DOCSLIB.ORG

Progression of College Students in London to Higher Education 2011 - 2014

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Progression of College Students in London to Higher Education 2011 - 2014 PROGRESSION OF COLLEGE STUDENTS IN LONDON TO HIGHER EDUCATION 2011 - 2014 Sharon Smith, Hugh Joslin and Jill Jameson Prepared for Linking London by the HIVE-PED Research Team, Centre for Leadership and Enterprise in the Faculty of Education and Health at the University of Greenwich Authors: Sharon Smith, Hugh Joslin and Professor Jill Jameson Centre for Leadership and Enterprise, Faculty of Education and Health University of Greenwich The views expressed in this report are those of the authors and do not necessarily reflect those of Linking London, its member organisations or its sponsors. Linking London Birkbeck, University of London BMA House Tavistock Square London WC1H 9JP http://www.linkinglondon.ac.uk January 2017 Linking London Partners – Birkbeck, University of London; Brunel University, London; GSM London; Goldsmiths, University of London; King’s College London; Kingston University, London; London South Bank University; Middlesex University; Ravensbourne; Royal Central School for Speech and Drama; School of Oriental and African Studies, University of London; University College London; University of East London; University of Greenwich; University of Westminster; Barnet and Southgate College; Barking and Dagenham College; City and Islington College; City of Westminster College; The College of Enfield, Haringey and North East London; Harrow College; Haringey Sixth Form College; Havering College of Further and Higher Education; Hillcroft College; Kensington and Chelsea College; Lambeth College; Lewisham Southwark College; London South East Colleges; Morley College; Newham College of Further Education; Newham Sixth Form College; Quintin Kynaston; Sir George Monoux College; Uxbridge College; Waltham Forest College; Westminster Kingsway College; City and Guilds; London Councils Young People’s Education and Skills Board; Open College Network London; Pearson Education Ltd; TUC Unionlearn 2 Foreword It gives me great pleasure to introduce this report to you on the progression of college students in London to higher education for the years 2011 - 2014. This is the third report on the progression of college students in London that we have commissioned from Hugh, Sharon and Jill at the University of Greenwich. The second one, you will remember, covered the years 2007 -2012. With our first report, we are now getting to the point of having almost a decade worth of data to explore. This is important as it allows us to see what is happening both to the students in further education and their destinations. We apologise for the delay in getting this report to you but there have been circumstances beyond our control which meant a slight delay. I would like to thank our sponsors for funding this report: Birkbeck, University of London, Goldsmiths, University of London, King's College London and Kingston University London. I also need to thank the HEFCE National Networks for Collaborative Outreach (NNCO) project for supporting this important data work. The headline findings of this report are in the executive summary but I encourage you to read the whole report to understand the changing picture of college progression in London. The disappearing adult learner is a theme Further Education shares with some of Higher Education. Perhaps Higher and Degree Apprenticeships, which can be undertaken at a level at, or below, one's current qualification, might start to address this deficit. Significantly the decline in the number of eighteen year-olds in the system does not bottom out until 2020. All this suggests more flexible models of higher level study are needed to reach those millions of learners already in work whose highest qualification is a level 3. Increasing our productivity and improving social mobility can go hand in hand. We will continue working with our partners to support the success of college students as they progress through the system during this time of great changes in education. Working together to create pathways for progression, supported by good data, has to be the way forward. Thank you to Hugh, Sharon and Jill, I commend this report to you. Sue Betts Director - Linking London January 2017 3 Contents Foreword ............................................................................................................................................. 3 Contents .............................................................................................................................................. 4 Acknowledgements .............................................................................................................................. 7 1. Executive summary ...................................................................................................................... 8 1.1 Key Results .................................................................................................................... 8 2. Introduction ............................................................................................................................... 15 2.1 Longitudinal research ................................................................................................ 15 2.2 London educational context and prior attainment at age 16 ................................. 16 2.3 Demographic context ................................................................................................ 17 2.4 Progression to higher education in London ............................................................. 