AoC Beacon Awards 2012/13 Winning College Profiles

AoC Beacon Awards

AoC Beacon AwardsProspectus 2012/13

Winning College Profiles 2012/13

Teaching and Learning, Curriculum Design and Development

Leadership and Quality Improvement

Responsiveness, Partnership and Impact

“

”

I was extremely

impressed with the

way the structure and

content was crafted

by academics working

with industry

specialists... The staff

are fully aware of the

need for students to

raise their profile and

sector skills in a

climate where

employment is

uncertain.

Corporal,

RAF Recruiting

Awards for Innovation in Further Education

AoC Charitable Trust Award for Innovation in FE

Sport and Public Service Department, Chesterfield College

Innovation in Action

The Sport and Public Service Department at Chesterfield College needed

improvement. Success rates had plateaued at benchmark level for the preceding

three years. Learners were leaving the programmes in significant numbers because

they were dissatisfied with assessment and quality of provision.

The College took immediate and robust action to radically redesign the

curriculum, as well as the assessment and support mechanisms, to offer

personalised and bespoke learning and attain excellence within two

academic years. The directorate is now graded as outstanding.

The College achieved this by running a number of parallel and complementary

initiatives to transform the learner experience. These included:

• Full-scale curriculum redesign in partnership with employers and learners

• Redesigned and rebuilt personalised assessment methodology

• Personalised and bespoke curriculum and support

• Maximum use of the Qualifications and Credit Framework (QCF)

and multiple pathways to excellence

• Significant learning outside the classroom

The overall impact of these initiatives was a 17.2% increase in success over two

years. All pre-existing achievement gaps were closed. High grades and value

added scores increased significantly across all areas and learner and employer

satisfaction soared.

Learners now enjoy their programmes and are keen to finish them. Employers are

extremely happy with the learners they employ who have completed their studies.

The Sport and Public Service Department has been transformed and continues to

have a very positive impact on all those who are involved with it.

Awards for Teaching and Learning, Curriculum Design and Development

• 1st4sport Qualifications and sports coach UK Award for Sport in the Curriculum

• Edge Award for Practical Teaching and Practical Learning

• JLT Benefit Solutions Award for Health and Community Care

• LSIS Award for Efficiency through the Effective Use of Technology in FE and Skills

• Microlink and National Grid Inclusive Learning Award for Students with Learning Difficulties and/or Disabilities

Sports Department, South Devon College

Inspiring the local community through sport

South Devon College won this award for its high-quality teaching and learning

across a distinctive, inclusive and comprehensive sports curriculum, which uses

sport to inspire the local community.

The approach has resulted in students developing high levels of skills in coaching,

leadership, exercise instruction, customer service, event management and team-

work. Learners consistently achieve excellent success rates and there is outstanding

progression to higher education and employment in sports development, coaching,

teaching and leisure management.

Beacon Award assessors interviewed present and past students, parents, local

employers and community partners, and observed vocational lessons and students

engaged in community coaching. The sports department also showcased its work

with employers, national governing bodies, the county sports partnership and local

schools, which ensures the core curriculum and linked qualifications are designed

to be relevant, innovative and inspiring.

The award highlights how the sports curriculum raises the aspirations and

achievements of young people in the area. Last year, for instance, the College used

the London 2012 Olympic Games to inspire learning, including engagement with

the Olympic Sports Makers’ volunteering programme, hosting Olympic torch

bearers, running an Olympic themed staff celebration and organising a county-wide

event run by College sports students for students with learning and physical

difficulties.


1st4sport Qualifications and sports coach UK Award for Sport in the Curriculum

“

”

The students at the

College are excellent

examples of how

London 2012 is

helping to spark

young people’s

imagination and

inspire them to get

involved and make

a difference. I hope

they will motivate

other young people

to join their journey.

Co-ordinator of

the London 2012

Education Unit

“”

Being taught in

this real world

environment often

puts our students

head and shoulders

above other

candidates when

it comes to finding

employment.

