CFE-Self Evaluation Report 14-15 Updated 20 November 2015

7/23/2019 CFE-Self Evaluation Report 14-15 Updated 20 November 2015

1/19

HOW GOOD ARE WE NOW?HOW GOOD IS OUR COLLEGE?HOW GOOD CAN WE BE?

Guernsey College of FurtherEdu !t"on#Self$E%!lu!t"on Re&ort 'SER()


2/19

College Conte*t# Ethos !nd +"s"on

Introdu t"on The Guernsey College of Further Education is a general FE College and is the only College ofFurther and Higher Education in the Bailiwick.

The number of student enrolments is circa 5000 each year. These students enrol on a range ofo er !00 courses" from s#ecial needs to graduate #rogrammes.

The College sta$ com#rises lecturers with o er %00 #art&time teaching sta$" and learningsu##ort assistants. The teaching sta$ are su##orted by cor#orate su##ort ser ices sta$ of full&time e'ui alent administrators" technicians and caretakers. The college o#erates across (Faculties that are su##orted by a strategic learner su##ort ser ices de#artment. The College hasa single directorate o erseeing the cor#orate su##ort ser ices for the College" some of which arelinked to the )tates of Guernsey Education *e#artment.

The acti ities of the College are s#read across three main cam#uses+ Coutanche, cam#us"*elancey cam#us" -in the building that was )t )am#son s )econdary )chool/ and es 1,ouetscam#us -in the building that was )t 2eter 2ort )econdary )chool/ that also houses the #ur#ose&built 2rincess 3oyal Centre for 2erforming 4rts.

The College ser es the needs of the entire Bailiwick community" ha ing students from all theislands+ Guernsey" 4lderney" )ark and Herm.1f the 5000 enrolments each year" ust o er 500 are full&time students" a##ro6imately !50 are)tates 3egistered 4##rentices" between !00 and (00 are %(&%7 year old #u#ils from the 8sland sschools and the rest are #art&time students on a wide range of courses which includes the 4dultEducation #rogramme.4s well as o$ering a wide range of 'uali9cations and courses" the College o$ers a broadcurriculum across %: 2rogramme areas.

,-./$.0 Conte*t*uring ;0%(&%5 the College undertook a ma or re iew of its #ur#ose" ision" and mission andcore curriculum deli ery for the future. This was on the back of interim arrangements that hado er %5 members of sta$ on tem#orary contracts o#erating in some key areas of res#onsibility. 8tshould also be noted that the College carried acancies that #ro ed ery di


3/19

result of this restructure there were some disru#tion to normal o#erations of the College. Thisincludes the le el of uncertainty and an6iety that was caused to sta$ throughout the #rocess.4lthough we cannot for certain attribute any ariance to our results for this year to therestructure" we should take into account the #ossible im#act on sta$ morale" #erformance andsubse'uent im#act on learner outcomes.

=ith regards to the accommodation strategy" in ;0%(&%5 the College has been working steadilyon its #lan to de9ne its accommodation and s#ace need based on the results of the Curriculum3e iew. The modest sum of >5.5m that was identi9ed in the )tates Ca#ital 8n estment 2ortfolio-)C82 ;0%(/ has concluded its 9rst #hase and is now entering its feasibility study to relocate theCollege from the *elancey Cam#us to the es 1,ouets Cam#us.=ork continued steadily on through 2erformance 4##raisal ?onitoring -24?/ meetings. 4signi9cant le el of in estment both in the sha#e of human resource as well as systemsde elo#ment were made in ;0%(&%5 academic year. This has enhanced the College s ability toaccess a##ro#riate and rele ant data and information to enable sound and timely decisionmaking. )igni9cant #rogress has been made in de elo#ing strategies and the foundation tosu##ort the de elo#ment of Teaching and earning and im#ro e outcomes for learners. )trongcommitment to #rocess dri en" e idence based decision&making has resulted in a change ofattitude and a more honest and robust re@ection and re iew #rocess. The College recognisesthat further work and de elo#ment is needed to embed a culture of continuous im#ro ementand that Rome wasnt built in a day .8n ?ay ;0%5" the Education Board a##ro ed for the College to form an BG and o#erate under asemi&autonomous model. =ork on de9ning an outcome agreement" and details of the fundingmethodology has commenced and is due to create an 8nitial 1utcome 4greement for the ;0%79nancial year. *etails of the necessary structure" go ernance and controls to ensure su


4/19

E6ceeding E6#ectations

Our str!teg" !"4s are+%& 2ro iding a 'uality learning e6#erience

To transform the curriculum to re@ect learner and em#loyer needs.

