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Trustees’ Annual Report 2019

Our difference makes no difference

‘Like Hogwarts, but with real magic’

Paul Curtis, Premier Inn Regional Operations Manager North Wales and North West

This report is a slightly abridged version of the text which will accompany the Annual Accounts, to be submitted in due course to the Charity Commission and Companies’ House.

Index

The Board of Governors and co-opted members page 2

The objectives of Derwen College page 3 Our mission Our vision

The current context and challenges page 3

The main activities during 2019 page 4 Provision overview Work experience Independence and personal development Sport and leisure activities Functional skills Therapies and support Competition activity Health and safety

Development projects and the College sites page 9

Management and structural review page 11

Outstanding performance and quality page 11 Public recognition and inspection

Governance page 14 The development of the Charity The current regulatory framework Governance activity in 2019

Financial and resource management page 16 A going concern Risk management Public benefit Fund-raising Investments policy and performance

Looking ahead page 18 Building the sustainable future – the final word

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The Trustees (governors), who are also the directors of the Derwen College charity, here report on the main activities of the College in 2019.

Carol Thompson Clerk to the Board of Trustees / Governors

During the year:

 John Morten resigned on 16 May 2019 as he moved from the area.  Lord Lloyd Kenyon stood down on 16 May 2019 for health reasons.  Jackie Ridge co-opted to Business & Finance and Estates committees resigned on 10 October 2019  Kay Eaton was co-opted to Standards and Effectiveness Committee from 4 April 2019

We record our thanks to all governors and co-opted members for their commitment and work. .We particularly acknowledge the enormous contribution made by John Morten, who has left the area, and extend our sympathy to the family of Lord Lloyd Kenyon following his death.

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The objectives of Derwen College – where learning comes to life. The College is a specialist residential college. It is a nationally renowned centre of excellence for the training and development of students with learning difficulties and disabilities.

Our Mission: To educate, inspire and empower young adults to lead the lives they choose – transforming lives.

Our Vision: A world without barriers for people with SEND

The current context and challenges

Derwen College, a charity of over 90 years’ standing, is proud to report on another year in which the achievements of students have been outstanding, significant steps have been taken to secure the long term excellence and viability of its provision, and new developments and projects have been pursued.

The unprecedented challenges of recent years continued throughout 2019. The College recognises that the principal risks and uncertainties facing the charity concern the regulatory frameworks within which the College operates. The impact of reductions in public spending are being felt across further education and have certainly had a significant impact on national specialist colleges. Funding constraints in England and Wales are both tighter and more unpredictable than ever before. Decision-making by local authorities means that students are frequently finding it harder to secure residential placements, as increasingly cash-strapped authorities are seeking to keep people in their home area. This has resulted in a continued reduction in the number of residential students in the College, with the number of day students not fully compensating for this loss.

However, after three years of significant decline in numbers the probability of a little more stability is perceived as the next group of leavers will come from a smaller intake cohort.

Total Cohort Main campus Main campus Satellites as at September Residential Day 2017 151 25 22 2018 105 22 24 2019 78 20 21 Anticipated leavers 2020 32 16 7 3

There is no lack of interest or applications. The Admissions Team are handling contact with 140 families looking for 2020 and 2021 entry. The residential recruitment target for 2020 is 35. These trends have been fully recognised and have been the main catalyst in the strategic planning undertaken. However it is evident that nationally the focus is on limiting the development and training of students with learning difficulties and disabilities to their home area.

The Children and Families Act, the SEND Reforms and the SEN Code of Practice are still being implemented with varying and inconsistent patterns of practice and procedure across the country. Provision for people with high need learning difficulties and disabilities is not as easily secured as the legislation intended. Considerable time is spent lobbying. The College remains at the leading edge of discussions about specialist provision.

The main activities during 2018

Provision overview

The curriculum recognises the increasing complexity of the students’ range of learning difficulties and disabilities and maximises opportunities for development leading to access to work and meaningful activity. Analysis of destination data and regular review underpin the provision.

The College’s specialism continues to be the provision of real experiences of work in customer-facing settings. The ‘Work Skills Pathway’ is designed for those not ready for a purely vocational route and for those for whom development of employability skills is not the primary learning outcome.