18 2.5 Spotlight on Access to HE and BTEC ......................................................................... 19 2.6 Terminology ............................................................................................................... 20 3. Methodology ............................................................................................................................. 22 3.1 Tracking cohorts of students ..................................................................................... 22 3.2 The ILR ........................................................................................................................ 23 3.3 Tracking HE achievement .......................................................................................... 23 3.4 Statistical note ............................................................................................................ 23 4. Characteristics of the London college student cohorts .............................................................. 24 4.1 Age .............................................................................................................................. 24 4.2 Qualifications .............................................................................................................. 24 4.3 Age and Level 3 qualification type ............................................................................ 25 4.4 Breakdown by sex ...................................................................................................... 26 4.5 Sex and Level 3 qualification type ............................................................................. 27 4.6 FE and Sixth Form Colleges ........................................................................................ 27 4.7 Breakdown of the cohort figures by individual college ........................................... 28 4.8 Breakdown of the cohorts by London borough ....................................................... 30 4.9 London borough and age breakdown ....................................................................... 31 4.10 London borough and Level 3 qualification breakdown ........................................ 32 4.11 Breakdown of the cohorts by educational disadvantage ..................................... 33 4.12 Disadvantage and qualifications studied .............................................................. 35 4.13 Disadvantage and London borough ...................................................................... 35 4.14 Level 3 sector subject areas ................................................................................... 37 4.15 Ethnic breakdown of the tracked cohorts ............................................................ 38 4 4.16 Ethnic group and age breakdown ......................................................................... 39 4.17 London borough breakdown of BME students .................................................... 39 4.18 Ethnic group and Level 3 qualification type.......................................................... 41 4.19 Ethnic group and Level 3 subject area studied by under 20s .............................. 43 4.20 Ethnic group and sex breakdown .......................................................................... 44 4.21 Ethnic group and provider type ............................................................................. 44 4.22 Ethnic group and disadvantage ............................................................................. 45 5. Spotlight on BTEC student characteristics .................................................................................. 46 5.1 BTEC Level 3 students by BTEC grade, 2011-2013 ................................................... 46 5.2 BTEC qualification breakdown by ethnic group ....................................................... 47 5.3 BTEC population by qualification and provider type ................................................ 48 5.4 BTEC population breakdown by qualification and sex ............................................
Load more

Recommended publications
  • College Employer Satisfaction League Table
    COLLEGE EMPLOYER SATISFACTION LEAGUE TABLE The figures on this table are taken from the FE Choices employer satisfaction survey taken between 2016 and 2017, published on October 13. The government says “the scores calculated for each college or training organisation enable comparisons about their performance to be made against other colleges and training organisations of the same organisation type”. Link to source data: http://bit.ly/2grX8hA * There was not enough data to award a score Employer Employer Satisfaction Employer Satisfaction COLLEGE Satisfaction COLLEGE COLLEGE responses % responses % responses % CITY COLLEGE PLYMOUTH 196 99.5SUSSEX DOWNS COLLEGE 79 88.5 SANDWELL COLLEGE 15678.5 BOLTON COLLEGE 165 99.4NEWHAM COLLEGE 16088.4BRIDGWATER COLLEGE 20678.4 EAST SURREY COLLEGE 123 99.2SALFORD CITY COLLEGE6888.2WAKEFIELD COLLEGE 78 78.4 GLOUCESTERSHIRE COLLEGE 205 99.0CITY COLLEGE BRIGHTON AND HOVE 15088.0CENTRAL BEDFORDSHIRE COLLEGE6178.3 NORTHBROOK COLLEGE SUSSEX 176 98.9NORTHAMPTON COLLEGE 17287.8HEREFORDSHIRE AND LUDLOW COLLEGE112 77.8 ABINGDON AND WITNEY COLLEGE 147 98.6RICHMOND UPON THAMES COLLEGE5087.8LINCOLN COLLEGE211 77.7 EXETER COLLEGE 201 98.5CHESTERFIELD COLLEGE 20687.7WEST NOTTINGHAMSHIRE COLLEGE242 77.4 SOUTH GLOUCESTERSHIRE AND STROUD COLLEGE 215 98.1ACCRINGTON AND ROSSENDALE COLLEGE 14987.6BOSTON COLLEGE 61 77.0 TYNE METROPOLITAN COLLEGE 144 97.9NEW COLLEGE DURHAM 22387.5BURY COLLEGE121 76.9 LAKES COLLEGE WEST CUMBRIA 172 97.7SUNDERLAND COLLEGE 11487.5STRATFORD-UPON-AVON COLLEGE5376.9 SWINDON COLLEGE 172 97.7SOUTH
