SAR 1415 Young Learners (EFA) V5 · system for initial assessment. More training should be provided for learners to ensure they feel confident with using the system for their course

NEWTEC SAR EFA (Young Learners) 2014/15

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Self-Assessment Report

Young Learners (16-18) delivery 2014/15 EFA: Health, Public Services and Care; Preparation for Life and

Work

Newham Training and Education Centre

(NEWTEC)

V5 February 2016

Key Contact: Saher Nijabat, Head of Quality and Standards email: [email protected]


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Description of the Provider Newham Training and Education Centre (NEWTEC) is a specialist organisation offering exceptional vocational training opportunities and high quality registered day care nursery facilities in Stratford and East London. From February 2007, NEWTEC became a wholly owned subsidiary of Newham College of Further Education (NCFE) and has retained separate Charity status. It is well positioned to respond to the challenges and opportunities available in this part of the capital, especially for young learners under 19 requiring employability and vocational training. During 2014/15, the organisation’s Vision, Mission, and Values have again been reinforced and discussed with staff teams. NEWTEC constantly works towards its Vision and Mission:

“All our children will be happy, healthy & safe, and supported by well qualified and economically active parents and carers”, and “to provide the highest quality childcare services and vocational training in care for young people, adults and employers.” 2014/15 has been a very productive year for NEWTEC, when fully integrated quality improvement systems have shown an overall positive impact in all areas of provision. NEWTEC has demonstrated notable capacity to improve, with significant improvements in success rates and quality of provision since 2013 and continued progress in staff development through observation of learning sessions. Dedicated and experienced staff members have enabled NEWTEC to be successful in the reaccreditation of the Matrix IAG standard in 2015, and to achieve European Foundation for Quality Management (EFQM) 4* status in its first ever Recognised for Excellence (R4E) assessment. NEWTEC also retained its Investors in Diversity (IiD) Stage Two and Customer First Quality Kite marks acquired in 2013/14. This highlights the great work staff members have put into all areas of the provision. This report will focus on EFA-funded 16-18 learners, who were separately funded through a direct contract from the Education Funding Authority (EFA). During 2014/15, 342 young learners from ‘hard to reach’ and very diverse communities received excellent guidance, support and training to encourage economic and social wellbeing. Feedback on the learning experience and the safeguarding emphasis at NEWTEC is consistently positive. There is excellent subject knowledge and good teaching by well qualified and experienced delivery staff. Rigorous quality improvement systems are fully integrated in all areas of provision. The Early Years learning programmes are highly responsive to learner and employer needs and offer excellent progression routes ranging from Entry Level to a Level 5 B.A. Foundation Degree in Early Years. Leadership by a highly experienced Board of Trustees is inspirational, consistent and sets high performance standards for the Senior Leadership Team (SLT) comprising of the Chief Executive and four Heads of Service (Learning Services, Commercial Operations, Quality & Standards, and Customer Services) and their Team Leaders. Other key services such as Finance, Estates, Human Resources and SFA MIS services are provided by effective Service Level Agreements with NCFE. Looking outwards, continuing positive relationships with key partners such as Newham College of Further Education, Kingston University, Newham Early Years and a range of community organisations and Associate Providers are crucial to NEWTEC’s success. Engagement with employers, especially regarding prompt workplace arrangements has now improved, but will continue to be a focus for further development in 2015/16 with the continued emphasis on their involvement in the learner journey, and progression outcomes including “young learners into jobs” that remains one of the top strategic goals for 2015/16.


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Key findings from NEWTEC inspection report published on 20th March 2013

Key Strengths at last inspection

• Most learners successfully achieve their qualifications. • Very effective actions are taken to improve outcomes for learners with learning difficulties

and/or disabilities. • The development of personal, social and employability skills is good, leading to good

progression from foundation to advanced level courses and into higher education or employment.

• Teaching, learning and assessment are good, reinforced by highly effective care, guidance and support.

• Strategic direction is excellent, supported by clear actions to achieve the mission of the organisation and closely monitored by experienced and knowledgeable leaders and trustees.

