WSUCBPT Self-Assessment Report for FE Provision for … · 2018. 2. 26. · 2 Overview of College Wilson Stuart School (WSS) and University College Birmingham (UCB) have a proud history

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WSUCBPT Self-Assessment Report for FE Provision for 2016/2017

The Hive College

Grade

Overall effectiveness grade 2016/17 1

Effectiveness of leadership and management 1

Quality of teaching, learning and assessment 1

Personal development, behaviour and welfare 1

Outcomes for learners 1

Overall effectiveness grade 2015/16 1

Information about the College Overview of FE activity to include:

• Details of programmes

• Breakdown of student numbers for each type of provision

• Resources and staffing

• Partnership activity

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Overview of College Wilson Stuart School (WSS) and University College Birmingham (UCB) have a proud history of providing outstanding education and training. In 2013 the two organisations formed a partnership to set up LIVE (Lifelong Inclusive Vocational Education) @ The Hive, which provides a vocational curriculum for learners from 19 to 25 with high needs such as physical and learning difficulties and sensory impairments. The curriculum is designed to support students into employment and promote their independence and confidence. In 2013-14 there were 11 learners enrolled on to the study programme followed by 21 learners in 2014-15 and 29 learners in 2015-16.

During this time the school had sole responsibility for the running of the programme but all student places were commissioned by the Local Authority from UCB. In September 2016 The Hive became an Independent Specialist College and enrolled 29 learners on to the LIVE programme. Additionally, in September 2016 the STRIVE study programme was set up to provide a sensory curriculum for learners with Profound and Multiple Learning Difficulties (PMLD). This programme offers an individualised curriculum giving the students and their families the independence and confidence they need to take part in the wider community and provide a smooth transition into adult life. 8 learners were enrolled on to the STRIVE programme giving a total of 37 learners at the college.

The College’s mission is:

To provide an environment with outstanding teaching, support and pastoral care, which will empower our students to achieve their career aspirations, access their community and take their place in society with as much resilience, perseverance and self-awareness as they are capable of achieving.

The learners are mainly residents within the Birmingham Local Authority, an area classified as having high levels of deprivation, significantly above the national average.

The college constantly reviews activity in all areas of the programmes offered at the Hive. The Head of College reports regularly to the Board of Trustees on quality and performance and on how the college is meeting the requirements of the College Development Plan.

Significant investment in accommodation, resources and staff has been made to ensure the successful delivery of the LIVE and STRIVE study programmes. In 2016-17 the Hive acquired additional classroom space, occupying 4 classrooms, and office space and toileting facilities.

A highly skilled specialist team of managers, teachers and support staff are in place that have experience in supporting students with SEND within the classroom environment, at work placements and out in the community. Due to the complex needs of the STRIVE students a Nurse and 3 Care Assistants have been employed.

There are currently 7 teaching assistants, a Work Placement Co-ordinator, a Job Coach and a Work Placement Supervisor. There are 2 full time and 3 part time teachers with expertise in teaching learners with PMLD and SEND in a further education setting, supported by specialist teachers in Maths, English and ICT from Wilson Stuart School.

The LIVE study programme is designed to meet the learner’s individual vocational aspirations and focus on employability skills. The curriculum consists of a variety of work placements and enterprise opportunities to enhance employment skills and also includes Maths, English, ICT and Independent Living Skills.

The STRIVE study programme is designed to meet the learner’s individual interests and focus on community activities to meet their needs and improve their independence and confidence as they

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transition into adult life. The curriculum consists of a variety of sensory activities which contribute to the improvement of cognition and communication skills and the development of community participation.

Key developments during 2016-17 Increased links with employers has resulted in students gaining supported internships which have led to full time, paid employment.

The implementation of Recognising and Recording Progression and Achievement (RARPA) for non-accredited curriculum content to enable recording of skills and progress has been piloted on the LIVE programme linked to employability.

Links have been made with another Independent Specialist College to externally moderate RARPA assessment.

The successful implementation of the STRIVE study programme to provide further education for learners with PMLD.

The implementation of Engagement for Living to record the progression on the STRIVE programme has been piloted, supported by another Independent Specialist College whose specialism is in supporting learners with PMLD. External moderation is effectively carried out between both Independent Specialist colleges.

Additional classroom space to accommodate increasing student numbers.

The percentage of learner’s achievement in Maths and English qualifications on the LIVE programme has increased significantly.

There has been an improvement in learner’s attendance rates.

A Travel Training programme with qualified staff has been developed to improve some learner’s independence and employability prospects.

Summary of key findings for learners • A consistently high proportion of learners across the college gain their intended core

qualifications and make excellent progress regardless of their background, individual needs and starting points. Learners enjoy attending college and are very enthusiastic about their learning.

• Programmes are highly individualised and meet the needs of all learners.

• The standard of the learners work is very high regardless of their academic ability. Learners are encouraged to take pride in their work and develop the skills required for the workplace and for their transition into adult life.

• Teachers and teaching assistants set high expectations for their learners on both study programmes. They use their industrial and professional skills exceptionally well to make lessons interesting and relevant to the world of work and community integration.

• All students on the LIVE programme participate in work placements in a variety of sector subject areas to meet their career aspirations. They make excellent progress into paid and un-paid employment.

• The support in the workplace is extremely effective and thoroughly focused on learners gaining the necessary skills to meet the challenges of their chosen vocation. This is effectively supported

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by the learning that takes place in the classroom to underpin the knowledge required to carry out the chosen job role.

• All students on the STRIVE programme participate in a wide variety of community engagement activities in order to develop their personal interests.

• Well qualified and experienced staff ensure that learners are well supported through their programmes.

• The links with employers is excellent offering the LIVE learners a diverse range of work placement experience and makes a significant contribution to the learner’s experience and success. Where a learner specifies a realistic vocational aspiration, appropriate employers are sourced by the Work Placement Co-ordinator.

• Outstanding development of skills to enhance employability and independence.

• Excellent progression routes on the LIVE programme allow learners to progress onto supported internships leading to their desired destinations.

• The links within the communities of the STRIVE learners is excellent, enabling them to access activities of interest close to where they live.

• Outstanding academic and pastoral support enable learners to make excellent progress in developing personal and work related skills and the skills required for adult life.

• Leadership and management are outstanding. Staff at all levels work to deliver outstanding results and deliver the college’s mission. Managers have a clear vision which is enthusiastically supported by staff, learners, employers, and community organisations and embed a culture of continuous improvement and high expectations.

• Very good tracking of learner progress, attainment and destination.

• The college’s approach to safeguarding all learners and staff is outstanding. Emphasis on British Values and the PREVENT Duty is established within the curriculum on both programmes.

• The partnership with UCB enables the college to draw on their outstanding expertise in order for the college to provide vocational education to its learners with high needs.

• The college is a member of the Association of National Specialist Colleges (NATSPEC) which promotes specialism and expertise for students with learning difficulties or disabilities.

• The college is part of a Peer Review and Development group made up of Independent Specialist Colleges who are members of NATSPEC.

• The college is a member of the Business Networking Institute.