    [Show full text]
  • (Literacy and ESOL) Certificate Additional Diploma in Teaching Mathematics (Numeracy) Certificate Additional Diploma in Teaching Disabled Learners
    Certificate Additional Diploma in Teaching English (Literacy and ESOL) Certificate Additional Diploma in Teaching Mathematics (Numeracy) Certificate Additional Diploma in Teaching Disabled Learners Programme Specification 2014/15 Cohort PROGRAMME SPECIFICATION – Certificate Additional Diplomas in Teaching Course Record Information Name and level of Certificate Additional Diploma in Teaching English: Final and Intermediate Awards Literacy & ESOL Certificate Additional in Teaching Mathematics: Numeracy Certificate Additional Diploma in Teaching Disabled Learners Awarding Body/Institution University of Westminster Status of awarding Listed body body/institution Location of Delivery and University of Westminster Education Consortium teaching institutions Colleges: • Amersham & Wycombe College • City Literary Institute • Ealing, Hammersmith and West London College • Harrow College • Newham College • Richmond Adult Community College. • Uxbridge College • West Thames College Mode of Study Part-time, in-service UW Course Code BWBSADT Amersham & Wycombe College City Literary Institute Ealing, Hammersmith and West London College Harrow College Newham College Uxbridge College West Thames College JACS Code X141 Teacher Training UCAS Code Not applicable QAA Subject Benchmarking Education Studies Group Professional Body Accreditation Education and Training Foundation Institute for Learning Date of course validation/review 1 July 2014 Date of Programme February 2014 Specification Admissions Requirements Normally those applying to join the Course will: 1) be regularly employed in the education or training of participants in the Lifelong Learning Sector for normally at least an average of 3 hours per week or 100 hours a year in an approved placement, with relevant Literacy and ESOL or Numeracy or Disability teaching practice; 2) have responsibility for the group that they are teaching for planning and assessing the learning.
    [Show full text]
  • London ESF Youth Programme Providers
    London ESF Youth Programme Providers Information is based on the latest data provided to the GLA. If you think the information here is incorrect please inform us by emailing: [email protected] Strand Contract Lead Lead Provider Contact Delivery Partner Name Contact Details (Name, email and phone no) Delivery Location(s) [email protected] Groundwork Big Creative Playback Studios Newham Council Newham College Barking & Dagenham, Enfield, Greenwich, Hackney, Haringey, Havering Think Forward Urban Futures REED in Partnership The Challenge NXG Preventative NEET North & North East Prevista Ameel Beshoori, [email protected] Cultural Capital Central Prevista Ameel Beshoori, [email protected] Groundowrk [email protected] Lewisham, Southwark, Lambeth, Wandsworth, Big Creative City of London, Westminster, Kensington & Chelsea, Camden and Islington The Write Time Playback Studios Think Forward PSEV NXG Inspirational Youth South Prevista Ameel Beshoori, [email protected] Groundwork Bexley, Bromley, Croydon, Sutton, Merton, The Write Time Kingston and Richmond [email protected] Playback Studios Prospects Richmond Council All Dimensions Barnet Brent Ealing Hammersmith & Fulham NXG Harrow Hillingdon Hounslow Cultural Capital West Prevista Ameel Beshoori, [email protected] Groundwork Playback Studios [email protected] Urban Futures PSEV REED in Partnership NEET Outreach North & North East Reed In Partnership Freddie Sumption, [email protected] City Gateway Katherine Brett, [email protected] Delivery:
    [Show full text]
  • Proposed College Merger Between HCUC (Harrow College & Uxbridge
    Proposed College Merger between HCUC (Harrow College & Uxbridge College) and Richmond upon Thames College FAQs 1. Why is the merger being considered? The merger proposal emerged from a robust Structure and Prospects Appraisal undertaken by the governing body of Richmond upon Thames College in conjunction with the Government’s Further Education Commissioner. The recommendation of this appraisal was that RuTC should merge with Harrow College and Uxbridge College (HCUC) to create a sustainable college group. We are confident that by joining forces we will be able to do more for our learners, and the delivery of a high-quality learner experience is at the centre of our proposals. Both HCUC and RuTC are committed to ensuring that the benefits to learners increase as a result of this merger, including a shared prioritising of students achieving more, progressing further and being more work ready. Through the merger the colleges will be “Better Together – Stronger Together”. 2. What are the benefits of merging? • Learner Experience - Current and new students can expect a new college partnership which recognises their individuality and provides a responsive and inspiring programme of study that enables them to progress on to new learning opportunities, university, apprenticeships or employment and supports them in achieving their ambitions. There will be an enhanced offer to students across all colleges, greater learning opportunities and more progression routes. • Quality - Excellent teaching and learning that delivers outstanding outcomes for our learners is at the heart of this merger proposal. By joining forces, we will have the combined strength, expertise and resources to accelerate the achievement of improved standards and we will be able to implement a programme of rapid quality improvement.
