ANNUAL REVIEW 2019

CONTENTS

Strategic Priorities 4

Introduction 5

Ofsted Inspection 2019 6 - 7

Enabling Economic Prosperity 8 - 19

Increasing Social Mobility 20 - 29

Excelling In All That We Do 30 - 37

Looking Ahead: Strategy 2020-2025 38 - 39

3 Create optimistic futures by nurturing talent OUR VISION that leads to aspirational destinations.

Our vision defi nes what we want to be and our hopes, aspirations and ambitions for the communities we serve.

Predict and serve the needs of our OUR MISSION business and civic communities.

Our mission sets out our fundamental purpose, what we are here to do, and our commitment to all stakeholders.

Preparing individuals for the next phase of their lives: OUR MISSION the world of work, entrepreneurship, advanced study, PATHWAYS career progression and to contribute as positive citizens.

Our mission pathways outline our routes to success for our students, customers and the communities we serve. OUR STRATEGIC PRIORITIES 2017-2020 Our strategic priorities outline our aims and ambitions to enable economic prosperity, increase social mobility and deliver excellence. Priority One Priority TWO Priority three ENABLE economic prosperity INCREASE SOCIAL MOBILITY EXCEL IN ALL THAT WE DO Positively impact on economic Remove barriers and inspire Deliver an excellent experience prosperity by co-creating and aspiration to achieve social to all customers. jointly delivering an innovative progression. offer for business.

1 Utilise business intelligence to inform 1 Further develop the Group’s 1 Provide appropriate and impartial Group strategies and a responsive community provision to engage careers education, information, offer. individuals with no or low qualifi cations. advice and guidance which inspires and enables informed decisions, 2 Promote the benefi ts of participation 2 Co-design learning opportunities with directs to the right learning pathways, in education to wider communities, business to generate talent for the supports and then manages individual with a focus on social mobility cold success of the region. journeys to positive destinations. spots within the region, to realise work 3 Co-deliver holistic pathways with and life chances. 2 Effectively engage with schools business to support exceptional to ensure smooth transitions for academic, College-based and 3 Create a line of sight to work and young people. apprenticeship outcomes. independent living for all. 3 Innovate to engender challenge and 4 Co-create employer-endorsed and 4 Increase the Group’s local higher encourage risk taking in teaching sponsored activities to support education and skills offer to activities. individuals to match their career encourage widening participation. ambitions and enable employers to 4 Provide excellent holistic pathways 5 Collaborate with the wider education access high-calibre talent. which facilitate and nurture achievement and skills system across the region to of crucial life and work skills. 5 Nurture entrepreneurship and expand opportunities and improve foster creativity, business acumen educational attainment. 5 Maintain safe, accessible and and enterprise to support positive sustainable learning environments, 6 Engage and mobilise the Group’s destinations to employment, with inspirational learning zones that community of advocates to raise including successful business foster independent study and promote awareness of all the choices and start-ups. wellbeing for all. pathways available, infl uencing and 6 Continue to improve English 6 Proactively meet business need to motivating individuals. and maths skills and encourage continually upskill and retrain the 7 Continuously promote a culture of appreciation of the value of good region’s workforce. equality and diversity by removing literacy and numeracy, required for 7 Develop the Group’s commercial barriers to learning and eliminating success in work and life. offer to support the needs of business performance and engagement gaps. 7 Improve all aspects of customers’ and investment in the Group’s valued experience, embracing a culture of resources for the benefi t of all ownership and accountability for stakeholders. quality compliance and continuous performance improvement.

4 INTRODUCTION

Welcome to our annual review for 2019. In a year of substantial progress and change, we have never lost sight of our core purpose to predict and serve the needs of our business and civic communities.

Major strides have been taken to meet the three key priorities set out in our strategic plan for 2017-20 – enabling economic prosperity, increasing social mobility and excelling in all that we do – and this review charts how our achievements have a meaningful impact on all our stakeholders, from students, employers and community leaders to regional and national policy-makers.

We have redoubled our efforts to forecast workforce requirements and join forces with employers to co-create educational pathways that generate the talent pipeline sorely needed in today’s rapidly changing economy. Our partnerships with business are truly transformational, based on quality, innovation, trust and respect.

At a time when too many people in our communities feel left out or left behind, we have also sharpened our focus on social mobility to ensure that every student, regardless of background or circumstances, develops the skills, aspirations and attitudes to reach Mandie Stravino their full potential in work and life. Chief Executive

A drive for excellence is embedded in all aspects of our work and we are delighted that our endeavours are increasingly acknowledged nationally. The year ended with DCG retaining its ‘Good’ grading from Ofsted following a short inspection which recognised the quality of our leadership, management and governance as well as the standard of education we offer.

It is also a measure of our infl uence and standing that we have welcomed so many prominent fi gures to DCG during the year, including the Secretary of State for Education and an international delegation from the British Council. They saw at fi rst hand our vibrant learning environments, dynamic support services and broad spectrum of study pathways from entry level to degree level.

We now hope that our growing profi le gives us leverage in crucial government debates about how to ensure fairer funding and sustainable long-term support for further education. We are championing the Love Our Colleges campaign, launched by the Association of Colleges, for greater investment in a sector which Janet Morgan commands such a pivotal role in society. Chair of Governors While we can be justifi ably proud of our achievements this year, we will not rest on our laurels and will not be standing still. We have just set out our new strategic plan for 2020-25, and we would encourage all our partners and stakeholders to play their part. In line with our overarching vision to make bright futures a reality for all, we are excited about what the coming years will bring.

5 ‘GOOD’ GRADE RETAINED

Derby College Group (DCG) maintained its ‘Good’ grading from Ofsted following a short inspection in December 2019. The inspectors’ report highlighted how DCG students are well prepared for further study or employment.

Ofsted inspectors who scrutinised the quality of education, safeguarding and leadership reaffi rmed the grade which DCG received at its previous full inspection in March 2016.

DCG was one of the fi rst further education institutions in the East Midlands to be inspected under Ofsted’s new framework of conducting short visits at colleges which were previously graded as ‘Good’.

The fi ve-strong team of inspectors spent two days visiting all the Group’s colleges: the Roundhouse, the Joseph Wright Centre, Broomfi eld Hall and the Community College, Ilkeston.

As part of their visit, they undertook a ‘deep dive’ look at study pathways in Sport and Animal Care, Construction apprenticeships and DCG’s large national retail programme for adults keen to return to employment following The tailored careers guidance on offer was highlighted, including contact extended periods out of the workforce. with employers which enables students to make more informed choices.

The inspectors concluded that most students and apprentices experience “very good teaching and support”, developing new knowledge, skills and behaviours that prepare them well for further study or employment.

“Adult learners, many of whom are from the most disadvantaged and hard-to-reach groups, benefi t from inclusive and highly personalised programmes. They gain confi dence from their work experience and study.” Ofsted 2019

Their report continued: “Leaders and managers have high aspirations for all students, including those with special educational needs and/or disabilities, and apprentices. They have worked with staff to turn these aspirations into concrete curricular plans. Together with governors, they have created a Lessons in Animal Care were praised for the way teachers frequently positive culture in which staff, students and apprentices are proud to work and tested students’ recall of topics from earlier lessons. study.”

6 “Students enjoy attending College. They feel safe and welcome. They value the good standard of accommodation and resources. Young learners feel respected and valued by teachers and other staff.” Ofsted 2019

Among key fi ndings were that:

• DCG’s “excellent links” with local employers and higher education Inspectors were impressed by the way Sports students received “precise providers help to give students good exposure to the workplace and feedback with clear guidance on what they could do to improve”. prepare them well for the future

• Teachers, trainers and assessors plan their teaching carefully, with a focus on how students and apprentices can practise what they have learned

• Staff have good subject knowledge and explain concepts clearly to students, helping them develop a detailed understanding of often complex topics that they can then apply to practical tasks

• Careers guidance is tailored to the individual needs of students

• Leaders and managers invest in high-quality continuing professional development, including research into educational effectiveness, which supports teachers to improve their professional practice

• DCG governors are highly qualifi ed and experienced. They receive and scrutinise regular and detailed performance reports

• Safeguarding policies and procedures are up to date, refl ecting best practice

Chief Executive Mandie Stravino was delighted that DCG had maintained its ‘Good’ Ofsted grade. She said: “I am particularly pleased at the recognition for the quality of teaching and that a high number of our students and apprentices progress to further study or employment.”

She added that robust measures were already in place to meet Ofsted’s recommendations for further improvements, refl ecting DCG’s commitment to the highest standards.

She concluded: “Our aim continues to be to strive for excellence in all aspects of Ofsted said that students and apprentices behaved well, showing respect our work to create world class, accessible to one another and to DCG staff. education opportunities that enrich lives and make bright futures a reality for all.”

7 With the agility to respond ENABLING rapidly to changing technology and industry needs, DCG has expanded its infl uential employer ECONOMIC collaborations for the benefi t of the city, county and region. Its PROSPERITY success in co-designing learning opportunities with business has been heralded nationally as a beacon of best practice.

POWERHOUSE OF BUSINESS PARTNERSHIPS Employers are key components in the DCG engine, powering an industry-relevant curriculum to generate the high-level skills that deliver economic wellbeing.

