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College Annex
The Marches and Worcestershire Area Review College annex November 2016 Contents1 Heart of Worcestershire College 3 South Worcestershire College 5 Worcester Sixth Form College 6 Kidderminster College 7 Hereford College of Arts 8 Hereford Sixth Form College 10 Herefordshire and Ludlow College 11 New College Telford 13 North Shropshire College 14 Shrewsbury College of Arts and Technology 16 Shrewsbury Sixth Form College 18 Telford College of Arts and Technology 19 1 Please note that the information on the colleges included in this annex relates to the point at which the review was undertaken. No updates have been made to reflect subsequent developments or appointments since the completion of the review. 2 Heart of Worcestershire College Type: College of general and further education Location: The college operates from 4 main key sites; Worcester, Malvern, Redditch and Bromsgrove. The college is bordered by Birmingham, Solihull, Herefordshire, Gloucestershire and Warwickshire Local Enterprise Partnership: Worcestershire LEP Principal: Mr Stuart Laverick Corporation Chair: David Rood Main offer includes: Provision for 16 to 18 year olds and adults across a range of subject sector areas Apprenticeships University and professional Details about the college offer can be reviewed on the college website Specialisms: The Malvern campus is the college's "Construction Centre of Excellence" and opened in 2006 Partnerships: On 1st August 2014, Worcester College of Technology and North East Worcestershire College merged to become Heart of Worcestershire -
Directory of HE in FE in England 2007
Directory of HE The Higher Education Academy in FE in England Our mission is to help institutions, discipline groups and all staff to Published by: provide the best possible learning experience for their students. The Higher Education Academy We provide an authoritative and independent voice on policies Innovation Way that infl uence student learning experiences, support institutions, York Science Park lead and support the professional development and recognition Heslington of staff in higher education, and lead the development of research Directory ofHEinFEEngland York YO10 5BR and evaluation to improve the quality of the student learning United Kingdom experience. Directory of HE Tel: +44 (0)1904 717500 The Higher Education Academy is an independent organisation Fax: +44 (0)1904 717505 funded by grants from the four UK higher education funding bodies, [email protected] subscriptions from higher education institutions, and grant and in FE in England www.heacademy.ac.uk contract income for specifi c initiatives. ISBN 978-1-905788-33-0 © The Higher Education Academy February 2007 2007 2007 All rights reserved. Apart from any fair dealing for the purposes of research or private study, criticism or review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any other form or by any other means, graphic, electronic, mechanical, photocopy- ing, recording, taping or otherwise, without the prior permission in writing of the publishers. To request copies in large print or in a different format, please contact the Academy. Contents About this directory . 2 How to use this directory . 3 NATIONAL ORGANISATIONS, NETWORKS AND CONSORTIA National quality and funding bodies . -
England LEA/School Code School Name Town 330/6092 Abbey
England LEA/School Code School Name Town 330/6092 Abbey College Birmingham 873/4603 Abbey College, Ramsey Ramsey 865/4000 Abbeyfield School Chippenham 803/4000 Abbeywood Community School Bristol 860/4500 Abbot Beyne School Burton-on-Trent 312/5409 Abbotsfield School Uxbridge 894/6906 Abraham Darby Academy Telford 202/4285 Acland Burghley School London 931/8004 Activate Learning Oxford 307/4035 Acton High School London 919/4029 Adeyfield School Hemel Hempstead 825/6015 Akeley Wood Senior School Buckingham 935/4059 Alde Valley School Leiston 919/6003 Aldenham School Borehamwood 891/4117 Alderman White School and Language College Nottingham 307/6905 Alec Reed Academy Northolt 830/4001 Alfreton Grange Arts College Alfreton 823/6905 All Saints Academy Dunstable Dunstable 916/6905 All Saints' Academy, Cheltenham Cheltenham 340/4615 All Saints Catholic High School Knowsley 341/4421 Alsop High School Technology & Applied Learning Specialist College Liverpool 358/4024 Altrincham College of Arts Altrincham 868/4506 Altwood CofE Secondary School Maidenhead 825/4095 Amersham School Amersham 380/6907 Appleton Academy Bradford 330/4804 Archbishop Ilsley Catholic School Birmingham 810/6905 Archbishop Sentamu Academy Hull 208/5403 Archbishop Tenison's School London 916/4032 Archway School Stroud 845/4003 ARK William Parker Academy Hastings 371/4021 Armthorpe Academy Doncaster 885/4008 Arrow Vale RSA Academy Redditch 937/5401 Ash Green School Coventry 371/4000 Ash Hill Academy Doncaster 891/4009 Ashfield Comprehensive School Nottingham 801/4030 Ashton -
College Employer Satisfaction League Table
