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Strategic Plan 2016 – 2019 (version 4)

1. Contents Page No Corporate Priority No 2. 1. Foreword 3 All 3. 4. 2. Mission, Statement of Aims and Public Value Statement 6 5. 3. Corporate Priorities and Targets 2015/16 – 2017/18 9

4. Scorecard 12

5. Standards and Performance Improvement Strategy 14 CP1  Taking Teaching, Learning and Assessment to outstanding CP8  Customer Service

6. Curriculum Strategy 18 CP1 Strategic Priorities (e.g. Taking English and maths and A-level Academy to CP7 outstanding; option of becoming an Institute of Technology) CP14

7. Support for Students 29 CP11

8. Employer Engagement Strategy 32 CP5

9. Marketing and PR Strategy 34 CP4 CP12 10. Accommodation and Resources Strategy 36 CP9

11. IT/ILT and Data Strategy 38 CP2

12. Contracts & Data Analysis Strategy 40 CP10

13. Human Resources Strategy (including support for staff) 44 CP3

14. Finance Strategy 47 CP4 CP6 CP13 CP 15 15. Partnership and Communication Strategy 51 . 16. College Profile 52  Organisation Chart  Local Accountability, Partnership Consultation and Strategic Planning Process Glossary 56

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1. Foreword

This plan sets out the strategic direction of the College and its contribution to the further development of the local and wider community.

The College is a major provider of education and training at all levels from basic English and maths to full honours degrees, with nearly 8,000 students, 483 employees and nearly 600 employer links, the College plays a major role in the local community within St Helens and the surrounding area, the wider Liverpool City Region and the FE sector.

The College educates a wide variety of students preparing them for employment or further study. It comprises a range of students from the age of 14 through to adults, with students studying in a wide variety of FE and HE disciplines, allowing them to both meet and raise their own aspirations as well as fulfilling the needs of employers.

The FE Sector is currently going through a government-led review process that will ensure FE institutions have the size, scale and expertise to be financially resilient and sustainable entities. This is likely to result in there being fewer FE Colleges. The process is being conducted through Area Reviews based in each LEP area. The College is fully engaged with the Liverpool City Region area review and the need for Colleges to be of sufficient size to be viable in changing circumstances. It has been a longstanding priority of the College to grow back up to a turnover level of £35m and alongside the Area Review process the College has been looking for some time for a merger partner.

At the time of writing a process is underway with Knowsley Community College which may lead to a merger in early 2017 subject to due diligence and consultation with stakeholders including students, parents and employers. This plan is written with a proposed merger in view but with the College currently existing as a standalone entity. The plan is subject to annual review and may change as the merger process progresses or in response to other external factors.

The purpose of the plan is to illustrate how the College will continue to raise expectations of students and employers, operating in an outstanding way within classrooms, workshops, college operations and within the community. The FE landscape in which the College operates is changing rapidly and the plan will also show how the College will adapt to and take advantage of new challenges

At the centre of the College's strategic approach are five pivotal concepts:

 impartial, student-centred Information, Advice and Guidance;  inspiring teaching, learning and assessment;  excellent customer service;  a culture of high expectations;  accountability for students’ progress and success.

These concepts are the building blocks for the successes of each student, each course and therefore the College's overall success in achieving its mission, which is to deliver "excellent education and skills for work and life."

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Delivering outstanding student results consistently is the College’s most significant strategic aim and will enable the College to be outstanding. Outstanding performance is key to the College serving its community well, enabling the provision of the best possible education and experience for its students, but also acting as a beacon attracting students, employers and staff capable of operating in a consistently outstanding manner.

A Higher Education inspection in 2012 resulted in excellent outcomes and the OFSTED inspection in February 2014 confirmed that the College performs consistently well in all aspects of its FE provision.

To build on these achievements the College has embraced a culture of continuous improvement meaning that both quality and resources have improved. Examples of these improvements include:

 A “marginal gains” approach which has contributed to operational excellence in many areas and 41% of all teaching observations in 15/16 being outstanding.  A swivl cam tool for academic staff to analyse their classroom performance.  A new library at each campus providing university standard study environments for our students  The completion of the STEM Centre refurbishment culminating in it being relaunched as “The STEM Centre”, underlining the importance of Science, Technology, Engineering and Maths in the future direction of the College.

During 2016/17 the College will focus on further improvement that enables the College to reach outstanding status. Particular attention will be placed on the following key areas

 STEM – ensuring that the College continues to be recognised for its technical expertise and training. Maths – Raising aspirations and results in maths  Apprenticeships – creating partnerships with large regional and national employers to grow the College apprenticeship provision.  Logistics – In partnership with Knowsley Community College the College will launch and grow the Northern Logistics Academy following significant investment by both Colleges and the LEP in state of the art training facilities.

The College will continue to work closely with employers, businesses and their associations, schools, community groups, other FE and HE providers and universities.

These partnerships include:  close collaboration with 4 Universities – Chester, UCLan, Liverpool John Moores and Sheffield Hallam providing validation for HE courses locally through University Centre St Helens.  sponsorship of The Sutton Academy;  working with O2 following the successful St Helens Digital Communities project;  continued close links with St Helens Council;  working in partnership with other FE providers;  collaboration with the 157 Group in order to place the College in position to win and participate in national training contracts.

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The College will also continue to be employer facing and will seek long-term partnerships with large private and public sector organisations providing bespoke, high quality training. Employer partners are the NHS, central government agencies, local government, O2 and other telecom companies, Jaguar Landrover, Peel Holdings, BA, United Utilities and other utility companies plus organisations in the Logistics sector such as Wincanton, The Sutton Group and Unipart.

In a sector undergoing great change the College continues to be ambitious for its students and the community it serves. Merger, the Area Review process, central government priorities and the as yet unknown impact of Brexit will all provide great challenges and opportunity. The College has invested in staff and resources and, as a result, is ready to continue its mission in “Delivering excellent education and skills for life and work”

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2. Mission, Statement of Aims and Public Value Statement

2.1 Mission Statement:

“Delivering excellent education and skills for life and work”

2.2 The mission statement is underpinned by the Statement of Aims:

1. to power the economic development and welfare of the local community, Liverpool City Region and the Northern Powerhouse by providing the skills employers and individuals need;

2. to build students’ confidence and employability skills, including English and maths, through excellent careers advice and work experience resulting in progression to further study or sustainable employment;

3. to ensure successful education, training and personal, social, moral, cultural and spiritual development and welfare for each individual ensuring that they are well prepared for life in Britain today;

4. to achieve very high customer satisfaction from students, parents and stakeholders;

5. to inspire and challenge students, College staff and managers to excel in a supportive culture of high expectations, enterprise and innovation;

6. to provide excellent industry standard resources for students and staff motivating high performance and innovation in the teaching and learning process;

7. to lead in Employer – College partnerships for the benefit of all partners and the local community;

8. to be an inclusive college where fundamental British values are promoted and each individual is respected, valued and safeguarded;

9. to provide an enjoyable, safe, supportive and caring learning environment;

10. to provide outstanding value for money ensuring high quality education and training.

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2.3 Public Value Statement (PVS)

The College seeks to add value to the social, economic and physical well-being of the communities that we serve by:

1. providing education and training in accordance with the College’s mission, statement of aims and values which maximise the life and job prospects of the individuals and meet the needs of the employers and the communities in general; 2. raising aspirations of individuals and the communities by promoting prospects and celebrating success; 3. ensuring a broad curriculum offer with good progression routes from entry level; 4. promoting healthy life styles and good citizenship skills to all students and colleagues; 5. being responsive to the changing needs and circumstances; 6. actively listening to and engaging with the stakeholders of the College aiming to provide the best possible service; 7. being a respectful and responsible employer; 8. acting with corporate integrity in partnerships and in general.

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OVERVIEW OF THE LINKS BETWEEN THE MISSION, THE STATEMENT OF AIMS AND THE CORPORATE PRIORITIES

9. MISSION STATEMENT 10. 11. ‘Delivering12. excellent education and skills for life and work’

Statement of Aims Corporate PVS Priority 1 To power the economic development and welfare of the local community, 1 1 Liverpool City Region and the Northern Powerhouse by providing the skills 5 2 employers and individuals need. 7 3 14 5 6 2 To build students’ confidence and employability skills, including English and 1 1 maths, through excellent careers advice and work experience resulting in 7 2 progression to further study or sustainable employment. 11 3

3 To ensure successful education, training and personal, social, moral, cultural 1 1 and spiritual development and welfare for each individual ensuring that they are 11 2 well prepared for life in Britain today. 3 4 4 To achieve very high customer satisfaction from students, parents and 1 5 stakeholders. 8 6

5 To inspire and challenge students, College staff and managers to excel in a 1 2 supportive culture of high expectations, enterprise and innovation. 2 5 3 8 6 To provide excellent industry standard resources for students and staff 2 5 motivating high performance and innovation in the teaching and learning 9 6 process.

