Teaching Excellence Framework Eligible Providers Year One
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East Kent College General Further Education College
Further education and skills inspection report East Kent College General further education college Inspection dates 24–27 January 2017 Overall effectiveness Good Effectiveness of leadership and Outstanding 16 to 19 study programmes Good management Quality of teaching, learning and Good Adult learning programmes Outstanding assessment Personal development, behaviour and Outstanding Apprenticeships Outstanding welfare Outcomes for learners Good Provision for learners with Outstanding high needs Full-time provision for 14- to Good 16-year-olds Overall effectiveness at previous inspection Good Summary of key findings This is a good provider Outstanding leadership strategies meet the Leaders and managers work very closely with economic and social needs of students across local authorities, special schools and other the region and in local communities, have agencies to maintain outstanding provision for improved the standing and reputation of the students with high needs. college following the acquisition of Dover and As a result of exceptionally effective and Folkestone campuses, and recognise and meet productive community engagement and employers’ skills needs. partnership working, adult students from The provision for work experience is significantly disadvantaged backgrounds outstanding and is highly rated by employers develop skills, enabling them to progress into and other stakeholders. An exceptionally high sustainable employment or further learning. number of students take part in purposeful and 14- to 16-year-old full-time students gain good challenging work experience. levels of confidence and a renewed positive Almost all students enjoy very good levels of attitude to learning through the effective progression with the vast majority progressing development of their personal, social and work- successfully to further education, training or related skills. -
Touniversity
2021 Access to universityYour route to degree level study Start writing your HE success What we can do for you… story here At Brockenhurst College we have everything you need to progress Hello and welcome to our Access to HE Brochure. to higher education. The Access to HE programme is very special. Every year it gives a route to university to mature We run a range of Access Diplomas that are Facilities students who do not have traditional A Level qualifications. accredited by Ascentis and provide the ideal Access courses are based on the main college stepping stone to higher-level learning. campus, with some lessons taking place at a Whether you are returning to study after a long break, planning to study alongside work and family dedicated building a short walk away. There commitments or changing your career, Access to HE is designed to prepare you for university by As an Access student you will normally study you will find modern facilities that are regularly building your skills, knowledge and confidence. full-time over one year or part-time over two reviewed and updated to deliver the optimum years. Importantly, we run a compact timetable learning experience. We understand that returning to study can be daunting, which is why you are assured of a warm to help you coordinate your studies with other welcome, supportive and experienced teaching staff, and a team dedicated to helping you to make commitments. Students have access to our Learning Resource the most of your learning journey. Centre, a spacious independent study So why not join our learning community and environment with specially trained staff. -
Kent Service Report August 2019.Pdf
Kent Service Report August 2019 1 Kent Service Report August 2019 Service Availability The SLA target sets a minimum of 99.7% availability for each customer, averaged over a 12 month rolling period Periods of scheduled and emergency maintenance are discounted when calculating availability of services Monthly and annual availabilities falling below 99.7% are highlighted * Service has resilience - where an organisation retains connectivity during an outage period by means of a second connection, the outage is not counted against its availability figures 12 Month Service Sep 18 Oct 18 Nov 18 Dec 18 Jan 19 Feb 19 Mar 19 Apr 19 May 19 Jun 19 Jul 19 Aug 19 Rolling Availability Canterbury Christ Church University, Canterbury Campus 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% Canterbury Christ Church University, Cornwallis Building 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% Canterbury Christ Church University, Salomans Centre 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 100% 100% 100% 100% <12 Months East Kent College, Broadstairs Campus 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 79.86% 79.86% 96.64% East Kent College, Canterbury Campus 0.00% 0.00% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% <12 Months East Kent College, Dover Campus 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% East Kent College, Folkestone Campus 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% East Kent College, Sheppy Campus 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% -
