Annual Strategic Impact Assessment 2016/17 by Dudley College of Technology

ANNUAL STRATEGIC IMPACT ASSESSMENT 2016/17

DECEMBER 2017

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CONTENTS 1. INTRODUCTION

SUMMARY OF SUMMARY OUTPUTS OF OUTPUTS SUMMARY OF OUTPUTS AND INPUTSAND INPUTS AND INPUTS

1.1 Integrated strategic planning, quality assurance and financial health framework 1.2 Executive summary - balanced scorecard DIVERSITY ON DIVERSITY IMPACT ON DIVERSITY ENGAGEMENT ENGAGEMENT AND PARTICIPATION AND ENGAGEMENT PARTICIPATION AND PARTICIPATION IMPACT ONIMPACT 1.3 What were the collegeâ&#x20AC;&#x2122;s overall strategic outputs and inputs?

AND INCLUSION AND INCLUSIONAND INCLUSION

2. FULL-TIME LEARNERS AGED 16-18 YEARS

UTCOMESOUTCOMES FOR LEARNERS FOROUTCOMES LEARNERS FOR LEARNERS

STAKEHOLDER STAKEHOLDER SATISFACTION SATISFACTION STAKEHOLDER SATISFACTION

2.1 Balanced scorecard 2.2 Summary of outputs and inputs 2.3 Engagement and participation rates 2.4 Impact on diversity and inclusion 2.5 Outcomes for learners 2.6 Stakeholder satisfaction 2.7 Distance travelled by learners 2.8 Learner destinations 2.9 Impact on regional skills and the regional economy DISTANCE TRAVELLED DISTANCE TRAVELLED DISTANCE TRAVELLED 2.10 Review of strategic inputs (SIPs)

BY LEARNERS BY LEARNERS BY LEARNERS

3. FULL-TIME A LEVEL LEARNERS AGED 16-18 YEARS

LEARNER DESTINATIONS LEARNER DESTINATIONS LEARNER DESTINATIONS

3.1 Balanced scorecard 3.2 Summary of outputs and inputs 3.3 Engagement and participation rates 3.4 Impact on diversity and inclusion 3.5 Outcomes for learners 3.6 Stakeholder satisfaction 3.7 Distance travelled by learners 3.8 Learner destinations 3.9 Impact on regional skills and the regional economy ON SKILLS REGIONAL IMPACTSKILLS ON REGIONAL SKILLSREVIEW OFREVIEW IMPACT ONIMPACT REGIONAL STRATEGIC OF STRATEGIC INPUTS REVIEWINPUTS OF STRATEGIC INPUTS 3.10 Review of strategic inputs (SIPs) AND THE ECONOMY REGIONAL AND ECONOMY THE REGIONAL ECONOMY AND THE REGIONAL

4 5 6 8

12 12 13 15 17 18 23 25 26 29 31

36 36 37 39 41 42 43 44 45 47 48

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4. FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS 52

7. DUDLEY COLLEGE OF TECHNOLOGY WORLDWIDE

106

4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9

106 107 109 110 111 112 113

Balanced scorecard Summary of outputs and inputs Engagement and participation rates Impact on diversity and inclusion Outcomes for learners Stakeholder satisfaction Learner destinations Impact on regional skills and the regional economy Review of strategic inputs (SIPs)

52 53 55 57 58 61 63 66 68

7.1 Balanced scorecard 7.2 Summary of outputs and inputs 7.3 Income 7.4 Operating surplus 7.5 In-country projects 7.6 Delegates in learning 7.7 International visitors to Dudley on scoping missions 7.8 Delegate satisfaction and achievement rate (UKIERI project)

5. APPRENTICESHIPS AND WORK-BASED LEARNERS

8. FINANCIAL HEALTH SECTORS 116

5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8

72 73 75 77 78 81 83 85

Balanced scorecard Summary of outputs and inputs Engagement and participation rates Impact on diversity and inclusion Outcomes for learners Stakeholder satisfaction Impact on regional skills and the regional economy Review of strategic inputs (SIPs)

6. HIGHER SKILLS LEARNERS 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9

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90 90 91 94 96 97 98 100 101 103

8.1 Performance ratio 8.2 Current ratio 8.3 Gearing ratio 8.4 ESFA overall financial health assessment grade 8.5 Operating performance - Education specific EBITDA 8.6 Total Income 8.7 Grant funded income 8.8 SFA/EFA income 8.9 Other income 8.10 Staff efficiency 8.11 Borrowing

114

118 119 120 121 122 124 125 126 127 129 130

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1. INTRODUCTION The Annual Strategic Impact Assessment is a high level analytical document which reviews the college’s progress in delivering the Strategic Plan 2016-19. It explicitly assesses the impact the college has made on its learners and the wider economy. The Annual Strategic Impact Assessment subsumes the former self-assessment report. The college seeks to fully integrate its strategic planning, quality assurance and financial health frameworks (see diagram overleaf). At the heart of this framework is the college’s mission and vision applied to the key client groups we serve. All aspects of the framework are bespoke to each key client group. Through Strategic Output Priorities (SOPs) we seek to express clearly the target outcomes for each key client group. Accordingly the college assesses and prioritises those high level inputs - Strategic Input Priorities (SIPs) - required over the life of the strategic plan to realise these outcomes. A detailed College Operational Development Plan (CODP) provides an annual college wide work stream. It specifies actions under each of the strategic input priorities for each key client group. The CODP is monitored by the Corporation and its various committees. Localised subject Quality Improvement Plans (QIPs) and staff individual performance objectives, arising from the college’s Performance Management Review (PMR) system, link to and support the CODP. The Annual Strategic Impact Assessment is the summative assessment and review of the college’s integrated strategic planning, quality assurance and financial health framework. It places an emphasis on the outcomes of the college’s actions, in effect the achievement, or otherwise, of our strategic output priorities. The Annual Strategic Impact Assessment is therefore data driven and narrative sections on the college’s inputs are intentionally limited. It is informed by a wide range

of quality assurance and financial health indicators at a more granular level. Foremost of these are individual Subject Impact Assessments (SIAs) and Self Evaluation Documents (SEDs) for our Higher Education programmes. In 2015/16 the college introduced a summative assessment of impact based on a balanced scorecard methodology, which can be seen at the start of each key client group section. Using a weighted scoring method applied to a number of strategic indicators, based on grade descriptors, the college assesses its overall impact on each key client groups as either ‘above expectation’, ‘meets expectation’ or ‘below expectation’. The methodology assumes that 'meets expectations’ is itself high performance aligned to our strategic ambition. The balanced scorecard is tailored in the areas assessed and the grade descriptors used to ensure the framework is properly aligned to each of the college’s key client groups. Further information on the college’s performance can be found on the Dudley dashboard on the college’s website: dudleycol.ac.uk/dashboard.

96%

OF OUR YOUNG PEOPLE PROGRESS INTO EMPLOYMENT TRAINING OR HIGHER EDUCATION.

91.7%

OF OUR ADULTS PROGRESS INTO EMPLOYMENT, TRAINING OR HIGHER EDUCATION.

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1.1 INTEGRATED STRATEGIC PLANNING, QUALITY ASSURANCE AND FINANCIAL HEALTH FRAMEWORK

Who are we here to support?

Key Client Groups (KCGs)

Full-time learners aged 16-18 years (college based). Full-time A level learners aged 16-18 years (college based). Full and part-time adult skills learners (college based). Apprenticeships and work based learners. Higher skills learners.

Personal objectives, from Performance Management Reviews (PMRs). Engagement and participation rates. Impact on diversity and inclusion. Outcomes for learners. Stakeholder satisfaction. Distance travelled by learners. Learner destinations. Impact on regional skills and the regional economy.

Why are we here?

College Operational Development Plan (COPD)

Subject impact assessment plans

Strategic Output Priorities (SOPs)

Strategic Plan Mission and Vision

Specifically what do we need to do each year?

What outcomes do we want for each of our key client groups?

Mid-Term Course Reviews. Internal and External Verification/ Moderation Reports. Local performance indicators i.e. attendance, learner progression. External Quality Framework Assessments i.e. Matrix, Investors in People. Feedback, internal and external surveys and learner voice activities.

Subject Performance Reports (SPRs)

Annual Strategic Impact Assessment (ASIA)

Self-Evaluation Documents, Higher Education (SED)

How do we know if we are making a difference?

Teaching and learning observations. HE Board of Study. Governance self-assessment.

Strategic Input Priorities (SIPs)

Review of strategic outputs

Financial health indicators

How about our financial health?

Outstanding teaching and learning. A relevant and responsive curriculum. Outstanding facilities and resources. Effective arrangements for meeting employersâ&#x20AC;&#x2122; needs. Effective learner support services. Effective safeguarding and promotion of British values. Effective Leadership & Management.

At a strategic level what inputs do we need to focus on?

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1.2 EXECUTIVE SUMMARY - BALANCED SCORECARD

Below expectations

Meets expectations

Above expectations

Full-time learners aged 16-18 years

Full-time A level learners aged 16-18 years

Full-time and part-time adult skills learners

Apprenticeship and work-based learners

Higher skills learners

Dudley College Worldwide

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FULL-TIME LEARNERS AGED 16-18 YEARS

APPRENTICESHIPS AND WORK-BASED LEARNERS

The overall performance of this key client group is 'meeting expectations'. This group is exceeding expectations in terms of recruitment, diversity of our learners, their destinations and the financial impact on the college. Achievement rates, satisfaction and regional impact are meeting college expectations, although there are specific areas where improvements can be made. The value added (distance travelled) performance of learners, whilst improving this year, still needs to go further in order to meet expectations.

The overall performance of this key client group is 'above expectations'. This group is exceeding expectations in terms of recruitment, achievement, learner/employer satisfaction and the financial impact on the college. Timely achievement has improved from the previous year. Increasing the diversity mix of our learners and continuing to raise the volume of work that is directly related to local skills needs continues to be a focus.

FULL-TIME A LEVEL LEARNERS AGED 16-18 YEARS The overall performance of this key client group is 'meeting expectations'. Recruitment, learner diversity and the regional impact the learners make are all exceeding expectations. Achievement rates are high, but could improve further following the reform of A level qualifications. Learner diversity, their satisfaction, what they go on to do after college and the financial impact all meet expectations. The number of learners achieving high grades needs to improve following a drop in performance this year.

FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS The overall performance of this key client group is 'above expectations'. The diversity of this learner group, the outcomes they achieve and the levels of satisfaction they report are all exceeding expectations. For all other measures (participation, destinations, regional impact and financial impact) the performance meets expectations. The focus is on continuing to develop adult provision that meets local need.

HIGHER SKILLS LEARNERS The overall performance of this key client group is 'above expectations'. Learner satisfaction and their destinations upon completion are both above expectations. Whilst recruitment, achievement, regional impact and financial impact are all good there is still room to raise these further (in line with the college's Strategic Plan).

DUDLEY COLLEGE OF TECHNOLOGY WORLDWIDE The overall performance of this key client group is 'meeting expectations'. Dudley College Worldwide is exceeding expectations in terms of delegate participation, their achievement and their satisfaction. However more needs to be done to improve the profitability of in-country projects and therefore ensure that Dudley College Worldwide makes a greater financial contribution to the college.

APPRENTICESHIPS ARE EXCEEDING EXPECTATIONS ON RECRUITMENT, ACHIEVEMENT, SATISFACTION AND FINANCIAL IMPACT.

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1.3 WHAT WERE THE COLLEGE’S OVERALL STRATEGIC OUTPUTS AND INPUTS?

OUTPUTS What key outputs did we achieve? We significantly increased local participation in skills based learning: − We engaged: 3,661 young people in college based programmes; 3,927 young people and adults in Apprenticeships; 2,148 adults in skills programmes; 392 adults in higher skills programmes. − Despite a falling local demographic we have increased the participation of young people in Apprenticeships by 120% and in college based learning by 41% over the last five years. We successfully engaged learners from diverse communities: − 886 (24.2%) young people on college based programmes and 953 (44.4%) adults on skills programmes were from ethnic minority groups. Our learners are more diverse than the local community where 11.5% of the population are from minority groups. − 1,187 (20%) college based young people and adults on skills programmes reported a learning difficulty or disability. We increased the numbers of learners who successfully achieved their programme of study: − Young people and adults on college based programmes, at all levels, achieve at rates above those reported nationally. − Achievement rates for apprentices at all ages and all levels have remained very high, significantly above national rates in each of the last three years. − There are no significant differences in the success rates of learners from diverse groups or those with a learning difficulty or disability. We supported the progression of our learners to positive destinations: − 2,979 (96%) young learners and 1,938 (91.7%) adults completing their programme of study progressed immediately to a positive destination, either higher or further training or directly into employment.

We made a significant impact on the local skills gap by upskilling young people and adults: − 2,000 (51%) of Apprenticeships were on programmes directly supporting the Black Country Local Enterprise Partnership’s priority sectors (based on 2016-17 RCU data). An increase of 550 (35%) over the past two years. − 1,573 (40%) apprentices were following STEM programmes of study. − 1,672 (46%) young people were following STEM programmes of study. − 350 (68%) A and AS learners were studying STEM subjects. − 155 (40%) higher skills learners were following STEM programmes of study. − 472 (33.2%) of 16-18 learners and 228 (58.2%) of adult learners completing their level 3 programmes progressed immediately to Higher Education. − 398 young people and adults achieved a grade A-C in English and mathematics. We achieved high levels of learner satisfaction well above national comparators. − Externally and internally conducted surveys report high levels of satisfaction across the range of college programmes. Strong, sustainable and improving financial health: − The college achieved a sector leading operating performance in 2016-17 with an EBITDA of £3.8m, which was over 10% of income and was classified as Outstanding under the ESFA’s financial health assessment measures for the fourth year in succession. EBITDA is anticipated to remain significantly above sector averages, rising to £4.3m in 2017-18, which is more than 10% of income and would again be rated Outstanding by the ESFA.

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OUTPUTS CONTINUED − Total income grew by £2.5m to £38.5m in 2016-17 and is expected to rise again by a further £3.3m to £41.9m in 2017-18. This is against sector trends. − The ratio of payroll costs to total income increased to 60% in 2016-17 largely due to recruiting staff for Advance II ahead of its opening and putting in place the appropriate infrastructure required to meet the changes in Apprenticeship funding ahead of returns. We anticipate that the payroll ratio will increase a little in 2017-18 to 61% but consider this will be well below sector norms due to inflationary costs pressures and falling income levels across the sector. − At 37% the college’s gearing ratio has improved and is rated Good under the ESFA’s financial health assessment measures. This is despite further multi-million pound investment by the college into the £50m plus Dudley Learning Quarter in 2016-17. Gearing is predicted to fall to 32% in 2017-18 ahead of the Corporation target of 35% by July 2019.

What better outputs could we achieve? −

The number of learners achieving the highest grades in their qualifications.

−

The number of learners on higher certificate/national level programmes.

−

The number of adult learners choosing to progress into Apprenticeships.

− Improvements in engagement of under-represented groups in certain provision such as young women in modern construction training. − A stronger current ratio. With the development of the Dudley Learning Quarter, the college’s cash and liquidity position has been relatively weak with a current ratio of 48% in 2016-17. This is expected to rise to 64% in 2017-18 following completion and payment of Advance II and the CAT Centre using some of the £4m of cash generated from the strong operating performance.

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1.3 WHAT WERE THE COLLEGE’S OVERALL STRATEGIC OUTPUTS AND INPUTS? CONTINUED

INPUTS What were the key strengths of our inputs? During this academic year the college’s input were externally inspection by Ofsted, where we achieved a grade of ‘outstanding’ (May 2017). Below are some of the comments made by Ofsted in relation to our inputs. The full report can be viewed here: dudleycol.ac.uk/Dashboard/Inspection-Rating − Governors, the principal and college leaders have established an ambitious vision for the college and its role in the region; the curriculum anticipates regional and national need, leading to highly appropriate training pathways for learners and apprentices. − Teachers and assessors make excellent use of their extensive links with employers to plan and deliver interesting and challenging learning activities that prepare learners very effectively for the workplace. − Leaders, managers and staff have successfully created a culture of high expectations for all learners; as a result, learners have excellent attitudes, take pride in their work and achieve consistently well. − By participating in very well managed, highly individualised and effective learning programmes, learners and apprentices make significant progress compared to their starting points in achieving their qualification goals and in gaining very good professional, vocational and wider work-related skills.

− Through extensive partnerships leaders create excellent opportunities for learners to progress into further learning and jobs in science, technology and engineering, which meets local and national need. − Over the last 10 years, managers have introduced progressive and sustained improvements to cross-college approaches to improving the quality of teaching, learning and assessment. − Governance arrangements are robust and highly effective. Governors scrutinise closely and very effectively the performance of the college, drawing on their extensive commercial and educational skills and experience. − Senior leaders maintain a relentless focus on sustained, iterative improvements to the college’s provision for the benefit of learners and staff. For example, they have evolved a more holistic approach to staff performance review. − The arrangements for safeguarding are effective. Staff ensure that learners are made fully aware of safeguarding matters at induction and reinforce these well in tutorials and reviews.

