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Contents Pages

Summary of Judgements

Background and Context

Economic and Demographic Context

Strategic Approach

Provision

Quality Improvement and the Self-Assessment Process

Key Question One – How good are outcomes? 1.1 Standards 1.2 Wellbeing

Key Question Two – How good is provision? 2.1 Learning Experiences 2.2 Teaching 2.3 Care, Support and Guidance 2.4 Learning Environment

Key Question Three – How good are leadership and management? 3.1 Leadership 3.2 Improving Quality 3.3 Partnership Working 3.4 Resource Management

Appendix one – Progress Report on the previous inspections

Appendix two - Learner Outcomes Data – 2016/17

Appendix three – Action Plan 2016/17 with final progress

Appendix four – Action Plan 2017/18

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The provisional summary of judgements for 2016/17 is as follows:

Summary Judgements

Current Performance Adequate

Prospects for Improvement Good

How good are outcomes? Adequate

Standards Adequate ** Wellbeing Good

How good is provision? Good

Learning Experiences Good Teaching Good Care support and guidance Good Learning Environment Excellent

How good are leadership and management? Good

Leadership Good Improving quality Good Partnership working Excellent Resource management Good

** It should be noted that standards in vocational provision have made significant improvements and is now less than 0.54% below the sector comparator. Vocational represents 78% of the total college provision.

Coleg y Cymoedd was created as a result of merger of Coleg Morgannwg and the College, Ystrad Mynach on 1 August 2013 and feedback from the Welsh Government official assigned to the merger project was that it was the most effectively planned and executed merger in the sector. The curriculum at each legacy college was managed separately for the first year and then combined for the 2014/15 academic year. This meant that a new curriculum management structure was introduced, with the appointment of thirteen Heads of Schools and four Faculty Directors, managing areas across all campuses. Investment was also made in new systems for student records and tracking systems. This also coincided with changes at the Welsh Government with the introduction of Learning Area Programmes and a new planning and funding regime.

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In terms of Estyn inspections, the legacy colleges of Coleg y Cymoedd were inspected in October 2010 and November 2011, with both achieving Adequate for current performance and Good prospects for one and Adequate for the other. This has meant a significant quality improvement task in addressing under performance across the newly merged college and in adopting common ways of working, monitoring and tracking. The learner has been placed at the heart of this process and key to the improvement strategies has been talking and listening to learners. The progress against the recommendations in the previous inspections is at Appendix one. The Quality Improvement Plan for 2016/17, arising from the 2015/16 Self-Assessment Report, is at Appendix two and demonstrates that progress was made in the year. It is particularly pleasing that the 5% improvement on main qualifications achieved in 2015/16 has been sustained and improved by a further 3%. Whilst there is still more to do to improve outcomes an 8% increase in successful completion of main qualifications in two years is extremely encouraging. Consolidating the improvements to date and continuing to set and meet improvement targets is key. The Quality Improvement Plan for 2017/18, which was approved by the Corporation Board in September 2017 is at Appendix three and the Board agreed that the strategic risk in relation to outcomes would remain red (high) until all areas of the college are at or above the national comparators. Notwithstanding the statements above and despite a real terms reduction in funding, in the last two years the following has been achieved:

• Success rates for main qualifications has improved from 72% to 80%; • All schools in the college have made an improvement in the achievement of main qualifications; • All schools have significantly improved the way that they evaluate their performance and target improvement; • Under-performance is robustly challenged; • Following a fundamental review of the A Level provision, it was decided to change the way the Sixth Form Centre was managed from September 2017; • The opening of a new £22m campus at Aberdare, centres for excellence in motor vehicle training at Ystrad Mynach, railway training at Nantgarw and the commencement of a centre of excellence in construction at Ystrad Mynach; • A £2m asbestos removal and refurbishment at Ystrad Mynach completed in summer 2016.

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Background and Context

Coleg y Cymoedd is a medium sized college with a turnover of around £40m and it serves the communities of two local authorities in the South Wales central valleys. The college was created in August 2013, following a merger of two neighbouring colleges. The map below shows the geographical areas of Caerphilly (on the right of the shaded area) and Rhondda Cynon Taf (RCT) (on the left). The area stretches from the heads of the valleys region (Rhymney, Aberdare and Rhondda) into the Gwent valleys (Ystrad Mynach and surrounding areas) and at the southern-most point of RCT and just north of Cardiff (Nantgarw).

The college provides courses from entry level to level 6 at four campuses located in Aberdare, Nantgarw, Rhondda and Ystrad Mynach and has approximately 5200 full time and 4,415 part time learners. In addition, the college offers community education in partnership with the two local authorities and two other franchise relationships with Valleys Kids and St David’s Catholic College in Cardiff. The franchise with St. David’s ceased at the end of 2016/17. The college has a significant work-based learning contract with apprenticeship provision from level 2 to level 7 and a commercial department was created in 2014, providing a range of provision to complement that offered through mainstream FE and work-based learning, with a particular focus on employers. It has to be acknowledged that the different approaches of the legacy colleges presented a significant challenge to the leadership team. In many areas of the college, there has been the need to “go back to basics” in order to establish a sustainable foundation on which to build capacity, confidence and sustainable improvement. However, whilst merger has delivered many challenges it has also delivered benefits. This has included the investment in new systems, efficiency savings, the joining of employer networks and sharing of good practice – leading to benefits for learners across both local authorities. The creation of a Partnerships Faculty covering work-based learning and commercial work has also enabled the college to grow its work-based learning provision from £1.2m on merger to just over £3m, and to significantly improve opportunities for progression and employer engagement, and ultimately the learners. In addition, the commercial income in the college has grown from less than £200k in 2014/15 to over £700k in 2016/17.

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In terms of outcomes and following a period of significant change in terms of realigning strategy, reviewing the curriculum and revising structures and systems, the college has seen an improvement in outcomes in 2015/16 and 2016/17. This has been a result of a complete overhaul of financial and curriculum planning, significant investment in the physical estate and a real focus on CPD, performance management and clear target setting. There has also been a refinement of the management structures at SLT level and the introduction of a College Management Team, which enables all managers to be aware of and participate in management discussions and decisions in all key aspects of the college. There is now a clear learner focus on all campuses and decision making takes place with the impact on the learners in mind. This approach is supported by effective systems providing accurate data, progress tracking of learners and the ability to assess learners at risk of not completing using a risk profiling tool. The outcomes for 2014/15 were disappointing and the Principal challenged the curriculum leadership to develop an effective improvement plan. The formulation of that plan involved consulting with staff, evaluating learner feedback and assessing the suitability of systems and processes. Managers and staff were also encouraged to visit other colleges to see best practice in action and, where appropriate, to adopt these at Coleg y Cymoedd. The plan has resulted in a significant improvement of 8% over two years which provides a solid platform on which to build future success. Also as a result of the plan, systems to improve the availability of reliable data and to monitor and track learner progress have been embedded and have provided effective tools to enable staff to concentrate on supporting learners to achieve successful outcomes. The leadership and governors are confident of achieving further improvement over the next two years but do not under- estimate the size of this task. The college has been extremely effective at gaining funding for capital developments and delivering projects on time, within budget and ensuring facilities are industry standard. Since its inception the college has completed two centres of excellence in engineering – motor vehicle in Ystrad Mynach and railway engineering in Nantgarw and has opened a new campus in Aberdare in 2017. A Welsh Government contribution of 50% has also been secured for an extension and refurbishment of the construction facilities at Ystrad Mynach and the purchase of additional land at Nantgarw, both of which will be delivered by the end of 2017/18. The college will have invested over £70m in improving facilities for learners by the end of 2017. Economic and Demographic Context

The college serves two areas of high deprivation with 34% of the learners coming from the most deprived and a further 29% of the learners coming from the second most deprived areas of Wales. This has an impact on the way the college supports learners to complete and succeed and we work very closely with both local authorities to share data and adopt common strategies to try to tackle the additional challenges that our learners face.

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Key characteristics of the area include:

• A population of 413,210 – 234,410 in RCT and 178,800 in Caerphilly. • A five-year demographic downturn in year 11 pupils. • In 2016, pupils achieving the level 2 threshold, including English and Maths were 56.6% in RCT and 53% in Caerphilly which is lower than the Welsh average, which is 60%.1 • The percentage of working age adults with qualifications at level 4 and above has gradually risen since 2007 to 35% in RCT and 32% in Caerphilly. However, this is still below the Welsh average of 37%. • Significant challenges in terms of those with no qualifications - both in terms of those who are economically inactive and those employed in low skill work. • Both RCT and Caerphilly have some of the highest rates of children living in workless households among the Welsh local authorities – 12.6% and 16.5% respectively. • People claiming out of work benefits are 14.4% in RCT and 13.2% in Caerphilly compared to 11.3% nationally. • Significant numbers of RCT and CBC residents live in the 10 most deprived wards in Wales and in 2015/16 (the most recent published data), the majority of all college learners came from the most deprived areas.

Deprivation at the College The graph on page 8 shows the levels of deprivation at each of the colleges in Wales as taken from the LOR data (2015/16). As can be seen the majority of college learners (63%) are from quintiles one and two. This means that there is a significant need to provide support for learners who might not complete their studies with us as a result of external factors. This has included health, financial, family responsibilities or sometimes a lack of support or knowledge about the opportunities available. The college has addressed this in part by working closely with local authorities to identify those learners most at risk, using welfare services effectively, developing a team of learning coaches to support learners as part of the Inspire to Achieve (I2A) project and introducing a risk profiling tool.

1 All Wales results are down to 54.6% (published November 2017) – RCT and Caerphilly results awaited.

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2015/16 Deprivation of domicile 100 5 7 5 12 14 13 12 10 90 7 16 20 18 26 23 8 18 80 13 26 18 11 17 26 14 26 70 16 13 13 24 14 20 60 19 15 34 32 14 20 17 34 50 29 19 26 5: Least Deprived 40 24 14 45 4 25 26 17 3 30 26 22 19 23 2 42 20 37 34 34 1: Most Deprived 29 26 27 10 25 15 15 16 16 12 0 4

The Key Stage 4 Attainment data report published by the Welsh Government in November 2017, notes that in addition to a decline KS4 attainments from 60% to 54%, the attainment gap between pupils eligible for free school meals and their peers widened in 2016 for the first time in a decade. When recruiting for 2017/18, the college saw a shift in the number of applicants not achieving their predicted grades in secondary school and to respond to this has offered more E3 programmes than in previous years. As more detailed data becomes available – particularly by local authority, it will be interesting to see the impact on what the college needs to offer in terms of a curriculum suitable for even lower entry qualifications. This is also likely to place additional demands on skills provision. A report was commissioned by Deloitte in 2016 - “Fair access to work”, which was about levelling the playing field for young people. The findings indicate that participation rates in higher education were 10% lower and the professional employment rate is nearly 11% lower for those with disadvantaged backgrounds. In recognising these additional barriers for learners, the college works closely with other agencies and a variety of funding streams to try to support all learners to achieve their potential regardless of their circumstances. This includes the use of European funding to identify learners most at risk, working with First Campus, employers and partner universities to highlight opportunities for young people and ensuring that learners are aware of the progression routes available to them. The college hosts the Seren Hub for RCT and Merthyr, which is aimed at encouraging our more-able and talented learners to be aspirational. There are also links with Wellington College, a leading co-educational private school and the Worshipful Livery Guild which have

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provided inspirational activities, preparation for HE interviews and modest financial grants to help learners prepare for higher education. A developing partnership with the judiciary has also provided learners with an insight into legal careers, following a visit by three judges to host a session about considering a career in the law. This initiative is part of a judiciary equalities drive to recruit judges from all backgrounds. One of the judges expressed an interest in developing a mentoring scheme in the college and this will be piloted in 2017/18. PR is also an important aspect of addressing the effects of deprivation and the college strives to publicise success stories of: progression to work, self-employment, apprenticeships, further and higher study within and outside of our region to inspire others that these routes are available to them.

Some highlights of 2016/17 Learner Achievements

1. Improved outcomes for learners, including a 3% increase in main qualifications. 2. An increase in higher education applications to 649 (up from 622), including 58 learners gaining places at Russell Group universities and 2 learners at Oxford University. 3. A production arts learner winning the New Blades industry “Best Use of Creative Materials” Award competing alongside graduates from leading Universities across the UK. 4. An engineering apprentice winning the Caerphilly Business Forum Apprentice of the Year award. 5. Valleys Soundfest, held at the Nantgarw campus and organised by Music Technology learners, was voted one of the top ten music festivals in Wales by BBC Wales. 6. A media learner won the best documentary category at the Zoom Cymru awards. 7. Greater participation and success in skills competitions including enterprise, child care, electronics, mechanical engineering, nail services, music, 3D design, painting & decorating and catering – professional cookery and advanced patisserie. 8. Trip Advisor – the top ten rating for Cardiff restaurants for the Nant achieved in 2015/16 led to more effective partnership working between the restaurants run by learners in Nantgarw and Ystrad Mynach with fantastic reviews for both in 2016/17. 9. A group of Aberdare learners achieved the Enterprise Award at the NUS Wales Awards for their Learner Voice and Community Voice Project. The project involved working with a local school, a counselling service and a theatre company to produce a DVD highlighting mental health issues in young people, their impact and how to get help. 10. Thirteen learners represented Wales in the rugby internationals. 11. Seventeen learners represented Wales in football internationals.

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Other Achievements

12. Opening of a new campus at Aberdare, which provides a fantastic learning facility in the Cynon valley. 13. The purchase of adjoining land at the Nantgarw campus to enable a future development in sport and also additional space to expand in response to demand from industry. 14. An expansion in railway training to include industry standard commercial courses in partnership with industry leaders, enabling additional progression opportunities for learners. 15. The creation of four further businesses through the Tafflab project in partnership with the RSA and encouraging learners to develop their ideas into a real business. The project which to date has resulted in the creation of seven new businesses and achieved national recognition recruited the third intake of entrepreneurs in the summer of 2017. 16. The appointment of an Entrepreneur in Residence - Peter Wright, who has an impressive track record of 40 years in the financial services industry, joined the college as a volunteer in June 2017 to support the enterprise agenda. Peter attends college one day per week to encourage learners to participate in enterprise activities, support schools in their links with business and provide mentorship for Tafflab participants. This will enable the expansion of enterprise activities across the college in 2017/18. 17. The planning of a mentoring scheme, led by a regional judge to inspire and encourage learners to aim higher. 18. Commencement of the construction centre at the Ystrad Mynach campus, which will enhance those facilities for learners in 2017/18.

Significant Plans for 2017/18

1. Sustain and build on the improvements in outcomes achieved in 2016/17. In particular focus on bringing all areas up to and where possible above the national comparators so that a greater number of learners successfully complete their programmes; 2. Implement a risk based approach to quality improvement to ensure that those areas that need to improve the most have effective support and intervention; 3. Build on the initial success of recruitment at the Aberdare campus by further developing the curriculum offer to complement that available in the local schools and give a wider choice for learners in the area; 4. Complete the extension and refurbishment of the Construction Centre of Excellence at Ystrad Mynach campus in order to enhance the learning facilities on that campus;

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5. Begin the planning process with potential private and public sector partners for the development of on-site sports facilities on the additional land at Nantgarw; 6. Further expand commercial and work-based learning provision and income to meet the needs of employers in the area, to provide progression opportunities for learners and to support the college’s long term viability; 7. Work closely with the successful franchisee of the railway contract in Wales to ensure that the railway training on offer meets the needs of a wide range of organisations in the industry and provides progression opportunities for learners; 8. Ensure that the college continues to develop its positive approach to Welsh language development and work in accordance with the Welsh Language Standards Compliance Notice and to enhance the provision for learners.

Strategic Approach The college completed its first strategic phase in 2015/2016 having developed ten strategic aims in 2013 which were formulated to take the new college forward. These focused on developing common ways of working across all campuses and improving quality and outcomes for the benefit of the learner. All ten aims from the first phase were achieved. During 2016/17 the new three-year strategy was formulated with involvement from learners, governors and staff. These groups were asked to review the vision, mission, core values and strategic aims to ensure that they were fit for purpose and were sufficiently robust to effect improvement. Following this consultation, the Strategic Plan 2016-2019 was developed and contained seven strategic aims, which are listed below together with the mission, vision and core values. Mission Your Future is Our Mission

Vision Our vision is to be an excellent college focused on learner success

Core Values Our Mission and Vision is underpinned by a set of Core Values:

• Learner Focus: Placing the interests of our learners at the heart of our college and providing exceptional teaching and learning.

• Continuous Improvement: Fostering excellence in all that we do.

• Developing People: Recognising contribution and developing people within a healthy, inclusive and supportive environment.

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• Positive Values and Culture: Advocating positive professional relationships with our staff and learners.

• Partnerships across Communities: Actively seeking partnerships that add value to all our activities.

Strategic Aims

1. To give learners access to a curriculum that is relevant to their needs and future aspirations.

2. Provide effective teaching and learning and ensure systems are in place to support learners and the learning process.

3. To achieve excellence within a culture of continuous improvement.

4. Promote and support the development of Welsh language/bilingual services and curriculum provision across the college.

5. To lead and govern the college in an inspirational and forward looking manner developing and investing in our staff.

6. To be a significant partner in local, regional, national and international collaborative working arrangements and strategic partnerships.

7. To make investment and financial planning decisions to achieve long term financial stability and sustainability.

In order to ensure that there is a focus on the achievement of the strategic aims, annual objectives which underpin the aims are developed and assigned to members of the Strategic Leadership Team (SLT). Progress on the achievement of the annual objectives is monitored on a six weekly basis and is linked to the Register of Strategic Risks (RSR). Sections of the RSR are scrutinised by specialist governors’ committees and the complete RSR is reviewed three times per year by the Audit Committee and four times per year by the Corporation Board.