• Staff receive an impressive range of staff development and training activities. • Passionate teachers, assessors and support staff are well qualified and experienced in their

fields. • The comprehensive, critical and inclusive self-assessment process drives improvement in

teaching, learning and assessment. • The promotion of equality and diversity is outstanding, creating an inclusive warm and

friendly learning environment Key Areas for Improvement at last inspection

• The attendance of intermediate level learners is low. • The checking of learning is insufficiently rigorous. • Insufficient information is shared with external employers about learners’ progress or the

links between on- and off-the-job learning

Recommendations based on key findings from NEWTEC inspection report published on 20th

March 2013

• Improve the attendance of intermediate level learners through closer monitoring of their barriers to engagement in learning and increasing the flexibility of courses to take account of young learners’ interests and lifestyles.

• Develop methods to check learning in lessons and extend learning in assessment feedback to learners by giving them opportunities to reflect on how to apply their learning.

• Increase the information that is shared with external employers about learners’ progress, enabling effective links between on and off-the-job learning to be maximised and coordinated. Extend the approach used in NEWTEC’s own nurseries to external employers.


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Summary of Self-Assessment Grades:

Grade 2012/2013

Grade 2013/2014

Grade 2014/2015

Overall Effectiveness B B B

Effectiveness of leadership & management B B B

Quality of teaching, learning and assessment B B B

Personal development, behaviour and welfare N/A N/A B

Outcomes for learners B C B Key to Grades:

NEWTEC Ofsted

Grade A (Excellent) = Grade A (Outstanding) Grade B (Good) = Grade 2 (Good) Grade C (Sub-standard) = Grade 3 (Requires Improvement) Grade D (Unacceptable) = Grade 4 (Inadequate)

2014/15 Key Strengths:

• Excellent awareness and understanding of safeguarding policies and the Prevent Strategy (for learners and staff)

• Learners say they feel respected by staff and by one another. Learners demonstrate excellent equality and inclusive practices in the workplace.

• Overall success rate is “Excellent” at 94.8% for all qualifications excluding FS and 91.85% for all qualifications including functional skills.

• Overall learner retention is excellent at 96.81%. Almost all learners that enrol on courses are retained to the end of their programmes.

• The development of personal, social and employability skills is good, leading to good progression from foundation to advanced level courses and into higher education or employment.

• Members of staff receive an impressive range of staff development and training activities. • Teachers, assessors and support staff are vocationally experienced and most are qualified

at degree level, DTTLS or equivalent and also have Level 2 Functional Skills. • Teaching, learning and assessment is mostly either “outstanding” or “good” across

provision • Strategic direction is excellent, supported by clear actions to achieve the mission of the

organisation and closely monitored by experienced and knowledgeable leaders and trustees.

• The promotion of equality and diversity is outstanding, creating an inclusive warm, friendly and safe learning environment.

• The self-assessment process is very comprehensive and it involves all staff. Team members meet regularly to review and update the Quality Improvement Plan.


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2014/15 Key Areas for Improvement (AFI):

1. The attendance in some courses is low and has negatively affected the success rates for learners on those courses.

2. Inconsistent use of technology to support independent learning and extend education beyond the classroom.

3. Inconsistent use of individual learning plans (ILPs) to set clear targets, provide specific feedback and identify next steps in some areas

4. Success rates for small provision of Level 2 qualifications in SSA01 that are below national rates

Impact of improvement actions that have been taken in 2014/15:

Key to Judgements:

S = Strength (grade A or B) RI = Requires Improvement (grade C)

I = Inadequate (grade D)


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S/RI/I Actions Evidence Base

S Good contextualising of the vocational subjects in Functional Skills (FS) lessons

Scheme of Works (SoWs) Lesson Plans (LPs) and sufficient linking of the delivery of Functional Skills (FS) to Vocational Skills(VS)

Observation of Teaching, Learning & Assessments (OTLAs)

S Robust Initial Assessment and initial diagnostics for accurately identifying learners’ starting points that are used to set individual targets, set challenging tasks and extend learning for all learners

IAG Matrix reaccreditation Initial Learning Plans (ILPs) Learner progress within sessions OTLA feedback reports. The overall standard of teaching, learning and assessment for 14/15 is “Outstanding” (26.87%) or “Good” (52.24%).

