GLASGOW KELVIN COLLEGE BOARD OF ......Glasgow Kelvin College was created on 1st November 2013 as part of the Scottish Government policy to develop a regional, more strategic approach

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GLASGOW KELVIN COLLEGE

BOARD OF MANAGEMENT

EVALUATIVE REPORT AND ENHANCEMENT PLAN, October 2017

1. Background information and operating context

Glasgow Kelvin College was created on 1st November 2013 as part of the Scottish Government policy

to develop a regional, more strategic approach to organising and delivering Further Education in

Scotland. The college works closely with its partner Glasgow Colleges, Glasgow Clyde College and City

of Glasgow College and the Glasgow Colleges’ Regional Board (GCRB) to achieve this policy aim.

The college delivers a wide range of qualifications and learning opportunities. These range from access

provision, delivered in the community, through HNC, HND and Modern Apprenticeships to degree

level provision. Partnership working with local and national agencies enables the college to offer this

wide range of learning and teaching opportunities.

In respect of the local context, the college operates in the most challenging educational environment

in Scotland. The majority of the local authority wards in close proximity to the college feature in the

Scottish Government’s most deprived areas, based upon the indices of multiple deprivation. Glasgow

Kelvin College focuses its curriculum delivery on meeting the needs of local people and as a result

around 50% of its learners reside in the 10% most deprived areas (almost 40% in fact reside in the 5%

most deprived areas of Scotland). A more detailed analysis of college provision and its operational

context is available in the context statement which is published on the college web site.

During the reporting period, the college curriculum was delivered by its four teaching faculties:

Business, and Creative Industries;

Health, Care and Learning Development;

Engineering, Construction and Science; and

Community and Flexible Learning.

Following the sale of its City Campus (Stow Building) and the transfer of a significant volume of

activity to City of Glasgow College and Clyde College, it operated primarily from four main campus

buildings during 2016/17:

Springburn Campus;

East End Campus;

Easterhouse Campus; and

West End Campus.

These facilities enable the college to deliver its curriculum across the North and East of Glasgow. In

addition to its main campuses, the college delivers teaching activity in a large number of community

venues across North East Glasgow, and now further afield, in partnership with the Community

Planning Partnership North East Sector Board and with the Wheatley Group. The John Wheatley

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Learning Network comprises of a series of learning centres in community venues which are networked

electronically to the college and operate in partnership with a range of community organisations. The

College curriculum is developed in line with the Glasgow Region Curriculum and Estates Review – this

has meant that, in addition to the activity transferred to City of Glasgow College and Clyde College,

the College has sought to reduce activity in Creative Industries and to increase the proportions of its

activity that are at SCQF levels 1 to 6 and which engage learners from the 10% most disadvantaged

SIMD datazones.

The key risks facing the college at present are related largely to finance and industrial relations. The

Scottish Government have not yet published clear forward expenditure plans for the FE Sector but

have committed to maintaining the overall volume of Further Education to be delivered by colleges.

The college therefore expects to deliver at its new baseline level for the coming years. It has an Estates

Strategy, a Financial Strategy, and a Workforce Plan which have been prepared on this basis. Overall,

the college believes its Estates and its Curriculum are now appropriate to its current mission and vision

and the needs of the Glasgow region and economy. The college fully expects the demand and need

for the services it provides to Glaswegians to continue.

It is clear that public funding is likely to be under increasing pressure in the coming years. The college

has worked hard to increase efficiency, deliver better outcomes for learners and improve the value

for money its provision delivers. It is likely to be increasingly difficult to achieve further efficiency

savings going forward without an adverse impact on the learner experience. The recent move to

national collective bargaining in the sector has, likewise, been challenging. It has placed additional

financial strain on the sector and also led to significant industrial action during 2016/17. The industrial

action by teaching staff has already had a significant impact on learning and teaching and,

subsequently, outcomes for students, the ability of the college to deliver on its commitments in the

Regional Outcome Agreement, and on its Mission and Vision.

The UK decision to leave the European Union presents an additional range of risks in respect of:

EU nationals employed by Glasgow Kelvin College;

EU nationals studying at the college, currently on a “home student” basis and often accessing

ESOL provision; and

a wide range of programmes supported by EU funds and the employment of staff engaged on

those programmes funded by these resources.

Progress with exiting the European Union will require to be monitored on an on-going basis to assess

the likely impact on future staffing levels, curriculum planning, particularly in relation to ESOL volumes,

the nature of some programmes which incorporate EU supported elements including learner and staff

transnational mobility programmes, and the impact on other aspects of college life as the legal

framework applying to the country changes.

A final risk to the long term sustainability of the college is the requirement to refresh and replace

equipment and ICT infrastructure and invest in our buildings for the longer term. Recent reductions in

capital funding by the Scottish Funding Council are making this particularly challenging.

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2. Methodology used to evaluate the quality of provision and services

Glasgow Kelvin College has well established arrangements for Self-Evaluation that engage all staff

and which have a significant focus on professional reflection and on learner/stakeholder

engagement. These arrangements have been modified over the last year to take account of the

recent changes to the SFC/Education Scotland Arrangements for assuring and improving the quality

of provision and services in Scotland’s colleges and How good is our college?

In terms of evaluation of learning and teaching effectiveness, all Faculty staff contribute to the

quality functions of curriculum teams by conducting rigorous self-evaluation, agreeing targets for

improvement, formulating action plans to address these targets, and by participating in monitoring

and evaluation activity over the course of the academic year. This process has been embedded in

the development of the Class Tutor role as central to monitoring and reviewing learner progress

through provision of staff training and of support materials. Each college student is assigned a Class

Tutor – a lecturer on their course who knows them well and who is given time to support their

progress on an individual basis. In addition to full programme team meetings, Class Tutors meet

with Curriculum Managers each teaching block to review learner progress and to identify and plan

support for learners at risk of not succeeding. Progress is reported to the Head of Faculty and Senior

Managers on a regular basis over the course of the academic year.

Class Tutor progress reports and programme team meetings are summarised and evaluated at

subject area by Curriculum Managers in their ‘Programme Area Reports’. Senior Faculty managers

then undertake an evaluation across the totality of their provision in their ‘Faculty Evaluation

Reports’, providing a more strategic overview of quality enhancement goals.

This process culminates in formal discussion between members of the college senior management

team and faculty managers which reviews the evidence and judgements contained in the Faculty

Evaluation Reports. Following these discussions faculty level enhancement priorities are agreed.

These meetings also confirm the specific programmes for which Quality Improvement Action Plans

require to be implemented.

Quality Improvement Action Plans (QIAPs) are established to support programmes which perform

significantly below college norms. This approach was first implemented in academic year 2014/15

and based on clear evidence of the significant additional positive impact of this approach to quality

improvement, it is now in its fourth year of operation and has become an established and valued

process, with Faculties all now making their own identification of programmes which require more

intensive support in order to drive improved outcomes for learners.

All college support services are included in college planning and review processes. Support service

managers attend college planning events, operational management review meetings, develop

operational plans for their service areas and produce an annual self-evaluation report with their

teams. These reports are reviewed by the Quality Enhancement Manager and the Senior

Management Team in the same way as they review Faculty plans and evaluations. The college

template for support service self-evaluation was developed in consultation with support service

managers and staff and has now been updated to respond to How good is our college?

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In addition to self-evaluation, a number of college support services are also subject to audit by both

internal and external auditors. The outcome of both internal and external audit activities are

routinely reported to the relevant Board of Management standing committees.

Student involvement in college planning and review processes is considerable. Learner engagement,

which is central to the Board’s overarching quality enhancement framework, has been developed to

respond to the most recent SFC/Education Scotland/SPARQS/NUS guidance and both encourages

and supports effectively the participation of learners in quality review. During the academic year,

wide-ranging and supported Student Engagement activities enabled learners, from all areas of

college provision, to engage in reviewing and evaluating both the quality of the learning experience

and the effectiveness of services. College student engagement activities include:

the election of over 150 Class Representative who meet regularly with their Class

Tutors and Course Teams;

Student Engagement team facilitated discussions and focus groups involving over

450 individual learners;

Student Association led Class Representative fora with a meeting held on each

campus every month;

Over 2200 learners returning mid-block ‘stop and check’ evaluations; and

Around 850 learners undertaking the (national) end of year College Experience

Survey.

Learner review and evaluation covers a wide range of areas, including:

learning and teaching;

guidance/ advice and bursary support; and

college facilities and resources.

The feedback obtained through these activities is considered routinely by the Senior Management

Team, the Academic Board and the Learning and Teaching Committee of the Board of Management.

Over the course of the academic year, the College Board of Management and relevant standing

committees scrutinise a range of quality assurance and quality enhancement information. In

particular, oversight of college evaluation and review activity is a key area of work for the Learning

and Teaching Committee.

A fuller listing of the evaluative activities which have informed this report is set out in the Annual

Enhancement and Scrutiny Activity Schedule (AESAS) provided to the College HMI in February 2017

and attached as Appendix 1 to this report.

Glasgow Kelvin College seeks to operate effectively within its regional context. It therefore

contributes to the development and delivery of the Glasgow College Region Outcome Agreement

and of the Glasgow Community Plan (the Local Outcome Improvement Plan).

The college regularly reviews the contribution that it makes to the targets set out in the Glasgow

College Region Outcome Agreement and reports progress to the GCRB Executive Director. The end

of year report for 2016/17 is attached as Appendix 2 to this report.

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The college plays an active role in local (North East Glasgow) Community Planning structures and

arrangements and reports annually to the North East Sector Partnership on the contribution that it

makes to Community Plan priorities. The most recent such report is attached as Appendix 3.

Glasgow College Principals meet regularly with the Directors of Education from the three local

authorities within the Glasgow College Region and more locally, the college regularly engages with

senior staff from the schools in North East Glasgow.

The feedback that the college receives from these regional partners and stakeholders helps to

ensure that the provision that the College makes remains relevant to local and regional need and of

high quality.

The following outcomes of evaluation use the standard Education Scotland terminology:

almost all over 90%

most

75-90%

majority

50-74%

less than half

15-49%

few

up to 15%

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3. Outcomes of evaluation

3.1 Leadership and Quality Culture

3.1.1 Governance and leadership of change

Governance and leadership

The Board of Management provides strong and effective strategic support and challenge to

ensure on-going improvements and high quality provision and support for all learners. It has

a clear sense of the purpose of the college, has established an appropriate ethos and values

framework to support that purpose and has developed a learning and teaching framework

which sets out both “what” provision the college will make “how” learning is delivered.

Board and standing committee meetings identify actions for continuous improvement,

resulting in high quality outcomes for most learners. Annual enhancement plans are agreed

at Board level and have led to improvements in outcomes for learners.

Board members understand well the effectiveness of the college and the ways it meets its

objectives. They consider routinely the views of learners, staff, employers and external

partners systematically and comprehensively to inform internal planning and review

activities which focus on identifying important areas for improvement and enhancement.

The Board and its committees provide robust challenge to the management team and

members have a strong and effective focus on ensuring improvements are delivered.

Board members take a keen interest in learning and teaching and comprehensive and well

developed meeting and communication arrangements provide them with accurate, relevant

information to drive continuous improvement in learner outcomes.

The Board ensures a continued good relationship with the student body by engaging

effectively with it to review and develop the Student Association arrangements. During

2016/17 a first Partnership Agreement between the Association and the College was

established. This sets out a series of shared priorities on an annual basis and progress made

is reported to each meeting of the Board by the Student President. Feedback from learner

engagement activities is routinely considered by the Board’s Learning and Teaching

Committee.

The Board conducts its own evaluation each year which draws on the annual reports made

by its standing committees as well as linking to the College self-evaluation and external audit

reports. It also undertook an external independent review of its corporate governance in

session 2016/17.

Developing a shared vision, values and aims

Managers engage staff productively, at all levels, in the development and understanding of

the college vision, aims and values. Over time, key priorities such as the development of the

Class Tutor role have been communicated effectively and well led through a range of

meetings and forums to ensure on-going improvements in outcomes for learners.

College strategies are linked very closely to the priorities identified locally, regionally and

nationally. The outcomes of these strategies are analysed systematically and reviewed with

staff and stakeholders to ensure they meet their needs well. This helps enhance the

curriculum on an on-going basis by making it relevant to the needs of all stakeholders.

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The college engages effectively with GCRB and Glasgow Colleges Group (GCG) structures to

ensure that the regional curriculum and the Regional Outcome Agreement develop to meet

the needs of its communities. It has contributed to the development and delivery of the

Glasgow Region Curriculum and Estates Plan which has provided improved the overall

quality of the regional FE estate while also improving access to further education

opportunities for learners from the 10% lowest SIMD areas.

Planning for continuous improvement

Almost all staff play an active and effective role in the process of change, engaging with self-

evaluation and quality enhancement arrangements, committing to career long professional

learning, and contributing to team meetings and college wide organisational development

events in ways which support college planning for continuous improvement.

Areas for improvement

More than a few staff demonstrate insufficient awareness of regional and national strategies

which the college is attempting to address (e.g. STEM, DYW, A Blueprint for Fairness) and

how this impacts on curricular provision.

3.1.2 Leadership of learning and teaching

Leadership for improvement of learning and teaching

Strategies and actions for improving learning and teaching are communicated

comprehensively and are well understood by all staff. They provide clear and unambiguous

direction to teaching teams and encourage them to be innovative in their approaches.

Effective planning arrangements ensure almost all learners benefit from high quality

learning experiences from commencement of study and throughout the duration of their

programme.