What does the College need to maintain? • Maintain high success and achievement rates in core subject areas across all the programmes.

• Maintain good and outstanding teaching, learning and assessment across all the programmes.

• Maintain high success rates of learners gaining paid and unpaid employment, supported

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internships, apprenticeships or moving onto further or higher education.

• Maintain a strong system for tracking progression and the sustainment of learner’s destinations.

What does the college need to develop? • Continue to develop more links with employers leading to increased supported internships,

apprenticeships and employment.

• Continue to develop more links within the local communities of the STRIVE students leading to successful transition into adult life.

• A new study programme to accommodate students with additional high needs based on volunteering outcomes.

• Additional classroom space and facilities to accommodate increasing student numbers.

• The use of RARPA targets and Engagement for Living assessment procedures within the appropriate non-accredited curriculum areas.

What does the college need to do to improve further? • Increase the percentage of learner’s achievement in Maths and English qualifications.

• Improve learner’s attendance rates.

• Increase community links for the STRIVE programme in readiness for the learners transition.

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Effectiveness of leadership and management

Grade 2016/2017 1

The college has completed College Development Plans (CDP) for the academic years 2015-16 and 2016-17.

Under this section, the CDP for 2016-17 identified the following targets:

• To commission an additional 8 places for the STRIVE programme.

• To maintain 30 places on the LIVE programme.

• To develop a new curriculum to meet learners needs at Entry level 1 and 2.

• To identify specialist staff requirements and additional teaching and support staff for all study programmes offered at the Hive.

• To produce a Self-Assessment Report (SAR) based on Ofsted’s 4 key judgement areas.

The CDP is reviewed in November, February and June by the Head of College. The results of the CDP are discussed with the Hive staff and reported on a regular basis to the Board of Trustees.

• The Local Authority commissioned an additional 8 places for the STRIVE programme.

• The predicted progression of students on the LIVE programme into employment by July 2017 allowed access of a new cohort of students on to the LIVE programme.

• The THRIVE study programme has been developed in readiness to offer from September 2017.

• Additional teachers, teaching assistants and care staff have been recruited.

• A full time College Nurse has been employed to support all learners.

• The SAR for 2015/16 was produced and approved by the Board of Trustees.

The areas for improvement (SAR, 2015/16) stated that the achievement of English and Maths for 2015/16 is poor and requires improvement to increase the percentage of learners achieving in these areas.

This has been achieved (see Outcomes for learners).

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Summary / Overview Leadership and Management are outstanding. The college produced a College Development Plan (CDP) which lays out objectives and targets which is actively monitored by the Senior Leadership Team (SLT) within WSS and the Board of Trustees. Contributions to the SAR and the CDP are actively sourced from the managers and staff within the college which provides strategies to be developed to create a culture for learners and staff to excel.

At a College Training Day the college staff contributed to the SAR, their feedback indicates that they feel that leadership and management is strong with a clear vision. Their area of concern is stated in the Areas for Development at the end of this section.

The CDP targets are set and reviewed 3 times during the academic year and any action to address any shortfalls of these targets is carried out.

The Board of Trustees systematically challenge the Head of College with regard to the CDP and also ensure that the college effectively deploys staff and resources to secure excellent outcomes for learners.

Leadership and Management are committed to creating an effective and improving college in which all learners can, and do, achieve and are well supported. Senior management strive to seek out new and innovative learning initiatives such as the implementation of the STRIVE programme at the Hive.

In 2017/18 the THRIVE study programme will be offered to complement a suite of programmes on offer at the Hive in order to meet the diverse needs of the learners.

High expectations are set for the staff and the learners to achieve and excellent working relationships are maintained between the staff and the learners.

Minutes from weekly SLT meetings, Focus meetings and Department meetings illustrate that management is clearly focussed on the provision of an excellent learning experience for all learners.

The curriculum is monitored by the Head of College, the Board of Trustees, SLT and at Focus meetings to ensure that it is current and meets the needs of employers, learners, and their parents and prepares the learners for the next stage of their education, training, employment and preparation for adult life.

The quality of teaching, learning, assessment and outcomes for learners is maintained due to the rigorous implementation of the Teaching and Learning Cycle reviews and well established performance management systems.

Classroom observations have been carried out by senior leaders and managers and have been effective in identifying areas of good practice and areas for improvement. Out of 5 lesson observations 2 were graded as outstanding, 2 as good with many outstanding features and 1 requiring improvement. Swift action following classroom observations takes place to ensure that improvements have been made.

Excellent links with feeder schools within the Local Authority ensure that recruitment targets for both programmes are met.

The college has clear targets for retention, achievement, attendance and learner satisfaction which is monitored by the Head of College and discussed at staff meetings. The Head of College also reports this information to the Board of Trustees and SLT.

Targets for accredited qualifications and non-accredited curriculum delivery are set for the learners and reviewed regularly by their tutor during individual tutorials.

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A progress and destination tracking system has been developed to ensure that learner’s targets are being monitored enabling timely interventions to be put in place if set targets are not being met.

The views of learners are obtained through First Impression, End of Year and Final Impressions questionnaires. For example, 86.7% of learners on the LIVE programme felt that since starting at the Hive they had developed their independent living skills (First Impressions Questionnaire 2016). 95.83 % of learners felt that they are learning things that will help them when they leave college and 95.83% of learners said that they have received the support they need to help them to progress (End of Year Questionnaire 2017). Evidence from the questionnaires indicates that learner satisfaction remains high with no discernible differences between groups of learners.

The results of the questionnaires are shared with the college staff and action is taken where necessary to improve the provision for the learners.

On the LIVE programme time is allocated during weekly group tutorial sessions for any student issues to be raised, each group elects a Student Representative. Student Focus meeting take place during group tutorial on a termly basis where the learners are encouraged to voice their opinions about their study programme and the college in general. The students requested a gym to be installed in the college. As a result of this they have been given the option to attend a local gym as part of their well-being lessons on a weekly basis, this has been very well received by the students.

Student Representatives attend a meeting with the Head of College where attention is focussed on their contributions and acted on promptly.

Employers are actively encouraged to attend Employer Liaison meetings which are held twice over the academic year and are very well attended. They support learners with work placements and offer advice on the design of the programme. For example, a very large, well known employer requested that learners should have Basic Food Hygiene qualifications, which is now part of the Independent Living Skills curriculum.

The college provides advice and support to employers with regard to employing young adults with high needs.

The college is a member of the Disability Confident Schem.

The staff on the LIVE programme maintain close contact with industry and employers to enhance the learners experience in the workplace.

Employability Days allow learners to gain impartial careers advice and meet a variety of employers across the Birmingham area.

The staff on the STRIVE programme maintain close contact with parents and carers to ensure the learners are enjoying college and are pursuing activities in areas that interest them and their families.

Visits from the Police take place to talk to learners about their safety in the community.

Representatives from Advocacy Matters also visit college to explain how they can offer support to young people with high needs.

The college has a safeguarding policy and safeguarding arrangements are very effective, the college ensures that the safety of learners is a primary focus in every aspect of it operations.

