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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 2 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) 3 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 4 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 5 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% 6 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% 7 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%), 8 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 9 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%) 10 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. 11 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 12 Self Assessment Report 2005-06 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 13 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. 14 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. 15 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 16 Self Assessment Report 2005-06 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%. 17 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. 18 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 19 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. 39 Self Assessment Report 2005-06 Directorate G 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. 40 Self Assessment Report 2005-06 Directorate G 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 41 Self Assessment Report 2005-06 Directorate G 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” 42 Self Assessment Report 2005-06 Directorate G 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. 43 Self Assessment Report 2005-06 Directorate G 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 44 Self Assessment Report 2005-06 Directorate G 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. 45 Self Assessment Report 2005-06 Directorate G 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) 46 Self Assessment Report 2005-06 Directorate G 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‟ 47 Self Assessment Report 2005-06 Directorate G 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 48 Self Assessment Report 2005-06 Directorate G 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. 49 Self Assessment Report 2005-06 Directorate G 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. 50 Self Assessment Report 2005-06 Directorate G 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. 51 Self Assessment Report 2005-06 Directorate G 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. 52 Self Assessment Report 2005-06 Directorate G 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” 53 Self Assessment Report 2005-06 Directorate G 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 54 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. 55 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. 56 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. 57 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 58 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. 59 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 60 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 61 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. 62 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 63 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 64 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‟ 65 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 69 Self Assessment Report 2006-07 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) 70 Self Assessment Report 2006-07 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% 71 Self Assessment Report 2006-07 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% 72 Self Assessment Report 2006-07 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 73 Self Assessment Report 2006-07 Directorate P 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% 74 Self Assessment Report 2006-07 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 75 Self Assessment Report 2006-07 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) 76 Self Assessment Report 2006-07 Directorate P 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 77 Self Assessment Report 2006-07 Directorate P 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. 78 Self Assessment Report 2006-07 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 79 Self Assessment Report 2006-07 Directorate P 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. 80 Self Assessment Report 2006-07 Directorate P 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. 81 Self Assessment Report 2006-07 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. 82 Self Assessment Report 2006-07 Directorate P 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 83 Self Assessment Report 2006-07 Directorate P 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. 84 Self Assessment Report 2006-07 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 85 Self Assessment Report 2006-07 Directorate P 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. 86 Self Assessment Report 2006-07 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. 87 Self Assessment Report 2006-07 Directorate P 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. 88 Self Assessment Report 2006-07 Directorate P 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. 89 Self Assessment Report 2006-07 Directorate P 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 90 Self Assessment Report 2006-07 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) 91 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. 93 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) 94 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 95 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 96 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% 97 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% 98 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 99 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 100 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 101 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. 102 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 103 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 104 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. 105 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 106 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) 107 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 108 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. 109 Self Assessment Report 2006-07 Directorate S 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 05/06 110 Self Assessment Report 2006-07 Directorate S 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. 111 Self Assessment Report 2006-07 Directorate S 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 112 Self Assessment Report 2006-07 Directorate S 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 113 Self Assessment Report 2006-07 Directorate S 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. 114 Self Assessment Report 2006-07 Directorate S 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 115 Self Assessment Report 2006-07 Directorate S 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 116 Self Assessment Report 2006-07 Directorate S 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) 117 Self Assessment Report 2006-07 Directorate S 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 118 Self Assessment Report 2006-07 Directorate S 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 119 Self Assessment Report 2006-07 Directorate S 120
"Longley Park Sixth Form College"