The Group has established alliances At the heart of DCG’s strategy are latest to come on stream is for Food and with around 3,000 organisations large Employment and Skills Academies Drink Manufacturing. and small in an employer engagement (ESAs), through which employers are programme which is informed by strong linked directly with the relevant DCG The impact and infl uence of these business intelligence. curriculum teams. Together they far-sighted alliances was celebrated in co-create opportunities that ensure DCG’s second annual Academy Awards, It constantly scans the business horizon students build the right skillset and which brought over 300 people to the to forecast the workforce requirements attitudes to progress into sustainable Roundhouse. The high-profi le event was of today and tomorrow, ensuring its careers. Initiatives span everything a fi tting tribute to the employers, staff education and training programmes are from work experience to guest lectures, and students who are playing a key role aligned with regional priorities. industry visits to professional mentoring, in delivering the Group’s vision to ensure employer-led challenges to work optimistic futures. The strong focus on employer shadowing. partnerships refl ects national policies Awards were presented to a range designed to establish a world-class, Each Academy is led by an Employment of winners (pictured below) to mark responsive and fl exible education system and Skills Board (ESB) made up of outstanding achievements under – both academic and technical – for a business leaders from the relevant the auspices of the Employment and rapidly changing labour market. sectors who engage in a constant Skills Academies as well as through dialogue with the Group. There are now apprenticeship programmes, work The CBI/Pearson Education and Skills 19 Boards involving over 340 employers placements, workplace visits, specialist Annual Report highlighted how the and covering all curriculum areas: the speakers and employer-led projects. business demand for skills is anticipated to grow at all levels in the coming years – and effective partnerships with business play a key role in raising levels of attainment and smoothing transition to work.

8 T LEVELS USHER IN A NEW ERA The introduction of T Levels – heralded as the most signifi cant reform apprenticeship, or into further technical to advanced technical education in the last 70 years – has opened studies at college or university. doors for even greater collaboration between DCG and leading At DCG, the fi rst T Levels to come on companies. stream will be in Digital Production, Design and Development; Education and As the only educational institution in the playing a pivotal role in the design and Childcare; and Construction: Design, East Midlands selected to offer these delivery of the programmes. Survey and Planning (Built Environment far-reaching new technical qualifi cations or Civil Engineering). To give as many when their fi rst phase is launched in A high-quality alternative to A-levels and young people as possible the chance to September 2020, the Group is in the apprenticeships, the two-year pathways benefi t from this new learning experience, vanguard of a revolution which will open enable students to build technical the Group has also introduced Transition up new post-GCSE routes into skilled knowledge and practical skills which are to T Level pathways for those who are professions for young people aged 16 to specifi c to a chosen occupation. They not quite ready to embark on a full 19. include substantial work experience – at programme straight away. least 45 days – on a relevant industrial Preparations for T Levels are well placement, plus English, maths and T Levels in the other vocational subject advanced at DCG, with employers digital skills. areas will be fully rolled out by 2023. Each T Level, roughly equivalent to three A-levels, will give students a solid platform for progression, whether directly into a skilled occupation in the workplace, into a higher or degree level

9 ENABLING ECONOMIC PROSPERITY TOP-LEVEL PRAISE Education Secretary Gavin Williamson has given his seal of approval to DCG’s pioneering work in supporting young people into fulfi lling careers while addressing local companies’ skills requirements.

After meeting with College staff, students, apprentices and employer partners on a fact-fi nding tour, Mr Williamson said: “This has been a fascinating visit. DCG is playing an important role in the launch of the T Level programme and is already ahead of the game in preparing young people for the world of work.”

As part of his visit, the Education Secretary spoke to some of the fi rst Engineering and Professional Construction students and apprentices to benefi t from DCG’s exciting new Technology Hub.

He also heard from employers who are heavily involved with “DCG has a history of working apprenticeship programmes including with industry and is well Garrandale, Rolls-Royce plc, SNC respected within the Department Lavalin, Pentaxia and Laystone as for Education for its new and well as those playing an infl uential innovative thinking.” role in DCG’s Employment and Skills Academy programme such as RDS Secretary of State for Education, Gavin Williamson Global.

Among many themes covered in his discussions were the Group’s preparations to introduce T Levels, its expanding higher education portfolio and its support for students with special educational needs and disabilities.

Describing Derby as a great industrial city that is hungry for high-level More industry expertise skills, Mr Williamson said that fi rst-rate technical education such as that on offer at DCG was critical to its future. in the classroom

He was also particularly eager to learn more about the history of Industrythe specialists are being recruited Roundhouse: his father actually worked at the former locomotive works to give DCG a head start in developing T on the site. Levels, after it secured funding under the Taking Teaching Further programme. Five experts in areas like engineering, robotics, mechatronics and digital technology will bring greater practical and professional experience into the classroom and strengthen employer links.

DCG will provide intensive support to help them make the transition from industry to education and to achieve full teaching qualifi cations.

One of 54 colleges and training providers to secure funding under the programme, DCG will also use the money to invest in curriculum development.

It has launched a ‘We are the Robots’ project to support industries such as food and drink manufacturing, one of the eight key sectors of the D2N2 Local Enterprise Partnership, where problems with recruiting suitably skilled people are hindering growth plans.

To mirror these priorities, DCG is introducing more elements of advanced manufacturing engineering into the curriculum, such as industrial robot technology, industrial plant and process control, and electro-pneumatic and hydraulic systems. 10 ENABLING ECONOMIC PROSPERITY

TECHNOLOGY HUB OPENS DOORS TO THE FUTURE State-of-the-art facilities are putting the very latest mechatronics technology at the fi ngertips of ambitious students. DCG has unveiled a new £1.75 million Technology Hub as part of its drive to raise the capacity and capability of tomorrow’s workforce.

A groundbreaking addition to the Roundhouse Technical and Professional Skills College, the laboratory was developed with the help of a £1.3 million grant from the D2N2 Local Enterprise Partnership.

Designed by Festo, the mechatronics equipment represents a scaled-down version of their next-generation industry production lines. It mirrors the high- tech artifi cial intelligence manufacturing equipment used in wide-ranging industry sectors from confectionery to cars.

“Skills are a vital part of the D2N2 LEP area economy. Good skills training puts people on sustainable career paths and enables businesses to employ the right workers in order for them to grow. This is why D2N2 invests heavily in programmes promoting better and advanced GLOBAL INFLUENCE skills, and in projects such the new Technology Hub.” AND CREDIBILITY Tom Goshawk, Capital Projects Manager for the D2N2 Local Enterprise Partnership DCG’s extensive vocational curriculum has been showcased to leading educational policy-makers from around the world. The Technology Hub is the ideal setting for students to hone industry-relevant Delegates from countries including Nigeria, Uzbekistan, India and South Africa skills including computer programming, visited the Roundhouse for a seminar on the challenges and opportunities for operating pneumatic, hydraulic and technical and vocational education and training on an international scale. robotic manufacturing control systems, Organised by the British Council and the Association of Colleges, the event was and equipment maintenance. an opportunity for DCG to demonstrate how it brings real-world learning into the The investment forms part of DCG’s classroom and how it is nurturing a future workforce of technical professionals with vision to become a technology centre of higher-level skills, knowledge and behaviours. excellence in the East Midlands and to The itinerary included visits to prepare students for roles which are set employers with close links to to become critical to productivity and DCG – Rolls-Royce plc, HUUB growth in sectors such as rail, automotive and Derbyshire County Cricket manufacturing, food and drink, Club – to see how skills policy maintenance and construction. is translated into practice. It also refl ects the need for education Feedback showed delegates and training that keeps pace with rapid were particularly interested changes in industrial environments, in the Group’s trailblazing especially at a time when developments approach in bringing together in robotics and sophisticated intelligent curriculum professionals and electronic controls have blurred employers to co-design a the boundaries between traditional vocational offer that both excites engineering disciplines. students and meets the skills needs of industry.

11 ENABLING ECONOMIC PROSPERITY NURTURING THE NEXT GENERATION OF TALENT Innovative and far-reaching, DCG’s Employer Academies have broken new ground in the way young people are prepared and equipped for the world of work.

The number of Employer Academies in operation has now grown to 30. They represent a truly diverse range of sectors but all have a common goal: to generate the high-calibre talent pipeline that businesses, and the economy, urgently need.

Under the scheme, individual employers work closely with a select group of students, helping them build sector- specifi c skills, providing them with meaningful practical experience and boosting their employability credentials.

The substantial support they deliver spans everything from work placements to masterclasses, site visits to professional mentoring, careers talks to paid part-time roles.

Among Employer Academies established during the year were: “We originally started working with DCG to raise awareness • Derby and Sandiacre Canal Academy: of the business travel industry helping students learn more about among staff and students and to key aspects of land management, biodiversity and accessibility create a talent pipeline for our company. This has developed • HSG Academy: providing students over the years so we now have with advanced skills and knowledge in the opportunity to infl uence carbon reduction, water conservation the curriculum to refl ect our and plumbing technology business sector.” • Jury’s Inn Academy: ensuring Travel Capita Head of Talent Gareth Gilleeney and Tourism students can make a smooth transition from education into For the students involved, an Employer employment Academy opens up myriad opportunities • Oberoi Business Hub Academy: giving to undertake unusual projects or industry- students insights into support services related visits. Representatives from for start-up and growing fi rms the Employer Academies also make signifi cant contributions to DCG events, • Sally Montague Hair Group Academy: such as the Business Communications delivering professional and inspiring Day. This employer-led day of talks hairdressing education for long-term and activities provided guidance and career development direction for Business students.

12 ENABLING ECONOMIC PROSPERITY

One of the strengths of the Employer Academy initiative is that it assists companies to identify, JUST recruit and mould the right candidates to help their business grow.

In many cases, they guarantee the students an interview for a job or apprenticeship when they have completed their studies or help them to THE access other career opportunities within the relevant sector. The approach has paid off for a number of students who are now starting out on their careers because they made such a strong JOB impression while taking part in the programme. Going for IT: winner of the 2019 Employer Academy of the Year title, RDS Global Technology this year recruited three IT students as apprentices. All had completed a 17-week Academy programme with the fi rm which included work placements spanning everything from engineering to customer support, as well as mentoring by senior managers.

