Bradford College Self-assessment Report · Bradford College Self-Assessment Report 2013-2014...

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Bradford College

Self-Assessment Report

2013-2014

November 2014


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Introduction Bradford College is one of the largest mixed economy colleges in the country. It operates on two main sites in central Bradford with a large adult education centre in the Manningham district of the city. In addition, courses are delivered through a significant number of adult and community centres across the metropolitan district. The College directly delivers further education courses in fourteen of the fifteen sector subject areas funded by the Skills Funding Agency/Education Funding Agency. It serves a large and diverse population within the Bradford Metropolitan District where the younger than average population profile includes substantial communities of people whose origins are in South Asia, Eastern Europe and the Caribbean. The College also recruits regionally and nationally to its advanced further education provision and its extensive higher education provision, particularly in Education, Applied Social Sciences, Business, Management and Art and Design. In 2013/14, approximately 3,600 students were studying on higher education courses. Higher education provision is not included in this Self-Assessment Report and has been reported on separately. There is a wide range of further education courses from pre-entry level to level 4 and the higher education portfolio enables the College to offer progression routes from entry level to post graduate level. The provision encompasses a wide range of subject, professional and vocational areas and incorporates the Bradford College Centre for Academic Studies for AS/A2 subjects and City Training Services for apprenticeships. The College holds accreditation for the Matrix Standard for advice and guidance and the Association of Colleges’ International Charter. The College is also a member of the Network for Black Professionals. The College self-assesses in line with the Ofsted Common Inspection Framework criteria, aspects and descriptors. Comprehensive data on student enrolments and performance is provided within the FE Student Performance Report 2013/14. The College’s mission and vision are stated in its 2010 to 2015 Strategic Plan.

Bradford College’s Mission

“To help students from the region, nationally and internationally, achieve their potential and make a positive and rewarding contribution to their communities.”

Bradford College’s Vision

“The purpose of Bradford College, as articulated by our students, is to provide the skills and knowledge to help access careers and improve life chances.”

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Summary of Self-Assessment Grades

The current Common Inspection Framework for Further Education and Skills 2012 (Ofsted, 2012) introduced a simplified grade structure which, whilst retaining many aspects of the previous Common Inspection Framework, embedded these into the three aspects and reduced the number of grades. The College’s Ofsted Inspection of September 2014 confirmed the 2013/14 grades outlined below.

Common Inspection Framework for September 2012

2013/14 Page 2012/13 2011/12

Overall Effectiveness Grade 2: Good Grade 2: Good Grade 2: Good

Outcomes for Students Grade 2: Good Grade 2: Good Grade 2: Good

Quality of Teaching, Learning & Assessment Grade 2: Good Grade 2: Good Grade 2: Good

Effectiveness of Leadership and Management Grade 2: Good Grade 1: Outstanding Grade 1: Outstanding


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Overall Effectiveness

The overall effectiveness of the College is good with outstanding features. Overall effectiveness is good with many outstanding features. The College’s capacity to improve is outstanding. It is clear which areas require improvement, and the action to be taken, to progress the overall judgement from good to outstanding. Success rates overall have risen well and show a three-year trend of improvement. At 86.7%, the College’s overall success rate is nearly 1% above the national average. This upward trend is replicated for long courses (83.7%, 0.6% above the national average) and short courses (89%%, 1.5% above the national average). Apprenticeship provision is outstanding, with success rates in 2013/14 of 82.5%, a 4% increase on last year and over 10% above the national average. The quality of teaching, learning and assessment is good. Student progress within lessons and progression between levels is good. Students’ work is of a high standard. Destinations of students are carefully monitored to inform curriculum planning. Good use is made of assistive technology and technology enhanced learning is strongly supported and facilitated. The College’s promotion of equality and celebration of diversity is outstanding. The College continues to be responsive to the needs of its students, parents, employers and stakeholders. Engagement and partnership with local schools, academies and the community is outstanding. The College enjoys an established reputation for high quality provision and responsiveness regionally and nationally. Leadership and management are good. The College Corporation, Executive and Leadership

Team set high expectations of their respective teams and of each other, monitor performance

closely and drive improvement. The culture of promoting vision and ambition for all is

exceptional. Performance management and quality improvement are rigorous and have been

highly effective in driving improvements in teaching, learning and student success. There is a

strong commitment to the development of the College’s estate, both the David Hockney Building

and the developing Advanced Technology Centre, for the benefit of its students.

The College is good because: (taken from Ofsted Report – September 2014)

a good number of students each year are achieving their main learning aim and in some areas the number of students who achieve their qualification is excellent

staff provide all students with a very strong focus on developing good social, personal and employability skills

the culture of mutual respect and consideration for others pervades all areas of the college and creates a good environment to support and encourage learning

the good range of support and welfare services provided to all students to support them in accessing the college provision. They are particularly effective in enabling students from economically deprived households to access learning


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the aspects of outstanding leadership are driving the strategies and ambitious vision to improve the college and transform teaching and learning for the benefit of all students

it offers a range of courses and qualifications that are effective in meeting both local and national priorities and supports students to gain future employment

the outstanding safeguarding procedures protect all members of the college community.

To become outstanding the College will need to: (taken from Ofsted Report – September 2014)

implement effective strategies to target the areas of provision that are still under-performing so that even more students successfully achieve their main learning aim.

increase the opportunities for all students on study programmes to access a meaningful and vocationally relevant work placement.

accelerate the progress of students on advanced vocational courses so that they achieve grades they should be capable of given their prior achievement.

Sustaining improvement:

Areas for improvement have been identified, at every level, and included in the College’s Quality Improvement Plan (QIP).

Actions to address areas for improvement are rigorously monitored on a weekly basis.

Any cause for concern triggers urgent, early intervention, such as the continuation of “Supported Self Improvement”.

Progress is reported via the QIP, at all levels, including to the College’s Standards Committee.


