Road map to brilliance technology

Road Map to Brilliance – Technology Cluster (Bob Harris, Edward Hornagold, Andrew Phillips, Mark Lister) Page 1

Road Map to Brilliance

Technology

Making Learning Work


Contents

Vision Page 3

Ten Point Plan Page 5

Strategy, Consistency and Coherence Page 6

Delivery and Development Page 11

Excellence and Experience Page 12

Finance and Resources Page 15

Curriculum Innovation Page 15

Recommendations Page 16


Vision

Our Vision: The first place you’d go to ……’

For responsive, cost effective, high quality training and assessment that

exceeds the expectations of students and employers

To access specialist provision, accredited or non-accredited, from entry to

higher levels, for new recruits and for upskilling existing workforce

As a benchmark of excellence for training and skills solutions within the

Technology sectors

For training brilliant apprentices that will make an positive impact on the

organisations performance

To collaborate and co-create the conditions and solutions that will deliver the

talent of the future

To meet the needs of local and regional employers for all construction and

engineering related training and qualifications


How would we want to achieve our vision?

We aim to provide our learners with learning experiences that are more connected, distinct and relevant in supporting them to secure better futures for themselves. We will focus on a broad set of priority skills areas, comprising curriculum specialisms for which we will become famous

Be clear about our Brand: eg ‘The South West Centre for Technological Excellence’?

Work closely with Employers to ensure fit-for-purpose program development

Build working partnerships with appropriate companies who will act as both ‘critical friend’ and expert contributor

Build stronger relationships with local schools, universities and other training providers in order to develop effective working partnerships that add value to our offerings,

Develop meaningful work placements, where appropriate and practical program activities designed to simulate real work situations

Identify and develop academic and vocational career pathways for our learners and customers, with clear progression routes and signposts

Develop ‘Gap Fillers’ to enable movement between pathway routes

Identify the potential for developing world class specialisms, co-created with employers and education partners

Effectively measure the impact of what we do, specifically in relation to progression

Provide opportunities for academic Research work that is published and puts us on the map

Benchmark against ‘Best in Class’ from both public and private sector

Recruit the best and keep them: Empower and Develop using values, 7Cs, SALT&PEPPER

Make effective use of Marketing to sway perception in our favour

Make our teams responsible and empowered

Provide development opportunities to enhance skills and expertise: share Best Practice:

Prioritise staff development based on market intelligence, employer engagement and latest innovations.

Ensure we strive for excellence in all we do: Learning & Teaching, Customer Experience, leadership & team management

Endeavour to make our learning environment(s) reflect the expectations of our customers and are appropriate to our programs of study

Ensure that we have access to the resources necessary to offer Excellent learning experiences

Set challenging and aspirational targets for our teams and our learners

Work as a cluster team to develop the best possible learning experiences

Use all available research and data to influence curriculum development and cluster engagement strategies (including Equality & Diversity data)


Ten Point Plan

1. Effective Change Management: Engage the Cluster team in Vision, strategy for change and collaborative working (it WILL be different)

2. Identify and Initiate relationships and partnerships with Employers/Businesses/TCCG to develop fit-for-purpose learning opportunities and career pathways. Agree and implement an Engagement Strategy for the Cluster.

3. Focus on Brilliant Learning & Teaching and Curriculum Innovation to develop projects to embed employability for the benefit of learners, the college and the wider community

4. Create team flexibility to maximise effectiveness of all staff to work cross site (and beyond) to stimulate and innovate in curriculum development and course offerings

5. Review structure in the light of recent changes (for CL & TL roles)

6. Forensic analysis of all curriculum against success rates, recruitment and providing work ready learners and/or progression. Ensuring curriculum meets the needs of LEP priorities and industry within the South West

7. Develop team to aspire to excellence and become current with emerging

technologies and industries

8. Clarify focus on IAG & recruitment processes – “right learner right course”

9. Review ‘financials’ for the cluster and make necessary changes to offerings/delivery methods/staffing/targets

10. Improve links with schools throughout county to engage and enthuse pre-16 learners with a range of Technology activities


Strategy, Consistency and Coherence

Structure, overview of provision and recruitment

Engineering

The Engineering & Automotive area consists of FE courses from Entry level 3 through to Level 3, supporting schools, 16 – 18 learners, 19+ and 24+ learners, Higher Education courses at Levels 4 – 6. This delivery occurs on all TCCG sites plus Mashfords, NorPro, Isle of Wight and Sisna Park.

