ANNUAL STRATEGIC IMPACT ASSESSMENT 2018/19
JANUARY 2020 CONTENTS
1. INTRODUCTION 4 1.1 Integrated strategic planning, quality assurance and financial health framework 5 1.2 Executive summary - balanced scorecard 6 SUMMARY OFSUMMAR OUTPUTSY OF OUTPUTSSUMMARY OF OUTPUTS ENGAGEMENTENGAGEMENT AND PARTICIPA ANDENGAGEMENT TIONPARTICIPA TIONAND PARTICIPATIONIMPACT ONIMPACT DIVERSITY ON DIVERSITYIMPACT ON DIVERSITY1.3 What were the College’s overall strategic outputs and inputs? 8 AND INPUTS AND INPUTS AND INPUTS AND INCLUSIONAND INCLUSIONAND INCLUSION 2. FULL-TIME LEARNERS AGED 16-18 YEARS 12 2.1 Balanced scorecard 12 2.2 Summary of outputs and inputs 13 2.3 Engagement and participation rates 15 2.4 Impact on diversity and inclusion 17 2.5 Outcomes for learners 18 2.6 Stakeholder satisfaction 23 2.7 Distance travelled by learners 25 2.8 Learner destinations 26 2.9 Impact on regional skills and the regional economy 29 OUTCOMESOUTCOMES FOR LEARNERS FOROUTCOMES LEARNERS FOR LEARNERS STAKEHOLDERSTAKEHOLDER SATISFACTION SASTTISFAKEHOLDERACTION SATISFACTION DISTANCE TRADISTVELLEDANCE TRA VELLEDDISTANCE TRA2.10VELLED Review of strategic inputs (SIPs) 31 BY LEARNERSBY LEARNERS BY LEARNERS 3. FULL-TIME A LEVEL LEARNERS AGED 16-18 YEARS 36 3.1 Balanced scorecard 36 3.2 Summary of outputs and inputs 37 3.3 Engagement and participation rates 39 3.4 Impact on diversity and inclusion 41 3.5 Outcomes for learners 42 3.6 Stakeholder satisfaction 43 3.7 Distance travelled by learners 44 3.8 Learner destinations 45 LEARNER DESTINALEARNERTIONS DESTINALEARNERTIONS DESTINATIONS IMPACT ONIMPACT REGIONAL ON SKILLSREGIONALIMPACT SKILLS ON REGIONAL SKILLSREVIEW OFREVIEW STRATEGIC OF STRA INPUTSREVIEWTEGIC INPUTS OF STRA3.9TEGIC Impact INPUTS on regional skills and the regional economy 47 AND THE REGIONALAND THE ECONOMYREGIONALAND ECONOMYTHE REGIONAL ECONOMY 3.10 Review of strategic inputs (SIPs) 48
2 4. FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS 52 7. DUDLEY COLLEGE OF TECHNOLOGY WORLDWIDE 106 4.1 Balanced scorecard 52 7.1 Balanced scorecard 106 4.2 Summary of outputs and inputs 53 7.2 Summary of outputs and inputs 107 4.3 Engagement and participation rates 55 7.3 Income 109 4.4 Impact on diversity and inclusion 57 7.4 In-country projects 111 4.5 Outcomes for learners 58 7.5 Delegates in learning 112 4.6 Stakeholder satisfaction 61 7.6 International visitors to Dudley on scoping missions 113 4.7 Learner destinations 63 7.7 Delegate satisfaction and achievement rate 4.8 Impact on regional skills and the regional economy 66 (UKIERI project) 114 4.9 Review of strategic inputs (SIPs) 68 8. FINANCIAL HEALTH SECTORS 116 5. APPRENTICESHIPS AND WORK-BASED LEARNERS 72 8.1 Operating Performance Education specific 5.1 Balanced scorecard 72 EBITDA as a % of income 118 5.2 Summary of outputs and inputs 73 8.2 Adjusted current ratio 119 5.3 Engagement and participation rates 75 8.3 Borrowing as a % of income 120 5.4 Impact on diversity and inclusion 77 8.4 ESFA overall financial health assessment grade 121 5.5 Outcomes for learners 78 8.5 Operating performance - Education specific EBITDA 123 5.6 Stakeholder satisfaction 81 8.6 Total Income 124 5.7 Impact on regional skills and the regional economy 84 8.7 Staff cost as a % of income 125 5.8 Review of strategic inputs (SIPs) 87 8.8 Cash days at year ending 31 July 126
6. HIGHER SKILLS LEARNERS 90 6.1 Balanced scorecard 90 6.2 Summary of outputs and inputs 91 6.3 Engagement and participation rates 94 6.4 Impact on diversity and inclusion 96 6.5 Outcomes for learners 97 6.6 Stakeholder satisfaction 98 6.7 Learner destinations 100 6.8 Impact on regional skills and the regional economy 101 6.9 Review of strategic inputs (SIPs) 103 3 1. INTRODUCTION
The Annual Strategic Impact Assessment is a high level granular level. Foremost of these are individual subject area analytical document which reviews the College’s progress in impact assessments (SAIAs). delivering the Strategic Plan 2016/19. It explicitly assesses the impact the College has made on its learners and the wider In 2015/16 the College introduced a summative assessment economy. The Annual Strategic Impact Assessment subsumes of impact based on a balanced scorecard methodology, the former self-assessment report. which can be seen at the start of each Key Client Group section. Using a weighted scoring method applied to a The College seeks to fully integrate its strategic planning, number of strategic indicators, based on grade descriptors, quality assurance and financial health frameworks (see the College assesses its overall impact on each key client diagram overleaf). At the heart of this framework is the groups as either ‘above expectation’, ‘meets expectation’ College’s mission and vision applied to the key client groups or ‘below expectation’. The methodology assumes that we serve. All aspects of the framework are bespoke to each `meets expectation' is itself high performance aligned to our key client group. Through strategic output priorities (SOPs) strategic ambition. The balanced scorecard is tailored in the we seek to express clearly the target outcomes for each key areas assessed and the grade descriptors used to ensure the client group. framework is properly aligned to each of the College's key client groups. Accordingly the College assesses and prioritises those high level inputs - strategic input priorities (SIPs) - required over Further information on the College’s performance can be the life of the strategic plan to realise these outcomes. A found on the Dudley College of Technology dashboard on the detailed Performance Improvement Plan (PIP) provides an College’s website. annual college wide work stream. It specifies actions under each of the strategic input priorities for each key client group. The PIP is monitored by the Corporation and its various committees. Localised subject quality improvement plans (QIPs) and staff individual performance objectives, arising from the College’s performance management review system (PMR), link to and support the PIP.
The Annual Strategic Impact Assessment is the summative assessment and review of the College’s integrated strategic planning, quality assurance and financial health framework. It places an emphasis on the outcomes of the College’s actions, in effect the achievement, or otherwise, of our strategic output priorities. The Annual Strategic Impact Assessment is therefore data driven and narrative sections on the College’s inputs are intentionally limited. It is informed by a wide range of quality assurance and financial health indicators at a more
4 1.1 INTEGRATED STRATEGIC PLANNING, QUALITY ASSURANCE AND FINANCIAL HEALTH FRAMEWORK
Who are we here to support?
Full-time learners aged 16-18 years (college based). Key Client Groups Full-time A level learners aged 16-18 years (college based). (KCGs) Full and part-time adult skills learners (college based). Apprenticeships and work based learners. Higher skills learners.
Personal objectives, from Performance Management Reviews (PMRs). Engagement and participation rates. Why are we here? Impact on diversity and inclusion. College Performance Strategic Output Outcomes for learners. Stakeholder satisfaction. Subject impact assessment plans Improvement Plans Priorities (SOPs) (PIP) Distance travelled by learners. Strategic Learner destinations. Impact on regional skills and Plan Mission the regional economy. and Vision
Specifically what do we What outcomes do need to do each year? we want for each of our key client groups?
Mid-Term Course Reviews. Internal and External Verification/ Outstanding teaching and learning. Moderation Reports. A relevant and responsive curriculum. Local performance indicators i.e. Outstanding facilities and resources. attendance, learner progression. Effective arrangements for meeting Annual Strategic employers’ needs. External Quality Framework ‘Subject Area Impact Strategic Input Assessments i.e. Matrix, Assessments (SAIA). Impact Assessment Priorities (SIPs) Effective learner support services. Investors in People. (ASIA) Effective safeguarding and promotion Feedback, internal and of British values. external surveys and Effective Leadership & Management. How do we know if we learner voice activities. are making a difference? Teaching and learning observations. HE Board of Study. Review Financial At a strategic level Governance self-assessment. of strategic health How about our what inputs do we need to outputs indicators financial health? focus on?
5 1.2 EXECUTIVE SUMMARY - BALANCED SCORECARD
Below expectations Meets expectations Above expectations
Full-time learners aged 16-18 years
Full-time A level learners aged 16-18 years
Full-time and part-time adult skills learners
Apprenticeship and work-based learners
Higher skills learners
Dudley College Worldwide
6 FULL-TIME LEARNERS AGED 16-18 YEARS APPRENTICESHIPS AND WORK-BASED LEARNERS The overall performance of this key client group is 'meets The overall performance of this key client group is 'meets expectations'. This group is exceeding expectations in terms expectations'. This group is exceeding expectations in of recruitment, diversity of our learners, their destinations terms of recruitment, learner/employer satisfaction and the and the financial impact on the College. Achievement rates, impact that our technical offer has on the regional economy. satisfaction, value added (distance travelled) and regional Whilst overall achievement rates remain above national impact are meeting college expectations, although there are rates, they have fallen this year and timely achievement is specific areas where improvements can be made. Once this is below expectations. This coupled with an underperformance consistent across all curriculum areas we would expect this financially this year have led to the overall rating dropping to key client group to be above expectations. ‘meets expectations’.
FULL-TIME A LEVEL LEARNERS AGED 16-18 YEARS HIGHER SKILLS LEARNERS The overall performance of this key client group is ‘meets The overall performance of this key client group is 'above expectations’. Achievement rates, diversity of learners expectations'. Learner achievement, their satisfaction and their and their destination (particularly to university) are above destinations are all very strong. However, the College needs to expectations. We do recognise that we can improve further continue to drive up its HE offer to increase participation and in other areas with a specific focus on driving up very high therefore financial impact. More could also be done to increase grades and therefore improving distance travelled. Whilst the diversity of our HE learners, particularly in some of the many learners study STEM disciplines, we would also like to technical disciplines. improve opportunities for those learners to continue their HE study and employment locally to impact on DUDLEY COLLEGE OF TECHNOLOGY WORLDWIDE regional productivity. The overall performance of this key client group is 'meets expectations'. Dudley College Worldwide is exceeding FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS expectations in terms of delegate achievement and their The overall performance of this key client group is ‘above satisfaction, with some very highly valued international expectations'. The College has responded well to new work. However, the priority going forward is to identify initiatives to drive up participation in training for adults opportunities for future international work that makes a and continues to recruit a very diverse group of learners contribution to financial out-turn. who are very satisfied with the training they receive. We recognise however that more can be done to continue to develop our curriculum in partnership with WMCA and other stakeholders to ensure it is meeting regional needs. We also recognise that whilst there are many highly performing areas of our adult offer there are some exceptions where achievement rates need to improve. 7 1.3 WHAT WERE THE COLLEGE’S OVERALL STRATEGIC OUTPUTS AND INPUTS?
OUTPUTS
What key outputs did we achieve? − Achievement rates on A level programmes are very high and have shown an increase in high grades performance this year. We significantly increased local participation in skills based learning: − Achievement rates on our higher level programmes are very high. − We engaged: 4,096 young people in College based programmes; 1,394 young people and 2,797 adults in Apprenticeships; 2,865 adults in skills programmes; 370 adults in − There are no significant differences in the success rates of learners from diverse higher skills programmes. groups or those with a learning difficulty or disability with the exception of those identifying as black ethnicity for specific key client groups. − Despite a falling local demographic and the falling demand from employers due to the Apprenticeship reform, we have grown our Apprenticeship enrolment numbers this year. We supported the progression of our learners to positive destinations: − 2,492 young learners (97.5%) and 2,670 adult learners (92.3%) completing their We successfully engaged learners from diverse communities: programme of study progressed immediately to a positive destination, either higher or further training or directly into employment. − 1,186 (29.1%) young people on college based programmes and 1,302 adult learners (45.6%) on skills programmes were from ethnic minority groups. Our learners are more diverse than the local community where 11.9% of the We made a significant impact on the local skills gap by upskilling young people population are from minority groups. and adults: − 1,047 (26.6%) College based young people and 640 (22.5%) adult learners on skills − 2,130 (51%) of Apprenticeships were on programmes directly supporting the programmes reported a learning difficulty or disability. Black Country Local Enterprise Partnership’s priority sectors. − 140 (30.2%) A and AS learners were from ethnic minority groups and 87 (18.4%) − 1,593 (38%) apprentices were following STEM programmes of study. reported a learning difficulty or disability. − 1,855 (45%) young people were following STEM programmes of study − 306 (65%) A and AS learners were studying STEM subjects We increased the numbers of learners who successfully achieved their programme of study: − 130 (35%) of higher skills learners were following STEM programmes of study. − Young people and adults on College based programmes continue to have high − 396 learners (31.8%) of 16-18 learners completing their level 3 programme levels of achievement. progressed immediately to higher education − Apprenticeship overall achievement rate remained above national rate. − 120 (40.4%) young people achieved a grade 9-4 in mathematics and 179 (61.9%) achieved a grade 9-4 in English in their retake programme.
8 OUTPUTS CONTINUED
We continue to achieve high levels of learner satisfaction across all areas which What better outputs could we achieve? are well above national comparators. − The high grades performance on certain BTEC level 3 and A level programmes. − Externally and internally conducted surveys report high levels of satisfaction across the range of college programmes. − The retention rates for certain part-time adult education programmes. − The achievements of learners reporting ‘black’ ethnicity type.
We improved our financial health: − The number of young people choosing non-traditional routes through higher education (such as degree Apprenticeships). − The college achieved an EBITDA of £3.175m in 2018/19, which is 7.28% of turnover, significantly above sector averages. EBITDA is expected to rise to £3.94m in − The number of unemployed adults progressing directly into employment 2019/20, which is 7.70% of expected turnover. following their training programme. − Total income grew to £43.60m in 2018/19 and is expected to rise to £51.08m in − The number of learners completing A levels progressing into 2019/20 (principally due to the partial transfer of provision from Birmingham higher Apprenticeships. Metropolitan College’s Stourbridge operations). This is against sector trends. − The timely success of Apprenticeship programmes. − The ratio of payroll costs to total income reduced to 65.8% in 2018/19, − The number of learners undertaking higher education programmes below sector norms. through the College. − At 38.6% the college’s gearing has slightly increased since the previous year due − A stronger current ratio. With the development of the Dudley Learning Quarter, to implementation of the college’s financial strategy to put in place new debt and the College’s cash and liquidity position has been relatively weak. working capital facilities to secure financial sustainability and enable the ongoing investment in outstanding facilities across the Dudley Learning Quarter.
9 1.3 WHAT WERE THE COLLEGE’S OVERALL STRATEGIC OUTPUTS AND INPUTS? CONTINUED
INPUTS
− Leadership and management which in the vast majority of curriculum areas is What were the key strengths of our inputs? highly effective. − The quality of teaching, learning and assessment, which was graded ‘Outstanding’ − The support and challenge provided by teachers and assessors to raise the by Ofsted (May 2017). ambitions of young apprentices − An extensive A Level curriculum offer and Teachers’ delivery of engaging lessons − Effective partnership with private training providers. which utilise resources and facilities very well. − The support and challenge provided by teachers and assessors to raise the − A responsive 16-18 curriculum well aligned to local skills needs and clear ambitions of young apprentices. progression routes to advanced and higher level skills programmes − Effective partnership with private training providers. − Dedicated and effective progression guidance for A level learners. − A comprehensive work readiness programme with excellent work placement opportunities for learners which develops and extends their work-related skills. − Highly effective arrangements to support and safeguard learners What inputs could we deliver better? − The College’s performance management system which is used effectively to set − The ability of all teaching staff to differentiate effectively to meet the needs of challenging targets for staff. learners with complex learning difficulties and disabilities. − Continuously evolving processes for developing outstanding practice in teaching − Internal training programmes to ensure all staff are prepared for the introduction and learning of new T-Level programmes. − A strategic approach to the delivery of GCSE retake programmes which has led − Development of new programmes to support the WMCA in approaches to to improved student achievement that is sector leading. re-engaging adults in education linked to local priority skills needs. − Very strong relationships with employers across a range of sectors who support − Further extend our capacity to deliver industrial placements to learners on level 3 the design and delivery of our programmes. study programmes in a number of areas. − Effective strategy aimed at supporting learners to achieve the highest possible grade − The adoption of our newly introduced tools for monitoring Apprenticeship progress in their programme. (including SmartAssessor). − The continued development of the Dudley Learning Quarter offers outstanding − The breadth of our higher skills programmes including a strategic vision for the area. facilities and resources for learners. − The promotion to women of graduate careers in engineering and − The College’s performance management system which is used effectively to set advanced manufacturing. challenging targets for staff.
10 11 2. FULL-TIME LEARNERS AGED 16-18 YEARS
2.1 BALANCED SCORECARD Summary 16-18 year old learners Accounts Exceeds expectations Animal Science Meets expectations Business Exceeds expectations Below expectations Meets expectations Above expectations Computing Below expectations
Participation CAT Centre Below expectations Early Years Meets expectations Diversity Engineering Meets expectations Achievement English for Speakers of Other Languages (ESOL) Meets expectations Hair & Beauty Meets expectations Satisfaction Health & Social Care Meets expectations Hospitality Below expectations Distance travelled Media Below expectations Destinations Motor Vehicle Exceeds expectations Regional Performance Studies Meets expectations Skills impact Public Services Below expectations Financial Retail Below expectations contribution Science Exceeds expectations Special Education Needs & Disability (SEND) Exceeds expectations OVERALL Sport Meets expectations Travel & Tourism Exceeds expectations Visual Arts Below expectations The overall performance of this key client group is 'meeting expectations'. This group is exceeding expectations in terms of participation, diversity of our learners, their destinations and the financial impact on the College. Achievement rates, satisfaction, value added As well as this Strategic Impact Assessment, each curriculum area also (distance travelled) and regional impact are meeting college expectations, although there conducts its own annual assessment of performance against the same are specific areas where improvements can be made. Once this is consistent across all criteria. The table above gives a summary of the overall scorecard grades curriculum areas we would expect this key client group to be above expectations. for each curriculum area within this key client group. It is important to note that ‘meets expectations’ is already a high standard that we set for our curriculum teams. There is no relation to our scorecard methodology and Ofsted grades. An area may be performing well in terms of learner achievement for example, but not meeting our expectations in terms of recruitment and financial impact. This Subject Impact Assessment allows us to focus on the areas we wish to develop further over the coming academic year.
12 2.2 SUMMARY OF OUTPUTS AND INPUTS
OUTPUTS
What key outputs did we achieve? We made a significant impact on the local skills gap by upskilling young people: − 1,855 (45%) young people were following STEM programmes of study which is a We significantly increased local participation in skills based learning: 3% increase on last year. − We engaged 4,096 young people in learning in 2018/19. − 412 learners completing their level 2 programme, (those who joined us with less than 5 GCSEs grade C or above from school), progressed immediately to an − Despite a falling local demographic we have increased the participation of young advanced level skills programme. people in learning by 58.2% since 2011. − 358 learners (31.8%) completing their level 3 programme progressed immediately to Higher Education. We successfully engaged learners from diverse communities: − 1200 learners improved their functional skills in English and mathematics. − 1186 learners (29.1%) were from ethnic minority groups. Our learners are more − 120 learners (40.4%) achieved a grade A-C in mathematics and 179 (61.9%) diverse than the local community where 11.9% of the population are from achieved a grade A-C/9-4 in English in their retake programme. minority groups. − L2 Functional Skills achievement rates have improved to (53.4%) and are now − 1047 learners (26.6%) reported a learning difficulty or disability. above last published rates.
We supported high numbers of learners to successfully achieve their programme of study: − Overall achievement rates on technical programmes are at or above last We continued to achieve high levels of learner satisfaction against published national rates. national comparators. − The achievement rates of male and female learners and those with and without What better outputs could we achieve? a learning difficulty or disability are broadly similar. − The value added scores of learners completing BTEC Level 3 National Diplomas − The Alps T score was maintained at a strong grade 4. whilst improving needs further work to ensure consistency across curriculum areas. Specifically this includes: − Achievement rates on a minority of technical programmes. We supported the progression of our learners to positive destinations: − The achievements of learners reporting ‘black’ ethnicity type. − 2,492 learners (97.5%) completing their programme of study progressed immediately to a positive destination, either higher or further training or directly into employment. − The number of young people choosing non-traditional routes through higher education (such as degree Apprenticeships). − Progression was positive for learners at all levels: level 1 96.7%, level 2 98.4%, level 3 97.3%. 13 2.2 SUMMARY OF OUTPUTS AND INPUTS CONTINUED
INPUTS
What were the key strengths of our inputs? What inputs could we deliver better?