Course Handbook
Course Handbook Title of the award: BA (Hons) Top up Management in Events Relevant academic year: 2017-18 Name of Course Leader: Samantha Murray Name of host School: School of Management Partner Institution: Hugh Baird College Please read this Handbook in conjunction with the College’s Student Handbook. All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Dean of School. This applies to the materials in their entirety and to any part of the materials. V1 – PCR March 2017 Page 1 of 28 Contents 1 Welcome to the Course 2 Structure of the Course 3 Approaches to teaching and learning 4 Student Support 5 Assessment 6 Classification of Awards 7 Student Feedback 8 Appendices 8.1 Programme Specification(s) V1 – PCR March 2017 Page 2 of 28 1. Welcome to the course Welcome to the course Welcome to your UCLan Higher Education (HE) course at the Hugh Baird University Centre. We offer a friendly and supportive learning environment and the tailored support you need to be successful. Class sizes are small and tutors use varied teaching and learning methods to meet your needs. Our staff are also used to working with people of all ages and recognise that your work and life experience are an asset. -
WORKING with SCHOOLS GUIDE Welcome Page 3
WORKING WITH SCHOOLS GUIDE Welcome page 3 Introduction page 4 Student Support page 5 Our Campuses and Buildings page 6 Activities page 8 South Sefton Campus page 13 Apprenticeships & Traineeships page 14 T-levels page 16 14-16 College page 17 Balliol Road Campus page 18 Thornton College page 21 University Centre page 22 Applications page 24 Key Dates page 25 PAGE 2 Visit www.hughbaird.ac.uk, call Student Services on 0151 353 4444, email [email protected] WELCOME We are very proud at Hugh Baird College of our specialist programme of activities designed to equip young people, teachers and advisers with relevant and up-to-date careers education, information, advice and guidance (CEIAG) on both Further Education and Higher Education opportunities. The activities available aim to support and add value to the information, advice and guidance work being carried out every day in schools and colleges. This publication provides an overview of the wide range of opportunities we offer, including assemblies and presentations (which can be delivered face to face or online), College tours and subject tasters. The guide also contains information about the support we offer at Hugh Baird College as well as highlighting the exciting progression to Higher Education provided by our University Centre. Our work with schools and colleges is designed to assist careers advisors and help students and their key influencers navigate their way through the, sometimes challenging, education landscape. Our activities are delivered at Hugh Baird College, in schools/colleges, or virtually. They are designed to be interactive and enjoyable with lots of opportunities to meet with current students and academic staff. -
Directory of HE in FE in England 2007
Directory of HE The Higher Education Academy in FE in England Our mission is to help institutions, discipline groups and all staff to Published by: provide the best possible learning experience for their students. The Higher Education Academy We provide an authoritative and independent voice on policies Innovation Way that infl uence student learning experiences, support institutions, York Science Park lead and support the professional development and recognition Heslington of staff in higher education, and lead the development of research Directory ofHEinFEEngland York YO10 5BR and evaluation to improve the quality of the student learning United Kingdom experience. Directory of HE Tel: +44 (0)1904 717500 The Higher Education Academy is an independent organisation Fax: +44 (0)1904 717505 funded by grants from the four UK higher education funding bodies, [email protected] subscriptions from higher education institutions, and grant and in FE in England www.heacademy.ac.uk contract income for specifi c initiatives. ISBN 978-1-905788-33-0 © The Higher Education Academy February 2007 2007 2007 All rights reserved. Apart from any fair dealing for the purposes of research or private study, criticism or review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any other form or by any other means, graphic, electronic, mechanical, photocopy- ing, recording, taping or otherwise, without the prior permission in writing of the publishers. To request copies in large print or in a different format, please contact the Academy. Contents About this directory . 2 How to use this directory . 3 NATIONAL ORGANISATIONS, NETWORKS AND CONSORTIA National quality and funding bodies . -
College Employer Satisfaction League Table