7 To lead in Employer – College partnerships for the benefit of all partners and the 5 5 local community. 8

8 To be an inclusive college where fundamental British values are promoted and 11 4 each individual is respected, valued and safeguarded. 7

9 To provide an enjoyable, safe, supportive and caring learning environment. 8 4 9 7 11 10 To provide outstanding value for money ensuring high quality education and 1 1 training. 4 6 10

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3. Corporate Priorities and Target 2016-2019

CP 1 Prepare the College to reach outstanding status by 2017/18 (merger may lead to a delay in this CP not being achieved until 2018/19)

 increase the amount of outstanding teaching, learning and assessment to an externally moderated observation profile where the observation grades are:

50% outstanding in 2016/17 (and 55% in 2017/18) 95% good or better 0% inadequate grades

 maintain and improve further strong consistency in performance with all non-GCSE courses well above national rate and above 85% qualification achievement rate by August 2017 (unless the national rate for a course is controlled by the awarding body in which case performance should be above the national rate)

 improve the attendance rate to 92% overall, including 92% attendance to English and maths classes

 improve English and maths Basic Skills overall provision qualification achievement rates to 70% and ensure that all student groups are making “good or better” progress by August 2017; improve overall GCSE English Language and maths A*-C achievement rates to 40% and 40% respectively (16-18) and 52% and 54% respectively (19+)

 improve the apprenticeship overall qualification achievement rate to 80% by August 2017;

 ensure that the A Level Academy provision has qualification achievement rates and value added scores above sector averages by August 2017;

 ensure that the 14-16 Academy provision exceeds national averages in respect of progress measures by August 2017.

CP 2 Build a national reputation for innovation in the use of ILT for teaching, learning and assessment

CP 3 Deliver an effective HR strategy to assist in the achievement of outstanding status and meeting the challenges of the financial climate

Corporate Priorities underpinning “a successful business”:

CP 4 Deliver the 2016/17 main income targets, including the grants, for which the EFA, SFA and HEFCE have allocated the College

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CP 5 Further develop the College’s employer engagement strategy to ensure that the College:  regularly contracts with “big business” such as apprenticeship contracts for large employers;  deliver the 2017/18 targets;  develop a strategy to assist employers with the apprenticeship levy scheme  develop a strategy to ensure that the College grows apprenticeship numbers by 50% by 2020;

CP 6 Retain good financial health in 2016/17 and beyond by continuing to review the College's cost base including:  at least 98% staff utilisation;

 class contact hours as a general rule to be no more than 5% above the funded amount;

 class sizes are generally 16 or above in 16/17 and 17 or above in 17/18;

 staff costs reduced to 65% of turnover at the end of 2016/17 and to 60% in 2017/18;

(This CP could be impacted by increased one off costs of merger in 2016/17)

CP 7 Specific curriculum developments to include (see section 6):

 establish, in partnership with Knowsley College, the Northern Logistics Academy;

 continue to develop and implement the planned curriculum portfolio changes including HE, Higher Level Apprentices and Degree Apprenticeships;

 further expand the traineeship programmes for work-motivated students as a precursor for apprenticeships to above 100 traineeships (2016/17);

 all courses give students an employability or university route;

 continue the focus on value added scores;

 prepare for the potential changes of apprenticeship reforms including delivery of the new standards

 implement the changes to the contents and assessment of GCSEs and A Levels (first teaching in September 2016);

 extend the higher technical and professional provision tailored to meet the employer needs of “the Northern Powerhouse.”

CP 8 Continue the excellent Student-College partnership model and excellent customer services

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CP9 Maintain all accommodation, teaching, learning and business resources to a minimum of ‘good’ standard, including:

 further improve the University Centre St Helens;

 Introduction of a SMART LAB at the STEM Centre;

 introduce controlled employer and other community use of the College accommodation including business incubation (This CP will be impacted by merger with a full estate review required)

CP 10 Continue to develop and implement the College’s Contracts and Data Analysis Strategy:

 development of new systems to improve efficiency;

 further automate manual processes;

 quality assure processes to achieve 100% compliance and accurate and timely returns underpinning substantial assurance audit reports.

CP 11 Provide an excellent, holistic, effective and efficient student support service for all ages assisting students to successfully complete their studies and enter employment and to include the promotion of Safeguarding, Health and Safety, Equality and Diversity, PREVENT, British Values and social mobility.

CP12 Further enhance the College’s reputation for academic achievement, progression to employment or further study and responsiveness to employer needs through marketing of college achievements and involvement in the Employment and Skills Board, the Liverpool City Region Combined Authority and Local Enterprise Partnership.

CP 13 Grow the College’s market share locally and regionally rebuilding the College’s turnover to above £35M by September 2017, eg through merger with Knowsley Community College. This is likely to be through merger.

CP 14 Explore the option of either becoming a standalone or integral part of an Institute of Technology (see Section 6). (This CP could be impacted upon by merger/area review).

Longer term Corporate Priority

CP 15 Continue to grow the College achieving an annual turnover of £50m by 2020.

Impact of Merger

The above Corporate Priorities have been written with the view of the College as a standalone provider. Merger will impact on several of the above priorities and it is envisaged that priorities would be re-written for a new merged entity. Where a merger and its process would clearly impact on the delivery of a CP, it has been noted above.

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4. Scorecard

The high expectations and associated targets are communicated through:

 aligned strategies, policies and procedures;

 performance reviews and targets for provision, groups and individual students and staff;

 Professional Development plans and targets;

 Principal's Review;

 Governors' and managers' monitoring processes.

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SCORECARD TO FOLLOW

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5. Standards and Performance Improvement Strategy

CP 1 Prepare the College to reach outstanding status by 2017/18 - teaching, learning and assessment and consistency (see also section 7)

The overall objective is to maintain a culture of high expectations, values and human resources that enables us to inspire and challenge staff and students to excel.

The standards and performance improvement strategy will enable us to reach outstanding in teaching, learning and assessment across all types of provision. We will also aim to be outstanding in our pastoral care support and the development of our students (see section 7) that will impact on consistently good or better qualification achievement rates.

Key Performance Indicators and Targets (KPI):

KPI 1.1 for 2016/17, increase the amount of outstanding teaching, learning and assessment to an externally moderated observation profile where the observation grades are: 50% outstanding; 95% good or better; No inadequate grades.

KPI 1.2 ensure consistent achievement rate performance on all courses (excl. GCSEs and courses where the achievement rates are controlled by the Awarding Body) to achieve a success rate of at least 85% and above the national average for each course;

KPI 1.3 ensure consistent high attendance – all course attendance rates to be 92% or above, including English and maths;

KPI 1.4 ensure that Level 3 tech provision exceeds the national average point score per entry in the 2017 DfE league tables;

KPI 1.5 ensure that level 3 academic and applied general qualifications exceed the national average point score per entry in the 2017 DfE league tables;

KPI 1.6 more than 66% of students, parents and employers give the College an excellence rating for Teaching and Learning by 2016/17;

KPI 1.7 at least 95% of students have positive destinations in 2016/17.

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Taking Teaching, Learning and Assessment (TLA) to “outstanding”

Continue to increase the amount of outstanding teaching, learning and assessment.

This needs to be achieved through:  ensure that students progress against their achievement targets over time and staff and students understand the progress being made;  stretch and challenge abler students, so they make better than expected progress  a focus on learning, rather than teaching, to include formative assessment, quality of feedback and students’ progress and attendance;  attention to the less tangible aspects of lessons such as relationships and atmosphere;  further embed the new Ofsted inspection CIF (From September 2016) into the College TLA activity and observation process, in particular the measures of student progress over-time;  increased involvement of students in the curriculum and lesson planning processes;  focused and effective support for “good” teachers to improve their skills further, with particular emphasis on reflective practice using marginal gains tools; all teachers achieving a grade 1 or 2 lesson to be involved in the marginal gains/swivl-cam activities.

Priorities taking the provision towards outstanding status:  continue a comprehensive CPD programme focussed on the five common features in outstanding lessons:1 - excellent planning; - passionate and enthusiastic teaching; - excellent questioning techniques; - high expectations being met by students responding to the skilful manner in which the teacher manages the lesson; - respectful and professional relationship between students and their teacher creating a highly inclusive atmosphere where learning is taken seriously whilst made enjoyable and students are making good progress;  continue a structured, programme to teach lecturers “to see lessons through the eyes of the students”;  staff and students understand student progress over time and are effective in target setting  develop staff and teams to stretch and challenge abler students, so they make better than expected progress;  further develop the use of “marginal gains” to teachers and students as a method of improving performance, through reflective practice and sharing of outstanding practice;  use outstanding practice from schools to ensure staff review student progress over time;  ensure that all teachers follow up the feedback given to students (“double loop” learning and marking);  ensure that the standards in respect of presentation of students’ work and correction of English and maths are adhered to throughout the College;  use a rigorous process of work scrutiny to ensure consistent assessment practice  involve students in curriculum and lesson planning;  maintain professional standards for Heads of Department, Curriculum Leaders and Managers setting out expectations of them as leaders of outstanding TLA;

1 Extract from Harriet Harper: Outstanding Teaching in lifelong learning/Open University Press, 2013 Page | 15

 introduce a structured approach to collect students’ feedback on individual lessons;  continue to reward and recognise consistent outstanding teaching, learning and assessment;  encourage and reward innovation in every Department and on every programme; (encouraged by the use of ILT), through use of the College LaTTe resources, ILT resources and marginal gains outstanding practice;  develop a teaching/learning action research project based on Geoff Petty’s evidence-based teaching and learning techniques.