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A learner’s programme is specific to his or her needs and aspirations. The development of specific understanding and skills which will be invaluable in the workplace, is underpinned by functional skills and work experience. It becomes more rounded and transferable through creative activity and independence development. Health and well-being, personal care programmes, and sport and leisure activities contribute to a student’s ability to act and live independently. Access to all provision is enabled through appropriate speech and language therapy, physiotherapy, occupational therapy and counselling services provided as appropriate for each individual by the specialist staff team. Personal tutors and the Transition team help students set and monitor demanding targets, and offer advice and guidance to support decision making for the future.

Impact: Students’ progress towards independent living developed during a two or three-year residential period continues to amaze those who knew them on arrival. From the parent of a local day student:

X learnt to travel between College and home and back again safely. Once this was established, X worked with staff to learn how to travel by bus and then walk to his work placement at Premier Inn in Oswestry. X now has a paid job on leaving College. X also excelled at his independence skills, cooking, cleaning and laundry, and has gained a place within a supported living house locally, which he will move into soon.

Work experience

Work experience is an integral part of programmes. A particular strength of the College are the excellent real work opportunities provided within the commercial outlets on the College perimeter. The Orangery restaurant and the Garden Café have regular clientele as well as passing trade. The Garden Centre and its transformed shop offer real competition to local outlets. In the Food Centre, students produce chutneys, jams, bread and cakes which others then sell in the Garden Centre Shop, where the products of students’ creative talents are also on display – and for sale. The Karten Print Centre offers a range of services to local people. This leads to access to the wide range of external work placements with local and national employers.

The College was the first Natspec college to achieve the Gold standard of the Work Experience Quality Standards, which was reaccredited in the summer 2018. Staff work systematically to strengthen the links with local employers and also with national chains, such as Premier Inn, Sainsbury’s and Tesco. This leads to links with branches in a student’s home area. Locally, students have worked with Nightingale’s charity shop (retail and upcycling)e; Spar; Moreton Hall school for food preparation in the kitchen area; external grounds maintenance work; local markets at Wrexham, Oswestry and Llangollen; Oswestry Cemetery; and Gobowen play group. There is a well-developed range of local community projects and partnerships, such as attendance at Farmers’ Markets, running the café at Gobowen railway station (another award-winning initiative), and producing hanging baskets for Llangollen Town Council. Bespoke placements in Wales are sought for our Welsh learners.

Work at Derwen@Walford, Coleg Derwen @Ashdale and Derwen@Craven Arms continues to develop, with each developing its own identity and focus, while still maintaining the strong focus on independence development and vocational and project activity. Of particular note is the gardening team at Walford, Leaf It To Us, whose services are much sought after by local groups and householders.

Impact: 98% of learners access 30 external placements.Destination data (100% return) shows that 52% of 17-18 leavers progressed into employment (21% paid, 31% voluntary) up from 23% in 16-17. The national average for paid employment for adults with SEND is 6%. 20% of leavers went into further education and training. 98% of students accessed external work experience.

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Independence and personal development

Of particular note has been the continued significant emphasis on the development of independence and personal skills. Modules include relationships, rights and cultures, on-line safety, drugs and alcohol awareness. Development and review have led to further modules on mate, hate and knife crime, all with an emphasis on personal well-being and living in today’s society.

All student meals are prepared and taken within their residences. Students are taught about managing their medication. Each student now has a dedicated link nurse, and issues of well-being, mental health and medication are being approached sensitively and actively. Rigorous attention has been paid to developing travel skills with a ‘dusk walker’ assessment introduced this year for learners wanting to access the community in the evening. Significantly improved day-student facilities to aid independence development have been put in place.

A major investment has been training for all staff by the British Institute of Learning Difficulties (BILD) to strengthen positive behaviour support (PBS) and practice. 16 coaches and 9 functional assessors now work across the College. PBS is a person-centred framework for providing long-term support to students who may be at risk of developing behaviours which challenge. It is a blend of person-centred values and of behavioural science, and uses evidence to inform decision making which in turn improves the quality of life for all.