The college has received excellent feedback and achieved the “full assurance” rating in audits in respect of the joined up nature of governance, strategic planning and risk management. It has been recognised as sector leading by external audit companies who conduct the internal audit function on behalf of the Corporation Board. They have also recommended a similar approach to other colleges. In 2016/17 the college adopted an even more rigorous approach, using three lines of audit assurance, which is a system that was recommended by the auditors as a best practice model, widely used in other public sector bodies including the National Health Service.

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Provision

The college had 5201 full time and 4415 part-time learners enrolled in 2016/17. This was a decrease of 198 learners on the 2015/16 enrolment and was in part due to a decline on every campus, with the exception of Nantgarw. However, as demand for some campuses declined, there has been growing demand from employers for upskilling and NVQs. Creative Industries expanded the provision in 2016/17 with the introduction of the Foundation Arts programme and an additional 81 learners. The college fully utilised its allocated funding from DfES in the year but intends to fully evaluate the planning model in 2017/18 to ensure that any changes to patterns of enrolment and demand are addressed. The college delivers provision from entry level through to level 4. This distribution of provision by campus is as follows:

Campus Full time Part time Total +/- on 15/16

Aberdare 411 208 619 -115 Nantgarw 2691 1426 4117 -280 Rhondda 603 114 717 -162 Ystrad Mynach 1496 2667 4163 +329 Totals 5201 4415 9616 -228

FE provision is from entry level to level 4 and is distributed as follows:

Level 14/15 15/16 16/17 Entry 4% 5% 6% Level 1 15% 15% 13% Level 2 34% 32% 31% Level 3 40% 40% 42% Level 4 7% 8% 8%

SSA Distribution The largest areas of provision are health and public services at 15.2%, engineering and manufacturing at 11.5% and preparation for life and work at 10.9%. This can be seen from the chart that follows showing the distribution of learners across the 15 subject sector areas on offer, albeit that in some of the areas the provision is very small.

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Higher Education The college provides significant progression opportunities through its higher education provision offered in partnership with the University of South Wales (USW). In 2016/17 the college offered 11 Foundation Degrees, 3 Higher National Certificates /Diplomas, 3 BA top- up degrees and the Professional Certificate in Education. This provides a number of programmes where HE qualifications can be completed in college and in many of the FD programmes, whilst they provide exit qualifications, there is also an opportunity to attend USW to top up to a relevant degree. As a member of the USW Strategic Alliance, the college works with HE colleagues and other FE providers in the region to increase FE to HE progression locally, whilst being mindful of avoiding duplication of provision.

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In 2013 and in recognition of the sector leading experience contained in the college for costume construction for the screen and stage, the BA moved from USW to the Nantgarw campus of the college. The programme itself has achieved national recognition (AoC innovation award, AoC Chair’s special award) and many learners following the programme have been recognised with national awards. Moreover, progression to industry is excellent. The Creative Industries School has extensive links with industry and this has led to an expansion of HE provision in that area including the BA in Production Arts (Media, Make up and Props) that started in 2016/17. Work-based Learning (WBL) The WBL staff are within the Partnerships Faculty of the college, which is focused on providing services to employers and industry. The college is a member of the Skills Academy Wales Consortium, led by NPTC Group and has been recognised as the top performing provider in the consortium. The college has seen its contract grow from £1.2m in 2013 to £3.1m in 2016/17 through a mix of high success rates and being able to demonstrate significant demand from employers. The WBL staff work well with curriculum areas to signpost learners for work experience with employers wishing to talent spot potential employees. One significant area of success has been with the Enhanced Engineering Programmes, which sees around 60 learners studying an expanded college week in year 1 (30 hours), followed by an apprenticeship with day release in year 2. This programme has resulted in progression of 92% of learners into employment in 2016. Commercial Provision The commercial provision is also delivered from within the Partnerships Faculty – by the Business Services team, who maintain a high level of contact with employers and agencies that represent the interests of employers from many sectors. In addition to LSKIP, the Programme Delivery reports from Welsh Government and Sector Skills Council reports, LMI is gathered through regular employer forums and extensive links with professional bodies, individual organisations and through participation in Wales and UK networks. The LMI is then used to develop new programmes to meet employer needs. Significant partnerships exist with:

• The rail sector - the College is a Centre of Excellence for rail provision working with organisation such as McGinleys, Intertrain and Network rail. OLEC 1 and OLEC 2 courses are delivered to upskill employees in the railway sector. • The college has made effective links with all the companies bidding for the rail franchise in Wales to ensure that the college is prepared to meet their needs for new recruits and upskilling for existing staff. • Acorn Solutions – working in partnership to deliver courses in IT, CIPD L5 and Data Analytics. • Four Construction - training 48 construction companies, delivering 71 training days to 11 members. • CWIC – the college was part of a joint bid with Coleg Sir Gar and Trinity St. David’s

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University to provide training and upskilling for the construction industry and during 2016/17 developed 25 upskilling programmes which were delivered to over 200 participants.

The team also works to secure funding from tender opportunities to support businesses and also delivers Welsh Government initiatives such as ESF funded programmes e.g. Upskilling@Work. The area has seen an increase in commercial work and has exceeded its original financial target by 64%. The provision in this area also includes AAT, ILM Level 5, CIPD Level 5, IOSH, Fire Safety, and Qualsafe for First Aid and Security qualifications. This area is also responsible for international work which continues to grow with projects within and outside of Europe. Whilst the college recognises that international work can bring valuable experience for staff and income, this activity will remain at a modest level for the next few years to ensure that quality improvement at home is the focus for college leaders.

Excellent links with the curriculum areas ensure that whilst this provision is commercially focused, opportunities to complement the core business and provide opportunities for learners is a key aspect of the work of this area. Franchise Provision In 2016/17, the college had four franchise partners – Caerphilly and Rhondda Cynon Taf local authorities and Valleys Kids delivering adult education in the community, and St David’s Catholic College delivering to 70 full time learners. This accounts for 3% of the provision overall and 1.5% of the full time provision. The relationships with the local authorities and Valleys Kids are long-standing and are aimed at increasing community participation and providing a route into or back into education for the harder to reach learners. The provision is mostly underpinned by skills qualifications and can be aimed at supporting job centre programmes for those wishing to gain employment or for those wishing to access conventional FE programmes. The arrangement with St David’s Catholic College ceased in 2016/17. This was planned at the outset of the franchise in anticipation of the funded numbers moving to the new Aberdare campus. It is hoped that this would also support the improvement in successful completion with the Sixth Form Centre which has been adversely affected by the franchise outcomes which have reduced by 9% from the first to the third year of the relationship.

Quality Improvement and the Self-Assessment Process

Quality improvement has been a key focus for the 2016/17 academic year. Quality is the responsibility of all staff and the monitoring of quality standards takes place at all levels. The college has thorough, comprehensive and well developed plans for bringing about quality improvements. It was pleasing that Estyn acknowledged in a review visit in 2016 that ‘the quality assurance procedures have a clear focus on tracking the progress of learners,

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raising attainment and improving the quality of teaching and assessment’. Learners’ needs are placed at the core of operations in both curriculum and business support areas and reviewing performance is part of a continuous cycle. A variety of methods are used, including analysis, scrutiny and challenge of performance data, use of Learner Progress Tracking to inform early intervention (welfare and academic), scrutiny and judgement of EV/EQA reports and learner voice outcomes. The introduction of Dynistics data dashboards has been transformational in terms of the accuracy and clear presentation of data used to support quality improvement.

The quality system is based on a model of devolved quality assurance responsibility and all areas of the college complete a self-assessment report. The self-assessment reports build on detailed learner outcome reports, course reviews, internal and external reports and uses information gathered in an autumn learner survey and during three learner walks. Data was used extensively to review and evaluate performance, and as mentioned the Dynistics dashboards were used far more extensively in 2016/17. New dashboards were developed throughout the year for different categories of staff to support the management of the schools and to support both the evaluation process and effective decision making.

A key aspect of the quality system is continuous monitoring and evaluation by all staff through regular team meetings - using action planning for improvement, periodic review of performance indicators and the rigorous self-assessment of standards impacting on learning. The college reviews its quality assurance processes annually.

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Key Question One – How good are outcomes? Adequate

1.1 Standards Adequate

1.1.1 Results and trends in performance compared with national averages, similar providers and prior attainment In 2016/17 the standards were adequate. There was an improvement in all indicators for the second year running and this is attributed to the implementation of the second year of a two-year quality improvement plan. The 2016/17 outcomes show further improvements in the rate at which FE learners complete and attain their qualifications. This includes a 2% improvement in completion, a 2% improvement in attainment and a 3% improvement in the successful completion rate on main qualification. Over the two-year period, the successful completion rate on main qualifications has improved by 8% as can be seen in table 1. Despite improvements in 2016/17, the outcome for main qualifications across the whole college is still below the 2015/16 sector comparator. However, the improvements over a two- year period are encouraging and leaders and managers are confident that the improvements have been made at a demanding but sustainable pace. In particular there is now a view that the expected dip in outcomes in 2014/15 followed by improvements in the subsequent years, was part of the natural evolution of a merged college where both legacy colleges needed to improve.

Table 1 - Main Qualifications Learner Outcomes over a three-year period (unverified)

Completion Attainment Successful Completion CyC NC CyC NC CyC NC 2014/15 81% 89% 89% 92% 72% 82

2015/16 85% 90% 90% 93% 77% 83%

2016/17 87% n/a 92% n/a 80% n/a

All schools within the college saw an improvement in outcomes for main qualifications from 2014/15 to 2016/17; only the outcomes from the franchise with St David’s Catholic Sixth Form College saw a two-year decline to only 66% in main qualifications in 2016/17 – see table 2.

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Table 2: Unverified Main Qualifications by School with trends over two year period

Completion % Attainment % Success %

DA110-School of Care 4.10% 2.84% 5.94%

DA120-School of Sport & Public Services 7.17% 9.49% 14.62%

DA130-School of Vocational Access = 2.98% 2.23%

DA210-School of Business & Finance 8.12% 0.85 8.23%

DA220-School of Catering 10.37% 0.06% 10.29%

DA230-School of Hair & Beauty 6.10% -0.36% 5.24%

DA240-School of Creative Industries 8% -1.47% 6.31%

DA310-School of Construction 9.49% 2.90% 11.32%

DA320-School of Engineering 8.85% 9.27% 15.97%

DA330-School of Science & Computing 9.65% 8.75% 16.39%

DA530-Adult Basic Education 8.40% 3.97% 11.34%

DA610-A Level Centre 2.98% -2.08% 0.67%

DA640-St. David’s RC Sixth Form College -16.23% 6.53% -9.12% . In 2016/17, the main qualification outcomes indicate that 9 out of 12 schools have equalled or improved the results compared with 2015/16. The improvement in Sport & Public Services, Construction, Engineering and Science and Computing are excellent. However, three schools have been unable to sustain a second consecutive year of improvement – Vocational Access, Business and Hair & Beauty. Successful completion was at 88% in the School of Vocational Access which declined by 1% compared to the previous year. This was due to a higher number of exclusions on E3 construction programmes than in previous years. The curriculum for that programme will be reviewed in 2017/18. The outcomes in the School of Business and Finance have declined by 4% in part due to a national problem with the assessments on the AAT. A crisis meeting was held with AAT to which the awarding body has admitted liability and refunded examination fees. The college is working with these learners and AAT to enable them to complete the qualification. Another factor impacting on the outcomes for this school was a restructuring at the beginning of 2016/17 which moved the access provision, which was previously distributed across the college, into one school. Access provision has traditionally had lower outcomes than other provision. The rationale for the change was that the college conducted an internal review of the access provision and it was decided that putting all the expertise for access education in one school would improve learner outcomes. It was therefore pleasing that the outcomes from all the access courses improved by 5% from 70% in 2015/16 to 75% in 2016/17. The outcomes in the School of Hair and Beauty have declined by 2%. This was disappointing and an evaluation of this has revealed that tracking and monitoring within the school was not as effective as it should have been. In term three of 2016/17 new heads of school were appointed to both schools and action plans were put in place to effect an improvement in 2017/18.

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It was very disappointing that the outcomes from the franchise provision at St David’s Catholic Sixth Form College declined by 9% since 2014/15 to 63%. However, this franchise is now at an end. Success rates for academic and vocational qualifications at Coleg y Cymoedd In 2015/16, only SSA4 - Engineering, reported main qualification outcomes above the national comparators. In 2016/17 this increased to four. A closer analysis of the SSA main qualification outcomes shows that over the two-year period, with the 8% increase from 72% to 80%, the college is now only 0.54% below the national comparator for vocational education. The vocational programmes make up 78% of the total college provision. Whilst the picture in relation to academic qualification is not so positive, the combination of the end of the franchise and the college having sole responsibility for quality improvement in the Sixth Form Centre should see significant improvements from 2017/18 onwards. Further details of the evaluation of past performance and the improvement strategy are contained below.

Table 3: A comparison of academic and vocational qualifications against national benchmarks

All Main Qualifications

Success rate - Success rate - Success rate - NC 1516 difference Qualification Volume of Completion Attainment Success 2yr difference 1yr difference Success between 1516 Type Provision Rate % Rate % Rate % between 1415 between 1516 Rate % NC & 1617 & 1617 & 1617 outcomes Academic 21.74% 83.64% 85.31% 71.35% 83.10% 0.60% 0.55% -11.75 Vocational 78.26% 87.73% 93.88% 82.36% 82.90% 9.44% 3.26% -0.54 All 100.00% 86.84% 92.09% 79.97% 82.90% 7.65% 3.07% -2.93

Improving the outcomes in academic qualifications The partnership was set up under a strategic alliance commencing in September 2012 for a period of five years. The responsibilities of the partners were allocated on the basis of the practical arrangements and the experience of the partners. St David’s Catholic College took the lead on quality improvement and management of data, Coleg y Cymoedd on the day to day running of the centre and Cardinal Newman School covered pastoral care. The partnership enabled the creation of a sixth form provision giving the learners of Coleg y Cymoedd and Cardinal Newman School a broad range of options in brand new facilities at Nantgarw. Teachers were drawn from each of the partner organisations on the basis of their experience and track record. Since the creation of the centre in September 2012 four cohorts of learners have completed an A level programme. There was an expectation that the outcomes would improve over time and whilst the pass rates have been largely comparable with the local authorities, other colleges and Wales, the successful completion rates have not improved. In 2016, the Principal commissioned an ex college principal and ex HMI with extensive experience of running successful colleges and sixth form centres - to undertake a complete review of the centre, the outcomes and the effectiveness of the partnership arrangements.

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The report made a number of recommendations and one of the most significant was that in order to really effect improvement, the centre management needed to be able to undertake performance management activities with all of the staff engaged in the centre. Moreover, the fact that the centre’s quality improvement activities did not sit with Coleg y Cymoedd was highlighted as a weakness. Following the publication of the report the partners acknowledged that if the strategic alliance was to continue some aspects of it needed to change. For Coleg y Cymoedd a key change was to move quality control into the college and to be able to manage the performance of all staff working in the centre. Following extensive discussions, Cardinal Newman School decided to withdraw from the partnership and revert to a school based sixth form with a reduced choice of subjects and more emphasis on faith based education. The first AS intake for this new arrangement was September 2017 and the A2 learners who commenced in September 2016 will complete their programmes at Nantgarw. St. David’s Catholic College decided to withdraw from the management arrangements at the centre and limit their involvement to the provision of specialist staff with a clearer link between the colleges to ensure effective performance management of all staff. The college recognises that whilst the demise of the partnership is disappointing, it achieved a step change in A-level provision in the region. It enabled learners to have greater choice, delivered in a high quality facility and it significantly reduced the in-day travelling that was taking place extensively across RCT where learners had to attend different schools to study their chosen subjects. The college is confident that the quality improvement plan for the centre for 2017/18 will result in improved outcomes. To facilitate accelerated improvement, the centre managers have been given additional resources and the Director of Faculty has relinquished responsibility for other schools for the next two years so that there is a clear focus on the centre. The college is confident that this approach will result in a significant improvement in main academic qualifications over the next two years.

Table 4: Unverified All Qualifications Learner Outcomes over a three year period updated 12/11/17

Completion Attainment Successful Completion CyC NC CyC NC CyC NC 2014/15 85% 91 92% 94 80% 86

2015/16 89% 92 93% 94 83% 86

2016/17 92% n/a 93% n/a 84% n/a

As can be seen from table 4, the all qualifications outcomes has improved by 1%, however it is very difficult to make a meaningful comparison between the all qualification outcomes in 2015/16 and 2016/17 because of the changes to the skills qualifications. The challenges have been well publicised and the Welsh Government have decided to exclude this data from the LOR for 2016/17 as a result. The college is working with others in the sector to

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compare skills outcomes and approaches with a view to evaluating the position across Wales, share good practice and learn from each other for the benefits of learners.

1.1.2 Standards of groups of learners The unverified main qualification outcomes were analysed by ethnicity, age group, gender, deprivation, disability and grants – see table 5. There is a noticeable difference in the unverified completion, attainment and successful completion rate between male and female learners. This can be attributed to the fact that the School of Construction, which attracts mainly male learners has made a huge improvement in outcomes and at the same time, the results in Hair and Beauty, which attracts mainly female learners has declined. There is very little difference in unverified completion, attainment and successful completion rate between learners aged 18 and under and those aged 19-24 years of age. However, it is encouraging that the successful completion rate of learners aged 18 and under rose 3% between 2015/16 and 2016/17. The college population is mainly white with a small number of learners from non-white ethnic groups. The college had the second highest number of learners from deprivation quintiles one and two - at 63%, which can often mean significant issues outside of college impact on learner success. This might include health issues, caring responsibilities, the need to leave college for paid work, financial difficulties or low aspirations. The college has developed a risk profiling tool to ensure that it identifies those learners most at risk of leaving education with the aim of ensuring the necessary support both within the college and from partner organisations to achieve a successful outcome. It is pleasing that the completion, attainment and successful completion rates have improved in deprivation quintiles 1-4 between 2015/16 and 2016/17. This demonstrates the success of the two-year quality improvement plan which has focused on early intervention and support when learners are not engaging and/or at risk of not passing their qualifications. It is also pleasing to note that the support given to learners with disabilities has resulted in improved unverified outcomes for completion, attainment and successful completion between 2015/16 and 2016/17. The college uses various streams of funding to effectively support learners requiring additional support.