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Aspect A - Outcomes for Students The College self-assesses in line with the Ofsted Common Inspection Framework criteria, aspects and descriptors. The four descriptors for outcomes for students are considered. Comprehensive data on student enrolments and performance is provided within the FE Student Performance Report 2013/14. Outcomes for students were good in 2013/14

1. All learners achieve and make progress relative to their starting points and

learning goals.

Outcomes for students are good. The college has achieved a strong and sustained three year trend of improvements in performance rates across the age groups and levels. Student Numbers by Age and Gender

Gender Under 19s 19+

2013/14 2012/13 2011/12 2013/14 2012/13 2011/12

Female 1419 1622 1947 6787 7456 6184

Male 2170 2344 2654 4199 4571 3739

Total 3589 *3966 *4601 10986 12027 9923

Source: College EBS System *includes summer school students

The number of both under 19 and 19+ students decreased in 2013/14. The minimum requirement for a Study Programme of 2 weeks in 2013/14 impacted on summer school student numbers. Adult numbers were affected by reduction in funding and the introduction of 24+ advanced learning loans that are excluded in data returns.

The total number of students (excluding those under 16) in 2013/14 was 14,575 of whom 56% were female and 44% male. In 2012/13 this figure was 15,993 and in 2011/13 14,524.

In 2013/14 there were 20,451 enrolments, 14,072 19+ and 6379 16-18. Overall this is a decrease on 2012/13 and is entirely attributable to a decrease in 16-18 enrolment which was 8664 in 2012/13.

The majority of under 19 students were on full-time long programmes of 540-600 hours.

The percentage of student enrolments from socially deprived postcodes continues to rise and in 2013-14 was 71% representing a 5% increase over three years.

The ratio of male to female under 19 students was 60% to 40%, although for 19+ it was 38% to 62%. These ratios are conversant with previous years.

The two largest ethnic groups were White British and Pakistani making up 39.7% and 29% of student enrolments respectively. Although, the proportion of White British enrolments decreased by 3% on the previous year.


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Eleven percent of enrolments were from students who had declared a disability or difficulty; the figure for those with a declared learning difficulty was 6.5%.

Overall success for students are good and above national rates Good overall student success rates show a three year trend of improvement in line with national rates when compared to colleges of a similar type. Overall, success of 86.7% places the college above increasing provider group and national rates. In some curriculum areas there has been significant improvement with outstanding performance of some courses. Three Year Overall Success for all ages (excluding Functional Skills)

Year Enrolments Success Nat Rate Success

Difference

2013/14 20,451 86.7% 85.9% +0.8

2012/13 23,525 88.8% 84.9% +3.9

2011/12 20,074 85.6% 82.3% +3.3

In 2013/14 success remains above the national rate at 86.7% against a national rate of 85.9% .However, overall success saw a slight decline on the previous year.

Both retention and achievement are 0.5% and 0.3% above the national rates respectively but demonstrated a slight decrease compared to 2012/13.

Long overall success for students are good and above national rates Three Year Long Overall Success for all ages (excluding Functional Skills)

Year Enrolments Success Nat Ave Success

Difference

2013/14 10,210 83.7% 83.1% +0.6

2012/13 9,692 84.2% 81.0% +3.1

2011/12 11,047 81.5% 80.9% +0.6

In 2013/14 long level success was 0.6% above the national rate, against 3.1% in 2012/13.

Retention saw a slight increase in 2013/14 and was 90.5% against a national rate of 89.2%. Achievement saw a slight decrease and at 92.5% is 0.8% below the national rate.

Short overall success for students are good and above national rates

Three Year Overall Success for Short courses for all ages (excluding Functional Skills)


Difference

2013/14 8513 89.0% 87.5% +1.5


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2012/13 10,608 91.5% 86.2% +5.4

2011/12 7031 89.1% 86.1% +3

Success rates on short courses remains above the national rate by 1.5% but decreased by 2.5% to 89% in 2013/14.

The decrease in enrolments can be attributed partly to significantly fewer short distance learning courses delivered by sub-contractors in 2013/14.

19+ students performed better than those under 19 with success rate of 89.3% and 86.6% respectively.

Very short course overall success for students are below national rates Three Year Success for Overall Very Short courses for all ages (excluding Functional Skills)


Difference

2013/14 1728 92.6% 94.4% -1.8

2012/13 3225 93.8% 93.0% +0.8

2011/12 1992 95.9% 93.0% +2.9

Enrolments on very short courses saw a significant decrease in 2013/14, attributable in the main to reductions in additionality programmes.

Success rates for very short courses decreased 1.2% on 2012/13 and at 92.6% were 1.8% below the national rate. This was entirely attributable to a decrease in retention as achievement saw a slight increase.

Success rates for under 19 were higher than those for 19+ (94.9% and 92.4% respectively); however by far and away the greatest number of starts were for 19+ students (1590 against 138).

Overall success for Under 19s are below national rate

Three Year Overall Success for Under 19s (excluding Functional Skills) Year Enrolments Success Nat Rate

Success Difference

2013/14 6379 84.1% 85.1% -1.0

2012/13 8664 87.3% 85% +2.3

2011/12 8427 84.1% 83% +1.1

In 2013/14 success was 84.1% which is 1% below the national rate and represented a decrease of 3.2% compared to 2012/13 and returning to the same rate as in 2011/12.


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This decrease is attributable to both a decrease in retention and achievement. Retention remains slightly below (-0.3%) the national rate of 91.1% with achievement 1.4% below the national rate of 93.4%. This can be explained by the removal of short courses with the introduction of Study Programmes in 2013/14 and decrease in funded hours to 600.

Success rates for long courses for under 19 students were good at entry and level 3 in 2013/14 but were below national rate at level 1 and 2 Three Year Long Success by Level for Under 19s (excluding Key/Functional Skills)

Entry level success showed an increase of 1.1% on 2012/13 and at 89.7% is 1.8% above the national rate. Level 3 at 82.5% was marginally above national rate by 0.2% but showing a consistent 3 year upward trend. Long level success rates for under 19s fell in 2013/14 at levels 1 and 2

The decrease seen in success for long courses at level 1 is significant with success falling by 4.8% in 2013/14 compared to 2012/13 placing level 1 at 2.9% below the national rate. The decrease was seen in both retention and achievement which in 2013/14 where 89.6% and 92.8% respectively.

