which: example via joint strategy evenings or briefing events. • has formally designated as a sixth form college Membership of the Wessex Group was • is located in Hampshire, originally dependent simply on whether Portsmouth or Southampton or the or not the organisation was a sixth form within Hampshire, Portsmouth • is a signatory to the Wessex and Southampton. However in 2010, in Group Concordat recognition of the importance placed • agrees to identified levels of upon the role of the Group in working performance which signal the collaboratively on quality assurance need for support and improvement, it was agreed that • agrees to accept support membership should be dependent from other members to improve upon members meeting specific performance where necessary criteria laid down in the Wessex Group • agrees to offer support to other Concordat. members to improve performance where necessary • pays a financial contribution to sustain the Partnership • attends and contributes to Partnership groups and activities • agrees to consideration by existing members of application for membership • agrees to a probationary period followed by assessment of compliance by existing members before membership is confirmed.

Extract from Wessex Group Concordat

All colleges are signatories and the Concordat has been agreed by college corporations.

7 Staffing Funding

The Wessex Group is run by three part- The funding of the Wessex Group is time staff seconded from partnership largely by a subscription fee from colleges. A Partnership Manager members which covers the salaries works three days a week and runs the of its staff. In addition, income is activities of the Group including the generated by non-Wessex Group planning, design and commissioning member subscription to the Curriculum and/or delivery of major programmes Support Groups. Some grant monies of staff development for staff at all have also been obtained but this levels in colleges; and servicing all peer is less sustainable than the annual networks other than those managed by subscription. the Curriculum Network Development Manager (also working three days a All training and larger scale week). programmes are run by the Group on a break-even basis. Each event is The Curriculum Network Development costed and bills apportioned to those Manager’s work involves the colleges taking part. The majority of management of an extensive network events take place in colleges and the of around 40 Curriculum Support Wessex Group has agreed standardised Groups which meet each term (see charges for use of college facilities booklet 6). A part-time Administrative (free) and catering for partnership Officer provides support and an office events. Peer groups and Curriculum base for the two peripatetic managers. Support Groups are not costed separately unless they agree to invite a The Chair of the Wessex Group (a paid speaker/trainer to their meetings Principal) line manages the Partnership at which point the costs are shared Manager who in turn manages the between the participants. Curriculum Network Development Manager.

8 What are the benefits of working collaboratively?

A breadth of expertise and experience in-house and specially commissioned is regularly shared at all levels in peer trainers and facilitators. More groups for senior managers; clerks; information about the programmes and governors; staff development officers; their impact can be found in booklet 4. Vice-Principals; personal assistants; curriculum heads; directors of finance; Preferred customer status with some human resources; exam officers; exam boards and other suppliers has directors of quality; equality and not only led to significant real and diversity co-ordinators; Principals; newly notional savings; it has also allowed qualified teacher induction managers. the group to negotiate local bespoke training events and a rapid response to Home-grown talent – Wessex problems if they arise. Group staff benefit from a career path within Hampshire supported Value for money – the Group by a comprehensive leadership has negotiated several discount development programme. The arrangements for bulk purchase programme is designed to reflect (eg for energy supply, insurance, the needs of the Wessex Group office supplies and software) as well colleges and is regularly reviewed by as significant notional savings in an executive group for leadership running in-house bespoke leadership programmes. development programmes.

Each programme – for future, middle, Profile and influence – the senior managers and support staff team concentration of colleges and the leaders – has been shaped to address regularity of meetings has meant that the changing needs of the Group using the Group can attract key players (eg Secretary of State, ministers, MPs, Foster, Tomlinson, Ken Boston etc) to its meetings and events. It also has a ready-made forum for discussion when Principals return to the Group from various chairing or representative duties on international, national and local bodies.

A united front – the power of the Group’s message is increased through joint responses to local and national consultation. It is also afforded some collective protection through its membership – like wagons in a circle.