Managers communicate and collaborate well. They meet regularly, provide relevant

information timeously and through attendance at appropriate meeting fora, agree actions

which bring about improvement and enhancement.

Leadership of staff

Almost all teaching teams are led well by their managers. Almost all understand how to

improve services and they use communication channels effectively to accommodate all

views and encourage staff to participate effectively and to be innovative and engaging in

their learning and teaching activities.

Over time, and as a result of significant planning and support, managers have created a

culture in which staff are trusted to be inventive in ways which are right for their learners.

For example, the Empowered to Take Action (ETA) initiative has enabled staff to bid to a

challenge fund for the resources and support to deliver learning in innovative ways such as

survey camps for Engineering Students and the collaborative development of a garden area

by learners on Construction, Science and Supported Learning programmes. Almost all staff

are highly motived and demonstrate high levels of pride in their work.

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Career-long professional learning (CLPL)

Improving the quality of learning and teaching has been the primary focus for professional

learning since vesting day and a strong culture of learning has developed through CLPL

arrangements which have improved staff capability, capacity and leadership. For example

supporting all teachers to develop in their role as Class Tutors delivered year on year

improvements to attainment rates on full-time HE programmes (from 63.7% in 2013/14 to

70% in 2014/15 and 73.1% in 2015/16).

All staff are empowered by managers to take responsibility for their own CLPL which

contributes to improved delivery and outcomes for learners. The effectiveness of this has

been recognised through Glasgow Kelvin College attaining the General Teaching Council for

Scotland (GTCS) Professional Learning Award.

Staff development and CLPL is well coordinated and planned thoroughly and provides

meaningful opportunities for staff to learn from each other, as well as with other

professionals from outside the college.

Learners leading learning

Learners are consulted and involved closely in planning for, and leading their own learning

activities. Managers involve actively staff and learners in strategies to influence the

development of learning and teaching. These include the use of Individual Learning Plans,

flexibility within classroom activities, promotion of project-based approaches to learning and

engaging staff in the college Empowered to Take Action initiative which supports the

development of innovate approaches to learning and teaching. Almost all learners felt they

were able to influence learning on their course (over 93% in 2016/17, 5% up on the previous

academic year).

Most teams support stakeholders to make useful contributions which are considered

carefully and acted upon promptly to bring about improvement. A recent example involved

staff in Building Services working with employers to ensure that learners have access to the

most up-to-date equipment and systems.


A few curriculum teams do not take sufficient account of the views of employers and other

stakeholders when developing enhanced approaches to learning and teaching.

Staff in a few curriculum teams lack current industry experience.

3.1.3 Leadership of services to support learning

Leadership for improvement of services to support learning

Leaders provide clear and insightful direction to staff teams to support the wider needs of

learners. This results in all learners receiving timely and appropriate support which allows

them to realise their learning goals.

Support service teams are well informed and effectively prepared for service delivery.

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All support service managers communicate and collaborate very well together. They

regularly take account of learner and stakeholder feedback, which is collated and reported

formally to them by the Learner Engagement Officer three times each academic year, and

this ensures that service delivery is of a high and improving standard. Significant college

plans, including both the ICT Strategy and Capital Plan which were developed during

2016/17, take good account of learner feedback.

Satisfaction rates for services to support learning (admissions 95%, guidance and advice

94%, learner support 95%, library/flexible learning services 92%, student funding and

finance services 88%, accommodation and ICT resources 91%) are high and improving – in

general they have risen by around 5% on the previous academic year.

Leadership of staff

Almost all support teams are led very well by managers. They understand how to improve

services and they accommodate all views and encourage staff to participate effectively and

to be innovative and engaging in the provision of college services. Recent examples have

included the Learning Support team introducing an on-line booking system that enabled

learners to select individual appointments over the summer period for core skills diagnostic

testing, and Administration, Admissions, Funding, Finance, Learner Engagement and

Student Records staff working together to re-design and streamline enrolment processes

for learners.

Managers lead support staff very well and support them to reflect on and review

approaches and practices relating to engagement and support for learners.

Account of current and projected needs of learners

Managers make very good use of feedback from learner engagement activities and of

demographic data to assess current and projected learner needs, to plan service delivery

effectively, and to ensure that future priorities are identified and addressed timeously.

Collaborative working between managers of curriculum and support service areas is

effective and they work together well to plan and implement high quality services to

support learners’ needs.

Career-long professional learning (CLPL)

A strong culture of learning has developed through CLPL arrangements which have improved

staff capability, capacity and leadership and which have now been recognised through the

GTCS Professional Learning Award. The ICT team have been particularly effective at linking

vendor training with specific projects and tasks that individual staff take a lead responsibility

for. They also share professional learning as a regular feature of their team meetings.

Almost all staff are empowered by managers to take responsibility for their own CLPL which

contributes to improved delivery and outcomes for learners.

Staff development and CLPL is well coordinated and planned thoroughly and provides

meaningful opportunities for staff to learn from each other, as well as with other

professionals from outside the college.

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Partnerships with other agencies

Support service managers engage productively with internal and external stakeholder

groups. They review and plan services effectively to support learning and work effectively

with an extensive range of partners, including SDS, Health and Social Care Services, and a

large number of community organisations to deliver these services.

Support service managers make good use of learner views and experiences through

discussions held with learner representatives and through the feedback collated by the

Learner Engagement Officer. These inform enhancement of service delivery resulting in

improvement of learning experiences. Almost all learners who have used services agree that

they meet their needs.


A few staff do not engage fully or effectively with CLPL arrangements in order to enhance

the services that they provide to support learners.

3.1.4 Evaluation leading to improvement

Analysis and evaluation

Through effectively communicated and well understood self-evaluation and quality

enhancement arrangements, managers lead the evaluation of college provision and service

delivery well.

Evaluative activities are well developed and enhancement actions achieve improved

outcomes for all learner groups.

Following merger, the class tutor role and the use of Quality Improvement Action Plans

(QIAP) were developed to improve outcomes for learners. These actions led to a three year

improvement trend. The impact of the Class Tutor role was most evident in FT HE

programmes where this was a new approach and success rates rose from 64% in 2013/14 to

70% in 2014/15 and 73% in 2015/16 (and where despite significant industrial action they

dropped back only to 71% in 2016/17).

The impact of QIAPs is equally evident with 85% of programmes which have been the

subject of a QIAP showing significant improvement in learner success rates.

Collaborative approaches to evaluation and data sharing

The College engages with an extensive and comprehensive range of partners at both

strategic and operational levels. These include schools, employers, colleges and universities,

health and social care services, community planning partners and a wide range of

community and third sector organisations. These partnerships inform college evaluation

and planning for improvement and are effective in supporting the College to respond to

national priorities such as Developing the Young Workforce as well as to contribute to local

outcome improvement plans.

Recent examples of improvements led through these arrangements include:

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o the introduction of a one-year Foundation Apprenticeship delivery model designed

in partnership with local school managers to better meet the needs of young people

attending those local schools;

o a strategic review of Enhanced Vocational Inclusion Programme (EVIP) provision (in

partnership with Glasgow City Council and Glasgow Clyde College) which

significantly improved post course success rates and literacy/numeracy outcomes

for these vulnerable young people; and

o the development of learning opportunities and SCQF credit rated qualifications for

local residents engaging with local outcome improvement planning activities in the

“Thriving Places” locations in the North East of Glasgow.

The college plays a key role in working with partners to evaluate and lead collaborative

activities which use relevant data to meet local, regional and national priorities. Most

recently this has involved working with the Glasgow City Council YEI programme to develop

improved tracking and support for young people who do not complete their programme of

learning.

Impact on learners’ success and achievement

Managers make very good use of past, current and projected outcomes for learners to

analyse trends and provide improved opportunities for different learner groups to develop

relevant skills. Curriculum Managers meet with Class Tutors to review progress on a regular

basis in-year and to set challenging but achievable targets for the year ahead. Quality

Improvement Action Plans are used to support improvement in areas where outcomes

significantly lag college norms. These well-developed arrangements have led to year on year

improvements in outcomes for learners.

The College analyses performance data for specific learner groups to inform the targeting of

resources and to support the development of both equality of opportunity and equity of

attainment.

The college has implemented arrangements for classroom observation which complement

the observations undertaken by HMI/AAs. In 2016/17 teaching staff were observed by peers

on 48 occasions and by HMI/AAs on 28 occasions. Findings from the internal and external

processes were broadly similar and very positive. The high levels of planning, learner

engagement, individual learner support and essential skills development noted in

observations are consistent with the college level learner feedback which indicates that 93%

of learners feel able to influence learning on their course, 98% believe they are encouraged

to take responsibility for their learning, 90% believe they receive useful feedback, 94%

believe they have developed skills for the workplace and 96% believe their skills for learning

have improved during their course.

The arrangements that the College has established to support evaluation for improvement

are effective in informing priorities for CLPL.


Both success rates and the rate of improvement in outcomes for younger learners engaged

in Senior Phase programmes is lower than the overall college rates.

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In more than a few areas evaluative reports do not yet reflect sufficiently on the impact of

actions taken.

3.2 Delivery of learning and services to support learning

3.2.1 Safeguarding and Child protection

Arrangements for Safeguarding and Child protection

The college has extensive, well-developed and up-to-date arrangements, which respond pro-

actively to national guidance and legislation and ensure effective safeguarding and child

protection.

Safeguarding and child protection arrangements are well-publicised to staff, learners and

stakeholders. They feature routinely in Induction and Career Long Professional Learning

programmes. All staff understand the college arrangements for safeguarding and child

protection and ensure they are implemented fully.

The college has worked with who cares Scotland? to provide Corporate Parenting training

for Board members, managers and staff and has now developed a Corporate Parenting

Action Plan.

Approaches to safeguarding and child protection are reviewed regularly and effectively by

the college and take into account the views and experiences of staff, learners and

stakeholders.


More than a few staff are not yet fully aware of the college responsibilities in relation to

Corporate Parenting and of its Corporate Parenting Action Plan.

3.2.2 Curriculum

Rationale, design and development

The college played a full part in the development and implementation of the Glasgow Region

Curriculum and Estates Review and routinely plans its curriculum as part of the development

of the annual Glasgow Region Outcome Agreement and in response to the Regional Skills

Assessment. This process establishes clear volume targets for activity in each of the Region’s

key economic sectors as well as for learners from the 10% most deprived data zones and for

the provision at SCQF levels 1-6 which supports Glasgow’s high level of adults with low or no

qualifications to access learning.

All programmes are well designed as an integral part of a pathway to employment or to

further study/higher education. The curriculum and range of provision is considered

carefully, is reviewed annually, and is based on a thorough understanding and analysis of a

wide range of data, Labour Market Information (LMI), Regional Skills Assessments, and key

regional, national and local contexts.

The College has developed effective internal progression pathways and arrangements. It

contributes effectively to the work of the Regional Curriculum Hubs to ensure that learning

pathways between the Glasgow colleges are developed and promoted.

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Almost all curriculum teams make effective use of appropriate data to plan and design

curriculum programmes which align well with college, regional and national strategies to

meet the needs of all learners and stakeholders.

Effectiveness and appropriateness of the curriculum

The College worked effectively at a regional level to establish the Learning and Teaching

Group of the Glasgow Colleges Group as a forum which considers routinely key stakeholder

feedback (from Glasgow City Council Education and Employability Services, SDS and HEI

partners) on the appropriateness and effectiveness of the curriculum.

All curriculum teams utilise data sets such as Skills Investment Plans and the Regional Skills

Assessment alongside the views from stakeholders and learners to inform improvements

and to ensure that the curriculum remains relevant to stakeholder requirements.

Almost all learners are curious, interested and keen to learn. They engage effectively in their

own learning and make use of a range of opportunities to personalise their own learning and

to develop, consolidate and deepen their knowledge, understanding and skills.

Almost all learners thrive in their college activities and many, where appropriate, use their

experiences in the workplace to further develop their knowledge, skills and understanding.

Skills for learning, life and work

All staff plan the curriculum well to enable learners to acquire knowledge, understanding

and skills which help to prepare learners well for future progression to further education or

sustained employment.

The internal and external classroom observation processes noted that staff planned well to

develop a wide range of skills for learning, life and work. Learners also recognise this - 98%

believe they are encouraged to take responsibility for their learning, 94% believe they have

developed skills for the workplace and 96% believe their skills for learning have improved

during their course.

Post course progression rates are very good with 97% of learners who successfully complete

their programmes progressing to positive destinations.

All staff ensure that learning experiences help learners to develop skills incrementally and

prepare them very well for their next steps. College arrangements such as the Class Tutor

role and the use of Individual Learning Plans support learners to reflect on essential skills

development and progress made.

Learning pathways

The college has worked with its two regional sister colleges to develop and maintain regional

curriculum maps which highlight the pathways to employment or higher education that are

available through and amongst Glasgow colleges.

The college has developed strong links with its local secondary schools. It provides a

substantial senior phase vocational programme which provides pathways to employment

through a Foundation Apprenticeship/Modern Apprenticeship route as well as a wide range

of further and higher education pathways.

All curriculum teams ensure that learners follow learning pathways which have appropriate

entry and exit transition points.

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Internal progression has improved significantly – all Faculties recorded a numerical rise of at

least 5% in the number of internally progressing learners in 2017/18 despite the fact that the

cohort of completing full-time students in 2016/17 was significantly lower than in previous

years as a consequence of agreed regional curriculum transfers.

Almost all curriculum teams ensure that learners have access to high-quality work

experience activities which support them to develop skills for employability.