Each year the Derby-based company, which offers comprehensive IT support and security solutions, welcomes four groups of students who relish the chance Broader horizons: in the space of four to immerse themselves in the evolving years, nine Travel and Tourism students technology sector. have secured full-time jobs with Capita Travel and Events after making the most One of the students who advanced of its Employer Academy. The leading to an apprenticeship, Connor Young, business travel and events company said: “Completing work experience and holds information days, sets special meeting all the team at RDS Global has projects and offers work experience for made starting work as an apprentice Academy participants, culminating in Serving up success: former Hospitality much easier. We already knew what them being invited to its assessment student Dion Gayle, who was named interested us and how the company days. Student of the Year at DCG’s 2019 operated so have been able to hit the Academy Awards, is now fl ourishing on ground running.” A principal aim of the Academy is to raise an apprenticeship at Derbyshire County awareness of the many careers available Cricket Club. in the business travel industry, widening the students’ outlooks and banishing any Dion joined the Cricket Derbyshire myths that they should only consider jobs Hospitality Academy as part of his Level in leisure travel and tourism. 2 studies, gaining invaluable insights into operations, events and corporate Among the latest recruits is Ella Handley hospitality at the County Ground. The who says she “loves” her job as a work experience provided him with conference consultant. “I came on the advanced skills and knowledge which work placement and knew immediately placed him in prime position for an that business travel was what I wanted apprenticeship there. to do. I would never have known about these opportunities if it wasn’t for the He has also supported DCG at events, College working with Capita so it has including presenting to other FE colleges really opened new doors for me.” about his placement experiences.

“The Employer Academy programme enables us to get to know the students before they apply for an apprenticeship. Our focus moving forward is now to align the programme with the new Digital T Level. RDS Global Technology Director Andy Flinn

13 ENABLING ECONOMIC PROSPERITY EXPERIENCE COUNTS Meticulously planned placements with employers provide DCG students with a clear line of sight to work. During the year, almost 2,500 diverse work experience opportunities were on offer, with 99% of students reporting that their placement had met their needs and learning aims. A ‘5P’ initiative – extolling the virtues of being Positive, Polite, Punctual, Prepared and Professional – was rolled out across all colleges to ensure that students can demonstrate the behaviours and attitudes expected in the modern workplace.

And, of the 800-plus employers offering work experience opportunities, 98% said the students had the right social, personal and employability skills.

Work placements win fi rst-rate reviews

“Taking on DCG students for work experience allows our business to see what their work ethic is like. It also allows the student to fi nd out more about the role, which means they have a better understanding of what they are coming to do. It helps them realise, “Having the opportunity to do work before they start work, if the role is experience helped me to appreciate right for them.” the many different career opportunities Emma Hibbert, Quantity Surveyor with there are and what employers expect Bowmer & Kirkland, a key member of the in the workplace. It defi nitely gave me Professional Construction Employment and the other students an advantage and Skills Academy. when applying for jobs.”

Emma helps to mentor work placement Mike Perkins (pictured right), one of over students and is pictured with Luke Green, 20 former students who joined the IT and “We value our links with DCG. We’ve who gained valuable experience with property support team of The Royal Bank been working with the Employment the fi rm while studying at DCG. Keen of Scotland (RBS) after completing work and Skills Academy for fi ve years and to become a Quantity Surveyor himself, experience there. we’ve kept on many who have come Luke was given varied tasks to help him to us for work experience. It’s an understand the demands of the role. Now part of the company’s Digital and arrangement that works so well.” Automation team, Mike returned to DCG to take part in the Digital Communications Stuart Lever, Director of engineering Academy’s induction day to help inspire design consultants Jackson Purdue other young people right at the start of Lever which offers an impressive work their further education journey. experience programme. RBS Senior Team Leader Paul Wyatt He is pictured with former Construction (left) commented: “We have successfully and the Built Environment student Ethan recruited a number of students from Gaunt, who secured a role as a junior DCG. We fi nd that they are ready for technician with the fi rm straight from the workplace from day one and often College. During his second year, Ethan progress much more quickly than other spent a day a week with the company. new recruits of the same age.”

14 ENABLING ECONOMIC PROSPERITY

DESIGNS ON THE FUTURE

One of our most prolifi c Employment and Skills Academies is dedicated to bridging the gap between education and employment in professional construction.

Made up of renowned local, regional completing a part-time honours degree Spirit of enterprise and national companies, it is the longest in Architecture. While at DCG, she established ESA. In the eight years since completed both years of the Extended Entrepreneurial thinking, creative it was launched, it has helped nearly 200 Diploma in Construction and the Built problem-solving and commercial students to crystallise their ambitions Environment in just 12 months, scooping and advance their career plans. Many a Learner of the Year accolade along the acumen are now important have continued into higher education and way. elements of all DCG study higher-level apprenticeships, poised to pathways – so that students build take up managerial roles. Planning to progress to masters level their potential not just to fi ll jobs studies, she says: “College was very The 2019 Academy Awards saw the good for me – it got me into work and but also to create them. prize for Employment and Skills Academy put me on the right path for my plans With know-how in everything from Board of the Year presented to its chair, to become an architect. The lecturers business networking to pitching ideas, Peter Newman, Director of Morrison come from the industry and they have the they are increasingly encouraged to Design Ltd – a company which has a practical knowledge to provide support consider self-employment and start-up fruitful partnership with DCG. when learners need assistance.” fi rms among the many post-College Several key members of the Morrison Another former DCG student, Dean destinations open to them. team are DCG alumni and the company Wain, is also an architectural technician Go-getters who already have a concept regularly welcomes work experience with Morrison, having progressed from for a commercial venture are invited to students to give them a taste of an apprenticeship there. He says he join the Employment and Skills Academy professional life in a leading architects’ partly owes his career success to DCG for Enterprise and Entrepreneurship practice. lecturers who helped him to change where they work alongside business direction after he had originally started leaders to advance their plans. Anthony Page, Senior Architectural out in plumbing. Technologist ( ) said: “The pictured centre Among the aspiring entrepreneurs link is helping to provide Morrison Design They supported him to join the gaining in-depth advice is A-level with good young staff, who are effectively Extended Diploma programme and later student Dominique Hardaker, an going to be the future of the company. encouraged him to apply for the Morrison accomplished skater whose vision is to They get a good place to start from if they apprenticeship. Now studying part time open an ice rink in Derby. Winner of the want to go on to become an architectural for a degree in Architectural Technology Entrepreneurship category at the 2019 technologist or a fully-fl edged architect.” and Practice, Dean says: “College was Peak Awards, she said: “I’ve greatly a great starting point for me and I loved enjoyed meeting entrepreneurs through Among those staff is architectural my apprenticeship. If anybody gets the the Academy. They have inspired me to technician Suzanne Butler who chance to become an apprentice, I’d work hard to achieve my goals.” is balancing her work duties with recommend they take it.”

15 ENABLING ECONOMIC PROSPERITY

BUILDING UK PLC As a longstanding champion of apprenticeships, DCG works with organisations of all sizes and across many sectors locally, regionally and nationally to fi ll skills gaps, solve recruitment problems, develop a resilient workforce and achieve long-term growth.

DCG has redoubled its efforts to deliver a step change in • The University Hospitals of Derby and Burton NHS apprenticeship outcomes, including the recruitment of staff Foundation Trust – which has paved the way to hundreds with industry specialisms to widen its scope. It now supports of apprenticeship opportunities for local communities. The apprenticeships in professions ranging from business to Trust’s 20-year relationship with DCG also involves work childcare, customer service to team leading, engineering to experience to give students a better idea of the 350-plus sport. career routes in hospitals. This in turn allows it to earmark young people who can go on to blossom as apprentices. During the year, a series of Apprenticeship and Recruitment Skills Hubs was established, spearheaded by sector specialists who are responsible for liaising with employers to analyse their needs, identify opportunities, help match the right young people with the right vacancies, and provide high-quality, fl exible training.

They also advise on the funding available and the Apprenticeship Levy system to ensure maximum return on investment for each employer.

Thriving and productive partnerships have been forged to support apprenticeship programmes for leading organisations such as:

• Rolls-Royce plc – to enhance the knowledge, skills and attitudes of apprentices at the company’s Learning and Development Centre. DCG delivers knowledge elements of the apprenticeship programme to complement the company’s training in technical competency.

• Caterpillar – which has relaunched the apprenticeship academy at its Desford facility in partnership with DCG. The target is to offer 140 apprenticeship positions a year over three years.

16 ENABLING ECONOMIC PROSPERITY

HEALTH CARE Surveying the future in APPRENTICESHIPS professional IN PEAK CONDITION construction

Health care assistant Michael Smith is the latest of many young people Trainee quantity surveyor Alisha Jhangeer says her DCG to complete an apprenticeship through DCG’s partnership with the Professional Construction studies University Hospitals of Derby and Burton NHS Foundation Trust. gave her the ideal preparation Now in a full-time role on an orthopaedic for her new career. Her Level 3 Ward at the Royal Derby Hospital, he programme meant she already initially completed Health and Social Care had valuable, relevant knowledge qualifi cations at College, gaining valuable when she joined Derby-based work experience through DCG’s Employer chartered surveyors Armsons. Academy – experience which helped him secure his clinical apprenticeship.

Michael said: “I like caring for people, I’m enjoying the job and I really like the team. I’m happy as an HCA, but in future I may look at becoming a nurse practitioner or physiotherapist.”

Senior Ward Sister Lynsey Heald described Michael as “a really valuable member of the team”, adding that his DCG study programme and work experience were perfect preparation for working on the ward. RECOGNITION FOR ROLE MODEL MICKELLA Practising what it preaches, DCG fosters future talent by offering apprenticeship opportunities itself – with award-winning results.

Apprentice Education Support Worker Mickella Wood, who works at Broomfi eld Hall Land-based and The company is a member of the DCG Leisure College, was recognised at a Employment and Skills Academy and D2N2 awards presentation for high- Alisha met the fi rm through College, achieving public sector apprentices. initially undertaking work experience before landing her trainee role. Mickella is ideally suited to support students with inclusion needs both in As part of her training, she is taking the classroom and beyond. She is a the Level 6 Chartered Surveyor former DCG student herself, having Degree Apprenticeship programme at started out on the Pathway to Working Nottingham Trent University. Life programme and then taking Childcare and Work-Ready study Alisha describes her DCG lecturers as pathways before she secured the “100 per cent great”. She especially apprenticeship. enjoyed going out on site visits and was inspired when employers came to She was nominated for an award College to speak to her group. because she exemplifi es how young people with learning diffi culties can move successfully into the world of work. Mickella She adds: “College helped a lot to says: “I love my job helping students gain confi dence and improve their independent prepare me for what happens at work. living skills. It is great to see them progress and I enjoy being able to support them, Without it, I wouldn’t be where I am just as I have been supported here both as a student and as an apprentice.” now.”

