HOPWOODPRIDE HALL RESP COLLEGE FUT MIDDLETON CAMPUS ECT UR Rochdale Road Middleton M24 6XH SELF ASSESSMENT Tel: 0161 643 7560 E ROCHDALE CAMPUS St. Mary’s Gate Rochdale, OL12 6RY Tel: 01706 345 346 REPORT e. [email protected] www.hopwood.ac.uk 2019/20 CONTENTS Introduction about Hopwood Hall College ...... 4 Context of the Rochdale and the college ...... 5-11 Summary of Key and Provision Types Self-Assessment Grades ...... 12 Summary of Curriculum Level Self-Assessment Grades ...... 12 Summary Service Area Self-Assessment Grades ...... 13 Education for young people ...... 14-27 Adult learning programmes ...... 28-35 Apprenticeships ...... 36-42 Provision for learners with high needs ...... 43-49 Quality of education ...... 50-63 Behaviour and attitudes ...... 64-68 Personal development ...... 69-78 Leadership and management ...... 78-100
3 The proportion of school leavers in the Borough Context of the College The curriculum includes a wide range of provision from 1. Introduction Section One achieving a standard 9-4 pass at English and Maths Entry to Higher Education and is aligned to the GMCA GCSE was 57% in 2019, compared to the national Hopwood Hall College is in the Greater priorities identified for the sub-region. The college has Hopwood Hall College provides a wide range of high quality average for state-funded schools of 65%. Manchester borough of Rochdale and seen growth in learner numbers in areas such as Health Context of Rochdale & Social Care, Engineering & Manufacturing, Education & education and training to learners in the Borough of Rochdale Rochdale Borough has become relatively more deprived is one of the leading general further Training and Creative Digital sector areas. and beyond. We continually strive to ensure that all learners The Borough of Rochdale is located at the north east of the in three of the five district level domains. The borough is education colleges in the region with over achieve their individual, educational and employment goals, metropolitan county and combined authority area of Greater now ranked the 15th most deprived in England based on The curriculum alignment is set to continue as the a rank of the average scores for the LSOAs in the area. 8000 students and a turnover of over college has a mature approach to business planning, whilst meeting the skills need of the region. Manchester and straddles the trans-Pennine M62. The borough involving staff from across the organisation and a The number of geographical areas (LSOAs Lower £25m. includes not only the town of Rochdale but also Middleton, planning cycle that encourages innovative development Layer Super Output Area) in the 3% most deprived of new products, and mapping of progression pathways Vision: Bringing out the best in you! Heywood, Littleborough, Milnrow, Newhey and Wardle. nationally has remained the same at 11. Although 3 We employ 400 permanent members of that aim to meet both the skills priorities of the future LSOAs have become less deprived and 3 more have staff and around 100 working on a flexible We work with our community and have a restless ambition to raise aspirations It has a resident population of approximately 220,000 people, rising at an annual rate and the ambition of the Greater Manchester Combined become relatively more deprived from the 2015 indices by encouraging and enabling people of all ages. We provide inspiring learning of 1%. The population aged 16-64 is 136,600 (62% of total). basis. Staff are given every opportunity to Authority. opportunities for all to thrive in life and work and make a positive impact across the meaning the total number of LSOA’s in the 3% most Rochdale has a significant ethnic minority population (11%) mainly of Pakistani and develop their skills and we are committed Borough of Rochdale, Greater Manchester and beyond. deprived nationally has remained at 11. Consequently, the Hopwood Hall College is signed up to the delivery of Bangladeshi origin. percentage of the borough population residing in the to supporting a professionally qualified social value in accordance with the Greater Manchester Analysis of the labour supply across the Borough shows the unemployment rate 10% most deprived nationally has increased from 30.5% and experienced workforce. Social Value Framework, which identifies the priority Values for Rochdale is 6.4% which is 2.4% above the regional rate of 4%. The proportion of in 2015 to 32.5% in 2019. key themes and outcomes for Greater Manchester. We offer a broad range of full-time and part-time Delivery against the following themes identified is of Hopwood Hall College aspires to be a values-driven organisation. We recognise that if working age adults claiming benefits is 15.6%, 4.6% above the national rate. courses funded by the Education and Skills Funding great importance to Rochdale Borough Council and the our vision of being an outstanding college is to be realised, then the following values The number of people aged 16-64 qualified to Level 3 or above in Rochdale is 46.7% Agency (ESFA) and offer a portfolio of Adult Education College: should shape and inform our working methods, behaviours and processes: compared to national rate of 57.8%. provision funded primarily by Greater Manchester Combined Authority (GMCA). a) Promote employment & economic sustainability – FIGURE 1: Qualifications (2018) tackle unemployment and facilitate the development In addition, we offer higher education courses in of skills. Rochdale Rochdale (%) North West (%) Great Britain (%) partnership with the Universities of Salford and the b) Raise the living standards of residents - paying University of Bolton and provide support to a range of NVQ4 And Above 33,800 25.5 35.5 39.3 or working towards the Living Wage, maximising other local and community-based organisations. employment and targeting those in greater need to NVQ3 And Above 61,900 46.7 55.1 57.8 Hopwood Hall College acknowledges that it is important develop career opportunities for local people. NVQ2 And Above 89,300 67.4 74.1 74.9 to meet current employer demand for skills by planning c) Promote involvement in the local community, e.g. an innovative curriculum in order to meet Greater NVQ1 And Above 105,600 79.7 84.8 85.4 volunteering through practical support to the local Manchester LEP priorities and plan to meet the future voluntary and community groups. skills needs of the regional economy whilst making the Other Qualifications 11,100 8.4 6.1 6.8 d) Promote environmental sustainability – reducing college sustainable. Significant sustained work has been No Qualifications 15,800 11.9 9.1 7.8 waste and energy consumption and procuring undertaken to ensure that the college is well positioned materials from sustainable sources, promoting and financially. As part of an annual review and modification supporting sustainable modes of transport. Source: ONS annual population survey of curriculum offer, the college uses LMI extensively Numbers and % are for those of aged 16-64 along with the research and data analysis conducted by % is a proportion of resident population of area aged 16-64 Greater Manchester Combined Authority (GMCA). Through this, the college has been able to re-engineer its curriculum plan to offer a more sustainable curriculum including more advanced level skills that meet both local and regional priorities, meet skills gaps and prepare learners of all ages for the world of work.
4 5 S ude drop ou pr or o u d ce u 1 17 T L A Per or a ce I d ca or
180 80 160 0 140 60 PROPORTION PROPORTION 120 50 OF LEA ERS OF LEA ERS 100 40 80 0 60 20 40 10 20 0 0 CLL CSI Crea e HCS Heal h LSC SPS Spor TEC Outstanding Good Requires Improvement Inadequate L elo Lear Ser ce I du r e Ch ldcare L e Sc e ce U or ed Ser ce Tech olo English Maths ocational English Maths Tutorial ocational 88 8 86 O er a o Grade per Acade c ear 85 100 84 90 8
MATHS O ERALL ENG O ERALL 80 82 LEARNING WAL LEARNING WAL 0 81 GRADES 1 17 GRADES 1 17 60 80 AR Na Ra e 50 40 0 LW1 Full O er a o LW Full O er a o 20 10 10 Outstanding Good Outstanding Good 10 8 8 Requires Improvement Inadequate Requires Improvement Inadequate 0 Ou a d p Good p Re u re I ade ua e p Good or e er p I pro e e p 6 6
15 1 1 17 17 1 4 4 ENGLISH MATHEMATICS ATTENDANCE 2 2 1 1 STUD PROGRAMME ATTENDANCE 0 0 LW1 Full O LW1 Full O
Grade Grade 3 Grade 4 Grade Grade 3 Grade 4 Lear 1.8 The college believes that having a local workforce withGCSE To help tackle such socio-economic challenges, the The chart above shows the total cohort of fundable 16-19 Regarding learners with learning difficulties and/or and social support needs. As a result of this profile, high skills and in the right sectors is extremely important college has an inclusive approach to recruitment to Tu or alStudy Programme learners in 2019/20. Over two thirds disabilities, there81.4 were 179 learners with Education the college is under increased pressure to provide the if Rochdale Borough is to build a strong and vibrant include people from all demographic backgrounds Ma h are from disadvantaged areas with many more aligned Health Care Plans (EHCPs) with a wide range of support correct level of support and/or intervention to ensure local economy, one that creates and shares community across North East Greater Manchester. With reference Ma h to at least six of the indicators categorised in the chart. available and 8.5 73 High Needs learners / places (support that all learners have a good experience, reach their wealth. Through the extensive work of the Business to analysis carried out using MiDES during 2018/19, costs above £6,000). In addition, there were 92 high risk potential and are readily prepared for the world of work The college has a diverse learner profile and recruits a Development team and the launch of the Hopwood in comparison to other colleges, study programme E l h learners identified and supported by the college. or Higher Education. A more joined up approach across high number of vulnerable learners. The 2019/20 learner Employer newletter employers pledge to support learners at Hopwood Hall College were ranked in the top E l h .6 the borough to share information between the college Fu c o al profile included 115 Safeguarded learners; 104 Looked The college student profile has been changing over the college either with extended work placements, 4.5% of deprivation, according to the Index of Multiple and high schools helps to provide the intelligence to After Children (LAC) and 162 of our learners accessed recent years whereby proportionately larger volumes delivering employer facing talks or helping develop theSk ll Deprivation and almost 20% received free school meals. 88.2 inform strategies to support our learners, ways to bid for oca o althe college counselling service. of learners have requirements for Educational Health curriculum. additional funding to support vulnerable and “at risk” For adult learners, the level of deprivation was slightly Care Plans (EHCP), Additional Learning Support Needs, learners and aim to avoid them dropping out To alof college Lea er Sec or Area As displayed in figure 2, the college had over 8,000 higher, being in the top 3.7%. The same analysis showed 0 10 20 0 40 50 60 exams 0 access 80 requirements, 90 100 behavioural support early and becoming Not in Education, Employment or learners enrolled across several funding streams in that, according to achievement rates, the college requirements, are LAC (Looked After Children), financial 50 55 60 65 0 5 80 85 90 95 100 Training (NEET).15 u e Ad ra o a d Law 2019/20. is outperforming colleges in the lowest quartile of hardship and free school meals and other personal deprivation nationally, demonstrating the college’s An established programme13 Educa o a dof Tra schools’ liaison activities The college continues to prioritise and commit to success in eliminating the achievement gap due to to encourage learners to progress into further improving the economic prospects for the Borough of FIGURE 3: 16-18 Cohort Profile 2019/20 socio-economic deprivation. In 2019/20, 55% of the education or 7training Re a l Co erc al has contributed E erpr e positively to Rochdale and its population, especially those facing the college’s 16-18 cohort received financial support during the relatively low proportion of young people in the most disadvantages. According to the Index of Multi I or a o Co u ca o Tech olo their time at college in the form of travel, free meals 1 1 S ude Pro le a d Suppor Need Borough of Rochdale that are currently NEET (Not in Deprivation (2017), Rochdale has some of the most and/or course materials. Education, Employment or Training) compared to other disadvantaged areas in the country where seven super 2800 100 5 Co ruc o pla a d he u l E ro e GM areas. output areas rank in the top 1% of most disadvantaged Good or better % 2600 4 E eer Ma u ac ur wards in England, whilst 67% of the college’s 16-18 90 College staff work collaboratively with local high cohort are from disadvantaged postcodes. 2400 schools to 3 ensureA r cul ure that Hor cul ure school A al leavers Care progress into 2200 80 FE where appropriate, thus contributing to the local FIGURE 2: Overview of learner numbers authority target 1 forHeal h raised Pu l c Ser ce participation Care to age 18. In Inadequate % 2000 0 Rochdale MBC, the prior attainment of young people Total Learners in 2019-20 Full-time: 3,922 Part-time: 4,126 Grand Total: 8,048 7 at age 16 overall is good, however a0 gap 10is opening 20 in 0 40 50 60 0 80 90 1800 achievement for those who do not gain 5 grade 5-9s at Level (main learning programme) Entry & Level 1 Level 2 Level 3 57 60 1600 55 GCSE including English and Mathematics. Total number learners 16-18 19+ 16-18 19+ 16-18 19+ 4 45 1400 50 (excluding apprenticeships) 697 Requires1,216 Improvement956 761 % 1,136 320 1200 40 Number of apprentices by Intermediate Advanced 1000 3 apprenticeship level and age 16-18 19+ 16-18 19+ 800 0 184 10 Good81 % 111
To al Lea er 600 HE learners 152 20 Le el S ude Recru e Rochdale 1 1 400 140 Community Learning 2,332 10 4 4 200 3 120 Outstanding % 0 0 100 80
Re ak Ma h 60 0 10 20 0 40 50 60 0 80 90 100 To al 1 1 Cohor Re ak E l h Cou ell Suppor Looked A er Ch ldre Sa e uarded S ude 40 D ad a a ed Area IMD Add o al Lear Lear Suppor D cul D a l 16/1 15/16 14/15 1 /14 Educa o al Heal h Care Pla H h Need Fu ded S ude 20 Re ak o h E l h a d Ma h F a c al Suppor Free School Meal 0 A a e o e r elow Le el S4 Card al Fal e Holl wor h Hol wa Ma hew M ddle o Oulder H ll S ddal S Cu h er Wardle La le Park H h Acade Fa l Park Mo Tech olo Co u Moor RC H h Acade 6 7 RC School RC CE H h H h School School Spor School Colle e School Colle e
HHC 31 3 5 37 4 5 31 4 51
Cohor 1 4 115 1 74 5 1 1 5 1
Appre ce h p o Seeker Appre ce h p To al Lea er Sec or Area E plo e 1 Le el 3 S ude Recru e Rochdale o Seeker 000 180 H her Educa o 6 10 12 E plo e 160 21 2500 140 H her Educa o 2000 120 9 100 1500 80 DESTINATION DESTINATION 60 OF 1 1 OF 1 1000 COMPLETIONS COMPLETIONS To al Lea er 40 500 20 0 0
Wardle Acade Ma hew Mo H h Card al La le RC Holl wor h Acade Fal e Park H h School Fur her Educa o wa Park H h School S ddal Moor Spor Colle e Fur her Educa o Hol Fa l RC CE Colle e S Cu h er RC H h School 13 Educa o Tra M ddle o Tech olo Oulder School H ll Co u School Sc e ce Ma he a c Ar Med a Pu l h 8 5 Le ure Tra el Tour
1 Heal h Pu l c Ser ce Care 14 Prepera o or L e a d Work Cohor HHC RSFC 7 Re a l Co erc al E erpr e 1 H or Ph lo oph 1 La ua e a d Theolo L era ure a d Cul ure 15 u e Ad ra o a d Law
3 A r cul ure Hor cul ure A al Care
4 E eer Ma u ac ur Tech olo e I or a o Co u ca o Tech olo
5 Co ruc o pla a d he u l E ro e S ude drop ou pr or o u d ce u 1 17 T L A Per or a ce I d ca or
180 80 160 0 140 60 PROPORTION PROPORTION 120 50 OF LEA ERS OF LEA ERS 100 40 80 0 60 20 40 10 20 0 0 CLL CSI Crea e HCS Heal h LSC SPS Spor TEC Outstanding Good Requires Improvement Inadequate L elo Lear Ser ce I du r e Ch ldcare L e Sc e ce U or ed Ser ce Tech olo English Maths ocational English Maths Tutorial ocational 88 8 86 O er a o Grade per Acade c ear 85 100 84 90 8
MATHS O ERALL ENG O ERALL 80 82 LEARNING WAL LEARNING WAL 0 81 GRADES 1 17 GRADES 1 17 60 80 AR Na Ra e 50 40 0 LW1 Full O er a o LW Full O er a o 20 10 10 Outstanding Good Outstanding Good 10 8 8 Requires Improvement Inadequate Requires Improvement Inadequate 0 Ou a d p Good p Re u re I ade ua e p Good or e er p I pro e e p 6 6
15 1 1 17 17 1 4 4 ENGLISH MATHEMATICS ATTENDANCE 2 2 1 1 STUD PROGRAMME ATTENDANCE 0 0 LW1 Full O LW1 Full O
