DARLINGTON COLLEGE BUSINESS PLAN

2012/2015

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INDEX

Page

1 Introduction 2

2 National/Local Funding Context 3

3 Context of the College 5

4 Mission, Values and Strategic Objectives 9

5 Business Sectors 9

6 14-16 Provision 10

7 16-18 Learner Responsive 11

8 Adults Learner Responsive 14

9 Apprenticeships 16

10 Ministry of Defence Provision 19

11 Full Cost 20

12 Higher Education 21

13 Partnerships 22

14 Support Resources 23

15 Finance 23

16 Human Resources 26

17 Continuous Professional Development 30

18 Estates And Facilities 32

19 ICT/ILT 34

20 Other Equipment 36

21 Other Strategies 36

22 Equality and Diversity 36

23 Safeguarding 37

24 Health and Safety 38

25 Sustainability and the Environment 39

26 Communications 40

27 Marketing 40

28 Quality 42

29 Community Engagement 45

Appendix 1 – Mapping of Strategic Objectives against Strategies and Policies

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1 INTRODUCTION

This Business Plan was introduced in 2010, was updated in 2011 and has been updated in 2012 to cover the three years 2012/13, 2013/14 and 2014/15. The Plan is supported by:

- The three year financial forecasts - One year delivery plan

The plan is divided into six main parts:

National/local funding context

College context

Mission, strategic objectives and values

Business Sectors

Support resources

Other areas of strategy

The College context provides a summary of the social and economic factors impacting on the area in which the College operates.

Business sectors have been identified in conjunction with current funding streams. For each Business Sector background information is provided in terms of past performance and local, regional and national factors. Key targets and actions are identified, together with a summary of risks, any limiting factors and an overview of the mechanisms through which progress against the targets and actions will be reported.

The resources section is sub divided into:

Financial

Human Resources

Accommodation

ICT/ILT

Equipment

Within each resource section an overview is provided of current resources and key actions for the period of the plan.

The other areas of strategy covers:

Equality and Diversity

Safeguarding

Health and Safety

Sustainability

Communications

Marketing

Quality

Community Engagement

Employer Engagement

The Business Plan is intended to be a „current‟ document which will be updated annually.

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2 NATIONAL/LOCAL FUNDING CONTEXT

The first business plan was written and presented in 2010 in a time of significant change, as a result of the demise of the Learning and Skills Council in March 2010 and the appointment of the coalition Conservative, Liberal Democrat Government. While the last 24 months have addressed many of the uncertainties which were present in 2010 in many areas policies and direction are still developing and therefore the business plan reflects the information and guidance currently available.

The responsibilities for the provision of education and training for young people up to the age of 19 and students with learning difficulties and disabilities (LLDD) up to the age of 25 was transferred in April 2012 to the Education Funding Agency (EFA) and executive agency of the Department for Education (DFE). The EFA has been created as an overarching body to oversee provision for this age group. The EFA has a regional structure however they do not nominate a key contract manager for liaison with individual providers, direct personal contact with the Authority is therefore limited. The College continues to work closely with the Local Authority contacts in particular in relation to provision for students with learning difficulties and disabilities.

Responsibility for education and training for Adults (individuals over the age of 18 and individual with Learning Difficulties and Disabilities over the age of 24) is the Skills Funding Agency (SFA). The SFA in addition has responsibility for the procurement of provision which is responsive to Employer Needs. In terms of apprenticeship provision the SFA and College work with the National Apprenticeship Service, the organization established to oversee apprenticeship provision, and to run the national service to match apprentices with employers.

The College SFA contract manager is Helen Williamson. The College has worked successfully in 2011/12 with the SFA to support for the business cases submitted at the Quarter 1 and 2 reviews to fund growth in College and partner activity.

The government announced savings of £6.2bn in public expenditure in 2011/12. To date the impact of these changes on further education in general and the College in particular, as implemented by the EFA and SFA, can be summarized as follows:

Withdrawal of the Education Maintenance Allowance Scheme, administered centrally, and replacement with the Bursary scheme to be administered by the Learning Provider

Removal of Train to Gain as a separate funding stream, and an average reduction of 15% applied to all providers in relation to the new merged Adult funding stream

Reduction of funding available at an individual student basis through a reduction in the SLN cap and changes to the entitlement of students

Implementation of a lagged student number approach to the funding of 16 – 18 year olds, which has placed a renewed emphasis on student number targets, and has meant for some colleges notification of transitional protection within their funding allocation which means that over the next 2 years all things remaining equal they will receive reduced funding for their 16 – 18 year old funding

An increased emphasis on the collection of tuition fees from those judged to be able to pay, including the requirement for employers to make a contribution in relation to apprenticeships programmes

The introduction of loans for 24 and over for level three in 2013-14

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Business sector priorities 14-16

Work with schools in South Durham, Darlington and North Yorkshire to provide PT vocational learning for 14-16 year old pupils

Ensure close working relationships with head teachers

Provide costings which are „break even‟ for viable group numbers

Work with partners to improve transition of students (including LLDD) to post 16 learning, and support schools with training and expertise to ensure completion of 139a assessments for LLDD, and changes under the Bill regarding Special Needs

16 – 18

Explore strategies to make College more attractive to 16-18 year old students, and promote Darlington College as a college of first choice for vocational learning

Increase 16-18 FT student numbers, and promote internal progression

Increase provision for NEETS by opening new centre at The Workplace, Aycliffe and Darlington

Ensure all eligible students can access a competitive and adequate bursary

Review and development of curriculum to meet student and industry needs.

promote employability skills for all FT students

Increase retention and achievement

Actively promote under-recruiting areas and new areas of provision

Ensure suitable provision for LLDD and work with partners and parents to implement the Special Needs Bill.

Support schools to develop expertise to ensure completion of 139a assessments.

Adult Learner Responsive

Curriculum development of unitized and flexible College based provision

Effectively plan provision with partners to meet demand in niche areas, geographical locations not serviced by the College and where there are special relations.

Promote Adult Learning Loans

Work with Local Employer Partnerships to support large scale employment opportunities

Pursue funding opportunities to meet needs not fundable under normal priorities Apprenticeships – College (on campus) and Partner (off campus)

Maximise apprenticeships recruitment (including Higher Apprenticeships) both on and off campus

Optimise the apprenticeship portfolio

Promote and support apprenticships for SMEs

Maximise the opportunity for developing company apprenticeship schemes

Promote adult student loans for level three apprenticehips

Improve tracking and monitoring to achieve more timely success rates

Promote apprenticeships Ministry of Defence

Maintain links with MoD nationally and locally

Regularly update and refresh the College resettlement training offer

Maintain links with key North Yorkshire partnerships, and promote provision

Seek new MOD contracts. Full cost

Review and increase the range of full cost programmes

Review costing and pricing strategies to ensure provision is competitive

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Improve the use of labour market intelligence to identify full cost training opportunities

Improve flexibility of delivery of full cost provision to meet employer needs

Develop a partnership with Hitachi to secure full cost and other training opportunities, including with supply chain and other related organizations

Remove VAT from full cost courses HE

Review HE portfolio, and develop new areas of provision eg STEM

Promote higher level apprenticeships

Work with Teesside University on joint planning of HE provision

Consider alternative models of delivery

Increase progression FT level 3 provision

Work with Employers to identify HE needs

3 CONTEXT OF THE COLLEGE

Darlington College serves the communities of Darlington, North Yorkshire (primarily the Richmond and Hambleton areas), and South Durham.

DARLINGTON CONTEXT Population Profile Darlington has a diverse social and economic mix, with areas of disadvantage situated alongside areas of affluence. The English Indices of Deprivation 2010 average ranking puts Darlington as the 104th most deprived of the 326 English Local Authority districts. However the average score for the borough masks pockets of deprivation. At the Lower Super Output Area level, Darlington‟s rank of IMD scores range from 206 to 30,794 (out of 32,482 LSOAs, where 1 is the most deprived). 16% of Darlington‟s LSOAs are in the 10% most deprived nationally.

The latest population estimate is 100,855 people across just under 46,200 households.

Latest ONS projections (2008) show the 16-17 year old Darlington resident cohort falling from its current figure of 2,473 in 2011 to 2,350 in 2015 (5.0%) and to 2,128 by 2018 before numbers start to rise again

17.7% of the population is of retirement age (2010)

37.8% of children in lone parent families (2006), 2.5% above national average

21.7% of children were deemed to live in poverty (21.6% nationally)

3.5% of the population are non-white (2007) (11.8% nationally) Education In addition to Darlington College, there is one sixth form college and one school sixth form in the borough. All the secondary schools have now converted to academy status. The participation rate for 16 year olds is 96% but this drops to 85% at age 17. Darlington experiences a very significant inflow of students at this age group. Only 52% of 16-18 year olds learning in the borough are Darlington residents. Only 8% of Darlington 16-18 year olds travel out of borough and in most cases this is for specialist provision (2009/10 YPLA data). In March 2012 83.3% of the 16-18 cohort (3,780 young people) were in learning, with 10.2% NEET and 3.4% classified as „not known‟. This compares with a Tees Valley average of 79.6% in learning, 10.0% NEET and 4.9% not known.

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In 2010 the authority was one of the most improved in the country in relation to GCSE results with an increase of 5 A*-C grades from 73.9% to 80.5%, against a national average of 75.4%. In 2009/10 Level 2 attainment at 19 was in line with the national average, however Level 3 attainment at 19 is 3% below national average. For those of working age population with qualifications (Levels 1-4) Darlington is at, or above, the national average in all instances

29.3% NVQ4 or above (national average 29.9%)

49.9% NVQ3 or above (national average 49.3%)

68.0% NVQ2 or above (national average 65.4%)

81.2% NVQ1 or above (national average 78.9%) 13% of the working age population had no qualifications (2009), 0.7% above national average. Employment/Unemployment In 2010 60.3% of the employment was in companies of less than 250 employees, with the major areas of employment being:

32.9% - service industries (distribution, hotels etc)

27.8% - service industries (public sector)

15.3% - service industries (finance)

10.2% - construction

7.7% - manufacturing The unemployment claimant rate for Darlington stood at 5.9% in January 2012, 1.9% above the national average. However, this masks an unemployment rate for 18-24 year olds in Darlington of 13.3%, 5.2% above the national average. In 2011 the median weekly earnings for Darlington residents stood at £430 compared with £457 in the Tees Valley and £503 nationally. Males are likely to earn around £28 per week more than females. NORTH YORKSHIRE CONTEXT Population Profile North Yorkshire is England‟s largest county stretching from the North Sea Coast to within 12 miles of Morecambe Bay and from South of the M62 to the edge of Teesside. The county is sparsely populated with some 599,200 people spread across 3,000 square miles. Approximately 24% of North Yorkshire‟s population live in sparse areas and 24% in areas which are defined as „super sparse‟ and have few than 0.5 people per hectare. Around 20% of the population live in the 2 major urban centers of Harrogate and Scarborough with the majority of the remainder of the population living in one of the 28 or so small market towns. There are approximately 134,853 children and young people aged 0 to 19 in North Yorkshire making up 22.5% of the population. In 2010 there were 81,133 school age children and in 2008 the birth rate increased by 7.2% compared to 2007. There are 66,582 households with children of which 11,321 are lone parent households. In March 2012 470 children in North Yorkshire were „looked after‟ 2,649 were identified as „in need‟ and 438 were the subject of a Child Protection Plan. In January 2012 2% of secondary school pupils had Statements of special and educations needs.