All curriculum teams ensure that career management skills are promoted and embedded in

the curriculum to support learners to develop these skills.


More than a few curriculum areas do not yet provide sufficient opportunity for learners to

access high-quality work experience activities.

More than a few curriculum areas do not use post course destination data effectively when

evaluating their course design and delivery.

3.2.3 Learning, teaching and assessment

Learning and engagement

Almost all learners are motivated and engaged in their learning experiences and have a

positive attitude to enhancing their learning. This is reflected in the findings from classroom

observations and is consistent with the college level learner feedback which indicates that

93% of learners feel able to influence learning on their course.

Class tutors support learners to reflect on their progress and on the skills that they have

developed. They encourage learners to obtain more specialist advice, guidance and

Learning Support where appropriate and learner satisfaction with these services is both high

and improving at around 94% among those accessing these services in 2016/17 and around

5% up on 2015/16.

Almost all learners make good use of the wide range of high-quality resources in the college

which helps them to develop the skills they need to achieve their learning goals and to

progress in their learning or career pathway.

Almost all learners capitalise on extensive feedback opportunities with staff to set goals and

improve.

Teaching

Almost all staff plan learning sessions well using a range of high quality teaching approaches

very effectively so that all learners are challenged sufficiently and undertake demanding

work which helps them to realise their potential.

Almost all staff check learners’ understanding systematically and effectively, offering clearly

directed and timely support which has a significant impact on improving their learning.

Almost all staff use questioning techniques and prompts in class supportively to ensure that

learners are making good progress in their learning and understanding.

Staff use their excellent subject knowledge well to motivate and engage learners and set

challenging targets for learners.

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Most staff make effective use of ICT resources, including digital technologies, to support

their teaching approaches and enhance the learning experience.

Classroom observation during 2016/17 noted that the standard of learning and teaching was

high, with all lessons good or better. Learner motivation, engagement and participation

were strong. There were strengths in planning and classroom management and in the

variety of approaches and this resulted in high levels of learner satisfaction with college

programmes.

Assessment

All staff ensure that assessment arrangements are tailored appropriately to meet the needs

of individual learners, are planned well to reduce the burden of assessment, and include

careful consideration of the needs of learners with additional barriers to learning.

Almost all staff gather a comprehensive range of accurate assessment information and use

this to give learners high-quality feedback about what they have achieved and how they can

improve their performance further.

Evaluation of the learning experience

All curriculum teams gather and use the views of learners and learner outcome data to

reflect on programme performance, evaluate the learning experience, and plan for

improvement.

Almost all staff reflect effectively on their learning and teaching approaches and generate

appropriate action plans to improve the experience for learners going forward.


A few staff do not use formative questioning techniques that ensure all learners are included

or supported to affirm their understanding.

A few staff do not provide learners with the feedback that would allow them to identify

what they need to do to improve.

A few staff do not make best use of ICT resources or digital technologies to support their

teaching approaches.

A few staff are not confident when dealing with challenging behaviour.

3.2.4 Services to support learning

Management of services to support learning

Almost all college applicants and progressing learners benefit from prompt, accurate and

personalised application experiences. Arrangements ensure that all learners receive high

quality advice and guidance which supports them to make informed decisions about

programme choice which meets their learning needs.

Admissions arrangements have been reviewed on an annual basis since merger leading to

reduced waiting times for applicants and more sophisticated and streamlined processes for

internal applicants. The number of learners benefitting from these internal arrangements

16

rose from 1690 enrolling through this route in 2016/17 to 1851 in 2017/18. The proportion

of enrolments to offers made also increased by around 5% over that period.

Pro-active application, interview and induction arrangements ensure prompt identification

and provision of tailored support to meet identified needs for almost all learners.

The Advice, Guidance & Learner Support Team invite FE learners to undertake Core Skills

profiling over the summer period. This year learners were able to use Eventbrite to book a

session to suit their own needs from a variety of dates and times. This gave them more

flexibility and personal responsibility with regards to them securing a suitable appointment

at a suitable campus. This improved the attendance rate at sessions and allowed staff to

plan better as they knew expected numbers in advance. As a result profiles were created for

a total of 681 learners - an increase of 40% on the previous summer (486).

Well-developed bursary application, communication and disbursement arrangements

ensure all learners are informed appropriately, dealt with fairly, and receive allocated funds

promptly.

Services which contribute to achievement, attainment and progression

All full-time learners benefit from regular discussions with staff which help them to identify

key milestones, reflect on progress made and confirm improvement targets.

Support staff make very effective use of comprehensive learner and stakeholder feedback to

review the delivery of services to support learning identify improvement actions.

Support staff work effectively and collaboratively with external agencies to ensure learners

have access to and make very good use of additional services to support learning.

Learner and stakeholder groups provide useful qualitative data which is used well by support

teams to evaluate service delivery and draw up improvement plans.

Services which contribute to progression to a positive destination

Staff ensure that all learners receive high quality and tailored advice and guidance that

supports them very well to make informed decisions about their next steps to employment

or further learning. This includes specialist careers advice based on good use of accurate

LMI regarding relevant employment opportunities as well as information on the progression

opportunities available through articulation arrangements that the college has made with

universities and with other colleges.

Most learners make very good progress and attain qualifications and 97% of those who

complete successfully progress onto a positive destination. Partial completion rates are

lower than national norms and most learners who complete with partial success obtain a

significant proportion of the units on their programme.

The links that curriculum teams have with industry supports learners on a number of “pre-

apprenticeship” programmes to progress directly to employment. This is particularly

effective in Building Services Engineering and some other areas of construction.


The extent to which Individual Learning Plans (ILPs) are maintained and contributed to by

staff and learners is variable.

17

3.2.5 Transitions

Collaborative planning and delivery

Collaborative partnership planning and delivery arrangements ensure all learners are

supported very well to enter college and to progress from college programmes onto a

positive destination. Such approaches have generally been developed to support more

vulnerable learners for example developing work experience opportunities for level 4 Care

students through collaboration with the local Community Health and Social Care Partnership

has significantly improved motivation, retention and progression on that programme;

working with a range of partners has secured work experience and employment

opportunities for learners with additional support needs; and partnership with a local

Housing Organisation has provided employment opportunities for young people with care

experience.

Staff share information very well with partners to ensure that the needs of all learners are

met fully when making the transition to and from college programmes, including those

learners with identified additional support needs and care experienced young people.

Arrangements to support learners

All learners have access to tailored and comprehensive career management services,

delivered by qualified staff to support progression choices. Class Tutors discuss progression

opportunities with all learners, and in 2016/17 around 73% of learners also accessed more

specialist advice and guidance services up from 67% in 2015/16.

The career guidance delivered to learners is tailored to their individual aspirations, promotes

choice, and supports them to identify an appropriate next step beyond their college

programme.

Strong internal progression arrangements have been developed and the number of learners

benefitting from these routes increased by 10% in 2016/17. The number of learners who

progress to other Glasgow colleges remains relatively low however and the College is

working through the Regional Curriculum Hubs to ensure that such transitions are effectively

supported.

The college works with SDS to plan the provision of specialist career advice and to ensure

that learners can access support for job search and use My World Of Work (MWOW)as a

career planning/career management tool.


The destinations of learners who do not complete their programme are not

comprehensively or systematically tracked.

The number of learners who progress to other Glasgow colleges is low.

18

3.2.6 Partnerships

Collaborative arrangements

Staff work very effectively with key partners including education, social work and health

services, SDS, other colleges and universities to support learners and/or to enhance their

progression. These arrangements ensure provision takes very good account of local and

national priorities and support high rates of successful outcome for learners.

The college engages effectively and extensively with local authority and community planning

partnership structures in order to tailor its provision, where appropriate, to meet their

priorities. It reports effectively on the services that it delivers in support of council and

community planning partnership priorities and secures significant stakeholder engagement

and feedback as a result.

The college maintains an extensive range of partnerships with local voluntary organisations

that extend the reach of its learning opportunities for residents in the 10% most

disadvantaged SIMD areas.

The college engages effectively with a range of community based services which provide

learners with additional specialist support.

Responsiveness to the needs of external stakeholders

Very effective collaborative working arrangements ensure that key partners contribute to

evaluation of provision and improvement planning. Almost all college staff work closely with

employers and other key stakeholders to ensure programmes and services meet industry

need.

The college has responded effectively to community planning partnership priorities by

developing learning opportunities and SCQF credit rated qualifications for local residents

who engage with local outcome improvement planning using Community Achievement

Awards.

The college response to Developing the Young Workforce includes a substantial Senior Phase

Vocational Programme which responds effectively to the needs of its local schools and

regional leadership of a successful Foundation Apprenticeship programme where

participation has risen from around 70 in 2015/16 to over 150 in 2016/17 and significant

further expansion is planned for the years ahead.


The college should engage a wider range of staff in regional work/groups in order to support

their CLPL and enhance succession planning.

19

3.3 Outcomes and Impact

3.3.1 Wellbeing, equality and inclusion

Statutory duties

There are highly effective strategies in place which respond very well to statutory

requirements.

Inclusion and equality

Almost all staff and learners actively promote and celebrate diversity and challenge

discriminatory practice wherever this occurs.

The college continues to widen access and extend opportunities for the most disadvantaged

learners. Levels of college activity delivered to residents of the 10% most disadvantaged

SIMD datazones rose to over 42% in 2016/17 from 38% in 2015/16. The proportion of

activity delivered at SCQF levels 1 to 6 also rose from 60% in 2015/16 to 66% in 2016/17 to

support widening access.

Learner outcomes had improved significantly over time to slightly above national norms for

almost all learner group categories due to implementation of highly effective inclusion and

support arrangements. The following analysis is based on the SFC published statistics for

2015/16, the College will review 2016/17 figures in a similar way once these become

available:

Success rates for learners who have fees paid by an employer (89.4%) and for learners

beyond their first year of study with the college (83.4%) are particularly high in comparison

with the overall college average of 75.5%. If these learners (just over 1000 in each category)

are excluded from the figures the College average success rate drops to 71%.

Success rates for learners from the 10% and 20% most deprived datazones, ethnic minority

learners and learners with disabilities are all below the overall college average. However,

when compared with the figure reduced by excluding learners who have fees paid by an

employer and learners beyond their first year of study with the college they are closer to the

college norm:

successful

completion rate

College average (excluding

learners who have fees

paid by an employer and

learners beyond their first

year of study with the

College)

difference

learners from the 10%

most deprived datazones

70% 71% -1%

learners from the 20%

most deprived datazones

70.5% 71% -0.5%

ethnic minority learners 73.3% 71% +2.3%

learners with disabilities 68% 71% -3%

20

Considered in this way outcomes for learners from the 10% and 20% most deprived

datazones are very close to the college norms and again confirm the success of approaches

such as the development of the Class Tutor role and the engagement of all staff in quality

enhancement processes. These figures are around 3.5% up on 2014/15.

Outcomes for ethnic minority learners are above the college norm but successful completion

rates for learners with disabilities remain below the norm.

For learners with a disability early withdrawal rates (8.7%), further withdrawal rates (13.9%)

and partial success rates (9.4%) are all higher than the college norms of 5.8%, 10.3% and

8.2% respectively. Clearly sustaining engagement of learners with a disability remains a

challenge for the college.

Gender trends are in line with national patterns at HE level female learners slightly

outperform males, at FE level male performance is higher but this reflects the high number

of employed male FE learners.

Generally successful completion rates improve with age rising from around 65% for learners

under 18 years of age to 77% for learners aged 25-40 before dropping back to around 68%

for those over 40 years of age.

The College runs a number of programmes for vulnerable young people, specifically those

with care experience. In 2016/17, 64% of 104 young people on these programmes

successfully completed their course. Encouragingly, this was broadly consistent with

performance in 2015/16 (66% of 81 learners) despite the industrial action which impacted

significantly on FT FE provision.


Early and further withdrawal rates and partial success rates for learners with a disability are higher than the college norms.

3.3.2 Equity, attainment and achievement for all learners

Learner success over time

In most subject areas, learner outcomes have improved and are generally around or above

national norms, and almost all learners make very good progress from prior levels of

achievement. In 2016/17 however, industrial action had a significant negative impact on

attainment rates for full-time programmes and for part-time further education. Success

rates for part-time higher education rose by 4%.

Areas of underperformance are identified in Faculty Evaluations and are confirmed in

discussion with SMT. Quality Improvement Action Plans are developed to support

performance in these areas. Over a three year period these have led to meaningful

improvements in performance in 85% of cases.

There are very high levels of progression into positive destinations, including further learning

or employment outcomes. These destinations are relevant to learners’ fields of study and

learners benefit from work-related learning experiences which enhance and develop their

employability skills.

21

Essential skills including skills for life and work

Learner development of core and essential skills within programme areas is strong and

enhances learners’ achievements within other parts of their programmes.

All learners are prepared very well for the world of work. Progressive learning activities are

connected robustly to employment and the expectations of employers.

22

Equity for learners

The college analyses learner outcomes by SIMD, gender, age, race and disability. For

learners from SIMD10 and SIMD20 success rates are within 1% of the college norms. Ethnic

minority learners have a slightly higher success rate than the norm, but learners with a

disability are slightly less likely to complete and successfully complete their programmes.

Age and gender trends are in line with national norms. (Further detail is provided in 3.3.1).


In 2016/17 industrial action had an impact on outcomes for learners. Overall successful

completion rates fell from 76.7% in 2015/16 to 75.3% in 2016/17. The impact was highest

for full-time programmes, particularly those at further education level.