− A responsive curriculum well aligned to local skills needs. − The number of learners achieving the very highest grades could be improved further in some curriculum areas. − Clear progression routes to advanced and higher level skills programmes. − The ability of some teaching staff to differentiate effectively to meet the needs of − The quality of teaching, learning and assessment, which was graded ‘Outstanding’ learners with complex learning difficulties and disabilities. by Ofsted (May 2017). − Further develop our capacity to deliver Industrial Placements to learners on level 3 − A collaborative approach to teaching and learning which promotes experimentation, Study Programmes in a number of areas. innovation and measured risk-taking in the classroom. − A continued strong performance in English and mathematics achievements in both GCSE retake high grades and functional skills qualifications. − Highly effective support for learners – both in-class and through a range of dedicated support services. − An inclusive and harmonious culture which promotes positive behaviour. − A comprehensive work readiness programme with excellent work placement opportunities for learners which develops and extends their work-related skills. − A good relationship between the Employment Hub and curriculum staff to build capacity to deliver Industry Placements. − Good partnerships with the Local Enterprise Partnership (LEP) and the wider business community which benefit learners. − Highly effective arrangements to support and safeguard learners and to promote British values. − A continued investment into facilities with the expansion of the Construction Apprenticeship Training Centre. − The college’s performance management system which is used effectively to set challenging targets for staff. − Leadership and management which in the vast majority of curriculum areas is highly effective.
14 2.3 ENGAGEMENT AND PARTICIPATION RATES
Learner engagement trend analysis Learner engagement trend analysis
4,500 35,000 4,006 4,096 4,000 3,852 3,661
3,468 egion 3,500 33,000 3,054 3,000 2,705 2,589 31,000 2,500 ar olds in the r 2,000 29,000 Learners 1,500
1,000 27,000
500 Number of 16-18 ye
0 25,000 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19
Learners 16-18 Population We have been successful in our drive to engage more young people in learning. The overall numbers of learners rose in 2018/19. Core college programmes of study has continued to grow, resulting in a shift from 2,589 learners in 2011/12 to 4,096 learners in 2018/19, an increase of 58.2%. This growth is set against a backdrop of a shrinking population of young people aged 16-18 years, both in Dudley borough and the surrounding areas.
There are a number of factors influencing this growth, none more so than the improving quality of our provision and the development of the Dudley Learning Quarter, which now provides first class specialist training facilities. This growth shows high levels of confidence in Dudley College of Technology and is vital both for the regional economy and our continued financial health.
15 2.3 ENGAGEMENT AND PARTICIPATION RATES CONTINUED
Travel to learn map
Wolverhampton Walsall
Bilston
Wednesbury Seisdon
Gospel End
Tipton Himley West Bromwich
Oldbury
Rowley Regis Brierley Hill
Stourbridge Halesowen
The map shows the travel to learn pattern of our learners in 2018/19. The majority of learners are from Dudley borough, as you would expect, with increasing numbers of learners looking to remain in Dudley to study rather than travel elsewhere. Our catchment area has extended slightly with an increase in recruitment from the schools in the west of the borough in particular. We are pleased to be the first choice for many local learners and recognise the wider regional contribution we make to the lives of learners aged 16-18 years.
16 2.4 IMPACT ON DIVERSITY AND INCLUSION
Gender Ethnicity Learning difficulty or disability
Asian 13.0% Male 53.6%
Black 7.9% Yes 26.6%
Mixed 6.6%
Other 1.6%
White 70.9% Female 46.4% No 73.4%
For learners aged 16-18 years there were slightly more male learners in 2018/19 than female (which is in keeping with the previous We are pleased to support 1089 learners with learning year), however both groups achieved at very similar rates. We continue to support a diverse mix of learners. Their ethnicity profile difficulties or disabilities. The number of learners with a shows our learners as a group are more diverse than the local community. 29.1% of our learners are from minority groups who learning difficulty or disability studying with us has increased make up 11.9% of the local population. Learners from minority groups succeed at an equally high rate compared to others in over the last three years. They succeed at a comparable rate the College. The gap for those from ‘mixed’ ethnicity learners has reduced again with their achievement rates increasing by 4.8% to their peers although the gap has reduced this year (from and now achieving at a comparable rate to their peers. Learners from ‘black’ ethnicity achieved at a rate lower than the College 5.8% in 17/18 to 4.4% in 18/19). average (-4%). The college will investigate this and take any required action. Feedback from our learners and other stakeholders indicates that the College provides an inclusive and harmonious environment in which to study.
17 2.5 OUTCOMES FOR LEARNERS
Achievement rate - all levels Timely achievement rate - all levels
100% 100%
90% 90% 81.8% 82.0% 82.1% 82.3% 80.9% 81.7% 81.7% 82.1% 80% 80%
70% 70%
60% 60%
50% 50% 2016/17 2017/18 2018/19 2016/17 2017/18 2018/19
College achievement rate College achievement rate
Latest published national achievement rate Latest published national achievement rate
Achievement rates for our full time learners aged 16-18 years have remained high and are above latest published national rates at all levels. The overall achievement rate now stands at 82.3% above the last published national rate of 82.1%.
18 Level 1 Level 2 Level 3
100% 100% 100%
90% 90% 90% 87.1% 87.0% 87.0% 85.0% 81.7% 80.8% 78.5% 80% 77.6% 79.6% 80% 78.5% 80% 79.3% 78.2% 70% 70% 70%
60% 60% 60%
50% 50% 50% 2016/17 2017/18 2018/19 2016/17 2017/18 2018/19 2016/17 2017/18 2018/19
College achievement rate College success rate College success rate
Latest published national achievement rate Latest published national success rate Latest published national success rate Level 3 achievement remains above latest national rate and has maintained at the rate This is predominantly due to the College’s approach to delivery of English & mathematics reported in 17/18. qualifications which is different to the bulk of the sector. National rates are increasing as most colleges are choosing to put learners through GCSE retake programmes regardless of their Level 1 achievement has increased on the previous year, now moving above national rate. previous grades – all of which contribute positively to achievement rates (Grade 1 – 9 all count as positive achievement). At the College our approach has been to only put learners onto GCSE Achievement rates on level 2 technical qualifications remain high and have improved further on when they are ready and to support their development through stepping stone functional skill the previous year to now stand at 85.9%. We are pleased that the College continues to support qualifications, based on their ability. As functional skills qualifications are pass/fail this does not the huge majority of learners on these programmes to achieve a positive outcome and move on provide a like-for-like comparison of English & mathematics performance with the national into advanced study or employment, as demonstrated by our destination data below. picture. We believe this approach puts the learner’s needs first and ensures they are properly Despite a good increase in English and mathematics functional skills results at level 2, when they prepared for GCSE retake programmes – which is evidenced through our sector-leading high are included in level 2 achievement rates we are now below national rates (-2.3%). grade performance in both subjects.
19 2.5 OUTCOMES FOR LEARNERS CONTINUED
Functional Skills SfL achievement rate - all levels
100%
90%
80% 76.1% 68.8% 70% 65.6% 64.1% 60%
50% 2016/17 2017/18 2018/19
College achievement rate
Latest published national achievement rate
We are very pleased to report a three year trend of improvement in overall achievement rates in Functional Skills. We work with learners who achieved a Grade E/2 or below to complete a functional skills qualification as a stepping stone to ultimately retake their GCSE qualification. The team have worked hard to improve the performance of learners on Entry Level and level1 programmes. We are particularly pleased to report a significant increase in achievement in level 2 Functional skills (+15% compared with 17/18) which now takes us well above national average (+9.5%).
20 21 2.5 OUTCOMES FOR LEARNERS CONTINUED
GCSE retake results - three year trend
A*-C or 9-4 D-G or 3-1
18.8% 43.4% 37.7% 45.3%
51.0% 57.9% 78.2% 56.4% 61.9% 50.7%
48.0% 40.4%
2016/17 2017/18 2018/19 2016/17 2017/18 2018/19
GCSE English GCSE mathematics
2018/19 continued to see very large number of learners undertaking GCSE ACHIEVEMENT RATES FOR OUR retakes, having not achieved this qualification at school. Although there was a drop in performance in mathematics compared with 17/18 (40.4% 18/19 FULL-TIME LEARNERS AGED 16- compared with 48% 17/18) high grades remain strong and well above latest national rates reported. Our approach to deliver GCSE retakes over a two 18 YEARS HAVE REMAINED HIGH year programme, with the opportunity for a first year achievement for more AND ABOVE LATEST PUBLISHED able learners, appears to give the best opportunity for success. NATIONAL RATES AT ALL LEVELS.
22 2.6 STAKEHOLDER SATISFACTION
Year end learner satisfaction (QDP survey) 100
83 80 77 76 77 77 79 79 79 76 77 77 73 74 75 71 74 73 74 72 66 60
Rating 40
20
0 Teaching and The support My progress Test and Wellbeing Work placement Accommodation Learner Next step Overall learning I receive assessments and work and voice satisfaction experience equipment
16-18 rating Benchmark
We conduct surveys each year to understand learners’ The college employs an external agency, QDP, to conduct mid and end year surveys and to benchmark the results against 80 other satisfaction with their programme of study and the wider grade 2 or above general further education colleges. college. Their feedback informs subject impact assessment reviews and quality improvement plans. Learner satisfaction has improved and is now at or above benchmark on all measures; Satisfaction has improved significantly in many areas including learner voice, next steps and well-being. Overall satisfaction is up by 4 points compared with 17/18 and is now at benchmark.
23 2.6 STAKEHOLDER SATISFACTION CONTINUED
Learner Satisfaction (FE Choices Survey)
10 The chart shows the results of the Skills Funding Agency FE Choices Learner Satisfaction survey, which is conducted 9 externally. Responses to the survey remain high, with an overall satisfaction rating of 8.1, which is in keeping with 8 the previous year. There have been some improvements in satisfaction of learners relating to how staff treat learners, the 7 support they receive and how their views are listened to. Learners were asked to rate various aspects of their course, 6 learning programme or training programme on a scale of 0 to 10 where 0 is ‘very dissatisfied’ and 10 is ‘very satisfied’ . The 5 questions were as follows: 4 1. How satisfied or dissatisfied are you with the teaching on your course or activity?
Learner satisfaction 3 2. How satisfied or dissatisfied are you with the way staff treat you? 2 3. How satisfied or dissatisfied are you with the support you 1 get on this course or activity? 4. How satisfied or dissatisfied are you that staff respond to 0 the views of learners
5. How satisfied or dissatisfied are you that the course or Qu. 1 Qu.2 Qu.3 Qu.4 Qu.5 Qu.6 activity is meeting your expectations?
2018/19 8.1 8.5 8.2 8.1 8.1 8 6. How satisfied or dissatisfied are you that your course or activity is preparing you for what you want to do next? 2017/18 8.1 8.4 8.1 8.0 8.0 0 2016/17 8.2 8.5 8.3 8.1 8.1 0
24 2.7 DISTANCE TRAVELLED BY LEARNERS
Alps Value Added Indicator *Alps - Advanced level performance system
2014/15 2015/16 2016/17 2017/18 2018/19 Single year T score Three year T score Alps BTEC value added score 0.86 0.82 0.91 0.93 0.94 Alps BTEC value added score 5 6 5 4 4 1 1 Alps Value Added Measure for BTEC programmes only (A levels reported in Section 3) 100% 100% 2 2 90% 90% 3 3 75% 75% The Alps T scores combines the providers value added indicator along with the top and bottom 25% teaching and 4 4 learning indicators to provide an overall picture of performance. This is compared against the performance of all 60% 2018/19 60% providers in the Alps benchmark and graded on a scale of 1(best) to 9 (worst). A grade of 4 is considered good 5 performance in that learners are achieving their expected grade. 5 2016/17 - 2018/19 40% 40% The value added score for our learners is a measure of their final grade compared to the grades and qualifications 6 6 they achieved prior to their enrolment with us. It determines whether our learners are making enough progress with 25% 25% their studies. The ‘T score’ provides an overall measure of performance, as shown in the table above. The table shows 7 7 that our overall T score for learners on BTEC National Diploma programmes is improving and continues to meet the 10% 10% level we would expect based on the grades of our enrolling learners. However, we want to do more to ensure our 8 8 learners go beyond this and achieve a grade above their expected performance. Equally, the improvements in value Bottom added scores is not seen consistently across all subject areas. Work within areas to ensure all of our learners not Bottom only succeed but do so with the highest possible grade will continue to be a focus for us. 9 9
Please note: Due to a significant shift in BTEC performance in 2015, the Alps reports have been re-benchmarked for 2015/16 and do not allow an exact comparison with previous years.
25 2.8 LEARNER DESTINATIONS
All levels
Unemployed/voluntary/ NEET/other 2.5%
Higher Education 14.1%
Education/training (not HE) 68.5%
Employment 14.9%
We gather information on the destination of our completing learners each year via tutors and phone survey conducted a few months after completion of their programme of study. The above charts show the headline destination data for all learners aged 16-18 years completing their studies in 2018/19, followed by an analysis by level.
26 Level 1 Level 2 Level 3
Unemployed/voluntary/ Unemployed/voluntary/ Unemployed/voluntary/ NEET/other 3.3% NEET/other 1.6% NEET/other 2.7% Employment Employment Higher 10% 14.2% Education 31.8% Employment Education/training Education/training 18.0% (not HE) 86.7% (not HE) 84.2%
Higher Education 0% Higher Education 0%
Education/ training (not HE) 47.5%
Overall the survey reported that 2,492 (97.5%) completing learners progressed to a positive destination, Higher Education (university), education, training or employment. A positive progression rate is seen at all levels: level 1 96.7%, level 2 98.4%, level 3 97.36%. This continues a trend of positive outcomes for our learners.
From level 3 358 learners (31.8%) progressed directly into Higher Education. The number of learners choosing to progress to Higher Education is consistent with numbers reported in 17/18.
At lower levels the bulk of learners continued in education. This is due to many learners arriving at college with less than five GCSEs grade C or above who followed preparatory qualifications as a stepping stone to level 3 and beyond.
27 2.8 LEARNER DESTINATIONS CONTINUED
Destinations by diversity type
0% 20% 40% 60% 80% 100%
Male Female
Asian Black Mixed White
LDD* - Yes LDD* - No
Education/training (not HE) Higher Education
Employment Unemployed/voluntary/NEET/other
*Learning Difficulty or Disability (LDD)
An analysis of destinations by diversity type shows that the overall positive destination rate is broadly the same for all groups. The college is committed to encouraging more of our learners to continue on to higher studies. The numbers choosing to complete higher studies through a Higher Apprenticeship increased four-fold since 2015/16. We continue to work with universities through the National Collaborative Outreach Project (NCOP) on a wide range of initiatives to drive this.
28 2.9 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY
STEM in the curriculum - trend analysis
60% 50% 50% 46% 42% 45% 40% 40% 39% 37% 36% 30%
20%
10%
0% 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19
The local economy relies on a workforce with high level skills in STEM subjects (science, technology, engineering and especially in mathematics). The chart shows the percentage of qualifications completed by learners aged 16-18 years that were in STEM related subjects. In 2018/19, 1,855 (45%) of our young people followed STEM programmes of study. This demonstrates a 3% increase compared with 17/18. We continue to see a good percentage of our learners studying STEM, showing our continued focus on ensuring we develop curriculum to meet the needs of these important sectors.
29 2.9 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY CONTINUED
Progression to advanced level - trend analysis
900 55% 800 50% 700 45%
600 40% 500 35%
400 30% 300 25% 200 20% 100 15% 0 10% 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19
Level 2 leavers Level 3 next year Forward progression
As detailed earlier, in total 98.4% of completing level 2 learners progressed to a positive destination, either education or employment. 84.2% of learners continued on with training, the majority with us. As detailed in the graph, 50% of all of the College’s level 2 learners progressed directly into level 3 provision. This progression rate has increased since 2011/12 and is in keeping with previous years. This indicates that the completion of a level 2 programme is effective in supporting immediate progress to advanced level skills training and that a growing number of level 2 learners choose this option. The college clearly plays an important role locally in progressing learners to advanced level skills programmes which are required to support the regional economy.