The school safeguarding ethos has been implemented within the college and rigorous staff training has taken place in this area. This is evident in how the staff assure the well-being of the learners whilst in

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college and on work placement and out in the community. Rigorous risk assessments are in place and are regularly maintained.

Learners on the LIVE programme have a very clear understanding of personal safety and demonstrate good standards of health and safety in college and in the workplace.

Safeguarding is part of the induction process and is revisited during group tutorials on the LIVE programme to ensure that the students remain aware of safeguarding issues.

Due to the complexity of the STRIVE students’ needs, safeguarding is reinforced in the classroom and when out in the community with the teaching and support staff. Any Safeguarding issues are reported on CPOM’s which is monitored by the Designated Safeguarding Person in college and discussed with the College Nurse, where necessary.

Extensive safeguarding policies and procedures are in place, with clear lines of responsibility for early intervention procedures and appropriate scrutiny.

The Designated Safeguarding Person within WSS supports the college and access to the Family Engagement member of staff provides excellent, early intervention assistance to resolve issues by working closely with the learner, their families and the staff involved.

Safeguarding records show teaching and support staff are sensitive to the welfare of learners and appropriate action is taken where necessary.

All Safeguarding incidences and relevant actions are anonymously reported to the Board of Trustees.

Safeguarding training is carried out with all staff on a regular basis. The Single Central Record is robust and maintained by one member of staff.

The promotion of equality and diversity is outstanding. Robust policies are in place which clearly defines the college’s commitment to equal opportunities.

The staff and learners have developed a strong and harmonious learning environment where equality and diversity is embedded into the curriculum content.

Learners and staff are aware of their responsibilities to challenge discrimination or harassment in college and in the workplace.

The STRIVE students awareness of equality and diversity is delivered through differentiated lessons so that all learners are able to participate in the programmes activities. There are also many opportunities to be part of the diverse culture within the college and out in the community.

All students receive information on anti-bulling during induction.

The college is proactive towards the promotion of fundamental British values.

The college works to protect learners from radicalisation and extremism as part of the PREVENT Duty.

Learners on the LIVE programme are encouraged to explore issues in a safe environment where staff challenge learners views and encourage debate.

Adaptations to the delivery of these issues has to be made for the STRIVE students.

Some learners live within disadvantaged areas within the local community, support for these learners is

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exceptional and enables them to achieve and make progress.

Achievement, retention and success rates of different ethnic groups, gender and disability are monitored. Learners achieve equally well and information gathered from learner surveys indicates that there is a very low level of equal opportunity issues within college.

Where learners are unable to participate in college surveys, parents and carers views are sought and analysed.

The college’s financial management is carried out by WSS Business Manager, internal and external reports from auditors are outstanding and risk management is effective in identifying against key risks.

The college’s finances have been used to invest in the expansion of the college and specialist resources that are used to promote learning.

Staff are highly skilled and qualified, have considerable industry experience and experience in supporting leaners with complex medical and learning difficulties. The college staff identified that introducing a high level of care for learners in terms of medical and personal needs has impacted well on all learners in the college.

All staff benefit from an extensive amount of professional development opportunities.

Grade (check the appropriate box):

Outstanding ☒ Good ☐ Requires Improvement ☐ Inadequate ☐ Not Applicable ☐

Provide evidence to support this Grade, with reference to the Grade descriptors: Effectiveness of leadership and management in the Further education and skills inspection handbook (August 2015).

Wherever possible, the evidence should be supported by relevant data.

Strengths (linked to Grade descriptors)

Evidence

Leaders, managers and governors have created a culture that enables learners and staff to excel. They are committed unwaveringly to setting high expectations for staff and learners conduct and achievement. Working relationships between staff and learners are exemplary.

Teaching and Learning Cycle reviews.

80% lesson observation grades are outstanding / good.

100% pass rate in Workskills.

100% pass rate in Personal Progress.

100% pass rate in Vocational Studies.

Highly skilled and qualified staff and excellent CPD opportunities.

Learner questionnaires results.

The range of provision offered is carefully considered and based on a

The implementation of the THRIVE study programme in September 2017 to complement the suite of programmes on

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thorough understanding and analysis of a wide range of information including local and national economic and social contexts. Learning programmes are very well designed including in collaboration with employers. These learning programmes ensure that they enable learners to acquire knowledge, understanding and skills including where relevant, English, Maths, ICT that prepare them well for future progression to further / higher education and / or sustained employment.

offer at the college ensuring that provision for all learners is maintained, where appropriate.

English, Maths and ICT are all included in all study programmes.

Employers offer advice on the design of the study programme.

Excellent progression and destination (see Outcomes for Learners).

Leaders, managers and governors have a deep, accurate understanding of the provider’s effectiveness that is informed by the views of learners, staff, employers and other stakeholders. They use this to keep the provider improving by focusing their actions on important areas. They are unflinching in reviewing the impact of their actions.

The views of learners are obtained through questionnaires.

100% of learners felt that since starting at The Hive they have developed their independent living skills, 95.83% of learners felt that they are learning things that will help them when they leave college and 95.83% of learners said that they have received the support they need to help them to progress (End of Year Questionnaire 2017).

Evidence from the questionnaires indicates that learner satisfaction remains high with no discernible differences between groups of learners.

Learners feel safe and know how to raise concerns. The provider is proactive in assessing safeguarding risks and taking action to prevent them. The provider has a strong track record of raising awareness among staff and learners of safeguarding issues, listening to learners concerns and acting on them.

Very effective Safeguarding arrangements in college.

The school safeguarding ethos has been implemented within the college.

The Designated Safeguarding Person is the Head of College, supported by the WSS Designated Safeguarding Person.

Rigorous staff training has taken place in this area.

Learners know how to stay safe in college, on work placement and out in the community.

Safeguarding is embedded into group tutorials on the LIVE programme.

100% of learners state that they always / most of the time feel safe (End of Year Questionnaire 2017).

Innovative ways are used to embed Safeguarding on the STRIVE programme due to the learner’s complex needs.

Extensive safeguarding policies and procedures are in place,

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with clear lines of responsibility and appropriate scrutiny.

Leaders work to protect learners from radicalisation and extremism is exemplary. Leaders respond swiftly where learners are vulnerable to these issues. High quality training develops staff’s vigilance, confidence and competency to challenge learner’s views and encourage debate.

The college is proactive towards the promotion of fundamental British values.

All staff participate in PREVENT training and regular up-dates.

British Values and PREVENT are embedded into the curriculum to prepare learners for the transition into adulthood in modern Britain.

There are many opportunities for learners to be part of the diverse culture within the college and out in the community.

Leaders promote equality and diversity exceptionally well so that the ethos and the culture of the provider prevent and form of direct or indirect discriminatory behaviour. Leaders, staff and learners do not tolerate prejudiced behaviour. The promotion of fundamental British values is at the heart of the providers work.

Equality and diversity are embedded into the curriculum and are part of the college ethos.

Equality and Diversity policies are in place.

Group Tutorial encourages debates on controversial issues.

Learners on the LIVE programme design their own Code of Practice which is displayed in their classroom and promotes British values.