The biggest contributing factor to the decline in success at long level 1 was inadequate success in engineering which at 67.7% had a negative impact of 4.4% on the overall figure.

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Level 1

2013/14 1354 83.2% 86.1% -2.9

2012/13 1059 88% 84.1% +3.9

2011/12 927 86% 84.1% +1.9

Level 2

2013/14 1827 83.5% 84.1% -0.6

2012/13 1887 85.9% 82.6% +3.3

2011/12 2279 79.2% 82.6% -3.3

Level 3

2013/14 1867 82.5% 82.3% +0.2

2012/13 1839 80.8% 80.3% +0.5

2011/12 1751 74.9% 80.3% -5.4

Entry Level

2013/14 204 89.7% 87.9% +1.8

2012/13 254 88.6% 84.8% +3.8

2011/12 245 90.6% 84.8% +5.8


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Retention for long under 19s was above national rate for all levels with the exception of level 1. However achievement for all levels was below the national rate with the exception of entry which was equal to the national rate.

Success rates for AS for under 19s in 2013/14 were 71.2% against a national rate of 73.8%. Retention was 95.3% above the national rate by 4.6% and achievement 74.7% 6.6% below the national rate by 6.6% and a decrease of 4% on the previous year.

Success rates for A levels for under 19s were 93.8% which is 1.3% above the national rate and an increase of 1.3% on the previous year.

Success rates for under 19 long level 3 on BTEC courses were 85.6% which is 2.1% above the national rate and an increase of 3.2% on 2012/13. The increase is attributable to an increase of 2.7% in retention.

Success rates for adult students are good and above the national rate Overall outcomes for adults at 87.8% are good showing a three year trend of sustained success above the national college and GFE rate. Three Year Overall Success for 19+ (excluding Key/Functional Skills)

Year Enrolments Success Nat Rate Success

Difference

2013/14 14072 87.8% 86.2% +1.6

2012/13 14861 89.7% 84.8% +4.9

2011/12 11647 86.7% 81.7% +5

Success rates for 19+ students saw a slight decline from 2012/13 and in 2013/14 were 87.8% which is 1.6% above the national rate.

Both retention and achievement saw a slight decline or around 1% and were 0.6% and 1.1% above the national rates respectively.


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Success rates for long 19+ students were good in 2013/14 and above the national rate, although entry level was below national rate Three Year Long Success by Level for 19+ (excluding Key/Functional Skills

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Level 1

2013/14 961 86.0% 83.3% +2.7

2012/13 849 88.3% 79.5% +8.8

2011/12 1066 81.1% 79.5% +1.6

Level 2

2013/14 2618 83.8% 81.4% +2.4

2012/13 1898 82.6% 79% +3.6

2011/12 2862 83.9% 79% +4.9

Level 3

2013/14 935 83.1% 79.5% +3.6

2012/13 1143 81.3% 78% +3.3

2011/12 977 82.6% 78% +4.6

Entry Level

2013/14 345 84.9% 87.1% -2.2

2012/13 757 85.1% 84.3% +0.8

2011/12 905 85% 84.3% +0.7

The success rates for 19+ students were above the national rates at long level 1 (2.7%), long level 2 (2.4%) and long level 3 (3.6%). Both long level 2 and long level 3 saw an increase on the previous year. Whilst long level 1 remained above national rate, there was a decrease of 2.3% compared to 2012/13. The decrease was attributable to a slight decline in both retention and achievement.

The national rate for entry level long courses has seen a 2.8% rise but college success has decreased by 0.2% bringing it below national rate for the first time in 3 years.

Success rates for AS for 19+ in 2013/14 were outstanding at 86.5% which is 18.1% above the national rate and an increase of 9.8% on 2012/13. Both retention and achievement were excellent at 10.8% and 9.7% above the national rates respectively. Success rates on A levels for 19+ remained high at 93.4% which is 4.8% above the national rate.

Success rates for 19+ long level 3 on BTEC courses were 83% which is 4.3% above the national rate and an increase of 3.2% on 2012/13. Both retention and achievement increased with the most significant increase of 2.4% seen in achievement.


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Overall success for functional skills requires improvement and is below the national rate for all levels.

There has been a rise in the number of students undertaking functional skills for both under 19 and 19+ students. 62% of enrolments for functional skills in 2013/14 are attributable to under 19 student enrolments, with largest growth of 164 at level 2 compared to 2012/13. There is now an EFA condition of funding which requires all 16-18 students to continue with qualifications in maths and English if they have not achieved grade A*-C at GCSE.

Overall Success for Functional Skills

Level/Year Enrolments Success Nat Ave Success

Difference

Overall

2013/14 4903 66.0% 71.6% -5.5

2012/13 4311 72.4% 67% +5.4

2011/12 3449 71.6% 67% +4.6

Overall Functional Skills success rates were disappointing at 66% against a national rate of 71.6% and demonstrated a decrease of 6.4% on the previous year. This should be seen in the context of an increase of nearly 600 enrolments (14%) in Functional Skills from the previous year.

The decrease is entirely attributable to under 19s with a success rate of 57.9% against a

national rate of 70.2%.

19+ overall functional skills success rates have shown an increase of 4.9% over three years and in 2013/14 were 79.4% against a national rate of 71%.

At level 1 (inc. Entry) the success rate for 19+ was 81.9% against a national rate of 71.9%, an increase of 8% over three years. The under 19 success rate was 62.4%, a decrease of 13% on the previous year and 10.2% below the national rate. Only 25% of the combined cohort was enrolled on Entry level in 2013/14, compared to 50% in 2013/13.

At level 2 the under 19 success rate was 36.8% which is 22% below the national rate and a decrease of 21.4% on the previous year. For 19+ success at level 2 was 64.2%, an increase of 3.2% on the previous year and 1.2% below the national rate. Again this should be seen in the context of a 44% increase in level 2 enrolments for under 19s and a 50% increase for 19+.