Overall Recruitment for 16-18 full time courses has been in steady decline. There are exceptions in electrical installation which has sustained or growing recruitment and high success rates.

19+ has remained consistent year on year but has the potential to be an area for growth depending on funding and loan provision.

Apprenticeships overall have been increasing but due to poor provision at Saltash, electrical installation has declined but quality improvement plans are being progressed and with an intent to improve delivery and reputation.

Schools provision is declining and this is unlikely to change, however there could

be opportunities with some partnership to deliver the new vocational TechBachs

and a new proposal for alternative school engagement strategies is under

development with the Director of Young People.

Construction (overall)

Construction across all sites consists of mainly FE provision ranging from level 1 to level 3. This provision supports 16-18 learners and adults at 19+ and 24+. 49% of construction delivered across all sites is WBL. Camborne is the larger site with income around 1.4 million followed by St Austell 900k and Saltash 500k

Plumbing, Wood and Trowel occupations are delivered in each of the localities. Furniture, Gas apprenticeships, Roofing, and Plant operations are delivered on a smaller number of sites where the specialist resources are available.

Attendance for all FE 16-18 and 19+ construction provision is below average and is a focus of ongoing actions.

Study Programmes need to be more joined up and coherent, the gaps in timetables reduced with construction staff assuming ownership of employability and some tutorials.

Higher Education is limited to FdSC in sustainable construction which closes this year as it does not meet the needs of the industry. (Lack of recruitment and demand over last 3 years)


Recommendations: It is the intention to run from St Austell HNC level 4 in Construction and the Built Environment with the intention of progression onto a level 5 HND the following year. Staffing for this has proven difficult in the past however recent recruitment has provided us now with 2 members of staff capable of delivering this provision. Market intelligence suggests this is an opportunity for growth (source December Strategic partnerships meeting)

Wood occupations

Remain strong at St Austell and Camborne in numbers. Saltash did not recruit to projected target numbers in WBL or FTE however since the addition of a permanent member of staff, stability and structure have now been added Also the impact of the new CCB customer adviser linking in with staff is now showing signs that growth is possible for 2015/16 .

Recommendations: the Plymouth and East of the county needs continued marketing and promotion to ensure growth meets expectation and demand. Keep Wood occupations at Saltash and review again in 2016/17.

Quality of Wood Occupations assessment at Camborne in WBL has impacted on completions of NVQ. Staffing issues are being worked through and additional staff brought in to support the IQA/Assessment process and learners. Quality of provision is paramount to our success and is on everyone’s agenda and in the construction QIP. All staff accountable.

Plumbing

Plumbing at Camborne and Saltash is strong with Camborne having the larger provision. St Austell operates to level 2 however numbers are small. WBL on all sites is good however Level 2 provisions have poor retention with 19+ Staffing issues have impacted on success at St Austell and Camborne who predominately suffered the most. Staffing changes at Camborne this year has had a positive impact on this. Saltash are piloting level 2 provision over 1 year with the addition of some block release to ensure time for learners to achieve.

To be world class we need to have strong links and partnerships with manufacturers the recent addition of the Viessmans suite in Camborne provides us with employer links and ensure that TCCG keeps a strong identity in the modern workplace

Recommendations: It is too early to measure the impact of a 1 year level 2 provision, however a judgment will be made in May this year if this model is successful then this will be rolled out to the other sites. Saltash to deliver the plumbing level 3 with the gas route pathway and Camborne to offer the level 3 with the renewables pathway clearly identified and only offer the Gas route to companies that can support the evidence requirements this should ensure the timely completion in this area and meet the needs of the employers in the West of the county.


Review provision at St Austell with a view that if numbers do not improve then consolidate provision and move learners to either Saltash or Camborne. This space could then be utilized for Plastering and Painting and decorating or moving the Roofing section into.

Trowel occupations

Numbers remain strong across the two main sites with Camborne improving numbers. However Saltash has not met Target for the last 2 years.

Recommendations: With the improved resource of a Customer adviser in the East growth in the East is promising (12 identified apprentices since January 2015) however with the identified growth area of Ground works more market research needs to establish whether the impact of developing this programme will diminish brick work numbers particularly at Saltash. (Ground works Business plan) It is proposed that plastering and Painting and decorating would be a direct replacement for this provision and meets the needs of our schools provision as well (Sept 2015 offer) staffing at Saltash would need to be addressed.