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In 2008/9 1,315 criminal sentences were passed on young people with a further 841 delivered from Court by Police Reprimand or final warning. During 2008/9 there were 776 first time entrants aged 10 to 17 to the Youth Justice System. In January 2012 ethnicity of school aged pupils was 95.6% White, and 155 pupils were identified as Gypsy/Romany. Much employment within North Yorkshire is rurally based in small or medium sized enterprises. Within the County Council Boundary there are 7 District and Borough Councils. The College attracts students primarily from 2 of these in the North of the County, Hambleton and Richmondshire. Hambleton District covers 1,311 square km and has a population of 87,576 (mid 2010 estimates). It is mainly a rural area which includes the 5 market towns of Bedale, Easingwold, Northallerton, Stokesley and Thirsk where 42% of the population live. The district is situated centrally in North Yorkshire and runs from York in the south, to Darlington in the north. Industry in Hambleton has traditionally focused upon agriculture whilst other business activities include food and drink and engineering. The public sector is also a major employer. 39% of the population is aged over 50 and their average age is 40.9 years (2001 census). The 2008 Acxiom survey found that 94% of households in Hambleton like the neighbourhood they live in, and 10% feel that their neighbourhood has improved over the last 3 years. 66% of households in the district are actively reducing the energy that they use, while 82% actively recycle household waste (Acxiom, 2009). Richmondshire District covers 1,319 square kms and has a population of 52,957 (mid year 2010 estimate). It extends from the lowlands of the A1 corridor to the sparsely populated uplands in the Yorkshire Dales. Around two thirds of the district is in the Yorkshire Dales National Park. The main settlements are Richmond, Leyburn and Hawes. Due to the rural nature of the district, industry has traditionally focused on agriculture. Tourism and the Ministry of Defence are the major employers in the district. Catterick Garrison is the largest British Army base in the world, with plans for further expansion. In October 2009 Defence Analytical Services and Advice (DASA) recorded a total of 8,420 military personnel based in Richmondshire. 33% of the population is aged over 50 and their average age is 38.3 years (2001 census). The 2009 Acxiom survey found that 94% of households in Richmondshire like the neighborhood they live in, and 10% feel that their neighborhood has improved over the last 3 years. 63% of households in the district are actively reducing the energy that they use while 76% actively recycle household waste (Acxiom, 2009). SOUTH DURHAM CONTEXT Population Profile County Durham is home to an estimated 510,800 people (ONS). The county is diverse in nature with many areas of high deprivation in the east, west and south of the county where economic inactivity and worklessness are high. The English Indices of Deprivation 2010, indicate that the geographical distribution of the most deprived communities remain in clusters in Seaham, Peterlee, Easington Colliery and Bishop Auckland.

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The unemployment 'claimant rate' for County Durham stood at 4.8% in April 2012 compared to the average in Great Britain of 4%. The rate for 18-24 year olds in the county was 10.3%, 2.4 percentage points above the UK average of 7.9%. Latest ONS projections (2008) suggest the 16 – 18 year old County Durham resident cohort reducing from the figure of 18,700 in 2011 to 17,700 in 2015 and to 16,100 by 2018. Locally derived data suggests a decline in the 16-18 cohort from 18,366 in 2011/12 to 16,409 in 2014/15. Economy County Durham‟s economy has well over 15,000 businesses and approaching170,000 employees. Overall, the annual value of economic output is around £6.3 billion and the employment rate is 64.5%. Five key sectors currently account for over two thirds of economic activity: Manufacturing – 17% Public Services – 32% Digital and Creative – 15% Financial, Professional and Business Services – 13% Food and Drink – 23% In 2011, the median weekly earnings for County Durham residents stood at £440.30 compared with £457 in the Tees Valley and £503 nationally. Males are likely to earn around £64.80 per week more than females in the county. Education There are four colleges of further education in County Durham. Bishop Auckland College in the south, Derwentside College to the north, New College Durham, centrally located within the county, and East Durham College with centres at Peterlee in the east and Houghall in central Durham. New College Durham has an established sixth form and East Durham College is opening a new sixth form in September 2012. There are currently 13 schools with sixth forms in the county with a further one opening in September. The participation of 16 and 17 year old young people in learning has increased over recent years. Department for Education data shows that participation of County Durham 16 year old residents increased from 88% of the cohort in 2007 to 91% in 2009. More recent locally derived data illustrates a decline in participation from 93.3% in 2010 to 91% in 2011. Participation amongst 17 year olds has consistently been 6 percentage points below that of 16 year olds and the latest data indicates a participation rate of 85%. The proportion of young people travelling into County Durham to FE provision has remained around 14% of the numbers in County FE Provision. Only 6% of the young people in school sixth forms travel from outside the county. This has remained fairly static for the last three years. Over the last three years the percentage of students travelling out of the county to access FE Provision has remained fairly constant with a rate of 33% in 2010/2011. The greatest outflow is to Darlington where numbers have increased from 853 to 959 over the same period.

In March 2012, 74% of the 16 – 18 cohort (13,593 young people) were in learning with 8.5% NEET and 16.4% classified as „not known‟. This compares with a National average of 80.6% in learning, 6.1% NEET and 8.2% not known.

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GCSE attainment in County Durham schools has shown significant improvement in recent years. The percentage of young people achieving 5 A*-C GCSEs (or equivalent) including English and Maths was 60% in 2011 compared to 59% in England. Level 2 attainment by age 19 amongst young people in County Durham continues to improve and is broadly similar to the regional and national picture at 79% in 2009/10. Level 3 attainment by age 19 also continues to improve (46% in 2009/10), but remains below the national average (52%).

4 MISSION, VALUES AND STRATEGIC OBJECTIVES In 2010 a whole College approach was taken to reviewing the College mission and values, with staff from all teams participating in sessions. Input from the Corporation Board to the strategic direction of the College through Governors review of the mission and values commenced at the June 2010 Corporation Board residential, and concluded through the July Corporation Board meeting when the mission, values and strategic objectives were approved. In 2011 a change to the Mission, values and strategic objectives was made to standardize terminology referring to students, rather than students. Mission: Excellence in education for learning, life and work Values: Commitment – A consistent approach to the best teaching and learning, to staff and

student welfare, to creating an outstanding college environment and to the communities that we serve. It demonstrates a clear intent to be the best at what we do.

Ambition – It reflects the core essence of achievement and success for students of all abilities, who aspire to improve their skills and knowledge for work and life

Respect – It embodies the core behaviour of staff and students and reflects the professional culture and ethos of the college

Excellence – A bold intent to be the best at what we do in every area

Strategic Objectives:

Maximise student opportunity, success and progression

Continually develop a professional and dynamic workforce

Maintain and develop powerful partnerships

Deliver business benefits to employers

Place the College at the heart of its communities

Maintain and develop an effective and sustainable college 5 BUSINESS SECTORS

The following business sectors have been identified by the Executive team:

14 – 16 Provision

16-18 Learner Responsive

Adult Learner Responsive

Apprenticeships – College (on campus) and Partner (off campus)

Ministry of Defence provision

Full cost

Higher Education

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6 14 – 16 PROVISION

For a number of years the College has delivered full and part time vocational learning for 14-16 year old pupils from Darlington and North Yorkshire schools, both at the main campus and at Catterick. Provision is full cost, and in 2011/12 a total of 148 years 10 and 11 pupils were enrolled on PT vocational provision (levels E3, L1 and L2) in the following areas: Brickwork Building Crafts Vehicle Maintenance Engineering Hair and Beauty

Individualised programmes have also been planned and delivered for some pupils who were unable to continue their learning in the school environment.

Partnerships are being developed with South Durham secondary schools, and excellent links have been made with schools in Newton Aycliffe. The College is a member of the Board of the ASSET Trust. Good progress has been made in increasing the numbers of pupils from the Aycliffe area who attend school liaison and open events. Woodham School is aiming to achieve Academy status. Following Alison Wolf‟s Review of Vocational Education, Colleges are able to directly enrol young people full time from age 14, but this is not seen as a priority for Darlington College. The numbers of pre 16 students involved in vocational learning with the College is reducing year on year, and reducing budgets make it difficult for schools to allocate requisite funding. A draft Bill will be published in Summer 2012 regarding Special Needs, bringing the support available into a more unified service, and offering parents both some protections and purchasing power. Proposals are that statementing will be replaced by a single Integrated Education, Health and Care Plan running from birth to age 25. 16+ year olds with an agreed Education, Health and Care Plan will have statutory protection up to the age of 25 meaning that they will continue to be able to access services and support. Work on apprenticeships, internships and work experience will also reflect this extended duty. This has implications for transition and progression to College provision. Risks

Failure to maintain close working relationships with all feeder secondary schools

Impact of potential government changes and the development of academies.

Reductions in school budgets

Demise of the Connexions Service and completion of LDA (139a) assessments.

Actions

Work with schools in South Durham, Darlington and North Yorkshire to provide PT vocational learning for 14-16 year old pupils

Ensure close working relationships with head teachers

Provide costings which are „break even‟ for viable group numbers

Work with partners to improve transition of students (including LLDD) to post 16 learning, and support schools with training and expertise to ensure completion of 139a assessments for LLDD, and changes under the Bill regarding Special Needs

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7 16 – 18 LEARNER RESPONSIVE

Performance against the 2011/12 funding agreement in relation to 16–18 Learner Responsive funding as at April 2012 is:

Target Actual at May 2012

Actual as a % of target

Student Numbers 3300 2228 68

Funding £9,341,187 £7,161,578 77

Additional Learning Support Funding £1,403,590 £1,026,078 73

As a result of the introduction of the lagged learner number approach to EFA funding, achievement of the student number target is critical and enrolments continue through to the end of July. A summer skills programme is planned for early July for new students, and negotiations are ongoing with the Football League Association which could result in 600 new enrolments in June/July. The Additional Learning Support (ALS) funding target will be achieved. College 16–18 provision currently comprises full and part time programmes delivered across 13 Sector Skill Areas. Only GCSEs in English and Mathematics are offered, and there is no A level provision. The raising of participation age comes into effect in 2013/14 academic year. The College has not been engaged by the MoD to deliver apprenticeship provision, however, it is expected that the College will continue to deliver some literacy and numeracy courses, although negotiations are currently ongoing and no firm indications of projected numbers have been received. All students within this category fall within the definition of fully funded students, which means that no tuition fees are collected. In 2010/11 the College recruited 1654 full time 16-18 year old students, and in 2011/12 1689. Along with apprenticeships for young people, FT study remains a Government priority. Applications for full time programmes at 10 May 2012, stand at 1574 (minus withdrawals) compared to 1475 at the same point in 2011 and 1788 in 2010. Applications in 2012 are therefore approximately 7% up on the previous year. Course acceptances are at 738 in 2012 compared to 699 at the same point in 2011 which represents a 9% increase. The College works closely with feeder schools in Darlington, North Yorkshire and South Durham, and targets are set for applications from individual schools. The Schools Liaison team has been increased in size, with new employees commencing end of May 2012. Difficulties continue for young people seeking apprenticeships with employers. As at 3 May 2012, the College has received 476 applications for an apprenticeship, but only 24 of these applicants have secured appropriate employment. Applicants for apprenticeships without employment are being advised to progress interviews for a full time programme.