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Overall and timely success for apprenticeships is outstanding and above the national rate for all levels.

Apprenticeships Leavers Overall Success

Level 2011/12 2012/13 2013/14

Intermediate Leavers 362 501 545

Success 89.2% 79.84% 80.2%

Nat Ave 72.6% 72.6% 71.9%

Difference +16.6 +7.24 +8.3

Advanced Leavers 187 233 247

Success 90.9% 76.82% 87.4%

Nat Ave 76.5% 76.5% 73.0%

Difference +14.4 +0.32 +14.4

Higher Leavers 2 5 3

Success 100% 40% 100%

Nat Ave 73.5% 72.6% 70.2%

Difference +26.5 -32.6% +29.8%

All Leavers 551 739 795

Success 89.8% 78.62% 82.5%

Nat Ave 73.8% 73.8% 72.3%

Difference +16 +4.82 +10.2

Outstanding apprenticeship success rates with a three year improving trend; overall success rate 10% above national rate; advanced apprenticeships at 14% and intermediate 8% above national rate.

Excellent improvements in timely apprenticeship success rates 14% above national rate; advanced apprentices 9% and intermediate apprenticeships at 17% above national rate.

Timely success for advanced apprentices in Engineering and manufacturing technologies has improved.

Timely success for all apprentice levels combined has seen an increase of 11.9% over the past three years and in 2013/14 was 68.5% against a national rate of 56.2%.

Intermediate timely apprenticeship success was 71.6% against a national rate of 56.3% and advanced timely success was 62.2% against a national rate of 56.2%.

All apprentices who successfully completed their framework were given continuous employment either at their place of work or with an alternative employer.

2. Achievement gaps are narrowing between different groups of learners For the majority of students there ae no significant differences in achievement of different groups of students.

The college has outstanding arrangements to ensure that the achievement gaps for learners from different groups are addressed and rectified


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Data is used effectively to set challenging targets to improve the engagement and performance of different groups of students

Staff at different levels in the organisation use data skilfully to monitor participation rates and success rates of groups of students and take appropriate actions where gaps are identified

There is very little difference between different groups of students; the college provides learning for some of the most disadvantaged students in the country and success rates are good

With some very slight variations, ethnic groups perform equally well

Programme Areas made good progress in closing participation and achievement gaps

3. Learners develop personal, social and employability skills Development of students’ personal, social and employability skills is good.

The college places a very strong focus on developing personal, social and employability skills for students

There is sustained promotion of equality and diversity in sessions throughout the college alongside an steadfast determination to tackle bullying, harassment, victimisation and discrimination

There is a wide range of enrichment activities including opportunities to join clubs and societies, participate in community activities, volunteering and work experience

Within Study Programmes there is a minimum entitlement of 30 hours of tutorial; all students are assigned a personal tutor at the start of their Study Programme

Gaining employability skills is a primary focus of curriculum design and implementation; for example hairdressing and beauty therapy students develop good business skills, gain an understanding of competition analysis and are trained for business readiness.

The college has made a significant contribution to the reduction of NEET students in Bradford through curriculum design, creating multiple entry points and working closely with external agencies.

Demonstrating a 1593 increase on 2012/13 the college placed 2735 full time students across level 1 (684), level 2 (1044) and 3 (1931) in meaningful work experience where this was not a mandatory requirement of their vocational course.

JCP bespoke course offer engaging JSA recipients 6381 of which 3273 ESOL in 2013/14.

4. Learners progress to courses leading to higher qualifications and into jobs that meet local and national needs

The majority of students who attain their intended goals progress well.

Timely and impartial advice and guidance was given to students to ensure appropriate progression. There was a very strong focus on developing students’ personal and employability skills that enabled progression to higher level qualifications and into employment.

Adults progress well particularly from level 1 to level 2.


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High expectations are placed on student attendance with the majority of students showing demonstrating attendance above 90%. Excellent measures are in place to monitor and follow up non-attendance.

However, a minority of students falling below college target of 90% attendance meant overall student attendance in 2013/14 was 83%

58% of young people who returned progressed to the next level.


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Aspect B – Quality of Teaching, Learning and Assessment

The Quality of Teaching, Learning and Assessment was good 1. Learners benefit from high expectations, engagement, care, support and motivation from staff.

The College’s approach to Teaching, Learning and Assessment (TLA) is encapsulated in the TLA Policy, built around the criteria in the Common Inspection Framework. All staff are therefore clear about the high expectations placed upon them and the individual contribution they can make towards achieving Outstanding TLA in the College.

The establishment of a new team of Teaching and Learning Development Coaches has supported staff development and improvements in classroom practice through one-to-one support, group sessions, and drop-in sessions. The Coaches also organised the College’s first annual Teaching, Learning and Assessment Conference on 19th March 2014, which 92% of staff taking part in found useful or very useful.

Students clearly agree that high expectations are set from the very start of their course. 96% of students stated that what they were told at induction helped to settle them into their course, 5% above the benchmark for general FE and tertiary colleges. These expectations extend to attendance and punctuality, with 98% of students saying they were told about the College policy on this during induction, 1% above benchmark. Standards of behaviour are also clearly addressed, with 99% of students saying they understand how they should behave, 3% above benchmark.

This explicit setting out of expectations has helped to create purposeful, motivated students. “All students participate fully in the session and are motivated to learn” was one of the three most common strengths identified in lesson observations during 2013/14. This continues outside the classroom, as 100% of students, 15% above the benchmark, said they continued their studies in their own time.

The College has taken steps to improve the tutorial support available to students and the effectiveness of ILPs with the introduction of a cross-college Pastoral Care and Curriculum Support Mentor along with Tutorial Champions in every Programme Area. These roles will be monitored throughout the coming year but it is anticipated will increase quality and consistency in this area.