S Efficient Additional Learning Support (ALS)

Good progress made with course work against ILP by 26 learners with identified needs who required additional learning support

S Robust sharing of information with external employers about learners’ progress, enabling effective links between on and off the job training to be maximised and coordinated

100% overall satisfaction in Ofsted Employer Views Surveys Employer Feedback at Employer Forum More frequent Employer visits (TARGET – Active Employers Engaged)

S Enhanced curriculum offer in association with Sub-contractors to meet the needs of learners locally

Introduction of Study Programmes for Supporting Teaching and Learning in Schools and Youth Work, which jointly resulted in 45 enrolments constituting 3% of total enrolments

RI Introduction of E-portfolio systems The majority of learners use the e-portfolio system for initial assessment. More training should be provided for learners to ensure they feel confident with using the system for their course work.

RI Low attendance and punctuality in some course affecting timely completions and success rates for this group and adversely impacting overall attendance

For 2014/15, overall attendance was 86%, of which 7% were late. Improvements in attendance and punctuality should translate to better outcomes for all learners


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Section A. Outcomes for Learners

Overall outcomes for learners are good. The Table below provides a breakdown of 16-18 learner Success, Retention & Achievement rates for enrolments on all courses due to end by July 2015.

In 2014/15 the overall learner Success Rate for 16-18 year olds was 91.85%, which significantly exceeded the national rate of 81.2% (in 2013/14). Learner Retention, Success and Achievement rates for Sector Subject Areas (SSAs) of Science, Maths & Statistics; ICT; Languages, Literature & Culture; Preparation for Life& Work, including Functional Skills; and Business Administration are excellent and well above national average (NA). E.g. GCSE L2 Foundation English achievement rate is an excellent 100%, FS ICT has high success rates of 91% (NA-66.5%) and 89% (NA- 53.5%) at Level 1 & 2 respectively which are significantly above national rates.

The overall learner Success Rate for long provision in Health, Public Services and Care requires improvement and it is below the national averages. In all cases the numbers are very low, so that one withdrawal or non-achievement has a great impact on the percentage rates. For the 16 Level 3 learners on Childcare or Supporting Teaching and Learning courses, the Success Rates are less than 1% under the national rates. For Level 2 Health & Social Care (12 learners), the Success rate is just over 1% under national rates, but for the 9 Level 3 Health and Social Care learners it is significantly below, although at both levels there were just two learners who withdrew from their programme. For Level 2 Childcare (9 learners), the Introduction of Early Years Educator was one


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of the key contributing factors in the low Success rates. The higher academic level of the qualification made it challenging for learners to make sufficient and timely progress in expected time frame. The course planning for EYE has now been reviewed and staff have also received additional specialist training to ensure learners make appropriate progress. For Level 2 Supporting Teaching and Learning (9 learners), there was a shortage and delays to placements at schools that had an adverse impact on retention and untimely completions. The overall attendance has improved to 86% but remains below NEWTEC target of 90% or above. Teaching staff members monitor this closely, ensuring learners are aware of the impact of this on their engagement in learning and the importance of good attendance as a key employability skill. Learners preparing for long courses are offered work-experience, along with English, Maths and employability skills as part of a Traineeship or short programme prior to starting a long study programme. These programmes are designed to ensure that the interests of the learners are met and learners will have the opportunity to ensure that they enjoy working in the Care sector. Information on learners’ starting points is used to plan all aspects of individual programmes of learning. Tutors and Assessors provide ample opportunity for all learners to develop and improve their functional skills (Maths, English and ICT) The development of employability skills is good. Many learners taking Early Years or Health and Social Care qualifications gain part-time employment in their placements, or once they are established in their studies may also have the opportunity for paid work arranged through the NEWTEC Recruitment Agency. Learners who need to develop their literacy and numeracy skills complete functional skills qualifications in English and Mathematics alongside their vocational qualification, increasing their employability prospects. Learners’ work related skills are good. Learners demonstrate good reflective practice and confidently planning appropriate activities in their placements, making thoughtful and skilled interventions with parents and children, for example in early years settings. Learners improve their personal, social and employability skills by attending work placements and through discussion of a variety of topics during classes. Learners learn how to keep themselves safe, how to express their opinions on a given topic and how to debate whilst demonstrating respect for others. Learners are encouraged to research and produce their work using ICT to develop independent learning and employability skills. Progression rates are good and NEWTEC offers qualifications from introductory courses in early years to the foundation degree. There are many examples of learners progressing through these levels and returning to NEWTEC as nursery practitioners, tutors and even managers. 76.87% of learners progressed to the next stage either within their Study programme or moved onto another Programme such as from Level 2 to 3 in the vocational subjects or Level 1 to 2 in Functional Skills. Approximately 18 % are known to be in paid work. The unemployment rate in London is two and a half times higher for 16-24 year olds at 10.7% than it is for those older at 4.32%; so it is more challenging for young learners to achieve their qualifications and secure sustainable employment. NEWTEC has been very successful in narrowing achievement gaps for different groups of learners. In 2014/15, 26 identified learners requiring additional learning support made good progress with their course work. NEWTEC has a dedicated member of staff with a team of volunteers who provides additional learning support for those learners who need it. As a result, the overall success rate is Good at 83.3% against the national average of 79.4% for this group.