Attainment rates on a number of senior phase programmes remain low and outcomes for

younger learners are below the college norm. Retention and attainment rates for learners

with a disability are slightly lower than the college norm.

Attainment rates for the new mandatory units in Communication and Mathematics in

HNC/D Engineering programmes are below those for the vocational units on the same

programmes.

4. Enhancement Plan

4.1 Actions for improvement

The College Quality Enhancement Plan for 2017/18 responds to the areas for improvement

identified in the preceding section of this report.

A. Leadership and Quality Culture

Areas for improvement Actions for improvement

(1.1) More than a few staff

demonstrate insufficient awareness of

regional and national strategies which

the college is attempting to address

(e.g. STEM, DYW, A Blueprint for

Fairness) and how this impacts on

curricular provision.

(1.2a) A few curriculum teams do not

take sufficient account of the views of

employers and other stakeholders

when developing enhanced approaches

to learning and teaching.

(1.2b) Staff in a few curriculum teams

lack current industry experience.

1. The college will extend and enhance its

engagement with employers in order

to:

extend work experience

opportunities for both learners

and staff; and

ensure that the curriculum

takes account of the needs and

views of employers.

(1.2a/1.2b, 2.2a)

2. For 2017/18, CLPL programmes will

have a focus on:

awareness of key regional and

national strategies;

23

(1.3) A few staff have yet to engage

fully or effectively with CLPL

arrangements in order to enhance the

services that they provide to support

learners.

(1.4a) Both success rates and the rate

of improvement in outcomes for

younger learners engaged in Senior

Phase programmes is lower than the

overall college rates.

(1.4b) In more than a few areas

evaluative reports do not yet

sufficiently reflect on the impact of

actions taken.

opportunities for staff to obtain

current industry experience;

corporate parenting;

promoting positive

behaviour/dealing with

challenging behaviour;

working with younger learners;

digital approaches in learning

and teaching;

questioning techniques for

teachers;

use of feedback to enhance

learning;

use of ILPs;

using post course destinations

in programme evaluation; and

evaluative writing (for

managers).

In addition, managers will use the

Professional Development Review

process to ensure that all of their staff

engage with CLPL that enhances

meaningfully the services that they

provide for learners.

(1.1, 1.3, 1.4a, 1.4b, 2.1, 2.3a, 2.3b,

2.3c, 2.3d)

B. Delivery of learning and services to support learning


(2.1) More than a few staff are not yet

fully aware of the college

responsibilities in relation to Corporate

Parenting and of its Corporate

Parenting Action Plan.

(2.2a) More than a few curriculum

areas do not yet provide sufficient

opportunity for learners to access high-

quality work experience activities.

(2.2b) More than a few curriculum

areas do not use post course

destination data effectively when

evaluating their course design and

delivery.

3. The college will work with SDS and the

Glasgow Youth Employment Initiative

to better track the destinations of

learners who leave without completing

their programme of study.

(2.2b, 2.5a)

4. The college will introduce routine

auditing of ILPs (once in each teaching

block) to inform further enhancement

of this process.

(2.4)

5. The college will increase the number of

staff involved in regional work/regional

groups by:

24

(2.3a) A few staff do not use formative

questioning techniques that ensure all

learners are included or supported to

affirm their understanding.

(2.3b) A few staff do not provide

learners with the feedback that would

allow them to identify what they need

to do to improve.

(2.3c) A few staff do not make best use

of ICT resources or digital technologies

to support their teaching approaches.

(2.3d) A few staff are not confident

when dealing with challenging

behaviour.

(2.4) The extent to which Individual

Learning Plans (ILPs) are maintained

and contributed to by staff and learners

is variable

(2.5a) The destinations of learners who

do not complete their programme are

not comprehensively or systematically

tracked.

(2.5b) The number of learners who

progress to other Glasgow colleges is

low.

(2.6) The college should engage a wider

range of staff in regional work/groups

in order to support their CLPL and

enhance succession planning.

leading the regional

professional learning

arrangements in 2017/18;

leading the Regional

Foundation Apprenticeship

programme;

involving all HoFs in Curriculum

Hubs;

working through the

Curriculum Hubs to improve

rates of progression between

Glasgow colleges;

engaging SCMs and where

appropriate CMs in aspects of

the Hub work;

engaging teaching staff in

regional curriculum

development initiatives

(initially in Mathematics and

Early Education/Child Care);

and

engaging managers of services

to support learning in regional

activities such as IT systems

development, admissions

arrangements and Access and

Equalities developments.

(2.5b, 2.6)

C. Outcomes and Impact


(3.1) Early and further withdrawal rates and partial success rates for learners with a disability are higher than the college norms.

(3.2a) In 2016/17 industrial action had

an impact on outcomes for learners.

Overall successful completion rates fell

from 76.7% in 2015/16 to 75.3% in

2016/17. The impact was highest for

full-time programmes, particularly

those at further education level.

6. The college will seek to improve

retention and attainment. This will

include a general focus on regular

review of learner progress by Class

Tutors, earlier identification of support

needs and responses to these from

services supporting individual learners

(in particular this will include a focus on

learners with a disability). In addition,

Quality Improvement Action Plans will

25

(3.2b) Attainment rates on a number of

senior phase programmes remain low

and outcomes for younger learners are

below the college norm. Retention and

attainment rates for learners with a

disability are slightly lower than the

college norm.

(3.2c) Attainment rates for the new

mandatory units in Communication and

Mathematics in HNC/D Engineering

programmes are below those for the

vocational units on the same

programmes.

be developed by those areas where

successful completion rates

significantly lag college norms.

(3.1, 3.2a, 3.2b, 3.2c)

4.2 Arrangements for monitoring progress on actions for improvement

The College Enhancement Plan is operationalised within the Faculty and Support Service Operational

Plans for 2017/18. The targets set in these plans are reviewed routinely by Faculty/Service

management teams and progress is reported at each S/OMT Planning and Review meeting (held at 6

week intervals). Mid-year and year end progress reports are compiled for consideration by the

Board of Management.

In addition, the Quality Enhancement Plan is a standing item on the agenda of the Quality

Enhancement Committee and routine progress reports are provided for consideration by the

Academic Board and the Learning and Teaching Committee.

5. Grading outcomes

How good is our college? provides the following guidance on grading: An evaluation of excellent means that this aspect of the college’s work is outstanding with excellent practice worthy of dissemination. The experiences and achievements of all learners are of a very high quality. An evaluation of excellent represents an outstanding standard of provision which exemplifies very best practice, based on achieving equity and inclusion and a deep professional understanding which is being shared beyond the college to support system-wide improvement. It implies that very high-levels of performance are sustainable and will be maintained. An evaluation of very good means that there are major strengths in this aspect of the college’s work. There are very few areas for improvement and any that do exist do not significantly diminish learners’ experiences. An evaluation of very good represents a high standard of provision for all learners and is a standard that should be achievable by all. There is an expectation that the college will make continued use of self-evaluation to plan further improvements and will work towards improving provision and performance to excellent.

26

An evaluation of good means that there are important strengths within the college’s work, yet there remains some aspects which require improvement. The strengths have a significantly positive impact on almost all learners. The quality of learners’ experiences is diminished in some way by aspects in which improvement is required. It implies that the college should seek to improve further the areas of important strength, and also take action to address the areas for improvement. An evaluation of satisfactory means that strengths within this aspect of the college’s work just outweigh the weaknesses. It indicates that learners have access to a basic level of provision. It represents a standard where the strengths have a positive impact on learners’ experiences. While the weaknesses will not be important enough to have a substantially adverse impact, they do constrain the overall quality of learners’ experiences. The college needs to take action to address areas of weakness by building on its strengths. An evaluation of weak means there are important weaknesses within this aspect of the college’s work. While there may be some strengths, the important weaknesses, either individually or collectively, are sufficient to diminish learners’ experiences in substantial ways. It implies the need for prompt, structured and planned action on the part of the college. An evaluation of unsatisfactory means there are major weaknesses in this aspect of the college’s work which require immediate action. Learners’ experiences are at risk in significant respects. In almost all cases, this will require support from senior managers in planning and carrying out the necessary actions to effect improvement. This will usually involve working alongside agencies who can provide support, or with staff in other colleges.

Based on the outcomes of evaluation set out in section 3 of this report the college has reasonable

confidence in the following grading:

Principle Grade

Leadership and Quality Culture Very Good

Delivery of learning and services to support learning Very Good

Outcomes and Impact Good

The College has provided these grades for discussion with SFC/ES. It is aware that Education

Scotland do not intend to endorse grades for the 2016/17 “development year”.

6. Capacity to Improve

Glasgow Kelvin College has evidenced a significant capacity to improve since its establishment in

November 2013. It has developed strong systems for review and enhancement that involve all staff

and which engage very well with learners and other stakeholders. Prior to the recent industrial

action these led to year on year improvements in success rates. Despite the impact of the industrial

action learner satisfaction rates rose by around 3% to over 95%, almost all learners felt they were

able to influence learning on their course (over 93%, and 5% up on the previous year) and

satisfaction rates with services to support learning (admissions, guidance and advice, learner

support, library/flexible learning services, student funding and finance services, accommodation and

ICT resources) all improved by around 5% on the previous year.

27

Appendix 1.

Annual Enhancement and Scrutiny Activity Schedule (AESAS)

Key: Organisational Development Manager (ODM), Head of Faculty (HoF), Senior Curriculum Manager (SCM), Curriculum Manager (CM), Course

Team (CT), Quality Enhancement Manager (QEM), Guidance Tutor (GT), Learner Engagement Officer (LEO), Student Association (SA), Advice and

Guidance (A&G), Business Development (BD), Senior Management Team (SMT), Operational Management Team (OMT), Board of Management

(BOM), Director of Curriculum (DoC), Vice Principal (VP), Class Representative (CR), Learning Support (LS), Director of Corporate Services (DoCS)

Introduction and capacity building

Activity Date/s Person/s Additional specialist input

Briefing for staff Principal’s address Principal’s blog Staff newsletter HoF/SCM/CM meetings Curriculum Manager meetings with delivery teams Social media – Twitter, Face Book, Yammer College website Staff conferences Faculty meetings Course team meetings Induction of new staff

August & June Fortnightly Weekly Aug, Nov, Mar, Jun Aug, Mar, Jun Nov, Mar, Jun As required

Principal ODM HoF CM HoF, ODM, QEM, CM

Briefing for learners Induction Guidance sessions with class tutor Class representative meetings with Student Association & Learner Engagement Officer

Start of course Weekly Nov, Mar, Jun

Guidance tutor SA, LEO

Appendix 1.

SPARQs training Announcements on desk top / login / Moodle / email / noticeboards / campus TV screen / website updates Employment /careers talks/ pop up information stalls

Sept Weekly Nov, Mar, Jun

LEO All groups A&G

Briefing for key stakeholders

Stakeholder events / breakfasts Reports / briefings to stakeholders College Newsletter Information on Learning Network portal Pathfinder website Faculty meetings with partners (what do you do/what can we do for you) Work placements Partners e.g. Schools/B.E.S.A./C.I.T.B./S.N.I.P.E.F./ City Building/Care placements providers/Glasgow City Council (EVIP)/The Bridge/ Erasmus

Oct, May Monthly / as required Fortnightly Sept, Nov, Feb, May Daily/weekly

BD, Faculties HoF CMs

Section 1: Leadership and quality culture

Enhancement/Scrutiny Activity Date/s Person/s Additional specialist input

1.1 Governance and leadership of change

Governance and leadership Reports to the College Board of Management Reports to the sub committees B.O.M. Faculty Evaluation Reports to the B.O.M. SMT review of all self-evaluation reports

Aug, Oct, Dec, Mar, Jun Aug

Principal, Vice Principal

Appendix 1.

Scrutiny and approval of all College processes and policies Developing a shared vision, values and aims College vision, aims, values statement Student representation at Board meetings Quality SCM group meetings Stop and Check survey Learner engagement “focus” groups Mid-block course review Staff and student meetings with teams and feedback to SCM, CM, team level Planning for continuous improvement Meeting with other partners e.g. curriculum hub meetings, capacity building talks with partners DYW – foundation and graduate apprentices Meetings with Business Development and SDS Partnerships reflected in the Faculty and Operational plans Stakeholder meetings with SQA, STEM, NEF, ROA regional board Involvement in planning regional activity Strategic planning days with Heads of Faculty and SMT

Annually / 2 years Annual review Aug, Oct, Dec, Mar, Jun Weekly Sept Jan Sept, Jan, May Monthly Aug, Oct, Dec, Feb, Apr, Jun

BOM, SMT SMT, OMT Student President / officer SCM, DoC LEO GT, CM SMT, OMT SMT, OMT

Appendix 1.

Class representative feedback from course team meetings to Student Association meetings “You Said We Did” – after course team meeting Stop and check survey Learner engagement “focus” groups Learner engagement officer report QIAPs Mid-block review Curriculum review Course team report Programme area report Faculty Evaluation Report Drill down on P.I’s Guidance /class tutor activity ILP’s Support for Learning students – listen to the voices of carers, parents Targeted meetings with underrepresented groups e.g. Ada Lovelace group, partnerships with care leavers, community based learners feedback

Sept, Jan, May Sept, Jan, May Sept Jan Sept, Oct, Dec, Feb, Apr, Jun Sept, Jan, May Sept, Jan, May Jun, Jan Jun Weekly Weekly Sept, Jan, May

SA LEO, DoC LEO CM, SCM, QEM CM DoC CM, SCM, HoF GT CM, SCM LEO, SCM

Appendix 1.