30 2.10 REVIEW OF STRATEGIC INPUTS (SIPs)
OUTSTANDING TEACHING AND LEARNING a bespoke programme in agreement with their Curriculum A RELEVANT AND RESPONSIVE CURRICULUM “In the best lessons teachers use their industry Managers to meet their individual development needs as well The college continues to embrace the STEM agenda offering knowledge and experience to stretch, challenge, motivate as those of the department. clear progression routes from entry level to higher skills. This and inspire learners about their subject. Teachers make effectively responds to the significant skills shortage identified Teachers successfully develop the English skills of learners excellent use of these resources and, in addition, develop in the West Midlands Combined Authority and Black and focus very well on spelling, punctuation and grammar in varied, creative and stimulating learning materials that Country LEP priorities. Our Centre for Advanced Building lessons and in marked work. Learners develop their skills of inspire learners to succeed. Technologies which opened in 2017 enables sector-leading discussion and argumentation well and are able to challenge training in Civil Engineering, Design, Surveying and Planning, each other’s viewpoint robustly and respectfully in lessons. The use of ILT and SMART technologies is well Geospatial Surveying and Modular Building Construction. developed across college which enhances learners’ English and mathematics provision remains a high priority and experience.” – Ofsted Further Education & Skills Inspection a dedicated team of Lead Practitioners support delivery staff Learners studying Motor Vehicle benefit from technical Report May 2017. to drive performance in GCSE and Functional Skills classes. training which includes Motor Sports and Hybrid Vehicles, preparing them for a career in the rapidly evolving transport Staff demonstrate high expectations of learners and set A developmental culture drives the evolution of teaching and technologies industry. learning at the College. Staff are highly motivated through challenging targets which leads to learners producing a high the Communities of Practice teaching triangle process which standard of work. A college-wide ‘Upgrade’ campaign puts an All learners are effectively supported to develop their English continues to be successful and benefits from the strong ongoing focus on high grades and provides a relentless drive and mathematical skills and as a result of the increased base that has been established over three academic years. for staff and learners to make the best progress possible from emphasis, additional staff, resources and high profile The standard of teaching across the 87 triangles continues their starting point, to achieve their target grade and beyond. intervention, learners clearly understand the message that to be high with a wide variety of strengths including good English and mathematics skills are essential for their Learners with Special Educational Needs and Disabilities managing behaviour, embedding English and mathematics and next steps and future opportunities. Achievement rates in (SEND) are well supported to progress in their education or questioning. Facilitated by a team of highly skilled Outstanding both English and mathematics remain amongst the highest in towards independence. Teaching in this area is innovative and Practitioners, this collaborative approach is popular with staff the sector. inspiring and allows learners to develop their independence. and promotes experimentation, innovation and measured risk-taking in the classroom. “The college makes an outstanding contribution to the development of digital, scientific, engineering and Communities of Practice (COP) and Learning Fairs enhance technological skills in the region by ensuring that the the College’s collaborative approach to developing teaching curriculum responds directly to emerging skills gaps. and learning. A close link between practice, feedback and Extremely close collaboration with the College’s CPD provides developmental clarity for staff, and learners key stakeholders, including the Black Country local continue to report high levels of satisfaction in respect of enterprise partnership (LEP), employers and higher teaching and learning. education institutions, has created new opportunities for learners at the College to progress successfully Weekly Upskill staff CPD sessions cover a wide variety of into employment, further training or higher education.” – topics to meet identified developments within teaching, Ofsted Further Education & Skills Inspection Report learning and assessment. A biannual staff conference hosts an May 2017.” extensive range of workshops and talks with staff choosing
31 2.10 REVIEW OF STRATEGIC INPUTS (SIPs) CONTINUED
OUTSTANDING FACILITIES AND RESOURCES EFFECTIVE ARRANGEMENTS FOR MEETING placement. Alternatively learners are guided by those industry Significant capital investment across the Dudley Learning EMPLOYERS’ NEEDS experts to support their career choices. Quarter provides exceptionally high tech facilities and Learners have access to very high-quality work-experience As a lead college for WorldSkills UK, learners are able to accommodation. The development of our estate in opportunities in an impressive range of settings. Many engage in regional and national competitions to showcase the partnership with employers has guaranteed industry relevant learners work on innovative cross-curricular projects which industry skills gained in college and highlight the technical and equipment and software which provides learners with the are set in partnership with local employers. Working to a professional skills available for young people. technical knowledge, skills and behaviours employers ‘live brief’ provides rich opportunities for them to showcase require and ensures they are work ready as they enter and celebrate the work they produce in lessons, such as EFFECTIVE SAFEGUARDING AND PROMOTION the job market. photography & digital media learners undertaking social OF BRITISH VALUES action projects on behalf of the local council, businesses Safeguarding arrangements are comprehensive and have Following a period of investment in new buildings, (including and charities. our flagship engineering centre, Dudley Advance, Dudley been enhanced through the appointment of three additional Advance II, our Centre for Advanced Building Technologies Employment and Apprenticeship opportunities are brokered Designated Safeguarding Leads. The increase in personnel and CAT Centre), our consolidation of existing facilities by an Employer Engagement Team who also took on allows a heightened focus on vulnerable groups, ensuring staff has seen major refurbishment of the main campus library responsibility for supporting curriculum with sourcing are able to quickly identify learners or groups who are at risk, providing early intervention and highly effective support. and iPoint, providing a much enhanced independent study employers for industry placements in preparation for T-Levels. environment for learners. Further investment in our Bespoke ‘work-readiness’ sessions, delivered as part of the Learners report high levels of satisfaction in respect of Construction Apprenticeship Training Centre facility has Performance Improvement Programme, effectively prepare their safety in college. Safeguarding matters are thoroughly enhanced learners access to high quality training facilities learners for placement. Learners conduct skills audits and introduced to all learners at induction and reinforced through for all construction trades including brickwork, plastering, prepare CVs, whilst developing the holistic skills required to the Performance Improvement Programme and individual scaffolding and roofing through the expansion into Unit 4. become a successful employee. Effective matching of learners reviews. Topics include online safety, healthy relationships to placements enhances the learner experience whilst The college estate is carefully maintained and offers and gang/knife crime and as a result, learners demonstrate meeting the needs of host employers. an inspirational and professional teaching and learning a heightened awareness of how to keep safe and an understanding of how the College promotes British values in environment. A rolling programme of investment in our IT Guest speakers from industry ensure learners have access to its teaching and learning. infrastructure (IT lease replacement programme) provides ‘real’ insights into their chosen career pathway. Construction continual improvement of our digital hardware allowing Industry Training Board (CiTB), McCains, PRG Lighting, West The Prevent agenda is embedded across college and into learners to experience the latest technology in Midlands Police, Fulcro, The Black Country Museum, Simian our safeguarding practices. Safeguarding and Prevent Training rapidly evolving. Risk, Olympic athletes and local care home managers are just for all staff, including governors and volunteers, is robust Commercial training operations enable learners to get some examples of employers who delivered career focussed and effectively monitored through the single-central record ‘hands-on’ technical experience in ‘real-work’ environments. talks and live briefs for work experience. in Human Resources. Biannual college conferences offer Evolve Hair and Beauty, Evolve Gym, Evolve Theatre, Aspire opportunities for safeguarding and Prevent refresher training Engineering learners continue to benefit from the ‘Advance Works and Stir eateries see learners apply their technical to ensure staff are up to date with current safeguarding and your career’ mentoring scheme in which, following a process knowledge to build and develop practical Prevent legislation and concerns. Safer recruitment training is of application and interview, they are matched up with a skills and competencies. undertaken by all staff who chair recruitment panels. suitable employer who will act as their mentor. Mentoring often leads to employment opportunities following work
32 Effective communication with external partners including the Leaders and managers reinforce the culture of continual Police and local authority enables us to assess local risk and improvement through their positive application of the respond appropriately to safeguard our learners. Performance Management Review, ensuring a relentless focus on improvement whilst supporting individual staff development Learners’ spiritual, moral, social and cultural development is needs that align to our college strategic goals. This results in a ensured through a comprehensive cross college Performance highly motivated staff team at all levels. Improvement Programme. This high quality programme is written and supported by a team of Outstanding High-quality in-house training as well as formal Leadership and Practitioners and supported by a PIP Co-ordinator who Management qualifications through CMI, supports managers to manages a programme of cross-college events, guest speakers, develop their professional practice, whilst sustaining the performances and workshops. long-term performance of the College through effective succession planning. “Staff ensure that learners are made fully aware of safeguarding matters at induction and reinforce these Managers make insight driven decisions, identify and monitor well in tutorials and reviews. As a result, learners can underperformance and communicate effectively through a clearly describe how to keep safe, including when comprehensive suite of performance data reports, available using the internet, and how the College promotes through a single access portal. Transparent and timely data their understanding of British values.” – Ofsted Further reporting, supplemented by finance and income reporting Education & Skills Inspection Report May 2017. and supported by regular Curriculum Performance Meetings, ensure managers are highly effective in the management of EFFECTIVE LEADERSHIP & MANAGEMENT their curriculum teams, cascading information to enhance early Highly effective leadership and management ensures the intervention and planning. strategic vision is effectively cascaded, implemented and achieved. Throughout 2018/2019, approaching the end of the 2016/19 “Leaders and managers have successfully maintained a strategic plan, a Performance Improvement Plan targeted 16-18 culture of very high expectations among learners and staff. KCG priorities: retention, achievement and destinations; learner Relationships between staff and learners continue to be progress and learner satisfaction. This forensic breakdown and exceptionally strong, and learners’ behaviour is exemplary.” action plan ensured distributed responsibility and accountability – Ofsted Further Education & Skills Inspection Report May 2017. with regular analysis and in-year tracking to ensure consistent outcomes for learners. “Senior leaders maintain a relentless focus on sustained, iterative improvements to the College’s provision for the Leaders set very high expectations resulting in an extremely benefit of learners and staff. For example, they have evolved professional teaching and learning environment for our learners a more holistic approach to staff performance review. This and staff. Behaviour across the Learning Quarter is excellent and is valued highly by staff for the greater ownership they where necessary, robust college procedures support managers have in applying the College’s priorities to their personal and their staff to consistently challenge and support those who developmental objectives.” – Ofsted Further Education & fall below the expected standard. Skills Inspection Report May 2017. 33 2.10 REVIEW OF STRATEGIC INPUTS (SIPs) CONTINUED
EFFECTIVE SUPPORT FOR LEARNERS “Staff provide excellent support for those learners and raising awareness of key issues affecting young people within apprentices who need extra help in their studies. Staff society. This is extensively supported by external partners Support for learners is highly effective and enables those with assess learners’ and apprentices’ needs thoroughly before who deliver a range of innovative and engaging activities additional needs to succeed at a rate comparable to their they enrol ensuring that they receive the help they need including: Loudmouth Theatre – Safe and Sound (Wellbeing), peers. The increase in the numbers of learners with Education, as soon as they start their programme.” – Ofsted Further Priory Pharmacy – Sexual Health, West Midlands Fire Service Health Care planes the College has invested in support teams Education & Skills Inspection Report May 2017. – Road Casualty Reduction, Switch – Drug and Alcohol introducing new roles in order to continue to meet learners Awareness, Respect Yourself. The Performance Improvement needs. A growing team of Educational Support Assistants (88) PERSONAL DEVELOPMENT, BEHAVIOUR Programme also provides dedicated one to one and group provide excellent in-class support which enables learners to & WELFARE sessions for learners to plan their next steps and set access curriculum and make good progress towards their “Teachers are highly motivational, raising the aspirations aspirational, differentiated targets which are monitored by learning goals. and self-belief of learners, inspiring them to make the most personal tutors. of their time at college. This, coupled with very high-quality Support for high needs learners enables inclusive access to the High quality lesson planning, combined with a rich and careers advice, ensures that learners have well-considered curriculum. All areas of the College have adapted to the changes relevant range of extra-curricular activities develops the plans for their futures and that they understand the steps in the SEND Code of Practice and are developing the effective confidence, communication, co-operation and creativity of they need to take to succeed. As a result, the overwhelming use of Education, Health and Care Plans in their practice. We learners. Staff are effective at meeting the needs of individuals majority of learners progress to sustained employment, continue to focus on ensuring Education, Health and Care and high levels of mutual respect supports the personal plans are consistently embedded into teaching, learning and Apprenticeships, or higher education.” – Ofsted Further and social development of learners. Learners demonstrate assessment across college. Education & Skills Inspection Report May 2017. high levels of social responsibility and compassion through participation in projects, events, volunteering and fundraising Staff highly motivate learners, building their confidence Staff who have learners with high levels of need are offered activities for local charities and social-action projects and self-belief and inspiring them to achieve. Clearly additional support through drop in sessions or scheduled CPD such as Media learners producing promotional material communicated progression routes, coupled with specialist sessions to improve knowledge, awareness and professional for Summit House, a local Aids and HIV support group or careers advice and guidance results in the majority of practice around SEND. Hair & Beauty learners visiting local hospital wards to offer learners progressing to positive destinations of employment, treatments to patients. Excellent support is provided though our IAG, interview Apprenticeships or higher education. and enrolment process and early needs assessments and communication with feeder schools/external agencies ensures Learner behaviour is exemplary and facilitates an inclusive learners who require additional support begin their programme and harmonious environment supported by a clear code with it in place. of conduct. An aspirant culture is underpinned through the College 4 As ethos (attitude, attendance, aspiration Confidential counselling is effective in supporting learners and achievement) which is emphasised to all learners from with complex personal and mental health issues to remain on induction through to completion and reported to parents programme and succeed. Dyslexia assessments and support is through reports and consultation evenings. offered to all learners to ensure their needs are met. Finance and welfare support for learners is effective and enables them to Our dedicated Performance Improvement Programme (PIP) manage the financial aspects of college. This includes providing allows learners to develop as individuals and engage in a free bus passes for all learners and free meals for those eligible. comprehensive range of in-class and cross college activities
34 35 3. FULL-TIME A LEVEL LEARNERS AGED 16-18 YEARS 3.1 BALANCED SCORECARD
Below expectations Meets expectations Above expectations
Participation Diversity
Achievement The overall performance of this key client group is ‘meeting expectations’. Achievement rates, diversity of Satisfaction learners and their destination (particularly to university) are above expectations. We recognise that we can improve Distance travelled further in other areas, with a specific focus on driving up very high grades and therefore improving distance Destinations travelled. Whilst many learners study STEM disciplines, we would also like to improve opportunities for those Regional learners to continue their HE study and employment Skills impact locally to impact on regional productivity. Financial contribution
OVERALL
36 3.2 SUMMARY OF OUTPUTS AND INPUTS
OUTPUTS
What key outputs did we achieve? What better outputs could we achieve?
We significantly increased local participation in A and AS level learning: − The number of learners achieving high grades has improved this year, but this can improve further to ensure all learners reach their full potential. − We engaged 471 young people in A and AS levels in 2018/19. − The number of learners completing A levels progressing into − Despite a falling local demographic we have increased the participation of young higher Apprenticeships. people in A and AS levels since opening the centre, with numbers remaining high. − The achievement rate of learners in art, English literature, law, geology, politics, We successfully engaged A level learners from diverse communities: philosophy, further mathematics and product design due to retention on − 142 (30.2%) A and AS learners were from ethnic minority groups. Our A and programmes in the main. AS learners are significantly more diverse than the local community where − Achievement rates for black learners, which has fallen below the College 11.9% of the population are from minority groups. average last year. − 87 (18.4%) of A and AS learners reported a learning difficulty or disability. We supported A level learners to successfully achieve their programme of study: − Overall achievement rates on A levels are above national rates and have been for the last three years. We supported the progression of our A level learners to positive destinations: − 198 (98.8%) of A level learners completing their programme of study progressed immediately to a positive destination, either higher or further training or directly into employment. We made a significant impact on the local skills gap by upskilling young people: − 306 (65%) A and AS learners were studying STEM subjects. − 181 (90.6%) learners completing A levels progressed immediately to higher education, including an increasing number to Russell Group universities. We increased the levels of learner satisfaction for our A level provision and this is now higher than national comparators.
37 3.2 SUMMARY OF OUTPUTS AND INPUTS CONTINUED
INPUTS
What were the key strengths of our inputs? What inputs could we deliver better?
− An extensive curriculum offer. − Continue the development of PIP sessions and supporting technologies to drive high grades strategy and target setting for learners. − The quality of teaching, learning and assessment, which was judged by Ofsted to be ‘outstanding’ (May 2017). − Further enhancements to gifted and talented programmes to support learners able to achieve the very highest grades. − Teachers’ delivery of engaging lessons which utilise resources and facilities very well. − Activity to increase learner satisfaction with ‘progress’ and ‘next steps’. − The support and challenge provided by teachers raising the aspiration of − The promotion of higher Apprenticeships as an alternative progression route A and AS level learners. for A level completers. − Revised delivery model, giving more hours per subject and enhanced online resources. − Dedicated and effective progression guidance for A level learners. − Highly effective arrangements to support and safeguard learners. − Outstanding facilities and resources provided at Dudley Sixth and across the Dudley Learning Quarter. − The College’s performance management system which is used effectively to set challenging targets for staff. − Leadership and management which in the vast majority of A and AS subjects is highly effective.
38 3.3 ENGAGEMENT AND PARTICIPATION RATES
Learner engagement trend analysis
600
500
400 THE INCREASED PARTICIPATION OF A LEVELS HAS BEEN MAINTAINED IN 300 RECENT YEARS.
200
100
0 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19
Dudley Sixth has been successful in its drive to increase learner engagement with A level This growth is set against a backdrop of a shrinking 16-18 learning. The participation of A level learners has increased dramatically over recent years, population, both in the Dudley borough and the surrounding expanding from 278 learners in 2012/13 to 471 in 2018/19. This growth shows the increased areas. There are a number of elements influencing this confidence locally in Dudley Sixth as a provider of good quality A level provision and supports growth, but the largest factor is the creation of a dedicated the continued financial health of the College. The slight dip shown from 17/18 to 18/19 was centre for A level provision (Dudley Sixth) and the breadth due to underperformance of GCSE pupils in the local schools, resulting in some learners not of curriculum which it offers. The centre also offers more meeting entry requirements for Dudley Sixth. These learners were supported to gain a place delivery hours per A level and higher levels of support studying within the wider college on a vocational programme of study. than other providers.
39 3.3 ENGAGEMENT AND PARTICIPATION RATES CONTINUED
Travel to learn map
Wolverhampton Walsall
Bilston
Wednesbury
Gospel End
Wombourne
Tipton Oldbury Himley West Bromwich Dudley
Rowley Regis Brierley Hill
Stourbridge
The map shows the travel to learn pattern of our A level learners in 2018/19. The majority of learners are from Dudley borough, as you would expect, with increasing numbers of students looking to remain in Dudley to study rather than travel elsewhere. We are pleased to be the first choice for many local A level learners and recognise the wider regional contribution we make to the lives of learners aged 16-18 years. This year does show a slight increase in the distance that some learners are travelling in order to attend Dudley Sixth rather than staying local to their own providers.
40 3.4 IMPACT ON DIVERSITY AND INCLUSION
Gender Ethnicity Learning difficulty or disability
Asian 16.7% Yes 22.5% Male 37.4%
Black 6.0%
Mixed 6.9%
Other 0.6%
Female 62.6% White 69.8% No 77.5%
In 2018/19 there were more female A level learners than male at Dudley Sixth, with this gap widening further from the previous year. We continue to support a diverse mix of learners. Their ethnicity profile shows our learners as a group are more diverse than the local community and are in line with the previous DUDLEY SIXTH year. 30% of our learners are from minority groups who make up 11.9% of the local population. It is good to see achievement rates of Asian learners improve this year and be comparable to other groups, however we have instead seen a drop in achievement for black learners. We will work closely with this group in CONTINUES TO the coming year to see if improvements can be made. Feedback from our learners and other stakeholders indicates that the College provides an inclusive and SUPPORT A harmonious environment in which to study. VERY DIVERSE Dudley Sixth supports a number of students with learning difficulties or disabilities through a wide range of support mechanisms, with this number increasing yearly. It is good to see these learners achievement rates being comparable to their peers. Dudley Sixth is pleased to see the continued participation of LEARNER BODY. learners from a wide range of backgrounds and we continue to review our support arrangements for specific groups of learners to ensure success for all.
41 3.5 OUTCOMES FOR LEARNERS
Overall achievement rate - A level
100% As highlighted in the 2015/16 ASIA, the College will no 94.1% 94.5% 93.5% longer report on the outcomes for first year A level learners following the recent qualification reforms. AS 90% qualifications have been removed as new linear two year 87.5% A level programmes are introduced. The grade outcome for learners is determined by a final exam and the end of the 80% full two year programme, rather than an exam at the end of each year.
It can be seen that outcomes have remained comparable 70% to the previous years since A level reforms were introduced and remain well above national rates. We are also pleased to report a further significant increase in high grades from 60% our learners in 2018/19. Analysis shows 74.6% of learners achieved an A* - C grade which is an increase of 6.8% on 2017/18. 50% 2016/17 2017/18 2018/19 The College recognises that the new linear A levels are challenging for learners, but we are pleased to see that our new delivery model and ‘learner mind-set’ programme are College achievement rate having a positive impact on high grades performance.
Latest published national achievement rate
42 3.6 STAKEHOLDER SATISFACTION
Year-end learner satisfaction (QDP survey) 100
80 70 71 69 67 66 68 67 65 63 63 60 57 51 51 54 46 45 Rating 40
20
N/A N/A N/A 0 Teaching and The support My progress Test and Wellbeing Work related Accommodation Learner voice Next steps Overall learning I receive assessment visits and and equipment satisfaction community 6th Form Rating Benchmark
We conduct two surveys each year to understand learners’ satisfaction with their programme of study and the wider college. Their feedback informs subject performance reviews and quality improvement plans. The survey is conducted externally by QDP and benchmarked against responses from other general further education colleges (where available).
The results from the 2018/19 end of year survey shows that A level students report satisfaction that is at benchmark for ‘overall satisfaction’. Whilst some areas have increased from the previous year, more still needs to be done with the ‘progress’ and ‘next steps’ activity to ensure this is meeting learner expectations. We will ensure this is a priority for development in 2019/20.
43 3.7 DISTANCE TRAVELLED BY LEARNERS
A level QI Grade and Score Alps Value Added Indicator *Alps - Advanced level performance system
1 1.09 100% 2 2014/15 2015/16 2016/17 2017/18 2018/19 1.01 90% 3 Alps A level value added Quality Indicator score 0.94 0.95 0.89 0.93 0.95 0.98 75% Alps A level value added Quality Indicator grade 5 5 7 5 5 4 0.96 60% 2018/19 5 A level QI score = 0.95 QI grade =5 0.93 40% 6 0.90 25% Quality Indicator (QI) Score 7 0.84 10% The QI score provides a feel of how the College is performing relative to the Alps national benchmark. This is represented 8 in the form of a thermometer. A value added grade of 5 shows the College performance is satisfactory to good. 0.61 bottom 9 The value added score for our learners is a measure of their final grade compared to the grades and qualifications they achieved prior to their enrolment with us. It determines whether our learners are making enough progress with their studies. The ‘Quality Indicator’ provides an overall measure of performance, as shown in the table above. The chart shows that our overall ‘QI’ for A level programmes in 2017/18 has risen again but still remains at grade 5, which indicates their performance is satisfactory to good. It is good to see continued improvement in value added scores, but this will remain a focus until all provision is rated ‘good or better’.
44 3.8 LEARNER DESTINATIONS
We gather information on the destination of our All A levels completing learners each year via their tutor or a phone survey conducted a few months after completion of their programme of study. The chart shows the headline destination Unemployed/voluntary/ data for all A level learners completing their studies in NEET/other 1.3% 2018/19, followed by an analysis by level.
Employment Overall the survey reported that 198 (98.8%) of completing 5.0% A level learners progressed to a positive destination of higher education (university), education, training or employment. Education For A level learners the majority (90.6%) chose to continue 3.1% on to university, which is an increase on the previous year. We continue to work with University of Wolverhampton on Higher Education the National Collaborative Outreach Programme (NCOP) 90.6% aimed at supporting more young people to undertake higher education, as well as further developing our own local (and most cost effective) routes through higher education, including higher Apprenticeships.
This continues a three year trend of positive destinations for our learners.
45 3.8 LEARNER DESTINATIONS CONTINUED
All A level destinations by diversity type
0% 20% 40% 60% 80% 100%
Male Female
Asian Black Mixed White
LDD* - Yes LDD* - No
Education/training (not HE) Higher Education
Employment Unemployed/voluntary/NEET/other POSITIVE DESTINATION RATES *Learning Difficulty or Disability (LDD) REMAIN VERY HIGH, WITH A FURTHER INCREASE IN The above chart shows a further analysis of destination by diversity types. Positive outcomes remain broadly similar across different learner types. However we can see a difference with fewer black learners getting a positive outcome THE NUMBER OF LEARNERS and progressing to university. This is echoed in the achievement rates shown earlier. As previously mentioned, this will be an area of focus on 2019/20. PROGRESSING TO UNIVERSITY.
46 3.9 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY
STEM in the curriculum - trend analysis
100%
90%
80% 69% 70% 68% 64% 64% 65% 60% 60% 59% 59%
50%
64% 40%
30%
20%
10%
0% 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19
The local economy relies on a workforce with high level skills and skills in STEM subjects (science, technology, engineering and mathematics).
The chart above shows the percentage of qualifications completed by A level learners that were in STEM related subjects. In 2018/19, 65% of our young people followed STEM programmes of study which is an increase on the previous year and close to levels seen in years preceding that. There continues to be a very strong STEM provision across Dudley College of Technology as a whole. We are committed to finding more opportunities for A level learners to continue to higher education locally so that their skills might benefit the regional economy.