    [Show full text]
  • Pro-Bono-Forum-2014-10
    2014 EUROPEAN London PRO BONO The Mermaid 5-7 November FORUM ProgramB1_170x255mm_LONDON.indd 1 04/08/14 14:40 2014 European Pro Bono Forum 5–7 November The Mermaid London PILnet Sustaining Partners 2 l 2014 European Pro Bono Forum, London Photo l Nick Kenrick Welcome from PILnet As the European pro bono movement takes root around the world, PILnet brings its 2014 European Pro Bono Forum to London, a global legal capital about to celebrate the 800th anniversary of the Magna Carta. The London legal community has been a leader in the development of pro bono practice, and London is fertile ground for developing new approaches to strengthening the rule of law. But any conversation about pro bono in the U.K. must acknowledge recent cuts to legal aid that have left people across the country unable President to access the legal advice they need in order to secure justice. Many look to pro bono to fill the gap. But can it? Should it? A debate about these questions will kick off this year’s workshops. The Forum is our opportunity to re-think pro bono’s place within the panoply of legal solutions to our most pressing societal challenges. These challenges are not limited to the U.K., nor are they limited to problems of access to basic legal advice. Across Europe and beyond, we are experiencing new threats to privacy, freedom of association and the rights of LGBTI people. Climate change, immigration and global PILnet’s health issues also concern us all. We have endeavored to put together a rich program featuring front-line practitioners that will inspire us to engage on these issues and many others.
    [Show full text]
  • Open Letter to Address Systemic Racism in Further Education
    BLACK FURTHER EDUCATION LEADERSHIP GROUP 5th August 2020 Open letter to address systemic racism in further education Open letter to: Rt. Hon. Boris Johnson, Prime Minister, Rt. Hon. Gavin Williamson MP, Secretary of State for Education, funders of further education colleges; regulatory bodies & further education membership bodies. We, the undersigned, are a group of Black, Asian and Minority Ethnic (BAME) senior leaders, and allies, who work or have an interest in the UK further education (FE) sector. The recent #BlackLivesMatter (#BLM) global protest following the brutal murder of George Floyd compels us all to revisit how we address the pervasive racism that continues to taint and damage our society. The openness, solidarity and resolve stirred by #BLM is unprecedented and starkly exposes the lack of progress made in race equality since ‘The Stephen Lawrence Enquiry’. Against a background of raised concerns about neglect in healthcare, impunity of policing, cruelty of immigration systems – and in education, the erasure of history, it is only right for us to assess how we are performing in FE. Only by doing so, can we collectively address the barriers that our students, staff and communities face. The personal, economic and social costs of racial inequality are just too great to ignore. At a time of elevated advocacy for FE, failure to recognise the insidious nature of racism undermines the sector’s ability to fully engage with all its constituent communities. The supporting data and our lived experiences present an uncomfortable truth, that too many BAME students and staff have for far too long encountered a hostile environment and a system that places a ‘knee on our neck’.