Grade Grade 3 Grade 4 Grade Grade 3 Grade 4 Lear 1.8 GCSE Tu or al 81.4 Ma h Ma h 8.5 E l h .6 Fu c o al E l h Sk ll oca o al 88.2 To al Lea er Sec or Area 0 10 20 0 40 50 60 0 80 90 100
50 55 60 65 0 5 80 85 90 95 100 15 u e Ad ra o a d Law
13 Educa o a d Tra
7 Re a l Co erc al E erpr e
1 1 S ude Pro le a d Suppor Need I or a o Co u ca o Tech olo 2800 100 5 Co ruc o pla a d he u l E ro e Good or better % 2600 90 4 E eer Ma u ac ur
2400 3 A r cul ure Hor cul ure A al Care 80 2200 1 Heal h Pu l c Ser ce Care 2000 0 Inadequate % 7 1800 0 10 20 0 40 50 60 0 80 90 57 60 1600 55 4 45 1400 50 Requires Improvement % 1200 40 1000 3 800 0 Good %
To al Lea er 600 20 Le el S ude Recru e Rochdale 1 1 400 140 10 4 4 200 3 120 Outstanding % 0 0 100 80
Re ak Ma h 60 0 10 20 0 40 50 60 0 80 90 100 To al 1 1 Cohor Re ak E l h Cou ell Suppor Looked A er Ch ldre Sa e uarded S ude 40 D ad a a ed Area IMD Add o al Lear Lear Suppor D cul D a l 16/1 15/16 14/15 1 /14 Educa o al Heal h Care Pla H h Need Fu ded S ude 20 Re ak o h E l h a d Ma h F a c al Suppor Free School Meal 0 A a e o e r elow Le el S4 Card al Fal e Holl wor h Hol wa Ma hew M ddle o Oulder H ll S ddal S Cu h er Wardle La le Park H h Acade Fa l Park Mo Tech olo Co u Moor RC H h Acade RC School RC CE H h H h School School Spor School Colle e School Colle e
HHC 31 3 5 37 4 5 31 4 51
Cohor 1 4 115 1 74 5 1 1 5 1
Appre ce h p FIGURE 4: Rochdale High School performance (2019) % o Seeker Appre ce h p Achieving a Standard Pass in English and Maths (5-9) To al Lea er Sec or Area E plo e 1 Le el 3 S ude Recru e Rochdale o Seeker 000 180 School Name No. of H her% Educa o 6 candidates 10 12 E plo e 160 Cardinal Langley RC 164 30% 21 2500 140 Falinge Park High School 236 30% H her Educa o 120 Hollingworth Academy 249 51% 2000 9 100 Holy Family 115 59% 1500 Kingsway Park High School 214 26% 80 DESTINATION DESTINATION Matthew Moss High School 151 36% 60 OF 1 1 OF 1 1000 Middleton Technology School 220 40% COMPLETIONS COMPLETIONS To al Lea er 40 Oulder Hill 258 35% 500 20 Siddal Moor Sports College 153 18% 0 St Cuthbert’s RC High School 182 23% 0 Wardle Academy 241 33% Rochdale LA 35% Wardle Acade Ma hew Mo H h England 43% Card al La le RC Holl wor h Acade Fal e Park H h School Fur her Educa o wa Park H h School S ddal Moor Spor Colle e Fur her Educa o Hol Fa l RC CE Colle e S Cu h er RC H h School 13 Educa o Tra M ddle o Tech olo Oulder School H ll Co u School Sc e ce Ma he a c 8 Ar Med a Pu l h [source: https://www.gov.uk/school-performance-tables] 5 Le ure Tra el Tour 1 Heal h Pu l c Ser ce Care 14 Prepera o or L e a d Work Cohor HHC RSFC 7 Re a l Co erc al E erpr e Recruitment from Rochdale high schools to the two 1 H or Ph lo oph 1 La ua e a d Theolo L era ure a d Cul ure 15 u e Ad ra o a d Law primary FE providers in the borough was very strong. 3 A r cul ure Hor cul ure A al Care
The 3 schools where recruitment was lower than 4 E eer Ma u ac ur Tech olo e I or a o Co u ca o Tech olo expected was partly due to local sixth form competition including schools’ own provision. FIGURE 5: Education & Training 5 Co ruc o Leavers pla a d he 2019/20 u l E ro e The college has continued to develop apprenticeships and responds to the skills reform to engage with local In 2019/20, the college delivered both 16-19 study Analysis has been carried out to better understand the employers and offer new standards. Of 415 apprentices programmes and Adult Learning programmes across recruitment pattern of school leavers across the borough in-learning during 2019/20, over half are on new 14 Sector Subject Areas. As measured by ‘Leavers’ (i.e. by merging data shared with Rochdale 6th Form employer standards. College. Half of the learners studying a Level 3 study number of qualified leavers), the most significant areas programme are doing so having successfully progressed of the college’s provision are in Preparation for Life Response to the 2017 Apprenticeship funding reforms from Level 2 in the previous year. and Work (driven by significant numbers of Functional has been positive and take up by levy-paying employers Skills in Maths and English, and ESOL provision), Health, has been strong with apprenticeship starts up since Public Services and Care, Science and Mathematics August 2018 compared to previous annual period. (largely driven by GCSE Mathematics), Retail and Indeed, the college has seen an increase since the Commercial Enterprise and Languages, Literature and reforms, a trend that is set to continue through into Culture (largely driven by GCSE English). 2019/20 and beyond.
8 9 Student drop-out prior to funding census 2016/17 T,L & A Performance Indicators
180 80% 160 70% 140 60% PROPORTION PROPORTION 120 50% OF LEAVERS OF LEAVERS 100 40% 80 30% 60 20% 40 10% 20 0% 0 CLL CSI - Creative HCS - Health LSC SPS - Sport & TEC - Outstanding Good Requires Improvement Inadequate - Lifelong Learning Service Industries & Childcare - Life Sciences Uniformed Services Technology English Maths Vocational English Maths Tutorial Vocational 88% 87% 86% Observation Grades per Academic Year 85% 100% 84% 90% 83%
MATHS OVERALL ENG OVERALL 80% 82% LEARNING WALK LEARNING WALK 70% 81% GRADES 16/17 GRADES 16/17 3 ear Headl e AR A e 60% 80%FIGURE 6: Total Apprenticeship Volumes In-Learning 3-Year trend Community Learning Approximately 20% of Community Learning was sub-contracted to Rochdale Borough 6000 100 QAR%To al Appre ce h pNat Rate% olu e I Lear Council for delivery of Family Learning provision. Family Learning programmes 50% The college holds the Community Learning funding contract for provide a positive and welcoming space for families to have fun together, while 90 100 Rochdale Borough. The Community Learning funding continues developing literacy, language and numeracy skills. Courses are delivered in schools, 5000 40% nurseries, Sure Start Childrens’ Centres and community venues across the Rochdale 80 90 to be part of the Adult Education Budget (AEB). Courses are 30% Borough during school times. 0 LW180 vs Full Observation LW2 vs Full Observation delivered by both college staff and through partnership work. Family Learning develops a culture of aspiration in both adults and children, improves 4000 20% 60 0 The college funds several projects run by community groups parents’ confidence to tackle family situations through increasing their understanding Outstanding Good Outstanding Good 10 10 of children’s development and improves their capacity to communicate with their 000 10% 50 and voluntary organisations and acts as chair for the Borough’s 8 60 8 children and each other. Providers should work with families identified through the Requires Improvement Inadequate Requires Improvement Inadequate 0% 40 Community Learning Steering Group. Through both mechanisms, existing schemes and initiatives to reduce their dependence on public services, Outstanding p% Good p% Requires Inadequate p% Good or better p% 50 increase their participation in skills training and improve their employment prospects. 2000 Improvement p% 6 6 the college ensures that the Community Learning curriculum 0 40 One approach was to badge the programme ‘Family Fortunes,’ which designed an 15/16 16/17 17/18 4 4 offer is regularly refreshed, and that it remains flexible and O erall Lear er 20 Ach e e e ra e educational programme to enhance the understanding of personal finances. Family 1000 0 responsive. 2 2 Fortunes, carried out by the Family Learning Service, supported by the Money Advice ENGLISH & MATHEMATICS ATTENDANCE 10 20 The College’s development has been influenced by local and national priorities in Service, Campaign for Learning and financed by Hopwood Hall College, primarily 16-19 STUDY PROGRAMME ATTENDANCE 0 0 0 line with the Greater Manchester Outcomes Framework. Consequently, key changes targets families with children aged 7-11 years old and with English as an additional 0 LW110 Full Obs LW1 Full Obs 15/16 16/1 1 /18 15/16 16/1 1 /18 have been made to maximise the public pound & meet local demands around English, language. 16-18 16-18 16-18 19 19 19 Grade 20 Grade 3 Grade 4 Grade 2 Grade 3 Grade 4 Mathematics & ESOL. The idea behind teaching adults and their children these financial lessons during i-Learn 1 1 1 3 4 Lear er O erall 4 45 53 4 4 3 33 1 71.8%313 During lockdown, the college repurposed a suite of online course people could school sessions is to help families have a greater understanding, and therefore greater GCSE Arch O erall 1 74 5 17 1 1 1 1 complete from the comfort of their own home. own home. Working with key partners control, of their personal finances; improving the financial stability of the area from a Tutorial 81.4% (Greater Manchester Combined Authority, Rochdale Council and Work and Skills grassroots level. Maths Group) the college identified a range of training needs across various sectors to As many families with English as a second language typically leave finances to male There were 415 apprentices in-learning of which 166 are leavers in 2019/20. The 3 main support the digital transition to home working. Maths 78.5% sector areas in terms of volumes are Engineering & Manufacturing, Health & Social leaders of the family, the Family Fortunes programme offers a vital gateway into English Care and Business Admin sector areas. A specific campaign ‘Keep Connected’ introduced a range of ‘Connect to your Career’ expanding the knowledge to the rest of the household. Specifically, the programme English 77.6% modules 28 total enrolments related to digital courses including Leading Remote helps families understand budgets, saving techniques, financial jargon, bank Functional Teams and Microsoft packages. statements/bills and what a ‘need’ is vs a ‘want’. Unfortunatly due to lockdown the Skills FIGURE 7: Apprenticeship Leavers in 2019/20 Family Learning delivery ceased. Vocational 88.2% ‘Connect to Hopwood’ courses supported the community to develop essential skills, support with health and well-being and provide coping strategies and focus. From the Total Leavers by Sector Area 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% launch of our ‘free short online courses’ in March 2020 we received 1795 enquiries for the courses we offered, and we had 1382 that enrolled on to the courses after they had 50% 55% 60% 65% 70% 75% 80% 85% 90% 95% 100% 15 - Business, Administration and Law been given the information.
13 - Education and Training Before the lockdown the college had started offering recognised online qualifications, 383 adults that enrolled and completed a full qualification, with a 100% achievement 07 - Retail & Commercial Enterprise rate. Adult learners make up approximately 40% of the overall college population; the largest volumes of learning are in Access to HE, ESOL and English and Maths. 16-18 Student Profile and Support Needs 06 - Information & Communication Technology Included in our adult cohort are 343 adults enrolled on a programme with MANTRA 2800 100% 05 - Construction, planning and the Built Environment learning as part of sub-contracted provision. The programme is concentrated in Warehousing and Logistics, a sector that the college itself does not deliver, but Good or better % 2600 04 - Engineering & Manufacturing 90% recognise that it is a priority area of adult training and consistent with GMCA skills 2400 03 - Agriculture, Horticulture & Animal Care priorities. 80% 2200 01 - Health, Public Services & Care 2000 70% Inadequate % 69% 1800 0 10 20 30 40 50 60 70 80 90 60% 60% 1600 57% 48% 47% 10 11 1400 50% Requires Improvement % 1200 40% 1000 32% 800 30% Good % 25%
Total Leavers 600 20% Level 2 Student Recruitment Rochdale 2018-19 400 140 9% 9% 10% 5% 5% 4% 200 2% 120 Outstanding % 0 0% 100 80
Re-taking Maths 60 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Total 16-18 Cohort Re-taking English Counselling Support Looked After ChildrenSafeguarded Students 40 Disadvantaged Area (IMD) Additional LearningLearning Support Difficulty/Disability 16/17 15/16 14/15 13/14 Educational Health Care Plans High Needs Funded Students 20 Re-taking both English and Maths Financial Support/Free School Meals 0 Attainment on entry below Level 2 (KS4)* Cardinal Falinge Hollingworth Holy Kingsway Mathew Middleton Oulder Hill Siddal St Cuthberts Wardle Langley Park High Academy Family Park Moss Technology Community Moor RC High Academy RC School RC & CE High High School School Sports School College School College
HHC 31 68 36 8 65 37 40 52 31 64 51
Cohort 82 109 49 29 115 61 74 85 102 105 91 Total Leavers by Sector Area 4000
Apprenticeship 3526 Job Seeker 3% Apprenticeship 3500 3% Employment 1% Level 3 Student Recruitment Rochdale Job Seeker 180 Higher Education 6% 3000 10% 12% Employment 160 21% 2500 140
Higher Education 120 2000 9% 100 1500 80 DESTINATION DESTINATION 60 OF 16-18 OF 19+ 1107 1040 1068 COMPLETIONS 1000 833 COMPLETIONS Total Leavers 40 500 483 20 90 289 197 298 237 168 0 166 11 0
Wardle Academy Mathew Moss High Cardinal Langley RC Hollingworth Academy Falinge Park High School Further Education Kingsway Park High School Siddal Moor Sports College Further Education Holy Family RC & CE College St Cuthberts RC High School 13 - Education & Training Middleton TechnologyOulder School Hill Community School 02 - Science & Mathematics 09 - Arts, Media & Publishing 78% 57% 08 - Leisure, Travel & Tourism
01 - Health, Public Services & Care 14 - Preperation for Life and Work Cohort HHC RSFC 07 - Retail & Commercial Enterprise 10 - History, Philosophy12 - Languages, and Theology Literature and Culture 15 - Business, Administration and Law
03 - Agriculture, Horticulture & Animal Care
04 - Engineering & Manufacturing06 - TechnologiesInformation & Communication Technology
05 - Construction, planning and the Built Environment Grade Grade Summary of Service Area Self-Assessment Grades: Area 2018-19 2019/20 Business Support Area Grades SAR Grade SAR Grade SAR Grade SAR Grade Overall effectiveness 3 2 2016/17 2017/18 2018/19 2019/20
Quality of education 2/3 2 Health and Safety and Corporate Services 3 2 2 2 Behaviours and attitudes 3 2 - Management Information Services 2 2 2 2 Information Technology 3 3 3 2 Personal development 2 2 Human Resources 2 2 2 2 Leadership and management 3 2 Quality 2 1 2 2 Finance 3 1 1 1 The Sports Arena 2 2 2 2 Programme Area Self-Assessment Grades: Summary of Provision Types Self- The Bistro 3 2 2 2 All curriculum areas across the College complete an annual self-assessment which contributes to the College self- Assessment Grades: assessment. Judgements have been made using a combination of the new and old OFSTED Common Inspection Employer Engagement team 3 2 2 2
Framework, for 2018/19 the college has attempted to retrospectively grade against the new Education Inspection Careers and Work Experience n/a n/a 2 2 Framework and managers have used the following scale to summarise their decisions: Grade Grade Area 2018-19 2019/20 Curriculum Area 2016-17 2017-18 2018-19 2019-20 Education for Young People 3 2 Access to HE 1 2 3 2 Adult Learning Programmes 2 2 - Learner Facing Area Grades SAR Grade SAR Grade SAR Grade SAR Grade Art and Performing Arts 3 3 2 2 2016/17 2017/18 2018/19 2019/20 Apprenticeships 3 3 - Business, Travel and Accounts 2 2 2 2 Marketing and Admissions 2 2 3 2 Provision for learners with 2 2 - CEI 2 2 3 PCT 3 high needs Student Support and Equality 1 2 1 1 MEP 2 2 3 EAS 2 Student and College Services 1 1 1 1 English 4 3 3 EaM3 iLearn and the iLearn Centre 3 2 2 1 Maths n/a* n/a* 3 EaM3 Skills for Life 1 1 1 1 Hair & Beauty 1 1 2 2 Summary of Key Self- Health & Social Care 1 2 2 2 Assessment Grades: Catering 1 1 2 2 Grade 1 - Outstanding ICT 1 1 2 2 Grade 2 - Good ESOL 1 1 2 2 Grade 3 - Requires Improvement Uniform Public Services 2 2 2 2 Grade 4 - Inadequate Life Sciences/ Animal Care 3 3 2 2 Early Years 2 2 1 2 Sport 2 1 2 2
12 13
FIGURE 9: Headline ALPS 2017/18 2018/19 2019/20 Education for Young People Grade: 2 Value Added Score 0.98 1.02 0.92
Value Added Grade 3 3 4 2016 Spec - N/A 2016 Spec - 16 2016 Spec - 16 No of Learners 2010 Spec - 282 2010 Spec - 214 2010 Spec - 199 RAG Judgement (s) Measured Impact (Evidence) Total - 282 Total - 230 Total - 215
On vocational courses In 2019/20 the college introduced an Aspirations, Careers and Employability hour. As part of these FIGURE 8: Overall Vocational Achievement Rates learners achieve well and sessions there are formal progress review weeks to track, monitor and set targets for all learners on there is a three-year trend of ProMonitor and as a result of this, vocational outcomes remain high and value added remains strong. continuous improvement.