Staff identify learners support and additional learning needs quickly and accurately through effective initial assessment leading to the provision of high quality and effective support to help learners achieve as well as they can.

Staff are highly skilled and qualified, have considerable industry experience and experience in supporting leaners with complex medical and learning difficulties. The college staff identified that introducing a high level of care for learners in terms of medical and personal needs has impacted well on all learners in the college.

Initial assessment and baselining of all leaners takes place.

Areas for Improvement (linked to Grade descriptors)

Evidence

Leaders, managers and governors focus on consistently improving outcomes for all learners. They are uncompromising in their ambition. They have the necessary resources to sustain provision of very high quality English and Maths.

Although there has been a substantial improvement in achievement for English and Maths at level 1 and 2 and English at level 1.

Leaders, managers and governors have a deep, accurate understanding of the provider’s effectiveness that is informed by the views of learners, staff,

Staff have identified more clarity regarding roles and responsibilities within the college.

(Identified by college staff during College Training day,

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employers and other stakeholders. They use this to keep the provider improving by focussing their actions on important areas. They are unflinching in reviewing the impact of their actions.

September 2017).

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Quality of teaching, learning and assessment

Grade 2016/2017 1

Under this section, the CDP for 2016/17 identified the following targets:

• To baseline learner starting points on the LIVE programme towards employability and independence and implement RARPA to track progression of their extra-curricular activities within their individual study programme.

• To baseline learners starting points on the STRIVE programme towards more independence and community integration as part of their non-accredited curriculum activities.

• Identify a member of staff to be trained to deliver Travel Training as part of the extra-curricular activities, who can then deliver Travel Training to students as appropriate to meet their needs.


• Baseline of starting points has taken place on the LIVE programme. RARPA implementation has been completed. Internal and external moderation has taken place.

• Baseline of starting points has taken place on the STRIVE programme. Engagement for Living has been piloted. Internal and external moderation has taken place.

• A member of staff has carried out the Travel Training qualification and is carrying out travel training with relevant students on the LIVE programme.

The areas for improvement (SAR, 2015/16) stated that the achievement of English and Maths for 2015/16 is poor and requires improvement to increase the percentage of learners achieving in these areas.

This has been achieved (see Outcomes for learners).

To quality assure and track progression and outcomes of non-accredited curriculum content using Recognising and Recording Progression and Achievement (RARPA) 5 steps process.

This has been achieved.

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Summary / Overview Teaching, learning and assessment are outstanding; learners enjoy learning and make excellent progress relative to their starting points. On the LIVE programme initial assessment identifies each learner’s academic ability so that they are placed in the right ability group to be entered into a variety of accreditation at Entry Level 3, Level 1 or Level 2.

On the STRIVE programme initial assessment takes place, but as there is only one group of students it is not possible to have ability groups. All students are working at Entry Level 1 in Personal Progress, the remaining areas of the curriculum allows for differentiated learning.

All learners on the LIVE programme are baselined in Maths and English in the first year of their study programme and any previous qualifications are taken into consideration to ensure that each student has access to a progressive curriculum that is designed at a level and pace to challenge and meet their individual needs.

The college staff identified from the CDP the low levels of achievement in Maths and English on the LIVE programmes and the interventions that have been put in place to address this issue. As a result of this, it was noted that there has been a significantly higher level of achievement in Maths and English than in previous years.

STRIVE learners are exempt from qualifications in Maths and English due to their complex learning difficulties. Aspects of Maths and English are embedded into their curriculum activities.

Learner’s individual long and medium term targets are clear and specific and cover a range of programme aspects.

On the LIVE programme employability, independence, Maths, English, ICT and communication skills are central to all learning activities provided in the classroom and when on work placement.

Applied English and Maths are developed in lessons showing learners how they can apply their learning in vocationally relevant opportunities on supported internships.

The RARPA system has been piloted to record the progress and achievement of the learners when on work placement. Long term and mid-term goals are set and then targets are identified on an individual basis for each student to meet when in the workplace. If the learners move on to a supported internship, their employer assists the learner and the job coach is setting relevant work related targets specific to the job role.

Teachers are very supportive with a high ratio of support staff to learners within the classroom. Specialist teaching materials and differentiated teaching methods are utilised taking into account the individual learning needs of each learner.

Teachers have excellent subject knowledge and allow sufficient time and opportunities for learners to contribute to lessons, especially where they may have low self-esteem or communication difficulties.

The learners are eager to know how they can improve their work and develop their knowledge, understanding and skills. Teachers check learners understanding and offer clearly directed and timely support to enable them to improve.

On the LIVE programme Information Communication Technology (ICT) is used well in lessons to reinforce learning. All learners have access to lap tops and are encouraged to use a range of technologies to complete assignment work.

ICT is timetabled as part of the LIVE programme curriculum and focuses on the skills learners will need in

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the work place and in society. An emphasis on e-safety is planned for effectively throughout the programme.

The STRIVE students completed Entry Level 1 Award in Personal Progress and used evidence produced whilst carrying out community placements. Their personal targets cover communication, cognition, self-help and independence and community participation. The Engagement for Living system is used to record progress and achievement for the non-accredited curriculum delivery. Learner’s progress is discussed with the teacher and the learner’s key tutor and interventions are put in place where necessary. Engagement profiles and scales are completed to support the learner’s progression.

The promotion of equality and diversity in teaching and learning is excellent with all learners gaining full access to bespoke learning programmes and vocational and community based opportunities.

On the LIVE programme, during individual tutorial sessions, learner progress is discussed and monitored and interventions are put in place where necessary. A system has been developed to track progression, achievement and destination data for 2016/17.

Regular reviews of short term and long term goals are carried out to identify those learners at risk of falling behind targets and new targets are set. Learners are encouraged to take responsibility to monitor their own progress, where possible.

Learners underpinning knowledge is assessed using various methods. On the LIVE programme teachers provide a wide variety of vocationally focussed assignment materials that challenge learners to apply the skills and knowledge they have experienced in the workplace or when operating the college’s business enterprise operations. The support staff make excellent use of Witness Statements by gaining evidence for the completion of assignments whilst in the work place.

Teachers and teaching assistants check learners work systematically and feedback is used effectively to direct learners on how to improve their learning.

For accredited qualifications internal verification of learners work is carried out by the college staff and assessment decisions have been agreed by the relevant awarding body.

Parents and employers are provided with clear information that details the learner’s current progress and also the next steps required to ensure that they are well equipped to reach their working or community aspirations.

All teaching staff are employed by WSS and seconded to the college; therefore lesson observations are carried out as part of the school’s performance management. Evidence from lesson observations show that learners make outstanding progress, are focused and actively take part in classroom activities related to the work place.

The college has a robust system for managing teaching staff that are identified as requiring improvement during lesson observations with swift interventions by Senior Leaders ensuring that areas for development are identified and implemented with immediate effect.

The main focus of the LIVE study programme at the college is the learner’s work placements. A Work Placement Co-ordinator sources meaningful, appropriate placements to meet the learner’s career aspirations.