To #ro ide @e6ible and blended modes of deli ery

To im#ro e learner engagement.

To de elo# learning work ( workD o##ortunities

;& Enhancing business and em#loyer engagement

To strengthen links with em#loyers

To create a high 'uality and @e6ible infrastructure that is res#onsi e to the marketdemand

To antici#ate skills shortages and #ro ide rele ant training To widen #artici#ation and access by reaching out to all le els" ages and abilities

!& E6tending our reach

To im#ro e #rogression rates through a seamless #ro ision across all le els

To engage #roducti ely with our communities

To im#ro e recruitment and raise our #ro9le in new markets

(& 4chie ing sustainability

To ensure long&term 9nancial iability

To manage resources e$ecti ely and achie e stability

To become increasingly en ironmentally su##orti e

To identify and manage risks e$ecti ely

The College has identi9ed %% key #riorities for ;0%5&%7 and will follow the de elo#ment and#rogress of its 'uality im#ro ement action #lan through a schedule of monitoring and re#ortingsystems.

4dditionally" the College will continue to work on its !&;&% #rogramme" will follow thede elo#ment of its 8 T infrastructure and sta$ ca#ability.

Su44!ry of College 6udge4ents4n e aluation can be arri ed at in a range of conte6ts. =e need to bear in mind that awardingle els using a 'uality scale will always be more of a #rofessional skill than a technical #rocess.

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Howe er" the following general guidelines should be consistently a##lied. Illustr!t"ons&ro%"ded should 7e used to 4!8e !g!"nst e! h s&e "9 !re! .

E* ellent

:

Outstanding or sector leading

4n e aluation of excellent a##lies to #ro ision" which is sector leadingD.earners e6#eriences and achie ements are of a ery high 'uality. 4n

e aluation of excellent re#resents an outstanding standard of #ro ision" whiche6em#li9es ery best #ractice and is worth disseminating beyond the College.8t im#lies that ery high le els of #erformance are sustainable and will bemaintained.

+ery Good

0

Major strengths

4n e aluation of very good a##lies to #ro ision characterised by ma orstrengths. There are ery few areas for im#ro ement and any that do e6ist donot signi9cantly diminish learners e6#eriences. =hilst an e aluation of verygood re#resents a high standard of #ro ision" it is a standard that should beachie able by all. 8t im#lies that it is fully a##ro#riate to continue to make#ro ision without signi9cant ad ustment. Howe er" there is an e6#ectationthat the College will take o##ortunities to im#ro e and stri e to raise#erformance to e6cellent.

Good

/

Important strengths with areas for improvement

4n e aluation of good a##lies to #ro ision characterised by im#ortantstrengths which" taken together" clearly outweigh any areas for im#ro ement.4n e aluation of good re#resents a standard of #ro ision in which thestrengths ha e a signi9cantly #ositi e im#act. Howe er" the 'uality oflearners e6#eriences is diminished in some way by as#ects in whichim#ro ement is re'uired. 8t im#lies that the College should seek to im#ro efurther the areas of im#ortant strength" but take action to address the areasfor im#ro ement.

S!t"sf! to

ry

5

Strengths just outweigh weaknesses

4n e aluation of satisfactory a##lies to #ro ision characterised by strengths"which ust outweigh weaknesses. 4n e aluation of ade'uate indicates thatlearners ha e access to a basic le el of #ro ision. 8t re#resents a standardwhere the strengths ha e a #ositi e im#act on learners e6#eriences.Howe er" while the weaknesses are not im#ortant enough to ha e asubstantially ad erse im#act" they do constrain the o erall 'uality of learnerse6#eriences. 8t im#lies that the College should take action to address areas ofweakness by building on its strengths.

