Locally Responsive, Regionally Valued, Globally Competitive: a Strategic Plan for Dudley College of Technology 2016 - 19 2 Introduction

LOCALLY RESPONSIVE, REGIONALLY VALUED, GLOBALLY COMPETITIVE: A STRATEGIC PLAN FOR DUDLEY COLLEGE OF TECHNOLOGY 2016 - 19 2 INTRODUCTION

CONTEXT VISION

WHAT WE WILL DO OUR PLANNED STRATEGIC OUTPUTS

For more information log on to www.dudleycol.ac.uk CONTENTS

FOREWORD 4 HIGHER SKILLS LEARNERS 53 150 YEARS+ OF PROFESSIONAL AND Context 54 3 TECHNICAL EDUCATION IN DUDLEY 8 Vision 55 CONTENTS RESPONDING TO THE SKILLS NEEDS What we will do 56 OF THE REGION 10 Our planned strategic outputs 58

OUR MISSION AND VISION 15 DUDLEY COLLEGE WORLDWIDE 59 DIVERSE STRATEGIES FOR OUR KEY Context 60 CLIENT GROUPS 17 Vision 62 APPRENTICES 17 In-country operations 63 Context 18 UK based learners 65 Vision 19 Our planned strategic outputs 66 What we will do 21 CROSS COLLEGE ENABLING AND Our planned strategic outputs 26 SUPPORT SERVICES 67 Our support services 68 FULL TIME LEARNERS AGED 16-18 YEARS 27 Our facilities and resources 69 Context 28 Developing our people 72 Vision 30 Safeguarding and promoting British values 74 What we will do 31 Meeting our corporate and social responsibilities 75 Our planned strategic outputs 35 FINANCIAL STRENGTH 77 FULL TIME A LEVEL LEARNERS AGED16-18 YEARS 37 Context 78 Context 38 Maintaining our ﬁnancial strength 79 Vision 39 Maximising income 79 What we will do 40 Maximising liquidity 79 Our planned strategic outputs 43 Strong ﬁnancial control 80

FULL TIME AND PART TIME ADULT STRATEGIC RISKS 82 EDUCATION LEARNERS 45 Identifying and overcoming the key challenges to Context 46 the delivery of this plan 82 Vision 47 TO FIND OUT MORE 84 What we will do 48 Our planned strategic outputs 51

For more information log on to www.dudleycol.ac.uk FOREWORD

The college’s Strategic Plan 2013-16 set an ambitious vision for 4

FOREWORD our development over the period. We are pleased to report in setting out our new plans for 2016-19 that the college has made very good progress in delivering its core mission and in realising the ambitious vision set out in 2013.

The college’s reputation locally, Council, the Government of India and regionally and nationally has grown for the Kingdom of Saudi Arabia. markedly in the period since 2013. Young people, their parents and Teaching across the college is routinely employers demonstrate a significant good and sometimes outstanding, level of trust in the college, evidenced although we recognise the opportunity by the substantial growth in full time to further improve the proportion of enrolments and the dramatic increase outstanding teaching. Success rates in the number of apprentices. Dudley have remained exceptionally high and Sixth now supports some 500 A level are above national rates at all ages learners and is becoming the first and all levels, no more so than in choice for A levels for many local Apprenticeships where the college’s young people. Prior to 2013 it was rates are in the national top three of almost inconceivable that Dudley college providers. Accordingly learners College of Technology could be at all ages and levels report very considered as a centre for high levels of satisfaction, well above academic excellence. national rates. Whilst Ofsted have not formally inspected the college in the Key local partners such as the Local period 2013-16, two informal visits, a Enterprise Partnership and Dudley good practice review of the college’s Metropolitan Borough Council ESOL provision and a pilot short recognise the college’s pivotal role in inspection, give confidence that any developing skills and raising aspirations future inspection will lead to a very in the Black Country. Councillors, positive outcome. MPs and local people speak warmly of the college and coverage in the local Employers have been at the heart of media is almost uniformly positive. the college’s work plan over the last Internationally, award winning Dudley three years. Their heightened strategic College Worldwide has delivered engagement at Corporation level has innovative programmes in India and supported the successful realisation across the Middle East and is now of multi-million pound employer a provider of choice for the British facing projects, such as the college’s

For more information log on to www.dudleycol.ac.uk Skills Hub and the development of readiness of young people and adults bank borrowings have increased Dudley Advance, a centre for advanced have been highly effective. Over 95% and cash balances have reduced due manufacturing and engineering. of our young people and 86% of our to our investment in the Dudley Apprenticeship numbers are at an all- adults progress from the college to Learning Quarter, but the college has time high and the college is one of the a positive future, either employment generated significant and growing largest providers of Apprenticeships or higher education and training, levels of cash from increasingly strong in the Black Country. Employer improving their personal prosperity annual operating performances, engagement in the curriculum has also and in turn contributing positively which more than cover our ongoing 5 increased significantly with innovative to their own communities. In doing financial obligations. Our financial mentoring and internship schemes so the college has remained an plans forecast the college will enjoy FOREWORD supporting routine participation in inclusive and welcoming environment, sector leading financial health work experience by all of the college’s celebrating the cultural differences of over the coming years. As a major young learners. our diverse learners. employer in the Black Country we have 750 staff who contribute to The Local Enterprise Partnership’s The development of the Dudley the wider economic and cultural ongoing confidence in the college is Learning Quarter is a physical life of the region. Through regular demonstrated through the award of a manifestation of our vision realised. public performances, exhibitions and flagship Growing Places project for the Dudley Advance, Dudley Enhance, Dudley voluntary service, staff and learners £12m development of Dudley Advance Aspire Living and Dudley Aspire Works participate in the wider enrichment of II, which will help revolutionise skills in are inspirational new facilities added Black Country life. the construction industry and further since 2013, with little recourse to regenerate Dudley town. public funding. With Dudley Advance Whilst we are justifiably proud of the II and the Priory Road 3G Football progress made in the period The college is passionately aware of its Complex due to start work in 2016, 2013-16 we recognise there is much responsibility to the local community the Dudley Learning Quarter to be done. of Dudley and beyond. The college will be amongst the best learning best meets the needs of local young environments in the region. The political landscape around the people and adults by improving their college is changing. The proposed new economic futures. Over the last three Financially, the college has navigated West Midlands Combined Authority, years careful curriculum development its way through the years 2013-16 working alongside the Black Country and initiatives to improve the work with a good degree of stability. Our Local Enterprise Partnership, will have a greater and increasing say in how providers develop and deliver their services to meet local and regional needs. We need to ensure our curriculum continues to align well to these needs.

There is more to be done to engage greater number of learners in STEM (Science, Technology, Engineering and Mathematics) related programmes Employers have been at the of study, either in college or through Apprenticeships. This is particularly heart of the college’s work plan true of young women. A major over the last three years. reform of Apprenticeships will take place during the life of this plan. This represents a massive opportunity for the college, provided our business to business services are absolutely right.

For more information log on to www.dudleycol.ac.uk The number of people in the borough opportunities are emerging for our leaving school with a GCSE Maths / young people and communities. As English A* - C (or 9 to 5 in the new the prime mover in unlocking talent, GCSE grade system) remains lower Dudley College of Technology is than we would like. The college has preparing individuals to take advantage a huge role to play in addressing this of those opportunities by proving an challenge. Equally too few young aspirational environment in which people and adults progress to higher each individual can reach their full 6 level studies. By expanding our college potential. This plan sets out our

FOREWORD based higher education curriculum, ambitious strategy for the period particularly higher level skills 2016-19 and the role we will play programmes for apprentices, we can at the heart of the Black meet this challenge. Country and the wider region’s continued regeneration. Whilst the results of the November April 2016 2015 comprehensive spending review were more favourable for the further education sector than may have been anticipated, no college can be complacent about its future ﬁnancial health.

We are also very aware that an area review of the Black Country is due to start in the first year of this plan. The college is not currently planning or proposing, structural change as no Lowell Williams Peter Davies compelling case for such has been Principal Chair of Corporation made. We are confident in our current and future provision and in our ongoing financial health. We will, however, work collaboratively with colleges and other providers throughout the review and beyond and will consider, with an open mind, any proposals arising from the review which are evidently in the best interest of learners.

As the Black Country economy continues to grow and come Our ﬁnancial plans forecast out of recession a wealth of new the college will enjoy sector leading ﬁnancial health over the coming years.

For more information log on to www.dudleycol.ac.uk 7 FOREWORD

Skills Minister, Nick Boles MP, ofﬁcially launched Dudley Advance II and met with apprentices.

For more information log on to www.dudleycol.ac.uk 150 YEARS+ OF PROFESSIONAL AND TECHNICAL EDUCATION IN DUDLEY 8 150 YEARS+ OF PROFESSIONAL AND EDUCATIONTECHNICAL IN DUDLEY

1927 1936 Five acre site at The Broadway Ofﬁcial opening of The Broadway site. offered by Dudley Town Council.

1862 Dudley College of Technology traces its origins to the building of the Dudley Public Hall and Mechanics 1939 Institute in 1862. Outbreak of World War Two – decision to postpone completion of further building work. 1896 Additional accommodation in Stafford Street was acquired and became the 1931 Dudley Technical School (renamed the Building works begin following Dudley Technical College in 1928). acceptance of a tender of £74,177.

1935 First students admitted in September.

1955 Completion of building work to 1918 include Electrical Engineering, Agreement reached between Dudley Metallurgy, Meteorology. and Staffordshire Education Committees to erect a college to provide Technical Education facilities.

For more information log on to www.dudleycol.ac.uk 1966 2001 2014 Termination of joint administration Merger with Rowley Regis College. Completion of Dudley Advance - Centre with Staffordshire Council – college for Advanced Manufacturing and became sole responsibility of Dudley Engineering ofﬁcially opened by Council and renamed Dudley 2002 Professor Brian Cox on 24th April Technical College. 2015 and Dudley Enhance, (extension Acquisition of Castle View campus to Dudley Sixth incorporating the STIR from University of Wolverhampton. Bistro).) 1968 Completion of The Broadway F block 2011 9 to accommodate Motor Vehicle, Electrical and Hydraulic laboratories. Opening of Energy Training Hub 150 YEARS+ OF PROFESSIONAL AND EDUCATIONTECHNICAL IN DUDLEY in Tipton.

1973 2012 Glass Centre opened at Brierley Hill by HRH Duchess of Kent. Completion of Dudley Evolve and Dudley Sixth to form phase 1 and 2 of the Dudley Learning Quarter, ofﬁcially opened by the Rt Hon Dr 1982 Vince Cable MP, Secretary of State forr Construction of Wolverhampton Business, Innovation and Skills on Street site. 21st November 2012. Closure and disposal of Castle View site and relocation of Glass Centre to 1990 Dudley Evolve. Mons Hill campus opened.

1993 Ofﬁcial opening of G & H block at The Broadway by HRH Duke of Kent.

2013 Completion of Aspire Living – Centre for Independent Living. 2016 Work begins on Dudley Advance II – Centre for Advanced Building Technologies and the 2014 Priory Road 3G Football Complex. Completion of Aspire Works – Centre for Independent Work Skills ofﬁcially opened by Ian Austin, Member of 1998 Parliament for Dudley North 13th Opening of Centre for Learning at March 2015. Rover, Longbridge.

For more information log on to www.dudleycol.ac.uk RESPONDING TO THE SKILLS NEEDS OF THE REGION

10 In developing this strategic plan, second and third most deprived RESPONDING TO THE SKILLS NEEDS OF THE REGION careful attention has been paid to Local Enterprise Partnerships in the the needs of our local economy and country6. Data shows that Sandwell communities. Through a process of ranks as the third most deprived Local labour market research drawing upon Authority in terms of education7, data and strategies from a range of with Walsall 9th, Wolverhampton sources, such as Local Enterprise 13th and Birmingham 28th; Dudley Partnerships, the Office for National ranks comparatively well, coming Statistics and the UK Commission in at 40th. This is reflected in Local for Employment and Skills, we have Authority GCSE performance – 53% aligned our services to key client of Dudley’s learners achieve 5 or groups with the prevailing economic more GCSE's (including Mathematics and social needs of our region. and English), compared to 51.6% in Wolverhampton, 50.8% in Walsall and The West Midlands is the fifth most 46.9% in Sandwell8. populous region in the UK1, with Dudley being its fourth largest Vocationally, while the West Midlands Metropolitan Borough2. The region population compares well with the is characterised by a largely flat age UK in terms of their qualifications profile (19.5% of the population are from levels 1 to 3, the region is 6.4% aged under 16, 17.4% are over 653), below the national average for those while 20.8% of the population come qualified to level 4 and above, and has from a non-white British background, a higher number of people with no with 8% coming from an Asian/Asian qualifications at all (13.2% vs 9.0%). British background4. 19% of people have health problems or disabilities The region has 191,580 registered that limit their day to businesses, with the overwhelming day activities5. majority (97.9%) being micro- enterprises or small businesses. The region is also home to some of the most deprived areas in the The total workforce of the West country; the 2015 Indices of Multiple Midlands is 2,785,000 with individuals The total workforce of the deployed in the following sectors: Deprivation show that the Black West Midlands is Country and Birmingham Local manufacturing, wholesale and retail, health and social care, education, Enterprise Partnerships are the 2,785,000

1 All data, unless otherwise stated, is taken from the Ofﬁce of National Statistics ofﬁcial labour market statistics - https://www.nomisweb.co.uk/reports/lmp/gor/2013265925/report.aspx 2 www.nomisweb.co.uk/reports/lmp/la/1946157188/subreports/pop_compared/report.aspx?allInGB=&pivot=total&&sort=1&ascending= 3 www.ons.gov.uk/ons/publications/re-reference-tables.html?edition=tcm%3A77-337661 4 www.ons.gov.uk/ons/dcp29904_291550.pdf 5 www.ons.gov.uk/ons/rel/mro/news-release/census-2-1----west-midlands/census-gives-insights-into-characteristics-of-the-west-midlands--population.html 6 www.gov.uk/government/statistics/english-indices-of-deprivation-2015, File 12 7 www.gov.uk/government/statistics/english-indices-of-deprivation-2015, File 11 8 www.expressandstar.com/wpmvc/wp/wp-content/uploads/2016/01/league-tables2016.pdf

For more information log on to www.dudleycol.ac.uk 11 RESPONDING TO THE SKILLS NEEDS OF THE REGION

For more information log on to www.dudleycol.ac.uk business administration, professional, in an attempt to respond more therefore focused on modernising scientific and technical activities, effectively to the challenges posed by and diversifying the business base and accommodation and food services and regional demographics. The foundation upskilling the workforce, all of which transportation and storage. of Local Enterprise Partnerships will contribute to closing the Black has allowed funding to be deployed Country’s £6.2 billion productivity gap. 24.1% of those aged between 16 in a more localised manner, with and 64, are considered economically resources being diverted to sectors Alongside this, the seven metropolitan inactive, although only 19.9% of these that are considered to be sub-regional councils of the West Midlands have 12 say they want a job, and gross weekly priorities; in the Black Country begun to work together across pay is below the national average. geography and sectors as the West RESPONDING TO THE SKILLS NEEDS OF THE REGION these are the five transformational sectors of Manufacturing (including Midlands Combined Authority, with a The West Midlands has the third stated aim of “driving jobs, prosperity highest number of JSA claimants in Advanced Manufacturing), Building Technologies, Business Services, and economic growth” alongside the the UK (79,917); on a local authority various Local Enterprise Partnerships. level, the five highest areas in terms of Transport Technologies and 10 Jobseekers are Birmingham (25,380), Environmental Technologies ; in In November 2015, the West Midlands Sandwell (6,430), Wolverhampton Birmingham, the key sectors are Combined Authority was part of (6,160), Dudley (4,410) and Advanced Manufacturing, Life & a an agreement with government Coventry (4,300). Health Sciences, Digital & Creative, which will see it make an annual Business, Professional & Financial contribution worth £40 million for 30 While these numbers are still Services, Environmental Technologies, years to support an overall investment substantial, they have fallen Tourism & Hospitality, Food & Drink, package worth £8 billion, alongside the dramatically since the publication Healthcare, Construction, information creation of up to half a million jobs. of the previous Strategic Plan. The communication technology Skills, both lower and higher level are 11 West Midlands 16-18 NEET figure and Logistics. a key priority of the West Midlands in November 2015 was 4.4%; this The Black Country Local Enterprise Combined Authority. The authority compares to a national average of received devolved funding and 4.2% and Dudley’s own figure of 3.9%9. Partnership aims to create conditions for enterprise to flourish, building on responsibility for administering the This context has led to a number of the foundation of £16.2 billion Gross 19+ adult skills budget and business 12 political changes over recent years, Value Added per annum. Activities are support programmes .