47 3.10 REVIEW OF STRATEGIC INPUTS (SIPs)
OUTSTANDING TEACHING AND LEARNING high grades as improved writing styles often mean learners A RELEVANT AND RESPONSIVE CURRICULUM Teachers at Dudley Sixth have fully embraced teaching triangles perform better against the assessment objectives. There is an extensive curriculum offer which focusses on and consequently, the standards of teaching across the area STEM subjects. A Level staff fully embrace the STEM agenda have benefited from this highly collaborative and creative The focus on the A level Mindset Programme (VESPA) formed and have a collaborative approach to course structure approach to teaching and learning. Staff are enthused about the core of the Performance Improvement Programme in and design. This learning is enhanced by entry into working together to drive up standards and participate fully in 2018/19 with a whole programme of sessions designed to competitions such as the Senior Maths Challenge. There was the sharing good practice events held at the end of the year. develop learners’ resilience, confidence and independent further success this year in product design with a learner These lessons are measured against the College’s professional study skills amongst other key qualities. A number of staff being awarded second prize in a national design and standards to ensure that the current levels of classroom started to incorporate the VESPA approaches into subject fabrication competition. performance are being developed and improved to ensure lessons too with a focus on targeted questioning, intervention the best possible environment for all learners. 2018/19 saw a and high expectations. The PIP programme also incorporates We have had some success at combining BTEC Level 3 strong focus on high grades and activities which aimed to push a programme of guest speakers, master classes and external programmes of study with an additional A level, whereby for learners to achieve to the very best of their abilities. Peer and visits to higher education institutions. example a BTEC Level 3 engineering learner studied self-assessment methods were a key element of this approach A level mathematics as this was a requirement of their future The use of information learning technology and SMART which in turn meant learners could articulate the requirements career aspirations. technologies is routinely strong within the classroom with of their assessments and plan a course to improve their staff over a number of subject areas experimenting with The range of subject combinations requested by learners academic performance. Teachers effectively plan innovative, technologies such as Mentimeter, Plickers and Quizlet has become more complex, with more learners choosing engaging and well-paced sessions which challenge, enthuse to complement existing classroom resources. Specialist to undertake a science subject combined with one from and motivate learners. Highly qualified staff use their excellent software has been purchased for specific subjects, such as humanities and perhaps art. Traditionally learners chose subject knowledge along with the outstanding resources to ArcGIS for use within A level geography, along with a range subjects within a similar subject area. Using extensive “motivate and inspire learners exceptionally well”, as of extra revision packages for various subjects. Blackboard, planning of a new timetable subject grid system, all learner reported by Ofsted, who also commented on how “teachers the College’s virtual learning environment, is routinely used subject combinations that were requested were satisfied assess learners’ progress very effectively and frequently”. as part of assessment of learning and study skills. In addition, at enrolment. Questioning is used well, both to assess progress and to further investment into iPads for use in science laboratories further develop learner understanding, with incisive feedback has proved beneficial in data analysis tasks, for example. Dudley Sixth have fully engaged with the transition to the helping learners to understand what they have done well and new linear A levels, with this being the first year that no how they can improve through comprehensive target setting. In Teachers have very high expectations of their learners and AS level exams were sat. These were replaced by internal addition, we have continued support for all A Level tutors by a insist that they dedicate a great deal of time and effort to progression exams after feedback from local stakeholders dedicated Outstanding Practitioner. their studies. Ofsted commented on how teachers are suggested that AS levels in themselves add no real value to “highly motivational, raising the aspirations and self- a young person’s portfolio of achievements. As part of the The development of English and mathematics skills is very belief of learners” and that this is “coupled with very Strategic College Improvement Fund, we have engaged with strong and the majority of staff effectively embed English high-quality careers advice”. other providers to disseminate best practice and ensure the and mathematics skills into their sessions. In subjects where provision for local and national needs are being met. long written answers are required, staff employ a number of strategies to ensure students develop a range of sophisticated, mature writing styles through which their arguments are clearly articulated. This ties in strongly with the focus on
48 OUTSTANDING FACILITIES AND RESOURCES make excellent use of all resources and in addition, Training for all staff including governors and volunteers is robust Dudley Sixth along with the entire Learning Quarter offers develop varied, creative and stimulating learning materials and effectively monitored through the single-central record in “learning facilities of an exceptional standard” to A Level that inspire learners to succeed”. This year, we were also personnel. Biennial college conferences offer opportunities for learners including excellent science laboratories that Ofsted introduced to the PiXL programme in order to add to the Safeguarding and Prevent refresher training to ensure staff are noted “contain a wide array of very good specialist bank of resources available to drive forward our success. up to date with current safeguarding and Prevent legislation and equipment”. Learners benefit from two well-resourced concerns. Ofsted were impressed with how “teachers regularly iPoints within Dudley Sixth which support their independent EFFECTIVE ARRANGEMENTS FOR MEETING debate how they can best promote equality, diversity and learning along with open access to silent study rooms EMPLOYERS’ NEEDS British values within their lessons”. during exam periods. Dudley Sixth continues to invest in the Dedicated careers staff who are based at Dudley Sixth work facilities and new learning technologies to ensure the highest closely with learners and universities to ensure our learners Safeguarding and British values are introduced to learners standards are maintained. For example, ArcGIS was purchased have the guidance required to make informed choices as part of their induction, and is revisited often during their to support the A level geography curriculum, iPads for use and gain a place at their chosen university. Best practice Performance Improvement Programme (PIP) with sessions on in the science laboratories and a subscription to an online sees many A Level learners completing work experience a range of topics including raising awareness of radicalisation, learning environment for use in the modern language lab. alongside their academic studies such as placements at cyber-bullying, knife crime and arranged marriages. Student Russell Hall Hospital and by becoming mentors to pupils satisfaction around feeling safe in Dudley Sixth is exceptional. The ‘Enhance’ Building has positively impacted on A level in our multi-academy trust schools. Guest speakers from learners who were the driving force behind its conception, industry and academia ensure learners have access to ‘real’ EFFECTIVE LEADERSHIP & MANAGEMENT enabling learners to experience some lecture-style sessions insights into their chosen career pathway and progression The management structure at Dudley Sixth with three in order to support them in their transition to university. opportunities. Groups of learners also experience visits Curriculum Leaders has ensured continuing support and This building also houses the art provision, with a darkroom to local companies, such as Boss Design for direction for academic staff at an operational level, alongside and MAC suite. product design learners. strategic direction provided by the Head of Learning. This year saw the implementation of a new delivery Specialist facilities are available across college for Dudley We have further developed pathways to higher model, whereby the total delivery time for each subject Sixth learners ensuring all learners are trained to industry Apprenticeships for our A level cohort. One of our IAG was extended to six hours per week combined with the standard. The Priory Road 3G Football Complex has proven Officers based at Dudley Sixth focuses on this specifically, introduction of the A level Mindset Programme (VESPA). to be a valuable asset to our Sports learners, our drama and and is working on developing further links with local This was in response to the new linear specifications dance groups make use of the professional theatre and dance employers. whereby the entire assessment takes place at the end studios, and our product design cohort are able to use the of the two years of study. advanced engineering facilities in Advance in order to tailor EFFECTIVE SAFEGUARDING AND PROMOTION their individual projects. A brand new dynamic and innovative OF BRITISH VALUES Managers facilitate a culture of high expectations and study centre at the nearby Broadway campus further Safeguarding arrangements are comprehensive and enable staff accountability amongst staff. This is facilitated through enhances the study space available to learners. to quickly identify learners, or groups who are at risk. Support effective use of the Performance Management System in for learners identified at risk is effective. The Prevent agenda setting challenging targets for all staff relating directly Dudley Sixth has invested significantly in resourcing the new is well embedded across college and into our safeguarding to their subject. linear qualifications, both in terms of technical requirements practices. Effective communication with external partners with the addition of new software, academic resources and including the Police and local authority enables us to assess College Management arrangements have continued with Key the training of staff. Ofsted commented on how “Teachers local risk and respond appropriately to safeguard our learners. Client Leadership Groups driving the College’s work to meet the targets set in our ambitious three year strategic plan. 49 3.10 REVIEW OF STRATEGIC INPUTS (SIPs) CONTINUED
The A level group developed a Performance Improvement from additional funding support through our NCOP with the learners to develop the key characteristics that are Plan and met regularly to facilitate the actions. project, for help towards attending university open days or deemed to be essential for any successful student. This not educational visits. only will help them to achieve their potential at A level, Subject area impact assessment is comprehensive and but also equip them with a range of skills to be successful in accurate. Managers use data effectively to drive performance High quality careers advice and guidance from staff helps higher study. and monitor any areas of underperformance through regular learners to make informed choices about their progression, subject review meetings. Managers communicate effectively whether it be employment, self-employment, education or At Dudley Sixth, there is a dedicated Progress Lead who to ensure the vision is achieved. Arrangements to engage training. This includes a dedicated UCAS and guidance officer monitors pastoral issues and holds intervention meetings with all learners in learner voice activities is good with regular for those progressing to higher education. Improvements in the learner and parents (where appropriate) if any concerns meetings held between elected course representatives and the promotion of vocational options for marginal learners are raised, signposting agencies for further support where the Head of Learning. prior to enrolment is evident whereby a clearing system necessary. Each learner has one to one sessions with their was introduced, also serving those not meeting entry personal tutor to set and monitor aspirational, differentiated EFFECTIVE SUPPORT FOR LEARNERS requirements. This also extended to learners at the end of targets, with each producing an action plan post-mock exams Each learner is assigned a personal tutor who takes the their first year who are at risk of underachieving in their A in order to effectively plan for their achievement. Any learners lead on pastoral issues and support for their tutees. This is levels whereby we recommend an alternative learning path deemed to be underperforming have additional action planning further supported by the introduction of a Progress Lead such as a vocational route. meetings with the Progress Lead in order to offer a higher level who monitors performance of all learners, and takes the lead of support towards achieving their targets. on any intervention that is required whether that be of a This year saw a pilot scheme introduced to offer additional Dudley Sixth learners, through a robust induction process, are pastoral or academic nature, calling on the extensive support support to those learners applying to Oxbridge or other aware of expected standards of behaviours and the College’s network from across college. Russell Group universities. Named the ‘Honours Programme’, it included additional interaction with guest speakers such commitment to a safe and professional working environment with Ofsted remarking on how “learners’ behaviour is Learning support for learners is highly effective and enables as Cambridge University, who by two learners were exemplary”. Attendance is regularly monitored by lecturers, those with additional needs to succeed at a rate comparable successful in gaining places with on their highly competitive tutors and the dedicated Progress Lead. Intervention to their peers. Excellent in-class support enables learners mentor scheme. strategies for learners falling below the 95% minimum are to access curriculum and make good progress towards implemented effectively, with Ofsted commenting that their learning goals. Support for High Needs learners is PERSONAL DEVELOPMENT, BEHAVIOUR “where concerns arise about the progress of a young effective and enables them to access curriculum. Confidential & WELFARE person, staff quickly make contact with parents and counselling is effective in supporting learners with complex Through effective monitoring, Dudley Sixth ensures that all carers and resolve problems swiftly and effectively” by personal issues to remain on programme and succeed. At learners are encouraged and have an opportunity to make a drawing on their “highly effective relationships with the exam time, there is a focus on mental health issues and genuine, valued and recognised contribution to college life. Through a dedicated Performance Improvement Programme parents and carers of learners”. Dudley Sixth attendance counsellors have a heightened presence within Dudley Sixth. is extremely high. (PIP), learners develop as individuals and have a raised Finance and welfare support for learners is effective and awareness of key issues affecting young people within society, enables them to manage the financial aspects of college. This including employability skills, personal finance budgeting includes free bus passes for all learners and free meals for and progression to higher education. This year also saw the those eligible. Money is also available to help with compulsory introduction of the A level Mindset (VESPA) programme which field trips within earth sciences. Some learners benefit formed the main backbone of the PIP, looking at and working
50 Dudley Sixth A level award winners 2019 celebrate outstanding achievements
51 4. FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS 4.1 BALANCED SCORECARD
Summary Adult learners As well as this Strategic Below expectations Meets expectations Above expectations Impact Assessment, each Access Meets expectations curriculum area also conducts Accounts Meets expectations Participation its own annual assessment Adult Functional Skills Exceeds expectations of performance against the Diversity Animal Science Below expectations same criteria. The table gives Business Meets expectations a summary of the overall Achievement scorecard grades for each Computing Meets expectations curriculum area within this key Satisfaction CAT Centre Meets expectations client group. It is important to Early Years Meets expectations note that ‘meets expectations’ Destinations English for Speakers of Other is already a high standard that Exceeds expectations Regional Languages (ESOL) we set for our curriculum Skills impact Essential Skills for Employers Exceeds expectations teams. There is no relation to our scorecard methodology Financial Hair & Beauty Meets expectations and Ofsted grades. An area contribution Health & Social Care Meets expectations may be performing well in Hospitality Meets expectations terms of learner achievement OVERALL IT (Work Based) Meets expectations for example, but not meeting our expectations in terms Media Meets expectations of recruitment and financial Motor Vehicle Exceeds expectations The overall performance of this key client group is ‘above expectations'. The College impact. This subject impact has responded well to new initiatives to drive up participation in training for adults and Performance Studies Meets expectations assessment allows us to focus on the areas we wish continues to recruit a very diverse group of learners who are very satisfied with the Public Services Meets expectations to develop further over the training they receive. We recognise however that more can be done to continue to develop Science Meets expectations our curriculum in partnership with WMCA and other stakeholders to ensure it is meeting coming academic year. Special Education Needs & Exceeds expectations regional needs. We also recognise that whilst there are many highly performing areas of our Disability (SEND) adult offer there are some exceptions where achievement rates need to improve. Sport Meets expectations Travel & Tourism Meets expectations
Visual Arts Meets expectations
52 4.2 SUMMARY OF OUTPUTS AND INPUTS
OUTPUTS
What key outputs did we achieve? We made a significant impact on the local skills gap by upskilling adults: − 793 (26%) adults were following STEM programmes of study. We engaged local adults in skills based learning: − 302 (30.0%) learners completing their level 2 programme, progressed immediately − We engaged 2,865 adults in skills programmes in 2018/19. to an advanced level skills programme. We successfully engaged learners from diverse communities: − 115 learners (54.5%) completing their level 3 programme progressed immediately − 1,302 learners (45.6%) were from ethnic minority groups. Our learners continue to Higher Education and 63 (29.9%) progressed directly into employment. to be more diverse than the local community where 11.9% of the population are − 607 learners improved their functional skills in English and mathematics. from minority groups. − 35 learners (62.5%) achieved a grade A-C in mathematics and 35 (60.3%) achieved − 640 learners (22.5%) reported a learning difficulty or disability. a grade A-C/9-4 in English in their retake programme.
We maintained high achievement rates on adult skills programmes: We achieved high levels of learner satisfaction well above national comparators. − Overall achievement rates for learners have remained consistently high and at national rates in each of the last three years. − There are no significant differences in the success rates of learners from diverse groups or those with a learning difficulty or disability.
What better outputs could we achieve? We supported the progression of our learners to positive destinations: − 2,670 learners (92.3%) completing their programme of study progressed − Retention of learners on Access to higher education programmes. immediately to a positive destination, either higher or further training or − The number of L2 adults going on to positive destinations. directly into employment. − The number of unemployed adults progressing directly into employment upon − Progression was positive for learners completing level 1 programmes (93.6%) completion of their programme. and level 3 programmes (93.4%) with more that 50% of level 3 adult progressing to Higher Education.
53 4.2 SUMMARY OF OUTPUTS AND INPUTS CONTINUED
INPUTS
What were the key strengths of our inputs? What inputs could we deliver better? − The quality of teaching, learning and assessment remains excellent with high levels − Developing opportunities for adults to engage in technical training linked to entry of learner satisfaction. into priority sectors through engagement with West Midlands Combined Authority. − Flexible modes of delivery for adults supports engagement of an increasing − Delivering flexible approaches to adult training that would enable those who number of adults. cannot access college premises to develop their skills. − A responsive curriculum which meets the needs of enables adults with a range of skills needs; adults seeking employment, upskilling in professional and technical skills or continuing their study at 19+. − An inclusive and harmonious environment which supports participation in learning by diverse adult learners. − Extensive support services designed to ensure adult learners achieve their programme. − Adults demonstrate high levels of satisfaction regarding the Colleges promotion of equality and diversity. − Safeguarding arrangements are highly effective. − Collaborative work with regional college through Further Education Skills and Productivity group to deliver adult education in priority sectors through Flexible Learning Fund, Career Learning Pilots and ESOL for Work. − Outstanding facilities and resources provided across the Dudley Learning Quarter. − Leadership and management which in the vast majority of curriculum areas are highly effective.
54 4.3 ENGAGEMENT AND PARTICIPATION RATES
Learner engagement trend analysis
4,500
4,000
3,500
3,000
2,500
2,000
1,500
1,000
500
0 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19
We are pleased that in 2018/19 we continue to see strong participation in adult learning recruiting 2,865 adult learners. Whilst some of the adult provision is dedicated to adult learners (often part time), particularly around English and mathematics skills development, we have seen a growth in the percentage of adult learners who are infilling into EFA full time programmes. Due to poor GCSE results when leaving school, some learners start college life on a level 1 or 2 programme in order to build their skills and progress on to level 3. By the time they come to the level 3 programme they have reached 19 years of age and fall into the adult learner category.
55 4.3 ENGAGEMENT AND PARTICIPATION RATES CONTINUED
Travel to learn map
Wolverhampton Walsall
Wednesbury
Wombourne
West Bromwich Dudley
Smethwick
Stourbridge
Halesowen
The map shows the travel to learn pattern of our adult learners in 2018/19. The majority of learners are from Dudley borough, as you would expect, with increasing numbers of learners looking to remain in Dudley to study rather than travel elsewhere. The catchment area is wider than seen with 16-18 learners, suggesting adult learners are willing to travel further for their studies.
56 4.4 IMPACT ON DIVERSITY AND INCLUSION
Gender Ethnicity Learning difficulty or disability
Other 6.7% Yes 22.5% Male 46.6% Mixed 4.8%
Black 15%
Asian 19.1% White 54.4% No 77.5%
Female 55.4%
In 2018/19 slightly more females engaged with learning. The ethnicity profile shows our adult learners as a group are increasingly more diverse than the local community. 45.6% of our learners are from minority groups who make up 11.9% of the local THE COLLEGE CONTINUES TO population. There are no significant achievement gaps based on gender or ethnicity for adult learners. SUPPORT A VERY DIVERSE The college was pleased to support some 690 adult learners with learning difficulties or disabilities in 2018/19, through a wide range of support services. This year adults declaring a learning difficulty or disability achieved at a slightly better rate than those LEARNER BODY. who did not declare a learning difficulty or disability (+1.3%).
57 4.5 OUTCOMES FOR LEARNERS
Achievement rate - all levels Level 1 Achievement rates for our adult learners remain consistent with previous years. Level 3 achievement 100% 100% remains consistent with previous years. At level 2 91.9% 90.4% 90% 89.6% achievement rates remain slightly below national. 90.2% On investigation this is as a result of retention on 89.9% 80% 90% 87.8% 88.2% some of our infilling pathways which now include an 88.3% 70% examination element in Applied Science and IT programmes. 60% 80% 50% 2016/17 2017/18 2018/19
70% College achievement rate Level 2 60% 100%
90% 85.7% 85.1% 83.9% 86.7% 50% 80% 2016/17 2017/18 2018/19 70%
60% College achievement rate 50% 2016/17 2017/18 2018/19 Latest published national achievement rate College achievement rate Latest publishedLevel national 3 achievement rate 100%
90% 84.0% 79.9% 80% 78.9% 79% 70%
60%
50% 2016/17 2017/18 2018/19
College achievement rate 58 Latest published national achievement rate Functional skills achievement rate - all levels
100%
90% 86.2% 85.2% 82.3% 80% 77.3%
70%
60%
50% 2016/17 2017/18 2018/19
College success achievement rate
Latest published national achievement rate
Achievement rates for English and mathematics functional skills qualifications for adults have improved this year by 2.9% and remain above national rates.
59 4.5 OUTCOMES FOR LEARNERS CONTINUED
19+ GCSE results three year trend
A*-C or 9-4 D-G or 3-1
24.1% 26.0% 39.7% 58.2% 32.1% 42.4%
74.7% 72.7% 60.3% 55.9% 41.8% 62.5%
2016/17 2017/18 2018/19 2016/17 2017/18 2018/19 GCSE English GCSE mathematics
We are extremely pleased to report a consistently strong high grades performance by adults who are resitting GCSE English and mathematics either through discrete adult classes or those infilling into programmes of study. GCSE English has maintained a strong 9-4 high grades outcome of 60.3%. This year high grades in mathematics were 62.5% which is another strong performance.
60 4.6 STAKEHOLDER SATISFACTION
Year-end learner satisfaction (QDP survey)
100 92 86 89 91 88 87 88 88 80 80 77 77 77 74 72 73 68 60
Rating 40
20
0 Teaching and My progress Tests and Well-being Accommodation Learner voiceNext step Overall learning assessments and satisfaction equipment
College rating Benchmark
We conduct surveys each year to understand learners’ satisfaction with their programme of study and the wider college. Their feedback informs subject performance reviews and quality improvement plans.
The college employs an external agency, QDP, to conduct mid and end year surveys and to benchmark the results against 80 other general further education colleges.
Adult learners continue to be extremely satisfied with results improving again on previous years.
61 4.6 STAKEHOLDER SATISFACTION CONTINUED
Learner satisfaction (FE choices survey)
9.5
Learners were asked to rate various aspects of their course, 9.0 learning programme or training programme on a scale of 0 to 10 where 0 is ‘very dissatisfied’ and 10 is ‘very satisfied’ . The questions were as follows:
8.5 1. How satisfied or dissatisfied are you with the teaching on your course or activity?