− Leaders and managers have successfully created a culture which encourages teachers to be professionally reflective, confident, enthusiastic and willing to take risks to bring the best out of learners. − Highly effective additional support enables the learners who need it to make excellent progress. − Leaders and managers have invested in high-quality buildings and equipment that inspire learners and help them to develop excellent skills that prepare them well for employment.

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INPUTS CONTINUED What better inputs could we achieve? − The support services we have in place to support able learners to achieve the highest grade in their qualification. − The employment and Apprenticeship advice and guidance given to adults on short essential skills programmes. −

Arrangements to encourage more learners to continue to higher level studies.

−

The promotion of specific programmes to under-represented groups.

−

The breadth of our higher skills curriculum.

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2. FULL-TIME LEARNERS AGED 16-18 YEARS 2.1 BALANCED SCORECARD

Summary

16-18 year old learners

Accounts

Meets expectations

Animal Science

Meets expectations

Business

Meets expectations

Computing

Meets expectations

Construction

Below expectations

Early Years

Below expectations

Electrical

Meets expectations

Engineering

Meets expectations

English for Speakers of Other Languages (ESOL)

Exceeds expectations

Hair & Beauty

Exceeds expectations

Health & Social Care

Meets expectations

Destinations

Hospitality

Meets expectations

Regional Skills impact Financial contribution

Media

Exceeds expectations

Motor Vehicle

Meets expectations

Performance Studies

Exceeds expectations

Public Services

Meets expectations

Retail

Below expectations

Science

Meets expectations

Special Education Needs & Disability (SEND)

Exceeds expectations

Sport

Meets expectations

Travel & Tourism

Exceeds expectations

Visual Arts

Meets expectations

Youth Skills

Meets expectations

Below expectations

Meets expectations

Above expectations

Participation Diversity Achievement Satisfaction Distance travelled

OVERALL

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As well as this Strategic Impact Assessment, each curriculum area also conducts its own annual assessment of performance against the same criteria. The table above gives a summary of the overall scorecard grades for each curriculum area within this key client group. It is important to note that â&#x20AC;&#x2DC;meets expectationsâ&#x20AC;&#x2122; is already a high standard that we set for our curriculum teams. There is no relation to our scorecard methodology and Ofsted grades. An area may be performing well in terms of learner achievement for example, but not meeting our expectations in terms of recruitment and financial impact. This Subject Impact Assessment allows us to focus on the areas we wish to develop further over the coming academic year.

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2.2 SUMMARY OF OUTPUTS AND INPUTS

OUTPUTS What key outputs did we achieve? We significantly increased local participation in skills based learning: −

We engaged 3,661 young people in learning in 2016/17.

− Despite a falling local demographic we have increased the participation of young people in learning by 41% over the last six years. We successfully engaged learners from diverse communities:

We made a significant impact on the local skills gap by upskilling young people: −

1,672 (46%) young people were following STEM programmes of study.

− 512 (73.9%) learners completing their level 2 programme, (those who joined us with less than 5 GCSEs grade C or above from school), progressed immediately to an advanced level skills programme. − 472 learners (33.2%) completing their level 3 programme progressed immediately to Higher Education.

− 886 learners (24.2%) were from ethnic minority groups. Our learners are more diverse than the local community where 11.5% of the population are from minority groups.

− 762 learners improved their functional skills in English and mathematics.

− 787 learners (21.5%) reported a learning difficulty or disability. The number of learners with a learning difficulty or disability has increased by 23% over the last three years.

We continued to achieve high levels of learner satisfaction against national comparators.

We supported high numbers of learners to successfully achieve their programme of study: −

Overall achievement rates for learners at all levels are above latest national rates.

− The achievement rates of male and female learners and those with and without a learning difficulty or disability are broadly similar. We supported the progression of our learners to positive destinations:

− 115 learners (52.8%) achieved a grade A-C/9-4 in mathematics, 188 (72.6%) achieved a grade A-C/9-4 in English in their retake programme.

What better outputs could we achieve? − The value added scores of learners completing BTEC Level 3 National Diplomas whilst improving still needs to develop further. − Achievement rates on a minority of technical programmes that have moved to new exam-based assessment methodology.

− 2,979 learners (96%) completing their programme of study progressed immediately to a positive destination, either higher or further training or directly into employment.

−

The achievement rates of our entry level 3 functional skills provision.

−

The achievements of learners reporting ‘mixed’ ethnicity type.

− Progression was positive for learners at all levels: level 1 - 95.2%, level 2 - 96.9%, level 3 - 95.8%.

− The number of young women participating in STEM programmes, particularly engineering and building technologies. −

The number of young people choosing to progress to Higher Education.

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2.2 SUMMARY OF OUTPUTS AND INPUTS CONTINUED

INPUTS What were the key strengths of our inputs?

What inputs could we deliver better?

−

A responsive curriculum well aligned to local skills needs.

−

Clear progression routes to advanced and higher level skills programmes.

− The process and systems we have in place to support learners to achieve the very highest grades could be improved further.

− The quality of teaching, learning and assessment, which was graded ‘outstanding’ by Ofsted (May 2017). − Continuously evolving processes for developing outstanding practice in teaching and learning.

− The facilities and resources for our construction trades provision need to be improved so as to meet learner expectations. − The promotion of engineering and advanced manufacturing careers to young women needs to continue, strengthened by the opening of Dudley Advance II.

− A strategic approach to the delivery of GCSE retake programmes which has led to improved learner achievement that is sector leading. − Highly effective support for learners - both in-class and through a range of dedicated support services. − Very high standards of learner behaviour reinforced throughout their programme of study. − A comprehensive work readiness programme with excellent work placement opportunities for learners which develops and extends their work-related skills. − Good partnerships with the Local Enterprise Partnership (LEP) and the wider business community which benefit learners. − Highly effective arrangements to support and safeguard learners and to promote British values. − The continued development of the Dudley Learning Quarter offers outstanding facilities and resources for learners. − The college’s performance management system which is used effectively to set challenging targets for staff. − Leadership & Management which in the vast majority of curriculum areas is highly effective.

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2.3 ENGAGEMENT AND PARTICIPATION RATES Learner engagement trend analysis

4,000

3,852 3,468

3,500

Learners

3,000

3,661 33,000

3,054 2,589

2,705

31,000

2,500 2,000

29,000

1,500 1,000

27,000

500

Number of 16-18 year olds in the region

35,000

4,500

25,000

0 2011/12

Learners

2012/13

2013/14

2014/15

2015/16

2016/17

16-18 Population

We have been successful in our drive to engage more young people in learning. The overall numbers of learners fell slightly in 2016/17 due to a planned reduction of activity with local partners. However the core college programmes of study has continued to grow, resulting in a shift from 2,589 learners in 2011/12 to 3,661 learners in 2016/17, an increase of 41%. This growth is set against a backdrop of a shrinking population of young people aged 16-18 years, both in Dudley borough and the surrounding areas. There are a number of factors influencing this growth, none more so than the improving quality of our provision and the development of the Dudley Learning Quarter, which now provides first class specialist training facilities. This growth shows high levels of confidence in Dudley College of Technology and is vital both for the regional economy and our continued financial health.

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2.3 ENGAGEMENT AND PARTICIPATION RATES CONTINUED Travel to learn map

Wolverhampton

Walsall

Bilston

Wednesbury

Seisdon Gospel End Tipton Himley

West Bromwich

Dudley

Oldbury

Rowley Regis Brierley Hill

Stourbridge Halesowen

The map shows the travel to learn pattern of our learners in 2016/17. The majority of learners are from Dudley borough, as you would expect, with increasing numbers of learners looking to remain in Dudley to study rather than travel elsewhere. Our catchment area has extended slightly with an increase in recruitment from the schools in the west of the borough and on the border with Wolverhampton. We are pleased to be the first choice for many local learners and recognise the wider regional contribution we make to the lives of learners aged 16-18 years.

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2.4 IMPACT ON DIVERSITY AND INCLUSION Gender

Ethnicity

Learning difficulty or disability Other 1.1%

Male 54.2% Mixed 7.1% Black 5.6%

Yes 21.5%

Asian 10.5%

White 75.8%

No 78.5%

Female 45.8%

For learners aged 16-18 years there were slightly more male learners in 2016/17 compared to previous years, however both groups achieved at very similar rates. We continue to support a diverse mix of learners. Their ethnicity profile shows our learners as a group are more diverse than the local community. 24.2% of our learners are from minority groups who make up 11.5% of the local population. Learners from minority groups succeed at an equally high rate compared to others in the college, with the exception of â&#x20AC;&#x2DC;mixedâ&#x20AC;&#x2122; ethnicity learners who achieved at 6.7% below the college average. This has not been seen in previous years, but the college will put a process in place to investigate this further and take any required action. Feedback from our learners and other stakeholders indicates that the college provides an inclusive and harmonious environment in which to study. We are pleased to support 787 learners with learning difficulties or disabilities. The number of learners with a learning difficulty or disability studying with us has increased by 23% over the last three years. They achieve at a rate comparable to their peers.

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2.5 OUTCOMES FOR LEARNERS Level 1

Achievement rate - all levels

Achievement rates for our full-time learners aged 16-18 years have remained high and are above latest published national rates at all levels. The overall achievement rate now stands at 82.1% above the last published national rate of 80.2%.

100%

90%

85.4% 79.3%

80%

90%

74.5%

78%

70%

86.5% 82.6%

80%

80.2%

82.1%

60% 50%

2015/16

2014/15

2016/17

College achievement rate

Level 2

Latest published national achievement rate

70% 100% 90%

60%

86.1% 77.8%

80%

75.5%

Although level 3 achievement remains above latest national rate we have seen a slight drop in performance compared to the previous year. Further investigation reveals this is linked to programmes in the first year of reformed qualifications - particularly new linear A levels and new BTEC programmes that have introduced an exam-based element to assessment for the first time. Clearly we will have to ensure that further support is in place where learners on BTEC programmes are now expected to undertake an end point exam.

79%

70%

50% 2014/15

2015/16

2016/17

60% 50%

College achievement rate

2014/15

2015/16

2016/17

College success rate

Level 3

Latest published national success rate

Latest published national achievement rate

100% 90%

88.6%

89.1%

2014/15

2015/16

86.6% 87.1%

80% 70% 60% 50%

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2016/17

College success rate Latest published national success rate

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Chancellor Phillip Hammond visits Dudley College of Technology 19

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2.5 OUTCOMES FOR LEARNERS CONTINUED Achievement rates - excluding Functional Skills and GCSE retakes

Level 1 100% 90%

100%

89.7%

89.2%

2014/15

2015/16

2016/17

80% 70%

90%

88.4%

86.8%

60% 50%

80%

Level 2 100%

70%

90%

87.1%

84.8%

84.2%

2015/16

2016/17

Level 1 and 2 achievement has remained broadly in line with previous year, with level 1 dropping slightly and level 2 increasing slightly due purely to mix and balance of provision and learners. Both remain above national rates. As highlighted last year, the drop from 2014/15 is attributable to the change in mix and balance of functional skills and GCSE delivery compared to previous years as learners are expected to retake English and mathematics programmes with us if not successful at school. The performance of our core provision at these levels remains high - as shown in the achievement graphs which show functional skills and GCSE retakes removed. This also shows the impact on overall achievement due to the new exam-based BTEC programmes.

80%

60%

70% 60%

50% 2014/15

2015/16

2016/17

50%

2014/15

College achievement rate Latest published national achievement rate

Level 3 100% 90%

88.6%

89.1%

87.1%

2014/15

2015/16

2016/17

80% 70% 60% 50%

ACHIEVEMENT RATES FOR OUR FULL-TIME LEARNERS AGED 16-18 YEARS HAVE REMAINED HIGH AND ARE ABOVE LATEST PUBLISHED NATIONAL RATES AT ALL LEVELS.

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Functional skills achievement rate - all levels 100%

90% 82.7% 80%

70% 62.5% 60%

66.3%

60.7%

50% 2014/15

2015/16

2016/17

College achievement rate Latest published national achievement rate

2015/16 saw a drop in achievement rates for functional skills qualifications which was echoed by a significant drop in national rates. The numbers of learners on functional skills programmes has dropped significantly as many of them are now undertaking GCSE retakes instead, meaning only those with GCSE grades E or below are studying functional skills. This had a big impact on achievement figures in 2015/16 and led to us revise our approach to functional skills delivery for 2016/17. We are very pleased to see this has had an impact on achievement, with almost 6% improvement overall. In particular there are high levels of improvement in achievement at level 1 and 2.

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2.5 OUTCOMES FOR LEARNERS CONTINUED GCSE retake results - three year trend

A*-C or 9-4

D-G or 3-1

24.3% 75%

36.5%

47.5%

45.9%

57.1%

51.2%

52.8%

2014/15

2015/16

2016/17

61.1% 72.6%

21.3% 2014/15

38.9%

2015/16 GCSE English

2016/17

GCSE mathematics

2016/17 continued to see large number of learners undertaking GCSE retakes, having not achieved this qualification at school. This year also saw our learners undertaking the reformed GCSE English qualification - now graded from 1 to 9. Our A*-C results in mathematics remained high with 52.8% of learners achieving these grades (compared to 51.2% in the previous year). There was a very significant improvement in GCSE English grade 9-4 results, with 72.6% of learners achieving these grades (up from 38.9% in the previous year). This particularly strong improvement may well be exceptional due to the introduction of the new GCSE qualification and the ‘C’ equivalent grade being set at ‘4’. However both of these results are sector leading and the result of sustained improvements to the teaching and delivery models for our GCSE programmes.

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2.6 STAKEHOLDER SATISFACTION Year-end learner satisfaction (QDP survey) 100

74 74

79 70

78 77

Rating

0 Teaching and learning

The support I receive

College rating

My progress

Test and assessment

Well-being Work placement Accommodation and and work equipment experience

Learner voice

Next step

Overall satisfaction

Benchmark

We conduct surveys each year to understand learnersâ&#x20AC;&#x2122; satisfaction with their programme of study and the wider college. Their feedback informs subject impact assessment reviews and quality improvement plans. The college employs an external agency, QDP, to conduct mid and end year surveys and to benchmark the results against 80 other general Further Education colleges. The results show a sustained high level of learner satisfaction (comparable to the previous year) on all measures.

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2.6 STAKEHOLDER SATISFACTION CONTINUED The chart below shows the results of the Skills Funding Agency FE Choices Learner Satisfaction survey. The survey questions were changed for this year, so no historical analysis is possible. However we can see that responses to the survey remain very high with an overall satisfaction rating of 8.2.

Learners were asked to rate various aspects of their course, learning programme or training programme on a scale of 0 to 10 where 0 is ‘very dissatisfied’ and 10 is ‘very satisfied.’ The questions were as follows: 1. How satisfied or dissatisfied are you with the teaching on your course/programme/activity? 2. How satisfied or dissatisfied are you with the way staff treat you?

Learner Satisfaction (FE Choices Survey)

3. How satisfied or dissatisfied are you with the advice you have been given about what you can do after this course/training programme/activity?

10 9

4. How satisfied or dissatisfied are you with the support you get on this course/training programme/activity?

8 Learner satisfaction

5. How satisfied or dissatisfied are you that the course/training programme/activity is meeting your expectations?

6 5

6. How satisfied or dissatisfied are you that your college/ learning provider responds to the views of learners?

7. Overall, how satisfied or dissatisfied are you with your college/learning provider?

3 2 1

0 2016/17

8. How likely is it that you would recommend the college/ learning provider to friends or family? Qu. 1

Qu.2

Qu.3

Qu.4

Qu.5

Qu.6

Qu.7

Qu.8

8.2

8.5

8.3

8.1

8.2

8.4

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2.7 DISTANCE TRAVELLED BY LEARNERS Alps Value Added Indicator *Alps - Advanced level performance system

Single year T score

Three year T score

Alps T score Alps T score grade

2016/17

6.67

5.67

5.33

6.67

5.67

Alps Value Added Measure for BTEC programmes only (A levels reported in Section 3)

75%

60%

40%

2016/17

25%

2014/15 - 2016/17

10%

Bottom

2015/16

90%

75%

2014/15

90%

2013/14

100%

2012/13

The Alps T scores combines the providers value added indicator along with the top and bottom 25% teaching and learning indicators to provide an overall picture of performance. This is compared against the performance of all providers in the Alps benchmark and graded on a scale of 1 (best) to 9 (worst). The value added score for our learners is a measure of their final grade compared to the grades and qualifications they achieved prior to their enrolment with us. It determines whether our learners are making enough progress with their studies. The â&#x20AC;&#x2DC;T scoreâ&#x20AC;&#x2122; provides an overall measure of performance, as shown in the table above. The table shows that our overall T score for learners on BTEC National Diploma programmes is improving, but that it still needs to improve further (currently scoring 6 overall). We recognise that further work is required to ensure all of our learners not only succeed but do so with the highest possible grade.