2. Staff use their skills and expertise to plan and deliver teaching, learning and support to meet each learner’s needs.

The College has developed a robust approach to the observation of teaching, learning and assessment, using graded observations built on the criteria in the Common Inspection Framework, carried out by a trained Observation Team, and underpinned by a rigorous moderation process. The whole college observation grade profile for 2013/14 is 90% good or better (achieving the target of a 3% increase since 2012/13), with 22% outstanding (a 1% increase on 2012/13). For Apprenticeship provision, 87% of observations were graded good


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or better (a 23% increase on 2012/13). All teachers graded as less than good in their observations were supported by detailed action plans with input from the staff development team and the Teaching and Learning Development Coaches, and 64% of staff re-observed in year improved to good or better.

TLA is clearly linked to staff development, and the majority of appraisal records include reference to lesson observation grades and/or aspects of teaching and learning practice.

Specific strengths and areas for improvement for each Programme Area are identified through the Lesson Observation process to allow for the sharing of good practice and to identify areas for staff development across departments.

The planning of lessons is particularly effective, and “appropriate and effective planning meet each student’s needs” was one of the three most common strengths identified in lesson observations.

A number of different aspects of Outstanding practice in TLA were highlighted by students: 98% said their teachers knew their subjects well, 97% felt the teaching on their course was good, and 95% said teachers used different ways to help them learn – all above the benchmarks for general FE and tertiary colleges. 100% of students, 11% above the benchmark, said the teaching and learning methods used suited them.

‘Flipped learning’ and ‘blended learning’ approaches have been further developed by a range of staff throughout 2013/14, and a number of sessions on these themes delivered by College staff and external speakers. Technology Enhanced Learning (TEL) is firmly embedded across the College and has been built into the design of the new David Hockney Building, open in September 2014. A wide range of technologies, such as Animoto, Nearpod, Yammer, ipadio, Camtasia Studio and TeacherPal, are in use across Programme Areas.

Staff and students continue to embrace the use of TEL, and Creative Media equipment loans for personal and class use have increased by 42% in 2013/14. In addition the eStream Video-streaming service has continued to grow, both in terms of numbers of users and content and expanded use with online learning systems such as Moodle, Ecordia and the College webpages.

Students agree that they have benefitted from the College’s work in this area, with 96% saying the resources used in class helped them to learn, 6% above benchmark.

The Moodle VLE is used within all Programme Areas, and there has been an 18% increase in Moodle courses in 2013/14, with the total number of VLE resources rising by 30%. Views of resources on Moodle increased by 55% and there was a 20% increase in use by students, with 88% of students, 17% above the benchmark, saying their tutors actively encouraged them to use Moodle.


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3. Staff initially assess learners’ starting points and monitor their progress, set challenging tasks, and build on and extend learning for all learners.

The use of a range of initial assessments is well embedded within the College, with 93% of students stating they had undertaken an initial assessment for Literacy and Numeracy, 6% above the benchmark. 85% of students said the results from these assessments were used to help them learn, 4% above the benchmark, supporting the assertion that staff are able to deploy a range of differentiated strategies to enable students to make progress.

Robust procedures are in place to set challenging targets and monitor student progress, built around the use of detailed Individual Learning Plans (ILPs) and student tracking documents. This monitoring extends to the classroom, as one of the three most common strengths identified in lesson observations was “the learning of individuals is monitored/checked frequently during sessions through appropriate assessment of their learning”.

Students with disabilities and/or learning difficulties benefit from a very well qualified team of over 100 staff with specialist skills and knowledge in areas such as mental health, autism, emotional behavioural difficulties, visual impairment, hearing impairment, dyslexia/SpLD, learning difficulties, medical needs and physical disabilities.

The support given to students with specific needs increased significantly during 2013/14, with 1,361 FE students being supported by the Disability Services and Learning Support Team, an increase of 36% on the previous year. Disabled students with support had an outstanding success rate of 80.4%, 7.2% above the national benchmark of 73.2%.

There is an extensive resource of assistive technology hardware and software available for loan, improving student independence, and 112 students benefitting from these loans in 2013/14, an increase of 45%.

4. Learners understand how to improve as a result of frequent, detailed and accurate feedback from staff following assessment of their learning.

Course assessment guidelines and schedules are well publicized to students, and 98% of students say they know how the work on their course will be assessed, 8% above the benchmark. The TLA Policy commits staff to return work that is handed in to deadline within three weeks, and 90% of students, 2% above the benchmark, said that they got quick feedback when they met the hand in date, with 94% saying the feedback they got on their work was useful.

5. Teaching and learning develop English, mathematics and functional skills, and support the achievement of learning goals and career aims.

An Embracing English half-day Conference was delivered by the Teaching and Learning Development Team and English, maths and Functional Skills teachers on 8th July 2014. This included an ideas exchange and sessions on feeding back on Spelling, Punctuation and Grammar. 86% of staff taking part found the sessions useful or very useful.

The Teaching and Learning Development Team is currently delivering sessions on Embedding Maths to all Programme Areas.


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Teaching staff are therefore aware of and fully committed to the drive to improve English and maths, and a great deal of expertise exists within the College in areas such as ESOL, Functional Skils, and Maths Workshops for adults.

6. Appropriate and timely information, advice and guidance support learning effectively.

The College’s IAG service has achieved Matrix standard re-accreditation, and all specialist College employed IAG staff are either qualified to a minimum of Level 6 or are working towards it.

Robust initial IAG processes ensure that a high proportion of students access Programmes of Study which meet their needs, as evidenced by low transfer rates.

Students are supported to develop careers and employability skills through the tutorial programme, delivered in partnership with teaching staff. 129 sessions were delivered by IAG staff in 2013/14 to 1,827 students. 86% of students say they were told about what they could do after their course, 6% above the benchmark

UCAS progression data shows that Level 3 students access places in Higher Education at a rate equal to or above the national average for the sector. Students value the IAG they receive, with 84%, 11% above the benchmark, stating that they had been helped with progression.

7. Equality and diversity are promoted through teaching and learning.

Equality and Diversity walkthroughs carried out by Programme Managers evidence a high proportion of good practice. The College is strong at promoting positive behaviour and language and being inclusive for all learners.