Priorities underpinning successful provision:

 implement a revised observation procedure to reflect the very best practice in the observation of TLA - using a progress over time methodology of three observations, include external moderation, use of peer observation and maintain the unannounced and graded approach;  ensure the TLA and observations include judgements in respect of students’ progress ‘over time’ and attendance;  continue to provide all teachers with frequent, accurate and constructive feedback on their teaching and wider performance;  ensure the TLA and observation process has a focus on learning and student progress against their starting points;  a structured programme of industrial up-dating for all lecturers;  a structured programme of CPD, coaching and learning walks for new teachers;  support and performance management of teaching performance below “good”;  routinely identify best practice within the College, in the FE and school sectors and ensure it is shared and implemented.

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CP 8 Continue the excellent Student-College partnership and excellent Customer Services

Key Performance Indicators and Targets (KPI):

KPI 8.1. 95% of students report that they understand how their views are heard, how they can influence decisions and can give examples of impact achieved;

KPI 8.2 achieve a minimum of 90% satisfaction in the College’s FE student survey;

KPI 8.3 responses to issues and concerns raised by students are made within two working weeks;

KPI 8.4. maintain the standards of the Customer Services Excellence Award;

KPI 8.5 maintain a variety of ways in which the student voice is heard

Priorities taking the provision towards outstanding status:

 Principal to continue to meet with lead student representatives and/or student governors to listen to their views;  ensure swift reply (within 2 working weeks) to issues and concerns raised via the student voice channels;  ensure swift reply (within 2 working weeks) to issues and concerns raised by colleagues through the “what’s on your mind” button or other channel of communication;

Priorities underpinning successful provision:  ensure that workplace students’ participation in student voice activities is increased to 65%  maintain the new standards in respect of enquiries and admissions;  continue the wide range of ways ‘to have your say’ activities;  continue to improve Higher Education student engagement through effective use of Student Liaison Officer, including collaborative outreach and internal progression.

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6. Curriculum Strategy

CP 1 To prepare the College to reach outstanding by 2017/18 - English & maths, Workplace learning, A-level and 14-16 Academy

Key Performance Indicators and Targets (KPI):

KPI 1.1 all full-time students to continue to undertake diagnostics for maths and English and receive additional support as required (2016/17);

KPI 1.2 Basic Skills achievement rates in English and maths are at least good and above 70% in 2016/17 (40% in 2015/16)

KPI 1.3 A* - C achievement rate of GCSE English is at least 40% (16-18) and 52% (19+) in 2016/17;

KPI 1.4 A* - C Achievement rate of GCSE maths is at least 40% (16-18) and 54% (19+) in 2016/17;

KPI 1.5 overall success rate for WPL in 2016/17 to be a minimum of 80% (2014/15 national rate 72%)

KPI 1.6 timely success rate for WPL in 2016/17 to be a minimum of 68% (2014/16 national rate 59%)

KPI 1.7 ensure that the A Level Academy provision has achievement rates and Value Added scores above averages by August 2017;

KPI 1.8 ensure that the 14-16 Academy provision exceeds national averages in respect of progress measures by August 2017.

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Taking English and maths to “outstanding”

It is a key priority for the College to improve the performance in respect of the whole English and maths curriculum, in particular, GCSE level in response to the national and regional agenda and to meet local needs.

The English and maths curriculum covers the full portfolio including entry level, level 1, 2 and 3 and all the qualification types including Stepping-stone qualifications, ESOL, Basic Skills, Level 3 Core Maths, GCSEs and A-levels.

Priorities taking the provision towards outstanding status:

 a shared vision for English and maths throughout the College;  strong curriculum leadership focussing on providing a curriculum designed to meet the needs of the students;  effective differentiation strategies;  ensuring that the relevance to work and life outside the College is made very clear in every lesson;  ensuring consistency in the quality of teaching by developing and articulating ‘new standards and expectations’ for English and maths and to monitor their implementation;  listening carefully to the students’ feedback on individual lessons and the curriculum as a whole and take appropriate action;  develop policies to provide strong encouragement for students to read, write and use maths for pleasure;  a whole College approach to ensure that students extend and consolidate English and maths skills in all lessons and contexts;  Develop English and maths in the wider community.

Priorities underpinning successful provision:

 encourage high aspirations and expectation amongst English and maths teachers and students;  ensure high attendance (minimum of 92%) in all English and maths sessions.

English specific:

 Introduction of DIRT – directed, independent, reflective time has been developed and build into the SOW and lesson plans. This is dedicated time for students to work on feedback from assessed pieces of work;  New Specifications – English have adopted the new specification and so there is a new SOW, new lesson plans and resources;  Introduction of the new ILP which shows progress over time clearly;  Introduction of new Initial Assessment to take into account the change in the specification of the Functional Skills at L1 and 2 and the new GCSE

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Maths Specific

 change of Awarding Body for GCSE maths;  change of awarding body for Functional Skills maths;  introduction of Mathswatch and increase the use of GCSEpod particularly for use with the new specification;  new lesson plan structure;  lesson starters to promote numeracy skills to be sent out to vocational areas for vocational teachers to include in lessons daily/weekly;  increase the number of students taking the November resit;  scheme of work to keep students “warm” between November and January;  targetted “Numeracy Weeks” each half term where every vocational teacher must include a maths problem within every lesson and record the outcomes;  designated ‘maths for real lab’ where students can use practical maths skills. Resources to be purchased to allow for practicals;  “mathletics” annual event where competitions run throughout college with prizes;  train vocational teachers on all of the available online resources for maths.

English and maths

 set SOW and lesson plans and resources for all teachers to use;  dedicated rooms for the delivery of English and maths o each room to be equipped with a filing cabinet to store workbooks and copies of all the resources needed o each room to have posters and displays on the walls o each teacher to have a class set of textbooks o each teacher to have iPad to encourage the use of ILT  team teaching/support from Head and Managers;  increase in the number of learning walks;  all 16-18 study programme students who have a GCSE grade on entry to college to continue to study GCSE instead of Functional Skills. Functional Skills to be used only when a student has been initially assessed as Entry Level;  GCSE classes to be streamed o students with a Grade D o students with a Grade E-G o students can move from one level to another dependent upon diagnostic results/progress tests/mocks  coffee outlet reward cards (or some other tangible reward system for attendance and punctuality;  postcards half termly;  half term holiday “catch up”;  intensive revision slots in May/Easter holidays;  introduce new ILP which includes opportunities to capture information on exam access arrangements early.

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Staffing

 positive recruitment campaign has resulted in an increase in the maths and English teams;  the maths and English teams have more than doubled in the past two years to meet the demand.

Improve attendance in English and maths:

 increased communication with parents and carers by sending progress letters at various key times throughout the year;  October half term – to inform parents of the levels of English and maths and the qualification their child is working towards;  December – detailed progress update:  February – GCSE exam entries and results of the mock examinations;  April – detailed progress update;  motivational cards, eg attendance/progress in English and maths sent on half termly basis culminating in end-of-year awards;  absences followed up on the day by text using Promonitor/WamEdu;  attendance reported at weekly meetings to Heads of Department and Leadership Team;  Maths and English lessons start in week one and all students will complete an initial/diagnostic assessment to allow streaming.

Resources

 the College has invested in the resources for maths and English. Class sets of maths and English textbooks for each teacher;  resources for practical activities have been purchased;  resources to support the delivery of Entry Level maths.

Intervention Strategies:

 plan resources and starter activities to be used by vocational teams;  maths and English starters for the vocational teachers to deliver;  exam papers to be completed in vocational sessions/tutorials;  maths and English learning zones are now in operation at the Town Centre campus and more support sessions have been timetabled;  incentives for attendance o loyalty card for the coffee outlet o prize draw o bus pass in holiday time o incentives to attend all exams o half term holiday “catch up” o intensive revision slots in May/Easter holidays

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Training and sharing best practice:

 maths development programme to continue in 2016/17;  best practice sharing with appropriate FE colleges and schools;  attend AoC conference;  awarding body training;  team teaching with managers;  training on starter activities to be used by vocational teams;  training for vocational teachers on maths and English starters for the vocational teachers to deliver;  continue the CPD for vocational teachers on embedding maths.

Taking Workplace Learning to “outstanding”

The actions listed below are designed to build on current performance whilst addressing the challenge of meeting the stretched KPIs for 2016/17.

Priorities taking the provision towards outstanding status:

 implement the ‘workplace learning to outstanding action plan’;  expand employability skills on classroom-based programmes to prepare students for apprenticeships;  traineeships, taster work trials and employability skills pre-apprenticeship will be offered to support retention rates;  further develop the use of e-portfolios;  systematic identification of potential apprentices (and candidates for traineeship training) from level 2 classroom-based provision carefully matched with employers looking to recruit;  expand the “try before you buy” approach for employers through work experience and traineeship placements;  further embed all best practice pastoral care and induction strategies from classroom based learning to workplace learning;  continue to use appropriate support strategies at “critical points” on the apprenticeship journey, with particular focus on the first 6 weeks;  develop incentives, rewards and public recognition for employers and apprentices to ensure good progress and timely completion;  improve use of ILT for communication and assessment outside the regular Assessor visits to the workplace;  showcase apprentices’ work and achievements;  continue to offer free training and advice for workplace supervisors.