17 ENABLING ECONOMIC PROSPERITY

YHUR HA ST IL R P APPRENTICESHIPS: A

MOVING FORWARD

DCG Deputy Principal April Hayhurst discusses why employers should take full W I E advantage of apprenticeships for greater E V X P E R T productivity and prosperity.

When it comes to building a talented and effi cient workforce, apprenticeships go a long way towards closing skills gaps and opening doors to opportunity.

The benefi ts cannot be overstated: latest statistics show that 78% of employers believe recruiting apprentices helps boost productivity while 74% say it helps them improve their products or services. Overall, 83% of employers would recommend apprenticeships.

The advantages are equally striking But despite these undoubted positives, – with the introduction of employer-led for apprentices themselves, with 90% we still need to encourage even more quality standards, the drive for degree- securing a job or pursuing further training fi rms – especially SMEs – to get on board. level apprenticeships and the launch of after completing their programme. The The last government set an ambitious the Apprenticeship Levy for fi rms with an rewards are sustained: those completing target of 3 million new apprenticeships annual salary bill of £3 million or more. an intermediate apprenticeship stand to between 2015 and 2020 but sadly that earn, on average, up to £74,000 more goal has proved diffi cult to achieve. We therefore need to shout louder about over their lifetime. That fi gure rises to the massive returns on investment that £117,000 for advanced apprenticeships One reason may be the sheer pace of can be derived from apprenticeships and and £150,000 for higher apprenticeships. change in the apprenticeship market make even more strenuous efforts to help employers navigate their way through the system with confi dence and ease.

DCG prides itself on delivering an end- to-end apprenticeship service which takes employers all the way from the initial planning stages to the apprentices’ fi nal assessments and beyond. We have also established sector-specifi c Apprenticeship and Recruitment Skills Hubs so that employers can benefi t from a one-stop-shop covering all their needs.

The service incorporates the recruitment, screening and selection of candidates, high-quality training and support, and advice on funding – all within the context of strategic workforce development and succession planning. We even run coaching and mentoring for team leaders responsible for apprentices in the workplace. In fact, our far-sighted approach was recognised at the 2019 Nachural Entrepreneurship Awards.

18 DCG’s commitment to apprenticeships has been Apprenticeships strengthened against a backdrop of government moves to inject further fl exibility and quality into make ‘good the system. One important reform has seen an option for Levy- business sense’ paying employers with unused apprenticeship funds to allocate a Nexperia UK has celebrated proportion of that money to smaller the achievements of the fi rst businesses in their supply chain. W apprentices to complete their E I The introduction of new employer- training under an ambitious three- E X V designed apprenticeship standards way partnership programme. P E R T is also making its mark, leading to greater choice for those seeking they will see very high completion rates A growing global company specialising fi rst-rate training in the new economy. and more apprentices will be retained in in semiconductor components for the The old frameworks are being phased their business. automotive industry, Nexperia launched out so that all apprenticeships refl ect the its own skills academy with a dedicated same rigorous standards by the 2020/21 And the cycle doesn’t have to stop training facility at its Stockport base. academic year. there. When apprentices complete their programmes and progress to more There are encouraging signs that senior roles, it is an ideal opportunity for more employer input has seen a shift fi rms to recruit even more. What other towards apprenticeships offering higher recruitment and talent acquisition route levels of training. Almost half of all lets you shape your future workforce in apprenticeships are now at an advanced such an effective way? level – equivalent to A-levels – while higher and degree apprenticeships are DCG has specialised in apprenticeships growing in popularity. for many years, offering opportunity to thousands of young people and existing This is signifi cant at a time when fi rms are employees alike while helping businesses struggling to fi ll more senior and highly of all sizes to think creatively about the specialised roles. Currently, two-thirds way they widen their talent pool. of organisations say they are lacking management skills while half are seeking Over the coming years we will be keeping digital skills – both crucial in the current a close and interested watch on the economic landscape. Those who are impact of the post-Levy reforms. But Now it is reaping the rewards of a smart in using Apprenticeship Levy one thing is certain: DCG will continue to training drive which has seen it join funding are starting to plug these gaps. be at the forefront of the drive to widen forces with experts from DCG. participation in apprenticeships. Clearly apprenticeships are not the The company is using its Apprenticeship only way to improve a workforce. Sources of statistics: HM Government English Levy in a highly effective way by However, if employers incrementally Apprenticeships: 0ur 2020 Vision; Learners combining skills development for build apprentices’ knowledge, skills and and Apprentices Survey 2018; Apprentices existing staff with the recruitment and Evaluation 2017: Employers. behaviours based on clear milestones, training of young apprentices.

The programme is carefully structured so that, as new apprentices join the company, core workers can be released to develop additional skills in areas such as team leading, business improvement and engineering maintenance.

Nexperia Site Manager Jeremy Morris said: “Apprenticeship recruitment is integral to our skills academy. As they are trained over the year, the additional capacity gives us the opportunity to free up current staff to retrain.

“This makes good business sense. Customers are keen to work with suppliers who are demonstrating that they are developing their workforce and are not standing still.”

19 Aspiration and ability – not INCREASING background or birth – should determine how far people go in their lives. DCG has pledged SOCIAL to break down longstanding barriers to learning, improve MOBILITY educational attainment and provide more inspiring opportunities for social progression.

POSITIVE STEPS With the City of Derby identifi ed by the Government as an ‘Opportunity Area’ for tackling social mobility, DCG is playing a pivotal role in challenging perceptions and removing obstacles to learning.

The aim of the Opportunity Area in higher education. As our diagram relationships with employers to address designation is to prioritise resources below shows, there are clear progression gender stereotyping in career choices. to help break the link between family routes from entry level all the way up to The ultimate aim is to broaden horizons, background and future destinations, with Level 7 qualifi cations. promote advancement and have a high educational standards seen as a positive impact on students’ life chances key factor. Derby was selected after the DCG also continues to develop the and future potential. Social Mobility Commission identifi ed the breadth of its adult and community city as a social mobility ‘cold spot’. provision to support individuals who might have no or low qualifi cations and LEVEL DCG is actively engaged with this those at risk of social marginalisation. SEVEN programme: Chief Executive Mandie In addition, it is harnessing its excellent POSTGRADUATE Stravino serves on the Opportunity Area LEVEL CERTIFICATE IN EDUCATION Board and DCG is represented on the SIX EMPLOYMENT Board’s various strategy groups. DEGREE LEVEL EMPLOYMENT The Opportunity Area ethos helps shape FIVE DCG’s portfolio, which now spans DIPLOMA everything from inspirational introductory LEVEL HIGHER NATIONAL programmes for school pupils to fl exible FOUR DIPLOMA honours degrees that widen participation CERTIFICATES FOUNDATION DEGREE LEVEL HIGHER NATIONAL THREE CERTIFICATE EMPLOYMENT A-LEVELS FOUNDATION DEGREE LEVEL APPLIED GENERALS INSTITUTE OF TWO T LEVELS LEADERSHIP AND GCSE TECHNICAL LEVELS MANAGEMENT LEVEL QUALIFICATIONS FUNCTIONAL SKILLS TECHNICAL ONE APPLIED GENERALS CERTIFICATES HIGHER FUNCTIONAL SKILLS APPRENTICESHIPS TECHNICAL LEVELS APPRENTICESHIPS ENTRY APPLIED GENERALS EMPLOYMENT TECHNICAL EMPLOYMENT FUNCTIONAL SKILLSSKILLS EMPLOYABILITY CERTIFICATES EMPLOYABILITY EMPLOYMENT TRANSITION TO T LEVEL INDEPENDENTINDEPENDENT LIVING APPRENTICESHIPS EMPLOYMENT

CONSIDER CONSIDER CONSIDER CONSIDER CONSIDER CONSIDER CONSIDER YOUR YOUR YOUR YOUR YOUR YOUR YOUR OPTIONS OPTIONS OPTIONS OPTIONS OPTIONS OPTIONS OPTIONS

20 GOLD STANDARD CAREERS ADVICE FOR ALL

Professional, impartial and meaningful careers guidance enables DCG students to identify the opportunities that best suit their aspirations, skills and talents at every stage of their learning journey. It is all about steering them to make well-informed decisions about their next step.

The Group has again achieved Career DCG has also been chosen as one of 12 Mark Gold status, based on assessments further education providers across the UK focusing on the student experience, to join an innovative programme aimed at feedback and outcomes. This kitemark providing personal careers guidance to highlights consistent quality in providing more disadvantaged students. careers, employability and enterprise advice and guidance. Two team members have been specially trained under the Association of College’s Expert careers advice is available to targeted programme which is backed by students from their very fi rst contact with Government funding through the national DCG, including at the regular information Careers & Enterprise Company (CEC). evenings, open days and taster sessions that are held for prospective applicants. They are now passing on their knowledge to other colleagues so that The emphasis is on ensuring that, from more specifi c tailor-made guidance is the outset, students choose the right offered to students from disadvantaged study pathway to match their existing backgrounds and those who have special qualifi cations, experience and ambitions. educational needs.

21 INCREASING SOCIAL MOBILITY

“Everybody in our company uses maths on a day-to-day basis so I hope that this event highlighted just how important solid maths skills are in the workplace.” Ignacio Artamend, Aggregate Industries, Hulland Ward, who contributed to the English and maths workshops

maths questions. Each day culminated in a practice paper session, with teachers sharing exam and revision strategies.

