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Longley Park Sixth Form College

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									Self Assessment Report 2006-07

Directorate Self Assessment Reports and Quality Improvement Plans


This section of the College SAR contains the individual reports of the four Directorates that, between them,
are responsible for curriculum and student management. Details of the sub-set of the curriculum managed
by each Directorate are given in the Curriculum Maps (below).

Observation of Teaching and Learning (OTL)

All staff with a teaching responsibility should be observed at least twice a year: once by the Directorate
Management Team responsible for the courses they are teaching, and once by a member of the Senior
Management Team. In addition, we also aspire for all staff to have at least one peer observation.

All lesson observations are graded, and these grades are shared with the teacher observed. During 2006-
07, the College graded Teaching and Learning separately. For 2007-08, we are moving to a single grade.
Details of Directorate OTLs are given in the individual reports, below. Whole College information is shown in
the following table:

Observation of Teaching and Learning 2006-07

    ACE1              1           2            3            4         Total
    Teaching          0           3            1            0           4
    %                0%          75%         25%           0%
    Learning          0           3            1            0           4
    %                0%          75%         25%           0%


    Level 1           1           2            3            4         Total
    Teaching          4           7            3            0           14
    %               29%          50%         21%           0%
    Learning          2           8            4            0           14
    %               14%          57%         29%           0%


    Level 2           1           2            3            4         Total
    Teaching          6           17           8            0           31
    %               19%          55%         26%           0%
    Learning          3           17          11            0           31
    %               10%          55%         35%           0%

1   ACE = Adult and Community Education. Most of these observations were at level 1.
Self Assessment Report 2006-07




 Level 3             1            2       3           4         Total
 Teaching           11           45      18           0          74
 %                  15%          61%     24%         0%
 Learning            8           39      23           4          74
 %                  11%          53%     31%         5%


 Totals              1            2       3           4         Total
 Teaching           21           72      30           0         123
 %                  17%          59%     24%         0%
 Learning           13           67      39           4         123
 %                  11%          54%     32%         3%



Learner Numbers and Funding 2006-07

The table below shows the LSC funding generated by courses managed in each Directorate, and the
number of learners taking these courses.


                            Total      No. on                     % Student         Ave
                                                    % Funding
                           Funding     Course                       Nos          Fund/Learn
 Directorate D            £1,334,600      1,204        23.48%           23.67%       £1,108
 Directorate G            £1,173,317          444      20.64%           8.73%        £2,643
 Directorate P            £1,424,859      1,373        25.07%           26.99%       £1,038
 Directorate S            £1,751,588      2,066        30.81%           40.61%         £848


 All Directorates         £5,684,365      5,087                                      £1,117




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Self Assessment Report 2006-07




                                                Directorate D
                                    Self Assessment Report and Action Plan
                                               September 2007
                                                   Context



Introduction:

Directorate D encompasses Business (Accounting, Business Studies, Economics E-Business).Humanities
(Archaeology, Classical Civilisation, Geography, Geology, History, Government and Politics, Philosophy,
Religious Studies), Information Technology (Computing Information Technology), Languages (Arabic,
French, German, Spanish, Urdu, Language Accreditation) and Law. The directorate offers one BTEC
Introductory Diploma course, two BTEC First Diplomas, one GCSE, two BTEC National Awards and one
BTEC National Diplomas. The directorate offered 19 and 19 subjects at AS and A2 level subjects
respectively.

In the academic year 2006-07 the directorate had 723 starters less transfers. This divided into 566 GCE
(AS/A2) and 157 Vocational entries (Introductory, First, National Diploma(s) and National Award). Vocational
IT, Sociology, Law, Business and IT/Computing accounted for the majority of students. These six courses
had 504 or 69.7% of the total 723 starts less transfers. On the other hand one vocational and thirteen „A‟
level courses accounted for 219 or 30.2% of the 723 starts less transfers. Within the directorate 19 AS and
A2 subjects studied was just under half of the 40 taken in total within the college as a whole.

The directorate retention rate was 88% is in line with the college rate of 86%. Achievement of completers
and success rates for the directorate of 77% and 68% respectively are above the college rare of 72% and
61%. However, although Level 1 and 2 (vocational) retention, achievement and success is at or above
national benchmarks and college rates level 3 was below in achievement and success. The achievement
and success rates for AS were 66% and 58% whilst for A2 they were 93% and 86% and are below national
benchmarks, college targets and rates. The achievement rate of level 3 vocational courses was 94% and
was above benchmark but success at 63% was below national benchmarks, college targets and rates.

Attendance rates for the directorate are in line with the college rates and targets at all levels

There is a high level of practical application of vocational skills in the directorate's provision of Information
Technology.

In this, the college's third year, students have been able to progress internally from the level one to two and
from two to three courses in Information Technology.

Key managers and staffing profile

Directorate Management:

        Donald McLean – Director of Teaching and Learning (Geography teacher)
        James Bagley – Deputy Director of Teaching and Learning (IT teacher)



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Self Assessment Report 2006-07



        Steve Coote – Deputy Director of Teaching and Learning (Business and Economics teacher)
        Roy Morris – Deputy Director of Teaching and Learning (Modern Languages teacher)

Directorate Staff

        IT Team: Duncan Blackie, Dave Darwent, Bernadette Edge, Steve Myers, Srabanti Ray, Robert
         Wells, Tony Patu, David Smith, Kam Zaman
        Business Team: Robert Bassinder, Perminder Dosahijn, John Gamble, Trevor Wray (Vice
         Principal)
        Humanities Team: Jamie Cormick, Alan Gillingham, Kevin Hunston, Janet McIver, Suzanne
         Presland, Hayley Rennie, Simon Staffell, Nicola Thorpe
        Languages Team: Ateeq Ahmed, Afaf Al-Hagri, Jan Warwick
        Law Team: Helen Grubb, Tunji Agboola



Overall Grade: 3 (Satisfactory)

2006/07 has been a year of expansion for Directorate D. The decision taken by the college to move from 5
to 4 directorates meant that Directorate D acquired a number of courses, particularly at Advanced level who
had relatively low numbers and was taught largely by part time staff. Almost half of the College‟s A level
courses are now taught within Directorate D. This has brought both challenges and opportunities in equal
measure.

Alongside this, the Directorate manages much larger provision such as ICT, Business, Law and Sociology.
Many of the students recruited to these large subject areas do not have GCSE maths, English or both with a
significant minority having an average point score less than 4.5.

Adding value and improving the success rates of such students has proved to be the biggest challenge
faced by the directorate and can be most clearly evidenced under aspect 1 of the SAR. It is primarily for this
reason that the directorate management have graded this particular area as a grade 3.


Notable Achievements 2005-2006

        Achievement in vocational courses
        High level of progression of students from Level 1 to Level 2
        High level of progression of students from Level 2 to Level 3
        100% success rate in A2 Economics, French, Geography, Government & Politics and Spanish
        100% achievement in 13 A2 subjects
        Successfully re-engaged many students who were „at-risk‟ of failing
        Opportunities provided for additional vocational qualifications
        UKCAF application accepted and year of planning commendably completed
        IT Specialised Diploma consortium gateway bid successful




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Self Assessment Report 2006-07



Curriculum Map

Directorate ‘D’


                                             16-18                           19+
             Level 1             BTEC Introductory Diploma       Spanish Beginners (NCFE)
                                 Information Technology @ Work
             Level 2             BTEC First Information          European Computer Driving
                                 Technology                      Licence
                                 BTEC Travel and Tourism
                                 GCSE Spanish
             Level 3             BTEC National Award E-
                                 Business
                                 BTEC National Award
                                 Information Technology
                                 BTEC National Diploma
                                 Information Technology
                                 AS/A Accounting (AQA)
                                 AS/A Business Studies (AQA)
                                 AS/A Computing
                                 AS/A Economics (Edexcel)
                                 AS/A Geography (Edexcel)
                                 AS/A Geology (OCR)
                                 AS/A Information Technology
                                 (AQA)
                                 AS/A Arabic (Edexcel)
                                 AS/A French (Edexcel)
                                 AS/A German (Edexcel)
                                 AS/A Spanish (Edexcel)
                                 AS/A Urdu (Edexcel)
                                 AS/A Law (AQA)
                                 Language Accreditation


Changes for 2007/08:

        E-Business deleted
        AS German did not recruit
        AS Geology did not recruit




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Self Assessment Report 2006-07



Summary of Grades for Observation of Teaching and Learning 2006-07:
Directorate: D


                                       D
                                            Grade               Total
 ACE                             1    2              3     4
 Teaching                        0    0              1     0          1
                             0%       0%            100%   0%
 Learning                        0    0              1     0          1
                             0%       0%            100%   0%


                                            Grade                 Total
 Level 1                         1     2             3     4
 Teaching                        2     2             0     0          4
                             50%      50%           0%     0%
 Learning                        2     1             1     0          4
                             50%      25%           25%    0%


                                            Grade                 Total
 Level 2                         1     2             3     4
 Teaching                        0     6             0     0          6
                                 0%   100%          0%     0%
 Learning                        0     4             2     0          6
                                 0%   67%           33%    0%


                                            Grade                 Total
 Level 3                         1     2             3     4
 Teaching                        1     12            8     0          21
                                 5%   57%           38%    0%
 Learning                        0     9             11    1          21
                                 0%   43%           52%    5%




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Self Assessment Report 2006-07



 Totals
                                             Grade              Total
                                 1      2             3    4
 Teaching                        3     20             9    0     32
                                 9%    63%           28%   0%
 Learning                        2     14            15    1     32
                                 6%    44%           47%   3%




Whole College OTL Grades

 Totals                           1     2             3    4    Total
 Teaching                        21    72            30    0    123
 %                               17%   59%           24%   0%
 Learning                        13    67            39    4    123
 %                               11%   54%           32%   3%




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Self Assessment Report 2005-06

Directorate D

Aspect 1: How well do learners achieve?


Statement of Key Strengths                                              Evidence to support the statement/impact upon learners                        Evidence source
Retention is above the national benchmark in a number of subjects       100% retention achieved in:                                                   Goldmine
(subject/national benchmark)                                             AS Arabic (86%), Archaeology (90%), Classical Civilisation (98%), German
                                                                        (90%), Spanish (88%),
                                                                        A2 Accounting (97%), Archaeology (93%), Classical Civilisation (98%),
                                                                        Economics (98%), French (95%), Geography (97%), Philosophy (94%),
                                                                        Politics (97%), Spanish (94%), Urdu (93%)
                                                                        Above benchmark in:
                                                                        AS Accounting (93 v 88%), AS French (91 v 88%), ND IT (77 v 67%), ID IT
                                                                        (88 v 78%), A2 Law (96 v 95%), AS Sociology (92 v 89%), AS Urdu (88 v
                                                                        86%)

Achievement is above the national benchmark in a number of subjects     100% achievement in:                                                          Goldmine
(subject/national benchmark)                                            AS Urdu (94%),
Vocational subjects achieved particularly well. The area represents     A2 Business Studies (98%), Economics (98%), French (97%), Geography
nearly half (46%) of equivalent delivery within the directorate         (98%), Geology (98%), History (98%), Law (96%), Philosophy (99%),
                                                                        Religious Studies (98%), Sociology (98%), Spanish (94%), Urdu (94%)
                                                                         FD Travel & Tourism, NA2 E-Business (65%), NA2 IT, ID IT.
                                                                        Above benchmark in:
                                                                        ND IT (93 v 89%), ID IT (96 v 91%),

Success levels were above national benchmarks in a number of subjects   100% success in:                                                              ALPS
                                                                         A2 Economics (96%), French (93%), Geography (95%), Spanish (89%), Urdu
                                                                        (87%)
                                                                        Above benchmark in:
                                                                        AS Urdu (88 v 81%), A2 Arabic (75 v 46%), AS Arabic (86 v 77%), ND IT (72 v
                                                                        60%), ID IT (85 v 70%), A2 Law (96 v 91%),




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Self Assessment Report 2005-06

Directorate D



Statement of Key Strengths                                         Evidence to support the statement/impact upon learners                     Evidence source
Value added achievement is at 3 or above in a number of subjects   AS Government & Politics                                                   Goldmine
                                                                   A2 Government & Politics, History, Law, Religious Studies, Spanish, Urdu




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         Self Assessment Report 2005-06

         Directorate D

Areas for Development                                                   Evidence to support the statement/impact upon learners                          Evidence source
Retention is below the national benchmark and college targets in a      AS Business Studies (87 v 90%), Computing (88 v 90%), Economics (80 v           Goldmine
number of subjects (subject/national benchmark)                         93%), IT (84 v 87%), Geography (91 v 92%), Politics (78 v 91%), Philosophy
                                                                        (85 v 87%), Religious Studies (86 v 89%)
                                                                        A2 Business Studies (92 v 96%), Computing (33 v 96%), Geology (67 v 96%),
                                                                        History (94 v 96%), IT (91 v 94%), Religious Studies (90 v 96%), Sociology
                                                                        (89 v 95%)
                                                                        NA E-Business (36 v 52%)

Achievement is below the national benchmark and college targets in a    AS Accounting (31 v 71%), Arabic (86 v 90%), Archaeology (50 v 92%),            Goldmine
number of subjects (subject/national benchmark)                         Business Studies (65 v 87%), Classical Civilisation (70 v 92%), Computing (47
                                                                        v 80%), Economics (69 v 87%), French (80 v 86%), Geography (50 v 89%),
                                                                        German (75 v 92%), Politics (86 v 90%), History (82 v 92%) Information
                                                                        Technology (54 v 80%), Law (69 v 84%), Philosophy (55 v 80%), Religious
                                                                        Studies (83 v 92%), Sociology (68 v 90%)
                                                                        A2 Accounting (75 v 92%), Archaeology (60 v 82%), Classical Civilisation (89
                                                                        v 98%), Computing (0 v 94%), Information Technology (62 v 94%), Politics (88
                                                                        v 98%)

Success levels are below national benchmarks and college targets in a   AS Accounting (29 v 63%), Archaeology (60 v 73%), Business Studies (56 v        Goldmine
number of subjects                                                      79%), Classical Civilisation (70 v 83%), Computing (41 v 72%), Economics
                                                                        (55 v 80%), French 73 v 76%), Geography (45 v 82%), German (75 v 82%),
                                                                        History (75 v 85%), IT (45 v 69%), Law (61 v 75%), Philosophy (46 v 69%),
                                                                        Politics (67 v 83%), Religious Studies (71 v 83%), Sociology (63 v 80%)
                                                                        A2 Accounting (75 v 89%), Archaeology (50 v 92%), Business Studies (92 v
                                                                        95%), Classical Civilisation (89 v 95%), Computing (0 v 90%), Geology (67 v
                                                                        94%), History (94 v 95%), IT (57 v 89%), Politics (88 v 94%), Religious
                                                                        Studies (90 v 94%), Sociology (89 v 94%)




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         Self Assessment Report 2005-06

         Directorate D



Areas for Development                                                      Evidence to support the statement/impact upon learners                          Evidence source
Value added achievement is at 7 or below in a number of subjects           AS Accounting, Archaeology, Classical Civilisation, Computing, Geography,       ALPS
                                                                           History, Philosophy, Sociology, Spanish
                                                                           A2 Arabic, Archaeology, Classical Civilisation, Computing, , Geology, IT,
                                                                           Sociology



Areas for Development
    1. Improving success across the directorate:
    2. Improving retention in the following subjects;
    3. Improving achievement in the following subjects: AS Accounting, Archaeology, Business Studies, Classical Civilisation, Computing, Economics, Geography,
         Information Technology, Law, Philosophy, Sociology, Spanish, A2 Accounting, Arabic, Archaeology, Classical Civilisation, Computing, Information Technology, and
         as a consequence improving their value added
    4. Increasing success in the following subjects ; AS/A2 Archaeology, AS Business Studies, AS/A2 Classical Civilisation, AS/A2 Computing, AS Economics, AS
         Geography, AS History, AS/A2 Information Technology, AS Law, A2 Arabic
Grade and Justification
Grade = 3
The balance of strengths and weaknesses shows a mixed picture in terms of student achievement. Excellent retention is achieved in some subjects in the directorate whilst
others are below the national benchmark. Achievement is very good in some subjects especially in vocational and A2 courses but below national benchmarks in AS courses.
Curriculum development is needed in some subjects if improvement is to be achieved. These include AS/A2 Archaeology, Classical Civilisation, Computing and Information
Technology. The directorate is making a significant contribution to the college‟s widening participation status but continued work is needed to improve success as a whole.




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Self Assessment Report 2005-06

Directorate D

Aspect 2: How Effective are Teaching, Training and Learning?

Statement of Key Strengths                                                   Evidence to support the statement/impact upon learners                           Evidence source
Observations of teaching and learning showed effective teaching and         80% of 30 observations were grade 2 or above for teaching (76% for the            OTL records
learning taking place. Lesson observations also showed a variety of         college whole) and 56.6% for learning (65% for the college whole). Role play,
teaching styles have been used to successful effect in promoting            interactive games, use of the interactive whiteboard, power-point presentation,
learning.                                                                   use of audio material along with teacher-led discussion were all evident in the
                                                                            observation of lessons.
Peer observations across subject teams                                      Focused peer observations on ILT and Active Teaching took place across the        Course files
                                                                            directorate

All courses have increased text books, ILT and other teaching material to   All AS courses produced material for VLE which was used in the Right-Choice       VLE Usage
their resource bank. Differentiated resources are imaginative and take      process and throughout the year. Most courses have made use of ILT                Reports
account of differing learning styles.                                       facilities. The directorate founded the creative teaching working party and has
                                                                            4 current members who have shared good practice with many colleagues.
                                                                            Activities and resources from SLC and present on VLE (eg diamond 9,
                                                                            blockbusters etc)

Training has been linked to college and directorate priorities and has      All of the directorate staff have attended at least 1 staff training event.       HR records
been successful in ensuring staff are continually updating professional     Directorate staff attended 21 external events.
knowledge, skills, and understanding                                        5 directorate staff were subject examiners.
                                                                            3 directorate staff led active teaching workshops on College training days and    ILT audit paper
                                                                            were also leads in Directorate training events.
                                                                            ILT audit identified competence profile of the Directorate and was used as        Directorate
                                                                            basis for targeted action culminating in „showcasing‟ of ILT activities.          meeting minutes




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Directorate D



Statement of Key Strengths                                                  Evidence to support the statement/impact upon learners                           Evidence source
Teaching and learning met external quality assurance in a number of        Positive external verifier and moderator reports were received for Archaeology,   Course files
subjects                                                                   Business Studies, Classical Civilisation, Information Technology (“projects are
                                                                           varied and interesting” all assessment decisions agreed), E-Business
                                                                           (“Excellent examples of good practice”) and Key Skills ICT (100% portfolio
                                                                           pass rate, comments include “appropriate work, level, feedback given,
                                                                           assessment decisions”)

Opportunities provided for practical and vocationally related activities   Archaeology, Accounting, Classical Civilisation, French, Geography, German,       Course files,
                                                                           History and IT provided opportunities for either external trips or specific       SQRs
                                                                           vocational activity.

Sharing of best practice in teaching and learning took place               „Showcasing‟ of best practice took place in directorate led training and          Directorate
                                                                           development                                                                       minutes
                                                                           Subject learning coach supported identified teachers
                                                                           Increased level of peer observations carried out                                  Course files

Good use of LDT and in class support                                       Vocational IT have developed extensive working practices with the LDT to          LDC Records
                                                                           deliver appropriate support in and out of class for recognised learners with
                                                                           additional needs




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Self Assessment Report 2005-06

Directorate D



Areas for Development                                                       Evidence to support the statement/impact upon learners                          Evidence source
1 member of staff received a 4 for teaching and learning                    1 teacher received a grade 4 in observations                                    OTL records
Philosophy was not observed

Identification of the needs of individual learners not widely noted and     Differentiation strategies were not widely evident in schemes of work, lesson   Course files
acted upon                                                                  plans and OTL records

Inconsistent use of VLE.                                                    Not all subject areas met deadline for populating VLE.                          VLE

Not all directorate staff attended external training event                  3 FT directorate staff did not attend an external training event                HR records
Limited monitoring of impact of staff training upon teaching and learning   5 PT directorate staff did not attend an external training event
                                                                            No systematic evaluation, dissemination and monitoring of impact on teaching    Course files,
                                                                            and learning                                                                    OTL records

Students lack confidence in working independently and engaging in           Student survey highlighted low confidence in independent work and low           Student survey
private study                                                               engagement in private study                                                     2007
Limited student engagement in evaluation of teaching and learning           Students not engaged in either evaluation or review of teaching and learning

Some external verifier and moderator reports were identified as having      Areas of concern were identified in History and Sociology                       Course files
some areas of concern.




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Self Assessment Report 2005-06

Directorate D



Areas for development
    1. All textbooks to be audited and distributed according to college procedures
    2. Audit of staff training and implementation of cascading strategies.
    3. Successful implementation of differentiation to be shared in directorate training and peer observation. The employment of differentiation strategies to continue as a
        key issue in observation of lessons in 2007-8.
    4. Identified training needs from observations to be incorporated into PMR targets
    5. Internal moderation of coursework for all subjects to be prioritized as well as specific support for students. Also T&D to prioritize developing strategies to support
        students working on their own more effectively
    6. AS/A level courses to identify students requiring additional support needs and to liaise with directorate management team and LDT in the implementation of support
        measures

Grade and Justification
Grade = 3
There are a number of good features of teaching and learning demonstrated within the directorate. Teachers have demonstrated a willingness and ability to integrate and
deploy a wide range of methods, approaches and resources into their teaching. This deployment is supported by a readiness to maintain knowledge, skills and understanding
levels by regularly attendance at training events. There is though, scope for more specific training on differentiation, coursework implementation and developing specific
individual support programmes. There is also need for further development of ILT resources. Training needs also need to be more specifically generated from observations
and other college procedures to ensure they are meeting the needs of the directorate and the college.




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Self Assessment Report 2005-06

Directorate D


Aspect 3: How well do the programmes / courses meet the needs and interests of learners?

Statement of Key Strengths                                                     Evidence to support the statement/impact upon learners                         Evidence source
Strong recruitment in some subjects (starters AS/A2).                          AS Accounting (29), AS/2 Business Studies (58/25), AS/2 IT (40/23),            Goldmine
                                                                               ID/FD/ND IT (26/40/40), AS/2 Law (61/27), AS/A Religious Studies (21/10) and
                                                                               AS/2 Sociology (79/18) all recruited large numbers of students
Most courses were significantly above the College norms for minority           The college average % ethnic breakdown by course instance is 47% white,        Goldmine
ethnic group recruitment.                                                      44% BME, 4% mixed and 5% other or unknown. Out of 47 courses in
                                                                               Directorate D, 42 recruit above the college average BME % figure and 5 are
                                                                               below. Accounting, Business Studies, French, Spanish, IT and Law are
                                                                               significantly above the College norms for minority ethnic group recruitment.