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Priorities underpinning successful provision:

 further promotion of the College’s ability to assist the employer in recruitment of the apprentice and free advertising of apprenticeships and traineeships on the College’s website;  continue strong emphasis on careers aspirations from the IAG stage onwards;  implement a systematic “management check” on recruitment and IAG to ensure “the right framework, employer and end-date” for each apprentice;  continue to enforce functional skills being taught up-front;  continue to provide learning materials accessible in the workplace where appropriate (including on-line functional skills materials);  continue comprehensive CPD for Assessors followed by individual support and, if required, performance management;  continue systematic and appropriate use of additional leaner support for apprentices;  review entry-level criteria in respect of English and maths in view of the new English and maths requirements;  continue formal involvement of employers and parents (for 16-18 year olds) in the review process;  continue to embed and improve the student voice for workplace learning;  continue enhanced marketing campaign highlighting the strengths of the provision;  continue effective quality and performance management of sub-contracted provision.

Taking the A- Level Academy to “outstanding”

The purpose of the A-level Academy is to provide a coherent progression strategy for students to progress from level 1 all the way to a BA honours programme within the College if this meets their aspirations. The A-Level Academy provides a relevant level 3 curriculum, particularly for those students pursuing a university route.

A successful A-level Academy also promotes the College’s reputation for academic performance and attracts an increased amount of applications from 16-18 year old students.

Priorities taking the provision towards outstanding status

 continue expectation for all A-level students to have 95% minimum attendance;  dedicated calendar of quality assurance monitoring including regular testing of students’ progress and work scrutiny, which includes external moderation. For 2016/17 this will include three (once per term) moderated mock examination sessions, again externally moderated;  continue the quality assurance partnership with Birkenhead Sixth Form College, which includes the reciprocal sharing of the very best A-Level teaching, learning and assessment practice;  regular subject specialist CPD with awarding bodies and through regional and national events;  external consultancy support for English and maths as required;  effective implementation of new DfE rules for A-Level linear delivery from 2015 onwards;  continue close working relationship with the awarding bodies to ensure that all teachers fully understand the standards required for successful on-course assessment and examination outcomes results;

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 embrace outstanding ILT practice to support TLA, independent and directed study and research;  continue a dedicated English and maths support programme designed for A-level students;  enhance the dedicated study skills and pastoral care support programme designed for A- level students;  ensure employability skills are embedded in in each subject area;  students to undertake relevant and meaningful work experience as part of their study programme;  best practice identified from successful HE programmes at St Helens College to be systematically shared and implemented within the A-level Academy;  a programme of visits for teachers and managers to outstanding sixth form colleges to identify and implement the very best practice in the A-Level Academy;  an outstanding programme of communication and assistance from and to parents;  guaranteed progression for successful students onto the College’s HE programmes;  highly effective IAG and progression to Higher Education or employment;  continue a programme of PR and marketing to build an outstanding reputation.

Priorities underpinning successful provision:

 continue to recruit and enrol with integrity;  continue a strong A-Level Academy culture of high expectation, high standards and success;  further enhancement of the A Level Academy environment to ensure the very best resources and spaces are accessible for student use;  dedicated A-level study area encouraging student ownership;  observations, including student progress over-time, followed by targeted CPD programme, support and performance management if required;  enrichment programme meeting students’ interests and needs including educational overseas trips to complement the curriculum as well as employability skills;  a strong student voice;  strong parent partnership.

Taking the 14-16 Academy to “outstanding”

The mission of the 14-16 Academy is to provide a curriculum for 14-16 year olds who are strongly focussed on a vocational career allowing them to pursue and try out vocational options from the age of 14.

Priorities taking the provision towards outstanding status:

 dedicated calendar of quality assurance monitoring including regular testing of students’ progress, which is externally moderated, with particular focus on English and maths;  continue externally moderated mock exams;  Enrichment activities to include LEP priorities such as logistics, advanced manufacturing and financial/legal services;  all lessons to continue to make references to “the world of work”;  all students to have a career plan from the outset;  employability skills (including enterprise skills) and contact with employers to continue to be built into the curriculum throughout;  employer input into the curriculum;  high profile employers to champion the Academy;

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 the principles of SOLO Taxonomy[1] to continue to underpin all lessons understood by students as well as teachers;  student involvement in curriculum and lesson planning;  close working relationship with the awarding bodies to ensure that all teachers fully understand the standards required for successful assessment and examination outcomes;  a programme of visits to outstanding schools and academies to identify and implement the very best practice in the 14-16 Academy;  guaranteed progression for successful students onto the College’s FE programmes or guaranteed interview for an apprenticeship or traineeship;  continue the programme of PR and marketing to build an outstanding reputation.

Priorities underpinning successful provision:

 enrolment integrity in line with the mission (students who have a strong vocational focus); the aim of the 14-16 Academy is not to provide an alternative for students who are simply unhappy in their current school;  continue a strong 14-16 culture of high expectation, high standards and success;  work experience and “live” projects for employers where possible;  continue a strong parent partnership;  observations followed by targeted CPD programme, support and performance management if required;  continued effective response to Ofsted’s recent focus on safeguarding and the PREVENT agenda.  continue enrichment programme meeting students’ interests and needs;  continue safe and healthy environment encouraging student ownership.

[1] The SOLO taxonomy stands for: Structure of Observed Learning Outcomes. It was developed by Biggs and Collis (1982). The 5 levels of understanding is explained to the students using Lego:

1 Pre-structural: here students are simply acquiring bits of unconnected information 2 Unistructural: simple and obvious connections are made, but their significance is not grasped 3 Multistructural: a number of connections may be made, but the meta-connections between them are missed, as is their significance for the whole. 4 Relational level: the student is now able to appreciate the significance of the parts in relation to the whole 5 At the extended abstract level, the students is making connections not only within the given subject area, but also beyond it, able to generalise and transfer the principles and ideas underlying the specific instance Page | 25

CP 7 Specific curriculum developments to include:

 establish, in partnership with Knowsley College, the Northern Logistics Academy;

 continue to develop and implement the planned curriculum portfolio changes including HE, Higher Level Apprentices and Apprenticeship Degrees;

 further expand the traineeship programmes for work-motivated students as a

precursor for apprenticeships to above 100 traineeships (2016/17);

 all courses give students an employability or university route

 continue the focus on average point scores, completion and attainment and value added as this takes an increasing prominence in the league tables (2016/17);

 prepare for the potential changes of apprenticeship reforms

 prepare for potential changes to the contents and assessment of GCSEs and A-levels (first teaching in September 2016);

 Extend the higher technical and professional provision tailored to meet the employer needs of ‘the Northern Powerhouse’.

.

Key Performance Indicators and Targets (KPI):

KPI 7.1 benchmark the College’s curriculum against competitors’ offer and prices;

KPI 7.2 continue to ensure that the College provides a full response to the LEP priorities, expanding higher professional and technical provision: - Advanced Manufacturing; - Northern Logistics Academy; - Higher Level Apprentices; - Apprenticeship Degrees.

KPI 7.3 develop and deliver a minimum of 100 traineeships in 2015/16;

KPI 7.4 submit a series of reports to Governors in respect of the potential impact and plans of the curriculum changes listed in CP7;

KPI 7.5 continue to ensure that the College works in partnership ensuring local skills needs are identified and met through an annual consultation on the Strategic Plan (September) and with regular dialogue with key stakeholders.

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Priorities taking the provision towards outstanding status:

 continue to ensure that Personal and Social Development (PSD) and Employability skills form an integral part of all 16-19 Study Programmes, including young apprenticeships, including elements of: - careers education, not just careers advice; - work experience; - involvement in “live” business projects in the College and from other employers; - professionalism in the chosen profession; - management of change for self and others; - lean principles (continuous improvement techniques); - organisational awareness; - employers or recruitment professionals telling the students which skills and attributes they are looking for when recruiting via video clips or as guest speakers  continue the HE curriculum review in order to refresh and fully align the curriculum to employers’ needs and students’ interest;  develop further our partnership with Liverpool University;  traineeships to be expanded as progression routes reflecting labour market opportunities for existing students who prefer employment and/or is not able to progress to the next level of study (consider the LEP priority areas);  recruit, develop and train young people and adults to take up traineeships or employment through a partnership programme of employability and job search.

Priorities underpinning successful provision:

 continue to embed E&D into the curriculum;  further embed and promote ‘British Values’ into the curriculum and life and work in Modern Britain;  continue to ensure the ‘prevent agenda’ and wider safeguarding practice is fully understood by College students and staff and the College is proactive in monitoring its effectiveness;  to further embed maths and English throughout the curriculum:  programme teams to have a minimum of two employer links that assist by giving feedback and designing the curriculum;  expand the number of skills competitions to further raise the expectations of students and staff;  the Business Development Unit to develop new courses, and encourage new apprenticeship frameworks including higher levels, where appropriate, in response to priority sectors identified by the LEP e.g. Superport/logistics, Visitor Economy, Knowledge Economy including Advanced Manufacturing, Professional and Legal Services, Low Carbon Economy/renewables, gas;  expand the number of level 4 and 5 apprenticeships particularly in STEM subjects;

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CP 14. Explore the option of becoming an Institute of Technology

Key Performance Indicators and Targets (KPI):

KPI 14.1 consult and promote the concept of St Helens College being invited to become, or participate in, an Institute of Technology (IOT)

Priorities underpinning successful business:

 follow and influence the political developments including: o working closely with the Merseyside Colleges’ Association to consider a virtual IOT for the LCR o promote and evidence the College’s ability to deliver excellent technical provision at Level 4 and above through the Area-Based Review.

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7. Support for Students and Parents/Guardians

CP 11 Provide an excellent, holistic, effective and efficient student support service for all ages, assisting students to successfully complete their studies and enter employment, including the promotion of safeguarding, Health and Safety, PREVENT, Equality and Diversity, British Values and social mobility.