Feedback from different cohorts/diverse group of learners – focus groups, external review, other lead bodies, employers, ESOL special focus groups, tailored questionnaires

1.2 Leadership of learning and teaching

Leadership for improvement of learning and teaching PI analysis “Empowered to Take Action” activity QIAPs Peer observation Team meetings Sharing good practice events – between blocks Staff conference days – CPD events External workshop delivery Learning, Teaching and Assessment Strategy review Targets within Faculty Operational Plans, mid-block reviews, CM/SCM team meetings Meetings with Senior Management to review progress against targets Programme area reports Faculty evaluation reports Leadership of staff

Feb, Jun Jun Sept, Jan, May Sept, Jan, May Nov, Mar, Jun Nov, Mar, Jun Sept Monthly Oct, Feb, Jun Jun Nov, Mar, Jun

VP, DoC, all staff ODM CM, SCM, QEM ODM HoF, CM ODM, all staff SMT HoF, SCM SMT, HoF CM, HoF HR, OMD

Appendix 1.

Compulsory meetings / workshops linking practice to strategies Staff development events Staff conference “themes” for areas that require development Stop and check survey Mid- block reviews Career-long professional learning (CLPL) All staff PDR’s CPD opportunities, also identified in PAR, Faculty reports, mid-block reviews, request to develop (unit/course) forms Professional learning policy Learners leading learning Learner feedback to tutor Individual / team engagement Work placement feedback External feedback – awarding bodies External feedback when reviewing the offer for vocational qualifications – course year-end report Learners influence on the Learning, Teaching and Assessment Strategy – course team meetings, end of lesson reviews

Sept Sept, Jan, May Feb-Jun Aug-Jul Annually / 2 years Weekly Annually Jun Sept, Jan, May

LEO CM Line manager All staff, ODM BOM, ODM, SMT Class tutor, CM QEM SCM, CM SCM, QEM

Appendix 1.

1.3 Leadership of services to support learning

Leadership for improvement of services to support learning, leadership of staff, account of current and projected needs of learners, internal arrangements for delivery of services to support learning, CLPL, partnerships with other agencies Application and enrolment stages Pre entry diagnostic testing – subject and core skills Learner induction Student handbook Learner engagement presentation to class Learner support feedback Referral to Advice & Guidance and bursaries Guidance sessions ILPs Alternative assessment arrangements for external exams Curriculum team meetings

Jan-Aug Aug, Jan Weekly Feb Sept, Jan, May

A&G Lecturer GT, class tutor QEM CM

1.4 Evaluation leading to improvement

Analysis and evaluation Cycle of meetings – mid block reviews, course team meetings etc Setting SMART targets Learner feedback CPD events e.g. Evaluative Writing, Pl analysis Collaborative approaches to evaluation and data sharing Learner feedback to tutor

Nov, Mar, Jun Weekly Nov, Mar, Jun Weekly

HoF, SCM, CM GT, class tutor ODM Class tutor, CM

Appendix 1.

Individual / team engagement Work placement feedback

External feedback – awarding bodies External feedback when reviewing the offer for vocational qualifications – course year-end report Impact on learners’ success and achievements Unit target setting Information from MIS Focus groups and PI improvement Faculty evaluation reports

Annually Jun Jun Sep, Nov, Jan, Mar, Jun Jan Jun

QEM SCM, CM CM, lecturers DoC LEO, HoF HoF

Section 2: Delivery of learning and services to support learning


2.1 Safeguarding and child protection

Arrangements for safeguarding and child protection College policies and procedures Compulsory training and review for all staff Established Safeguarding Team (trained) Members of CDN Safeguarding Forum Members of Glasgow Corporate Parenting Forum Members of West of Scotland Care Leavers Forum

Annually / 2 years As required Review meeting each teaching block

BOM, SMT All staff

Appendix 1.

Additional links with Social Work Services and Who Cares? Scotland through Transitions Steering Group

3 meetings per annum

2.2 Curriculum Rationale, design and development Curriculum review ROA and our offer RSA – Region and Clyde Valley/City Deal Effectiveness and appropriateness of the curriculum Learning, Teaching and Assessment Strategy HE Innovate report Strategic planning Meeting operational targets Skills for learning, life and work Bespoke programmes Credit rated courses “Bolt on” qualifications Review of promotional materials Online materials – accessibility ILPs GKC ESOL – Tea@GKC Gazelle Colleges group Ada Lovelace – women in engineering Awareness raising events e.g. “White Ribbon Campaign” Adaptation of assessment to reflect workplace practice Learning pathways

Jun, Jan Sept June Aug, Oct, Dec, Feb, Apr, Jun As required Weekly Monthly Jun May

DoC SMT BD SMT, OMT BD, faculties SCM SCM, CM Marketing ICT GT, class tutor ESOL + faculties SMT, OMT, LEO HoF, SCM, CM LEO Curriculum team ??

Appendix 1.

Essential skills strategy and scoring Contextualisation of delivery Work experience Simulated environments My world of Work ILP personal development planning Internal workbook Learner progression review Bridges to Business Community involvement

Weekly

Curriculum team CM, class tutor

2.3 Learning, teaching and assessment

Learning and engagement Induction – identify learning styles, set personal targets ILPs Class tutor involvement Additional activities Community involvement Work placement reports Assessment feedback Focus group feedback Moodle Learning, Teaching and Assessment Strategy Teaching Guidance sessions ILPs Ongoing professional dialogue VLE Integration and contextualisation of core skills Core skills sessions

Weekly Sept Weekly

GT SMT GT All staff Staff

Appendix 1.

On-line VLE staff / learner videos Moodle improvement plans Classroom observation Assessment End of lesson reviews with learners Impact on learning and teaching preparedness for assessment Assessment / reassessment Ongoing learner support Standardisation minute EV reports Classroom observation Evaluation of the learning experience Feedback sheets e.g. after events End of year reports Mid-block reviews Class tutor feedback Feedback from work placements Complaints / commendations PI data analysis

Jun, Jan As requested Daily As required Nov, Mar, Jun Oct - Jun As requested As required Jun Sept, Jan, May Daily Weekly As required Oct, Feb, Jun

ICT & staff Peer observers Lecturer Lecturer, LS IV EV Peer observers Lecturer CM Class tutor, CM Lecturer Class tutor, CM DoCS CM, SCM, HoF

2.4 Services to support learning

Management of services to support learning, contribute to achievement, attainment and progression to a positive destination Pre entry guidance Induction

Jan-Aug Start of course

Lecturer Guidance tutor

Appendix 1.

Open days Careers events ILPS Guidance sessions Referral system for additional support Learning support Funding discussions with Advice and Guidance Support services Internal workbooks Empowered to Take Action bid – additional support funds Focus groups Learner engagement feedback reports

Aug, May Weekly As required Aug, Feb, May Jan-Jun Jun Sept, Oct, Dec, Feb, Apr, Jun

Marketing GT Class tutor, LS A&G HoF, SCM ODM LEO

2.5 Transitions Collaborative planning and delivery and arrangements to support learners School : College partnership agreements Senior phase recruitment and delivery Visits to schools by staff and learners Guaranteed interviews School Foundation Apprenticeship programmes Employer engagement School work experience in College College work experience in nursery/schools – early intervention Partnerships with employers

Jan, Jun As required Oct, Jun

DoC, HoF BD, HoF, SCM, CM BD, HoF

Appendix 1.

Lead body involvement in pre entry programmes Taster programmes Taster sessions in the community / external partners Articulation agreements UCAS and SAAS workshops Marketing drive – recruitment Enterprise/Employability Curriculum Manager Guest lectures Site visits Student Ambassadors Faculty Operational Plans – progression mapping Exchange students Guidance ILPS Internal work books ESOL Tea@GKC– faculty talks to other learners

Oct, Jun Nov, May Termly with each team As required Sept Monthly As required Weekly Monthly

HoF HoF A&G Marketing CM/HoFs CM LEO HoF, SCM CM GT ESOL + faculties

2.6 Partnerships Collaborative arrangements and responsiveness to the needs of external stakeholders School : College partnership agreements Partnerships with employers, universities Taster programmes School Foundation Apprenticeship programmes Senior phase recruitment and delivery

Appendix 1.

Visits to schools by staff and learners Taster sessions in the community / external partners Site visits Lead body involvement in pre entry programmes Employer engagement Exchange students School work experience in College College work experience in nursery/schools – early intervention Internal work books External partner input

Section 3: Outcomes and impact


3.1 Wellbeing, equality and inclusion

Statutory duties, inclusion and equality College policies and procedures Various college committees and working groups Mainstreaming report Surveys Equality impact assessments ESOL and tea @ GKC Fitness classes Free access to gym facilities Mindfulness class White Ribbon campaign

3.2 Equity, attainment and achievement for all learners

Learner success over time, essential skills including skills for life and work, equity for learners Early learning support plans Adapting resources

Appendix 1.

Section 4: Capacity to improve


Appendix 1.

Section 5 Learner engagement

Learner engagement is integrated throughout How good is our college? and is signposted to the Student Engagement Framework for Scotland five key elements of Student Engagement. These are: 1. Students feeling part of a supportive institution.

2. Students engaging in their own learning.

3. Students working with the institution in shaping their own learning.

4. Formal mechanisms for quality and governance.

5. Influencing the student experience at a national level.

How good is our college? Quality indicator Key element/s of Student Engagement Framework for Scotland

1.1 Governance and leadership of change ❹ Learner Engagement Strategy endorsed by the Board of Management and SMT SPARQs training Student representation on various Board Committees Minutes of meetings – e.g. course team Focus groups, Stop and Check survey, national student survey – action plan from consultation College funding of Learner Engagement Officer and Student Association President

1.2 Leadership of learning and teaching ❸❹Class representative trainingCourse team meetingsSurveysFocus groupsLearner engagement officer collaboration with student association

1.3 Leadership of services to support learning ❸❹

Appendix 1.

Class representative training Course team meetings Surveys Focus groups Learner engagement officer collaboration with student association Student handbook Class representative handbook Learner presentation to class ILPs Learner referral to Advice and Guidance Tutorial support for core skills Additional support staff focus groups in some areas – administration, bursaries, learner support, flexible learning unit, ICT

1.4 Evaluation leading to improvement ❹ Surveys Mid-block reviews Course team meetings Learner feedback Focus groups and PI improvement

2.2 Curriculum ❷❸❹ My World of Work Peer mentors ESOL and tea @GKC Course teams Learner progression reviews Focus groups Learner surveys, stop and check Class rep feedback Students engaging in own learning “Bolt on” qualifications Bridge to Business

Appendix 1.

White Ribbon Campaign Ada Lovelace – Women in Engineering Gazelle colleges student ambassadors group Range of qualifications we offer ILP Bespoke programmes Work experience Community involvement Contextualisation of delivery Simulated environments Peer observation

2.3 Learning, teaching and assessment ❷❸❹ ILPs Learner Engagement Strategy Focus groups Surveys – stop and check, digital inclusion survey, national survey Moodle Course team meetings On-line “help” videos for VLE Intranet Progress reviews Mid-block reviews Class tutor report Programme area reports Faculty reviews Learner reps on Board and Committees Ongoing learner support Core skills tutorials On-going guidance Induction Core skills testing Peer observation

Appendix 1.

2.4 Services to support learning ❷❸❹ Induction Pre entry guidance Open days Careers events ILPS Learning support Funding discussions with Advice and Guidance Empowered to Take Action – additional support funds Guidance sessions Class tutor Referral system for additional support Focus groups Support services Learner engagement feedback reports Internal workbooks

2.5 Transitions ❶ School : College partnership agreements Partnerships with employers Taster programmes School Foundation Apprenticeship programmes Senior phase recruitment and delivery Visits to schools by staff and learners Taster sessions in the community / external partners Articulation agreements Guest lectures Site visits Guaranteed interviews

Appendix 1.

Student Ambassadors Lead body involvement in pre entry programmes Faculty Operational Plans – progression mapping Employer engagement Exchange students School work experience in College UCAS and SAAS workshops College work experience in nursery/schools – early intervention Guidance ESOL Tea@GKC– faculty talks to other learners ILPS Internal work books External partner input

3.1 Wellbeing, equality and inclusion ❶ Learner handbook College policies and procedures Equalities awareness Learner reps on committees Learner campaigns Officers within the student association Learner focus groups White Ribbon campaign Free access to gym facilities

Appendix 2.

GLASGOW KELVIN COLLEGE

CONTRIBUTION TO GLASGOW REGIONAL OUTCOME AGREEMENT 2016/17

1. Introduction

This report provides a summary and evaluation of the contribution that Glasgow Kelvin College made to the Glasgow Region Outcome Agreement in 2016/17.

The College monitored progress against its ROA targets on a regular basis using the regional template. The final monitoring report, containing the audited college figures for 2016/17 is attached as the appendix to this report.

2. Glasgow Kelvin College contribution to ROA targets

2.1 Volume of core credits and ESF credits

The College met both its core and ESF activity targets, and delivered some 1,300 additional credits (over delivery of around 1.6%).

2.2 Activity by economic sector

Economic Sector Target Actual Variance Business 10,130 10,810 +680 Creative 12,662 11,866 -796 Engineering & Construction

22,285 21,228 -1057

Hospitality & Leisure 9,623 8,862 -761 Health & Care 10,130 8,372 -1758 Science 4,305 4,274 -31 Transition and supported learning

12,409 17,459 +5050

This was the first year following the final transfers of activity to City of Glasgow and Clyde colleges and targets were therefore estimated on previous delivery less the transferred activity. Despite some variance, most notably in Engineering and Construction and in Health and Care, Glasgow Kelvin College delivered broadly in line its economic sector targets in 2016/17 while continuing to pursue the College and Regional priority of widening access while slightly reducing the volume of Creative Industries activity.