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Table 5: An analysis of unverified main qualification outcomes by ethnicity, age group, level, gender, deprivation, disability and grants.

2015/16 2016/17 Terminated Terminated Completion Attainment Success Completion Attainment Success LAs LAs All Groups 6263 85 90 77 6651 87 92 80

F 3373 85 89 76 3450 85 90 76 Gender M 2890 85 91 78 3201 89 93 83 18 and 4991 87 91 79 4807 86 89 76 under 19 - 24 962 84 94 79 1112 86 92 79

Age Group 25 - 49 474 85 92 78 520 88 95 83

50 - 74 20 83 84 70 27 82 96 79

75+ 0 0 0 0 1 100 100 100 ENTRY 1 36 92 100 92 34 100 100 100 ENTRY 2 80 91 93 85 144 97 100 97 ENTRY 3 255 89 96 86 266 86 98 84 LEVEL 1 1153 85 LEVEL 91 77 1065 87 95 82 LEVEL 2 1198 85 86 73 1417 85 94 80 LEVEL 3 3541 85 90 77 3693 87 90 78 LEVEL 4 8 100 50 50

Unknown 10 84 95 83 11 81 83 71

Other 85 85 73 62 100 95 90 85

Mixed 57 93 85 79 56 79 95 75 Ethnicity Asian 66 75 90 67 40 90 92 83

Black 71 83 93 77 64 89 88 78

White 5975 85 90 77 6380 87 92 79 1 - most 2292 86 92 79 2210 84 88 74 deprived 2 1768 85 91 77 2021 87 92 80

3 940 84 89 75 956 85 93 79 Deprivation 4 500 86 91 78 516 88 93 82 5- least 848 88 90 79 833 90 91 82 deprived Unknown 102 100 100 100 18 92 82 75

Yes 913 88 92 81 1241 87 94 81 Disability No 5332 85 89 76 5356 87 92 80 2356 88 89 79 2400 87 92 80 Yes EMA 3907 84 90 76 4251 87 92 79 No 652 89 92 82 570 97 93 90 Yes ALG 5611 85 90 76 6081 86 92 79 No

1.1.3 Achievement and progress in learning Many learners make good progress in developing their knowledge and skills and progress as expected in relation to their prior attainment. Learner walks indicate that learners enjoy their programme and the environment at the college and the Right Choice Review undertaken in the first half term gives all learners the opportunity to change programmes or levels of study if that is appropriate for them.

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Destination data indicates that 61% of full time learners who completed their course remained in FE, 16% progressed to HE and 8% gained employment. Capturing of destination data improved in 2016/17 with those who were seeking to work, other or not known made up 14% compared to 24% the previous year.

Table 6: Destination of Completed Learners

Destinations 2014/15 2015/16 2016/17

48% 51% 61% Remained in FE

11% 11% 16% Progressed to HE

19% 14% 8% Gained or continued employment

22% 24% 14% Seeking work / other / not known

The HE progression recorded through UCAS was good with 649 applications (up from 622 in 2015/16). This included 58 learners being placed at Russell Group Universities. 1.1.4 Skills As a result of operational difficulties in the School of Skills and Welsh Baccalaureate in 2015/16, an interim head of school led the school in 2016/17 to give the college the opportunity to recruit a new head of school to lead the provision in 2017/18.

In 2016/17, the skills development activity undertaken by a learner was determined by their initial assessment data, the level of their main programme and their previously attained qualifications. 98% full time learners undertook the new WEST diagnostic assessment tool in 2016/17. Many learners succeed on their main programme despite low starting points in literacy and numeracy. An analysis of the WEST initials assessment data indicated that:

• 30% of learners were assessed at an entry level for literacy. • 50% of learners were assessed at an entry level for numeracy.

Initial assessment results also showed that 47% of learners had literacy results two or more levels below their main course and 60% of learners had numeracy results two or more levels below their main course. This resulted in many learners needing to upskill in both literacy and numeracy, with distance travelled data monitored regularly. In order to support learners to upskill in literacy and numeracy, SOLA sessions were added to the majority of learners’ timetables. During these sessions, learners completed a learning plan generated by their results from the WEST initial assessment. At the end of 2016/17, 31% of all learners had increased by one level in literacy and 40% of all learners had done so in numeracy. The SOLA sessions were in addition to ESW or GCSE taught classes.

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While the outcomes for the new ESW are disappointing for 2016/2017, this was the first year that the revised qualification, with a new assessment methodology, was introduced into the college. The Welsh Government recognised the challenges posed by the introduction of the new qualification and excluded it from the base cohort of learning activities that it reports on nationally in 2015/16 and 2016/17. The national successful completion for levels 1-3 of the revised qualification in 2015/2016 was 39%, which represented colleges that were in the first year of implementing the new assessment methodology. In 2016/17 the overall college unverified successful completion rate is 56%, showing that the introduction of the revised qualification compared favourably to other colleges across Wales. The unverified successful completion rate for entry level ESWs is good.

During 2016/17, all learners who had previously gained a D grade in GCSE English or maths were given the opportunity to resit. This resulted in a 58% increase in learners sitting GCSE maths or GCSE numeracy and a 183% increase in learners resitting GCSE English. With the introduction of new specifications for both the English and maths GCSEs, it is difficult to make a comparison with previous years. In 2016/17, the new GCSE mathematics: numeracy qualification was delivery for the first time. This qualification is used to provide a progression route for learners who achieved an E grade in their GCSE mathematics. 34% of learners improved by at least one grade, with 81% achieving A-G grades. In GCSE English, 46.1% of learners achieved an A*-C grade, which was an increase of 2% from 2015/16. The outcomes for the WBQ show that the successful completion rate is 24% below the successful completion of the Skills Challenge Certificate. This is due to the number of learners who did not already have, or subsequently achieve, the required grades for either GCSE mathematics and/or GCSE English. In the best interests of the learners, in 2017/18 learners will only be enrolled on the Advanced Welsh Baccalaureate if they already hold a C grade or above in GCSE maths and GCSE English. Learners without these qualifications will be given the opportunity to improve their skills in either GCSE or ESW classes. Skills development was included within an internal review in 2016/17 which focused on the literacy and numeracy. Twenty lesson observations were completed, of which 2 were excellent, 13 were good, 4 were adequate and 1 was judged to be unsatisfactory. Internal managers and external peers observed the sessions and in the best sessions, the following feedback was provided:

• Sessions are well planned with a range of activities to ensure the learners were engaged. • Digital resources used are excellent throughout the session • Oral feedback is very positive and included feedforward.

The college continues to ensure that entrepreneurship is given a high priority and Welsh Government targets were met in terms of equip, engage and empower. The college approach is to encourage all learners to have a more entrepreneurial approach and to emphasise that these are skills that are valuable whether you become an employee or have

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aspirations for self-employment and business creation. The college is the first college in Wales to appoint an entrepreneur in residence. Peter Wright, who had a successful 40-year career in the financial services industry joined the college in late 2016/17. This is a voluntary post and came about after his involvement as a mentor for young entrepreneurs in the Tafflab project. Those learners interested in taking entrepreneurship forward, participated in Big Ideas Wales, test trading events, the Cube Challenge, Trading Places and the college continued with the unique relationship with the RSA, whereby a number of learners were awarded funding and an industry mentor to set up and or develop their business ideas to create a functioning business. The Tafflab was led by the college and started in 2014/15 - to date five learners from the college, two from Merthyr and one from Gwent have participated – with eight businesses being developed from the first two cohorts. The project is funded externally with funds being provided by two business leaders and the RSA. One of the aims of the Entrepreneur in Residence is to encourage more entrepreneurial activity across the college and to engage with business to find funding to support it. 1.1.5 Welsh Language

The provision for the Welsh language and embedding the Welsh dimension is good. Engagement with learners from Welsh speaking schools and, increasingly, liaison with some of the schools themselves, occurs at an early stage to ensure that the learners are aware of what is available for them at the college.

In terms of recognising the importance of being a bilingual nation and contributing to Welsh Government’s aim of creating a million Welsh speakers by 2050, the college has put in place support to ensure that all staff and learners, regardless of their language ability, have the opportunity to engage with the Welsh language. All marketing materials and campaigns are bilingual and this is facilitated by the appointment of a translator at the college. The college’s web-site is fully compliant with the requirements set by the Welsh Language Commissioner.

The college produces an annual calendar of Welsh events and all staff and students are encouraged to contribute and celebrate Welsh language and culture and embed a culture of bilingualism in the college.

In 2016/17, 195 full time students came to the college directly from Welsh-medium schools as new students, which represents 4.61% of the total student population aged 16 – 19. Please see below for the breakdown per campus

Campus Number of learners Range of vocational subjects studied Nantgarw 112 41 vocational courses 23 academic/ combination Ystrad Mynach 54 30 Rhondda 20 12 Aberdare 9 6

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They studied on multiple courses across the four campuses and the largest clusters of Welsh speakers per subject area were as follows;

Campus Subject area Number of Welsh speakers Nantgarw L2 Beauty Therapy 7 L3/4 Art and Design 6 L2 Health and Social Care 6 Ystrad Mynach L3 Health and Social Care 5 L1 Electrical Installations 4 L1 Professional Cookery 4 Rhondda Skills for Independence and 4 Work L3 Childcare and Education 3 Aberdare Hair and Beauty 3

All other groups had a maximum of one or two Welsh speakers and did not constitute a critical mass in any one course area. Of these, 62 students enrolled on to a Welsh-medium or bilingual unit, with 60 being assessed through the medium of Welsh. That a high proportion of these learners elected to be assessed through the medium of Welsh, demonstrates that the college had effective processes in place to meet the needs of those learners.

The following data is based on how learners have identified themselves as being: • Fluent Welsh speakers • Welsh not fluent • Non- Welsh speakers

Level of Number of % Number of % Welsh FT learners PT learners

Fluent 581 11.65% 133 4.39%

Welsh not 1071 21.48% 242 7.99% fluent

Non- Welsh 3333 66.86% 3028 87.62% speakers

In terms of provision in 2016/17 the following was on offer:

• Welsh-medium IMI Motor Vehicle Entry Level 3 /Level 1 for Year 10 and Year 11 pupils from the Welsh-medium secondary schools Ysgol Gyfun Cwm Rhymni. • Welsh-medium Customer Care units (Yr Iaith ar Waith) delivered to targeted groups across the curriculum within Catering, Childcare, Health and Social Care, Business, Travel and Tourism and courses across the Creative Industries.

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• Phase 3 of the planned delivery of Welsh-medium Customer Care units (Yr Iaith ar Waith) in subjects identified by Welsh Government as priority curriculum areas was rolled out. This included introducing the units to courses across the Creative Industries including Art and Design, Music Technology, Music Practitioners, Media Production (TV and Film) along with the subjects targeted in Phase 1 (Catering, Childcare and Health and Social Care) and Phase 2 (Business and Travel and Tourism). • A successful completion rate of 94% was achieved on Yr Iaith ar Waith, with 339, learners (from 359) completing and attaining. The units were delivered at E3, Level 1 and Level 2. Particularly pleasing was a comment in the external moderator’s report, thanking the college for its work at developing this qualification. • One catering learner submitted some written assignments through the medium of Welsh. • Six learners from work based learning attended Welsh-medium childcare work placements and their observations carried out through the medium of Welsh, although they were recorded in English. • Welsh-medium resources were developed for units within the Business subject area for the first time - Access to Higher Education in Business and Level 3 in Event Management and Marketing. • In 2016-17 discussions began on a collaborative approach between the Welsh- medium secondary schools in Rhondda Cynon Taf and Caerphilly and the college to plan Welsh-medium delivery of Childcare and Health and Social care. A bid was submitted to Coleg Cymraeg Cenedlaethol for project money to support this work which has been successful (£8,000). Preparation will take place in 2017-18 with delivery commencing in 2018-19.

1.2 Wellbeing Good

1.2 Wellbeing 1.2.1 Attitudes to keeping health and safe Effective health, safety and wellbeing is a significant strength and is evident throughout the college. Achieving the silver level of the Investors in People in November 2014, with a successful review in May 2016 and the platinum level of the Corporate Health Standard in 2016 is testament to the commitment of the college to ensure that learners and staff enjoy a healthy and safe environment to study and to work. The assessment for the standard included scrutinising the collaboration with Chartwells, who provide catering for the college and the learner involvement in that process. Learner feedback indicates that 92% of learners know how to get help to improve their skills or if they were struggling with their course. Feedback also indicates that learners are aware of the safeguarding arrangements (88.2%), were well informed about health & safety

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(94.3%) and feel that the college has a respectful environment (94.6). Welfare staff on each campus provide a wide and very well regarded range of personal support to learners throughout the year, which helps them to manage or overcome difficulties that might cause them to stop studying. The I2A programme which started in 2015, provided effective support for learners in 2016/17. The retention rate for learners who have been supported by I2A is 2% above the college retention rate. Partnership with external organisations results in a sexual health nurse and a mental health nurse being based at the college to support learners. In addition, a number of themed events – Money Matters, cyber safety and mindfulness help promote a healthy, safe and responsible lifestyle, with support agencies being signposted. A balance of prevention work and interventions is a key help to improving retention and learners are extremely appreciative of the work of the welfare staff in this respect. The Learner Code of Conduct sets out the expectations in respect of behaviour and attitude and campus directors have a key role in working with teaching staff to ensure that this is adhered to. The success of this approach is evidenced by the fact that many learners are positive about their experience in college and visitors comment on the excellent behaviour of the learners, in particular how courteous and respectful they are to each other, staff and visitors. The number of complaints from learners about staff and the number of learner exclusions are very low. However, some issues arose during 2016/17 that indicated that in some areas of the college there was an issue with low level disruptive behaviour classrooms. Learner survey feedback highlighted that one negative aspect of the experience for some learners at the college was that on occasions the behaviour of other learners was disruptive to the learning experience of the whole group. Feedback from staff also indicated that this was an issue which was increasing and needed to be addressed. A behaviour task and finish group was set up to look at possible solutions and the outcomes from this group included a new learner disciplinary policy with the earlier involvement of parents, better tracking of behaviour through on-track and a drive from the start of 2017/18 to encourage learners to be Ready, Respectful and Responsive. Bilingual posters were displayed in classrooms and workshops, behaviour was a theme during campus inductions and manager walks at key times during the day were introduced on all campuses to reinforce the message. The college has well organised safeguarding and Prevent policies, procedures and action plans meeting national standards. Much has been done to ensure all managers and relevant staff received level 3 safeguarding training and the WRAP3 Prevent training is being rolled across college. The Director of Learner Services has been active in the FE sector’s approach to Prevent, which means that the college has been well placed to safeguard our learners from exposure to the dangers of radicalisation.

1.2.2 Participation in and enjoyment in learning Learners are very positive about their experience in college with 96.2% of learners stating that they were enjoying their course, 94.8% would recommend the college to a friend and

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95.9% would recommend their course to a friend. This is also evident in the level of participation in the classrooms, workshops and in extra-curricular activities. Over 1400 learners benefitted from the Boost (Hwb) programme, which runs on every campus and gives learners the opportunity to enhance their skills and enjoyment by participating in one or more of the six themed strands:

• You – to boost your personal development • Sport – to boost your chances of having an active lifestyle • Hobbies – to boost your interests by joining a club or starting your own • Culture – to boost your cultural awareness and hold your own in any situation • Jobs – to boost your CV and chances of getting that great job • Qualifications – to boost your knowledge and skills with an extra qualification. Boost activities have been extended beyond the original planned activity period of one half day per week in order to support the curriculum. Activities have been added to support specific curriculum activities e.g. ice sculpting for catering learners; specialist patisserie classes; involving the local community e.g. the knitting nanas and traditional crafting; and addressing specific concerns e.g. encouraging young drivers to drive more safely. The first term learner walks, which were conducted by SLT, business support, campus and faculty directors, were used to check that learners were enjoying their programme and helped to emphasise to all college leaders, regardless of their brief, that learner participation, enjoyment and success is paramount. 1.2.3 Community involvement and decision making Campus directors organise the Learner Voice forums on every campus and another successful Learner Conference was held in March 2017 with the themes of transport, litter/cleanliness and skills development. The annual conference enables learner representatives from all campuses to come together to influence policy development and practice in relation to topics that are important to them and was organised and facilitated by the Learner Voice Executive Committee. It also gives learner representatives direct access to the Senior Leadership Team, all of whom attend the conference and facilitate the discussions on each table. The NUS is also invited and have been very supportive of the way the college invests time to listen to learners and factor their views into the development of the strategic and operational direction of the college. The outcomes from the 2016/17 Learner Conference included:

• Liaison with the providers of college transport to report issues with routes and timing of transport to college. • Improved signage and patrols regarding litter and cleaning on campuses. • The need to strengthen the message about the importance of WEST and skills development to better explain the importance of taking the test seriously and how important skills are to future progression to employment or university. • Training for Learner Voice representatives to run an effective conference.

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Campus directors on each campus took the actions forward and one of the outcomes was the development of a short animated clip to deliver a more engaging message about WEST and the importance of skills.

Learners are also represented on the Academic Board and Corporation Board and play an active part at those meetings. The college was also successful in encouraging an ex-student, now in HE, to apply for a Corporation Board vacancy in 2015 and this has enhanced the range of experience of the Board.