Opportunities for additional practical and vocational related activities are   AS/A2 Accounting active members of PPP Widening Participation with the         Goldmine
provided                                                                       University of Sheffield
                                                                               Humanities subjects hosted a Humanities Student Conference for partner
                                                                               school Yr 10 and LP6FC students

Additional enrichment activity took place in a number of subjects. 2006-       Archaeology, Business Studies, Classical Civilisation, Business Studies,       Course files
07 showed an increase in the range of activities taking place                  Economics, French, Geography, History, IT, Law, Religious Studies, Travel &
                                                                               Tourism all undertook a trip or hosted an external speaker.
                                                                               Humanities subjects hosted a student conference with two partner schools;
                                                                               Firth Park & Ecclesfield
                                                                               Languages employed a language assistant for French




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Directorate D



Statement of Key Strengths                                  Evidence to support the statement/impact upon learners                          Evidence source
Excellent progression of students from Level 1 to Level 2   High proportion of students on Level 1 IT progressed onto Level 2 IT. (14 out   Columbus
                                                            of the 33 FD students are from L1) 88% of L1 students progressed to L2
                                                            against a college average of 60%.
                                                            High proportion of students on Level 2 progressed onto Level 3 IT (15 out of
Excellent progression of students from Level 2 to Level 3   36 ND students are from FD with a further 7 moving from ID the previous year)
                                                            High proportion of students from Level 2 Travel & Tourism onto Level 3
                                                            courses. (100% progression) 95% progression from the 2 L2 courses to L3
                                                            against a college average of 57%.




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Self Assessment Report 2005-06

Directorate D



Areas for Development                                                       Evidence to support the statement/impact upon learners                           Evidence source
Some courses continue to recruit low numbers (starters)                     FD Travel & Tourism (10) , AS/2Arabic (8/4), AS/2 Archaeology (6/3), AS/A2       Goldmine
                                                                            Classical Civilization (10/9)AS/2 French (13/6) AS/A2 Geography (12/6),
                                                                            AS/A2 Geology (0/3), AS German (4), AS/2 Spanish (5/4), AS/2 Urdu (9/4),

One subject provided limited enhancement opportunities                      Sociology did not provide any enhancement opportunities                          Course files

Progression students from L1 to L3 have lower success rates at this level A small number of former L1 students who progressed through to Level 2 and         Goldmine
than other L3 students                                                    then Level 3 have not progressed to the second year of their L3 course after       Course team
                                                                          being at the college for 3 years. 70% of “at risk of failure” students come from   minutes
                                                                          L1.


Areas for Development
    1. Humanities subjects to build on Humanities Student Conference as liaison mechanism.
    2. Sociology to identify 1 area within their scheme of work enhancement opportunity.
    3. Additional support to be identified and provided for all students progressing from Level 1 to Level 3
Grade and Justification
Grade = 2
The directorate has a wide range of courses which are very popular with students. However more work needs to be done to increase recruitment and retention especially
Humanities and Languages. All courses need to provide vocational related opportunities and enhancement within their delivery. Students progressing from one level to
another need to be identified and provided with appropriate support.




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Self Assessment Report 2005-06

Directorate D

Aspect 4: How well are Learners guided and supported?

Statement of Key Strengths                                              Evidence to support the statement/impact upon learners                          Evidence source
Lessons catered for the differing learning styles of students           Observation of teaching and learning identified the employment of a range of    OTL records
Additional activities in the form of trips and speakers took place in   strategies, activities, resources and assessment methods                        Course files –
recognition of the differing needs of students                                                                                                          Schemes of
                                                                                                                                                        work, lesson
                                                                                                                                                        plans

At risk students in a number of subjects were identified and support    23 students who were taken to contract were successfully re-engaged and         LDC referrals
strategies put in place                                                 completed their courses. Strategies employed included student trackers,         Course files
                                                                        supportive contracts, referrals to LDT, in class support, timetabled workshop
                                                                        support, modified student timetables.

Additional support provided for students in a number of subjects        Coursework provided in IT. Revision support provided in AS Business Studies,    Student files
                                                                        Geography Information Technology and Law




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Self Assessment Report 2005-06

Directorate D

Aspect 4: How well are Learners guided and supported?

Areas for Development                                                       Evidence to support the statement/impact upon learners                             Evidence source
Late identification of the need and inconsistency in coursework support     Only IT and Business provided systematic and effective coursework support          Course files
                                                                            above what would normally be expected to take place as part of teaching and
                                                                            supporting coursework modules

Limited use of rewards system                                               Business Studies and Geology used rewards system extensively making good           Admin records
                                                                            use of postcards and letters home.                                                 Student files

Limited systematic evaluation of the effectiveness of progress tutorials    Limited OTLs of progress tutorials took place.                                     OTL records
within the directorate

Some students had concerns regarding support provided in lessons and        Students comment less positively compared to the college in general on             Student Surveys
from teachers                                                               feedback they receive and the help they received in lessons



Areas for Development
    1. Development of structured support across the directorate for students with relatively low prior attainment and those considered to be potential „high flyers‟. –
        Academic Tutorials to be piloted in Business and Law.
    2. Adherence to college policy for coursework.
    3. Increased number of observation of progress tutorials to take place to assess their effectiveness in supporting student learning


Grade and Justification
Grade = 3
Students are supported sensitively and according to need. However, there is significant work to be done to ensure a consistent, systematic and rigorous tutorial programme of
support is developed across the directorate.




                                                                                                                                                                               20
Self Assessment Report 2005-06

Directorate D

Aspect 5: How effective are leadership and management in raising achievement and supporting all Learners?

Statement of Key Strengths                                                   Evidence to support the statement/impact upon learners                               Evidence source
A supportive environment of accountability, continuous improvement           The Directorate management team has continually reviewed roles and                   Directorate
and sharing of established good practice has been developed                  responsibilities within the team                                                     management
                                                                             Development sessions have been used to share and develop collective                  meeting minutes
                                                                             management capacity
                                                                             Directorate management meetings have been used as a forum to support
                                                                             cross-directorate initiatives such as UKCAF, ILT, Active teaching, Subject
                                                                             Learning Coach, SQR and new specifications
                                                                             There have been a number of occasions when Directorate management
                                                                             discussions have been expanded to the directorate staff as a whole and then
                                                                             taken on a whole college impotence – eg the creative teaching working party.

DMT have recruited suitable staff to plan and deliver an exciting            The directorate is fully staffed in all areas. Staff replacement was effectively     Interview
curriculum with adequate resources                                           managed in 2006-07. Despite staff members leaving college at short notice,           records –
                                                                             general supply and cover was not used to teach classes. All subjects are             Human
                                                                             taught by subject specialists – including being done by PT fractional staff. The     Resources
                                                                             staff are diverse in terms of their age, gender, ethnicity and sexual orientation.   CIS records

Directorate performance has been monitored throughout which has              Monitoring of directorate performance has taken place through OTLs, regular          OTL,
assisted high achievement in vocational areas and good achievement in        meetings in the quality calendar, minutes of course meetings, samples of             Directorate
A2 subjects .Staffing issues have been identified promptly and effectively   progress reviews, performance management interviews, SQRs and weekly                 records
resolved.                                                                    management meetings                                                                  Course files
                                                                             NQTs have been given a mentor for general teaching support.                          Goldmine, CIS
                                                                             Effective integration and management of new staff, new positions, promoted           data
                                                                             staff and expansion of directorate as a whole promoted, additional pos
                                                                             Effective management of fractional staff timetables, attendance at training
                                                                             days and other college events, maternity leave e.g.
                                                                             Language and Humanities staff.




                                                                                                                                                                                  21
Self Assessment Report 2005-06

Directorate D



Statement of Key Strengths                                          Evidence to support the statement/impact upon learners                            Evidence source
Links with various „partners‟ have been established and developed   Links made with E-sy info, Sheffield North and North West CLC, Burngreave         CMT, DMT
                                                                    New Deal and Regional Language Network. This has enriched the curriculum          minutes
                                                                    with resources and trips as well as helping to upskill the college workforce.

New initiatives have been identified and supported by DMT           UKCAF project established with advisory board, mentors identified, curriculum     CMT, DMT
                                                                    developed and students recruited                                                  minutes
                                                                    Partner organsations including Yorkshire Bank, HSBC, PKF Accountants,
                                                                    Sheffield City Council, NHS, Sheffield Chamber of Commerce, Irwin Mitchell,
                                                                    Close Credit, Prosperis, Gripple, Viner Associates, Barclays Bank, Cadbury
                                                                    Trebor Bassett are involved in Career Academy either as Advisory Board
                                                                    members, guru lecturers, mentors or internship placements. Chair of local
                                                                    Chamber stated that “this is the best example of Business and Education
                                                                    working in partnership across South Yorkshire”.
                                                                    Active participants on consortium diploma development groups and functional
                                                                    skills pilots across the LA
                                                                    This helps to build a national profile for the college and is being followed up
                                                                    with additional enterprise and Diploma work.




                                                                                                                                                                   22
Self Assessment Report 2005-06

Directorate D

Aspect 5: How effective are leadership and management in raising achievement and supporting all Learners?

Areas for Development                                                    Evidence to support the statement/impact upon learners                        Evidence
                                                                                                                                                       source
Directorate management has not identified and developed a coherent       In the absence of a college-wide Continuing Professional Development          HR records
training and development strategy                                        strategy, training and development within the directorate has focused on
                                                                         individual interests of the teacher in many cases
                                                                         There has also been limited feedback and assessment of impact of training
                                                                         and development

Management needs to identify and develop strategies to further develop   Limited support for „at-risk‟ students across the directorate                 Goldmine
support of students „at-risk‟ of failing especially at AS                                                                                              DMT meeting
                                                                                                                                                       minutes

Management needs to lead on promoting more independent learning          Minimal focus on developing independent learning strategies both within and   DMT meting
across the directorate                                                   outside of the classroom                                                      minutes




                                                                                                                                                                     23
Self Assessment Report 2005-06

Directorate D



Areas for Development
    1. Directorate management need to identify support mechanisms and opportunities for teaching and learning within under-performing subject areas e.g. Accounting,
        Sociology and across the directorate as a whole
    2. Directorate management need to lead in the development of training and development strategy
    3. Directorate management need to lead in developing strategies for promoting more independent learning
    4. Improving communications to part time staff
Grade and Justification
Grade = 3
Directorate „D‟ is managed in a manner which is both challenging and supportive of the needs of teachers to effectively carry out their duties to learners. However, specific
strategies for improving identified areas of concern, with regard to the achievement of learners, need to be planned and implemented. Specifically focusing training and
development on developing support for „at-risk‟ students and the promotion of increased independent across the directorate as a whole. Furthermore, there is still a need for
the management to focus more on developing the quality assurance process which is understood and adhered to by all




                                                                                                                                                                                24
Self Assessment Report 2005-06

Directorate D



Action Plan for 2007-08                                                                                                                           Directorate ‘D’


Key Action Plan Point                            Action Required                                                                  By              By When?
                                                                                                                                  Whom?
Retention: meet or exceed national benchmarks    Subject teams to work more systematically in identifying students at risk        Subject         July 2008
for those courses identified in the 06/07        (item for each course team meeting). This information to be shared with          teachers, DMT
Learning Aims Summary that are currently         tutors who will in turn flag up to Directorate Management at one of 5
below benchmark                                  calendared reviews throughout the year. DMT to contact student and
                                                 possibly parents/carers as well as referring students for support.
                                                 Learner Conversation Day – teachers and tutors to communicate with
                                                 students openly and honestly about their subject choices therefore giving
                                                 adequate opportunity for course changes to take place earlier in the year
                                                 where required.
Achievement: meet or exceed national             Cases of achievement below benchmark to be addressed by Course Team              Subject         July 2008
benchmarks for those courses identified in the   Action Plans; action required will depend on the circumstances of the            teachers, DMT
06/07 Learning Aims Summary that are             particular course in question: staff development, student support, etc. Use
currently below benchmark                        interventionist methods outlined in point above, e.g. refer to Student Mentor,
                                                 etc, so as to work with students highlighted by staff as being a cause for
                                                 concern
Success: meet or exceed national benchmarks      This will be addressed through action points identified under retention and      Subject         July 2008
for those courses identified in the 06/07        achievement.                                                                     teachers, DMT
Learning Aims Summary that are currently
below benchmark




                                                                                                                                                                    25
Self Assessment Report 2005-06

Directorate D



Key Action Plan Point                            Action Required                                                              By                By When?
                                                                                                                              Whom?
Value Added: subjects with scores of 7 and       Development training on use of progress tracking spreadsheet.                DMT               Nov 07
below to raise value added scores in line with   ALPS system modified and applied to vocational programmes to allow more
college expectations and averages.               meaningful targets to be set in these areas.
                                                 Trial and expansion of Academic Tutorial system in large underachieving
                                                 subject areas to provide better support to students.
Support for teachers with OTL gradings of 4      Action plan work with subject learning coach as part of performance          DMT, SLC for      Oct 07
                                                 management.                                                                  ICT
                                                 Build further opportunities for peer observation of lessons.
Auditing and distribution of texts               All subject areas to issue texts via LRC                                     All teachers      Sept 08
Develop more consistent use of VLE               Work with ILT lead and ILT champion to produce ILT action plan. Monitor      DMT, ILT          Ongoing, from
                                                 progress systematically through directorate management meetings.             Champion and      Sept 07
                                                                                                                              Lead teacher
Develop fair and systematic approach to CPD      Create action plan in conjunction with HR which complements existing         DMT               Dec 07
                                                 SQR/SAR and PMR policies and cycles to identify staff training needs.        History and       March 08
                                                 Undertake review of CPD as part of next year‟s performance management        Sociology staff
                                                 cycle. Follow up training and development evaluation forms. Create
                                                 feedback opportunities for working groups to evaluate college training and
                                                 activities. Ensure staff from History and Sociology attend relevant exam
                                                 board coursework training.
Empower students and improve confidence to       Create and identify opportunities for guided study and support through       DMT               Dec 07
undertake more effective private study and       workshops and support of cross college staff.                                Subject staff
coursework performance.




                                                                                                                                                                26
Self Assessment Report 2005-06

Directorate D



Key Action Plan Point                            Action Required                                                                  By             By When?
                                                                                                                                  Whom?
Increase awareness of LDT workshops and          Ask LDT manager to present to directorate how students can be identified         DMT            Dec 07
support which can be offered to students.        as needing support, how they can be referred and what support the LDT            LDT manager
Particularly relevant to L1 to L3 progression    can offer. This should use ICT as a focus of good practice.
students.
Encouragement and tracking of enhancement        Managers to monitor closely the areas who are providing enhancement and          DMT            April 07
opportunities.                                   those who are not. Support to be offered by managers and experienced             Enterprise
                                                 colleagues to aid planning and delivery of such opportunities across the         coordinator
                                                 curriculum. Enterprise coordinator to be available to discuss this with other
                                                 members of directorate.
Improve marketing of courses which               Humanities subjects to build on success of last year‟s Student Conference.       DMT            Ongoing from
consistently recruit low numbers.                Key staff to be available to attend liaison events at targeted partner schools   Staff of low   Sept 07
                                                 (eg Ecclesfield for Geography and Geology). More even coverage of                recruiting
                                                 staffing at in house open evenings. Taster sessions to be provided at in         subjects
                                                 house events and master classes. Flyers and other marketing materials to
                                                 be produced and distributed. Subject teachers to regular contact with
                                                 relevant HoDs in Partner Schools.
Improved monitoring and evaluation of tutorial   Ensure student survey gives good coverage of progress tutorials across the       DMT            March 07
programme in supporting student learning.        directorate. Monitor tutorials via OTL cycle. Ensure good practice can be
                                                 shared between practitioners by encouraging peer observation of tutorial
                                                 and including opportunities in training and development time to share good
                                                 practice and helpful resources.




                                                                                                                                                                27
Self Assessment Report 2005-06

Directorate D



Key Action Plan Point                          Action Required                                                                 By                 By When?
                                                                                                                               Whom?
Improve communications with all staff but PT   VLE area to be developed to allow discussion between fractional humanities      DMT                Ongoing from
staff in particular.                           staff. Opportunities for fractional staff to meet during training days to be    Fractional staff   Sept 07
                                               identified throughout the year. Managers to provide email briefing from
                                                                                                                               ILT staff
                                               directorate and cross college meetings to better inform all non-attendees of
                                               important events and action points. Consolidate line management positions
                                               by having same member of directorate management team conducting
                                               performance management, tutorial review, OTL and SQR validation.
Develop more systematic monitoring and         Log all postcards home via admin staff. Discuss use of rewards and share        DMT                Ongoing from
approach to rewarding students who are doing   good practice during training days and directorate meetings. Make a small       Admin Staff        Sept 07
well.                                          amount of funds available to support material rewards. Ensure staff
                                                                                                                               All teaching
                                               nominate students for college colours as appropriate.
                                                                                                                               staff
Embrace curriculum changes post 2008           Changes to A levels: designated staff to use Working Party time to plan for     DMT                Ongoing from
                                               new specifications; attend external training as required; plan with the team    All teaching       Sept 07
                                               new materials and schemes of work, revise marketing materials; plan for         staff
                                               taster sessions and liaison with specific partner schools.
                                               The new Diploma: DMT to attend strategic planning events and introductory
                                               training; designated staff to use Working Party time to plan for new
                                               specifications; attend external training as required,; plan with the team new
                                               materials and schemes of work; revise marketing materials; plan for taster
                                               sessions and liaison with specific partner schools.
                                               Functional Skills: Develop materials and attend training events as part of LA
                                               wide functional skills pilot.




                                                                                                                                                                 28
Self Assessment Report 2005-06

Directorate D



Key Action Plan Point                         Action Required                                                             By            By When?
                                                                                                                          Whom?
Existing directorate enhancement menu to      Seek to develop lines of learning which are both funded and complimentary   DMT           July 07
increase in value by aligning activities to   to existing and future qualifications. Examples may include vendor          Subject
qualification aims where appropriate.         qualifications, enhancement opportunities and interest based courses.       specialists

Promotion of Enterprise Activities.           Appoint enterprise coordinator. Develop course and recruit students to      DMT           Ongoing from
                                              UKCAF provision. Develop projects in line with LEGI expectations.           SMT           Sept 07




                                                                                                                                                       29
                                              Directorate G
                                  Self Assessment Report and Action Plan
                                             September 2007
                                                 Context



Introduction:

Directorate G mainly offers L1 to L3 provision to 406 learners in all its disciplines, with the exception of PSO
at L1. This includes full time 16-19 provision in BTEC National Diploma‟s and First Diploma‟s in Public
Services and Sport, with National Awards also being offered in this final year. First Diploma in HSC is also
offered at L2 in BTEC. At AS/A2 levels it offers Sport and PE and the GCE Double award in HSC. Early
years provision is catered for at each of the 3 levels, with the Introductory Award, Certificate and Diploma
routes all being offered through the CACHE awarding body. There is also part time Adult provision with the
NCFE L1 Working with Children and L2 Certificate in Developing Early Years skills, delivered both within
the college and in the local community through Sure Start initiatives. The adult provision equates to 30
enrolments, 16 L1 and 14 L2.

The directorate enrolled approximately 386 students to 16-19 LSC funded courses in September 2006, of
which around 102 continued from 05-06 programmes, with this year seeing 79 continuing onto the 2nd yr of
the 07/08 programmes. The majority of the students live locally in the North East of Sheffield and studied at
one of the college‟s partner schools. Health and Social Care is offered at many of the schools and
alongside Early Years continues to be a most attractive and popular offer, with courses tending to be filled
prior to 06 enrolment. This year we continued to offer 2 classes at L1. For 06/07 we have developed and
improved the provision in Health from the BTEC to the GCE Advanced Double award at L3 and swapped to
the CACHE award body for levels 1-3 in Early Years.

Sport and PSO are showing a historical trend of recruiting quite low numbers and we have therefore ceased
our National Awards from this coming 07 year. The directorate also caters well for 16-19 at L1 students with
the Introductory Diploma in Health and Social Care enrolling 26 students (2 groups) and Sport enrolling 14.

The Directorate offers high quality sports provision and educational learning environments with its own fully
equipped Fitness Suite and Exercise Physiology Lab on site as well as having its practical facilities supplied
by the World Class English Institute of Sport. There is a teaching room with ICT equipment and a staff room
to allow courses to be delivered effectively off site at the EIS. The directorate supports the offer of physical
enrichment activities at the college and at EIS and ensures activities are accessible for all genders and
races in a range of both competitive and leisure activities. The fitness suite is open throughout the day for
the students to access and has seen huge development this year in its emphasis on promoting healthy
lifestyles, ECM strands and increasing access to all with a range of general and specific exercise classes
provided. These have been tailored to respond to student demands, ensuring that the whole colleges‟
population and needs are catered for.

Across the directorate we have been able to provide the students with a number of trips and activities to
enrich the learning experience and to allow plenty of opportunities for the students to apply their learning in
a vocational setting. These have included PSO residentials at the Army Barracks and Outdoor education
weekends (at targeted groups) and Tall Ships Sailing. Further activities offered beyond the normal
Self Assessment Report 2006-07



curriculum offer are canoe and walking expeditions, outdoor problem solving and individual development
weekends and the chance to gain work experience at Shefffield Teaching Hospitals.

The Health and Early Years courses contain a large proportion of the learning in an appropriate work
environment. With exceptional links made with the NHS, Universities and Sheffield Teaching Hospitals.
Alongside a variety of other placement providers such as Care Homes, Residential Homes, Primary
Schools, Nurseries, Creche‟s and After School Clubs the students are able to spend lengthy block
placements, and one day a week placements in relevant vocational areas. Their timetables have been
organized across the college curriculum to ensure that there is no disruption to their other subjects and the
relationships with the providers are excellent, receiving praise and positive feedback on student knowledge
and application in placements.

Unique to this Directorate is a strong emphasis on forging links with the local community. All vocational
students participate within their local community at a variety of different levels contributing to health walks,
task forces, sports coaching in primary school and major event organisation and stewarding (see individual
course files). The Directorate also provides extensive opportunities for all students to access a range of
volunteering opportunities with a variety of Sheffield School Sports Partnerships, South Yorkshire Sports
Group, Leisure Centre, Local LEA and National Governing Body Club activities. There is also significant
experience in a variety of the public services both locally and regionally. Students participate in a number of
capacities, such as „crucial crew‟, competitions and recruit training, all of which have been well received and
commended by outside authorities. Throughout this year we have developed on the initial community
partnership link through our partnership with Fir Vale School, Sheffield Hallam University, NHS, PCT‟s and
local groups such as connexions, Sheffield futures, Burngreave opportunities and local care providers. This
group is developing pathways into HSC careers and education, regardless of previous ability and learning
for the immediate community we serve, aiming to increase employability, social regeneration and
entrepreneurial skills. A work and skills board bid is currently being devised for this.