Work placements are monitored closely with effective support in place for learners and employers through teaching assistants and work placement supervisors. Learners are supported in the workplace on a one-to-one basis with a gradual reduction in support as and when it is appropriate to the learner’s needs.

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The college maintains an extensive data base and very strong links with prestigious employers within the West Midlands area who provide work placements, supported internships and paid or unpaid employment opportunities for the learners. These employers include Mondelez International, HSBC Bank, ATG Travel, Tesco and National Express. Strong links with local employers have provided learners with work placements and destinations into apprenticeship and employment in a variety of sectors such as Health and Social Care and Catering.

The learners enjoy work placements and find them to be a valuable experience in assisting them to choose the right vocational career path for the future. They use the experience to further develop their knowledge, skills and understanding to enhance their progression through the programme and onto supported internships, paid or unpaid employment, apprenticeships and further or higher education.

A Job Coach supports learners on supported internships and maintains a tracking system to monitor learners when they leave the college to facilitate sustained employment.

Links with volunteering groups have also been established and all LIVE students undertake volunteering work whilst at college.

Links within the college’s local community and within the STRIVE learners local communities have been made.

Lesson Observation Grades for 2016/2017 Grade 1

(no. & %) Grade 2 (no. & %)

Grade 3 (no. & %)

Grade 4 (no. & %)

Total

Total (no. & %) 2 (40%) 2 (40%) 1 (20%) NA 5

Lesson observations took place week beginning 13th March 2017 as part of WSS performance

management.

In addition to this, the college commissioned the services of Quality 1 Consultancy Ltd on three separate

occasions to support with the Ofsted Inspection process. As part of these visits joint lesson observations

with the Head of College took place and informal walkabouts were carried out by the consultant who is

an Ofsted Inspector, specialising in Independent Specialist College’s further education provision.



Provide evidence to support the Grade for 2015/2016, with reference to the Grade descriptors: Quality of teaching, learning and assessment in the Further education and skills inspection handbook (August 2015). Wherever possible, the evidence should be supported by relevant data.


Evidence

Learners are curious, interested and keen to learn. They seek out and use new information to develop, consolidate and deepen their

On the LIVE programme the curriculum consists of Employability and Independent Living Skills, Maths, English, ICT and communication skills.

All learners participate in meaningful work placements on a

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knowledge, understanding and skills. They thrive in learning sessions and, where appropriate, use their experiences in the workplace to further develop their knowledge, skills and understanding.

weekly basis initially, building on the number of days in work placement to suit their abilities and career aspirations. Underpinning knowledge required for assignments draw on practical experiences in the work place.

On the STRIVE programme the curriculum consists of Communication, Cognition, Self-help and Independence and Community Participation.

Staff are determined that learners achieve well. They have excellent subject knowledge and motivate and engage learners who enjoy the work they complete. Staff have consistently high expectations of all learners, who exhibit excellent attitudes to learning.

80% good/outstanding lesson observations.

100% pass rate in Workskills.

100% pass rate in Personal Progress.

100% pass rate in Vocational Studies.

100% pass rate in English.

100% pass rate in ICT.

90% pass rate in Maths.

A Job Coach supports learners on supported internships.

Staff promote, where appropriate, English, Maths, ICT and employability skills exceptionally well and ensure that learners are well equipped with the necessary skills to progress to their next steps.

ICT is used in the classroom.

ICT lessons focus on skills required for the work place and equip learners with the knowledge and skill needed to progress into employment.

Emphasis on e-safety embedded into ICT lessons and the curriculum.

Employability skills are the main focus of the LIVE curriculum and ensure that learners are prepared for the work place.

Community Participation is the main focus of the STRIVE curriculum.

The college has a very high success rate of getting learners into paid and un-paid employment, apprenticeships, and supported internships.

Where appropriate, parents and/or employers are provided with clear and timely information that details the extent of learners’ progress in relation to the standards expected and what they need to improve.

Learners, where possible, are encouraged to take responsibility to monitor their own progress.

Individual tutorial sessions monitor progress and identify next steps.

Parents are invited to Parents Evenings.

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Regular meetings with employers and the Work Placement Co-ordinator take place to monitor the learner’s progress.

Meetings between the PMLD Co-ordinator and parents / carers are planned for effectively.

Regular meetings between the PMLD Co-ordinator and Head of College.

Learners are eager to know how they can improve their work and develop their knowledge, understanding and skills. They capitalise on opportunities to use feedback to improve. Staff check learners understanding systematically and effectively, offering clearly directed and timely support that has a notable impact on improving learning.

Learners are supported to achieve their learning goals both in and between learning sessions.

Initial assessment on both programmes.

Baseline for Maths and English, Workskills and Employability on the LIVE programme.

Individual tutorials.

College tracking system to monitor progression, achievement and destination data.

Long and midterm goals are set leading to short term targets.

Timely interventions are planned on the college planner.


Evidence

Leaders, managers and governors use the funding for learners with high needs very effectively. They plan, manage and evaluate the provision so that learners undertake highly individualised and challenging learning that builds on their prior attainment, and prepares them very well for future employment and / or greater independence in their everyday lives.

Stronger link with community base projects and activities need to be sourced in order to sustain the STRIVE programme outcomes.

Throughout the time spent on their programmes, learners and groups of learners make substantial and sustained progress relative to their starting points and personal circumstances.

Monitor the effectiveness of Engagement for Living for recording progression and achievement of targets on the STRIVE programme.

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Personal development, behaviour and welfare

Grade 2016/2017 1

Under this section, the CDP for 2016/17 identified the following targets:

• Closely monitor attendance with an aim to meet national averages for both LIVE and STRIVE students.

• Achieve overall attendance of 92% (LIVE) and 83% (STRIVE)


• The overall attendance for the academic year was 88.46% (LIVE) and 88.83% (STRIVE).

• See Outcomes for Learners College Attendance 2015 to 2017.

The areas for improvement (SAR, 2015/16): Improve attendance rates to meet national averages.

This target was met by the STRIVE programme but was slightly below the target for the LIVE programme. However, the results show that the attendance rates of learners overall has increased since the previous year.

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Summary / Overview Learners on the LIVE programme develop the confidence and skills they need to enable them to gain meaningful employment, improve their independence and contribute to society. The study programmes are designed to meet the individual learner’s needs and help them to develop the personal, social and employability skills that are required to achieve their core learning aims.

Learners achieve specific units of their main vocational qualification, appropriate to their level of study, that are related to the work place and work towards additional qualifications in Maths and English and ICT to increase their future employability. Learners on supported internships study vocational skills that are appropriate to their industry so that they can work effectively in the work place and increase their opportunities of full or part time employment at the end of their internship.

Career guidance ensures that learners are well prepared for the next stage of their education and employment. During induction learners are made aware of the range of career pathways available to them and the realistic plans they will need to make to achieve their long term goals.

All learners participate and benefit from work placements. Feedback from learners regarding their work placements is extremely positive, they find the experience they gain has a significant and positive impact on their learning and self-esteem and assists them in making informed choices about their learning and future career planning.