(EYP S1)
Headline qualification achievement rates on vocational courses are consistently above national averages and for 2019/20 4% above NR.
• Retention is 2.3% above NR at 91.6% • Pass rates are 0.8% above NR at 93.7%
Value added for level 3 courses is also strong 16 15
14 15
3 14 86 83 83 Total 131 93 86 86
Safeguarded Students
19/20 HHC The colleges most Disadvantaged learners and SEND learners make excellent progress, improve their independence and Level Leavers AR % HHC Rate% Nat Rate % disadvantaged learners and gain skills for employment. Support workers ensure that disadvantaged learners and SEND learners are those with SEND and high extremely well integrated into mainstream learning. Overall achievement rates for SEND learners are 1 59 97 87 86 needs achieve well (EYP S2) excellent at 7% above the college achievement rate. Disadvantage learner's overall achievement rates 2 141 87 86 83 are strong at 90% overall. 3 14 86 83 83
Total 214 89 86 86 Highly effective teaching for learners with high needs ensures most learners make good progress and enjoy their studies. Disadvantaged Postcodes (16-19 Year olds) FIGURE 10: Achievement data disadvantages learners is as follows: 19/20 HHC Learner Difficulty/Disability (LLDD) Level Leavers AR % HHC Rate% Nat Rate % 19/20 HHC Overall HHC 1 801 89 87 86 Level Leavers AR % Rate% Nat Rate % 2 740 90 86 83 2 742 93 86 83 3 469 84 83 83 3 90 86 83 83 Total 2,010 90 86 86 Total 1,346 88 86 86
Educational Health and Care Plan (EHCP) 19/20 HHC Level Leavers AR % HHC Rate% Nat Rate % 1 175 91 87 86 2 121 94 86 83 3 5 100 83 83 Total 301 93 86 86
High Needs Students (HNS) 18 19/20 HHC
Level Leavers AR % HHC Rate% Nat Rate % 1 75 91 87 86 2 42 96 86 83 3 17 14 86 83 83 Total 131 93 86 86
Safeguarded Students 16 17 19/20 HHC Level Leavers AR % HHC Rate% Nat Rate % 1 59 97 87 86 2 141 87 86 83 3 14 86 83 83 Total 214 89 86 86
Disadvantaged Postcodes (16-19 Year olds) 19/20 HHC Level Leavers AR % HHC Rate% Nat Rate % 1 801 89 87 86 2 740 90 86 83 3 469 84 83 83 Total 2,010 90 86 86
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Careers advice is effective The College has two well used Careers Zones, one at the Middleton campus an. Referrals to the Colleges D in the need to o k om home D the a ee team adapted ve ell. a in o t e ion and impartial and allows Careers advisors have increased by 33% and as a result of information advice and guidance the students th o h i o o t Team and oom to ppo t lea ne to p o e during ‘Stepping up onth’ the college young people to progress to receive, the college achieved a positive Matrix review in 2019/20. etained o lea ne ho e e et to leave. their next steps (EYP S3) Internal progressions stand at 82% [16-18 full-time cohort] o e ion and teppin p onth took pla e et een p il and ne and p ovided to t dent ho e e n e tain e a din thei ne t tep and ho e e on ide in o e han e . D in At the beginning of the 2019 academic year the college implemented a “Talk Don’t Walk” initiative. The thi pe iod the a ee ’s Team e e a le to ea h man ompa ed to in the p evio ea . The aim of this was to offer impartial advice and guidance to learners who were having second thoughts about a ee team adapted i kl to the lo kdo n it ation p ovidin di ital and telephone advi e. their course during the first 6 weeks of starting at college and who were ultimately at the risk of leaving. These learners received a careers advice appointment, and an alternate course was identified. 59 learners e ea h de tination data ho ed that o kno n de tination apt ed o ea old were seen during this period and the success of the campaign resulted in a reduction in attrition by 2% on the previous years. The chart below shows the numbers seen by the Careers Advisor during this period. e e po itive.
The olle e a an in ea e in appli ation in ompa ed to in appli ation e e Figure 11: Talk Don’t Walk statistics: made o hi h p o e ed onto hi he ed ation o e e te nall o ithin the olle e. The olle e en a e ith man i he d ation e ta li hment and e ellent elation hip ith tho e mo e lo al to the olle e. The nive it o al o d nive it o olton and an he te et opolitan nive it a e the nive itie o hoi e o o lea ne .
n p epa ation o the a ee team o ked in pa tne hip ith i he . tivitie in l ded • hi he ed ation t dent pla • pp enti e hip v nive it • d etin talk • i ht ide ento in – an e lea nin mento in p o amme hi h ena le lea ne to di ke i e ith a p o e ional mento elated to the o ld o ine hi he ed ation o app enti e hip .
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e ders nd n gers ithin he college h s rigorous curriculu pl nning process hich dr s on d t ro nd ro rogrammes of study are well rogrammes are well planned and designed, they embed a range of industry and employment the college pl n purpose ul the re ter nchester our r et nd S ills e ie priorities he report presents planned and develop opportunities that are captured through ro onitor ith the introduction of the spirations, areers curriculu ith progression co prehensi e re ie o the or nd s ills l ndsc pe cross re ter nchester employability skills that leave and mployability programme, all study programme learners engaged with the college s employability p th s throughout to positive and relevant framework The framework is differentiated by level and covers key topics such as, ommunication, S ll courses h e est lished p th s nd intern l progression d t is strong t he ollege destinations Teamwork, rganisation skills, Time management and roblem olving pro otes independence through its c lled ts le rning ell structured tutori l progr es ensures ll le rners ene it ro the de elop ent o person l s ills pportunities or trips nd isits re earners have a vast range of enrichment opportunities, linking learning to employability and il le throughout the curriculu including intern tion l opportunities progression opportunities These include trips to universities and company premises, guest speakers and employer conferences he college h s uilt upon its higher educ tion o er nd through the pl nning process in h s o on to n nt o o t n t introduced olicing p th to co pli ent other high le el courses in Sport rl e rs ngineering es nd edi he orit o te chers h e Teachers check learners’ understanding well, identify misconceptions and provide good feedback to high e pect tions o le rners le rners St re encour ged to e peri ent nd to t e ris s in de eloping inno ti e ppro ches to S their te ching pr ctice s ell s te s eing supported to co ordin te ction rese rch nd supported e peri ent ppro ches to te ching nd le rning i pro e ent
o le rners gree th t te ching on their course is good dist nce tr elled nd o le rners gree th t te chers const ntl ch llenge e to do est dist nce tr elled Sur e
S re ie eed c In one of the most effective lessons observed, the teacher was a role model for the career of personal trainer which the learners aspired to. The personal relationships were strong, the teacher supportive and encouraging, the many student contributions were recognised and valued, and built upon progressively. The teacher identified with learners the links between different aspects of the curriculum (e.g. the rights and relationships of clients, including FBV, and the generation of new business as a personal trainer, maintaining customer loyalty through incentivisation and attitude).
here re inorit o re s here this needs to e de eloped urther nd s college e continue to h e this s n solute ocus urriculu re ie s spot n issues uic l st re ch llenged nd supported to i pro e nd this process is closel onitored through the ppr is l nd process
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s part of the learners four week induction programme, the ork perience evelopment Team he a ority of earners here are e esta ished opportunities for earners to e heard. curricu u areas ha e earner hosted a ‘Fire Up your Futures’ Conference. ey employers from the orough attended to provide ithin the co e e enefit representati es that eet termly. This results in a ‘you said, we did’ campaign. This feeds into termly uestion and answer sessions to learners on the key skills that would enable learners to progress into fro opportunities to Principal’s Question Time and QDP survey takes place twice a year which then leads into the FE Choices work and employment de e op persona socia and sur ey. he co e e a so enefits fro an acti e student o ernor. independence s i s. uring ational areers eek, employers contributed to a careers fair and provided taster sessions to tudy ro ra e earners attend a ersona e e op ent ro ra e this is a tutoria type learners across both campuses mployers included ayes Travel, the ercure otel roup, merging session that pro otes e p oya i ity ritish a ues e ua ity and di ersity and charity or . utures, ovell and illiam are, feedback from one employer ‘I thought the event was really useful for sur eys sho that of earners fe t that their tudent upport utor supported their persona the students. They had lots of questions and I felt they took a lot from it’ de e op ent.
n the co e e introduced an additiona session ca ed C spirations Careers and t nat on ata p oya i ity the focus of these sessions is preparation for ne t steps tar et settin de i er the e p oya i ity fra e or and to trac and onitor pro ress. earn sessions are a co pu sory part of the study pro ra e for a e e and earners. his he ps pro ote oth di ita iteracy and independent study. utside the c assroo earnin is effecti e a curricu u areas use on ine di ita p atfor s to support and e tend earnin . e era areas ha e adopted the use of icrosoft ea s as part of the di ita ups i in fra e or . earners i e positi e feed ac in earner foru s a out co unication that is faci itated usin this p atfor and around the e pectations of earnin eyond the c assroo and the support they recei e fro their teachers. his as particu ar y stron durin the pande ic and the need for the co e e to f ip to re ote earnin .
he co e e is co itted to co unity acti ities and each year an annua co unity fun day p anned and staffed y earners attracts o er isitors. n addition the co e e or s c ose y ith its sponsored charity prin hi ospice and is acti e in ochdale’s Pride event.
The college’s Skills4Life learners have the opportunity to staff and run the ‘Thinc Caf hich is open dai y and i es earners opportunities to de e op oth confidence and co unication s i s.
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Safeguarding is highly The college has a highly e perienced Safeguarding Team comprising of Student Support Tutors for early effective with ro ust help and pastoral support. Curriculum and support staff work well together to create and promote a safe 4 of learners said they felt safe at college and of students said they know who to speak to for arrangements in place. E P culture across the college and concerns are escalated swiftly so appropriate support is put in place. support at the college. QDP survey . S The num er of safeguarded and vulnera le learners increase year on year so the College has a large of staff said they knew who to report a safeguarding concern to and are aware of their safeguarding team comprising Senior Designated Safeguarding Lead, Designated Safeguarding responsi ilities with regard to Safeguarding and Prevent. of staff state that they understand their Lead and named Looked fter Children L C Lead, Deputy Designated Safeguarding fficers Senior role in tackling ullying, discrimination and harassment. Staff survey . SSTs and Student Support Tutors. There is also an S T and governor safeguarding lead. ustaina le out omes for Please note that all grades this year were awarded as a process of Centre ssessment due to the impact nglish and mathemati s of Covid on learning. The safeguarding team support several vulnera le learners. n these included safeguarded need further im rovement learners and Looked fter Children. n total, Pastoral welfare concerns were logged of which arti ularly fun tional skills ocational learners feel that teachers are supporting them in improving their English and mathematical skills. s the college has increasing num er of school leavers who need to retake English and or maths the or . were formally safeguarded. level rea for evelo ment timeta ling of these courses ecomes more of a challenge each year. um ers for are as follows f During remote working strong safeguarding arrangements were in place to support learners most in o o t on o l a n t n n l an at need. The Student Support Team and the Learning Support Team contacted learners under their caseloads who were deemed priority groups for reasons of health, medical concerns, learning difficulties English o. of entries Proportion of athematics o. of entries Proportion of or disa ilities, cared for status L C , safeguarded or vulnera le for reasons of mental health. These dept. dept. learners have continued to e contacted regularly, some daily. verall, during Covid , 4 safeguarding CSE . CSE . concerns were picked up during remote working and 4 learners accessed remote counselling. CSE . CSE .
asic skills . asic skills 4 4. The college responds well to emerging and conte tual safeguarding themes such as Prevent, Child Criminal E ploitation CCE , Child Se ual E ploitation CSE , Forced arriage, online and e safety and the asic skills . asic skills . increasing num ers of learners e periencing poor mental health. n response, the college has increased 4 support and resources to these areas and implemented action such as restorative ustice, enhanced provision for counselling, country lines training and CCE awareness training. The college is two years into a three year ental ealth Strategy and is working to ecome a Trauma nformed college. The ead of n t onal k ll lt Student Support E uality has made significant progress in implementing work on the mental health ge group Course chievement rate ational average agenda and various sessions for staff training have een delivered to staff to increase awareness and achievement rate knowledge to support mental health. asic skills level 4 . . asic skills entry . . The safety and well eing of students takes precedence at opwood all College and the college has in CSE aths .4 . place effective policies to help deal with incidents including any incidents of ullying, discrimination or CSE English . . harassment. These are reported to the College E uality Diversity roup, Senior anagement Team and overnors.
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lt a t n n l at ttendan e at ollege arti ularly in nglish and at mathemati s rogrammes for tt n an o CSE ch Pass ch et Pass young eo le is not good l a a y rid im Leavers verall verall verall verall verall enough f End Type verall English 4 English 4 English English , 4 at CSE ch Pass ch et Pass y rid im Leavers verall verall verall verall verall End Type verall aths 44 aths 4 aths
aths , 4
Performance ta les will not e pu lished in , however, the college has improved progress made in CSE maths and English according to DfE performance ta les. n the college progress in CSE English was – . 4, in . . n CSE maths progress was – . , in it is – . .