Based on application information and internal growth (ie students transferring from the first year to the second year of a programme, or students who have studied at one level in 2011/12 moving onto the next level in 2011/12): Growth is expected in the following areas:

Games design

Photography

Painting and Decorating

Business

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Engineering

Tourism Reduction is expected in the following areas:

Hospitality

Art and Design

Construction (general) The College is exploring provision of new FT programmes in the following areas:

Sustainable technologies

Retail Full time post 16 provision (BTEC L3 Sport) is to be delivered by Baltic Training in partnership with the College and the Martin Gray Football Academy at Greenfield School in 2012/13. The National Careers Service was launched on 5 April 2012. The service will provide access to independent, professional advice on careers, skills and the labour market. The service will be free to everyone aged 13 and over and will be available on line and through advisers on the telephone. The service replaces Connexions.

Major capital works have been completed to establish Catterick Skills Centre. This was supported by capital grants from North Yorkshire County Council (NYCC) of £80k and £210k. The Skills Centre is meeting the needs of post 16 students not in employment, education, or training (NEET), and enrolments total 46 in 2011/12. Difficulties with transport have been addressed for 2012/13, with NYCC agreeing to provide £10k towards the cost of a bus which can collect students from Thirsk, Northallerton and Bedale. This will greatly increase the „catchment area‟ for the Skills Centre. In 2012/13 a Skills Centre will be opened at The WorkPlace, Aycliffe, offering provision for NEETs in Health and Care/Catering. In the first year of operation a target recruitment has been set at 24. Further provision for young people classed as NEET is being developed with the ESH group, and will provide an employability programme for up to 30 young people per year.

The College‟s allocation for 2012/13 for 16 – 18 year olds is £9.6m which compares to an allocation of £10.7m in 2011/12.

Funding changes to ALS and provision for students with LDD are being reviewed on a national basis. There will be an increase in ALS funding in 2012/13 and disadvantage ALS funding primarily to recognise the need to further support young people. There will be special focus on mental health issues and broader pastoral needs borne from a deteriorating social and economic position. The College is leading the development of a partnership with Thornbeck College, Dilston College and the Clervaux Trust to ensure that the needs of LLDD students are met in Darlington and therefore do not have to travel out of area to access their learning.

A draft Bill will be published in Summer 2012 regarding Special Needs, bringing the support available into a more unified service and offering parents both some protections and purchasing power. Statementing will be replaced by a single Integrated Education, Health and Care Plan running from birth to age 25. 16+ year olds with an agreed Education, Health and Care Plan will have statutory protection up to the age of 25 meaning that they will continue to be able to access services and support. Work on apprenticeships, internships and work experience will also reflect this extended duty.

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Quality - Performance is measured in terms of the retention, achievement and success rates (including timely completions) of students compared to national benchmarks, progression/destinations, and student feedback. In 2012/13 functional skills will be included in overall performance figures, and there will be increased analysis of FT students who leave within the first six weeks of their course.

Retention Achievement Success

College %

Benchmark %

College %

Benchmark %

College %

Benchmark %

2008/9 actual

Level 1 91 88 94 90 85 78

Level 2 88 86 87 90 76 76

Level 3 81 87 95 89 77 77

2009/10 – actual

Level 1 87 88 92 90 81 78

Level 2 85 86 90 90 76 76

Level 3 83 87 97 89 80 77

2010/11 - actual

Level 1 90 88 94 91 85 80

Level 2 87 86 91 90 79 77

Level 3 87 90 95 87 83 78

2012/13 – Target

E Level 91 89 95 93 86 82

Level 1 92 87 94 93 86 81

Level 2 88 87 93 92 82 80

* 2011-12 actual to date will be updated at the end of the academic year, once all achievements have been processed.

Risks

Failure to develop a clear and effective strategy for the recruitment of 16 –18 students, and communicate it to all staff and partners

Failure to effectively plan for changes in student numbers

Failure to increase enrolments from young people classed as NEET

Failure to monitor and respond as appropriate to the actions of other GFE colleges

Failure to develop and update the curriculum offer

Failure to promote employability and progression

Failure to achieve high levels of performance and meet minimum levels of performance

Demise of the Connexions Service and the completion of LDA (139a) assessments

Failure to plan for the introduction of the Special Needs Bill

Actions

Explore strategies to make College more attractive to 16-18 year old students, and promote Darlington College as a college of first choice for vocational learning

Increase 16-18 FT student numbers, and promote internal progression

Increase provision for NEETS by opening new centre at The Workplace, Aycliffe and Darlington

Ensure all eligible students can access a competitive and adequate bursary

Review and development of curriculum to meet student and industry needs.

promote employability skills for all FT students

Increase retention and achievement

Actively promote under-recruiting areas and new areas of provision

Ensure suitable provision for LLDD and work with partners and parents to implement the Special Needs Bill.

Support schools to develop expertise to ensure completion of 139a assessments.

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8 ADULT LEARNER RESPONSIVE

Performance against funding agreement in relation to Adult Learner Responsive funding as at April 2012 is:

Target £

Actual at May 2012

£

Actual as a % of target

Funding 4,623,004 2,584,877 72

Additional Learning Support Funding 341,773 344,532 101

Under the ALR funding category the College also receives a small allocation of funding for Adult and Community Learning. For 2012/13 this allocation is £55,693 compared with £55,493 in 2011/12.

College based (on campus) provision for adults reduced in 2011/12, and partners were invited to deliver more LR provision:

LR Partners – Student numbers (starts) 1.8.11 to 1.6.12 incl:

Section 16-18 19+ Grand Total

Nordic 189 109 298

Clervaux 8 - 8

Release Potential 5 334 339

Working Links 1 1199 1200

SFEDI - 147 147

Grand Total 203 1789 1992

LR Performance (of students with end dates 2011/12), as at 1 June 2012:

Learner Responsive 2011/12

Partner/Provision Clervaux

Nordic

Release Potential

SFEDI

Working Links

Starts 15 795 341 142 6056

Success % 0 62.9 57.5 88.7 45.7

Retention % 100 97.4 99.7 93 99.2

Achievement % 0 85.2 89.9 99.2 54.4

Continuing 15 187 122 5 926

Results waiting to be Processed 0 87 19 1 2312

Students aged 19 and over are expected to pay tuition fees as a contribution to the cost of their learning, unless they are entitled to remission of fees. Until August 2011 all students in receipt of a means tested benefit were entitled to remission of their fees under SFA guidelines. For 2011/12 a significant change has taken place in relation to remission categories supported by the SFA, a distinction has now been drawn between individuals on work related benefits and those who are not. Remission from 1 August 2011 is only available to those in the work related category and in 2011/12 the College introduced a transitional protection scheme for students who would previously have been eligible for remission. In 2011/12 students affected by the rule changes paid 25% of the relevant

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annual fee and in 2012/13 this figure will rise to 50%. In addition these students will be entitled to pay their fees in installments at the start of their programme, rather than having to pay in full at enrolment. Tuition fee remission will continue to be available for students aged 19-23 without a first full level 2 qualification and for students aged 19-24 without a first full level 3 qualification. Students required to pay tuition fees are known in funding terms as being co-funded. There has been no change for 2012/13 in the assumed fee level of 50% nationally. In recognition of this and the current economic climate the College has therefore agreed to hold tuition fees at existing levels.

The College‟s allocation for 2012/13 for adult skills is £6.6m which compares to an allocation of £7.1m in 2011/12. There is no linkage between SFA funding and job outcomes in 2012/13.

Quality - The quality is measured in terms of the retention, achievement and success rates of students, compared to national benchmarks, and student feedback.

Adult learner responsive

Retention Achievement Success

College %

Benchmark %

College %

Benchmark %

College %

Benchmark %

2008/9 - actual

Level 1 87 88 84 89 73 77

Level 2 89 85 88 88 78 74

Level 3 85 85 93 88 79 73

Level 4 96 88 87 75 83 63

2009/10 - actual

Level 1 84 88 83 89 70 77

Level 2 87 85 90 88 79 74

Level 3 86 85 89 88 76 73

Level 4 100 88 70 75 70 63

2010/11 - Level 1 89 84 90 88 79 76

Level 2 89 84 81 89 72 75

Level 3 89 83 91 90 81 75

Level 4 88 84 93 77 82 64

2012/13 Target

E Level 89 89 94 91 84 81

Level 1 87 86 90 88 78 75

Level 2 89 85 90 90 80 77

Level 3 90 84 93 92 84 77

Customer feedback % overall satisfaction 2009/10 actual 90% 2010/11 actual 95% 2011/12 actual 97% (as at Nov 2011) 2012/13 target 98%

* 2011-12 actual to date will be updated at the end of the academic year, once all achievements have been processed.

Risks

Failure to achieve adult funding allocation.

Increasing fees

Failure to review the curriculum portfolio to ensure that it meets student and employer needs

16 V 1 – 26.06.12

Actions

Curriculum development of unitized and flexible College based provision

Effectively plan provision with partners to meet demand in niche areas, geographical locations not serviced by the College and where there are special relations.

Promote Adult Learning Loans

Work with Local Employer Partnerships to support large scale employment opportunities

Pursue funding opportunities to meet needs not fundable under normal priorities 9 APPRENTICESHIPS Performance at April in relation to the 2011/12 funding agreement for apprenticeships was as follows:

Funding drawn down to date

£

Allocation per funding agreement

£

% of Target

Adults 19-24 25+ Total:

960,903 537,512

1,498,414

2,133,581 70

16-18 3,545,370 4,093,107 87

Apprenticeships continue to be a priority area for growth, and are delivered through both College based provision, and through partners. The following sections of the business plan therefore provide an overview of college apprenticeships (on campus) and partner provision (off campus delivery) separately. Apprenticeships will be of a minimum one year duration.

Student numbers – on campus provision Students (starts) enrolled 1.8.11 to 1.6.12 incl.

Age Band:

Section 16-18 19+ Grand Total

Carpentry & Joinery 7 5 12

Trowel Occupations 3 2 5

Plastering 1 - 1

Electrical 6 1 7

Plumbing 17 10 27

Mechanical Production 21 1 38

MV Maintenance & Repair 31 9 40

MV Paint & Body 4 1 5

Hairdressing 10 6 16

Beauty 2 - 2

Childcare 7 - 7

MoD (Public service) - 31 31

Accounting 5 20 25

Education 9 1 10

Hospitality 12 1 13

Grand Total 135 104 239

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In 2011/12 College based activity accounted for the following percentages of funding:

Funding drawn down to April 2012

£

College apprentices £

College as a % of total

16 – 18 3,542,713 678,820 19

Adult 1,498,415 177,534 12

Total 5,041,128 856,354 17

Income is drawn down against both continuing students and new starts within each age category. Performance – Employer Responsive, On Campus Provision

Employer Responsive – College on campus provision

2011/12

Performance, as a 1.6.12 Apprentices Advanced Apprentices

Students (Starts) 116 155

Withdrawn 30 22

Transfers 3 4

Framework Success Overall Rate (%) 65.6 70.4

Framework Success Timely Rate (%) 52.9 60.9

Continuing 60 84

Retained 83 129

Retention Rate Continuing (%) 71.6 83.2

Framework Achieved 21 38

On campus provision

20010/11 actual %

2011/12 actual %

2012/13 target

Overall Customer feedback

89 99

Student Numbers – off campus provision Students (starts) Enrolled 1.8.11 to 1.6.12 incl

Age Band:

Section 16-18 19+ Grand Total

Nordic 438 514 952

Trackwork 70 95 165

Focus - 18 18

Jigsaw (Retail) - 36 36

Baltic 22 1 23

Release Potential 5 100 105

Jigsaw (Preston) 2 33 35

TICA 39 72 111

Grand Total 576 869 1445

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Performance - Employer Responsive – Off Campus Provision

Employer Responsive Performance data 1.6.12, of students completing 2011/12

2011/12

Ba

ltic

Focu

s

Jig

saw

Pre

sto

n

Jig

saw

N/c

astle

No

rdic

Re

lease

Po

ten

tia

l

TIC

A

Tra

ckw

ork

Starts 99 51 21 41 967 96 49 127

Withdrawn 18 23 0 7 87 6 1 22

Transfers 0 1 0 15 0 0 0 0

Framework Success Overall Rate (%) 85.7 0 100 50 65.2 0 100 42.9

Framework Success Timely Rate (%) 85.7 0 - - 41.7 - - 7.8

Continuing 3 27 20 17 629 90 47 95

Retained 81 27 21 19 880 90 48 105

Retention Rate Continuing (%) 81.8 52.9 100 46.3 91 93.8 98 82.7

Framework Achieved 78 0 1 1 199 0 1 9

In 2011/12 partner based activity accounted for the following percentages of funding:

Funding drawn down to April 2012

£

Partner apprentices £

Partner as a % of total

16 – 18 3,542,713 2,863,893 81

19 - 24 1,498,415 1,320,881 88

Total 5,041,128 4,184,774 83

Baltic Training Limited deliver an IT apprenticeship. The College has worked with Baltic and the Student Loans Company (SLC) to develop a specific apprenticeship programme - apprentices are employed by Baltic, with the SLC contributing 50% of the £95 weekly wage for each apprentice and the apprentices work at the SLC throughout their apprenticeship. It is anticipated that at the end of their training the majority of students will secure employment with the SLC. The College retains 15% of funding.