Jeanette Dawson OBE,

Principal and Chief

Executive


Edge Award for Practical Teaching and Practical Learning

Agriculture Department, Bishop Burton College

Enterprise in Education

Enterprise in Education is a long-term initiative which uses the concept of

enterprise to influence the College’s educational strategy and equip students

with the skills they need to progress in life and work.

In practice, this means that the College consistently focuses on the needs of

industry and employers, so that students develop appropriate skills to succeed

in the workplace or in their own businesses.

Practical teaching, learning, assessment – and a continuous striving for excellence

– lie at the heart of this strategy. The emphasis is on the importance of Real Work

Environments (RWE), many of which are provided on the College campus.

Bishop Burton, which has a national reputation for quality and is the only College

in the UK to hold Centre of Vocational Excellence status in both agriculture and

equine, prides itself on its realistic outlook when it comes to preparing students

for the working world.

The College farm is run as a profitable commercial business with financial and

production targets. This gives students invaluable experience. Classroom sessions

are supported by use of the farm and estate to demonstrate industry practice,

farm duties to develop skills working with farm staff, and challenging real life

assessment briefs. Student duties take place in the pig unit, dairy unit, arable

farm and sheep and beef unit.

Healthcare Cadet Partnership Team, Xaverian Sixth Form College

Healthcare Cadet Programme

The Xaverian Healthcare Cadet Programme has pioneered the use of clinical

educators whilst providing a model of how both large healthcare providers and

a successful Sixth Form College can work together for the benefit of both students

from a widening participation background and the local community.

The programme was set up in 2008 in response to a predicted shortfall in the

recruitment of healthcare assistants by Health Academy Northwest and to

requests from high schools to provide pathways into the NHS for their level 1

and 2 leavers. The aim was to give comprehensive support to mainly vulnerable

and widening participation students, enabling them both to acquire skills and

qualifications, and be employment ready by the end of the course. This involved

establishing the role of clinical educator and creating an integrated programme

that allowed students to spend three days a week in College and two on

placement in primary care clinics.

Following the success of the level 2 programme, the College introduced a Level

3 Multi-Professional Healthcare Cadet Programme. This has enabled students

to take a BTEC Diploma in Health and Social Care with work placements on the

wards at the Central Manchester University Hospitals NHS Foundation Trust

(CMFT) and with the Northwest Ambulance Service. This has supported students

in continuing to higher education or taking up positions in the workplace.


JLT Benefit Solutions Award for Health and Community Care

“

”

Another innovation of

this work is that due

to the very thorough

seven-week induction,

young students are

allowed on wards and

are able to undertake

personal care tasks.

This is all the more

remarkable as some

cadets are from

cultures that would

not easily accept this.

Beacon Assessors’

report

“

”

I was feeling really

down and fed up and

bogged under with

work and my home

life but this unit made

me think that maybe

my dream job isn’t so

hard to get to now I

have identified short

steps and ways of

how to get there –

can’t wait to pass my

qualifications and

then come back and

give a talk to new

students.

Student


LSIS Award for Efficiency through the Effective Use of Technology in FE and Skills

Learning Technologies and Resources Service and Tutorial Management Team, South Devon College

Using technology to sustain excellence efficiently

South Devon College has utilised e-systems to deliver whole College tutorial

programmes and provide independent learning opportunities to enable additional

support for students whilst also saving staff time.

Enabling students to achieve their full potential is central to South Devon

College’s aims and this includes developing skills as well as gaining qualifications.

The curriculum has been designed to meet this need, and two key elements have

been introduced to help learners achieve more while ensuring efficient delivery

through the use of technology:

• The cross-College tutorial programme is planned and resourced centrally to

provide learners with an accredited Personal and Social Development

qualification. All the teaching and learning resources, linked to a weekly pro-

gramme of work, have been created by a small team and made available via

Moodle (our online virtual classroom), thus reducing the total amount

of planning time required to deliver the qualification.

• All full-time Level 3 courses are timetabled with one hour of independent

learning per week. These sessions are supported by non-teaching staff who

work closely with course teachers to provide structured sessions that add value

to the course programme. These sessions include study skills packages and the

development of employability skills.