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lt a n n o a a r eigh o rhoo e r i g i eprive omm i ies pro ec s phol he commi me s o E li y iversi y cl sio . e r ers re ypic lly r rom soci lly e cl e c gro s re lo s ille l s rom is v ge comm i ies l s ho ce rriers i le r i g i cl i g ei g is le ei g rom e h ic mi ori y ei g over ei g lo e p re . ro ec s speci ic lly rge och le resi e s ho h ve h iss es nt a a t n s ch s me l he l h ic io s iss es o her co i io s h h ve m e hem p r ic l rly v l er le lso rge he lo g erm employe . The o ly cri eri or le r ers e i g hese co rses is o h ve he e h si sm mo iv io o e g ge i irs s eps le r i g o s r o ch ge heir lives hich m y o hem o. The l ES c rric l m is esig e o s ppor le r ers i heir evelopme o perso l co i e ce employ ili y s ills promo io o gre er comm i y i cl sio ressi g commo soci l si io s mily needs, such as attending children’s school or the doctors; and facilitating progression onto other progr mmes o mee perso l spir io s. ll ES le r ers re o ere he oppor i y o evelop m hs igi l s ills o m e hem more employ le. The ES ep r me o ers le r ers employ ili y s ills hich re re erre o i lesso s o he ES o ispl y o r hro gh eve s hro gho he ye r s ch s o re ire re m ig The E repre e rs’ ir cmill o ee or i gs he re E ry r s eremo y. ol eer oppor i ies re v il le or le r ers ‘Employer Services’. s re or e perie ce oppor i ies ccess o io l reers Service S mee i gs or e ch ES le r er. o l lso promo es employ ili y y givi g he le r ers ccess o e er l spe ers s ppor i h ri i g i ervie rolepl y pr c ice. The college’s Award in Education and Training (AET) and Certificate in Education and Training (CET are pr c ic l e cher r i i g li ic io s i e e o give r i ee e chers ssessors he erpi i g o le ge s ills hey ee . i io o mili risi g hem i h he re r s ch lle ges respo si ili ies o e chi g r i i g i The college’s he pos sec or. They ill evelop impor employ ili y s ills s ch s coll or io i epe e or i g ime m geme org is io mos impor ly ecome re lec ive e c io l pr c i io ers.
i io he college o ers le i le o li e le r i g p c ge hich provi es
• • i i i ive o e le more o o r loc l comm i y o ccess li y r i i g s ppor •
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r eigh o rhoo e r i g i eprive omm i ies pro ec s phol he commi me s o E li y iversi y cl sio . e r ers re ypic lly r rom soci lly e cl e c gro s re lo s ille l s rom is v ge comm i ies l s ho ce rriers i le r i g i cl i g ei g is le ei g rom e h ic mi ori y ei g over ei g lo e p re . ro ec s speci ic lly rge och le resi e s ho h ve h iss es s ch s me l he l h ic io s iss es o her co i io s h h ve m e hem p r ic l rly v l er le lso rge he lo g erm employe . The o ly cri eri or le r ers e i g hese co rses is o h ve he e h si sm mo iv io o e g ge i irs s eps le r i g o s r o ch ge heir lives hich m y o hem o.
The l ES c rric l m is esig e o s ppor le r ers i heir evelopme o perso l co i e ce employ ili y s ills promo io o gre er comm i y i cl sio ressi g commo soci l si io s mily needs, such as attending children’s school or the doctors; and facilitating progression onto other progr mmes o mee perso l spir io s. ll ES le r ers re o ere he oppor i y o evelop m hs igi l s ills o m e hem more employ le.
The ES ep r me o ers le r ers employ ili y s ills hich re re erre o i lesso s o he ES o ispl y o r hro gh eve s hro gho he ye r s ch s o re ire re m ig The E repre e rs’ ir cmill o ee or i gs he re E ry r s eremo y. ol eer oppor i ies re v il le or le r ers s re or e perie ce oppor i ies ccess o io l reers Service S mee i gs or e ch ES le r er. o l lso promo es employ ili y y givi g he le r ers ccess o e er l spe ers s ppor i h ri i g i ervie rolepl y pr c ice.
The college’s Award in Education and Training (AET) and Certificate in Education and Training (CET are pr c ic l e cher r i i g li ic io s i e e o give r i ee e chers ssessors he erpi i g o le ge s ills hey ee . i io o mili risi g hem i h he re r s ch lle ges respo si ili ies o e chi g r i i g i he pos sec or. They ill evelop impor employ ili y s ills s ch s coll or io i epe e or i g ime m geme org is io mos impor ly ecome re lec ive e c io l pr c i io ers.
i io he college o ers le i le o li e le r i g p c ge hich provi es
lo on l l a n n n ol nt • i i i ive o e le more o o r loc l comm i y o ccess li y r i i g s ppor • A secure, online en iron ent where we can reach ore learners and pro ide a wide range of de elop ental opportunities • u erous online courses that help to uild a wide range of s ills and nowledge, de elop confidence and prepare learners to enter e plo ent
The Access portfolio offers four different pathwa s which pro ide learners with the opportunit to pursue careers in a range of sectors of the learners progress onto a igher Education course in a health care related su ect which is aligned with CA priorit to eet the econo ic need in the sector and increase the nu er of professionals with a le el or graduate ualification A new usiness pathwa has een created in line with the increase in e plo ent opportunities due to the re uired growth in usiness, inancial and rofessional er ices
ider College adult learning progra es are offered part ti e and include ualifications in Earl ears and
upporting Teaching and earning, with progression routes fro le el to le el The pro ision eets the needs of adult learners with fle i le odes of deli er including sessions during the da , e ening or where necessar , of E plo er esponsi e learners where in acti e e plo ent and referred their e plo er to distance learning n addition to the ain progra e, ocational rele ant online courses are a aila le which allow underta e the fle i le learning course for continuing professional de elop ent and are tailored to enhance wor place s ills
n addition, the college does a s all a ount of su contracting with The ills etwor and antra to pro ide uring loc down, the college repurposed a suite of online course people could co plete fro the co fort of ochdale residents with opportunities not co ered the colleges ain pro ision ut highlighted as priorities their own ho e own ho e or ing with e partners ( reater anchester Co ined for the area Authorit , ochdale Council and or and ills roup) the college identified a range of training needs An E plo er esponsi e earning fficer has een appointed at the start of the ear and pro ision has een re across arious sectors to support the digital transition to ho e wor ing The college has ade swift Adult pro ision has an profiled to support residents and usinesses inter entions to respond to e plo er responsi e offer, A specific campaign ‘Keep Connected’ introduced a range of ‘Connect to your Career’ modules total enrol ents local regional s ills and that reflects local and The fle i le learning progra es launched during loc down pro ided s ills and training which ena led people to related to digital courses including eading e ote Tea s and icrosoft pac ages e plo ent needs due to regional s ills needs (A enter and or progress in wor t allowed furloughed wor ers to gain new s ills i pact of C – (A s ) ‘Connect to Hopwood’ courses supported the co unit to de elop essential s ills, support with ) health and well being and provide coping strategies and focus. From the launch of our ‘free short online
courses’ in March 2020 we received 1795 enquiries for the courses we offered, and we had that enrolled on
to the courses after the had een gi en the infor ation
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efore the loc down the college had started offering recognised online qualifications adults that enrolled and completed a full qualification with a 100 achievement rate. Adult achievement rates show a three year trend of continuous improvement ee figure 22 he college currently wor s with appro imately 00 employers and has strong partnerships with ochdale evelopment Agency ochdale usiness Ambassadors and the conomic or and ills ivision at ochdale Council who have all been involved in curriculum planning to ensure adult provision reflects current employment and s ills needs. •
he college launched a range of fle ible learning qualification ranging from level 1 – in uly 2020. he fle ible he college has good learning programmes offered had been selected to meet the recruitment needs of each employer and current partnerships with ey employment opportunities. he college wor ed in partnership with the rowth Company ochdale M C or and • sta eholders including – ills team and ob Centre lus to identify local unemployed residents those on furlough to provide opportunities ensuring learners have for progression to employment and career development. Key wor er employers engaged include those from access to employment rimary Care Academy orthern Care Alliance roup ochdale Council and ochdale orough Housing. opportunities A of 20 hours of volunteering opportunities at all Link4Life’s key facilities to ensure they gain the valuable he college has ey lin s with ob Centre plus in ochdale Middleton ldham and ury wor ing closely with teams by supporting adults bac into learning training and employment through dedicated employability programmes. As an e ample recent collaboration with C and Footasylum has resulted in a bespo e sector based academy • – providing a pre employment pac age to equip the unemployed with the s ills required as the employer has e panded he college is strengthening its reputation of wor ing with local partners to deliver programmes of high quality learning. he college now sits on several boards and wor ing groups such as ochdale or and ills roup. • ocal wor and s ills groups provide the opportunities for local providers to share best practice align provision and avoid duplication within the orough. 79. of adults progressed to positive destinations.
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he college continue to provi e positive outco es for our a ult learners ith of co pleting learners progressing on to a positive estination e ucation training or e ploy ent on co pletion of their stu ies ith he ollege has effective partnerships ith e ternal agencies such as the a ult social care an enforce ent tea us chieve ent rates have re aine strong an are at or above national rates at all levels he enior atten s the oint ult an hil afeguar ing oar an hannel to ensure college re ains responsive to key a ult safeguar ing evelop ents here is a three year tren of high an i proving achieve ent rates for our a ult learners lt lthough the destinations ear ge chieve ent ational and rogression data for rate achieve ent rate most adult learners is 2 of a ult estinations ere capture of these progresse to positive estinations ho ever of ult learners achieve ell 4 ositive the ollege needs estinations ere unkno n he college nee s to i prove its processes for capturing the estinations of its at this college L to im rove the a turing subcontracte an co unity learners and olle tion for ommunity and 20 su ontra ted adult learners. nt at o ont a t a lt l a n a f ont a to o o l a n nt at Im rove the offer of formal urrent a ult careers gui ance is focuse on L an ccess provision as these learners are in college ore antra Learning Li ite 4 00 he kills et ork Li ite and informal areers fre uently here nee s to be a stan ar isation of processes to ensure all a ult learners have access to
guidan e to all adult appropriate careers a vice ho ever they access their course afeguar ing arrange ents are in place for all learners inclu ing vulnerable a ults an atory staff training learners. f specifically covers a ult safeguar ing as a key the e he s receive specific training for vulnerable a ults especially here there are a itional learning an support nee e n une 2020 the safeguar ing tea as strengthene ith t o a itional safeguar ing officers hich buil s a itional capacity in the tea to support vulnerable a ults
afeguar ing is effective for entral safeguar ing recor s in icate the categories for safeguar ing an in 20 2020 that 0 of safeguar e a ult an vulnerable learners ere safeguar e a ults he tea carrie out visits to tea eetings an tutorials specifically for learners L a ult provision such as ccess an to ensure all learners ere a are of the support available to the s such learners have receive infor ation on ho to refer concerns to for issues such as ental health financial abuse isability self neglect as ell as co ple safeguar ing topics
ll learners inclu ing a ult learners can have access pastoral support an access counselling available inhouse at the college uring lock o n pastoral support as a e available to a ult learners an elfare phone calls ere a e to those previously i entifie or here engage ent as li ite
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raining opwood were he pprenticeship tea reacted uick y to the exceptiona circu stances of the ovid ockdown hey reactive in responding to responded positive y and effective y during this ti e de onstrating they are a strong co itted tea with a continuing earning during the good work ethic hey uick y ad usted and a ended their nor a way of working to e ed the use of re ote nt ovid ockdown to ensure working that engaged oth earners and e p oyers earners were not a disadvantaged pp rofessiona earning entors supported the tea to deve op their ski s in using new digita p atfor s such as ea s and oo to ensure co unication channe s were f uid etween peers earners and e p oyers upport was a so given in he ping to deve op earning ateria s that wou d support on ine earning he on ine nt a a t n earning ode was i p e ented using s and oo in con unction with the earners ortfo io ne i e
ll ork base tutors are ork base tutors s have experience of working in industry and have returned to “practice” where eaching sessions were recorded and up oaded onto ne i e or ts earning which gave earners access this in ustry co pliant an have appropriate ith so e staff continuing to ork part ti e in in ustry for e a ple otor ehicle an arpentry infor ation at any ti e he a so ooked teaching and training session with apprentices dditiona substantial current in ustry an oinery an atory is evi ent in college files an bespoke training is no available hich is elivere earning ateria s were deve oped during this ock down period and up oad to the digita p atfor s to support e perience pp by the vance ractitioner hich is also recor e on the syste his training inclu es the changes to continuous earning ngage ent of ne i e usage was onitored throughout the duration to infor the the role of the ork base tutor fro assessor to trainer to eet the ne stan ar re uire ents 00 of all where additiona contact was need to and was reported ack on a week y asis ork base tutors are ualifie to at least a level teaching or assess ent ualification he earners were a so given access to earning ateria s on the curricu u digita p atfor – ts earning the he assessor role has evolve ith the intro uction of ork base tutors ho coach to the assess ent plan to engage ent with this was not as successfu as ne i e as this is not the p atfor that the apprentices nor a y eet the stan ar an n oint ssess ent re uire ents n the lessons taught an ork place sessions use he work ased tutors continued to review their apprentices in ine with the nor a schedu e that are planne s facilitate positive learning here has been a nu ber of ne ly appointe ork base tutors ho have been supporte ith a visory observations ithin the first fe eeks of oining the organisation n uring this ti e there were apprentices that were a ready at the gateway stage within the apprenticeship vance ractitioner is assigne to support all staff hen they oin the epart ent skills scan is co plete to ourney nd point assess ent preparation was done via the new contact ethods that had een assess co petence of assess ent an verification an a supportive in uction progra e put into place i p e ented e ote for the ospita ity apprentice was a e to e carried out and was successfu for the earner he other areas for have had a ixture of virtua and face to face assess ents here are up to ate facilities an practical environ ents to prepare learners for their especially for construction an engineering learners ho have ay release at the technology centre raining op oo • x eve ssistant ccountant has a e icate functional skills tutor ho has prepare an traine for the isse ination of the ne ly refor e • x eve du t are orker functional skills ualifications 20 • x eve ospita ity ea e er re ote
he recent outco es of the results are goo hey sho that the skills being taught an coache by the dditiona to the training and de ivery the work ased tutors carried out week y we fare checks with each are aligne to the e pectations of the en point assess ent organisations tan ar apprentice hese were to offer support with we eing any e p oy ent issues and reassure the apprentices if they had concerns with their apprenticeship hroughout this ti e the contracts and co p iance anager tracked the apprentices that had een fur oughed and ade sure they were sti receiving support fro the