2. How satisfied or dissatisfied are you with the way staff 8.0 treat you? Learner satisfaction 3. How satisfied or dissatisfied are you with the support you get on this course or activity? 7.5 4. How satisfied or dissatisfied are you that staff respond to the views of learners
7.0 5. How satisfied or dissatisfied are you that the course or activity is meeting your expectations?
6. How satisfied or dissatisfied are you that your course or Qu. 1 Qu.2 Qu.3 Qu.4 Qu.5 Qu.6 activity is preparing you for what you want to do next? 2018/19 8.6 9 8.7 8.7 8.4 8.5 2017/18 9.1 9.1 9.1 8.8 8.6 0 2016/17 9.1 9.3 9.1 9.1 8.8 0
The chart above shows the results of the independent Skills Funding Agency FE Choices Learner Satisfaction Survey. This survey shows a slight dip in satisfaction when compared to previous years. Overall satisfaction remains extremely high at 8.6.
62 4.7 LEARNER DESTINATIONS
All levels Level 1 Level 2
Higher Unemployed/voluntary Unemployed/ Unemployed/ Education 0.4% Higher Education /NEET/other 7.7% voluntary/ voluntary/ 4.6% NEET/other NEET/other 6.4% 12.6% Higher Education 8.7%
Education/training Employment (not HE) 66.3% Education 40.9% Employment (not HE) 27.0 41.8%
Level 3 Education/training (not HE) 53.3% Unemployed/voluntary/ Education NEET/other 6.6% (not HE)9% Employment 30.3%
Higher Education We gather information on the destination of our Analysis by academic level shows that level 1 learners’ 54.5% completing learners each year via their tutor or a phone progression was maintained at 93% (from 79% three years Employment survey conducted a few months after completion of their ago). At level 3 more than half of the adult learners progress 29.9% programme of study. The above charts show the headline to Higher Education. However, at level 2, we need to focus destination data for all adult learners completing their studies on reducing the number of adults who report destination as in 2018/19, followed by an analysis by level. being unemployed or NEET.
Overall the survey reported that 92.3% of completing students went on to a positive destination (education, training or employment), which is consistent with 2017/18.
63 4.7 LEARNER DESTINATIONS CONTINUED
Destinations by diversity type
0% 20% 40% 60% 80% 100%
Male Female
Asian Black Mixed White
LDD* - Yes LDD* - No
Education/training (not HE) Higher Education
Employment Unemployed/voluntary/NEET/other
*Learning difficulty or disability (LDD)
An analysis of destinations by diversity types shows that the overall positive destination measure of our learners are broadly the same for all types. The performance of groups remain consistent with previous years.
64 Destination of unemployed adults
70%
60%
50%
40%
20%
10%
0% Employment Education/training Higher Education Unemployed/voluntary/ (not HE) NEET/other
2016/17 2017/18 2018/19
The destination data above is purely for adults who reported their status as ‘unemployed’ on their first day of learning at the College. The table demonstrates a continued increase in the number of learners progressing in education and training including higher education. The college will continue to work with adults to increase the numbers gaining employment.
65 4.8 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY
BREAKDOWN OF LEARNER TYPE Adult learners by strand Our adult education provision can be broadly categorised into three strands: Strand 1: Professional Strand 3: Full-time programmes and technical • STRAND 1: PROFESSIONAL AND TECHNICAL 7% UPDATING PROGRAMMES FOR ADULTS. These programmes programmes will help adults develop skills for progression in 19% their careers or for entry into higher education.
• STRAND 2: ESSENTIAL SKILLS PROGRAMMES FOR ADULTS. These are programmes aimed at developing essential skills for adults to support them progressing in work and life.
• STRAND 3: YOUNG ADULTS COMPLETING FULL TIME PROGRAMMES. This provision is for a small group of learners usually aged between 19 and 21 years old who complete their full time technical education programme alongside full time learners aged 16-18 years. Strand 2: The chart shows how our adult learners are split between Essential skills these three strands. Around 7% of adult learners belong programmes to Strand 3, which is in line with previous year. We have 74% continued to see an increase in Essential Skills learners in comparison with Technical Professional. This strand supports learners who require English language, literacy and numeracy Strand 1: Professional and technical programmes skills to move on in their career or gain employment. Although it also includes programmes linked directly with Strand 2: Essential skills programmes employment - such as the Midland Metro programme delivered last year. Strand 3: Full-time programmes
66 HAVING AN IMPACT LOCALLY STEM in the curriculum - trend analysis The chart below shows the proportion of our adult learners that reside in the Dudley Local Authority, in the neighbouring 50% authorities (Wolverhampton, Birmingham, Sandwell & Walsall) 45% and outside of the region. 94% of our adult learners live within the region which is consistent with last year. This 40% is further evidence that the College’s work is focused on 36% ensuring local people have an impact on the local economy 35% 33% through skills development and training. 29% 30% 28% 27% 26% 25% 23% 23%
Adult learners based within region 20% 15% Outside of region 6% 10% Neighbouring authorities 5% 42% 0% 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19
The local economy relies on a workforce with high level skills and skills in STEM subjects (science, technology, engineering and mathematics).
The chart above shows the percentage of qualifications completed by adult learners that were in STEM related subjects. In 2017/18 26% of our adults followed STEM programmes Dudley local authority of study, which is similar to the previous year. We recognise the need to continue to 52% review our remaining adult offer to ensure it meets local needs and that we are making best use of the budget for adult provision.
67 4.9 REVIEW OF STRATEGIC INPUTS (SIPs)
OUTSTANDING TEACHING AND LEARNING The quality of teaching learning and assessment routinely meets and often exceeds expected standards, matching the College’s Ofsted judgement of ‘Outstanding’; "Teachers plan learning very effectively to build on learners’ prior attainment and life experiences. Learners work towards highly detailed, personalised and ambitious targets."- Ofsted Further Education & Skills Inspection Report May 2017.
Feedback is regular and detailed and mistakes with spelling, grammar and punctuation are routinely identified. In the best lessons, checking of learning is systematic and effective.
"The vast majority of learners make substantial and sustained progress in developing their English and mathematics skills." - Ofsted Further Education & Skills Inspection Report May 2017.
Staff use ILT effectively in classes to enhance the learning experience of adults and for basic skills learners allows them to develop their ICT skills.
Internal quality assurance of teaching, learning and assessment is robust and covers all teachers, assessors and learning support staff. Biennial health checks which include formal ungraded observations against our professional teaching standards are carried out by a dedicated team from our Standards and Performance department.
The development of teaching and learning is driven through collaborative communities of practice (teaching triangles), which is now well embedded across all curriculum areas. This results in the engagement in professional dialogue regarding ways to develop and disseminate the sharing of best practice and areas for improvement. Learners benefit from teachers who Midland Metro Learners are specialists in their subjects, with Continuous Professional Development actively promoted and encouraged to all staff.
68 A number of the teaching staff are currently undertaking Masters OUTSTANDING FACILITIES AND RESOURCES Part-time technical courses allow learners to upskill in their qualifications – delivered by Newman University – in order to The Learning Quarter offers outstanding facilities for learners. relevant trades to meet their professional industry standards. further their skills and professional development. Well managed study areas, including the newly re-imagined Our links with employers continue to grow with the state of the art resource based learning facility at the A RELEVANT AND RESPONSIVE CURRICULUM in-company classes proving to be very popular with both Broadway campus, provide learners with appropriate space employers and employees. Prior to delivery, staff meet with The varying elements of our curriculum offer allows us to to undertake research and complete assignments. Curriculum the training/HR managers to enable them to find out exactly support those who require remedial intervention as well staff work closely with library staff to ensure course books the needs of the business and the learners, enabling us to as those looking for technical and professional updating and journals are regularly updated. and Higher Education. "Managers and staff design highly create bespoke study packages which are tailor made for each industry we work with. Our flexible delivery model individualised programmes and learning activities. Through Classroom environments are welcoming and focussed with means that we are able to work around shift patterns and these, adults who often lack confidence or have other learners’ work displayed and updated regularly. start and end times, widening participation and meeting barriers to participating in learning that prevent them Learners studying to develop professional and technical skills employers’ needs. from attending college achieve well and make significant have access to cutting edge industry standard equipment progress compared to their starting points." - Ofsted which ensures their skills are relevant and up to date. The The Employability provision, which includes sector-based Further Education & Skills Inspection Report May 2017. addition of Advance 2 – Centre for Advanced Building work academies, enables us to support learners actively seeking employment. The programme provides them with the Learners benefit from flexible modes of study which supports Technologies ensures our learners have access to resources skills they need to become a successful employee, including their engagement in learning. This includes roll-on-roll-off fit for today’s construction industry. digital literacy and smart technologies – a direct response provision and multiple entry points for many programmes. All adult learners have access to ICT to enhance their to the needs of local business. We will continue to grow this We have continue to grow our adult employability learning and support the development of their personal IT provision, developing bespoke programmes of study for the companies we work with, enabling their learners to upskill programmes to meet the needs of local adults through skills, with tutors skilled in ensuring expert advice is on hand, and reach greater potential. working effectively with Job Centre Plus, alongside a range of as well as a comprehensive virtual learning package designed to promote blended learning and self study. We plan to vocational short courses. In addition, we have expanded the develop our resources to further widen participation with a ESOL learners engage effectively in an employability reach of our Functional English and maths offer, with courses greater mix of resources made available online. programme which includes work placement visits, which now being offered in companies across the region, enabling exposes them to job opportunities. Access learners are more learners to access quality, accredited provision with a EFFECTIVE ARRANGEMENTS FOR MEETING prepared well for further study at HE by engaging in visits to view to moving on in both skills and promotional prospects. EMPLOYERS' NEEDS local universities. We will continue to explore further ways in which we can "Managers and staff use the excellent partnerships they enable adult learners to access our provision, by expanding EFFECTIVE SAFEGUARDING AND PROMOTION have established with employers, community groups and our reach deeper into the community and outreach centres. OF BRITISH VALUES professional bodies to design and deliver highly effective Safeguarding arrangements are comprehensive and enable Adults studying Access to HE programmes can now study an programmes that enable adults to gain the skills and qualifications they need to progress into work or further staff to quickly identify learners, or groups who are at Access to Medicine course which has proven very popular. For risk and ensure appropriate support and intervention is those adults not yet ready to study at level 3, level 1 and level 2 learning."- Ofsted Further Education & Skills Inspection Report May 2017. immediately provided. Pre-Access to Health Care and Nursing is offered to enable them to develop underpinning skills and prepare them for progression. 69 Training for all staff including governors and volunteers is ambitious three year strategic plan. The groups meet regularly behaviour and Autism. Confidential counselling is highly robust and effectively monitored through the single central to discuss both in year performance and progress against effective in supporting learners with personal issues to record in personnel. Biennial college conferences offer strategic targets. achieve their learning goals. "Staff make them feel opportunities for safeguarding and Prevent refresher training valued and respected – which raises their self-esteem to ensure staff are up to date with current safeguarding and "The cross-college strategy to bring about improvement considerably." - Ofsted Further Education & Skills Inspection Prevent legislation and concerns. to the quality of English and mathematics lessons and Report May 2017. learning activities has been very successful in improving "Staff take very effective steps to ensure adult learners the experience and outcomes for adult learners." - Ofsted Effective support, advice and guidance from Student Finance are kept safe. Learners confidently articulate how to keep Further Education & Skills Inspection Report May 2017. enables adult learners to cope with the financial strain of attending themselves safe and understand any concerns they have." - college. "Learners receive high-quality advice and guidance Ofsted Further Education & Skills Inspection Report May 2017. Effective use of performance management system ensures that build effectively on prior attainment and prepare them challenging targets are set for all staff. These are clearly linked Effective relationships with external partners including well for their next steps in learning and work." - Ofsted to the College’s vision and development plan. Managers the police, local authority and Dudley Safeguarding Further Education & Skills Inspection Report May 2017. facilitate a culture of high expectations and accountability. Children’s Board enables us to assess local risk and respond PERSONAL DEVELOPMENT, BEHAVIOUR appropriately to safeguard our learners. Self-assessment is comprehensive and accurate. Managers use AND WELFARE Staff and learners routinely exemplify British Values. "Staff data effectively to drive performance and monitor any areas foster very effectively an ethos of respect and tolerance of under performance. Managers communicate effectively Learner behaviour is exemplary and facilitates an inclusive which adults respond to particularly well. Learners across college to ensure vision is achieved. and harmonious environment. The importance of the four improve their understanding about life in modern Britain A's (attitude, attendance, aspiration and achievement) is Managers have been set challenging targets to support the significantly through topics, discussions and activities reinforced to learners and linked to the world of work. College in achieving its 24+ loans allocation and encourage which teachers very effectively integrate into lessons." - A bespoke approach to attendance has been effectively more adults to develop higher level skills especially in local Ofsted Further Education & Skills Inspection Report May 2017. applied to meet the needs of adult learners and reinforce priority areas. professional practice. "Adults attend well and are Satisfaction amongst adult learners demonstrates they feel punctual." - Ofsted Further Education & Skills Inspection the College actively promotes equality and diversity and that EFFECTIVE SUPPORT FOR LEARNERS Report May 2017. they are treated fairly. "Staff provide highly effective support for learners. Learners who require additional help in their learning, or to manage Learners participate actively in cross college events EFFECTIVE LEADERSHIP & MANAGEMENT personal and family issues so that they can participate, to support their personal development. These include "Adult learning programmes are particularly well receive excellent and highly personalised support so that Keeping Safe, Health and Well-being and Careers Fairs. This managed, meeting very well the skill development needs they can attend, remain on courses and achieve." - Ofsted promotes independence and raises confidence particularly of learners and local employers. Managers and staff are Further Education & Skills Inspection Report May 2017. with learners returning to learning. "Learners improve their very well qualified, extremely enthusiastic and have high confidence markedly through participating in their learning. expectations of learners." - Ofsted Further Education & Learners achieve at a rate comparable with their peers They keenly articulate the benefits of their learning." - Skills Inspection Report May 2017. regardless of their age, ethnicity or gender. Ofsted Further Education & Skills Inspection Report May 2017.
Key Client Leadership Groups are now well established and Training for support staff enables them to meet the complex Our Finance and Welfare Officer provides support with driving the College’s work to meet the targets set in our needs of learners including mental health, challenging benefits, housing and hardship to a numbers of adult learners. 70 71 5. APPRENTICESHIPS AND WORK-BASED LEARNERS 5.1 BALANCED SCORECARD
Apprenticeships and Summary work-based learners Accounts Exceeds expectations Administration & Customer Care Meets expectations Below expectations Meets expectations Above expectations Computing Meets expectations CAT Centre Below expectations Participation Early Years Meets expectations Diversity Hair & Beauty Meets expectations Achievement Health & Social Care Exceeds expectations Hospitality Below expectations Satisfaction IT (Work Based) Meets expectations Regional Management (Work Based) Meets expectations Skills impact Motor Vehicle Meets expectations Financial Sport Meets expectations contribution Warehousing & Facilities Meets expectations Management OVERALL
As well as this Strategic Impact Assessment, each curriculum area also conducts its own annual assessment of performance against The overall performance of this key client group is 'meets expectations'. This group is the same criteria. The table above gives a summary of the overall exceeding expectations in terms of recruitment, learner/employer satisfaction and the scorecard grades for each curriculum area within this key client impact that our technical offer has on the regional economy. Whilst overall achievement group. It is important to note that ‘meets expectations’ is already rates remain above national rates, they have fallen this year and timely achievement is below a high standard that we set for our curriculum teams. There is no expectations. This coupled with an underperformance financially this year have led to the relation to our scorecard methodology and Ofsted grades. An overall rating dropping to ‘meets expectations’. area may be performing well in terms of learner achievement for example, but not meeting our expectations in terms of recruitment and financial impact. This subject impact assessment allows us to focus on the areas we wish to develop further over the coming academic year.
72 5.2 SUMMARY OF OUTPUTS AND INPUTS
OUTPUTS
What key outputs did we achieve? Our Apprenticeship provision achieved high levels of employer and learner satisfaction, above national comparators. We significantly increased local participation in skills based learning: − We engaged 1,394 young people in Apprenticeships. − Despite a falling local demographic and the falling demand nationally from employers due to the Apprenticeship reform, we have maintained our Apprenticeship What better outputs could we achieve? enrolment numbers this year. − We have seen a continued increased participation of adults. − The number of higher apprentices has improved from the previous year but will continue to be an area of focus. − We engaged 2,797 adults in Apprenticeships. − Timely achievements rates have fallen sharply this year. While some of this has − In total we engaged 4,191 individuals in Apprenticeships been linked to challenges around End Point Assessment providers for new Apprenticeship standards, this needs to increase to meet employer expectations. We ensured apprentices successfully achieved their programme of study: − The reporting of learner progress to employers. − Overall achievement rates remained above national rates, although this has dropped in comparison with previous year. − There are no significant or sustained differences in the success rates of apprentices from diverse groups or those with a learning difficulty or disability with the exception of those identifying as black ethnicity for 19+ learners.
We made a significant impact on the local skills gap by upskilling young people and adults: − 2,130 (51%) of apprentices were on programmes directly supporting the Black Country Local Enterprise Partnership’s priority sectors. − 1,593 (38%) apprentices were following STEM programmes of study.
73 5.2 SUMMARY OF OUTPUTS AND INPUTS CONTINUED
INPUTS
− Outstanding facilities and resources provided across the Dudley Learning Quarter, What were the key strengths of our inputs? particularly Dudley Advance. − Effective links with employers ensuring the Apprenticeship offer is closely aligned to − The college’s performance management system which is used effectively to set local skills needs. “Management of the Apprenticeship provision is outstanding. challenging targets for staff. The courses available meet the needs of employers and apprentices − Leadership and management which in the vast majority of curriculum areas is particularly well.” – Ofsted, May 2017 highly effective. − Ambitious strategic plans to develop facilities and resources for new Apprenticeships including further additions to our CAT centre facilities this year and the opening of Advance II in the previous year. − The quality of teaching, learning and assessment, which was judged ‘outstanding’ by Ofsted (May 17). “Apprentices produce work that is of a very high standard. What inputs could we deliver better? They demonstrate a very high level of skill in their subject areas.” – Ofsted, May 2017. − Review of Apprenticeship offer to identify new delivery models or assess viability − Innovative approaches to partnering with industry in the design and delivery of where retention on off-site standards-based Apprenticeship programmes is technical Apprenticeship programmes. now a challenge. − Effective support to help apprentices develop their skills in English and mathematics. − Full adoption of newly introduced monitoring tools to drive improvement in timely achievement for apprentices. − The support and challenge provided by teachers and assessors to raise the ambitions of young apprentices. − Increasing access to online Apprenticeship tracking tools (including SmartAssessor) − Good partnerships with the Local Enterprise Partnership (LEP) on initiatives to to employers. increase Apprenticeships. − Working with employers to increase diversity of recruitment of Apprenticeships, − Highly effective arrangements to support and safeguard learners and to promote supported by development of work placements for full time learners. British values. − Effective systems and roles to provide support to learners where a need is identified. − Effective partnership with private training providers.
74 5.3 ENGAGEMENT AND PARTICIPATION RATES
Apprentice engagement and trend analysis
3000
2500
2000
1500
1000
500
0 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19
16 to 18 Adult
As part of the College’s continued focus on the development of Apprenticeship provision for young people, we are pleased to see the continuation of very high numbers of 16-18 apprentices achieved in 2016/17 has been maintained through to 2018/19. This is in spite of the decline in recruitment of this age group national and locally since the reform to Apprenticeships in May 17. This provision is supported by effective engagement with local employers and dedicated Apprenticeship placement services offered by the College’s Employment Hub and Business Development Team.
We are also pleased to see the number of adult Apprenticeships continue to increase as more employers use Apprenticeship training to upskill their workforce, again an impact on the reform. The number of adult apprentices grew to 2,797 in 2018/19. In total, some 4,191 individuals undertook Apprenticeship training in 2018/19. We are pleased to be the provider of choice for many employers looking to develop staff through Apprenticeship programmes.
75 5.3 ENGAGEMENT AND PARTICIPATION RATES CONTINUED
Apprentice provision
Newcastle upon Tyne
Isle of man The heat map shows the locations where our Apprenticeship learners reside. The huge majority of the College’s Apprenticeship provision is based locally, with most 16- Leeds Manchester 18 apprentices following a day release programme. Adult Apprenticeships are often based locally, but there are Liverpool She eld pockets of focused activity in other regions due to specific initiatives with key partner employers or sub-contractors. This includes delivery of bespoke Apprenticeship programmes on employer premises. Our high quality Apprenticeship programmes have helped employers to recruit new staff and Birmingham provide workforce development training to up-skill and re- skill their existing staff. Whilst we work predominantly with Cambridge employers across the West Midlands region, we also work with national employers to deliver tailored Apprenticeships across a number of specialist sectors, to include offering a balance of classroom and workplace learning to employers London Bristol Reading such as Veolia, Worcester Bosch, Tesco, OCS, Amazon and Modality Partnership and Midway Care Group. All of our national programmes are delivered through our flexible Southampton Apprenticeship team at Dudley College of Technology.