1.2.4 Social and life skills Learners benefit from a range of enrichment activities including fundraising for local and national charities and raising awareness of key issues – often in association with national events. For example, the learner calendar developed by the welfare staff included:

• Campaigns for food bank donations • Red Nose Day • Mental Health Awareness Day • National Stress Awareness Day • Fairtrade Fortnight • Welsh Week • National No-smoking Day • Sport Relief • Fundraising activities for Marie Curie, Ty Hafan, Annie’s Rainbow Fund and the Red Cross • Remembrance Day • Stonewall Rainbow Laces • Wear it pink • Christmas gifts and hampers for local charities.

The college has also worked with partners to enrich the curriculum and raise awareness of social issues. This has included an up-cycling project with Oxfam, which involves the planning and execution of a fashion show, using unsold garments which have been improved by learners from creative industries. The event also involves learners from hairdressing, theatrical make-up, music technology, media and film, performing arts and catering and is a collaborative effort intended to mimic the professionals involved in developing such an event in industry. The event has been very successful and as a result it is now an annual project and embedded into the curriculum. The Welsh Baccalaureate also provides activities aimed at giving learners a wider perspective on social issues. Learners are encouraged to take up volunteering activities and a number of community projects are run to give some learners the opportunity to engage with the local community.

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Another aspect of the development of social and life skills is the fact that the college encourages the community to share and use our facilities at the Nantgarw campus. This means that over half of the full time population are on a campus with an open, internal street with outlets such as salons, restaurant and shops, which are open to the public. This has also led to some community groups contributing to the Boost activities on campus, such as the Knitting Nanas. This model was used to inform the creation of community space at the new Aberdare campus. On the Rhondda and Ystrad Mynach campuses, where there are older buildings spread over a wider area, it can be more difficult to create opportunities for community involvement. However, a range of activities on both campuses bring in community groups for fayres, fund raising and awareness activities and the development of Community Campus Councils on each campus in 2016 will help the college ascertain how it can encourage more community involvement. The HR team has also arranged for staff events involving external parties to be held at different campuses, e.g. a focus on mental health at Ystrad Mynach, to bring in external groups and raise awareness of what the college offers to the community. Some of these activities helps create a real working environment for learners and to understand they are part of a wider community. It also helps the community relate better to the young people in the college and appreciate the contribution they can make. A Student Ambassador scheme is also in place on every campus, where learners are able to apply for roles which are aimed at supporting college activities, promoting the college and providing views, support and insight to new or prospective learners. This helps these learners develop interpersonal and presentation skills and is a useful addition to the experience section of their CVs.

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Key Question Two – How good is provision? GOOD

2.1 Learning Experiences Good

2.1.1 Meeting the needs of learners and the wider community The college offers a broad and balanced curriculum from entry level to level six and whilst some of the specialist provision is concentrated on one or two campuses, learners are encouraged to study at the campus that is most appropriate for their aspirations. The college submits the annual curriculum plan to Welsh Government and uses a range of information to arrive at a curriculum that meets the needs of learners, employers and the wider community. The annual monitoring visits by Welsh Government officials indicate that the college is effective at using a range of LMI to plan a curriculum that responds to local and regional needs and meets the ministerial priorities. The college has representation on some of the LSkIP specialist groups and so is able to contribute to the development of industry standard solutions for employers. The college has a large work-based learning contract and staff in this area work well with curriculum staff to signpost learners for work experience, employment opportunities and apprenticeships. This also enables learners to move between FE and WBL to suit their needs. This has proved particularly useful in areas such as construction where learners withdraw from their full time programmes if they obtain work, as it enables them with their employer’s consent and support to complete their qualification(s). Nearly all areas of the college have good links with employers, with some areas the college having excellent links, including employer forums. This is particularly strong in engineering and construction and enhances progression opportunities for learners. These influence the content of the curriculum to ensure that it is relevant to industry needs. In engineering this has led to the development of a new curriculum to meet the needs of the railway industry. Creative Industries have excellent links which provide effective work experience placements and in some instances future employment and in the School of Care has extensive links with a range of care providers ensuring that learners are able to meet the work experience requirements of the programmes they follow. In 2016/17, two staff from the School of Access and Business undertook placements in the financial services industry. This will prove useful in terms of employer links and an insight into how the curriculum needs to develop to support the needs of business. Full time learners were assessed for skills using WEST and targets for improvement were set for all learners to ensure that learners’ skills development was fully supported. The interim Head of School for Skills made significant progress in terms of the development of the core curriculum and a new head was appointed in the summer of 2017 to take the School forward.

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In terms of more able and talented learners (MAT), the college hosts the Seren Hub for RCT and Merthyr, aimed at supporting learners to gain entry to Oxbridge and other leading universities in the Russell Group and Sutton 30. The college has also developed links with Wellington College, a leading co-educational private school, and has had the opportunity to take learners to visit and participate in debating activities and mock interviews with Oxbridge admission tutors. The college has seen successful applications to Oxford and Cambridge each year since the creation of the A-Level Centre and in 2016/17 two learners obtained places at Oxford. The college has a well-developed enrichment programme - BOOST, available on all campuses. The programme is aimed at enriching learners’ experience and to help them make the most out of college life. It helps learners to 'boost' their chances through a programme of weekly and one off activities BOOST enables students to gain confidence, increase personal development and learn new knowledge and skills. Some of the main activities included: study boosters to help learners with their essay and report writing, spell checking and revision; cross-curriculum competitions; sports (i.e. football, netball, basketball); languages (Welsh, Mandarin and Spanish); museum/theatre visits; science trips – including some support for a trip to CERN; Music (i.e. drums, guitar and an opportunity to join college groups) and first aid qualifications. The evaluation of the BOOST provision in 2016/17 noted that it “has provided access to all learners, from a wide range of abilities and backgrounds, to take part in activities they may not have access to outside of college life. This had both social and educational benefits to all learners who participated in terms of team and confidence building, meeting new people, trying new skills and gaining qualifications which will improve their job prospects”. 2.1.2 Provision for skills All learners are required to develop their literacy and numeracy skills. In addition to naturally occurring skills development within main programmes, the School of Skills focusses on the delivery of discrete literacy, numeracy, digital literacy and employability skills throughout the college. This is achieved by delivering Essential Skills Wales, GCSEs and the Welsh Baccalaureate qualifications. Support is also offered through Supported Online Learning Activity (SOLA) sessions, where learners work towards their own individual skills targets. The college implemented its Literacy and Numeracy Strategy through 2016-17 to address the many curriculum changes in Wales. These changes included the new specifications in GCSE Numeracy and Mathematics, GCSE English, the Welsh Baccalaureate, the introduction of an improved computer based initial assessment tool (WEST) and the new Essential Skills qualifications that included external assessment. In 2016/17, learners had timetabled literacy and numeracy sessions and completed relevant qualifications and the level of qualification undertaken by a learner was determined by their initial assessment data, the level of their main programme and their previous qualifications

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which they had already attained. The proportion of learners that undertook initial assessment improved to 98% from 89% the previous year. 2.1.3 Welsh language and the Welsh dimension The college makes good provision for the Welsh language and the Welsh dimension. Learners from Welsh speaking schools are informed of what is available to them at the college at induction. This includes being able to submit their work through the medium of Welsh (subject to awarding body guidelines); the provision of a wide range of bilingual glossaries of terms available to support them during the transition period; many informal opportunities to use their Welsh language skills and there are opportunities to follow Welsh-medium customer care units within their main qualification. This information is reinforced and updated via personal contact from the Welsh Language Officer. Tutors encourage learners to maintain their Welsh language skills and staff are provided with training opportunities and publications to assist them in their delivery of the Welsh dimension. These are published on Staff Life.

Opportunities for the informal use of Welsh were enhanced in 2016/17 with a range of activities being offered including Sgil Iaith, Sgil Gwaith - an innovative event jointly arranged with Careers Wales which highlighted the benefit of the Welsh language as a beneficial skill for both employers and employees in the workplace; trips to participate in the Welsh language television programme ‘Jonathan’ as part of the audience and special Welsh - themed days at the college such as ,‘Diwrnod Shwmae, Su’mae’ where all learners are encouraged to use whatever level of Welsh they have. A range of Welsh language activities was offered during ‘Welsh Week’ on all college campuses including Welsh language quizzes, free entry to a raffle if learners can say something in Welsh and for the first time, included a college-wide competition on submitting entries in any medium on the theme ‘What Wales means to me’. The college prize evening and a traditional Christmas carol service were also held bilingually and an ‘orientation’ session at the Urdd Eisteddfod at Bridgend was delivered so that staff/learners who may not feel confident about attending alone had an explanation of the history and purpose of the eisteddfod.

In addition to events held to celebrate the Welsh language, events were held to celebrate Welsh history and culture such as Owain Glyndŵr’s Day and Saint Dwynwen’s Day.

The college has shown commitment to developing the Welsh skills of staff with an in-house training programme which was offered to all staff in 2016-17. 37 members of staff enrolled, with 30 attaining full completion (81%) and gaining credits from Agored Cymru and a further four gaining partial completion. The college has committed to the Cymraeg Gwaith pilot project for 2017-18 in order to encourage and enable more teaching staff to contribute to the development of bilingual teaching and learning opportunities in their classrooms.

There is also an independently run programme of Welsh classes for adults at the college from beginners’ level to advanced. 16 learners enrolled on to these classes in 2016/7 with 10 learners completing and attaining Agored units (a success rate of 62.5%).

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The college has made very good progress in terms of embedding bilingualism at the college. The Head of Welsh Language Developments sits on the College Management Team, Academic Board and the School Liaison Strategic Group. This ensures that there is an opportunity to contribute to college-wide decisions, raises awareness of strategies and policy changes relating to the Welsh language - including how the college collaborates with its partners in contributing to the WESPs of both Rhondda Cynon Taf and Caerphilly County Borough Councils. The Welsh Language Officer is also responsible for planning and implementing the forthcoming standards and ensuring that the Senior Leadership Team are kept abreast of all developments.

During 2016-17, Welsh language developments were discussed and monitored within the Welsh Staff Group which was chaired by the Vice Principal and attended by cross college and cross campus representatives. This group has subsequently developed into two groups in 2017/18, with one being the Welsh Strategic Group and the other the Welsh Promotion Group. Both have different remits and differing membership to ensure cross college representation and input.

2.1.4 Education for sustainable development and global citizenship ESDGC is embedded well into the curriculum and college. Learners have the opportunity to explore ESDGC as part of induction, within tutorial sessions and where appropriate within their programmes of study. Fundraising activities also provide opportunities for learners to develop a deeper understanding of citizenship and those completing the WBQ have the opportunity to explore a range of ESDGC themes. The promotion of equality and diversity themes throughout the year also raises the profile of ESDGC. Two particularly successful initiatives have related to food collections for food banks, run on all campuses and the “Santa’s child” campaign to encourage the donation of gifts to children within the region. Both of these highlight the issues surrounding a college which is located in one of the most deprived regions in Wales. Further afield the college has supported the Morning Star charity – a school in South Africa, fully funded by donations. This charity was adopted by the college in 2012. Contributions include hosting a visit, some staff and learners from the School of Health & Care have visited and fund raising activities are organised throughout the year.

2.2 Teaching Good

2.2.1 The range and quality of teaching / training approaches The college has invested considerably in approaches to ensure that the range and quality of teaching is of the highest standard. Teachers are encouraged to use a range of approaches to teaching and learning. This is underpinned by effective performance management, CPD activities based on reflective practice and evidence based teaching and the support of

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mentors. Teachers are also encouraged to share best practice within the college and to visit other providers – in 2016/17 this included instructional rounds, which involved four staff visiting another college to observe excellent practice. On-line resources and Teaching How 2s are also used to support the improvement and development of teaching and learning. In 2016/17 graded observations were conducted as follows:

• For staff new to the organisation or newly qualified • For staff applying for UP2/3 • For those staff who had received a grade of below good during academic year 2015/16. • For those staff teaching in areas where an internal quality review was conducted. The results of the observations undertaken in 2016/17 are listed below:

Number of Excellent Good Adequate Unsatisfactory College Obs Totals Completed 2016/17 38 126 20 4 188 19% 64% 10% 2%

11 47 14 0 H, S & VA 72 15% 65% 19% 0% 3 17 1 0 Prof Stds 21 14% 81% 5% 0% 19 29 1 1 STEM 50 38% 58% 2% 2% 5 33 3 3 GES 44 11% 75% 7% 7%

Teachers who were graded adequate or unsatisfactory were given action plans and where appropriate the support of a teaching and learning mentors. Feedback from learners is generally positive with learners rating their teachers very highly in learner walks, learner surveys and in discussions with learners as part of the observation process. A majority of learners in vocational areas have opportunities for work experience and feedback from employers about their levels of skills and attitudes to work is testament to the effective teaching and learning taking place in the college. In many sessions teachers use a wide range of resources to engage learners. In the best sessions, tutors use interactive tools, mobile devices and/or encourage learners to take the lead in the learning process. Some of these approaches were shared in the highly effective Digifest CPD conference for staff held in December 2016. The learner survey in response to the statement “the teaching on my course is good” indicates that 96% of learners agree. Feedback also indicates that 92% of learners stated that tutors clearly explain the work they have to do, 94% stated that sessions are planned to stretch learners to do their best and 92% find their lessons varied and interesting.

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The college decided to run a pilot project in 2016/17 involving the creation of peer observation partnerships aimed at improving teaching and learning. Volunteers were sought and over 80 staff completed a peer learning pilot and submitted an evaluation of their learning and the scheme itself. The majority of staff participating in peer learning demonstrated within their feedback that positive progress had been made with regard to their pedagogical practice. After limited take up of the Teaching How2 tools in previous years, the mentor team recommended these resources to support the areas of focus. The majority of staff participating in the project stated that the How2s were helpful with some commenting on the transformational impact on lesson starts. A thorough evaluation was conducted of the process and the learning, as well as an activity summary collated. The intention is to expand the numbers of participants and move to an observation process where teaching is observed by peers and this would allow managers to concentrate on managing performance, outcomes and observing learning engagement and behaviour. The college hosts the SEREN hub for RCT and Merthyr and works closely with other post-16 providers to ensure that those learners who are more-able and talented (MAT) are well prepared to apply to high quality universities. Effective links with employers ensure that the MAT learners in some vocational areas are signposted to employment and apprenticeship opportunities with good employers and that when training in a workplace setting is part of a programme, the learning is both relevant and high quality.

2.2.2 Assessment of and for learning Most teachers set learners clear targets for improvement and monitor progress throughout the year. The On Track system is used as a tool to enable the tracking of progress by both learners themselves and staff. Access to the system is available on and off site through Student Life or Staff Life – an on-line platform, giving secure access to key systems and information. Teachers were encouraged throughout 2016/17 to use the tracking system to indicate whether learners were on track to successfully complete their programmes or were at risk. This was then monitored by heads of school so that those identified as being at risk were given additional support and /or encouragement. In some instances, learners were transferred to a different programme and in others support was sought from specialists within and outside of the college. The progress tracking assisted in predicting outcomes so that managers were able to respond in a timely manner to emerging issues. An evaluation of this process concluded that whilst it was very useful to target support and to predict outcomes, if it was further refined to categorise the risk e.g. behaviour, attendance etc. this would provide more useful information both to support the learner and for predicting successful completion rates. Early in the academic year the college holds a Right Choice Review. This gives learners and teachers the opportunity to discuss whether the learner is on the right programme for them and provides advice and guidance for those who would like to switch programmes. At key times in the academic year, quality review boards are held to ensure that all learners on all

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programmes are progressing; and where they are not this is investigated further and addressed. Learner survey feedback indicates that 93% of learners understood their targets, 89.7% understood how their progress was being tracked and 91.6% understood the purpose of regular tutorials. However only 81% of learners indicated that they were actually using the tracking system, which is an improvement of 5% on the previous year but still needs to improve further in 2017/18. The college holds parents’ evenings to enable parents and /or guardians to visit the college to discuss progress. Where appropriate, if a learner is not achieving the outcomes they are capable of the college will involve the parent / guardian in discussions with the learner to develop a strategy to get back on track. In some instances, a lack of progress can be unrelated to their college programme and there are a number of support options / referrals that might be made. In terms of employed learners or those earmarked to join a specific employer for an apprenticeship at the end of their programme, employers are kept appraised of their progress.

2.3 Care, Support and Guidance Good

2.3.1 Provision for health and well-being The college is committed to ensuring that the health, well-being and safeguarding of learners is given a high priority. Robust health and safety policies and procedures are in place and monitoring of risk and reporting of incidents is effective. All learners undertake a health and safety induction and are made aware of the Code of Conduct, which sets out expectations in terms of their behaviour and also how they can expect to be treated. The Code is particularly clear about the college being a respectful environment that does not tolerate bullying or harassment in any form. Learner feedback indicates that 94.3% of learners acknowledge they were informed about health and safety issues and 89.9% were aware of the student code of conduct – a slight increase on the previous year. The college uses a range of support for learners including welfare officers, learner coaches and has contacts with a range of outside agencies providing specialist advice and guidance. The college has a Fitness to Study policy aimed at supporting those who find college too difficult due to health and/or personal issues. It is supportive in retaining learners, amending their programme of study or indeed providing a supported exit. 2.3.2 Guidance, information and specialist services The college has a well-structured admission system that ensures that prospective learners are able to access high quality, impartial advice and guidance from trained admissions staff.