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S/RI/I Judgement Evidence Base

S High retention rates among young learners as a result of close attendance monitoring.

96.81% - Overall Retention Data

S

The standard of learners’ work is at least good, and often better. Learners become more confident in using vocational skills and in applying their learning to their chosen career path

OTLA Reports Monitoring Of Tracking Records (MOTs)

External Quality Assurer (EQA) Reports

S Good opportunities to gain sector specific skills and prepare for employment.

Learners benefit from a variety of placements both in-house and external in the Care sector. 73 young learners progressed into employment whilst on programme in 14/15

RI Ineffective links with local schools to negotiate voluntary work placement opportunities for learners on Supporting Teaching & Learning in Schools (STLS) qualifications

High number of learners started course without placement and this has resulted in withdrawals or late completions.

RI High number of learners unable to achieve High grades in English and Maths

Functional Skills success has improved but higher grades can be achieved through more robust planning and delivery

RI Attendance and punctuality requires improvement.

Overall attendance 86% Registers Attendance Report


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Section B. Effectiveness of Teaching, Learning and Assessment

The effectiveness of teaching, learning and assessment is good with 80% of teaching, learning and assessment judged as outstanding or good and only 20% requiring improvement (15.4% Grade 3, 4.6% Grade 4). The percentage of ‘Excellent’ teaching, learning and assessment has increased significantly from 7% in 2013/14 to 26.87% in 2014/15 which is 6% above NEW TEC target. TLA is well supported by backup teams who provide initial Matrix accredited IAG, administration and facilities. Teachers and assessors are well qualified, experienced and vocationally competent which enables learners to achieve and progress in their vocational careers. They provide excellent 1:1 support and guidance including ALS for learning difficulties or language needs to motivate learners and meet their needs. Outcomes for learners are good because teaching, learning and assessment is good. The “outstanding” and “good” learning sessions are characterised by good attendance and punctuality, effective use of technology, good balance of practical vocationally linked tasks and knowledge- based activities. Teachers offer innovative, lively topics to promote learning. However, on a few occasions, directions for the completion of tasks are insufficiently clear and learners are confused. In the best lessons, teachers assess the extent of learning using good questioning techniques. Learners respond well and demonstrate a good level of knowledge. Less effective lessons are characterised by weak evidence of planning, unclear aims, insufficient challenging questions and detailed checking for learning, low attendance and poor punctuality. The professional development needs of teachers are being addressed during one-to-one meetings and standardisation meetings. Teachers are being supported through a wide range of methods including team teaching and peer observations. Standardisation meetings happen every 6 weeks to ensure the curriculum includes differentiated teaching and assessment methods and sufficient resources to meet learner needs. Learners are highly motivated and enjoy their learning. They work cooperatively in groups, supporting each other and gaining knowledge from their shared experiences. Learners are keen to progress to further qualifications and into employment. Some learners aspire to progress to higher education and are supported in this by tutors and their placement setting staff. To support employability prospects, learners have attended workshops on interview skills. Written work is of a good standard and new cohorts migrated to the e-portfolio platform “Achiever”. Tutors mark work promptly and provide guidance to help learners improve their work, to extend learning and also to meet the awarding body’s marking criteria. Reflective and critical writing is encouraged. Assessment practice is good. It is organised to ensure that it meets the individual needs of learners so that they feel ready and confident for assessment. Well qualified assessors have a good knowledge of the various unit qualifications. They make good use of their observation of learners at work to identify their competence across a range of the qualification standards which motivates learners and enables them to make good progress. Assessors work well with employers to ensure that learners acquire good employment skills; many childcare learners are now employed in NEWTEC nurseries even before they complete their qualifications. Good opportunities are offered to learners for them to take responsibility for planning and implementing small group activities for children. Additional learning support is highly effective. A very dedicated, highly-motivated team supports learners with additional learning and social needs particularly well. A well-organised and supported team of volunteers works with all staff effectively to enhance learning. This cohesive approach has made a significant impact on the progress of learners. Communication is good and all staff members are informed of the individual needs of learners and the ways in which these needs will