    [Show full text]
  • Student Chapters by Branch Catchment Area
    Student Chapters within Branch Catchments List of Student Chapters - Alphabetical (Date updated: 19.12.2018) Aston University Birkbeck, University of London Contact Laura Bartle Brunel University London 01793 417 483 Cardiff Metropolitan University [email protected] Coventry University Edinburgh Napier University Useful Website: Goldsmiths, University of London http://www.bcs.org/studentchapters GSM London Kingston University Lancaster University Branch Chapter(s) within Branch Catchment Leeds Beckett University Aberdeen Nil Liverpool John Moores University Girls in Tech Bedford University of Bedfordshire London Metropolitan University University of Surrey London South Bank University Berkshire University of Reading Newcastle University Birmingham Aston University Northumbria University University of Birmingham Nottingham Trent University Bristol University of Bath Open University Cheltenham & Gloucester Nil Oxford Brookes University Chester & North Wales Glyndwr University Plymouth University Coventry University Prifysgol Aberystwyth University Coventry University of Warwick Prifysgol Glyndŵr University Dorset Nil Queen Mary University London East Anglia Nil Royal Holloway University of London Edinburgh Edinburgh Napier University University of Bath Essex Nil University of Bedfordshire Glasgow University of Stirling University of Birmingham Guernsey Nil University of Bradford Hampshire Nil University of Central Lancashire Hereford & Worcester Nil University of Dundee Hertfordshire Nil University of Greenwich Humberside University of
    [Show full text]
  • London Borough of Lambeth
    LONDON BOROUGH OF LAMBETH LAMBETH ARCHIVES DEPARTMENT Reference number IV/224 Title Morley College Covering dates 1888-2013 Physical extent 29 boxes & 2 volumes Creator Morley College Administrative history Morley College originated in the work of the Coffee Music Halls Company Ltd. who promoted temperance and the arts in London. The college was established by Emma Cons, a visionary and social reformer who fought to improve standards of London’s Waterloo district. In 1880, Cons, with the support of the Coffee Music Halls Company Ltd. leased what is now known as the ‘Old Vic’ theatre and created the Royal Victoria Coffee and Music Hall. In 1882 the hall began to host weekly lectures in which eminent scientists would address the public on a wide range of topics. The success of these lectures led to the establishment of Morley Memorial College for working men and women, named after Samuel Morley, a textile manufacturer, MP and philanthropist who contributed to Morley College. In the 1920s the college moved to Westminster Bridge Road where it remains today although it has since expanded and now includes Morley Gallery and Arts Studio and the Nancy Seear Building. The college has attracted eminent staff including composer Gustav Holst, Director of Music 1907- 1924, a post later filled by Sir Michael Kemp Tippet, 1940-1951. Other high profile personalities associated with the college include composer Ralph Vaughn Williams, writer Virginia Woolf and artist David Hockney. Acquisition or transfer information Collection acquired by Lambeth Archives between 1999-2007 as a gift. Acquisition numbers: 1999/11, 2002/30, 2003/13, 2006/11, 2007/23; ARC/2013/6,8.
    [Show full text]
  • LSDA Achievement Strategies by Paul Martinez
    LSDA reports Raising achievement at Levels 1 and 2 Paul Martinez Published by the Contents Learning and Skills Development Agency. Introduction 1 www.LSDA.org.uk Learner issues 4 Feedback should be sent to: Teaching issues 7 Information Services Learning and Skills Development Agency College issues 12 Regent Arcade House, 19–25 Argyll Street Conclusions 15 London W1F 7LS. Tel 020 7297 9000 Appendix 1: Case study colleges 17 Fax 020 7297 9001 Appendix 2: References and 17 [email protected] suggestions for further reading Registered with the Charity Commissioners. Editor: Jennifer Rhys Designer: Dave Shaw Printed in the UK ISBN 1 85338 727 4 ©Learning and Skills Development Agency 2002 A1228/01/02/3000 You are welcome to copy this publication for internal use within your organisation. Otherwise, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, electrical, chemical, optical, photocopying, recording or otherwise, without prior written permission of the copyright owner. Further information For further information on the issues discussed in this publication please contact: Anna Reisenberger Quality Improvement Programmes Manager Learning and Skills Development Agency Regent Arcade House, 19–25 Argyll Street London W1F 7LS. Tel 020 7297 9000 [email protected] Acknowledgements Thanks are due to the teachers, tutors, support workers and managers in over 20 colleges whose work is reported here. Without their work there could be no report. I would also like to thank my colleagues Sally Faraday, Lynn Hull and Anna Reisenberger, who kindly commented on an earlier draft.