In 2012/13 the College launched the Diversity PLUS campaign, consisting of a developing bank of teaching and learning resources, a diversity calendar, weekly newsletters and events around equality and diversity. These resources received positive feedback from FE staff and students.


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Aspect C - Leadership and Management

The Effectiveness of Leadership and Management was good.

1. The College’s Corporation, Executive and Leadership Team have a clear vision and ambition for the college. They have high expectations of their respective teams and of each other and the college is well led by a strong Leadership team who ensure the college continues to enjoy a good reputation regionally and nationally.

Ofsted no notice inspection 2012 stated: “Strong challenge from the highly effective governing body has contributed to the setting of improvement targets.” The pilot inspection judged Leadership and Management as outstanding.

There is a strong contribution by governors to the setting of the mission, values and strategic direction, monitoring progress and ensuring improvement. The governors have been involved in the development of the college’s 5 year strategic plan and the college has consulted widely on this before finalising the plan.

Challenging targets are set at college level to promote improvement, and success rates have improved over the last four years. The quality of teaching is improving and is good.

There has been a successful implementation of new teaching contracts. Major improvements to the estate & ILT have been well managed and delivered to time and budget. The new Advanced Technology Centre (ATC) build is ongoing well.

The college places a strong emphasis on the development of leadership and management skills at senior and middle levels including empowerment, responsibility and accountability. This has enabled the development of a strong team of academic managers capable of setting and delivering stretching and focused targets for their teams.

There are improved success rates which are now at or above national rates.

Management arrangements for apprenticeship provision are much improved as are the outcomes. There is a culture of shared commitment to quality improvement, driven by senior management.

2. Governance is outstanding

Governors make a strong impact on the college, discharge their statutory duties well, set the strategic direction and monitor progress closely. They hold managers appropriately to account and have played a key role in improving staffing efficiency, developing the estate and driving the wider role of the college through the establishment of the Bradford College Group.

3. The College meets the needs of students, the local community and employers very well

Pilot inspection 2012 judged that the college meets needs very well through “a highly responsive and constantly evolving curriculum”.

The college offers a wide range of provision from entry level to higher education with clear progression routes and an HE strategy to develop Taught Degree Awarding Powers. There


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are excellent progression rates between levels and to higher education, and an excellent and extensive response to the needs of the disadvantaged, e.g. through the college’s Job Centre Plus (JCP) provision. There is extensive distance learning provision and a growing and large apprenticeship provision. Curriculum planning is well managed and influenced strongly by labour market intelligence and LEP priorities. Provision for school pupils aged 14-16 is good. There were 115 of these young people attending College (69 FT and 46 PT) in 2013/14. 100% achieved at least one qualification – with many achieving further qualifications.

The partnership work with Job Centre Plus is outstanding; a large provision which meets the needs of unemployed people in Bradford very well and is highly regarded by JCP.

The college has made an excellent response to employers’ demands for curriculum developments (e.g. blended learning dental programme, creative digital apprenticeships) and the development of high quality provision delivered by sub-contractors. This led to a substantial increase in apprenticeship recruitment.

4. Performance management and appraisal are strongly focused on driving improvements in provision.

Information and data are used well to monitor progress and drive improvement at student, course, programme area and college levels. FE Curriculum and financial planning meetings were held to review and monitor progress at a senior level.

Linked sets of performance management and staff development policies and processes are supported and effective. College managers are trained to undertake effective and motivational appraisals. Staff performance is continuously monitored and measured. Teachers, for example, receive observations of their teaching, probationary reviews, regular 1 to 1 meetings, annual performance appraisal and individual performance development plans which focus well on teaching quality and outcomes.

5. Professional development is focused closely on individual and college needs identified through lesson observation, quality assurance including the SAR, appraisal and strategic need and plays a key role in improving the provision.

Coaching and other activities help improvement following individual lesson observation. CPD is focussed on strategic needs such as the use of technology and flipped learning in teaching, and to help develop study programmes.

6. Self-assessment and quality improvement processes are well established. The promotion of quality improvement is outstanding.

The SAR process includes a wide range of users including students, curriculum staff (including sub-contractors), professional support staff, managers, leaders and Corporation members. Students Union representatives play a strong role in QA and QI. The quality assurance and improvement cycle is clear and published. Improvement plans are monitored closely at programme area, college and governor levels.


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7. The promotion of equality and diversity is outstanding.

Equality and Diversity is promoted well through teaching, the pastoral curriculum and through enrichment activity. Reporting arrangements are well established. EDIMS are set at college and programme area levels, challenging targets are set, data is used effectively and action to close identified gaps, for example in participation and outcomes, is effective. New staff receive induction into college expectations and regular update training is provided. Students' views are eagerly sought and responded to in a variety of ways. The college and the Students' Union have been invited to share good practice of effective student engagement at the AoC Conference in November 2014. Equality, diversity, inclusion & respect are key messages given at the Principal's welcome meeting for all students. The College & the SU are involved in a number of projects focused on community cohesion & safety including; reclaim the night, safe spot scheme, volunteer fairs.

8. Safeguarding and health and safety arrangements are outstanding

97% of students say they feel safe. Management arrangements are strong, and disclosure procedures are well known by staff and students. There is a nominated senior member of staff responsible for safeguarding who leads the cross-college team of designated officers including the full-time Safety and Welfare Officer. Regular update training for staff and Corporation members continued to be delivered. Processes are in place to ensure risk is managed effectively to maximise student success and safety. Legislative requirements for safeguarding, disability and health and safety continued to be met. Appropriate health and safety arrangements were made to protect staff and students, including those on placement, in work-based learning and with sub-contractors.

The College is actively engaged in “Prevent” (Preventing Violent Extremism) and delivered WRAP (Workshop to Raise Awareness of PREVENT) sessions in 2012/13 and 2013/14. Promotion of the Prevent agenda is well established and the College works in an excellent partnership with police officers and the local Prevent officer who contribute highly effectively to College wide events and specific sessions. The College has also been invited to share its good practice on Prevent work and partnership working with several community agencies/groups locally, regionally and nationally.