Please note: Due to a significant shift in BTEC performance in 2015 the Alps reports have been re-benchmarked for 2015/16 and do not allow an exact comparison with previous years.

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2.8 LEARNER DESTINATIONS All levels Unemployed/voluntary/ NEET/other 4%

Higher Education 16%

Education/training (Not HE) 55.7% Employment 24.3%

We gather information on the destination of our completing learners each year via tutors and phone survey conducted a few months after completion of their programme of study. The above charts show the headline destination data for all learners aged 16-18 years completing their studies in 2016/17, followed by an analysis by level on the opposing page.

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Level 1

Employment 14.7%

Level 2

Unemployed/voluntary/ NEET/other 4.8%

Unemployed/voluntary/ NEET/other 3.1%

Level 3

Employment 22.6%

Higher Education 0%

Unemployed/voluntary/ NEET/other 4.2%

Higher Education 0.3% Higher Education 33.2%

Education/ training (not HE) 32.7% Education/training (not HE) 80.5%

Education/training (not HE) 73.9% Employment 29.9%

Overall the survey reported that 2,979 (96%) completing learners progressed to a positive destination; Higher Education (university), education, training or employment. A positive progression rate is seen at all levels: level 1 - 95.2%, level 2 - 96.9%, level 3 - 95.8%. This continues a three year trend of positive outcomes for our learners. From level 3, 472 learners (33.2%) progressed directly into Higher Education and 426 (29.9%) progressed into employment. This represents a drop in learners choosing to go onto Higher Education. This drop is offset almost entirely by learners progressing onto an Apprenticeship programmes (often at advanced level in the first instance), which has doubled compared to the previous year. Almost half of learners (47.6%) progressing to employment do this through an Apprenticeship. Suggesting that learners may be more attracted to work than Higher Education, potentially because of the costs. Our commitment is to continue to develop a local cost effective route through Higher Education to support more learners to achieve a degree. At lower levels the bulk of learners continued in education. This is due to many learners arriving at college with less than five GCSEs grade C or above who followed preparatory qualifications as a stepping stone to level 3 and beyond.

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2.8 LEARNER DESTINATIONS CONTINUED Destinations by diversity type 0%

20%

40%

60%

80%

100%

Male Female Asian Black Mixed White LDD* - Yes LDD* - No

Education/training (not HE)

Higher Education

Employment

Unemployed/voluntary/NEET/other

*Learning Difficulty or Disability (LDD) An analysis of destinations by diversity type shows that the overall positive destination rate is broadly the same for all groups. This year we have seen a slight dip in positive outcomes for black learners, which has not been seen in previous years, linked to few learners progressing to Higher Education. The college is committed to encouraging more of our learners to continue on to higher studies and is working with universities through the National Collaborative Outreach Project (NCOP) on a wide range of initiatives to drive this.

THE OVERALL POSITIVE DESTINATION RATE IS BROADLY THE SAME FOR ALL GROUPS.

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2.9 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY STEM in the curriculum - trend analysis

60% 50%

50% 40%

36%

37%

2012/13

2013/14

46%

40%

30% 20% 10% 0% 2014/15

2015/16

2016/17

The local economy relies on a workforce with high level skills in STEM subjects (Science, Technology, Engineering and especially in Mathematics). The chart shows the percentage of qualifications completed by learners aged 16-18 years that were in STEM related subjects. In 2016/17, 1,672 (46%) of our young people followed STEM programmes of study. This represents a good percentage of our learners, showing our continued focus on ensuring we develop curriculum to meet the needs of these important sectors. We expect this to grow in the coming year and attract a wider group of learners to STEM subjects as we open our new facility, Dudley Advance II.

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2.9 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY CONTINUED Progression to advanced level - trend analysis 900

55%

800

50%

700

45%

600

40%

500

35%

400

30%

300

25%

200

20%

100

15%

10% 2011/12 Level 2 leavers

2012/13

2013/14

Level 3 next year

2014/15

2015/16

2016/17

Forward progression

As detailed earlier, in total 96.9% of completing level 2 learners progressed to a positive destination, either education or employment. 73.9% of learners continued on with training, the majority with us. As detailed in the graph, 47% of all of the collegeâ&#x20AC;&#x2122;s level 2 learners progressed directly into level 3 provision. This progression rate has increased since 2011/12 and is identical to the previous year. This indicates that the completion of a level 2 programme is effective in supporting immediate progress to advanced level skills training and that a growing number of level 2 learners choose this option. The college clearly plays an important role locally in progressing learners to advanced level skills programmes which are required to support the regional economy.

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2.10 REVIEW OF STRATEGIC INPUTS (SIPs) OUTSTANDING TEACHING AND LEARNING The quality of teaching, learning and assessment is routinely outstanding. Ofsted commented that: “Most teachers and assessors make very careful use of the extensive information they hold on learners’ prior attainment and recent progress; they plan lessons that ensure that work is demanding for all members of the group and helps them to achieve their potential. Where learners struggle, teachers are quick to identify this and to help them catch up.” “In the best lessons teachers use their industry knowledge and experience to stretch, challenge, motivate and inspire learners about their subject.Teachers make excellent use of these resources and, in addition, develop varied, creative and stimulating learning materials that inspire learners to succeed." “The use of ILT and SMART technologies is well developed across college which enhances learners’ experience.” - Ofsted Further Education and skills inspection report 17th-19th May 2017. Teachers successfully develop the English skills of learners and focus very well on spelling, punctuation and grammar in lessons and in marked work. Learners develop their skills of discussion and argumentation well and are able to challenge each other’s viewpoint robustly and respectfully in lessons. As a result of well-thought-out improvement planning, the teaching of discrete English and mathematics has improved significantly this year, and is now consistently good; learners are making significantly better progress in lessons than they were in previous years. The assessment of learners’ progress is highly effective. In lessons, teachers skill-fully use a range of strategies to acquire a strong insight into the skills gaps of individual learners.

They use this information well to plan activities that meet learners’ individual needs and prior learning. In the large majority of lessons, feedback and target setting are comprehensive, and learners have a clear understanding of how they can improve their work. Learners respond very well to this feedback and make considerable progress as a result of the support and guidance they receive. Support and challenge provided by teachers is effective. Staff demonstrate high expectations of learners and set challenging targets which leads to learners producing a high standard of work. Targets are monitored effectively and support or intervention is put in place as required. Staff provide a range of excellent additional services to help learners who may be struggling with English and mathematics. For example, the ‘Learning Hub’, a dedicated study space within the college, provides additional sessions every week and ‘Reach Week’, a week where normal timetables are suspended, is used to provide intensive support for those preparing for exams and to challenge learners to achieve high grades in their technical qualifications. Learners with Special Educational Needs and Disabilities (SEND) are well supported to progress on to mainstream programmes. Teaching in this area is innovative and inspiring and allows learners to develop their independence. Internal quality assurance of teaching, learning and assessment is robust and covers all teachers, assessors and learning support staff. Biennial health checks which include formal ungraded observations against our professional teaching standards are carried out by a dedicated team from our Standards and Performance department.

“Over the last 10 years, managers have introduced progressive and sustained improvements to cross-college approaches to improving the quality of teaching, learning and assessment. In the current year, the introduction of highly effective ‘teaching triangles’, ‘teach meets’ and ‘bring and brag’ sessions allow teachers to discuss and share practice.These approaches are contributing to a further, very positive improvement in the college’s culture which encourages teachers to be professionally reflective, confident, enthusiastic and willing to take risks to bring the best out of their learners.”- Ofsted Further Education and skills inspection report 17th-19th May 2017. “Teachers take the opportunities, where they arise in lessons, to promote the diversity of modern Britain very effectively to their learners.Teachers ensure that learners have a strong understanding of current global topics and link this well to securing a good understanding amongst learners of British values.” - Ofsted Further Education and skills inspection report 17th-19th May 2017.

THE DUDLEY LEARNING QUARTER PROVIDES OUTSTANDING FACILITIES AND AN EXCEPTIONAL LEARNING ENVIRONMENT. 31

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2.10 REVIEW OF STRATEGIC INPUTS (SIPs) CONTINUED A RELEVANT AND RESPONSIVE CURRICULUM

OUTSTANDING FACILITIES AND RESOURCES

“ The college makes an outstanding contribution to the development of digital, scientific, engineering and technological skills in the region by ensuring that the curriculum responds directly to emerging skills gaps. Extremely close collaboration with the college’s key stakeholders, including the Black Country Local Enterprise Partnership (LEP), employers and Higher Education institutions, has created new opportunities for learners at the college to progress successfully into employment, further training or Higher Education.” - Ofsted Further Education and skills inspection report 17th-19th May 2017.

Learners value and make very good use of the exceptional facilities and accommodation that are available to them. Industry-standard equipment and software enable learners to produce practical work of a very high standard. As a result, learners entering employment and further vocational study leave the college work-ready, and as attractive candidates for prospective employers.

The college has embraced the STEM agenda offering clear progression routes from entry level to higher skills. This effectively responds to the significant skills shortage identified in the Black Country and the LEP priorities. There is a need to continue to develop higher level professional and technical skills programmes in building technologies. To support this and build upon the successful work already started with Building Information Modelling programmes, the college has invested in a new centre, Dudley Advance II - Centre for Advanced Building Technologies. Significantly improved arrangements are in place to support all learners to develop their English and mathematical skills. Actions include extensive restructuring of timetables, introducing these subjects into cross-college conferences to emphasise their importance to learners, increasing hours on discrete courses, recruiting new specialist teachers and supporting existing teachers to gain level 4 qualifications in English and mathematics. As a result, learners clearly understand the message that good English and mathematical skills are essential for their next steps and future opportunities, and achievement rates in both English and mathematics have continued to improve significantly.

Leaders and managers have worked closely with a range of employers and partners to develop learning facilities of an exceptional standard, including a range of new buildings that contain a wide array of very good specialist equipment. Following the success of our flagship engineering centre, Dudley Advance, the building of Dudley Advance II - Centre for Advanced Building Technologies is almost complete. This will support the engagement of young people in higher level training and progression routes within this sector. Our new 3G sports pitch also opened this year, providing learners with a Football Association standard competition pitch. The college continues to operate a number of successful ‘real work environments’ - Evolve Hair and Beauty, Evolve Gym, Evolve Theatre and Aspire Works. Our Stir catering facilities extend across all sites and now includes a café, refectory, bistro and juice bar. Well-managed study areas (iPoints/libraries) provide learners with appropriate space and equipment to undertake research and complete their assignments. EFFECTIVE ARRANGEMENTS FOR MEETING EMPLOYERS’ NEEDS Teachers and curriculum managers relentlessly pursue partnerships with organisations that enhance learners’ experiences significantly. Learners have access to very highquality work-experience opportunities in an impressive range of settings. In addition, many learners work on innovative

cross-curricular projects. These provide rich opportunities for them to showcase and celebrate the work they produce in lessons, such as media students undertaking live projects on behalf of local businesses and charities. Learners engage in a comprehensive work readiness programme with excellent work experience opportunities which develop and extend their work related skills. The college’s employer engagement has been enhanced by a business to business and ‘routes to market’ approach. This is driven by a dedicated team of business development managers who build sustainable relationships with local and regional employers. This has further improved collaboration with local employers to ensure that work experience activities are high quality, well-planned and meaningful. These relationships also help to ensure our curriculum is modelled to meet employer needs. Guest speakers from industry ensure learners have access to ‘real’ insights into their chosen career pathway. Construction Industry Training Board (CiTB), McCains, PRG Lighting, West Midlands Police, Futura, Renault, Olympic athletes and local care home managers delivered career-focussed talks and live briefs for work experience. Learners in engineering engage on an ‘advance your career’ mentoring scheme in which, following a process of application and interview, they are matched up with a suitable employer who will act as their mentor. Mentoring often leads to employment opportunities following work placement. Alternatively learners are guided by those industry experts to support their career choices. The college’s Performance Improvement Programme (PIP) enables learners to develop and gain the holistic skills required to become a successful employee.

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As a lead college for WorldSkills UK, our learners are able to engage in national competition to showcase the industry skills gained in college and highlight the vocational skills available for young people.

The learners’ spiritual, moral, social and cultural development is ensured through a comprehensive cross college Performance Improvement Programme.

EFFECTIVE SAFEGUARDING AND PROMOTION OF BRITISH VALUES

Leadership & Management in the vast majority of areas is highly effective. College management arrangements have evolved in the creation of Key Client Leadership Groups. The groups are tasked with driving the college’s work to meet the targets set in our ambitious three year strategic plan. The groups meet regularly to facilitate detailed analysis of each in year and all year action plan and enable a focus on performance of key client groups and developments. This team led on the development of improvements in English & mathematics outcomes and continues to focus on our priority to drive more learners to achieve the very highest grades in their programme of study.

Safeguarding arrangements are comprehensive and enable staff to quickly identify learners, or groups who are at risk. Support for learners identified at risk is effective. Learner satisfaction around feeling safe in college is exceptional. The Prevent agenda is well embedded across college and into our safeguarding practices. Training for all staff including governors and volunteers is robust and effectively monitored through the single-central record in personnel. Biennial college conferences offer opportunities for safeguarding and Prevent refresher training to ensure staff are up to date with current safeguarding and Prevent legislation and concerns. Effective communication with external partners including the police and local authority enables us to assess local risk and respond appropriately to safeguard our learners. Ofsted commented that: “Staff ensure that learners are made fully aware of safeguarding matters at induction and reinforce these well in tutorials and reviews. As a result, learners can clearly describe how to keep safe, including when using the internet, and how the college promotes their understanding of British values.” Ofsted Further education and skills inspection report 17th-19th May 2017.

EFFECTIVE LEADERSHIP & MANAGEMENT

Ofsted commented that: “Leaders and managers have successfully maintained a culture of very high expectations among learners and staff. Relationships between staff and learners continue to be exceptionally strong, and learners’ behaviour is exemplary.” - Ofsted Further Education and skills inspection report 17th-19th May 2017.

"THE COLLEGE MAKES OUTSTANDING CONTRIBUTION TO DEVELOPMENT OF STEM IN THE REGION." OFSTED MAY 2017

"RELATIONSHIPS BETWEEN STAFF AND LEARNERS CONTINUES TO BE EXCEPTIONALLY STRONG." OFSTED MAY 2017

“Senior leaders maintain a relentless focus on sustained, iterative improvements to the college’s provision for the benefit of learners and staff. For example, they have evolved a more holistic approach to staff performance review.This is valued highly by staff for the greater ownership they have in applying the college’s priorities to their personal developmental objectives.” - Ofsted Further Education and skills inspection report 17th-19th May 2017.

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2.10 REVIEW OF STRATEGIC INPUTS (SIPs) CONTINUED Managers use data effectively to drive performance and monitor any areas of under-performance. Managers communicate effectively across college to ensure the vision is achieved. EFFECTIVE SUPPORT FOR LEARNERS Support for learners is highly effective and enables those with additional needs to succeed at a rate comparable to their peers. Excellent in-class support enables learners to access curriculum and make good progress towards their learning goals. Support for high needs learners enables inclusive access to the curriculum. Many areas of the college have adapted to the changes in the SEND Code of Practice and are developing the effective use of Education, Health and Care Plans in their practice. There is still some work to do to ensure Education, Health and Care plans are used consistently across college to meet the needs of learners. Continued Professional Development of teaching and learning support staff is essential to ensure we maintain high quality support for an increasing number of learners with complex needs, both with and without an Education, Health and Care Plans. Ofsted commented that: “Staff provide excellent support for those learners and apprentices who need extra help in their studies. Staff assess learners’ and apprentices’ needs thoroughly before they enrol ensuring that they receive the help they need as soon as they start their programme.” - Ofsted Further Education and skills inspection report 17th-19th May 2017. Confidential counselling is effective in supporting learners with complex personal issues to remain on programme and succeed. Finance and welfare support for learners is effective and enables them to manage the financial aspects of college. This includes providing free bus passes for all learners and free meals for those eligible.

High quality careers advice and guidance from staff helps learners to make informed choices about their progression, whether it be employment, self-employment, education or training. This includes a dedicated UCAS co-ordinator for those progressing to Higher Education. PERSONAL DEVELOPMENT, BEHAVIOUR & WELFARE Ofsted commented that: “Teachers are highly motivational, raising the aspirations and self-belief of learners, inspiring them to make the most of their time at college. This, coupled with very high-quality careers advice, ensures that learners have well-considered plans for their futures and that they understand the steps they need to take to succeed. As a result, the overwhelming majority of learners progress to sustained employment, Apprenticeships, or Higher Education.” - Ofsted Further Education and skills inspection report 17th-19th May 2017. Learner behaviour is exemplary and facilitates an inclusive and harmonious environment. The importance of the four A's (Attitude, Attendance, Aspiration and Achievement) is emphasised to all learners from induction through to completion.