Focus are a training and employment agency organization, who deliver apprenticeship and NVQ training across several frameworks. Focus have a direct SFA contract themselves covering apprenticeships for both 16 – 18 year olds and adults. This contract is above the minimum contract level and therefore no issue of novation exists. Focus also draw funding through other organizations. The College retains 15% of funding.

Jigsaw (Preston) were introduced to the College by Nordic Pioneer, and specialize in indoor cleaning; they hold a separate SFA contract. The College retains 15 % of funding.

Jigsaw (Newcastle) specialize in retail training and have responsibility for the development of the Tees Valley Retail Skills Academy. The College retains 15% of funding.

Nordic specialize in external cleaning, and housing. Nordic have notivated their funding contract to the College. The College retains 13% of funding in relation to students outside the North East and 11% of funding in relation to students in the North East.

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Release Potential are based in Stocksfield, and deliver a range of qualifications, primarily in the health/care sector. The College retains 15% of funding.

TICA operates in the thermal insulation industry as the recognized industry body in addition to providing qualifications for members. TICA have novated their contract to the College. The College retains 14% of funding.

Trackwork provide a railway engineering apprenticeship, which meets the needs of the rail industry, and by the end of the programme students achieve their operating card to enable them to work on the railways. Provision commenced in September 2011 at Shildon, and Newcastle centre was opened in 2012. The College retains 26% of funding to reflect the fact that the College is responsible for the delivery of the key skills elements of the programme. In 2012 Trackwork will deliver all elements of the framework.

Risks

Unplanned and in- year SFA and NAS changes

Failure to develop a clear strategy for the recruitment of Apprentices, and communicate it total staff and partners

Failure to monitor the Impact of charging of fees for apprentices

Failure to closely monitor performance of partner provision

Failure to implement robust internal procedures and controls, potentially leading to a clawback of funding

Failure to achieve timely success rates above national averages Actions

Maximise apprenticeships recruitment (including Higher Apprenticeships) both on and off campus

Optimise the apprenticeship portfolio

Promote and support apprenticships for SMEs

Maximise the opportunity for developing company apprenticeship schemes

Promote adult student loans for level three apprenticehips

Improve tracking and monitoring to achieve more timely success rates

Promote apprenticeships

10 MINISTRY OF DEFENCE PROVISION

The College is has been contracted to deliver literacy and numeracy provision for the MoD until July 2013 at Catterick. This provision has had a rate cut of 38% in 2012/13 and is now running at break-even only. The decision to continue with this contract was only taken in order to retain good relationships with the MOD.

The College is a registered provider of training for Resettlement. With increased redundancies projected nationally, this provision could increase in 2012/13.

In response to demand from army dependants, the local community, and the Beacon Centre the College can provide short courses or customized training. Despite several marketing campaigns, viable numbers have not been achieved.

Risks

Failure to achieve MoD contract for the delivery of literacy and numeracy provision

Failure to provide appropriate programmes for resettlement training.

Failure to respond to demand for training from local communities and groups

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Actions

Maintain links with MoD nationally and locally

Regularly update and refresh the College resettlement training offer

Maintain links with key North Yorkshire partnerships, and promote provision

Seek new MOD contracts.

11 FULL COST

Performance at 19 May 2012 in relation to targets set for full cost recovery income is shown below. The variance against target as at May 2012 is £59,668 (14%) with a further £5k identified as new business pending contracts.

Actual and agreed at 14.4.12

Target for 2010/11 Variance

£294,881 £357,500 £62,619

The target for full cost income for 2012/13 is £360,000

Full cost contracts are quoted on the basis of a costing produced using the college‟s activity costing spreadsheet, which ensures a standardized approach is taken to costing of items such as overheads.

Full cost income is ordinarily processed through Quadrant (Darlington) Limited, the college‟s wholly owned subsidiary company. However in certain circumstances income is processed through the College, this is most frequently because the contractual arrangement is with the College rather than Quadrant. Full cost activity is branded at Business First, and has its own website with links from the main college website.

Full cost income is delivered not only for businesses, but also in terms of „open programmes‟ for individuals. An open programme is a programme that is advertised and delivered to the general public, but draws down no government funding.

Customer Feedback – Customer satisfaction with full cost work:

2010/11 actual

2011/12 actual

2012/13 target

Overall customer satisfaction 92% 89% (mid year)

92%

Risks

Over reliance on a limited range of full cost programmes

Lack of responsiveness in terms of flexibility and delivery

Economic climate may reduce opportunities to deliver full cost training in some areas

Lack of development of new products and services to meet employer demand

Failure to capture opportunities provided through Hitachi development

Actions

Review and increase the range of full cost programmes

Review costing and pricing strategies to ensure provision is competitive

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Improve the use of labour market intelligence to identify full cost training opportunities

Improve flexibility of delivery of full cost provision to meet employer needs

Develop a partnership with Hitachi to secure full cost and other training opportunities, including with supply chain and other related organizations

Remove VAT from full cost courses 12 HIGHER EDUCATION

Performance at April 2012 in relation to funding targets for the delivery of HE funded programmes in partnership with Teesside University was as follows:

As at April Student Numbers Income (£’000)

Actual Estimated Outturn

Target %

Teesside 699 £1,100,000 £1,100,000 100

The College is a member of Teesside University‟s Higher Education Business Partnership (HEBP). The partnership compromises all FE Colleges within the Tees Valley and oversees the delivery of HE across all its members.

The College is able to increase numbers of students, and a key area of development is full time provision.

Under the terms of the agreement with Teesside University, the College has secured for a period of 50 years rights to:

Free use of the new building for the purpose of the delivery of HE, and ancillary staff space, to

100 FTE students, the agreement requires that net growth is achieved by the College in its HE provision in order that the facilities in the new centre can be utilized. The baseline for the calculation of growth was February 2010.

Use of the new building for the purpose of the delivery of HE, and ancillary staff space, for a

further 200 FTE students at a marginal cost.

Quality

Actual 2009/10

%

Actual 2010/11

%

Actual 2011/12 to date

%

Target 2012/13

%

Retention 93 95 98 91

Achievement 95 90 * 91

* 2011-12 actual to date will be updated at the end of the academic year, once all achievements have been processed.

Risks

Failure to develop new provision

Failure to maximize on opportunities afforded by working in partnership with Teesside University

Failure to recruit to meet target numbers

Failure to recruit to higher education provision due to FT and PT HE fees

Failure to understand the needs of employers and individuals in relation to HE delivery

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Actions

Review HE portfolio, and develop new areas of provision eg STEM

Promote higher level apprenticeships

Work with Teesside University on joint planning of HE provision

Consider alternative models of delivery

Increase progression FT level 3 provision

Work with Employers to identify HE needs 13 PARTNERSHIPS

Context The following section sets out the background and rationale for partnership working and the process and criteria for partner selection Background and rationale Since incorporation in 1992 many college have been using training providers to deliver training on their behalf. Over time the regulations set out by the FEFC, the LSC and the SFA have been adjusted however the basic principle has remained the same. Colleges have seen partnership working as a way of delivering training in vocational fields and in geographical areas that they do not have the expertise in. Between 2000 and 2009 this college did not seek to develop partnerships in this way. The exception was the Army delivery at Catterick, that had all the hallmarks of a franchise agreement but without a contract or a financial agreement. From the beginning of 2010 the strategy has changed and the college now seeks to deliver training through a number of partner organisations. The rationale for this is:-

Partners can deliver training that meets the needs of business and communities which the college does not have the expertise to do

Partners can deliver training that meets the needs of business and communities in geographical areas that the college does not have the capacity to do

Partners ways of working can inform changes to college ways of working

Surpluses from partnership working can be reinvested into services and facilities to improve the student experience at the campus in Darlington and the campus in Catterick

Where appropriate the college will use 16-18 EFA funding and SFA adult and employer responsive funding with partners. The board has not set a limit to the overall amount of funding that can be allocated to partners but that, over time, the college should reach a position that the surpluses generated are used to support developments and no to underpin the operation of the main campus. The ambition will be to develop around ten partner arrangement, each with a sizable contract. For some this might be £500,000 up to perhaps £3,000,000 with most at the mid point.

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Process and criteria for partner selection Partners will be selected using the following criteria

They offer curriculum not available by the college and not offered by other partners.

The potential partner is able to demonstrate a commitment to or a track record of community engagement.

The partner is committed to a long term arrangement not just a transactional one for a group of potential students/trainees

The partner is able to demonstrate a track record of financial stability and academic success. The College will follow a due diligence process, described by a college procedure in order to ensure that partner selection is effective. 14 SUPPORT RESOURCES The following five sections of the plan provide an overview of the resources available to the College to deliver its strategic objectives.

15 FINANCE

After a sustained period of good financial health the College‟s financial position has been placed under pressure by a combination of national and local factors. These include the reductions in funding settlements following the expenditure review in 2010 and the loss of the army contract in 2011. The financial profile of the College has also changed significantly as a result of growth in sub-contracted provision since 2010. These changes significantly increase the level of financial risk faced by the College. Robust and effective financial management will be key to withstanding the pressures of an adverse funding climate nationally as well as local challenges that combine to require the College to drive up efficiency and drive down costs. Failure to address these issues is likely to lead to a deterioration in financial health and erosion of cash reserves.