A significant opportunity for subject specific vocational learning is provided to the Public Service students
where exceptional links (see course files) are made with all the major public services providing visits, guest
speakers, career and application advice and entrance test practice. The Army and Navy have both provided
Residential learning of varying lengths and the Police and Fire have opened up their stations and training
academies for the students to experience „real life‟ environments. There is a high level of practical
application of vocational skills in all aspects of the Directorates provision enhancing quality of learning and
realistic experiences offered to the student. These opportunities are ensuring informed decisions can be
made on future career choices, with many students also wishing to progress their learning and enter HE as
well as entering employment. PSO experienced some concerns with the unit composition on FD and ND for
this previous year so have reviewed and imported more practical and vocational units for the next year.

The Directorate management team delivers an effective division of responsibilities across the directorate
areas and has extensive expertise in the ability to lead and support on a wide range of specific student and
staff support issues. We have consolidated roles and have efficient procedures which staff are clear and
confident in using. This has ensured a more thorough and swift response to student needs which has
enabled us to continuously improve upon the 05 initiative of monitoring and support processes regarding
student progression, maintaining individual tailored student support contracts in order to guide and support
potential „at risk‟ students.


Notable achievements during 2006-2007
     ID HSC above national benchmarks for Retention, Achievement and Success with 100%
        Distinction high grades for achievers



                                                                                                             31
Self Assessment Report 2006-07



        FDip HSC above national benchmarks for Retention, Achievement and Success with 100%
         Distinction high grades for achievers
        ID Sport and FD Sport above national benchmarks for Retention, Achievement and Success
        NDip PSO above national benchmarks for retention, Achievement and matching for Success
        GCE HSC 97% examined units success for Yr 1 of programme. New delivery for 06-07
        CACHE L3 EV exemplary and grade 1 status awarded for Quality assurance processes and
         standardization and moderation
        A2 PE ALPS Score = 1.06, Subject Grade = 2.
        65% of L3 yr 2 students accepted on University programmes.




                                                                                             32
Self Assessment Report 2006-07



Curriculum Map

Directorate ‘G’


                                               16-18                               19+
             Level 1              BTEC Introductory Diploma         NCFE Level 1
                                  Health & Social Care
                                  BTEC Introductory Diploma
                                  Sport
                                  CACHE Award in Caring for
                                  Children
             Level 2              CACHE Certificate in Childcare    NCFE Level 2 Certificate
                                  & Education
                                  BTEC First Diploma Caring
                                  BTEC First Diploma Public
                                  Services (Uniformed)
                                  BTEC First Diploma Sport
             Level 3              AS Sport & PE
                                  A2 Sport & PE
                                  CACHE Diploma in Childcare &
                                  Education
                                  BTEC National Diploma Early
                                  Years (Y2)
                                  Advanced GCE Health & Social
                                  Care
                                  BTEC National Diploma in
                                  Health & Studies (Y2)
                                  BTEC National Award Public
                                  Services (Uniformed)
                                  BTEC National Diploma Public
                                  Services (Uniformed)
                                  BTEC National Diploma Sport


Individual SQR grades:
FDip HSC Grade 2. ID HSC Grade 2. Sport Grade 2. GCE Adv HSC grade 2.
EY L1 grade 3. EY L3 Grade 3. PSO grade 3. NDip HSC Grade 3. Adult grade 3.
EY L2 grade 3.

Key Managers and staffing profile:

        Gail Stonier – Director of Teaching and Learning (Sports and PSO teacher)
        Kevin Mallinson – Deputy Director of Teaching and Learning (Sport and PE teacher)
        Maxine Blake – Deputy Director of Teaching and Learning (Sports and PE teacher)



                                                                                               33
Self Assessment Report 2006-07



        Sharon Smith – Deputy Director of Teaching and Learning (HSC teacher)
        16 other full-time members of teaching staff, 1 x .7 EY staff, 1 x .5 EY staff, 1 x.6 Health staff, 1
         Fitness instructor, 1 x .6 PSO staff. 2 x other specialist staff from Directorate D

Overall grade 3 (Satisfactory):

Teaching and learning grades across the directorate are high and above the college averages in nearly
most areas, but there needs to be a continuous focus on improving the overall learning and attainment
grades at L3 and these should reflect in improving achievement and success figures that are currently below
national benchmarks. Sessions are generally challenging and activities are matched closely to learners‟
needs but we still need to make course retention, achievement and success figures improve. There are
good working relationships between staff and learners which is supported through thorough student opinion
feedback in most areas, however some areas still show slight concern from students which we need to be
more rigorous and focused upon analyzing these needs. Staff have good levels of subject and vocational
expertise and use a good variety of learning resources to stimulate and promote the learning opportunities
of the students. At a management level we need to appraise the staff development needs more constantly
and ensure good practice and peer knowledge is more systematically shared and disseminated. External
reports and quality assurances support the fact that assessments, feedback and support to students are
relevant and robust and help them improve their work. We need to focus on the tracking of work placement
achievement across all relevant courses and embed the current good practice shown by the policies to
support this. Learners‟ additional support needs are accurately assessed early in their course but we still
need to work on ensuring effective identification of further „at risk‟ students throughout the duration of their
courses, this can be done through the student action group and support to staff on the support and
disciplinary processes.




                                                                                                                 34
Self Assessment Report 2006-07



Summary of Grades for Observation of Teaching and Learning 2006-07:
Directorate: G

                                      G
                                          Grade                  Total
 ACE                         1    2                3      4
 Teaching                    0    1                0      0           1
                            0%   100%             0%     0%
 Learning                    0    1                0      0           1
                            0%   0%               100%   0%


                                          Grade                  Total
 Level 1                     1    2                3      4
 Teaching                    1    3                0      0           4
                           25%   75%              0%     0%
 Learning                    0    4                0      0           4
                            0%   100%             0%     0%


                                          Grade                  Total
 Level 2                     1    2                3      4
 Teaching                    3    3                3      0           9
                           33%   33%              33%    0%
 Learning                    1    5                3      0           9
                           11%   56%              33%    0%


                                          Grade                  Total
 Level 3                     1    2                3      4
 Teaching                    6    9                3      0       18
                           33%   50%              17%    0%
 Learning                    4    9                3      2       18
                           22%   50%              17%    11%          1




                                                                          35
Self Assessment Report 2006-07



                                                 Grade              Total
 Totals                      1          2                 3    4
 Teaching                   10         16                 6    0     32
                           31%         50%               19%   0%
 Learning                    5         19                 6    2     32
                           16%         59%               19%   6%


Whole College OTL Grades



 Totals                           1         2             3    4    Total
 Teaching                        21         72           30    0    123
 %                               17%    59%              24%   0%
 Learning                        13         67           39    4    123
 %                               11%    54%              32%   3%




                                                                            36
Self Assessment Report 2005-06

Directorate G

Aspect 1: How well do learners achieve?


Statement of Key Strengths                                              Evidence to support the statement/impact upon learners                        Evidence source
Retention is above the national benchmark in a number of subjects       100% retention in NAw PSO                                                     Learning Aims
                                                                        Above national benchmarks in CACHE L1, L2 and L3, ID and FD HSC, ND           Summary (LAS)
                                                                        PSO, ID and FD Sport, AS PE, NAw Sport                                        06-07. Subject
                                                                                                                                                      SQRs

Achievement is above the national benchmark in a number of subjects     100% pass rate in: ND EY, ID and FD HSC, FD and NAw PSO, FD Sport, A2         LAS 06-07.
                                                                        PE and ND Sport                                                               Subject SQRs
                                                                        Above NB‟s in ND HSC (95%), ID Sport (93%) and Adult L1 (82%) CACHE L1
                                                                        (91%)

Value added (VA) achievement is at or above the national medians.       A2 PE ALPS Score = 1.06, Subject Grade = 2                                    ALPS. PE
                                                                                                                                                      Subject SQR

Success levels were above national benchmarks in a number of subjects   ID, FD and ND HSC, FD, ND and NAw PSO, ID and FD Sport, ND and NAw            LAS 06-07.
                                                                        Sport. CACHE L1                                                               Subject SQRs

Substantial number of high grades achieved above national benchmarks    ID and FD HSC, NAw and ND PSO, ID Sport and A2 PE                             LAS 06-07.
                                                                        47% of directorate G learners gained high grades as their final result        Subject SQRs

A high level of learner‟s attendance is shown above the whole college   A2 and AS PE, FD HSC, FD Sport, ID HSC, ID Sport, CACHE L1, NAw Sport,        LAS 06-07.
actuals for the same course level                                       ND EY, ND HSC, ND PSO and ND Sport                                            Subject SQRs
                                                                        L1 tutorials for GSt, SSm, JKr. L2 tutorials for CMo, HDu and NBa. L3i        CIS
                                                                        tutorials for JLo, MFo, MBl and SLo. L3ii tutorials for PCo

High level of achievement of 100% shown in a variety of ethnic          Bangladeshi, Indian, Caribbean, Black British, Mixed White and Asian, Mixed   CIS
backgrounds                                                             White and Black Caribbean and Mixed other




                                                                                                                                                                     37
Self Assessment Report 2005-06

Directorate G


Statement of Key Strengths                                         Evidence to support the statement/impact upon learners                Evidence source
100% retention in a variety of ethnic backgrounds                  Bangladeshi, Indian, Mixed White and Black Caribbean, Other and other CIS
                                                                   (WBL)

Work-based learners records show acquisition of workplace skills   Complimentary workplace supervisors‟ or assessors‟ records to support the SQRs. EV
                                                                   progress and EV/Award body recognition of high standards: CACHE L3, GCE reports
                                                                   HSC, FD HSC




                                                                                                                                                        38
         Self Assessment Report 2005-06

         Directorate G

Areas for Development                                                       Evidence to support the statement/impact upon learners                            Evidence source
Retention is below the national benchmark and in a number of subjects       NDip EY, NDip Health, NAw PSO, A2 PE, NAw Sport and NDip Sport. Adult             LAS 06-07.
                                                                            L1 and L2 childcare                                                               Subject SQRs

Achievement is below the national and widening participation benchmark      CACHE L2, AS PE, NAw Sport                                                        LAS 06-07.
in a number of subjects                                                     ALPS decline from 0.96 to 0.89. Grade 6                                           Subject SQRs.
                                                                                                                                                              ALPS

Success levels are below national benchmarks in a number of subjects        CACHE L2, NDip EY, A2 and AS PE                                                   LAS 06-07.
                                                                                                                                                              Subject SQRs

Attendance on some courses below cross college equivalent level             GCE HSC, CACHE L2, NAw PSO, NAw Sports, NDip PSO, NDip Sports,                    CIS data
standard                                                                    CACHE L3                                                                          Subject SQRs
                                                                            Tutorials; L3i CGr, L3i JKh, L3ii KMa, L3ii RMa
Poor progress in work-based learners for unit completion and student        CACHE L2 low placement unit completion, work placement student feedback           Subject SQR.
personal progress                                                           poor for their personal and social skills. Workplace supervisor records           WP file

Areas for Development
    1. Retention below the national benchmark in identified sport and PSO courses (End of ND HSC and ND EY). Teams to implement effectively attendance monitoring
        and also for PSO to have review of unit choice and order for 06-07. Action plans to address these and DMT to monitor closely students.
    2. Achievement in CACHE to look at closer whole year monitoring strategies and the use of extra sessions for Revision and exam preparation - teams to address this in
        course action plans for 06-07, in particular using intervention strategies earlier to identify potential „at risk students and to incorporate MTG setting and reviews at
        CACHE L2‟, alerting concerns immediately to the DMT. This is to be a set agenda item for the team. Support sessions to be available for students weekly to attend on
        drop in or referred status where possible for CACHE and Sports students.
    3. Success needs to be raised specifically in CACHE L1 and L2 although the re-sits have resulted in subsequently better grades – teams to address this in course action
        plans for 06-07, to include course delivery changes, teaching style and individual learning needs review. All subject tutors must be responsible for identifying and
        applying appropriate support strategies for their students, including the use of study skills books. Contracts incorporating exam study skills support and time
        organisation planning workshops must be integrated and become common practice. Closer monitoring of placement progress is needed for L2, this is to be a set
        agenda item for the team.
    4. Student Action Group (now STARR) representatives to be responsible for alerting possible students at risk on cross college scale. Overseen by DMT/PT attendance
        and progress panels. Staff to raise standards and expectations to constantly remind students the importance of attendance. CI‟s to be issued, monitored and
        reviewed. Work experience attendance policy to be consistently implemented.




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Grade and Justification
Grade = 2
There are a number of strengths within this section and standards are steadily rising from the previous year, with the students being well motivated and generally attending
and behaving well. Value added reflects a steady improvement over the course of time and achievement is generally good and above the college averages. The ALPs in PE is
specifically good and the high grades in the vocational courses are exceptional. Achievement on L1 and L2 is especially good when taking into account the prior achievement
and range of student ability levels, with high grades generally achieved, showing higher than their baseline performance would suggest. Identification of individual needs at
initial assessment and progress made supports this. Retention across the courses is generally good with the retention weaknesses only slightly below the NB‟s in the 2nd year
of NDip/Aw programmes where it has been the 05-06 figures which impeded the overall rate.




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Aspect 2: How Effective are Teaching, Training and Learning?

Statement of Key Strengths                                                       Evidence to support the statement/impact upon learners                                 Evidence source
Observations of teaching and learning showed effective teaching and             74% of OTL‟s achieved Grade 1 or 2 for learning. 80% achieved 1‟s and 2‟s for           OTL records
learning taking place. Lesson observations also showed a variety of             teaching. Level 1 saw 100% teaching and learning at or above Grade 2 and L3             SQRs
teaching styles have been adopted and innovative variety of teaching            achieved 83% teaching and 72% learning at Grades 1 or 2. GCE HSC                        SPOCS
and learning strategies employed                                                „supportive and purposeful ethos‟ OTL 3.5.07. Adult L2 14.03.07 KMa „learners
                                                                                were actively engaged in consolidating their own learning and the level of this
                                                                                learning was constantly checked‟. FD HSC SPOCS 98% „learners agreed
                                                                                teachers explained clearly‟ and 95% agreed „lessons are varied and
                                                                                interesting‟. ID HSC 100% „my lessons are interesting and my teachers are
                                                                                always prepared‟

The directorate is exceptionally well resourced with a range of resources       World class sporting facilities offsite at English Institute of sport. Fully equipped   Course files
available to support stimulating and creative learning                          Fitness Suite and exercise physiology lab for all areas of sports, PSO and              EIS
                                                                                Health units to be delivered. Fully equipped science laboratories including data        Buidlings
                                                                                logging and measurement facilities to allow full delivery of science related            LRC resources
                                                                                Health, sport, PSO and physiology units. All courses generally have a                   Text book lists
                                                                                minimum of 1 base room with a range of course specific resources and
                                                                                evidence of student learning displayed. Early years now have a „wet play area‟
                                                                                in their base room. LRC contains full subject resources. Course textbooks
                                                                                issued.

All subjects have produced shared folders and VLE material which is             College intranet „S‟ drive folders set up specifically for each course with media       Shared drives
fully integrated and utilized in their delivery, providing additional support   images, power point, web links and student learning materials for all courses.          VLE
and the creation of independent learning environments                           VLE progressions made due to ILT champion delivering effective staff                    ILT strategy
                                                                                development on this. LPSFC TV media links fully utilized for sport delivery and         LPSFC TV
                                                                                HSC/EY work placement guidance and preparation                                          menu
                                                                                                                                                                        S of W




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Statement of Key Strengths                                                   Evidence to support the statement/impact upon learners                             Evidence source
Staff training has been identified and occurred throughout the directorate   PMR records show staff development opportunities for all staff, including cross    PMR and CPD
with individual needs prioritized through the PMR process and cross          college equality and diversity, ITL, SEN and student support training. HSC staff   records, OTL
college training has been linked to college and directorate priorities       have met vocational update requirements and all staff have attended award          records.
which has led to effective lessons and student support.                      body specific training for current and new spec changes. Technical and up to       HR records.
                                                                             date expertise shown through teaching.

Student perceptions have been collated by course and directorate             MBl developed course specific student surveys to gain unit feedback as well        Course SQRs.
showing high levels of satisfaction.                                         as overall satisfactions. These have been developed into regular termly            SPOC results.
                                                                             reviews and contributed to 06-07 and 07-08 course and unit changes. GCE            Course files
                                                                             HSC 100% positive response to „my lessons and work placement are
                                                                             interesting‟ „my teachers clearly value the work we do‟. FD PSO students like
                                                                             practical and fitness activities. EY L3 respondents felt „safe and secure‟ in
                                                                             classes and at college. ID HSC June 07 focus group „good mix of practical and
                                                                             written assessments‟

Suitability and rigor in teaching and learning and assessment exceeded       NDip sport EV report 17.04.07. AS PE AQA project feedback. ID HSC                Course files, EV
external quality assurance in all subjects and received excellent            25.04.07 „detailed formative and summative feedback to the learner‟. GCE         reports
feedback in external reports                                                 HSC coursework samples in line with specification requirements and no
                                                                             change to examination results. EYL2 EV 18.06.07 „good practice provides a
                                                                             positive learning environment by all EY tutors‟. EYL3 June 07 „excellent quality
                                                                             assurance in processes in place – grade 1 awarded‟ EY L3 moderation May 07
                                                                             given exemplary grading „excellent standardization and moderation of students
                                                                             work‟. PSO EV states “the assessment and IV is some of the best practice I
                                                                             have ever seen” (Feb 06) ID HSC EV 25.04.07 “The evidence produced by the
                                                                             learners is at an appropriate level for this qualification”




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Statement of Key Strengths                                                     Evidence to support the statement/impact upon learners                             Evidence source
Opportunities provided for practical and vocationally related activities      HSC and EY day placements integrated into the curriculum. EY L3 over 90%            Curriculum/staff
through work place learning are extensive and well supported by the           students achieved pass grades in their first placement. Annual visits of            timetables.
providers including evidence about how effective progress is monitored        provider staff to LPSFC to update and share good practice. Provider handbook        Work placement
and acted upon.                                                               issued annually and records of progress kept by WP coordinator. Regular and         co-ordinator file
                                                                              excellent feedback from providers on student achievement HSC hospital
                                                                              placements „They have been well behaved and very professional, a credit to
                                                                              the college‟(LRe STH Oct 07)

Learners‟ knowledge and understanding of employment rights and of             LPSFC staff have „visit‟ time given to support and assess students on               CRB. H&S
their own responsibility to work safely and responsibly are consistently      placement and carry out H & S checks on-site. Inductions and uniforms given         checks, RA‟s,
good ensuring a commitment to students achieving „                            for STH students. Work placement booklet issued and delivered through               Induction
                                                                              course and induction. Supportive CI‟s and contracts carried out on students         Package. STH
                                                                              not making appropriate progress with individual plans and targets developed.        induction. WP
                                                                                                                                                                  co-ordinator files
                                                                                                                                                                  LPSFC TV
                                                                                                                                                                  CI and contracts

Staff show good levels of knowledge, technical competence and up-to-          HSC staff have all professionally updated and registered appropriately and          CPD & HR files
date expertise, at a level consistent with effective teaching, training and   attended SHU training on vocational knowledge needed for progression into           SDev/PMR
assessment of the course                                                      HE courses.2 X HSC are EV‟s. 3 x Sport staff are EV/senior examiner/GCSE            records
                                                                              PE for their courses. 1 X sport staff are HSE F.Aid assessor and trainer. PSO
                                                                              staff attend residential and vocational information days with students to stay up
                                                                              to date with current trends in recruitment and application processes.




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Areas for Development                                                      Evidence to support the statement/impact upon learners                              Evidence source
Observations of teaching and learning show areas for development           Learning OTL grades in Level 3 courses showed 28% gaining a 3 or below,             OTL records
                                                                           with two of these being a grade 4 for learning. Overall grade 3 in teaching was     Course files
                                                                           at 19.4% and learning was 26.4% with grade 3‟s and 4‟s combined.

Course development is needed in the following areas in order to improve    CACHE L2 requires WP improvements. L1 HSC would like to integrate some              Course files &
teaching, learning and delivery to suit work placement and vocational      practice in WP.                                                                     SQRs
experience

New course specification require assessment methods to be more             CACHE and GCE HSC courses have examined units which need to be                      SPOC
rigorously integrated into course delivery.                                reflected in SoW‟s, extra support sessions and make up individual learning          SQRs
                                                                           plans and targets.                                                                  Course files
                                                                                                                                                               tracking
                                                                                                                                                               documents

Early and continuous tracking are not consistently acted upon throughout   ND HSC Yr2 had unit assessment completion difficulties, NDip PSO YR 1               Re-enrolment
the directorate in order to identify potential „at risk‟ students.         students have poor assessment tracking and progressed onto 2nd Yr course of         contracts.
                                                                           study without sufficient high grades. CACHE L2 work placement and unit              Course tracking
                                                                           completion tracking was identified late on. Some EY Yr 2 work placement             Achievement
                                                                           hours were insufficient until contracts and individual targets were identified in   rates
                                                                           May 07.                                                                             Contracts from
                                                                                                                                                               GSt and MBl

Some staff highlighted for staff development in order to raise teaching    Classroom management, differentiation methods and assessment strategy               PMR/OTL
and learning standards.                                                    developments needed for specific staff. PSO team would benefit from EV and          records
                                                                           award body knowledge.                                                               SDev records




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Areas for development
    7. Continue with Dir G teaching and learning „show and tell‟ sessions and sharing of differentiation strategies dissemination within directorate meetings. All schemes of
        work to highlight differentiation and attention to individual needs.
    8. Work placement monitoring of hours needs to be effectively tracked by students and course tutors and discussed as set agenda items in relevant course teams.
    9. S of W‟s and lesson plans need to have „exam‟ related questions and preparation included. Revision sessions need to be formally implemented into course delivery.
        Identification of previous support needs to be carried on into next course and ILP‟s to reflect this.
    10. Each course to have progress panels within the middle of the year – MBl to coordinate.
    11. Initial assessments and diagnostics to be completed in Induction period with results known at LC day. In class support provided and extra support sessions delivered
        to identified students. Additional learning needs and assessment tracking to be reviewed in course team meetings. Individual target setting to be consolidated.
    12. Audit of staff training to be a focus of PMR. PSO staff to look into EV and award body qualifications and knowledge.