COLLEGE EMPLOYER SATISFACTION LEAGUE TABLE The figures on this table are taken from the FE Choices employer satisfaction survey taken between 2016 and 2017, published on October 13. The government says “the scores calculated for each college or training organisation enable comparisons about their performance to be made against other colleges and training organisations of the same organisation type”. Link to source data: http://bit.ly/2grX8hA * There was not enough data to award a score Employer Employer Satisfaction Employer Satisfaction COLLEGE Satisfaction COLLEGE COLLEGE responses % responses % responses % CITY COLLEGE PLYMOUTH 196 99.5SUSSEX DOWNS COLLEGE 79 88.5 SANDWELL COLLEGE 15678.5 BOLTON COLLEGE 165 99.4NEWHAM COLLEGE 16088.4BRIDGWATER COLLEGE 20678.4 EAST SURREY COLLEGE 123 99.2SALFORD CITY COLLEGE6888.2WAKEFIELD COLLEGE 78 78.4 GLOUCESTERSHIRE COLLEGE 205 99.0CITY COLLEGE BRIGHTON AND HOVE 15088.0CENTRAL BEDFORDSHIRE COLLEGE6178.3 NORTHBROOK COLLEGE SUSSEX 176 98.9NORTHAMPTON COLLEGE 17287.8HEREFORDSHIRE AND LUDLOW COLLEGE112 77.8 ABINGDON AND WITNEY COLLEGE 147 98.6RICHMOND UPON THAMES COLLEGE5087.8LINCOLN COLLEGE211 77.7 EXETER COLLEGE 201 98.5CHESTERFIELD COLLEGE 20687.7WEST NOTTINGHAMSHIRE COLLEGE242 77.4 SOUTH GLOUCESTERSHIRE AND STROUD COLLEGE 215 98.1ACCRINGTON AND ROSSENDALE COLLEGE 14987.6BOSTON COLLEGE 61 77.0 TYNE METROPOLITAN COLLEGE 144 97.9NEW COLLEGE DURHAM 22387.5BURY COLLEGE121 76.9 LAKES COLLEGE WEST CUMBRIA 172 97.7SUNDERLAND COLLEGE 11487.5STRATFORD-UPON-AVON COLLEGE5376.9 SWINDON COLLEGE 172 97.7SOUTH -
Accreditation Independent Providers National
Agreement Start Agreement Partner Programme Award Mode Notes Date Review Date NATIONAL Management FdA PT Management (Chartered Manager Degree Bracknell & Wokingham College BA (Hons) PT Starting in September 2018/19 Jan-15 Dec-19 Apprenticeship) Business Studies Progression to BA (Hons) Level 6 PT Early Childhood Progression to BA (Hons) Level 6 PT Brockenhurst College Sep-14 Aug-19 Early Years FdA PT Cardinal Newman College Leadership and Management FdA FT Recruitment suspended 2018/19 Sep-18 Aug-23 Early Childhood FdA / Progression to BA (Hons) Level 6 PT Crawley Sep-13 Aug-18 Chichester College Developing Digital Literacy 15 credit module PT Chichester Sep-14 Aug-19 Business Progression to BA (Hons) Level 6 PT Chichester Management (Chartered Manager Degree BA (Hons) PT Apprenticeship) Early Years FdA PT East Surrey College Management FdA PT Starting in September 2018/19 Sep-18 Aug-23 Aviation Operations Management FdA PT Internet Software Development FdSc PT Sound and Music Production FdA PT Early Years FdA PT Fareham College Sep-14 Aug-19 Early Childhood Progression to BA (Hons) Level 6 PT FT from September 2018/19 Early Years FdA PT Early Childhood Studies Progression to BA (Hons) Level 6 PT Havant and South Downs College Sep-15 Aug-20 Health and Social Care FdA PT Learning and Teaching Support FdA PT Starting in September 2018/19 Graphic and Media Digital Design FdA PT Early Years FdA PT/FT Early Childhood Progression to BA (Hons) Level 6 PT Isle of Wight College Sep-17 Aug-22 Computing and Software Development HND FT Computing -
Aylesbury College
Aylesbury College REPORT FROM THE INSPECTORATE 1997-98 THE FURTHER EDUCATION FUNDING COUNCIL THE FURTHER EDUCATION FUNDING COUNCIL The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. It also assesses and reports nationally on the curriculum, disseminates good practice and advises the FEFC’s quality assessment committee. College inspections are carried out in accordance with the framework and guidelines described in Council Circulars 97/12, 97/13 and 97/22. Inspections seek to validate the data and judgements provided by colleges in self-assessment reports. They involve full-time inspectors and registered part-time inspectors who have knowledge of, and experience in the work they inspect. A member of the Council’s audit service works with inspectors in assessing aspects of governance and management. All colleges are invited to nominate a senior member of their staff to participate in the inspection as a team member. Cheylesmore House Quinton Road Coventry CV1 2WT Telephone 01203 863000 Fax 01203 863100 © FEFC 1998 You may photocopy this report. A college may use its report in promotional material provided quotes are accurate, and the findings of the inspection are not misrepresented. Contents Paragraph Summary Context The college and its mission 1 The inspection 8 Curriculum areas Construction 10 Engineering 16 Business 22 Health and social care 29 Hairdressing and beauty 35 English, sociology, psychology and law 41 Languages 46 Provision for students with learning difficulties and/or disabilities 51 Cross-college provision Support for students 57 General resources 64 Quality assurance 71 Governance 77 Management 83 Conclusions 92 College statistics Aylesbury College Grade Descriptors Retention and Pass Rates Inspectors assess the strengths and weaknesses Where data on students’ achievements appear of each aspect of provision they inspect. -