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An internal audit of admissions was conducted by Tiaa, an audit company who delivers the internal audit service and reports to the college’s Audit Committee. Their advice to improve the process included setting clearer entry requirements, earlier interviewing and more responsiveness by teaching departments to help improve speed and clarity of service. A cross college admission and enrolment task and finish group progressed the audit findings, reviewed processes and made some small changes. All these have been implemented and the group has concluded within the year. The use of central admission advisors is an effective means of promoting impartiality and transparency within the admission guidance process. These advisors also have useful links with external agencies to ensure referrals inwards and outwards happen when appropriate. The college works well with Careers Wales regularly briefing their advisors on the college offer and including advisors in open days improving their knowledge of college courses. Learners agree that they are able to access to comprehensive information such as policies, student information and prospectus both electronically and in paper versions with 94% of learners agreeing that the information on courses at entry was useful. Learners receive speedy responses to initial enquiries. The autumn survey, learner walk and enrolment review results were extremely positive in relation to admission and enrolment experiences. 91% agreed that they received advice that helped them choose the right course, 93% of learners were satisfied with the application/interview process and 94% said it was easy to enrol. Referral for ALN support was done well for nearly all following information declared on application forms. Other matters such as criminal records are identified on entry and appropriate guidance given. Data sharing with local councils allow us to check support was in place for the most at risk on entry. The learner survey indicated that they are able to access to comprehensive bilingual information such as policies, student information and prospectus electronically and in paper versions. 95.1% of learners surveyed agreeing that the information on courses at entry was useful and 92.7% agreed that the advice received helped them choose the right course. Information sharing protocols allow data sharing with the aim of helping potential NEETS. During the year data has been used on entry and post entry as part of the area’s approach to reducing NEETS. The Inspire to Achieve (I2A), a European funded project provides coaching and support for those learners struggling and most at risk of dropping out. The college is an active member of council area and regional forums targeted at reducing NEETS. A focus for 2016/17 was to develop a college vulnerability profiling tool based on and to support access to the I2A project in order to aid early identification of need. This is now in place and provides a matrix of risks which are scored to give an overall risk score in terms of potential non-completion. The college holds a progression week in term 2 to support learners with advice on either continuing on their programme of study or moving on to higher levels, employment or apprenticeships. This helps focus learners on what they need to achieve to progress to their

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next goal and leads to conditional offers for progression at the college if that is the next appropriate step for the learners. The college has an excellent level of individual care and support and Learner Services is a major contributor with this through its welfare and wellbeing team. This is further enhanced through student finance advisors and the College Nursery. The college meets its duties in regard to safeguarding and prevent. The welfare and wellbeing staff have been busy in 2016/17 with a wide range of support issues. Their support has helped the college retention rates. The main areas of need have been regarding sexual health, financial advice and support in solving academic issues. Mental health cases are also substantial, including stress, depression ranging up to issues requiring immediate referral to Mental Health Services. The college has a partnership with the Local Health Board whereby a sexual health nurse visits campuses weekly and this has been quoted as an example of good practice in RCT’s teenage sexual health strategy. Caerphilly unfortunately ended similar support so the college has introduced in-house support with the input of learners. Training and Education Drug Services (TEDS) provide a weekly drop in service also Citizen Advice Money Advice Service also attend college on a regular. Welfare staff saw 1739 learners on at least one occasion, of whom 89% went on to complete their studies. The college has received national awards from NIACE and Young Carers award for staff and learners in relation to work undertaken with young carers. This work will continue in 2017/18. 2.3.3 Safeguarding The college has effective safeguarding and prevent policies, procedures and action plans meeting national standards. Significant work has been done to ensure all managers and relevant staff received level 3 safeguarding training and the WRAP3 Prevent training. The college actively participates in local, regional and national activities in this area. A comprehensive annual report is presented to governors and good links exist with a range of external agencies to ensure that safeguarding matters are dealt with promptly and effectively. Learners are made aware of safeguarding issues in induction and are signposted to approach the relevant staff should they have any concerns. Safeguarding specialists are available to staff and learners on every campus –this is signposted on every campus and those staff wear purple lanyards for easier identification. 2.3.4 Additional Learning Needs The college supports learners with additional learning needs very well and has effective practices in place to identify and meet a diverse range of needs. The provision is recognised and valued by the leadership team in college and reports to CMT are a regular and on-going feature. This has helped build an inclusive ethos and encourage staff to have an awareness of the part they take in supporting learners with ALN. A number of staff briefing and

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awareness raising activities to update staff on preparations for WG legislative proposals were carried out in 2016/17, including a presentation to the Governing Body. The college is committed to ensuring that it is well prepared for the introduction of these requirements and forward planning activities will continue to be a focus in 2017/18. Evidence and information on an individual’s disability/additional learning need is actively sought as early as possible and used effectively to plan individualised support packages, including individual transition arrangements. Support staff work with admissions and teaching staff to ensure prospective learners’ needs are communicated and shared effectively. Support staff meet with applicants as early as possible in the admissions process. Staff are very successful in building good relationships with learners and generally know their learners well, making good use of information gathered.

Within the team, specialist qualified support staff, including communication support workers and Specific Learning Difficulties (SpLD) tutor/assessors, provide expert advice, guidance and support to both learners and staff. The roles of specialist staff are well defined and a represents a strength in the provision of support for ALN.

SpLD tutors/assessors are well qualified and undertake regular update training in subjects such as assessing for access arrangements to ensure they are compliant and meet the standards required. They carry out comprehensive specialist assessments which are used to inform support tailored to individual need, including appropriate access arrangements for exams and controlled assessments. A total of 373 access arrangements were made in 2016/17 for eligible learners undertaking exams, ESW controlled assessments and confirmatory tests. Support for learners requiring special arrangements for examinations and assessments is carried out to very high standards and the specialist assessors work effectively with examinations staff. The JCQ Inspection of the summer exam series described their findings in their audit report as excellent.

2.4 Learning Environment Good

2.4.1 Ethos, equality and diversity The college has a strong ethos of inclusion and is effective at promoting equality and diversity. Most learners have a good understanding of equality and show an appropriate level of respect to each other, to staff and to those who visit to the college. Most of the campuses have some buildings with open plan areas and visitors to the college are often complimentary about the behaviour of learners. Safeguarding and equality and diversity training is mandatory for all staff and learners are made aware of the college approach during induction and through tutorials. The Learner Services team work well with social services and other bodies to ensure that vulnerable learners have access to the care and support that they need. The college has an Equality and Diversity Group with representation from learners, staff, unions and managers. The work of this group is reported to Academic Board and to

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governors via the Curriculum and Quality and the Employment Policy Committees. Significant activity has taken place during 2016/17 to raise awareness of a range of issues. These include highlighting:

• Anti-bullying week • Rainbow laces with Stonewall Cymru • Holocaust Memorial Day • LGBT History Month • Transgender Day of Visibility • International Day against homophobia, transphobia and biphobia • Carers Week • Hate Crime

The college also held a joint equality, diversity and health & well-being event for staff and learners in April 2017. This involved a range of information stands and specialist talks. The organisations participating included Stonewall Cymru, Mind, UCU, Traveline Cymru, Women's Aid, ACAS, National Youth Advocacy Service, Citizens Advice Bureau, Time to Change Wales, Family Information Service, Stop Smoking Wales and South Wales Organ Donation.

In terms of learners’ achievements, there is very little difference in success rates for learners when considering age groups, ethnicity and those in receipt of EMA. However, there is a difference of a few percentage points when looking at learners from deprived socio- economic groups, with those in quintiles 4 & 5 achieving better outcomes than those in 1-3 in all qualifications. A new approach was developed to assess the risk of learners not completing and this involved the development of a risk profiling tool, which was used to identify learners most at risk of not completing. This approach enabled managers to signpost appropriate support. There was a difference in 2016/17 outcomes in relation to gender in that there was an increase in successful completion to 83% for males compared to a static 76% for females. This was largely due to the impressive increase in successful completion of main qualifications in construction, which is overwhelmingly male. The college has made excellent progress in terms of its approach to the Welsh language. The college was the first in South East Wales to have a fully bilingual web site, application process and all learner policies available through the medium of Welsh. Since the withdrawal of the Welsh Champion funding, the college has invested in two permanent staff and has seconded a teacher to support increased language capability in the college. Regular audits take place to ensure that all college signs, posters and information are bilingual and that the college is fully prepared for compliance with the Welsh Language Standards that come into force in 2018.

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2.4.2 Physical Environment Most teaching and learning environments within the college are of an extremely high standard which meets the needs of learners and employers very well. The college has been extremely successful at accessing capital funding to improve facilities and equipment for the benefit of learners. Since merger the college has invested significantly to transform aspects of the estate and to provide learners with excellent practical workshops and classrooms. This has included a centre of excellence for motor vehicle training and a centre of excellence and outdoor facility for rail training – enabling the development of new curriculum to meet industry needs. The college completed in 2016/17 a £2.2m project at the main teaching block to eradicate asbestos. The work included the demolition of an older teaching block and an upgrade to all the other teaching facilities. Also in 2016/17 the new Aberdare campus was completed and opened in September 2017 – the campus provides excellent and much needed facilities in the Cynon Valley and provides the opportunity to strengthen partnership work with the secondary schools in the area. The college has a clear and effective estates strategy to further improve those areas where buildings are older and in need of refurbishment and/or decoration. The college has used the estates development activities to enhance work experience opportunities for learners and also to highlight the importance of sustainability. Major capital projects have included a requirement in the procurement phase to provide opportunities for learners and all projects have a requirement to demonstrate excellence in sustainability. The college also has a track record in sharing best practice in the development of the physical environment. This has been achieved through the delivery of seminars for the Wales Audit Office Good Practice Exchange, delivering sessions on estates planning and development for leaders and managers in the FE sector in Wales and hosting numerous visits by other FE providers, HE and local authorities to our Nantgarw Campus, which was awarded the Constructing Excellence project of the year. In relation to sustainability the college ensures all new builds achieve a BREEAM excellent standard and that where possible the latest technologies are adopted. This has included rainwater harvesting, biomass boilers, photovoltaic technology, natural ventilation systems and eco-friendly approaches. The college has also engaged with specialists in acoustics, accessibility and finishes to ensure that wherever possible, the physical environment is suitable and adaptable for learners with a variety of needs.

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Key Question Three – How good are leadership and Good management?

3.1 Leadership Good

3.1.1 Strategic direction and impact of leadership

Leadership and management at the college is good with a clear steer from the Principal and the Corporation Board to ensure that the focus is on providing the best possible experience and opportunities and outcomes for learners. Leaders and managers understand their roles and responsibilities and are clear about the need to secure improvement in outcomes for learners through a sustained process of quality improvement. There was significant evidence in the sector to suggest that outcomes dipped in an institution post-merger and this proved to be case in 2014/15 at the college, albeit that success rates overall increased by 1%. To address this, a two-year quality improvement plan was devised to secure improvement. The plan was underpinned with appropriate CPD and the monitoring of KPIs was significantly enhanced. The investment in better systems to track learner progress and data dashboards to provide robust and timely data together with effective performance management has delivered an 8% improvement in main qualifications in that two-year period. The quality improvement plan was well communicated to all staff and a clear action plan was developed to ensure that all areas of the college were making an appropriate contribution to this process. There is still work to be done to effect further improvement but the initial success of the plan is evident. Four areas of the college have moved above the (2015/16) national comparator and the vocational provision, which accounts for 78% of the whole college provision is now only 0.58% below the national comparator. Supporting more areas to exceed the national comparator will be a key focus and Corporation Board members approved the draft Quality Improvement Plan for the college in September 2017 – see Appendix four. During the year and following the commissioning of an independent review, the SLT also took the decision to significantly change the partnership requirements in the Strategic Alliance that was responsible for the delivery of A level provision at Nantgarw. As a result of this review the Sixth Form Centre management will be the sole responsibility of the college from September 2017 and a robust improvement plan has been put in place. Lessons learned from the improvement in vocational provision will be implemented to ensure that similar success is achieved in academic provision. Key to understanding and appreciating the best way to effect improvement has been the involvement of all directors and SLT (regardless of their portfolio) in learner walks to listen first hand to feedback about what works well and what needs improvement to support learners on their journey to success. After a good practice visit to another college in early 2016 it was decided to create the College Management Team (CMT), which includes all

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strategic and operational managers within the curriculum and business support areas. The aim of the CMT, was ensure that leaders and managers were fully aware of priorities and have the opportunity to discuss and influence the development of the college. The CMT met throughout 2016/17 and it has led to a one-college approach that gives managers a better understanding of the issues and opportunities facing the college and how to respond to them. It has also led to a better quality debate, it has hastened decision making and provides an effective opportunity to develop managers with a view to succession planning. Data is used well to monitor performance and informs the self-assessment process and the full implementation of data dashboards has been transformational in terms of the quality and timeliness of robust data. The processing of results for 2016/17 was 98% completed in early October and 100% in November - this ensures that data is accurate well before the WG data freeze in December. The college has an effective performance development and review process (PDR). The outcomes of the PDRs are used to share good and excellent practice and to develop action plans to address any underperformance. The process has proved to be effective identifying support required to improve performance and providing challenge for staff to aspire to excellence.

3.1.2 Governors or other supervisory bodies

The Corporation Board members (governors) contribute significant time to stretch, challenge and support the college leadership to continue to develop a one college approach and to improve outcomes for learners. The membership is diverse, with external governors drawn from a wide range of public and private sector backgrounds in addition to the Principal and Chief Executive, representatives from the learner population and two staff members – teaching and non-teaching. There is a well-established and tested committee structure with an appropriate and broad range of information being submitted, scrutinised and evaluated at those committees. Governors are effective at holding the leadership of the college to account. Governance at the college has received full assurance through the audit process, with auditors being extremely complimentary about the risk based approach to governor involvement. During 2016/17 a wider range of managers have attended the Curriculum & Quality Committee to explain quality improvement processes, predicted outcomes and demonstrate how college systems are used to stretch and support learners to successfully complete their programmes. This had been effective both for succession planning and for ensuring that managers in the curriculum are fully aware of the governors’ keen interest in improving outcomes. The Chair of the Curriculum & Quality Committee is also a member of the Academic Board. The college plans its provision annually and returns to the Welsh Government its plan for curriculum delivery through the National Planning and Funding System, drawing market intelligence from a range of sources. The college then meets with Welsh Government officials to discuss how this fits with local, regional and national requirements. The college has delivered very closely to plan in terms of the range of provision and the plan has been received without question by Welsh Government.

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3.1.3 Meeting national and local priorities

The college responds extremely well to national and local priorities and the college has effective links with both employers and funders. In particular, the college has been extremely responsive to the demands for railway training provision in Wales in response to the industry need identified as a result of the planned electrification of the railways. Building an outdoor track in 2014, an indoor training facility in 2015 and developing an apprenticeship route in partnership with industry, together with an FE full time feeder curriculum, has meant that the college has been able to match industry needs with much needed employment for the area. It is also the only facility with the set up and equipment required to train the railway workforce in the UK to complete the changes necessary in railway tunnels to enable the installation of electrification. The college has been working closely with the four companies bidding for the Wales railway franchise to ensure that the training and recruitment requirements for those companies are clear and can be linked to progression opportunities for learners. The college has also been asked by the Welsh Government to work with other colleges to develop and expand the shared apprenticeship model it delivers in the Ebbw Vale Enterprise Zone. This was recognised as excellent practice by Welsh Government and to date the model is being rolled out in Merthyr Tydfil with a view to expanding it to other local authorities in the future. In terms of curriculum planning the college considers Welsh Government priorities, LSkIP and other LMI data, local knowledge and learner progression routes. The feedback from DfES each year since merger has been that planning is effective, meets national and local priorities and that the actual enrolments closely match the plan.

3.2 Improving Quality Good

3.2.1 Self-assessment including listening to learners and others

The college has comprehensive and robust quality procedures, which are overseen by the Quality Assurance Manager, who reports directly to the Deputy Principal. The self- assessment procedures are documented in the quality handbook and involve teachers and managers through learner outcome reports, course reviews, internal reviews and a range of quality probes. Quantitative and qualitative data is used extensively and effectively to evaluate performance and outcomes. In terms of gathering qualitative data, this involves consultation with learners through learner parliaments, learner surveys, the annual Learner Voice Conference, meetings with learners as part of teaching observations and three themed learner walks. The learner walks, which are conducted by all members of SLT and all directors (business support and teaching) ensure that leaders across the college are involved in talking to learners and

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finding out what is important to them. It also provides a useful touchpoint to ensure that decisions are made with the learner in mind. Following the outcomes in 2014-15, a two-year quality improvement plan was devised to effect improvement. The plan involved going back to basics in terms of ensuring that learners made the right choice of programmes, were properly supported to complete and given pathways to progress. The college made improvements in both years and whilst the 2016/17 outcomes are still below the national comparators and there is still more work to do, the improvements made are an indicator that the approach has been successful. It is particularly pleasing that the successful completion rate for main vocational qualifications is now only 0.58% below the national comparator. In addition to learner representation on the Corporation Board and a learner representative on the Academic Board, all campuses have a Learner Voice Forum. Regular attendance by college leaders at Learner Voice Forums also ensures that learners have the opportunity to speak directly to those responsible for delivery. An annual Learner Conference, attended by all learner representatives, with groups facilitated by college leaders, also ensures that a clear focus is given to listening to learners. The conference in 2016/17 was organised and facilitated by the Learner Voice Executive Committee and the theme was on transport, litter/ cleanliness of campuses, WEST and the development of skills. Examples of changes made as a result include correspondence with the transport companies about timing and routes; improved signage regarding litter and highlighting the helpdesk facilities on each campus and the development of an animated short film about WEST and the importance of skills. The college engages with a range of professional learning communities at regional, national and international level including WG, FEIs, HEIs, Colegau Cymru (at board level and within special interest groups), the NTFW, employer forums, awarding bodies, sector skills councils, the AoC and the British Council. The aim of this engagement is wide-ranging but includes benchmarking, sharing of best practice, improving progression and work experience opportunities and policy development. Staff across the college are encouraged to be outward looking and to participate in appropriate activities that might bring improvement to the college.