The Performance Improvement Programme is extensively supported by external partners who deliver a range of innovative and engaging activities including: Loudmouth Theatre - Working for Marcus (CSE), Round Midnight Theatre - Straight Talking (LGBT), West Midlands Fire Service - Road Casualty Reduction, Switch - Drug and Alcohol Awareness, Respect Yourself - Healthy Relationships. Ofsted commented that: “Learners develop their personal and social skills very well throughout their time at the college. As a result of highly effective and carefully planned lessons and extra-curricular activities, learners grow in confidence and maturity, making significant progress in their oral communication, collaborative working and leadership skills. For example, learners in hair and beauty have used their own initiative to visit local hospital wards at weekends to offer treatments and therapy to patients, a project that also demonstrates the compassion they have developed for contributing to wider society.” - Ofsted Further Education and skills inspection report 17th-19th May 2017.

Our dedicated Performance Improvement Programme (PIP) allows learners to develop as individuals and engage in a comprehensive range of in-class and cross college activities raising awareness of key issues affecting young people within society. The Performance Improvement Programme also provides dedicated one to one and group sessions for learners to plan their next steps and set aspirational, differentiated targets which are monitored by personal tutors.

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3. FULL-TIME A LEVEL LEARNERS AGED 16-18 YEARS 3.1 BALANCED SCORECARD

Below expectations

Meets expectations

Above expectations

Participation Diversity Achievement Satisfaction Distance travelled Destinations Regional Skills impact Financial contribution

The overall performance of this key client group is â&#x20AC;&#x2DC;meeting expectationsâ&#x20AC;&#x2122;. Recruitment, learner diversity and the regional impact the learners make are all exceeding expectations. Achievement rates are high, but could improve further following the reform of A level qualifications. Learner diversity, their satisfaction, what they go on to do after college and the financial impact all meet expectations. The number of learners achieving high grades needs to improve following a drop in performance this year.

OVERALL

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3.2 SUMMARY OF OUTPUTS AND INPUTS

OUTPUTS What key outputs did we achieve?

What better outputs could we achieve?

We significantly increased local participation in A and AS level learning:

− The achievement rates of learners on new two year linear programme syllabus subjects.

−

We engaged 517 young people in A and AS levels in 2016/17.

− Despite a falling local demographic we have increased the participation of young people in A and AS levels by 86% over the last five years. We successfully engaged A level learners from diverse communities: − 157 (30.3%) A and AS learners were from ethnic minority groups. Our A and AS learners are significantly more diverse than the local community where 11.5% of the population are from minority groups. −

28 (5.4%) of A and AS learners reported a learning difficulty or disability.

−

The number of learners achieving high grades.

− The number of learners completing A levels progressing into Higher Apprenticeships. − The achievement rate of learners on art, computer science and environmental science subjects. − Achievement rates for learners with a learning difficulty or disability, which has fallen below the college average for the first time this year.

We supported A level learners to successfully achieve their programme of study: − Overall achievement rates on A levels are above national rates and have been for the last three years. We supported the progression of our A level learners to positive destinations: − 184 (94%) of A level learners completing their programme of study progressed immediately to a positive destination, either higher or further training or directly into employment. We made a significant impact on the local skills gap by upskilling young people: −

350 (68%) A and AS learners were studying STEM subjects.

− 141 (71.9%) learners completing A levels progressed immediately to Higher Education, including an increasing number to Russell Group universities. We increased the levels of learner satisfaction for our A level provision and this is now higher than national comparators.

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3.2 SUMMARY OF OUTPUTS AND INPUTS CONTINUED

INPUTS What were the key strengths of our inputs?

What inputs could we deliver better?

−

The preparation for teaching staff moving to new linear A level qualifications.

−

The use of value added indicators and stretching targets for AS level learners.

An extensive curriculum offer focusing on STEM subjects.

− The quality of teaching, learning and assessment, which was judged by Ofsted to be ‘outstanding’ (May 2017). − Teachers’ delivery of engaging lessons which utilise resources and facilities very well.

− The promotion of Higher Apprenticeships as an alternative progression route for learners that have completed A levels.

− The support and challenge provided by teachers raising the aspiration of A and AS level learners. −

Dedicated and effective progression guidance for A level learners.

−

Highly effective arrangements to support and safeguard learners.

− Outstanding facilities and resources provided at Dudley Sixth and across the Dudley Learning Quarter. − The college’s performance management system which is used effectively to set challenging targets for staff. − Leadership & Management which in the vast majority of A and AS level subjects is highly effective.

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3.3 ENGAGEMENT AND PARTICIPATION RATES Learner engagement trend analysis 600 500 400 300 200 100 0 2012/13

2013/14

2014/15

2015/16

2016/17

Dudley Sixth has been successful in its drive to increase learner engagement with A level learning. The participation of A level learners has increased dramatically over recent years, expanding from 278 learners in 2012/13 to 517 in 2016/17, almost doubling the provision in that period. This growth shows the increased confidence locally in Dudley Sixth as a provider of good quality A level provision and supports the continued financial health of the college. This growth is set against a backdrop of a shrinking 16-18 population, both in the Dudley borough and the surrounding areas. There are a number of elements influencing this growth, but the largest factor is the creation of a dedicated centre for A level provision (Dudley Sixth) and the breadth of curriculum which it offers.

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3.3 ENGAGEMENT AND PARTICIPATION RATES CONTINUED Travel to learn map

Wolverhampton

Walsall

THE PARTICIPATION OF A LEVEL LEARNERS HAS INCREASED DRAMATICALLY, ALMOST DOUBLING OVER THE PAST 5 YEARS.

Bilston

Wednesbury Gospel End

Tipton

Wombourne Oldbury

Himley

West Bromwich Dudley

Rowley Regis Brierley Hill

Stourbridge

The map shows the travel to learn pattern of our A level learners in 2016/17. The majority of learners are from Dudley borough, as you would expect, with increasing numbers of learners looking to remain in Dudley to study rather than travel elsewhere. We are pleased to be the first choice for many local A level learners and recognise the wider regional contribution we make to the lives of learners aged 16-18 years.

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3.4 IMPACT ON DIVERSITY AND INCLUSION Gender

Ethnicity

Learning difficulty or disability Asian 15.5%

Male 42.4%

Yes 5.4%

Black 4.3%

Mixed 8.3%

Other 2.2%

Female 57.6%

White 69.7%

No 94.6%

In 2016/17 there were more female A level learners than male at Dudley Sixth, however we have seen this gap reduce compared to the previous year. We continue to support a diverse mix of learners. Their ethnicity profile shows our learners as a group are more diverse than the local community and in line with the previous year. 30% of our learners are from minority groups who make up 11.5% of the local population. Learners of different ethnicity achieve at a similar rate with the exception of â&#x20AC;&#x2DC;mixedâ&#x20AC;&#x2122; learners on AS levels who achieve below the college average. Feedback from our learners and other stakeholders indicates that the college provides an inclusive and harmonious environment in which to study. Dudley Sixth supports a number of learners with learning difficulties or disabilities (28 reported in 2016/17) through a wide range of support mechanisms. These learners historically achieve at a rate comparable with their peers, but in this year we have seen a drop in their performance. Dudley Sixth is pleased to see the continued participation of learners from a wide range of backgrounds and we will review our support arrangements for specific groups of learners to ensure success for all.

DUDLEY SIXTH CONTINUES TO SUPPORT A VERY DIVERSE LEARNER BODY. 41

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3.5 OUTCOMES FOR LEARNERS Overall achievement rate - A level 100%

96.9%

97.2%

95.9%

90%

80%

As highlighted in the 2015/16 ASIA, the college will no longer report on the outcomes for first year A level learners following the recent qualification reforms. AS qualifications have been removed as new linear two year A level programmes are introduced. The grade outcome for learners is determined by a final exam and the end of the full two year programme, rather than an exam at the end of each year. This year saw the first year where learners on these new programmes were completing. It can be seen that whilst outcomes remain high, there has been a fall of 1.3% in A level achievement in 2016/17. Analysis of this shows that the bulk of this drop is linked to lower achievement in the new linear A level programmes when compared to learners on traditional AS-A2 programmes. This drop is also seen in the high grades analysis, showing that 62% of learners achieved an A*-C grade (compared to 67% in the previous year).

70%

60%

50% 2014/15

2015/16

College achievement rate Latest published national achievement rate

2016/17

The national rate shown is from 2015/16 as national statistics are not yet available for 2016/17. We expect to see national rates drop as the impact of linear A level reform is felt. However it is clear that the college needs to do more to support learners to achieve in the new two year exam qualifications. We are revising our delivery models and exam preparation sessions to support learners with this.

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3.6 STAKEHOLDER SATISFACTION Year-end learner satisfaction (QDP survey) 100 83

80 68 66

Rating

69 69

72 64

45 40

20 N/A

0 Teaching and learning

The support I receive

College rating

N/A My progress

Test and assessment

Well-being

Work related visits

N/A

Equipment Accommodation

N/A Learner voice

Next steps

Overall satisfaction

Benchmark

We conduct two surveys each year to understand learnersâ&#x20AC;&#x2122; satisfaction with their programme of study and the wider college. Their feedback informs subject performance reviews and quality improvement plans. The survey is conducted externally by QDP and benchmarked against responses from 80 other general Further Education colleges (where available). The results from the 2016/17 end of year survey shows that A level learners report satisfaction that is generally at or above the national comparator, with overall satisfaction being well above.

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3.7 DISTANCE TRAVELLED BY LEARNERS Alps Value Added Indicator *Alps - Advanced level performance system

Single year T score

Three year T score

Alps T score Alps T score grade

1 2

3 75%

60%

2014-15 - 2016-17

25%

Bottom

6.67

5.33

4.67

7.00

2016/17

90%

75%

10%

2015/16

100%

90%

2014/15

100%

40%

2013/14

2016-17

40%

25%

10%

Bottom

The Alps T scores combine the provider’s value added indicator along with the top and bottom 25% teaching and learning indicators to provide an overall picture of performance. This is compared against the performance of all providers in the Alps benchmark and graded on a scale of 1 (best) to 9 (worst). The value added score for our learners is a measure of their final grade compared to the grades and qualifications they achieved prior to their enrolment with us. It determines whether our learners are making enough progress with their studies. The ‘T score’ provides an overall measure of performance, as shown in the table above. The chart shows that our overall ‘T score’ grade for A level programmes in 2016/17 has fallen to 7, which indicates their performance is below expectations. Much of this is linked to the new linear A level qualification reform where we have seen fewer high grades than in previous years. We are also seeing lower performance in some learners where universities are now giving unconditional offers for places. This is a very disappointing result and why we are revisiting our entire delivery approach to better support learners undertaking the new two year exam model and to ensure that learners are continually stretched to reach the highest grade possible regardless of their university offer.

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3.8 LEARNER DESTINATIONS

All A levels Unemployed/voluntary/ NEET/other 6%

Overall the survey reported that 184 (94%) of completing A level learners progressed to a positive destination of Higher Education (university), education, training or employment. For A level learners the majority (71.9%) choose to continue on to university as we would expect, although this year we have seen this drop. Instead we have seen an increase in learners choosing to go directly into employment, often through an Apprenticeship. We are now partnered with University of Wolverhampton on the National Collaborative Outreach Programme (NCOP) aimed at supporting more young people to undertake Higher Education, as well as further developing our own local (and most cost effective) routes through Higher Education, including Higher Apprenticeships.

Employment 18%

Higher Education 71.9% Education 4.2%

We gather information on the destination of our completing learners each year via their tutor or a phone survey conducted a few months after completion of their programme of study. The chart shows the headline destination data for all A level learners completing their studies in 2016/17, followed by an analysis by level.

Of the 10 learners with a â&#x20AC;&#x2DC;negativeâ&#x20AC;&#x2122; destination, 9 of them chose to undertake a gap year and are likely to have a positive destination following this. This continues a three year trend of positive destinations for our learners.

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3.8 LEARNER DESTINATIONS CONTINUED All A level destinations by diversity type 0%

20%

40%

60%

80%

100%

Male Female Asian Black Mixed White LDD* - Yes LDD* - No

Education/training (not HE)

Higher Education

Employment

Unemployed/voluntary/NEET/other

*Learning Difficulty or Disability (LDD)

The above chart shows a further analysis of destination by diversity types. Whilst positive outcomes remain broadly similar, we will be looking to ensure that learners with an identified learning difficulty or disability are supported to ensure they reach their desired next step. It is also interesting to note that male learners appear to be less likely than female learners to choose university as their next step, with more of them choosing employment. We will ensure this is a focus of our advice and guidance approach going forward.

AN ANALYSIS OF DESTINATIONS BY DIVERSITY TYPE SHOWS THAT THE OVERALL POSITIVE DESTINATION RATE IS BROADLY THE SAME FOR ALL GROUPS.

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3.9 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY STEM in the curriculum - trend analysis 70%

69% 68%

68% 66% 64%

64% 62% 60%

60%

58% 56% 2013/14

2014/15

2015/16

2016/17

The local economy relies on a workforce with high level skills and skills in STEM subjects (Science, Technology, Engineering and Mathematics). The trend analysis chart shows the percentage of qualifications completed by A level learners that were in STEM related subjects. In 2016/17, 68% of our young people followed STEM programmes of study. There continues to be a very strong STEM provision across Dudley Sixth with the majority of learners choosing subjects in this category.

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3.10 REVIEW OF STRATEGIC INPUTS (SIPs) OUTSTANDING TEACHING AND LEARNING The quality of teaching, learning and assessment is judged to be outstanding by Ofsted (May 2017). Teachers effectively plan innovative, engaging and well-paced sessions which challenge, enthuse and motivate learners. Ofsted commented that: “Highly qualified staff use their excellent subject knowledge and vocational skills, and extensive links with employers to provide lessons that relate closely to the needs and expectations of industry. This motivates and inspires learners exceptionally well.” - Ofsted Further Education and skills inspection report 17th-19th May 2017. Ofsted also commented on how: “Teachers and assessors assess learners’ progress very effectively and frequently.” - Ofsted Further Education and skills inspection report 17th-19th May 2017. Questioning is used well, both to assess progress and to further develop learner understanding, with incisive feedback helping learners to understand what they have done well and how they can improve through comprehensive target setting. The development of English and mathematics skills is very strong and the majority of staff effectively embed English and mathematics skills into their sessions. Ofsted recognised this commenting: “Teachers successfully develop the English skills of learners and focus very well on spelling, punctuation and grammar in lessons and in marked work. Learners develop their skills of discussion and argumentation well and are able to challenge each other’s viewpoint robustly and respectively in lessons.” - Ofsted Further Education and skills inspection report 17th-19th May 2017.

The Performance Improvement Programme is highly effective in preparing our learners for progression to Higher Education, further training via Apprenticeships or employment. It incorporates a programme of guest speakers, master classes and external visits to Higher Education institutions. The development of the independent study skills of learners is good and learners are able to develop effective research methods to support them in Higher Education. A focused programme is also being developed to further support those learners aiming to apply to Oxbridge or Russell Group universities. The use of information learning technology and SMART technologies is routinely strong within the classroom and learners benefit from a range of learning materials. Specialist software has been purchased for specific subjects, such as ArcGIS for use within A level Geography. BlackBoard, the college’s virtual learning environment, is routinely used as part of assessment of learning and study skills. Teachers have very high expectations of their learners and insist that they dedicate a great deal of time and effort to their studies. Ofsted commented on how teachers are “Highly motivational, raising the aspirations and self-belief of learners.” and that this is “coupled with very high-quality careers advice.” As part of the Black Country Colleges group, we have engaged with a staff development programme aimed at sharing the best practice from each college’s highest performing subject area(s). Dudley College of Technology staff have led workshops in the areas of accounting and drama/ theatre studies and have taken part in sessions within biology, history, psychology, business and mathematics. Internal quality assurance of teaching, learning and assessment is effective and covers all teachers, assessors, instructors and coaches. The development of teaching and learning

is driven forward through collaborative communities of practice (teaching triangles), where academic staff are observed by two of their colleagues and a member of the outstanding practitioner team. This results in the engagement in professional dialogue regarding ways to develop and disseminate the sharing of good practice, and areas of development. These lessons are measured against the college’s professional standards to ensure that the current levels of classroom performance are being developed and improved to ensure the best possible environment for all learners. In addition, we have continued support for all A level tutors by a dedicated Performance Coach. A RELEVANT AND RESPONSIVE CURRICULUM There is an extensive curriculum offer which focusses on STEM subjects. A level staff fully embrace the STEM agenda and have a collaborative approach to course structure and design. As part of the Black Country Colleges group, we have engaged with other local providers to disseminate best practice and ensure the provision for local and national needs are being met. Key stakeholders including universities are engaged in the continual development of curriculum to ensure courses meet the needs of Higher Education Institutes, employers and local skills gaps. For example Product Design was launched to enable crossover between theoretical knowledge of building technologies delivered in Dudley Sixth and practical skills delivered in Dudley Advance. There is still a requirement to further our work on combining A levels with a BTEC programme, although this has been successfully trialled this academic year with a small sample of combined programmes being offered. Dudley Sixth have fully engaged with the transition to the new linear A levels. New subjects are being introduced at each phase, in order to fill gaps left by the changes in

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curriculum offered by Examining Boards. For example, Dudley Sixth intends to introduce a discrete BTEC National Certificate in IT group since A level ICT has been withdrawn and A level Philosophy will be added to replace A level Communications and Culture.