9 Why does it work?

Members of the Wessex Group of Str ategy and focus Sixth Form Colleges have considered • We focus on areas that we can some of the reasons for its success and make progress with achievements. Various groups within • We are clear about our direction. the partnership have been consulted1 to find out why they thought that the People and resources Group operated successfully. This has • Principals and staff invest their time allowed us to distil some of the key and commitment to meetings and lessons for others who may be thinking other activities about establishing or further developing • We make full use of the existing existing partnerships. resources in our infrastructure – from making meeting rooms available, to The responses have indicated that senior staff involvement in training there are many reasons for the programmes effectiveness of the partnership of • Our external roles and responsibilities colleges in the Wessex Group. bring an extra dimension to the intelligence of the Group eg via representation on national • There is agreement on strategy committees and focus at Principal level • Distributed leadership – different people are allowed to take the lead • Colleges share an ethos and in different contexts. We share the philosophy workload and share the leadership of different tasks which leads to • Resources and skills within the strengthened participation and an Wessex Group are shared in investment in the partnership partnership activities – and • The Partnership Manager works at a everyone benefits senior level and has the right skills and attributes to do the job • Geography helps – there is • The Group enjoys firm chairmanship. a concentration of colleges Meetings are well structured and in a relatively compact and agenda items are contributed by accessible area everyone.

• There is a shared recognition of Geogr aphy the benefits of unity • There is a concentration of colleges • The strength of the partnership in Hampshire, Portsmouth and Southampton which makes it possible has increased over time to be in reach of many colleges without long journeys.

1 Including Principals, Vice-Principals, staff development officers, past and current delegates on leadership programmes, peer network members 10 Ethos and philosophy • Collective support and personal • There is an ethos of mutual respect support provide a foundation for and trust further collaborative work • The members share values and culture • Sharing practice helps to improve and are working towards the same quality across a large number of goals; a drive for development and providers improvement is part of the collective • Advice is given generously across DNA of senior managers and staff in all groups. Staff recognise the partnership colleges partnership as a meaningful • There is a shared sense of ethos in terms supportive network – not just in of how we deal with students – even meetings with very different cohorts of students, • The Group’s financial rewards and the language is the same value for money for shared contracts • The primary focus of the Group is a are strong drivers collective commitment to positive • Bespoke leadership programmes outcomes for students and young are seen to have a genuine impact people in their communities – ahead of on the institution when participants any financial benefits return • The Group also shares a strong • The concentration of colleges and philosophy of valuing and recognising the number of students represented staff provide good leverage in bringing in • Group members feel that they have national expertise from our contacts developed the ability to listen closely outside the partnership. to each other and are open to differences of opinion – indicating Group emotional intelligence Longevity • There is very little posturing about each • The age of the partnership has been college’s achievements/strengths an important factor in building strong, • The ethos of collaboration at Principal trusting relationships between staff in level is a strong influencing factor for Wessex Group colleges the behaviours of other staff – subject • The partnership has existed for a long staff and others know that it is normal to time and has been able to develop share resources and problems. many facets and activities. There is an expectation that the Group will Strongly recognising the continue to deliver joint activity • The longevity of the partnership has benefits of unity meant that developments have had • All staff recognise the mutual benefit the chance to refine, improve and of partnership – all give and all take perpetuate; developments come • Despite differences in terms of size, from developments. curriculum offer, ethnic diversity and levels of disadvantage, there is recognition that ‘what unites is more important than what divides’ 11 What next?

Many of these views emerged from Improving links various groups of partnership staff with universities including Principals, Vice-Principals and members of Curriculum Support Groups. The Wessex Group identified improved links with 'No man is an island' (HE) as a priority. They wanted to establish a sustainable way of: Although the Wessex Group has gained strength from working together, • increasing HE input to the there are opportunities for other development of students and staff advantageous links with organisations in sixth form colleges and interests within and outwith the • helping to prepare students for geographical bounds of our partnership. university life • raising student aspirations about Some of these connections have applications to HE already been made and any improvements would be to strengthen • improving chances of success in those. For example, the Wessex Group UCAS applications has long-standing contact with other • developing a shared FE providers in the area through both understanding of the role a joint Principals’ group and an offer of Extended Projects in the of membership of the Curriculum application process Support Groups to any local subscribers • sharing knowledge of changes teaching the 40 curriculum areas which to curriculum – from C2K to meet regularly. The Wessex Group is Diplomas and the International first point of sixth form college contact Baccalaureate. for the local authority with the largest number of sixth form colleges in the The Group was able to adopt a area (Hampshire) and the links and number of approaches to ensuring relationships developed extend well that the links were well established beyond individual Principal level into and long term: other peer groups and joint activities such as conferences. There are strong, Development work via Curriculum joint links with local universities which Support Groups – university staff have led to shared development attend the groups by invitation and opportunities for staff and for students universities provide expertise and and improvements in the mutual resources for a range of annual understanding of the progression from development opportunities eg sixth form to higher education. The Physics summer study day; Maths established networks and peer groups teaching workshops; English and provide a ready-made platform for Critical Thinking competitions; dialogue and this has facilitated timely Geography and Environmental discussion focused on action. Science study days.