Becoming active citizens Students are skilfully encouraged to become active citizens. The elections to the Student Union Board develop an understanding of the democratic process and involvement in the Union enables them to play a significant part in planning and influencing College life. The officers fulfil many important roles, including being members of the groups with oversight of Safeguarding, Prevent, Equality, diversity and inclusion, Health and safety and Infection prevention and control. In addition, they are involved in staff interview panels. However, governors have particularly sought to recognise and applaud the outstanding work that the Union officers undertake locally and nationally to raise awareness of disability and support those addressing disability issues. Students have represented the College at the National 6

Union Of Students’ Conference, at its disabled students’ conference and also at Learning Disability Wales’ Conference.

Community involvement Students have performed in various community activities. Derwen on Tour, the dance group, were invited on to the main stage as part of the Llangollen Eisteddfod Inclusion project. Local primary schools attend matinee performances of the College shows.

Impact: 42% of leavers progressed into independent or supported living.

Feedback from learners: Being able to travel more freely feels fulfilling I like cooking meals for my peers and I enjoy going into the community I am able to go on my own to work experience I manage my anger and build and maintain relationships

Feedback from parents/carers: X’s sociability has markedly improved. At the Christmas dinner I had 15 guests and she did not disappear upstairs like she used to. She laughed, chatted and took part in the games with all the guests and it was lovely to see.

X Has grown so much … She is so much more confident in her social interactions and her self- belief. She is able to manage some of the emotions that used to overwhelm her. She has learnt to articulate feelings, sustain friendships, have pride in her work but most of all have pride in herself.

PBS impact is already evident through a significant reduction in behavioural incidents.

Sport and leisure activities

Sport and leisure activities are of critical importance to students’ well-being and development. The range of evening and weekend clubs and activities is impressive and the drive of the staff to involve and challenge students is noteworthy. In addition, students participated in local park runs, external tennis tournaments, cricket, canoeing, golf, weight lifting and football sessions.

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Year on year the numbers involved in the Duke of Edinburgh’s Award Scheme and their achievements amaze. For each award participation in four categories is required: volunteering, physical exercise, skills development and expedition. In 18-19 there were :

Bronze Award: 18 students Silver Award: 21 students Gold Award: 6 students

The Gold Awards are formally presented at either Buckingham or St James’s Palace.

At the conclusion of the College Award Celebration on 6 July, attended by some 200 people, there was a particularly moving moment when the staff received a spontaneous standing ovation for all they had done and the encouragement they had given students.

“I cannot recommend the DofE enough and urge any specialist organisation that is worried about the work, the commitment, and the logistics involved, to consider the end benefit to students and staff. The memories made far outweigh any obstacles along the journey.” Stephen Evans DofE Co-ordinator, Derwen College

From: Duke of Edinburgh’s Awards: Additional Needs, December 2019.

Functional Skills

Numeracy, literacy and digital technology are embedded throughout the curriculum as well as being delivered in discrete sessions. BYOD, Bring your own device, helps to develop learners’ confidence with technology and on-line safety has a very high priority. Over 90 learners joined in World Book Day activities, including a book cover design competition, creating bookmarks, dressing as their favourite characters and attending a puppets and poetry workshop with a local writer. The College was recognised as National Numeracy Day Champions, with a strong social media profile and positive praise from Rachel Riley (Countdown) and sector professionals.

A very successful Natspec Maths Week, saw many imaginative and enjoyable ways of developing skills, as reported in Able magazine:

….a highly competitive Maths Week at Derwen College, in Shropshire…. From folding towels in halves and quarters, weighing ingredients for cakes, counting money for work or to pay for shopping and train travel, measuring the growth of plants and creating shapes to produce artwork, the entire college embraced numeracy. Supportive tweets were received from television’s The Autistic Gardener Alan Gardner , weather presenter and broadcaster Ruth Wignall, and television gardener Toby Buckland. .

Therapies and support

All students have access to the care, support and therapies needed to enable them to maximise their 8

development and access learning. Students' needs for speech and language therapy, physiotherapy, occupational therapy and counselling are met by College staff. The College is a Makaton centre of excellence. Nursing staff oversee the use of medication and train care staff in supporting students, as appropriate, to manage their own medication.