Utc Oxfordshire Prospectus 2021-22
UTC OXFORDSHIRE PROSPECTUS 2021-22 SCIENCE AND ENGINEERING EXCELLENCE FOR ALL DISCOVER A NEW WORLD OF OPPORTUNITIES Our aim is to become a world-class centre of excellence in science and engineering education for students aged 14 to 19. Our students will be well known for having the skills, attitudes, behaviours, knowledge and experience that the world’s leading employers are looking for. You will be well connected with access to over 40 industry partners; locally based national and international organisations such as UK Atomic Energy Authority, RM Education and MINI Plant Oxford, which will give you access to great opportunities for employment and sponsorship. Lead sponsor All information in this guide is correct at the time of going to print but may be subject to change. CONTENTS 1 CONTENTS BE INSPIRED 3 ACTIVATE LEARNING EDUCATION TRUST 4 OUR LEARNING PHILOSOPHY 5 WHAT IS A UNIVERSITY TECHNICAL COLLEGE? 6 UTC OXFORDSHIRE 8 WISE UP ABOUT WOMEN IN STEM 10 LEARN FOR THE REAL WORLD 12 THE KEY STAGE 4 PROGRAMME 14 SIXTH FORM 18 LEARN IN A STATE-OF-THE-ART ENVIRONMENT 22 IMAGINE YOUR DAY AT THE UTC 25 INDUSTRY PARTNERS 26 JOIN AT 14 28 JOIN AT 16 30 FIND US 32 FIND OUT MORE 33 UTC OXFORDSHIRE PROSPECTUS 2 THE FACILITIES ON OFFER HERE, COUPLED WITH THE LEVEL OF EXPERIMENTS THE STUDENTS ARE COMPLETING, MAKE THIS SCHOOL UNIQUE. GIVEN THE IMPORTANCE OF SCIENCE AND ENGINEERING TO OUR ECONOMY, AND THE POTENTIAL SKILLS SHORTAGE IN THESE AREAS, THE IDEA OF A SCHOOL LIKE THIS IS OBVIOUS AND YET IT TAKES SOMEONE TO ACTUALLY DO IT. -
Banbury and Bicester College
Sharing Innovative Approaches to Delivering 16-19 Study Programme Principles Banbury and Bicester College Enterprise and Employability “At the heart of our model for Study Programmes is the development of employability skills through the learning company concept.” Rose Turner, Principal Banbury and Bicester College is part of Activate Learning1, a group which combines secondary, further and higher education along with workforce training, commercial business and social enterprise. The Activate Learning group was formed in September 2013, following the merger of Oxford and Cherwell Valley College, and Reading College in 2010. The group comprises Banbury and Bicester College, City of Oxford College, Reading College and Activate Enterprise. Activate Learning has a chief executive officer; each college has a principal and Activate Enterprise a director. In 2012/13 the three colleges recruited around 14,500 learners, two thirds of whom were adults on part-time courses. Most learners, currently, are on foundation and intermediate programmes and the group have around 1,800 apprentices in five subject areas. Oxfordshire and Berkshire are affluent counties with rates of unemployment below national averages. However, across both counties, there are areas of educational and social deprivation and the profile of learners attending the colleges reflects this. GCSE attainment in local secondary schools is broadly at, or just below, national averages, and many learners come to study and train at the colleges with attainment below national averages. The proportion of the population of Oxfordshire and Berkshire from minority ethnic backgrounds varies from around 25% in Reading to below 5% in Banbury and Bicester. However, the proportion of learners from minority ethnic backgrounds in the colleges matches or exceeds these local proportions. -
A Case Study Exploring the Societal Gatekeeper Role of an Ofsted
A case study exploring the societal gatekeeper role of an Ofsted inspector, using a systems thinking model of creativity, in the business studies curriculum in Further Education colleges in England by Jesvir Kaur Mahil BA (Hons), PGCE, MBA A thesis submitted to the University of Birmingham for the degree of DOCTOR OF PHILOSOPHY School of Education College of Social Sciences University of Birmingham August 2017 0 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Abstract This study explored my own societal gatekeeper role as an Ofsted inspector, using a systems thinking model of creativity, within the domain of vocational business studies curricula, in Further Education (FE) colleges in England. My research questions sought to explore how business teachers and inspectors define, recognise, measure, reward and promote creativity skills in vocational business education. To provide a definition of creativity, I propose a framework based on its seven key aspects: process, person, place, pressures, product, persuasion and permanence. In addition to evidence-based success, I argue that we recognise the need for trust and freedom, through quality of relationships, to stimulate creativity. -
Staffordshire University Register of Collaborative Provision Section 1