Employers are increasingly helping to drive the English and maths agenda too. Fourteen businesses and organisations from industry sectors including IT, construction, rail, retail, health and social care joined a DCG event that highlighted the importance of these core subjects for RE-ENGAGING WITH lifelong career progression. They organised a range of practical ENGLISH AND MATHS activities to show students how English and maths are integral to everyday working life – and to dispel any myths that DCG has spearheaded bold new ways of re-igniting students’ interest in you leave them behind once you embark maths and English to ensure they attain those all-important grades of 4 on a job or apprenticeship. or above at GCSE.

Each year well over 1,500 DCG students The approach also featured a three-day re-take the two core subjects alongside Maths and English Conference during the their academic or vocational study Easter break to help students prepare programmes. Now teaching staff are for the GCSE examinations. It was the placing greater emphasis on motivating fi rst time this event had been held on those who may have dis-engaged from such a large scale and feedback showed the subjects after failing to achieve the that participants felt they could face the results they needed while at school. challenges ahead of them with renewed courage and confi dence. Measures have included more interactive lessons, harnessing elements such as Workshops included English Language music and games, so students stand a sessions with award-winning author and much better chance of achieving the right poet Jamie Thrasivoulou and an ‘escape qualifi cations to advance their ambitions. room’ challenge solved by answering

GCSE qualifi cations are an asset for adults too

As part of its drive to raise educational attainment in the wider GCSE – with fi rm plans to complete a community, DCG has expanded its fl exible daytime and evening study Maths GCSE and an Access to Higher Education programme. programmes so that adults can fi t GCSE learning in with their busy lives. Her ultimate ambition is to gain a Among the mature students sitting exams university degree and work in the in summer 2019 was Lauren Burns, who publishing industry. did not gain any formal qualifi cations when she was a teenager but had always Lauren (pictured right with her teacher regretted her lack of GCSEs. Caroline Greatorex) commented: “You can’t get anywhere without GCSEs. It Having fi nally plucked up the courage to was daunting to start with but the classes return to education when her daughter are small, we are all mature learners and started school, she enrolled at the the teaching staff are really supportive. I Community College, Ilkeston. It led to now have so much more confi dence.” her achieving a grade 7 in her English

22 INCREASING SOCIAL MOBILITY

CHAMPIONS OF DIGITAL

TECHNOLOGIES Showcase Digital skills are just as important as maths and English for prosperity in work and life – and one group of students has blazed a trail in promoting College status the value of emerging and immersive technologies. IT giants Microsoft have selected In a partnership with Fujitsu UK, seven DCG as one of the fi rst education students on IT, Business and iMedia providers in the world to become a study pathways are playing a pivotal role Showcase College. in the drive to put digital skills at the heart of learning across the Group. Microsoft’s new global education programme is an extension to the As DCG’s fi rst Fujitsu Digital Champions, company’s international network of they are helping ensure technology is institutions that are using technology to embedded into study programmes, improve teaching and learning. reporting and addressing IT issues that occur in classrooms, and gathering Showcase schools and colleges are student and teacher views on ways to supported by Microsoft to focus on embrace latest technologies. personalised learning for students through the use of one-to-one devices The experience is also proving valuable and Offi ce 365 Education, Offi ce Mix, in defi ning their future career plans, OneNote, Skype, Minecraft and other especially in a digitally driven economy tools. They also share ideas and have where employers are seeking high-level the opportunity to host educational IT skills and experience. events.

As a Microsoft Showcase College, DCG will benefi t from billions of pounds worth of IT research and knowledge that it would normally never be able to access.

It will also be able to reinforce digital skills and capabilities in every aspect of its teaching and learning. This is vital for enhancing the employability of students “We have worked closely with DCG for a number of years and at a time when virtually every job young it’s a privilege to be able to build on that relationship and extend people apply for will require them to use our partnership by supporting the Digital Champions initiative.” software such as Word, PowerPoint and Excel. Ash Merchant, Director of Education at Fujitsu UK & Ireland

23 INCREASING SOCIAL MOBILITY

PARTNERSHIPS GO TO TOP OF THE CLASS

Encouraging pupils to make more informed decisions as they reach an important milestone on their educational journey, DCG has now forged partnerships with almost 20 schools across the City and County.

The aim is to support pupils in Years They were introduced not only to 10 and 11 by highlighting the multiple potential career routes they may not have educational choices and post-16 considered before but also to the more pathways on offer. From subject taster independent learning styles encountered days to inter-school competitions, DCG in further education. organises a variety of activities that raise young people’s aspirations and smooth Among the highlights of the programme their transition to positive destinations. were the construction skills competitions where the pupils tested their skills in a Central to the pre-16 portfolio is a variety of demanding challenges. growing range of vocational programmes enabling pupils to spend time studying at The Construction Academy has the College to complement their GCSE work largest cohort of pre-16 pupils and the at school. competitions in brickwork, plastering, earmarking several of the participants for painting and decorating, and carpentry potential apprenticeships in future. During the year, around 220 pupils seized and joinery showcased the abilities these opportunities, working towards they had developed as part of their The pre-16 programmes culminate in the entry-level qualifi cations in industry- DCG studies. Leading employers, who annual graduation ceremony (pictured related disciplines such as construction, supported the event as judges and prize below left). In 2019 more than 100 pupils hair and beauty, motor vehicle and land- sponsors, said they were very impressed were presented with their certifi cates and based studies. with the standard of work completed, many have since taken up places on full- time programmes with DCG.

“Our relationship with DCG goes back 15 years and in that time we have seen students develop resilience and enthusiasm which has led to them being more focused at school. The work that DCG does with these young people is changing lives.”

Nicola Caley, Headteacher, Murray Park Community School

24 “Further education has an SEND: SETTING essential role to play in ensuring every learner in our country has the maximum opportunity to NEW STANDARDS make the most of their talents, Reaffi rming its commitment to inclusion, DCG was chosen as one of skills and ambitions. It is vital therefore that we place more three national Centres for Excellence in Special Educational Needs focus, thought and activity on and Disabilities (SEND). how we can better support our It is now sharing its expertise and thinking DCG is working alongside The Education learners with SEND which is why with leaders, managers and practitioners and Training Foundation, City College this new programme is needed.” at other colleges countrywide to show Norwich and Weston College on this how a high-quality, fl exible curriculum ambitious programme, funded by the David Russell, Chief Executive of The Education and Training Foundation can be adapted to meet the individual Department for Education. The DCG needs of SEND students. team’s contribution will be to highlight ways of ensuring that each college curriculum has a clear purpose so that SEND learners can fulfi l their potential.

This includes building in fl exibility across the curriculum to deliver inclusivity for students; providing an environment that is conducive to learning for all; adapting the application and enrolment process to reduce anxieties; and developing communications to allow the student voice to be heard. Good practice will also be shared in enhancing the employability and prospects of students with learning diffi culties and disabilities.

The Centre of Excellence status refl ects DCG’s national reputation for innovation in supporting SEND learners: in the Group’s full Ofsted inspection in 2016, its work in this fi eld was rated ‘outstanding’ and continued to be so in the Ofsted 2019 inspection.

Diversity celebrated in Autism Week World Autism Week was marked with imaginative, and behaviours, it does not mean that they are stupid – far from inclusive and accessible events celebrating diversity it. Some of us may need extra help to function in society so it is important that people have a greater understanding of what across the Group’s colleges. autism is, such as why we like our set routines and tend to focus Activities included story and comic strip competitions, on certain things.” autism-friendly cinema screenings, a silent disco, a guided walk around Broomfi eld Hall, and a treasure hunt at the Community College, Ilkeston.

There was also an information stand for Autism East Midlands, which has offi cially recognised DCG for its endeavours to support students who have this complex condition.

Among the week’s highlights was a pop-up play penned by student Max Wilde (pictured second left) who performed it at the Roundhouse with fellow students on the autism spectrum. Max explained: “I wanted to show that because people with autism display certain traits

25 INCREASING SOCIAL MOBILITY REACHING HIGHER GOALS

Flexible, convenient and affordable higher education opportunities have given fresh impetus to DCG’s drive to promote social mobility and widen participation in learning.

The ‘HE in FE’ approach has led to With Access to Higher Education options, Among the latest programmes introduced exciting new progression routes for teacher training opportunities and a raft to the portfolio during the year was the forward-thinking individuals who can of professional qualifi cations at Level 5 BA (Hons) Creative Practice, a unique now make the most of a growing suite of and above also available, the scope for programme that marked the beginning HNCs, HNDs, Foundation Degrees and students to invest in their future is broader of an exciting new partnership between full Honours Degrees on their doorstep. still. DCG and The Open University.

It prepares students for diverse roles in the burgeoning creative economy, with the opportunity to develop technical, “I’d recommend DCG, particularly if you are trying to juggle bringing creative and employability skills through up a young family. If I can do it with four kids, I guess it shows it’s collaborations with students from other possible for most people.” disciplines.

Mother-of-four Lisa Pipes believes that the learning Other new additions include the styles and academic support at DCG were key as Foundation Degree in Animal she realised her long-held ambition of gaining a Management (Zoo and Wildlife) and Security and Offender Management degree. an Access to Engineering option for Lisa had previously started at university but, when individuals who want to ease their way she became pregnant with twins, it was too diffi cult into degree-level studies. to continue. Unlike at university, she found the DCG programme fi tted in perfectly with school term times. Distance learning, part-time and day release modes of study have made it She combined bringing up her young family with a easier for the Group’s higher education Foundation Degree in Criminal Justice and Offender students to balance learning with work Management before progressing to the BA (Hons). and family commitments.

26 “College was where the big transformation came, helping me to go from amateur to professional. I’ve got a star on Derby’s Walk of Fame now. People like Florence Nightingale, Lara Croft – and me!” Praise for A Sports Coaching Foundation Degree helped brilliant breakdancer Karam Singh to take his career to world-class level. Karam, ranked the UK’s ‘impressive’ HE number one, travels internationally for competitions and, with breaking set to be introduced at the Paris programmes 2024 Olympics, hopes to be called up by Team GB.

