2010‐11 Self‐Assessment Report
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2010‐11 Self‐Assessment Report Edition: Final (15.12.11) 1 Contents Page Mission statement 3 Scope of the report 4 Methodology 4 Achievements of note 2010‐11 5 What does the college need to do to improve further? 6 Common Inspection Framework grades 6 Framework for Excellence grades 7 Medway campus 7 Maidstone Campus 8 Capacity to improve 8 Outcomes for students 9‐15 Quality of Provision 15‐23 Leadership & Management 24‐28 Finance 28‐29 Responsiveness to students 29‐30 Responsiveness to employers 30‐33 Whole college data 34‐44 2 Information about the college Our Vision: “A college everyone is proud to recommend to family and friends; a great place to work and learn, where all staff and students feel part of the college community’’ Our Values: Aspiring to Excellence Setting High Expectations Passion for Learning Integrity and Honesty Respecting the Individual Effective Team Working 1. MidKent College is one of six general further education (FE) colleges in Kent and Medway. The college has two main sites, one in Medway, a unitary authority, and the other in Maidstone, the county town of Kent. 2. Both Kent and Medway operate a system of selective education at 11‐plus. Until recently, Medway had six grammar schools, nine high schools, one comprehensive and one faith school. However, with the introduction of Academies this picture is rapidly changing. Three Academies have already been established and, with the exception of two high schools and the faith school, all the other schools have plans to become Academies. In Maidstone there are 14 schools in and around the town, four of which are grammar schools. Three Academies have been established and more are planned. The college is also responsible, through MKC Training Services Ltd, for artisan training in Engineering and Construction, at the Royal School of Military Engineering, at Brompton Barracks, Gillingham. 3. For 2010‐11, the college had an overall budget of £53 million, comprising £17m through MKC Training Services, £6m from the SFA and £22m from the YPLA. In 2010‐11 the college enrolled nearly 8000 students. Around two‐thirds of students study at the new Medway campus, which opened in September 2009, on time and on budget, at a cost of £86m. Plans for a £23m re‐development of its Maidstone have been approved by the governing body and are underway. 4. In 2010‐11 the college enrolled just over 8,000 students. Of these, some 4,981 were aged 16‐18 of whom 88% studied on a full‐time basis. Of the 3,194 adults studying at the college that year, 54% were full‐time students. Some 54% of all students were male. The number of students of minority ethnic origin constituted 9.7% of the student cohort. This is higher than the two local profiles, where 8.4% of residents of working age in Medway and 5.9% in Maidstone are from a minority ethnic background. 3 5. As a whole, the college provides programmes in all 15 Sector Subject Areas. Curriculum areas with the highest number of enrolments are Construction; Hair Design & Holistic Therapy; Engineering; Health and Social Care & Public Services; Information Technology. Work‐based learning is concentrated in Construction, Engineering, Business, and Hairdressing. 6. The college provides training on behalf of the following providers: . CSkills . JTL . Remit . IPS . Northbrook College . Southern and Scottish Energy . Babcock Training 7. The following organisations provide training on behalf of the college: . Carillion . Kent Connexions . Medway Youth Trust Scope of the report 8. The Self‐Assessment Report (SAR) focuses on all aspects of the college’s work which fall within Ofsted’s Common Inspection Framework • Overall effectiveness of the college • Capacity to improve • Outcomes for students • Quality of provision • Leadership and management It also covers the following aspects of the Framework for Excellence agenda: • Finance • Responsiveness to Students • Responsiveness to Employers Methodology 9. The college’s self‐assessment is based on a comprehensive gathering of information which is subjected to both evaluation and validation. 4 10. In June, course reviews and improvement plans (CRIPs) are written using a proforma and guidelines. These are subject to moderation and validation by the Assistant Principal, Quality and the Quality Co‐ordinator. 11. These reports inform the Faculty self‐assessment reports (fSARs) and improvement plans (fIPs) and are compiled by Heads of Faculty in consultation with staff. These fSARs are informed by data reports, surveys and verifiers’ reports, Heads observations and detailed Lesson Observation or Quality Review Week reports. Students’ views inform the reports through surveys, student reps meetings and conferences and lesson observations. 