9 www.connexionsdudley.org/wp-content/uploads/2014/03/NEET-Dudley-November-2015.pdf 10 www.blackcountrylep.co.uk/people-skills/apprenticeships 11 www.centreofenterprise.com/wp-content/uploads/2013/05/Strategy-for-Growth-copy.pdf , p. 23

For more information log on to www.dudleycol.ac.uk Alongside this, the three local schools and employers through adult learners in the region. We Local Enterprise Partnerships work experience, work readiness also lead on a number of important (Greater Birmingham and Solihull, and careers advice), ‘Accelerate’ employer partnerships aimed at Black Country and Coventry and (developing skills for the supply chain developing provision that meets local Warwickshire) are working alongside through sector skills investment needs, including the development of the West Midlands Combined zones and initiatives such as the Dudley Advance II, the Elite Centre Authority on the creation of a ‘Super ‘Midland Engine’ programme) and for Manufacturing Skills, the Very Strategic Economic Plan (SEP)’, ‘Re-tune’ (agencies co-designing Light Railway Innovation Centre and 13 which identiﬁes the combined Local future employment support to help new apprenticeship standards design

Enterprise Partnership areas as the the hardest to reach claimants into (particularly in building technologies). RESPONDING TO THE SKILLS NEEDS OF THE REGION region’s functional economic area. work and upskilling the unemployed). This SEP, among other priorities, will Stakeholders are expected to establish The vision and strategic actions work towards coordinating inward a Joint Employment Working Group relating to each of our key client investment into the region, acting as and a Joint Skills Working Group to group, outlined throughout this plan, an accountable body for a range of agree joint plans on employment have been carefully developed to devolved funding, and making strategic and skills. meet the challenges and opportunities decisions with regard to the skills facing our region. Our ambition as a agenda across the West Midlands. The college continues to be an active college is to support local residents Local colleges will therefore need to player in all of these developments. and businesses in moving forward align their activities to the work of the On behalf of Black Country Colleges, and allowing the West Midlands to West Midlands Combined Authority, our Principal is a board member of successfully meet the challenges of as it will be increasingly inﬂuential in the Black Country Local Enterprise the future. the deployment and distribution of Partnerships, which allows us to skills-related funding. ensure our future curriculum and development plans are aligned to the The draft Super SEP identiﬁes ‘Supply needs of employers in the region. Chain Skills and Employment for We work closely with Dudley All’ as a strategic priority, with key Metropolitan Borough Council and the themes of ‘Ignite’ (promoting greater West Midlands Combined Authority engagement between colleges, to plan and deliver training to supportpport

12 www.westmidlandscombinedauthority.org.uk/news/historic-devolution-agreement-reached-for-the-west-midlands/

For more information log on to www.dudleycol.ac.uk OUR MISSION AND VISION The college's mission statement is as follows: 14

OUR MISSION AND VISION Our mission: outstanding technical and professional learning, which raises aspirations, develops skills and changes lives.

In delivering our mission we recognise The plan details the bespoke strategic the diverse needs of our learners. We actions we will pursue to realise have therefore structured this plan each vision. On an annual basis around our six ‘key client groups’. the Corporation will agree and monitor a more detailed operational They are: development plan, with very speciﬁc, Apprentices time bound actions for each key client group. Full Time Learners Aged 16-18 Years Full Time A Level Learners Aged In this plan we also detail the high 16-18 Years level outcomes we seek to have Full Time and Part Time Adult achieved for each key client group by Education Learners 2019. These are a simpliﬁcation of a range of detailed outcome measures Higher Skills Learners set annually. At a high level they are Dudley College Worldwide. the indicators we use to assess In this plan we explain the context the achievement, or otherwise, of the college’s current provision of the vision. for each key client group. In turn we develop a unique ‘vision’ for each group, a value proposition, a picture of where we want to be by 2019.

The six detailed vision statements are the strongest evidence of our ambitious intent.

For more information log on to www.dudleycol.ac.uk Succinctly, at a college wide level 15 our vision OUR MISSION AND VISION is this:

By 2019 we will be recognised regionally, nationally and internationally simply as ‘a great college’. We will consistently make a real difference to the lives of our learners, raising their aspirations and promoting their prosperity. As a driving force in the regional economy we will improve business productivity, adding gross value. Our stakeholders will be delighted with our innovative curriculum, our focus on technical, professional and higher skills and our inspirational facilities. For young people, adults, employers and wider partners Dudley College of Technology will be the ‘college of choice’.

For more information log on to www.dudleycol.ac.uk 16 OUR MISSION AND VISION

‘For young people, adults, employers and wider partners Dudley College of Technology will be the 'college of choice'.

For more information log on to www.dudleycol.ac.uk DIVERSE STRATEGIES FOR OUR KEY CLIENT GROUPS: APPRENTICES CONTEXT

The college enjoyed notable success the Black Country Local Enterprise on advanced and higher level skills. in the provision of Apprenticeships Partnership’s priority sectors and 54% National reforms to Apprenticeships 18 in the period 2013-16. With 2,905 of all apprentices were following STEM present a signiﬁcant opportunity to

APPRENTICES apprentices on programme in 2014- (Science, Technology, Engineering and address this. We understand that 15, we supported more apprentices Mathematics) Apprenticeships, an we have a pivotal role to play in than any other further education increase of 6% on the previous year. the Black Country and the wider college in the Black Country. In fact, region. We need to work even more we understand that we supported the In short, Apprenticeships are ‘in our closely with employers, to develop second highest number of apprentices DNA’. They are, perhaps, strategically new standards, new cutting edge of all Black Country providers. the most the important of our key facilities and new ‘business to business’ client groups. services. We will enthusiastically rise We are particularly pleased to Whilst we should be rightly proud of to these challenges and ensure the have supported over 900 young development of Apprenticeships is our people on Apprenticeships. We our successes to date we recognise there is more to be done. There is highest priority over the life of this successfully engaged apprentices strategic plan. from diverse communities. Last year a need to increase the number of 13% of our apprentices were from women participating in engineering ethnic minority groups. Whilst our and advanced manufacturing apprentices are more diverse than Apprenticeships. Too few young people the local community where 11.5% from ethnic minority groups choose of the population are from minority Apprenticeships. In addition, too few groups, we would like to see more of our most gifted young people young people from these communities progress into Apprenticeships, either choosing Apprenticeships. directly from school or after their full time college programme. Government By careful attention to the needs policy is rightly asking colleges to of individual apprentices and their attract more apprentices and to focus employers, we continued to ensure our apprentices succeeded. Our apprenticeship success rates, at all ages and levels, are some of the highest in the country and there are no significant differences in the success rates of apprentices from diverse groups or those with a learning difficulty or disability. We made a significant impact on the local skills gap by upskilling young people and adults. 66% of our In short, Apprenticeshipshi are apprentices aged 16-18 years were on programmes directly supporting ‘in our DNA’. They are, perhaps, strategically the most important of our key client groups.

For more information log on to www.dudleycol.ac.uk VISION

Our vision for Apprentices is this: 19 APPRENTICES By 2019 we will be renowned regionally and nationally for our apprenticeship provision. As the largest and most successful provider of Apprenticeships in the Black Country, Apprenticeships will justiﬁably be regarded as the ‘jewel in our crown’. Our apprenticeship offer will be transformed through the introduction of new programmes and more ﬂexible modes of study. With our local and national employer partners we will have developed and introduced new standards in priority sectors including engineering and manufacturing, construction, science and healthcare, sport and leisure, services industries and business, management and professional.

We will be recognised as an accredited assessment centre for new apprenticeship standards. As a result we will have increased our Apprenticeships numbers, with significant growth at advanced and higher levels. An increasing percentage of our apprentices will follow careers in priority sectors. Many more young women will join these pathways and more of our apprentices will be from ethnic minority communities. Employers will continue to play a significant role in our apprenticeship provision. Our efficient and effective ‘business to business’ services will ensure employers, particularly small businesses, successfully navigate the levy and other national reforms. As a consequence many more employers will regard Dudley College of Technology as their apprenticeship partner of choice. Inspirational new facilities provided by Dudley Advance II will be fully operational, dedicated to advanced and higher apprentices. As active members of the Dudley Advance II Advisory Committee key partner employers will oversee the development and specification of the centre’s facilities and resources. Through enhanced conditions of service and partnership working with employers, we will have renewed our apprenticeship staffing resource appointing more highly skilled delivery and assessment staff.

On the strength of our advanced and higher apprenticeship provision, the technical and highly specialist resources at Dudley Advance II and our extensive partnership working, we will have achieved designation as a ‘pilot’ Institute of Technology. Beyond the Black Country, from our base in Loughborough we will have successfully recruited onto our national apprenticeship programmes in sports coaching and sports industries. There will be high levels of progression with many apprentices progressing onto higher and degree level Apprenticeships. Apprenticeships Our young apprentices will understand how to best conduct themselves, professionally and socially, and to keep themselves safe. They will enjoy their will justiﬁably training, beneﬁting from teaching which is active, exciting and inspiring, which focuses on their individual needs and which makes best use of learning be regarded as technologies. Our apprentices will prosper in their careers, improving workplace productivity, contributing positively to the regional economy and helping to the ‘jewel in narrow the skills gap. our crown’.

For more information log on to www.dudleycol.ac.uk Students and staff join Professor Brian Cox OBE at the ofﬁcial opening of Dudley Advance I.

20 APPRENTICES

For more information log on to www.dudleycol.ac.uk WHAT WE WILL DO

21 In line with Government aspirations maintenance and installation, the construction industry. This we will develop a prospectus for the electrical and electronic enhanced curriculum offer will be APPRENTICES ‘pilot’ Dudley Advance Institute of engineering, welding, spot delivered in Dudley. Technology. Making best use of the welding and projection cutting edge facilities and resources welding, destructive and non- - We will play a key role in the in Dudley Advance and Advance II, destructive testing, sheet development of the Elite Centre our extensive advanced and higher metal and heavy sheet metal for Manufacturing Skills and the apprenticeship offer and our effective engineering, automotive design Very Light Rail Innovation Centre partnerships with higher education and technical support, and leading on the development and institutions and key employers, our electronics and control systems. delivery of new apprenticeship prospectus will propose a partnership standards in these exciting approach and an innovative - To respond to technological changes partnership projects. On these governance model. We expect in the construction sector, and in initiatives we will work closely with Government to agree to our proposal. partnership with key construction the Black Country Local Enterprise employers, we will, through Dudley Partnership, the University of We will effectively use labour Advance II, develop a range of brand Wolverhampton, the Black Country market intelligence to identify new apprenticeship standards, Skills Factory, the Warwick specific gaps in the market and pro- including digital engineering, Manufacturing Group and Dudley actively design new apprenticeship on site assembly technician, Metropolitan Borough Council. programmes to meet the identified town planning and technical - To meet a heightened need for a training needs. The college, in support, building services highly skilled sport and leisure partnership with employers and management, sustainability workforce, we will, through higher education partners and and construction management, collaboration with partners industry representative bodies will quantity surveying, facilities and our new facility based at develop a range of professional and management, refrigeration Loughborough University, extend technical apprenticeship standards and air conditioning, ground our apprenticeship offer to the in local priority sectors, with a source and air source heat sports sector. Through this hub, focus on advanced and higher level pumps, building services we will develop and introduce Apprenticeships, as follows. engineering (refrigeration), new standards in coaching and energy management, utilities - The Black Country has twice learning to swim, gym and engineering, renewable the density of engineering and leisure instructors, sports energies, energy assessment manufacturing firms than the development, sports and and advice, plumbing and national average and still faces recreation and a suite of business heating engineering, and significant skills gaps. Through services standards aimed heating and ventilation. Dudley Advance we will introduce at the leisure industry. We a number of new standards to - We will work with the Stourbridge will extend our current level 2 enhance the curriculum, provide Advanced Technology Centre as provision into intermediate and clear careers pathways and it ceases operations to ensure advanced standards. We will also support local employers; these will apprentices and employers have enhance our curriculum through include fabrication and welding, continued access to technical, the development of the new Priory advanced manufacturing mechanical services and Road 3G Football Complex and engineering, engineering building trades programmes for associated facilities.

For more information log on to www.dudleycol.ac.uk - To support our largest local of sectors, we will introduce employers on a commercial basis to employer and to meet local and standards in information meet their very specific skills training national skills shortages in science communication technology, needs. We will develop innovative and healthcare, we will introduce network engineering, digital solutions and programmes to equip new standards in healthcare marketing, social media employers of all sizes with the skills assistant practitioners, health management, cyber security, their businesses need for future care support worker, health data analysis, application growth and competitiveness. care science assistant, and development, game design and 22 senior nursing assistant. In software development. We will create new arrangements to attract and recruit industry APPRENTICES collaboration with the Federation of Healthcare, Birmingham City We will maintain our New specialists to deliver on new University and a consortium of Engineering Foundation ‘STEM Apprenticeships, through regional colleges, we will develop Assured’ status to ensure we enhanced conditions of service. a level 4 and 5 apprenticeship are continuing to offer apprentices This will include a programme offer to ensure the national on STEM (Science, Technology, of dedicated recruitment activity healthcare workforce receive Engineering and Mathematics) targeted at specific shortage areas vital higher level training. This will pathways the best possible provision such as advanced manufacturing, support the sector in promoting and outcomes. advanced building technology and science. progression and upskilling for the We will involve employers healthcare workforce. We will and their supply chains in the We will upskill and reskill our conduct a feasibility study for the design, delivery and the quality existing staff to increase our creation of a new dedicated health assurance of our apprenticeship capacity in delivering advance and and life science centre in the programmes. We will build on higher Apprenticeships. We will ensure Dudley Learning Quarter. the existing good-practice where our delivery staff regularly participate - Building on the success of our employer partners are instrumental in professional development activities hospitality and catering programmes, in shaping the delivery design to keep fully up to date with we will introduce advanced and learning outcomes of our industrial practice. and higher level standards in apprenticeship programmes, such as our logistic Apprenticeships Where required we will second patisserie and confectionery staff from our partner employers and hospitality management. with UPS and DHL and our butchery Trailblazer developed to deliver specialist technical Through partnership with a large skills, particularly at higher levels. local employer, we will broaden with Walter Smith Butchers. Furthermore employers will be well We will also work with our partner the scope of our current provision employers to train their staff developing and delivering new represented on the Dudley Advance II Advisory Committee ensuring the as assessors. This will help to build Trailblazers in the food and capacity for workplace delivery. beverage industry, including new innovative apprenticeship offer butchery. and the design and specification of the We will continue to work with centre are fit for purpose. specialist partner providers to - We will support business, innovation offer provision on a franchised basis and growth by establishing a We will develop greater flexibility in the provision of off the job training that complements and adds value to suite of programmes dedicated the college’s core offer. to the needs of senior business moving to more block training leaders, including leadership release models. This will support We will set individual, high and and management, business apprentices joining our very specialist stretching targets for all of our improvement, recruitment, provision from across the wider apprentices, both from an academic logistics, marketing and sales. region or on a national basis. perspective and aspirational targets for their next career steps. We will To meet the Government’s demand Alongside our apprenticeship closely monitor the progress for the application of digital and provision we will offer relevant of apprentices, during off the job media technologies across a range short skill programmes to

For more information log on to www.dudleycol.ac.uk training and over the duration of their programmes, with the aim of ensuring their learning develops as quickly as possible and apprentices reach their goals as speciﬁed in their individual learning plans.