Grade and Justification
Grade = 3
There are a number of good features shown across the directorates with teaching and learning mainly showing challenging sessions which closely match learner needs.
Teachers have a good level of expertise across the directorate. A specific focus on sharing of good practice within directorate G meetings has been ensured over the year.
Staff training has generally been attended well and documentation makes good reference to implementing a range of T & L styles. External reports show outstanding praise
and comment on the effectiveness of both assessment and IV within most courses. Work experience has been effectively addressed and builds on developments in ensuring
student skills are being effectively monitored. The consolidation of supportive strategies and reports to support the work based learners and the providers have been made
and college processes in monitoring attendance has been improved.
However, some areas have failed to consistently and effectively monitor student attainment and progression and have not fully utilized the support strategies available from
within college policies or within the Dir G progress panels offered. Earlier identification of need and more Value added and distance traveled means of monitoring need to be
implemented by L2 and L3 courses. Some courses and students are reluctant to embrace the use of e-learning to enhance independent learning skills and some students
learning is still too dependent on the staff.




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Aspect 3: How well do the programmes / courses meet the needs and interests of learners?

Statement of Key Strengths                                          Evidence to support the statement/impact upon learners                        Evidence source
Strong recruitment and progression in most subjects.                L1 courses continue to recruit high numbers. L2 CACHE and HSC recruit well.   Goldmine
                                                                    Sport recruitment has improved; ND 12 to 18, ID 14 to 16, FD 11 to 16 with    Course file
                                                                    internal progression showing good levels; ID to FD 50%, FD to ND 55%, NA1     SQRs
                                                                    to NA2 80%, ND1 to ND2 71% and AS to A2 61%. PSO shows 40% progress
                                                                    from FD to ND. ID HSC 80% of L1 students applied to stay onto L2. CACHE
                                                                    L1 to L2 progression was 72.7%. CACHE Progression from level 2 to level 3
                                                                    15/28 = 54%. GCE HSC 85% yr 1 students have applied to stay on to Yr 2. 10
                                                                    of level 1 Adults progressed onto L2.

Higher education progression was particularly strong within the     65% (55) of L3 Yr2 cohort (85) went onto HE courses/NMAS, which equates to    HE List
directorate as a whole                                              22% of LPSFC cohort. 20 students have been offered places on Nursing          Course files
                                                                    college from the NDip HSC. 40% of ND PSO students offered HE courses.         SQRs
                                                                    Sport and PE showed continuously good HE progression across the provision;
                                                                    100% of ND students who applied acquired places at University. (33% of
                                                                    cohort applied) 100% of NA students who applied acquired places at
                                                                    University (50% applied)100% of A2 students who applied acquired places at
                                                                    university (87.5% applied) ND EY saw 38% progress onto HE (10 out of 26)




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Statement of Key Strengths                                                  Evidence to support the statement/impact upon learners                         Evidence source
Directorate courses provide opportunities for a good variety of practical   PSO ND2 and FD Two day expedition in Peak District, camping and Outdoor        Photos S Drive
and vocationally related opportunities, activities and trips                activities – Map reading and route planning and ND2 Outdoor activities –       EV7s
                                                                            kayaking. Work Experience. Crime scene investigations and forensic talks.      SQRs
                                                                            Law and courts visits.                                                         Course files
                                                                            Sport (ND); Organising Events (ND/ID), First Aid (ND); Residentials –
                                                                            Hollowford (FD); Child Protection(NA/ND), Practical Sessions
                                                                            (ID/NA/ND/FD/AS), SUFC Physio Trip (ND), Working in Sport visit SWFC (ID)
                                                                            Enrichment Programme, Career Talks, On the Right Track Careers
                                                                            Conference 16.05.07 (ND), USA Scholarships supported by Aim Higher (3
                                                                            students),
                                                                            Early Years courses included numerous guest speakers, attendance at Health
                                                                            conferences, Sure start and Early Years visits.
                                                                            Adult NCFE provision carried out within community practices institutions and
                                                                            schools and centered around practical and vocational environments.             CIS FA data
                                                                            HSC links with SHU in taster days and course specific application and
                                                                            induction days. NMAS and health related talks through PT. MAGNA WOW
                                                                            event.
                                                                            ID HSC EV 25.04.07 „wide range of evidence which is well documented and
                                                                            shows good vocational experience for the learners‟




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Statement of Key Strengths                                                 Evidence to support the statement/impact upon learners                           Evidence source
Additional cross college enhancement activities have been delivered or     Sports enrichment; Yorkshire Schools U19 Cricket Trials (6 students), British    Sports minutes
accessed by the directorate to meet the needs and interests of learners    Handball trials (2 students), British Colleges competitions in Basketball,       Fitness suite
and promote personal, social and ethical reflection.                       Netball, Soccer, Cross Country. CSLA qualification.                              timetable
                                                                           F. Aid at variety of levels offered and delivered through NBa.                   Exams
                                                                           . Healthy lifestyle promotion through offering health walks in the community,
                                                                           fitness assessments and individual fitness and training programmes through
                                                                           access to fitness suite 8.45 – 6pm daily.
                                                                           PSO offered kayaking, map navigation, D of E outdoor related qualifications.
                                                                           PSO, Sport and HSC students attended Police RTA information training and
                                                                           L2 students attended Eddie Hypolite talks in PT.

Effective links with partner schools and local agencies maintained to      Sport ND running event at Hinde House Primary, Yewlands and „AS PE „             Dir G and Sport
encourage and increase participation                                       accelerated group, Team Teaching with Fir Vale, Master Classes, BTEC             minutes
                                                                           Developments (GSt), Girls into sport conference (Arches), Sue Beeley             External
                                                                           Yorkshire sport involvements.                                                    partnerships
                                                                           Master classes delivered in all course areas. HSC community partnership          Liaison PF
                                                                           progression pathways involvement.

Student perceptions of courses indicate that they are well equipped with   FD HSC 80% of students have really enjoyed the course and hope to progress       Student
the necessary skills for relevant progression                              to L3. The majority of learners really enjoyed their work experience. 90%        feedback
                                                                           agreed that Math and English support was an important part of the course         SPOCS
                                                                           support. EY L3 induction and initial info helped them settle in. ND sport 100%
                                                                           would strongly recommend others to complete the course. GCE HSC „it is
                                                                           educative and informative‟, „an interesting course which gives a new
                                                                           experience‟

Adult provision is effective and well supported by the community           L1 and L2 Childcare courses are delivered within the community, during the       Adult course file
                                                                           daytime and receive bursaries and funding for each student, placements are       Mins of meeting
                                                                           provided by the local community




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Statement of Key Strengths                                              Evidence to support the statement/impact upon learners                               Evidence source
All activities are exceptionally well supervised to ensure a safe and   Risk assessments (RA‟s) carried out in all onsite and offsite sporting activities.   SQRs
healthy environment where students can enjoy, achieve and make          Work place coordination of all providers including CRB checks, RA‟s, health          Course files
positive contributions                                                  and safety legislation and insurances are annually reviewed. PSO activities          RA folder
                                                                        and trips follow all required RA‟s, legislation and insurance, with qualified        WP file
                                                                        instructors carrying out all activities.                                             Trips file
                                                                        EV reports

Variety of backgrounds are well integrated within the directorate       CACHE L3 Ethnic mix 9/28 Asian = 32%. L1 CACHE sees 54% from non                     CIS records
provision which shows the college mix is catered for and courses are    white backgrounds and 22% male uptake. Sports and PSO see equal gender
positively meeting their demands.                                       mixes including males and females and students from all backgrounds. FDip
                                                                        HSC saw a diverse mix of many ethnic backgrounds.




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Areas for Development                                                  Evidence to support the statement/impact upon learners                          Evidence source
Some courses continue to recruit and retain low numbers                NAw in Sport (4) and NAw PSO (4), AS PE (12) and FD PSO (14) and FD             LAS 06-07
                                                                       sport (15)

Limited vocational links in some subject areas                         Paramedic and Fire links need to be further developed into PSO and more         Course files
                                                                       residential for ND1‟s requested. Health placements are limited in Social work   SQRs
                                                                       and specialized areas, with current STH limiting clinical acute placements to   SPOCS
                                                                       20 a year. All L1 provision lacks placements experience and ID HSC states
                                                                       limited speakers and trips. Early Years requires more outside speakers and
                                                                       visits.

Enhancement and additional qualifications were limited in some areas   HSC and Early years offered First Aid only, and take up was poor by some        Course files
                                                                       students.

Work placement requirements placed strains on the cross college        GCSE/AS subjects could not be offered to all HSC/EY students due to day         ILRs
capacity to offer additional qualifications to HSC/EY students.        block placements. Additional qualifications were limited due to timetabling.    Timetables 06-
                                                                                                                                                       07
Synthesis of knowledge was difficult between practical and theory,     CACHE L3 performance evidence records „55% found difficulties in linkage‟.      SPOCS
especially in regards to work experience knowledge in EY.              CACHE L2 recorded 75% of students showing unsatisfactory understanding          SQRs
                                                                       and motivation.

Some areas have limited equality of uptake from certain backgrounds.   CACHE L3 Gender 1 out of 28 = 3.5% males, CACHE L1 and L2 and HSC               CIS data
                                                                       struggle to raise recruitment from males.




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Areas for Development
    4. Course teams to engage with taster sessions, master classes and forge links with partner schools in associated specialisms
    5. Course teams to plan more visits, speakers and trips. Include in action plans and review in team meetings.
    6. Each course area to identify appropriate qualifications and seek funding and ways of offering these to students
    7. New course areas to review statistics at end of year and compare achievement
    8. Each course team to complete unit SPOC‟s and feedback learner satisfaction to Dir G and within course team meetings

Grade and Justification
Grade = 3

Within this KQ there is a strong link to the ECM agenda, showing a healthy contribution from the students in linking in with the local community and to enjoying and achieving
in enhancement activities. Enhancement and enrichment opportunities are outstanding in the sport and PSO areas and work placements are offered to every L2 and L3
student in HSC and EY‟s. There is substantial recruitment in nearly all areas showing the match of programmes to the local need, where recruitment numbers were low the
DMT integrated NAw students into the NDip courses to enhance resources and student experiences. Courses have been implemented or ceased this year due to labour
market and student needs research and links to the 14-19 initiatives have been started in the sports department. However, student uptake in the extra qualifications and
enhancement opportunities is sporadic and needs further coordination and development. The timetabling has attempted to accommodate HSC and EY placement demands
but still has development needs to ensure a more responsive and effective level of equal provision can be offered. Gender inequalities still need to be addressed further in EY,
Sport and PSO.




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Aspect 4: How well are Learners guided and supported?

Statement of Key Strengths                                                     Evidence to support the statement/impact upon learners                          Evidence source
Lessons catered for the differing needs of students                            Observation of teaching and learning identified the employment of a range of    OTL records
                                                                               strategies, activities, resources and assessment methods, with high levels of   Course files -
                                                                               teaching and learning generally shown                                           Schemes of
                                                                                                                                                               work, lesson
                                                                                                                                                               plans

Additional activities in the form of trips and speakers took place in          EV7s and trips across the courses showed variety and matched individual         EV7s
recognition of the differing needs of students                                 career paths                                                                    Course files
                                                                                                                                                               CT meetings

Induction activities, Initial diagnostics and assessments were used to         L1 and L2 courses had additional support in the form of 1:1 and in class        LDC referrals
inform staff of support needs and academic support duly provided.              support assistants. ID HSC received 7.5hrs pw in class support and 11           Course files
                                                                               students attended LDT 1:1 workshops or ESOL. FD HSC 2 ESOL identified, 12       Students files
                                                                               receive in class support and 12 attend literacy workshops. GCE HSC identified   CT meetings
                                                                               4 with support needs and 4 attended LDT sessions. L2 EY 75% respondents
                                                                               agreed they received excellent support and guidance. CACHE L3 Initial
                                                                               Assessments showed low levels of literacy for the group with E3 4/28 = 15%,
                                                                               L1 18/28=64% and L2 6/28=21%. Students receive support in weekly sessions
                                                                               and attend drop in, enrolling on ESOL where necessary.

In relation to previous practice, „At risk‟ students in a number of subjects   Support contracts were issued by GSt for a range of students within the         Contracts S
were identified early and support strategies put in place                      directorate through CT identification, PT alerts and SAG group. CI‟s and        Drive
                                                                               contracts were carried out to re-engage students. Progress panels carried out   CT meetings
                                                                               in Sport and EY CACHE Yr 1. „Personal effectiveness‟ sessions provided to
                                                                               identified students. Weekly support sessions offered for sport students and
                                                                               CACHE L3 students and Easter AS/A2 PE revision session. PSO students
                                                                               received 1hr support in the form of cover supervisor mentoring.




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Statement of Key Strengths                                                 Evidence to support the statement/impact upon learners                            Evidence source
Careers and progression advice provided at all levels and pastoral         L1 and L2 students received connexions talks in PT. L1 students received          PT Schemes
support provided with every student having an identified progress tutor.   „personal effectiveness‟ and employment unit delivered within PT. Feb 07          Timetables
                                                                           careers and progression advice and guidance given in L1, L2 and L3i PT            SPOCS
                                                                           sessions. L3ii HE and „next step‟ guidance and information days attended. L3      SQRs
                                                                           Sport and HSC students attended SHU course specific information days.             CT mins
                                                                                                                                                             Liaison file
Resources and materials supplied in a range of ways to ensure              L1 course textbooks supplied to ease financial hardship and ensure                LRC records
accessibility and equality for all social and ethnic backgrounds.          accessibility. Copies of course handbooks available in all areas in LRC. Sports   Course file
                                                                           and PSO uniforms paid for through „hardship‟ fund if applicable. A limited        resources
                                                                           range of materials translated into other languages and interpreters secured       CI and contract
                                                                           where requested.                                                                  copies

Work experience support provided for all partners and students and         Every student visited during each block placement and during day placements       College risk
close communication and monitoring shared between all parties.             by vocationally competent staff. Work experience log books used. Annual           assessment
                                                                           meeting held for providers to discuss paperwork and assessment needs with         records
                                                                           placement supervisors handbook and newsletter (EY‟s)                              Course files
                                                                                                                                                             WP file
                                                                                                                                                             Induction books
                                                                                                                                                             Timetables

External reports show agreement for excellent levels of guidance and       L1 EY EV 18.06.07 „rigorous internal moderation‟. EY L2 EV 18.06.07 „good         EV reports
support to students                                                        practice providing positive learning‟. L3 EY EV June 07 „excellent quality        SQRs
                                                                           assurance processes‟, May 07 „excellent standardization and moderation‟. FD       Course files
                                                                           HSC EV 8.03.07 IV is very effective and works well to complement and advise
                                                                           assessor decisions‟. GCE HSC EV May 07 „thorough and effective
                                                                           assessments supported by robust cross marking and IV procedures. ID HSC
                                                                           EV report 25/4/07 Naeem Raza: “detailed formative and summative feedback
                                                                           to the learner” “effective IV systems in place”




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Statement of Key Strengths                                                  Evidence to support the statement/impact upon learners                              Evidence source
Student satisfaction (SPOCs) show agreement for guidance and support        EY L3 over 90% of students agreed work is marked promptly and                       SPOCs
in a number of areas                                                        constructively and teachers give clear instructions in class. L2 EY 75% agreed      Course files
                                                                            that „support from teachers is good and work is marked promptly‟ and that they      SQRs
                                                                            received „excellent support and guidance‟. GCE HSC and ID HSC 100%
                                                                            respondents agree that „help in using computers and English is good‟. FD HSC
                                                                            98% agree that the course is well organized ID HSC „it is educative and
                                                                            informative and gives a new experience‟ 100% agreed my work is marked
                                                                            promptly.

Health and safety is a priority in all operative areas of the directorate   Risk assessments have been produced for all classrooms as well as for all           College risk
showing a recognition of ensuring ECM agenda‟s are paramount and            offsite activities. Every sport has a R.A. completed and all HSC/EY providers       assessment
safety and well being of all learners is secured.                           have a yearly health and safety check. All students receive a CRB prior to          records
                                                                            placement, otherwise they are not placed until safe to do so.                       WP file

Staff training shows good levels of expertise and support towards           All sports, Health and EY staff have attended health and safety training, sport     HR records
keeping students safe.                                                      staff have attended child protection and first aid training. Sports and PSO staff   PMR
                                                                            constantly updating award body qualifications                                       documentation




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Self Assessment Report 2005-06

Directorate G

Aspect 4: How well are Learners guided and supported?

Areas for Development                                                       Evidence to support the statement/impact upon learners                              Evidence source
Limited use of differentiation activities                                   OTLs observed limited use of differentiation activities in some lessons,            OTL/PMR
                                                                            particularly at L3. L3 EY 60% state lessons are not varied and stimulating          records

Late identification of the need for coursework or examination support and   L2 EY 28% students failed WP unit due to lack of hours. NDip HSC and EY Yr          Course files
general monitoring throughout the year was poor in some areas               2 monitoring issues. PSO Yr 1 progression concerns. CACHE L1 and L2 exam            Re-enrolment
                                                                            preparation needed. CACHE L1 and L2, PSO and some HSC did not take up               contracts
                                                                            the offer of DMT progress panels.                                                   Exam results

Limited use of study skills sessions and coursework support identified in   L3 EY 55% of students found it difficult to link the theory with the WP evidence.   Course files
some areas, resulting in lack of individual progress and development        Over 40% of students found referencing and quotes difficult, only 25% used          SPOCs
                                                                            LRC resources and 60% used only the course text book. The ability to meet           SQRs
                                                                            deadlines was found to be difficult generally. L2 EY staff commented on poor        CT mins
                                                                            organizational, interpersonal and vocationally related skills. ID HSC focus         Attendance data
                                                                            group June 07 „more 1:1 support is needed for assignments‟, SPOCS some
                                                                            students agreed „course is too difficult‟ „I don‟t know how to fill my time when
                                                                            not in lessons‟. FD PSO felt there was not enough help with computers. L1 EY
                                                                            had ESOL and Burmese needs which could not be fully supported and
                                                                            reduction in personal progress

Course delivery order of units and assessment workload is difficult in      L3 EY 50% of students thought there were too many units taught at the same          SPOCs
some areas                                                                  time, resulting in too much coursework. FD PSO believe there is too much            SQRs
                                                                            theory. ND Sport Yr 2 thought there was too much theory and ND Yr 1‟s               CT mins
                                                                            reported too many assignments at once.                                              College SPOC

Careers advice and guidance had a focus academic and HE                     L1 and L2 students require more information from employers, modern                  SPOCs
progressions                                                                apprenticeships and other forms of progression aimed at their individual needs.     SQRs
                                                                            L3ii PT relies too much on HE progressions and applications and ND sport Yr         PT S of W
                                                                            1 requested more careers advice was needed before embarking on courses.




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Self Assessment Report 2005-06

Directorate G



Areas for Development                                                      Evidence to support the statement/impact upon learners                            Evidence source
Students joining the course late and after week 4 received inadequate      Right choice changes in weeks 4 to 6 identified 4 weeks of 1hr weekly support     RCC records
support and guidance                                                       but this was poorly taken up. Courses did not have structured support             AS PE results
                                                                           packages for late students. All late AS enrolments are disadvantaged due to       CT Mins
                                                                           coursework demands. GSt records show late enrollers tend to leave, request
                                                                           changes to other programmes, fail or drop course programme elements (AS
                                                                           PE 2 out of 2 failed).



Areas for Development
    1. Differentiation „show and tell‟ to continue. Peer observations to be carried out each term to share good practice especially in L3 and EY. Observation of progress
        tutorials and careers sessions to take place to assess their effectiveness in supporting student advice & guidance.
    2. Development of structured support across the directorate for identified students, those with relatively low prior attainment and those considered to be potential „high
        flyers‟. CT‟s to put on weekly sessions. Analysis of student MTG‟s to be more consistently reviewed through the initial diagnostic and assessment monitoring process.
    3. At risk students to be identified and passed onto PT‟s for ILP inclusion. Progress panels to be established in each course team – MBl to monitor
    4. Subject specific support packages to be devised for late enrollers with first 4 weeks of all class materials to be on the VLE. All students to receive diagnostic and
        assessment activities regardless of start date..
    5. More materials especially regarding work placement and correspondence home with parents and carers‟ to be translated into other languages and formats, including
        L1 and L2 differentiated examples of policies and procedures.
    6. IV‟s to ensure coursework assessments are spread out evenly across the learning calendar.
    7. Open evenings, master classes and school liaison resources and materials to focus on specific employment and careers guidance.
    8. More informative handbooks to be devised, with student input and FAQ‟s included.




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Self Assessment Report 2005-06

Directorate G



Grade and Justification
Grade = 2
There are some excellent strengths within this area, particularly in response to weekly support sessions and monitoring of progress in most areas. External feedback for
supporting students, coursework feedback and assessment suitability for most of the courses was commended. Enhancement, enrichment and trips have matched individual
career needs and staff have ensured they are updating and delivering relevant material and sessions. Students are supported sensitively and according to need, with the
Directorate management team consistently and effectively delivering CI‟s and contracts to re-engage students individually. Initial assessment is generally effective and support
applied consistently and effectively except for late enrollees in some cases. Learners receive tutorial and learning support, which meets their needs although more vocational
and job related guidance should be developed. Work experience opportunities promote safe and positive environments which promote ECM objectives. However, there is
some work to be done to ensure a more systematic, continuous and rigorous programme of monitoring individual progress is effective for all learners and to ensure that
coursework and personal organizational skills are effectively delivered to all.




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Self Assessment Report 2005-06

Directorate G

Aspect 5: How effective are leadership and management in raising achievement and supporting all Learners?

Statement of Key Strengths                                                Evidence to support the statement/impact upon learners                          Evidence source
Directorate management is good and works at all times to ensure a         The Directorate management team (DMT) has allocated roles and                   Directorate
corporate approach to all aspects of management                           responsibilities according to interests, skills and appropriateness and new     management
                                                                          initiatives such as re-enrolment contracts, progress panels, course specific    meeting minutes
                                                                          SPOCS and attendance monitoring of course and levels have been piloted and      PMR records
                                                                          embedded as good practice


An environment of accountability, continuous improvement and sharing      DMT meetings regularly review student progress, staff PMR‟s, OTL‟s and mins     Human
of good practice has been consolidated                                    of course team minutes. Course files, Schemes of work and student reviews       Resources
                                                                          are subject to monitoring and review by DTL and should show updated records     DMT mins
                                                                          in terms of learner targets/achievement. Course teams have been given time
                                                                                                                                                          Dir G mins
                                                                          and in-depth support to meet and discuss IV procedures, carry out sampling
                                                                                                                                                          meetings
                                                                          and moderating of work and planning of units, assignments and coursework to
                                                                          ensure appropriateness of standards and correct feedback and guidance is        IV records
                                                                          given to students.