The variance in Engineering and Construction reflected a slight reduction in the volume of employed learners supported by industry and also a growth in the number of HN Engineering students who are now funded through additional articulation places with local

Target Actual Core credits 77,742 79,070 ESF 3,801 3,801 total 81,543 82,871

Appendix 2.

universities. These learners are not now shown in the “credit” figures, but have freed up credits to support additional widening access activity.

Similarly, lower demand for Care programmes and slightly reduced Creative Industries provision in 2016/17 supported delivery of additional widening access activity.

The additional widening access activities are reflected in the substantial increase in Transition and Supported Learning, the above target delivery to SIMD10 learners and the above target delivery of SCQF levels 1-6 provision.

2.3 Credits delivered to learners in the lowest 10% SIMD

The College exceeded its targets for delivery to learners in the lowest 10% SIMD. It recognises widening access, particularly among residents of the 10% lowest SIMD areas, as a key priority both for the College and for the Region. Since regionalisation it has extended the community based youth and adult learning activities and approaches which were well established in the East of the City to the wider North East Glasgow community planning sector and beyond. This network of community venues and partnerships enabled delivery of 35,017 credits of activity to learners from the lowest 10% SIMD areas in 2016/17, exceeding the College’s ROA target of 30,588 by almost 4500 credits. This represented 42.3% of College activity in 2016/17 – again well ahead of the 37.5% target share set out in the ROA.

2.4 Credits delivered at SCQF levels 1 to 6

The College also exceeded its targets for activity delivered at SCQF levels 1 to 6 – delivering 554,986 credits against a target of 53,003 representing 67.4% of activity against a target of 65%.

It should be noted however that these figures include over-delivery (around 1,300 credits, all of which is at FE level), exclude additional articulation activity (all of which is at HE level) and that targets were based on estimated impact of the activity transferred to City of Glasgow and Clyde colleges.

2.5 Successful completion rates

The following table compares the College successful completion rates for 2016/17 with the targets established in the 2016/17 ROA:

Target Actual FE FT 66.5% 60.8% FE PT 81% 80.7% HE FT 71% 70.8% HE PT 80.5% 81.6%

It is the view of the College that industrial action in the final term of 2016/17 had a significant impact on success rates. In the two preceding years the College had delivered significant year on year improvements in outcomes for learners from its starting position at merger. Prior to the industrial action, in-year feedback from Class Tutors and Curriculum Managers had indicated that the College was again on track to exceed its 2016/17 targets for successful completion. The overall success rate however fell by 1.3% in 2017/18 (from 76.7% in 2015/16 to 75.4%). The largest impact was on full-time programmes (where learners lost up to six days of tuition in the final teaching block) and in particular on full-time

Appendix 2.

further education programmes where well over 50% of learners reside in the 10% lowest SIMD areas. In all other areas of provision success rates were broadly in line with the targets set in the ROA.

In relation to post-course destinations, the College maintained its improved data collection in 2016/17 and met its ROA targets of having 97% of the 80% of former learners whose destinations were know in positive destinations.

2.6 Other ROA priorities

The College also made significant contributions to wider ROA priorities:

• It transferred agreed levels of activity to City of Glasgow and Clyde colleges and closed its City Centre (Stow) campus;

• it further reduced Creative Industries provision and continued to widen access to further education through its provision for young people with care experience and support for other vulnerable groups, in particular those residing in the most disadvantaged 10% of SIMD areas;

• it worked with the Regional Executive, SFC and Education Scotland to develop new arrangements for assuring and improving quality;

• it developed and published its Access and Inclusion Strategy and its Gender Action Plan within the required timescales;

• it further supported “a developed workforce” by leading the development of a regional Foundation Apprenticeship programme, and by extending its senior phase/DYW arrangements in partnership with its regional sister colleges to provide a single regional programme for its local authority and school partners;

• it extended the range of high quality apprenticeships available in the Region with the introduction of both Foundation Apprenticeships and Graduate Apprenticeships in Civil Engineering; and

• it responded to the Skills Investment Plan for Childcare by working with Glasgow City Council and Jobs and Business Glasgow to develop new childcare and training opportunities in Blairtummock.

3. Conclusions

In 2016/17 the activity delivered by Glasgow Kelvin College responded effectively to ROA priorities, was in excess of its funded target and was broadly in line with the target economic sector profile.

Success rates fell by 1.3% overall with the drop being highest for full-time further education programmes. It is the view of the College that this was in the main attributable to the industrial action related to national bargaining which took place in the final term. These programmes support the most vulnerable learners in the sector and there were 6 days of industrial action in the final teaching block during which no classes were taught. This was disappointing given the progress made over the previous three years in improving outcomes for learners.

The College again made a particularly significant contribution to access by delivering 42.2% of its learning activity to learners from the 10% lowest SIMD areas, and by delivering two-thirds of its activity at SCQF levels 1 to 6.

Appendix 2.

4. Further information

Further information on any aspect of this report is available from Alan Inglis, Vice Principal Curriculum and Quality Enhancement ([email protected]) or from Alan Sherry, Principal ([email protected]).

mailto:[email protected]

mailto:[email protected]

Appendix 2a

Page 1

2016-17 Regional Outcome Agreement Reporting Framework (September 2017 Update)

Outcome 1: Right learning in the right placeGlasgow Region key outputs

City of Glasgow College Glasgow Clyde College Glasgow Kelvin College Glasgow RegionTarget Projected Target Projected Target Projected Target Projected

Volume of core credits 169,431 121,401 77,742 79,070 368,574 79,070ESF credits 8,357 5,690 3,801 3,801 17,848 3,801(1) Total credits 177,788 127,091 81,543 82,871 386,422 82,871

City of Glasgow College Glasgow Clyde College Glasgow Kelvin College Glasgow Region

Target (%)Target

(Credits)Projected

(Credits) Target (%)Target

(Credits)Projected

(Credits)Target

(%)Target

(Credits)Projected

(Credits) Target (%)Target

(Credits)Projected

(Credits)Administration, Financial and Business Services 29% 51,186 15% 19,221 12% 10,130 10,810 21% 80,537 10,810

Creative and Cultural Industries 16% 28,146 14% 18,408 16% 12,662 11,866 15% 59,216 11,866Energy, Engineering, Construction and Manufacturing 19% 33,561 15% 19,101 27% 22,285 21,228 19% 74,947 21,228Food, Drink, Tourism, Hospitality and Leisure 23% 41,612 13% 16,169 12% 9,623 8,862 17% 67,404 8,862Health, Care and Education 5% 9,448 15% 19,125 12% 10,130 8,372 10% 38,703 8,372Land-Based Industries 0% 0 2% 2,828 0% 0 0 1% 2,828 0Life and Chemical Sciences 0% 95 6% 7,985 5% 4,305 4,274 3% 12,385 4,274Transition and Supported Learning 8% 13,740 19% 24,254 15% 12,409 17,459 13% 50,403 17,459

100% 177,788 100% 127,091 100% 81,544 82,871 100% 386,423 82,871

City of Glasgow College:

Glasgow Clyde College:

Glasgow Kelvin College:

Appendix 2a

Page 2


Outcome 2: Widening Access

Glasgow Region key outputsCity of Glasgow College Glasgow Clyde College Glasgow Kelvin College Glasgow Region

Target Projected Target Projected Target Projected Target Projected(3a) Volume of credits delivered to learners in the lowest 10% SIMD 43,088 36,680 30,588 35,017 110,356 35,017(3b) Percentage of credits delivered to learners in the lowest 10% SIMD 24.2% #DIV/0! 28.9% #DIV/0! 37.5% 42.3% 28.6% 42.3%

City of Glasgow College Glasgow Clyde College Glasgow Kelvin College Glasgow RegionTarget Projected Target Projected Target Projected Target Projected







Appendix 2a

Page 3

2016-17 Regional Outcome Agreement Reporting Framework (September 2017 Update)(4a) Volume of credits delivered at SCQF levels 1 to 6 78,093 81,338 53,003 54,986 212,434 54,986(4b) Percentage of credits delivered at SCQF levels 1 to 6 43.9% #DIV/0! 64.0% #DIV/0! 65.0% 66.4% 55.0% 66.4%

Outcome 3: High Quality and Efficient Learning

Glasgow Region key outputs(5) Percentage of students successfully achieving a recognised qualification:

Target (%)

2015/16 Total Enrols

2015/16 Total

Successful%

SuccessfulTarget

(%)


2015/16 Total

Successful

% Successful Target (%)


2015/16 Total

Successful%

Successful


2015/16 Total

Successful%

SuccessfulFull-time SCQF levels 1 to 6 71.4% #DIV/0! 66.5% #DIV/0! 66.5% 1,645 1,000 60.8% 1,645 1,000 60.8%Part-time SCQF levels 1 to 6 80.0% #DIV/0! 71.0% #DIV/0! 81.0% 4,788 3,865 80.7% 4,788 3,865 80.7%Full-time SCQF levels 7 and above 76.1% #DIV/0! 75.1% #DIV/0! 71.0% 1,483 1,050 70.8% 1,483 1,050 70.8%Part-time SCQF levels 7 and above 84.8% #DIV/0! 84.5% #DIV/0! 80.5% 890 726 81.6% 890 726 81.6%

Target Projected Target Projected Target Projected Projected(6) Number articulating at a Scottish university 1,000 371 223 0

City of Glasgow College Glasgow Clyde College Glasgow Kelvin College




Appendix 2a

Page 4


Outcome 4: Developing the Workforce

Glasgow Region key outputs

Target

Number of

Qualifiers

Number in

positive destinatio

n Actual (%) Target

Number of

Qualifiers

Number in

positive destinati

on Actual (%) TargetNumber of

Qualifiers

Number in

positive destinatio

n Actual (%)

Number of

Qualifiers

Number in positive

destination Actual (%)(7a) Proportion of full-time college qualifiers in work, training and/or further study 3-6 months after qualifying 95.5% 98.0% 97.0% 2,060 1,589 96.8% 2,060 1,589 77.1%

Target

Number of

Qualifiers

Number of

respondents Actual (%) Target

Number of

Qualifiers

Number of

respondents Actual (%) Target

Number of Qualifiers

Number of

respondents Actual (%)

Number of

Qualifiers

Number of respondent

s Actual (%)(7b) Response rate for post-course destination survey respondents 87.0% 80.0% 80.0% 2,060 1,641 79.7% 2,060 1,641 79.7%

City of Glasgow College Glasgow Clyde College Glasgow Kelvin College






Appendix 2a

Page 5


Additional Measures:

Price Bands* Target Projected Target Projected Target Projected Target ProjectedPrice Band 1 Credits 45,943 18,284 5,463 6,572 69,689 6,572Price Band 2 Credits 65,923 65,781 38,338 38,529 170,042 38,529Price Band 3 Credits 59,837 23,153 23,341 21,042 106,331 21,042Price Band 4 Credits 0 1,987 0 0 1,987 0Price Band 5 Credits 6,085 17,886 14,402 16,728 38,373 16,728

177,788 0 127,091 0 81,543 82,871 386,422 82,871

City of Glasgow College

Glasgow Clyde College

Glasgow Kelvin College

Glasgow Region

Number of Credits for learners aged 16-24 48853Number of Credits for FT learners aged 16-24 32597

City of Glasgow College Glasgow Region

Glasgow Kelvin College

Glasgow Clyde College

(* Targets scaled to college overall target)





Appendix 2a

Page 6

2016-17 Regional Outcome Agreement Reporting Framework (September 2017 Update)Number of Modern Apprenticeships (college as managing agent) 21

Number of Modern Apprenticeships (subcontracted) 920Number of SDS Employability Fund places delivered 36




Appendix 3.

Page 1 of 15

Glasgow Kelvin College contribution to Glasgow’s Single Outcome Agreement Priorities

2015 - 2016

1. Introduction This report seeks to inform members of the ways in which Glasgow Kelvin College responded to the priorities set out in the Glasgow Single Outcome Agreement (SOA) during 2015 - 2016. It also describes the contribution that the College makes to community planning structures and arrangements. The majority of the College’s contribution is focussed in north east Glasgow.

2. Summary The College contributes in a variety of ways to address Glasgow’s SOA priorities, primarily within the North East Sector, by aligning its mainstream resources with these priorities. Additionally, the College receives a significant contribution from the Integrated Grant Fund which supports delivery of the North East Learning Programme.

The College takes the following main approaches to delivering against SOA priorities:

• the John Wheatley Learning Network;

• the Wider Access programme;

• the Youth Access programme;

• vocational and employability programmes for young people;

• community capacity building;

• Adult Literacy and Numeracy (ALN) services; and

• English for Speakers of Other Languages (ESOL).

There were 7,138 users of community learning centres during 2015 - 2016 (12,857 including main campus flexible learning centres).

In the period August 2015 to July 2016 there were 2,022 people engaged in the Wider Access community adult learning programme.

In the period August 2015 to July 2016 there were 1132 young people aged 12 to 17 who attended Youth Access programme in North East Glasgow. Additionally, a further 807 younger learners were supported in the programme.

In the period August 2015 to July 2016, 286 people were actively engaged in the College’s Community Achievement Awards programme.

In the same period over 50 local organisations took advantage of the College letting policy to obtain use of college buildings free of charge.