12. In October, these reports are updated and validated. The validation panels are chaired by the Assistant Principal, Quality and the Vice Principal, Curriculum. As part of the college’s development of peer review relationships, the Director of Strategy for the Kent Association of Further Education Colleges (KAFEC) and the Director of Quality at North West Kent College join these validation panels. 13. These Faculty SARs are brought together into a College SAR which is subject to approval by the college Quality Development Group, the College Executive and finally the governing body at its December meeting. Type of provision Number of enrolled students in 2010‐11 Provision for young people 14‐16 247 16‐18 4981 Provision for adults 19+ 3194 Employer provision Train to gain 283 Apprenticeships 401 MKCTS 1764 trainees Achievements of note in 2010‐11 • Overall success rate of 80% for long qualifications • Outstanding success in Workskills qualifications (92%) • Functional Skills success rate of 75% some 11% above the national average • Improved Value Added for A levels • Excellent timely success for Train to Gain provision (92%) 5 • Very good timely success for Apprenticeships (71%) • Successful introduction of an electronic Personal Learning Plan • Maintenance of broad curriculum offer to meet needs of students • Outstanding provision in Construction and Engineering at the RSME • Provision in Hair and Beauty remains outstanding • Outstanding Support for students • Excellent student progression to university or employment • Very positive Organisation Health Check report from LSIS • Very strong Leadership and management • Outstanding financial management What does the college need to do to improve further? • Improve retention rates at level 3 • Increase Value Added scores on level 3 vocational programmes • Improve success rates for Functional Skills at level 2 • Increase the amount of good or better teaching in some areas • Improve students’ attendance and punctuality • Ensure that all PLPs are completed in a timely and comprehensive fashion • Refurbish its Maidstone site within agreed budgets and deadlines Common Inspection Framework grades EFFECTIVENESS OF PROVISION Good : grade 2 Capacity to improve Good : grade 2 CIF Aspect A Outcomes for Students Good : grade 2 CIF Aspect B Teaching and Learning Good: grade 2 Care, guidance and support for Students Outstanding: grade 1 CIF Aspect C Leadership and management Good: grade 2 Equality and Diversity Good : grade2 Safeguarding Good : grade2 6 Framework for Excellence FINANCE Health Outstanding: grade 1 Control Outstanding: grade 1 Use of Resources Good: grade 2 RESPONSIVENESS Students data available Jan 2012 Employers data available Jan 2012 FACULTY GRADES MEDWAY CAMPUS Advanced Computing Engineering Satisfactory : grade 3 Business and Professional Studies Good : grade 2 Construction and Building Services Good : grade 2 Care and Community Services Good : grade 2 Creative and Visual Arts Satisfactory : grade 3 Higher and Academic Studies Satisfactory : grade 3 Services to People Outstanding : grade 1 7 MAIDSTONE CAMPUS Business and Social Services Good : grade 2 Construction and Engineering Good : grade 2 Public and Retail Services Good : grade 2 WHOLE COLLEGE Foundation Learning Good : grade 2 Capacity to improve Capacity to improve is Good 14. Capacity to make and sustain improvement is Good. In 2010‐11, improvements in both retention and achievement across all ages and all levels of study led to a 5% increase in the headline success rate. In all three aspects of equality and diversity: ethnicity, disability and gender, gaps in achievement were eradicated or reduced. Nine of the re‐aligned Faculties (who deliver 72% of our provision) are now rated Good or better with three rated satisfactory. Previously 15% were judged to be unsatisfactory and 33% satisfactory. (See Table 14). Improvement and progress has been solid, sustained and achieved whilst the leadership of the college has implemented a significant cost reduction strategy which successfully met the planned target of a £2.9m reduction in annual expenditure. 15. Managers and staff have a very clear focus on improving students’ experience and performance. Staff at all levels make good use of high quality data. Self‐assessment and quality assurance, judged to be accurate and rigorous at the last full inspection, ensure that improvement plans are well focused. Targets are set and monitored at course and Faculty level through Quality Health Checks. A well established, no‐notice and now proportionate, observation system focuses closely on under‐performing areas. The quality of Faculty Improvement Plans is good but in some areas they need to be more regularly updated. The college has recently purchased some propriety software ‘4Action’ which will be used in 2011‐12 for Faculty