Through rigorous attention to the needs of individual apprentices and 23 their employers we will continue APPRENTICES to maintain our very high timely success rates across all our Apprenticeships.

We will continually review the skillset of assessors and tutors supporting apprentices with learning difﬁculties and disabilities. Further, we will develop resources to ensure these apprentices receive the best support possible. In doing so we aim to increase the number of apprentices with complex needs.

We will engage with apprentices to review our approach and to assist in the redesign of our e-systems, such as BlackBoard and ProMonitor, to most appropriately support a blended learning experience. In doing so, we will be positioned to review our delivery model allowing further ﬂexibility, distance learning and short block delivery to best meet study and support needs for apprentices. We will consider the development or purchase of speciﬁc mobile apps which support mathematics and English or functional skills.

Listening to what apprentices have to say about the college and their workplace is of paramount importance. We are therefore committed to continually developing, supporting and extending our highly effective learner voice strategy.

For more information log on to www.dudleycol.ac.uk 24 APPRENTICES

For more information log on to www.dudleycol.ac.uk We will revise our employer aimed at inspiring young people facing services. In doing so we will to take up careers in shortage local develop new efﬁcient and effective STEM (Science, Technology, ‘business to business’ services to Engineering and Mathematics) ensure employers, particularly small related Apprenticeships. As part businesses, successfully navigate the of this we will focus on the number of levy and other national reforms. We young women embarking on careers will provide our partner employers, in engineering and construction. 25 especially those smaller companies, We will enhance guidance for with an ‘one stop shop’ relieving APPRENTICES them of any administrative burden apprentices completing their associated with the levy and new programme and also for their funding arrangements. Regular employers. We will provide them and effective communication with an accessible ‘road map’ on their progression opportunities. In doing with employers, digitally, one to one so we will increase progression to and through brieﬁngs will be a key higher level Apprenticeships and, component of our service. with our partners, degree We will increase investment in our level Apprenticeships. business development team and We will work in partnership with services, creating additional employer other local colleges and universities facing roles. Investment in resources in planning a coherent regional for apprenticeship will be foremost in apprenticeship offer, and in our minds throughout this strategic particular the development of plan period. Where required we specialist and higher level provision. will agree bespoke sector focused We will continue to lead the Black routes to market approaches Country College’s Engineering for the marketing of our Group and update regularly ‘Sparking apprenticeship provision. Talent’ the colleges’ engineering and We will undertake a longitudinal manufacturing prospectus. We will analysis of the impact of participate proactively in cross region apprenticeship on the careers of initiatives, such as The Midlands individuals and the productivity Engine, and work collaborative with of the businesses they support. others in the promotion We will use this data to promote, of Apprenticeships. evidentially, the value Building on good practice elsewhere of Apprenticeships. in the college we will develop We will develop more effective dedicated mentoring strategies targeted marketing activities to support young and adult to encourage more interest in apprentices. In doing so we will seek apprenticeship from young people in to make best use of information ethnic minority groups. In doing so learning technologies and social we will further strengthen links with media platforms. £12 schools, promoting Apprenticeships Through cross college staff as an alternative route to further or MILLION development we will ensure that INVESTED IN ADVANCED higher education. all curriculum and support BUILDING AND ENVIRONMENTAL We will continue to build on the teams in the college have a better TECHNOLOGIES (OPENING 2017). success of our STEM (Science, understanding of apprenticeships. Technology, Engineering and Mathematics) event held in 2015 by designing and delivering a programme of annual events

For more information log on to www.dudleycol.ac.uk OUR PLANNED STRATEGIC OUTPUTS

APPRENTICES Each year we will set speciﬁc targets for performance. By 2019 we will have delivered the following strategic outputs in Apprenticeships.

APPRENTICE ENGAGEMENT: • We will be engaging over 3,500 young people and adults in Apprenticeships each academic year. • The number following higher Apprenticeships will have grown to at least 400 apprentices per year.

OUTCOMES FOR APPRENTICES: • Our success rates will be above national rates at all levels. • Our headline overall success rate for Apprenticeships will be 88% or higher. • Our headline timely success rate for Apprenticeships will be 85% or higher.

STAKEHOLDER SATISFACTION: • Apprentices’ satisfaction will be above average in comparison with other good or outstanding general further education colleges. • Overall satisfaction will be high, evidenced by a rating of 80 or above from an independent survey conducted by QDP. • Employer satisfaction with our apprenticeship programmes will be high, evidenced by a rating of 9.2 or higher in the independent FE Choices survey.

IMPACT ON REGIONAL SKILLS AND ECONOMY: • At least 60% of our apprentices will be following programmes in STEM (Science, Technology, Engineering and Mathematics) related careers. • At least 70% of our apprentices will be following programmes aligned to Black Country Local Enterprise Partnership’s transformational sectors.

For more information log on to www.dudleycol.ac.uk FULL TIME LEARNERS AGED 16-18 YEARS CONTEXT

The college enjoyed notable success of our young learners. We supported higher level skills. There is a pressing in the provision of learning for those the progression of our learners to need to increase the number of 28 aged 16-18 years during the period positive destinations: 95% of learners young learners participating in STEM

FULL TIME LEARNERS AGED 16-18 YEARS 2013-16. Despite a falling local completing their programme of study (Science, Technology, Engineering demographic we significantly increased progressed immediately to a positive and Mathematics) programmes, local participation in skills based destination, either higher or further particularly women in engineering and learning engaging 3,468 young people training or directly into employment. advanced manufacturing. Regionally in learning in 2014/15, an increase Progression was positive for learners not enough of our most gifted young of 34% over the last five years. We at all levels: level 1 96%, level 2 95% people progress into Apprenticeships. successfully engaged learners from and level 3 96%. National reforms to Apprenticeships diverse communities with 25% of present a significant opportunity to We made a significant impact on our full time young learners from address this. The number of young the local skills gap by upskilling ethnic minority groups. Our learners people in the borough who achieve young people: 40% of our full time are more diverse than the local an A*-C grade in GCSE retakes young learners were following STEM community where 11.5% of the (or 9 to 5 in the new GCSE grade (Science, Technology, Engineering population are from minority groups. system), particularly in English, and Mathematics) programmes of Our provision for young full time requires improvement and there are study, increased by 4% on previous learners is also very inclusive with opportunities to increase the value years. 75% of learners completing 17% of learners reporting a learning added scores of learners completing their level 2 programme, (those who difficulty or disability. The number of BTEC Level 3 National Diplomas. joined us with less than 5 GCSEs learners with a learning difficulty or We must also increase the skill set grade C or grade 4 in the new disability has increased by 29% over of a minority of our teaching staff GCSE grade system or above from the last three years. delivering English and mathematics school), progressed immediately to an and strengthen arrangements for the Importantly, we continued to ensure advanced level skills programme. 43% setting of specific and measurable learners successfully achieved their of learners completing their level 3 targets for learners on level 3 programme of study. Success rates for programmes progressed immediately programmes, encouraging them to full time young learners, at all levels, to higher education. 1,449 learners achieve the highest grade possible. We have increased in each of the last improved their functional skills in will give these areas a high priority three years. These learners succeed English and mathematics. 54% of over the life of this strategic plan. in their programmes of study at rates learners achieved a grade A*-C in well above those reported nationally. mathematics in their first retake. There are no significant differences In reaching these outcomes we in the success rates of learners also achieved high levels of learner from diverse groups or those with a satisfaction well above learning difficulty or disability. Success national comparators. rates on functional skills programmes in English and mathematics are well Whilst we should be rightly proud of above those reported nationally. these successes we recognise there is more to be done. Government Provision at Dudley College continues policy is rightly asking colleges to to make a positive impact on the lives focus on developing advanced and

For more information log on to www.dudleycol.ac.uk 29 FULL TIME LEARNERS AGED 16-18 YEARS

95% of learners completing their programme of study progressed immediately to a positive destination, either higher or further training or directly into employment.

For more information log on to www.dudleycol.ac.uk VISION

30 Our vision for full time learners

FULL TIME LEARNERS AGED 16-18 YEARS aged 16-18 years is this:

By 2019 Dudley College of Technology will be the regional ‘college of choice’ for technical and professional learning for young people. More young people than ever before will have chosen to study on a full time basis at the college. Participation in STEM (Science, Technology, Engineering and Mathematics) related subjects will have risen and a greater percentage of our full time learners will be studying at advanced level. Exciting new programmes, designed and developed in partnership with employers, will complement the college’s extensive offer for young people. Foremost of these will be new programmes in building technologies, digital technologies, health and life sciences. Inspirational new facilitates, such as Dudley Advance II, will further enhance the Dudley Learning Quarter.

Teaching will be active, exciting and inspiring, focusing on the needs of individual learners. Our teachers will make best use of the latest available learning technologies. Our full time young learners will achieve high success rates in all curriculum areas, well above national rates. Those with low prior attainment in mathematics and English will make signiﬁcant progress with these key skills. Our relentless focus on aspiration will ensure more young people achieve high grades. From the many opportunities provided to them to experience and prepare for the world of work, they will become highly employable.

As a result our learners will go onto positive futures, with a greater number progressing directly to advanced and higher Apprenticeships. Learners will report high levels of satisfaction with college life, well above averages for the sector. Our learners will comment that our provision is welcoming and inclusive. As socially aware young people they will understand how to best conduct themselves, professionally and socially, and to keep themselves safe. Our stakeholders and partners will recognise Dudley as a leading college which serves the needs of young people and supports their economic, social and personal development.

Teaching will be active, exciting and inspiring, focusing on the needs on individual learners.

For more information log on to www.dudleycol.ac.uk WHAT WE WILL DO

31 Despite a reducing population of digital engineering, building - Explore the introduction of mixed local young people aged 16-18 years, technologies, fabrication discipline study programmes FULL TIME LEARNERS AGED 16-18 YEARS through greater market penetration and welding, environmental in a number of curriculum areas. and improved progression, we expect technologies, curtain walling, For example, in engineering, we to see continued modest growth in crane pilot operations will develop mixed discipline the number of full time learners and modular programmes, such as ‘engineering aged 16-18 years over the life of construction techniques. with graphic design’ tailored to this plan. careers in product design. In doing - Work with the Stourbridge so we will implement delivery We will review our admissions policy Advanced Technology Centre as models to allow learners to choose and entry criteria prioritising college it ceases operations to ensure a major and minor qualification places for advanced level learners learners and employers have linked to their chosen career. and those learners on programmes continued access to technical, which promote immediate progression mechanical services and - Engage local employers to refresh to advanced level. We therefore building trades programmes for our information communication anticipate a gradual change in the the construction industry. This technology curriculum offer to mix of our cohort of full time young enhanced curriculum offer will be meet local skills needs. We will learners with proportionately fewer delivered in Dudley. develop higher level information learners on foundation and level one communication technology learning programmes. We will signpost - Engage a major industry partner programmes with bespoke those learners we are not initially in to support the re-development specialisms to prepare our learners a position to support to specialist of our dedicated motor vehicle for their future careers, for agencies and work in partnership with training centre and ensure the example: ICT for Engineering these agencies to facilitate learner curriculum is fit for the future of Professionals, ICT for Finance, progression to intermediate and that industry. ICT for Technicians. We will work across curriculum areas to develop advanced level programmes at the - Extend our strong science a new innovation programme college in due course. curriculum by the introduction of to enable learners to develop their new study programmes linked to We will ensure our curriculum own new technologies including the pharmaceutical and public is appropriate and responsive games, applications, websites and health industries. by analysing labour market social media. intelligence and acting on outcomes. - Introduce a new digital We will continue to build on the During the life of this strategic plan animation pathways as part of success of our STEM (Science, we will review and refresh the our highly successful arts and media Technology, Engineering and curriculum offer to ensure it provision. remains fully aligned to local needs. Mathematics) event held in 2015 Specifically we will: - Introduce the Technical by designing and delivering a Baccalaureate as an option for programme of annual events - Through Dudley Advance II, introduce our talented level 3 learners. We aimed at inspiring young people a new higher level skills offer expect the number of programmes to take up careers in shortage local for the modern construction offering a Technical Baccalaureate STEM (Science, Technology, industry focusing on building option to grow year on year over Engineering and Mathematics) information modelling, the life of this plan. careers. As part of this we will focus

For more information log on to www.dudleycol.ac.uk 32 FULL TIME LEARNERS AGED 16-18 YEARS

For more information log on to www.dudleycol.ac.uk on the number of young women We will review the content and need to re-take GCSE English embarking on careers in engineering delivery models for our level 1 and mathematics qualifications by and construction. programmes to ensure the focus is ensuring we have suitably skilled truly on preparing learners for study and resourced staff to deliver We will maintain our New beyond that level. We expect this will this growing need. We will develop Engineering Foundation ‘STEM mean a greater focus on development innovative and engaging ways of Assured’ status to ensure we are of core skills such as English and delivering these qualifications to continuing to offer learners on STEM mathematics as well as equipping our enable more learners to achieve (Science, Technology, Engineering 33 learners with work readiness skills. higher grades. In addition we will and Mathematics) subjects the best For appropriate learners we will look ensure all teaching staff are able to FULL TIME LEARNERS AGED 16-18 YEARS possible provision and outcomes. In at delivery models that allow them to reinforce learners’ understanding of developing this curriculum, we will ‘fast track’ through level 1 and English and mathematics as part of continue to work closely with our 2 provision so that they can quickly their programme of study. partner employers and move to advanced level study. Aston University. We will continue to set individual, We will work in partnership with high and stretching targets for We will continue to support the Dudley Metropolitan Borough Council all of our learners, both from an progression of young people to and others in supporting provision academic perspective and aspirational higher level skill programmes for learners aged 11-16 years in our targets for their next steps. We will removing barriers to progressions local schools. Specifically we will closely monitor the progress of wherever we can. This will include consider the feasibility of leading the learners, during lessons and over the supporting seamless progression for development of a new free school in duration of their programme, with the learners from academic to technical Coseley, in the event that the current aim of ensuring their learning develops qualifications within the college or school closes and additional school as quickly as possible and learners from full time programmes places are required in the future to reach their goals. to Apprenticeships. meet the growing population of We will further develop the skillset of In particular we will actively young people. technical and academic teachers promote the opportunities locally We will continue to maintain our to meet the needs of learners with for learners to progress to higher high success rates across all our specific learning difficulties and/ Apprenticeships supported by provision. By equipping staff and or disabilities ensuring effective local employers. learners with the tools to drive integration into mainstream courses. We are aware that we have a key role higher level learning we will ensure We will continue to develop the use to play in meeting the needs of young all learners do not just pass their of new and existing information people with learning difficulties qualification, but aspire to and learning technologies to support and disabilities. The college will achieve the highest grade possible the delivery of learning by ensuring further develop provision for learners at whatever level of study. our staff have the skills to make with any form of learning difficulty and As part of this we will review the best use of this technology and our disability ensuring good progression standards we expect of our teaching learners have access to the best routes including the introduction of and learning staff and ensure that our e-learning resources possible. supported internships. We will continued professional development continue to work closely with Dudley programme supports the promotion We will continue to increase the Metropolitan Borough Council as they of best practice across all percentage of learning delivered have a responsibility for placing young of our provision. on line ensuring all learning learners (up to the age of 24 years) in programmes exceed appropriate provision. Specifically we will continue our government expectations. focus on supporting learners who