Appendix 3.

Page 2 of 15

3. Glasgow Kelvin College Glasgow Kelvin College was formed on 1st November 2013 through the merger of John Wheatley College, North Glasgow College and Stow College. The new college has continued the long term commitment of its predecessors (particularly John Wheatley College and North Glasgow College) to supporting community planning arrangements in North East Glasgow.

Glasgow Kelvin College is significantly larger than any of its legacy colleges and as a result is able to offer a substantially wider range of opportunities to local residents. The College set its priorities as developing Enterprise, Excellence and Progression - re-affirming a clear commitment to engaging with learners in its community, developing their skills and employability and supporting their progression through formal and certificated learning and towards employment.

Glasgow Kelvin College provides learning opportunities ranging from access level to degree level (Scottish Credit and Qualifications levels 1 to 10) in a wide range of subject areas which relate closely to Glasgow’s key occupational areas:

Administration, Financial and Business Services

• Administration • Business Studies • Computing • Enterprise

Creative and Cultural Industries

• Art • Dance • Design • Digital Media • Drama • Fashion • Jewellery • Music • Sound Recording • Technical Theatre • TV Production

Energy, Engineering, Construction and Manufacturing

• Automotive Engineering • Building Services Engineering • Brickwork • Carpentry and Joinery • Civil Engineering • Electrical & Electronic Engineering • Energy • Heating, Ventilation and Air Conditioning • Manufacturing • Mechanical Engineering • Painting and Decorating • Plastering Plumbing

Food, Drink, Tourism, Hospitality and Leisure

• Hairdressing and Beauty Therapy • Hospitality and Catering • Outdoor Education • Retail

Appendix 3.

Page 3 of 15

• Sport & Fitness

Health, Care and Education • Child Care and Education • Community Development • Health Care • Social Care

Life and Chemical Sciences • Biochemical Science • Biological Science • Pharmacy

Transition and Supported Learning

A wide range of programmes which support progression to the vocational options listed above, or to higher education, including:

• Adult Literacy and Numeracy • Community Achievement Awards • English for Speakers of Other Languages (ESOL) • Provision for learners with additional support needs • School-link programmes • SWAP and other programmes which prepare adult

returners for Higher Education • Wider Access community based programmes • Youth Access

The College recognises the positive impact of early intervention and works extensively with its local schools and community groups to support young people to development as successful learners, confident individuals, responsible citizens and effective contributors and to re-engage adults with no or low qualifications with learning.

North East Learning Programme The North East Learning Programme consolidates the Youth Access programme (outlined in 4.2.1) and Wider Access programmes (outlined below), and the John Wheatley Learning Network (outlined in 4.3.2). In addition, it supports literacies and English for Speakers of Other Languages programmes. In response to challenges associated with the CPP Thriving Places priority, it has developed a Community Achievement Awards programme which recognises the achievement of learners undertaking work in and for their own communities.

Wider Access Programme The Wider Access programme democratises the College’s curriculum in that a significant part of the College’s tutor budget is set aside to respond to the needs of local communities as expressed by local community groups and services, and through them, local people. This programme works in partnership with a wide range of partners. The largest number of groups are supported in the development of certificated IT skills, with other certificated learning in areas such as customer care, food hygiene, employability, art and design, photography, care, budget cooking, first aid, customer service, and health and safety.

Appendix 3.

Page 4 of 15

4. Single Outcome Agreement Priorities and the College’s contribution Glasgow Kelvin College provision is designed to meet the needs of both its local communities and of the labour market in Glasgow and the surrounding areas.

The College’s key priorities are to support people living or working in the Glasgow region, within that, prioritising within that prioritising North East Glasgow and, at a more local level, those areas designated as requiring additional support to become ‘Thriving Places’.

The emphasis the College places on supporting people suffering disadvantage leads naturally to prioritisation within the themes of the Single Outcome Agreement priorities. The College contribution to the SOA priorities is summarised below:

4.1. Alcohol and Addiction Many of the College’s partners are focussed on supporting people recovering from problem use of alcohol and other drugs, and a significant proportion of the College’s outreach provision responds to these partners and the needs they identify.

4.1.1. North East Learning Programme

Wider Access There are two John Wheatley Learning Network centres which focus particularly on supporting people recovering from addiction: the Lodging House Mission, which supports people who are homeless or at risk of homelessness and which takes advantage of the Wider Access programme for IT skills development in the learning centre, and New Horizon, which includes the use of the Martin King Learning Centre as part of recovery programmes, supporting people through the Wider Access programme to develop employability and to gain places in more formal college programmes

The Sunday Social community recovery café which takes place weekly in the Bridge in Easterhouse also has an IT tutor as part of the Wider Access programme, and the group taking advantage of this tuition have now moved from the open Bridge public area to the College’s main building, with some of the group returning to the College’s Flexible Learning area during the week for further tuition.

The College also supports people to learn while in recovery through its partnership with Addaction in Petershill, including provision of the Steps to Excellence programme, which supports people to progress to other, more formal educational provision.

Community Achievement Awards programme The Community Achievement Awards programme, developed in response to the Thriving Places priority, has proven particularly useful in supporting through learning people in recovery programmes and forms an increasingly significant aspect of the North East Learning Programme.

Within the North East sector, the Awards framework is being used to support participants and volunteers engaged in addictions recovery and support programmes including the Sunday Social (Bridge, Easterhouse), North East Recovery Day (New Horizon, Queenslie) and Parkhead Addiction Recovery Café (Church of the Nazarenes, Parkhead).

Appendix 3.

Page 5 of 15

Youth Access programme The Youth Access programme has for some years worked in a partnership with Glasgow Council on Alcohol (GCA) in which GCA was supported to deliver key messages about health and other forms of risk related to alcohol to young people. Since responsibility for delivering Alcohol support for young people has transferred to Addaction, the College has worked in partnership with Addaction and the Health Improvement team to update the learning materials and assessment instrument for the College’s Certificate in Alcohol Awareness. 67 young people achieved this certificate during 2015 – 2016.

4.2. Youth Employability More than two-thirds of all of Glasgow Kelvin College’s provision is designed to engage with young people and to support their progression towards employment.

This includes:

• early interventions – engaging with young people through the Youth Access programme, offering vocational alternatives to S4 for young people who disengage from school early, and providing a full range of vocational options for young people in the senior phase of their secondary education. During 2015 – 2016, the College also provided short vocational tasters for young people in S2. This programme aims both to develop informed vocational choice and to encourage vocational choice which is not gender stereotypical;

• a focus on working with vulnerable young people – young people who are looked after or leaving care, young people who need additional support to learn, and young people who are winter leavers;

• short employability focussed programmes including both SDS Employability Fund programmes and programmes designed and delivered with community partners such as Rosemount, Thenue Housing Association, Easthall Park Housing Co-operative and Connect Community Trust;

• programmes which prepare young people for apprenticeships (such as the Engineering Scholarship programme and pre-apprenticeship construction programmes. During 2015 – 2016, the College also introduced a Foundation Apprenticeship programme in Engineering);

• support for young people in the early stages of their employment, including around 1,000 young people in Modern Apprenticeships; as well as

• full-time programmes of further and higher education in the vocational areas listed in section 3.

In terms of numbers:

• around 1200 young people attend Youth Access programmes each year;

• over 1000 young people attend school-college programmes each year;

• the College supports around 1,000 apprentices each year; and

• 6.6% of college activity is provided to learners under the age of 16, 42% to those between 16 and 19, and a further 20% to young people aged from 20 to 25.

Appendix 3.

Page 6 of 15

4.2.1. Youth Access The Youth Access programme is a significant aspect of the North East Learning Programme, supporting over 1100 young people aged 12+ to gain access to learning centres and other learning environments in their own time in the evenings and at weekends.

This programme is delivered seven evenings per week and on Saturday afternoons. During a typical term time week, the service delivers 28 sessions across 20 venues, works with over 12 community partners and reaches over 300 young people.

The programme supports young people to gain transferrable and creative IT skills, and to develop as successful learners, confident individuals, effective contributors and responsible citizens. In relation to future employability, it also supports young people to develop the resilience they require in order improve their prospects of obtaining and sustaining employment.

At ages when many young people become disengaged from formal learning the Youth Access programme develops trusted relationships between young people and their local college. Longitudinal data tracking the students who enrolled into former John Wheatley College mainstream programmes found that 29% of those learners had first encountered the College through the Youth Access programme. Figures for Glasgow Kelvin College will be reported in future years.

4.2.2. Schools Liaison programmes

Senior Phase programme This programme offers pupils at the local secondary schools across North East Glasgow access to a range of vocational options including Engineering, Laboratory Science, Construction, Business and Service Industries (including Hospitality, Hairdressing and Beauty), Care, Computing and the Creative Industries as part of their senior phase curriculum.

Scholarship Programme Glasgow Kelvin College is a partner in the delivery of the city wide Scholarship programme. It is now delivering the Engineering Scholarship programme in partnership with the City Council and with employers for a third year. This has been identified by Education Services as a successful model which prepares young people well for progression to employment via apprenticeships and further study in engineering.

Foundation Apprenticeship

Glasgow Kelvin College is leading the development of a Regional Foundation Apprenticeship programme. In 2015/16 it introduced the Foundation Apprenticeship in Engineering with further options planned for 2016/17 and 2017/18.

Senior Phase Supported programme The College also provides a range of supported vocational options for young people in the senior phase with additional support needs.

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Youthstart and EVIP Youthstart and the Enhanced Vocational Inclusion Programme (EVIP) are alternative vocational programmes for young people for whom mainstream school experiences have not been successful.

The EVIP programme is a partnership between the city’s Education Services and colleges, with learners supported by a Glasgow City Council Vocational Coach as well as by a college tutor. Glasgow Kelvin College is the largest college delivery partner for these programmes.

Youthstart programmes have been developed in collaboration with individual local schools – again providing a vocational college programme for young people at risk of disengaging from school. These programmes normally result in positive destinations including more advanced college programmes.

The majority of young people on the College’s EVIP and Youthstart programmes (around 100 young people each year) are recruited from the North East of Glasgow, mostly from areas characterised by multiple deprivation and often with social work and other formal supervisory links.

These programmes therefore also support the ‘Vulnerable People’ priority.

4.2.3. Transitions to Learning and Work The Transitions to Learning and Work programme arises from partnership between the College and Social Work Services, with a steering group chaired by a senior social work manager.

The ‘Transitions’ programme supports young people aged 15 and 16 from backgrounds in which they are ‘looked after’ or ‘accommodated’ (mostly at home) towards independence in living, learning and work.

For most of the young people supported by this programme, there has been no previously sustained attendance in any form of learning activity, but during the programme young people progress from a youth work programme into gaining experience of more formal vocational education supporting the development of skills and attitudes required for employability and responsible citizenship.

The Transitions programme supports approximately 40 young people to positive destinations each year.

This programme also supports the ‘Vulnerable People’ priority.

4.2.4. Modern Apprenticeships The College supports the training and certification of around 1,000 young people employed as Modern Apprentices each year. The majority of these are construction related (this includes a significant number of young people employed by City Building) with other areas including Engineering, Creative and Digital Media and Science.

4.2.5. Youth employability and vocational programmes Around two-thirds of all of Glasgow Kelvin College learning activity supports young people to develop vocational skills and broader skills for employment. Mainstream

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vocational programmes (National Certificates, Higher National Certificates and Higher National Diplomas) are delivered across all of Glasgow’s key employment sectors – Administration, Financial and Business Services; Creative and Cultural Industries; Energy, Engineering, Construction and Manufacturing; Food, Drink, Hospitality and Tourism; Health, Care and Education; and Life and Chemical Sciences.

Employability programmes for learners with additional support needs have been developed to include a significant element of work experience.

Shorter employability programmes are also delivered as part of the SDS Employability Fund programme and in partnership with community partners including Rosemount, Thenue Housing Association, Easthall Park Housing Co-operative and Connect Community Trust.

4.3. Vulnerable People Across the Glasgow East and Glasgow North East constituencies 40% of children are classed by social work criteria as ‘vulnerable’ (compared to a Glasgow rate of 18%). The area suffers disproportionately from ill-health and disability, it has lower employment rates and the attainment levels of young people remain behind the Glasgow average, which remains below the national average.

73.7% of the North East Glasgow population live in a 15% most deprived datazone, compared with 63% for Glasgow as a whole.

The College prioritises support for people in the North East of Glasgow in recognition of the greater average need which exists locally, and does this through mainstream programme design and a significant community outreach provision, delivered as the North East Learning Programme.

The College also prioritises support for disadvantaged groups in other ways.

4.3.1. Priority support for areas characterised by multiple deprivation The John Wheatley Learning Network has grown to now support 37 community based learning centres in Glasgow as well as three main campus progression hubs. These centres are located in areas of significant deprivation.

During 2015 - 2016 the Wider Access programme supported 2022 adults in learning opportunities in Glasgow and in support of partners who engage with people in areas of multiple deprivation.

The Youth Access programme supports young people in areas characterised by multiple deprivation.

4.3.2. The John Wheatley Learning Network The College has long recognised digital exclusion as a factor likely to multiply the effect of other forms of exclusion. This recognition led to the development in 2002 of what was originally the Greater Easterhouse Learning Network, which has since developed as the Glasgow East, and now the John Wheatley Learning Network which is supported by the North East Sector Partnership and the Wheatley Group.

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The John Wheatley Learning Network provides a significant contribution to the work of the city’s Digital Glasgow programme, in particular the work of the Citizens’ Participation work stream.