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be met. Additional learning support staff members share their knowledge with tutors and assessors for the benefit of learners, for example sharing information about how dyslexia can be identified.

The promotion of equality and diversity during lessons is good. This is also evident in the experiences offered to learners in their work with children. Many learners show empathy and sensitivity during discussions relating to equality and diversity themes that they encounter in their placement settings.

S/RI/I Judgement Evidence Base S 80% of teaching and learning is judged

to be good or better OTLA report 1415

S Assessment feedback is good and ensures that learners know what they need to do to improve.

Learner survey - 100% of learners say they find feedback helpful. EQA Reports

S Good assessment of learner needs right from the beginning of the programme.

Initial, diagnostic, formative and summative assessments. EQA Reports

S Support has been effective in retaining vulnerable and ‘at risk’ learners to complete and succeed

Bespoke sessions , individualised timetabling for learners with ADHD

S Excellent safeguarding -Work with learners facing challenging circumstances is carefully managed, with exceptional communication ensuring that relevant staff members are quick to intervene to help learners whenever the opportunity presents itself.

1-2-1 sessions Alternative modes of delivery Legal & Protection (L&P) reports

S Employer Engagement Advisors have strong links with providers of employment and encourage their participation in our curriculum development

Employer Panel Employer Feedback-Ofsted Employer Views

RI Consistent use of ILP during initial, formative and at summative assessment for identifying next steps and developmental needs

ILPs, Learner Reviews MOTs

RI Improved, but insufficient promotion of independent learning

OTLAs Research within the classroom and independently Reflective learning in the classroom Referencing in submitted assignments

RI Missed opportunities to embed functional skills into vocational subjects

SoW LPs OTLAs


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Section C. Personal Development, Behaviour and Welfare Newham is one of the most diverse boroughs in the country. In 2014 the employment rate in Newham was 60.5% compared with that of London at 71.2%. Youth unemployment in Newham is 20.5% compared with 22.6% average across London. Approximately 36% of residents have no formal qualification. NEWTEC’s strategic priority is determined by its vision “All our children will be happy, healthy & safe, and supported by well qualified and economically active parents and carers”. NEWTEC’s aim is to develop learners who are well equipped for success in higher education, employment, further education or training activities. NEWTEC has a history of providing good and outstanding learner support that was highly praised in the 2013 Ofsted inspection report. NEWTEC has continued to build on these strengths by offering a wide range of services that are updated to meet the needs of learners such as Additional Learning Support (ALS), work experience, enrichment activities that cover equality and diversity themes, excellent safeguarding processes, including Prevent agenda. Support services and Learning services work closely together to ensure a consistent and coherent approach to learners’ personal development, behaviour and welfare. Course Advisors are Information Advice & Guidance (IAG) L3 qualified and provide IAG support on course guidance and careers and progression options throughout the duration of Learner Journey. All IAG services at NEWTEC are Matrix accredited. Reaccreditation was successfully gained in October 2015. NEWTEC expects all activities to support the development of employability skills. Learners have a good understanding of their rights and responsibilities within the workplace. Employability, including legislation affecting employment rights and responsibilities is embedded in all learning programmes. Learners create CVs and search for voluntary and paid work opportunities. The Employer Engagement Advisor, and Recruitment Agency manager visits new classes to advise learners on employment opportunities and the skills required to gain employment. Learners register with the Recruitment Agency to increase their chances of finding employment. The roles of Programme Leaders and Employer Engagement Advisors introduced in 2012/13 academic year have enabled more focused support on learner attendance. The increased use of early intervention for learners falling behind, spot checks and monthly attendance reports have improved attendance in previously low attendance areas however overall attendance remains low at 86%. There is an emphasis is on monitoring the reasons behind the absence to recognising patterns in individual learners’ attendance and in turn provide appropriate support or alternative delivery such as individual 1:1 sessions. Safeguarding, Prevent, equality, diversity and inclusion are also embedded in all learning programmes. NEWTEC takes the Prevent agenda very seriously and has established good links with Newham Prevent team and the designated police officers. All staff at NEWTEC have been trained and learners are supported well to ensure they understand how to keep themselves safe. Learners gain a good understanding of how to apply legislation related to Safeguarding, Prevent, equality, diversity and inclusion in the Care sector. Learners and staff are aware of the Safeguarding Policy and Prevent Strategy and the referral process should they have any safeguarding concerns. Appropriate action is taken immediately to address safeguarding issues and learners with safeguarding issues are well supported to ensure they achieve their qualification(s). In work placements learners demonstrate a good understanding of the nutritional needs of children/vulnerable adults, how to support children/vulnerable adults, and how to keep children/vulnerable adults safe.