Learners benefit from two well-resourced iPoints which support their independent learning. A language laboratory is available to support the development of modern languages. A level learners also have open access to silent study rooms during exam periods.

OUTSTANDING FACILITIES AND RESOURCES

Dudley Sixth has invested significantly in resourcing the new linear qualifications, both in terms of technical requirements with the addition of new software, academic resources and the training of staff. Ofsted commented on how: “Teachers make excellent use of these resources and, in addition, develop varied, creative and stimulating learning materials that inspire learners to succeed.” - Ofsted Further Education and skills inspection report 17th-19th May 2017.

Ofsted noted the first-class resources that learners’ access commenting: “Leaders and managers have worked closely with a range of employers and partners to develop learning facilities of an exceptional standard, including a range of new buildings that contain a wide array of very good specialist equipment.” - Ofsted Further Education and skills inspection report 17th-19th May 2017. The ‘Enhance’ Building has positively impacted on A level learners who were the driving force behind its conception, enabling learners to experience some lecture-style sessions in order to support them in their transition to university. Dudley Sixth continues to invest in the facilities and new learning technologies to ensure the highest standards are maintained. For example, ArcGIS was purchased to support the A level Geography curriculum. Specialist facilities are available cross college for arts and sports learners within the Evolve building ensuring all learners are trained within industry standard facilities. The Priory Road 3G Football Complex is now open and is a fantastic addition to the learning quarter. This facility, which includes changing rooms for players and officials as well as a stand area for spectators, will further enhance the sports provision at Dudley Sixth.

EFFECTIVE ARRANGEMENTS FOR MEETING EMPLOYERS’ NEEDS Best practice sees many A level learners completing work experience placements alongside their academic studies, such as, supporting a local business develops mathematics support for 4-16 year olds. Guest speakers from industry and academia ensure learners have access to ‘real’ insights into their chosen career pathway and progression opportunities. A learner in A level graphic design impressed the Black Country Museum with their design of an adult colouring book, and they went on to sell it in their souvenir shop.

EFFECTIVE SAFEGUARDING AND PROMOTION OF BRITISH VALUES Safeguarding arrangements are comprehensive and enable staff to quickly identify learners, or groups who are at risk. Support for learners identified at risk is effective. Learner satisfaction around feeling safe in college is exceptional. The Prevent agenda is well embedded across college and into our safeguarding practices. Effective communication with external partners including the police and local authority enables us to assess local risk and respond appropriately to safeguard our learners. Training for all staff including governors and volunteers is robust and effectively monitored through the single-central record in personnel. Biennial college conferences offer opportunities for safeguarding and Prevent refresher training to ensure staff are up to date with current safeguarding and Prevent legislation and concerns. Ofsted were impressed with how this agenda had been embedded into college life commenting: “Leaders and managers very effectively ensure that the college continues to provide a highly inclusive environment for learners… Supported by frequent whole-college training, teachers regularly debate how they can best promote equality, diversity and British values within their lessons”. - Ofsted Further Education and skills inspection report 17th-19th May 2017.

Dedicated careers staff work closely with learners and universities to ensure our learners have the guidance required to make informed choices and gain a place at their chosen university. Where work experience would enhance their application, Dudley Sixth supports the learners in finding appropriate placements. We recognise the need to further develop pathways to Higher Apprenticeships for our A level graduates.

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3.10 REVIEW OF STRATEGIC INPUTS (SIPs) CONTINUED EFFECTIVE LEADERSHIP & MANAGEMENT Leadership & Management is highly effective in the vast majority of areas. College staff and management are committed to continually improving provision for all learners. A new management structure has ensured further support for academic staff for day to day issues. Managers facilitate a culture of high expectations and accountability amongst staff. This is facilitated through effective use of the Performance Management System in setting challenging targets for all staff relating directly to their subject. College management arrangements have evolved in the creation of key client leadership groups. The groups are tasked with driving the college’s work to meet the targets set in our ambitious three year strategic plan. The groups meet regularly to facilitate detailed analysis of each in year and all year each action plan and enable a focus on performance of key client groups and developments. Subject area impact assessment is comprehensive and accurate. Managers use data effectively to drive performance and monitor any areas of underperformance through regular subject review meetings. Managers communicate effectively to ensure the vision is achieved. Arrangements to engage all learners in learner voice activities is good with regular meetings held between elected course representatives and the Curriculum Manager. EFFECTIVE SUPPORT FOR LEARNERS Learning support for learners is highly effective and enables those with additional needs to succeed at a rate comparable to their peers. Excellent in-class support enables learners to access curriculum and make good progress towards their learning goals. Support for High Needs learners is effective and enables them to access curriculum.

Confidential counselling is effective in supporting learners with complex personal issues to remain on programme and succeed. Dudley Sixth have a dedicated Base Room for learners requiring a break out space in order to study in an environment for suited to their needs. Finance and welfare support for learners is effective and enables them to manage the financial aspects of college. This includes free bus passes for all learners and free meals for those eligible. Money is also available to help with compulsory field trips within Earth Sciences. High quality careers advice and guidance from staff helps learners to make informed choices about their progression, whether it be employment, self-employment, education or training. This includes a dedicated UCAS and guidance officer for those progressing to Higher Education. Improvements in the promotion of vocational options for marginal AS learners prior to enrolment is evident whereby a clearing system was introduced, also serving those not meeting entry requirements.

with Ofsted remarking on how “learners’ behaviour is exemplary.” Attendance is regularly monitored by lecturers, tutors and the dedicated Performance Coach. Intervention strategies for learners falling below the 95% minimum are implemented effectively. Ofsted commented: “Where concerns arise about the progress of a young person, staff quickly make contact with parents and carers and resolve problems swiftly and effectively.” - Ofsted Further Education and skills inspection report 17th-19th May 2017. By drawing on their highly effective relationships with the parents and carers of learners. Dudley Sixth attendance is extremely high.

PERSONAL DEVELOPMENT, BEHAVIOUR & WELFARE Through effective monitoring, Dudley Sixth ensure that all pupils are encouraged and have an opportunity to make a genuine, valued and recognised contribution to college life. Through a dedicated Performance Improvement Programme, learners develop as individuals and have a raised awareness of key issues affecting young people within society, including cyber-bullying, employability skills, personal finance budgeting and progression to Higher Education. This session also includes dedicated one to one sessions for learners to set and monitor aspirational, differentiated targets. Dudley Sixth learners, through a robust induction process, are aware of expected standards of behaviours and the college’s commitment to a safe and professional working environment

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Dudley Sixth A level award winners 2017 celebrate outstanding achievements 51

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4. FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS 4.1 BALANCED SCORECARD Below expectations

Meets expectations

Above expectations

Participation Diversity Achievement Satisfaction Destinations Regional Skills impact Financial contribution OVERALL

The overall performance of this key client group is ‘above expectations'. The diversity of this learner group, the outcomes they achieve and the levels of satisfaction they report are all exceeding expectations. For all other measures (participation, destinations, regional impact and financial impact) the performance meets expectations. The focus is on continuing to develop adult provision that meets local needs.

Summary

Adult learners

Access

Exceeds expectations

Accounts

Meets expectations

Adult Functional Skills

Exceeds expectations

Animal Science

Meets expectations

Business

Meets expectations

Computing

Meets expectations

Construction

Meets expectations

Early Years

Meets expectations

Electrical

Meets expectations

Engineering

Exceeds expectations

English for Speakers of Other Languages (ESOL)

Exceeds expectations

Hair & Beauty

Exceeds expectations

Health & Social Care

Exceeds expectations

Hospitality

Meets expectations

IT (Work-based)

Meets expectations

Mathematics & English

Exceeds expectations

Media

Meets expectations

Motor Vehicle

Exceeds expectations

Performance Studies

Meets expectations

Public Services

Meets expectations

Retail

Meets expectations

Science

Exceeds expectations

Special Education Needs & Disability (SEND)

Exceeds expectations

Sport

Exceeds expectations

Teacher Training

Exceeds expectations

Travel & Tourism

Exceeds expectations

Visual Arts

Meets expectations

WAMITAB

Meets expectations

As well as this Strategic Impact Assessment, each curriculum area also conducts its own annual assessment of performance against the same criteria. The table gives a summary of the overall scorecard grades for each curriculum area within this key client group. It is important to note that ‘meets expectations’ is already a high standard that we set for our curriculum teams. There is no relation to our scorecard methodology and Ofsted grades. An area may be performing well in terms of learner achievement for example, but not meeting our expectations in terms of recruitment and financial impact. This subject impact assessment allows us to focus on the areas we wish to develop further over the coming academic year.

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4.2 SUMMARY OF OUTPUTS AND INPUTS

OUTPUTS What key outputs did we achieve? We engaged local adults in skills based learning:

We made a significant impact on the local skills gap by upskilling adults:

−

We engaged 2,148 adults in skills programmes in 2016/17.

We successfully engaged learners from diverse communities: − 953 learners (44.4%) were from ethnic minority groups. Our learners are more diverse than the local community where 11.5% of the population are from minority groups. −

400 learners (18.6%) reported a learning difficulty or disability.

We maintained high achievement rates on adult skills programmes: − Achievement rates for learners at all levels have remained consistently high and above national rates in each of the last three years.

496 (23%) adults were following STEM programmes of study.

− 103 (21.4%) learners completing their level 2 programme, progressed immediately to an advanced level skills programme. − 228 learners (58.2%) completing their level 3 programme progressed immediately to Higher Education and 86 (21.9%) progressed directly into employment. −

607 learners improved their functional skills in English and mathematics.

− 33 learners (55.9%) achieved a grade A-C in mathematics and 62 (74.7%) achieved a grade A-C/9-4 in English in their retake programme. We achieved high levels of learner satisfaction well above national comparators.

− There are no significant differences in the achievement rates of learners from diverse groups or those with a learning difficulty or disability. We supported the progression of our learners to positive destinations: − 1,938 learners (91.7%) completing their programme of study progressed immediately to a positive destination, either higher or further training or directly into employment. − Progression was positive for learners completing level 2 programmes (96.5%) and level 3 programmes (91.2%).

What better outputs could we achieve? − The number of adults studying programmes linked to Black Country LEP priority skills needs. −

The number of adult learners progressing onto Apprenticeships.

− The number of unemployed adults progressing directly into employment upon completion of their programme.

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4.2 SUMMARY OF OUTPUTS AND INPUTS CONTINUED

INPUTS What were the key strengths of our inputs?

What inputs could we deliver better?

− A responsive curriculum designed to support the progression of adults to advanced and higher level skills programmes. “Adult learning programmes are particularly well managed, meeting very well the skill development needs of both learners and local employers.” - Ofsted, May 2017.

− The promotion of adult Apprenticeships as a progression route for classroom based adult learners completing their programmes of study. −

The design of technical programmes linked more directly to local skills needs.

− The quality of teaching, learning and assessment, which was judged as ‘outstanding’ by Ofsted (May 2017). − An inclusive and harmonious environment which supports participation in learning by diverse adult learners. “Managers and staff design highly individualised programmes and learning activities.Through these, adults who often lack confidence or have other barriers to participating in learning that prevent them from attending college achieve well and make significant progress compared to their starting points.” - Ofsted, May 2017. − Extensive support services designed to ensure adult learners achieve their programme. − Highly effective arrangements to support and safeguard learners and to promote British values. −

Outstanding facilities and resources provided across the Dudley Learning Quarter.

− The college’s performance management system which is used effectively to set challenging targets for staff. − Leadership & Management which in the vast majority of curriculum areas are highly effective.

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4.3 ENGAGEMENT AND PARTICIPATION RATES Learner engagement trend analysis 4,500 4,000 3,500 3,000 2,500 2,000 1,500 1,000 500 0 2012/13

2013/14

2014/15

2015/16

2016/17

There was a planned reduction in adult learners in the previous two years, in line with reductions in government funding for adult programmes. We are pleased therefore that in 2016/17 we experienced a modest growth in adult learners. This was a result of replacing unfunded provision (such as NVQ programmes) with new professional updating and essential skills programmes. Whilst some of the adult provision is dedicated to adult learners (often part-time), particularly around English and mathematics skills development, we have seen a growth in the percentage of adult learners who are infilling into EFA full-time programmes. Due to poor GCSE results when leaving school, some learners start college life on a level 1 or 2 programme in order to build their skills and progress on to level 3. By the time they come to the level 3 programme they have reached 19 years of age and fall into the adult learner category.

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4.3 ENGAGEMENT AND PARTICIPATION RATES CONTINUED Travel to learn map

Wolverhampton

Walsall

Wednesbury

Wombourne

West Bromwich

Dudley

Smethwick

Stourbridge Halesowen

The map shows the travel to learn pattern of our adult learners in 2016/17. The majority of learners are from Dudley borough, as you would expect, with increasing numbers of learners looking to remain in Dudley to study rather than travel elsewhere. The catchment area is wider than seen with aged 16-18 learners, suggesting adult learners are willing to travel further for their studies.

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4.4 IMPACT ON DIVERSITY AND INCLUSION Gender

Ethnicity

Learning difficulty or disability Other 3.8%

Male 42.2%

Yes 18.6%

Mixed 4.1%

Black 16.3%

Asian 20.2% White 55.6%

No 81.4%

Female 57.8%

In 2016/17 there was a change in the mix learners, with an increase in males taking up education and therefore a move to a more equitable gender split. Their ethnicity profile shows our learners as a group are much more diverse than the local community. 44% of our learners are from minority groups who make up 11.5% of the local population. There are no substantial trends in achievement gaps based on ethnicity or gender, although some fluctuations are observed each year. The college was pleased to support some 400 adult learners with learning difficulties or disabilities in 2016/17, through a wide range of support services. This is an increase on the previous year. These learners historically achieve at a rate comparable with their peers.

THE COLLEGE CONTINUES TO SUPPORT A VERY DIVERSE LEARNER BODY.

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4.5 OUTCOMES FOR LEARNERS Achievement rate - all levels

Level 1 100%

100%

90%

87.2%

88%

87.9% 85.9%

90.2%

89.2%

2014/15

2015/16

89.8%

88%

80% 70% 60%

80%

50%

Achievement rates for our adult learners remains strong and above national rate at all levels. Overall achievement has remained the same compared to the previous year, although a slight difference can be seen in the levels. Level 3 achievement has been slightly impacted by reforms to full-time qualifications. Level 2 achievement is stable for college provision, but has been affected slightly by under-performance in some external training delivered through a specific NVQ programme.

2016/17

College achievement rate

70%

Level 2 60%

100% 90%

50%

2014/15

2015/16

College achievement rate

2016/17

85.6%

87.4%

83.6% 85.7%

80% 70% 60% 50%

Latest published national achievement rate

2014/15

2015/16

2016/17

College achievement rate

Level 3

Latest published national achievement rate 100% 90% 80%

82.9%

86.2% 80.5%

84.8%

70% 60% 50%

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2014/15

2015/16

2016/17

College achievement rate Latest published national achievement rate

15/01/2018 16:55

Functional skills achievement rate - all levels 100%

90%

80%

86.2% 79%

76.6% 69%

70%

60%

50% 2014/15

2015/16

2016/17

College success achievement rate Latest published national achievement rate Achievement rates for English and mathematics functional skills qualifications for adults have increased significantly in 2016/17, and is now well above national rates. It is particularly pleasing to note a dramatic increase in achievement of level 2 functional skills, which has been an area of focus after lower results last year. Our revised approach to delivery of functional skills in 2016/17 has clearly had an impact.

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4.5 OUTCOMES FOR LEARNERS CONTINUED 19+ GCSE results three year trend

A*-C or 9-4

24.1% 37.9%

D-G or 3-1

21.7%

50%

46.2% 74.7%

57.3%

67.4%

50%

2014/15

2015/16 GCSE English

2016/17

42.4%

2014/15

53.8%

55.9%

2015/16

2016/17

GCSE mathematics

The number of adults achieving an A*-C (or 9-4) grade in GCSE has also improved, which includes some full-time learners aged 19 undertaking their GCSE retake programme. Overall A*-C (or grade 9-4) achievement is strong with English jumping to 74.7% and mathematics at 55.9%, both of which are an improvement on the previous year.