COLLEGE EMPLOYER SATISFACTION LEAGUE TABLE The figures on this table are taken from the FE Choices employer satisfaction survey taken between 2016 and 2017, published on October 13. The government says “the scores calculated for each college or training organisation enable comparisons about their performance to be made against other colleges and training organisations of the same organisation type”. Link to source data: http://bit.ly/2grX8hA * There was not enough data to award a score Employer Employer Satisfaction Employer Satisfaction COLLEGE Satisfaction COLLEGE COLLEGE responses % responses % responses % CITY COLLEGE PLYMOUTH 196 99.5SUSSEX DOWNS COLLEGE 79 88.5 SANDWELL COLLEGE 15678.5 BOLTON COLLEGE 165 99.4NEWHAM COLLEGE 16088.4BRIDGWATER COLLEGE 20678.4 EAST SURREY COLLEGE 123 99.2SALFORD CITY COLLEGE6888.2WAKEFIELD COLLEGE 78 78.4 GLOUCESTERSHIRE COLLEGE 205 99.0CITY COLLEGE BRIGHTON AND HOVE 15088.0CENTRAL BEDFORDSHIRE COLLEGE6178.3 NORTHBROOK COLLEGE SUSSEX 176 98.9NORTHAMPTON COLLEGE 17287.8HEREFORDSHIRE AND LUDLOW COLLEGE112 77.8 ABINGDON AND WITNEY COLLEGE 147 98.6RICHMOND UPON THAMES COLLEGE5087.8LINCOLN COLLEGE211 77.7 EXETER COLLEGE 201 98.5CHESTERFIELD COLLEGE 20687.7WEST NOTTINGHAMSHIRE COLLEGE242 77.4 SOUTH GLOUCESTERSHIRE AND STROUD COLLEGE 215 98.1ACCRINGTON AND ROSSENDALE COLLEGE 14987.6BOSTON COLLEGE 61 77.0 TYNE METROPOLITAN COLLEGE 144 97.9NEW COLLEGE DURHAM 22387.5BURY COLLEGE121 76.9 LAKES COLLEGE WEST CUMBRIA 172 97.7SUNDERLAND COLLEGE 11487.5STRATFORD-UPON-AVON COLLEGE5376.9 SWINDON COLLEGE 172 97.7SOUTH -
Bicton College
•Department •Department for Education for Business Innovation & Skills Jeremy Yabsley Minister for Skills and Chair of Governors Equalities Bicton College 1 Victoria Street London East Budleigh SW1H OET Budleigh Salterton T +44 (0) 20 7215.5000 E [email protected] Devon www.gov.uk/bis EX97BY www.education.gov.uk 30 October 2014 A-.__ rl 1~L ~~ . I am writing to confirm the tcome of the FE Commissioner Structure and Prospect · Appraisal of your Colle , and to set out the actions we now expect the College to take to ensure the Appraisal outcomes, and the FE Commissioner's earlier assessment, are fully implemented. I am very grateful for the support that the FE Commissioner has received from yourself and the College during the Appraisal, and the steps you have taken to date to respond to the recommendations in my predecessor's letter of 22 April 2014. As you are aware, in light of the notification by the Skills Funding Agency that the College's financial health is inadequate, the FE Commissioner reviewed the position of your College between 17 and 28 March 2014. The FE Commissioner acknowledged the capacity and capability of the governance and leadership to deliver financial recovery in the short term, but concluded that the College could not continue to operate on its own. The FE Commissioner was asked to lead a Structure and Prospects Appraisal to determine the way forward for land-based provision in the area. This Appraisal was completed in September 2014. I have now received the FE Commissioner's Appraisal report - a copy of which is attached. -
Outcomes from IQER: 2010-11 the Student Voice
Outcomes from IQER: 2010-11 The student voice July 2012 Contents Preface ................................................................................................................................... 1 Summary ................................................................................................................................ 2 Student engagement: context ................................................................................................. 3 Themes .................................................................................................................................. 6 Theme 1: Student submissions for the IQER reviews ......................................................... 6 Theme 2: Student representation in college management: extent of student representation, specific student-focused committees and contact with senior staff ............. 7 Theme 3: How colleges gather and use student feedback information ................................ 8 The themes in context ............................................................................................................ 9 Conclusions .......................................................................................................................... 10 Areas of strength as indicated by the evidence from the reports ....................................... 10 Areas where further work is required ................................................................................ 11 Appendix A: Good practice relating to student engagement ................................................ -
PROSPECTUS 2021 CONTENTS International Success