For more information log on to www.dudleycol.ac.uk We will engage with our full time Through these relationships we Through effective use of learners to review our approach will ensure learners are better cross-college projects, competitions and to assist in the redesign of our prepared for the world of work and collaborations we will help e-systems, such as BlackBoard and through opportunities for industrial develop learners’ wider skills, ProMonitor, to most appropriately mentorship, real world projects, supported by local employers. support a blended learning employer visits and work experience, in doing so we will experience that is meaningful and We will encourage and support ensure that we best meet the linked to career next steps. We will local employers in promoting the 34 study and support needs of our also ensure that employability skills value of recruiting advanced and higher apprentices from FULL TIME LEARNERS AGED 16-18 YEARS full time learners. are embedded in the Performance Improvement Programme. learners completing full time Listening to what learners have to programmes. This will include say about the college is of paramount We will work with our employer marketing material, employer events importance. We are therefore partners to ensure learners have the and the development of effective committed to continually developing, opportunities to work with up to learner-employer engagement services. supporting and extending our highly date equipment and resources effective learner voice strategy. related to the world of work in We will work collaboratively industry settings. and transparently with key We will build on good practice stakeholders and partners including in areas such as engineering Work readiness, work exposure the West Midlands Combined by developing meaningful and work experience are, and will Authority, Black Country Local relationships with employers continue to be, key elements of Enterprise Partnership, the Black to support curriculum design the curriculum. We will also deliver Country Consortium, the Black and delivery. We will continue cross-college enterprise and Country Chamber of Commerce, to maintain the participation entrepreneurship programmes. Dudley Metropolitan Borough Council, of employers in the college’s employers, community groups, We are fully engaged in World Skills Corporation ensuring there are schools, regional further education and regional skills competitions and good and productive links between colleges and other training providers look forward to further success in the Corporation and the Black in planning and, where appropriate, skills competitions over the life of this Country Local Enterprise Partnership. delivering our curriculum. This will include sourcing appropriate plan. We will build on our sponsorship representation from the construction of the Skills Show continuing industry to support the development the development of a culture of of Dudley Advance II. competition across the college.

Vince Cable MP, Former Secretary of State for Business, Innovation and Skills visits Dudley College for the opening of Dudley Evolve in November 2012.

For more information log on to www.dudleycol.ac.uk OUR PLANNED STRATEGIC OUTPUTS

Each year we will set speciﬁc targets for FULL TIME LEARNERS AGED 16-18 YEARS performance. By 2019 we will have delivered the following strategic outputs for our full time learners aged 16-18.

LEARNER ENGAGEMENT: • We will be engaging over 4,000 full time learners aged 16-18 each academic year.

OUTCOMES FOR LEARNERS: • Our success rates will be above national rates at all academic levels.

• Our overall success rate for learners aged 16-18 will be 88% or higher.

• 60% of learners retaking GCSE English or mathematics alongside their main programme will achieve A-C grade (or 9 to 5 in the new GCSE grade system).

STAKEHOLDER SATISFACTION: • Learner satisfaction will be above average in comparison with other good or outstanding general further education colleges nationally.

• Overall satisfaction will be high, evidenced by a score of 80 or above in an independent survey conducted by QDP.

For more information log on to www.dudleycol.ac.uk DISTANCE TRAVELLED BY LEARNERS: • Learners will achieve the highest grade possible in their studies, evidenced by an independent rating of ‘very good’ or better for our Alps (Advanced level performance system) value added indicator.

36 FULL TIME LEARNERS AGED 16-18 YEARS

LEARNER DESTINATIONS: • At least 95% of our completing learners will go on to a positive destination when they complete their programme of study.

IMPACT ON REGIONAL SKILLS AND ECONOMY: • At least 50% of our learners will be studying programmes in STEM (Science, Technology, Engineering and Mathematics) subjects, linked to demand for local skills.

Ian Austin MP, meets Dudley College learners at Thomas Dudley Ltd.

For more information log on to www.dudleycol.ac.uk FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS CONTEXT

The college enjoyed notable success We also made a signiﬁcant impact in the provision of A levels for those on the local skills gap by upskilling 38 aged 16-18 years during the period young people, particularly in priority

FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS 2013-16. Despite a falling local sectors. 69% of our A level learners demographic the launch of Dudley followed STEM (Science, Technology, Sixth lead to a dramatic increase in Engineering and Mathematics) subjects, participation of young people on A an increase of 9% on previous years. levels. By 2015-16 over 500 learners had enrolled at Dudley Sixth, more Whilst we should be rightly proud of than doubling the college’s annual these successes we recognise there is number of A level learners. In doing more to be done. We need to ensure so we successfully engaged learners more young people secure high from diverse communities with grades to give themselves the very 31% of A level learners from ethnic best future opportunities. For some minority groups. Our young A level learners progression to university learners are more diverse than the is not always the best option, but local community, where 11.5% of the Dudley Sixth learners rarely consider population are from minority groups. advanced or higher Apprenticeships Our A level provision is also inclusive as a future pathway. We will therefore with 7% of learners reporting a develop our advisory services to learning difficulty or disability. promote these alternative progression opportunities. Whilst our A level We are very pleased to have increased success rates are impressive, there are the numbers of learners who opportunities to increase the number successfully achieved their A levels. of learners successfully completing AS Success rates for A and AS levels have level studies. We will give these areas increased in each of the last three a high priority over the life of this years and are now above national strategic plan. averages. Value added scores on A levels have also improved in each of the last three years and are now rated Alps grade 4 ‘very good’. There are no significant differences in the success rates of learners from diverse groups or those with a learning difficulty or disability.

Provision at Dudley Sixth continues to make a positive impact on the lives of our young learners. 95% of learners completing their programme of study progressed immediately to a positive destination (either higher or further training or directly into employment) with 80% of these progressing directly to university.

For more information log on to www.dudleycol.ac.uk VISION

Our vision for full time A Level learners 39

aged 16-18 years is this: FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS

By 2019 Dudley Sixth will be recognised as the A level centre of choice for young people in Dudley Borough and adjacent areas. Many more young people will choose Dudley Sixth for their A levels, with a greater percentage completing STEM (Science, Technology, Engineering and Mathematics) related subjects. Teaching will be active, exciting and inspiring, focusing on the needs of individual learners. Our teachers will make best use of the latest available learning technologies. Our relentless focus on aspiration will ensure young people both pass and achieve high grades at rates equivalent to the best sixth form colleges.

Our extensive A level offer, fully aligned to national A level reforms, will equip learners to progress to higher studies and relevant employment opportunities. Our learners will progress to positive futures. For those learners following traditional higher education pathways a greater number will progress to Russell Group universities. For those directly seeking employment many more will progress to advanced and higher Apprenticeships.

Dudley Sixth learners will make good use of inspirational new facilities developed in the Dudley Learning Quarter and will be fully engaged in wider college life. Learners will report high levels of satisfaction with Dudley Sixth, well above averages for the sector. Our learners will comment that our provision is welcoming and inclusive. As socially aware young people, they will understand how to best conduct themselves, professionally and socially, and to keep themselves safe. Our stakeholders and partners will recognise that Dudley Sixth proactively serves the needs of young people and supports their economic, social and personal development.

For those learners following traditional higher education pathways, a greater number will progress to Russell Group universities.

For more information log on to www.dudleycol.ac.uk WHAT WE WILL DO

40 Despite a reducing population of local Through the use of guest speakers, We will offer advanced FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS young people aged 16 years, through visits and partnerships we will ensure masterclasses to learners to greater market penetration and our learners are fully prepared for the ensure we stretch and challenge our improved success rates, we expect to challenges and opportunities ahead. gifted and talented learners. see continued significant growth in the number of full time A level We will continue to work in close We will develop the use of new learners over the life of this plan. partnership with local schools on and existing technologies within a range of initiatives such as, STEM the curriculum and further enhance Dudley Sixth already offers a very (Science, Technology, Engineering the learning environment with new broad range of subjects ensuring and Mathematics) masterclasses, resources. In particular, we will invest learners have the opportunity to arts collaboration and resource in and extend the use of mobile study a combination that best suits sharing. This will continue to technologies to enhance teaching them. We will continue to review our build on the success of our STEM and learning. curriculum offer to ensure we meet (Science, Technology, Engineering and the needs of local employers and Mathematics) event held in 2015 by We will closely monitor the national higher skill shortages. designing and delivering a programme progress of learners during of annual events aimed at inspiring lessons and over the duration of their We will continue to develop our young people. programmes, with the aim of ensuring STEM (Science, Technology, their learning develops as quickly as Engineering and Mathematics) We will develop effective possible and learners reach their goals. provision through new programmes progression routes for those and specifications. New subjects learners who would better suit a We will continue to develop staff such as product design will utilise technical programme by allowing through regular upskilling and the industry standard equipment in learners to transfer from AS professional development. This will Dudley Advance and Dudley Evolve. programmes to the second year of ensure that all staff are fully prepared We will maintain our New BTEC qualifications. to deliver the new subject Engineering Foundation ‘STEM specifications under the Assured’ status to ensure we are We will continue to maintain our A level reforms. continuing to offer learners on STEM high success rates across AS and A level programmes. As part of this we will review (Science, Technology, Engineering the standards we expect from and Mathematics) subjects the best We will continue to set individual, our teachers and ensure that possible provision and outcomes. higher and more challenging our ongoing professional In response to learner demand we targets for all of our learners. We development programmes support will offer a new creative writing will develop the effectiveness of the promotion of best practice across qualification to support learners our teachers’ use of target setting all subjects. and stretching activity to ensure interested in journalism, blogging We will identify multi-skilled and playwriting. learners achieve the highest grades, leading to higher value staff to support cross curricula We will work in partnership with added scores. innovations to develop horizontally universities, locally and nationally. the skills of our staff to broaden their areas of expertise.

For more information log on to www.dudleycol.ac.uk 41 FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS

For more information log on to www.dudleycol.ac.uk Listening to what learners have to say to Russell Group Universities. We We will revise our programme of about Dudley Sixth is of paramount will further embed our careers and study to fully equip learners with importance. We are therefore guidance delivered in the Performance the independent study skills they committed to continually developing, Improvement Programme to raise require to succeed. We will create supporting and extending our awareness of university choices and dedicated self-study spaces which highly effective learner ensure learners are fully prepared are suitably resourced to voice strategy. for the university application and support learning. interview process. 42 Work readiness, work exposure We will offer a varied provision that and work experience are, and will We will have strategies in place to includes the flexibility to study A levels FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS continue to be, key elements of support learners at risk of not alongside a technical qualification. the curriculum. progressing from AS to A2 to ensure Dudley Sixth will also support suitable progression opportunities vocational areas delivering the new We will ensure that higher are available. technical baccalaureate in the Apprenticeships will be a viable delivery of mathematics. alternative to university for many Dudley Sixth learners will be engaged of our A level learners by educating with the wider college events both learners and parents of the and lead on cross curricula activities benefits and value of supported by the Student Union to these qualifications. develop their wider skills. Activities such as the ‘Debating Club’ and ‘Arts We will continue to raise aspirations Fest’ will feature prominently within of young people ensuring more of the Dudley Sixth campus. our learners are progressing on

We will maintain our New Engineering Foundation 'STEM Assured' status to ensure we are continuing to offer learners on STEM subjects the best possible provision and outcomes.

For more information log on to www.dudleycol.ac.uk OUR PLANNED STRATEGIC OUTPUTS

Each year we will set speciﬁc targets for FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS performance. By 2019 we will have delivered the following strategic outputs for our full time A level learners aged 16-18.

LEARNER ENGAGEMENT: • We will be engaging over 550 16-18 year old learners in A level education each academic year.

OUTCOMES FOR LEARNERS: • Our success rates will be above national rates.

• Our overall success rate for 16-18 A level learners will be 90% or higher.

STAKEHOLDERST SATISFACTION: • Learner satisfaction will be above average in comparison with other good or outstanding general further education colleges nationally.

• Overall satisfaction will be high, evidenced by a rating of 80 or above in an independent survey conducted by QDP.

44 FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS

LEARNER DESTINATIONS: • At least 95% of our completing learners will go on to a positive destination when they complete their programme of study.

• 10% of learners will choose to continue to higher education with Dudley College, including through Higher Apprenticeship routes.

IMPACT ON REGIONAL SKILLS AND ECONOMY: • 70% of learners studying at Dudley Sixth will be engaged in at least one STEM (Science, Technology, Engineering and Mathematics) related programme, linked to local and national demand.

For more information log on to www.dudleycol.ac.ukddl l k FULL TIME AND PART TIME ADULT EDUCATION LEARNERS CONTEXT

46 The period 2013-2016 was a troubled GCSEs in mathematics (61%) and education programmes funded across FULL TIME AND PART TIME ADULT EDUCATION LEARNERS time for adult education nationally. English (50%) achieved grades A*-C the region. Adult education remains a Government austerity measures fell (or 9 to 5 in the new GCSE grade powerful tool for re-engaging those heavily on adult education budgets. system) in these vital qualifications. adults marginalised in society by Significant cuts led to decreases in Alongside these essential skills our language barriers, disadvantage or adult participation, particularly in adult education programmes also mental health challenges. We therefore 2014-15, and forced the redundancy supported the development of those recognise the need to build upon our of many teaching and support staff technical skills required by many previous successes and to target the delivering adult education. local employers. Over a third of use of our adult education our adult programmes are in STEM funds carefully. Despite these difficulties the college (Science, Technology, Engineering and maintained a significant provision for Mathematics) subjects. Our adult There are opportunities to improve adult learners. We remain the largest education provision is diverse and on the number of adults achieving high college provider of adult education inclusive. Some 42% of our adult grades in English and mathematics programmes in the Black Country. learners are from ethnic minority GCSEs. The progression of adults By some distance, with an extensive groups with 20% of learners reporting into positive destinations varies with curriculum offer across three distinct a learning difficulty or disability. 86% their level of study. More can be strands (described below). of our completing adult learners done to ensure adults on level one programmes move more quickly to In 2014-15 over 3,000 adults, most progressed to a positive destination, either higher or further training or a positive destination, particularly from communities very local to the into employment or an adult college, participated in learning. The directly into employment. Learner satisfaction with our adult education apprenticeship. With limited public success rates of our adult learners funding available our professional have remained consistently high, programmes has remained very high over recent years. and technical updating programmes with an overall success rate of 89% for adults need to be closely aligned with success above national rates at The November 2015 budget gives to regional skills needs. Further all levels of learning. Success rates some optimism for a period of developing the culture and acceptance on functional skills programmes in stability in the funding of adult of the use of adult learning loans will mathematics and English are also education, with no substantive further help to address this challenge. We will high and well above those reported budget reductions forecast. The new give these areas a high priority over nationally. Over 600 adults improved West Midlands Combined Authority the life of this strategic plan. their functional skills in 2014-15. Many will have an increasing influence in of those adults taking or retaking the mix and balance of future adult

We remain the largest college provider of adult education programmes in the Black Country.