3.2.2 Planning and securing improvement

The college has thorough, comprehensive and well developed plans for bringing about quality improvements. Estyn acknowledged in 2014 that ‘The quality assurance procedures have a clear focus on tracking the progress of learners, raising attainment and improving the quality of teaching and assessment’. The college has continued with this focus and quality assurance is embedded into all college activity. Learners are placed at the core of operations in both functional and academic areas and reviewing performance is part of a continuous cycle (methods of which includes analysis, scrutiny and challenge of performance data, use of Learner Progress Tracking to inform early intervention (welfare and academic), scrutiny and judgement of EV/EQA reports and learner voice outcomes).

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Quality is the responsibility of all staff and the monitoring of quality standards takes place at all levels. The principles of the college system are continuous quality monitoring and evaluation by all staff through regular team meetings, action planning for improvement, periodic review of performance indicators and the rigorous self-assessment of standards impacting on learning. The system is based on a model of devolved quality assurance responsibility.

All areas of the college complete self-assessment and the views of learners were gathered via learner surveys and learning walks. The college’s self-assessment reports build on detailed learner outcome reports, course reviews, internal and external reports. Data is used extensively to review and evaluate performance. The use of dashboard data in quality boards has been particularly helpful in predicting outcomes and ensuring that learners placed at risk (of not completing) on the tracking system have appropriate support. This has included additional lectures to enable learners to catch up, extra workshop time and closer monitoring through the tutorial process.

Termly quality boards have been effective at reviewing the performance of courses and the quality of the provision, whilst also providing an opportunity for valuable discussion focusing on addressing underperformance and implementing appropriate action plans. Directors of Faculty and Heads of School present against the set agendas and are challenged about data and performance. Monitoring of the quality of standards relating to external verification visits and sampling is undertaken and highlights courses achieving excellent to unsatisfactory judgements. Good practice and success in competitions is also reported, providing an opportunity to acknowledge success.

The college reviews its quality assurance processes annually and at the end of 2016/17 the leaders and managers in the curriculum, together with the Quality Assurance Manager decided that some elements of the process would be changed in 2017/18. This included a change from planned graded teaching observations to drop in learning observations in three periods during the year. All schools were also risk assessed on the basis of their two-year improvement and their position in relation to the national comparators. This would ensure that a greater level of support is provided to those areas with the need for greater improvement.

3.3 Partnership Working Excellent

3.3.1 Strategic partnerships

Being a “significant partner in local, regional, national and international collaborative working arrangements and strategic partnerships” is one of the college’s strategic objectives. The high priority and clear focus on effective partnership working is in evidence across the whole college. Links with Welsh Government are strong and in addition to making a significant contribution to refining the curriculum planning and funding process for FE, the college has delivered on some strategically important local, regional and national priorities. These include working in

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the Ebbw Vale Enterprise Zone, at the request of WG, to develop a shared apprenticeship in advanced manufacturing and developing railway training provision from level 1, through to apprenticeships and upskilling existing employees. In the shared apprenticeship model, the college has worked with Aspire, the local authority, WG and other FE colleges to ensure that the employers in the Enterprise Zone have access to high quality apprentices and that the full framework and technical qualifications can be pursued at a location to suit both the business and the apprentices. The model has been so successful that WG have requested that the college works with two neighbouring FEIs to ascertain whether the model can be scaled up and delivered in other geographical areas in Wales. With regard to the railway provision, the opening of the Railway Training Centre of Excellence at Nantgarw has seen the introduction of a new full time FE curriculum at level 1, in order to prepare learners for the apprenticeship opportunities at level 2. During 2016/17 in addition to completing cohort six of the apprenticeship with McGinley rail new rail, new relationships were forged with Intertrain who are now delivering apprenticeships in rail and the contacts with other employers in the industry to use the facility for upskilling, apprenticeships and discussions about recruitment of college learners. These links provide much needed opportunities and employment for learners and prospective learners in the areas. The college also has excellent links with some key Welsh employers, including GE Aviation at Nantgarw, British Airways Maintenance Cardiff, British Airways Interiors at Blackwood and British Airways Avionics at Llantrisant. In addition to these blue chip multi-national companies, the links also extend to many smaller businesses in the supply chain. This gives learners excellent access to high quality work placements and progression to apprenticeships. The college is recognised for its high quality work in engineering training and has the largest Enhanced Engineering Programme in Wales. Many employer links have been established by business to business recommendations, for example the BA partnership work was a result of a recommendation by GE. The opportunity for the railway industry work was also introduced to the college as a result of its reputation for being agile in responding to the needs of employers. These relationships have a positive impact on learners by providing a range of opportunities. This has included work experience, apprenticeships, employment and role models. During 2016/17 the college was recommended to four new businesses by the CBI and two by the South Wales Chamber of Commerce – this demonstrates that were are recognised for our excellent partnerships with business. In addition, in 2016 the college received the Business Insider Award for Education & Business Partnerships for its succession planning and apprenticeship work with Axxiom manufacturing; and in 2017 received the Business Insider Award for College of the Year in recognition of its impact on a wide range of businesses. There are very good examples of sharing good practice across the FE sector and well established links with Bridgend, Gwent and Merthyr colleges have enabled all partners to benefit from sharing good practice, work on quality improvement initiatives, benchmarking and providing “critical friends” in the self-evaluation process. Links with higher education are very good and the college is in a strategic partnership with the five SE Wales colleges and the University of South Wales. This partnership has enabled

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the expansion of HE programmes at the college to provide better progression routes in some vocational areas. The college holds a HE Fair annually with representation from many universities with the aim of encouraging learners to consider their options for progression.

3.3.2 Joint planning, resourcing and management

The college works well the Caerphilly (CCBC) and Rhondda Cynon Taf (RCTCBC) local authorities to plan ACL and ABE across both counties. In 2016/17 the college franchised provision to both local authorities, Valleys Kids and St David’s Catholic College. As part of the franchise, joint planning is undertaken to ensure that duplication is minimised and progression opportunities to mainstream are available. The provision with the local authorities and Valleys Kids will continue in 2017/18. Senior leaders have worked hard to ensure that there are effective working relationships with schools to promote greater access to vocational studies for school pupils. Changes to funding and outcome requirements for schools, has resulted in fewer 14-16 year olds attending college for school link provision. Access to schools to provide information and attendance at college for taster events and open evenings has seen an increase in 2016/17, which will provide a basis for further expansion in 2017/18. There has been particular success with Welsh medium schools in Caerphilly and RCT and Coleg Cymraeg Cenedlaethol has agreed to fund a project to enhance provision in Care. The joint planning meetings with WG and the local authorities ceased and as a result joint planning is now rather fragmented. When planning the curriculum for the Aberdare campus, discussions took place with secondary schools in the area to offer a complimentary rather than competitive offer. Discussions also took place with two secondary schools regarding offering some provision at the Nantgarw campus. In 2016/17 the college continued to work in partnership with Cardinal Newman School (CNS) and St David’s Catholic College to jointly manage and deliver the A-level provision at Nantgarw. The Centre was set up under a 5-year tripartite agreement, which ended in June 2017. The Sixth Form Centre will be managed by the college in 2017/18 and the CNS pupils will complete their A2 programmes before the provision reverts fully to the school in 2018. St David’s Catholic College will no longer be providing quality improvement and data management but will provide teaching staff. This arrangement which is for one-year will be evaluated in early 2018.

3.4 Resource Management Good

3.4.1 Management of staff and resources:

The management of staff and resources is good. In terms of staff the college has 648 FTEs, which includes 322 FTEs in teaching areas. A voluntary redundancy restructuring process took place in 2016/17 and this resulted in a release of 37 staff, most of whom were in business support and management. The workforce is highly qualified, with nearly all

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teaching staff (appointed post 2001) holding a recognised teaching qualification and very few working towards completion. All teaching and teaching support staff are registered with the EWC and are DBS checked. The college monitors staff costs as a proportion of income and tests this against national benchmarks. Efficiency projects have taken into account the need to balance staff costs with other investment to ensure the quality of the learning experience is not compromised. The college has been through significant changes in terms of managers and business support staff since 2013. This has been as a result of bringing together two medium sized colleges, both with well-established structures and support services. The SLT was restructured in 2016/17 and new management arrangements were put in place for the curriculum – this included the Deputy Principal becoming the SLT lead and the appointment of two assistant principals – concentrating on teaching & learning and planning & data. In addition to streamlining the management and support staff structure, the merger also provided an opportunity for significant systems investment. The systems for E-ILPs, Moodle, student admissions, enrolment and student records, finance, support for literacy and numeracy have all been replaced with up to date systems with improved functionality. The most recent investment – data dashboards - has significantly enhanced management information in terms of accuracy and immediacy. The changes necessary to effect a fully merged college created an element of disruption which was to be expected given the changes to both systems and structures. The introduction by Welsh Government of a new planning and funding system, learning area programmes and a reduction in part time funding, which was £2.2m for the college, also created additional change. However, the changes were done in a measured way to minimise the impact on learners. The academic areas in particular were not merged until 2014/15 so that learners who applied to the legacy colleges, studied the programme they applied for at the same campus with the same staff who were involved in the recruitment process. This also gave a lead in time to ensure that the merged academic structure was implemented with the learners in mind; and that the admissions and MIS systems were in place for uniform recruitment to Coleg y Cymoedd for the 2015/16 academic year. The fact that the college was able to achieve a significant improvement in outcomes the first two years of the merged academic structure is evidence of effective resource management. Staff development for all staff and particularly for teachers and teaching support has been enhanced during this period despite challenging funding settlements. The Teaching and Learning Development Team (TLDT) is led by the Assistant Principal - Teaching & Learning. In addition to the five teaching and learning mentors the Quality Manager, the CPD lead in HR, the ICT manager, Head of School for Skills and the Entrepreneurship Champion all meet regularly to discuss best practice, developments teaching and learning techniques, and how to contribute to further improvement in outcomes. The group supported the peer learning pilot in 2016/17 with support for lecturers wishing to improve and develop and advice on tools and techniques available to improve the learning experience. The team were involved in planning for the new quality approach to be implemented in 2017/18 and will be advising all teaching staff on the effectiveness of teaching, learning and assessment plans and will be

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scrutinising feedback on marked work to ensure that learners are getting effective advice on how to improve and succeed. The college has obtained external recognition for its investment in staff and in a healthy environment through Investors in People – Silver Standard only fifteen months after merger and Corporate Health Standard – Platinum Award, in October 2016. Feedback from the assessors indicate that the college had made huge progress in a very short timescale. This demonstrates that the management of the merger in terms of bringing a consistent approach to the management of staff and resources at all four campuses had been largely effective.

3.4.2 Value for money

The college manages its finances very effectively and this is scrutinised at various levels within the college and by governors at the Finance & Estates and Audit Committee. The college has seen a reduction in core funding, particularly since merger. However, in the same period of time the work-based learning activity, commercial provision and HE provision has grown from £1.2m to £4.5m and the college has also undertaken four efficiency projects to reduce expenditure. All of this has been achieved by voluntary means, thus protecting good staff relations, which are essential to getting staff buy in to deliver a sustained improvement in the quality of provision and outcomes for learners. Responsibility for operational budgets is devolved to heads of school and business support managers. The management accountants with the finance team are each allocated a number of managers (budget holders) and regular meetings are held to plan and monitor budgets. The HR Director and her team also meet regularly with managers to review all aspects of people management and development within their areas. In terms of the estate, since merger the college has invested in new Motor Vehicle and Railway Training Centres of Excellence at Ystrad Mynach and Nantgarw campuses respectively completed in 2015; a £2m asbestos removal and refurbishment at Ystrad Mynach completed in summer 2016; schedule of works programmes amounting to circa £500k per year to redecorate and upgrade a variety of learning environments in 2013/14, 2014/15 and 2015/16 and a new £22m campus in Aberdare completed in summer 2017. Projects that commenced in 2016/17 include a £1.5m refurbishment and extension for the Construction Centre at Ystrad Mynach and the purchase of additional land at Nantgarw for future development in areas including sports. Staff with the relevant vocational expertise are involved in the detailed planning of new developments to ensure that the new teaching facilities are fit for purpose and reflect the curriculum offer. Learners have also been involved in selecting the furniture, fittings and equipment. The college has also used SALIX finance to deliver a range of invest to save projects which have delivered improved sustainability, improved energy efficiency and has achieved a reduction in terms of the carbon footprint. The fact that the college has been able to attract such significant match funding is testament to the trust and confidence the funders have in the ability of the leadership to deliver projects on time, in budget and at the right quality level. Key to all of the

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developments is the experience of the learners and ensuring that we build industry standard facilities which attract the interest and involvement of employers, thereby enhancing the opportunities for work placements, apprenticeships and employment where possible. Moreover, because the college has demonstrated that it is able to respond quickly and mobilise resources to deliver projects, it has been in the fortunate position to be recommended by Welsh Government and employers in the region to expand its offer into new areas. Two recent examples of this is the railway training provision involving apprenticeships, conventional FE and upskilling for the electrification of the railways and the shared apprenticeship model developed in partnership with the local authority, Welsh Government and a range of employers for advanced manufacturing in Blaenau Gwent. Both projects have provided progression opportunities for FE learners to apprenticeships and jobs. The work with the railway industry has also seen specialist equipment and design expertise being donated by Network Rail and others to improve the facilities to better meet the needs of the sector. This industry standard equipment enhances both the learner experience and progression opportunities. The impact of the work to date and the 8% improvement in main qualifications, with clear plans and strategies for further improvement, indicates that the college is providing value for money. In terms of the focus for 2017/18, the risk based approach to quality improvement will ensure that resources are directed to the areas where they are needed most.

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APPENDIX ONE Progress against Estyn recommendations.

Introduction

The two legacy colleges were inspected in October 2010 (Coleg Morgannwg) and November 2011 (Ystrad Mynach College).

Estyn undertook an annual review of performance of the newly formed Coleg y Cymoedd in July 2014. Estyn took the opportunity to review progress against the recommendations arising from the two legacy inspections. They commented that ‘the new merged college is working well to address the recommendations left by the inspection teams’ and ‘Its new policies, strategies and plans achieve a good synthesis of actions to further improve the consistency and quality of delivery to learners’.

The inspectors concluded that ‘the main priorities for improvement are understood by the college and stated in appropriate plans. Inspectors endorse these priorities and your link inspectors will continue to monitor overall progress through their link role with the institution. They will also review the progress the college makes in improving the recording and reporting of outcomes from learning support and the processes used to measure learners’ skills improvement’.

The inspectors made two recommendations:

R1 Continue to address inconsistencies in outcomes and bring success rates in relevant areas up to the level of national comparators

R2 Increase the monitoring and evaluation of provision for learner support.

The college has taken the recommendations from the two legacy inspections and the 2014 performance review to produce one consolidated set of recommendations on which to monitor progress.

Consolidated Coleg Morgannwg Ystrad Mynach Estyn annual Progress recommendation recommendations College review of 2017 2010 recommendations performance 2011 recommendati ons 2014 1 Address R1 Improve the R1 Improve the R1 Continue to College success rates for main qualifications have increased by 8% since inconsistencies in rates at which rates at which address 2014/15 to 80% in July 2017. A significant proportion of vocational outcomes and learners complete learners complete inconsistencies provision is now at the national comparator. bring success and attain their and attain their in outcomes rates up to qualifications qualifications and bring Although most areas have shown significant improvement in success national across all learning success rates in rates the focus for the next two years will be to ensure that all schools comparators areas and improve relevant areas exceed national comparators by July 2019. the outcomes on up to the level graded courses of national comparators 2 Ensure that all R4 Make sure R3 Make sure all R2 Increase the The college has made a considerable investment in staff, systems and learners develop that learners learners’ monitoring and the learning environment to better support learners to improve their their essential have essential skills evaluation of skills. This included creating areas on each campus in summer 2016 for skills as part of opportunities to needs are provision for Supported Online Learning Activity (SOLA) sessions. their main course develop their identified clearly learner support of study essential skills at the start of The college is very effective in using the results from WEST to set within the their realistic targets for learners to enable them to develop their skills context of their programmes and alongside the main programme of study. main course of develop these study skills through Many learners who attend college have skills at level one or below and their integration this often means that they are not keen to engage in skills development. into main course Towards the end of 2016/17, the college commissioned an engaging subjects animated film to explain the importance of skills and encourage learners to take the WEST test seriously.

3 Use data to R2 Use data R4 Make better Data is used as the basis for evaluation of performance and plans for compare more effectively use of improvement. This can be seen in the two-year improvement plan performance to compare performance against national learners’ data and national (2015-17), the college and schools’ SARs and the improvement plan for comparators to outcomes within benchmarks to 2017-18. plan for the college and provide a clear improvement with other overview of Staff across the college use data dashboards to analyse and monitor providers to plan college learner performance and make appropriate adjustments and for improvement performance and refinements in delivery or strategy as required. the identification of priority areas for improvement

and R5 Improve the quality of self-assessment reviews and reports to ensure consistency across all programmes and that all development plans contain appropriate and measurable targets for improvement 4 Improve the R3 Improve the R2 Improve the Significant investments have been made in the development of teaching overall quality of overall quality of quality of and learning to underpin outcomes. The impact of these investments teaching and teaching teaching across can be seen in the significant improvements in success rates. manage the all learning areas behaviour of the to provide more More effective learning also affects learners’ engagement and thereby more challenging pace and improves behaviours. Staff at all levels address poor behaviour as and learners challenge in when it occurs. In 2016-17 isolated occurrences of low level disruptive lessons, to make behaviour were observed. A task and finish group was established to effective use of agree a strategy to address the changing patterns of learner behaviour the interactive and mental health. white boards and to manage the behaviour of more challenging learners 5 Ensure all R5 Make sure R6 Make sure The college has enthusiastically addressed the development of the learners have the that learners that all learners Welsh language in and out of the classroom. opportunity to have more have more develop their opportunities to opportunities to The college has made significant investment in staff and resources and Welsh language develop and develop their worked closely with the Welsh Language Commission to strengthen its skills and maintain their knowledge and offer in this respect. knowledge of bilingual skills, understanding of Welsh culture. especially those the cultural, Learner surveys indicate a high degree of satisfaction that their Welsh who have economic, language and cultural needs are being met. progressed from environmental, Welsh-medium historical and schools linguistic characteristics of Wales

APPENDIX TWO Learner Outcomes Data 2016/17

This section will be populated once the LOR data and national comparators are published by Welsh Government in early 2018.