    [Show full text]
  • College Open Day List
    Open Events 2019-2020 Please check the sixth form/college website to confirm dates and times of open events, as they may be subject to change, and new dates may be added You will also need to check if you need to register in advance or attend with a parent/carer Places to study in Newham Brampton Manor Academy November 2019 (Date to be confirmed in September – Roman Road E6 3SQ check website regularly) 020 7540 0500 / bramptonmanor.org [email protected] Booking required via website The Building Crafts College Open every Thursday 1pm-4pm Kennard Road, London E15 1HA Online application form 020 8552 1705 / thebcc.ac.uk / [email protected] Chobham Academy No dates released yet, check the website regularly for 40 Cheering Lane, London E20 1BD information 020 3747 6060 / chobhamacademy.org.uk [email protected]. (Open day usually in November, check website regularly) uk ELAM (East London Arts & Music) Thursday 7 November 2019, 5pm-7pm 45a Maltings Close, London E3 3TA Arrive 5pm for 5.30pm talk 020 75152159 / elam.co.uk [email protected] Arrive 6pm for 6.30pm talk No admission after 6.30pm Bookings via website Applications are now open for 2020 London Academy of Excellence Wednesday 30 October 2019, 4pm-8pm Broadway House, 322 High Street, London E15 1JA Wednesday 13 November 2018, 4pm-8pm 020 3301 1480 / excellencelondon.ac.uk / Sat 23 November 2019, 10am-4pm [email protected] Booking required via website which will open at the beginning of October Applications open Monday 28th October 2019 London Design
    [Show full text]
  • ANNUAL REPORT 2009 Index
    ANNUAL REPORT 2009 Index Free Representation Unit Annual Report to 31 March 2009 Page Chair’s Introduction 1 Case Studies 2-11 Trustees’ Report 12-16 Legal and Administrative Information 17 Independent Auditors’ Report 18 Statement of Financial Activities 19 Balance Sheet 20 Principal Accounting Policies 21 Notes to the Accounts 22-26 Donors 27-28 We are most grateful to Royle Financial Print Limited for their generous sponsorship of the costs of this annual report. The case studies on pages 2 to 11 show a few of our volunteer representatives (‘reps’) and tell the stories of some of the cases which they have handled. In those stories, the client names used are fictitious but do together give an indication of the gender and ethnic origin of our clients. The cover photograph is of FRU volunteer Sarah-Jane Smiles, who tells the story of one of her cases on page 10. Photograph by Patrick Barth © King’s College London. Chair’s Introduction As usual, Clive Tulloch has been so successful in providing “more volunteers are being recruited a link between staff and the management committee that it and more cases are being completed in becomes hard to see how FRU ever managed without him. both of the core areas of employment We are also grateful to our funders, without whom FRU would and social security law” not have achieved such an excellent set of financial results this year. Regrettably, this will not continue unless new sources FRU has enjoyed another successful year. A change to the of funding are found for the future, especially in these difficult ratification process has meant that more volunteers are being economic times.
    [Show full text]
  • Provisional List 1: Dated 9Th October 2017 in Alphabetical Order
    Provisional List 1: Dated 9th October 2017 in Alphabetical Order Colleges & Sixth Forms Date of Open Day / Evening Time Barking Abbey Sports College Tuesday 7th November 2017 7pm - 8:30pm Barking & Dagenham College - Rush Green Campus Thursday 7th December 2017 3.30pm - 7pm Barking & Dagenham College - Rush Green Campus Thursday 18th January 2018 4.30pm - 7pm Barking & Dagenham College - Rush Green Campus Saturday 10th March 2018 10am - 2pm Barking & Dagenham College - Rush Green Campus Thursday 12th April 2018 4.30pm - 7pm Barking & Dagenham College - Rush Green Campus Saturday 12th May 2018 10am - 2pm Barking & Dagenham College - Rush Green Campus Thursday 21st June 2018 3.30pm - 7pm Barking & Dagenham College - Technical Skills Academy Thursday 23rd November 2017 4.30pm - 7pm Barking & Dagenham College - Technical Skills Academy Wednesday 21st February 2018 4.30pm - 7pm Barking & Dagenham College - Technical Skills Academy Saturday 9th June 2018 10am - 2pm Barnet College / Southgate College - Colindale Campus Wednesday 8th November 2017 5pm - 7pm Barnet College / Southgate College - Colindale Campus Wednesday 7th March 2018 5pm - 7pm Barnet College / Southgate College - Colindale Campus Thursday 7th June 2018 3pm – 7pm Barnet College / Southgate College - Southgate Campus Saturday 11th November 2017 10am – 1:45pm Barnet College / Southgate College - Southgate Campus Saturday 3rd March 2018 10am – 1:45pm Barnet College / Southgate College - Southgate Campus Tuesday 12th June 2018 3pm – 7pm Barnet College / Southgate College - Wood Street
    [Show full text]