Competition activity

The College has a strong national profile for its work on inclusive skills competitions, which increase learners’ skills and confidence. 2019 saw the introduction of the first ever ‘Derwen Skills Live’ competition week. The College hosted this large scale event, providing opportunities for learners from Derwen and other specialist and mainstream providers to compete against one another in a supportive environment and to show case their skills to a range of employers, who acted as judges. This activity will continue in 2020.

Health and safety

Action plans, including that drawn up following the College commissioned British Safety Council audit, have been actioned and monitored. A Food Safety Co-ordinator and a Health and Safety Manager have been appointed. Environmental Health awarded College the highest Food Hygiene rating, no mean feat as learners are preparing their own meals.

The College has worked particularly closely with learners around issues of feeling safe and knowing what to do if they wish to raise a concern. Of particular note is the support and training for on-line safety. Creative approaches are employed to develop learners’ safe access to social media. Where issues are identified bespoke strategies are put in place.

Development projects and the College sites

An invaluable initiative with a local employer has been the development of some apps which aid both learning, for example a house-keeping app which takes the learner through a bedroom cleaning routine, and also transition, with a c.v. app.

The facilities at the College remain outstanding and the satellite provision is under review to ensure it best meets the needs of the students they serve. Following its review of all properties and land, the governors’ Estates Committee has been implementing decisions to release and adapt properties, land and buildings. The four Twmpath Cottages were put up for sale, as their distance from College and state of repair meant they were no longer suitable for student related activity. The same

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considerations applied to Walnut Croft, a pair of semi-detached bungalows, and after securing outline planning permission for a building plot in the garden to the rear, these properties were also put on the market. Outline planning permission for the development of 3.5 acres of land off Southlands Avenue was obtained and the land put up for sale. Sales for all but one of the Walnut Croft bungalows are either finalised or in the hands of the solicitors..

Phase 1 of the Therapy and Fitness Centre project, the reroofing of the swimming pool and installation of a new heating system, was completed in 2018 and in September 2019 Phase 2, a new hydrotherapy pool, was completed ahead of schedule and within budget. Phase 3 has been put on hold while the need for a modified Fitness Centre is reviewed.

In the summer 2019 the Derwen School for children with learning difficulties and disabilities opened in a group of buildings surplus to the College’s needs. The School, Ofsted-registered, and its operation are completely separate from Derwen College. Other projects are being pursued, including work with a new partner to establish a significant satellite elsewhere. The current plan is that the facility should become operational in September 2020.

The focus on establishing detailed maintenance and improvement plans for the College’s buildings and residential accommodation continues and upgrading and refurbishment are very high on the priority list. Following the roof replacement programme for all the bungalows, adaptations to some kitchens and bathrooms were undertaken in the summer of 2019 and plans for the major development project for the 28 bungalows of the Agnes Hunt Village formally launched.

To help meet the needs of the Government’s localism agenda, the College purchased and leased property in Wales, ColegDerwen@Ashdale, at Walford College, Derwen@Walford, and in the south of the county, Derwen@CravenArms. All three have fully staffed teams and are open five days a week. As the student cohorts have developed and each formed its own identity, it has become imperative to review the provision to ensure it is appropriate and sufficiently large.

The former Premier Inn facility has been turned into Hotel 751 and is receiving clients. It offers an excellent training resource for students. Residential accommodation is now being used for Short Breaks @ Derwen. Guests stay in bright, modern residences with single, en-suite rooms. They have full use of a communal kitchen and lounge with TV and WiFi. Meals are bespoke to the individual’s preferences and needs. Experienced care staff are on hand to provide support.

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Parent Feedback: We know our daughter really enjoys her short breaks on the college respite scheme. We feel this is because the staff really understand her and her complex needs and through providing structure and clear communication, plus interesting and motivating activities, she is happy and cooperative.

Management and structural review

Much time has been spent on establishing staffing levels and expertise as the College has moved towards fewer students, with more complex needs, and introduced new activities. All changes are the subject of appropriate consultation, reflection and discussion at Board and senior management level. By the end of the year we had moved to a Leadership Team headed by Meryl Green, the Principal, and had said goodbye to Ruth Thomas, who had recently worked as our part-time Strategic Adviser. We wish to place on record our most sincere thanks to Ruth Thomas who, from her appointment as CEO, led the College through times of change and huge development and kept the emphasis on high quality provision and performance. The current team of four constitute a committed and able team, with whom Governors work particularly closely. They ensure quality, provide real drive and challenge and are supported by increasingly highly competent senior managers.