Karam had always had coaching or sports teaching The breadth and quality of DCG’s in mind as a back-up to breaking. Studying with higher education provision came DCG was the ideal combination: he learned all the principles of training elite athletes and applied them under the VIP spotlight when to himself. He is now taking a Sports Coaching and Lord Burlington, Derbyshire’s Development degree at the University of Derby. High Sheriff and Chancellor of the University of Derby, visited Broomfi eld Hall. Lord Burlington toured the Equine, Animal Management and Sports facilities to learn more about the opportunities for further education students to take their aspirations to the next level on forward- thinking programmes run in partnership with the University.

“I have been particularly impressed with the calibre and obvious passion of the teaching staff and the strong links between the College and the University which benefi t students.” Lord Burlington

As part of his visit, he joined a masterclass led by equine nutritional expert Gillian Higgins and met some “The world’s opened up for me now I’ve taken this course. I’ve gained of the varied animal species that are skills which have enabled me to develop in my current role. I feel I’ve studied and cared for at College. got lots to offer which could change someone’s life.” The High Sheriff was invited to Dawn Sheils-Houston discovered a “goldmine of Broomfi eld Hall after he attended a invaluable information” by taking a Level 5 ILM graduation ceremony where DCG HE Coaching and Mentoring programme at DCG. Her students were all celebrating either fi rst studies brought a new dimension to her work as an class or 2:1 honours degrees. Attraction and Engagement Offi cer with Derbyshire Constabulary, encouraging under-represented He is pictured with Megan Edwards groups to join the force. who originally joined DCG as part of her GCSE programme at school Dawn, whose father came to the UK on the Windrush, was keen to learn more about the practicalities of and progressed through the levels to coaching and mentoring. As part of the programme, graduate with a fi rst in Equine Science, she coached two police employees who have since Management and Training. both gained promotion.

At the same time, small class sizes, the programmes can be integrated into enhanced academic support and fees their long-term workforce development that compare favourably with those plans. charged by universities have increased the appeal. The portfolio also includes franchise and validated provision underpinned by DCG’s higher education offer aligns with strong alliances with the University of regional skills strategies and benefi ts from Derby, Nottingham Trent University and signifi cant input from employers so that Sheffi eld Hallam University.

27 INCREASING SOCIAL MOBILITY ALUMNI GIVE SOMETHING BACK

Enthusiastic former students play an increasingly prominent role in DCG life, contributing their expertise and experience to help today’s students pursue their dreams.

A buoyant Alumni Association has positions within their company can Some of our most recent alumni enriched the College community, giving tap into a huge resource – an eager, returned for the annual Joseph inspiration to the next generation. work-ready talent pool – by offering Wright Centre celebration evening Through the Association, hundreds of apprenticeships or becoming involved (pictured above) which marks the former students have volunteered to with DCG’s Employment and Skills achievements of students across ‘give something back’ to DCG and help Academies. the academic, arts and digital it build an even more vibrant learning curricula. Having completed their environment for the young people Alumni also improve their own DCG studies in summer 2019, following in their footsteps. management skills by supervising placements and can broaden their they brought inspirational stories Alumni act both as ambassadors for DCG business and professional networks too. of how they have progressed to and as role models for current students, In addition, they have access to careers university, higher apprenticeships providing: resources and a variety of exclusive and working life. discounts and benefi ts. • Work experience opportunities, ensuring that students gain real vocational skills and a foothold on the career ladder

• Work shadowing where students spend the day in a professional’s shoes to understand how they do their job

• Assistance with CVs and interviews, helping students avoid the common pitfalls when applying for jobs

• Testimonials and guest lectures to offer encouragement and motivation

The benefi ts of these lasting connections DCG alumni were well represented at a special event to outline the different career paths are as tangible for the alumni as they are for current students. Those in senior available in professional construction. Among those inspiring the next generation were (l to r) Maddie Kirkman of Roe Developments; Suzanne Butler of Morrison Design; Liam Cleary of Winvic; Ethan Gaunt of Jackson Purdue Lever; and Alisha Jhangeer of Armsons. 28 INCREASING SOCIAL MOBILITY

Language Opening doors, learning changing lives translates well People whose fi rst language Breaking down barriers to education – and eliminating gaps in is not English are boosting performance and engagement – is a cornerstone of DCG’s mission. The their confi dence and prospects Group is working to ensure that no-one is excluded from learning or considerably with the help of career pathways because of their background, age, race or gender. DCG. The Group has stepped up its provision in this area, with It is embedding a culture of equality Never too old to learn: 77-year-old and diversity to address social mobility Deanna Hibbert became the oldest its full-time Lexis programme challenges and strengthen its community person to graduate from DCG’s for 16 to 18-year-old students provision. Among success stories from Professional Cooking programme. Unlike and its community-based ESOL the year: her fellow students, who had their sights programmes for adults. set on careers as chefs, Mrs Hibbert put her new-found skills to use in her kitchen at home.

She said: “I am living proof that you are never too old to return to education and that perseverance does pay off.”

NVQ stalwart: starting out as a volunteer at a British Heart Foundation (BHF) shop, Cathie Lexis enables students to enhance Hassard has gone their abilities in the English language on to become an alongside studying maths and IT. It has Dispelling myths about STEM: to mark Assistant Manager with the charity after provided a powerful platform for scores International Women’s Day, pupils from completing a range of NVQs through of students to realise their dreams. four schools joined DCG students for an DCG. Among them is aspiring civil engineer event highlighting the career and training Baicheng Li who came to the UK in In her 50s Cathie undertook her opportunities available to women in 2010, started his College journey with fi rst programme in Retail Skills and science, technology, engineering, maths Lexis, went on to gain GCSEs and AS Employment when she joined the BHF and construction. levels, and progressed to the Level 3 and has since pursued studies in Civil Engineering programme where he everything from Customer Service to Women leading the fi eld in STEM achieved the highest grade possible on Team Leadership while progressing her careers shared their experiences and every assessment. practical activities were organised by career plans and securing a full-time role. companies including RDS Global, Toyota, ESOL programmes have brought equally She commented: “Getting the Robertson Construction and Code Club to impressive outcomes, including the qualifi cation and certifi cate when you encourage young women to aim high. success of mature student Muazaz fi nish makes you feel so good!” Allawi (pictured) who balances her busy Free short courses: on the basis that life as a mother of two young children learning does not always have to be with English studies at the St James about qualifi cations, DCG has launched Centre. Muazaz wants to support her free learning experiences that make a own children through their education and difference to people’s everyday lives. then take a UK degree.

Run at community venues to provide Winner of DCG’s new Community Award, a welcoming setting for people who she says: “I’m particularly proud that I no may have been out of education for a longer need an interpreter when sorting while, they cover themes such as maths, out everyday matters that others would English and IT refreshers, creative writing, take for granted.” basic fi rst aid and family learning.

29 Delivering an excellent EXCEL IN experience to all customers is of profound importance to DCG. It has redoubled its ALL THAT efforts to become fi rst choice for quality, innovation and service WE DO – working in partnership with students, schools, employers, community leaders and other key stakeholders to help them achieve their goals.

STAR STUDENTS REACH THEIR PEAK The exceptional achievements and dedication of DCG students and apprentices are celebrated throughout the year, with various awards schemes and ceremonies that showcase success and foster aspiration.

The highspot on the calendar is the Peak Awards ceremony, where star performers take a bow before a 200-plus audience. In 2019 the Student of the Year title went to James Whitchurch while the Apprentice of the Year award was presented to Ellie Ball. They are pictured with DCG Chief Executive Mandie Stravino.

James originally joined the DCG Engineering Academy where he was supported to apply for a Higher Apprenticeship at Train FX. He is now completing an Engineering degree on A strong overall pass rate was recorded as day release at College while working as a more than 730 DCG students, one of the systems engineer with the fi rm. largest cohorts in years, celebrated their A-level results in August 2019. STEM Ellie made her mark on an Advanced subjects scored signifi cant rises in higher Apprenticeship in Supported Teaching grades and there was a 100% pass rate in and Learning at St Benedict Catholic 16 subjects. Among those celebrating was Voluntary Academy. She now works full Ethan Lee (pictured), who is now studying time with visual and physically impaired students in the Academy’s Enhanced Cognitive Neuroscience and Psychology Resource Base and will continue her at the University of Nottingham, having studies at degree level in rehabilitation gained A* grades across the board. and mobility. 30 CAREER BOOST FOR Hadley turns BURSARY WINNERS on the style Talented Fashion Business and Generous annual bursaries from local organisations help high- Retail student Hadley Trueman achieving DCG students to live up to their promise and accelerate has already seen his concepts their career plans. win national acclaim – with an This year two worthy winners award for outstanding work received £1,000 awards from after he exhibited at The Truman construction company Bowmer + Brewery in East London. Kirkland. Ever since completing the major regeneration project at the He was among 150 further education Roundhouse, the fi rm has presented students on University of the Arts an annual bursary to a deserving London (UAL) awarding body student. This year, to celebrate the programmes countrywide who were tenth anniversary of the Roundhouse selected to showcase projects at the opening, Chairman John Kirkland Origins Creative Arts Festival. decided to provide two awards. Hadley’s use of Instagram to create The recipients were Bricklaying a live timeline featuring high-end apprentice Max Bowler and Electrical Installation student Ben Shaw. Max, who started department store Selfridges caught the his DCG studies alongside his school GCSEs, secured an apprenticeship with KR eyes of the judges with its originality. Brickwork in Belper and returns to the Construction Academy on day release. Ben, who has progressed from Level 1 to Level 2, has his sights set on an apprenticeship. When not at College, Hadley is gaining valuable work experience at Meanwhile, UAL Art Nottingham clothing store 18montrose Foundation Diploma student while marketing his own online unisex Grace Hamilton was among streetwear brand. the latest to secure an Arts Society Derby bursary to support her move into higher education. She impressed judges with paintings of her siblings which celebrated how hair helps establish our identities. Grace now studies BA (Hons) Fine Art at De Montfort University. A blossoming reputation Building on its strong track record in prestige competitions, Broomfi eld Hall – DCG’s Land-based and Leisure College – took the plaudits once again for stunning show gardens.