Financial results since 2008 have been:

2011-12* 2010-11 2009-10 2008-09

£m £m £m £m

Income 27,232 25,047 22,670 23,504

Pay 12,440 13,631 14,592 14,317

Non-pay 14,159 9,357 8,468 8,254

Operating surplus/(deficit) 633 2,059 (390) 933

Catterick legal costs 150

Voluntary severance costs 705

Surplus on land sale 345

Total (deficit)/surplus (222) 2,059 (45) 933

Cash (net of Army Torch) 8,253 9,316 6,358 6,833

*Projection based on April 2012 management accounts

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Financial Forecast 2012-2015 The financial forecast is a statement of the College‟s strategic and development plans in financial terms. The forecasts and figures show the financial position of the College before investment and remedial action which are the subject of detailed ongoing discussions at both executive and board level. Budgets and forecasts will be revised to reflect the outcomes of these discussions as they unfold. The forecasts and key ratios for the next three years are as follows:

2012-13 2013-14 2014-15

£m £m £m

Income 25,317 24,824 24,265

Staff costs 12,288 12,535 12,788

Non-pay 14,079 14,343 14,622

Operating deficit (1,050) (2,054) (3,145)

Key ratios

2012-13 2013-14 2014-15

Year-end cash £m 8,411 6,219 3,067

Cash days in hand 124 93 47

Operating deficit: income (4.24%) (8.46%) (13.25%)

Current ratio 4.14 3.15 1.72

Staff costs: income (including partnerships) 49.30% 51.30% 53.60%

Staff costs: income (excluding partnerships) 75.10% 78.90% 83.50%

Total reserves £m 12,422 10,368 7,223

Financial Objectives The proposed primary financial objective of the college is to demonstrate sustainable „good‟ financial health status by 2015 and sustainable outstanding financial health by 2017. Recurrent funding allocations for 2012-13 have been reduced significantly and will have a severe and adverse impact on the operational financial health of the College. It is anticipated that there will be further recurrent funding allocations in 2013-14 and 2014-15.

Proposed financial objectives are as follows: Overall Strategy

To maintain a totally open and honest relationship with the SFA

To avoid requesting additional recurrent funds from SFA

To adopt realistic and prudent assumptions for the three-year forecast

To seek to achieve sustainable „good‟ financial health status but not by the sacrifice of mission or pursuit of excellence

To continually seek value for money and efficiency through benchmarking, market testing and collaboration

To ensure that partnership working is robust, of high quality and effectively managed

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Specifics

Provided targets are met, to seek to avoid or minimise forced staff redundancies

Provided targets are met, to seek to make nationally recommended annual staff pay awards

To improve curriculum efficiency by adopting arrangements that are in line with funding mechanisms as well as other providers in the FE sector

To drive down payroll costs to the sector average for general FE colleges, as measured by SFA, within the three year period covered by the plan

To continually review all aspects of non-pay expenditure in order to identify appropriate savings

To ensure that partnership working is robust, of high quality and effectively managed The College seeks to maintain the confidence of the SFA and other stakeholders in its financial operations. The College seeks to continue to raise the awareness of College staff and governors in general and middle management in particular of the financial environment in which they operate. Middle managers are to continue be more actively involved and supported in the processes of target setting, monitoring and delivery Reporting, Monitoring and Control Financial reporting and monitoring will primarily be via monthly management accounts including key performance indicators allied to comprehensive risk management. Actions

Evaluate options and timescales for investment and deficit reduction and related financial performance indicators and revise and update the financial forecasts accordingly

Continue to improve financial management information ensuring that all governors and senior managers receive monthly management accounts that are timely and accurate and which include an income and expenditure account, balance sheet, 12-month rolling cash flow statement, capital expenditure statement, financial performance indicators, staffing information and funding information

Undertake a complete review of financial planning mechanisms during 2012-13

Ensure all returns requiring certification by auditors are unqualified.

Ensure that the self assessment of financial management and control is no less than „good‟.

Ensure all outstanding audit recommendations are implemented within agreed timescales

Adopt and embed robust financial control measures including:

o Ongoing assessment of course and programme area viability, o Subjecting relevant central services to testing by putting them out to tender, o Working proactively with SFA, partners and potential providers to investigate opportunities for

rationalisation and collaboration Targets It is proposed that as part of the actions listed above the following measures will be reviewed and targets established. Performance against these targets will be reported in the management accounts. Figures in brackets are targets that would be consistent with sustainable good/outstanding financial health.

Cash days in hand (a sustainable figure in the range 40-50 is suggested)

Ability to generate cash (a sustainable figure in the range £1.5-£2m per annum is suggested)

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Operating surplus/deficit as a % of income (the College should be seeking, as a minimum, an operating surplus. Optimally this would be in the range of 2-3% of income)

Current ratio (this should be in the range 1.3-1.6) Staff costs as a % of income (the sector average for general FE colleges is approximately 65%) Utilisation of available hours by salaried teaching staff (this should be in the range 97%-99%)

Average class sizes Financial Health The financial health of the College will deteriorate as a consequence of operating deficits and the reduction in cash. The large cash balances held will slow down this deterioration and provide time and resources to identify, cost and implement remedial action. The SFA financial planning spreadsheet measures the financial health of the College as „good‟ in 2012-13 and 2013-14 falling to satisfactory in 2014-15. Risk and sensitivity The College faces a risk of a significant downturn in financial health over the three year planning period. This downturn would be exacerbated and accelerated in the event of a loss of partnership activity. Income projections other than SFA/EFA funding are based on historical information. The impact of the introduction of higher HE fees and the wider impact of the economic climate could have an adverse impact on recruitment and income generation. SFA and EFA funding allocations beyond 2012-13 are not known. Reductions of 5% have been assumed in financial projections but actual allocations could be significantly different. Reform of funding systems in 2013 may also have a significant impact. Changes will be modelled in advance but it this stage their impact is not known. 16 HUMAN RESOURCES The College‟s most important asset are our staff in terms of the achievement of our mission and strategic objectives. As at 1 June 2012, the College employs 516 staff (394 full time equivalents) and the staffing profile by broad area of activity is as follows:

FTE Headcount

Academic 181.33 244

Business Support 181.73 241

Managers 31 31

Total 394.06 516

Staff are currently employed on the following types of contract:

Full time or fractional full time, full year

Full time or fractional full time, term time only

Variable – under which staff work between zero and 100 hours (exceptionally up to 200hrs)

Casual – provide cover for specific support areas

27 V 1 – 26.06.12

In 2011 staff agreed locally to freeze the nationally recommended pay award for the sector (0.2%) and to relinquish 5 days‟ paid leave. Subject to budgetary performance, the priority for 2012/13, will be to address this at the first opportunity. The College has excellent working relationships with both recognized trade unions, UCU and UNISON. Regular meetings are held between union officials and management, at which strategy and policy is shared, procedures are discussed and issues are considered. Whilst some industrial action did occur in 2011/12, this was in response to the national dispute regarding pensions, and management and trade union representatives worked in partnership to reduce the impact to students. In May 2010 the College was successfully assessed against the Investors in People Gold Standard criteria and in April 2011 was awarded the Health At Work Silver Award, demonstrating very high standards continuing to be delivered in relation to workforce and wellbeing matters. The College is working towards achievement of the Health at Work Gold Award in 2012/13. HR planning is an integral part of the planning cycle, with changes in staffing considered in relation to:

Changes in curriculum delivery

Growth in student numbers

College strategic objectives

Academic performance

Changes in national priorities Within academic teams managers complete an annual curriculum plan, which includes a review of the whole portfolio of provision, identifying areas of growth and decline. Managers produce an integrated plan, detailing provision to be delivered, planned student numbers and staffing resources required. The efficiency of teaching staff is measured by reference to their utilization, compared to contractual teaching hours of 828. Managers are provided with a monthly report showing the utilization of teaching staff. Overall utilization is reported to the Corporation Board. Currently actual utilization information is gathered manually. Business support managers assess their staffing requirements in conjunction with planning for their service delivery and achievement of agreed service standards. It is recognized that this approach is not currently as robust and measurable as the approach used in relation to academic staff. Where areas are identified as at risk, the staffing implications are planned in detail, including consideration of retraining and redeployment as appropriate. In 2011, an Enhanced Voluntary Severance package was offered to staff and the College agreed to action no compulsory redundancies before 31 July 2012. In late 2011, the College commissioned a report from KPMG, based on their specific experience working with a large number of FE Colleges. This was to review and benchmark the Business Support functions. From January 2012 onwards staffing reviews have taken place, using the KPMG report as a basis for discussion, in the following areas:

Estates and Facilities January to February 2012

Student Recruitment & Marketing January to February 2012

Additional Learning Support February to March 2012

Catering Services February to March 2012

Student Support and Safeguarding April to June 2012

Employer Engagement April to June 2012

Registry June to July 2012

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These reviews will produce some savings going forward into 2012/13, however further work is still required to streamline internal administrative processes to eliminate waste and duplication. In June 2012, a bid has been made to LSIS for funding to develop an in-house team of Lean Practitioners to put into place lean practices. This is with the aim to improve the speed of business processes, enhance service quality and reduce costs. We need to create a culture of continuous quality improvement putting the customer, whether internal or external, at the centre of everything we do. During 20111/12 no real issues have been experienced in relation to the recruitment of staff. Efforts continue to be made to reduce the costs of recruitment with the increased use of the internet for advertising and online application forms. In 2008/09 the Institute for Learning (IFL) was introduced as the Professional body for tutors, teachers and trainers in Further Education. All staff involved directly in the delivery of teaching and learning are required to register with the IFL and to undertake regular professional updating. The registration of individual members of staff has been logged through HR and procedures put in place to follow up individuals who have not registered. The Protection of Freedoms Act covers a whole range of issues but, of interest to education institutions, is the amendments it makes to the „vetting and barring‟ scheme brought in by the previous Government under the Safeguarding Vulnerable Groups Act 2006 and put on hold by the coalition in June 2010. Institutions have been left dealing with a partially implemented scheme whilst the review has been carried out. The Act restricts the scope of the vetting and barring scheme and makes changes to the system of criminal records, In particular it:

Removes the requirement for individuals to register with the Independent Safeguarding Authority (ISA) and for continuous monitoring

Reduces the number of positions requiring checks by amending the scope of regulated activity in relation to children to exclude many of those whose work is of an occasional or temporary nature. This will mean that maintenance work or a visit from an author would no longer be regulated activity (although those teaching, training, instructing, caring, supervising or advising, even on an occasional or temporary nature will still be covered)

Removes the concept of “controlled activity” which had meant that workers such as ancillary support workers in further education and the NHS would be caught by the scheme;

Amends the definition of vulnerable adult so that they are defined by the activities being carried out regardless of the setting or service

Provides for CRB certificates to be updated, which will make them more portable

Introduces a minimum age for applicants for CRB checks of 18

The Act also makes provision for the setting up of a new service, the Disclosure and Barring Service, which may take over the roles of the ISA and the Criminal Records Bureau. It is anticipated that this new body will be operational from December 2012. The changes will be phased in over time and a legislative timetable for this is still awaited, though the Home Office has indicated that commencement orders enacting measures in the Act will begin from early July. The Act does not affect the obligations on institutions to refer employees or volunteers to the iSA in appropriate

Currently, all new appointments are subject to satisfactory references and CRB check. A monthly report is prepared for Exec detailing the CRB status of all new appointments, and apart from in exceptional circumstances a start date is not confirmed until a satisfactory CRB has been received. In exceptional circumstances an individual may be permitted to commence employment in advance of receipt of the CRB check, in such cases a risk assessment is completed in advance, appropriate controls put in place to minimize any risk (for example the member of staff is supervised at all times) and an on line List 99 check is completed and recorded.

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Staff turnover continues to be below industry benchmark levels. Outturn turnover for 2009/10 was 8.3% compared to a target maximum of 13.5%. In 2011/12 turnover has continued at a low level of 9.6% (including voluntary severance), however, this is to be expected in the current economic climate and with redundancies at local and regional colleges.