Outstanding performance and quality

The College continues to benefit from considerable analysis and judgement of its performance! Internally it has a well-established, thorough and transparent self-assessment system. Quality and

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the achievement of Improvement Plan targets are monitored throughout the year and the formal departmental evaluations of performance and outcomes are moderated in the autumn by panels which include governors. These rigorous self-assessment procedures led the College to grade its performance 2018-19 as good.

The Self-assessment Report for 2018-19, scrutinised and approved at Board level, included the following:

Strengths:

 Good governance, leadership and management of the College  Robust curriculum, very suitable provision designed to meet the needs of the cohort and reflect realistic destinations.  Highly relevant Care, Independence, Health and Wellbeing provision  Strong performance management  Strong working relationships with local and national employers  Very strong anti-bullying ethos and safeguarding policy and procedure in place  Highly responsive Careers programme, including innovative CV app development  Very effective use of industry champions  Exceptional and diverse sports, leisure and wellbeing programme offer  Impressive learner voice activity which drives national policy and inclusion  Highly effective clinical and therapies team

However, as before, we have identified specific areas for attention:

 Review and strengthen the risk management process across the College  Further develop and refine delivery of the vocational curriculum  Monitor the current tracking and recording of independence skills  Standardise the approach to staff professional development  Implement the staff wellbeing strategy

Public recognition and inspection

In March the College reached the short-list in the tes (Times Educational Supplement) FE awards 2019, in the Specialist Provider of the Year category and a group of staff and employer partners enjoyed the formal dinner in London. At the time of writing the College has just learnt that it is short-listed in the 2020 FE Awards Support for Students category.

Although there was no Ofsted inspection in 2019, the College is determined to strive to exceed previous performance (Ofsted – Outstanding) when next inspected and briefings and training relevant to the new Ofsted inspection framework have taken place. Performance management, evaluation and analysis reflect public inspection frameworks: Ofsted and CQC - safe, caring, effective, responsive and well-led, and Ofsted.

The Care Quality Commission carried out an inspection in May, resulting in an overall grading of Requires Improvement as were Safe, Caring and Well Led. Effective and Responsive were graded good. The main areas of concern focused on risk assessments and the perceived risks in some of the bungalow accommodation. A very detailed action plan to address identified weaknesses was immediately commenced and completed by the end of the year. The Registered Managers established Scrutiny Panels which now monitor progress and activity. A £200,000 upgrade of kitchens and bathrooms in key bungalows was implemented during the summer, ahead of the £1,000,000 existing development plan for the bungalow site. However there were positive comments in the Report, which included:

 People's outcomes were consistently good, and people's feedback confirmed this.

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 People's needs, and choices were assessed prior to them being offered a place. The college arranged people's timetables to ensure people had the opportunity to achieve [their] goals.  The college carried out further assessments of people's care needs throughout the duration of their stay which were overseen by clinical leads. For example, moving and handling, self- medication, and communication style. This meant any changes in someone's needs were identified and the care provided was amended appropriately.  The provider also arranged bespoke training for people with specific needs and equipment.  People had access to healthcare services within the college setting. The college had a dedicated wellness centre and employed nurses and dedicated therapists such as physiotherapists and speech and language therapists. The nurses and various therapists supported the management team with the set up and development of care and support plans for people with complex needs. We reviewed a plan belonging to one person and could see that as a result of the plan being followed that admissions to hospital had reduced.  People told us it was "good", "fun", and "exciting" living at Derwen College.  People told us that they were well treated by staff and there was always someone around to support them.  People told us that they knew about their care plan and worked with their assigned keyworker to ensure it was correct. People also told us how their care had been changed in line with what they wanted. One person told us, "I wanted to move to the bungalows and this was sorted out for me." Another person told us, "I asked to go out on my own more and staff are helping me do that."  People were encouraged to participate in student union activities and have an active voice in decisions made by the organisation.  We saw that complaints received were investigated and responses were sent out including any action taken.  Feedback was sourced on a regular basis from various stakeholders via events, questionnaires and newsletters. We saw evidence that any feedback received was analysed, shared with the relevant persons and any actions were clearly defined. The majority of the feedback viewed was positive.