The overall objective is to ensure a culture of high expectations and values that enables us to inspire and challenge students to excel.

The Support for Students and Parents/Guardians strategy will enable us to be outstanding in our pastoral care and provide support that will impact positively on success rates and value added.

A key strategic priority is to ensure that there are no significant achievement gaps between different groups of students.

Key Performance Indicators and Targets (KPI):

KPI 11.1 continue to provide independent advice, guidance, additional learner support, chaplaincy and assistance with practical problems such as child care, transport, equipment etc. as far as possible maximising the impact within the financial constraints; KPI 11.2 continue to provide comprehensive and effective pastoral care through effective tutorials; this includes 1:1 progress reviews, a programme of health, well-being and personal development, independent study skills, employability and preparation for further study or employment; (target as in KPI 11.3 and 11.4); KPI 11.3 achieve a 95% satisfaction rate for the usefulness of tutorials in student surveys; KPI 11.4. maintain the standards from the Matrix Award and achieve the Embedded Matrix Award; KPI 11.5 maintain the standards of the Frank Buttle Award and further develop the College's contribution to the success of “looked after children”; KPI 11.6 maintain a position where specific student groups, eg. students from postcodes with funding uplift, succeed at a similar rate to the overall College population; KPI 11.7 ensure that success rates for young people and adults at all levels exceed the national average; KPI 11.8 implement the annual Safeguarding and Health and Safety plans as approved by Governors for the year; KPI 11.9 implement and further embed a programme to deliver the ‘Prevent Agenda’ to all students; KPI 11.10 embed the theme of ‘British Values’ college-wide.

Priority Developments for action:

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Priorities taking the provision towards outstanding status:

 ensure that all students fully understand the potential impact of attendance that is less than 100%, develop further strategies to support students to take responsibility to ensure their good attendance, linked to improved employability outcomes;  92% attendance target including English and maths to be reached;  engage with parents through targeted communication, relating to English and maths progress, the importance of good attendance and regular monitoring of attendance;  ensure at the point of exit, that all students will have support and guidance to actively seek and secure a traineeship, apprenticeship, employment or further study;  ensure that any significant disparity in achievement rate for specific groups is identified and corrective action is taken with specific attention to the following groups:

 students from areas with funding uplift;  students with protected characteristics;  young mums;  young carers, care leavers/students in care;  students who have mental health issues/engage in self-harm;  ex-offenders.

 implement an enhanced programme of Careers Development activities to ensure students have the opportunity and ability to profile their personal qualities, values and strengths and consider career matches that will maximise their opportunity to excel;  enhance the recording and tracking of students’ progression and destination on completion of their programmes of study;  ensure all students have the opportunity to research and identify career opportunities in growing and emerging employment markets (including the LEP priorities);  further improve employability skills within Study Programmes including access to a high quality work placement;  further improve the opportunities on Study Programmes and Apprenticeship Programmes to enable students to assess their entry level of Personal, Social and Employability Skills and undertake a personalised programme of development to be recorded;  continue to ensure that each student is kept up to date with accurate on-line information about their progress and attendance in College at all times (using ProMonitor to display “live” data on entry computer screens);  ensure that parents/guardians are kept up to date with accurate, online information regarding their son or daughter’s progress and attendance in college at all times (embedding use of Proportal with a target of a minimum of 30% parental engagement by 2019  continue to ensure all students are aware of and have a good understanding of ‘British Values’;  all students understand the ‘Prevent Agenda’ and are fully aware of what to do should they have any concerns.

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Priorities underpinning successful provision:

 improve consistency across the College in the implementation of pastoral care policies and procedures through improved support of personal tutors and an evaluation of the role of the Progress Coach, piloted in the Department of Creative Arts, Digital & Data Visualisation;  further improve the effective use of diagnostic assessment in respect of English and maths to inform advice and guidance and teaching and learning strategies;  further use of Equality and Diversity Impact Measures (EDIMs) to inform Departmental plans;  continue the procedures for student disclosure of significant convictions for the enrolment process:  continue comprehensive advice for adults regarding disclosure of significant convictions for the enrolment process;  continue comprehensive advice for adults regarding the Advanced Learning Loans’  continue to ensure that the SEND code of practice is fully implemented.

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8. Employer Engagement Strategy

CP Further develop the College’s employer engagement strategy to ensure that the College regularly contracts with “big business” such as apprenticeship contracts for large employers and deliver the 2017/18 targets . Key Performance Indicators and Targets (KPI):

KPI 5.1 achieve full cost income target for the College of £1.8m KPI 5.2 deliver the SFA contract for apprentices -16-18yrs £1.49m, 19+ £667k;

KPI 5.3 Business Development Unit’s own Performance Measures:

Contribution target 40% of income

Success rates 85% Apprenticeships overall

73% Apprenticeships timely;

Positive response on SFA Employer Responsive survey.

Key developments for taking the Business Development Unit towards outstanding:

 demonstrate excellent customer care including a well-developed after care service, and responsiveness to customer feedback;  provide excellent IAG and after care services, delivering to the Matrix Standard;  offer a comprehensive support service to employers, to allow them to fully understand and access new funding arrangements following the introduction of the Apprenticeship Levy in 2017;  gather LMI on local and regional competitors and use this to develop an informed and relevant College curriculum which meets employer needs, St Helens Local Authority Economic Development Analysis and priorities identified by the LCR Local Enterprise Partnership (LEP);  extend existing relationships with the LEP, in order to acquire relevant LMI and be able to maximise membership opportunities for the whole of the College through partnership working;  continue to work with Jobcentre Plus to inform LMI, advertise College apprenticeship vacancies and support local people into training, jobs and apprenticeships;  offer an enhanced recruitment and selection service for employers with apprenticeship vacancies by supplying a “work-ready” pool of applicants;  further extend the profile of the Business Development Unit with Northwest employers;  secure business with high profile employers across a range of sectors including lucrative contracts with large employers for apprenticeship provision and full cost activity; E.g. Peel Ports, United Utilities, NHS Trusts, Logistics employers- Wincanton/Co-operative, Asda;  contribute significantly to the further development of the Northern Logistics Academy, working in partnership with Knowsley Community College;  develop new programmes and courses within existing and new sectors, to meet market needs including Higher Apprenticeships and Apprenticeship Degrees;

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 work with employers to support their understanding of new apprenticeship standards and delivery criteria of frameworks;  provide a full range of qualifications, traineeships, apprenticeships, higher apprenticeships and full cost courses, from level 2 – level 7, to meet business and individual needs;  offer ESOL, English and maths support, training and qualifications to adults in the workplace;  continue to work closely with the Smart Utilities area of the College to promote the Gas and Smart Metering training and assessment centres, securing business to meet growth targets;  work with curriculum areas to promote the successful delivery of on-line learning programmes;  extend work with the Curriculum departments to promote an expanded range of full cost commercial services including celebration events - wedding packages, graduations, photography, occasion flowers, hair and beauty treatments, catering options;  promote the offer of renting College accommodation and facilities to businesses and for hosting celebration events, in order to maximise the use of the College Estate;  facilitate a range of employer events to consult and inform, promoting the College offer, current developments and funding opportunities;  continue to work with partners and sub-contractors where necessary to provide a coherent offer to employers and learners;  work in partnership with other Regional providers to secure and deliver ESF projects for skills development in the workplace.

Corporate Priorities underpinning a successful Business Unit

Further develop the Cross College business model to ensure increased activity in full cost courses, traineeships, apprenticeships and other contracts by:

 extending relationships and partnership working between the Business Development Unit and curriculum areas across the College;  continuing to use the current buddy system where sales executives work together with curriculum delivery staff to increase employer engagement and secure future enrolments;  ensuring BDU sales staff are fully knowledgeable and updated about curriculum programmes, products and services;  working with the curriculum areas to identify any potential students at risk of dropping out and offering traineeships and/or apprenticeships if appropriate;  working closely with the marketing department to promote the College offer both internally and at external events – including school/career events/ trade shows, networking events and partnership opportunities;  ensuring that the employer section of the College website is current, informative and easy to navigate;  providing high quality marketing materials to support sales campaigns;  supporting curriculum areas to work together offering bespoke business solutions to employers and promoting these within the business community across the Northwest e.g. IT solutions, self-assessment for tax purposes, bookkeeping/accounts, health and safety audits;  continuing to develop work with NHS Trusts across the Northwest becoming provider of choice;  raising the profile of College WPL students by entering candidates for Regional and National Awards.  supporting potential merger activities with other Colleges as required to provide an extended, flexible and cohesive offer and service to employers, apprentices and other learners.

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9. Marketing and PR Strategy

CP 4 Deliver the 2016/17 main income targets including the grants which the Education Funding Agency (EFA), the Skills Funding Agency (SFA) and the Higher Education Funding Council (HEFC) have allocated to the

College

CP 12 Further enhance the College’s reputation for academic achievement, progression to employment or further study and responsiveness to employer needs through marketing of college achievements and involvement in the Employment and Skills Board, the Liverpool City Region Combined Authority and Local Enterprise Partnership.

The Marketing Communications team will continue to be innovative and creative in the application of appropriate marketing communication tools. Combined with market intelligence and effective curriculum planning and new curriculum introduction, the impact will be to deliver the College’s planned income targets, delivering growth in higher education, apprenticeships, traineeships and A Levels; and as a minimum maintaining market share for 16-18’s in what is a very competitive and shrinking marketplace.