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4.6 STAKEHOLDER SATISFACTION Year-end learner satisfaction (QDP survey) 100

Rating

84 79

60 40 20 0

Teaching and learning

My progress

College rating

Test and assessment

Well-being

Accommodation Learner voice and equipment

Next step

Overall satisfaction

Benchmark

We conduct surveys each year to understand learnersâ&#x20AC;&#x2122; satisfaction with their programme of study and the wider college. Their feedback informs subject performance reviews and quality improvement plans. The college employs an external agency, QDP, to conduct mid and end year surveys and to benchmark the results against 80 other general Further Education colleges. The results show a further improvement on the previous year with learner satisfaction on all measures markedly above the control group.

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4.6 STAKEHOLDER SATISFACTION CONTINUED Learner satisfaction (FE choices survey)

9.5

1. How satisfied or dissatisfied are you with the teaching on your course/programme/activity?

Learner satisfaction

9.0

2. How satisfied or dissatisfied are you with the way staff treat you?

8.5

3. How satisfied or dissatisfied are you with the advice you have been given about what you can do after this course/training programme/activity?

8.0

4. How satisfied or dissatisfied are you with the support you get on this course/training programme/activity?

7.5

7.0

Qu. 1

Qu.2

Qu.3

Qu.4

Qu.5

Qu.6

Qu.7

Qu.8

2016/17

9.1

9.3

8.8

9.1

8.8

9.1

8.9

9.1

2015/16

9.1

8.5

8.9

8.7

8.8

9.2

5. How satisfied or dissatisfied are you that the course/training programme/activity is meeting your expectations? 6. How satisfied or dissatisfied are you that your college/ learning provider responds to the views of learners? 7. Overall, how satisfied or dissatisfied are you with your college/learning provider? 8. How likely is it that you would recommend the college/ learning provider to friends or family?

The chart above shows the results of the independent Skills Funding Agency FE Choices Learner Satisfaction Survey. There have been some slight changes to the wording of their questions compared to previous years, but comparison between with last year is still broadly possible. The overall results were improved on the last academic year in seven of the eight questions and remain high.

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4.7 LEARNER DESTINATIONS All levels Unemployed/voluntary /NEET/other 8.3%

Level 1 Unemployed/ voluntary/ NEET/other 12%

Level 2 Higher Education 0.3%

Unemployed/ voluntary/ NEET/other 3.5%

Higher Education 1.6%

Higher Education 8.4%

Education/training (not HE) 67.1% Employment 20.6%

Employment 73.5%

Education (not HE) 21.4%

Level 3 Education/training (not HE) 42% Education (not HE) 11.2%

Employment 41.3%

We gather information on the destination of our completing learners each year via their tutor or a phone survey conducted a few months after completion of their programme of study. The above charts show the headline destination data for all adult learners completing their studies in 2016/17, followed by an analysis by level. Overall the survey reported that 91.7% of completing learners went on to a positive destination (education, training

or employment), which is a good improvement on the previous academic year (90.5%). Analysis by academic level shows that level 1 learners progression to a positive outcome has increased again to 88% (from 79% two years ago), following a dedicated focus on this by the college over recent years. There is good progression to Higher Education for level 3 learners, which is important for the local skills economy.

Unemployed/voluntary/ NEET/other 8.8%

Higher Education 58.2% Employment 21.9%

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4.7 LEARNER DESTINATIONS CONTINUED Destinations by diversity type 0%

20%

40%

60%

80%

100%

Male Female Asian Black Mixed White LDD* - Yes LDD* - No

Education/training (not HE)

Higher Education

Employment

Unemployed/voluntary/NEET/other

*Learning difficulty or disability (LDD)

An analysis of destinations by diversity types shows that the overall positive destination measure of our learners are broadly the same for all types. There are no consistent differences in performance when compared with the previous year, although it is pleasing to see an increase in Asian learners going into employment thereby bringing their positive destination in line with other groups.

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Destination of unemployed adults 70%

60%

50%

40%

20%

10%

0% Employment

2015/16

Education/training (not HE)

Higher Education

Unemployed/voluntary/ NEET/other

2016/17

The destination data above is purely for adults who reported their status as â&#x20AC;&#x2DC;unemployedâ&#x20AC;&#x2122; on their first day of learning at the college. In comparison to the previous year it shows that a greater percentage have gone on to a positive destination of some sort, with many continuing on with education after completing their course. It does also show however a slight reduction in those going directly into employment after completing their course, which remains a priority for the college.

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4.8 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY BREAKDOWN OF LEARNER TYPE

Adult learners by strand

Our adult education provision can be broadly categorised into three strands: - Strand 1: Professional and technical updating programmes for adults. These programmes will help adults develop skills for progression in their careers or for entry into Higher Education. - Strand 2: Essential skills programmes for adults. These are programmes aimed at developing essential skills for adults to support them progressing in work and life.

Strand 3: Full-time programmes 217 10% Strand 1: Professional and techincal programmes 783 37%

- Strand 3: Young adults completing full-time programmes. This provision is for a small group of learners usually aged between 19 and 21 years old who complete their full-time technical education programme alongside full-time learners aged 16-18 years. The chart opposite shows how our adult learners are split between these three strands. Around 10% of adult learners belong to strand 3, which is similar to previous years. This year we have seen a slight increase in essential skills learners in comparison with Technical Professional. This is due to a planned expansion of our employability programmes linked with Job Centre Plus and certain sector skills development programmes such as Midland Metro. It is a continued priority for the college to ensure that our provision serves these two audiences and supports adults developing skills to gain employment or progress in their careers.

Strand 2: Essential skills programmes 1148, 53%

Strand 1: Professional and techincal programmes Strand 2: Essential skills programmes Strand 3: Full-time programmes

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STEM in the curriculum - trend analysis

HAVING AN IMPACT LOCALLY The chart below shows the proportion of our adult learners that reside in the Dudley Local Authority, in the neighbouring authorities (Wolverhampton, Birmingham, Sandwell & Walsall) and outside of the region. 95% of our adult learners live within the region and over half of them live within the Dudley local authority. This is further evidence that the collegeâ&#x20AC;&#x2122;s work is focussed on ensuring local people have an impact on the local economy through skills development and training.

35% 30%

33% 29%

28%

25%

23%

2015/16

2016/17

20% 15% 10%

Adult learners based within region

Neighbouring authorities 810 38%

Outside of region 116 5%

0% 2012/13

2013/14

2014/15

The local economy relies on a workforce with high level skills and skills in STEM subjects (Science, Technology, Engineering and Mathematics). The chart above shows the percentage of qualifications completed by adult learners that were in STEM related subjects. In 2016/17 23% of our adults followed STEM programmes of study. This is the same as the level experienced in the previous year, following the withdrawal of NVQ qualification funding. We recognise the need to continue to review our remaining adult offer to ensure it meets local needs and that we are making best use of the remaining budget for adult provision. Dudley local authority 1,222 57%

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4.9 REVIEW OF STRATEGIC INPUTS (SIPs) OUTSTANDING TEACHING AND LEARNING The quality of teaching learning and assessment routinely meets and often exceeds expected standards. This was recognised by Ofsted who commented: “Teachers plan learning very effectively to build on learners’ prior attainment and life experiences. Learners work towards highly detailed, ambitious and personalised targets that frequently challenge them to achieve beyond the qualification they are taking.” - Ofsted Further Education and skills inspection report 17th-19th May 2017. Feedback is regular and detailed and mistakes with spelling, grammar and punctuation are routinely identified. In the best lessons, checking of learning is systematic and effective. “The vast majority of learners make substantial and sustained progress in developing their English and mathematics skills.” - Ofsted Further Education and skills inspection report 17th-19th May 2017. Staff use ILT effectively in classes to enhance the learning experience of adults and for basic skills learners allows them to develop their ICT skills. Internal quality assurance of teaching, learning and assessment is robust and covers all teachers, assessors and learning support staff. Biennial health checks which include formal ungraded observations against our professional teaching standards are carried out by a dedicated team from our Standards and Performance department. Improvements in teaching and learning is driven through collaborative communities of practice (teaching triangles), where academic staff are observed by two of their colleagues and a member of our outstanding practitioner team. This results in the engagement in professional dialogue regarding

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ways to develop and disseminate the sharing of best practice and areas for improvement. This is now well embedded across all areas of the college. A RELEVANT AND RESPONSIVE CURRICULUM The mix and balance of our curriculum offer allows us to support those who require remedial intervention as well as those looking for technical and professional updating and Higher Education. Ofsted recognised this strength commenting: “Managers and staff design highly individualised programmes and learning activities. Through these, adults who often lack confidence or have other barriers to participating in learning that prevent them from attending college achieve well and make significant progress compared to their starting points.” Ofsted Further Education and skills inspection report 17th-19th May 2017. Learners benefit from flexible modes of study which supports their engagement in learning. This includes roll-on-roll-off provision and multiple entry points for many programmes. We have grown our adult employability programmes significantly this year to meet the needs of local adults through working effectively with Job Centre Plus. Adults studying Access to Higher Education programmes can now study an Access to Midwifery course which has proven very popular. For those adults not yet ready to study at level 3, level 1 and level 2 Pre-Access to Health Care and Nursing is offered to enable them to develop underpinning skills and prepare them for progression.

OUTSTANDING FACILITIES AND RESOURCES The Learning Quarter offers outstanding facilities for learners. Well managed study areas (iPoints/libraries) provide learners with appropriate space to undertake research and complete assignments. Curriculum staff work closely with library staff to ensure course books and journals are regularly updated. Classroom environments are welcoming and focussed with learners’ work displayed and updated regularly. Learners studying to develop professional and technical skills have access to state-of-the-art industry standard equipment which ensures their skills are relevant and up-to-date. The addition of Advance II - Centre for Advanced Building Technologies ensures our learners have access to resources fit for today’s Construction industry. All adult learners have access to ICT to enhance their learning and support the development of their personal IT skills. EFFECTIVE ARRANGEMENTS FOR MEETING EMPLOYERS’ NEEDS “Managers and staff use the excellent partnerships they have established with employers, community groups and professional bodies to design and deliver highly effective programmes that enable adults to gain the skills and qualifications they need to progress into work or further learning.” - Ofsted Further Education and skills inspection report 17th-19th May 2017.

ESOL learners engage effectively in an employability programme which includes work placement visits, which exposes them to job opportunities. Access learners are prepared well for further study at HE by engaging in visits to local universities. EFFECTIVE SAFEGUARDING AND PROMOTION OF BRITISH VALUES Safeguarding arrangements are comprehensive and enable staff to quickly identify learners, or groups who are at risk and ensure appropriate support and intervention is immediately provided. Training for all staff including governors and volunteers is robust and effectively monitored through the single central record in personnel. Biennial college conferences offer opportunities for safeguarding and Prevent refresher training to ensure staff are up to date with current safeguarding and Prevent legislation and concerns. Once more this was recognised by Ofsted who commented: “Staff take very effective steps to ensure adult learners are kept safe. Learners confidently articulate how to stay safe and understand how to report any concerns they have.” Ofsted Further Education and skills inspection report 17th-19th May 2017. Effective relationships with external partners including the police, local authority and Dudley Safeguarding Children’s Board enables us to assess local risk and respond appropriately to safeguard our learners.

Part-time technical courses allow learners to upskill in their relevant trades to meet their professional industry standards. Our Employability provision, which includes sector-based work academies, enables us to support learners actively seeking employment. The programme provides them with the skills they need to become a successful employee.

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Ofsted noted that staff and learners routinely exemplify British Values commenting: “Staff foster very effectively an ethos of respect and tolerance which adults respond to particularly well. Learners improve their understanding about life in modern Britain significantly through topics, discussions and activities which teachers very effectively integrate into lessons.” - Ofsted Further Education and skills inspection report 17th-19th May 2017. Satisfaction amongst adult learners demonstrates they feel the college actively promotes equality and diversity and that they are treated fairly. EFFECTIVE LEADERSHIP & MANAGEMENT “Adult learning programmes are particularly well managed, meeting very well the skill development needs of learners and local employers. Managers and staff are very well qualified, extremely enthusiastic and have high expectations of learners.” - Ofsted Further Education and skills inspection report 17th-19th May 2017. Key Client Leadership Groups are now well established and driving the college’s work to meet the targets set in our ambitious three year strategic plan. The groups meet regularly to discuss both in year performance and progress against strategic targets. This holistic approach was recognised by Ofsted who commented: “The cross college strategy to bring about improvement to the quality of English and mathematics lessons and learning activities has been very successful in improving the experience and outcomes for adult learners.” - Ofsted Further Education and skills inspection report 17th-19th May 2017. Effective use of performance management system ensures challenging targets are set for all staff. These are clearly linked to the college’s vision and development plan. Managers facilitate a culture of high expectations and accountability.

Self-assessment is comprehensive and accurate. Managers use data effectively to drive performance and monitor any areas of under performance. Managers communicate effectively across college to ensure vision is achieved. Managers have been set challenging targets to support the college in achieving its 24+ loans allocation and encourage more adults to develop higher level skills especially in local priority areas. EFFECTIVE SUPPORT FOR LEARNERS “Staff provide highly effective support for learners. Learners who require additional help in their learning, or to manage personal and family issues so that they can participate, receive excellent and highly personalised support so that they can attend, remain on courses and achieve.” - Ofsted Further Education and skills inspection report 17th-19th May 2017. Learners achieve at a rate comparable with their peers regardless of their age, ethnicity or gender. Training for support staff enables them to meet the complex needs of learners including mental health, challenging behaviour and Autism. Ofsted recognised that confidential counselling is highly effective in supporting learners with personal issues to achieve their learning goals commenting: “Staff make them feel valued and respected – which raises their self-esteem considerably.” - Ofsted Further Education and skills inspection report 17th-19th May 2017.

PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE Learner behaviour is exemplary and facilitates an inclusive and harmonious environment. The importance of the four A's (Attitude, Attendance, Aspiration and Achievement) is reinforced to learners and linked to the world of work. A bespoke approach to attendance has been effectively applied to meet the needs of adult learners and reinforce this professional practice was recognised by Ofsted: “Adults attend well and are punctual.” - Ofsted Further Education and skills inspection report 17th-19th May 2017. Learners participate actively in cross college events to support their personal development. These include Keeping Safe, Health and Well-being and Careers Fairs. This promotes independence and raises confidence particularly with learners returning to learning. “Learners improve their confidence markedly through participating in their learning.” Ofsted Further Education and skills inspection report 17th19th May 2017. Our Finance and Welfare Officer provides support with benefits, housing and hardship to a numbers of adult learners.

Effective support, advice and guidance from Student Finance enables adult learners to cope with the financial strain of attending college. Learners receive high-quality advice and guidance that build effectively on prior attainment and prepare them well for their next steps in learning and work.

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5. APPRENTICESHIPS AND WORK-BASED LEARNERS 5.1 BALANCED SCORECARD Summary

Below expectations

Meets expectations

Above expectations

Participation Diversity Achievement Satisfaction Regional Skills impact Financial contribution OVERALL

Apprenticeships and work-based learners

Accounts

Meets expectations

Administration & Customer Care

Exceeds expectations

Computing

Exceeds expectations

Construction

Below expectations

Early Years

Below expectations

Electrical

Meets expectations

Engineering

Exceeds expectations

Hair & Beauty

Exceeds expectations

Health & Social Care

Exceeds expectations

Hospitality

Meets expectations

IT (Work-based)

Exceeds expectations

Management (Work-based)

Exceeds expectations

Motor Vehicle

Meets expectations

Sport

Exceeds expectations

WAMITAB

Exceeds expectations

As well as this Strategic Impact Assessment, each curriculum area also conducts its own annual assessment of performance against the same criteria. The table above gives a summary of the overall scorecard grades for each curriculum area within this key client group. It is important to note that â&#x20AC;&#x2DC;meets expectationsâ&#x20AC;&#x2122; is already a high standard that we set for our curriculum teams. There is no relation to our scorecard methodology and Ofsted grades. An area may be performing well in terms of learner achievement for example, but not meeting our expectations in terms of recruitment and financial impact. This subject impact assessment allows us to focus on the areas we wish to develop further over the coming academic year.

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5.2 SUMMARY OF OUTPUTS AND INPUTS

OUTPUTS What key outputs did we achieve?

What better outputs could we achieve?

We significantly increased local participation in skills based learning:

−

− Timely achievements rates, whilst high and well above national comparator, could increase further to meet employer expectations.

We engaged 1,513 young people in Apprenticeships.