In September the College was short-listed in two categories of the National SEND (Special Educational Needs and Disability) Awards: Inclusion in Further and Higher Education, and Inclusion in Employment, and won the latter. A Gold Outstanding Award for the Walled Garden was received from the Royal Horticultural Society as an In Your Neighbourhood Award. In October it was short- listed in the National Association of Special Educational Needs 16-25 Provision category. It was commended in three categories of the Association of Colleges’ Beacon Awards, the only specialist college to be commended, in the Pears Award for Social Action and Student Engagement, the Jisc Award for Effective Use of Digital Technology, and the City and Guilds Award for College Engagement with Employers. It was the winner in the Lawn Tennis Association’s Disability Programme of the Year. In November the College was short-listed in Programme Initiative of the Year/Network of the Year in the World Skills UK Diversity and Inclusion Heroes Awards; the winners have yet to be announced.

Close and frequent attention is given by governors to the scrutiny of any causes for concern through a specific session of governors from the Standards and Effectiveness Committee with relevant staff. However it is heartening for all to read the many tributes received from parents, carers and stakeholders.

In the Parent/Carer Stakeholder survey: 96% rated the support their young person received on starting college as good or better. 13

92% rated the progress made by their young person as good or better during their time at college.

A key area of strength identified: Annual review was a very good, inclusive process. Close personal support / staff excellent

- and a very practical suggestion from the parent of a student at a satellite: Provide cooking menus used by students to reinforce at home

Perhaps the final word should go to the learners, the focus of our work. From their goodbye messages:

Governance

The development of the Charity

Derwen College charity has a long pedigree. It was founded in 1927 by Dame Agnes Hunt and was originally based at the Orthopaedic Hospital in Gobowen. The Derwen Estate was purchased in 1928 and the first trust deed was established on 3rd August 1932. It was varied or affected by schemes of the Charity Commission dated 25th January 1968 and 18th August 1972, and then consolidated in the Deed of 29th November 1988.

An incorporated charity was established on 1st July 2014, Derwen College (Charity number 1153280, Companies House number 8615826). The former charity remains in existence as Derwen College Trust (charity number 208745) with the sole purpose of managing the permanently endowed property. It appointed as its trustees the new Derwen College charity.

The solicitors drew up a uniting directive which allows a single set of accounts to be drawn up, as the two entities have the same financial reporting period. “Linked” financial statements for both Companies House and the Charity Commission are submitted annually for reporting purposes.

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The regulatory framework of the charity

Under the agreed Articles of Association to which the College is now working there are:

 at least seven and not more than twelve co-opted trustees, appointed by resolution of the Board conforming to any criteria the Board determines, and  five nominated trustees, one from each of five local authorities invited from time to time to nominate as determined by the Board.

The term of office of all trustees is five years, with an expectation that usually after three terms of office the Trustee shall be eligible for re-election only after a year has elapsed.

Governors’ activity in 2019

The range of knowledge, skills and experience of members is broad, relevant and generously shared. The year has been characterised by stability in the Board membership, enabling governors to consolidate effectively their team working. The Board has also greatly benefitted from the appointment of the Clerk and Company Secretary, a full-time post within the College.

The year has seen the completion of the Hydrotherapy Pool project, the inauguration of the Derwen School, a positive outturn in the annual accounts, the beginning of the Agnes Hunt Village upgrade, the closure of the defined benefit pension scheme and opening of the defined contribution scheme, the launch of Hotel 751 and independent living breaks. Governors have, mainly through committees, monitored, honed and supported these projects and activities in some detail. They remain alert to the significant issues facing the College and continue actively to prompt and push for relevant action and progress.