The corporate PR strategy on promoting the “drivers for excellence” is seen as a critical component of the College’s journey to outstanding, and the key communication messages promoted around the potential merger will also have impact on this strategy.

Key Performance Indicators and Targets (KPI):

KPI 4.1 deliver a series of structured and targeted recruitment campaigns in 2016/17 to maximise the income streams for all audience groups, with particular emphasis on HE and Apprenticeships;

KPI 4.2 grow 16-18 FE market share by a minimum of 2% or to maintain learner numbers as a minimum in what is a decreasing local market until 2018;

KPI 4.3 increase conversion rates of Application to Offer Accepted to minimum of 52% in 2017, stretch target of 60% (currently 44% in 2016, was 47% in 2015);

KPI 4.4 increase the volume of apprenticeship vacancies generated via a targeted campaign to employers, ensuring 100% success in vacancy recruitment via the Apprenticeship Recruitment Team.

KPI 12.1 continue to promote the drivers for excellence as part of the strategy to improve the College’s reputation and promote “Outstanding is the New Standard” message;

KPI 12.2 deliver a communications strategy around the potential merger that protects the St Helens College Brand and all other brands subsumed within this, to protect reputation and application/enrolment volumes across all income streams.

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Priorities taking the provision towards outstanding status:

 promote the following drivers for excellence: academic achievement including outstanding Teaching, Learning and Assessment, focus on English & maths, success rates, ALPS and league table success, employability and links with employers;  promote the College as an institution with guaranteed progression routes through all levels to and including the College’s HE provision;  deliver a sustained brand awareness campaign for University Centre St Helens to deliver increased applications and enrolments;  deliver a marketing plan to target employers and employees to support growth in Business and Professional, Logistics and part time Higher Education provision – to achieve the aspirational growth in HE income of £300k in 2018;  commission video services to produce various media to increase YouTube hits to bring the College in line with the NW average (from 11.5k to 21k hits) by 2018;  continue to develop the activities and effectiveness of the new Apprenticeship Recruitment Team;  introduce the new “application” information packs across all curriculum areas, carrying out quality assurance checks for the interview process to measure service, effectiveness and overall customer experience and levels of satisfaction;  Graphic Designers to continue to implement the digital strategy for animated on-line campaigns;

Priorities underpinning successful provision:

 maximise all PR opportunities and ensure that it is timely and innovative;  continued engagement with partners, community events and sponsorship opportunities to support the strategy around building reputation and encouraging applications;  continue to develop the corporate style guidelines and ensure correct use and application of all College branding;  consistent and effective budget control and rate card discount negotiations ensuring continued cost effectiveness and value for money;  ongoing development of the internal relationships with all college departments to effectively engage and extract relevant information and successes that feed key marketing publications, press releases, digital media and website content;  effective promotion of new curriculum;  continue to host an annual stakeholder update breakfast meeting;  continue to host an annual event for Connexion Advisors to update them on the College’s offer, progress and consult on the strategic and curriculum development plans.

Activities Supporting Potential Merger:

 deliver a campaign of key messages in various forms to all audience and stakeholder groups to maintain confidence in the St Helens College brand to protect applications and enrolment volumes.

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10. Accommodation and Resources Strategy

CP 9 Maintain all accommodation, teaching, learning and business resources to a minimum of "good" standard.

The overall objective is to create learning environments which meet the needs of staff and students to promote a culture of high expectations and values which enable students to excel whilst maintaining the highest possible levels of health and safety. The resources will be managed in a cost effective way and contribute towards reducing environmental impacts so supporting the Carbon Management Plan.

The resources strategy will enable us to achieve outstanding teaching, learning and assessment across all types of provision by providing excellent learning environments and resources.

Key Performance Indicators and Targets (KPI):

KPI 9.1 maintain the estate in good or excellent and safe condition throughout promoting a culture of ownership and pride in the learning and working environment;

KPI 9.2 achieve student satisfaction rate with accommodation and resources of 95% or better and an excellence rating of 55% or better (Student Survey 2016/17);

KPI 9.3 achieve a HE student satisfaction rate with a library learning resources and services of a minimum of 88%.

KPI 9.4 develop plans for future accommodation upgrades.

Priorities taking the provision towards outstanding status:

 ensure that maximum value is extracted from the accommodation assets owned by the College by finding new income streams from the external use of the College’s land and buildings with an income target of £35k as part of the College’s full cost income in 2016/17;  engage further in a Student-College partnership in order to ensure the best possible environment for learning and work;  continue to review the estate and make plans for future improvements as funding becomes available;  engage with the LEP to ensure that the College takes advantage of funding aligned with the Area-Based Review including the LEP low carbon agenda;  complete Northern Logistics Academy (Langtree Street site) to ensure that the College can fully contribute to the NLA success.

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Priorities underpinning successful provision:

 continue to ensure highest priority is given to maintaining health and safety throughout the College including recorded weekly routine inspections of all high risk areas by the Health and Safety Officer;  all areas are allocated to a department and that ownership is accepted for keeping the area safe, clean and fit for purpose;  continue to maintain effective and efficient routine maintenance, repair and replacement programmes for all appropriate accommodation and resources with due attention to value for money and the low carbon agenda;  identify areas where the estate may be rationalised in order to reduce running costs, achieve efficiencies and/or generate income;  implement a routine schedule of removing litter, chewing gum and broken furniture from all internal and external areas of the College;  implement a routine schedule of pressure cleaning all external areas;  plan a routine schedule over 5 years of maintaining and upgrading the general décor in the College according to need.

Activities supporting potential merger:

 in addition, as part of the Area-Based Review the two potential merger partners have indicated further capital plans including: o university centre upgrade (St Helens College) o horticulture facilities (St Helens College) o aviation Check-in (St Helens College) o low carbon projects (St Helens College) o life Science, Health and Social Care and Dental Nursing Training facilities (St Helens College) o general modernisation of the SKB building (St Helens College) o 46 football pitch (Knowsley Community College) o advanced manufacturing centre (Knowsley Community College) o introduction of a SMART Lab at the STEM Centre (St Helens College) o encourage Business Incubation use within the College in a way that is sensitive to the core college activity, raising both opportunity for students and revenue (St Helens College).

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11. IT/ILT Strategy

CP 2 Build a national reputation for innovation in the use of ILT for teaching, learning and assessment by 2016/17

The College’s IT/ILT strategy aims to provide safe, modern, reliable, fit for purpose IT infrastructure, software applications and business solutions for all areas of the College’s business as well as increase organisational efficiency. The ILT part of the strategy aims to enhance the learning experience in lessons, outside lessons and during assessment and increase student outcomes through the innovative use of technology.

Key Performance Indicators and Targets (KPI):

KPI 2.1 further implement the 3-year cross-College capacity plan for the IT infrastructure, including:  provide network capacity, services and availability to access our entire systems portfolio along with a range of remote desktop services 24/7/365;  achieve a robust and resilient IT infrastructure with at least 99% uptime;  provide students with access 24/7/365 to a full range of Microsoft Office tools along with downloadable media sets for home usage;

KPI 2.2 achieve a minimum of 90% satisfaction rate with access to general IT resources in the national HE survey (NSS) and in FE student surveys;

KPI 2.3 continue to deliver the Marginal Gains Wheel/Swivl-cam approach to support teachers’ CPD;

KPI 2.4 continue to support further development of the Learning Wheel approach of using IT/ILT to support learning through: collaboration, communications, learning contents and assessment;

KPI 2.5 implement a plan to increase blended learning as a standard part of all main programmes, including:  develop the business case for further investment in blended learning;  on-line learning part of main courses in all Departments and making up at least 5% of taught hours (e.g. typically 1 hour a week on study programmes) over the next 3 years;

KPI 2.6 implement a range of projects in support of the blended learning approach, including:  extend the use of ProMonitor to support the development of employability skills;  establish a further two LaTTE rooms;  continue to implement ipad projects e.g. to build and record e-portfolio evidence;  implement clickview (freeview channel materials for student use).

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Priorities taking the provision towards outstanding status:

 expand the use and function of the student card, to allow this to be utilised within certain areas for vending and servicing purposes together with building access control;  implement an “informed by students” action plan to develop the access to general IT, in particular for HE students;  apply webinar and GoToTraining software to provide easily accessible CPD to the desktop;  provide ILT support to staff and students in order to: o ensure good or better student outcomes irrespective of students’ background (closing the gap), o effectively monitor progress over time, o improve assignment and learning space designs and facilitate social and nano learning (nano learning sessions are short, on-demand, singular objective learning sessions typically accessible on mobile devices);  establish a further two Learning and Teaching Test Environments (LaTTE project) to support TLA and effective use of mobile technology, virtual environments and social media tools in the classroom;  continue to roll-out successful aspects of the LaTTE room to other parts of the College;  continue to develop and introduce blended learning (Scheduled On-line Learning Assessment – SOLA), to include: o upgrade Moodle; o continue to identify and develop course materials; o increase VLE ownership in the curriculum areas; o implement student workshops on the educational use of the technology; o CPD for staff; o identification and development of course materials.