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NEWTEC promotes the ethos that good behaviour is paramount. All staff at NEWTEC are is expected to exemplify British Values, and display of mutual respect is integral to all activities. During 1415 most staff at NEWTEC attended training on British Values and the promotion of these values is now being monitored through OTLAs and MOTs. The focus on health is given a raised profile at NEWTEC. Learners are offered a healthy, free breakfast and lunch. This initiative is to encourage attendance and punctuality and a healthy way of living. Café Smooth (NEWTEC Café) offers a good range of healthy options.

NEWTEC is using Achiever, the e-portfolio system, to provide feedback to learners and to set SMART targets. Learners are encouraged to set their own targets, and are encouraged to stay aware of their attainment and progress so they can take responsibility for achieving their goals. Learners develop independent learning and ICT skills through research projects and assignments. During lessons, learners are asked to produce presentations and displays that improve their communication skills, self-confidence and pride in their work. Many learners require support due to having English as a second or additional language.

S/RI/I Judgement Evidence Base S Excellent implementation of the

safeguarding procedures and the Prevent Strategy

Designated Safeguarding Officers conspicuously displayed around the building. Staff deal with any safeguarding concerns in a professional, timely and discrete manner.

PREVENT Strategy Staff Continuous Professional Development (CPD) Comprehensive policies for young children and vulnerable adults.

S Good embedding of employability and themes of health & wellbeing in curricula

SoWs and Lesson plans

S Employment opportunities are good Use of our Recruitment Agency and the support of Employer Engagement Advisors (EEAs). Young Learners into Jobs updates External Interviews Employer Database

RI Monitoring of attendance and absence follow up is not efficient enough

Registers Attendance report-Attendance low at 86% Workshop model does not provide enough structure for learners, resulting in confusion and lower attendance rate.


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Section D. Effectiveness of Leadership and Management

The effectiveness of leadership and management is good. NEWTEC trustees provide excellent strategic direction, supported by clear actions, to achieve the mission of the organisation. Managers have high expectations of learners and of staff, setting ambitious targets for success. Experienced and knowledgeable leaders and trustees closely monitor performance. The use of management information has much improved over the last four years, giving trustees a clearer picture of the organisation’s performance and enabling them to provide firm challenge and effective support to senior leaders. The closely-monitored quality improvement plan, supported by a range of improvement activities, involves careful scrutiny of performance against ambitious targets. The provision is evaluated using a variety of data sources and methods including learner views (learner forum / class feedback), employer views (employer Panel / employer feedback), position statement and quality improvement plan and annual self-assessment report. The self-assessment process is very comprehensive and involves all staff. Team members meet regularly to review and update the Quality Improvement Plan.