For more informationi llog on to www.dudleycol.ac.ukd dl l k VISION

Our vision for full time and part time 47

adult education learners is this: FULL TIME AND PART TIME ADULT EDUCATION LEARNERS

By 2019 there will be a very close and effective working relationship between the college and the new West Midlands Combined Authority. Our adult education provision will have been carefully planned and developed in partnership with the combined authority, Dudley Metropolitan Borough Council, Job Centre Plus, employers, community groups, Her Majesty’s Prison Featherstone and other local stakeholders. Dudley College of Technology will be widely recognised for the valuable contribution we make in transforming the lives of adults in the region. Adult participation in learning will increase during the life of this plan, supported by our adult education allocation, learning loans and non-core funding. All of our core funding will be used locally. Adults participating in our professional and technical updating programmes, offered through the vibrant Dudley Business School, Dudley Advance and Advance II and across the wider Dudley Learning Quarter, will progress in their careers. These more skilled adults will improve workplace productivity contributing positively to the regional economy.

An extensive network of college and community based essential skills programmes will support at risk adults on the margins of society. An increasing number of adults will engage in this provision, improving their essential and employability skills, gaining GCSEs in mathematics and English, English language speaking and functional skills qualiﬁcations. A growing number of these adults, particularly those on level one programmes, will progress quickly into Apprenticeships or other employment. Teaching on our adult education programmes will be active, exciting and inspiring, focusing on the needs of individual learners. Our teachers will make best use of the latest available learning technologies. Our adult learners will comment that our provision is welcoming and inclusive.

Dudley College of Technology will be widely recognised for the valuable contribution we make in transforming the lives of adults in the region.

For more information log on to www.dudleycol.ac.uk WHAT WE WILL DO

48 The college is committed to of the higher level skills and knowledge apprenticeship programmes, we will FULL TIME AND PART TIME ADULT EDUCATION LEARNERS supporting the learning needs of local required by local employers. introduce advanced level qualifications adults. In partnership with the in patisserie and confectionery West Midlands Combined Authority, We will extend our short and food and beverage to serve Black Country Local Enterprise technical updating and job change employers and employees in the local Partnership and other Black Country programmes in key priority sectors hospitality industry. To support this further education colleges, we will such as electrical installation, we will have created a new silver develop and deliver an adult education engineering and manufacturing, service training restaurant serving programme which meets the needs of building technologies and digital the local community. local people and local employers. technologies. This will be supported by the development of Dudley Advance We will review our access to higher We will ensure that the entirety of II and other advanced technologies education curriculum offer to adults our limited adult education allocation training facilities across the Dudley to ensure it is job focussed. This will is used locally on provision for local Learning Quarter. include an expansion of our specialist people. Our adult education provision science programmes, including can be broadly categorised into We will develop a suite of new growing our access to healthcare three strands, described below. We professional programmes to support pathways and professional will prioritise the use of our adult individuals working in the sport updating for the nursing and education funds on strands one and leisure industry, including health care sector. To support this and two. coaching, personal training, we will have conducted a feasibility leisure management, aiound study for the creation of a new STRAND 1: PROFESSIONAL swimming trainer programmes. The dedicated health and life AND TECHNICAL UPDATING development of the Priory Road 3G science centre in the Dudley PROGRAMMES FOR ADULTS. Football Complex will support Learning Quarter. this provision. These programmes will help adults We will engage with adult learners to develop skills for progression in We will re-launch the Dudley review our approach and to assist in their careers or for entry into higher Business School offering a range of the redesign of our e-systems, such as education. This strand includes a wide programmes including leadership BlackBoard and ProMonitor, to most range of technical skills updating and management, performance appropriately support a blended programmes (from accountancy to management, accounts for non- learning experience. In doing welding), professional qualifications accountants, employment law, so, we will be positioned to review offered through the Dudley Business enterprise and entrepreneurship our delivery model allowing further School and dedicated access to higher and marketing on the web. Our flexibility, distance learning and short education programmes. We will ensure programmes will be accredited block delivery to best meet programmes in this strand are aligned to by recognised awarding bodies study and support needs for West Midlands Combined Authority and including Association of Accounting adult learners. Local Enterprise Partnership priorities. Technicians, Charted Management We will also ensure programmes in Institute, Institute for Leadership and We will review our admissions policy this strand are complementary to the Management and Chartered Institute to ensure bespoke initial advice college’s apprenticeship and higher skills for Purchase and Supply. and guidance is available for adults provision, allowing adults clear progression to include promotion of advanced opportunities. Programmes offered in this Following the success of our learning loans and higher strand will contribute to the development hospitality and catering full time and Apprenticeships. We will include in

For more information log on to www.dudleycol.ac.uk this a review of exit guidance to society. We recognise there is a significant We will work with Her Majesty’s fully support progression for adults on need for these programmes and will work Prison Featherstone in the delivery to Apprenticeships and higher study, to secure funding from diverse sources, of education programmes which particularly those adults completing such European Social Fund and European support the rehabilitation of level one programmes. Structural Investment Fund, to extend offenders who will be released this provision beyond our adult into the local community. We will We will build on good practice education allocation. specifically deliver motor vehicle, in areas such as engineering engineering, employability 49 by developing meaningful We will offer an extensive programme programmes and seek opportunities relationships with employers of English and mathematics, from to maximise success in English and FULL TIME AND PART TIME ADULT EDUCATION LEARNERS to support curriculum design entry level functional skills to GCSE mathematics. Through effective and delivery. level at the college’s main Broadway partnerships we will develop on-site campus and in a number of training facilities that meet the needs We will create a new distinctive community settings. brand for our professional and of these learners. technical updating programmes We will continue to promote for adults, supported by a revised community cohesion through marketing approach. Where required the provision of English language we will agree bespoke sector classes to those in our community focused routes to market whose first language is not English. approaches for the marketing of our We will expand our provision to professional and technical updating support those seeking citizenship and programmes for adults. to engage our hardest to reach communities to further promote We will further develop our inclusion. This will include going out destination and impact assessment into local communities including Lye, methodologies to better assess, Brierley Hill and Dudley Port. As part longitudinally, the career impact of this we will have become a Secure of adults participating in English Language Test training professional and technical centre to support adults who are updating. In doing so we will work claiming citizenship in the UK. in partnership with other further education colleges, the West Midlands As the Black Country hub for the Combined Authority and the Skills Talent Match programme, we will Funding Agency. continue to support our community and reduce unemployment by STRAND 2: ESSENTIAL SKILLS working closely with Job Centre PROGRAMMES FOR ADULTS. Plus to deliver employability These are programmes aimed at programmes to help get adults back developing essential skills for adults into employment. These programmes many of whom are disadvantaged or will focus on interview skills, socially marginalised. These programmes career planning, job searching will support adults in progressing into and personal development. The employment or further study. This majority will be short courses to provision includes adult basic skills, enable learners to progress quickly employability, mathematics, English and into employment alongside the English for Speakers of Other Languages development of a relevant technical (ESOL) programmes. These programmes skill. To ensure this provision has an remain a key priority for the college and effective impact we will develop sector the West Midlands Combined Authority based work academies aligning as we collectively strive to ensure more employability training with current job adults are able to contribute positively to market vacancies.

For more information log on to www.dudleycol.ac.uk We are very aware that we have children’s nursery facility in the STRAND 3: YOUNG ADULTS a key role to play in meeting the Dudley Learning Quarter. This facility COMPLETING needs of adults with learning would not only support adult learners FULL TIME PROGRAMMES. difficulties, disabilities or mental with children who wish to study at This provision is for a small group of health issues. The college will the college, but would also provide learners usually aged between 19 and continue to work closely with Dudley real work experience for our full time 21 years old who complete their full time Metropolitan Borough Council in learners on child care programmes technical education programme alongside offering provision for learners with and apprenticeship and employment full time learners aged 16-18 years. These 50 any form of learning difficulty or opportunities for the local community. learners have often first presented at FULL TIME AND PART TIME ADULT EDUCATION LEARNERS disability to enable them to achieve positive outcomes. Working closely with other further college aged 16, 17 or 18 years with poor education colleges, providers and the exam results from school. They therefore We will introduce supported West Midlands Combined Authority follow a level 1 or 2 remedial qualification internships to support adults with we will develop and agree a suite of before progressing to advanced level learning difficulties and disabilities metrics which assess the impact provision. By the time they reach progressing into employment. of adult education programmes. advanced level training they are beyond 18 years and are therefore classified We will work with Dudley Working in partnership with other as adult learners. We will continue to Metropolitan Borough Council further education colleges and local support these young adults using funds and parents to develop a fee authorities we will bid for and secure from our adult education allocation. All paying programme to support funds from non-core sources, such actions for full time learners aged 16-18 adults with learning difficulties and as the European Structural Investment years, detailed earlier, apply to this group. disabilities, aged over 24 years, to live Fund and European Regional In addition: independently or gain employment. Development Fund, to support essential skills programmes for adults. Where appropriate we will introduce We will use the expertise we have in a fast track process to enable our initial advice and guidance team We will work with other further these learners to move more quickly to put in effective exit strategies education colleges and the West through level 1 and 2 remedial for adults at the end of their Midlands Combined Authority to programmes. programmes to ensure we maximise support the efficient delivery of their progression into positive adult learning across the region. We will provide these young adults outcomes. This will include the Working closely with Dudley with the opportunity to plan for creation of a team of specialists Metropolitan Borough Council where their next steps through a formal working with our adult learners to opportunities arise we will consider qualification in personal and support their progression and will the rationalisation of local adult social development which work very much in partnership with education provision. will be delivered as part of our local stakeholders. This will include tutorial programme. the creation of enhanced student We will introduce new and regular advice and guidance services careers fairs for adult learners We will review our current support at the college’s main Broadway encouraging adults to progress directly processes to ensure they best meet campus which will bring together into employment. the needs of these young adult learners. As part of this, we will the services currently offered by the We will extend our ‘reach week’ Employment Hub and student services. develop enhanced out of office and arrangements to adult learning online support services for adults. This will enable adult learners to programmes to ensure adults have receive appropriate initial advice the best chance of success. and guidance and progression support and the addition of We will revise our staffing structures an enlarged teaching space/ to ensure there is a new dedicated conference facility. team to work with Job Centre Plus in the development and management of We will continue to explore employability programmes. the opportunity of developing a

For more information log on to www.dudleycol.ac.uk OUR PLANNED STRATEGIC OUTPUTS

Each year we will set speciﬁc targets for FULL TIME AND PART TIME ADULT EDUCATION LEARNERS performance. By 2019 we will have delivered the following strategic outputs for our adult learners.

LEARNERL ENGAGEMENT: • At least 2,000 adults per year will be completing professional / technical updating programmes, many of whom will be supported through learning loans.

• At least 1,700 adults will complete essential skills qualiﬁcations supported by the Skills Funding Agency or West Midlands Combined Authority.

• 100% of our core adult education budget will be spent locally.

OUTCOMES FOR LEARNERS: • Our success rates will be above national rates at all academic levels..

• Our overall success rate for adult learners will be 90% or higher.

• 70% of adults taking GCSE English or Maths will achieve A*-C gradee (or 9 to 5 in the new GCSE grade system).

STAKEHOLDER SATISFACTION: • Learner satisfaction will be above average in comparison with other good or outstanding general further education colleges nationally.

• Overall satisfaction will be high – evidenced by a rating of 80 or above in an independent survey conducted by QDP.

For more information log on to www.dudleycol.ac.uk LEARNERLE DESTINATIONS: • At least 90% of our completing learners will go on to a positive destination when they complete their programme of study. 52 • At least 40% of previously unemployed adults will have found

FULL TIME AND PART TIME ADULT EDUCATION LEARNERS employment following the completion of the programme of study.

IMPACT ON REGIONAL SKILLS AND ECONOMY: • At least 50% of our adult learners are studying programmes in STEM subjects, linked to demand for local skills.

For more information log on to www.dudleycol.ac.uk HIGHER SKILLS LEARNERS CONTEXT

54 During the period 2013-16 the college non-traditional university routes, HIGHER SKILLS LEARNERS achieved modest growth in the with adults following higher level number of higher education learners, programmes flexibly and locally, often with 338 learners completing higher on a part time bases. level qualifications. An increasing number of these learners (38%) Foundation degrees, higher national followed STEM (Science, Technology, certificates and diplomas, and higher Engineering and Mathematics) subjects. and degree level Apprenticeships offer Many learners studied on a part time employed adults the opportunity basis with the support of to continue in higher education. their employer. The introduction of student loans provides a free at the point of Our higher education learners were entry financial model. With our from diverse communities with 28% dramatically improved facilities and from ethnic minority groups. Success technical resources, particularly those rates remained high throughout in priority sectors, the college can this time. Pleasingly, 91% of our offer cost effective, valuable higher learners progressed to a positive education opportunities. The college destination, 65% directly into graduate can play a much greater role in employment, with the remainder addressing the higher skills gap in the continuing in higher education region. The development of our higherr often to degrees. Higher education education provision will therefore be a programmes made up a relatively major focus throughout 2016-19. small proportion of the college’s overall offer and whilst the quality of our provision remained high, the development of higher education was not foremost of the college’s strategic priorities. The college can play a much However, the context of higher greater role in addressing the education in the college has now significantly changed. Driven by a higherggp skills gap in the region. culture of low aspirations, the West Midlands region still lags dramatically behind national averages in the number of adults qualified to level 4 and above. Government, the Black Country Local Enterprise Partnership, employers and others are calling for more, higher skilled employees, particularly in priority sectors. There is a growing recognition that these skills can be developed through

For more information log on to www.dudleycol.ac.uk VISION

Our vision for higher skills learners is this: 55 HIGHER SKILLS LEARNERS By 2019 prospective learners across the West Midlands will recognise Dudley College of Technology as a great choice for cost effective, high quality, higher education. The distinctiveness of our higher education provision will be clearly visible in our cutting edge facilities and our branded services. Very many more young people and adults will choose Dudley College for their higher level studies, particularly young people progressing from advanced level programmes at the college. A new, aspirant culture of ‘stay local, go higher’ will be evident amongst these technical and professionally focused young people.

Our higher education provision will be transformed from today’s offer, with a dramatic expansion of new programmes, closely aligned to local economic needs. More learners will join higher level programmes in STEM (Science, Technology, Engineering and Mathematics) related subjects, particularly women. Bespoke new foundation degrees, developed in close partnership with local industries and our university partners, will be fully subscribed.

Our ﬂexible provision will support many more adults following part time programmes, allowing them to move seamlessly into higher and degree led Apprenticeships.