Priorities underpinning successful provision:

 continue to enhance Wi-Fi along with increased internet bandwidth and resiliency;  continue to upgrade IT classrooms;  apply a network strategy built on standard off-the-shelf software applications;  continue to ensure the College’s security and authentication systems are streamlined and secure, with particular emphasis on external services to underpin our expanding systems portfolio and accessibility agenda;  review and implement increased internet service provision and resiliency:  continue to support lecturers in using ILT to achieve outstanding TLA including planning, questioning techniques, stretch and challenge, marking, differentiation etc.;  redesign and enhance the VLE to provide a more modern and familiar look for the students.  Examine ways in which future IT infrastructure is moved to a cloud-based solution.

Activities supporting potential merger:

 Prepare to secure IT systems and establish communication links (ICT and telephones) between the two merging colleges.

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12. Contracts and Data Analysis (CDA) Strategy

CP 10 Continue to develop and implement the College’s Contracts and Data Analysis Strategy,  development of systems to improve efficiency;  further automate manual processes;

 quality assure processes to achieve 100% compliance and accurate and timely returns underpinning substantial assurance audit reports

The strategic aim is to ensure that accurate and timely information is provided to colleagues across the College to support strategic and operational decision-making, monitoring of funding contracts, new developments and quality improvements including teaching and learning, pastoral care, progress reporting to parents and employers.

Key Performance Indicators and Targets (KPIs):

KPI 10.1 operate within the terms and conditions of the Colleges funding agreements, ILR specification, funding and performance management rules, Awarding Body and JCQ regulations;

KPI 10.2 apply fully the capacity and capability of EBS, Pro-Achieve and ProMonitor to enable automation of business information processes and centralised system integration;

KPI 10.3 develop and implement strict data validation procedures and exception reporting to ensure accuracy, completeness and timeliness of data;

KPI 10.4 ensure that substantial assurance is given in relevant internal and external audit Priorities takingreports; the provision towards outstanding status:

KPI 10.5 monitor and communicate changes to funding rules within the ILR and implement appropriate processes to capture the changes;

KPI 10.6 increase funding knowledge to managers and staff to support business planning processes including modelling to estimate the financial impact of funding changes;

KPI 10.7 maximise funding opportunities and/or additional funding through the intelligent application of data and funding rules;

KPI 10.8 analyse and interrogate data on learner information that underpin the College’s KPI’s that enables both SLT and Governors to evaluate the quality of provision and make strategic decisions.

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Priorities taking the provision towards outstanding status

 continually review CDA processes and procedures with the purpose of improving efficiency and effectiveness of the Department’s functions to support key objectives and targets being met;  embed all actions resulting from the marginal gains wheel exercise including a culture of ‘can do’;  ensure complete, accurate and up to date EBS information is easily accessible, user friendly and supported by advice for users regarding appropriate data management;  provide meaningful information and analysis to SLT to support strategic decisions;  provide sufficient information and analysis to Governors so that they are able to question and challenge SLT;  effective use of dashboard technology to monitor and improve College KPI’s - learner attendance, learner retention and learner achievement;  reduce bureaucracy to enable centralised system integration which will allow data to “be input once and used many times”;  strong customer partnership and voice driving the service and support for each curriculum department;  ensure all staff are fully trained on the College’s learner record system.

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Priorities underpinning successful provision:

 continue to produce and submit accurate, timely data files that support optimal funding claims;  CDA Management Team is accountable for monitoring, implementing and communicating changes as and when they occur;  Funding rules  Provider Support Manual  ILR Manual  Qualification Achievement Rates  Audit  develop robust control systems and quality assurance checks that ensure 100% compliance with SFA ‘desktop audit’ requirements (to include DSAT and internal audit checks);  each CDA area to devise measurable service level standards which must be quality assured at team meetings;  embed CDA links within each curriculum area  carry out a schedule of dashboard roadshows  review outdated manual processes in order to reduce bureaucracy and avoid duplication;  targetted staff development sessions to support the implementation and workflow changes within CDA;  plan and coordinate a schedule of internal ‘e-sample’ audits and oversee actions to address audit issues;  annual schedule of workflow, reports required, validation, to identify and prepare for workflow peaks;  plan and co-ordinate a schedule of training activities for College Managers and Staff to include, funding changes, Achievement methodology, Invigilation, Dashboard, EBS etc.  continue to work in partnership with sub-contractors to deliver provision which compliments the College’s capability, including: o carry out a complete review of the EBS system and develop expert understanding of data systems that fully support workflow processes (including accurate capture, analysis and monitoring of value added data, destinations, progressions, job and other outcomes etc.); o strict due diligence checks of potential new subcontractors; o robust management of sub-contracted provision through regular quality assurance checks and interrogation of data; o work towards data sharing between the College and its partners (including preparing data for transfer between systems and organisations).

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Strategic Aims to Support a Potential Merger:

Devise a transition strategy to include:

Short Term

 project manage and /or pilot both systems to run ILR’s simultaneously as well as producing one ILR via FIS merger  evaluate the capability of the two MIS systems to identify which system will be of most value and meet the needs of the merged organisation  identify migration costs of the preferred system  implement exit/countdown strategy to include communication and training plans

Long Term  investigate the capabilities of other integrated software systems that will meet the needs/changes of the newly merged organisation.

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13. Human Resources Strategy (including support for staff)

CP 3 Deliver an effective HR strategy assisting in the achievement of outstanding status and meeting the challenges of the financial climate.

The College wishes to ensure that its main aims and objectives are achieved through a professional, appropriately qualified, highly motivated and cost effective staff structure.

The College recognises that its key asset is its workforce and wishes to keep investing in people through targeted professional development.

TheKey strategy Performance includes Indicators maintaining and Targetsa culture (KPI): of high expectations, accountability, praise and reward, aspirations and innovations, ownership of curriculum outcomes, rigorous performance management,KPI 3.1 amaintain detailed a CPD culture plan of and high routinely expectations shared of best self practicand otherse. through implementation of targeted, effective CPD, performance management and accountability;

KPI 3.2 implement an annual comprehensive, targeted professional development plan to support the College's key strategic objectives and ensure that all staff are qualified to at least the minimum requirements as set out in the performance management framework;

KPI 3.3 continue to lower the College’s cost base through careful monitoring of staff efficiency and caseloads as determined by the College’s annual management policies:  each curriculum department to demonstrate a minimum of 98% staff utilisation;  staff costs as a % of income to outturn for 2016/17 at 65% or lower and 60% for 2017/18

KPI 3.4 business support and academic attendance to increase to 95.5%

KPI 3.5 identify and implement strategies, to support staff to achieve “Outstanding” as the new standard.. These strategies to include:  reward and recognition schemes for outstanding individual and team performance;  simplify internal communication and develop opportunities for direct dialogue between SLT and staff on relevant strategies and topics;

 continue to implement the SLT standard of all SLT members “walking the

floor” at least 3 times per week and listening to staff to support all

members of the College achieve outstanding;

 continue to promote College expectations of staff, College values and

British values and to challenge any views which are contrary;

 continue to identify barriers/challenges to staff and implementing appropriate “quick fix” solutions.  Continue to promote the Prevent and Safeguarding agenda to ensure all staff have full awareness and support students

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Priorities taking the provision towards outstanding status:

 develop and deliver a staff communication strategy which meets the requirements of the challenging times including regular communication about the College’s successes and challenges and the merger plans through: o half termly meetings between SLT and Heads of Department; o greater integration of business support departments through shared offices and integrated IT solutions; o mechanisms for SLT to hear and listen to the voice of staff directly through team meetings and briefings; o separate merger communication strategy and action plan;  further develop and implement a scheme which encourages and recognises and rewards outstanding teaching, learning and assessment;  develop and implement a scheme which encourages and recognises innovation within all areas of the College;  implement a Professional Development Plan with the following priorities: - A middle management training programme to include:  performance management training;  target setting;  managing poor performance;  funding and finance management;  project management;  time management and identifying priorities. - implementation of coaching and mentoring techniques to support the development of managers throughout the College; - teaching, learning and assessment; - English and maths – through a detailed programme of CPD embedding best practice in the delivery of English and maths; - to continue to embed, develop and implement the “marginal gains” model in all College areas. This to include:  development of all teachers and assessors to be able to achieve “outstanding” teaching development of workplace learning to embed best practice development of outstanding teaching and learning for the College’s new 14-16 and “A” level provision. - Themed staff conferences to encompass key developments such as:  Higher Education;  Information Learning Technology (ILT);  Employability.  STEM Assured status - promotion of equality and diversity to ensure it is effectively embedded in the curriculum; - promotion of safeguarding to ensure it is effectively embedded throughout the College; - develop and support a programme of professional/industrial updating to ensure teachers have a current understanding of industry standards.  continue to review and ensure that salary structures, terms and conditions are affordable for the College and “fit for purpose” for all groups of staff;  continue to consult colleagues on how the College can best support them to achieve “outstanding” as the new standard;  continue to undertake bureaucracy busting exercises, including reviewing meeting schedules etc. in order to create more time for high priority tasks and to reduce feelings of pressure and frustration.