12 Membership of higher education In other situations, Wessex Group links institutions (HEI) – the Curriculum with external organisations may be Network Development Manager more tenuous or one-dimensional eg attends admissions tutor committee where the point of contact is at only meetings at a local HEI and she one organisational level or dependent and the Partnership Manager meet upon individuals. Time and resource regularly with university outreach staff constraints are to some extent to to share news and to gauge potential blame, although the best external links for future developments. have been developed from a pressing policy imperative (eg the Machinery HEI representation on partnership of Government changes) and/or a corporations – the Group has deliberate strategic decision taken by attempted to increase contact with the Group (eg improving links to higher senior HE staff by attracting them education institutions). It is important on to corporations. A number of to keep these priorities under review colleges have former and current and to identify stakeholders/interested HE staff as governors and Vice- parties so that future links with them Chancellors from all local universities can help to improve the chances have attended Principal meetings as of success. part of a series of planned dialogues. The Group’s leadership programmes This activity is over and above that (see booklet 4) provide staff in all which is conducted by individual their colleges with the opportunity colleges. It could be improved to learn from and with their peers. by creating more consistency in The programme underpins the Group’s the relationships with the different strategy for succession planning and local universities and in the spread our own research2 has shown that of of subject areas that take best those completing the programmes advantage of the resources and and experiencing a promotion etc, expertise from higher education. most remained in their college or moved to another college in the Group. This has the advantage of keeping our talent within the Group, but it has the disadvantage of limiting shared learning to a defined, relatively local area. We are currently developing approaches to tackling this issue eg through widening access to programmes, extending the work shadowing scheme outside Hampshire.

2 LSIS and the Partnership’s Review of Leadership and Leadership Development in Hampshire Sixth Form Colleges Liz Winn and Jo Dale, April 2010 13 Talk for talk’s sake? However, we do not yet have a clear understanding of what would maximise Just because people like meeting with the impact of all of this learning and their peers and sharing concerns and sharing and that is something that we triumphs, doesn’t make it intrinsically need to work on. worthwhile. One of the dangers of a well-established network of peer groups is that the original purpose Is it too easy? of meeting may be lost. The Wessex Group has worked hard to ensure that, Wessex Group colleges are on the for example, the Curriculum Support whole comfortable about sharing Groups (see booklet 6) are managed their problems and identifying areas and developed, rather than simply where they are not as strong as they facilitated. The appointment of a might be. Curriculum Support Group Curriculum Network Development members will report worse than Manager was considered essential expected results to their colleagues; by Principals and the Vice-Principal Vice-Principals will confess to a lack (Curriculum) network provides oversight of thorough understanding of a new and direction. Similarly, the Principals’ policy; they and directors of quality Group’s periodic sessions to review will readily identify areas in their college purpose and direction help to maintain that need support in order to access a a focus which is intended rather than development visit in another college. accidental. Colleges invite peers in to review self- assessment procedures, to inspect However, a review of the work of the an area of work or teaching and to groups and their impact is probably validate their judgments about the something which could be further performance of their college. There evaluated. We know who meets, when is a spirit and expectation of openness and what they talk about. We know which has developed over time and that resources are shared and problems which is essential for maximising the discussed. We know that some benefits of the collective expertise collective concerns are summarised across all 11 colleges. and raised with external organisations (eg exam boards) and that sometimes, as a result, things change. We know that shared training needs can promote the provision of local events at a reduced cost to individual colleges. We have some soft evidence that motivated members of groups actively adopt and adapt the lessons from their peers into their own practice.

14 For now, detailed performance data This will also necessitate agreement is shared on a case-by-case basis. about the level and type of data to be There is no Group review of colleges’ shared routinely across the partnership performance data and it is left to an of colleges. It will formalise a host of individual college needing support self-regulatory Group initiatives and to identify the need and to ask for has the potential to add some grit help – indeed this is a requirement of to the oyster. It will be a planned membership. The Wessex Group is improvement and the impact on peer planning the development of a range groups and mutual trust will need to be of clear, transparent and agreed carefully managed. performance measures in order to strengthen its collaboration on quality assurance and improvement.