Plymouth
76 5.4 IMPACT ON DIVERSITY AND INCLUSION
AGED 16-18 APPRENTICESHIPS In 2018/19 the mix of male and female learners has changed in comparison to the previous year. The percentage of female learners is higher than last year Gender mix Ethnicity mix Learning difficulty or disability in the 19+ cohort, although there are similar numbers of 16-18 female apprentices. It is good to see this Mixed 3.0% increasing, particularly in some of our technical Yes 12.9% Other 0.7% Black 1.9% subjects such as modern construction methodologies. Female 31.1% However the College will continue to work with Asian 5.1% schools to drive up female engagement in these important careers, supported by the introduction of the Institute of Technology (opening in 2021).
Their ethnicity profile shows our Apprenticeship learners as a group are broadly representative of the communities that we serve. It is good to see an Male 68.9% increase in learners from non-white groups, however our apprentices are less diverse than learners on No 87.1% other college provision (such as full time learners). White 89.2% There are some small differences in achievement between ethnic groups, this is particularly seen in AGED 19+ APPRENTICESHIPS those groups identified as black adults. The college will work hard to ensure intervention is in place to narrow the gap of achievement for this group. Gender mix Ethnicity mix Learning difficulty or disability We were pleased to support 395 apprentices with Other 1.0% learning difficulties or disabilities in 2018/19, which Female 45.3% Mixed 1.4% Black 3.2% Yes 10.1% is an increase from the previous year. The college delivers support to these learners using a dedicated Asian 4.7% Apprenticeship support team and this has always led to strong achievement rates. We have continued to focus on ensuring this support programme meets individual needs and are exploring effective ways of delivering this to learners based away from the College campus for their training.
Male 54.7% White 89.7% No 89.9% 77 5.5 OUTCOMES FOR LEARNERS
Overall achievement rate - all Apprenticeships Intermediate Apprenticeships Achievement rates for Apprenticeship learners has fallen this year, although it remains overall above national rate. 100% 100% The methodology for achievement rate 90% calculations has changed over these years, 79.7% which makes comparison with national rates 80% 90% 76.1% and college performance difficult, but this 70% 67.1% clearly shows a dip in performance. Overall 80.7% 63.1% achievement rate now stands at 69.0%, 80% 77.2% 60% compared to national rate of 67.3%. This drop is mostly influenced by retention of 50% 2016/17 2017/18 2018/19 intermediate Apprenticeship programmes, 69.0% with higher than normal numbers of 70% 67.3% College achievement rate learners leaving their employment or failing Latest published national achievement rate to complete End Point Assessment. The 60% college has therefore invested significant Advanced Apprenticeships resource into improved monitoring tools to track Apprenticeship progress and keep employers better informed. Full adoption of 50% 100% these systems and driving achievement rates 2016/17 2017/18 2018/19 90% back up is the primary focus for 2019/20. 82.8% 80.6% 80% 75.3% College achievement rate 68.2% 70%
Latest published national achievement rate 60% 50% 2016/17 2017/18 2018/19
College achievement rate
Latest published national achievement rate
78 Timely achievement rate - all Apprenticeships Intermediate Apprenticeships Timely achievement rates in 2017/18 have also dropped significantly and are now reporting below national rate for the first 100% 100% time. The single biggest contributor to this 90% has been issues with timely completion of End Point Assessments through EPA 80% 90% 77.0% providers, but poor monitoring of learner 74.5% 70% progress in some off-site programmes was also a factor. Timely achievement remains a 60% 58.8% 80% 60% priority for the College as we continue to 76.5% 50% develop our monitoring and intervention 72.6% 2016/17 2017/18 2018/19 activity with employers to ensure their
70% College success rate apprentices are able to complete in the agreed time frames. Latest published national success rate 59.1% 60% Advanced Apprenticeships The college is continuing to grow the number of learners completing higher 52.4 Apprenticeships. There were 110 learners studying higher programmes in 2016/17 50% 90% and this has grown to 350 in 2018/19. 2016/17 2017/18 2018/19 80% 75.8% Boosting higher Apprenticeship numbers by supporting progression from advanced 70% 68.8% Apprenticeships remains a strategic priority College achievement rate 60% for the College and is of course linked to the Institute of Technology development. 59.1% Latest published national achievement rate 50% 47.5% 40% 2016/17 2017/18 2018/19
College achievement rate
Latest published national achievement rate
79 5.5 OUTCOMES FOR LEARNERS CONTINUED
Aged 16-18 - all levels Aged 19-23 - all levels Aged 24+ - all levels
100% 100% 100%
90% 90% 90% 83.9% 78.3% 79.1% 80.3% 80% 76.3% 80% 80% 77.5% 75.4% 74.7% 70% 69.5% 70% 69.7% 70% 64.9% 60% 60% 60% 58.2%
50% 50% 50% 2016/17 2017/18 2018/19 2016/17 2017/18 2018/19 2016/17 2017/18 2018/19
College achievement rate College achievement rate Latest published national achievement rate Latest published national achievement rate College achievement rate Latest published national achievement rate
AGE GROUP OVERALL ACHIEVEMENT Analysis by age groups shows performance that remains high and well above national rates, with the exception of adults that has dropped below national rates for the first time. It confirms that it is low level adult provision that is based off-site (as opposed to day release) where retention and achievement are most challenging. The College will be reviewing its curriculum offer to identify the viability of some of this provision now that it has moved to Standards from Frameworks. With a view that we focus our new curriculum development on programmes delivered on our sites.
80 5.6 STAKEHOLDER SATISFACTION
Year-end apprentice satisfaction (QDP services) 100
86 84 82 80 80 77 78 76 76 73 76 73 76 71 72 72
60 59
Rating 40
20
0 Teaching and At my The support I Tests and Well-being Learner Next steps Overall learning workplace recieve assessments voice satisfaction
We conduct surveys each year to understand The results show that our overall learner satisfaction remains similar to last year and in keeping learners’ satisfactionCollege with rating their programme of Benchmark with other grade 2 or above colleges. Whilst many of the topics surveyed show results that are study and the wider College. Their feedback above the national comparator, there are some areas we would like to improve further. Particularly informs subject performance reviews and quality our arrangements for learner voice in our Apprenticeship provision. improvement plans. The College employs an external agency, QDP, to conduct mid and end year surveys and to benchmark the results against other general further education colleges.
81 5.6 STAKEHOLDER SATISFACTION CONTINUED
FE choices - employer satisfaction The chart shows the results of the externally conducted FE choices employer 9.6 satisfaction survey for the last three years. Responses 9.2 to the survey remain very positive, with an overall satisfaction rating 8.8 of 8.55 for employers of Rating apprentices and a rating of 9.6 for whether they would 8.4 recommend the College. This remains one of the 8 leading results nationally and evidences the work 2018/19 8.53 8.32 8.86 8.6 8.53 9.08 8.56 8.44 8.5 8.55 9.6 undertaken by the College to build relationships with 2017/18 8.88 8.77 9.16 9.01 8.93 8.5 8.5 8.63 8.96 9.05 9.6 the employers we serve and ensures that we provide 8.7 8.7 9.1 9 8.8 0 0 8.7 8.9 9 9.3 2016/17 high quality provision.
FE Choices have introduced a new set of learner survey job role questions for this year. So historical comparison is not training needs possible. However high levels of satisfaction Training providerOverall overall quality of training throughout the process Ability to influence training Likelihood to recommend ratings can be seen training and/or assessment Communicating clearly with you Convenience of training location across all questions. Understanding your organisation’s flexible way to meet your needs practices in your industry/sectorSuitability of training in preparing for Offering training and/or assessment in a The professionalism of the staff delivering Delivering training that reflects up-to-date
82 5.6 STAKEHOLDER SATISFACTION CONTINUED
FE choices - learner Apprenticeship survey
9.6
9.2
8.8 Rating FE Choices have introduced a new set of learner survey 8.4 questions for this year. So historical comparison is not possible. However 8 high levels of satisfaction 2018/19 8.5 8.6 8.8 8.6 8.6 8.5 8.3 8.4 8.3 8.4 ratings can be seen across all questions.
way training staff treat you? provided by your employer? respond to views of learners? How satisfied or dissatisfiedlevel of knowledge are you and expertise? with the teaching or training provided? How satisfiedthe support or provideddissatisfied by aretraining you staff?with How satisfied or Howdissatisfied satisfied are or you dissatisfied with the are you with the How satisfiedtraining isor relevant dissatisfied to your are career you that or job?the How satisfied orHow dissatisfied satisfied areor dissatisfiedyou that the are you that the How satisfiedyour employer or dissatisfied supportsApprenticeship are you you in yourwithis meeting thetraining? way your expectations? How satisfied or dissatisfied are you with the training How satisfied or dissatisfied are you that training staff Apprenticeship is preparing you for what you want?
83 5.7 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY
STEM Apprenticeships - trend analysis
60% 52% 54% 50% 47% 48% 43% 40% 39% 40% 38%
30%
20%
10%
0% 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19
The local economy relies on a workforce with high level skills and skills in STEM subjects (science, technology, engineering and mathematics). The chart shows the percentage of frameworks and standards completed by Apprenticeship learners that were in STEM related subjects. 1,565 (38%) of our apprentices followed STEM programmes of study, and increase of 85 learners from last year. The College is committed to continuing to growing the STEM Apprenticeship provision, which is reflected in our estate and strategic developments planned for 2018/19 and beyond. Particularly the creation of Dudley Advance II, our new centre for Modern Construction Methodologies. This will be further enhanced with the introduction of the Institute of Technology.
84 5.7 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY CONTINUED
Proportion of Apprenticeships in Black Country LEP transformational sectors
Number of Apprenticeships
0 500 1,000 1,500 2,000 2,500 3,000 3,500 4,000 4,500
2018/19
2017/18
2016/17
2015/16
2014/15
BC LEP Transformational Sector Other
RCU Research & Consultancy Service conducted analysis of the College’s Individual Learner Record (ILR) data to review how well the College was meeting local priorities. This shows that a high proportion of our Apprenticeship learners are following programmes that are linked to Black Country Local Enterprise Partnership transformational sectors. It also shows that although some of our growth in Apprenticeships is linked to other provision (such as Leadership), the number of learners on college LEP priority programmes as a percentage has remained static – meaning growth in actual learner numbers over last three years.
85 5.7 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY CONTINUED
Apprentice Progression
100% 96% 88% Longitudinal analysis of destination of completing apprentice 80% 76% 68% In 2018/19, the College conducted a longitudinal survey of the impact on Apprenticeship training on individuals. A group of apprentices across a range of sectors were contacted about their 60% 60% 56% career development since completion of their Apprenticeship at Dudley College of Technology. A summary of the results shown to the left 40% This further shows the positive impact that Apprenticeship training provided by the College has 20% had on the individuals and their employers.
0%
in their company
Apprenticeship at Dudley College Apprenticeship with Dudley College. Salary has improved since undertaking their Apprenticeship has helped to progress career. Current employment relates to Apprenticeship. Currently doing further training whilst employed.
Plan to stay inStill current employed position with or the gain same a promotion/change employer who put of you role through your
86 5.8 REVIEW OF STRATEGIC INPUTS (SIPs)
OUTSTANDING TEACHING AND LEARNING Apprentices progress is tracked via a number of effective skills industry need. Our state-of-the-art facilities, Dudley The quality of teaching, learning and assessment is routinely electronic systems embedded within curriculum areas. The Advance and Dudley Advance II were developed and built good with some outstanding features. Ofsted commented that: use of ILT within the Apprenticeship provision has significantly through a collaborative approach with employers to ensure increased with all apprentices using an e-portfolio. Update that apprentices are developing the skills, knowledge and “Highly qualified, motivated and enthusiastic staff use training and best practice is shared routinely throughout the behaviours required for the future industry needs. their excellent subject knowledge and vocational skills, year, planned, designed and delivered by the Apprenticeship with extensive links to employers to provide lessons that Executive team. In addition, with staff conferences and team Local employers continue to benefit from the use of our relate closely to the needs and expectations of industry. meetings to ensure effective use of Blackboard, SMART hi-tech engineering equipment within our Innovation This motivates and inspires learners exceptional well. assessor and e-portfolios to enhance the learning experience. Enterprise Zone inclusive of laser cutters, Makerbot Learners enjoy their studies and develop a very good Replicator+ 3D printers and Injection Moulders. This range of skills that prepare them well for employment.” EFFECTIVE ARRANGEMENTS FOR MEETING relationship fosters collaboration between the College and EMPLOYERS’ NEEDS employers in supporting the growth of Apprenticeships. “Apprentices benefit significantly from carefully planned The college’s employer engagement continues to adopt a Leaders and managers strive to design innovative, learning programmes that reflect their individual needs, business to business and ‘routes to market’ approach. Our forward-looking Apprenticeship pathways to prepare learners learning abilities and starting points. On- and off-the- dedicated team of business development managers continue for future careers. The College continue to play a leading job training are very well coordinated. Highly effective to build sustainable relationships with local and regional role in the development of Apprenticeship pathways in digital workplace mentors help to ensure that apprentices employers. These relationships also help to ensure our construction techniques. make good progress by linking the theoretical aspects Apprenticeship offer meets that of the needs of employers. of the apprentices’ learning to the job roles that they Working in collaboration with local employers, the College undertake at work and their skills development. As a “The college makes an outstanding contribution to continues to introduce new initiatives to further promote result, apprentices make significant contributions in the development of digital, scientific, engineering and Apprenticeship opportunities. Initiatives such as the their workplaces that employers value highly. Almost all technological skills in the region by ensuring that the Engineering & Manufacturing Academy; designed to identify apprentices remain in employment at the end of their curriculum responds directly to emerging skills gaps. young, talented engineers bridging the skills gap fr employers course.” – Ofsted Further Education & Skills Inspection Extremely close collaboration with the College’s across the region. Report May 2017 key stakeholders, including the Black Country local enterprise partnership (LEP), employers and higher Development of new Apprenticeship programmes are Apprentices routinely study English and mathematics required education institutions, has created new opportunities established through collaboration, external networks and by their Apprenticeship standard/framework. for learners at the College to progress successfully into forums. For example, - Tunnelling Operative, Geospatial employment, further training or higher education.” Internal quality assurance of teaching, learning and Survey Technician, Scaffolder, Building Services Engineering 40% of the apprentices at the College now work in assessment is robust and covers all teachers, assessors and Service, Survey Technician, Lean Operative, Improvement STEM subjects, crucial to regional and national future learning support staff. Biennial health checks which include Technician, Improvement Practitioner, Furniture Manufacturer, prosperity.” – Ofsted Further Education & Skills Inspection formal ungraded observations through teaching triangles Advanced Carpentry and Joinery, Site Carpentry Report May 2017. are mapped against our professional teaching standards (Architectural), Plumbing and Gas have all been introduced recently following work with employers. through our dedicated team within Standards and Managers and staff continue to use their strong; links Performance department. with employers to ensure their apprentices learn the
87 5.8 REVIEW OF STRATEGIC INPUTS (SIPs) CONTINUED
Development of new Apprenticeship programmes are Training for all staff including governors and volunteers is Our dedicated Outstanding Practitioner and Smart Assessor established through collaboration, external networks and robust and effectively monitored through the single-central Champion provide high quality staff development training forums. For example, - Financial Services Customer Advisers, record in personnel. Biennial college conferences offer and support to ensure all professional standards are met. Network Engineering (Construction), Roofing, Health Care opportunities for safeguarding and Prevent refresher training This role ensures bespoke staff development and mentoring Support Worker, Operations Manager, Hair Professional and to ensure staff are up to date with current safeguarding and for assessors is provided weekly and targeted. Working Hospitality Team Member have all been introduced recently Prevent legislation and concerns. side-by-side, both the Outstanding Practitioner and Smart following work with employers. Assessor Champion ensure best practices are identified and EFFECTIVE LEADERSHIP & MANAGEMENT disseminated throughout the Apprenticeship provision EFFECTIVE SAFEGUARDING AND PROMOTION Senior management arrangements have seen the The college works effectively with a range of subcontractors OF BRITISH VALUES implementation of a newly developed Apprenticeship Executive team dedicated to the strategic leading and who are selected carefully for the subject-specific expertise Ofsted commented that “Managers and staff have ensured delivering of all Apprenticeship provision across the College. they provide. Subcontractors’ performance is monitored that the College is a highly inclusive environment where The executive team focuses on ensuring the strategic closely by leaders and managers. This work provides a differences are tolerated and effectively celebrated. ambitions for apprentices are met whilst also monitoring broad and appropriate curriculum which maps to local Learners demonstrate very high levels of mutual respect the in-year performance of this area and putting in place and regional needs. for each other and respect for staff. Apprentices’ intervention actions as and where required. behaviour is excellent.” EFFECTIVE SUPPORT FOR LEARNERS To further strengthen audit and compliance across the Ofsted commented that “Teachers and assessors provide Safeguarding arrangements are comprehensive in this area. Apprenticeship provision, the Apprenticeship Executive team highly effective support for apprentices. They set and Support for learners identified at risk is effective. Student have invested in a number of systems, processes and people. agree clear and challenging short-term targets for satisfaction around feeling safe in college is high. The Prevent College systems, such as ProEngage, Smart Assessor and apprentices during regular reviews of their progress. agenda is well embedded across college and into our ProSolution are used effectively to monitor the standards and This enables all apprentices to make very good progress safeguarding practices. Effective communication with external performance of the Apprenticeship provision and employer towards achieving their qualification and career goals. partners including the police and local authority enables us engagement. New processes to sign-ups, monitoring and quality Apprentices with additional needs, such as dyslexia, to assess local risk and respond appropriately to assurances has contributed to a significant improvement to the are supported very effectively and as a result make safeguard our learners. overall experience of apprentices on programme. significant progress.” Managers systematically audit Apprenticeships to ensure full Apprentices support from employers is coordinated well “Leaders and managers continue to give high priority to compliance with the awarding body and the funding body. through the personal development officer role. They ensure the safeguarding of apprentices, groups of apprentices A clear management structure exists to ensure policies and the demands of the employer and the training are balanced and those who follow programmes with subcontractors. procedures are adhered to and actioned when appropriate. consistently and apprentices develop a wide range of personal Learners feel safe and know how to raise any concerns and job ready skills leading to high rates of employment and they may have." – Ofsted Further Education & Skills further training. Inspection Report May 2017.
88 5.8 REVIEW OF STRATEGIC INPUTS (SIPs) CONTINUED
An enhanced approach to the learning support process has Catering apprentices have the opportunity to put classroom further strengthened both the identification and application theory in to practice across college in our Stir bistro, refectory, of support to all apprentices. A strategic targeted approach café, snack bar and juice bar. to ensure all apprentices receive the necessary and required support contributes to the overall experience and Our hairdressing, beauty therapy and hospitality apprentices have achievement of apprentices. access to the exceptionally resourced commercial provision across the Learning Quarter, allowing for industry experience Further investment in technological services such as SMART within an educational environment. This ‘on the job’ training Assessor has made a significant improvement to effectiveness provides an excellent foundation that enable learners to of monitoring and tracking Apprenticeship performance implement their knowledge and skills practically within enabling apprentices to have a 24-7 access to progress made. the workplace.
“Careers guidance is highly effective. College staff To enhance initial advice and guidance for apprentices the work very well with employers to recruit apprentices. Employment Hub and Learner Services have been relocated In the early stages of a programme, staff use very well to a ‘one-stop shop’ which is a dedicated support service initial information, advice and guidance and diagnostic for recruitment to Apprenticeships. This facility also provides assessments to ensure that apprentices are on the recruitment support for local and regional employers and Job right course. Teachers, assessors and employers provide Centre Plus. apprentices with highly personalised, ongoing careers advice and guidance. As a result, the vast majority of PERSONAL DEVELOPMENT BEHAVIOUR apprentices are very well aware of the options available & WELFARE when they complete their programmes and what they A new Apprenticeship model of expectations focusing on need to achieve to take their planned next steps.” ambitious, professional, positive and skilful attributes are OUTSTANDING FACILITIES AND RESOURCES promoted explicitly to all apprentices from the outset, therefore contributing in raising the expectations of what can be achieved. The College continues to build upon the investment made in its estate. Following the successes of our flagship engineering Apprentices’ attendance at learning and work is high in almost centres, Dudley Advance and Dudley Advance II, the all subjects. College managers and staff continue to set high construction trades have been relocated to a new purpose expectations from the start of apprentices’ programmes and built facility in Brierley Hill to meet the standards of the consistently reinforce these throughout their time at the College. Learning Quarter and to ensure that the apprentices within this provision are using state of the art and hi tech equipment. Advice and guidance provided to all apprentices enables them In addition, growth within the construction areas have led to to make well-informed choices about further progression further investment in buildings and facilities such as Waltham opportunities and/or career aspirations. Forest, Unit 4 in Brierley Hill and a new Motor Vehicle practical workshop. Report May 2017. 89 6. HIGHER SKILLS LEARNERS 6.1 BALANCED SCORECARD
Summary Higher skills learners Below expectations Meets expectations Above expectations Animal Science Meets expectations Business Meets expectations Participation Computing Below expectations Early Years Meets expectations Diversity Management (Work Meets expectations Based) Achievement Media Meets expectations Satisfaction Performance Studies Meets expectations Public Services Meets expectations Destinations Science Meets expectations Regional Sport Meets expectations skills impact Travel & Tourism Exceeds expectations Financial Visual Arts Meets expectations contribution
OVERALL
As well as this Strategic Impact Assessment, each curriculum area also conducts its own annual assessment of performance against the same criteria. The table above gives a summary of the overall scorecard grades for each curriculum area within this key client group. It is important to note that ‘meets expectations’ The overall performance of this key client group is 'above expectations'. Learner achievement, their is already a high standard that we set for our curriculum teams. There is no satisfaction and their destinations are all very strong. However, the College needs to continue to drive up its relation to our scorecard methodology and Ofsted grades. An area may be HE offer to increase participation and therefore financial impact. More could also be done to increase the performing well in terms of learner achievement for example, but not meeting diversity of our HE learners, particularly in some of the technical disciplines. our expectations in terms of recruitment and financial impact. This subject impact assessment allows us to focus on the areas we wish to develop further over the coming academic year.