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ne ile needs to e further ll e plo e s eed o e g e a e le acco e w ll s ppo e e plo e s s ow g e ow o em edded with em loyers a ga e a o d e s s e e w ll e gage w e le a e e e ew e co ag g e plo e s o e o e f ac e s g o o o e app e ces p og ess e e plo e s w ll e s ow e e ef s of ow g e ac l w a e app e ces a e wo g o off e o a d ow e ca s ppo e lea g – Hopwood’ eaders and managers have ec o spec f c e plo e fo s eed o e se p fo o e s g e plo e s eed ac f o ese fo s w ll am itious lans for growth d ec e colleges f e del e pa wa s a d pla s a w ll s ppo e eeds of local p o es ese w ll within a renti eshi s to elp colleges app e ces p p o s o ee e eeds of e c e a d f e wo fo ce meet the needs of the lo al and wider em loyer ew a eas eed o e co s de ed a a e ee de f ed e oc dale ocal la as a g s s a al strategy f e plo e g ow e e ea s e de f ed a eas a e Ha po ldca e a d Heal w c e college al ead as e fac l es o s ppo del e e pla fo g ow eeds o also a e o co s de a o p og ess o pa wa s fo app e ces o e a le o co e e lea g o e a e college e eed o e s e we a e op o s o s ppo ca ee de elop e f o p o eg ee app e ces w e e appl ca le lthough im roving due to l o g e college as e follow g gs place a d o e all o co es fo lea e s a e c eased revious in onsistent I too e a e s ll elow a o al a e age e college s s ll feel g e pac of p e o s ac o s a o d many apprentices’ out omes ec e a d del e are oor. f o ac s a d o pl a ce off ce p og ess o o g o l epo s ac g p og ess fo all app e ces aga s all lea g a s p o ed lea g o e le a d o o g of e gage e a g Hopwood as od ced a p o ed ec e pol c as see f o e da a a al s s elow f e p o e e s eed o e ple e ed ega d g fo o e plo e s a d po e al app e ces college’s safeg e o e del e pa e s of app e ces ps a es e o see e pos e pac a c a ges a e ade e de elop e fo all e H ea s eeded o e s e s go o s a d e app e ces a d e plo e s a e a f ll de s a d g of e co e of e a da ds a d e co e eeded o e s ccessf l a g Hopwood a e also de elop g del e pla s fo all s a da ds a a e offe ed ese a e fo e e plo e a d app e ce o g e a clea p c e of w a e del e cl des a d escales of w e del e w ll a e place e also de f e e e e s
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f ese app e ces p e e ed f o co ple g d e o o d ad co ple ed e pla ed e pec ed e d all nt nt at ea e ac e e e a e wo ld a e c eased o e a a o al a e age o a a k at k all all • all nt at • e ed a e – an • d a ced – l nt t a al n a tan a
ased o f al da a all o ll a o at onal
a
nt
al s s of de pe fo g ad a ced le el app e ces ps s ows a of e lea e s w o ac e e e a e a ed o wo a ewo s a el lec o ec cal a d o s c o pp e ces p a da ds s ows a of e lea e s w o ac e e e a e sp ead o e of e s a da ds a we e al s s of app e ces p w d awals w e e d e d ea falls w s ows a a s g f ca s ea s co o p opo o a e app e ces a s a ed a d s se e l w d ew of w c we e o a co s c o f a ewo e o d loc dow as also ad a pac o e s ccess • lec cal pp e ces o e f a ewo we e a le o s e es d e o e assess e e co o e e we e a o al of w d awals of ese lef w e al f g pe od of ce es e g closed d g s pe od a d e o l s a ed o eope c o e w l ed ese we e also s a s f o a a la l d e o soc al d s a c g les • a d pp e ces o e co s c o f a ewo we e a le o sec e o se a o s d e
o f lo g o es c o s o s e
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o on o l a n t n a nt a a t n
e ncti na i s e i ery r mat s an n is s n t p anne e en t ens re apprentices ac ie e in a o t o n n ol nt t e irst year earnin
an o l o al t o t
42 43
nt ata o l a n a ollo at ate a o a n n o t otal 86
at ate otal 86
at ate
otal 86
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trong specialist support is here is well esta lished specialist earning upport eam who support the needs of learners with a wide range availa le for learners with of learning support needs he staff team include oth learning, ehaviour and communication support upport additional and comple needs are identified through s and annual reviews review of earning upport was completed y needs the end of the year which increased the capacity of learning support with an additional earning upport o ordinator and earning upport fficer he tudent upport eam support the most vulnera le learners in college including ooked fter, safeguarded, high risk and learners with poor mental health igh levels of interventions for these learners keep them in college and support them to achieve their ualifications f safeguarded learners, were safeguarded due to their disa ility or need verall, of the safeguarded learners, had a disa ility or learning difficulty and were safeguarded vulnera le adults he tudent upport ervice works highly effectively with e ternal agencies and specialist services oth through transition and on programme to support the safeguarded learners and learners he specialist support continued to take place during remote working with safeguarding concerns identified for learners during remote working and learners accessed remote counselling with an average of each week
eed ack from learners with support needs is strong with of learners stating they felt they has the support availa le when it was needed and of learners gave positive feed ack on the support they received
here are highly effective he safeguarding arrangements for , igh eeds and vulnera le learners are uilt into the college safeguarding safeguarding policies and in other college policies he earning upport olicy and uality, iversity and arrangements for , nclusion olicy make specific reference to the need to put in place reasona le ad ustments to meet the needs of igh eeds and vulnera le and vulnera le learners learners which allows them to make progress from he tudent upport and earning upport team report into the ead of tudent upport and uality who has their starting points strategic oversight of all vulnera le learners allowing for effective communication, support and consistency in ensuring risks are mitigated
here incidences arise where the or vulnera le learner is a perpetrator, swift interventions are made, and e ternal agencies and carers are contacted astoral interventions are offered in the first instance to resolve “is demonstrating signs of using initiative” issues ore serious cases are addressed through case conference and multi agency meetings including early “very kind and understanding towards service users, with a positive work ethic” reviews in the est interest of the learners, so they do not face formal disciplinary action and e clusion “pleasure to have – strong work ethic” “mature attitude and worked well with others”
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entral safeguarding records indicate that in there were safeguarded learners and learners of which or of safeguarded learners had a disa ility or learning difficulty and or a t n o were a safeguarded vulnera le adult reas of concerns for safeguarding related to , mental health, financial a use, disa ility and self neglect
ll learners including learners have access pastoral support and access counselling availa le inhouse at the college ffective partnerships are in place with e ternal agencies such as the disa ilities team, adult social care and enforcement team hese are utilised y the s and earning upport eam who ensure adult and vulnera le learners receive the support they need oth in and out of college
ee previous achievement rates of igh eeds learners mprovements have een ignificant work and training has een undertaken with earning upport and eaching taff to support meeting made to support effective the needs for , and igh eeds learners he earning upport anager has worked closely with the teaching and learning for uality team and college managers to ensure that training and support has een shared and cascaded across the learners college uring the academic year, of staff teaching staff completed the training out of eed ack from the sessions was positive with of staff rating the training as good or etter, said they etter mp ement t e ne he college has many learners, and this num er is growing each year n order to meet this increased understood the role of learning support in the classroom, said they etter understand their responsi ilities strate y s t at it as a demand, a earning upport review was carried out in term dditional resources and capacity were needed in with and can facilitate effective use of learning support in the classroom rt er p siti e impact n the team to meet the needs of increasing num ers and learners s a result, the college has a renewed earners tc mes strategy he staff survey shows an increase in staff satisfaction for learning support from the previous year and of staff state that support for learners with is good r i e rt er trainin t ocational teachers do not always use the resource of a to est effect lthough training has een put in place he review of earning upport was completed at the end of the academic year with key roles strengthened n ens re cati na sta are for vocational staff on the use of s in class, further work needs to e done to ensure they are eing used to additional earning upport o ordinator and earning upport fficer was put in place and additional hours e ecti e y sin s ensure ma imum inpact allocated for earning upport ssistants to meet the increasing num ers of learners and to support consistency in curriculum departments earners are n t nt ata ac ie in as e as t eir c nterparts at e e earner ifficulty isa ility verall evel eavers ate at ate
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• The college’s Community Learning offer ensures we support some of the most disadvantaged learners in the orough with courses delivered through ink for ife, amily earning, , al t o at on ochdale onnection rust, ossi ilities and oving n nt nt • o compliment and support progression onto higher education the college offers a range of higher nationals and foundation degrees, these include reative edia, lectronic ngineering, nt a a t n arly ears hildhood tudies, and ports oaching sees the introduction of the in olicing eaders and managers s detailed in the conte t and introduction to the , the college has selected a curriculum that reflects • he college is preparing to deliver levels in in the following areas igital, ducation, within the college have its ision and alues and responds to changing employer needs, needs and priorities including onstruction and cience n preparation for delivery the college has engaged with the ducation selected a curriculum that the reater anchester ndustrial trategy he curriculum offers courses that run from entry level develops the knowledge, through to level , as detailed in the conte t of the and raining oundation and are part two s to ensure readiness skills and ehaviours of our he college ensures learners’ he college has two areers ones to support learners with impartial information, advice and guidance learners • s a reaction to ovid, the college rapidly put together a package of digital courses that could aspirations for progression ork perience evelopment fficers support learners in sourcing and attending meaningful work help people who had een furloughed develop new skills ver of these courses were and ne t steps are met very e perience and work e posure opportunities he ollege has several e cellent links with universities completed during lockdown e amples included courses on safeguarding, mental health and digital well who attend college regularly to discuss opportunities for progression to higher education lease see literacy ducation for oung eople ection for further information • he college offers a variety of adult courses aligned to priorities these include , health
and social care, nglish and maths and functional skills he college also offers a range of n , most learners progress to positive destinations once they have completed their studies f over
short on line digital courses to complement and enhance the adult and employer programmes , learners that completed a classroom ased programme of study, progressed internally to the
these include mental health awareness, awareness of social media, ritish values, healthy living ne t level of study with opwood all ollege, while a further progressed into employment, an
and food safety in catering apprenticeship programme or • ll apprenticeships that can e offered as a tandard are done so he high proportion of learners with a positive destination shows the impact that the college is having on • he college has moved to technical ualifications in the following areas animal care, hairdressing, future careers ensuring that learners leave college with the right level of skills and with an opportunity to painting and decorating, carpentry and oinery and health and social care with more to e progress further to employment or higher education introduced in • he ollege has a well esta lished ccess curriculum delivering health pathways, humanities pathways and usiness with two new access courses in art and design and information technology eing developed for delivery in
• he pprenticeship provision is aligned to local and regional la our market intelligence with
significant frameworks and standards delivered within the construction trades, engineering, facilities management with the and catering and hospitality
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o t t nat on all a and it has enjoyed ‘outstanding’ financial health for
The college pro actively encourages learners to progress to the ne t level through ro ust progression trac ing during ‘stepping up’ wee in term nt nal o on ata output areas rank in the top 1% of most disadvantaged wards in England, whilst 68% of the college’s 16 improve all learners’ life chances.
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he curriculum is carefully he schemes of work and learner journeys have een adapted to consider the importance of skills l ntat on se uenced to allow the ac uisition. t is clear why the sylla us is delivered in the way it is and schemes of work have een nt a a t n em edding of key carefully se uenced to allow for the development of knowledge and skills. n some areas, have een knowledge, skills and completely rewritten to take account of new and technical ualifications and there is a clearer he college was agile in its ehaviours emphasis on formative assessment. response to a physical shut
down and ensured students lease see ovid osition aper em edded in first judgement. 1 staff 86% attended the se uencing and training. ollowing this training, the uality team enefitted from high uality carried out an audit of se uencing within schemes of work and the standard of these documents was education E 6 much improved. n most sessions, teachers ocational lessons are planned carefully and delivered well, tutors have current up to date vocational
have e pert su ject e perience. utors are role models, develop professional relationships and are supportive and esources are to a very good industry standard across the readth of provision with recent investment in knowledge and plan and encouraging. ood uestioning stretches and challenges all. n the etter lessons there is a strong focus usiness and . he ports and ealth and ocial are classrooms and air and eauty salons have een deliver highly effective on the development of leadership skills with e cellent links to real life activities. ro serve reporting refur ished to ensure learners gain and develop valua le industry standard e periences. learning sessions. E data
enior leaders and managers attend regular fsted update training and events to cascade key he college uses ro serve to track the progress of teaching staff through the lesson o servation concepts to help implement the Education nspection ramework. he college also enefits from having a process. n 1 staff received one learning walk instead of the planned two due to ovid and current fsted nspector. feed ack through a marked work audit. here is a relentless focus on improving teaching and learning and assessment at the college, there is a culture of learning where learners aspire to do their est ecause teachers have high e pectations of them.
on l a n n alk ata a at o t tan n oo na at
a t on o nt 1 lanning and 18% 61% 18% % e uencing 1 ehaviour and % 1% % 1% ttitudes 1 kills and nowledge 1% % 1 % 1% 1 eeting ndividual 1 % 6 % % % eeds
6
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1 ersonal evelopment % % 18% % 1 hecking earning and 1% % 1% % • % of learners confirmed that ‘my tutors know their subjects well’ ecall 1 hallenge 1 % % % % • 96% agreeing ‘the teaching on their course is good.’
ollowing the first term’s learning walk several espoke sessions were delivered y the s, these included
• ecall lecturers, s staff in total o lt • eeting ndividual eeds lecturers, 6 s 8 staff in total • lassroom e pectations 6 lecturers, s staff in total • – 6 lecturers 6 staff in total
• – lecturers, s staff in total • ctive learning – 1 lecturers, s 1 staff in total • ntent and e uencing 1 staff overall 86% n 1 , 8 staff participated in the E funded onstellation project alongside olton ollege. he staff chosen for the project have previously een graded as outstanding at least once under the . taff feed ack from this initiative was e tremely positive due to COVID staff couldn’t • 1 % valued and enefited from the programme • 1 % felt the professional learning s uares were useful learning s uares were useful • 1 % carried out peer o servations Nutters and Slattery’s. Hairdressing tutors attend • 8 . % felt they had a etter understanding of what an utstanding session entails ased on their involvement in the ood reat programme and the feed ack you received from their o server • 8 . % felt that the feed ack they received reflected the session and the areas of their practice they were developing as part of the ood reat programme.
of the staff involved have ecome eaching and earning hampions for 1.