(from Governors’ Self-assessment 18-19)

It is noteworthy that much of the detailed analysis and scrutiny of the College’s operation is managed by the committees, of which there are now five. The Standards and Effectiveness Committee has given focused attention to a range of issues concerning care and clinical services, the outcome of the CQC inspection and teaching and learning. The Business and Finance Committee focuses on very detailed scrutiny of finances and budget, as well as the wider matters of corporate activity, business developments and the pension scheme. The Human Resources Committee has spent much time on the analysis of HR data and the outcomes of the staff survey and staff wellbeing. The Estate Committee works tirelessly to support directors in the review of tenancies, the establishment of detailed maintenance and refurbishment programmes, and, following the review of the College’s properties and 15

estate, the sale and change in use of some buildings and land. The Search Committee monitors the range of expertise and the profile of the Board and the quality of governance.

The Board works closely with the Senior Leadership Team. A very positive working relationship has been developed, which recognises the need for governors to provide effective challenge as well as active support.

The key decisions and areas of activity during 2019 concerned

 Positive Behaviour Support and training from BILD (British Institute of Learning Difficulties)

 the building of a free standing hydro-therapy pool as part of the Fitness Centre project

 developing short break and independence training provision, monitoring the development of the Derwen School and Hotel 751

 the disposal of those properties and land in Gobowen off the campus which are no longer fit for purpose and the realisation of some assets

 the constant monitoring and analysis of the financial performance of the College

 the closure of the Derwen College defined benefit pension scheme and the opening of the defined contribution scheme

 negotiations with the Charity Commission and the adaptation of the terms of the Derwen College Trust charity.

 strategic planning

 reviewing the outcomes of the CQC report and monitoring the action plan

 authorisation of the development of a business plan with a very significant new partner.

The Board continues to refine and sharpen its procedures and activity. It has been decided that all governors, not just one or two nominated governors, should visit the satellites each year. The review and evaluation of the Strategic Plan will be more rigorous, starting in February 2020. The pairing of each governor with a director or senior manager will be continued and lead to yet further understanding of the College’s operation. The Board is drawing considerably on the much more structured Principal’s report, which provides, under three headings: Cohort, Quality and Impact, key data, headlines, matters for consideration and information about looking ahead

Financial and resource management

A going concern

The audited and approved annual accounts are submitted by the due dates to both the Charity Commission and Companies’ House. After making all appropriate enquiries, very thorough consideration of draft budgets and cash flow up to 2021, and having taken key strategic decisions, the trustees expect the charity to have adequate resources to continue in operational existence for the foreseeable future. For this reason they continue to adopt the going concern basis in preparing financial statements.

Risk management

The trustees regularly examine the principal areas of the College's operations and consider the major

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risks faced in each. There are established resources and review systems which, under normal conditions, should allow any risk to be managed to an acceptable level in the College’s day to day operation. College risk management has two distinct tiers: strategic and operational. The operational level is reviewed on a ‘real time’ basis and deals with individual departments, students, functions and duties. At the strategic level the Senior Leadership Team reviews the risk assessment register monthly and it is reviewed at least termly as part of the College quality improvement plan and presented to the Business and Finance Committee where issues are debated and reported to the Board. This includes College pension arrangements, insurances and trustee responsibilities to ensure these remain in line with current legislation and operational factors.

The College’s spacious campus is open to visitors and customers in the public areas and is imaginatively and purposefully managed to enable students to interact with staff and members of the public appropriately and safely. However, the open-plan nature of the campus and the heightened staff awareness of potential hazards necessitate regular reviews. During 2014 gates were erected at strategic points on the campus enabling a secure area for students, away from the public areas, to be closed off at 9 p.m. each evening. During 2017 the central area of the College became pedestrianised. Departmental operational risk management encompasses all locations and individuals. During 2019 there was a major programme of installation of CCTV monitoring equipment.

Site safety is reviewed through the Health and Safety Committee, which includes governor membership, is audited by specialist advisors and monitored by external agencies. During 2019 a full- time Health and Safety Manager was appointed and the scrutiny of all aspects of H&S is now .rigorously pursued.

The College provides a safe and supportive environment for learners to access the internet, including social networking sites. Staff give a high priority to providing support in the safe use of personal technology, such as mobile phones and computers. This is an extremely important area of the College’s operation, being led by a team of 12 staff.

Public benefit The quality of provision is inspected by Ofsted and the Care Quality Commission. The successes of former students continue to demonstrate that College programmes provide students with the skills, inspiration and motivation to achieve in their transition from College. The high level of staff expertise is a key element of the College’s management of learning, student support and innovation. The Board believes that the College provides excellent value for money to the public purse and that student outcomes mean they can be less dependent on benefits throughout the rest of their lives.