We!8

,

Important weaknesses

4n e aluation of weak a##lies to #ro ision which has some strength" butwhere there are im#ortant weaknesses. 8n general" an e aluation of weak maybe arri ed at in a number of circumstances. =hile there may be somestrength" im#ortant weaknesses will" either indi idually or collecti ely" besu


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No);u!l"tyInd" !tor

3he4es . , 5 / 0 :

!rtnersh"& !nd resour es:.% How e6tensi e and

e$ecti e are College#artnershi#s withcommunities" otherlearning #ro iders"em#loyers and otheragencies

)trategic links Collaborati e arrangements to #romote

access and inclusion

3es#onsi eness to re'uirements of other agencies and e'uality duties

8n ol ement of e6ternal agencies:.; How well does the 2lanning" de#loyment and monitoring of 6


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E%"den e for self$e%!lu!t"on

Su esses !nd A h"e%e4ents

Ho ell !re le!rners &rogress"ng !nd ! h"e%"ng rele%!nt h"gh @u!l"tyout o4es? O%er!ll udge4ent We!8

Ho ell do e 4eet the needs of our College !nd o44un"ty? O%er!ll udge4ent We!8

Wor8 !nd L"fe of College

Ho e=e t"%e !re the College s le!rn"ng !nd te! h"ng &ro esses? O%er!ll udge4ent S!t"sf! tory

Ho ell "s the College led# !nd ho ell "s "t enh!n "ng the @u!l"ty of "tsser%" es for le!rners !nd other st!8eholders? O%er!ll udge4ent We!8

+"s"on !nd Le!dersh"&

Ho good "s our le!dersh"& !nd go%ern!n e? O%er!ll udge4ent S!t"sf! tory

Wh!t "s our !&! "ty for "4&ro%e4ent? O%er!ll udge4ent Good

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8/19

E%"den e for self$e%!lu!t"onQuantitative Data

There is a range of 'uantitati e data which you can use to hel# you reach an e aluation. This listis neither #rescri#ti e nor e6hausti e+

e6amination results le els of attainment alue&added measures of #erformance learners #rogress from #rior le els of attainment learners #rogress in meeting targets o erall #rogress towards set targets data collected nationally or locally analysis of other key #erformance data" such as+

Finance" learner attendance" learner retention" learner attainment" success rates"#rogression rates and lea ers destinations

Peoples iews Iou can ask #eo#le what they think. This list #ro ides some suggestions for you+

indi idual inter iews with members of sta$ indi idual inter iews with #arentsJcarersJem#loyersgrou# discussionsdiscussions with members of the learner forumfocus grou#sworking #arties'uestionnaires and sur eys to gauge satisfaction and to elicit suggestions for im#ro inge$ecti enesswritten res#onses and detailed commentsteam meetings at all le els

Direct O!servation Iou can engage in direct obser ation of learning and teaching. For e6am#le+

shadow indi idual learners follow a class obser e lessons ideo record your own teaching e6change classes obser e each other in #airs work alongside other lecturers

Iou can engage in direct obser ation of a range of documents. For e6am#le+ learners work re#orts to #arents #ro9ling of learners res#onses to tasks diaries or records of work #rogrammes of study or schemes of work lecturers #lanning #rogress re#orts on the de elo#ment #lan course materials across the ability range #olicies and guidelines minutes of meetings

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9/19

Su esses !nd

A h"e%e4ents

How well are learners #rogressing and achie ingrele ant high 'uality outcomes

O%er!ll 6udge4ent 'We!8(. ,* 5 / 0 :

E6amination of the data sources related to student #rogression and achie ementdemonstrates that students are #rogressing and achie ing" howe er" this is not consistentacross all areas. 1ur ! year trend data demonstrates moderate #rogress across all le els.4ttainment has im#ro ed in FT ! and % courses. Few im#ro ements in attainment offunctional skills in some le els" im#ro ement in functional skills from 7!K in %; %! to K in%( %5. 4ttendance has im#ro ed by %K across all areas of #ro ision" College a erages ::K.Howe er" increases in attendance has not yet resulted in satisfactory im#ro ements isattainment across all le els. 4chie ement data shows weaknesses in e el ;. This may beattributable to the change of 'uali9cation and we are awaiting benchmarking informationnationally. 4s regards retention the college has im#ro ed in #articularly on le el % and ; full&time courses. *estination data shows im#ro ement in some areas of full&time #ro ision.8denti9ed 8m#ro ement 2ro ects+ Target )etting and ?aths and English Embedding ha erealised moderate success with target setting for learners e idenced on 2ro?onitor and anincreased use of ?arkBook. Embedding ?aths and English into learning #rogrammes has seenmoderate success with 1T identifying im#ro ements" howe er there is still more work toundertake. Transition arrangements ha e im#ro ed this year" with successful #rogrammesbeing de elo#ed in 4ccess and for some ulnerable learners. 4C tracking is im#ro ingalthough ser ices #ro ided did not lead to achie ement for 4C. *ata shows relati e low'uali9cation on entry #ro9le for many full time learners which is e idenced in someachie ement rates being lower than e6#ected this year. The key strengths and areas forim#ro ement are identi9ed below+


10/19

5. )uccess in award schemes and com#etitions across many areas andsome regional and national recognition of students success ;.!