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eaders and managers ha e he lesson obser ation rocess identifies less than good erformance uickly and staff are su orted by n the ma orit of he college completes an audit of mar ed or during the second academic term udits of mar ed or been uick to identify rogramme anagers Centre Directors and rofessional earning entors to su ort and im ro e programme areas tutors are completed at su ect level entre irectors he grading of the audit of mar ed or is different in under erformance and ha e erformance. check learners’ that the grading is related to the level of the ualification and the e pectation of the programme and so tackled this to ensure understanding effectivel an ‘expected standard’ is ascertained by the Centre Director completing the marked work audit. students ha e not been In 9 there were 9 members of staff on erformance Im ro ement lans two members of the wider and identif and correct im acted by oor teaching. management team four members of business su ort and three academic staff. hese I s were the misunderstandings he ualit and fre uenc of feed ac relating to correcting misunderstandings learners is at or S result of identified under erformance. Se en of these staff are no longer at the college a ove e pected standard ith eing elo the e pected standard
he lesson obser ation is ine tricably linked to the erformance management rocess and continued a k o k a t rofessional de elo ment. here are effecti e and thorough arrangements in lace with solid su ort ove elo ot from rofessional earning entors. he role of the rofessional earning entors is to further im ro e erformance pected t pected nade uate pected served otal teachers skills and ractice analyse teaching learning and assessment records to roduce de artmental ndicator tandard tandard tandard training and de elo ment lans and share best ractice. rofessional earning entors use a ariety of a roaches to su ort indi iduals and teams including su orting and deli ering at the colleges eaching evel of or and eaning Conferences cascaded training deli ered through the two earning ounges on both se of su ect cam uses and su ort and coaching. voca ular ualit he college has invested a significant amount of time in the development of teachers’ practice and fre uenc of e ectations are high. here standards of teaching do not meet the re uired e ectations swift feed ac inter ention follows. ollowing the learning walks % staff were graded as re uires im ro ement or resentation of inade uate 9 made the re uired im ro ements one lecturer made no change and staff continue to be learner s or monitored and su orted. ar ing and feed ac for literac ssessment and assessment planner ro onitor ar oo up to date
reports are summarised and an actions identified are monitored
‘ ood practices have een carried the centre staff to maintain ualit ith the assessments portfolio su missions and the learner feed ac hich as ver good to o serve ’ 9
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ere is sti r t e ne In some areas of the curriculum where E ualifications were being used especially in I and S S D learner sur ey results show that in s me areas t em e t e there is still some work to be done on ensuring these areas are moving away from an ‘exam factory’ • % of students believe that the ‘feedback informs them of what they need to do to improve. se rmati e assessment approach to truly embedding the use of formative assessment to ensure learners embed knowledge in distance tra elled and against benchmark long term memory.
eachers create positi e lease see pre ious data sets on outcomes or adults and young people. classroom en ironments that lead to strong outcomes rom the D learner sur ey % of learners agreed with the statement ‘my teachers constantly or adults and young people. challenge me to do my best’ distance tra elled and against national benchmarks and o learners agreed that ‘the teaching on my course is good or better’. distance tra elled and n t e i t p tentia he college is in an area with ier restrictions and at any one time there are staff and students who are against national benchmark. ach statement has seen an increase in rating weight o strongly agree and rt er isr pti n t off college due to the impact of ovid. he college has a contingency plan in place for this eventuality. agree responses . teac in an earnin e t n most curriculum areas Departments that ha e mo ed across to the deli ery o technical uali ications ha e de eloped i t e c e e nee s t teachers use assessment con idence in preparing learners or external moderation and synoptic assessments. Due to C D and e a i e in its resp nse t well to impro e uali ications ha ing adaptations the external moderator process ceased. he college introduced a ens rin a earners understanding. number o alidation checks to ensure no learners were disad antaged. c ntin e t recei e access t a i a ity earnin ssessment methods are used e ecti ely in the classrooms and through digital technologies such as e perience licker ahoot and ui let. ro bser e data . Support between lessons through the colleges VLE ‘Its Learning’ is good. ItsLearning is an on demand support tool that gi es learners access to a wide range o high uality learning materials including interacti e e learning assessment modules ui es re ision packages and class resources. a ing this tool helps all learners achie e and learn at a pace that’s right for them they are able to re isit topics that they may need more support to master or urther de elop
knowledge on a particular sub ect.
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n a min rity areas ata a t t e a ity teac in an earnin is inc nsistent nt a a t n
earners within the ee evidence of achievement rates in the adu t a renticeshi high needs and education for young eo e section co ege achieve we of the usiness above nationa ead ine ducation and raining achievement rates on vocationa courses are consistent y above nationa averages averages and go on and for above to ositive destination etention is above at igures above which are be ow nationa average can be ex ained by de ays due to assessments and ass rates are above at work acements ife sciences owever the co ege is not com acent about im roving the ua ity of teaching and earning wherever it needs im roving and the co ege has robust systems in ace to dea ee destinations data in revious section of the with any under erformance isadvantaged ease see high needs section and the ducation for oung eo e of the for further data and evidence earners and earners with ac uire the earners had access to a variety of su ort ty es de ending on their individua needs ome earners accessed more know edge and ski s than one ty e of su ort he figures in the charts be ow have been based on the c aims for show the that ead to good ty es of su ort received by earners outcomes ease see igure reas of u ort
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a o an tt t earners have ositive he wards are an annua event which ce ebrates the achievements of our earners his is he d at attitudes to earning and idd eton rena and is we attended by earners arents and guardians earners are roud to be nt a a t n education and take ride in nominated by their ecturers to achieve such acco ades Due to COVID 19 this event didn’t take place in their achievements the norma manner the co ege swift y ada ted to a very successfu on ine awards ceremony
he co ege active y encourages a earners to artici ate in regiona ki s com etitions with direct n c assrooms and earners are c ear about the ex ectations for earning and show good behaviour for earning in c ass his entry into or d ki s om etitions ee resu ts in ersona eve o ment work aces earners are is su orted by the observations of teaching and earning which show that earners are res ectfu to their ca m and res ectfu and eers and to teaching staff ro bserve records n the co ege romoted earner engagement and enrichment events through a series of events engaged in earning ub icised through the earner ngagement ca endar this inc udes earner re resentative training and hese ex ectations are communicated in tutoria s and embedded in c asses as key em oyabi ity ski s meetings ‘ ou aid e id’ cam aign interna surveys and rinci a ’s uestion ime of students stated that the ex ectations on the standard of behaviour was made c ear to them when they started co ege and said they knew who to s eak to if they needed he urvey ‘Stepping up onth’ commences in ay with a earners receiving an information and advice rogress review with actions and target in re aration for them to rogress onto the next eve university or here is an agi e res onse to any current issues and emerging trends in incidents and behaviour he a renticeshi s tudent u ort eam and tudent safety fficers fficers work c ose y to ensure any incidents of oor behaviour are swift y managed and earners return to earning he co ege has effective artnershi nterna rogression data is strong for the co ege with rogressing onto next hase of study across academic years working with the community safety and oca o ice and where instances arise can uick y ut in ace t o a o on ositive action and community cohesion work to ensure a harmonious co ege environment ver the ummer of the tudent u ort and earning u ort eam carried out a i ot rogramme with earners identified as having ga s in their education and engagement in earning ith the su ort from the the team de ivered on its ntroduction to o ege ducation rogramme which su orted a grou of earners identified through transition with additiona behavioura or menta hea th su ort needs who were home schoo ed or attended a ternative rovisions he earners attended co ege over a week eriod and artici ated in a bes oke astora and behaviour su ort
rogramme to ready them for co ege or of the earners enro ed with the co ege and of those eaders have c ear he co ege has c ear ex ectations for behaviour and have ut in ace a range of mechanisms to ensure successfu y com eted their ua ification and rogressed with the co ege ex ectations on the standard earners adhere the these and that staff and earners fee safe eaders ensured these ex ectations were of behaviour of earners and communicated as art of the entre irector ta ks which formed a key art of earner induction take actions to ensure the teaching staff ensure these ex ectations are reiterated in curricu um sessions co ege va ues and ex ectations are u he d
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s a esult 9 o students stated that the e pectations on the standa d o ehaviou as ade clea to ea ne s eel sa e in college he college c eates an envi on ent he e lea ne s eel sa e and kno ho to speak to o help and the hen the sta ted college and 9 said the elt sa e at college D su ve and have positive espect ul suppo t 9 o lea ne s eel sa e in college and 9 kno ho to speak to i the need help Sta help elationships ith sta develop lea ne s pe sonal develop ent and the college eceived a high nu e o co pli ents o the he ehaviou polic gives clea and consistent essage on college e pectations and outlines a ange o S ca e help and suppo t the p ovide to lea ne s st ategies o use e g esto ative ustice ehaviou cont acts case con e ence eetings co unit pa ack he college th ough its o k on nu tu e ental health and attach ent has ade signi icant og a e anage s chai te l lea ne ep eetings lea ne eps set the agenda hich ocus on all st ides in i ple enting its vision to eco e a t au a in o ed college aspects o college li e including sa egua ding and ell eing he a l ea s ep esentative aised an issue in anu a ega ding ‘Learners passing ID to other learners in order to access barrier’ s i t s such leade s anage s and pasto al sta have een t ained to ecognise that ehaviou can e a o inte vention ollo ed ith an inc eased p esence o secu it at the a ie s o co unication and that a pe sonalised app oach is needed o oung people ho a e e pe iencing dist ess h ough o k ith e ond s cholog andato t aining has een delive ed to Sta ca e a out lea ne s and ensu e an el a e conce ns a e sha ed ith SS s and the sa egua ding all sta to ecognise this and signpost the oung pe son to help his has eant that lea ne s get the tea o suppo t ith a high nu e o vulne a le lea ne s pasto al and el a e suppo t is ke to help the need uild st ong elationships ith ke sta and i p ove attitudes ove ti e hich i pact ensu ing lea ne s eel sa e in college he cu iculu tea s and student suppo t tea s o k closel positivel on the achieving thei uali ications togethe to ensu e that lea ne s get ea l help a e sa e an an el a e conce ns a e suppo ted in college and ith e te nal agencies he Student Suppo t ea also o k closel ith the ea ning Suppo t ea he college c eates a sa e disciplined and positive envi on ent o all lea ne s his is suppo ted the to ensu e S lea ne s get the help and suppo t the need in house sa et tea and the sa egua ding tea hich had a positive i pact on ho lea ne s eel sa e in the college 9 said the e e t eated ith espect and 9 said the kne ho to speak to o help and he college’s ‘learner engage ent’ ocus eeks c eate high p o ile c oss college a a eness o ke suppo t the es such as anti ull ing sa et ke inclusion and e ualit the es such as One o ld eek Sta Sa e eek and disa ilit a a eness ca paigns C oss college co petitions poste displa s and social he nu e o incidents epo ted o action du ing 19 is oadl in line ith the p evious ea s edia ensu e that lea ne s a e clea a out the college s e pectations data ith a signi icant dec ease i te i pacted o king e otel he Student Suppo t ea use inte ventions such as case con e ence evie eetings and esto ative ustice to put in place suppo t he e instances o ull ing do a ise the a e uickl identi ied investigated and s i tl esolved he and help o lea ne s to help avoid disciplina action o the ost se ious eaches o conduct the e ost se ious conce ns esult in an escalation to o al disciplina action he college closel onito s e e student disciplina hea ings chai ed a S lead esulting in o these ea ne s eing sc utinises and epo ts on the nu e o incidents and in 19 1 o incidents e e epo ted as e cluded o college o g oss isconduct co pa a le to 1 the p evious ea he e the e e e 9 ull ing and 1 as ha ass ent he vast a o it o these involved the use o social edia and disciplina conse uentl D session ocused on sa egua ding inte net sa et da sta sa e eek ho to keep sa e online online eputation anti ull ing and c e ull ing
he e is an agile esponse to an cu ent issues and e e ging t ends in incidents and ehaviou and the college has e ective pa tne ship o king ith the co unit sa et and local police tensive o k has een done on ental health outh c i e kni e c i e and se ual a a eness itish Values event Covid and online sa et
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Learners ha e bene ited he college introd ced a range o enrich ent acti ities in ro a str ct red onal lo nt enrich ent progra e that cti ities incl ded Drone l b irls’ bas etball ing o r eart t oga nit and atter tsal o s’ as etball olta ni al eet and reet onte porar Dance Dodgeball eel it rida pin bi es de elops learner s nt a a t n con idence and en o ent and o ing achines in he Lo nge pring into ction pin bi es and o ing achines in he ech entre hilst at college
Learners that participated in the enrich ent acti ities co pleted a s r e on the ain reasons or oining the sessions and the top ans ers are n nt t t lt Q1. Top Answers the development of learners’ Total Answer Support Team to help develop learners’ ercise ealth ellbeing ocialise
obb Interest
I pro e on idence I pro e ills a e riends ea ers an mana ers nee ee data and e idence in Leadership and anage ent section o the – t ens re t at t e imp ementati n t e c rric m re ie ea s t s staine impr ements in atten ance see
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The sess ons hamp on the development of r t sh alues and staff openl and onf dentl fa l tate ive briefs and projects delivered in curriculum develop and enhance learners’ technical skills. he impact d s uss ons l n ed to t of learners felt that the had een en oura ed to deepen the r of this was noted by the C pprenticeship anager who visited learners to promote opportunities understand n and develop r t sh values and understood ssues and r s asso ated th and upon uestioning learners on their presentations he noted the skills they had gained were e uivalent rad al at on e trem sm and revent e top s and a t v t es are e n ont nuall ntrodu ed to to graduates he had interviewed elsewhere ma e the sess ons urrent to learners and n the sess on as enhan ed throu h the del ver of mental health to u ld learners res l en e a areness on the harmful effe ts of onl ne a t v t outh mployers discuss professional standards and e pectations with learners in their C tutorial and Careers r me l mate han e and ov d one sessions. his resulted in greater motivation from learners to undertake placements to enhance earners develop The olle e s an a t ve part pate n the reater an hester S lls ompet t ons The ompet t ons their technical skills seeing rapid growth in learners going out in technical industry placements in animal profess onal and te hn al themselves m rror the ompet t ons developed orldS lls and ena le learners to ompete lo all care hairdressing hospitality and catering carpentry and joinery and painting and decorating. s lls to a h h level S ut l s n s lls h h the developed and used h lst omplet n the r stud pro ramme a h of the he College supports a he college celebrates the diversity of its learners staff and wider community and the demographic olle es hosts a ompet t on the olle e had ntended to host the ompet t on n rt and es n unfortunately due to COVID and working remotely the competitions didn’t go ahead. The results for culture where learners work profile of the college shows the richness of our learner profile and how as an inclusive college this is rema n together and thrive in an celebrated. his is reflected in the college values which are instilled in learners. of staff understand inclusive supportive their role in promoting e uality and diversity tackling bullying discrimination and harassment. n terms of ompet t ons a ross the S lls op ood all olle e learners re e ved the follo n environment that embraces staff survey a ards difference and diversity. D he college works hard across departments and with e ternal agencies to ensure all learners including • st pla e evel rt and es n those that are most vulnerable or have needs have the right environment to learn. . of C • st pla e evel le tr al nstallat on and . of igh eeds learners are in mainstream provision in the college with the remainder • st pla e evel a nt n and e orat n accessing the kills for ife department where they enjoy and achieve. of staff also state that the • st pla e ames es n college provides a suitable environment for learners with disabilities. • st pla e evel Turn n n neer n • st pla e evel nterpr se earners value the opportunity to engage in inclusive events and through the various focus weeks can • nd pla e ront of ouse osp tal t and ater n take part in a diverse range of inclusive events such as One orld eek nti ullying eek and tay • st and nd pla e evel t n afe week. here is also a college group for learners and allies and they have a number of highly • nd pla e evel us al Theatre visible events across college and with the wider community. The college supported Rochdale Borough’s • nd pla e evel and nterpr se first ochdale in ainbows ride event and raised awareness of important topics through training • nd pla e – evel us al Theatre workshops and celebration events. he earning support and earner Voice eam also worked hard to n preparat on for or e per en e S T tar ets are a reed th the learner and emplo er ased on raise awareness of key D themes through Deaf wareness eek utism wareness Day and orld urr ulum ontent and supported planned rev e s for learners on an ndustr pla ement ensur n ental ealth Day. that or e per en e and industry placements are relevant to the learners’ vocational subject.