APPENDIX THREE Action Plan 2016/17 with November progress

Coleg y Cymoedd 2016/17 Quality Improvement Plan (Resulting from the 2015/16 College SAR) Key Question 1 – How good are outcomes?

By Whom/

Area for Improvement Specific Action(s) Measurable By When Update – October 2017 Outcome/Target (Lead/Monitore d by)

status

(QIP ref)

SAR Ref Ref SAR

and RAG and RAG Partially achieved Attendance rates across Implement an Attendance and Each School to improve VP (C&G), June 2017  Strategy implemented and all curriculum areas and Punctuality Strategy with clear attendance rates QAM, Tutors, disseminated. campuses (especially guidelines for staff about: compared with 2015/16 HoS, FDs, Learning  Clear guidelines included. full-time programmes) Support  Staff survey completed to  Standard requirements measure impact (findings for full and part time to be discussed at Data learners Management Group  Availability of support meeting to inform future for learners refinements).

 Marking registers  Evidence of use of the

 Targets new ‘E’ register code –  Absences college activity outside of  Punctuality and the classroom. AoS AoS 3.1a Lateness  Dashboard analysis

KQ1 (1.1.1 / 1.1.2) (1.1.1 KQ1  Work Experience and shows that the attendance College Activity Out of data has remained static Class overall at 85%.

 Examinations  16 more courses reported

 Maternity above 90% compared with  Appeals 15/16  Early indications for 17/18 report improvements to date

KQ1 (1.1.1 / KQ1 (1.1.1 / 1.1.2) KQ1 (1.1.1 / 1.1.2) KQ1 (1.1.1 / 1.1.2) SAR Ref KQ1 (1.1.1 / 1.1.2) 1.1.2) AoS 3.1.b AoS 3.1.b AoS 3.1.b (QIP ref) AoS 3.1.b AoS 3.1.b and RAG status

Completion rates for full for rates Completion Area for Improvement Area for Success rates for ESW ESW for rates Success time learners across all learners across time full for rates Attainment learners across time Success rates rates Success curriculum areas and areas curriculum and areas curriculum Success rate for all all rate for Success qualifications qualifications qualifications campuses campuses

for main for main

all

Specific Action(s) Specific qualifications ESW for rates the success Improve qualifications. for main rates the success Improve qualifications. all rate for the success Improve progress. learner of monitoring regular and the curriculum of the appropriateness ensuring by schools all across rates FE attainment Improve in 2015/16. introduced strategies intervention the refining appropriate where and continuing by rates completion FE Improve

91% completion for the the for 91% completion 94% attainment for the for 94% attainment for main qualifications. for main 82% for success rates rates success 82% for success 86% for improvement of 2%to of improvement improvement of 5%to of improvement 3%to of improvement 1% to of improvement above the Welsh FE above the Welsh for allfor qualifications. improvement of 1% of improvement Achieve an overall overall an Achieve Achieve an overall overall an Achieve overall an Achieve overall an Achieve overall an Achieve Outcome/Target average of 86% of average Measurable Measurable college college

rates rates

(Lead/Monitore QAM, QAM, Tutors, QAM, Tutors, QAM, Tutors, QAM, Tutors, By Whom/ VP (C&G), VP (C&G), VP (C&G), VP (C&G), VP (C&G), HoS, FDs HoS, HoS, FDs HoS, FDs HoS, FDs HoS, FDs HoS, d by)d Tutors, Tutors,

June 2017 June 2017 June 2017 June 2017 June 2017 June By When

 Ongoing   Ongoing   Ongoing   Ongoing   Ongoing

98% recorded to date. date. to 98% recorded yet finalised not data 16/17 2017 November 20 on Quality and Curriculum to reported be to data Final 98% yet finalised not data 16/17 2017 November 20 on Quality and Curriculum to reported be to data Final date. to 98% recorded yet finalised not data 16/17 2017 November 20 on Quality and Curriculum to reported be to data Final da to 98% recorded yet finalised not data 16/17 2017 November 20 on Quality and Curriculum to reported be to data Final date. to 98% recorded yet finalised not data 16/17 Update Update

recorded to date. date. to recorded

–

October 2017 October

te. te.

. . . . .  Final data to be reported to Curriculum and Quality on 20 November 2017

Completed Capture learner Improve the number of Reduce the number of VP (C&G), June 2017  Destination data split by destination statistics learners destinations learners with QAM, Tutors, completed and withdrawn more accurately to tracked at the end of destinations reported as: HoS, FDs, EMIS learners to improve

better inform curriculum their programme.  Unknown accuracy of the data planning  Seeking presented. Employment  10% reduction of number

AoS AoS 1.1

KQ1 (1.1.3) KQ1  Other of learners with destinations reported as unknown, seeking employment and other

By Whom/

Area for Improvement Specific Action(s) Measurable By When Update – October 2017 Outcome/Target (Lead/Monitore d by)

status

(QIP ref)

SAR Ref Ref SAR

and RAG and RAG Completed: VP (C&G), November  98% of FT learners Fully implement WEST Complete initial All full time learners will QAM, Tutors, 2016 completed initial to support initial assessments before have targets for skills HoS, FDs assessment (2% relates to assessment of skills, enrolment or within 4 improvement and will be withdrawn learners) target setting and weeks of enrolment. allocated support to  Distance travelled report measurement of Allocate support for achieve that identifies learner progress progress learners and use the improvement. Learners (<, >, =)

WEST tool to regularly will achieve the targets  Review of distance measure progress. set and will progress at travelled data, SOLA least one level. sessions, learner and staff

AoS AoS 2.2 opinions included within KQ1 (1.1.4) KQ1 the Internal Review of literacy and numeracy and action planning for improvement in place  End of academic year report reported to Academic Board by HoS (Skills)

KQ1 (1.2.2 / 1.2.3) KQ1 (1.1.5) KQ3 (3.2.1 / 3.3.2) KQ2 (2.1.3) AoS 2.5 AoS 4.3

information on learner learner on information appropriate Gathering progress against the the against progress language provision language college in a timely in college perceptions for college targets Continue to make to make Continue increasing Welsh increasing Welsh manner.

of the the of

surveys, learner and voice learner walks, learner of out arising actions by reviewing feedback learner gather used to processes the of effectiveness the Review priority areas. across provision Language in increase Welsh an deliver Plan and

contained in the Welsh the in contained Welsh changes if appropriate appropriate if changes Language Action Plan Plan Action Language recommendations for for recommendations The college targets college targets The Processes will be will be Processes Academic Board. Academic will be achieved. will be will be made to made will be reviewed and and reviewed

HoS, FDs, Head FDs, HoS, Developments QAM, Tutors, QAM, Tutors, VP (C&G), VP (C&G), Language Language HoS, FDs HoS, of Welsh of Welsh

June 2017 June May2017

improved canbe that this that college felt as given’ resu you focus Further Ongoing: completed. and monitored implemented, Actions Completed: Completed:     what has happened as a as hashappened what lt of the views you have you have views the of lt

Internal Internal Reviews Walks Learner Surveys Learner Developments Language Welsh of Head the by submitted report the to refer Please

17.6% o o o o

required re re required priority areas) priority WG with line (in in 17/18 learners Engineering and Construction to also bedelivered to Waith Iaithar Yr 95% is 17/18 for atta Target rate 94% pass Catering) and Tourism & Travel Business, Industries, Creative Childcare, H&SC, (across Waith Iaithar Yr on 16/17 enrolled in 359 learners

of learners across learners of is an area area an is

‘Telling ‘Telling inment inment

Marketing and Campus Directors to agree on and implement the communication methods to be used to inform the learners of the outcomes of surveys (learner feedback indicates that a range of communication methods need to be used)

Learner Walks to be incorporated within Quality Weeks in 2017/18. Quality Weeks are replacing Internal Reviews. Information to be gathered, reviewed and reported within the QW period

Coleg y Cymoedd 2016/17 Quality Improvement Plan (Resulting from the 2015/16 College SAR) Key Question 2 – How good is provision?

By Whom Area for Specific Action(s) Measurable By When Update – October 2017 Improvement Outcome/Target (Lead/Monitore d by)

Status

(QIP ref)

SAR Ref Ref SAR

and RAG and RAG KQ2 (2.2.1) SAR Ref KQ2 (2.1.1/ 2.1.2 / 2.1.3 / 2.1.4) KQ2 (2.2.1) KQ3 (3.1.1 / (QIP ref) AoS 1.1 / 1.2 / 1.3 / 1.4 KQ3 (3.2.2 / 3.4.1) 3.4.1) and RAG AoS 5.6 / 5.7 AoS 1.2 / 5.6 Status progression and choice classroom observation classroom their essential skills in skills essential their relevant to the needs needs to the relevant To enhance ability of of ability enhance To of the region, learner learner the region, of The performance of of performance The learners to develop to develop learners effective support to support effective curriculum offer is is offer curriculum Ensuring that the the that Ensuring improvements in improvements tutors to provide provide totutors tutors to secure totutors secure Improvement opportunities judgements Area for Area for

pilot in 2016/17, linked to How 2 to How linked in 2016/17, pilot Teaching and Learning Mentors Mentors Learning and Teaching areas of strength and areas for for areas and strength of areas observation process to identify identify to process observation Implement Peer Learning as a as Learning Peer Implement achieving judgements of less less of judgements achieving development within teaching within teaching development to support and to support indicators within the lesson within the indicators Introduce performance performance Introduce Specific Action(s) Specific demand and recruitment recruitment and demand and all areas in planning priorities are addressed. addressed. are priorities Implement and effective effective and Implement growth and contraction. growth and support for staff to staff for and support programme of programme and identify and regional and national national and regional Complete curriculum curriculum Complete and learning and develop their skills. their develop than good than ensure that local, local, that ensure Review trends in trends Review activity

mentor staff staff mentor

areas for for areas

training

historically excee historically practice requiring further further requiring practice training in the delivery of of delivery the in training will reflect local, regional regional local, will reflect supply of funded places. places. funded supply of address areas of underof areas address Welsh Government and and Government Welsh The curriculum planwill curriculum The data to identify areas of of areas identify to data to identify the impact of of impact the to identify engaging with the Peer Peer thewith engaging development informing informing development Review and evaluation evaluation and Review requirements/priorities and national priorities. priorities. national and outcomes observation literacy and numeracy numeracy literacy and recruitment and areas areas and recruitment performance indicator performance Appropriate staff will staff Appropriate the pilot on teaching teaching on the pilot Lesson observation observation Lesson where demand has where demand the to be submitted Outcome/Target The plan will also planwill The Learning activity. activity. Learning have undertaken undertaken have Improved lesson lesson Improved Number of staff staff of Number qualifications. qualifications. performance performance Measurable Measurable CPD

ded the the ded

-

(Lead/Monitore Officer, HoS for Officer, HR / of Director DP, HoS, FDs, FDs, DP, HoS, QAM, Tutors, Development Development Learning Learning and Planning and VP (C&G), Director of of Director By Whom HoS, FDs HoS, Funding. d by)d

June 2017 June 2017 June April 2017 By When

Completed: Completed Completed:       

Update Update Guilds City & by awarded Status Di and place taken has training Staff enrolment versus planning of review a include will and 2017 commen will 18/19 for Planning priorities. r addresses planning CYC’s that happy were who officials Government Welsh with Meeting judgements on in 16/17 activity the report data/summary A report. summary to refer Please tutors. of performance the impacton positive a confirmed pilot the in 16/17 Peer Learning Handbook Quality observations’ learning upon acting and accepted P included PI data egional and national national and egional roposal put forward put roposal P (T&L) produced (T&L) P improving observation observation improving

impact of impact

–

October 2017 October – ce in October inOctober ce

re ‘recording ‘recording re an evaluation of of an evaluation

rect Claim Claim rect

T&L Mentor Mentor T&L – was the the

please see see please –

impact impact

piloted a

on and and the light of the new Develop standardised Appropriate staff will Skills and WBQ, requirements for resources to support the have the ability and FDs GCSEs, Essential process. resources to deliver Skills and the new literacy and numeracy WBQ. qualifications including GCSEs, Essential Skills and the new WBQ.

Completed: Ensuring that the Provide training in the Learners and tutors will QAM, Tutors, June 2017  ONTRACK training enhanced e-ILP use of the On-track be using On-track HoS, FDs, ILT delivered Manager system – On-track is system and on-going effectively to monitor  4 ILPs completed by

used to effectively support. progress and review learners support the setting and targets. This will be  Pastoral forms used monitoring of evidenced by the (3.4.1) across the college

AoS AoS 2.6 improvement targets completion of pastoral for learners. logs and ILPs.

KQ1 (1.1.3) KQ2 2.1.1 / 2.1.2) KQ3 KQ3 2.1.2) / 2.1.1 KQ2 (1.1.3) KQ1 Completed Further develop the Deliver PREVENT Learners and staff will Director of June 2017

 Planned training for 16/17 PREVENT training to awareness training to participate in awareness Learner Services, completed include remaining staff tutors, support staff and activities and will be Learning and  and learners. learners. aware of the work of the Target carried forward to Development PREVENT team and capture new staff and

Aos 5.6 Aos Officer, Tutors

KQ3 (3.4.1) KQ3 how to report any learners

KQ2 (2.3.3 / 2.4.1) (2.3.3 KQ2 concerns.

By Whom Area for Specific Action(s) Measurable By When Update – October 2017 Improvement Outcome/Target (Lead/Monitore d by)

Status

(QIP ref)

SAR Ref Ref SAR

and RAG and RAG Completed:

Implement a risk Develop criteria to The tool will be in use FDs, Director of profiling tool to assess assess the factors that and will be identifying Learner  Risk profiling tool now in the likelihood of place learners at risk learners so that they can Services use

AoS AoS 2.4

KQ2 (2.3.2 / (2.3.2 KQ2

2.3.4 / 2.4.1) 2.3.4 learners failing to with a view to be signposted for successfully complete. appropriate support. implementing additional support.

Ongoing: Ensure a consistent Complete the Welsh FD STEM July 2017 approach to supporting Government MAT health check. The Strategy will inform (Lead),  Meeting held 19.5.17 the more able and staff how to: Enterprise  MAT Group convened and talented (MAT) Develop a MAT Strategy Champion, meeting 8.6.17 learners in academic FDS, VP  Further clarity from Welsh  Identify MAT (C&Q) and

and vocational areas learners Government by Principals QAM – July 2017

 Support MAT learners  Meeting with MarkIT in October 2017.  Incorporate MAT

AoS AoS 1.5 Development of a strategy information within to be taken forward by the course reviews, KQ2 (2.1.1 / 2.2.1) (2.1.1 KQ2 Assistant Principal learner voice, (Teaching & Learning) curriculum planning and T & L strategies, tracking and monitoring, evaluation and reporting Not Achieved and ongoing: Employer links – share All Heads of School to VP (C&G), June 2017

good practice to report on the nature and The level of QAM, HoS, FDs  The Director of Faculty

enhance engagement extent of employer links engagement in each (Partnerships) has been across all areas in their areas. school will be given a target to review documented together employer engagement in with the benefits for their every School

KQ3 (3.3.1) KQ3 AoS 1.4 / 6.2 / AoS 1.4 learners KQ2 (2.1.1 / 2.1.2) (2.1.1 KQ2

By Whom Area for Specific Action(s) Measurable By When Update – October 2017 Improvement Outcome/Target (Lead/Monitore d by)

Status

(QIP ref)

SAR Ref Ref SAR

and RAG and RAG Completed:

Recording the number Boost – measure participation A detailed report of the QAM, CDs June 2017 of individuals by number of learners engaged number of participants  Campus Managers Report benefiting from the and the number of activities accessing BOOST. presented to CMT

AoS AoS 1.3b

KQ1 (1.2.2) KQ1 (2.1.1) KQ2 BOOST activities on delivered. Details of the most every campus. popular activities and feedback on benefits from the participants.

Coleg y Cymoedd 2016/17 Quality Improvement Plan (Resulting from the 2015/16 College SAR) Key Question 3 – How good are leadership and management?

By Whom

Area for Improvement Specific Action(s) Measurable Outcome/Target By When Update – October (Lead/Monitored 2017 by)

status

(QIP ref)

SAR Ref Ref SAR

and and RAG Completed Learner outcomes across all Complete a review of the two An effective quality FDs HoS QAM VP June 2017 All Schools improved

areas year quality improvement plan improvement plan in place in (C&G) main qual outcomes with a view to refining the plan all areas aimed at improving in 1516. and rolling it forward to include performances to at or above 10 out 13 schools 2017/18 and 2018/19. the national benchmarks. equalled or improved in 2016/17

AoS 2.6 / 3.2) / AoS 2.6 To reduce bureaucracy the QIP KQ3 (3.1.1 / 3.2.1 / 3.2.2) / 3.2.1 (3.1.1 KQ3 in the SAR will be used in 2017/18

Completed: Review the quality assurance Undertake a review of A fully documented quality VP (C&G), QAM, May 2017 processes in the light of the quality processes and process which will ensure that Tutors, HoS, FDs  The quality quality improvements to date ensure that they are strategic and operational processes and the introduction of data robust and support the plans join up and that data is will be refined dashboards which provide need to improve used effectively and for 2017/18 –

better data. standards and consistently throughout. please refer outcomes. to the Quality Handbook The review should also include the self- assessment process in

AoS 2.6 / 3.2 / AoS 2.6 schools, how underperforming areas KQ3 (3.1.1 / 3.2.1 / 3.2.2) / 3.2.1 (3.1.1 KQ3 should be supported to improve and the timing of key activities to ensure that they are able to effect improvement.