The Horticulture team returned from the When he fi nishes his DCG studies, he BBC’s 2019 Gardeners World Live with a is considering a degree in buying and silver merit medal, cementing a success merchandising. story which has seen them win top awards for four years running. Hadley said: “I’ve always been interested in fashion, but the business Their ‘Revelation Garden’ featured four side more than the design side. After life-size hand-carved wooden horse GCSEs I looked at other colleges but sculptures mounted within a water feature the Level 2 programme at the Joseph to form the entrance. Visitors then walked Wright Centre was just what I was through golden gates into four gardens looking for. depicting refl ection, peace, love and joy. RHS Chatsworth Flower Show. Entitled “College is great. The tutors are In another triumph, devoted volunteers ‘Find Yourself…Lost in the Moment’, their supportive – they don’t mind if I take who are restoring Broomfi eld Hall’s 25 show garden promoted the physical the brief and change it to suit my own acres of historic gardens scooped a silver and mental benefi ts to be derived from ideas.” medal – their second in a row – at the volunteering in gardens. 31 EXCEL IN ALL THAT WE DO

E LANSE NI R A L E PROBLEM-BASED LEARNING M

DRIVES SOLUTIONS

Melanie Lanser, DCG’s Director of Teaching, Learning and Academic Research, discusses W I E a bold new approach to curriculum design E V X P E R T which has received national recognition.

One of today’s key developments in improving teaching, Students were able to track their skills development learning and assessment in technical learning programmes is to including teamwork, leadership, critical and creative thinking, reverse the culture of assessment driving curriculum design. communication, independent research, presentation and digital skills. DCG has responded to the challenge by developing a problem- based learning (PBL) approach, introducing new modes of As the students developed different ways of learning, the delivery and assessment with units that are centred on real teachers changed their focus too. Instead of ‘covering’ the industry practice and involve employers in innovative ways. information to be assessed in units, they ‘allowed’ the students to ‘uncover’ what they needed to know to solve the problem. A PBL curriculum concentrates on learning for capability, They made complex decisions on the design of the curriculum linking theory to practice seamlessly. Students holistically and scaffolded the learning to respond to needs as they arose. develop knowledge, skills, habits of learning and behaviours They refl ected together after each session and made multiple simultaneously as they solve employer-led problem briefs. adjustments to meet students’ requirements.

“Learning has not been handed to us on a plate and This innovative model connected all participants with the ‘why’ this will help us when we go into industry. Our teachers of learning and the impact on curriculum design and teaching, learning and assessment was far-reaching: haven’t just told us: they have only told us what to look for, a few hints. We have to go out and do our own • 100% of students agreed the programme was preparing research.” them for their next steps Student feedback • Retention was 100% in Year 1 compared with 90% in the previous year Following an initial funded project, where we developed, • Attendance increased from 84.6% to 97.2% trialled and evaluated a pedagogy in Engineering curricula in • High grades increased by 60% collaboration with four other education providers, we bravely • Satisfaction with resources rose by 29% decided to deconstruct the BTEC curriculum for one programme • Students’ understanding of progression routes beyond the at DCG and reconstruct it around real-world problems. programme rose by 16%

We chose the BTEC Extended Diploma in Construction and the Built Environment, a programme where students had been completing 57 assessments in their fi rst year. There were not enough high grades and our Student Voice data showed we needed to change.

Therefore, for the entire academic year, we used a PBL approach as the primary method of teaching on the BTEC, incorporating an integrative approach to student assessment. Students worked in teams, exploring and designing a possible development for a new wildlife centre in the local area. They had opportunities to visit similar projects, meet a range of professionals and enjoy industry-delivered masterclasses.

The redesigned curriculum led to authentic teaching, learning and assessment, anchored in meaningful industry- relevant contexts and involving employers in co-design and co-assessment. The assessment burden was reduced signifi cantly, with just 20 assessments during the year.

32 The Student Voice feedback clearly indicates that BTEC programmes can be innovatively and holistically assessed.

The pedagogy has also securely linked teaching and learning to careers. Students enjoyed their learning experience, understood its relevance, benefi ted from links with industry specialists and valued involvement in construction design plans in their local W community. One concluded: “I don’t want to go back to the traditional way of I E E V learning. I want to do this again.” X P E R T “Students have been a lot more positive. Giving them something real-life, rather than fi tting assessments around individual units, has really motivated them.” Teacher feedback

Additionally, there has been a positive A beacon of quality response from teachers, who have enjoyed increased freedom to ‘teach to DCG’s success in placing problem-based learning (PBL) their industry’, enabling real, meaningful and practical learning approaches. at the heart of a coherent and challenging curriculum was commended nationally under the Beacon Awards programme They welcomed the additional fl exibility to run by the Association of Colleges. take new directions based on students’ needs and curiosity. One said: “Some The accolade highlights the innovative The Beacon Award programme of the questions the students are asking way staff worked in partnership with celebrates the best and most innovative go way beyond what we expected at this employers to redesign the professional practice among further education point in their studies. They are thinking construction curriculum and improve colleges nationwide. Commendations creatively and the way they approached the student learning experience. are awarded to projects which the task was very professional for demonstrate a high level of innovation, 16-year-olds.” DCG’s project was singled out in the impact and sustainability. ‘excellence in real world learning’ Ofsted’s Education Inspection Framework category of the awards for the way it Melanie Lanser, DCG’s Director of for 2019 recognises the importance of enabled students to concentrate on Teaching, Learning and Academic appropriate curriculum design and we fi nding solutions to industry-relevant Research, is pictured with the believe that PBL of this kind can make a issues that relate directly to the Professional Construction teachers vital contribution, not least as a relevant challenges they will face in their future involved in the curriculum redesign pedagogy for the new T Level curriculum careers. programme. and as a useful approach to rich work placement learning.

PBL prepares students for higher-level learning which is a social and economic priority. It requires faith and trust in students to believe that they can do the work and can learn without depending on the teacher to feed them everything. When students are trusted and given freedom, they produce work beyond the ‘expected progress’. And the same is true for teachers.

Our next step is to inspire and support other curriculum teams to be brave with curriculum design. Already Early Years, Business, Science and Sport BTEC programmes are incorporating the PBL model into their design and the positive benefi ts continue to grow.

33 EXCEL IN ALL THAT WE DO

RICH LEARNING EXPERIENCES Inspiring and stimulating activities are helping DCG students to increase their confi dence, self-esteem and communication skills – thanks to a newly expanded enrichment programme.

It enables students to broaden their In what is a diverse student community, horizons beyond their timetabled learning, a key objective is to bring young people with initiatives ranging from Black from different backgrounds and cultures Awareness Month to community arts days. together to share experiences. Another is to help students develop ‘softer’ skills such as team working which prepare them well for their future careers. Wright Centre, transforming a balcony Among the most successful events were space with planters and benches. lyric writing workshops run by artists In another, students were taught how from Global Education Derby. Student to save a life as part of National Restart suggestions have since led to the a Heart Day, with fi rst responders from development of workshops on themes East Midlands Ambulance Service such as rap music, graffi ti art, music demonstrating how to perform CPR and production and street dance. how to use a defi brillator. Extra-curricular activities bring long-term benefi ts not only for the students but Students go far on DCG study pathways also for the wider DCG community. In – literally! A-level Geology students are one example, students created an urban pictured above during a week-long fi eld trip garden (pictured left) at the Joseph to study dormant volcanoes in Tenerife.

PEER MENTORS OFFER SUPPORT Excellent student support services are the bedrock of the DCG learning experience. Now the Group has brought an extra dimension to those services – by enlisting the help of students themselves. Meanwhile staff and students supported Following a successful pilot at Broomfi eld students recognise triggers to mental East Midlands Railway’s R U OK Hall, a peer mentoring programme was health issues and better manage their campaign at Derby Station – encouraging rolled out across the Group, empowering wellbeing. The SEEDS programme is passengers to speak up about anxiety. students to help each other and gain key available on the intranet and offers advice Students gave out leafl ets and organised employability skills at the same time. on sleep, exercise, eating healthily, an Act of Kindness wall where people discussing problems and self-help. posted comments. Under the initiative, students are trained to provide emotional support for their peers who might be struggling with low- level mental health issues. They act as a ‘listening ear’ and signpost students to other support services.