Work placement review sessions offer outstanding support to learners for pre-placement preparation and post placement evaluation. 100% of employers state that the pre-placement administration is carried out effectively and that they are clear about the college’s expectation of the employer (Employer Survey Results 2016/17).

Work placements are fully risk assessed and the health and safety of learners is paramount at all times.

Feedback from employers is excellent; they have been impressed with the performance of the learners and the support they receive from the college.

Work placements are matched to the needs of the learners and appropriate support is put in place if needed. Other aspects such as bath rooming requirements are also considered.

Employers state that the learners do well on placements and have the personal and vocational attributes that are required by their provision. The learners become an asset to the business and their contributions are highly valued.

Many employers offer employment and apprenticeship opportunities to the learners and request for more learners to do work placements at their organisations with a view to future employment.

100% of employers state that they would be extremely or very likely to offer other placements to students on the LIVE programme (Employer Survey Results 2016/17).

The majority of learners demonstrate very good attendance and punctuality at college and when on work placement. For those learners with poor health issues a reduced timetable is offered with reduced time spent in the work place.

Deadlines are met and in most cases the vast majority of learners successfully complete their study programme and move on to their chosen destination.

Learners are supported to access specific services provided by the Local Authority and other organisations such as Access to Work, Advocacy Matters and Safeguarding Services. Learners have access

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to a full time, term time Family Engagement member of staff who offers support to families and learners regarding benefits and charity services for individual needs which help to support their education.

The behaviour of the learners is excellent in college and in the work place. They set their own codes of conduct and practice which are displayed in their classroom and reflected on during group tutorials, where learners are encouraged to discuss and debate issues related to British values taking into account the need to respect others opinions and views.

During induction students participate in a bullying workshop to raise their awareness that bullying in college is not tolerated and is dealt with swiftly and effectively.

Learners feel safe and understand how to keep themselves safe and others when in different situations or surroundings. 100% of learners state that they always / most of the time feel safe when they are at the Hive and on work placement (End of Year questionnaire 2017). They are aware of their rights and responsibilities as a learner and an employee and are encouraged to work with others in all settings to promote good working relationships.

All staff have an effective understanding of social media through staff development and know how to raise any concerns about inappropriate activity. Learners have a clear understanding of the colleges safeguarding protocols and build positive relationships with the college staff who encourage a culture of disclosure.

Independent Living Skills forms part of the curriculum which encourages learners to make informed choices about healthy eating and fitness and teaches them how they can become more independent in the home. Workshops are planned throughout the academic year to promote emotional well-being and provide information to learners on various issues such as healthy relationships, staying safe from abuse, sexual exploitation, radicalisation and extremism.

All first year students on the LIVE programme have the opportunity to participate in a five day residential visit where they are encouraged to develop their personal and social skills.

The learners on the STRIVE programme have made progress in their personal targets and are beginning to show developments in confidence and their general behaviour.

Community connections have been established which enable all the learners to participate in community participation which is the main focus of the study programme.

Learners have achieved an Entry Level 1 Award in Personal Progress which is the core qualification for the STRIVE study programme.

Learners are guided by the teachers and teaching assistants in preparation for the next stage of the programme which focuses on exploring the activities of particular interest to the individual learner.

Time is allocated for teachers and key tutors to discuss and monitor outcomes after each community participation activity.

The overall attendance on the STRIVE programme is excellent considering the learners complex medical needs.

The deadlines for the first year of the STRIVE programme have been met.

The STRIVE programme works with a range of agencies such as Music Therapists, Aromatherapists and Physiotherapists. The learners make use of the school swimming pool where hydrotherapy sessions take place. Speech and Language specialists and Occupational Therapist are accessed through the Single Point

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of Access on an individual basis on the recommendation of the college nurse and reasonable adjustments are made based on the needs of the individual students.

Multi-Disciplinary Agencies are encouraged to attend meetings with learners and parents or carers at the college to avoid disruption to the education of the learners.



Provide evidence to support the Grade for 2015/2016, with reference to the Grade descriptors: Personal development, behaviour and welfare in the Further education and skills inspection handbook (August 2015). Wherever possible, the evidence should be supported by relevant data.


Evidence

Learners are confident and self-assured. Their excellent attitudes to learning have a strong, positive impact on their progress. They are proud of their achievements and take pride in the work they complete with the provider and in the workplace.

Learners progress well through their study programmes.

Destinations are excellent for all learners on the LIVE programme.

An Awards Evening celebrates learner’s achievements.

Student of the Month / Year.

Learners understand how their education and training equip them with the behaviours and attitudes necessary for success in the future as reflected by the excellent employability skills they acquire and the achievement of relevant additional qualifications.

100% pass rate on Vocational skills.

100% pass rates on Workskills.

100% pass rates on Personal Progress.

The units that make up the qualification are relevant to work skills and the intended work place.

The units that make up the qualifications for the STRIVE programme are relevant to community participation.

Destinations are excellent for learners on the LIVE programme.

Employer comments.

High quality careers guidance helps learners to make informed choices about which courses suit their needs and aspirations. They are prepared for the next stage of their education,

Career events throughout the academic year.

Work placement and community participation reviews.

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employment, self -employment and training.

Setting of long, medium and short term goals.

Individual tutorial sessions to discuss progression, achievement and destinations on the LIVE programme.

Teacher and key tutor reviews of community participation on the STRIVE programme.

Learners, where appropriate, participate in purposeful and challenging work experience and placements relevant to their future career plans. These learners often quickly become an asset to the business and make a highly valued contribution.

All learners participate in work placements or community participation activities from the onset of their study programmes.

Increased number of learners on supported internships.

Destinations are excellent for learners on the LIVE programme into paid and un-paid work.

Learners, where appropriate, can explain accurately and confidently how to keep themselves healthy. They make informed choices about healthy eating, fitness and their emotional and mental well-being. They have appropriate understanding of healthy relationships and are confident in staying safe from abuse and sexual exploitation.

On the LIVE programme, Independent Living Skills focus on healthy eating, fitness and independence.

Workshops throughout the academic year cover British values and the PREVENT Duty.

On the LIVE programme, group tutorials encourage discussion and debate on safeguarding.

Access to the Family Engagement member of staff within school.

Staff and learners deal effectively with the very rare incidences of bullying behaviour and/or use of derogatory or aggressive language. They work well with the provider to prevent all forms of bullying, including online bullying and prejudice-based bullying.

Bullying workshops during induction.

CPOMs to record any incidences of learners poor behaviour.

Evidence of swift action taken by staff to prevent any incidences of bullying.

The providers open culture actively promotes all aspects of learner’s welfare. Learners are safe and feel safe at all times. They understand how to keep themselves and others safe in different situations and settings. They trust leaders to take rapid and appropriate action to resolve any concerns they have.

Staff and learners on the LIVE programme are aware of safeguarding procedures when in college and in the workplace.

Learners are aware of who is the Designated Safeguarding Person in college.

100% of learners state that they always / most of the time feel safe when they are at the Hive and on work placement (End of Year questionnaire 2017).

Teaching, learning and assessment promote equality, raise awareness of

Group tutorials.