PROSPECTUS 2021 CONTENTS International success .......................................... 4 Secondary courses How we support you .......................................... 6 Pre-A Level Plus ................................................ 27 WELCOME Brock heritage .................................................... 8 A Level .............................................................. 28 FROM THE Teaching & Results ........................................... 10 Fast Track A Level ............................................. 30 Enrichment ....................................................... 11 Vocational ......................................................... 32 Location ............................................................ 12 Principal Brock Campus .................................................. 14 University preparation courses At Brockenhurst College we Every year we welcome Academic support ............................................ 16 International Foundation Year in Business have an excellent academic new students from across Elite Support programme ................................ 17 and Finance ..................................................... 36 reputation and are focussed the world and celebrate as Aspire Academy ............................................... 18 International Foundation Year in Science on providing the highest quality others leave us to take their Sports Academy ............................................... 20 and Engineering ............................................... 38 education. -
Hartpury University 10080811 Access and Participation Plan
Hartpury University 10080811 Access and participation plan 2020-21 to 2024-25 1. Assessment of performance1 Since 2012, Hartpury has submitted Access Agreements and associated plans and returns successfully as a Further Education Corporation (FEC). In 2018, we transferred to the Higher Education (HE) sector and gained University title (having achieved Taught Degree Awarding Powers (TDAP) in 2017). Hartpury’s organisational structure evolved significantly, resulting in Hartpury College and Hartpury University, two specialist organisations, side-by-side on one campus with a shared mission and set of values. Hartpury University is therefore uniquely positioned to meet national priorities, and we remain agile and responsive to changes in performance where there is evidence of inequality. Inclusivity and widening access remains at the heart of what we do. We are proud of our history of successfully supporting students from non-traditional backgrounds in HE and currently 42% of our students are included within one or more of our target groups2. We are committed to being ‘inclusive in all we do’ (a strategic priority within the ‘Hartpury 2025’3 strategy). We recognise particular strengths associated with mature students and those disclosing disability and we champion all student achievements at Hartpury. As a relatively small HE institution (HEI) (circa. 1800 HE students), focused on specialist provision in Agriculture, Equine, Sport, Veterinary Nursing, and Animal, we have valued the opportunity to review and assess our performance as part of this exercise. Our analysis focuses on full-time undergraduate students, due to the low number of part time students enrolled at Hartpury, and predominantly uses data provided by Office for Students (OfS) dashboard unless otherwise stated. -
Proposed College Merger Between HCUC (Harrow College & Uxbridge
Proposed College Merger between HCUC (Harrow College & Uxbridge College) and Richmond upon Thames College FAQs 1. Why is the merger being considered? The merger proposal emerged from a robust Structure and Prospects Appraisal undertaken by the governing body of Richmond upon Thames College in conjunction with the Government’s Further Education Commissioner. The recommendation of this appraisal was that RuTC should merge with Harrow College and Uxbridge College (HCUC) to create a sustainable college group. We are confident that by joining forces we will be able to do more for our learners, and the delivery of a high-quality learner experience is at the centre of our proposals. Both HCUC and RuTC are committed to ensuring that the benefits to learners increase as a result of this merger, including a shared prioritising of students achieving more, progressing further and being more work ready. Through the merger the colleges will be “Better Together – Stronger Together”. 2. What are the benefits of merging? • Learner Experience - Current and new students can expect a new college partnership which recognises their individuality and provides a responsive and inspiring programme of study that enables them to progress on to new learning opportunities, university, apprenticeships or employment and supports them in achieving their ambitions. There will be an enhanced offer to students across all colleges, greater learning opportunities and more progression routes. • Quality - Excellent teaching and learning that delivers outstanding outcomes for our learners is at the heart of this merger proposal. By joining forces, we will have the combined strength, expertise and resources to accelerate the achievement of improved standards and we will be able to implement a programme of rapid quality improvement.