Close monitoring of directorate performance and targets is good and has   Course team meetings attended by a member of DMT. On going OTL process          CIS attendance
been shared with staff consistently to raise performance and              which include 31 formal lesson observations. Tutor reviews and target setting   data
achievement.                                                              process have been sampled to ensure consistent and accurate attention to        OTL records
                                                                          challenging and raising potential. Performance monitoring systems applied
                                                                                                                                                          Dir G & DMT
                                                                          appropriately to include targets for raising student achievement. KMa has
                                                                                                                                                          mins
                                                                          furthered Value added and attendance practices within the Directorate. Every
                                                                          course/subject minutes of meetings have been reviewed, actioned and             Course files
                                                                          developed by GSt where necessary in terms of student support and raising        WP mins
                                                                          achievement by DTL and other Cross college teams.                               CT mins
                                                                                                                                                          feedback




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Self Assessment Report 2005-06

Directorate G



Statement of Key Strengths                                                  Evidence to support the statement/impact upon learners                             Evidence source
DMT have taken specific responsibility for student monitoring of progress   SAG group representation attended fortnightly by MBl and GSt. Allocation of        S Drive records
and identified specific responsibilities within the DMT which has allowed   DTL & DDTL‟s to subject area‟s to monitor and review CI‟s and to implement         DMT mins
for a more rigorous and effective system of monitoring                      and review contracts for „at risk‟ students - MBL Sport, KMa PSO, GSt EY and
                                                                                                                                                               SAG mins
                                                                            HSC. THe general and ABa for PSO students, RGu for ESOL and sport/PSO
                                                                            students. Student progress regularly reviewed in DDTL meetings. „Time              Contract records
                                                                            management and organising workload‟ tutorials delivered by DTL for students        Support records
                                                                            referred by subject tutors. „Structured support‟ policy piloted in Directorate G   BTEC records
                                                                            and used on all identified „at risk‟ students. SSm lead on IV and BTEC             Mentor records
                                                                            assessments


Links with the community are good and new links into the community,         Access to a wealth of both local and regional providers in all vocational and      CMT, DMT and
including HE and school liaisons have been furthered to support student     academic settings. DMT established and continued to further enhance                external
learning experiences and progression                                        networks of sport, physical activity and exercise partnerships especially on a     partnership
                                                                            cross Yorkshire nature and with local secondary providers. DMT has continual       minutes
                                                                            close involvement and links with private, vocational and academic providers for
                                                                            all sections within Directorate G attending meetings, conferences and
                                                                            workshops and inputting on initiatives to ensure students receive best
                                                                            opportunities available to support learning.
New staff have been supported and developed in a supportive and             GSt has consolidated work with the Fir Vale HSC Partnership group to explore       Mins of
consistent manner which has allowed them to integrate quickly and           pathways and educational support for the local community. Working with local       meetings
effectively into college life                                               schools, SHU, Sheffield college, Sheffield teaching hospitals, NHS,
                                                                            Connexions, Burngreave opportunities. KMa developed 14-19 provision. DMT
                                                                            attended cross college liaison activities considerably frequently.
In service training has been pro.-actively pushed and part delivered by     NQT OTL policy and mentor support given to JDe and SWf, PMR targets and            HR records
Dir G DMT                                                                   staff development support given. „Show and tell‟ sessions, regular course          Mins of
                                                                            team meetings to include support measures. Regular meetings and support for        meetings
                                                                            new staff.




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Self Assessment Report 2005-06

Directorate G



Statement of Key Strengths                                                  Evidence to support the statement/impact upon learners                              Evidence source
Partner school links are good have been consolidated with cross             ECM training, classroom behaviour and PT levels review. Sharing good                S Dev records
curricular support given                                                    practice in Dir G, „show and tell‟ sessions, SQR good practice. Student             DMT & CMT
                                                                            monitoring and contracts. LC and ILP delivery. BTEC and lead IV training.           records
Support for students, equality of opportunity promoted and discrimination   DMT have given support to Fir Vale, Parkwood, Wisewood, Yewlands and                IV records
tackled effectively so learners achieve their potential in a safe and       Meadowhead in setting up BTEC First diploma‟s and AS PE. Sports staff have          Mins of
supportive environment                                                      then continued links and taken part in joint initiatives ie „leggit‟ and „Arches‟   meetings
                                                                            events and pupil visits to LPSFC fitness facilities and lessons for FV and
                                                                            Yewlands.
College resources have effectively been managed and secured within          DMT have been pro-active in contracts and disciplines for students showing          S of W
Dir G.                                                                      any deviance from their Learning Agreements. DMT have given „expectation            Panel mins
                                                                            talks‟ to all courses and levels throughout the years.
                                                                                                                                                                Contract and
                                                                                                                                                                discipline
                                                                                                                                                                records
                                                                            Close attention to budgets, course costs and resource management is                 DMT/ICT mins
                                                                            effectively managed. KMa reports budgets relating to Sdev, cover,                   All budget and
                                                                            photocopying, telephone charges, LRC and course material budgets at every           finance records
                                                                            DMT meeting. Course teams are given updates on financial resources
                                                                                                                                                                DMT records
                                                                            available and income and expenditure is carefully balanced within the Dir.
                                                                            WP/CRB and uniform expenditure is identified and projected year on. Course          ADPs
                                                                            viability has resulted in ceasing course provision, nestling NAw and changing       CT/Dir G bids
                                                                            to CACHE and GCE courses.                                                           Course funding
                                                                                                                                                                requests




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Self Assessment Report 2005-06

Directorate G

Aspect 5: How effective are leadership and management in raising achievement and supporting all Learners?

Areas for Development                                                    Evidence to support the statement/impact upon learners                               Evidence source
Tracking and monitoring of Directorate activity was not consistent and   Some areas did not carry out the policies and procedures consistently and this       Mins of
thorough in some areas partly due to reduced DMT resource.               was not always possible to act upon in time due to long term sickness of a           meetings
                                                                         DMT member.                                                                          Action Plans
                                                                                                                                                              Absence
                                                                                                                                                              records

Support for learners was identified on a re-active basis at times and    PSO Yr 1 progression concerns were not raised until late term 3. ND HSC Yr 2         HSC, EY, PSO
needs a consistent approach.                                             unit progress was an issue throughout term 2 and 3, ND EY placement hour             student tracking
                                                                         concerns raised in term 3 and L2 EY progress was alerted in term 2 and 3             Contracts S
                                                                         often too late. Most students referred for support had indicators for earlier        Drive
                                                                         intervention of support strategies.                                                  Course files

Dir G has limited experienced staff and resources for student support    ESOL and basic skills support staff across all levels. Identified needs and          Staff CVs
needs and guidance in some areas.                                        disability support staff across all levels. Educational teaching qualifications in   PMR records
                                                                         EY. Lack of some differentiated learning material awareness in EY. Award
                                                                         body knowledge weakness in PSO.



Areas for Development
    5. Directorate management needs to develop and implement an on-going monitoring and tracking mechanism of key directorate activity and monitor closely through set
        agenda items and Dir G meetings. A QA calendar where times and dates are known and stuck to would be beneficial.
    6. DMT to constantly communicate policy and procedure frameworks through a variety of mediums – Dir G mins, email reminders, CT minutes and identified DMT
        member to verbally communicate and remind.
    7. Constant attention to Initial diagnostics and support mechanisms at earlier stages needed especially before LC day.
    8. Communication, support and guidance for new college „supporting learners better‟ policy to all Dir G staff needed.
    9. PMR records to address individual staff targets and development training to be implemented and monitored where feasible.
    10. Recruitment to focus on academically and vocationally relevant qualifications and a positive adherence to student needs




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Self Assessment Report 2005-06

Directorate G


Grade and Justification
Grade = 2
Weekly structured meetings with set agenda‟s ensure the leadership and management has been rigorous, accountable, pro-active and known by all. Leadership sets the ethos
and vision for the Directorate and professional standards are displayed constantly with the motivation and enthusiasm to improve learners experiences being at the heart of
everything. Responsibilities are delegated amongst the DMT and known by the staff at all levels ensuring clear and efficient lines of communication occurs. Specific issues
regarding pilot initiatives in attendance monitoring, SPOCs, differentiation and mentoring activities have been a key focus throughout the year. OTL and good practice is
shared throughout the Dir with opportunities for „show and tell‟ and Dir G training given. The high expectations placed on staff and learners will hopefully continue to contribute
to standards rising and the promotion of linking with the external providers is commendable and brings with it valuable experiences for the students. However more formal
tracking and review is needed to ensure earlier implementations of college and Dir G systems and procedures are effective across the directorate. Staff performance needs to
be targeted with more specific individual targets and documented through PMR and CT meetings where applicable. Recruitment continues to be under review and focus on
continual staff updating of qualifications is in the DMT remit.




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Self Assessment Report 2005-06

Directorate G



Action Plan 07-08                                                               Directorate ‘G’
Key Action Plan Point                                                    Action required                                          By Whom?           By when?
How well do learners achieve?
1. Raise retention in                  Close monitoring of numbers within CT set agenda meetings, Immediate CI‟s for „at       All.                Sept-Oct
underperforming subjects and           risk‟ students and referrals for support (PE weekly support session). Using the         A2 PE, NDip sport   priority. Yearly
ensure all Dir G courses meet          DMT/PT alert monitoring system 5 x per year. Change of course „support‟ through         & L2 CACHE          ongoing
college targets                        VLE and support tutorials. STARR meetings.
2 & 3. Ensure achievement and          Close and effective monitoring of „at risk‟ students through regular CT, STARR and      All.                As QA
success meet college targets for all   IV meetings, progress reviews, DMT/PT and tracking documentation. CT action             L1 & L2 CACHE.      calendar.
courses in the directorate and is      plans to be carried out. Progress panels to be carried out in all courses. Monitoring                       Termly and
                                                                                                                               AS/A2 PE
raised in 07-08 in 06-07               of placement and PER‟s (CACHE L2) exam preparation sessions and teaching to                                 ongoing
underperforming subjects               address this (CACHE L1). PE revision and coursework trips. ILP‟s to be
                                       continuously revised through PT/DMT

4.Attendance to be raised in all Dir   Course teams and DMT to closely liaise on attendance at course and class levels         Course teams/KMa    QA calendar
G courses.                             (KMa to coordinate). Columbus used as key tool for all tutors. PT‟s and DMT to          DMT – GSt, MBl,     for course
                                       review and provide support ongoing. Expectations to be laid down and carried out        SSm                 teams. STARR
                                       within sessions (CI‟s, postcards home and positive rewards)                                                 fortnightly.
                                                                                                                                                   DMT weekly.
5. Work based learning coursework      Work placement policy and procedure to be known by all students and staff.           PCo,                   Monthly
units and personal progress            CACHE L2 monitoring of student log hours. Assessments and PER‟s to be more           CDe, SWe, CMo,         monitoring.
development.                           structurally delivered. Reporting of progress in CT and IV. Progress panels. Support JKr                    Termly panels
                                       referrals for students not progressing at satisfactory pace and „positive
                                       empowerment and confidence building‟ focus to be placed on the students




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Self Assessment Report 2005-06

Directorate G



Key Action Plan Point                                                    Action required                                                 By Whom?      By when?
How effective are teaching, training and learning?
1 & 5 Concentrate on OTL              Review development needs with individuals and include in action plans. Dir G                GSt – Dir G        QA calendar.
observations and the need to drive    „show and Tell‟ sessions to continue with „differentiation‟ and in class assessment         agenda‟s and PMR
forward „stimulating and              strategies to be focus. Peer observations to have a termly focus and Dir G                  All                Termly
challenging‟ sessions with a focus    dissemination outcome. Mentoring link for identified staff. Training on „learning‟
on measuring „learning‟               aspect in training days.                                                                                       INSET

2. Regular and effective monitoring   Placement policies more thoroughly known and available ie VLE, Intranet, student            CACHE L2 team      Induction
of student work placement             files. Support needs known early and LDC team involvement. Workshop support                 GSt & MBl          Monthly
progress unit by unit across CACHE    issued. Regular IV, tracking and reports of student progress in CT, IV and to DMT
                                                                                                                                                     Termly
L2.
3. New course developments to be      Exam preparation classes to be integrated into S of W. LDT referrals for identified         GCE & CACHE CT. Ongoing
addressed                             students on GCE HSC yr 2 and internal CACHE progression. Extra exam revision                HDu
                                      sessions. HDu to deliver academic tutorials to HSC Yr 2
How well do the programmes/course meet the needs and interests of learners?
1,3, 4 & 6. Constantly review         All staff to look at suitability of current courses and possible additional courses at IV   All.               Jan 08 – July
current offer and effectiveness of    days and before term 2. Additional qualifications that link to course to be identified                         07
new course changes                    for each course. All course teams to explore ways to liaise with schools and
                                      promote courses (master classes, taster days) for all backgrounds and needs.
                                      CACHE to promote „boys‟.                                                                    CACHE CT

2. Vocational relevance of courses    Guest speakers, visits and trips to be put into schemes for every course, especially        All                Termly
to be enhanced through further        ID HSC and CACHE L1 and L2. PSO to incorporate less popular PS‟s. PSO and                   CACHE, PSO,        Ongoing
developing external links             sport to respond to student requests for trips.                                             sport




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Self Assessment Report 2005-06

Directorate G



Key Action Plan Point                                                   Action required                                         By Whom?         By when?
5. Linking of practical and theory     HSC and CACHE CT‟s to focus on increasing student awareness of WP policies.          HSC, CACHE CT      Induction
knowledge and application in the       Exemplars of student files and types of acceptable evidence to be delivered                             Ongoing
workplace.                             through extra sessions. Case studies and „real life‟ experiences and career
                                       relevance to be the driving and motivating focus – invite placement providers and
                                       business people in to explain.
How well are learners guided and supported?
2,3 & 6. Ensure early identification   Course teams to use induction, min-review, MTG‟s, LC day and November review CT‟s                       Induction
of students needing support where      as key processes for the identification and implementation of support measures.    DMT                  Nov review
applicable and that all students are   Progress panels to be used in every course. ILPs to be addressed regularly through
                                                                                                                          PT                   Ongoing
stretched to reach their potential     PT/DMT.
4. Course delivery to be reviewed to   CT‟s to review delivery order of units. Lead IV to adjust assessment calendars.      All. Lead IV‟s.    IV days
ensure response to individual          PSO to review change in units/imported units and gain student feedback.              PSO CT             Termly
needs.
                                                                                                                                               End of units
5. Careers guidance and internal       All PT‟s to give sessions on cross college courses available ready for progression   PT‟s L1, L2, L3i   Feb 08
progression support.                   day. All CT‟s to make Dir G information leaflets to circulate. Careers board to be   CT‟s               June/July 08
                                       collated (ABa) Connexions invited into every PT level.
                                                                                                                            ABa
How effective are leadership and management in raising achievement and supporting all learners?
1. Key directorate activity to be      DMT meetings to track all policies and procedures and check consistency.             DMT                Ongoing.
monitored and tracked throughout       DMT to be allocated specific responsibilities and monitor in terms of continuous
the year                               improvement. Dir G QA calendar to be devised. Monthly focus on priority‟




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Self Assessment Report 2005-06

Directorate G



Key Action Plan Point                                                 Action required                                       By Whom?     By when?
2. Support mechanisms for staff      DMT to arrange progress panels for each course. Review processes,                    DMT          Sept 2008
dealing with student support needs   CI‟s/contracts, tracking, SPOCS, behaviour management etc need to be focus in
to be clearly disseminated and       Dir G
actively used


3. Recruitment and staff updating    Encourage ESOL, basic skills and working with specific needs training to be focus    DMT          Ongoing Sept
                                     on PMR. Teaching qualifications and mentoring for identified staff. Award body                    07-July 08
                                     responsibilities for PSO. Continue with differentiation, teaching and learning and
                                     assessment training.




                                                                                                                                                      66
                                              Directorate P
                                  Self Assessment Report and Action Plan
                                             September 2007
                                                 Context



Introduction:

Directorate P includes courses in mathematics at all levels, from Numeracy support working at entry level to
further maths A level. Enrolments to Maths/Numeracy are particularly strong, with some 578 students taking
a mathematics qualification as part of their programme in September 2006. (472 in 05)

Science provision in the directorate is predominantly level 3, with strong AS recruitment in the three core
sciences. The vocational provision of the directorate includes First Diploma in Applied Science and National
Diploma in Applied (Forensic) Science. Transfer from year 1 to year 2 in A level remains relatively low at
around 50%. Significant improvement in year 1 to year 2 transfer has been made in applied science.

The directorate daytime GCSE offer is limited to Maths and Science (Human Physiology) based on the
requirement for a number of student progression routes of achievement in these courses.

Psychology provision was brought in to the directorate late in the 2005-6 academic year. In 06-7, this has
been integrated within the directorate quality planning/procedures.

Adult classes in Maths (GCSE and pre-GCSE), psychology (GCSE) and Teaching Assistants (NCFE) also
formed part of the directorate offer for 2006-7. These are being withdrawn from September 07.

The directorate achieved 1154 enrolments to LSC funded courses in September 2006 (799 in 05), and so
increasingly contributes to the progression of a large proportion of Longley Park‟s students (a number of
students take more than one course within the directorate offer).

The curriculum map shows the range of provision for 06-7 and plans for 07-08. The recruitment trends in
directorate courses remain strongly positive again this year particularly in Applied Science courses, with two
groups at FD and ND year 1. The recruitment levels to Maths and Science remains substantially out of kilter
with levels in other sixth form colleges. This means a continued need for detailed work on teaching staff
deployment and general resource planning, and has been the focus of much energy throughout the set up
period.
Staff sickness rates remain low, and are again the lowest of any directorate within the college by a
significant margin.

Notable Achievements 2006-2007

        GCSE maths achievement 14 points above sector benchmark
        Pre GCSE maths achievement significantly above benchmarks (L1 +13, L2 +39) with retention very
         strong (L1 +3, L2 +15)
Self Assessment Report 2006-07



        A2 achievements overall
        ND Forensics block work placement developed, with progression of 75% of forensic science
         completers to relevant HE programmes
        Substantial course enhancements/field work/visits developed and used to contextualize science
         learning.
        Rocketeers: national competition 4th place 2006-7
        Liaison links developed eg masterclasses (both school and HE events) “summer project”, school
         science “assembly”
        Development of a very successful, large scale science week exhibition and programme of activities
         with college and partner school students
        Significant work on progression support activities including various revision conferences and
         outreach schemes (eg SOAMS/ADOPT).
        Further development of formative assessment and support programme across the directorate,
         incorporating use of GCSE scores and assessment progress linked to referral for
         supportive/remedial measures.
        Staff sickness absence levels remain low.
        Ambassadors/Mentor programme development
        Academic tutorial pilot scheme delivery


Key managers and staffing profile

        Pete Kennedy – Director of Teaching and Learning (biology teacher)
        Mandy Kemp – Deputy Director of teaching and Learning (maths teacher)
        Steve Wain – Deputy Director of Teaching and Learning (biology teacher)
        Paul Barratt – Deputy Director of Teaching and Learning (physics teacher)
        Plus 7 full time/2 fractional maths teachers, 4 full time/3 fractional science teachers, 3 full time
         psychology teachers, 2 technicians and 2 part time evening class teachers.

For 2007-2008, total of 20 full time teaching staff (inc DTL/DDTLs, 7 substantial fractional, 2
technicians and a directorate administrator).




                                                                                                                68
Self Assessment Report 2006-07



Curriculum Map

Directorate ‘P’


                                                  16-18                                19+
              Entry                 Numeracy support
             Level 1                Pre-GCSE Maths                      Pre-GCSE Maths
                                    (Adult numeracy qualification)
             Level 2                GCSE Maths                          GCSE Maths
                                    GCSE Maths (Nov resit)
                                    GCSE Human Physiology &
                                    Health
                                    BTEC First Diploma Applied
                                    Science
                                                                        GCSE Psychology
             Level 3                AS/A Biology (AQA)
                                    AS/A Chemistry (OCR)
                                    AS/A Physics (AQA)
                                    AS/A Electronics (AQA)
                                    AS/A Maths (Edexcel)
                                    AS/A Further Maths (Edexcel)
                                    AS Use of Maths
                                    FSMQ Maths units
                                    AS/A Psychology (AQA)
                                    BTEC National Diploma Applied
                                    Science (Forensics)

The directorate also supports the delivery of a GCSE statistics class for Y11 pupils from a local partner
secondary school and is developing a shared delivery model for a BTEC First Certificate model with Y10
from another partner secondary school to commence in September 2007.

For 2007-2008

Developments for 2007-8 are again mainly around consolidating current provision. The increasingly strong
interest in vocational science and high levels of progression within the FD to ND route has led to the need to
plan for increased ND capacity in particular.

Accommodating increased recruitment to directorate courses overall in terms of resource and staffing
capacity remains a key focus. Support for staff further developed through CPD, RQT/NQT coaching and
further developments of peer observation scheme to share good practice are seen as key measures next
year.

In terms of student support, the key priorities are in developing the directorate markbook to link formative
and continuous value added measurements into schemes of work and in to tracking documentation and
procedures to tighten up on targeted intervention. The further developments of targeted intervention include


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roll out of the mentor/ambassador scheme developed through 2006-7 in liaison with student services team
and through aim higher management.

Overall Grade 2: (Good)




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Summary of Grades for Observation of Teaching and Learning 2006-07:
Directorate: P

                                          P
                                              Grade             Total
 Entry                           1    2               3    4
 Teaching                        0    1               0    0          1
                             0%      100%             0%   0%
 Learning                        0    1               0    0          1
                             0%      100%             0%   0%


                                              Grade               Total
 Level 1                         1    2               3    4
 Teaching                        0    0               1    0          1
                             0%      0%           100%     0%
 Learning                        0    0               1    0          1
                             0%      0%           100%     0%


                                              Grade               Total
 Level 2                         1    2               3    4
 Teaching                        1    4               2    0          7
                             14%     57%          29%      0%
 Learning                        1    4               2    0          7
                             14%     57%          29%      0%


                                              Grade               Total
 Level 3                         1    2               3    4
 Teaching                        2    11              3    0          16
                             13%     69%          19%      0%
 Learning                        2    11              3    0          16
                             13%     69%          19%      0%




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                                             Grade              Total
 Totals                          1      2             3    4
 Teaching                        3     16             6    0     25
                             12%       64%           24%   0%
 Learning                        3     16             6    0     25
                             12%       64%           24%   0%


Whole College OTL grades

 Totals                           1     2             3    4    Total
 Teaching                        21    72            30    0    123
 %                               17%   59%           24%   0%
 Learning                        13    67            39    4    123
 %                               11%   54%           32%   3%




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Directorate P

Aspect 1: How well do learners achieve?