Improvements to teaching, learning and assessment are closely monitored through the comprehensive system of internal observation of teaching and learning, which is very effective. There was a continued focus on improving teaching and learning in 14/15 evidenced by increased number of observations (67). To further improve the quality of teaching and learning in 15/16 the process will continue to include sharing of good practice via standardisation meetings and further observations as well as on-going professional development opportunities scheduled throughout 15/16. Good links are made between teaching and learning, staff development and training, performance management and annual appraisal, to enable teachers and support staff to improve their skills and respond to professional criticism with confidence. An impressive range of staff development and training activities, including executive coaching diploma training for management team and mandatory training for all staff in equality and diversity and safeguarding, has led to a heightened awareness of all staff to the needs and interests of learners and each other. Tutors and assessors are very well qualified and experienced, showing passion and excitement in their work. Supportive peer mentoring and peer lesson observations are proving particularly effective methods for sharing good practice, as practitioners pool their expertise. Communication between all parties is excellent. The comprehensive, critical and inclusive self-assessment process results in a self- assessment report for the whole organisation that has a good contribution from staff and learners. The continued practice of User Voice has made a key contribution to the improvement agenda, resulting in clear and valuable changes to provision such as the establishment of social space, Café Smooth and changes in the timings of classes to take account of learners’ dependent care needs. Learner views are sought informally through learning walks and formally via course representatives’ meetings as well as other surveys as planned within the quality cycle. Feedback is provided to learners about the actions taken to address any areas for improvement identified. NEWTEC maintains strong partnerships with well-established placement providers and employers. Learners placed in NEWTEC’s own nurseries benefit from very strong links between their learning at work and in the classroom and the internal process has now been replicated with external employers and placement providers. The promotion of equality and diversity is outstanding, building on an ethos of inclusion. NEWTEC has created a welcoming, friendly centre with front-of-house staff who demonstrate excellent customer care skills. The ethnicity of centre staff reflects the broad range of minority ethnic groups


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within the local community and both men and women are represented well. Equality and diversity are promoted very well in the content of lessons and through the planned different activities to meet the needs of all learners in classes. Good, clear records are kept on the recruitment of staff and volunteers, including a single record for Disclosure and Barring Service (DBS) Checks. These are updated in line with NEWTEC’s policy.

Safeguarding and Prevent policies are very effective. Learners say they feel safe at NEWTEC. Learners and staff are aware of how to make a safeguarding or Prevent referral. Safeguarding referrals are dealt with appropriately and discretely. Learners who have personal or safeguarding issues are well supported to ensure they achieve their qualification. Learners say they feel respected by staff and by one another. Learners demonstrate excellent equality and inclusive practice in the workplace.

S/RI/I Judgement Evidence Base

S Learners have high aspirations. User Voice Learner Evaluations ILPs

S Managers have high expectations of learners and of staff, setting ambitious targets for success.

Project Plans Quality Improvement Plans ILPs

S Arrangements to continuously improve the quality of teaching, learning and assessment are exemplary. The formal system of observations is very thorough, and tutors/assessors are given extensive support to help them improve where appropriate.

OTLA Reports

S The self-assessment process is very comprehensive and involves all staff. Team members meet regularly to review and update the Quality Improvement Plan.

Position Statements Self-Assessment Reports (SARs) EFQM R4E Report MOTs

S Safeguarding and Prevent policies are very effective. Learners say they feel safe at NEWTEC. Learners and staff are aware of how to make a safeguarding or Prevent referral. Safeguarding referrals are dealt with appropriately and discretely. Learners who have personal or safeguarding issues are well supported to ensure they achieve their qualification.

Safeguarding & Prevent Policies User Voice Staff Survey

S Learners are positive about the progression routes and most learners who achieve choose to progress to the next level at NEWTEC.