World Mental Health Awareness Day also saw the launch of a toolkit to help

“There is a stigma attached to mental health and it is important that we focus on wellbeing – giving students the chance to talk about any anxieties they may have.” A-level student and peer mentor Sam Higton

34 EXCEL IN ALL THAT WE DO

POSITIVE CITIZENSHIP DCG takes immense pride in its status and profi le as a corporate citizen. It makes a sustained contribution to community life, engaging in projects “It’s so important to come out which help transform our society. and help clean up the city centre. All study pathways include opportunities and organisations involved in ViA. They It’s something to give back to the for students to devote their energy and were consulted on wide-ranging issues, community, and it’s getting us all enthusiasm to local causes, taking giving input on behalf of young people. out here, meeting new people and their learning outside the classroom making a difference.” and instilling important values. Such Supporting good causes Public Services student Oliver Swindell, who experiences make an eye-catching Rag Week activities at the Joseph joined the Derby city centre deep clean addition to their CVs too. Wright Centre raised over £1,100 for three worthy causes – Age UK, Cancer Research and Pride in our streets the Derby Breakfast Club Nearly 90 Public Services students joined initiative. The week featured Derby City Council’s Streetpride scheme attractions including an to spruce up the city centre. Activities animal cuddle station and included painting bollards and benches, crystal maze challenge. planting fl owers and giving the iconic Another fundraising drive Derby Ram statue a new lease of life. saw students collect more than £600 for Children in Thought-provoking work by Art and Need. Design students also lit up the Melbourne Arts Festival. They produced street Powerful play art installations for the town’s art and DCG raised awareness of architecture trail, gaining invaluable forced marriage and ‘honour’ experience in working to a real-time brief. based abuse by hosting a hard-hitting new play at the Obelisk unveiled start of its educational tour. Art and Design students created a ‘Beyond Shame’, produced striking obelisk which stands proudly by human rights charity near the entrance of the Community Opening doors to the Karma Nirvana and Derby Theatre, tells College, Ilkeston. The 2m high landmark community at Ilkeston of a British Pakistani girl under family celebrates Ilkeston’s roots as an Anglo Health and wellbeing was in focus as pressure to marry a complete stranger. Saxon settlement as well as its industrial DCG’s Community College at Ilkeston and cultural heritage – from iron and coal Students watched the play as part of invited the public to join staff and to lace and the annual charter fair. a tutorial programme which included students for a special event. Organised sessions on this pressing issue. Karma by the Students’ Union, it showcased The project enabled students to respond Nirvana was founded by Jasvinder the wide-ranging support available to to a client’s requirements, solving Sanghera CBE, a former DCG student help people improve their physical and problems, investigating materials, herself who escaped a forced marriage emotional health. Among the visitors presenting designs and completing the by running away from home at 16. was Derbyshire Police and Crime fi nished structure. Commissioner Hardyal Dhindsa. Mayoral duties A-level students Frederico Almeida and Sonja Sebastian gave young people a voice in the future of the city – in their respective roles as Youth Mayor and Deputy Youth Mayor. Both are members of Voices in Action (ViA), the city’s youth council, and were voted in by schools

“Our role is to ensure that young people’s views are considered as part of major decisions in the city. It is great to be part of the democratic process.” Frederico Almeida, A-level student who served as Youth Mayor

35 EXCEL IN ALL THAT WE DO A DECADE OF SUCCESS AT THE ROUNDHOUSE 2019 saw DCG celebrating the tenth anniversary of the opening of the Roundhouse as its fl agship technical and professional skills college.

The campus, which now plays host exhibitions, parties, dinners, Among highlights of the year was Interior to more than 2,000 students pursuing performances and weddings. Such is its Junction, the region’s fi rst homes and their ambitions in subjects such as appeal that it was named Business Venue interiors festival. The venue also served Construction, Engineering and Business, of the Year in the 2019 East Midlands as an eye-catching backdrop for TV centres on the world’s oldest locomotive Chamber Derbyshire Business Awards. programmes such as the Martin Lewis roundhouse, a spectacular grade II* Money Show and Question Time. listed building originally built in 1839. Marketed under the banner of Roundhouse Events, it has become Such activities maximise the use of As well as providing a state-of-the- a top choice for event organisers the DCG estate to generate income. art setting for educating tomorrow’s looking for an iconic space. Clients As well as hosting external clients, the technology pioneers, the Roundhouse have included leading names such as Roundhouse Events team is increasingly is garnering an impressive reputation PricewaterhouseCoopers, Rolls-Royce developing its own programme of as a world-class venue for conferences, plc and Toyota. attractions – including sell-out movie nights and a street food festival.

36 EXCEL IN ALL THAT WE DO

Broomfi eld A DECADE OF SUCCESS Hall: centre of attraction AT THE ROUNDHOUSE “It’s not just about the bricks and mortar. It’s about the people and the service, getting everything right on the day – in particular how Roundhouse Events supports local businesses.” Rhodes Wealth Management, sponsors of the Business Venue of the Year Award

Set in the countryside, Broomfi eld Hall – DCG’s land-based and leisure college – is a magnet for visitors, whether seeking quality commercial services, executive training or simply a fun day out.

Popular ‘learning businesses’ on campus include the Equestrian Centre, Dog Grooming at Broomfi eld Hall, The Plant Centre and The Florist, which offer Memorable events services to the public while providing students with hands-on experience.

The campus also now serves as head for students too offi ce for Roundhouse Thinking, provider of executive education and management The popularity of training. Broomfi eld is one of the venues the Roundhouse as used for its expanding portfolio spanning a venue for external everything from bespoke leadership programmes to team away days. events has also paved the way to exciting Imaginative events added to Broomfi eld’s opportunities for DCG crowd-pleasing appeal throughout 2019, students. with ‘meet the animals’ Valentine’s Day festivities, Lambing Sunday celebrations The fi lming of Question to coincide with Mother’s Day and a Time, for instance, gave ‘creepy crawlie’ adventure for Halloween. rare behind-the-scenes access to Media and Politics students. Taking part in the rehearsals, sound and “This was an incredible opportunity camera tests, they gained insights into how the programme is made and key to meet people with fantastic roles on the production set. careers in the media. They gave great advice on how to break into Other events at the Roundhouse enable this industry and it was fascinating students to undertake paid part-time work. Each year around 70 students to see how much expertise goes assist at the Vivid Experience Christmas into putting a programme like parties, gaining skills in customer Question Time on air.” service, communication and time Media student Aiden Hetherton who plans to management into the bargain. study editing at university

37 LOOKING AHEAD

2020-2025 STRATEGIC AMBITIONS

Building on the many achievements showcased in this review of 2019, we have now unveiled a new strategy to support DCG’s further development over the next fi ve years. Underpinned by extensive stakeholder consultations, the 2020-25 strategy refl ects our determination to continue evolving and innovating for the benefi t of our students, the economy and society.

We have high aspirations for our community and our vision, strategic intent and ambitions outline these. We will continually strive to create accessible education opportunities and achieve ambitious goals, stretching and challenging ourselves and inspiring our students to widen their horizons and see beyond the impossible.

OUR VISION To create world class, accessible education opportunities that enrich lives and to make bright futures a reality for all. OUR MISSION To predict and serve the needs of our business and civic communities by preparing students for the next stage of their lives including:

 advancement to further study, including preparation for university life  success in the world of work, business start-up and career development  social progression and positive citizenship  independent living

Technical & Professional Skills College Land-based & Leisure College Post-16 Academic & Arts College Community College, Ilkeston

38 STRATEGIC STRATEGIC STRATEGIC PRIORITY ONE: PRIORITY TWO: PRIORITY THREE: DELIVER EDUCATIONAL CHAMPION SOCIAL ENABLE ECONOMIC EXCELLENCE MOBILITY PROSPERITY ‘Students fi rst’ ‘Challenge perceptions, remove ‘Co-creating future talent’ barriers’  Provide every student with an  Further develop our breadth of adult,  Utilise and exploit comprehensive excellent education, enabling them youth and community provision to business intelligence to drive to study a coherent and challenging engage with individuals with no or strategic intent and inform a curriculum that develops the low qualifications, or those at risk responsive curriculum plan which knowledge, skills, behaviours and of social marginalisation, removing meets the needs of students and ambition to be successful in future obstacles to further learning and employers, as well as local, regional learning, employment and to be progression. and national priorities. confident in life.  Effectively engage with schools to  Co-design our curriculum with  Adopt, utilise and undertake ensure smooth transition for young employers, via our Employment research into learning sciences, people, so they can be effectively and Skills Boards, to ensure the informing experiments and driving supported from day one and are talent pool generated is equipped innovative practice, risk taking and best prepared for ‘college life’. to effectively transition between collaboration across our community education and industry, and where  Remove barriers for advancement of teaching professionals, resulting appropriate via Higher Education, to Higher Education by expanding in more students receiving an supporting exceptional outcomes the range of progression exceptional education. and contributing to the productivity opportunities to widen participation and prosperity of our city, county  Pro-actively encourage and nurture and positively impact on students’ and region. students to deploy effective life chances and future earning behaviours and attitudes, fostering potential.  Co-deliver career pathways with understanding and preparing them business, via our Employment and  Utilise our excellent relations and as professionals at work and as Skills Academies, to enhance our interactive engagement with social contributors in life. students’ exposure to ‘world of employers, sector skills bodies work’ opportunities and essential  Put student views, employer voice and wider business stakeholders life skills, embracing enterprise and customer satisfaction at the to raise awareness of industry and resilience to support positive heart of our service delivery, opportunities, helping us to tackle destinations to employment, continuous improvement and gender stereotyping in career including business start-up for our evolution. Embrace a culture of choices, broadening horizons and aspiring entrepreneurs. compliance and accountability inspiring social progression. to improve all aspects of our  Upskill and retrain the adult customers’ experience. workforce to meet the needs of the economy, provide tailored programmes for employers and further develop our commercial offer to support people and business OUR VALUES to thrive. ‘Putting students’ educational attainment above all else’ Our values capture in words the ‘DNA’ of our organisation, our ethos, commitments and guiding principles of the Derby College Group. They seek to put the student and our community at the heart of all that we do, maximising student performance whilst always being mindful of the needs of our employees.

OPTIMISTIC Positive, happy people inspiring success and belief in what can be achieved.

INCLUSIVE Embracing and celebrating inclusivity, equality and diversity, educating and empowering individuals.

HEALTHY Caring about all aspects of well-being, providing an environment that is safe and supportive for everyone.

INNOVATIVE Promoting an environment where innovation, ideas and creativity are actively encouraged.

COLLABORATIVE Proactively working with others, helping each other to achieve common goals as ‘one team’.

39 The Derby College Group

The Roundhouse The Joseph Wright Centre Technical & Professional Skills College Post-16 Academic & Arts College Roundhouse Road Cathedral Road Pride Park Derby Derby DE1 3PA DE24 8JE Broomfi eld Hall The Johnson Building Land-based & Leisure College Motor Vehicle Academy Morley Locomotive Way Ilkeston Pride Park Derby Derby DE7 6DN DE24 8PU The Community College The Hudson Building 2 Pimlico Construction Skills Academy Ilkeston Locomotive Way Derbyshire Pride Park DE7 5JS Derby DE24 8PU

0800 028 0289 [email protected] www.derby-college.ac.uk

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