− Despite a falling local demographic we have increased the participation of young people in Apprenticeships considerably over the last five years. −

The number of higher apprentices.

We engaged 2,414 adults in Apprenticeships.

− In total we engaged 3,927 individuals in Apprenticeships - our highest number in the last six years. We ensured apprentices successfully achieved their programme of study: − Achievement rates for apprentices at all ages and all levels have remained very high, significantly above national rates in each of the last three years. − There are no significant or sustained differences in the achievement rates of apprentices from diverse groups or those with a learning difficulty or disability. We made a significant impact on the local skills gap by upskilling young people and adults: − 2,000 (51%) of Apprenticeships were on programmes directly supporting the Black Country Local Enterprise Partnership’s priority sectors (based on 2016/17 RCU data). −

1,573 (40%) apprentices were following STEM programmes of study.

Our Apprenticeship provision achieved high levels of employer and learner satisfaction, above national comparators.

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5.2 SUMMARY OF OUTPUTS AND INPUTS CONTINUED

INPUTS What were the key strengths of our inputs? − Effective links with employers ensuring the Apprenticeship offer is closely aligned to local skills needs. “Management of the Apprenticeship provision is outstanding.The courses available meet the needs of employers and apprentices particularly well.” - Ofsted Further Education and skills inspection report 17th-19th May 2017.

− Outstanding facilities and resources provided across the Dudley Learning Quarter, particularly Dudley Advance.

− Ambitious strategic plans to develop facilities and resources for new Apprenticeships, particularly in building technologies.

− Leadership & Management which in the vast majority of curriculum areas is highly effective.

− The quality of teaching, learning and assessment, which was judged ‘outstanding’ by Ofsted (May 2017). “Apprentices produce work that is of a very high standard.They demonstrate a very high level of skill in their subject areas.” - Ofsted Further Education and skills inspection report 17th-19th May 2017. − Effective support to help apprentices develop their skills in English and mathematics. “Teachers integrate English and mathematics into practical lessons very effectively and, as a result, apprentices learn to apply these skills confidently at work.” - Ofsted Further Education and skills inspection report 17th-19th May 2017. − The support and challenge provided by teachers and assessors to raise the ambitions of young apprentices.

− The college’s performance management system which is used effectively to set challenging targets for staff.

What inputs could we deliver better? −

Support for employers to engage in the Apprenticeship reforms.

− The promotion of engineering and advanced manufacturing Apprenticeships to young women. −

The promotion of Apprenticeships to ethnic minority communities.

− Good partnerships with the Local Enterprise Partnership (LEP) on initiatives to increase Apprenticeships. − Highly effective arrangements to support and safeguard learners and to promote British values. −

Effective partnership with private training providers.

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5.3 ENGAGEMENT AND PARTICIPATION RATES Apprentice engagement and trend analysis 3000 2500 2000 1500 1000 500 0 2012/13

2013/14

16 to 18

Adult

2014/15

2015/16

2016/17

As part of the collegeâ&#x20AC;&#x2122;s continued focus on the development of Apprenticeship provision for young people, we are pleased to see the very high numbers of aged 16-18 apprentices achieved in 2015/16 has been maintained in 2016/17. This provision is supported by effective engagement with local employers and dedicated Apprenticeship placement services offered by the collegeâ&#x20AC;&#x2122;s Employment Hub. We are also pleased to see the number of adult Apprenticeships continue to increase as more employers use Apprenticeship training to upskill their workforce. The number of adult apprentices grew to 2,414 in 2016/17. In total, some 3,927 individuals undertook Apprenticeship training in 2016/17, our highest number in the last six years. We are pleased to be the provider of choice for many employers looking to develop staff through Apprenticeship programmes.

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5.3 ENGAGEMENT AND PARTICIPATION RATES CONTINUED Apprentice provision

Newcastle upon Tyne

Isle of man Leeds Manchester Liverpool

Sheffield

Birmingham Cambridge

Bristol

Reading

The heat map shows the locations where our Apprenticeship learners reside. The huge majority of the collegeâ&#x20AC;&#x2122;s Apprenticeship provision is based locally, with most 16-18 apprentices following a day release programme. Adult Apprenticeships are often based locally, but there are pockets of focussed activity in other regions due to specific initiatives with key partner employers or sub-contractors. This includes delivery of bespoke Apprenticeship programmes on employer premises. The map also shows activity nationally due to the provision delivered through Sports Park. The Sporting Excellence programmes are delivered nationally through a network of assessors coordinated from Loughborough.

London

Southampton Plymouth

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5.4 IMPACT ON DIVERSITY AND INCLUSION AGED 16-18 APPRENTICESHIPS Gender mix

Ethnicity mix

Learning difficulty or disability

Mixed 3.3% Female 33.8%

Other 0.5%

Black 1.3%

Yes 10.6%

Asian 4%

Male 66.2% No 89.4% White 90.9%

AGED 19+ APPRENTICESHIPS Gender mix Female 42.7%

Ethnicity mix Mixed 1.8%

Learning difficulty or disability

Other 2.1% Black 2.5%

Yes 7.9%

Asian 5.5%

Male 57.3%

White 88.1%

In 2016/17 the mix of male and female learners was similar to the previous year. The percentage of male learners is higher in the 16-18 cohort than in the adult programmes. Although there are greater numbers of 16-18 female apprentices than in previous years, the college still has more to do in order to attract female learners from schools into STEM employment (particularly engineering and construction). Their ethnicity profile shows our Apprenticeship learners as a group are broadly representative of the local community. 9.1% of our 16-18 apprentices and 11.9% of adult apprentices are from minority groups who make up 11.5% of the local population. However, our apprentices are less diverse than learners on other college provision (such as full-time learners). There are some small differences in achievement between ethnic groups (seen for the first time this year), due in the main to retention in employment as opposed to successful completion of qualifications. We were pleased to support 339 apprentices with learning difficulties or disabilities in 2016/17, which is similar to the increased numbers seen in the previous year. We are also pleased to see that achievement rates for this group is in line with learners without a learning difficulty or disability. This is due to a revised approach to delivering additional support to Apprenticeship learners in 2016/17.

No 92.1%

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5.5 OUTCOMES FOR LEARNERS Overall achievement rate - all Apprenticeships 100%

Intermediate Apprenticeships 100% 90%

83.4%

82.8%

90%

80%

83.8%

81.9% 80%

75.3% 66.5%

70% 60% 50%

72.9% 70%

67%

2014/15

2015/16

2016/17

College achievement rate Latest published national achievement rate

60%

Advanced Apprenticeships

50%

Achievement rates for Apprenticeship learners have remained consistently very high for the last three years - well above national rates at all ages and levels. The methodology for achievement rate calculations has changed over these years, which makes comparison with national rates and college performance difficult, but the overall performance is well above national rates. Overall achievement rate now stands at 83.8%, well above the latest national rate of 67%, and has improved at all levels. The college is pleased to report a very high level of achievement across the bulk of its provision.

100%

2014/15

2015/16

2016/17

90% 80%

College achievement rate Latest published national achievement rate

70%

85.2%

80.6% 68.5%

69.4%

60% 50%

2014/15

2015/16

2016/17

College achievement rate Latest published national achievement rate

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Timely achievement rate - all Apprenticeships

Intermediate Apprenticeships 100%

100%

90%

80%

82.9%

80%

90%

59%

60%

72.8%

69.8%

70%

71.5%

70.1%

70%

81.7%

50%

2014/15

2015/16

2016/17

College success rate Latest published national success rate

Advanced Apprenticeships

58.7%

60%

100%

50% 2014/15

2015/16

2016/17

90% 80%

College achievement rate Latest published national achievement rate

82.2% 76.9%

The college is continuing to grow the number of learners completing Higher Apprenticeships. There were 110 learners studying higher programmes in 2016/17, although only 27 of them came to the end of their studies in that period with most progressing into 2016/17. Achievement rate for these learners was 70.4% (compared to a national rate of 58.3%). Boosting Higher Apprenticeship numbers by supporting progression from advanced Apprenticeships remains a strategic priority for the college.

69.3%

70%

59.4%

60% 50%

Timely achievement rates in 2016/17 at all levels remain well above latest published national rates and have improved from the previous year. Timely achievement remains a priority for the college as we continue to develop our monitoring and intervention activity with employers to ensure their apprentices are able to complete in the agreed time frames.

2014/15

2015/16

2016/17

College achievement rate Latest published national achievement rate

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5.5 OUTCOMES FOR LEARNERS CONTINUED

Aged 16-18 - all levels 100%

100% 90% 80%

80.6%

85.4%

84.7%

69.3%

81.4%

90%

83.6%

81.3% 68%

70%

2014/15

2015/16

2016/17

50%

College achievement rate

83.3%

77.7%

80% 70%

60%

Aged 24+ - all levels 100%

90% 80%

70%

50%

Aged 19-23 - all levels

65.4%

65%

60% 2014/15

2015/16

2016/17

50%

2014/15

2015/16

2016/17

College achievement rate

Latest published national achievement rate

AGE GROUP OVERALL ACHIEVEMENT The college is particularly proud of the quality of Apprenticeship provision it provides. Analysis by age groups shows performance that remains high and well above national rates. This is the result of dedicated processes around the delivery and monitoring of our Apprenticeship provision and from the development of strong relationships with the employers we support.

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5.6 STAKEHOLDER SATISFACTION Year-end apprentice satisfaction (QDP services) 100

73 76

75 75

72 69

72 72

79 78

79 72 72 72 72

Rating

76 76 73

0 Teaching and learning

At my workplace

College rating

The support I recieve

My progress

Tests and assessments

Well-being

Accommodation and equipment

Learner voice

Next steps

Overall satisfaction

Benchmark

We conduct surveys each year to understand learnersâ&#x20AC;&#x2122; satisfaction with their programme of study and the wider college. Their feedback informs subject performance reviews and quality improvement plans. The college employs an external agency, QDP, to conduct mid and end year surveys and to benchmark the results against 80 other general Further Education colleges. The results show satisfaction levels have improved slightly from the previous year and are broadly comparable with the national comparator group.

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5.6 STAKEHOLDER SATISFACTION CONTINUED FE choices employer satisfaction 9.6

Rating

9.2

8.8

8.4

2016/17

8.7

8.8

9.1

8.8

8.7

8.9

9.3

2015/16

8.7

8.8

8.9

9.1

8.9

8.5

8.9

9.2

2014/15

8.9

9.1

9.3

9.1

9.2

The chart shows the results of the externally conducted FE choices employer satisfaction survey for the last three years. Responses to the survey remain very positive, with an overall satisfaction rating of 9 for employers of apprentices and a rating of 9.3 for whether they would recommend the college. This remains one of the leading results nationally and evidences the work undertaken by the college to build relationships with the employers we serve and ensures that we provide high quality provision.

g ll u e e g d ing eir u nâ&#x20AC;&#x2122;s at r ra yo ss rin nt ibl s n en h e d nin i it o ds e t x i v h a d o v m o a e e t e i t o r a o e e in y t tr m el m -t ec wi oc a fl e nis ne er cy ith co ce of up y/s f d sess d n ur n ly pr f n i ga ing e i n r w y s a r r v e e t o a s o in o ue st lit ci s ct str to en et y cle ut th pr e or a ffi ling ua nfl fle ndu ur tra i d h e m g q g e / o t a s e l o i r n l n o l o y s d e i f l i t o r o n g ra d h at gh in at se m ra y ve ra m ing a th you as y to eli lit ve din nic rou i s T k o i r i g n u l b O n L ir in i A /o wa m th na in sta m he io tra nd ain ices er o s a r T d s t t C e g ac ng Un of ini rin pr pr a e v e tr eli Th ing D r ffe O

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5.7 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY STEM Apprenticeships - trend analysis

60% 50%

54% 47%

48%

43%

40%

30% 20% 10% 0% 2012/13

2013/14

2014/15

2015/16

2016/17

The local economy relies on a workforce with high level skills and skills in STEM subjects (Science, Technology, Engineering and Mathematics). The chart shows the percentage of frameworks completed by Apprenticeship learners that were in STEM related subjects. 1,573 (40%) of our apprentices followed STEM programmes of study, very similar numbers to the previous year (1,628). The college is committed to continuing to growing the STEM Apprenticeship provision, which is reflected in our estate and strategic developments planned for 2017/18 and beyond. Particularly the creation of Dudley Advance II, our new centre for Modern Construction Methodologies.

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5.7 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY CONTINUED Proportion of Apprenticeships in Black Country LEP transformational sectors Number of Apprenticeships 0

500

1,000

2016/17

51%

2015/16

51.7%

2014/15

1,500

2,000

2,500

3,000

3,500

4,000

4,500

54.1%

BC LEP Transformational Sector

Other

RCU Research & Consultancy Service conducted analysis of the collegeâ&#x20AC;&#x2122;s Individual Learner Record (ILR) data to review how well the college was meeting local priorities. This shows that a high proportion of our Apprenticeship learners are following programmes that are linked to Black Country Local Enterprise Partnership transformational sectors. It also shows that although some of our growth in Apprenticeships is linked to other provision (such as sports and leadership), the number of learners on college LEP priority programmes has increased by 35% since 2014/15.

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5.8 REVIEW OF STRATEGIC INPUTS (SIPs) OUTSTANDING TEACHING AND LEARNING During our inspection this year, Ofsted made the following comments in relation to teaching, learning and assessment of apprentices: “Employers are involved very thoroughly in planning on and off-the-job training for apprentices. Employer mentors provide excellent help that enables apprentices to link their learning to their job roles and develop their skills in the workplace.” "Highly qualified staff use their excellent subject knowledge and vocational skills, with extensive links to employers to provide lessons that relate closely to the needs and expectations of industry.This motivates and inspires learners exceptional well. Learners enjoy their studies and develop a very good range of skills that prepare them well for employment." "Apprentices develop their English and mathematical skills very well.Teachers integrate English and mathematics into practical lessons very effectively and, as a result, apprentices learn to apply these skills confidently at work. Apprentices routinely study English and mathematics to A level higher than that required by their Apprenticeship framework in preparation for progression to higher-level programmes." "Apprentices benefit significantly from carefully planned learning programmes that reflect their individual needs, learning abilities and starting points. On and off-thejob training are very well coordinated. Highly effective workplace mentors help to ensure that apprentices make good progress by linking the theoretical aspects of the apprentices’ learning to the job roles that they undertake at work and their skills development. As a result, apprentices make significant contributions in their workplaces that employers value highly.

Almost all apprentices remain in employment at the end of their course." - Ofsted Further Education and skills inspection report 17th-19th May 2017. Continued improvements in teaching and learning is driven through collaborative communities of practice (teaching triangles), where academic staff are observed by two of their colleagues and a member of our outstanding practitioner team. This results in the engagement in professional dialogue regarding ways to develop and disseminate the sharing of best practice and areas for improvement. Internal quality assurance of teaching, learning and assessment is robust and covers all teachers, assessors and learning support staff. Biennial health checks which include formal ungraded observations against our professional teaching standards are carried out by a dedicated team from our Standards and Performance department. Apprenticeship learners’ progress is effectively tracked through robust target setting and the day release learners benefit from dedicated pastoral support through Personal Development Officers. Best practice with ILT can be seen with day release tutors and assessors who make effective use of Blackboard, ProMonitor and e-portfolios to enhance the learning experience. The use of ILT with adult Apprenticeships is being developed to enable them to fully access college’s resources. EFFECTIVE ARRANGEMENTS FOR MEETING EMPLOYERS’ NEEDS "The college makes an outstanding contribution to the development of digital, scientific, engineering and technological skills in the region by ensuring that the curriculum responds directly to emerging skills gaps. Extremely close collaboration with the college’s

key stakeholders, including the Black Country Local Enterprise Partnership (LEP), employers and Higher Education institutions, has created new opportunities for learners at the college to progress successfully into employment, further training or Higher Education. 40% of the apprentices at the college now work in STEM subjects, crucial to regional and national future prosperity." - Ofsted Further Education and skills inspection report 17th-19th May 2017. Managers and staff use their strong; links with employers to ensure their apprentices learn the skills industry need. Our newest facilities, Dudley Advance and very recently Dudley Advance II were developed and built through a collaborative approach with employers to ensure that apprentices are developing the skills, knowledge and trades required for the future industry needs. This was recognised by Ofsted who commented: “Leaders and managers have designed highly innovative, forward-looking Apprenticeship pathways to prepare learners for future careers in newly emerging, highly skilled digital technologies. For example, the college is leading the development of Apprenticeship pathways in digital construction techniques, in anticipation of a progressive shift in design and construction of pre-manufactured buildings to meet national housing shortages. Leaders and governors have worked assiduously and very successfully in securing the resources needed to realise these transformational ambitions.” - Ofsted Further Education and skills inspection report 17th-19th May 2017. Local employers benefit from use of state-of-the-art engineering equipment through the Innovation Enterprise Zone. This relationship fosters collaboration between college and employers in supporting the growth of Apprenticeships.