Grade 3
Overall Statement:
Whilst there are some very significant strengths shown in terms of the achievement levels of many of the courses in the directorate, there remain significant issues in the
achievements of some courses, especially at AS level. These courses are subject to continuing scrutiny and work to develop curriculum models that allow for improved
achievement levels

Statement of Key Strengths                                                   Evidence to support the statement/impact upon learners                            Evidence source
Retention is above the national benchmark in a number of subjects (10        (% points above benchmark)                                                        Goldmine & LSC
of 24 courses noted here)                                                    AS Electronics +1, Physics +4, Psychology +5                                      benchmarking
                                                                             A2 Electronics +2, Maths +4                                                       site.
                                                                             GCSE Human Physiology +6                                                          Benchmarking
                                                                             PreG Maths L1 +3, L2 +15                                                          rationale and
                                                                             FD Science +23                                                                    standards used
                                                                             ND Science (2 year) +12                                                           in appendix 1

Achievement is above the national benchmark in a number of subjects (6       (% points above benchmark)
of 24 courses noted here) some of which are outstanding                      GCSE Maths +14, ND App.Sc +16, AS Electronics +6,
                                                                             AS Psychology +7
                                                                             Pre G Maths L1 +13, L2 +39
Value added achievement is at or above the national median in a              A2; Chemistry 5, Maths 5, Psychology 3                                            ALPS
number of subjects                                                           AS; Electronics 3, Maths 5, Psychology 5
(ALPS scale of 1-10, where 5 is median)                                      Nominal VA for Applied Science ND is 1.20 close to the best in the country
                                                                             (1.23) in comparison with GCE Applied Science ALPS indicator




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Statement of Key Strengths                                             Evidence to support the statement/impact upon learners                      Evidence source
Attendance in most courses is very good compared to college averages   College average A2 91.6%                                                    CIS
13 of 24 courses note here                                             Chemistry +0.4, Electronics +5.4, F. Maths +5.1, Physics +0.4, Psychology
                                                                       +0.3
                                                                       College average AS 91.4%
                                                                       Biology +1.8, Chemistry +1.2, Electronics +0.1, F.Maths +2.7, Maths +1.4,
                                                                       Physics +2.2
                                                                       College average ND 90%
                                                                       Forensics yr 2 +3.3
                                                                       Pre G Maths @ +0.8 on college L1 86%

The student tracking and target setting mechanism (markbook) has       AS Biology achievement up from 54 to 59%                                    Course files
helped in significant improvements in performance of some areas        AS Psychology achievement up from 85% to 88%                                SQRs meeting
                                                                       AS Psychology retention up from 90% to 93T                                  notes
                                                                       AS Use of Maths achievement from 47% to 75%
                                                                       ND Applied Science retention up from 50% to 75%




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Directorate P

Areas for Development                                              Evidence to support the statement/impact upon learners                           Evidence source
Retention is below the national benchmark and college targets in   AS Chemistry -7, Maths -8, AS Physics -7                                         Goldmine
a number of subjects (5 subjects of 24)                            A2 Biology -19, Physics -7
                                                                                                                                                    LSC bench calc.

Achievement is below the national benchmarks in a number of        AS Biology -19, AS Chemistry -31, AS Physics -20, AS Maths -17, Maths            Goldmine etc as
subjects (this continue to be a cross college issue at AS)         (Use) -3,                                                                        above
                                                                   A2 Biology -3, Chemistry -11, Electronics -13, Maths -4
                                                                   Physics -31, Psychology -5

Value added achievement is below the national median in a          A2 Biology 6, Electronics 8, Physics 6                                           ALPS report
number of subjects                                                 AS Biology 8, Chemistry 8, Maths 6, Physics 7

Attendance in some courses is below college averages               AS Use of Maths (-3.2)                                                           CIS
                                                                   GCSE Maths (-2.7 on college average 88.2)
                                                                   GCSE Maths resit class (-8.6)

Tracking and target setting system requires further work           System development remains partial for some subjects, this has been element      Meeting minutes
                                                                   of development plans over last three years


Areas for Development

   Cross college development of “supporting learning better” has identified key themes for supporting students. The key development is to continue to track student
    progress effectively and to put in place timely intervention measures based on the tracking information




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Directorate P

Aspect 2: How Effective are Teaching, Training and Learning?

Grade 2
Overall statement:
Teaching, training and learning remain a very positive focus of the directorate at all levels. Staff are committed to developing their own skills and sharing their skills and
resources with others to benefit students. Student survey responses and observation records are all very positive about the quality of teaching, training and learning.

Statement of Key Strengths                                                     Evidence to support the statement/impact upon learners                               Evidence source
Observations of teaching and learning showed effective teaching and            Reports show effective use of practical work, games, ICT etc.                        OTL records
learning taking place. Lesson observations also showed a variety of
teaching styles have been used to successful effect in promoting
learning.
Peer observations across subject teams                                         Peer observation records show all staff took part in observations and that good      Peer obs
                                                                               practice ideas were shared                                                           reports, Dir dev
                                                                                                                                                                    file

The directorate is well resourced, with a range of resources available to      All students continue to have access to good/new texts through directorate and       College
support stimulating and creative learning.                                     LRC, and to excellent materials and equipment to support learning. Technical         facilities,
                                                                               support is strong/well qualified.                                                    material
                                                                                                                                                                    resource
                                                                                                                                                                    records & SOW
                                                                                                                                                                    HR records

Staff training needs have focused on sharing good practice amongst             DDTL consolidating role as learning mentor on the DFES standard Unit                 Course files,
teaching staff - directorate resources have been used to good effect in        Coaching scheme.                                                                     meeting notes
meeting staff training needs.                                                  Staff attendance at numerous board, internal and general training events.            and HR records
                                                                               Staff meetings and training and development days focussing on good practice.

Student perception of their learning is good                                   All directorate students surveyed by class/teacher in 06/-7. Almost all              Dir P folder,
                                                                               responses show strongly positive attitude to the effectiveness of teaching and       student survey
                                                                               learning.                                                                            (06-07 quality
                                                                                                                                                                    docs)




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Statement of Key Strengths                                                    Evidence to support the statement/impact upon learners                      Evidence source
Externally derived reports are positive about effective teaching, training   GCSE Biology, AS/2 Biology (“marking was judged to be very accurate          Course files
and learning                                                                 indeed”), AS/2 Chemistry and Psychology coursework moderated stet
                                                                             NSS for FD and ND achieved at first round (third year running). Assessment
                                                                             decisions again noted as excellent




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Areas for Development                                                    Evidence to support the statement/impact upon learners                        Evidence source
OTL reports/grades show some actions necessary to improve teaching.      24% of lesson observations graded 3 for teaching and learning and so show     OTL reports
                                                                         areas for attention.

Some planned resources have not been made available to students and      The directorate was unable to purchase some equipment and some useful         Meeting minutes
staff.                                                                   texts due to budgetary constraints.

One externally derived reports was negative about effective teaching,    A level Physics report shows minor adjustment to marks, and some comments     Course files
training and learning.                                                   that need to be addressed.


Areas for development
     The scheme for systematically sharing good practice from OTL/peer observations records and their use as basis for follow up mentor/coaching in directorate scheme
     The scheme for reporting on progress in action plans requires improvements to paperwork and more systematic approach in T+D time.
     New staff involvement in raising the effectiveness of teaching and training needs some focus.




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Directorate P

Aspect 3: How well do the programmes/courses meet the needs and interests of learners?

Grade 1
Overall statement:
The directorate continues to recruit strongly to all courses, and this shows an upward trend. The variety of activities designed to meet learner needs and interests is wide
ranging, from activities designed to support those students having difficulties to those designed to stretch and inspire students.

Statement of Key Strengths                                                    Evidence to support the statement/impact upon learners                             Evidence source
Strong recruitment in almost all subjects.                                    Enrolment continues to be very strong and shows an upward trend in context         CIS and
                                                                              of cross college recruitment patterns, eg AS Biology 76, AS Chemistry 60, FD       directorate
                                                                              Applied Science 28, ND Forensics 35, GCSE Maths 203, AS Maths 91, AS               trends data
                                                                              Psychology 126.

Directorate courses provide opportunities for a variety of practical and      Examples include:                                                                  Course files and
vocationally related activities which ensure learning is contextualised and   ND: Work experience placement scheme (1 week) used as part of assessment           directorate
gives opportunities to develop student ideas about progression routes.        scheme, Scene of Crime day.                                                        activities
                                                                              FD: Industrial visits.                                                             spreadsheet.
Courses available at different levels contributes to students progression     Biology: Chief examiner revision conference on site.                               Aim Higher
and development toward their goals.                                           Maths: Chief examiner revision conference on site, visits to local university      co-ordinator
                                                                              departments.                                                                       records
                                                                              Physics: Development of Physics student newsletter, “physics shield”
                                                                              competition and Daresbury labs visit
                                                                              Electronics: Visit to Kostal engineering
                                                                              Psychology: Revision conferences
                                                                              GCSE Maths: November resit opportunity results 87% A*-C




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Statement of Key Strengths                                                Evidence to support the statement/impact upon learners                          Evidence source
Additional cross-college enhancement activities have been delivered by    Very successful, large scale science week “employers exhibition” and            Course files and
the directorate to meet the needs and interests of learners. Many         programme of activities in March 07                                             directorate
opportunities delivered assist with progression planning and success as   Successful SOAMS and ADOPT applicants                                           activities
well as the general enhancement and enjoyment of learning.                Access to medilink conferences, university open day trips, HEI masterclasses    spreadsheet.
                                                                          (Aim Higher), college HE information day.                                       Aim Higher
                                                                          “Rocket Challenge” entry resulted in national 4th place for physics students.   co-ordinator
                                                                          Guidance workshops for medicine applicants to HE and regional medicine          records
                                                                          masterclass hosted by LPSFC
                                                                          Targeted scheme for developing practical expertise of AS level students in
                                                                          biotechnology developed.

A very successful GCSE statistics course with a partner school is         GCSE A*-C pass rate for students at 897.5% A*-C is outstanding.                 CIS/SQR
effective in developing an interest in maths

Directorate specific school liaison is designed to be informative about   Eg Science week exhibition, open evening exhibition, delivery of science        Directorate
course and progression opportunities                                      careers assembly in schools, work with partner schools on engineering           development file
                                                                          progression.

Progression within directorate related courses is strong                  9/12 Forensic Science completers in 07 went on to HE Applied Science            CIS
                                                                          courses.
                                                                          5 of 25 students completing A2 Maths went on to study Maths or combined
                                                                          subjects with Maths at HE in 07.
                                                                          Progression from FD Science to ND Applied Science is strong and increasing
                                                                          each year.




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Areas for Development                                                     Evidence to support the statement/impact upon learners                           Evidence source
Low recruitment in a minority of subjects                                 Low recruiting subjects include Electronics AS and A2 (8 & 6), A2 Physics 11.    CIS

Limited opportunities for enhancement in some areas                       Pressure on staff timetables reduced flexibility in deploying staff to           Directorate links
                                                                          enhancements in general because of deployment to supporting students in          spreadsheet
                                                                          subject specific areas


Areas for Development
     Recruitment: continue with school liaison development in all directorate areas with local partner schools and providers and ensure information is made available as
        appropriate.
     System for evaluating the overall usefulness and cost-effectiveness of enhancements and targeting resources as effectively as possible.




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Directorate P

Aspect 4: How well are Learners guided and supported?

Grade 2
Overall statement:
Staff show their commitment to supporting and guiding learners in a variety of ways. Throughout course files, meetings and in developments, the guidance and support
element is continually stressed.

Statement of Key Strengths                                                      Evidence to support the statement/impact upon learners                             Evidence source
Staff are sensitive to the differing needs of students within their teaching.   Schemes of work show extension activities for more able students. OTL              Course files
A variety of approaches is taken to ensuring student support remains at         records show that individual students‟ responses and concerns are dealt with       OTL records
the heart of delivery.                                                          effectively.

Staff provide additional guidance and support to students in many ways          Support workshops are available to students in all directorate subject areas.      Directorate
and continually seek to develop tracking and support models to identify         These are both open access and referral based.                                     meeting notes
student needs on a regular/continual basis.                                     “At risk” students in AS classes were identified for follow up support in comms.   and course files
                                                                                Staff use and seek to develop the college “commitment” and support referral
                                                                                procedures consistently to identify and follow up on individual concerns and
                                                                                support requirements.                                                              Student
                                                                                Maths staff provided workshop support to GCSE students missing classes due         Services/LDC
                                                                                to placements.                                                                     records
                                                                                Formative assessments and tracking are used extensively to identify student
                                                                                support needs and to respond appropriately to those needs.
                                                                                ND students all interviewed by a teacher “panel” at the end of the year to
                                                                                identify strengths and areas for personal development.
                                                                                Saturday revision scheme for maths students.
                                                                                Diagnostic assessments used to assign level of study/support needs in
                                                                                numeracy, pre GCSE and GCSE Maths.




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Statement of Key Strengths                                                 Evidence to support the statement/impact upon learners                          Evidence source
The directorate has a strong focus on health and safety, both in           All science staff have “signed up” to the directorate H&S policy.               H&S policy and
classes/labs and on visits/excursions.                                     Directorate is represented on the College H&S Committee.                        records of H&S
                                                                           Risk assessments are complete for all areas of directorate activity.            committee
                                                                           The directorate/college is party to the CLEAPSS umbrella and compliant with     meeting
                                                                           all related H&S regulations.

Most directorate staff are also progress tutors, working within a strong   Progress tutorial cross college is based on a scheme developed to support and   Tutorial scheme
tutorial support scheme                                                    track student progress.                                                         of work

Liaison with Learning Development team has helped the directorate          Entry numeracy and Pre GCSE maths classes were scheduled with a member          LDC records
support of students                                                        of support staff throughout the year.
                                                                           Other ad hoc arrangements for individual students were made. Some targeted
                                                                           work from initial assessments was carried out.
                                                                           Proactive liaison with learning development team has been used to identify
                                                                           and support students with communication needs in AS courses by referring
                                                                           students with <D grade English for diagnostics in induction period.

Innovative schemes have been developed in order to help support            Academic tutorial pilot schemes in AS biology, chemistry, maths and             Academic
students in a more focussed way                                            psychology in 2006-7 were used to develop new teaching ideas and materials      tutorial meeting
                                                                           and support students.                                                           notes and
                                                                           Student mentor/ambassador working party focussed on developing peer             reports
                                                                           mentoring scheme within college for 07 start                                    Meeting notes
                                                                           Wider use of student profiles and celebrations of achievements has been used    and
                                                                           in displays to encourage students through use of “role models”                  development file
                                                                                                                                                           Corridor
                                                                                                                                                           displays and
                                                                                                                                                           development file




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Areas for Development                                                   Evidence to support the statement/impact upon learners                         Evidence source
Not all of the differing needs of students are met                      As with last year, completion of, and access to initial assessment and         Enrolment review
                                                                        diagnostic assessment was inconsistent, giving rise to a number of support     discussions
                                                                        needs being unidentified or identified but not then met effectively.
                                                                        Strong recruitment means that deployment of staff time to individual support
                                                                        was again limited.                                                             Meeting notes
                                                                        Many course areas have significant numbers of “risk” students (ie with
                                                                        borderline prior achievement compared with level of the programme of study     TMG data vs
                                                                        they are on) so level of demand far outstrips the capacity to provide.         national stats.

Some students were not adequately prepared for the demands of the       L3 students sometimes disorganised and showing poor homework completion.       Course files and
courses on which they enrolled.                                         Some students, despite being referred on numerous occasions refused to         SQRs
                                                                        attend support sessions and/or diagnostic assessments                          Meeting notes

Some students‟ programmes led to difficulties in support.               Students with considerable work placement time missed several weeks of         Meeting notes
                                                                        GCSE Maths and on average performed less well than other groups in GCSE        GCSE
                                                                        Maths.                                                                         achievement by
                                                                                                                                                       group

Areas for development
     Significant changes to GCSE maths and science provision will need assessment of impact and planning to support students needs.
     Changes to all A level specifications from September 2008 will need to be planned for.
     Further co-ordinated approach to “risk” students through communication with LDC and working within STAR and in developments of link/tracking section of
        markbook.
     Developments in pre GCSE maths to assess students in first weeks and guide to level of course appropriate to needs and abilities.




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Directorate P

Aspect 5: How effective are leadership and management in raising achievement and supporting all Learners?

Grade 2
Overall statement
Directorate leadership team promotes development of excellence in teaching and learning continually through focus on teams and individuals sharing resources and skills with
each other. The development of links with other partners has been a major focus in terms of bringing industrial and partner school expertise into developments within the
directorate programme.

Statement of Key Strengths                                                     Evidence to support the statement/impact upon learners                           Evidence source
Managers have worked to give a high profile commitment to excellence           Directorate focus in development plan, meetings and performance reviews. All     Development
in terms of student experience and development, and to deliver this            areas of communication with staff put quality of student experience and          plan, SQRs,
through effective management of teams of staff who work very well              progression at the heart of activity.                                            course files,
together and value each others‟ support.                                       Profile of areas in terms of displays of work, progression and achievement has   meeting notes
                                                                               been prioritised.                                                                Classroom and
                                                                               Management team ensure all classes are covered for absence (sickness or          corridor displays.
                                                                               planned)

DTL/DDTLs continue to recruit excellent and highly qualified staff             OTL records, SOWs, performance management targets and meeting notes              As indicated
(including technical support staff) to plan and deliver an exciting            show staff are positive about the directorate.
curriculum with, in many cases superb resources.                               Staff feedback on their perception of support from management in delivery is     Dir. Dev. file
Supporting staff in achieving enthusiastic, positive and effective delivery.   very good.
                                                                               Management contribution to, and follow up of training and development            A copy of
                                                                               activities including differentiated learning, ILT and VLE developments.          document
                                                                               A number of directorate staff are senior examiners or are involved with many     “success in
                                                                               local and national initiatives which promote student success. One manager is     science and
                                                                               senior examiner and text book author.                                            maths” is given
                                                                                                                                                                as appendix 3.
                                                                                                                                                                Produced in
                                                                                                                                                                response from
                                                                                                                                                                request by
                                                                                                                                                                principal for
                                                                                                                                                                forward to DfES




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Statement of Key Strengths                                              Evidence to support the statement/impact upon learners                              Evidence source
Links with various “partners” have been established and developed.      DTL/DDTLs involved in many partnership links                                        Course files, dir
These have assisted in further development of teaching resources,       eg: science learning centre links, partner school activities and visits, learning   management
progression routes and pathways and other collaborative developments.   coach activities and networks, Specialist schools and academies, further            meeting notes
                                                                        maths network.
                                                                        Directorate management represented regional post-16 provision in GMC
                                                                        inspection visit of Sheffield Medical School (only post-16 provider invited)

                                                                        Directorate staff deployed to a number of liaison activities/events eg;
                                                                        GCSE statistics course with Hinde House pupils
                                                                        Summer project developed with Yewlands pupils
                                                                        Masterclasses put on for partner schools.
                                                                        HE masterclasses accommodated in college

Support and development of ITT, NQT and RQTs has been a                 DDTL has been “coaching trained” and has developed a support programme
management focus                                                        for staff with less than 3 years experience.
                                                                        DDTL has been allocated role of ITT student mentor. Student subsequently
                                                                        employed in the college as NQT in September 07.




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Directorate P

Aspect 5: How effective are leadership and management in raising achievement and supporting all Learners?

Areas for Development                                                     Evidence to support the statement/impact upon learners                       Evidence source
Strategies for sharing good practice from peer observations are in need   Peer observation round has not been used to share ideas. Opportunities for   OTL records
of further development                                                    staff to discuss teaching and learning have been limited.                    Meeting notes


Areas for development (further development)
     A robust scheme for sharing peer observation outcomes
     DDTL role in student support/STAR links/format
     DDTL role in staff mentorship/support.




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Action Plan for 2007
Action Plan Point                            Action required                                                                                        By whom?          By when?

How well do learners achieve?

Retention                                            Working with “supporting learning better” framework to identify student risk and support      All               Ongoing
Achievement                                           as quickly as possible. All staff to follow up on absences quickly so that issues can be
Value added                                           dealt with immediately.
                                                     Further development of intervention tracking through DDTL.                                    PBA               Ongoing
Attendance                                           Further development to markbook to identify formative student achievement vs their            SWA to lead       Ongoing
                                                      target grades linked to referral and support mechanisms. Link markbook to intervention
                                                      and support records.


All of these action plan points relate to Every Child Matters 3 Enjoying and Achieving in that the action points are designed to ensure student
maximise their success.

How Effective are Teaching, Training and Learning?
Developing teaching and learning.             Formalise collection of peer observation records and dissemination of good ideas to                  PKE               Dec 07
                                                 produce “peer obs report”
                                              Review SQR/action plan procedures to ensure action plans are systematically reviewed                 PKE/SWA           Dec 07
                                                 and student information is acted upon
                                              Formalise RQT/mentor support links through DDTL work vis coaching scheme (noted in
                                                 KQ5)


All of these action plan points relate to Every Child Matters 3 Enjoying and Achieving in that the action points are designed to improve the effectiveness of teaching and
learning.




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How well do the programmes meet the needs & interests of learners?
Work context                               Extend the work placement scheme for forensic science students to include engineering                 IMU/PKE           Feb 08
                                              pathway students

Liaison work                                        Set up a working party to improve on schools liaison, including master classes and other     DMT               Dec 07
                                                     targeted liaison work.
                                                    Extend collaborative teaching with Yewlands to include AS chemistry                          APA/PKE           Sept 07
                                                    Deploy staffing to BTEC First Certificate delivery with Yewlands school                      PKE               Sept 07
                                                    Consolidate Y10/11 statistics provision with Hinde House School                              PKE               Sept 07
                                                    Develop new links with at least one other partner school                                     PKE               July 08
Enhancement generally                               Set up working party to extend on this years planning and delivery of the science week       APA               March 08
                                                     exhibition and programme of activities                                                                         July 08
                                                    Continued engagement in SOAMS, ADOPT & Nuffield schemes                                      SWA               July 08
                                                    Develop the scheme for “engineering pathway”                                                 PKE

Provision to meet learner needs                     Assure all staff are aware of nature and usefulness of FSMQ provision                        PKE               July 08
                                                    Investigate Y scheme curriculum development for all directorate AS courses to ensure
                                                     that students have access to appropriate programmes within year.


Action plan points relate to Every Child Matters 3 Enjoying and Achieving in terms of the general enhancements. Every Child Matters 5 Achieving Economic Wellbeing is
involved in the liaison work which is designed to ensure students are aware of careers opportunities. Every Child Matters 4 Making a Positive Contribution relates for example
to the science week exhibition which is intended will use current students in advising prospective ones.