Furniture

Furniture provision remains small with curriculum condensed into 3 days to maximize staffing/resources. WBL in Furniture has a strong marine demand with Pendennis providing the majority of apprentices. Furniture success continues with another City and Guilds medal being won recently.

Roofing

Although Roofing profiles highly through Skill build and World skills this provision is severely hindered by staffing and resources. Limitation in experienced and qualified staff hinders progression and further success.

Recommendations: Additional staffs need to be brought in to further enhance and grow business. Workshop needs re organizing to accommodate roofing internally as well as externally noise within the workshop needs to be addressed and rigs need to be designed to support growth. Another on site assessor needs to be recruited so that learners can be attracted from Somerset. CITB have indicated that they could provide us with more learners in Roofing.

A new assessor starts in 3 weeks on a trial basis if this assessor works then an opportunity exists for growth. (Item 6)

Schools provision

Schools are reducing their uptake on our provision and on two sites they have already indicated that there will be no new intake for 2015/16 this will provide us with challenges however staffing can be re deployed onto working with


employability and improving our community led projects with our full time students this will enhance their experience by exposing them to real working situations. At Saltash it appears that there is little or no progression from schools into fulltime or work-based courses.

Recommendation: Change the course offering to Pearson BTEC Award and Certificate in Construction, expose students to wider opportunities within the industry. This will break down their attainment to incorporate a wider exposure of trades that will entice them and maintain a more positive experience.

Plant Operations

Key points in developing the FT and WBL curriculum in conjunction with commercial

activity:

Construction plant operation is a skills shortage area. There is a huge demand for training and testing / re-testing plant operators.

The main reason learners attend plant operations programmes is to acquire a CPCS Red Trained Plant Operator card which is the license to practice on controlled construction sites. It is not a fundable qualification.

FT programmes provide time to prepare for CPCS tests in addition to completing an approved qualification.

Learners usually have to pay the CPCS test fees at £150 per category e.g. forklift or excavator.

FT Plant Operators can progress into an apprenticeship in Plant Operations which allows the temporary Red Trained Operator card to be converted to a permanent Blue Experienced Operator card.

Training and testing for additional categories can be delivered at commercial rates paid for by either company or individual. CITB training levy paying companies (most medium and large companies) can draw down the money they have paid in to cover approved training.

Groundworks is a recognised pathway for plant operators and overlaps with curriculum offered on sites beyond Duchy.

Recommendations: In order to provide an effective route from school to work and respond to enquiries we need to:

Appoint / identify an administrator who can field all the inquiries in a joined up way so we can respond to “How do I get my digger ticket? How much will it cost? (Part funded through CCB? Ideally located at Stoke Climsland)


Locate a CSCS Testing Centre at Stoke Climsland to create a one stop shop for plant operators.

Recruit / train at least one more plant operations instructor to provide the flexibility to deliver training when required. They could initially be on worker contracts.

Construction Plant Maintenance Plant Maintenance is a skills shortage area.

FT and apprenticeships are available up to level 3.

FT learners often complete both Plant Operations and Plant Maintenance qualification.

Recruitment of suitably qualified and experienced staff. In recent years most new staff have been ex-students with limited experience.

Marketing the career opportunities in plant operation and maintenance in order to attract more able learners who can progress to level 3 and beyond.

Recommendations: In order to improve recruitment and quality of delivery we need to

Review workshop facilities and equipment at both Rosewarne and Stoke Climsland. Some buildings at Rosewarne need improved electrics, ventilation and insulation. The new workshop at Stoke needs investment in tools and equipment to support plant maintenance programmes


Delivery and Development

Groundwork’s

Ground workers are often the first and last construction operatives on a building project, as they excavate the site, lay foundations and then construct paths and driveways when the structure has been completed.

The role of a ground worker is skilled, and employers would prefer formal qualifications and evidence of experience in the related building disciplines when recruiting.

With future housing needs in mind and the increase in building projects there will be a growing need for experienced and qualified ground workers.

Local building firms are keen to take on apprentices to learn the skills from within the industry to strengthen their workforce with highly skilled individuals.

There is a separate business plan currently being prepared and meetings scheduled with Phil Le Grice to develop groundwork’s at Camborne and Stoke Climsland in the East this will help supply the workforce for Sherford and further support growth into Devon it is proposed that development of E lessons will produce a more efficient and modern approach to support this.