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ear ers are de eloped to The rogra e helps u ld the res l e ce o lear ers a d e po ers the th o ledge o ho to s S s S s s s eco e ore res l e t a d eep the sel es ph s call a d e tall health ear ers e o e plor g the ar ous d e s o s o s s s s s s s s u dersta d ho the ca e tal health h ch has ee a the e that has ee e edded the SSTs’ role due to the creas g help eep the sel es u er o e tal health re errals a d ta e up o cou sell g support The college has respo ded to Feedback from learners is communicated through ‘ s we did’ posters as a result of learner voice ph s call a d e tall s s s s s s ss s s s s s ac l tat g sess o o ho to u ld res l e ce oth e tall a d ph s call a d e plored creat e strateg es health s s s s s s s to co u cate th s such as d ul ess ed tat o a et support groups a d e erc se th ree access s s s to the college g The college’s or o the e tal ealth harter a d the part ersh p th Be o d s cholog has e gaged the college to de elop all college sta a d the r a are ess o trau a so the are S s T s s s s s s s s etter a le to help a d support lear ers s T s ss s S S ll lear ers rece e a ree g e ersh p at the ddleto a pus ports re a these ell used s s s s s s s s ac l t es pro de g duct o sess o s a d t ess classes that support lear ers to eep the sel es s s s s ss ss s s s ph s call ell s s T s s ss s s called ‘ s’ as s T s s s s S The college’s e r ch e t progra e co pl e ts a lear er s stud es The progra e pro des a ra ge o T s s s s s s act t es to help lear ers ta e care o the sel es oth ph s call a d e tall s s s s s s s The lear er e gage e t The college has a e c t g lear er e gage e t o er a d through the ear er gage e t trateg a d s strateg puts place ear er gage e t cer dr es or ard th s or a d cha p o s the o ce o the stude t od echa s s or lear ers to er the last ear the role o the tude t Represe tat e has ee pro ed th tra g o ered to all s s s s s co tr ute pos t el to tude t Represe tat es to help the carr out the role a d co de tl co tr ute to pro g ser ces s s s s s lear er o ce a d part c pate college l e or lear ers tude t eet gs ha e ta e place across all depart e ts clud g There has ee o e s s s s r c pal uest o s T e a d the ear er o ce o ere ce as pla ed o l ate ha ge ut could ot ta e place due to o d n t la nt ata
The college has a structured e r ch e t progra e h ch supports lear ers to co tr ute pos t el to s s college l e – see B S ear ers ha e a ar et o d ere t a s to part c pate college l e clud g a d sess o s Didn’t start due to covid treet ur e l e ur e s eco g the class represe tat e atte d g ocus groups a d ta g
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F D learners provided feedback on their placement ome e amples include ‘The learner took to the job role straight away listening to what I asked of her and preforming the tasks ‘Working together with my emplo er and understanding the working of a business en o ed doing auto to a good standard. he handled the dogs correctly and produced some lovely bath and blow dried dogs. maintenance and working with customers.’ When there were some uiet moments she used her initiative to pick up the sweeping brush and start
cleaning and tidying. verall I think has a career in dog grooming ahead of her and she was lovely to ‘I enjoyed being with dogs all day. The work experience has helped me to decide what I want to do as a job for the future.’ have around in the salon. ‘
‘For the first few da s was sweeping the floor and helping the gu s out ut once started getting used The college has aligned the Work xperience evelopment fficer W roles to engage with sectors to the environment started becoming more independent like changing all t res off a wheel with the and T evel pathways ensuring that employers and curriculum teams had a specific point of contact. s t re machine doing a full service etc he supervisor looked over me and obviousl checked when was the college prepares to deliver T levels in the W s have attended numerous workshops in finished.’ conjunction with G to ensure all T level routes have the employers to support the placements re uired. ‘I enjoyed the TIG welding and all the things I was learning. I enjoyed rolling especially when using the different machinery and the machinery I haven't used before.’ Following a successful work experience placement a level ife cience learner completed a variety of ‘I thought my placement was reall helpful he made sure was ok and that felt safe going into see work experience placements and one of the host organisations recruited her as ssistant anager upon service users with them he also tried to involve me as much as the could en o ed working with all completion of her ualification. the doctors and nurses and an other staff on the ward found it ver interesting when was going in to see service users with them. I really enjoyed my placement and hopefully I can do it again next year.’ The ollege supports The college has invested significantly over the last twelve months in its areers provision areers ones learners to reach their on both campuses act as a hub for learners. The areers ones have made careers and work experience F D chosen careers through an visible to learners enabling them to access support and opportunities in a timely fashion. Through the emplo ers provided feedback on their learners performance behaviour and attitudes whilst on effective careers programme areers ones learners have been able to progress their applications for work experience and industry placement amples of which placements and to access pre placement support including pre placement uestionnaires to ensure all ‘ he students were invaluable to us on the da of our rimar are cadem launch he moved around support is in place before they go out on placement. the rooms taking pictures and recording speakers he were enthusiastic encouraging people to have their pictures taken for social media etc he were fun and had good ideas throughout the da e The college has an award winning areers dvisor managing the offer resulting in a substantial increase would love to offer them placements again in the future! ‘ in uptake of I G from learners in and in . learners received I G with the Work xperience evelopment fficers. ‘ he learner has been a ver valuable and e tremel self motivated member of our team who has made a genuine commitment to the compan he has a ver positive attitude works well with others and it is a ur current performance against the Gatsby enchmarks ranks us as one of the best performing in G pleasure to have her working as part of our team here he has proved to be a great asset for us with a and as such we have been asked to support with other providers who have not yet embedded the brilliant work ethic and is a fine e ample of the high standard of students we alwa s get from opwood Hall.’
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he team provided prior to and during Stepping up onth. rogressions too place etween pril
en h ar s. he i a t o ovid has seen roviders redu in their er or an e a ainst the and une and provided to students who were uncertain regarding their ne t steps and who en h ar s ho ever e ontinued to er or ada tin to a di ital servi e here ossi le. were considering course changes, leaving college or were deemed una le to continue current study programme. uring this period, we were a le to reach more learners in a shorter space of time at n a k compared to in the previous year. he careers team adapted uic ly to the loc down situation and providing digital advice was overall positive as this appeared to e more informal to learners and we were a le to call at a convenient time with more communication with parents also.
he team have nurtured relationship with e ternal partners including ositive Steps for ochdale learners ocal uthority funded and ational areers Service adults aged to ensure all learners have access to a high uality, impartial careers information advice and guidance offer.
he career team are fundamental in supporting the tutors and students to apply to higher education. hey support the S application cycle and have wor ed with universities to strengthen the uality of personal statements and references, ena ling learners to progress confidently towards their intended destinations.
successful ational areers ee with activities spanning all curriculum areas with support of local employers and universities to promote all progression pathways to e cite and enthuse learners a out engaging with the careers and wor e perience programmes. eed ac from learners and parents has een e cellent demonstrating they have felt supported to research and progress into the right destinations.
In cto er, the college hosted a air on oth campuses which helped learners to engage with a range of providers to ena le them to reflect on whether student life is right for them, whether they would prefer a rural or city campus, and to understand the admissions process. his has ena led learners to consider their options prior to applying to university to ensure they are ma ing correct, informed choices he areers tea su ess ull a hieved atri a reditation in e . ositive eed a ro this he college invested in athways data on the we site so that parents and carers also have access to assess ent in luded relia le la our mar et information to support their young people to ma e the right choices, complemented y a careers factsheet for parents uploaded onto the college we site to ensure parents “Students highly value and recognise the impartiality of the support they receive, and this has now could support learners to access the careers information and team where additional support is identified e o e a stren th. e ause the la o ias is re o nised students the are ore en a ed in heedin advi e and ollo in u on in or ation rovided and this also leads to ord o outh re earners nee t t ue to loc down and not all learners engaged in purposeful wor e perience, although this was recommendations among peers.” n r p acement planned for most. pp rt nities
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a an ana nt eaders have made it a priority to ensure the curriculum that is delivered is best suited to promote high e pectations and to adequately prepare learners for their ne t steps. here possible the college has moved to new apprenticeship standards to ensure that
learners are most appropriately prepared for their ob role. dditionally the college is nt a a t n delivering new technical qualifications across the curriculum. The college has been accepted as a provider for all T level pathways.
eaders and managers have ensured that high uality education too place when the college Staff are invested in the college’s Vision and Values and 97% of staff agree with the went into physical loc down. college’s strategic intentions. (QDP Employer Survey 2020: +3 distance travelled, +2 S e ternal benchmar . eaders and managers within the college wor ed tirelessly to ensure that all learners had access to high quality remote learning as documented in the college’s Covid lease see learner outcomes in previous sections of the . position paper. eaders and managers are focussed on the s a new enior eadership Team swift action was ta en to ensure that the right education that is provided and move swiftly to changes were made to ensure sustained improvements. These actions included ma e changes when needed to ensure eaders have high e pectations of all learners The College’s Vision and Values have been set and ratified by orporation. Staff and sustained improvements • commissioning a practising Ofsted inspector to complete ‘deep dive’ reviews which are embodied in the College’s Vision and learner representatives have een involved in the development of the ision and on all curriculum areas. This was done to strengthen further the culture of high alues S alues. expectations and to validate last year’s SAR results as accurate, which it did. ny areas for development were swiftly acted upon and although not all he S set out the ision and alues of the college and the e pectations it has of curriculum areas were completed due to the physically shut down of the learners at the start of the college year. he uality assurance and improvement cycle college to all but the most vulnerable the college adapted its quality processes is rigorously implemented to ensure that these high e pectations are eing delivered to suit an on line delivery method. across all aspects of the college’s provision. • strengthening the high e pectations the college has of all learners and further embedding the curriculum intent e pressed in its vision and values by he college is in the process of ecoming a rauma nformed college, to support the underta ing a curriculum restructure that started ust before the physical shut increasing demands of the management of ehaviour and e pectations. here is a well down of the college and continued during the national loc down. This was developed and em edded restorative ustice programme to aid this process as well as done in response to the increased number of pastoral issues year on year and additional college counselling resource. he removal of caseloads has freed up the related concerns around attendance. Senior SS s team to increase the level of support for new and e isting vulnera le • ta ing swift action to performance manage the previous irector of learners to ensure the ision and alues are em odied. his has een particularly pprenticeships and bringing in a strong interim until the current irector of useful in supporting the transition to college of new learners, especially vulnera le and pprenticeships could started with the college in arch. high ris learners. • successfully applying for and being awarded a . million capital bid from the C to enable a million capital pro ect to build an advanced
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manufacturing centre. n addition, awarded a further 0 capital funds to eaders and managers have shaped an opwood all ollege used 2 Research to collect the following data sets for completed develop a Digital u ready for level delivery in Septem er 202 . education and training offer that leads to good 9 leavers. outcomes and destinations for learners. ( S he diagram elow shows the percentage of completed learners of all ages who 92% of staff elieve that things are continually improving at the college. (QDP Employer progressed to positive destinations which stands at .3%: Survey 2020: + 0 distance travelled, + external enchmar . ll a t nat on ata
Please see learner outcomes in previous sections of the SAR
he diagram elow shows the percentage of completed learners who progressed to positive destinations which stands at 92. %: t nat on ata
2 3
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hen 9+ learners were as ed how relevant their course was to their future career he diagram elow shows the percentage of completed adult learners who progressed they answered as follows: to positive destinations which stands at 7 .9%%:
t nat on ata
hen year old learners were asked ‘How much do you agree that your course and your time at college has helped you pursue your goals and ambitions’ the answer hen year old learners were as ed how relevant their course was to their future was as follows: career they answered as follows:
t nat on – l an o o to n t t
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hen old learners were asked ‘How much do you agree that your course and your here continues to be a relentless ocus to ensure all learners demonstrate good time at college has helped you pursue your goals and ambitions’ the answer was as progress against their inimum pected rades s upport continues to be ollows pro ided to ensure sta are con ident in grading assignments and can plan acti ities to meet indi idual learner needs s a result there has been a continued impro ement in culture and classroom practice in most programme areas to help achie e high le els o alue added or learners s grade
hree year o erall achie ement rates are as ollows
ear chie ement rate
he high proportion o learners with a positi e destination shows the impact that the college is ha ing on uture careers ensuring that learners lea e college with the right le el o skills and with an opportunity to progress urther to employment or higher education
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he ollege places a high emphasis on raining and e elopment ommittee meets to ensure the programme or sta continued pro essional de elopment or is planned termly around needs hese may come rom national de elopments such all sta which mani ests itsel in a work orce as T levels and Ofsted’s Education Inspection Framework), individual requests able to deli er high uality education and identi ied through per ormance management and issues arising rom learning walks training or learners and obser ations onse uently the is bespoke and can be ocused on where it will ha e the most impact
urriculum sta are gi en dedicated time each week to meet with teams and de elop curriculum speci ic training needs o supplement this the college has three dedicated teaching and learning con erences throughout the year which ocus on rele ant issues he teaching and learning con erences continued despite lockdown
ollege leaders and managers de ised an e ecti e package or sta that was uickly switched to meet training needs that emerged due to the demands o lockdown uring in the college raining and dministration weeks the college pro ided eadership and anagement training opportunities or ollege anagers he courses were pro ided by the irtual ollege which is a well established online learning plat orm amples o the courses attended included
• upporting our eam s Health and ellbeing emotely • eading and anaging emote eams raining ackage • eading emote eams • oti ating emote eams • ommunicating with emote eams • er ormance anaging emote eams • aintaining eam ulture in emote eams • rganisational o ernance
er the past two years the college has unded sta to complete the eading rom the iddle rogramme here has been a urther o er o our mentoring sessions or the participants o the programme
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In , staff were supported t rou t eir level and teac in qualifications • for the eyond sychology sessions on student well being and dealing with to ensure t at all lecturers are qualified or workin towards t eir qualifications learner distress during lecturers ave two ears in w ic to ecome qualified from commencin t eir • for the final eyond sychology trauma training on th uly emplo ment) staff completed t eir level assessor awards qualification and staff • for the Mental ealth irst Aid briefing enrolled onto t e level I trainin nfortunatel , due to O I t ose staff enrolled • An afety and afeguarding session for the Teaching and Learning onto t e level were una le to complete and will complete in Conference
ignificant wor commenced in on the development of the Mental ealth taff w o will e teac in on t e T levels ave attended to several ETF trainin trategy through wor with several partners including AoC and the AoC Mental ealth courses for t eir curriculum areas In addition, t e colle e is involved in several Charter was signed by the rincipal. The college has completed year two of a three colla orations to support staff development T ese are T I pro ects supported year strategy. ignificant C D will be ta ing place in the ne t academic year as part of t rou t e Education and Trainin Foundation T ese include a partners ip wit this continued strategy implementation. olton olle e to look at skills aps wit in t e di ital industries and ow we can work wit emplo ers to develop t e skill of our lecturers T e ot er is in con unction wit The college’s recent Employee Survey found that 91% of staff felt that their training t e reater anc ester olle es roup and uilds on t e successful outes and development was related to the college’s strategic intentions. (QDP Employee ead ats pro ramme T is T I as supported leaders in eac colle e to ave t e urvey distance travelled professional readiness to produce T evel Implementation lans for t eir own localit Most learners benefit from effective teaching, There has been a significant investment year on year in buildings and T resources to and across t e reater anc ester re ion T e pro ect drew on t e e pertise of T good resources and high e pectations. LM ensure that learners have access to the best facilities. Level and ‘outstanding’ provider, Dudley College of Technology. GMCG also work closely with the Greater Manchester Combined Authority to align activity with ‘Routes opwood all College T trategy Ready’ and wider GM plans for ke priorit sectors C states trategy
The college continues to maintain strong financial health and has retained an T e colle e was also successful in two Industr Insi ts ro ects, t e purpose of t ese ‘Outstanding’ financial health rating from the ESFA 7 years in succession whilst ensuring pro ects is to upskill individual staff t rou opportunities wit industrial e perts that the college continues to deliver against the ey financial ob ective to ensure that
the college remains financially sound To ensure staff are equipped to deal wit t e increasin mental ealt needs of learners During the college has and t eir own mental ealt , t e followin courses ave een attended • Continued to invest over . m in both buildings and e uipment during the • staff attended t e arlie aller emorial Trust T) trainin durin year. m planned investment in ealt and ell ein eek • • for t e T session on mana in learners in distress durin ealt and Continued to invest over to upgrade T infrastructure and T e uipment to ell ein week support curriculum developments and ensuring that learners have state of the art e uipment to support their learning and studies.