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Priorities underpinning successful provision:

 continue to provide monthly analytical reports to SLT covering attendance, staff turnover, CPD attendance and impact and staff utilisation;  continue to ensure that the HR procedures are regularly reviewed and are effective and fit for purpose;  continue to ensure that the appraisal process is comprehensive, timely and of high quality assisting the College to meet its aims, objectives and targets through a scheme of quality assurance checks carried out during the Autumn;  continue to implement the new “Prevent” strategy and ensure that the College exceeds statutory requirements and expectations;  continue to implement a programme of equality and diversity events, publicity and teaching resources to embed E&D throughout the College for both staff and students: - provide accurate and timely monitoring of E&D statistics;  continue to implement a programme of safeguarding events, publicity and teaching resources to embed safeguarding throughout the College for both staff and students: - provide accurate and timely monitoring of safeguarding statistics;  continue to encourage recruitment which reflects the composition of the local community and promotes Equality and Diversity.

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14. Finance Strategy

CP 4 Deliver the 2016/17 main income targets, including the grants, which the Education Funding Agency (EFA), Skills Funding Agency (SFA) and Higher Education Funding Council England (HEFCE) have allocated to the College.

KPI 4.1 Specific targets (2016/17);

Education Funding Agency: 16-18 Funding £9408k Skills Funding Agency: Adult Education Budget £3007k Adult Apprenticeships £414k 16-18 Apprenticeships £1781k

Higher Education Funding Council: HE funding £875k

Other Adult loan facility £797k

FE tuition fees (inc OMA income) £565k

HE tuition fees £3320k

Full cost / commercial income £3072k

Priorities taking the provision towards outstanding status:

 implement a comprehensive marketing and PR strategy (see section 9);  maximise the College’s funding income by careful implementation of the funding methodology and analysis of data (see section 12);  careful monthly monitoring and reporting to the senior team and Governors of all income streams followed by timely corrective actions as required.

Priorities underpinning successful provision:

 regular forecasting and analysis of income;  focus on commercial revenue streams.

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CP 6 Retain good financial health 2016/17 and beyond by continuing to review the College’s cost base.

The College needs to maintain financial health at good or above in order to:

 provide good or excellent resources in support of the College’s mission statement to provide excellent education and training for life and work;

 maintain the confidence of students, staff, funders, suppliers, bankers and auditors;

 provide stability and protection as far as possible from unforeseen adverse changes in enrolments and funding;

 provide stability and protection from unexpected short and medium term adverse changes to the prevailing economic climate;

 generate sufficient surpluses to ensure that the College is in a financial position to maintain and enhance its capital stock for the benefit of students, the community and colleagues.

Key Performance Indicators and Targets (KPI):

KPI 6.1 achieve the financial performance indicators as set out in the score card below;

KPI 6.2 ensure that all financial returns are accurate, on time, unqualified (if applicable) and in an agreed format;

KPI 6.3 ensure compliance with all Bank Covenants unless variation is prior agreed by the bank.

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Priorities taking the provision towards outstanding status:

 refine the rolling forecasting process to ensure that decisions are made using accurate and timely information;  ensure outstanding financial literacy in all key managers;  develop an outstanding finance function through a combination of process improvements, training and use of the marginal gains tool.

Priorities underpinning successful provision:

 continue to raise awareness with all colleagues of the prevailing economic climate, particularly with relation to changes in FE and HE funding;  ensure that all colleagues are kept informed of the College's financial position;  continue to monitor class sizes and merge classes when appropriate;  continue to use flexible hour contracts where applicable;  monitor the financial impact of changes to funding methodology;  ensure that restructuring plans are carried out in a timely and efficient manner in order to achieve required benefits;  proactively pursue initiatives and commercial opportunities that give a financial advantage;  maintain excellent relationships with the bank and other financial stakeholders.

Financial Scorecard

1. Maintain available reserves (excluding pension deficit) at a minimum of 40% of income through 2015/16 and 2016/17

2. Maintain a current ratio of a minimum of 1:1

3. Maintain cash in hand days at a minimum of 30 days

4. Generate a positive cash flow inflow from operating activities for each year of account

5. Reduce and maintain borrowings at less than 45% of income by 2015

6. Generate an historic cost surplus for 2015/16

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CP 13. Grow the College’s market share locally and regionally re-building the College’s turnover to above £35M by September 2017

CP 15. Continue to grow the College achieving an annual turnover of £50m by 2020

KPI 13.1 explore options for growing existing 14-16, 16-18, workplace leaning, HE and full cost training/services;

KPI 13.2 explore options for growing new business in new market segments;

KPI 13.3 explore options for acquisition or merger with other education and training providers.

Priorities underpinning successful business:

 participate fully in the area review for the Liverpool City Region;  progress and complete the proposed merger with Knowsley Community College subject to due diligence and public consultation;  continue to consider and pursue potential mergers with other FE providers, promoting the consolidation agenda within the region;  consider merger with other types of educational institutions;  consider the option of establishing or purchasing a training company.

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15. Partnership and Communication Strategy

The College aims to continue effective working with the following key partners and stakeholders:

Education and Training (National, Regional and Sub-regional)

Association of Colleges (AoC) Chester University, UCLan and other university partners EFA/SFA/HEFCE LEP (Employment and Skills Board) Mersey Maritime Merseyside Colleges’ Association 157 Group Greater Merseyside Learner Provider Federation OFSTED Regional Consultation Group Knowsley Community College

Education and Training (Local)

Connexions Job Centre Plus (JCP) Local schools Specialist schools Students and their parents/guardians The Local Authority, local councillors and MPs The Sutton Academy St Helens Learner Provider Network

Economy and Employability (Sub-regional)

Employers NHS Trusts including Bridgewater

Economy and Employability (Local)

Chambers of Commerce Local employers Local Strategic Partnership NSG The Saints The Star and other local press

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Local Accountability, Partnership Consultation and Strategic Planning Process

The College believes that the local and wider communities are best served through effective and mutually beneficial partnerships.

The College accepts its accountability to the local and wider stakeholders and seeks feedback on its strategic plans and curriculum as well as using data from a range of sources to formulate its final approach.

The Corporate targets are monitored at all meetings of the Resources Committee and the Corporation. The targets are reviewed and updated annually. An Annual Report will be produced giving stakeholders information about the College’s performance and prospects as well as the outcomes and actions resulting from the annual review of governance. The cover and timing of the report will be discussed annually at the Breakfast Stakeholders’ meeting and with the Student Council.

The College uses many different methods to collect and respond to stakeholders’ views, examples are listed below:  open consultation on the College’s strategic plan (annually) on website and circulated widely by e-mail to all stakeholders;  specific consultation with the students’ Council (annually and regularly);  breakfast stakeholders’ meeting (annually) – invited attendees include the LA, MPs, Councillors, Head Teachers etc.;  breakfast events for employers (regularly);  stakeholder meetings with JCP and CareerConnect (at least annually);  employer links for all significant courses (on-going);  the Principal is a member of the Employment and Skills Board (LEP) and the Leadership Group for Skills (Provider Forum);  regular contact with Police and healthcare organisations about curriculum and extracurricular activities;  regular student consultation and feedback;  annual parent survey complementing regular parents’ evenings;  regular meetings with the LA in respect of specific groups such as NEETs and care-leavers;  CareerConnect and LA Care-leavers Team accommodated on College site;  extensive us of LMI to ensure that the curriculum portfolio meet current and future needs;  prospective students will be consulted via the website and through surveys of why students did not choose St Helens College;  regular Partnership meetings with universities;  extensive use of Labour Market Information to ensure that the curriculum is closely tailored to the job opportunities;  Economic Impact and Investment Analysis showing the return on the investment of taxpayers’ money in the College will be published on the website.

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The College is proud to have achieved the Customer Service Excellence Award which assesses the College’s characteristics in relations to:  customer insight;  the culture of the College;  information and access;  delivery;  timeliness and quality of service.

The College also invites controlled community use of its facilities e.g. use by the Police for briefings, Local Authority events, CareerConnect and the Local Authority staff for Looked After Children are based on site, the Heart of Glass project based alongside the College’s Art Department aims to bring art to the local community. Recently the College has commenced a programme of Business Incubation for the benefit of students, employers and the local economy.

Acknowledgements:

The College wishes to thank its partners for feedback on the strategic plan.

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The College’s Strategic Planning Cycle:

April/May February March

 Governors  Funding  Senior Leadership review the allocations are Planning Day to College made take account of strategic funding direction with implications the Senior Leadership Team (Planning Conference)

June September November

 Consultation  Approval of  Validation of Self-

with partners strategic plan by Assessment

and Governors Report (SAR)

stakeholders  Communication of  Principal’s Review over the Corporate College’s objectives to all strategic plans staff and curriculum offer  Self- assessment process  Performance review and target setting for teams and individuals

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Glossary of Abbreviations

ALPS Advanced Level Performance System

AoC Association of Colleges

CA Combined Authority

CDA Contracts and Data Analysis

CP Corporate Priorities

PVS Public Value Statement

EDIMs Equality and Diversity Impact Measures

EFA Education Funding Agency

EfW Energy from Waste

ESB Employment and Skills Board

GVA Gross Value Added

HEFCE Higher Education Funding Council England

IMD Index of Multiple Deprivation

IOT Institute of Technology

KPI Key Performance Indicators

LAs Local Authorities

LAT Learner Achievement Tracker

LaTTE Learning and Teaching Test Environments

LEP Local Enterprise Partnership

LDD Learning Difficulties and/or Disabilities

NEET Not in Employment, Education or Training

SAR Self-Assessment Report

SFA Skills Funding Agency

SOA Super Output Area

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SOLA Scheduled on-line Learning Assessment

SOLO Structure of Observed Learning Outcomes

STEM Science, Technology, Engineering and Maths

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