Weekend College

Weekend College needs to develop into another strand of the core curriculum, offered not just at weekends but in the holidays and evenings as well. It needs to be less reliant on Funding from ESF, and more targeted to the DIY market this provision needs to be less qualification driven and more cash based. People will pay for the skills they want to learn. Industry Practitioners need to be in place to offer this.

Nodes of Activity

There are two key nodes of activity covering engineering, automotive & electrical installation with 2 curriculum leads responsible for delivery.

Engineering courses are currently operated from Camborne, St Austell, Falmouth, Duchy, Newquay, Sisna Park and Mashfords venues. There are 2.25 team leads looking after31 staff delivering a wide range of courses and modes of delivery.

Automotive courses are currently operated from Camborne, St Austell, Duchy and NorPro venues. There are 2 team leads looking after 16 staff delivering a wide range of courses and modes of delivery

Electrical Installation courses are currently operated from Camborne and Saltash venues. There is 1 team lead looking after 12 staff delivering a wide range of courses and modes of delivery


Excellence and Experience (extract taken from 2015 LTA review)

Technology has improved to Good overall from the SAR grade of 13/14. Some provision is Outstanding and some Requires Improvement.

Technology was graded at ‘Requires Improvement’ overall in the SAR for 13/14. This LTA review shows significant improvement in teaching observation profile from the last review, to 82% overall good or better.

Evidence shows that 90% of all learners achieve employment or progress into further study in the same area. Telephone surveys conducted in Autumn 2014 on non-achieved learners (July 2014) show majority in course related employment.

A new programme of study has been implemented in TCCG this year. Students value highly the vocational element of their courses, they also recognise the value of English and Mathematics. Students value their tutorials although feel that vocational expertise is less prominent. The employability component of their studies has been very unpopular with students and is the subject of review and restructuring in-year. It has in particular had a significant negative impact on 2nd year students.

Overall attendance is 84% for Technology, 99% punctuality and 12% of absences unauthorised. Employability in West, Mid and East is 65%, 46% and 70%. Maths and English is 69% and 70%. It is not possible at present to drill down to identify in more detail, to find out which vocational students are, or not, attending which subjects. There is a risk that a number of students will not be attending enough to qualify as full time students.

Grading the programme of study overall = requires improvement. The employability components and disruption to timetables in the early part of the year led to significant and negative student experience.

Overall aggregated success rates are at 81% for all courses, in line with national averages. Telephone surveys have shown that over 50% of non-achieved learners have left to go into employment related to their vocational specialism. So Outcomes for learners are excellent, with 90% of learners progressing within their vocational area to further study and/or to related employment.

Assessed work was sampled at Falmouth, Camborne, St Austell and Saltash. In general assessment is brief and endorses progress without identifying in detail what needs to be developed to improve. Some qualifications actually prevent the use of formative feedback, as being too supportive, eg BTECs. In these areas more formative assessment needs to take place to develop the competences necessary to succeed on the formal assessment.

Internal verification is in general being done well, however there are significant strains as a result of the lack of staffing. Cover of lessons removes capacity to


IV. There was evidence on all sites of IQA being sufficient, but only just. The system is at risk from staffing shortages. This area needs extra support.

Maths and English is widely embedded in SoW and visible in work shop areas. Many staff lack confidence in these areas and need further support identifying materials for them to use.

Lesson observation grades have increased significantly as a result of systematic training and other responses to previous observations. Individual action plans have been implemented for all staff requiring improvement.

Equality and Diversity - although evidenced in SoW and events such as Diversity Week do not appear to be recognised as delivered by students.

ILT – the use of ILT is evidenced in SoW and observed in general in many lessons. Students do not consider though that it appears significantly in their programmes.

H&S – records of reported incidents show that very few serious incidents occur. The majority of incidents involve minor nicks and cuts, which occur as students develop hand skills. The use of barrier cream and gloves is widespread, awareness of Dermatitis is also actively promoted. Latex free gloves are available in all areas that need them. Student perception surveys indicate that H&S is not prominent in their courses, although ALL construction, plant and Engineering courses have H&S units delivered at the beginning of the course. Risk assessments are part of ALL practical assessment activities. This may be a feature of the questionnaire, as it’s difficult to reconcile with the relative safety of learners.