Our full time higher education learners will progress to positive futures gaining degree level employment in related disciplines. Our employed higher learners will advance in their careers, improving their personal prosperity and the productivity of their workplaces. Inspiring teaching, focusing on individual needs will help to ensure our higher education learners enjoy their studies.

Our teachers will make best use of the latest available learning technologies. Our learners will comment that our provision is welcoming and inclusive. For the ﬁrst time in our history a modest programme of research projects will be underway, supported by research grants from the Research Council and employer contributions. Our expanding higher education provision will contribute signiﬁcantly to productivity and the strength of the regional economy.

By 2019 prospective learners across the West Midlands will recognise Dudley College of Technology as a great choice for cost effective, high quality, higher education.

For more information log on to www.dudleycol.ac.uk WHAT WE WILL DO

56 Through Dudley Advance II we will for these skills. We will introduce a or on behalf of a local employer. HIGHER SKILLS LEARNERS introduce a new higher level skills new foundation degree in sports This will include providing access to offer for the modern construction development in partnership with enhanced information communication industry focusing on building Gloucester University to meet technology services to information modelling, digital industry needs for physical activity support research. engineering, building technicians, health and wellbeing development. offsite fabrication and We will introduce a scheme to link environmental technologies. We will redesign some of our existing college delivery staff with equivalent higher level curriculum to better meet subject specialists in our partner Building on the success of Dudley local need. Specifically this will include universities to facilitate sharing Advance, and in partnership with Aston our computing and business of best practice, opportunities for University, we will further extend the programmes, underpinned by an joint delivery and access to specialist range of higher level engineering enhanced higher level professional facilities and resources. programmes available, ensuring that updating offer from the Dudley We will continue to support the these offer seamless progression to Business School. full degree programmes. progression of young people We will continue to work with and adults to higher level skill We will continue our focus on STEM partner Higher Education programmes removing barriers (Science, Technology, Engineering and Institutions to design and deliver to progressions wherever we can. Mathematics) programmes which new higher level qualifications This will include clear progression support local need by introducing that better meets the needs of local routes for our Access learners to new higher level programmes in people and employers. We expect continue their higher studies at the science, pharmaceutical, health this to result in the introduction of college. Specifically we will provide and social care, early years and more Foundation Degree programmes young adults with more cost effective nursing. To support this we will have alongside our existing HNC/HND opportunities to continue into higher conducted a feasibility study for the offer. Foremost amongst our partners education locally, often on a part time creation of a new dedicated health will be Aston University, the University basis. In particular we will actively and life science centre in the Dudley of Wolverhampton, Birmingham City promote the opportunities locally Learning Quarter. University, Staffordshire University and for learners to progress to higher the Warwick Manufacturing Group. Apprenticeships, supported by We will introduce new higher level local employers. programmes in digital media We will identify specific higher and performing arts based on education facilities within all Building on the success of the local demand for these skills. We will relevant campuses to ensure learners approach used in engineering, we will extend our existing media facilities on higher level programmes have offer a range of subject specific with the introduction of industry- access to subject specific information bridging courses to support leading recording studios and communication technology and employed adults in making the step editing suites to ensure higher level resources allowing them to undertake into higher level programmes. These learners are trained on equipment research and complete coursework. short preparatory programmes relevant to the industry they will ensure learners start their higher work in. We will introduce a scheme under level qualification with the essential which higher level learners will technical knowledge and study We will introduce new higher be able to undertake research skills required, leading to successful level programmes in hospitality opportunities alongside their outcomes for those learners. management and salon studies, often in partnership with a management based on local demand local Higher Education Institution

For more information log on to www.dudleycol.ac.uk We will formalise the links we have applying for financial support will lead on this initiative with the with higher education institutes and with their studies, thereby enabling support from the college ensure our curriculum is aligned to more learners to access this level management team. support seamless progression for of education. our learners looking to top up We will develop a dedicated their college programme to a full We will maintain our suite of observation and continuous degree at a partner university. learner support services through professional development the life of this plan, but extend them programme, designed specifically We will review and develop our to ensure this support is relevant to, to suit the needs of higher education 57 approach to marketing our higher and can be accessed by, all learners and ensuring our staff skills remain HIGHER SKILLS LEARNERS education offer to promote the studying higher level programmes. current with industry demands. We benefits of cost effective education to Specifically we will extend these will support a number of key delivery local people and employers. As part support services to focus on providing staff to undertake post graduate of this we will work further with local guidance and development for qualifications and industrial employers to promote the value those learners seeking the highest updating to support the ongoing of recruiting higher apprentices levels of achievement. We will create delivery of our higher from learners completing full a suite of effective support initiatives education programmes. time programmes. This will include to develop higher level study skills marketing material, employer events to help learners reach the best We will review the allocation of and the development of effective outcome possible. remission for higher education learner-employer engagement teaching staff to support services. We will develop a clear We will have a dedicated and research initiatives. bespoke approach to the offer for higher apprenticeship We will increase the number and programmes aimed at employers, management, quality assurance and enhancement of our higher prominence of higher education promoting the benefits of a wider open days and introduce new apprenticeship programme in level provision, thereby ensuring that all processes and procedures are taster days across the higher developing their staff. Where education provision. required we will agree bespoke tailored to meet the needs of this key sector focused routes to market client group. approaches for the marketing of our In addition to the existing learner higher skills provision. voice processes, we will create an We will also ensure that entitlement enhancement learner group to to hardship funds from the Higher ensure continued development of Education Funding Council for England all courses and that best practice is made clear to all prospective is shared. The lead learner learners and support them in representative for higher education

We will promote opportunities locally for learners to progress to higher Apprenticeships.

For more information log on to www.dudleycol.ac.uk OUR PLANNED STRATEGIC OUTPUTS Each year we will set speciﬁc targets for 58

HIGHER SKILLS LEARNERS performance. By 2019 we will have delivered the following strategic outputs for our higher skills learners.

LEARNER ENGAGEMENT: • We will be engaging over 500 learners in higher level education each academic year.

OUTCOMES FOR LEARNERS: • Our success rates for higher education programmes will be at least 90%.

• Our success rates for classroom based learning programmes at level 4 and above will be at least 88%.

STAKEHOLDER SATISFACTION: • Learner satisfaction will be above average in comparison with otherer good or outstanding general further education colleges nationally.

• Overall satisfaction will be high, evidenced by a score of 80 or aboveve in an independent survey conducted by QDP and in the Higher Education National Study Survey.

LEARNER DESTINATIONS: • At least 95% of our completing learners will go on to a positive destination when they complete their programme of study.

IMPACT ON REGIONAL SKILLS AND ECONOMY: • At least 45% of our learners will be studying programmes in STEM (Science, Technology, Engineering and Mathematics) subjects, linked to demand for local skills.

• At least 60% of learners going into employment following their programme will be in graduate level positions, as evidenced through the independent Destination of Leavers in Higher Education survey.

For more information log on to www.dudleycol.ac.uk DUDLEY COLLEGE WORLDWIDE CONTEXT

60 Over the life of the 2013-16 strategic Financially the aim of Dudley College DUDLEY COLLEGE WORLDWIDE plan we placed a strategic emphasis Worldwide was, and remains, to on developing the Dudley College generate turnover and profit which Worldwide brand and its distinctive can be reinvested into our Dudley offering. Recognising the growing based operations. We understand, difficulty of recruiting international however, that each international learners into the UK and onto project does not necessarily provide programmes delivered here in such dividends in the short term. Dudley, much of our effort focused We recognise that alongside truly on the development of in-country commercial work, some projects work in the Middle East, North must operate first on a cost neutral Africa and India. Our target was to basis, such as many projects we run work, in-country, with national and with the British Council, and in other regional governments and institutions cases it is necessary to deliver short charged with delivering technical and demonstration projects, at cost, to vocational learning. gain trust and confidence in-country. Arabia we gave careful consideration The approach of working on a cost We developed a suite of inspiring to opportunities arising from Colleges neutral basis, in the first instance, prior programmes shaped by our own of Excellence’s programme of to a truly commercial offering, has practitioners’ expertise and industry outsourcing the management of new proved effective in both Saudi Arabia experience, positioning ourselves to Saudi colleges to external providers. and India. share relevant experiences founded Whilst we were offered three of these on real life: ‘we teach you everything we colleges, we did not consider these know’. Our delivery methodology was opportunities appropriate for Dudley designed to challenge and stimulate, College nor in the best interest of giving institutions and individual Saudi Arabian colleges and therefore delegates practical ways to implement did not accept these assignments. their new knowledge. Our overriding We did, however, encourage the aim was to have a significant positive Saudi government to adopt a capacity impact on those institutions working and capability building approach and with us, in their ability to teach were pleased to deliver the first effectively, to get great results, to ‘capacity’ building project at Qatif equip skilled and confident learners. Technical College, in Eastern Province, In doing so we recognised the need embedding a Dudley College Worldwide to build effective relationships with team into Qatif to work alongside key international partners such as their Saudi counterparts. the British Council and UK Trade and Investment, UK India Education Research Initiative and the Association of Indian Colleges of Technology in India, the Technical and Vocational Training Corporation and Colleges of Excellence in Saudi Arabia. In Saudi

For more information log on to www.dudleycol.ac.uk 61 By the end of 2015 we had made signiﬁcant progress with Dudley College Worldwide. In DUDLEY COLLEGE WORLDWIDE 2014-15 we secured £1.4m of income from worldwide operations, with £3.3m forward income for in-country projects secured for 2015-16. Recent changes in the government of Saudi Arabia, however, are likely to adversely impact of some of these forward projects and associated income.

In total we had projects operational in 13 countries outside of the UK and 364 delegates had participated in overseas training programmes. We were pleased to consistently receive very high levels of delegate satisfaction with leadership and management programmes delivered in-country, particularly in India, Saudi Arabia and Vietnam. In doing so, we did not overlook the recruitment of learners into the UK. 139 international learners participated in programmes at Dudley College and 92 international visitors participated in exploratory visits to Dudley College.

We were delighted in 2015 to win both the British Council ‘Best New Skills Partnership of the Year’ Award and the Black Country Chamber of Commerce ‘Award for International Trade’.

WeW were delighted in 2015 to win both theth British Council ‘Best New Skills PartnershipP of the Year’ Award and the BlackB Country Chamber of Commerce ‘Award‘A for International Trade’.

For more information log on to www.dudleycol.ac.uk VISION

62 Our vision for Dudley Worldwide is this: DUDLEY COLLEGE WORLDWIDE By 2019 Dudley College, through our Dudley College Worldwide brand, will be recognised as the UK’s leading further education college for international work. Our extended portfolio of in-country projects and a growing number of fee paying UK based learners will ensure we generate an annual income in excess of £5m.

Each year Dudley College Worldwide will achieve profit of no less than 5% of income. Dudley based learners will benefit from the on-going investment in facilities and resources this profit supports. Whilst no reliance will be placed on international operations, Dudley College Worldwide will annually make a significant contribution to the college’s financial health. Our leadership of Association of Colleges India’s UK India Education Research Initiative group will have ensured that we and our partner colleges have capitalised on the success of our innovative phase two UK India Education Research Initiative projects.

Dudley College itself will be the largest single college provider of UK India Education Research Initiative phase 3 projects and the Association of Colleges India group will be the most important partner with the largest share of skills projects. In Saudi Arabia, our long term strategy to work closely with the Saudi government will have resulted in the successful implementation of a number of in-country capacity building Our education and initiatives. The Technical and Vocational Training Corporation, Colleges of Excellence and the Saudi Ministry for Human Resource Development skills development will regard Dudley College as a key partner and regularly engage us programmes will have in activities to support the development of technical and vocational education in the Kingdom. A number of other highly effective skills a liberalising impact on partnership projects will be operational in China, the Middle East and North Africa region, South Africa and south-east Asia. Spin-off smaller, the emerging countries self-funded commercial projects will be operational in many of these countries. we support, albeit in

A reinvigorated marketing and recruitment strategy will have ensured a small way. many more international learners enrol in Dudley, particularly learners from European Union countries. Our major international partners, our in-country and UK based learners will report very high levels of satisfaction with our provision. Our education and skills development programmes will have a liberalising impact on the emerging countries we support, albeit in a small way. Dudley College Worldwide will have positive impact on the individuals and institutions we support. Our own staff will beneﬁt from the experience of working in-country with diverse cultures, bringing a more rounded, ‘world view’ back to Dudley.

For more information log on to www.dudleycol.ac.uk WHAT WE WILL DO

IN-COUNTRY OPERATIONS India Education Research Initiative we will successfully bid for and phase 2 projects in India. Foremost in deliver a number of in-country In Saudi Arabia we will work closely 63 this assessment will be identiﬁcation projects, focusing on leadership and with Colleges of Excellence, the DUDLEY COLLEGE WORLDWIDE of sustainability and extension management, capacity and capability Technical and Vocational Training strategies to build on the success to building and skills for employment. We Corporation and the Saudi Ministry date. We will present this assessment will target project work in the Middle for Human Resource Development to senior staff in the department of East and North African countries, to secure the reinstatement of Business, Innovation and Skills with a South Africa, Vietnam and India, their planned capacity building view to inﬂuencing government policy develop greater levels of work in programme. Subject to the on the UK India Education Research Europe and China, and establish resumption of this programme, we Initiative and skills partnerships with more links with South East will bid for and achieve no more India. Working with our Association Asian markets. than three capacity building projects. of Colleges India colleagues we will We will not bid for or accept support the development of assignments in respect of the UK-India Skills Hub. management of Saudi colleges in country. Working in partnership with our Association of Colleges India partners, We will continue to offer we will bid for and successfully secure leadership and management substantial new projects under the and professional development UK India Education Research programmes for the Technical Initiative phase 3. and Vocational Training Corporation, particular the Deans Working with the British Council, of colleges, and will deliver these UK Trade and Industry and others programmes in Saudi Arabia or in Dudley as required.

Working with external consultants, we will complete a careful impact assessment of the college’s UK Working in partnership with our Association of Colleges India partners, we will bid for and successfully secure substantial new projects under the UK India Education Research Initiative phase 3.

For more information log on to www.dudleycol.ac.uk 64 DUDLEY COLLEGE WORLDWIDE

We will carry out detailed impact We will develop and publish assessments on all in-country a strategy for commercial projects upon completion. Involving international programmes. all partners, these will demonstrate This will be informed by a process the effect our international activity of research, networking with key has on key impact measures such as stakeholders such as UK Trade and income, return on investment, learner Investment, the British Council and and staff experience, reach, curriculum Association of Colleges, scoping development, learner destination and activity and the development of beneﬁts to the host country. repeat business. We will enhance the showcasing of Dudley College Worldwide on dedicated web and social media platforms promoting our international activities through Facebook and Twitter posts, case studies and press releases. We will develop effective alumni arrangements for international learners involved with in-country delivery. Building on work with UK India Education Research Initiative delegates, we will launch alumni- focused networking opportunities and training programmes.

We will strengthen arrangements for the management of in-country projects ensuring there is a dedicated project leader in place for all substantive projects. We will also improve the monitoring of proﬁt and loss on a project by project basis.