15 What do you need to make a start?

The following information also appears For example, although the Wessex in booklet 3. Group of Sixth Form Colleges formally established itself initially to become Patience a bulk purchaser with specified traders (including exam boards); it It takes time to create and sustain an had its antecedents in joint quality effective partnership; time to build initiatives such as External Quality relationships and develop trust. This Review (EQR) which was established is especially true when organisations by Hampshire colleges in 1993 to may be competing for students. A continuously improve teaching and decision to join forces, for whatever learning through peer review – see reason, can only signal the beginning booklet 5, page 4. This background, of a process rather a permanent reality. with its focus on mutual improvement, There are likely to be threats and risks to led to a wider growth of activities a partnership throughout its life and its under the partnership umbrella long-term viability could depend upon which was crucial in developing trust the degree to which its members chose amongst participating colleges. By to address or ignore them. sharing expertise and intelligences, 16 collaboration and mutual support Investment increased and the impact of competition was moderated to a Wessex Group members invest time, degree. The growth of trust was money and commitment to sustain the gradual and, to some extent, has to Group. The benefits of the partnership be nurtured each time a new group is are dependent upon governors and created or when new individuals join. staff at all levels contributing time Even after being in existence for well and expertise – via peer groups, input over a decade, the need continues to staff development activities, peer for the Wessex Group to address the reviews, sharing resources and by impact of competition on the nature of simply being available to respond to the partnership. At a recent strategy queries that emerge from colleagues discussion Principals agreed to develop in other colleges. a shared understanding of responsible competition. They have developed To a large extent, this commitment a Concordat which recognises that and the resulting time given and taken the driving value of the partnership is is the life-blood of the Wessex Group. in looking after the needs of the local It would severely undermine the communities – rather than individual strength and purpose of the partnership colleges. if it were not there, and contributes to the development of strong relationships. However, Principals TIPS decided that for this to be used most effectively, a Partnership Manager • Don’t expect overnight success would be appointed. This part-time • Starting with one activity and post is funded through an annual moving on to others can work subscription as is the part-time post but; of Curriculum Network Development Manager. As a result, each year the - regularly revisit the purpose Principals commit to the future of the and values of the partnership partnership by agreeing to jointly fund - review the risks to the these posts3. partnership and agree how to tackle them The leaders of the partnership have invested in senior staff with the right - keep working on relationships – skills and attributes to run and develop especially if tensions emerge. the activities and networks of the Wessex Group.

3 Each contract is for two years and the dates are staggered so that in any one year, only one contract is up for renewal 17 Leadership TIPS Principal-level commitment to the • Consider appointing someone partnership is vital. Their leadership provides a precedent for all other at a senior level to manage the partnership activity. They establish work of partnership a common purpose and a shared • Recognise that time and vision. They articulate the values of money will be needed the partnership. They condone and encourage collaboration at all levels in partner colleges so long as it has an outcome linked to the shared VALUES goals of the Wessex Group. They are These are the things that the key to the development of effective working relationships throughout the Wessex Group thinks are partnership. important and which drive its actions.

We believe: • that working collaboratively helps to strengthen the services offered to young people • in promoting educational excellence and opportunity across the area • in fostering a learning culture through honesty and openness • that collaboration and mutual support moderates competition • in developing staff through shared development opportunities, succession planning and networking • we need to understand and respond to the wider operating environment • in valuing diversity within the partnership and beyond.

18 In addition to the belief of Wessex Group members that by working together they can have a positive ‘If it wasn’t effect on the quality of provision for young people in the area, there is a there, we’d strong sense of perceived necessity. There is a need for partnership in have to providing a strong local and national voice for members; in affording invent it’ some protection in numbers and organisation, and in creating a recognisable entity with which other bodies can have a dialogue.

TIPS • Establish a common purpose • Agree a set of values • Lead by example • Remind each other of the benefits from time to time

There are a number of different routes to building an effective working partnership. There are various models for organising the work that you do; different types of activity that can be managed; different lifespans and ambitions; and different aims and missions. Whatever you decide to do and however you want to organise yourselves, the most important starting points are shared goals and a commitment to invest in something that will lead to short and long-term benefits for the group and for your own college.

19 Working in Hampshire Portsmouth Southampton

This resource has been written by Liz Winn www.wessexsfc.ac.uk

Published in 2011 Copyright © Wessex Group of Sixth Form Colleges 2011