25

diversity and tackle discrimination, victimisation, harassment, stereotyping, radicalisation and bullying.

The personal and social development of learners equips them to be thoughtful, caring and active citizens.

Guest speakers.


Evidence

Learners are motivated to learn; attendance and punctuality at learning sessions and/or work, including work experience are consistently excellent. They meet challenging deadlines well.

Improve attendance rates to meet national averages.

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Outcomes for learners

Grade 2016/2017 1

Under this section, the CDP for 2016/17 identified the following targets • To meet / exceed national average pass rates for English and Maths by changing the assessment

methods and the awarding body for Maths

• To baseline all learners to ensure that they are working at the correct level for their ability, but still challenging learners to progress to a higher level where possible.

• Identify opportunities for learners to gain additional support in English and Maths and maintain consistency in teaching staff allocated to teach English and Maths.


• The college has implemented the English Speaking Board qualifications that are related to the skills required in the workplace. NCFE Maths qualifications have been implemented which are assignment based qualifications.

• Baselining has taken place.

• The consistency of the teaching staff for Maths and English has been maintained. Additional support has been identified and interventions such as the Homework Club were put in place.

The areas for improvement (SAR, 2015/16) stated that the achievement of English and Maths for 2015/16 is poor and requires improvement to improve the percentage of learners achieving in these areas.

To quality assure and track progression and outcomes of non-accredited curriculum content using Recognising and Recording Progression and Achievement (RARPA) 5 steps process.

This has been achieved.

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Summary / Overview All learners are aged 19 to 25 and have a range of disabilities and learning difficulties and the demographics of the local area reflect the college population.

There are no significant gaps in achievement rates for learners based on gender, disability and ethnicity.

Gender Male 28

Female 9

Disability Muscular Dystrophy (Duchenne) 2

Cerebral Palsy 10

Autism 12

Global Development Delay 1

Mobility 2

Visual Impairment 1

Camptomelic Dysplasia 1 PMLD 8

Ethnicity White British 22

White / Black Caribbean 1

Pakistani 6

Indian 4

Black Caribbean 3

Afghan 1

• 29 learners enrolled on the LIVE programme of study in September 2016.

• 1 learner gained employment in May 2017 and left the LIVE programme of study.

• 1 learner left the LIVE programme of study for personal reasons.

• 27 learners were on the LIVE programme of study in July 2017.

• 7 learners enrolled on the STRIVE programme of study in September 2016, 1 student enrolled in March 2017.

• 8 learners were on the STRIVE programme of study in July 2017.

Overall qualification achievement rates and destination data is very strong. There has been a significantly high pass rate in Maths and English. A high proportion of the LIVE students go on to sustainable destinations and all students, on both study programmes achieved their core qualification.

LIVE Study Programme Results (Entry 3, Level 1, Level 2 and GCSE)

ENTRIES for 16/17

Achieved / Passed

Completed Study Programme (July 17)

Enrolments In Oct 16

Pass Rate (Entries for Subject Total

Pass Rate Total Student Sample

Pass Rate Total Enrolments

ENGLISH 21 19 19 21 90.47% 100% 90.47%

MATHS 20 18 18 20 90% 100% 90%

GCSE MATHS 1 1 1 1 100% 100% 100%

ICT 12 12 12 12 100% 100% 100%

WORKSKILLS 22 22 22 22 100% 100% 100%

VOCATIONAL STUDIES

7 7 7 7 100% 100% 100%

English results – 2 learners were absent (level 1)

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Maths results – 2 learners failed (level 1 and 2)

Only 12 learners were entered for ICT at Entry 3, an additional 8 learners will complete ICT at level 1 in July 2018.

STRIVE Study Programme

Results (Entry 1) ENTRIES

for 16/17 Achieved / Passed

Completed Study Programme (July 17)

Enrolments In Sept 16

Pass Rate (Entries for Subject Total)

Pass Rate Total Student Sample

Pass Rate Total Enrolments (29)

Personal Progress

7 7 7 7 100% 100% 100%

Headline Qualification Achievement Rates 2015/16 - 2016/17

LIVE Study Programme (Workskills)

No. of Entries 2015/16

2015/16 Results

No. of Entries

No. Complete Programme of study

2016/17 Result

National Average Achievement Rates GFE’s

Overall 29 79.3% 22 22 100% 80%

Level 1 17 88.2% 7 7 100% 80%

Level 2 12 66.6% 6 6 100% 80%

Entry 3 9 9 100% 80%

LIVE Study Programme (Vocational Studies level 1)


2015/16 Results

No. of Entries


2016/17 Result


Overall N/A N/A 7 7 100% 80%

STRIVE Study Programme Personal Progress Entry 1)


2015/16 Results

No. of Entries


2016/17 Result


Overall N/A N/A 7 7 100% 80%

Qualification success rates are excellent, when comparing against the national averages for able bodied learners. Almost all learners successfully completed their study programme outcomes and made substantial and sustained progress from their starting points upon entry to the college.

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English and Maths - LIVE Study Programmes

GCSE Subject No. of

Enrolments Retention Pass Qualificatio

n Achievement Rate (QAR)

High Grades A*-C (grade 4-9)

High Grades National Average

Maths 1 1 100% 100% 0% 32.6%

English 0 0 0 0 0 48.3%

Level 1 and Level 2 Subject Specific LIVE Study Programme

Results 2016-17 ENGLISH No.

Entered Passed Failed No on

Programme after 6 weeks

Retention Rate

% Pass rate

Level 1 9 7 2 9 100% 77.7%

Level 2 3 3 0 3 100% 100%

GCSE 0 0 0 0 N/A N/A

Total Entries 12 10 2 12 100% 83.3%

MATHS No. Entered

Passed Failed No. on Programme after 6 weeks

Retention Rate

% Pass rate

Level 1 3 2 1 3 100% 66.7%

Level 2 1 0 1 1 100% 0.00%

GCSE 1 1 0 1 100% 100%

Total Entries 5 3 2 5 100% 60.00%

WORKSKILLS No Entered Passed Failed No on Programme after 6 weeks

Retention Rate

% Pass rate

Level 1 7 7 0 7 100% 100%

Level 2 6 6 0 6 100% 100%

Total Entries 13 13 0 13 100% 100%

Vocational Studies

No Entered Passed Failed No on Programme after 6 weeks

Retention Rate

% Pass rate

Level 1 7 7 0 7 100% 100%

Total Entries 7 7 0 7 100% 100%

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TOTAL ENTRIES GCSE / Level 1 and Level 2 programmes

37 33 4 37 100% 89.2%

ENTRY ENGLISH No. Entered

Passed Failed No on Programme after 6 weeks

Retention Rate

% Pass rate

Entry 1 0 0 0 0 N/A N/A

Entry 2 5 5 0 5 100% 100%

Entry 3 4 4 0 4 100% 100%

Total Entries 9 9 0 9 100% 100%

ENTRY MATHS No. Entered


Retention Rate

% Pass rate

Entry 1 0 0 0 0 N/A N/A

Entry 2 9 9 0 9 100% 100%

Entry 3 7 7 0 7 100% 100%

Total Entries 16 16 0 16 100% 100%

ENTRY WORKSKILLS No. Entered


Retention Rate

% Pass rate

Entry 1

Entry 2

Entry 3 9 9 0 9 100% 100%

Total Entries 9 9 0 9 100% 100%

Entry Level No. of Entries / Enrolments 2015-16

2015/16 No. of Entries / Enrolments 2016-17

Retention Pass 2016-17

Qualification Achievement Rate (QAR)