Moodle is the key delivery tool for both these initiatives, and our bespoke

electronic individual learning plan system, LEAP (www.leap-ilp.com), shares

information and manages individual learner progress on the course programme.

“”

We do a lot of exciting

things at College. The

teachers have helped

me to be able to cook

meals at home with

my family. I love

coming to College.

Learner


Microlink and National Grid Inclusive Learning Award for Students with Learning Difficulties and/or Disabilities

LDD New Horizon Team, Hackney Community College

New Horizon Programme

Hackney Community College has developed an innovative opportunity for school

leavers with severe learning difficulties and complex needs including autism, to

be educated within their communities rather than travelling away to a specialist

College or centre. New Horizon at Hackney Community College was originally

developed as a result of a short-notice response to local demand in 2009. The

programme has grown and the College is now an approved specialist provider

for students with high-level care and support needs.

New Horizon learners benefit from high-level, individualised support while

enjoying full inclusion in everyday mainstream College life. They are supported

with inclusive, personalised learning and care plans and by a network of

specialist staff.

As part of their ‘life destination plans’, New Horizon learners are also able to

access mainstream courses across the College wherever possible. The learners

make impressive progress, achieve qualifications and develop as young adults

within Hackney Community College’s open College campus.

Each year since the start of the programme, the College has adapted its facilities

and provision to enable more groups with differing needs to take advantage of

its innovative approaches and inclusive environment.

Awards for Leadership and Quality Improvement

• City & Guilds Award for Staff Development in Further Education

• LSIS Award for Outstanding Leadership of Improvement

“

”

The teaching at the

College is excellent.

Studying here has

enabled me to get to

where I want to be

and my degree has

helped me to adopt

an inclusive approach

in my work. The

College has enabled

me to further my

career.

Leila, Specialist

Support


City & Guilds Award for Staff Development in Further Education

Inclusive Practice Team, Weston College

Inspiring staff – an innovative approach to staff development

Weston College has developed an innovative approach to staff development.

The College values staff as its greatest asset and aspires to enhance the provision

of quality and excellence in learning for all. The Foundation Degree in Inclusive

Practice was created to address a skills gap for people working in the area of

Learning Difficulties and/or Disabilities (LDD). It was developed in collaboration

with management, learners, partners and staff themselves and enabled staff work-

ing full-time to gain a recognised qualification, which advanced them profession-

ally and raised their self-esteem and confidence.

This degree was launched in 2007 and has developed each year with the addition

of new specialisms, a master’s degree and Level 2 and 3 awards. It was originally

designed for the College’s own staff, but has expanded to include professionals

working within the LDD field. As the first such qualification in its field it has

attracted significant interest locally and nationally, with other Colleges

investigating opportunities for their staff to take the qualification.

Staff are now highly committed, motivated and at the forefront of inclusive

learning nationally. No other provider has developed or offered the opportunity

for staff in this field to specialise and link it to career advancement and

increased pay structure.

“

”

The Principal’s

leadership and

aspiration for

excellence are strong.

He and senior

managers are skilled

and relentless in

promoting a

supportive culture

based on high expec-

tations using effective

teamwork. Managers

at all levels put

learners’ needs first

and ensure they meet

challenging targets.

Ofsted report


LSIS Award for Outstanding Leadership of Improvement

Whole College, Harlow College

Teaching and learning strategy

Six years ago Harlow College was suffering from multiple problems. Success

rates, value added and average grades were poor, and finances and reputation

were unsatisfactory. Ofsted described the College as “weak”. In spite of this, its

Governors wanted the College to become the market leader for further education

student success.

In 2007, the College implemented a radical new Teaching and Learning

Strategy, which signalled a major turning point in student success. The College

introduced innovative features including daily learning objectives, students

being free to leave when objectives had been achieved and single-unit teaching.

At the same time, the College experienced the dramatic shift from centralised con-

trol to devolved control. College teams now determine how they will

deploy their resources, construct timetables and deliver learning.