?8) data

%. ack of maturity in the newly introduced systems and #rocessesresulting in inconsistent use and insu


11/19

Su esses !ndA h"e%e4ents

How well do we meet the needs of our College andcommunity

O%er!ll 6udge4ent 'We!8(. ,* 5 / 0 :

1 er the last academic year the College engaged more widely with the business andcommunity and created a higher #ro9le for the College and established new channels ofcommunication to engage more #ositi ely with all our stakeholders. The college has a broad#ro ision that o$ers school lea ers as well as lifelong learners o##ortunities to engage ineducation and skills de elo#ment. =e enhanced our #artnershi# arrangements with a arietyof local businesses as well as training #ro iders. The college has a strong C2* #rogramme and#ro ides am#le o##ortunities for #rofessional discussion and sharing good #ractice. The 'ualityof communication and le el of engagements with sta$ also im#ro ed. The following strengthsand areas for im#ro ement are identi9ed+

%. H3 #rocesses for ob ad ertising" selection" recruitment and transitionand mo e to Guernsey is weak and needs signi9cant im#ro ements

4F8& N

;. 3ole of em#loyers in taking #art and in@uencing the design" deli eryand e aluation of #rogramme and ser ices across all areas of the

college is weak and needs signi9cant im#ro ement M in estigatetraineeshi# #ossibilities (.%" (.;

4F8&%0

!. 8ndi idual #erformance management linked with team" de#artmental 4F8&%

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12/19

and organisational key success criterion is in need of im#ro ement(. Community satisfaction with College #rogrammes and ser ices

e idence is weak. imited robust e idence to indicate community orem#loyer satisfaction. (.;

4F8& %0

5. ack of access to key" detailed" accurate and timely 9nancialinformation resulting in inability of the managers to e6ercise e$ecti eresource management 5.!

4F8& N

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13/19

Wor8 !nd L"fe of CollegeHow e$ecti e are the College s learning andteaching #rocesses

O%er!ll 6udge4ent ' S!t"sf! tory(. , 5* / 0 :

The college has well de elo#ed #rocesses to su##ort the deli ery of its curriculum. Howe er"

we recognise that inconsistency in attendance" achie ement and #rogress has an im#act onoutcome for some learners. The following strengths and areas for im#ro ements are identi9edin this area.


14/19

:. 2erformance management both at indi idual le el and team le el doesnot demonstrate any im#act as yet. inks between this #rocess and C2*needs im#ro ement. 5.7

4F8 %

N. earner in ol ement in #lanning and learner feedback im#acting onchanges in #rogrammes is limited and re'uires im#ro ement. 5.!

4F8 :

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15/19

Wor8 !nd L"fe ofCollege

How well is the College led" and how well is it enhancing the'uality of its ser ices for learners and other stakeholders

O%er!ll 6udge4ent 'We!8(. ,* 5 / 0 :

The College follows the )E* risk managing #rocesses and our internal #erformance a##raisal

monitoring meetings has started to establish a systematic way of re iewing how the College isled. High le el of in estment in changing #rocesses and mind&sets has been de oted to thisarea. Howe er there has not been demonstrable im#act and bene9t as yet. Following strengthsand areas for im#ro ement are identi9ed below+


16/19

including commissioning organisations such as GT4& ni ersity Centreand *igital Greenhouse is in need of im#ro ement :.%

5. 3esource management including su


17/19

accessed re'uires further clarity and the introduction of systems and#rocesses that are clearly communicated and used N.!

!. 1utcome agreement with )E* and clear guidance on access to e6ternalagencies and their ser ices needs attention N. %";"!"(

4F8 %%

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18/19

Wh!t "s our !&! "ty for "4&ro%e4ent?

O%er!ll 6udge4ent 'Good(. , 5 / * 0 :

The College has commenced a transformational #rogramme of change. This year has been ayear of laying the foundations and the initial #hases has meant that we ha e been able tore iew" re&engineer and assess some of our key #rocesses that enables the College toaccelerate its im#ro ement o er the ne6t coming year.


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. 1 2 a g east u#dated on+ ;0 1ctober ;0%5

Documents

CFE-Self Evaluation Report 14-15 Updated 20 November 2015