The Association of Colleges Survey of Management Staff Turnover and Recruitment (January 2012) reported that the number of Career Change leavers remains low at 5% reflecting the current employment market; the proportion of post-holders leaving for promotion has fallen from 24% to 19%; there is an increase in leavers with 5 years‟ service or more at all levels except level 4; recruitment difficulty has eased in all areas except London where there has been no change; the highest levels of overall recruitment “difficulty” have been in Finance, Learning Support and Quality Assurance; and that the overall cost of recruitment is reported to have risen by 10%. The proportion of Principals leaving for another FE College has almost doubled in 2010/11. The areas with the highest reported levels of turnover are Clerks to Governors, Procurement, Sales and Marketing. This year the North of England has the greatest proportion of leavers that moved into retirement. Monthly reports are produced detailing both short and long term absence, and these reports are monitored through Executive meetings. The College has in place an on-site Occupational Health service, which supports staff experiencing long term and short term sickness, in addition the service has been developed over the last 18 months to support the well being of all staff. Occupational Health and HR staff work in conjunction with the College Health and Safety Adviser to support staff in returning to work. Staff also have access to confidential external counseling service. College procedures support managers in the management of long and short term sickness, including providing the opportunity to set short term targets for maximum sickness absence for appropriate staff. In terms of employee engagement, the College has a Staff Committee where the Principal/CEO meets personally with a cross section of staff on a regular basis and staff can directly feedback their comments and suggestions to the Executive team. A regular staff briefing is issued following Executive meetings and there is a dedicated Staff intranet. A Staff Feedback Survey was last issued in 2009. A new survey will be issued during June 2012. This survey has been developed in association with York College and the results will be benchmarked against comparator Colleges. The purpose of the survey is to better understand and improve the following:

Employee job satisfaction

Employee attitudes towards their line manager

Employee perceptions of senior managers

Communication and engagement

Work-life balance HR Risks

Reduced performance due to national industrial action

Saturation point to redeploy staff identified as being “at risk”

Loss of income leading to compulsory redundancies

HR Actions

To develop a Workforce and Organisational Development Strategy to maintain “outstanding” College status

Design a Pay and Reward Strategy linking salary progression to performance and quality

Review skill mix and benchmark pay grades, establish appropriate ratio between delivery staff and business support staff in relation to income

Develop a Non-Pay Benefits package and Annual Staff Award Scheme

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Implement performance management system to maximise the utilisation of contract hours

Undertake Staff Opinion Survey in 2012/13 benchmarked against comparators

Consider Introduction of formal Job Evaluation Scheme

Develop an in-house team of Lean Practitioners to improve internal processes and systems

Implement changes required by the ISA and the V&B Scheme

Achieve Health at Work Award Gold Standard in 2012/13

Succession planning

As a result of the implementation of age related legislation employers are no longer permitted to specify a normal retirement age for staff. College procedures and documentation have therefore been updated to reflect this. Succession planning actions:

Develop a succession planning strategy

Set up a Business Administration Apprenticeship Scheme within the College offering internal rotation in Finance, Human Resources, IT and Marketing

17 CONTINUOUS PROFESSIONAL DEVELOPMENT

The College has, since incorporation, had in place a structure of minimum qualifications that are applied to all posts, as set out below. These minimum criteria are used to short list applications for a post, however in circumstances where there are insufficient applicants who meet the required minimum level of qualification this does not prevent individuals from being short listed.

In circumstances where at interview the individual deemed to be the best candidate for the role does not meet the minimum qualification level then assurances would be sought both at interview and when the post is offered that the individual is committed to undertaking training to the appropriate level. In the case of professional tutor appointments, an individual appointed who does not have an appropriate teaching qualification is required to complete the qualification within 2 years of appointment.

Completion of qualifications identified as a requirement on appointment is tracked through the Probation process.

Minimum levels of qualification:

Grade Essential Desirable

Trainee/Modern Apprentice

Willingness to work towards an NVQ2/3 qualification. Ability to meet entry test requirements of Key skills level 2

BS1 NVQ Level 2/4GCSEs or equivalent NVQ Level 3 / BTEC National / 2 A Levels or equivalent

BS3 NVQ Level 3 / BTEC National / 2 A Levels or equivalent

NVQ Level 4 / Degree or equivalent professional qualification

BS4 NVQ Level 4 / Degree or equivalent professional qualification

Higher Degree in relevant discipline

PM1 and above NVQ level 4 / Degree or equivalent professional qualification / Management

Higher Degree in relevant discipline

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qualification / equivalent specialist qualification (where appropriate)

Professional Tutors

NVQ level 4 / Degree or equivalent professional qualification / equivalent specialist qualification (where appropriate) Recognised Teaching Qualification

Higher Degree in relevant discipline

HR maintain a record of the highest level of qualification achieved by each member of staff, as at May 2012 this showed:

Highest Qualification May 2010 %

May 2012 %

Unknown 1 2

No formal qualifications 2 1

NQF Level 1 2 1.6

NQF Level 2 7 6.4

NQF Level 3 25 23.5

NQF Level 4 33 31.5

NQF Level 5 2 3.5

NQF Level 6 20 18

NQF Level 7 9 11

NQF Level 8 1 1.5

The status of staff required to hold a recognized teaching qualification is also monitored, this is reported to Exec on a minimum of a quarterly basis. As at May 2012 the position with regard to teaching qualifications can be summarized:

Full time Part time Hourly paid

Q/WT No qual

Q/WT No qual

Q/WT No qual

Total (number) 144 - 27 1 28 9

Total (%) 100 0 96 4 76 24 Q/WT – indicates staff who are either qualified or working towards qualification

The College invests in staff development through the provision of time within the annual contract, financial support for staff development which is seen as essential or desirable in relation to the job role of the individual, and through two CPD days per year, and one CPD week, during which no students attend College to facilitate maximum participation from staff. Two days within the annual CPD week are designated as team development days, when all activities are focused around the development needs of the team.

All staff registered with the Institute for Learning are required to complete 30 hours of CPD per annum. The College recognizes and supports this requirement through a comprehensive annual programme of development opportunities.

A Training and Development Plan, which prioritises CPD activities, is published annually which is aligned to the strategic objectives of the College. Training needs are discussed with staff during probation, appraisal and appraisal review meetings, in addition specific training needs are identified through the process of observation of teaching and learning.

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The College has designated certain training as being mandatory for all staff. Currently the following programmes fall within this category:

Safeguarding training – initial training and a three yearly update

Equality and diversity – initial training and a three yearly update

CPD actions:

Review of self-selection of CPD for 2012-13 to ensure Managers identify specific developmental sessions for attendance by particular members of staff

Ensure CPD programme provides maximum impact and value for money

Ensure all staff attend mandatory CPD in a timely manner

Support/provide CPD opportunities to develop staff skills to meet the needs of the changing needs of the curriculum portfolio

Provision of CPD to subcontracted partners

Develop the capability of leadership and management across the college (senior team, middle managers and supervisory level)

Team development activities, coaching, mentoring and secondments to promote innovation and cross College working

Training for critical incidents and business continuity

Literacy and numeracy skills to create pathway for unqualified staff 18 ESTATES AND FACILITIES Increasing competition for student enrolment has created new challenges for colleges to address if they are to provide quality learning experiences for all students. Accommodation at the Darlington site is now 6 years old and one key challenge is to identifying how we can construct a more flexible, interactive and energizing student centered environment that can support students‟ transition into the workplace. The College currently operates from two main sites at Central Park Darlington and Catterick.. In 2012/13 we will be exploring new locations for Skills Centers specifically geared to meet the needs of students not in employment, education or training. Also, in order to maintain competitive advantage, the College needs to develop a strategy to refurbish the existing estate. This is to use the physiological and psychological impact of colour and design to enhance the learning experience.

In 2011, a report by KPMG identified that Estates, Maintenance, Catering and Facilities were operating as two separate business support areas. In 2012, this was addressed with internal restructuring and a new Assistant Director was appointed with responsibility for these combined areas. A comprehensive planned maintenance programme has been developed and is used to inform the financial plan in relation to estates and maintenance costs.

In 2010/11 capital developments have included changes to the Glasshouse Restaurant entrance, hair and beauty reception area and additional car parking spaces.

In order to improve the commercial and educational impact of the existing accommodation priorities for development in 2012/13 are as follows:

Redevelopment of AS19 to create a teaching area dedicated to Media and IT

Redevelopment of the Key Skills and LRC area to create separate classrooms

Development of a centralized smoking area on land at the front of the College

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Enhancement of the Sports Treatment facilities

Building a Poly Tunnel for students

Utilisation of accommodation is measured and monitored on a term basis. In 2011/12 utilisation has been as follows:

Term 1 – 22.35% Term 2 – 28.67% Term 3 – n/a Year End – n/a

A target utilization rate of 35% has been set for 2012/13.

In 2011/12 the contract with the MoD was not renewed and as a consequence some staff were transferred under TUPE to the new provider. The College needed to find a new long term strategy for the Catterick Centre. Discussions with the Local Authority and 14 – 19 Partnership in North Yorkshire identified the need for a centre specifically geared to meet the needs of students not in employment, education or training. The Catterick Centre was identified as the location for the centre, to be operated in conjunction with Askham Bryan College.

The Local Authority has previously supported this development through the provision of 2 tranches of capital funding of £80k and £210k. In 2010/11 the initial tranche of funding was used to support the development of hair and beauty facilities and in 2011/12 the second tranche of funding was used to support development of:

Business administration

Media/IT

Painting and Decorating

Uniformed Services

Catering

Health, social and child care In 2012/13 the Catterick Skills Centre will continue to be further developed to include vehicle maintenance skills. The College will work in partnership with local transport providers to improve access to the centre for students in Richmond and Hambleton. Estates and Facilities Actions:

Deliver a Skill (NEET) Centre in Darlington in 2012/13

Optimise the use of the college space in the Teesside University Darlington Campus

Prepare an Accommodation/Estates Strategy to support the development of new curriculum areas.

Review planning procedures to ensure that changes in curriculum portfolio (growth and decline) are recognized and considered in respect of accommodation planning

Meet the need for additional space for online assessment when required

Review security of College sites

Review signage to improve site navigation for students and visitors

Review current and future car parking arrangements/requirements

Explore the development of outdoor sports facility/multi-use games area for students

Ensure that the College has a lead role and that our interests are taken into account with the new Central Park Development.

Develop a refurbishment plan to explore options for alternative designs to enhance the learning environment

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Review facilities services to ensure obtaining value for money

Ensure systems in place to monitor and review maintenance contracts and subcontractors.

19 ICT/ILT

Information and learning technologies (ILT) are key tools used to support the College in the achievement of its mission and strategic objectives. The College has in place an ILT strategy, which is overseen through an ILT strategy Group. This group oversees the work of the Technology Enhanced Learning Group (TELG) and the Information Systems Group (CIS). ILT is used for the business functions of the college, generating management information and collecting and analysing information from external sources to support the college in responding to changes in the environment it operates in. ILT is also a key driver in extending participation and in raising retention, achievement and success rates.

Technology is a major part of the working and personal environments of students and potential students, therefore the use of ILT can be a motivator in learning. Through the Virtual Learning Environment teaching and learning can be extended into the workplace, home and other environments, providing support to students regardless of their location or the time.

As learning becomes more personalised and diverse, ILT systems can be used to track, monitor and record the progress of students, so increasing the flexibility of support we offer. The development of electronic portfolios and other forms of e-assessment are therefore of importance to the development of the college‟s ILT strategy.

ILT is used effectively in College to support inclusion, and the college provides a number of assistive technologies to support the learning needs of particular individuals.