For more information log on to www.dudleycol.ac.uk UK BASED LEARNERS We will ensure our homestay Through the college’s excellent provision is welcoming and employer links, we will engage with We will develop a more effective safe. In doing so we will ensure all business and industry to provide targeted marketing strategy homestay providers receive training work placements and industry to support the recruitment of in safeguarding and Prevent training visits for international learners and international learners to skills and and that all homestay providers meet delegates, in particular those from language programmes delivered at the college’s disclosure and barring European Union countries. Dudley College of Technology. In service standards. We will carry out 65 doing so we will we particularly target regular inspections of out homestay the recruitment of learners from DUDLEY COLLEGE WORLDWIDE provision ensuring health and safety Morocco, Indian, Indonesia, China, arrangements are effective in all our the Middle East and European homestay providers, including to have Union countries. up to date Gas Safe certiﬁcate. We will improve on current We will develop effective alumni arrangements for the recruitment, arrangements for international management and training of in- learners who have studied at Dudley country agents to promote Dudley College. This will be carried out College based programmes by utilising through newsletters, case studies models of best practice adopted aimed at supporting new throughout the sector. international learners arriving in We will continue to develop the UK, networking events and the breadth and ﬂexibility of supporting professional and programmes on offer at Dudley personal development. College for international learners. In careful consultation with curriculum managers we will develop and issue an annual prospectus showcasing international learning opportunities in Dudley.

By careful management and administration of our UK based provision for international learners we will maintain our UK Visa and Immigration Tier 4 Licence and our annual allocation of Conﬁrmation of Acceptance numbers. We will regularly undertake internal and external audits of our arrangements to ensure we continue to meet all We will develop a more effective required standards. targeted marketing strategy We will ensure all international learners receive any support to support the recruitment of necessary in helping them to succeed in their studies. We will complete international learners to skills and termly welfare reviews with all international learners and operate language programmes delivered at an effective round the clock ‘out of Dudley College of Technology. hours’ emergency service for international learners in need of support.

For more information log on to www.dudleycol.ac.uk OUR PLANNED STRATEGIC OUTPUTS

66 Each year we will set speciﬁc targets for DUDLEY COLLEGE WORLDWIDE performance. Over the lifespan of this strategy Dudley College Worldwide will deliver the following outputs.

INCOME AND PROFITABILITY: • Dudley College Worldwide will generate an annual income in excess of £5m.

• This income will achieve a proﬁt of no less than 5%, thereby making a contribution to the college’s ﬁnancial health of at least £250,000 per annum.

INTERNATIONALIIN PROJECTS: • We will have active projects in at least 10 countries.

• We will have at least one major capacity building project operating in Saudi Arabia.

• We will annually be working with at least 650 delegates in India through UK India Education Research Initiative funded projects, making Dudley College the largest UK college provider of this training/development.

INTERNATIONAL LEARNER RECRUITMENT: • An intake of at least 130 international learners each academic year will study at our Dudley campus.

• Overall learner satisfaction will be high, evidenced by a rating of 80 or above in an independent survey conducted by QDP.

• Success rates for international learners studying academic courses will bee at the national benchmark or above.

• Full time international learners on academic courses will achieve a 90% attendance rate.

For more information log on to www.dudleycol.ac.uk CROSS COLLEGE ENABLING AND SUPPORT SERVICES OUR SUPPORT SERVICES

68 The college prides itself on the high We will use the expertise we have in the facility for out of class pastoral CROSS COLLEGE ENABLING AND SUPPORT SERVICES levels of support we offer to ensure our initial advice and guidance team intervention. This will ensure that we learners have the greatest possible to put in effective exit strategies are providing a holistic approach to opportunity to succeed on their for learners at the end of their supporting our learners’ needs. programme of study and progress to a programmes to ensure we maximise positive destination. We will maintain their progression into positive We will invest in new support this suite of support services outcomes. This will include the roles dedicated to learners following through the life of this plan including creation of a team of specialists GCSEs in English and mathematics. We high quality counselling, careers and working with our learners to support anticipate this additional investment welfare support for learners at their progression and will work will support learners achieving grades the highest risk of not achieving very much in partnership with local A*-C (or 9 to 5 in the new GCSE their full potential. stakeholders. This will include the grade system). creation of enhanced learner We will continue to support our Speciﬁcally we will extend these advice and guidance services support services to focus not just learner’s travel to and from college at the college’s main Broadway by supplying bus passes to learners on those in need of support, but campus which will bring together increasingly to provide guidance who require them. In addition to this the services currently offered by the we will look to extend the ﬂeet of and development for those Employment Hub and learner services. learners looking to strive for the college mini buses and other transport This will enable adult learners to options to ensure we support higher grades. We will create a receive appropriate initial advice suite of effective support initiatives learners who are completing and guidance and progression work experience and other to develop higher level study skills to support and the addition of help learners reach the highest grade work exposure activity at local an enlarged teaching space/ employer premises. possible. We will ensure that support conference facility. is truly tailored to individual needs and aligned to the progression and We will revise our current in class destination plans of the learner. support arrangements to include

Additional investment will support learners achieving grades A* - C (or 9 to 5 in the new GCSE grade system).

For more information log on to www.dudleycol.ac.uk OUR FACILITIES AND RESOURCES

69 Over the life of this plan we will To support our science curriculum we continue the development of will conduct a feasibility study for the CROSS COLLEGE ENABLING AND SUPPORT SERVICES the Dudley Learning Quarter to creation of a new dedicated health ensure this offers the best possible and life science centre in the facilities for our learners and training Dudley Learning Quarter. that is linked to local need. We will contribute to the art and In partnership with employers and cultural environs of Dudley town the Local Enterprise Partnership through the development of a we will provide cutting edge sculpture park in the Dudley industry standard resources and Learning Quarter. equipment for skills training in the construction and engineering We will continue to explore sectors. We will invest some the opportunity of developing a £12m in the development of children’s nursery facility in Dudley Advance II. This innovative the Dudley Learning Quarter. and exciting facility will include This facility would not only support prefabricated modular housing pods, learners with children who wish to surveying and materials testing study at the college, but provide real equipment, Amada CNC punch and work experience for our full time folding presses, Amada Quattro laser learners on child care programmes. cutting machines, Amada CNC break We will design and implement presses, plasma laser cutting and a rolling programme of welding equipment, Eurospark CNC refurbishment for our Broadway wire erosion and eroding machines, campus to ensure it offers the CNC lathes and 50 ton moulding same level of facilities now in place presses. On opening Dudley Advance II across newer elements of the Dudley we will dispose of our Mons Hills Learning Quarter. This will include site which will be redeveloped into the creation of enhanced learner housing. The funds from this disposal advice and guidance services will support the ongoing development and the addition of an enlarged of the Dudley Learning Quarter. teaching space/conference facility. In September 2016, in partnership This will also include enhancements with the Football Association and to our iPoint learner drop-in Dudley Metropolitan Borough Council information technology centres. we will open the Priory Road We will undertake a programme 3G Football Complex. This will of refurbishment of toilets at result in a much needed competition Broadway campus. standard football pitch, with ancillary facilities, in the heart of the Dudley Learning Quarter. The facility will be available for the college’s learners, school pupils, sports clubs and the wider community.

For more information log on to www.dudleycol.ac.uk Following on from the success of our learner operated bistro, Stir, we will extend their operations to provide in-house delivery of all refectory and café facilities across the Dudley Learning Quarter.

Across the curriculum we will 70 continue to update our subject speciﬁc technological resources. CROSS COLLEGE ENABLING AND SUPPORT SERVICES For example, we will invest in motion capture cameras with autodesk motion builder software to create a state of the art, industry standard, animation studio to enable learners to become pioneers within their ﬁeld.

In developing our estates, we are committed to investing in our information communication technologies infrastructure. We will refresh the information technology/information learning technology strategy for the college, giving a high priority to investment in this area over the life of this plan. In particular we will prioritise information technology that supports the development of new curriculum, such as modern information technology programmes, motor vehicle technology, advanced building technologies and animation. We will invest in a suite of SMART technology devices, phones, tablets and televisions, to widen the technical experience of learners on information communication technology programmes. We will deliver true e-learning innovation to enable adults to learn more ﬂexibly investing in emerging technologies and software to support this.

We will invest in the development of new alumni arrangements designed speciﬁcally for each of the college’s key client groups.

We will review the provision of evening support services with a view to creating a more dynamic evening culture in the college.

For more information log on to www.dudleycol.ac.uk Funds will support the ongoing development of the Dudley Learning Quarter. 71 CROSS COLLEGE ENABLING AND SUPPORT SERVICES

Dudley College – The Broadway Dudley Evolve Dudley Aspire Dudley Create Dudley Sixth Priory Villa Dudley Enhance Dudley Advance – Centre for Engineering and Manufacturing Technology I Dudley Advance II – Centre for Advanced Building Technologies J Dudley College Motor Vehicle Centre

For more information log on to www.dudleycol.ac.uk DEVELOPING OUR PEOPLE

72 Over the last plan our approach to seek new appointments as We also need to develop our future CROSS COLLEGE ENABLING AND SUPPORT SERVICES succession planning in governance required. Working with the Association curriculum managers and leaders, and executive leadership and of Colleges and others, we will ensure particularly at tier 4. We will management was very effective. governors have access to training re-launch our aspiring managers and support. Governors will be programme for tier 4 managers to The Corporation is highly skilled provided with accurate, timely and renew our stock of future managers. and diverse, with clear Chair and accessible information on all aspects Vice Chair arrangements and in- of the college’s performance and will Our staff development built succession opportunities. have regular opportunities to engage programmes will continue to The majority of senior and middle in college life. The partnership of the focus on teacher education and manager posts (tier 2 and tier 3) in Chair, Vice Chair, Clerk and Principal development, in improving classroom the college are now filled by staff will be effective ensuring strategic skills and management and the who have progressed internally. In this leadership is coherent across the strategies required to achieve highest sense we have successfully created a college and not over reliant on outcomes for our learners. coherent ‘Dudley College way’ in any individual. leadership and management at The current lesson observation all levels. We need to give careful We need to ensure our senior system will continue its evolution into consideration to embedding these staff, our tier 2 leaders, are well a process that is more reflective arrangements and ensuring there equipped to progress. We will and developmental. To move is effective continuity in the future. provide structured opportunities towards outstanding teaching and We will therefore place a particular for our tier 2 leaders to further learning the current formalised emphasis on leadership and develop their skills. During the life of observation process will develop management and succession this plan the Corporation will give into a collaborative model which will planning over the life of this plan. consideration to the designation of enable all staff to critically reflect one or more of the current holders of and develop communities of practice Through the Search Committee, senior posts as ‘designated senior within a supportive and highly we will regularly review our post holders’. individualised environment. governance skills set and proactively

For more information log on to www.dudleycol.ac.uk Teaching and learning will be propelled on line ensuring all learning We have paid the ‘Living Wage’ forward by staff and a dedicated team programmes exceed to all staff over the age of 18 since of Outstanding Practitioners, who government expectations. September 2012 and will continue will work within each curriculum area to do so. This was the first step in on a regular basis. They will provide We will create new arrangements a phased implementation towards individualised support to assist to attract and recruit industry achieving the Living Wage in the development of classroom specialists to deliver on key Employer Mark which is awarded technical and professional practice, through a wide variety by the Living Wage Foundation. The 73 of self-reflective developmental programmes, through enhanced Living Wage is set annually by the conditions of service. This will processes, such as teaching triangles, Living Wage Foundation and calculated CROSS COLLEGE ENABLING AND SUPPORT SERVICES team teaching, peer observations and include a programme of dedicated by the Centre for Research in Social video analysis. recruitment activity targeted at Policy at Loughborough University. specific shortage areas such as The college expects that any suppliers Staff development will be provided advanced manufacturing, advanced and subcontractors who operate at within curriculum areas which will building technology and science and at the college will also pay the Living address the bespoke requirements higher skills levels. Wage. As an accredited Living Wage of all staff. Individualised action plans employer the college will impact will be produced to assist staff in their Whilst our curriculum management is largely effective, we recognise practice positively on the lives of its staff and targeted professional development and the local community. will be monitored closely to ensure in some areas is stronger than others. that the progression of teaching and We will therefore further develop and The college values the work of all learning is creative and implement support mechanisms of its staff and the contribution they intrinsically driven. and sharing of best practice to make to the success of our learners. ensure that curriculum management is We will maintain our policy to make, We will move away from college wide consistently very good. as a minimum, pay awards in line teaching and learning observations We recognise the valuable with the Association of College’s and target development and national recommendation. observation activity at those areas contribution made by staff working where performance is less strong. in our business support services. Business support staff will have access Our staff development programme to a wide range of development will focus interventions where opportunities including internal and performance in these areas is external secondment to short term less strong. We will set minimum supervisory or management roles. expectations for all of our teaching staff to undertake a programme The alignment and integration of of industrial updating at regular teaching and support services will be intervals to ensure they continue to promoted through our two annual, deliver learning and skills that are full day staff conferences where relevant to their industry. all staff come together in a wide range of activities in support of the We will continue to develop the implementation of our use of new and existing information strategic priorities. learning technologies to support the delivery of learning by ensuring For all staff we will promote career our staff have the skills to make development by studying for a best use of this technology and higher level qualification. This may our learners have access to the be provided in-house or externally, best e-learning resources possible. Applications for funding will be By developing the skills of our staff considered and, where agreed, will be we will continue to increase the accompanied by a training agreement. percentage of learning delivered Staff are valued as our key asset.

For more information log on to www.dudleycol.ac.uk SAFEGUARDING AND PROMOTING BRITISH VALUES

74 We will maintain our current effective communities. We will become a secure CROSS COLLEGE ENABLING AND SUPPORT SERVICES arrangements to ensure we fully English language test training centre meet our statutory responsibility to support adults who are claiming in relation to safeguarding. At the citizenship in the UK. heart of this are comprehensive arrangements which enable staff to We will make better use of our quickly identify any learners, or groups e-learning platforms (in particular of learners, who are at risk. our virtual learning environment) to provide support for our learners As the college continues to grow, and further training on keeping we will continue to develop and themselves safe. review safeguarding resources and procedures to ensure we are We will review and extend our keeping our learners safe and we are closed circuit television facilities effectively addressing the across the Dudley Learning Prevent agenda. Quarter to ensure learners feel safe at college. Staff will continue We will continue to promote positive to promote health and safety in and harmonious relations within classrooms and workshops. our local communities and build on the excellent practice that exists in parts of the college. We will engage positively and energetically in local and regional initiatives such as the Prevent agenda.

We will ensure, through staff development that all staff will be conﬁdent in promoting equality and diversity, British values and to be able to conﬁdently address opposing views.

Through our Personal Improvement Programme and a regular programme of cross college events and activities We will continue to foster inclusion we will train learners, particularly through English language those aged 16-19, to be responsible citizens, ensuring British values are provision which engages hard to not just promoted but embedded into the culture of the college. reach communities.