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• Successfully secured over 1.7m of capital funding from the A to support the esta lishment of an Advanced echnology entre to e developed during 1 and awarded a further 1m of capital funds from the ESFA to address urgent uilding wor s as identified in condition surveys. antra earning imited 100 Please see previous achievement rate data throughout the SA . he ills et or 191 9 imited he QDP earner Survey ( respondents showed the following results n 019 0 650 students rogressed from ommunity earning course to mainstream • 97% of learners believe that ‘teaching on my course if good or better’ (+6% dult education rovision mainly on nglish and or maths or an rogramme distance travelled. • 97% of learners believe that ‘my teachers constantly challenge me to do my he ollege holds the ommunity earning funding contract for ochdale orough best’ (+7% distance travelled) orth 1 ommunity earning funding continues to be art of the dult ducation • 95% of learners believe they ‘have been set challenging targets y my udget ( ) ourses are delivered by both college staff and through artnershi tutor’(+10% distance travelled) or he ollege funds several ro ects run by community grou s and voluntary organisations and acts as chair for the Borough’s Community Learning Steering Group. he college has a dedicated team of o servers o servers have annual training to hrough both mechanisms the college ensures that the ommunity earning ensure they have the s ills and e pertise in the new Education nspection Framewor . curriculum offer is regularly refreshed and that it remains fle ible and res onsive he process within the ollege is to conduct no notice o servations. (See QoE Staff who do not meet the re uired standard are supported y Professional earning eaders and managers at the college are The Principal and CEO is a graduate of the ETF’s Aspiring CEO Programme and is now entors (P s and re o served. n 19 there were 9 mem ers of staff on roactive in their engagement ith sta eholders part of the ETF’s Further Education Strategic Leadership Planning Group which helps Performance mprovement Plans two mem ers of the wider management team four to ensure that education and training is ell the ollege stay ahead of sector develo ments he is additionally a board member of mem ers of usiness support and three academic staff. hese P Ps were the result of lanned ( 7) ochdale mbassadors an em loyer grou hich has hel ed the college secure identified underperformance. Seven of these staff are no longer at the college. a acity evelo ment und ( ) lacements and ma e curriculum lin s ith em loyers e g en nternet td he has during 019 0 been a ointed to the board % of the colleges AE udget is delivered through espo e su contracting of the ochdale evelo ment gency (local conomic evelo ment gency) this arrangements with a local board or s strategically across ochdale orth est and est or shire ith provider A A earning and he S ills etwor . em loyers to im rove the economic ros ects of the borough n this board the A A earning deliver arehousing ogistics courses that are aimed at res illing rinci al chairs the or and ills ommittee and is currently su orting the ups illing adult residents to ena le routes into employment. S deliver high uality develo ment of the dvanced achinery roductivity nstitute he government distance learning Adult S ills provision in ey sector s ills areas. Achievement rates for su contracted adult learners are high. announced funding for to ns as art of the levelling u agenda and ochdale orough is eligible for this funding the rinci al is a board member of the o ns und oard hich is tas ed ith identifying and assessing ro ects that ill have a ositive long 9 9
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term impact on the economic prosperity of the town. The oard mem ers include The college has continued to develop apprenticeships and responds to the skills reform employers a LEP mem er G CA representati es and the local Ps. to engage with local employers and offer new standards. f the apprenticeship body, all those who are enrolled are put onto standards if one e ists for that sector area. The Other SLT mem ers are additionally a irector of the ochdale Business mpro ement College is a member of the Rochdale Learning Provider etwork which aims to provide District, the Rochdale Pioneers’ Group (a group of secondary heads in the area) and a coherent and strategic approach to apprenticeship provision within the orough. ochdale and istrict Association of anaging Agents which aims to pro ide a coordinated strategic approach to apprenticeship and AEB deli ery within the orough. Members of the SLT work in collaboration with RM C to deliver Pathways presentation in Rochdale schools that provide independent information to inform parents and SLT mem ers are go erning ody mem ers of two local secondary partner schools learners about their post 1 options. Transition work takes place with all local schools which help the college to respond to curriculum planning in the orough along to provide IAG and make the transition from school to college as smooth as possible for with being a governor of the “Virtual School” for LAC. Two additional mem ers of SLT all learners, especially those with LLDD where transition is highly effective through are mem ers of the go erning odies of orth est FE Colleges. A mem er is a oard strong relationships and information sharing with schools. mem er of Crescent Purchasing Consortium which supports colleges achie e F ia Leaders and managers at the college have The college has brought in several changes to help ensure the well being of procurement strategies. worked tirelessly to ensure the well being of staff. These include staff and to strengthen the uality of the As part of the Greater Manchester College’s Group the college contri utes to a workforce. (LM S8) • eing an accredited Living age oundation employer strategic approach to curriculum planning and deli ery specifically around AEB. This • A generous holiday entitlement for lecturers of 3 days (3 days for managers group aims to offer courses in response to Greater Manchester’s Local Industrial and 28 days for support staff) along with a Christmas closure for a full rest Strategy. The college was e tremely proacti e in creating new on line courses for break and holiday purchase scheme adults during loc down and had o er courses completed during this period. • ree gym membership for all staff • Two dedicated health and well being days (Christmas and summer) where The college has also entered a emorandum of nderstanding with ochdale Si th physical and mental health activities are provided for all staff Form College to agree no repetition of curriculum deli ery etween the two • n site occupational health advisor available for self referral and managerial organisations. As far as the college is aware this o is uni ue to the ochdale referral receiving positive feedback from service users. Borough and has pro ided an oined up approach for local residents to ensure that there is a place for e eryone within the ochdale Borough.
The college has learner representati es within each su ect area that feed ac any issues within their curriculum. This then feeds into a more formal Student Ca inet Group and Principal’s Question Time. This is followed by ‘you said/we did’ feedback. As 0 113 2 89 93 a result, 89%% of learners believe that ‘things have got better as a result of learner 1 93 32 8 views’ (QDP Learner Survey 2020, 2031 respondents, distance tra elled. 0 1 3 9 11
11 0 28 9
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• 90% of employees feel the college is concerned for employees’ health, safety and well being ( % distance travelled, 19% e ternal benchmark) • 99% of employees are committed to the college and their work ( % distance health surveillance suspended due to Covid on advice of ealth and Safety ecutive travelled)
In addition to this, in response to the Covid 19 pandemic the college has The impact of the work to support employee health and wellbeing can be seen in low provided additional occupational health services offered during this period employee absence for 19/20 of 2%. Additionally, various e ternal validations have confirmed staff satisfaction including being ranked 8th in the 2019 Times newspaper top 100 ‘not for profit’ organisations. An effective and well established usiness Review process is in place that enables the correct workforce to be identified and provided at the start of each academic year (fle ed during the year if re uired to ensure that the right staff and structures are in place). Mental ealth assessments have been undertaken and advice provided regarding the Leaders and managers within the college are Leaders and Managers have effective processes in place to ensure the proactive need for GP input and medication as appropriate, with advice provided regarding proactive in their engagement and high engagement of learners. In addition to school visits, open days and keep warm referral and access to specialist services i.e. S MI D. There have been referrals ambitions for difficult to engage learners (LM activities the Student Support and Learning Support Teams ensure that additional made by A for direct counselling support within the college during the reporting S9) transition work takes place for the most vulnerable, hard to engage at at risk learners. period. ngoing review and follow up to assess progress has been undertaken and reports and advice provided to managers as appropriate. The counselling support The Learning Support Team attend meetings in schools to gather S information on helpline number has been provided to all relevant individuals who might wish to follow learners, attend CP meetings and plan the transition of support for CP and igh it up themselves. Access to other online mental health resources are provided as eeds learners to aid a smooth transition to college and ensure college can accurately re uired. assess needs into college. In 2019/2020 3 hours of schools transition work took place across the team for 892 students resulting in year on year increase in numbers of The 2020 QDP mployee Survey provided positive feedback from employees on their CP and igh eeds learners (2 9 CPs and 8 igh eeds places for 2019/2020). health and wellbeing, especially considering the Covid 19 Pandemic In addition, the Student Support Team carried out transition meetings for Safeguarded, • 9 % of employees who have responded stating that their working environment Looked After and igh Risk learners which resulted in increased visits to schools and is safe ( 3% distance travelled) meetings being attended across the team. In 2019/2020 there were 1 schools • 92% of employees are happy with their working environment ( % distance engaged in learner transition with 33 learners with pastoral, welfare or safeguarding travelled) concerns identified. In 2020/2021 during lockdown, there were 2 school involved in • 9% of employees agree they are able to achieve a healthy work life balance school transition and 91 learners with pastoral, welfare and safeguarding concerns points above e ternal benchmark ( % distance travelled, % e ternal discussed. benchmark) 9 9
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he t dent pport eam ha e de eloped or ing relationships ith the hildren or ith the homeless and vi tims o domesti violen e ossibilities or ith ocial are, o th ffending eam, ro ation er ice and ositi e teps to ens re adults ith learning di i ulties and disabilities and oving n or ith people ho learners attend college and are not lnera le and at ris learners ere offered have ph si al and sensor impairments transition re ie s ith their in the first ee s of college 9 transition re ie s carried o t lease see previous a hievement rates throughout this eaders have rigorous s stems and pro esses eeping hildren a e in du ation guidan e has been shared ith all sta and n 019, the college ran a pilot pro ect called the ro ect ntrod ction to ollege that help and prote t oung people and learners the ollege has updated its a eguarding oli to re le t an statutor hanges and is ife he pro ect as deli ered o er the mmer to s pport high ris and lnera le so the eel sa e ompliant ith other relevant legislation su h as or ing ogether to a eguard learners hose transition to college o ld ha e een challenging he ee hildren and revent o sta have ompleted mandator training on programme supported learners’ mental health and emotional and behavioural needs to a eguarding and the revent ut s pport them into college ll t of these learners ere f lly retained on their co rse he ollege has rigorousl dealt ith all allegations that have arisen through a strong relationship ith the he college has a f ll time college co nsellor days a ee and an additional placement co ncillor hich as accessed y o er 00 learners he college has t o he mplo ee urve or reported on the ollo ing results on the a eguarding enior t dent pport tor roles hich or ith the e isting t dent pport uestions tors ho or to maintain, s pport and progress the college’s most vulnerable learners • verall a eguarding satis a tion previous ear • o sta no ho to report a sa eguarding on ern to previous ear rsaries remo e arriers to ed cation incl ding, transport, food, e ipment and st dy • o sta no their responsibilities ith regard to a eguarding previous materials s ch as oo s he t dent and ollege er ices team or ith t dent pport tors on a daily asis to s pport learners ho face hardship or sit ations s ch ear as homelessness or neglect etc • o sta no their responsibilities ith regard to revent previous ear • otal n m ers of learners s pported ia rsaries • otal m er of learners s pport ia ree chool eals ental ealth and ellbeing ontinue to be a priorit or the ollege in a response to a our ear trend in the number o learners presenting ith mental health he college ses its comm nity learning f nd to ens re that it reaches and impro es issues that have been re erred to the sa eguarding team the life chances of diffic lt to reach learners ithin the comm nity no n as the eigh o rhood earning in epri ed omm nities nd it f nds se eral local gro ps ho id for f nding thro gh a process agreed ith ochdale etropolitan oro gh o ncil rrent gro ps recei ing f nds are corn or ith dr g and alcohol reha ilitation programmes oth in the comm nity and prisons , in ife deli er ario s sports alification in the comm nity ochdale onnections r st 9
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ensure the most vulnerable learners ere supported ver this period sa eguarding on erns ere identi ied and dealt ith and learners a essed remote ounselling ll learners had individual ris assessments ompleted and the site as open or vulnerable learners most in need overnors have a diverse range o s ills and a he orporation as s i t to respond to ph si al shutdo n o the ollege and an good understanding o the ollege hi h extraordinary ‘Corona Virus Governance and Leadership Group’ met and ontinues to enables them to both support and hallenge the meet regularl he annual strategi revie and planning da as unable to ta e pla e e e tivel due to lo do n and this group as a partial response to ensure immediate hallenge n o these a essed the ollege ounselling servi e and ere and strategi input as given b the orporation to his group onsiders ris signposted to e ternal mental health support he ead o tudent upport and management and eedba rom other or ing groups that have been established as a ualit led on the development o the ental ealth trateg or ing losel ith result o the pandemi the o to be ome a trauma in ormed ollege and meet the o ental ealth harter signi i ant amount o or and training has been underta en leading to the ollege presenting at the annual event and the ollege sharing best pra ti e a ross embership umber the se tor his or ontinued over remote or ing as the need or sta to be a are ealth a et and states ommittee o the impa t o trauma and adverse hildhood e perien es s be ame even more relevant imetabling and heduling e ruitment and nrolment ue to the large and in reasing number o vulnerable learners the ollege has a large or or e sa eguarding team he support a number o vulnerable learners n these tudent upport in luded urri ulum lanning and eliver overnors re eive detailed reports on a ademi per orman e in terms o out omes or • sa eguarded learners learners in luding trends submitted to the tandards ommittee ith opies also • ir ulated to all overnors he ollege’s performance is assessed against national • learners ith an ben hmar s and the is monitored b the tandards ommittee ea hing learning • high needs learners and assessment data is reported to and monitored b governors and governors attend n response to various uestions around el are students responded that the validation panel ross the orporation there are several urri ulum • eel sa e at the ollege pre i s year representatives in luding an e eput rin ipal o a ollege t o • no ho to spea to i need help at the ollege pre i s year representatives and a manager or apprenti eships ithin the urve onthl management a ounts are sent to members o the mplo ment inan e he tudent upport and earning upport teams adapted to or ing remotel and ommittee ith a monthl inan ial overvie paper to all overnors o members o supporting learners virtuall he servi e had to ompletel hange its deliver to the orporation oard are uali ied a ountants ther s ills bases in lude legal
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and ris management ris register is considered and approved y the Corporation oard and monitored via reports to each meeting of the udit Committee
em ership of the Corporation has een refreshed over the last t o years y the appointment of several ne ndependent em ers including a ne Corporation Chair he Corporation oard has a ide range of s ills and experience hich enhances the input to the College’s strategic direction, educational character and vision. The appointment y the Corporation oard of a ne rincipal and eputy rincipal has contri uted to Governors ta ing a fresh loo at the position of the college and its direction for the future
ll the a ove is evidenced y minutes of meetings staina e tc mes r n is an ease see e i ence in mat ematics nee rt er impr ement partic ar y ncti na s i s e e ea ers an mana ers nee t ens re t at t e full curriculum revie as planned at the start of the academic year to imp ementati n t e c rric m re ie ea s strengthen the response to the follo ing t s staine impr ements in atten ance • ttendance eing elo college s • n un avering focus on learner progress • n annual increase in pastoral issues impacting on oth the a ove
he curriculum revie and restructure as completed successfully over loc do n o ever ith the start of a ne academic year and the continuing impact of Covid the implementation and audit of process and procedure from the L is even more vital in order to ensure the impact that is needed tten ance at c e e partic ar y in n is ease see e i ence in an mat ematics pr rammes r y n pe p e re ires impr ement t impr in e t pre i s ease see e i ence in inconsistent IAG, some apprentices’ outcomes are p r
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