The College has in place a contract and Service Level Agreement with Research Machines (RM) for the support for IT systems. Under the agreement RM have 3 FTE staff based at the College, this team is supplemented by 2 FTE staff provided on a secondment basis by the college. This agreement was retendered in 2007 and RM were selected as the preferred supplier. At retendering the College determined to retain the 2 FTE secondee appointments in order to mitigate against any future risk that the RM would not retain delivery of the contract and therefore the College would be left in a position with no staff with the knowledge and experience required to provide support to IT services. The RM contract expires on 31st July 2013.

The college IT infrastructure is good. Cabling is good and will not need replacing for at least 3 years. Servers are new and well maintained.

The Service Level Agreement details specific periods for the replacement of all IT equipment, including a requirement that PCs are replaced every 4 years. This is expensive and sometimes results in PCs being replaced before their useful life is ended.

The current ratios of PCs to staff and students are as follows: -

Students 2:7

Staff 1:1 (including lap tops)

All Full time tutors have a College lap top allocated to them

Considerable pressure is being made by managers to purchase ipad devices in addition to laptops and desktops

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The College not invested sufficiently in key management information systems and many are at or beyond their useful life, the following key management information systems in place:

System Application(s) Development objectives

Unit E Student Records (including examinations)

On line registers

Funding body returns

Review and consider replacement with an improved system. Unit E contract expires February 2013

Unit E VQMT Apprenticeship tracking (VQMT)

Review and consider replacement with an improved system.

Unit E Timetabler Room timetabling Review and consider replacement.

APTOS Finance Review and consider replacement with an improved system.

Workforce HR Review and consider replacement with an improved system.

Pro Suite Pro Achieve Pro Monitor

-Student performance data

Student Individual Learning Plans

Fit for purpose system

Microsoft Dynamics

Customer Relationship Management

Currently being replaced by an in-house system based on sharepoint.

Haven Electronic till software in all outlets

Review and consider replacement with an improved system.

Kitman Catering stock

Fit for purpose

Real Asset Management

Asset Register Fit for purpose

Spirals Additional Learning Support tracking software

Fit for purpose

Heritage Library resource system

Fit for purpose

MELD Action planning database used for Development plan, Risk Register and Quality Improvement Plans

Installed in 2012, further work required to embed into management working.

Sharepoint Multifunctional Microsoft product that can be used to replace existing systems. Needs extensive personalisation

Already being used for staff and student intranet , CRM and student Virtual Learning Environment (VLE)

ICT/ILT Actions:

Review requirements and replace the following systems:- o MIS (Student record) Priority 1 o VQMT (Apprenticeship tracking) Priority 1 o Timetabling Priority 1 o Payroll Priority 1 o HAVEN (Tills) Priority 2 o APTOS (Finance) Priority 3 o WORKFORCE (HR) Priority 3

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Meet the need of increased on line assessment. This links to Accommodation

Respond to the requests from the ILT strategy group for resources to enhance teaching learning and assessment.

Respond to the increased IT requirements of marketing and student support.

Prepare a “partner Portal” to enable Business Partners to access their data quickly and easily.

Ensure that new developments (Darlington Skill Centre) and sufficiently equipped at minimum cost.

Re-tender for RM contract, Ensure smooth transition to new contractor or RM in August 2013

Ensure that key system downtime is minimized, that servers and storage facilities continue to be reliable and that supporting software is up to date and provided at least cost.

Seek solutions that will extend the life of IT equipment beyond 4 years when it has the capability to do so.

20 OTHER EQUIPMENT

A good proportion of the non IT equipment within the College was replaced in 2006 when the College relocated to Central Park, additional investment has been made in the intervening years in equipment to meet industry requirements and meet the needs of growth in student numbers. However in order to attract and retain students and to ensure that teaching and learning are supported by the most up to date facilities further significant investment will be required.

As part of the process of financial forecasting at departmental level an assessment is made of capital expenditure required to:

Replace redundant equipment

Meet industry standards

Meet the needs of growth in student numbers

Other equipment actions:

Implement a review of equipment across college to produce an equipment replacement plan. 21 OTHER STRATEGIES

The following 7 sections provide an overview of other key strategies which support the overall strategic direction of the College.

22 EQUALITY AND DIVERSITY Equality and Diversity within Darlington College is overseen by a strategic Equality and Diversity Committee which meets each term. The Equalities and Diversity Manager is supported by a designated senior manager and a representative from the Governing body.

A comprehensive Single Equalities Scheme and Action Plan are in place, encompassing all of the protected characteristics. This is effectively monitored by the Equality and Diversity Committee.

The Equality and Diversity Committee approve an annual report for the Executive and Corporation Board, which analyses participation and performance data over a three year period, in relation to both staff and students and in comparison with national and local benchmarks as appropriate. As a result of this analysis, where relevant, Equality and Diversity Impact Measures (EDIMs), are identified where action is required to address an imbalance. The report also provides a commentary in relation to

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promotional activities over the academic year, information in relation to the conclusion of complaints and any racial incidents which have occurred.

The Equality and Diversity Committee monitors data concerning its staffing complement in relation to protected characteristics and in comparison with local demographics. The recruitment and selection process is effectively monitored to ensure it remains free from bias. The perception of staff from key groups is measured via staff surveys. Student data is analysed in terms of both participation and performance: on the basis of recruitment, retention, achievement and success and in comparison to national percentage rates. The perception of students from key groups is also measured via student surveys which include comparison to national statistics.

In 2008/09 the College completed Equality and Diversity Impact Assessments in relation to all College policies. In 2009/10 Impact Assessments of procedures were undertaken.

In 2009/10 the College applied for and was the first college to be awarded with the North East Equality Standard.

The College has published its commitment to the Equality Duty and has established and published three equality objectives against which it intends to publish a report on progress in January 2013.

Equality and Diversity Actions:

Proactively identify and close gaps in participation and performance between key groups of students

The scope of equality and diversity monitoring is further extended to cover protected characteristics – including student data on religion and sexual orientation from 2012-13

Further embedding of promotion of equality and diversity to ensure students‟ knowledge and understanding of equality and diversity and their preparation for living and working in a multicultural society are developed and reinforced through their programme of study, in their one-to-one tutorial reviews and in the wider college environment

Ensure that decisions taken at all levels within the organisation continue to be assessed for impact on key groups of students

Further extend the work of the College into the communities of Darlington, County Durham and North Yorkshire

23 SAFEGUARDING This section of the plan provides an overview of safeguarding and should be read in conjunction with the section on HR above and the section on Health and Safety which follows this.

Safeguarding within Darlington College is lead by a designated member of the Executive team, who is supported by 3 Deputies. The College is a member of the Local Safeguarding Children Board (LSCB). The College Safeguarding Policy, Procedure and Training materials have all been reviewed by the LSCB Business Manager.

The College Safeguarding Group meets twice per term. Its membership comprises the 4 Designated Staff together with a representative of the Local Authority Safeguarding team. The Group reviews all referrals made, and risk assessments completed, as well as determining the promotion of Safeguarding to all students, while implementing procedures and controls with regard to, for example, sub contractors and partner organisations. The group produces a mid-year and annual report to the Corporation Board providing an overview of referrals made, risk assessments completed, training undertaken and other safeguarding developments.

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The Corporation Board has nominated a link Governor with responsibility for Safeguarding. As a result of the confidential nature of discussions at the Safeguarding Group the link Governor has not been invited to be a member of this group. She is however regularly informed of actions taken to support safeguarding within the College.

Safeguarding training is mandatory for all new college staff, with a three-year mandatory update. The 4 designated Safeguarding members of staff are required to complete Level 2 Safeguarding Training as provided by the Local Safeguarding Board at least every 2 years.

The College implements the legal requirements for the recruitment of staff under the Vetting and Barring Scheme (V&BS) and Independent Safeguarding Authority (ISA) to present unsuitable people from working with children and young people.

Regulated activity includes the following activities which are undertaken by groups of staff within College:

Teaching, training or instruction, care or supervision of children

Teaching, training or instruction of vulnerable adults

Providing advice or guidance wholly or mainly for children, which relates to their physical, emotional or educational well being

Providing advice, guidance or assistance wholly or mainly for vulnerable adults

The guidance in addition states that any individual carrying out any form of work in a further education institution where there is the opportunity to come into contact with children may be involved in a controlled activity, but only if the activity does not come within the definition of regulated activity.

Safeguarding Actions:

Continue to implement a risk based approach to safeguarding within College

Review procedures and practices in line with the Munro Review and the revised statutory guidance Working Together to Safeguard Children

Implement the requirements of the ISA and the V&BS as currently live and additional legal requirements are introduced within the Protection of Freedoms Bill

Review procedures in regards to the recruitment of staff and management of allegations against staff in line with the revised statutory guidance Safer Children and Safer Recruitment in Education

24 HEALTH AND SAFETY It is the responsibility of the College to ensure that their employees and volunteers receive an adequate induction in Health and Safety, and ongoing information, instruction and training in matters relating to Health and Safety in connection with their job role. The College is responsible for ensuring that significant risks are identified, recorded and reviewed and for putting in place safe systems of work to minimize risks to the safety of individuals.

Health and Safety in the College is overseen by a Health, Safety and Welfare Group. The College Health and Safety Adviser is a key member of the group.

The Health and Safety Adviser produces an annual and mid-year Health and Safety Report for the Executive, Finance, Employment & Estates Policy Committee of the Corporation and the Corporation Board. The annual report provides data in relation to the number of accidents and incidents, any health and safety concerns and actions taken / to be taken to address them.

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In 2010/11 the Corporation Board nominated a link Governor with responsibility for H&S. As a result the link Governor has become a member of the College HS&W Committee.

In recent years the number of accidents has reduced annually, as a direct result of additional training provided at key times to students and staff in high risk areas.

Risk Assessments are in place across the College and are reviewed annually by staff in the area concerned, with the support of the Health and Safety Adviser.

During 2009/10 the College successfully implemented random screening for weapons, with the support of staff and students across college.

In 2010/11 an online system was introduced for the reporting of incidents. It is felt that previously only a proportion of incident details were captured through the previous paper based system. It is therefore anticipated that there will appear to be a large increase in the number of incidents, which will be due to better recording. The information recorded will then be analyzed and actions identified as appropriate.

The concept of Health and Safety Champions was introduced at the end of 2010/11. These are „shop floor‟ staff who will represent departments or areas.

Health and Safety Actions:

To achieve an annual reduction in accidents

Continue to promote the Skills Funding Agency‟s document Learner Health, Safety & Welfare: Safe Learner Blue Print

Implement procedures to ensure consistency of Incident recording and analysis of incident trends, with appropriate action planning

Improve ownership across all staff of their duties and responsibilities with regard to Health and Safety

Review Critical Incident Procedure and training needs for major incident/civil emergency

Annually test Business Continuity Plan to ensure validity and identify areas for improvement

Develop strategy for succession planning and training of First Aiders, Fire Wardens and H&S Champions.

25 SUSTAINABILITY AND THE ENVIRONMENT Climate change demands the creation of a more sustainable future through the introduction and expansion of new green technologies and behaviours. The College needs to provide not only a safe and healthy educational environment but also a “green” one. The College is uniquely positioned to provide environmental leadership in the local community and build partnerships with industry and environmental groups, and to promote awareness of employment opportunities in “green careers”.