Harlow College’s improvements since 2006/7 have hugely enhanced the

reputation of the College. Achievements/outcomes include:

• Setting new national records for student success at 94.1%

• The highest value added of any Further Education College (ALIS scheme)

• The second highest average points per entry of any Further Education College

• Growth in enrolments since 2006 of 142%

• The establishment in 2012 of a £9.3m University Centre

• Being the successful lead for the establishment of a University Technical

College (UTC)

• Described by the Prime Minister in 2012 as “World Class”

• Achievement of a strong surplus in each of the last three years

• Described by Ofsted as “utterly transformed”

Awards for Responsiveness, Partnership and Impact

• AQA Award for College/School Partnerships

• Association of Colleges Award for College Engagement with Employers

• Pearson Award for Widening Participation to Lifelong Learning

• University of Southampton Award for 14-19 Widening Participation

• Welsh Government Award for Engaging Learners who are not in Education, Employment or Training

“”

I would think that

everybody would tick

‘agree completely’

because there are no

faults. It’s a very

interesting course

and I would certainly

recommend it to

anyone.

Student


AQA Award for College/School Partnerships

Learning Pathways and Support Directorate, Coleg Menai

Filling the STEM (Science, Technology, Engineering and Mathematics) Skills Gap

Coleg Menai has forged close partnership links with local secondary schools,

major employers and the wider community to establish relevant pathways for

14-19 school provision. The Anglesey Energy Island initiative highlighted the

requirement for a highly skilled and knowledgeable workforce in the field of

energy generation, including nuclear, wind, tidal, biomass and solar. To respond

to this skills gap in the local area, particularly in the engineering technology sector,

Coleg Menai carried out a purposeful and planned extension of STEM provision.

As a result, the number of school learners following Level 1 to Level 3 Engineering

courses increased from 56 in 2007/2008 to 271 in 2011/2012.

Fulfilling the need for employable recruits begins by engaging early with the

prospective workforce. College provision bridges the gap between the

classroom and the world of work with a programme of educational site visits

to organisations including First Hydro, Wylfa, Magnox, Airbus and Vauxhall

Automotive, and by inviting external speakers from related industries such

as Horizon Nuclear Power.

To ensure a full range of progression for learners, the College also offers an

excellent range of post-16 courses up to higher education level, as well as

work-based learning and apprenticeship opportunities in the engineering field.

“”

We’ve got a fantastic

relationship with

Bridgwater College.

The College can

provide us with

highly skilled

individuals who

can fit specifically

into the roles we

have here.

Michael Errington,

HR Manager, DHL

Supply Chain


Association of Colleges Award for College Engagement with Employers

Cross-College Department Teams, Bridgwater College

DHL/Morrisons Employability Programme

Bridgwater College won this award for developing, delivering and marketing

an innovative and inspirational training model for industry. The project exceeded

customer expectations, provided new and repeat business for the College and

raised its profile in the business community. A cross-College initiative, the

Business Development department led the project, which also involved the Land

Based Sports and Science team, Business and Professional Services and the

Marketing department.

The construction of a new DHL/Morrisons regional distribution centre on the

outskirts of Bridgwater, which would serve 60 stores and create 1,000 new jobs,

led to a strong local training need. The company’s vision was to provide specific

skills training to enable local unemployed people to access the job opportunities.

Having secured the training contract, the College created a realistic warehouse

environment using DHL/Morrisons equipment. It then took more than 1,000 local

people through a bespoke two-week programme devised for the company, which

included not only job-related and interview skills but also company ethics and

behaviours. Every student who completed the programme received a formal

qualification plus a guaranteed job interview with DHL/Morrisons. Of these,

70% were successfully selected to work for the company.

This programme has not only helped to staff an entire distribution centre, it has

also transformed the lives of local families. Six other major local employers – But-

lins, Haven Holidays, Isleport Foods, Mulberry, Paragon and EDF Energy – have

embarked on similar programmes in conjunction with the College. As a result, the

College is now seen as a strategic partner in the regeneration of the local economy.

“”

I have received great

support from the

tutors and now my

husband is also

considering a

community course

with the College.

Selma Limada,

student


Pearson Award for Widening Participation to Lifelong Learning

Community Learning Team, Trafford College

Community Learning – Learn locally

Trafford College is committed to enhancing the learning opportunities available

in the community to help people of all ages, backgrounds and lifestyles access

education and training in local community venues.