User Voice Level 1 – Level 5. Efforts underway with Kingston University to deliver the B.A Top- up

RI Collection and recording of current and up-to-date data on learner progression and destinations to inform effective decision making

Progression report MOTs


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Main priorities for 2015/2016 to ensure further improvement take place:

1. Improve attendance and punctuality to a minimum of 90% (Ref: AFI 1 2014/15)

2. Ensure learners are efficient users of the e-portfolio system to support independent learning (Ref: AFI 2 2014/15)

3. Consistent use of ILPs to monitor distance travelled and to inform lesson planning

against learners “starting points” (Ref: AFI 3 2014/15)

4. Improve success rates across all SSAs to ensure that success is 5% above the national average (Ref: AFI 4 2014/15)

Attached Appendix: SSA Data report 1415


Action Plan 2015/2016 - Young Learners (with progress up to December 2015)

17 of

Ref Target Impact Measure Target Date

1 Improve attendance and punctuality to a minimum of 90% 90% attendance and punctuality July 2016

Actions Lead Review

Date/s

Progress

1.1 Develop Reward System for those learners who achieve 100%

attendance consistently.

Programme

Leader (PL)

Block C This is under review at EFA project team

meetings

1.2 Ensure all learners understand the importance of 100%

attendance and its potential impact on success during 1:1

reviews and tutorials

Teachers End of

every

block

This is being reinforced at tutorial sessions

1.3 Daily check of attendance to identify learner attendance issues and follow up on any unexplained absence straight away

Teachers End of every block

This is happening (electronic registers), however there are still problems with punctuality.


2 Ensure learners are efficient users of the e-portfolio system 90% minimum learner success July 2016

Actions Lead Review

Date/s

Progress

2.1 Ensure new learners are confident using the e-portfolio system

(during Induction) by providing training.

PL End of

every

block

All learners have been using Achiever although

the degree to which they utilise it is

inconsistent. More work on the assessor’s part

is needed to ensure all learners are confident

using it. It is particularly challenging for Level 1

learners.

2.2 Provide continuing CPD opportunities for the teaching team on

the use of the e-portfolio system.

TL End of

every

block

Achiever training: September 2015 and January

2016.

18 of


2.3 Enable/improve sharing of good practice and expertise in use of

the e-portfolio system across team

TL End of

every

block

Assessors share good practice and liaise with

QST/MH/BR to get support when needed.

2.4 Prepare Templates/Assessment Plans for the e-portfolio system

to make assessing more efficient

PL 31/01/16 TA templates completed. Following EQA visit

workbooks for EYE courses are no longer used.


3 Consistent use of ILPs to monitor distance travelled and to

inform lesson planning against learners “starting points”

Good Quality ILPs, Excellent Retention, Achievement &Success Rates, Progression and destination results

July 2016

Actions Lead Review

Date/s

Progress

3.1 Ensure all learners complete initial assessment and diagnostics

on Achiever

TL/Teachers

By end

Block C

This is happening

3.2 Standardise ILPs with support from Quality & Standards Team

(QST)

TLs On-going This is happening but inconsistent. Quality and

Standards workshop planed for February 2016.

3.3 Regularly update ILPs with learner reviews containing specific

and clear targets for learner

Teacher On-going Happening but not consistent


4 Improve success rates across all SSAs to ensure that success is 5% above the national average

Success rates 5% above the national average July 2016

Actions Lead Review

Date/s

Progress

4.1 Deliver good practice/Ofsted Outstanding workshops Team

Leader

(TL)

End of

every

block

3 Standardisation meetings have taken place

so far / OTLA training delivered by an Ofsted

inspector.

19 of


4.2 Ensure all learners have clear SMART targets and ILP are

updated every 6 weeks.

Teachers End of

every

block

All learners have an ILP. Reviews are not being

completed every six weeks for all learners.

4.3 Ensure that 1:1 and Probationary Reviews include relevant and

appropriate CPD targets which are reviewed in a timely manner

TL End of

every

block

All staff have had a 1:1 meeting.

4.4 Increase the number of peer observations TL End of

every

block

This has not happened yet.

4.5 Utilise peer observations and sharing of good practice during

meetings

Teachers End of

every

block

Standardisation sessions have increased and

take place on a regular basis to share good

practise. Shared in STAR meetings

20 of


Learners due to complete in July 2015Details of Retention, Achievement and Success Rates for

21 of


22 of


23 of

NEWTEC SAR EFA (Young 2014115

Documents

SAR 1415 Young Learners (EFA) V5 · system for initial assessment. More training should be provided for learners to ensure they feel confident with using the system for their course