Course Reviews – 30 course reviews were analysed and themes are identified below.

Student Induction survey from October – there were approximately 450 respondents, approximately in proportion to numbers in SSA4 and 5. The most significant Technology issues identified by learners, unless identified as SSA specific, were: not being set targets as part of ILPs

not being told how assessment would be carried out before the course started

not being helped to improve in mathematics for Engineering

being helped to improve in mathematics for Construction

being helped with English for Engineering


Key findings – strengths

Learning

Learners have ownership and take responsibility for their learning and progress; in practical sessions in particular they undertake management of their own tasks (Engage, Personalise)

Learners demonstrate good learning habits including adopting independent and collaborative strategies when appropriate and willingly providing support for peers (Practise, Explore)

Learners are enthusiastic and confident. Expectations and standards are high(Personalise)

Learners collaborate, explore and problem-solve, accessing peer support and alternative sources before asking the teacher (Practise)

Learners make sustained progress and confidently review and identify personal learning targets; this is particularly notable in practical lessons and workshop environments (Personalise, Review)

Teaching

Teachers connect lessons to the ‘big picture’ and in the best lessons clearly link this with learning intentions for the session (Engage)

Learning activities ensure learners are given the opportunity to review and share their current knowledge and skills with peers (Plan, Engage, Explore, Review).

Planned, authentic learning activities offer challenge and motivation for learners

Teachers plan and effectively prepare available resources including ILT (Plan)

In the best lessons there are good opportunities for learners to develop functional literacies (Plan, Practise)

Well facilitated learning activities set in relevant contexts enable learners to practise professional behaviours and develop their USP skills (Personalise, Practise).

Lesson pace is appropriately stretching and sustains learners’ interest and motivation (Explore)

Assessment

Learners regularly review their own progress during lessons and confidently explain what they want to achieve by the end of the session (Personalise)

Learners are involved in the formative assessment of peers (Review)

Learners self-assess and evaluate their achievements; in the most effective sessions they clearly identify next steps (Review, Engage)


Finance and Resources

There are still issues around replacing staff using the current salary bands. There are examples of apprentices in their 3rd & 4th year earning more than the teaching staff. Recruiting from industry will continue to be problematic while industry continues to pay substantially more.

Most workshops are well equipped but there are some gaps in resource to deliver in some areas such as hydraulics, marine, industrial electrical equipment. There are other very expensive resources but theses can potentially be accessed through visits and demonstrations which help but doesn’t give hands on experience ie additive layer manufacture.

Curriculum Innovation

Potential areas

Future CNC Programmes

HE in Engineering and Construction

Hybrid

Electrical installation – latest ‘smart’ technologies ie lighting, sound etc

Employability

Automotive retail

Sustainability

Plant Operations (commercial)

Higher Level Apprenticeships

Modular House Construction

Civil Engineering

Painting and Decorating

Plastering and Dry Lining


Recommendations

Curriculum

Once the forensic review of the curriculum has been completed, clear evidence will be available to identify issues and gaps in the provision. Some course will have an action plan in place to improve or be changed to a different offer. Where gaps are identified, plans can be put in place to develop the offer and grow the provision.

Course with poor success rates, recruitment and no clear pathway will be removed.

Growth

There are opportunities to develop and grow HE across FMS, Camborne and St Austell plus the other HE delivery for the MOD at Saltash and the UKSA on the Isle of White, plus the oncoming delivery requirements at Sisna park due to start in September 2016.

There are upcoming opportunities to be involved in marine renewables and this is likely to be at L3 to HE level 6 as the industry develops.

Continue to build on our links with industry to ascertain the likely training needs and potentially develop bespoke commercial course likely to be around engineering such as CNC, polymer, CAD, Electrical short courses. To be developed in conjunction with employer demands.

Employability

Embedding employability within the curriculum; there are opportunities to develop projects that can be undertaken by students on full time LR courses.

These projects will need to be managed and overseen by commercial staff. A typical project may take the lines of … ‘Installing lighting in Duchy Rosewarne car park for the benefit of staff and students in the winter when it gets dark early.

The students come up with designs and costs which are checked by specialists which are presented to the ‘customer’. Once accepted the work can take place again under supervision and signed off appropriately. There are many potential projects that are beneficial for the student that will enhance the environment of the college and can be expanded to the wider community.

Documents

Road map to brilliance technology