90 6.2 SUMMARY OF OUTPUTS AND INPUTS
OUTPUTS
What key outputs did we achieve? What better outputs could we achieve?
We increased local participation in higher skills learning: Our higher skills learners reported high satisfaction levels above national comparators. − We engaged 370 adults in higher skills programmes. − The number of learners on higher certificate/national level programmes as we − We engaged a further 350 adults in higher Apprenticeships. continue to grow this provision. We successfully engaged learners from diverse communities: − The number of learners studying through a Higher Apprenticeship as we continue − 86 (17%) learners were from ethnic minority groups. Our learners are more to grow this provision. diverse than the local community where 11.5% of the population are from minority groups. We ensured higher skills learners successfully achieved their programme of study. - Achievement rates for HNC/D programmes have remained high for three years and stand at 87%. - Achievement rates for classroom level 4+ programmes has also remained high and now stands at 94%. We supported the progression of our learners to positive destinations: − 475 (97.7%) learners enjoyed a positive destination this is an increase when compared to 16/17 (+4%), of which 315 (64.8%) progressed into employment another increase compared with 16/17 (+4.8%), 220 of these directly into graduate level positions almost 80 more than in 16/17.. The majority of the remainder continued in higher education. This data is the result of the externally conducted Destinations of Leavers from Higher Education (DLHE) survey produced in June 2018. This is the most recent survey results currently available as the survey is being revised for future years. We made an impact on the local skills gap by upskilling adults: − 130 (35%) of higher skills learners were following STEM programmes of study.
91 6.2 SUMMARY OF OUTPUTS AND INPUTS CONTINUED
INPUTS
What were the key strengths of our inputs? What inputs could we deliver better?
− Effective links with employers ensuring our higher skills offer is closely aligned to − A clear strategic vision for the higher skill area, particularly in under-represented local skills needs. curriculum such as health & life sciences. − Strong teaching and learning linked to industry and university needs. − The promotion to women of graduate careers in engineering and advanced manufacturing. − The use of bespoke higher skills teaching triangles to develop the quality of teaching and learning for higher skills learners. − Research opportunities for staff and higher skills learners. − Effective engagement of learners in enhancement activities. − Effective partnership with local universities. − Outstanding facilities and resources provided across the Dudley Learning Quarter, including Dudley Advance II for modern construction methodologies. − Effective leadership and management of higher skills programmes.
92 Visual arts writing in light project 93 6.3 ENGAGEMENT AND PARTICIPATION RATES
Learner engagement trend analysis
350
300
250
200
150
100
50
0 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19
HNC/D Classroom level L4+ Apprenticeship
From the above it can be seen that the numbers on HNC/D and classroom based L4 programmes have The college considers higher skills learners as: remained static. In total in 2018/19 we had 370 learners 1. HNC/D learners – those studying dedicated HE programmes on undertaking higher level learning through classroom a full or part time basis. based and HNC/D programmes and 350 through Higher Apprenticeships. The number studying through Higher 2. Classroom based Level 4+ learners – adults studying FE provision Apprenticeships almost doubled in each of the last two that is level 4 or higher – including professional programmes such years. These learners continue to be a strategic priority for as Teacher Training. the College and we have plans to further expand our HE 3. Higher Apprenticeships – those studying at level 4 and above offer, particularly through the opening of the Institute of through an Apprenticeship programme. Whilst these numbers Technology (planned for 2021). are shown above, they do not feature in any of the subsequent analysis. This is shown in the Apprenticeships section of the ASIA.
94 Travel to learn map
Albrighton
Wolverhampton Walsall
Wednesbury Sutton Worfield Coldfield Wombourne
West Dudley Bromwich
Kingswinford Birmingham
Brierley Hill Stourbridge Quinton Kinver
Upper Arley
Wolverley
Kidderminster
The map shows the travel to learn pattern of our higher skills learners in 2018/19. The majority of learners are from Dudley borough, as you would expect, with increasing numbers of learners looking to remain in Dudley to study rather than travel elsewhere. However, it also shows that the College is attracting higher level learners from across the wider Black Country and beyond. We are pleased to see that, as we strengthen our higher level offer and build our reputation for quality delivery of learning and skills, we are able to recruit learners from greater distances.
95 6.4 IMPACT ON DIVERSITY AND INCLUSION
Gender Ethnicity Learning difficulty or disability
Black 5% Female 42% Mixed 3% Yes 9%
Asian 7% Not provided 1% Other 0%
White 83%
Male 58% No 91%
Whilst males remain the biggest cohort on higher skills programmes, the percentage of the We were pleased to support 42 higher level learners with learning difficulties or disabilities population who are female has increased from 31% in 16/17 to 38% in 17/18 and now 42% in 2018/19. We are happy to report that these learners achieved at a rate comparable to in 18/19. We are pleased to support more female learners to pursue higher technical skills, their peers. particularly in areas such as engineering and construction.
Their ethnicity profile shows our higher level learners as a group are more diverse than the local community. 17% of our learners are from minority groups who make up 11.9% of the local population.
96 6.5 OUTCOMES FOR LEARNERS
Higher achievement rate
98% 100% 94% 95% 91% 92% 92% 91% 94% 85% 89% 87% 87% 80% 75% 74%
60%
40%
20%
0% 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19
Classroom level 4+ HNC/D
Pass rates for higher level learners completing HNC/D programmes have increased and remain high at 87%. It is pleasing to see that we are maintaining high standards as we continue to grow this provision. Classroom level 4+ provision achievement also remains high, with it now standing at 94%. We are pleased to support the huge majority of our learners through to a successful outcome in their higher studies.
97 6.6 STAKEHOLDER SATISFACTION
Year-end learner satisfaction (QDP survey)
100
81 84 80 79 78 76 76 76 77 75 71 73 73 66 66 60
Rating 40
20
0 Teaching and Assessment Wellbeing Accommodation Learner Next steps Overall Learning and voice satisfaction equipment
College rating Benchmark
We conduct surveys each year to understand learners’ satisfaction The results show learner satisfaction on all measures remains strong, with their programme of study and the wider college. Their feedback although some measures have dropped slightly compared to the informs subject performance reviews and quality improvement plans. previous year. Most notably, overall satisfaction has dropped slightly below the national comparator for high performing colleges. While The College employs an external agency, QDP, to conduct mid and performance is still strong, we will conduct focus groups with higher end year surveys and to benchmark the results against 74 other level learners to identify any further improvements we can make in general further education colleges. 2019/20 that would improve satisfaction.
98 Ipsos MORI national learner survey
100 100 100 100 100 98 100 100 100 100
84 84 83 83 86 86 83 84 80 80 80 76 76 74 73 75 75 74 74
60 ee
% agr 40
20
0 Teaching on Learning Assessment and Academic Organisation and Learning Learning Learner voice Overall my course opportunities feedback support management resources community satisfaction
Dudley College of Te chnology 2018/19 England average 2018/19 FEC sector average 2018/19
The above chart shows the results of the externally conducted national student survey for higher education learners. Whilst this survey is only completed by a sample of our higher level learners, it clearly shows exceptionally high levels of satisfaction with their provision. Our aim is to ensure all learners experience this same high level of satisfaction.
99 6.7 LEARNER DESTINATIONS
Destination summary Detailed destination analysis
0% 20% 40% 60% 80% 100% 100%
80% 2016/17 55% 19% 9% 15% 2%
60%
40% 2015/16 51% 25% 15% 5% 5%
20%
2014/15 55% 20% 18% 3% 4% 0% Working Working Unemployed Due to start Studying Studying Other full-time part-time and looking for work in the full-time part-time work next month
Working Working and studying Unemployed 2014/15 2015/16 2016/17 Studying Other
The above charts show the results of the externally conducted Destinations of Leavers from Higher Education (DLHE) survey produced in June 2018. This is the most recent survey results currently available as the survey is being revised for future years. We are pleased to report a high percentage of our learners enjoy a positive destination following the completion of their higher level programme with the number of learners unemployed decreasing. In the detailed analysis we can see that there is an increase in learners going into full-time employment after completing a higher level programme at the College.
100 6.8 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY
STEM in the curriculum
45% 45% 45% 41% 40% 38% 35% 35% 35% 31% 30%
25%
20%
15%
10%
5%
0% 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19
The local economy relies on a workforce with high level skills and skills in STEM subjects (science, technology, engineering and mathematics).
The chart above shows the percentage of qualifications completed by higher level learners that were in STEM related subjects. We are pleased to see we have maintained a good percentage of learners in this important area. We are committed to further expanding our higher level STEM provision through the expansion of our science and healthcare provision and the introduction of the new Institute of Technology.
101 6.8 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY CONTINUED
DLHE survey preparation for employment DLHE survey progression to graduate level employment
0% 20% 40% 60% 80% 100% 100%
90%
2016/17 25.7% 61.4% 10% 2.9% 80% 52% 40% 55% 70%
60% 2015/16 51% 33.3% 11.8% 3.9% 50%
40%
2014/15 46.8% 45.2% 4.8% 3.2% 30% 48% 60% 45% 20%
How well did your overall experience in Higher Education prepare you for employment? 10%
Very well Well Not very well Not at all 0% 2014/15 2015/16 2016/17
Graduate level position Lower level positions
The second chart shows the mix of completing students who go directly into These charts are taken from the Destinations of Leavers from Higher Education (DLHE) report full time graduate positions as a result of completing a HNC/D programme produced in June 2018, which is the most recent set of outcomes for this survey. The first chart shows at the College. These reports show a slight drop in learners going into learners remain highly satisfied with how they are prepared for their next steps. An increasing number of graduate level positions. This data is quite out of date now, so further analysis learners feel well or very well prepared for their next steps (87,1% compared to 84.3% in previous year). is difficult. We are waiting for the newly revised survey to be launched shortly and will update our impact analysis at that time.
102 6.9 REVIEW OF STRATEGIC INPUTS (SIPs)
OUTSTANDING TEACHING AND LEARNING The college works with a number of universities, including A RELEVANT AND RESPONSIVE CURRICULUM The quality of teaching and learning across higher level Wolverhampton, Worcester, UCB, Aston, BCU and, as The number of higher level learners at the College has learning matches the College’s Ofsted judgement of previously outlined, Newman. For each HE subject area we grown again this year due to the introduction of a number ‘outstanding’. Learners are exposed to strong staff with have identified link university tutors in local HEIs who work of new curriculum developments. All of this new curriculum subject specific expertise who link programme content to alongside our teaching staff to advise on curriculum design has been designed in response to local demand and in many industrial/university requirements. Learners benefit from and delivery, ensuring our programmes are delivered to cases developed with employer partners to ensure it is fit for timely, detailed and individualised feedback which assists expected standards. For our Foundation Degree programmes purpose. Our new Creative Digital Media courses have proved them in making strong progress within their chosen area college staff have worked together with university staff to very popular and the changes to some of the existing courses of study. All learners benefit from staff who are trained to develop innovative curriculum and assessment strategies, and have allowed us to develop routes in Arts Practice to widen degree level with many achieving or working towards their work closely together to ensure a high quality of teaching, the curriculum offering. The new format HNC courses share Masters qualification. There are also a selection of staff who learning and student experience. The college’s NSS survey some modules across curriculum areas and therefore groups of are currently undertaking their PhD, which is partly funded results are positive when compared both nationally, and to students can be taught research methods in collaborative groups. by the College, including research based around the quality other local colleges, with regards to teaching and learning. The of teaching and learning in further education with which same is true of the College’s SPOC results which show that In addition to completely new curriculum we have also college staff across curriculum areas are involved. A Masters learners agree that they are exposed to high levels of revised the content of certain programmes, both to better programme continues to run in partnership with Newman teaching and learning. meet local needs and to ensure more seamless progression University and is fully funded by the College, to develop the for learners wishing to progress to degree programmes at According to student surveys and teaching triangle feedback qualifications and skills of a group of college staff, all of whom university. The flexibility of many of our programmes mean the teaching, learning and assessment have been identified teach on HE provision. Scholarly activity and continuing that specific units can be written to enhance the current as a real strength in certain curriculum areas, including academic as well as professional development will continue to curriculum or moved from one programme to another to travel and tourism, business, sport and visual arts. In addition be a priority for staff delivery HE teaching. create blended study routes. We are using this flexibility to having cross-college HE triangles there are dedicated to develop HN programmes in medical engineering and Internal quality assurance of teaching, learning and assessment training sessions aimed at sharing this best practice at college criminology, as well as enhancing some of our existing is effective and covers all staff within a HE remit. The conferences. Some HE teaching areas enjoyed less positive programmes to add units which meet local employer needs. development of teaching and learning is driven forward through student feedback with regards to teaching and learning HE specific collaborative communities of practice (teaching including Advance 1, Computing and Animal Management. In The development of the Institute of Technology will require triangles), where academic staff are observed by two of their some areas it is recognised that although the overall standard continued development within the curriculum, with bespoke colleagues and a member of the outstanding practitioner of teaching is high the content needs to be modified to better programmes being written to meet the needs of local and team. This results in the engagement in professional dialogue meet the needs of learners and the industry they will work in. national employers. With a blend of higher Apprenticeships regarding ways to develop and disseminate the sharing of good and higher skills programmes running together, the delivery Our OFSTED report said “Teachers are highly practice, and areas of development. These lessons are measured models and the focused curriculum content will be key to motivational, raising the aspirations and self-belief of against the College’s higher education professional standards ensuring study fits with the demands of employers as well learners, inspiring them to make the most of their to ensure that the current levels of classroom performance as the job market. Working with key employers will ensure time at college.” are being developed and improved to ensure the best possible that the programmes are tailored. Working with university environment for all learners. partners will allow a range of qualifications to be developed outside of the standard further education delivery capability and showcase both the region and the College.
103 6.9 REVIEW OF STRATEGIC INPUTS (SIPs) CONTINUED
We have clear progression routes to the University of management systems. This ensured that a holistic approach Students within Animal Management HND undertake Wolverhampton from a number of our HN programmes and to resourcing this particular client group was completed and teaching practice to support the needs of their industry in we continue to develop this suite of progression options, as developments prioritised to best meet their needs. Resource engaging in education by supporting lower level learners well as developing progression routes and agreed recognition management is now coordinated via an HE specific Key Client and teaching curriculum specific classes. Travel and tourism of prior learning arrangements with local providers. With a Group leadership team. learners work extensively with Birmingham Airport and new foundation degree in Exercise and Wellness management frequently gain employment after their course as a result of we have strengthened partnership and progression links with At the heart of the proposed Institute for Technology is the work they have completed. In sport, learners support Worcester University, with Dudley College of Technology provision for higher learners including a lecture theatre ad local schools and gain valuable experience in sport training staff actively developing the programme alongside university resource centre as well as extensive technical facilities. The and education by engaging in extensive work experience colleagues. further development of the University Park as part of the throughout their qualification. As part of the FD Exercise Stronger Towns Fund would see higher studies grow and and Wellness management students will be expected to New curriculum development remains a priority as we develop not only in breadth and size of provision, but in lead community sports and carry out research into the look to continue to grow our higher level provision, with resource availability, quality and student experience. effectiveness of their work. development work happening this year on a foundation EFFECTIVE ARRANGEMENTS FOR MEETING diploma in Early Childhood Studies in partnership with EFFECTIVE SAFEGUARDING AND PROMOTION EMPLOYERS’ NEEDS University College Birmingham and a redevelopment of OF BRITISH VALUES higher studies in Public Services and Travel and Tourism. Dudley Advance was created through working in collaboration Dudley College offers a safe and inclusive environment with with local businesses with the aim of providing industry skills to a good ethos of mutual respect. Safeguarding arrangements OUTSTANDING FACILITIES AND RESOURCES the meet the changing need of employers. This is also the priority within the College are robust. All staff including volunteers Higher level learners benefit from access to facilities across in developing the curriculum for the Institute of Technology. The and apprentices complete appropriate Safeguarding training. the entire Dudley Learning Quarter, into which the College majority of learners undertaking an engineering HE programme has invested over £45m over the past few years. Particular in are employed and studying either through sponsorship by their Safeguarding is embedded in to all higher level programmes estate developments that have been introduced to support employer or as part of a higher Apprenticeship. Teacher training of study and in addition, all learners enrolled on to a Dudley higher level learners include: provision follows the Education Training Foundation guidelines College of Technology course have access to the cross college for the development of our future teachers. All the learners safeguarding and cultural diversity events. • A study room dedicated to higher level learners offers a on the Teacher Training course are ‘in service’ and so currently professional learning environment. working for employers, as are the Teaching Assistants who learn Training for all staff including governors and volunteers is robust in a flexible evening class and from distance to allow their work and effectively monitored through the single-central record in • A review that updated subject specific equipment for and studies to be effectively combined. personnel. Biennial college conferences offer opportunities for higher level programmes – including an upgrade of the safeguarding and Prevent refresher training to ensure staff are digital media production suite in advance of the launch of Live briefs delivered by industry professionals have proven up to date with current safeguarding and Prevent legislation and this programme popular both with learners and lecturers. The professional concerns. Ofsted rated safeguarding as outstanding. • Continued investment in the engineering equipment in approach creates a culture of high expectations and this has been evident within external verifier reports from areas Effective communication with external partners including the Dudley Advance – including the opening of Dudley Advance Police and local authority enables us to assess local risk and II for advanced building technologies such as Fashion and Textiles. Students within Visual Arts have displayed and used their coursework within the community respond appropriately to safeguard our learners. • Improved IT facilities in the ADC. and developed their skills alongside supporting the local area. Higher learners during their induction into college life are The college revised its approach to resourcing higher level made clearly aware of the processes and procedures in place learning programmes by creating dedicated budget and for effective safeguarding and the College complaints process. 104 EFFECTIVE LEADERSHIP & MANAGEMENT relevant industry. Learners are encouraged to take ownership High quality careers advice and guidance from staff helps Leadership and management is effective across this provision of their own studies, whilst being supported by their course learners to make informed choices about their progression, through a dedicated higher level learning management tutor. Independent learning, and in particular research skills whether it be employment, self-employment, education or structure. Identified college managers, subject leads and are developed by the embedding of these skills in to their training. This includes dedicated UCAS and guidance officers support staff are dedicated to higher level learning and course as well as bridging modules designed to prepare for those progressing to level 6 qualifications. they ensure standards are maintained across the provision. learners for the standards required in higher education. PERSONAL DEVELOPMENT, BEHAVIOUR Alongside the College’s own Subject Impact Assessment Guest lecturers delivered by both internal and external & WELFARE processes this team also ensure all subject areas delivering professionals prepares learners fully for continued higher higher education also complete a robust self evaluation education and expectations of industry. Learning is delivered Through effective monitoring, higher skills learners are document (SED) in line with Quality Assurance Agency in a professional environment with these characteristics encouraged and have an opportunity to make a genuine, requirements. This ensures good practice and areas for and expectations delivered to learners during a robust and valued and recognised contribution to college life. Higher development are identified and translated into appropriate comprehensive induction process. skills learners continue to develop their professional attitudes and behaviours throughout their chosen programmes actions in subject quality improvement plans. A Board of All higher skills learners have access to the full range of through embedded professional practice of the relevant Studies meets regularly to track quality assurance processes college support mechanisms, including finance, counselling, industry. Learners are encouraged to take ownership of their and student progress so that any issues are flagged up additional learning support and career guidance. Attendance own studies, whilst being supported by their course tutor. quickly and can be resolved. The College has moved to a is monitored by course tutors and support and intervention Independent learning, and in particular, research skills are semesterised delivery model for HE so that any student is offered through one to one tutorials. Additional financial developed by the embedding of these skills in to their course issues can be identified early and grades clearly tracked. support is available to higher education learners through as well as bridging modules and a cross-college bridging learner finance and all learners are encouraged to seek The Key Client Group for HE is tasked with driving the course designed to prepare learners for the standards support through a rigorous and robust induction process. College’s work to meet the targets set in our ambitious three required in higher education. Guest lecturers delivered by Learner Services team offers learner support for maintenance year strategic plan. The group meet regularly to facilitate both internal and external professionals prepares learners and course cost loans, as well as being able to advice on any detailed analysis of each in year and all year each action plan fully for continued higher education and expectations of other monetary funds available to access. and enable a focus on performance of key client groups industry. Learning is delivered in a professional environment and developments. There is an Assistant Principal with a with these characteristics and expectations delivered to Learner engagement in the delivery methods and learners during a robust and comprehensive induction college wide role of strategically developing HE curriculum effectiveness of their chosen subject is received and and a Curriculum Leader tasked with ensuring quality process. The induction process now includes a cross-college actioned within learner voice and Board of Studies meetings. HE induction conference to develop a cohesive HE student and processes critical to maintaining Office for Students This ensures learner engagement within the continual body as well as ensuring that the range of student support is registration is carried out effectively. Ofsted said “Governors, enhancement of course delivery. In some areas where offered to all. the principal and college leaders have established an we work alongside universities, these are coordinated ambitious vision for the College and its role in the region; and delivered by University Link Tutors. Through the All higher skills learners have access to the full range of the curriculum anticipates regional and national need, Student Union, an impartial and independent body, learner college support mechanisms, including finance, counselling, leading to highly appropriate training pathways” representatives receive bespoke training to support them additional learning support and career guidance. Attendance in understanding higher level provision and how to make a is monitored by course tutors and support and intervention EFFECTIVE SUPPORT FOR LEARNERS meaningful contribution to college developments. A lead HE is offered through one to one tutorials. Additional financial Higher skills learners continue to develop their professional student representative is employed by the Student Union to support is available to higher education learners through attitudes and behaviours throughout their chosen support HE learner voice and attend board of studies and learner finance and all learners are encouraged to seek programmes through embedded professional practice of the developmental meetings. support through a rigorous and robust induction process. 105 7. DUDLEY COLLEGE OF TECHNOLOGY WORLDWIDE 7.1 BALANCED SCORECARD
Below expectations Meets expectations Above expectations
Delegates in learning In-country projects The overall performance of this key client group is 'meets expectations'. Dudley College Worldwide is exceeding Delegate expectations in terms of delegate achievement and their Achievement satisfaction, with some very highly valued international Delegate work. However, the priority going forward is to identify Satisfaction opportunities for future international work that makes a contribution to financial out-turn. Financial contribution
OVERALL
106 7.2 SUMMARY OF OUTPUTS AND INPUTS
OUTPUTS
What key outputs did we achieve? What better outputs could we achieve?