We will continue to foster inclusion through English language provision which engages hard to reach

For more information log on to www.dudleycol.ac.uk MEETING OUR CORPORATE AND SOCIAL RESPONSIBILITIES 75 Supporting the local community and This statement continues to a full and active role in the economic meeting our corporate and social encapsulate our strategic approach well-being and development of the CROSS COLLEGE ENABLING AND SUPPORT SERVICES responsibilities has been at the heart to supporting our local community. borough. This includes working of the college’s strategy for over 150 It also articulates the values and closely with Dudley Metropolitan years. During the last strategic plan aspirations we hold in this respect. Borough Council and New Heritage we were delighted to contribute to Regeneration Ltd as part of a co- and read the outcome of Baroness We recognise that public funds ordinated approach to supporting Sharp’s enquiry into the role of provided to us by the Education an integrated township strategy further education colleges in their Funding Agency (learners aged across the borough. community, “A dynamic nucleus, Colleges 14-18 years) and the Skills Funding at the heart of local communities”. In the Agency (adults and apprentices) are We will support local introduction Baroness Sharp notes: intended to be used locally, although organisations particularly sharing we understand there is no statutory our professional skills and giving our “We believe colleges can not only help guidance to this effect. We commit to time on a voluntary basis. For example: people into jobs through skills training, prioritising our public allocations the Principal will support the Black but, by being proactive in their work with on the skills and training needs Country Museum acting as Chair of local communities, can also harness the of young people and adults in the the Board Trustees; the Vice Principal energy of those communities towards Dudley Borough and wider Finance will support Friends of Priory positive outcomes which in turn promote Black Country. Park; members of the senior group health, happiness and social cohesion. In will act as governors for local schools; In relation to economic doing so, the key is for colleges to work in key senior staff will participate in the regeneration we will continue to partnership, whether with local business, Dudley Town Team. be an active member of a range of charities, local authorities or public key groups which enables us to play sector organisations13.” S

We commit to prioritising our public allocations on the skills and training needs of young people and adults in the Dudley Borough and wider Black Country.

13 A dynamic nucleus: colleges at the heart of local communities, The Final Report of the Independent Commission on Colleges in their Communities, Baroness Sharp of Guildford, November 2011, page 3

For more information log on to www.dudleycol.ac.uk We will continue to work in very and will support, in a variety of ways, annually measure our performance close partnership with local a range of community organisations against this objective. In working with schools on a range of initiatives such as the Black Country Living local suppliers we will seek to settle such as the further collaborative Museum, Brockswood Nature invoices promptly, within a target development of Dudley Sixth, new Reserve, Dudley Centre for Equality period of 30 days. provision for learners with learning and Diversity, Dudley Town Team, difﬁculties and disabilities and new Dudley Zoological Gardens. We will act transparently and provision for learners aged 14-16. openly at all times. Through 76 We will continue to promote the college’s website, the Dudley For those in our local community positive and harmonious Dashboard and the Annual Strategic CROSS COLLEGE ENABLING AND SUPPORT SERVICES who are unemployed we will relations within our local Impact Assessment Report we will promote the free services provided communities building on the excellent provide all stakeholders with accurate, by our Employment Hub, a dedicated practice that exists in parts of the timely and easily accessible data on employability skills centre. college. We will engage positively and the college’s performance. We will continue to expand the energetically in local and regional number and range of employability initiatives such as the programmes aimed at those not in Prevent agenda. work or economically inactive and will provide these learners with intensive Through our Performance support in helping them overcome Improvement Programme we will multiple barriers to employment. Over train learners, particularly those aged the life of this strategic plan we will 16-19, to be responsible citizens. further develop our in-community We will encourage and help facilitate learning provision with a particular high levels of learner volunteering focus on supporting the basic through, for example, the work of skills and English language needs learners on Team Dudley (sports), of adults. public services courses and the Duke of Edinburgh Award. Working in partnership with local prisons, particularly HMP In partnership with Dudley College Featherstone, we will provide adult Students’ Union we will annually up-skilling programmes for adopt and fundraise for a offenders and develop arrangements local charity. to support the progression of We are committed to minimising offenders into further learning or our environmental impact, respecting employment with training on their the environment and the limits release to the local community. of its resources, and promoting We will ensure that the facilities and embedding sustainable we develop in the Dudley Learning development in all aspects of college Quarter are accessible to our local activities. We recognise the impact community including the Evolve that our operations can have on the Theatre, Evolve Sport and Fitness, local, regional and global environment. Evolve Recording Studio, and Evolve We will annually measure and reduce Hair and Beauty. This will be equally our carbon footprint. We will true of the new facilities in the Dudley achieve ISO 14001 during the life of Learning Quarter, such as the Priory this plan. Road 3G Football Complex. Wherever possible we will use locally We will continue to develop sourced labour and materials in our extensive community our day to day operations and our partnerships and sponsorship major capital developments. Through our key impact measures we will

For more information log on to www.dudleycol.ac.uk FINANCIAL STRENGTH CONTEXT

78 The college is in the next stages The college is realising the benefit FINANCIAL STRENGTH of its ongoing multi-million pound of the investment in the Dudley investment in the Dudley Learning Learning Quarter. Strong operating Quarter to create a dedicated campus performances have resulted from in the heart of Dudley to provide increasing learner and apprentice learners, the local community and participation levels and learners who employers with the very best facilities are attending the college from a wider to inspire learning and improve geographic area, attracted by the skills. Given the size and scale of this availability of a broad range of high transformational investment, it is quality provision delivered in top class essential that the college has strong facilities. This is continuing to enhance finances so that we can not only our financial strength. successfully complete this project, but also to continue to invest in the future We recognise however that in order that we can effectively fulfil investment in our estate can only our mission. be one part of a holistic strategy to improve our financial strength. We The Dudley Learning Quarter continue to review the curriculum development started in 2011. It has offering, particularly with regard to been financed in part from grants and delivering higher level professional bank borrowings, but the majority and technical provision that meets the of the funding has come from cash needs of the local economy. We pay generated by the college from its own careful attention to cost reductions operating activities. The development through improved efficiency and has been undertaken during a time of effective delivery of courses and uncertainty in the further education business services and also to sector, which has resulted in increased alternative or complementary funding pressures across the sector. income streams. However, the college has navigated its way through this period with a good degree of financial stability. Our bank borrowings have increased and cash balances have reduced due to our investment in the Dudley Learning The college is realising the benefit Quarter since 2011, but the college generates significant, and growing, of the investment in the Dudley levels of cash from increasingly strong annual operating performances, which Learning Quarter...increasingly strong more than cover the college’s ongoing financial obligations. annual operating performances which more than cover the college's ongoing financial obligations.

For more information log on to www.dudleycol.ac.uk MAINTAINING OUR FINANCIAL STRENGTH

79 It is essential that we maintain the maximise opportunities arising from In developing our human resources, college’s financial position in the the introduction of the employer levy. we will increase the funds available to FINANCIAL STRENGTH coming years so that we can continue recruit more higher professional to invest in the future of the college We will increase investment in our and technical roles to align with and effectively deliver our mission. business development team and curriculum priorities and learner and We will measure the college’s financial services, creating additional employer employer needs. strength through the industry standard facing roles. Investment in resources Skills Funding Agency financial health for Apprenticeship will be foremost in We will work with local partners and assessment criteria, which measure our minds throughout this strategic the Local Enterprise Partnership to a college’s operating performance, plan period. develop innovation, for example the Very Light Rail Innovation Centre level of borrowing and the level of Our curriculum development and the Elite Centre for liquidity/cash. Under these measures, activities will include the development Manufacturing Skills. a college’s financial strength improves and marketing of new building when its operating performance and technologies and technical Our development of the Dudley liquidity/cash balance increases and construction programmes Learning Quarter will continue its borrowing reduces. The college that will form the core offering in through appropriate capital projects, will undertake a range of actions to Dudley Advance II. We will also such as a new health and life further improve our financial strength increase our focus and range of science centre, to enhance our over the course of the strategic plan. higher education programmes in estate, widen and deepen our range MAXIMISING INCOME collaboration with local partners. and depth of provision and to help grow learner participation levels. By 2019 we will have grown income In order to extend our range of to in excess of £40 million. A range of services and products, we will MAXIMISING LIQUIDITY consider opportunities for the actions will ensure that we meet this In 2015 we moved the college’s income target. acquisition of private training providers and act on these banking arrangements and re-financed Through continuous development of opportunities as appropriate. We will our facilities with Santander, who will our curriculum and teaching and we also continue to seek opportunities provide the long term, flexible and will consolidate the substantial to complement and diversify our secure financial partnership required growth achieved over recent years in provision and reduce our reliance by the college to enable us to deliver the number of 16-18 year old learners on traditional core FE funding our mission. To maximise the college’s and Education Funding Agency income. where appropriate. liquidity during a time of continuing The number of full time 16-18 year investment in the college’s future, we old learners will grow further to We will maximise the take up of will undertake a range of actions. loans available to learners aged 19 4,000 per annum by the end of We will maintain the banking this plan. years and above undertaking level 2 and 3 programmes. arrangements recently put in We will develop our Apprenticeship place with Santander and make loan provision and marketing approach We will leverage our investment repayments as scheduled. in Dudley College Worldwide to in response to national reforms. We will continue to work in Specifically we will deliver more seek more, higher profit, full cost programmes overseas. partnership with the Local Advanced and Higher Level Enterprise Partnership and other Apprenticeships in order to

For more information log on to www.dudleycol.ac.uk bodies to raise capital for future We will continuously review costs, projects and, where appropriate, challenging existing processes and request grants to meet capital investing in information technology requirements up-front to help the to improve operational efficiencies. college cash flow. We will also continuously review operational delivery models and staff We will ensure borrowings are utilisation to manage class sizes and no more than 35% of income maintain payroll costs below 80 and continue to maximise cash 60% of income. generated from operating FINANCIAL STRENGTH activities through maximising income We will provide a greater level of and managing costs. financial support and training to non-financial staff through Through the preparation of regular more frequent financial review short and long term cash flow meetings with budget holders and forecasts, we will continue to the implementation of a new financial manage college cash flows during system with enhanced lower income months and capital reporting capabilities. projects. We will also monitor treasury and debt arrangements In order to ensure value for money, to utilise interest hedging through the Black Country Area opportunities as appropriate. Review and wider discussions, we will explore the potential for We will consider options to utilise shared services. This will include cash balances in the most beneficial procurement methodologies, way when available, such as continuing e-commerce and other opportunities to invest in college resources, repay to minimise the cost of borrowings more quickly or explore college operations. new opportunities to diversify the college’s portfolio, as appropriate.

STRONG FINANCIAL CONTROL

We will continue to maintain robust financial controls to ensure college costs are managed and value for money is achieved across the college’s operations. This will be achieved through a number of financial We will continuously review costs, control measures. challenging existing processes and We will work with external and internal auditors to scrutinise our investing in information technology financial arrangements. Regular to improve operational efficiencies. and robust financial reviews will be undertaken by the Audit Committee, Financial and General Purposes Committee and Corporation. The college’s financial regulation procedures will continue to be rigorously enforced and updated on a regular basis.

For more information log on to www.dudleycol.ac.uk Following on from an investment of over £9m in Dudley Advance I, a further £12m will see Dudley Advance II open in Autumn 2017.

81 FINANCIAL STRENGTH

For more information log on to www.dudleycol.ac.uk STRATEGIC RISKS Identifying and overcoming the key challenges

82 to the delivery of this plan In developing this strategic plan, we have identiﬁed those high level risks which may potentially impede the college in STRATEGIC RISKS achieving the outcomes detailed in this plan. The top ten high level risks and our proposed mitigation strategies are:

We have no direct control over Government funding allocations but Changes in public funding adversely will continue to promote the value of funding further and higher skills impact our ability to deliver the actions development. We will revise our plans in line with any reductions in public set out in this plan. funding. We have an exceptionally strong ﬁnancial position and track 1 record in responding to such changes. We will continue to deliver on the key priorities of the Changes in Government education Government, the West Midlands Combined Authority and the and skills policy reduce the future Black Country Local Enterprise Partnership as detailed throughout role or importance of general further this plan. With the Association of Colleges and others we will education colleges. continue to promote the value of further education.

2Failure to maximise the benefit of working collaboratively could jeopardise many of the strategic Senior staff will take responsibility for ensuring the college initiatives in this plan which are communicates effectively with key partners. We will act with integrity in all predicated on effective partnerships partnership activities, looking for win-win outcomes for all parties. with other further education colleges, higher education institutions and 3employers. We will create new arrangements to attract and recruit industry specialists to deliver on key technical and professional programmes, Failure to recruit sufficient high calibre through enhanced conditions of service. This will include a programme industry standard staff to deliver higher of dedicated recruitment activity targeted at specific shortage areas such technical and professional learning. as advanced manufacturing, advanced building technology and science 4 and at higher skills levels. Failure to retain the necessary Succession planning is in place to ensure that governance and leadership and management skills in executive leadership and management are highly effective. We will ensure the governing body and the executive our tier 2 leaders, are well equipped to progress through the provision of management team at tiers 1 and 2 to structured opportunities for further development. 5deliver this plan.

For more information log on to www.dudleycol.ac.uk The change in the apprenticeship model with the introduction of the In developing our business to business services we will promote employer levy scheme and removal of the value of training. We will offer Apprenticeships which have been the Skills Funding Agency allocation developed in partnership with employers and which add value to their 83

reduces the participation by employers business performance. STRATEGIC RISKS 6in Apprenticeship programmes. A weak liquidity position restricts the cash available to invest in new capital programmes such as a dedicated Careful management of our ﬁnances and monitoring of our health and life science centre in the cash ﬂow will ensure we deliver the outcomes in this plan. We Dudley Learning Quarter, innovation will maintain positive working relationships with our partners such and research programmes, information as Santander and the Local Enterprise Partnership to ensure cost technology and technology and the effective delivery of capital projects. recruitment and retention of the most 7suitably skilled staff.

Government not supporting our We will present a compelling prospectus to Government innovative proposal for the creation of which aligns well to their underlying principles for Institutes of 8a ‘pilot’ Institute of Technology. Technology whilst also providing a cost-effective solution. We are confident that our use of the adult education budget aligns The new West Midlands Combined well with the priorities of the West Midlands Combined Authority. We Authority does not support our will work transparently in ensuring this approach continues through the approach to adult education. 9 life of this plan. We are confident in our current and future provision and The Black Country Area Review our ongoing financial health. We are not therefore anticipating proposes significant structural change structural changes arising from the Black Country Area Review as no and the implementation of those compelling case for such has been made. We will respond with an open changes impacts adversely on the mind to any emerging proposals which are in the best interests of our delivery of the actions in this plan. learners. In this case we would re-allocate resources accordingly and 10 would revisit the actions and timeframes within this plan.

Note: The college has a comprehensive risk management approach with very detailed risk registers for all key aspects of our operations.

For more information log on to www.dudleycol.ac.uk TO FIND OUT MORE The college operates a policy of openness and

84 transparency in all of its activities.

TO FIND OUT MORE Further information about the college is freely available from the following sources:

• Information on Governance can be found on our website at www.dudleycol.ac.uk/governance.

• Information on a wide variety of live performance indicators and our Annual Strategic Impact Assessment Report can be found on the Dudley Dashboard. This includes the latest data on learner success, destinations and performance. It contains a range of information relating to the diversity of our learners and staff, our ﬁnancial performance and latest inspection reports. Visit www.dudleycol.ac.uk/dashboard.

• The college’s published annual report and consolidated ﬁnancial statements can be found at www.dudleycol.ac.uk/Aboutus/CollegeAccounts.

• To contact a member of our senior management team, their contact details can be found at www.dudleycollege.ac.uk/AboutUs/SeniorManagementTeam.

• The college’s Freedom of Information Ofﬁcer is Andrew Comyn, Vice Principal Finance.

For further information on any aspect of the college’s operations, please contact:

Lowell Williams Principal Dudley College The Broadway Dudley West Midlands DY1 4AS

Tel: 01384 363221

Email: [email protected]

For more information log on to www.dudleycol.ac.uk