In 2009/10 the College established an Environmental Group to take forward the sustainability agenda. The group established terms of reference, updated the environmental policy and produced an action plan where the following broad actions were identified:

To monitor energy consumption and target energy and water usage savings of 5% per annum

To reduce the carbon footprint of the College and conduct carbon survey (Carbon Trust Bronze Award achieved 2011)

To update the College Green Travel Plan, including promoting the use of car sharing

To increase the level of recycling undertaken with the college

To reduce paper usage by 5% per annum

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Sustainability and the Environment Actions:

To refresh the Environmental Action Plan and benchmark targets against similar Colleges

Promote sustainability awareness (particularly segregation of waste) amongst Staff, Students and Visitors

Conduct an Energy Management Scheme audit in line with ISO 14001

Review Energy Performance Management Scheme based on BS ISO 50001

Achieve Carbon Trust Silver Award 2012/13 26 COMMUNICATIONS

This section of the plan provides an overview of communications, this should be read in conjunction with the section immediately following on marketing.

A number of key stakeholder groups have been identified in relation to college communications a separate strategy has been / is to be developed in relation to each group as set out in the table below:

Group Strategy

Students Learner involvement strategy – supported by the Student Council

Staff Employee involvement strategy to be developed – supported by the recently formed Staff Council. At its first meeting in May 2010 the Staff Council agreed terms of reference and will work on the oversee the development of the Employee Involvement Strategy.

Parents Parental involvement strategy – supported by a Parents Group

Employers Employer Engagement strategy. The existing Employer Engagement Strategy is in the process of being updated.

Stakeholders A stakeholder strategy is to be developed

Schools School Liaison strategy – supported by Head Teachers Groups and School Careers Adviser Groups

Communications Actions:

Develop and implement a strategy for Stakeholder involvement

Review the Parental Engagement Strategy

Develop Partner (Subcontractor) Communication strategy

Review communication with past students to ensure that any output / funding implication can be met

27 MARKETING

The College marketing strategy has been developed to support the College‟s strategic objectives, and Business Plan. Marketing activity is essential in order to maintain student numbers and increase awareness of the College and its offer to all target audiences. The following marketing objectives are mapped against the key business sectors addressed within this plan:

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14 -

16

16 -

18

ALR

ER

-

Appre

nticeship

s

Fu

ll cost

HE

Maximise student opportunity, success and progression

Produce high quality, marketing materials that are targeted to key audiences

Continue to develop the design, interactivity and content of the college website

Inform and support the development of the College‟s course portfolio

Inform and support research and knowledge transfer

Promote all aspects of support for students, including financial support and range of loans available within FE and HE

Provide PR and communications support for college events and activities

Enter successful and high achieving students into local, regional and national awards and competitions

Promote the range of courses and progression routes to students and publicise career paths

Raise the profile of Level 3 full time courses in line with national strategies to recruit students with higher vocational skills

Raise the profile of apprenticeships and successful partnerships with employers

Market student achievement and success both internally and externally

X X X X X X

X X X X X X X X X X

X X X X X X X X X

X X X X X X X X X

X X X X X X

X X X X X X X X

To continually develop a professional and dynamic workforce

Promotion of bespoke, full cost training and apprenticeships to employers through the Business First brand

Promote basic and higher skills in line with national strategies to encourage up-skilling

X

X

X

X

X

To maintain and develop powerful partnerships

Work with Teesside University to create joint marketing campaigns and prospectuses to promote the HE offer for Darlington

Work with other educational partners both regionally and nationally to share ideas and best practice

Deliver face to face marketing in feeder schools in order to encourage full time and apprenticeship applications

X

X X

X

X X

X

X X

To place the College at the heart of its communities

Promotion of the Darlington College brand

X

X

X

X

X

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within local and regional communities

Take part in community sponsorship opportunities

Distribution of marketing materials within the local community

Promotion of the college and its courses and facilities at local community events

X

X X X

X X X

X X

X X X

X X X

Maintain and develop an effective and sustainable college

Ensure effective marketing in order to achieve student recruitment targets

Ensure that all marketing materials promote the College‟s commitment to equality and diversity and social inclusion

Further develop a college culture where face to face marketing is the responsibility of all

Identify and explore new and innovative on line and social media platforms

Continue to maximize the college brands

Ensure the provision of an appropriate marketing service to support curriculum departments‟ internal priorities and initiatives with available resources

Evaluate success of marketing campaigns and measure cost of marketing by target audience sector to determine value for money

X X X X X X X

X X X X X X X

X X X X X X X

X X X X X X X

X X X X X X X

X X X X X X X

Marketing actions:

Contribute to the achievement of student recruitment targets within the key business sectors by effective marketing and promotional campaigns including strategies to address under recruiting courses

Development of marketing materials and activity for employment engagement provision

Maximise the college brand awareness

Promote the higher education offer in Darlington and the available financial support

Continue to develop the college‟s online presence 28 QUALITY

The College has a comprehensive and effective quality improvement strategy supported by an embedded improvement culture. At the last Ofsted Inspection of the College (2009), the grading was „Outstanding‟ in all categories.

The Quality Assurance Agency‟s Summative Review Team (May 2012) confirmed confidence in the College‟s management of its responsibilities, as set out in its partnership agreement, for the standards of the awards it offers on behalf of its awarding body and the quality of learning opportunities it offers. It also confirmed confidence in the accuracy and completeness of the information that the College is responsible for publishing about the organisation and the programmes delivered. Five areas of good practice and four desirable recommendations were cited by the Summative Review Team.

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FE Choices (formerly Framework for Excellence) scores for 2009/10 were: Learner views 8.2 out of 10 Learner Destinations no score generated Employer views 8.1 out of 10 Inspection grade outstanding Self Assessment

The College‟s Self Assessment strategy is established on a foundation of systematic review at individual programme level, and self assessment undertaken at department level and College level. Self assessment reports include an assessment of performance for the year ended, quality improvement planning for the year ahead, strengths, areas for improvement and includes grading of aspects as set out in the Common Inspection Framework. All self assessment reports go through a rigorous process of internal and external validation prior to final agreement. In September 2012 a new framework for inspection will be introduced and the College Self Assessment process for 2011-12 has been aligned to this new framework.

In business support areas the process includes an assessment of performance against customer focused service standards.

Performance is measured against targets for retention, achievement and success; monitored through monthly review meetings for all funding streams: Pre16, Adult and Learner Responsive, Employer Responsive and HE. Customer Feedback is collated through questionnaires, “Student Voice” student focus groups and customer comments. Three area reviews were completed in 2011/12: a review of tutorial provision across college; a review of employer responsive provision; and also a review and dissemination of good practice within the leadership and management of Hair and Beauty. National Standards sampling and external verification by awarding bodies is monitored monthly.

Risks:

A decline in performance which will impact on outcomes for students

Apprenticeship framework completion rates which are not sufficiently timely

Stakeholders perception of the quality of provision declines

Actions:

Develop and embed a quality improvement framework to build on and enhance existing data and area reviews to facilitate consistency of high performance

Ensure early identification of issues of concern and effective intervention strategies through rigorous and robust monitoring of performance

Review quality assurance and quality improvement initiatives for sub-contracted and college apprenticeship provision

Gather, analyse and use stakeholder feedback to effectively bring about continuous and sustainable improvement in provision

Teaching and Learning Strategy The Teaching and Learning Strategy is a central component of quality improvement, and at the very heart of College activity. There is a commitment to being an excellent education and training

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provider, and to maintain the outstanding service provided for students – in all aspects of the student journey. The College strives to ensure there continues to be excellent teaching and learning, at all times for all students, regardless of course or location.

Through implementation of the Teaching and Learning Strategy the College aims to ensure that as a minimum, teaching and learning will always be good, and staff will constantly be aiming for outstanding performance.

The effective use of teaching and learning technologies is crucial for both college based, off-site delivery of learning, and distance learning. The latter two delivery methods are often characterised by significantly reduced face-to-face contact and therefore require radically different approaches to the facilitation, support and assessment of learning.

A comprehensive staff development programme supports staff and students to make best use of existing technologies, including the Learning Management System, interactive whiteboards, video and digital cameras, and mini laptops and mobile technology. Teaching and Learning Observations

The observation of teaching and learning is rigorous and directly linked to a programme of continuous professional development to address areas for improvement and dissemination of good practice. All members of staff employed in teaching, learning and assessment roles receive one graded observation which is undertaken by the college observation team and/or external team of consultants. Teaching and Learning Observation profile:

2008/9 2009/10* 2010/11 2011/12

No of observations 200 201 188 178

% good or better 84 74 76 87

% outstanding 22 19 25 34

* Common Inspection Framework (Sept 2009) Introduced

Teaching and Learning Peer Observations All members of staff employed in teaching, learning and assessment roles participate in peer observations. The use of „Teaching Squares‟ in peer observations was cited as good practice in the March 2010 IQER, and has now been implemented across all areas of the curriculum provision.

Risks

Failure to maintain high standards of teaching and learning

Failure to embrace new technologies in delivery of teaching and learning

Teaching and Learning Actions

Support newly appointed academic staff with a „Teacher‟s Toolkit‟, assignment of a mentor and an introduction to E Learning

Recognise and support excellence/innovation in teaching and learning and disseminate best practice.

Provide a range of CPD activities – individual, group and college wide, to support academic and support staff in relation to teaching, learning and assessment

Pilot new technologies including: Mobile telephones, iPads, PSP, Nintendo DS, Nintendo Wii, Ultra Mobile PCs, mini notebooks, handheld GPS, voting devices and specialist handheld technologies.

Embed procedures to assure the quality of teaching and learning in Partner provision

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29 COMMUNITY ENGAGEMENT

It has been agreed that a community engagement strategy will be developed and the following initial actions have been established to promote the college‟s presence in the communities it serves.

Actions

Offer opportunities for individuals to volunteer in college

Encourage staff to become school governors

Support Community projects

Encourage Staff to undertake volunteering activities

Make College buildings available for community use

Seek new ways of engaging with the community

Promote Fund raising

Promote Inter departmental working and in particular the use of staff from one area to support staff from another area to improve well being

APPENDIX 1 - MAPPING OF STRATEGIC OBJECTIVES AGAINST STRATEGIES AND POLICIES

Strategic Objectives

To maximise student opportunity, success and progression

To continually develop a professional and dynamic workforce

To maintain powerful partnerships

To deliver business benefits to employers

To place the college at the heart of its communities

To maintain and develop an effective and sustainable college

Supporting Strategies

- ILT Strategy - Curriculum

framework - Skills for Life

Strategy - T&L Strategy - HE Strategy

- HR Strategy - Employee

Involvement Strategy

- Parental Engagement Strategy

- Stakeholder Strategy

- Employer Engagement Strategy

- Stakeholder Strategy

- Accommodation Strategy

- Resources Strategy

- Finance Strategy

Policies - Bullying and Harassment

- Learning - Student Guidance

and Support - IT - Health, Safety and

Welfare - Equality and

Diversity - Safeguarding - Data Protection

and Confidentiality - Risk Management - Drugs, Alcohol

and Substance Misuse

- Admissions Policy - Learner

Involvement - ALS - Behaviour

Management

- Personnel - Performance

Management - Employee

Development - Employee

Relations - Quality

Improvement - Health, Safety and

Welfare - Equality and

Diversity - Data Protection - Risk Management - Internal

Communications - Drugs, Alcohol

and Substance Misuse

- Freedom of Information Act

- Planning and Target Setting

- External Communications

- Learning

- External Communications

- Learning

- External Communications

- Learning - Student Guidance

and Support - Equality and

Diversity

- Tuition Fees and Remission

- Environmental - IT - Learning

Environment and Estates

- Corporation Members Expenses and Equipment

- Health, Safety and Welfare

- Risk Management - Anti-Fraud and

Corruption - No Smoking - Information

Security - Financial

Regulations - Instrument and

Articles of Governance