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How well are learners guided and supported?
Aim higher / G+T                                    Full engagement with aim higher activities, planning and development                         All          Ongoing
Attention to students at risk, and student          Ensure students are enrolled appropriately by checking entry quals and initial               PKE/MKE/     Ongoing
progression possibilities                            assessment data. Working with LDC to ensure relevant support needs are identified and        SWA
                                                     met.
                                                    Plan to identify and accommodate literacy/numeracy needs in line with induction and          MKE/PKE
                                                     early weeks.
                                                    Develop more formal support session scheme in science                                        SWA          Dec 08
                                                    Co-ordination of approach to risk students through improved communications with              PBA          ongoing
                                                     LDC/STAR and markbook links
                                                    Further develop use of students as mentors/ambassadors as role models through work
                                                     with Student Services                                                                        DMT/SJA      Ongoing

Planning for impact of national issues              Plan for changes to GCSE maths and science in terms of student support and                   PKE/MKE/     Ongoing
                                                     programme issues.                                                                            SWA/PBA
                                                    Plan for changes to A level specifications coming on line from September 2008
                                                 
Dealing with timetable issues around                Develop mechanisms to deploy teaching staff to support students with work placements         PKE/MKE      Ongoing
work placements                                      in gaining success in their other courses
                                                    Plan for timetabling placement students together (mainly in their GCSEs maths and Hu
                                                     phys) to reduce impact of placement absence on multiple groups                               PKE/MKE      Sept 07
                                                 

Support for students, especially in terms of ensuring they are appropriately enrolled and their needs met on programme links in to Every Child Matters 3 & 5




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Directorate P



How effective are leadership and management in raising achievement & supporting all learners?

Promoting and leading on teaching and                Evaluate academic tutorial scheme across biology, chemistry, psychology and maths to      BWA/KAR/        Dec 07
learning.                                             inform on support and learning issues                                                     APA/IAL
                                                     Review resource needs for vocational science in line with increased numbers,
                                                      specification changes and course developments.                                            PKE with team   July 08
Supporting staff to deliver high quality             Assign management time/responsibility to coaching for staff to address any issues of      SWA             Ongoing
teaching.                                             concern arising from PMR, observations or other feedback. (links to RQT/NQT coaching
                                                      in KQ2)
Managing student contributions to                    Set up working party to investigate/plan for the use of students as mentors and           SWA/SJA         July 07
directorate developments                              ambassadors.
Leading on student support issues in the             Assign management time/responsibility for leading the directorate on dealing with         PBA             Ongoing
directorate                                           students support issues and tracking
Developing roles and responsibilities of             Assign developmental/management roles to all of directorate staff ensuring that all can   PKE/DMT         Dec 07
all directorate staff                                 make positive contributions to directorate development

Every Child Matters 3 (as per section 1) 4 (as per section 2) and 5 (as per sections 3 & 4)




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                                               Directorate S
                                   Self Assessment Report and Action Plan
                                              September 2007
                                                  Context



Introduction:

Directorate S offers an extremely wide range of diverse courses, specifically one BTEC Introductory
Diploma course, four BTEC First Diplomas, four BTEC National Awards, and three BTEC National
Diplomas. The directorate also offers an ESOL course, Entry level English, GCSE English and 12 AS/A
levels. The most prominent factor about Directorate S, therefore, is that it is very different to some other
areas of the college, which focus on traditional class-based AS/A levels akin to a typical sixth form.

The directorate is home to the college‟s creative arts courses and consequently boasts significant use of
technical resources on a wide range of programmes that encompass Art and Design (including
Photography, Product Design and Textiles), Performing Arts (including Dance and Drama), Music (including
DJ Technology) and Media (including Film Studies). The directorate also incorporates English courses at all
levels in the college. This remains one of the most prominent features of the college‟s work, with 317
students enrolling onto GCSE English alone last year, with a further 96 enrolling onto Entry Level English
and 33 onto an ESOL programme. The directorate also contributes substantially to the college‟s enrichment
offer, with 70 students enrolling onto enrichment in a creative arts discipline last year. Total full-time
enrolments for the directorate stood at 1101 on 1st October 2006; this included courses across levels one
and two and at both years one and two at level three. Additionally, 490 level three year two students were
enrolled onto Key Skills Communication at this level.

There is a high level of practical application of vocational skills in many aspects of the directorate‟s provision
and this has resulted in much sharing and celebration of students‟ work. This includes artwork, media and
drama, dance and music productions, which are performed „in-house‟, at touring venues and to the
community. The annual Creative Show serves as the major centrepiece for this sharing of learners‟
achievements and this year combined work across a range of creative disciplines. The directorate also
provides many educationally-relevant external activities, which add value to the student experience. All the
different programme areas within the directorate made this a feature of their work in 2006/07.

The introduction of two Introductory Certificates in 06/07, one in Art and Media and the other in Performing
Arts, has allowed students at this level to obtain a broad introduction to the creative arts and secure for the
directorate further internal progression onto level two programmes for 2007/8. However, the majority of
students who reside in this directorate study a level three course.

Notable achievements during 2006-2007:

        15 courses in the directorate achieved success rates 5% above the national benchmark. 21
         courses in the directorate obtained 100% achievement;
        Observations of teaching and learning show that the majority of grades awarded for teaching,
         learning and attainment are grade 2;
Self Assessment Report 2006-07



        The directorate continues to make use of very good specialist resources;
        Externally-derived reports for both vocational and academic provision praise both the quality of
         teaching and learning and rigour of assessment within the directorate;
        Students in the directorate have access to a diverse range of educationally-relevant activities
         taking place outside class-time;
        Students produce a wide range of production work throughout the year and emphasis is placed on
         celebrating and sharing this work, most prominently during the directorate‟s Creative Show

Key managers and staffing profile:

        20 full-time members of teaching staff, 5 fractional, 4 technicians
        Simon Lett – Director of Teaching and Learning (Media teacher)
        Debbie Hunt – Deputy Director of Teaching and Learning (English teacher)
        Tania Hussey-Yeo – Deputy Director of Teaching and Learning (Art and Design teacher)
        Richard Twineham – Deputy Director of Teaching and Learning (Performing Arts teacher)

Overall Grade: 3 – Satisfactory

2006/07 has very much been a consolidation year for Directorate S. In the two years prior to 06/07 the
shape and scope of the directorate was under continual review. In 04/05 the directorate offered a small
range of Performing Arts and Media courses. The following year it briefly had Psychology and Sociology
courses under its wing. And since then it has grown in size significantly with the expansion of the area to
encompass a range of varied courses, covering each of the levels offered by the college, not to mention the
inclusion of Art and Design and English provision. With all of these developments now secure, 2006/07 has
been about taking stock and consolidating good practice from the previous two years.

Directorate S remains the most varied curriculum area in the college because of its mix of practical and
academic subjects. In spite of this – and the many changes that have occurred since September 2004 – the
major themes that emerge about Directorate S from this SAR are:

    a)   the expertise and professionalism of its widely contrasting staff body;
    b)   the way courses in the directorate utilise a range of hugely impressive technical resources;
    c)   the very wide range of extra-curricular and enhancement activities organised by staff;
    d)   the way managers and staff in the directorate have cultivated an environment where student work
         is shared and celebrated.

These efforts are reflected in the extremely positive reports staff receive from external examiners, the
directorate‟s observation of teaching and learning reports, which consistently grade teaching, learning and
attainment at grade two, the college‟s attendance figures, the majority of which exceed the college average,
and retention and success figures on a range of courses which meet or exceed national benchmarks.

All of these factors suggest that the directorate is operating at Grade 2.

However, the primary weighting of any SAR should, rightly, be on Aspect 1, i.e. how well learners achieve.
There are some laudable features here in terms of individual retention and success rates, although, as a
whole, the picture is still rather mixed. Consequently managers in the directorate feel that an overall Grade
3 more accurately reflects the directorate at this particular time.




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Self Assessment Report 2006-07



Curriculum Map

Directorate ‘S’


                                               16-18                             19+
             Level 1             ESOL (OCR)                        Pre-GCSE English (AQA)
                                 Pre-GCSE English (AQA)            Drawing Unit 1, Painting Unit 2,
                                 BTEC Introductory Diploma         Life Drawing Unit 3 (OCN
                                 Creative Arts (comprises two
                                 Introductory Certificates: Art,
                                 Design and Media and
                                 Performing Arts)
             Level 2             GCSE English (AQA A)              GCSE English (AQA A)
                                 NCFE Level 2 Certificate in
                                 Music Technology: Mix DJ Skills
                                 BTEC First Diploma Art &
                                 Design
                                 BTEC First Diploma Media
                                 BTEC First Diploma Performing
                                 Arts (Music)
                                 BTEC First Diploma Performing
                                 Arts (Performance: Acting)
             Level 3             AS/A Art & Design (AQA)
                                 AS/A English Language (AQA
                                 B)
                                 AS/A English Literature (AQA A)
                                 AS/A English Language &
                                 Literature (AQA A)
                                 AS/A Film Studies (WJEC)
                                 AS/A Graphics (AQA)
                                 AS/A Media Studies (OCR)
                                 AS/A Music (Edexcel)
                                 AS/A Music Technology
                                 (Edexcel)
                                 AS/A Performance Studies
                                 (OCR)
                                 AS/A Product Design (AQA)
                                 AS/A Photography (AQA)
                                 AS/A Textiles (AQA)
                                 BTEC National Award Music
                                 Practice (Performing)
                                 BTEC National Award Music
                                 Technology (DJ Technology)


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Self Assessment Report 2006-07



                                 BTEC National Award
                                 Performing Arts (Acting)
                                 BTEC National Award
                                 Performing Arts (Dance)
                                 BTEC National Award
                                 Performing Arts (Stage
                                 Management)
                                 BTEC National Diploma Art &
                                 Design
                                 BTEC National Diploma Media
                                 (Moving Image)
                                 BTEC National Diploma Music
                                 Practice
                                 BTEC National Diploma
                                 Performing Arts (Performance)
                                 Key Skills Level 3
                                 Communication (OCR)


Changes from September 2007:

        Adult provision no longer offered in the college;
        Pre-GCSE English re-named Entry Level English;
        Key Skills Communication only offered to those level three students who specifically
         request it;
        AS/A level Music, AS/A level Music Technology and BTEC National Award Music
         Technology (DJ Technology) withdrawn from curriculum offer;
        Sports Leaders UK Award in Dance Leadership starts




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Self Assessment Report 2006-07



Summary of Grades for Observation of Teaching and Learning 2006-07:
Directorate: S


                                       S
                                            Grade                Total
 ACE                             1     2             3     4
 Teaching                        0     1             0     0          1
                                 0%   100%          0%     0%
 Learning                        0     1             0     0          1
                                 0%   0%            100%   0%


                                            Grade                Total
 Level 1                         1     2             3     4
 Teaching                        1     2             2     0          5
                             20%      40%           40%    0%
 Learning                        0     3             2     0          5
                                 0%   60%           40%    0%


                                            Grade                Total
 Level 2                         1     2             3     4
 Teaching                        2     4             3     0          9
                             22%      44%           33%    0%
 Learning                        1     4             4     0          9
                             11%      44%           44%    0%


                                            Grade                Total
 Level 3                         1     2             3     4
 Teaching                        2     13            4     0      18
                             11%      72%           17%    0%
 Learning                        2     10            6     1      19
                             11%      53%           32%    5%         1




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Self Assessment Report 2006-07




                                            Grade              Total
 Totals                          1      2            3    4
 Teaching                        5     20            9    0     34
                             16%       63%          28%   0%
 Learning                        3     18           12    1     34
                                 9%    56%          38%   3%



Whole College OTL Grades

 Totals                           1     2            3    4    Total
 Teaching                        21    72           30    0    123
 %                               17%   59%          24%   0%
 Learning                        13    67           39    4    123
 %                               11%   54%          32%   3%




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Self Assessment Report 2006-07

Directorate S

Aspect 1: How well do learners achieve?


Statement of Key Strengths                                             Evidence to support the statement/impact upon learners                            Evidence source
Retention rates are significantly (ie 5% or more) above the national   Certificate in ESOL Skills for Life (Entry 1) + 6%; NCFE Level 2 Cert. in Music   Learning Aim
benchmark on 16 courses in the directorate                             Technology (Mix DJ Skills) + 40%;                                                 Summary 2006-
                                                                       Certificate in English (Entry Level English) + 12%; IC Art, Design & Media +      07
                                                                       14%; AS Art & Design + 13%; AS Design & Technology + 5%; AS Film
                                                                       Studies + 14%; NA Performing Arts (Stage Management) 1 + 32%; ND Art 1 +
                                                                       43%; A2 Art & Design + 6%; A2 Film Studies + 6%; A2 Performance Studies +
                                                                       6%; NA Performing Arts (Acting) 2 + 7%; NA Performing Arts (Dance) 2 +
                                                                       14%; ND Art 2 + 15%; ND Media 2 + 13%

Success rates are significantly (ie 5% or more) above the national     IC Art, Design & Media + 39%; Certificate in English (Entry Level English) +      Learning Aim
benchmark on 15 courses in the directorate                             48%; GCSE English + 9%; AS Art & Design + 5%; AS Film Studies + 16%; A2           Summary 2006-
                                                                       Art & Design + 8%; A2 Design & Technology + 6%; A2 Film Studies + 7%; A2          07
                                                                       Music + 5%; A2 Performance Studies + 7%; NA Performing Arts (Acting) +
                                                                       10%; NA Performing Arts (Dance) + 17%; ND Art + 5%; ND Media + 5%; ND
                                                                       Performing Arts + 6%




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Self Assessment Report 2006-07

Directorate S



Statement of Key Strengths                                               Evidence to support the statement/impact upon learners                          Evidence source
Students from across the range of recorded ethnic backgrounds who        Retention                                                                       College Ethnicity
study in Directorate S achieve significantly better than figures which   Ethnic groups in the directorate showing a 5% or more improvement on            breakdown
show the overall college percentage                                      overall college retention figures are: Asian/Pakistani +5%; Other Black +5%;
                                                                         Mixed White/Asian + 12%; Mixed White/African + 5%; Unknown + 17%. The
                                                                         only two retention figures below the college average are for Black/Black
                                                                         Caribbean and Other.
                                                                         Success
                                                                         Ethnic groups in the directorate showing a 5% or more improvement on
                                                                         overall college success figures are: Asian/Bangladeshi + 18%; Asian/Indian +
                                                                         12%; Asian/Pakistani + 24%; Asian/Other + 20%; Black/African + 19%; Black
                                                                         Caribbean + 20%; Black/Other + 22%; Chinese + 11%; Mixed White/Asian +
                                                                         20%; Mixed White/Black African + 14%; Mixed White/Black Caribbean + 13%;
                                                                         Mixed Other + 8%; White-British + 20%; Unknown + 33%. The only success
                                                                         figure which is below the college average is for Other.

ALPS report shows an improvement in student achievement on three         AS English Language and Literature: value added of 1.19, grade 2 (1.03,         ALPS Report
courses compared to national achievement figures from June 2006          grade 5 in 2006); A2 Media Studies: value added of 1.05, grade 5 (0.96, grade   2007
                                                                         7 in 2006); A2 Performance Studies: value added of 0.99, grade 5 (0.90,
                                                                         grade 7 in 2006).
                                                                         AS Film Studies: value added of 1.25, grade 3 (1.28, grade 3 in 2006) and A2
                                                                         English Literature: value added of 1.08, grade 2 (1.10, grade 2 in 2006) are
                                                                         the directorate‟s two best performing AS/A level subjects in terms of value
                                                                         added




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Self Assessment Report 2006-07

Directorate S



Statement of Key Strengths                                                Evidence to support the statement/impact upon learners                       Evidence source
Attendance is above the college average for the majority of the           Entry Level & GCSE College Average 88.2%: 13 out of 24 classes are above     College
directorate‟s Entry and GCSE courses, level three subjects and Progress   this percentage point;                                                       attendance
Tutor groups                                                              AS College Average 91.4%: 10 out of 16 subjects are above this percentage    breakdown
                                                                          point;
                                                                          National Award College Average 90.6%: 6 out of 9 subjects are above this
                                                                          percentage point;
                                                                          National Diploma College Average 90.0%: 5 out of 7 subjects are above this
                                                                          percentage point;
                                                                          Progress Tutorial College Average 88.9%: 11 out of 16 Tutorial groups are
                                                                          above this percentage point




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         Self Assessment Report 2006-07

         Directorate S

Areas for Development                                                        Evidence to support the statement/impact upon learners                           Evidence source
Retention rates are significantly below the national benchmark (ie 5% or     Certificate in ESOL Skills for Life (Entry 2) – 18%; AS Media Studies – 9%; A2   Learning Aim
more) on 5 courses in the directorate                                        English Literature – 6%; A2 Music Technology – 20%; NA Music Practice 2 –        Summary 2006-
                                                                             28%                                                                              07

Success rates are significantly below the national benchmark (ie 5% or       Certificate in ESOL Skills for Life (Entry 1) – 34%; Key Skills Communication    Learning Aim
more) on 7 courses in the directorate                                        Level Three – 0%; AS Design & Technology – 13%; AS English Literature –          Summary 2006-
                                                                             21%; AS Media Studies – 12%; A2 English Literature – 5%; A2                      07
                                                                             Music Technology – 13%; NA Music Practice – 13%

ALPS report shows a dip in student achievement on two courses                AS English Language: value added of 1.11, grade 4 (1.12, grade 3 in 2006);       ALPS Report
compared to national achievement figures from June 2006                      A2 Film Studies: value added of 1.15, grade 5 (1.22, grade 3 in 2006).           2007
                                                                             AS Design & Technology: value added of 0.73, grade 7 (no comparative
                                                                             figures for 2006) and A2 Music: value added of 0.71, grade 7 (0.68, grade 8 in
                                                                             2006) are the directorate‟s weakest performing AS/A level subjects in terms of
                                                                             value added

Attendance is below the college average for the directorate‟s Introductory   Introductory Diploma College Average 88.5%: the directorate‟s sole ID course     College
Diploma course and for the majority of the directorate‟s FD and A2           is below this percentage point;                                                  attendance
courses                                                                      First Diploma College Average 91.8%: 3 out of 6 classes are below this           breakdown
                                                                             percentage point;
                                                                             A2 College Average 91.6%: 11 out of 16 courses are below this percentage
                                                                             point




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         Self Assessment Report 2006-07

         Directorate S



Areas for Development
Retention – Directorate Management Team and specific teaching teams to address areas of weaker retention so as to meet national retention benchmarks for 07/08;
Success – Directorate Management Team and specific teaching teams to address areas of under-achievement in order to meet national success benchmarks for 07/08;
Value-added – All teaching teams to focus on course/homework grades against MTGs in course team meetings. Vocational courses to use college-own system for value
added in 07/08 („ALPS-alike‟);
Attendance – bring all courses in the directorate in line with college averages
Grade and Justification
Grade = 3
To put the question „How well do learners achieve?‟ into context, 23 out of 39 courses in the directorate achieved on or above the national achievement benchmark, 21 out of
39 courses had 100% achievement, and 15 out of 39 courses had a success rate at least 5% above the national success benchmark. Clearly the overall picture for the
directorate remains mixed. For example, A2 Film Studies had retention 6% and success 7% above national benchmarks, yet it took a dip in terms of value added success, A2
English Literature has one of the best value added scores in the directorate, yet the AS success rate is 21% below benchmark. Further developmental work is needed to
address those weaker areas of retention, success and value added to meet appropriate national benchmarks. Additionally, further work is required to address the area of
under-achievement in Key Skills Communication; this will be outlined in further detail in the Action Plan at the close of this year‟s SAR.




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Self Assessment Report 2006-07

Directorate S

Aspect 2: How Effective are Teaching, Training and Learning?

Statement of Key Strengths                                                Evidence to support the statement/impact upon learners                            Evidence source
Observations of teaching and learning undertaken in 06/07 show that the   Level 3: 18 grades awarded – 13 grade 2s for Teaching, 10 grade 2s for            OTL breakdown
majority of grades awarded for Teaching, Learning and Attainment are      Learning, 17 grade 2s for Attainment;                                             and SPOC
grade „2‟; this is reflected in the favourable feedback on teaching and   Level 2: 9 grades awarded – 4 grade 2s for Teaching, 4 grade 2s for Learning,     survey results
learning given by students in the directorate SPOC survey. There has      9 grade 2s for Attainment;
also been a significant increase in the number of peer observations       Level 1: 5 grades awarded – 2 grade 2s for Teaching, 3 grade 2s for Learning,
undertaken in the directorate                                             5 grade 2s for Attainment;
                                                                          SPOC survey Q5: „My lessons are generally interesting‟ – 59.4% agree, 27.3%
                                                                          strongly agree;
                                                                          Q7: „My teachers are always well prepared for lessons‟ – 38% agree, 51.7%
                                                                          strongly agree (38.8% for whole college);
                                                                          Q8: „My work is assessed promptly – 48.5% agree (45.8% for whole college),
                                                                          38.5% strongly agree (35.4% for whole college).
                                                                          The number of completed peer observations increased by 67% compared to
                                                                          05/06

Observations show a key theme of the directorate is the way teaching      Art and Design: art, textiles and photography resources, including access to      OTL records,
and learning is enhanced by the use of high quality resources             Photoshop, on-line creative gallery promoting student‟s work;                     Course Team
                                                                          Product Design: industry-based equipment including laser cutter driven from       SQRs
                                                                          Corel Draw, 3D router and 4th axis, ProDesktop and ArtCAM;
                                                                          Media: ibooks, industry-standard editing software (Final Cut Pro), professional
                                                                          studio equipment (Sony DSR PD 170);
                                                                          Music: music technology suite with Cubase software, recording studio,
                                                                          rehearsal rooms;
                                                                          Performing Arts and Dance: performance studio, control room and dance
                                                                          studio;
                                                                          Good use of VLE to support learning in vast majority of courses in the
                                                                          directorate




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Self Assessment Report 2006-07

Directorate S



Statement of Key Strengths                                                 Evidence to support the statement/impact upon learners                          Evidence source
Observations show a key theme of the directorate is the way teaching      Art and Design: internal standardisation across all Art courses, research on A   PMR/HR
and learning is enhanced by the academic and industrial expertise of      level Graphics at Dixons Bradford, THU serves as moderator for A level Art,      Records,
staff; this is reflected in staff‟s access to a high number of training   RBA serves as a BTEC external examiner;                                          Course Team
opportunities and the fact that a number also serve as external           Dance: staff attended professional dance workshops with visiting companies       SQRs
examiners                                                                 (Michael Clark Dance Company) and regularly attend contemporary, jazz,
                                                                          urban dance and break-dance classes to keep up-to-date with trends in dance;
                                                                          English: courses attended for new updates to A level specification; MBR
                                                                          serves as external examiner for A level English Language;
                                                                          Media: staff attended relevant exam board INSET; JFO serves as external
                                                                          examiner for A level Media Studies, SLE serves as an external examiner for
                                                                          BTEC and A level Film Studies;
                                                                          Music: training on new BTEC specifications;
                                                                          Performing Arts: attendance at BTEC training events and Shell Connections
                                                                          training




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Self Assessment Report 2006-07

Directorate S



Areas for Development                                                      Evidence to support the statement/impact upon learners                           Evidence source
Access to IT is limited for some subject areas                             Product Design – only four PCs in the room limiting use of CAD;                  Course Team
                                                                           ESOL – no capacity for online testing                                            SQRs


Areas for development
Access to IT – equip Product design room with adequate IT facilities and investigate online testing options with Network Manager and Exams Manager

Grade and Justification
Grade = 2
OTL grades remain positive, especially at level three, and this is reflected in the very complimentary feedback staff receive from students in the SPOC survey and from
examiners in written feedback. A very diverse team of academic and vocational practitioners, who have had access to a range of training opportunities throughout 06/07, staff
the directorate. The directorate continues to benefit from some truly excellent resources that far exceed those of traditional sixth form colleges.