Staffordshire University Register of Collaborative Provision Staffordshire University offers higher education awards in collaboration with a number of UK and international partners. This register provides details of our collaborative provision by partner institution. Section 1 shows courses in full approval. Section 2 shows partners and courses on teach out. Section 3 provides details of apprenticeship employers. Date of revision: June 2020 Section 1: Courses in Full Approval Study Course Name School Arrangement Type Mode Asia Pacific Institute of Information Technology (Sri Lanka Colombo Site) Partnership Start Date: 1999 BA (Hons) Accounting and Finance BLE Franchise FT BA (Hons) Law LPF Franchise FT BA (Hons) Marketing Management BLE Franchise FT BEng (Hons) Software Engineering CDT Franchise FT BEng (Hons) Software Engineering (two-year accelerated) CDT Franchise FT BEng (Hons) Software Engineering (with a placement year) CDT Franchise FT BSc (Hons) AI and Robotics CDT Franchise FT BSc (Hons) Computer Science CDT Franchise FT BSc (Hons) Cyber Security CDT Franchise FT BSc (Hons) International Business Management BLE Franchise FT BSc (Hons) International Business Management (two-year accelerated) BLE Franchise FT LLB (Hons) Law LPF Franchise FT LLM International Business Law LPF Franchise FT MBA Business Administration BLE Franchise PT MSc Computer Science (Business Computing) CDT Franchise PT Asia Pacific Institute of Information Technology (Sri Lanka Kandy Site) Partnership Start Date: 1999 BA (Hons) International Business Management -
West Midlands
West Midlands Introduction The West Midlands has an area of just under 13,000 km2. Around 5.2 million people live in the region, giving a population density of 405 people per km2. This is close to the average for England, but West Midlands metropolitan county – which consists of Birmingham, Coventry, Dudley, Sandwell, Solihull, Walsall and Wolverhampton – is the second most densely populated urban area in the country after London. It has nearly 3,000 people per km2. Birmingham has just under 1 million inhabitants, making it the second largest city in the UK. Other significant urban areas are Stoke-on-Trent, Worcester, Coventry, Wolverhampton and Stafford. Economic development The economic output of the West Midlands is just around £63 billion, 8.2 per cent of the total UK GDP. Manufacturing industry is responsible for just over a quarter of employment and almost 30 per cent of GDP, the highest proportion for any region in the UK. However, the manufacturing industry is declining in favour of service industries. Unemployment in the region is above the national average at 5.9 per cent. The total income of higher education institutions in the region is over £990 million per year. Higher education provision There are 12 higher education institutions in the West Midlands: eight universities and four higher education colleges. There are an additional 41 further education colleges with students taking higher education courses. All nine Staffordshire FECs offering HE courses have joined a funding consortium of 12 institutions led by Staffordshire University. The higher education student population is over 127,000 full-time equivalent (FTE) students. -
Develop Your Workforce Employer’S Guide to Higher Education This Booklet Sets out to Explain How Higher Level Skills Can Benefit Your Business
Develop your workforce Employer’s Guide to Higher Education This booklet sets out to explain how higher level skills can benefit your business. We’ll show how you, your business and workforce can benefit from work-based higher education and the various levels and types of qualification available. We’ll direct you to where you can access higher education near you and provide other useful contact addresses. What are higher level skills? “High level skills – the skills associated with higher education – are good for the individuals who acquire them and good for the economy. They help individuals unlock their talent and aspire to change their life for the better. They help businesses and public services to innovate and prosper. They help towns and cities thrive by creating jobs, helping businesses become more competitive and driving economic regeneration. High level skills add value for all of us.” Foreword, Minister of State for Lifelong Learning, Further and Higher Education ‘Higher Education at Work – High Skills: High Value’, DIUS, April 2008 Why? There are good reasons why you should consider supporting your workforce to achieve qualifications which formally recognise their skills and why those skills will improve your business opportunities: • you will be equipped with the skills needed to meet current and future challenges in line with your business needs • new ideas and business solutions can be generated by assigning employees key project work as part of their course based assignments • your commitment to staff development will increase motivation and improve recruitment and retention • skills and knowledge can be passed on and shared by employees Is it relevant to my business? Universities are keen to work with employers to ensure that courses reflect the real needs of business and industry and suit a wide range of training requirements.