The trustees are committed to necessary capital spending to maintain and enhance the College's facilities and to meet the legal and regulatory requirements. During 2019 there has been significant up grading of some of the residential accommodation, the establishment of the business hub, the construction of the hydrotherapy pool, the establishment of Hotel 751, short breaks provision, and the evaluation of the development of a caravan park. A major appeal for £1,000,000 was launched to fund the further development of the Agnes Hunt bungalow properties. Business plans for other projects will be drawn up as agreed.

Fund raising

The hydrotherapy pool was opened ahead of schedule and on budget in September 2019. This year the College organised a Sponsored Walk and Fun Run on 31 March and a Summer Fete in June, as well as other, smaller events. The major project: the development of the Agnes Hunt Village, was further pursed. £300,000 has been spent on new roofs on the 28 bungalows. In the summer 2019 £200,000 was spent on the initial refurbishment of some kitchens and bathrooms and in November the £1,000,000 appeal was formally launched. This will see the transformation of the bungalows into modern supported living units.

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Investments policy and performance

The College takes a prudent, low risk approach to investments, placing cash surpluses on deposit to attract a return, although this is not especially attractive with the current level of interest rates. This is principally because the reserves may need to be utilised during the short to medium term for cash flow and for capital projects.

Looking ahead

Building the sustainable future

Transforming the lives of young people with complex Learning Difficulties and Disabilities by maximising their potential for independence is, axiomatically, a ‘good thing’. To do this in a way which focusses on enabling their development through customer facing, real-work activity and being as self- sufficient as possible is both innovative and challenging. It requires a truly holistic approach, in which learning is augmented, facilitated and enriched by care, therapies, and clinical support. The outcomes amaze.

This will continue to be the goal of this charity, working with full-time and part-time residential and day students.. It will also focus on transforming the lives of those using the short-breaks provision and the diverse satellites. This requires clarity about the future strategic direction and priorities of the College and continued rigorous financial management. The Board and Senior Leadership Team have this as their focus and work to ensure every decision underpins high quality and sustainability. The College continues to keep the beneficiaries of the charity as its focus. It will continue to strive to deliver outstanding value for money, and believes it can, and unequivocally does, demonstrate excellence in comparison with recently developed, local provision.

We are seeking new funding streams and opportunities to ensure that we maximise our income. Provision will be further and regularly reviewed to explore, develop and drive ahead the agreed projects, new developments and opportunities. The creation of a new satellite, the further development of the curriculum, particularly for those with profound and multiple learning difficulties and the continued transformation of our accommodation into 21st century supported living standards will be our immediate priorities.

The importance of marketing and providing information, advice and guidance in the current climate is very evident. There is much misrepresentation and the term ‘local offer’ is misinterpreted. For many families and young people access to reliable, objective and comprehensive information is well-nigh impossible. The gap between the intention of recent legislation and the effects of its implementation remains huge; the trustees are committed to working with total integrity in the interests of people with learning difficulties and disabilities. The Admissions procedure is yet more rigorous and thorough, in order to ensure that the needs and aspirations of incoming students are identified as precisely and accurately as possible.

The College is committed to working to industry standards wherever possible and seeks to develop further its partnerships with national and local companies and organisations. It has extended partnership working in nursing, therapies and care, ensuring that the College’s operation remains cutting-edge. Keele University uses the College for its placements for student nurses specialising in the care of those with learning disabilities. It also has links with the College’s physiotherapists. Students of nursing from Glyndwr University also have placements at the College and students of psychology from Chester University volunteer here. Speech and language specialists work with Cardiff University and the College has support from the Shropshire Learning Disability Team.

– the final word

Most learners are funded to come to the College because their needs cannot be provided for 18

adequately and sufficiently in a non-residential, local further education college, nor can their potential be maximised. The commitment of both staff and trustees is to ensure our high quality, holistic provision, within the culture of constant improvement, recognised to characterise the College’s operation.

This report was approved by the Trustees on 11 February 2020 and signed on their behalf by:

Mrs K Kimber (Chair)

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