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Quality of Provision in Individual Programme Areas

Programme Area

Overall Judgements and Comment

BCCAS

Grade 2: Good Excellent quality management processes are in place and are effective, it is a strength of the BCCAS Leadership that all staff are included in performance of the area and understand the impact they can have on improvements. Outstanding achievements at A2 Level and GCSE programmes, with some good and improving AS Success rates. Also, outstanding ALPS VA scores at AS and A2. Good progress against cross college EDIMs and Equality and Diversity is deeply embedded. Outstanding partnership work between Job Centre Plus and BCCAS, with good further development being made of JCP provision, with successful delivery and expansion of Job Centre Plus programmes. Whilst areas for Improvement are AS and A2 subject success rates, retention on AS subjects overall, access to on-line ILP for students, and further development is required in the embedding of SPAG into subject classes. Improvements are also required in the recording of conversations to determine predicted grades.

City Training Services

Grade 2: Good Outstanding overall (82%) and good timely (77%) success rates for all programmes, well above the NR, a clear improvement in teaching, learning and assessment observed with 87% graded good or better (13% outstanding). An improvement of 23% on 2012/13 highlights excellent progress in providing good quality teaching, learning and assessment. Outstanding practice were observed with impressive promotion of safeguarding and comprehensive embedding of functional skills. Robust and collaborative quality improvement systems to effectively monitor teaching, learning and assessment enabling sharing of good practice improvements in employer engagement supporting apprentices towards achievement and sustained employment. Clear and effective information, advice and guidance have contributed towards CTS accredited with the Matrix Standard. Extensive work to improve communication and collaboration across the Bradford College group promoting sharing of good practice.

Community and PCDL

Grade 1: Outstanding Excellent Leadership and Management has led to excellent contribution to Community Cohesion and the overall effectiveness was outstanding and all PCDL and NLDC targets were met or exceeded. Overall, the programme area was effective in maintaining retention, achievement and success rates well above National Rates. Success rates were 84.4% against 72.4% National Rate (NR). This was 12% above NR. Achievement was 11.6% above NR and retention 1.4%. Excellent Teaching and Learning evidenced by the use of ILP targets with excellent support for students. Progression route rates maintained with 11% of students moved from non-accredited (ACL) to accredited provision in 2013-2014 with very good contribution to job outcomes.

Construction

Grade 2: Good A well-developed and responsive curriculum offer that responds to the demands of stakeholders with very good quality teaching and learning with 100% of observed sessions judged to be good or outstanding and excellent rates of student satisfaction. Good use of ILP reviews to monitor student progress and the review of learning goals, which has made a positive impact on students. Equality and diversity were embedded naturally into the teaching and learning process as well as employability skills into the curriculum. However, retention and success overall was below the national average and had declined


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from the previous year, management of course performance in some areas has not been to the high standards set in previous years and requires some improvement.

Distance Learning

Grade 2: Good Very good Leadership and Management creating a very positive attitude with assessors to work as a team producing good success rates, All tutor/assessors are qualified to give comprehensive and robust feedback to students. Continuous review of the curriculum offer enables the area to give more choice for employers and students and many of the courses link to national campaigns.

Early Years Health and Care

Grade 1: Outstanding. Please refer to Ofsted Report dated 22nd September 2014

Engineering

Grade 4: Inadequate Lack of leadership and guidance contributed to overall poor success with staff sickness and turn over also contributed to poor achievement and success rate on some provisions. Overall effectiveness is inadequate however there is a good capacity to improve with a new management structure now in place. Overall success rate is poor at 66% the same as 12/13 which is 15% below NA. The achievement and success gap is wider on L2 and L3 courses among 16-18 and 19+ students and monitoring of students on some courses is better whereas on other courses inadequate. Retention has improved by 1% compared to 12/13 and support for students to progress to higher levels or employment is good. Success rate on minority courses is good, compared to national rate however there are good success rate on part time and WBL provision is 90%.

English and Communication

Grade 2: Good A strong Leadership and Management team and excellent involvement with local community to provide an inclusive curriculum offer. Good practice identified in CGLI units assessment procedures leading to outstanding success on high Grade GCSE Programmes. Good Lesson observation grades, good and rigorous initial Assessment processes are in place and good implementation of IV processes. Areas for Improvement are to Improve the overall success and retention rates for GCSE English.

Entry Pathways

Grade 2: Good A good and extensive curriculum offers students with learning difficulties and / or disabilities /or emotional and behavioural difficulties a wide range of activities accredited and non- accredited. Teaching and learning are good and provide opportunities for students to develop independence and employability skills alongside the development and enhancement of personal and social skills. Equality and Diversity is high on the areas agenda with a strong emphasis on promoting inclusion in the wider college community. Extensive placement provision supports and enhances skills learnt in the classroom. Students are very well supported and provision was delivered in a safe environment, which continues to encourage students to meet their full potential both academically and socially.

Areas for improvement are to increase progression routes for students leaving college who will not go into Employment or further training.

ESOL & Bilingual

Grade 1: Outstanding. Please refer to Ofsted Report dated 22nd September 2014

Film School Grade 2: Good With the successfully facilitation of a new provision for the Film School has allowed for some expansion of their course range. A good relationship with outside employers and charities allows for the submission of


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competitions, fund raising and live projects for the students at FE and HE level. Excellent feedback from inspections, about the tracking of students and internal verification support for students is impressive – via inductions and following tutorials, pastoral support, ALS and student services. All Staff were graded 2 for lesson observations. Communication between the Director/Curriculum Team Leader and teaching staff is strong and effective. Areas for improvement are to increase retention, reviewing the recruitment criteria, improve attendance in English and Maths and to increase internal progression.