The network now has 37 community-based learning centres in North East Glasgow, which are managed by 29 independent, autonomous, host organisations, most of which are part of the voluntary sector.

The learning network supports areas characterised by multiple deprivation, in which a sizable proportion of the local population is vulnerable.

The community partners who host and support the learning centres are able to take advantage of the facilities for their own purposes, significantly adding to community capacity.

In 2016 the work of the partnerships which deliver the learning network’s digital inclusion and learning services was recognised through the award of the People Make Glasgow Inspiring City award for Education.

4.3.3. Support for Learn programmes The College provides a range of programmes for both young people and adults who need additional support to learn. These include introductory vocational options for vulnerable young people in the senior phase of secondary school and programmes which support progression to supported employment, as well as programmes which develop life skills.

4.3.4. ESOL, asylum seekers, refugees The College provides ESOL programmes to over 500 learners each year. Many of these learners are refugees and asylum seekers and as well as supporting progression to vocational programmes ESOL provides a key support for community integration.

4.3.5. Adult Literacies Some of the most vulnerable people are those without literacy skills. The College works in close partnership with Glasgow Life, and other partners, to support local people to develop their literacy skills. This has a particular focus on the development of the skills to support obtaining or progressing in employment.

The College delivers an adult literacy and numeracy project in partnership with the Care Leavers Employment Service which targets these services on improving the employability of a particularly vulnerable group of young people.

Support for the development of traditional literacy skills is also embedded in the range of College digital literacy support provided as part of the John Wheatley Learning Network.

In addition, the Routes into Learning and Tomorrow’s Women programmes described in 4.3.9 below support the development of literacy skills for some of the City’s most vulnerable people.

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4.3.6. Young people leaving care The Transitions to Learning and Work programme is described above in 4.2.3 and the links between the EVIP programme and the vulnerability of young people looked after by Social Work and other agencies are also described.

In addition, the College achieved ‘exemplary’ status from Buttle UK, which provided a ‘Quality Mark’ for agencies supporting young people leaving care. The quality mark indicates the College’s commitment to and delivery of services which provide additional and discrete support for young people leaving care, to overcome the disadvantage this frequently brings.

4.3.7. Support for people experiencing or at risk of homelessness The College is aware of the prioritisation of the Vulnerable People Working Group of people experiencing or at risk of homelessness.

The College works in partnership with the Lodging House Mission, which hosts a learning centre in its Calton base which supports people at risk of homelessness, and often suffering addition problems, prioritising Wider Access requests from this partner.

In addition, the College has developed its partnership with the Marie Trust co-delivering certificated programmes to its customers from the East End campus.

The partnership with the Marie Trust was Commended at the College Development Network Annual Awards 2016.

Many of the people most at risk of homelessness are those at risk from problems associated with addiction, and the College’s work to support addiction and recovery services are closely focussed on prevention.

4.3.8. Development of flexible and online learning opportunities to enable wider access for people experiencing in-work poverty The other immediate priority area of work for the Vulnerable People Working Group, and in some ways the most challenging but with obvious links to learning, is that of support for people experiencing in-work poverty.

One of the main issues facing people in poverty but working is that of access to services, many of which are available only during the hours they work or at a distance from the support required by those for whom informal, unpaid care is required.

The College has developed a large scale evening learning programme in its Springburn campus to support people who work during the day.

Many of the people affected by in-work poverty work part time and have carer roles which affect their ability to sustain regular attendance on part time courses.

The learning network provides a wide set of access points supporting daytime learning opportunities.

In addition, the College also provides in North East Glasgow three main campus flexible learning progression hubs, which offer access to learning at times more suitable to learners. This means that people working shift patterns and people with additional responsibilities on top of work are able to learn at times and at a pace

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which suit them and so provides enhanced opportunities for people whose access to learning is otherwise limited by working patterns.

During 2015 – 2016, the College introduced a new online learning digital skills programme for employed learners. Although offered more widely, this programme primarily targets employees in the social economy and voluntary sector who are likely to be in low-paid employment, supporting the development of enhanced skills in furtherance of aspirations to better paid work.

4.3.9. Vulnerable Women

Routes into Learning The College’s Routes into Learning Project is a partnership initiative, working primarily with 218 Service, that takes a person centred approach in dealing with the issues that women offenders face, and latterly working with the Tomorrow's Women Service, a ground breaking project based at the Glasgow Community Justice Centre.

The project also provides services in partnership with other organisations supporting vulnerable women including work with the Liberated Prisoners Link Project, Glasgow YWCA, the BULB Partnership and Lodging House Mission.

The Routes into Learning Project was initially established to meet the needs of women who have been involved in prostitution and has since expanded and now specialises in working with women within the criminal justice system.

This group of women experience a range of issues including gender based violence, addictions, homelessness, mental health, physical health, being brought up in care system, being separated from children and family, isolation, recidivism, low levels of educational attainment, low levels of employment, living on benefits and poverty.

The Routes into Learning project aims to work with partners and their service users to develop and deliver adult literacy and numeracy services within our partners' premises to ensure that women have direct access to quality learning that will enhance their ability to progress to further education and employment.

Tomorrow’s Women Literacies support is also provided by the College in the ‘Tomorrow’s Women’ project (formally the Community Justice Centre in the Gorbals). The Gorbals centre offers a multi-agency approach, with a consultant psychologist, two mental health nurses, addiction experts and social workers and on secondment a prison officer and a housing officer, with access to police, procurators fiscal and sheriffs.

4.4. Thriving Places The College prioritises the areas designated as requiring additional support to become ‘Thriving Places’, recognising both the particular difficulties experienced in these areas of multiple deprivation and that solutions are required which are built on innovation and co-production.

The College is a member of the planning groups supporting north east Glasgow Thriving Places areas and prioritises provision for these areas. It has also developed new programmes in support of this priority.

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4.4.1. Co-production The College recognises the need to support people to develop and contribute to their own services, not just because of the economic hardships faced by public services but because of the need to overcome dependency.

The College has an effective track record in using co-production as an approach to supporting learning.

Elements of co-production underpin the Wider Access programme, in which local community groups and those engaged in their services determine the nature of a significant part of the College’s curriculum.

Young people engaged in the College’s Youth Access programme determine the nature of the learning services provided for them through agreeing individual learning targets. In addition, young people make applications to the local YouthBank as a means of customising services to their own needs. In addition, the programme supports some young people to volunteer within the service, enhancing the extent to which the service’s young learners can shape its nature.

In response to the co-production ethos of the Thriving Places priority, the College developed its Community Achievement Awards framework to support the development of individual capacity to engage in, deliver and develop community activities.

4.4.2. Curriculum Innovation: Glasgow Kelvin College Community Achievement Awards The Community Achievement Awards were developed in response to the Thriving Places priority in recognition of the need to support engagement in and delivery and development of community activities, in particular supporting the voluntary work which often underpins successful neighbourhood and communities which make places ‘thrive’.

The Community Achievement Awards were therefore developed as a context-independent framework for supporting and recognising the learning through:

• Involvement in community activities (at SCQF level 4);

• Assisting in delivery of community activities (at SCQF level 5);

• Delivering community activities (at SCQF level 6); and

• Developing community activities (at SCQF level 7).

In addition to the work conducted by the College’s Community Learning and Development Workers in support of recovery groups, in session 2015 – 2016 they also supported volunteers and participants in community activities in the Church of the Nazarene, as well as using the framework as additional support for people from Camlachie engaged the Thenue Housing Association ‘Learning Works’ employability and personal development programme, delivered in partnership with Thenue Housing Association by the College.

The Community Achievement Awards programme has also been adopted as a means of accrediting the learning arising from community activities by the Marie Trust (who

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use the Awards as a support and supervision framework for volunteers) and NG Homes.

In the period August 2015 to July 2016, 286 people were actively engaged in the College’s Community Achievement Awards programme.

5. Engaging with City and Community Planning Structures The College engages with city and local community planning structures to inform College priorities, to contribute its experience and infrastructure and to develop the strategic and operational partnerships required to make a positive difference to people in the North East and the rest of Glasgow.

At the city level, the Principal currently represents the Glasgow Region colleges and the College is represented on the Vulnerable People Working Group and the Thriving Places Forum. It also contributes to the Strategic Volunteering Framework Governance Group, Glasgow’s Learning Plan, and the Digital Glasgow programme and has contributed to recent work towards developing a performance monitoring framework.

In the North East Sector, the Principal is a member of the Sector Partnership and the Senior Officers Group. The College takes a lead role in the arrangements supporting Youth Employability and it is represented on the North East Lifelong Learning and Employability Group (which it chairs), the Glasgow North East Strategic Youth Alliance, the North East Glasgow Adult Learning Forum (which it chairs), the Alcohol subgroup and the local Thriving places Communication and Engagement, and Action Planning groups.

6. Community Capacity Building

6.1. Working with Communities programmes The College provides capacity development programmes which support its community partners: the National Progression Award (NPA) and Professional Development Award (PDA) in Youth Work and the HNC ‘Working with Communities’, which are delivered both to staff and volunteers working in communities and to people wishing to gain qualifications to support entry to employment in community settings.

Both the PDA and HNC programmes are based partly on practice, supporting learning through the application of theory to practice. Partner capacity is developed through this learning for existing staff and volunteers, but in addition students wishing to enter the field and gaining experience through placement also in turn support the capacity of partners to do more.

Both the NPA and PDA in youth work support progression to the HNC.

In response to requests for programmes supporting progression to the HNC based on working with adults as well as with young people the College is developing a part time national qualification programme which introduces learners to community work, again based partly on practice through placement or existing work.

6.2. Community Lets The College has a number of high quality facilities throughout Glasgow. It seeks to ensure that these are well utilised by local residents, community groups and sports clubs

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The College makes facilities available for no charge to community groups and partner organisations as part of its charitable objectives in support of its partnership arrangements.

In 2015 – 2016 more than 50 local organisations gained advantage from this facility with the notional value of the lets exceeding £60,000.

Examples of community partners involved include AA, the Sunday Social, Barnardos Scotland, BEMIS Scotland, Dennistoun Community Council, Easterhouse North Community Council, Glasgow Association for Mental Health, Milnbank Housing Association, NHS/ North East Health Improvement Team, the Riddrie Group and Turning Point Scotland.

6.3. Building Connections In response to a request made in the context of Thriving Places, the College hosts the employment of the Building Connections action research project partnership which is exploring mechanisms for supporting community co-located services and the support structures and methods required to sustain effective partnerships in job centres and health services.

6.4. The John Wheatley Learning Network The John Wheatley Learning Network makes a significant contribution to the work of the City’s Digital Glasgow programme, in particular its Participation workstream.

The network’s centres are not owned or controlled by the College but by the 29 host organisations in which they are sited. This enables the host centres to exploit the capacity of the College’s computers and network infrastructure, services and expertise for their own inclusion purposes, involving their own partners.

6.5. Underpinning capacity building philosophy The learning network’s exploitation of the College’s technical capacity illustrates the philosophy of the College in supporting its partners also shown by other elements of its community provision; in addition, the College:

• extends its learning and teaching support services to add learning and certification capacity to community facilities;

• extends the use of its estate to community partners at no cost; and

• supports its partners to co-delivery learning opportunities through its Community Achievement Awards framework,

which is consistent with the shared services principles of the Christie Commission.

7. Glasgow’s CLD Plan 2015 - 2018 The College’s community learning services contribute to fulfilling the aspirations of the CLD plan in terms of the Plan’s themes and associated outcomes.

The most extensive contribution made by the College is in the form of the North East Learning Programme, but the College also supports community learning and development in other parts of the City in a range of other partnerships as illustrated elsewhere in this report.

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The learning delivered in communities by the College supports the CLD Plan’s six themes:

• Community-based adult learning through the;

o Wider Access programme;

o John Wheatley Learning Network;

o Adult Literacy and Numeracy services; and

o Community Achievement Awards

• Learning for vulnerable and disadvantaged individuals and groups through all of the College’s community programmes

• Volunteer development through the;

o Community Achievement Awards programme;

o John Wheatley Learning Network; and

o The community development qualification programmes

• Early intervention with children, young people and families though its Youth Access programme;

• Learning support and guidance in the community through its support for adult learning and youth networks; and

• Building the capacity of communities to meet their own needs, engaging with and influencing decision-making through its work in support of the Thriving Places priority.

8. Finance and Other Resources The activities described in this report receive funding support of around £570,000 per annum from the Integrated Grants Fund primarily to support the Learning Network, Youth Access and Youth Employability, and ALN. This significantly extends the reach of the community based North East Learning Programme, which now has an annual value in excess of £2.5m.

In addition, Big Lottery support the Transitions to Learning and Work programme for looked after children and care leavers, and GHA/Wheatley Group College provide additional support for the Learning Network and the Youth Access programme. These grants have both driven the development of these services and have also significantly supported the work of the College in working towards meeting the priorities set out in the SOA.

In total, the annual value of the activities described in this report and which the College is able to direct towards SOA priorities are around £15 million per annum.

9. Further Information Further information in respect of this report is available from:

Craig Green, Head of Faculty (Community and Flexible Learning): Glasgow Kelvin College;

Alan Inglis, Vice Principal (Learning and Teaching): Glasgow Kelvin College; or

Alan Sherry, Principal: Glasgow Kelvin College.

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GLASGOW KELVIN COLLEGE BOARD OF ......Glasgow Kelvin College was created on 1st November 2013 as part of the Scottish Government policy to develop a regional, more strategic approach