National Average QAR

Overall 29 72% 40 100% 100%

English All Levels

7 100% 9 100% 100% 100% 63%

Maths All Levels

13 38% 16 100% 100% 100% 63%

Workskills 9 100% 8 100% 100% 100% 80%

Personal Progress

7 100% 100% 100% 80%

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Total Entries on to Entry Programmes

34 34 0 34 100% 100%

RARPA Targets LIVE Programme Achievement rate of non-regulated assessment is 85%

Engagement for Living Targets Strive Programme

This was a pilot year for setting RARPA targets for non-accredited curriculum. Although the Employability targets achievement rate is slightly higher than the benchmarks for non-accredited curriculum there is room for improvement. Achievement rates on the STRIVE programme are below the benchmark for non-accredited curriculum and also need to be improved.

Employability Targets Achieved

86%

65%

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Attendance 2016 - 2017

Tutor Group No of

Students Present & Auth Abs Present Auth Abs Unauth Abs

Live 1 6 97.93% 89.94% 7.99% 2.07%

Live 2 7 98.76% 86.25% 12.51% 1.24%

Live 3 9 98.51% 92.75% 5.76% 1.49%

Live 4 7 97.32% 84.88% 12.44% 2.68%

Live Average 29 98.13% 88.46% 9.68% 1.87%

Strive 8 98.99% 88.83% 10.16% 1.00%

College Average 37 98.56% 88.64% 9.92% 1.44%

2015-2016 2016-2017

Present & Authorised Absence%

97.8% 98.56%

Present % 87.1% 88.64%

Authorised Absence % 10.7% 9.92%

UnAuthorised Absence % 2.2% 1.44%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Att

en

dan

ce P

erc

en

tage

%

College Attendance 2015 to 2017

33

Retention

2015-16 2016-17

% Retention 93% 95%

Destinations 2015-16

Student Destinations 2015-16 %

Continued at The Hive 13 46.43%

Employment Paid 3 10.71%

Employment Unpaid 6 21.43%

Apprenticeship 2 7.14%

NEET 4 14.29%

28 100.00%

2015-16 2016-17

Number of Students 28 37

Completed Year 26 35

Into employment 1

Withdrawn 2 1

0

5

10

15

20

25

30

35

40

Nu

mb

er

of

Stu

de

nts

Retention Data 2015 to 2017

13

3

6

2

4

Student Destinations 2015-16

Continued at The Hive

Employment Paid

Employment Unpaid

Apprenticeship

NEET

34

Destination Sectors 2015-16 %

Health, Public Services & Care 7 63.64%

ICT 0 0.00%

Leisure, Travel & Tourism 0 0.00%

Retail & Commercial Enterprise 3 27.27%

Business, Admin & Law 1 9.09%

Destinations 2016-17

Student Destinations 2016-17 %

Continued at The Hive 19 65.62% Employment Paid 5 17.24%

Employment Unpaid 3 10.34%

Apprenticeship 0 0.00%

NEET 2 6.90%

29 100.00%

7

3

1

Employed/ApprenticeshipDestination by Sector 2015-16

Health, Public Services & Care

ICT

Leisure, Travel & Tourism

Retail & Commercial Enterprise

Business, Admin & Law

19

32

LIVE Student Destinations 2016-17

Continued at The Hive

Employment Paid

Employment Unpaid

Apprenticeship

NEET

5

35

Destination Sectors 2016-17 %

Health, Public Services & Care 3 37.50%

ICT 0 0.00%

Leisure, Travel & Tourism 2 25.00%

Retail & Commercial Enterprise 2 25.00%

Business, Admin & Law 1 12.50%

Overall Success Rate 2016/17 Overall Success % Students

Success 80% 8

NEET 20% 2

100% 10

Outcomes for Learners are very positive and successful with the college bucking the national trend for young disabled people gaining paid and unpaid employment. The college still encounters barriers but places considerable resources to reduce and break these down for successful outcomes.



Provide evidence to support the Grade for 2015/2016, with reference to the Grade descriptors: Personal development, behaviour and welfare in the Further education and skills inspection handbook (August 2015). Wherever possible, the evidence should be supported by relevant data.


Evidence

Across the provider and in different types of provision, including

Learners starting points, progression, achievement and

3

2

2

1

Employed/Apprenticeship Destination by Sector 2016-17

Health, Public Services & Care

ICT

Leisure, Travel & Tourism

Retail & Commercial Enterprise

Business, Admin & Law

36

subcontracted provision; current learners make substantial and sustained progress from their different starting points.

destinations are monitored closely.

Learners improve their results from starting points and are not entered for another qualification at the same level with a different name.

Very high retention and achievement rates.

Outstanding development of personal and social skills.

Learners and groups of learners are typically able to articulate their knowledge and understanding clearly and demonstrate the skills they have acquired convincingly. The standard of learners work is high and, where appropriate, meets industry standards very well.

Learners demonstrate the skills they have acquired, the standards of their work is high and meets employers standards.

Excellent preparation for employment into relevant career aspirations.

STRIVE learners are progressing well towards their transition into adult life.

The proportion of learners completing their courses and achieving meaningful qualifications, including, where appropriate, in English and mathematics, that are relevant to their career aims or learning goals is very high or improving rapidly.

Overall results are above the national pass rates.

Learners achieve 100% pass rates within vocational qualifications.

100% pass rate in English.

90% pass rate in Maths.

100% pass rate in ICT.

Learners progress as soon as they are ready to higher-level learning and/or into sustained employment or gain promotion at work. The proportion of learners progressing to positive destinations is very high.

Learners progress into employment as soon as they are suitable for the post. Excellent timeframes are evident for learners gaining employment.

The number of learners that move into employment (paid or unpaid) is increasing and above the national average.


Evidence

The proportion of learners completing their courses and achieving meaningful qualifications, including, where appropriate, in English and mathematics, that are relevant to their career aims or learning goals is very high or improving rapidly.

Although there has been a substantial improvement in achievement for English and Maths, there is still the requirement to improve the results of Maths at level 1 and 2 and English at level 1.

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Leaders pursue excellence. They improve provision and outcomes rapidly and reduce achievement gaps between groups by monitoring the quality of teaching, learning and assessment as well as learner’s retention, progress and skill development.

Although the Employability targets achievement rate is slightly higher than the benchmarks for non-accredited curriculum there is room for improvement. Achievement rates on the STRIVE programme are below the benchmark for non-accredited curriculum and also need to be improved.

Documents

WSUCBPT Self-Assessment Report for FE Provision for … · 2018. 2. 26. · 2 Overview of College Wilson Stuart School (WSS) and University College Birmingham (UCB) have a proud history