FE Business and Enterprise

Grade 3: Requires Improvement. Please refer to Ofsted Report dated 22nd September 2014

FE Computing & IT Centre

Grade 2: Good Good success rates overall, excellent tracking of students on VLE, excellent progression between levels, strong promotion of Equality and diversity and an Increased number of lesson observations graded good or better, effective reduction in achievement gaps and A very effective use of an online ILP for students.

Hairdressing and Beauty Therapy

Grade 3: Requires Improvement. Please refer to Ofsted Report dated 22nd September 2014.

Hospitality and Catering, Travel and Tourism

Grade 2: Good Effectiveness is good with a really strong capacity to improve with 97.2% of students achieving their qualification and several courses had 100% success. Good internal and employment progression, with observation grades were 85% of the teaching was good or better. Excellent Leadership and Management provided by the programme manager, showing clear vision and direction. Support for students is impressive – via inductions and following tutorials, pastoral support, ALS and student services. Effective and well supported work placements for students Excellent use of resources (teaching and practical)

Humanities and Social Sciences

Grade 2: Good The overall effectiveness of the Programme area is good and the impact of a change in the leadership and management of the programme area on success rates is not yet evident. However, a more rigorous approach to quality improvement together with good strategic direction and vision gives the programme area the capacity improve outcomes for all students. Overall success rate for the programme area requires improvement at 75% (-1.7 below NA) and has declined by 2% from 2012/2013. There is a good curriculum offer within the programme area with progression opportunities from Level 2 to Level 3 as well as excellent progression to HE and employment. Provision is well planned to promote inclusivity and equality with a strong emphasis on safeguarding. Teaching, learning and assessment in lessons is good.

Maths and Numeracy

Grade 1: Outstanding The overall effectiveness of the Programme area is outstanding. Outstanding success rates exceeding National averages on many qualification courses. Overall success rates in 13/14 are 88.8% (+6.4 above NA of 82.5%). High success rates (above NR) for Functional skills Mathematics (671 students; 86.7%) with outstanding and improvements in high grades success for GCSE Mathematics 53.2%. Excellent support for students with resources now on Moodle to support teaching and learning. Impressive strong relationships between staff and students plus rigorous support and monitoring of students.


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Public Services and Sport

Grade 2: Good. For information on ‘Sport’ please refer to Ofsted Report dated 22nd September 2014. A change of management, an Interim PM until July 2014 and now a new PM now in place for 14-15, the department has made vast improvements from being placed in ‘Special Measures’ Grade 3 for ‘UPS’. But with the support of senior management and a new PM in place the area is now a Grade 2: Good for both Public Services and Sport.

Science

Grade 1: Outstanding The overall effectiveness of the Programme area is outstanding. Continued developments and sustained improvement with an overall success rate of 82% and although this is 3% down on 12-13, there is an overall upward trend with a 13 % increase since 10-11. Success rates for the large majority of courses are outstanding or good. A rigorous approach to quality improvement together with continued strong leadership and management provides good strategic direction and vision giving the programme area the sustained capacity to continue to build on these improvements in success. There is an outstanding curriculum offer with clear pathways of progression to meet the needs of both students and employers. Progression to HE and employment is also excellent. The vast majority of observations are good or outstanding. Vocational Science continues to grow and expand with new curricula being developed in response to external drivers such as the Modernising Scientific Careers Agenda in the NHS and changes in the regulations for pharmacy assistants and technicians and Government initiatives around apprenticeships. Regional and national recognition of this provision is outstanding.

School of Art and Media

Grade 1: Outstanding Consistently outstanding success rates demonstrating upward three year trends across a wide range of Level 3 programmes. Outstanding success across a range of First Diploma programmes demonstrating a 3 years upward trend and significantly above national b/m in 2013/14. A comprehensive enrichment programme that provides excellent opportunities for students to develop personal social and employability skills. 94% of sessions observed were judged as good or outstanding. The curriculum design has made a significant and positive impact on teaching and learning, highly effective leadership and management leading to demonstrable and sustained improvement in success rates. Leaders and managers regularly and successfully liaise with a wide range of internal and external agencies to improve the student experience.

Skills for Life

Grade 3: Requires Improvement There is some good teaching, learning and assessment and the Skills for Life team has been instrumental in developing an effective Whole Organisation Approach (WOA) for English & Maths. “All students developing maths and English at an appropriate level” was a common strength cited throughout observation in 13/14. However, success for Functional Skills is inadequate at 58% against a national rate of 70%.


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Quality of Provision in Individual Curriculum Areas

Programme Area 2013/14 2012/13

BCCAS (Bradford College Centre for

Academic Studies) Grade 2: Good Grade 2: Good

City Training Services Grade 2: Good Grade 2: Good

Community and PCDL (Personal and

Community Development Learning) Grade 1: Outstanding Grade 1: Outstanding

Construction Grade 2: Good Grade 1: Outstanding

Distance Learning Grade 2: Good Grade 2: Good

Early Years Health and Care Grade 1: Outstanding Grade 1: Outstanding

Engineering Grade 4: Inadequate Grade 3: Requires Improvement

English and Communication Grade 2: Good Grade 2: Good

Entry Pathways Grade 2: Good Grade 2: Good

ESOL & Bilingual Grade 1: Outstanding Grade 2: Good

FE Business and Enterprise Grade 3: Requires Improvement Grade 2: Good

FE Computing & IT Centre Grade 2: Good Grade 2: Good

Film School Grade 2: Good N/A

Hairdressing and Beauty Therapy Grade 3: Requires Improvement Grade 4: Inadequate

Hospitality, Travel and Tourism Grade 2: Good Grade 2: Good

Humanities and Social Sciences Grade 2: Good Grade 2: Good

Maths and Numeracy Grade 1: Outstanding Grade 1: Outstanding

Public Services and Sport Grade 2: Good Grade 3: Requires Improvement

Science Grade 1: Outstanding Grade 1: Outstanding

School of Art and Media Grade 1: Outstanding Grade 1: Outstanding

Skills for Life Grade 3: Requires Improvement Grade 2: Good

Bradford College Self-assessment Report · Bradford College Self-Assessment Report 2013-2014...

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