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Self Assessment Report 2006-07

Directorate S


Aspect 3: How well do the programmes / courses meet the needs and interests of learners?

Statement of Key Strengths                                                      Evidence to support the statement/impact upon learners                            Evidence source
The directorate‟s curriculum offer is very varied, contains a wide variety      Percentage of students internally progressing to level 2 and 3 courses in Sept.   Progression
of levels that are open to all students, and offers learners the potential to   07:                                                                               spreadsheet
internally progress to level three                                              ID Creative Arts – 75% of students internally progressed to L2 courses (%         and whole
                                                                                internal progression of total cohort for the whole college was 21.9%);            college SAR
                                                                                FD Media – 69% of students internally progressed to L3 courses;
                                                                                FD Music – 70% of students internally progressed to L3 courses;
                                                                                FD Performing Arts – 69% of students internally progressed to L3 courses (%
                                                                                internal progression of total cohort for the whole college was 23.5%);
                                                                                Recruitment research with partner schools was undertaken by Dance team so
                                                                                as to set up a level 2 qualification in Dance for Sept. 08

The directorate is making progress in boosting student numbers on its           Figures as of 1 Oct 06 compared to 1 Oct 05: Pre-GCSE English + 48; GCSE          05/06 & 06/07
provision so as to ensure long-term viability of courses                        English + 111; ID Creative Arts + 4; FD Art + 13; AS English Language and         Comparative
                                                                                Literature + 7; NA Performing Arts (Acting) + 10; A2 English Language + 21;       breakdown
                                                                                A2 Media + 9; A2 Photography + 11; Enrichment + 24                                spreadsheet




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Self Assessment Report 2006-07

Directorate S



Statement of Key Strengths                                                     Evidence to support the statement/impact upon learners                              Evidence source
Directorate courses provide opportunities for all students across all levels   Art and Design: trips to Tate Modern, Bradford Museum of Film, Photo‟y & TV,        Appropriate trip
to undertake a range of educationally-relevant external activities which       Harrogate Stitch Show, The Deep, De Montfort degree show, Winter Gardens,           documents
link to Every Child Matters theme 5: Economic Well-being;                      Millennium Gardens, Salts Mill Gallery;                                             Course Team
these significantly develop student‟s self-confidence and ensure they          English: trip to Alton Towers for Entry level students;                             SQRs
achieve their full potential                                                   Media: trips to The Showroom, FourDocs event, Bradford Museum of Film,
                                                                               Photo‟y & TV;
                                                                               Performing Arts: Shell Connexions project leading to performance at The
                                                                               Lowry, APE theatre company workshop, performance in local church, visits
                                                                               from primary school children, visits to local theatres, two residential trips to
                                                                               London;
                                                                               Dance: Trips to Cholmodeleys and Featherstonehaughs, Protein dance, Move
                                                                               It exhibition, krumping, contemporary, body fusion workshops

Additional „in-house‟ enhancement activities are co-ordinated by               Dance: regular additional classes throughout the year which promote                 Course team
directorate staff which meet the needs and interests of students               participation in physical activity and link to Every Child Matters theme 1: Being   SQRs
                                                                               Healthy, including ballet, street dance, Arabic, contemporary, break dance,
                                                                               Dance Week;
                                                                               Music: peripatetic support classes which develop musical ability and
                                                                               confidence, DJ classes, electric guitar group, Battle of the Bands, Brat Camp
                                                                               musical;
                                                                               Performing Arts: regular additional classes throughout the year, Shakespeare
                                                                               audition skills, Christmas cabaret

Detailed advice and guidance is given by the English team so that              1 Oct. 06 figures show the following: 33 on ESOL 17 in Oct 05), 96 students         Columbus data
students are enrolled onto a relevant skills for life qualification            enrolled on Pre-GCSE English (50 in Oct 05), 317 on GCSE English (202 in
                                                                               Oct 05)




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Self Assessment Report 2006-07

Directorate S



Statement of Key Strengths                                                Evidence to support the statement/impact upon learners                          Evidence source
Courses in the directorate meet the individual needs and aspirations of   Art and Design: promotes work of a diverse range of artists with the emphasis   OTL records
the college‟s wide range of diverse students by actively focusing on      on female artists and artists from around the globe;                            Course Team
equality and diversity issues within teaching and learning                Dance: Ballet for Boys workshop, Bollywood for Women workshop, focus on         SQRs
                                                                          Cando Co., a company made up of disabled and able-bodied dancers to foster
                                                                          understanding of equality;
                                                                          Media: students introduced to a range of texts they are unfamiliar with, e.g.
                                                                          Korean cinema;
                                                                          Music: focus on world music plus arranged two concerts for music students to
                                                                          attend;
                                                                          Performing Arts: liaised with Ethnic Minority achievement Grant Advisory
                                                                          Service for guidance on how to engage Asian girls




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Self Assessment Report 2006-07

Directorate S



Areas for Development                                                        Evidence to support the statement/impact upon learners                               Evidence source
The directorate is still affected by a decrease in student numbers in        Figures as of 1 Oct 06 compared to 1 Oct 05: AS English Language - 7; AS             05/06 & 06/07
some areas and a number of small class sizes which could impact on           Media: - 5; NA Dance – 8; ND Media – 8; A2 English Language and Literature           Comparative
long-term viability in the future                                            - 13; A2 Performance Studies – 6.                                                    Breakdown
                                                                             33% of courses in the directorate had classes of single figures in 06/07             Spreadsheet


Areas for Development
Recruitment – consolidate potential routes and options available to students by: a) starting Dance Leadership Award in Sept. 07 and FD Dance in Sept. 08 in order to sustain
viability of Dance provision; b) removing AS/A level Music, AS/A level Music Technology and NA Music Technology (DJ Technology) from the course offer and concentrating
on developing remaining vocational provision; c) working closely with key partner schools to ensure viability of remaining vocational and academic provision; d) responding pro
actively to Government‟s 14-19 agenda in terms of Diploma and Functional Skills development.

Grade and Justification
Grade = 2
The sheer range of educationally-relevant activities offered by staff in the directorate continues to be hugely impressive. Our levels of courses ensure that progression is
available from level one to three. The focus on equality and diversity within teaching and learning is also laudable given the profile of the wider college and its surrounding
communities.




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Aspect 4: How well are Learners guided and supported?

Statement of Key Strengths                                                    Evidence to support the statement/impact upon learners                                Evidence source
Observations of teaching and learning and feedback from courses               Courses in the directorate employ a workshop approach which allows students           OTL breakdown
sampled in the SPOC survey show that a key theme of the directorate is        to input into course structure and topic choices, build their individualised          SPOC survey
the way in which staff place a high priority on Every Child Matters theme     portfolio and also lead/facilitate activities.                                        results
3: Enjoy & Achieve, with emphasis one-to-one work which ensures very          SPOC survey Q10: „When in difficulties I get help when I need it‟ – 39.2%             Course Team
high student-led outcomes based on their own experiences, interests           agree, 48.5% strongly agree (37.5% for whole college);                                SQRs
and needs                                                                     Q11: „My teachers clearly value the work we do on this course‟ – 37.4% agree,
                                                                              51.6% strongly agree (33.3% for whole college);
                                                                              Q12: I would encourage others to do this course‟ – 35.1% agree, 51.2%
                                                                              strongly agree (40.8% for whole college)

A strong relationship exists with the learning development team across        Diagnostic assessment provided for all level one learners at enrolment;               Student files
all levels of course offered in the directorate; this enables staff to make   students declaring a support need were assessed at enrolment; guided re-sit           showing
timely and appropriate interventions and ensure students receive the          options given in GCSE English in preparation for January re-sits and revision         interventions
extra support they need                                                       sessions given; students routinely referred to student mentors and progression        CourseTeam
                                                                              tutor; extra support provided by staff in the directorate via workshop approach       SQRs

Given the highly practical nature of many of the courses in the               Art and Design: full-time technical support offered;                                  Directorate Risk
directorate, students‟ capacity to meet the criteria of Every Child Matters   Product Design: full workshop risk assessment, chemical hazards clearly               Assessments
theme 2:Staying Safe is a very strong feature of the work undertaken by       displayed with precautions, student H&S induction test, machines regularly
staff with learners                                                           checked;
                                                                              Media: full-time technical support offered;
                                                                              Performing Arts: fractional technical support put in place from January 2007;
                                                                              Music: risk assessments carried out on noise and safeguards implemented,
                                                                              fractional technical support now in place following disruption to staffing in 05/06




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Aspect 4: How well are Learners guided and supported?

Areas for Development                                                       Evidence to support the statement/impact upon learners                            Evidence source
A key theme emerging from feedback generated from the directorate           SPOC survey Q25: „I don‟t know how to fill in my time between lessons‟ –          SPOC survey
SPOC survey is that students require further direction and guidance on      24.5% agree, 20.3% strongly agree (20.4% for whole college);                      results
private study outside class-time                                            Q28: „How many hours homework each week?‟ – 48% of level 1 students do
                                                                            less than 2 hours a week, 48% of level 2 students, 47% of level three year 1
                                                                            students and 60% of level three year 2 students do between 2-5 hours
                                                                            homework each week;
                                                                            Q30: „How many hours a week do you work (part-time job)? – 24% of level 3
                                                                            year 1 students and 30% of level 3 year 2 students work over 10 hours per
                                                                            week



Areas for Development
Independent study – each course area to develop a set of guidelines on expectations for private study and to monitor through course team meetings
Grade and Justification
Grade = 2
Staff are seen in observations of teaching and learning to be sensitive to the differing needs of the college‟s diverse student community. Risk assessment and attention to
aspects of health and safety remain very high given the practical nature of the work staff do in the directorate. The strong relationship that exists with the learning
development team remains a further laudable factor within the directorate.




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Aspect 5: How effective are leadership and management in raising achievement and supporting all Learners?

Statement of Key Strengths                                                    Evidence to support the statement/impact upon learners                           Evidence source
Managers and staff place a big emphasis on developing and maintaining         Student work given prominence in the classroom and in corridors; sharing of      Course Team
an identifiable and exciting learning environment, based on the premise       good practice in directorate and team meetings; many opportunities for           SQRs
that all students use their subject as a platform to explore their own self   students to show and celebrate their work with their peers, teachers and
and cultivate their creative talents                                          outside audiences, most prominently in the Creative Show

Staff are directed to consolidate links with „partners‟ to develop            English: built solid links with Yewlands school;                                 Course Team
educationally-relevant enhancement activities which enable students to        Art & Design: successful masterclasses in Art and Textiles;                      SQRs
be active participators in college life and the wider community; these link   Product Design: built solid links with Yewlands and Firth Park schools;
to theme 4 of Every Child Matters: Make a Positive Contribution               Dance: tour of partner schools with performance/workshop package, schools
                                                                              invited to college performances, master classes, taster days, participation in
                                                                              Archers School Partnership, Dance Week for prospective students;
                                                                              Media: DIVA production project, creative arts and media joint project;
                                                                              Performing Arts: community links developed though performance in local
                                                                              church for the switching on of Firth Park lights, visits from primary school
                                                                              children, RTW teaches at Hinde House school, liaison meetings with Firth
                                                                              Park, Yewlands and Chaucer schools, masterclasses, workshops and sharing
                                                                              of performances

The Directorate Management Team has maximised the efficient use of            Booking procedures and pro forma developed by technical support staff have      Equipment Loan
resources by ensuring that staff open up access to technical facilities       resulted in students being able to utilise equipment such as digital cameras,   Paperwork
outside class time                                                            video equipment and editing suites outside class-time on a daily basis and over
                                                                              weekends




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Statement of Key Strengths                                                  Evidence to support the statement/impact upon learners                        Evidence source
Staff absence in the directorate is considerably lower than 05/06 as a      Total days absent for 06/07: 131.5 (overall % of college absence – 10.10%).   HR Records
result of concerted efforts by managers to resolve staffing issues in the   05/06 figure: 384 days (accounting for 34.13% of the total college absence)
music area




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Aspect 5: How effective are leadership and management in raising achievement and supporting all Learners?

Areas for Development                                                         Evidence to support the statement/impact upon learners                      Evidence source
The directorate SPOC survey suggests that a key theme affecting the           SPOC survey Q9: „I don‟t find my Progress Tutorials very useful‟. Level 1 – SPOC survey
directorate is the perception among a significant minority of students that   30% agree, 13% strongly agree, Level 2 – 31% agree, 12% strongly agree,     results
Progress Tutorial is not useful                                               Level 3 year 1 – 24% agree, 13% strongly agree, Level 3 year 2 – 25% agree,
                                                                              16% strongly agree


Areas for Development
Progress Tutorial: review monitoring and quality assurance arrangements for progress Tutorial in line with college processes for supporting learning better
Grade and Justification
Grade = 2
Managers and staff work in a directorate where the emphasis is clearly on cultivating students‟ creative skills and sharing/celebrating learner achievement. The directorate‟s
links with partner schools and other providers has remained strong throughout the academic year.




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Action Plan for 2007-08                                                                                                                             Directorate ‘D’


Key Action Plan Point                                Action Required                                                                  By            By When?
                                                                                                                                      Whom?
Retention: meet or exceed national benchmarks        Ensure students who join a subject after Learner Conversation Day receive        Teams, DMT,   Twice-termly
for those courses identified in the 06/07            close monitoring of progress: refer to DMT for appropriate intervention in all   Student       Tutor/DMT
Learning Aims Summary that are currently             cases of poor attendance, poor work rate, etc; refer students to allotted        mentors,      meetings
below benchmark                                      support mechanism, i.e. Student Mentor/Student Progression Tutor, LDT,           Student
                                                     support menu (link to ECM – Enjoy and Achieve)                                   progression
                                                                                                                                      tutor, LDT
Success: meet or exceed national benchmarks          Cases of success below benchmark to be addressed by Course Team                  Teams, DMT,   Review Course
for those courses identified in the 06/07            Action Plans; action required will depend on the circumstances of the            Student       Team
Learning Aims Summary that are currently             particular course in question: staff development, student support, etc. Use      mentors,      SQRs half-
below benchmark                                      interventionist methods outlined in point above, e.g. refer to Student Mentor,   Student       termly
                                                     etc, so as to work with students highlighted by staff as being a cause for       progression
                                                     concern (link to ECM – Enjoy and Achieve and Achieve Economic Well-              tutor, LDT
                                                     being)
Value Added: courses with value added scores         A level teams to utilise team meetings to focus more explicitly on minimum       A level and   During
in the top percentiles to remain in this top band,   target grades as the basis for reviewing student performance; training to be     vocational    November and
courses in the middle percentiles to move to the     offered to Progress Tutors in the directorate to ensure they can use such        teams,        March
top band, and courses in the bottom percentiles      data for the purposes of progress review periods; vocational teams to            Directorate   Progress
move to the middle band                              pioneer college-devised system for value added („ALPS-alike‟) (link to ECM       Progress      Monitoring
                                                     – Enjoy and Achieve)                                                             Tutors




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Key Action Plan Point                                 Action Required                                                                  By               By When?
                                                                                                                                       Whom?
Attendance: attendance across the range of            Monitor Columbus data for cases of attendance below the college average;         DMT, Teams,      Flag up
Introductory Diploma, First Diploma and A2            refer students on a case-by-case basis to DMT and STAR group; utilise            Progress         concerns on a
courses in the directorate to meet or exceed the      support of Progression Tutor so as to support students identified by staff as    Tutors           case-by-case
college 06/07 targets of 88.5% (ID), 91.8% (FD)       having attendance below college average; encourage Progress Tutors to                             basis, in
and 91.6% (A2) respectively                           make regular use of the new Tutor Alert system on their desktops; engage                          Course Team
                                                      Student Mentors to work with students identified by staff as being „at risk of                    and Tutorial
                                                      underachieving‟ for academic and social reasons so as to successfully                             meetings
                                                      ensure they complete work and achieve their qualification(s) (link to ECM –
                                                      Being Healthy, Staying Safe and Make a Positive Contribution)
Developmental and training needs arising from         Teaching staff to organise their schedule of formal and peer observations        DMT,             By end of
formal observations of teaching and learning          for the academic year within one directorate meeting; all staff to have had      Teaching staff   Autumn term
and peer observations to feed explicitly into staff   PMR by Xmas 2007; DDTLs to conduct a meeting at the end of the year in
performance management reviews                        which staff focus on the outcomes of the observations and share good
                                                      practice (link to ECM – Enjoy and Achieve)
Access to ICT facilities for courses in the           Furnish Product Design room with appropriate access to ICT; ensure Media         DMT, teaching    By end of Sept
directorate that are heavily dependent on their       team have access to portable ICT trolley with Photoshop installed on             staff and        2007
use to be improved                                    laptops; examine on-line testing options for ESOL courses with English           technicians,
                                                      staff, network Manager, Exams Manager, CIS Manager (link to ECM –                Network
                                                      Enjoy and Achieve)                                                               Manager,
                                                                                                                                       Exams
                                                                                                                                       Manager, CIS
Quality of externally-derived reports to remain       More staff in the directorate to be trained as internal verifiers (key action    Appropriate      Implement
high following the changes to vocational              point emerging from BTEC Centre Risk Assessment); determine staff who            staff, DMT,      schedule by
qualifications from September 2007                    wish to become trained as IVs via monthly BTEC Working Party meeting;            DDTL from Dir    end of Autumn
                                                      implement sharing of good practice and review as appropriate                     G                term




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Key Action Plan Point                               Action Required                                                                 By              By When?
                                                                                                                                    Whom?
Directorate‟s curriculum offer to remain suitably   Changes to A levels: designated staff to use Working Party time to plan for     DMT             Throughout
varied and relevant for incoming students           new specifications; attend external training as required; plan with the team    Subject staff   07/08 in
following changes planned for A level               new materials and schemes of work, revise marketing materials; plan for                         readiness for
qualifications and implementation of the new        taster sessions and liaison with specific partner schools.                                      Sept 2008 start
Diploma, both commencing Sept. 2008                 The new Diploma: DMT to attend strategic planning events and introductory
                                                    training; designated staff to use Working Party time to plan for new
                                                    specifications; attend external training as required,; plan with the team new
                                                    materials and schemes of work; revise marketing materials; plan for taster
                                                    sessions and liaison with specific partner schools.
                                                    Plan for other curriculum changes affecting Directorate S accordingly, i.e.
                                                    implementation of FD Dance in Sept 2008 (link to ECM – Enjoy and
                                                    Achieve, Achieve Economic Well-being)
Issue of small class sizes currently affecting      Work with appropriate staff to improve numbers through liaison, taster and      DMT             Sept 2007 and
resource-intensive subjects to be monitored so      master class activities and also examine viability of alternative curriculum                    monitor
that the college offers value for money in these    offer, e.g. replacing ID Arts with the new Foundation Diploma (link to ECM –                    throughout
areas                                               Enjoy and Achieve)                                                                              academic year
High level of additional, educationally-relevant    Teams to plan their activities in Autumn term and bid for Aim Higher money      Course Teams    Sept 2007
enhancement activities to be maintained so as       as appropriate (link to ECM – Make A Positive Contribution))
to add significant value to student‟s individual
learning programmes
Existing directorate enhancement menu to            Begin Award in Dance Leadership in Sept. 2007; ensure staff have access         Dance team     Sept 2007 and
increase in value by aligning activities to         to appropriate training opportunities. Also ensure that staff member            and DJ teacher monitor in
qualification aims where appropriate                delivering the NCFE Mix DJ Skills course has an opportunity to attend                          Autumn term
                                                    appropriate external training (link to ECM – Being Healthy)




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Key Action Plan Point                                Action Required                                                                 By              By When?
                                                                                                                                     Whom?
Skills for life provision to be sufficient for       Designated staff member to attend appropriate training on Functional Skills     English team,   By Easter
students‟ needs in the light of the college‟s        and cascade to English team as appropriate; review level one and two            DTL, CMT        2008
decision not to continue with Key Skills level 3     English qualifications with team and make any recommendations as
Communication for all level 3 year 2 students in     appropriate to CMT (link to ECM – Achieve Economic Well-being)
07/08 and the national implementation of
Functional Skills in Sept. 2008
In line with SPOC feedback, more independent         Teams to make this a priority of their work in 07/08 through Course Team        DMT, Course     Monitor
learning skills to be cultivated, so that learners   SQR Action Plans; teams to make use of menu of support planned                  Teams           throughout
use their time more productively in college when     centrally, e.g. Directed Private Study arrangements, etc. (link to ECM –                        07/08
not in lessons                                       Enjoy and Achieve)
Further links with a range of „partners‟ to be       Individual teams to maintain and develop existing links with partner schools,   DMT, Course     Review end of
cultivated, so as to develop relevant                e.g. English with Yewlands, Performing Arts with Hinde House, and the           Teams           Autumn term
enhancement activities and consolidate               established range of external companies/groups. The directorate‟s
directorate provision for the future                 relationship with Firth Park to be developed through implementation of the
                                                     new Diploma; the Diploma also affords opportunities to develop links with
                                                     Red Tape Studios and relevant employers. Foster more explicit links with
                                                     HE through attendance on the Creative and Media Advisory Group
                                                     (Sheffield Hallam) (link to ECM – Enjoy and Achieve and Achieve Economic
                                                     Well-being)
In line with SPOC feedback, improve perception       DMT to improve quality assurance arrangements for Progress Tutorial by          DMT, Progress   By next SPOC
of Progress Tutorial among students                  undertaking cycle of DMT/Tutor reviews (twice termly); increasing the           Tutors          survey
                                                     number of observations of Progress Tutorial; reviewing the teaching and
                                                     learning materials used by tutors in the group tutorial slot




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Key Action Plan Point                            Action Required                                                               By                 By When?
                                                                                                                               Whom?
Central philosophy of the directorate to be      Courses to provide an Open Evening „experience‟ this year; develop            All staff in the   Monitor
maintained and enhanced by staff continuing to   Creative Show ideas early; continue with full schedule of external and „in-   directorate        throughout the
place emphasis on sharing/celebrating student    house‟ performances                                                                              year
work




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