The College successfully bid to become the sole provider of Community Learning

in Trafford because of its proven track record for exceeding engagement targets. It

then established this successfully through a co-ordinated and efficient community

team including two enthusiastic Community Development Workers, qualified

teaching staff delivering demand-led provision and strong working relationships

with community partners.

Working closely with these partners to understand local needs, Trafford College

is able to reach many adults from all walks of life, supporting them back into

learning and work through a flexible approach to the delivery of learning, and

by providing award-winning Information, Advice and Guidance (IAG). It helps

students such as Selma, who completed courses in numeracy after more than 20

years away from the classroom, and Alison, who set up a jewellery-making

business after completing a course in the community following a long

career break.

Trafford College’s Community Learning model has strong strategic leadership,

is fully integrated and is an exemplary and sustainable model that has developed

over a number of years. College staff take pride in seeing how it can improve

students’ lives.

“

”

Personally, I think

he has done brilliant.

The course has done

wonders for him,

much better than any

of the schools have

been for him. Since he

has been on the course

his whole attitude

towards life has

changed.

Parent


University of Southampton Award for 14-19 Widening Participation

Work-Based Learning and School Partnerships, City College, Plymouth

Pre-Employment Programmes

City College Plymouth’s Pre-Employment Programmes use extensive links with

employers, schools, specialist agencies and community organisations to offer a

specialised alternative to formal education for learners who struggle with

mainstream education. The College’s Work-Based Learning department is unique

in the outstanding efforts it makes to co-ordinate multi-agency support for young

people who are disengaging from education for significant and complex reasons.

Amongst other factors, these include: homelessness, drug and alcohol issues, abuse,

neglect, mental health problems, poverty and learning and behavioural difficulties.

The programmes provide exceptional opportunities for learning, which are

individually tailored, highly flexible and vocationally focused. The department

is also actively engaged in funded research to optimise further education for the

hardest to reach in the South West region.

The College supports hundreds of young people in the Plymouth area back into

education, employment or training every year. This work directly reduces future

public expenditure and broken generational cycles of worklessness in many

families in the city. Through a shared perspective, over the last decade, many

employers large and small have come to recognise the benefits of effective and

innovative NEET engagement. The Pre-Employment Programmes have helped

to change the common perception of the NEET group from ‘inherent problem’

to ‘untapped potential’.

“

”

I knew that if I ever

needed help or

encountered a crisis

(which was quite

often), that there were

people there who

would take the time

out and listen to me

and try to help in

whichever way they

could, which for me

was invaluable.

Care leaver


Welsh Government Award for Engaging Learners who are not in Education, Employment or Training

Learner Services Team, Neath Port Talbot College

Raising the quality of support for looked after children and care leavers

The project aimed to raise the quality of support for looked after children and

care leavers by providing the best possible opportunities for them to enter and

successfully complete programmes of study to improve their access to

employment and higher education.

The appointment of a Designated Person, the protocol with the Local Authority’s

Leaving Care Team, newly forged relationships with teams out of county, and the

implementation of the Buttle UK Quality Mark, enabled the College to effectively

target this group of vulnerable learners. This helped to make their transition to

College easier and helped them overcome the challenges they face. The project

has created an enhanced support system that takes into account individual

needs, and a well-supported application and enrolment process that includes

the removal of financial barriers to learning.

The Designated Person provides dedicated support and advocacy, and is an

accessible main point of contact for both learners and support workers. The

close working relationships between organisations have ensured that each

learner’s progress is effectively monitored, enabling early intervention to

solve any issues and prevent non-achievement.

Together, these initiatives have been of immense benefit to learners. Recruitment,

retention, attainment and progression rates have improved dramatically since

the project began.

AoC Charitable Trust, 2-5 Stedham Place, London WC1A 1HUTelephone: 020 7034 9900 Facsimile: 020 7034 9950

email: [email protected] Website: www.aoc.co.uk

Documents

AoC Beacon Awards 2012/13 Winning College Profiles