− £1,143,000 income from worldwide operations in 2018/19. − Increase the number of students studying in the UK and thereby reducing reliance on in-country work. − 12 in-country projects delivered outside of the UK, due to a strategic decision to reduce the number of projects in which we are involved. − The number of international learners participating in longer term learning at Dudley College of Technology. − 430 delegates participated in training programmes outside of the UK. − Levels of income secured from commercial activity with overseas employers. − Consistently high levels of delegate satisfaction with leadership and management programmes delivered in-country. − 250 international learners participated in programmes at Dudley College of Technology. − 70 international visitors participated in exploratory visits to Dudley College of Technology.
107 7.2 SUMMARY OF OUTPUTS AND INPUTS CONTINUED
INPUTS
What were the key strengths of our inputs? What inputs could we deliver better?
− Highly effective arrangements for the delivery of skills partnerships outside of − Provide more flexible delivery models that allow us to reduce overall expenditure. the UK, particularly in India. − Integrate Dudley Worldwide more closely in the wider work of the College, − Highly effective delivery of leadership and management training under the supporting the wider development of staff and students. UKIERI project. − Building large scale developments in Nigeria and China. − Expanding relationships with key organisations such as the British Council, the Department of International Trade and the Association of Colleges International Special Interest Group. − Continuing to serve as Joint Chair of the AOC International Group and Vice President of the InnMain European Network. − Effective ongoing partnerships with key European agencies and colleges particularly in Slovakia, Greece, Turkey, Sweden and Portugal. − The impact assessment of in-country projects on their completion.
108 7.3 INCOME
£2,500,000
£2,000,000
£1,500,000
£1,000,000
£500,000
£0 2014/15 2015/16 2016/17 2017/18 2018/19
Dudley College Worldwide achieved an income of £1,143,000 in 2018/19, which represents a fall on previous years due to our withdrawal from Saudi Arabia. Despite this, however, we reached the required income level through an increased level of full-cost project work and student recruitment. We anticipate maintaining this into 2019/20 while building a pipeline of future work that will see an increase in income in 2020/21.
109 110 7.4 IN-COUNTRY PROJECTS
20
18
16
14
12
10
8
6
4
2
0 2014/15 2015/16 2016/17 2017/18 2018/19
Due to a strategic decision to focus on fewer, more substantial projects, we have reduced the overall number of international projects to 12. However, these bring in a greater level of income, and are focused in key markets such as India, Africa, China and Europe. At this stage, this number of projects remains appropriate to our ongoing capacity levels. While in the past British Council projects have been delivered on a breakeven basis, we are now using our experience and reputation to deliver new full cost projects. It therefore remains our strategy to participate in a portfolio of in-country projects, albeit smaller than in previous years.
111 7.5 DELEGATES IN LEARNING
2,000 1,800
1,600
1,400
1,200
1,000
800
600
400
200
0 2014/15 2015/16 2016/17 2017/18 2018/19
In UK Outside UK
The number of students studying in the UK has grown from previous years, with 250 students attending various programmes at the College; this includes an increased number of long-term courses under the governments Tier 4 student visa route, which has increased our general learner income level. Statistically, the number of baseline delegates receiving training outside the UK remains at expected levels, as numbers in 2015/16 and 2016/17 were staggered by our involvement in college-wide conference days in Indonesia and India; in 2018/19, we taught 430 students and delegates overseas.
112 7.6 INTERNATIONAL VISITORS TO DUDLEY ON SCOPING MISSIONS
250
200
150
100
50
0 2014/15 2015/16 2016/17 2017/18 2018/19
The number of international visitors on scoping missions to Dudley showed a slight decrease in 2018/19, with 70 delegates visiting the College on a variety of scoping missions and capacity building programmes; this decrease was due to us not hosting any major international events at the College this year. Dudley College Worldwide continues to receive and support missions into the UK as a key strategy in securing future international provision, particularly the development of in-country projects. This ongoing support for delegates on scoping missions into Dudley is therefore a positive indicator of potential future in-country activity.
113 7.7 DELEGATE SATISFACTION AND ACHIEVEMENT RATE (UKIERI PROJECT)
100%
90% 86% 80%
70%
60%
50%
40%
30%
20% 12% 10% 2% 1% 0% 0% Strongly agree Agree Neutral Disagree Strongly disagree
By far the largest in-country programme operated by Dudley College Worldwide remains the UKIERI phase 3 leadership and management programme. 98% of delegates agreed or strongly agreed to the statement “I would recommend this training to others”; this remains consistent with previous years. It is therefore clear that Dudley College Worldwide continues to achieve very high satisfaction rates, and we expect exceptionally high achievement rates on our in-country leadership and management programmes as it continues to 2021.
114 115 8. FINANCIAL HEALTH INDICATORS
OVERVIEW OF THE COLLEGE’S August 2020, we anticipate that our operating performance FINANCIAL POSITION is set to start increasing again, culminating in a forecast EBITDA of over £5m, which would be almost 10% of The College has invested £60m+ over the last 8 years in its income, in 2020-21. estate to create sector leading education facilities within the Dudley and Brierley Hill Learning Quarters. Learners Since 2015-16 the College's level of borrowing as a % of and employers have been at the heart of this investment by income has been on a decreasing trajectory (which is a good identifying skills gaps to meet the local and regional need. occurrence), although in 2018-19 the measure increased This has resulted in growth in learner numbers and income, a little but still remained below the FE Commissioner’s which bucks the general trend of declining income levels seen benchmark of 40%. The increase was due to a re-structure elsewhere in the sector. Growth, along with on-going cost of the College's loan facilities with our bank in 2019, which control, has enabled the College to deliver a sector leading transferred some short-term debt into long term debt and operating performance over the last few years, despite the increased the level of cash held by the College. The increase challenging financial environment faced by the FE sector in cash also helped to increase the College’s current ratio in which has led to a general deterioration in the financial health 2018-19 (the current ratio is a measure used by the ESFA as of the sector. an indicator of a College’s short-term liquidity – the higher the current ratio the better), which historically has been low The College has not been immune to these challenges, following the £60m+ investment into our estate and facilities. however our strategy of seeking to maximise operating Overall in 2018-19 the College’s financial health as measured performance gives us a larger buffer than most in this by the ESFA increased compared to the previous year, but challenging financial climate. The result of this has seen a remained at the upper end of the Satisfactory band, which is modest reduction in our EBITDA over the last 3 years from the same band we have been in since 2011. around 10% of income, to what we consider is now the low-point in our operating performance cycle in 2018-19 of With the operating performance set to increase, a reduction £3.2m, which still remains a very healthy 7.3% of income. This in the level of borrowing and improving liquidity through has allowed the College to continue to generate strong and planned borrowing repayments, the College's financial health sustainable levels of cash from annual operating performances grade is forecast to increase to 'Good' in 2019-20 and move to meet ongoing financial obligations and allow us to continue towards the upper end of the 'Good' band in 2020-21. investing in our staff, estate and resources.
Following the transfer of Stourbridge operations from BMet at the start of the 2019-20 year and an increase in core 16-18-year-old funding for the first time in many years from
116 KEY FINANCIAL STRENGTHS AND AREAS Over the last 3 years, the longer term financial stability of FOR IMPROVEMENT the College, as measured by the College’s borrowing ratio (borrowing as a % of income), has remained below the FE For several years the College has had a strong and sustainable Commissioner’s benchmark of 40%. The College's level of operating performance which has generated significant levels borrowing is forecast to reduce over the next two years of cash from operating activities. This has been the result through the planned repayment of loans and leases. As of long term strategic decisions and investment to ensure borrowing is repaid and with income set to continue to the College has the facilities, staff and resources to deliver a rise, the College’s borrowing as a % of income is forecast broad range of provision in an efficient and effective manner to fall (which is a good occurrence) relatively quickly to to satisfy the needs of learners, employers and the local and approximately 30% by 2021, which is well within the 2023 regional economies in order to meet identified skills gaps and target of 35% set by Corporation. ultimately increase the economic benefit and prosperity for all stakeholders. The College’s overall underlying financial health remains strong, and is anticipated to continue to improve over the However, the scale of the Dudley and Brierley Hill Learning next couple of years due to the increasingly strong and Quarter developments exhausted the College’s substantial sustainable operating performance, with the cash generated cash reserves held at the outset of the project in 2011, as from these operating activities going towards repaying bank well as utilising the cash generated from the strong annual borrowing as scheduled, which in turn will help improve the operating performances and agreed levels of bank College’s liquidity position (and current ratio) and reduce its borrowing. As a result of this planned action the College’s level of borrowing. cash balances and short term liquidity measures, such as the current ratio of current assets compared to current liabilities, have been weaker than they would otherwise have been since commencing the investment in the Learning Quarter developments.
Notwithstanding the above, the College's cash balance and current ratio considerably improved in 2018-19 as a result of several planned factors, notably the re-structure of our bank loan facilities, strong cash generation from operating activities and having no large scale capital projects in year, which allowed us to reduce capital expenditure and hold on to more cash compared to recent years. The College's current ratio is set to continue to rise over the next two years due to the increasingly strong cash generation from operating activities and limited capital project spend outside of the Institute of Technology.
117 8.1 OPERATING PERFORMANCE EDUCATION SPECIFIC EBITDA AS A % OF INCOME
15% 100
13% 80
11% 60
9% 40
7% 20
5% 0
Projection
2015/16 2016/17 2017/18 2018/19 2019/20 2020/2021 Projection Projection EBITDA as a % of income 14.76% 10.09% 8.82% 7.28% 7.71% 9.71% ESFA financial health score 100 100 80 70 70 90
The education specific EBITDA as a % of income is a measure of the underlying operating strength of the college. The higher the percentage measure, the stronger the operational performance. A measure of 8% and above is recognised as outstanding under the ESFA grading system.
The £60m+ investment made by the college in our Dudley and Brierley Hill Learning Quarters has resulted in a growth in learner numbers and income. This has enabled the college to deliver a sector leading operating performance over the last few years, despite the challenging financial environment faced by the FE sector in that time. The college is not immune to the financial issues experienced by the sector however, and so although learner numbers and income increased in 2018-19 and are set to significantly increase in 2019-20 following the transfer of Stourbridge operations from BMet, government funding has not kept pace with the level of cost increases, which has seen our EBITDA reduce to 7.3% of income in 2018-19. Core 16-18 year old funding is set to increase for the first time in many years in 2020-21, which we anticipate will result in a marked upturn in our operating performance measure again, leading to an outstanding grade under the ESFA measures at nearly 10% of income.
118 8.2 ADJUSTED CURRENT RATIO 200% 100
180% 90
160% 80
140% 70
120% 60
100% 50
Projection 80% 40
60% 30
40% 20
20% 10
0% 0
2015/16 2016/17 2017/18 2018/19 2019/20 2020/2021 Projection Projection Current ratio 75% 48% 48% 109% 147% 167% ESFA financial health score 30 0 0 50 70 80
The current ratio is a measure of current assets compared to current liabilities and is used as an indicator of a college's short term liquidity. Whilst not a direct measure of cash, the higher the percentage measure, the better a college's liquidity, which means the more cash, or assets that can be easily converted into cash, a college has got compared to its short term liabilities. The maximum 100 points are awarded for a current ratio above 200%, which means that current assets have to be at least double current liabilities.
With the £60m+ development of the Dudley and Brierley Hill Learning Quarters, which commenced in 2011-12, the college's cash and liquidity position has been stretched since then and is weaker than it would otherwise have been, because cash generated from the college's operations has been invested in these capital projects.
The college re-structured its bank loan facilities in 2019, which transferred some short term debt into long term debt and increased the level of cash held by the college. This resulted in a strong improvement in our current ratio in 2018-19. The college's current ratio is set to continue increasing over the next two years due to the strong cash generation from operating activities and limited capital projects outside of the Institute of Technology. 119 8.3 BORROWING AS A % OF INCOME
45% 100
42% 80
39% 60
36% 40
33% 20
30% 0
Projection
2015/16 2016/17 2017/18 2018/19 2019/20 2020/2021 Projection Projection EBITDA as a % of income 41.11% 36.74% 36.71% 38.66% 35.69% 30.19% ESFA financial health score 40 50 50 50 50 60
Borrowing as a % of income (also known as gearing or leverage) is used to measure the proportion of assets invested in a college that are financed by borrowing. It also provides an indicator to the longer term financial stability of a college, because the higher the level of borrowing, the higher the risk to a college since more cash will have to be set aside to meet debt and interest repayments leaving less cash for everything else. The lower the percentage measure, the better a college's gearing and its prospects for long term stability. The maximum 100 points are awarded for £nil borrowing.
Over the reported period, the college's level of borrowing as a % of income is on a decreasing trajectory (which is a good occurrence), although in 2018-19 the measure increased a little but remained below 40% within the same ESFA financial health score grade boundary. The increase was due to a re structure of the college's bank loan facilities in 2019, which transferred some short term debt into long term debt and increased the level of cash held by the college.
The college's level of borrowing is forecast to reduce over the next two years through the planned repayment of loans and leases.
120 8.4 ESFA OVERALL FINANCIAL HEALTH ASSESSMENT GRADE
300 300
250 Outstanding 200 200 Good 150 Satisfactory
100 100 Inadequate
50
0 0 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21
Dudley College ESFA overall financial health score Projection
Through measuring the three ratio's above, the ESFA adds up the individual scores and provides an overall financial health assessment grade for a college, based on the banding structure illustrated in the chart.
Historically, the college has been graded 'Satisfactory'. Over the three previous years the college's overall financial health assessment score reduced due to the lower current ratio following capital investment into large strategic college capital projects, but following the restructure of its bank facilities in 2019 the college significantly increased its current ratio score and moved back up to the upper end of the 'Satisfactory' band again.
With the operating performance set to increase, a reduction in the level of borrowing and improving liquidity through planned borrowing repayments, the college's financial health grade is forecast to increase to 'Good' in 2019-20 and move towards the upper end of the 'Good' band in 2020-21.
121 122 8.5 OPERATING PERFORMANCE - EDUCATION SPECIFIC EBITDA
Education specific EBITDA £m
The sector measure used by the ESFA in its financial health £5.5 assessment for operating performance is the education specific EBITDA as a % of income. EBITDA stands for Earnings (Profit) Before Interest Tax Depreciation and £5.0 Amortisation. This is an appropriate measure of underlying operating performance as it includes items which are largely within the control of the college. £4.5 Growth in learner numbers and income arising from the strategic capital projects undertaken by the college over £4.0 recent years has enabled the college to deliver a sector leading operating performance over that time. However, £3.5 the college has not been immune to the under funding experienced by the college sector over recent years, which has severely impacted the financial health of the wider FE £3.0 sector. This has resulted in a reduction in our EBITDA over the last 3 years, to what we consider is now the low point in Projection our operating performance cycle in 2018-19 at £3.2m. This remains good at 7.3%. Following the transfer of Stourbridge operations from BMet at the start of the 2019-20 year and an increase in core 16-18 year old funding for the first time 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 in many years in 2020-21, we anticipate that our operating Projection Projection performance is set to start increasing again, culminating in a EBITDA £5.20 £3.82 £3.50 £3.18 £3.94 £5.25 forecast EBITDA of over £5m, which would be almost 10% of income, in 2020-21.
123 8.6 TOTAL INCOME
Total Income (£m) £55 Total college income has grown steadily year on year since 2011 12 and reached £43.6m in 2018-19. This growth has £50 been predicated on increasing learner numbers, and therefore income, following the strategic capital projects undertaken £45 over recent years. The growth has principally been in the core 16-18 year old ESFA income and apprenticeships, although £40 adult and other income has continued to rise every year too. This growth in income reverses the general trend being £35 experienced elsewhere in the sector. £30 The college anticipates that income will continue to grow £25 over the next two years to approximately £51m in 2019 20 (over £7m growth on 2018-19) and £54m in 2020-21. £20 This will arise principally from the transfer of Stourbridge operations from BMet at the start of the 2019-20 year, £15 increases in core 16-18 year old funding in 2020-21, opportunities arising from the devolution of the adult budget £10 to the West Midlands Combined Authority and the build up of activity at our construction centre in Waltham Forest, £5 which started in February 2019. £0 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21
2015/16 2016/17 2017/18 2018/19 2019/20 2020/2021 Projection Projection
Other income £4.63 £5.40 £7.30 £7.84 £8.71 £9.43 Adult income £4.30 £4.85 £5.45 £5.99 £7.74 £7.98 Apprenticeship income £8.67 £9.32 £8.49 £9.45 £11.75 £12.47 16-19 year old income £17.63 £18.26 £18.45 £20.33 £22.88 £24.19
124 8.7 STAFF COST AS A % OF INCOME
67% Annual inflationary pay pressures, additional employer National Insurance Contributions, pension cost rises and the 66% recruitment of staff ahead of income generating activities following the opening of Advance II and from having to invest 65% in the staffing infrastructure following the change in the apprenticeship funding and rules with the introduction of 64% the levy, have increased the college's staff costs year on year. Austerity and the funding constraints that has brought to the 63% FE sector, has meant that funding has not kept pace with the rate of increase of costs, particularly pay costs. This resulted in the college's staff costs as a % of income rising for 3 years 62% in a row to 66% in 2017-18.
61% The upward trend was halted in 2018-19 and is set to start to decrease over the next 2 years to 64%, below the FE Projection Commissioner's benchmark of 65%. This is primarily due to more efficient programme delivery arising from the increase in learners, leading to higher class sizes, increasing staff utilisation and an increase in core 16-18 year old funding from 2020 21. We anticipate that the college's existing and forecast staff costs as a % of income are below the sector average.
2015/16 2016/17 2017/18 2018/19 2019/20 2020/2021 Projection Projection
Dudley College 62.0% 64.6% 66.0% 65.8% 64.7% 64.2% FE Commissioner benchmark 65.0% 65.0% 65.0% 65.0% 65.0% 65.0%
125 8.8 CASH DAYS AT YEAR ENDING 31 JULY
30 Cash days is the number of days that an organisation can continue to pay its operating expenses given its level of 25 available cash. The FE Commissioner's benchmark is for colleges to have sufficient cash to cover 25 cash days. 20 The £60m+ development in to the Dudley and Brierley 15 Hill Learning Quarters, which commenced in 2011-12, has stretched the college's cash reserves and resulted in 10 the college's cash position being much lower than it otherwise would have been each year. This has meant 5 that historically the college's cash day measure has been relatively weak and some way below the FE Commissioner's benchmark of 25 days. 0 Through strong cash generation from operating activities -5 and by re-structuring our bank loan facilities in 2019, which transferred some short term debt into long term debt and -10 increased the level of cash held by the college, the college's cash days improved to 20 in 2018-19. We expect cash days to -15 continue to rise over the next two years due to the strong operating cash flow generation and from the limited capital Projection project spend outside of the Institute of Technology, with cash days set to increase to 28, above the sector benchmark of 25 days, by 2020-21.
2015/16 2016/17 2017/18 2018/19 2019/20 2020/2021 Projection Projection
Cash days - Dudley College 14 10 -10 20 22 28 FE Commissioner benchmark 25 25 25 25 25 25
126 127 Further information on the College’s performance can be found on the Dudley dashboard on the College’s website: dudleycol.ac.uk/Dashboard.