KQ3 (3.1.3 / 3.3.1 / 3.3.2) KQ3 (3.1.1 / 3.2.2 / 3.4.1) SAR Ref AoS 1.1 / 6.4 AoS 3.3 / 5.8 (QIP ref) and RAG status

college approach and go some some go and approach college The aim is to enhance the one the is to enhance aim The way to addressing succession succession to wayaddressing Extend the joint planning with with planning joint the Extend structure so that managers at managers that so structure all levels and in all areas are are areas all in and all levels involved Joining up the management management up the Joining operational direction of the of direction operational local authorities to include include to authorities local Area for Area for

in the strategic and and strategic the in planning. college. CCBC Improvement

review meetings with RCT and RCT with review meetings Work with Welsh Government Government with Work Welsh to influence the inclusion of of inclusion the to influence CCBC in the joint planning planning in joint the CCBC Specific Action(s) Specific the college. the college. across management and leadership from participation with Team Management a College Create Merthyr

Measurable Outcome/Target Measurable progression opportunities for for opportunities progression Regular meetings to be held held be to meetings Regular avoided where possible and and possible where avoided and all CMT members to be members all CMT and surveyed to ensure that the the that ensure to surveyed Curriculum planning will be will planning Curriculum duplication of provision is provision of duplication targeted to ensure that that ensure to targeted that there are suitable are suitable that there  



the college of direction range of opinions and and opinions of range

Invites and involves a involves Invites and agendas are relevant are agendas understanding of the of understanding Is well attended and well attended Is opportunities facing facing opportunities deciding the future future the deciding Creates a broader broader a Creates learners. expertise when when expertise and challenges group: the college

(Lead/Monitored (Lead/Monitored Principal, DP, Principal, Principal, all Principal, Planning & Planning Director of of Director By Whom managers Funding by)

October 2017 October May2017 By When

achieved: Not Completed: Update Update  

16/17 in planning joint with proceed has not Government Welsh the area, in that schools and CCBC with developed been links have closer Whilst listed outcomes the achieved h and three weeks every meeting hasbeen CMT 2017 –

October October

as

ed APPENDIX FOUR Action Plan 2017/18

1

Coleg y Cymoedd 2017/18 Quality Improvement Plan (Resulting from the 2016/17 College SAR) Key Question 1 – How good are outcomes?

Quality Indicators and AoS Area for Improvement and Measurable Outcome/Target By Whom, by when Monitored by Termly Aspects linked to Estyn Reference Specific Action(s) who, by when Progress/ CIF Status

1.1.1 results and 3.1/3.2 Improve attendance rates across all Overall college target 90% DoFs, HoS, Tutors QM (weekly, trends in performance curriculum areas and campuses termly and compared with Each School to improve attendance June 2018 annually via the national aver Monitor adherence to the Attendance and rates compared with 2016/17 and to dashboard)

ages, similar Punctuality Strategy set 90% as a minimum attendance 1 providers and prior target Report to CMT attainment

1.1 Standards 1.1 1.1.2 standards of groups of learners 1.1.1 results and 3.1/3.2 Completion rates for full time learners Achieve an overall improvement to DoFs, HoS, Tutors QM (monthly) trends in performance across all curriculum areas and 92% completion for the college

compared with campuses June 2018 Report to CMT national aver ages, similar Improve FE completion rates by

2 providers and prior continuing and where appropriate refining attainment the intervention strategies introduced in 2016/17 1.1 Standards 1.1 1.1.2 standards of groups of learners 1.1.1 results and 3.1/3.2 Attainment rates for full time learners Achieve an overall improvement to DoFs, HoS, Tutors QM (predicted trends in performance across all curriculum areas and 95% attainment for the college outcomes in

compared with campuses June 2018 Quality Boards) national aver ages, similar Improve FE attainment rates across all

3 providers and prior schools by ensuring the appropriateness attainment of the curriculum and regular monitoring of learner progress 1.1 Standards 1.1 1.1.2 standards of groups of learners

2

1.1.1 results and 3.1/3.2 Success rates for all qualifications Achieve an overall improvement of DoFs, HoS, Tutors QM (predicted trends in performance 2% for success rates for all outcomes in compared with Use National Comparators and factor in qualifications June 2018 Quality Boards) national aver the 16/17 outcomes to determine targets ages, similar

providers and prior 4 attainment

1.1 Standards 1.1 1.1.2 standards of groups of learners

1.1.1 results and 3.1/3.2 Success rates for main qualifications Achieve an overall improvement of DoFs, HoS, Tutors QM (predicted trends in performance 3% for success rates for main outcomes in

compared with Use National Comparators and factor in qualifications. June 2018 Quality Boards) national aver the 16/17 outcomes to determine targets ages, similar

5 providers and prior attainment

1.1 Standards 1.1 1.1.2 standards of groups of learners 1.1.1 results and 3.1/3.2 Success rates for Skills qualifications Achieve an overall improvement of DoFs, HoS, Tutors QM (predicted trends in performance (including GCSEs, ESW, Working 2% outcomes in

compared with towards) June 2018 Quality Boards) national aver ages, similar

6 providers and prior Use National Comparators and factor in attainment the 16/17 outcomes to determine targets

1.1 Standards 1.1 1.1.2 standards of groups of learners

1.1.3 achievement 3.1/3.2 Capture learner progression statistics Reduce the number of learners with HoS/DoFs QM (in Quality and progress in more accurately to better inform destinations reported as Unknown / Boards) learning curriculum planning Seeking Employment / Other to June 2018

7 below 20% Improve the number of learners destinations tracked at the end of their 1.1 Standards 1.1 programme

3

1.1.4 skills 2.1 Use WEST efficiently to support initial All full time learners will have HoS/DoFs DoF/HoS/QM assessment of skills, target setting and targets for skills improvement and Quality Week measurement of progress will be allocated support to achieve October 2017 October 2017

that improvement. Learners will

Complete initial assessments before achieve the targets set and will

8 enrolment or within 2 weeks of progress at least one level.

1.1 1.1 enrolment. Allocate support for learners Standards and use the WEST tool to regularly measure progress

1.1.5 Welsh language 4.2 Plan and deliver an increase in Welsh The college targets contained in the VP (LS&S)/Head of AP (Data and Language provision across priority areas Welsh Language Scheme Action Welsh Language Planning) 2.1.3 Welsh language Plan will be achieved. Developments/Welsh provision and the Continue to make progress for increasing Language Officer/AP Termly Welsh dimension Welsh language provision to respond to (T&L) employer need and Welsh Government Welsh Medium Education Strategy June 2018

Experiences

9

/2.1 Learning Learning /2.1

Standards

1.1

4

1.1.3 achievement 3.3 All learners to have a detailed ILP Learners and tutors will be using Strategic ILT AP (Data and and progress in enabling them to develop and progress in ON-Track effectively to monitor Manager/Director of Planning) learning their programme progress and review targets. This MIS (working with will be evidenced by the completion Tribal) Termly Monitor progress for all learner through of pastoral logs and ILPs ONTRACK. Improved reporting will Termly address the experiences in 16/17 with Improved reports and enhanced clearer categories for ‘on-track’ and ‘at categories (for use in-house)

risk’. Work with other colleges to influence Tribal to enhance the product Better connectivity with other Tribal further and improve connectivity with products

10 WEST and EBS

Standards

1.1

5

1.2.1 attitudes to 2.4/2.5 Learner feedback, involvement and Processes will be reviewed and VP, Director of QAM (Termly) keeping healthy and influence on the college operation recommendations for changes if Learner Services, safe appropriate will be made campus Directors, Report to CMT Gather information on learner HoS 1.2.2 participation perceptions of the college in a timely Reports from: and enjoyment in manner. Ensure that learner views are Termly learning evaluated and suggestions implemented  Learner Walks as appropriate  Learner Surveys

 Learner Conference

1.2.3 community Re-introduce termly ‘You said/We

llbeing involvement and 11 did’ campaign

We decision-making

1.2

6

1.2.2 participation 1.3/1.4 Participation in extra-curricular activities A detailed report of the number of Campus Directors, Deputy Principal and enjoyment in participants against target. Details Enterprise Champion learning Increase participation in BOOST, of the most popular activities and and AP (T&L) June 2018 Enterprise, Mentoring and Work feedback on benefits from the 1.2.4 social and life Experience and evaluate the impact learners June 2018 skills Survey the learners who do not Analysis feedback from learners not participate participating 2.1.1 meeting the needs of learners, employers/community

12

2.1 Learning Experiences Learning 2.1

/

Wellbeing

1.2

7

Coleg y Cymoedd 2017/18 Quality Improvement Plan (Resulting from the 2016/17 College SAR) Key Question 2 – How good is provision?

Quality Indicators and AoS Area for Improvement and Measurable Outcome/Target By Whom, by Monitored by Termly Aspects linked to Estyn Reference Specific Action(s) when who, by when Progress/ CIF Status

2.1.1 meeting the 1.1/1.2/1.3/ Ensure that the curriculum offer The curriculum plan will be submitted to AP (Data and Deputy Principal needs of learners, 1.4 includes the improvement of literacy, the Welsh Government and will reflect Planning)/Director

employers/community numeracy, digital skills and Welsh local, regional and national priorities. of Planning and Language/Dimension offer where The plan will address skills and Welsh Funding/HoS/ End of January 2.1.2 provision for skills appropriate Language DoFs 2018

2.1.3 Welsh language Complete curriculum planning in all

13 provision and the areas and ensure that local, regional End of January Welsh dimension and national priorities are addressed. 2018 Review trends in demand and recruitment and identify areas for growth and contraction 2.1 Learning Experiences 2.1 Learning

2.1.1 meeting the 1.3 Develop a whole college MAT Strategy MAT Strategy will be in place with an DoFs/Enterprise Deputy Principal

needs of learners, action plan for identifying and supporting Champion/QAM/ employers/community Working with the Welsh Government, MAT learners in all areas AP (T&L) January 2018 develop a MAT Strategy to meet the 2.2.1 range and quality needs of learners in vocational and January 2018 of teaching approaches academic areas

.2 Teaching

2

/

14

2.1 Learning Experiences 2.1 Learning

8

2.1.1 meeting the 1.1/1.3/1.4/6. Undertake an audit to identify current The level of engagement in each School DoF Deputy Principal needs of learners, 2 employer links and engagement within will be identified and good practice will be (Partnerships) employers/community all Schools shared Term 1 Term 1 2.1.2 provision for skills Report on the nature and extent of employer links in all Schools 3.3.1 strategic partnerships Share good practice to enhance engagement across all areas

3.3 Partnership Working Partnership 3.3

/

15

2.1 Learning Experiences 2.1 Learning 2.2.1 range and quality 2.5/3.1 Learner Engagement & Behaviour All learners will be on-track in terms of Tutors/HoS/DoFs QM (in Quality of teaching approaches targets, submission of assessment and Boards) Improve learner behaviour and classroom behaviour, measured from: 3.2.2 planning and engagement across the college securing improvement  Learner feedback  Staff feedback 3.4.1 management of  Retention staff and resources  Attendance  ONTRACK records

Quality/3.4 Resource Resource Quality/3.4

16

Management

3.2 Improving Improving 3.2 /

2.2 2.2 Teaching

9

2.2.2 assessment of 2.4/2.5/5.4 Improving the range and quality of  Feedback from learners AP (T&L)/T&L Deputy Principal and for learning teaching approaches across college  Learner progress through Mentors/Strategic

ONTRACK ILT Manager/QAM Termly Expand the Peer Learning programme.  Learning Observation process in

17 Develop digital tutorial materials. T&L the Quality Weeks Termly Mentors to work with staff to further

2.2 2.2 Teaching develop the teaching How2s and the sharing of good practice in teaching and assessment 2.3.1 provision for 5.2/5.3 The college arrangements for  Feedback from learners VP (LS&S) Deputy health and wellbeing wellbeing and promoting a culture Principal including spiritual, of safety Terms 1 and 2 Terms 1 and 2 moral, social and cultural Ensure that learners are provided development with the care, support and guidance to support them in their studies, to 2.3.4 additional include learners at risk and those learning needs with additional learning needs.

18 Ensure that Equality & Diversity has 2.4.1 ethos, equality a high profile across the college

support and guidance and support and diversity

2.3 Care, 2.3 Care,

10

2.3.3 safeguarding 5.6 Ensure that all staff have the All staff have undertaken training Director of Director of HR arrangements appropriate level of training and Learner Services updates for safeguarding and /HR Team 2.4.1 ethos, equality PREVENT and diversity Termly Termly

ronment/3.4 ronment/3.4 3.4.1 management of staff and resources

2.4 Learning Envi 2.4 Learning

/ 19

Resource Management Resource

2.3 Care, support and guidance and support 2.3 Care,

2.4.2 physical 4.1/5.2/5.3/7. Ensure all areas of the college provides Well-maintained buildings with Head of Welsh Deputy Principal

environment 2 a stimulating and well maintained stimulating learning environments. An Language learning environment inclusive ethos which encourages Developments/ engagement and performance and one Director of Effectively maintain all building. that respects the Welsh language Infrastructure/

Comply with the Welsh Standards Marketing 20 action plan. Ensure displays are motivating, encouraging and in keeping Termly with key themes

2.4 Learning Environment 2.4 Learning

11

Coleg y Cymoedd 2017/18 Quality Improvement Plan (Resulting from the 2016/17 College SAR) Key Question 3 – How good are leadership and management?

Quality Indicators and AoS Area for Improvement and Measurable Outcome/Target By Whom, by Monitored Termly Aspects linked to Estyn Reference Specific Action(s) when by who, by Progress/Stat CIF when us

2.5/3.1/3.2/5. Improved Outcomes across the Governors set the targets for DoFs/HoS/APs Deputy 3.1.1 strategic 1/5.4 college improved outcomes. Clear aims, /QAM Principal direction and the objectives and plans are in evidence impact of leadership Ensure that leaders and managers in all areas. Performance Termly in Quality Termly in Weeks

Quality Weeks 3.1.2 governors or in the curriculum have clear roles management is effective and drives other supervisory and responsibilities and plans for improvement boards improvement

3.2.1 self-evaluation,

Improving Quality Improving including listening to

21 .2 learners and others

3 /

3.1 3.1 Leadership

12

3.2.2 planning and 2.4/2.5/3.1/ More effective learning observations Positive feedback from learners and staff DoFs/HoS/APs Deputy securing 5.4 about: /QAM Principal

improvement Implement the refinement to the quality systems concentrating on learning  learner engagement Termly in Quality Termly in observations. Expand Peer Learning  behaviour Weeks Quality Weeks

 staff confidence

22  self-reflection  improvement in retention and attendance

3.2 Improving Quality 3.2 Improving

3.1.1 strategic 2.5/3.1/5.5 Better use of data Improved reports on KPIs – enrolment, DoFs/HoS/QAM/ AP (Data and direction and the retention, attendance and predicted Director of Planning Planning) impact of leadership Embed the use of data dashboards to attainment and Funding ensure that tutors and HoS are using Termly 3.2.1 self-evaluation, data effectively to monitor progress and Course reviews will be informed by live Termly including listening to set targets and accurate data learners and others

3.2.2 planning and securing improvement

23

3.1 Leadership/3.2 Improving Quality Improving 3.1 Leadership/3.2

13

3.1.1 strategic 2.5/5.5 Reduce bureaucracy across the college Processes and procedures reviewed and All Managers Principal direction and the by working with staff to review all refined

impact of leadership processes and procedures with a view June 2018 June 2018 to streamlining Targets to include: 3.2.2 planning and  Simplified processes securing  Better use of data on improvement dashboards Management  Positive feedback from staff 3.4.1 management of about the impact staff and resources  Possible reallocation of some administration tasks from teachers to Business Support

24

.1 Leadership/3.2 Improving Quality/3.4 Resource Resource Quality/3.4 Improving .1 Leadership/3.2 3

3.3.1 strategic 1.1/6.1/6.3/ Extend the joint planning with local Curriculum Planning will be targeted to AP (Planning & Deputy partnerships 6.4 authorities ensure that duplication of provision is Data)/Director of Principal

avoided where possible and that there Planning and 3.3.2 joint planning, Work with Welsh Government to are suitable progression opportunities for Funding May 2018 resourcing and quality influence the inclusion of CCBC in the learners assurance joint planning review meetings with May 2018

25 RCT and Merthyr

3.3 Partnership Working 3.3 Partnership

14

3.3.1 strategic 1.1/6.1/6.3/ Increase the course offer at higher Increase in higher level courses and AP(T&L)/HoS(HE) Deputy partnerships 6.4 levels identified progression opportunities for all Principal

learners Termly Work with HEIs. Employers, SSCs and Termly awarding bodies to develop and increase the course offer at higher

levels 26

3.3 Partnership Working 3.3 Partnership

3.4.1 management of 7.1 Effective management of resources Curriculum planning includes a viability AP (Planning & Deputy staff and resources check. CPD is aimed at securing Data)/AP(T&L)/Dire Principal Ensure that strategic plans take improvement in outcomes. Estates plans ctor of Planning and account of value for money in terms of: support the development and Funding/Director of Termly 3.4.2 value for money  viability of courses and maintenance of effective learning HR/Director of support for staff to improve environments Infrastructure  buildings that are fit for 27 purpose Termly

3.4 Resource Management 3.4 Resource

15