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5.8 REVIEW OF STRATEGIC INPUTS (SIPs) CONTINUED Development of new Apprenticeship programmes are established through collaboration, external networks and forums. For example, Design Draughting Apprenticeships, Highways Maintenance, Engineering Quality Control, Civil Engineering and Surveying Apprenticeships have all been introduced recently following work with employers. This also included our continued expansion into Aquatics and Leisure Industry Apprenticeships for our Sports Department. These Apprenticeship programmes are developed to ensure that top young athletes seeking to perform at the highest level, receive the support and training they need to succeed in elite sport and designed to develop skills and knowledge for a secondary career. EFFECTIVE SAFEGUARDING AND PROMOTION OF BRITISH VALUES Ofsted commented that: “Managers and staff have ensured that the college is a highly inclusive environment where differences are tolerated and effectively celebrated. Learners demonstrate very high levels of mutual respect for each other and respect for staff. Apprentices’ behaviour is excellent.” “Leaders and managers continue to give high priority to the safeguarding of apprentices, groups of apprentices and those who follow programmes with subcontractors. Learners feel safe and know how to raise any concerns they may have.” - Ofsted Further Education and skills inspection report 17th-19th May 2017. Learner satisfaction around feeling safe in college is exceptional. The Prevent agenda is well embedded across college and into our safeguarding practices. Training for all staff including governors and volunteers is robust and effectively monitored through the single-central

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record in personnel. Biennial college conferences offer opportunities for safeguarding and Prevent refresher training to ensure staff are up to date with current safeguarding and Prevent legislation and concerns. Ofsted noted this good practice commenting: “Staff speak confidently about the impact of the training they have received to identify and support learners at risk of radicalisation or extremism.” Ofsted Further Education and skills inspection report 17th-19th May 2017. “Staff take particularly effective steps to ensure that apprentices are aware of safe working practices and know how to keep themselves safe.They check frequently to evaluate if apprentices have any concerns they wish to raise. Apprentices know what to do if they have safeguarding concerns at work.” - Ofsted Further Education and skills inspection report 17-19 May 2017 “Apprentices’ understanding of life in modern Britain is good.Teachers and assessors ensure that apprentices understand how these values affect them in their workplaces and local communities through highly effective reviews. All apprentices aged 16 to 18 participate in the very effective personal improvement programme that learners on study programmes follow. Apprentices show high levels of respect for others, and are confident and articulate.”- Ofsted Further Education and skills inspection report 17th-19th May 2017. EFFECTIVE LEADERSHIP & MANAGEMENT Ofsted commented: “Senior leaders maintain a relentless focus on sustained, iterative improvements to the college’s provision for the benefit of learners and staff. For example, they have evolved a more holistic approach to staff performance review.This is valued highly by staff for the greater ownership they have in applying

the college’s priorities to their personal development objectives.” - Ofsted Further Education and skills inspection report 17th-19th May 2017. College management arrangements are highly effective and have evolved in the creation of a dedicated Apprenticeship leadership team. The cross college team focuses on ensuring the strategic ambitions for this key client group are met (as set out in our Strategic Plan), whilst also monitoring the in-year performance of this area and putting in place intervention actions as required. There are dedicated supervisors and managers for our Apprenticeship provision, as well as bespoke arrangements around quality assurance development of teaching, learning and assessment. All of which is supported by our Standards & Performance team. Managers systematically audit Apprenticeships to ensure full compliance with the awarding body and the funding body. A clear management structure exists to ensure policies and procedures are adhered to and actioned when appropriate. College systems, such as ProEngage and ProSolution are used effectively to monitor the standards and performance of the Apprenticeship provision and employer engagement. Further development have taken place this year to ensure that the appropriate information is readily available in one dedicated place giving staff, learners and employers information on progress by the touch of a button. A dedicated outstanding practitioner for assessors ensures high quality practices and professional standards are met. This role ensures bespoke staff development and mentoring for assessors is readily available. The outstanding practitioner ensures best practice is identified and disseminated throughout the Apprenticeship provision.

The college works effectively with a range of subcontractors who are selected carefully for the subject-specific expertise they provide. Subcontractors’ performance is monitored closely by leaders and managers. Achievement rates for learners and apprentices who follow programmes with subcontractors are particularly high. This work provides a broad and appropriate curriculum which maps to local and regional needs. EFFECTIVE SUPPORT FOR LEARNERS Ofsted commented that: “Teachers and assessors provide highly effective support for apprentices.They set and agree clear and challenging short-term targets for apprentices during regular reviews of their progress. This enables all apprentices to make very good progress towards achieving their qualification and career goals. Apprentices with additional needs, such as dyslexia, are supported very effectively and as a result make significant progress.” - Ofsted Further Education and skills inspection report 17th-19th May 2017. Furthermore they noted: “Careers guidance is highly effective. College staff work very well with employers to recruit apprentices. In the early stages of a programme, staff use very well initial information, advice and guidance and diagnostic assessments to ensure that apprentices are on the right course.Teachers, assessors and employers provide apprentices with highly personalised, ongoing careers advice and guidance. As a result, the vast majority of apprentices are very well aware of the options available when they complete their programmes and what they need to achieve to take their planned next steps.”- Ofsted Further Education and skills inspection report 17th-19th May 2017.

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5.8 REVIEW OF STRATEGIC INPUTS (SIPs) CONTINUED Apprentices support from employers is coordinated well through the personal development officer role. They ensure the demands of the employer and the training are balanced consistently and apprentices develop a wide range of personal and job ready skills leading to high rates of employment and further training. Smart Assessor e-portfolio was used effectively to monitor and track Apprenticeship performance in pilot areas during 2016/17 with a view to full college roll-out next year. OUTSTANDING FACILITIES AND RESOURCES Ofsted commented that: “Leaders and managers have work closely with a range of employers and partners to develop learning facilities of an exceptional standard, including a range of new buildings that contain a wide array of very good specialist equipment.Teachers make excellent use of these resources and, in addition, develop varied, creative and stimulating learning materials that inspire learners to succeed.” - Ofsted Further Education and skills inspection report 17th-19th May 2017. The college continues to build upon the investment made in its estate. Following the success of our flagship engineering centre, Dudley Advance, Dudley Advance II - Centre for Advanced Building Technologies is also now open. This will support the engagement of young people and adults in higher level training and progression routes within this sector. To ensure the resources and facilities available to our Construction Trades learners meets the standards of the learning quarter, the whole provision will relocate from its current location to a new purpose built facility in Brierley Hill in October 2017.

Catering apprentices have the opportunity to put classroom theory in to practice across college in our Stir bistro, refectory, café, snack bar and juice bar. Our Hairdressing, Beauty Therapy and Hospitality apprentices have access to the exceptionally resourced commercial provision across the learning quarter, allowing for industry experience within an educational environment. This ‘on the job’ training provides an excellent foundation that enable learners to implement their knowledge and skills practically within the workplace. To enhance initial advice and guidance for apprentices the Employment Hub and Learner Services have been relocated to a ‘one-stop shop’ which is a dedicated support service for recruitment to Apprenticeships. This facility also provides recruitment support for local and regional employers and Job Centre Plus. PERSONAL DEVELOPMENT BEHAVIOUR & WELFARE Ofsted commented that: “Teachers and assessors are determined that apprentices achieve well, despite poor experiences and underachievement of many while at school.The college has very successfully developed the ‘4 A's’ model of expectations focusing on aspiration, attitude, attendance and achievement, and all staff make these explicit for learners from the outset.They use this model to raise learners’ expectations of what they can achieve and continually reinforce high expectations for all learners.This encourages learners to become curious and enthusiastic. As a result, they have excellent attitudes and take pride in their work.” - Ofsted Further Education and skills inspection report 17th-19th May 2017.

The high levels of attendance were noted by Ofsted: “Apprentices’ attendance at learning and work is high in almost all subjects. College managers and staff set high expectations from the start of apprentices’ programmes and consistently reinforce these throughout their time at the college. Apprentices recognise that good attendance and punctuality are essential attributes that employers value.” - Ofsted Further Education and skills inspection report 17th-19th May 2017. As was the access to impartial Information Advice and Guidance: “Apprentices have excellent access to very high-quality careers advice and guidance.This enables them to make well-informed choices about appropriate programmes to follow to achieve their long-term education and career aspirations.” - Ofsted Further Education and skills inspection report 17th-19th May 2017. All of which were acknowledged by Ofsted as contributing to the very high Apprenticeship achievement rates: “The personal improvement programme, that apprentices undertake on a weekly basis, covers a wide range of topics that are very successful in raising apprentices’ awareness about a range of topics such as staying safe, life in modern Britain, and physical and mental health and well-being.The programme also very successfully helps apprentices to develop the skills and behaviours necessary to achieve and progress in their studies and careers.” - Ofsted Further Education and skills inspection report 17th-19th May 2017.

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One of our apprentices in the workplace at Thomas Dudley 89

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6. HIGHER SKILLS LEARNERS 6.1 BALANCED SCORECARD

Summary

Below expectations

Meets expectations

Above expectations

Participation Diversity Achievement Satisfaction Destinations Regional Skills impact Financial contribution OVERALL

The overall performance of this key client group is ‘above expectations'. Learner achievement, their satisfaction and their destinations upon completion are all exceeding expectations. Whilst recruitment, learner diversity and regional impact are all good there is still room to raise these further (in line with the college's strategic plan). Doing so will also improve the financial contribution this provision makes to the college.

Higher skills learners

Business

Meets expectations

Computing

Meets expectations

Construction

Meets expectations

Early Years

Meets expectations

ESOL

Exceeds expectations

Management WBL

Exceeds expectations

Performing Arts

Exceeds expectations

Public Services

Meets expectations

Sport

Meets expectations

Teacher Training

Exceeds expectations

Travel & Tourism

Exceeds expectations

Visual Arts

Meets expectations

As well as this Strategic Impact Assessment, each curriculum area also conducts its own annual assessment of performance against the same criteria. The table above gives a summary of the overall scorecard grades for each curriculum area within this key client group. It is important to note that ‘meets expectations’ is already a high standard that we set for our curriculum teams. There is no relation to our scorecard methodology and Ofsted grades. An area may be performing well in terms of learner achievement for example, but not meeting our expectations in terms of recruitment and financial impact. This subject impact assessment allows us to focus on the areas we wish to develop further over the coming academic year.

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6.2 SUMMARY OF OUTPUTS AND INPUTS

OUTPUTS What key outputs did we achieve?

What better outputs could we achieve?

We increased local participation in higher skills learning:

− The number of learners on higher certificate/national level programmes as we continue to grow this provision.

−

We engaged 392 adults in higher skills programmes.

We successfully engaged learners from diverse communities: − 60 (15%) learners were from ethnic minority groups. Our learners are more diverse than the local community where 11.5% of the population are from minority groups.

−

The number of women participating in higher level STEM programmes.

− The number of learners achieving Business School qualifications at level 4 or above.

We ensured higher skills learners achievement fully achieved their programme of study. − Achievement rates for HNC/D programmes have remained high for three years and stand at 92%. − Achievement rates for classroom level 4+ programmes has increased from the previous year and now stands at 87%. We supported the progression of our learners to positive destinations: − 368 (93.9%) learners enjoyed a positive destination, of which 235 (60%) progress directly into employment, 141 of these directly into graduate level positions. The majority of the remainder continued in Higher Education. We made an impact on the local skills gap by upskilling adults: − 155 (40%) higher skills learners were following STEM programmes of study. This is increasing each year. Our higher skills learners reported high satisfaction levels above national comparators.

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6.2 SUMMARY OF OUTPUTS AND INPUTS CONTINUED

INPUTS What were the key strengths of our inputs?

What inputs could we deliver better?

− Effective links with employers ensuring our higher skills offer is closely aligned to local skills needs.

−

The breadth of our higher skills programmes.

−

The quality of teaching, learning and assessment which are routinely good.

− The promotion to women of graduate careers in engineering and advanced manufacturing.

−

Effective engagement of learners in enhancement activities.

−

Effective partnership with local universities.

Research opportunities for staff and higher skills learners.

− Outstanding facilities and resources provided across the Dudley Learning Quarter, particularly Dudley Advance. − The college’s performance management system which is used effectively to set challenging targets for staff. −

A dedicated Higher Education quality assurance framework.

−

Effective Leadership & Management of higher skills programmes.

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6.3 ENGAGEMENT AND PARTICIPATION RATES Learner engagement trend analysis

250 200 150 100 50 0 2012/13 Classroom level 4+

2013/14

2014/15

2015/16

2016/17

HNC/D

As part of the collegeâ&#x20AC;&#x2122;s strategic focus on the development of higher skills opportunities, we are pleased to see a gradual increase in the numbers of learners completing HNC/D programmes. We have however seen our numbers on level 4 general provision remain fairly stable over recent years, due mainly to limits on funding available for these programmes. In total in 2016/17 we had 392 learners undertaking higher level learning. These learners continue to be a strategic priority for the college and we have plans to expand our HE offer from 2017/18 onwards.

The college considers higher skills learners as: 1. HNC/D learners - those studying dedicated HE programmes on a full or part-time basis. 2. Classroom based level 4+ learners - adults studying FE provision that is level 4 or higher - including professional programmes such as AAT accounting and Teacher Training.

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Travel to learn map

Walsall

Wolverhampton

Wombourne

Bobbington

Dudley

Brierley Hill

West Bromwich

Birmingham

Stourbridge

The map shows the travel to learn pattern of our learners in 2016/17. The majority of learners are from Dudley borough, as you would expect, with increasing numbers of learners looking to remain in Dudley to study rather than travel elsewhere. However, it also shows that the college is attracting higher level learners from across the wider Black Country and beyond. We are pleased to see that, as we strengthen our higher level offer and build our reputation for quality delivery of learning and skills, we are able to recruit learners from greater distances.

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6.4 IMPACT ON DIVERSITY AND INCLUSION Gender

Ethnicity

Learning difficulty or disability Other 2% Black 4%

Female 31%

Yes 11%

Mixed 4% Asian 5%

White 85% Male 69%

No 89%

Whilst there has been an increase in female learners on higher skills programmes, the majority of learners are men (69%). Our biggest higher level provision is in engineering which still tends to attract male employees from industry. The college has an aspiration to attract more females to the engineering industry and to our new provision in modern construction methodologies. We are opening a new centre, Dudley Advance II, to support this and we will continue to work with schools to encourage more female learners to consider STEM programmes and careers. Their ethnicity profile shows our higher level learners as a group are more diverse than the local community. 15% of our learners are from minority groups who make up 11.5% of the local population. We were pleased to support 42 higher level learners with learning difficulties or disabilities in 2016/17 and are happy to report that these learners achieved at a rate comparable to their peers.

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6.5 OUTCOMES FOR LEARNERS Overall achievement rate 100%

94%

85%

95% 91%

92% 75%

80%

89%

87%

92%

74%

60% 40% 20% 0% 2012/13 Classroom level 4+

2014/15

2013/14

2015/16

2016/17

HNC/D

Pass rates for higher level learners completing HNC/D programmes have increased and remain high at 92.2%. It is pleasing to see that we are maintaining high standards as we continue to grow this provision. Classroom level 4+ provision has also improved and achievement now stands at 87%. Although an improvement has been achieved we are continuing to develop delivery in this provision so that similar high levels of achievement can be delivered. In particular outcomes on some of our part-time business school programmes are not as strong as we would like.

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6.6 STAKEHOLDER SATISFACTION Year-end learner satisfaction (QDP survey) 100 86 80

85 74

85 71

83 72

73 61

60 Rating

87 79

87 73

0 Teaching and Learning

The support I receive

College rating

My progress

Test and assessment

Well-being Work placement, Accommodation and work experience equipment and community

Learner voice

Next steps

Overall satisfaction

Benchmark

We conduct surveys each year to understand learnersâ&#x20AC;&#x2122; satisfaction with their programme of study and the wider college. Their feedback informs subject performance reviews and quality improvement plans. The college employs an external agency, QDP, to conduct mid and end year surveys and to benchmark the results against 74 other general Further Education colleges. The results show learner satisfaction on all measures markedly above the control group.

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Ipsos MORI national learner survey 100

95 85 85

% agree

91 74 73

92 85

83 85 85

80 80

84 84

77 77

75 75

69 69

0 Teaching on my course

Assessment and feedback

Dudley College of Technology 2016/17

Academic support

Organisation and management

Region average 2016/17

Learning resources

Learning community

Learner voice

Overall satisfaction

FEC sector average 2016/17

The above chart shows the results of the externally conducted national learner survey for Higher Education learners. This reinforces the results of our own survey showing that Dudley College of Technology higher skills learners are more satisfied on all but one measure than their peers across the sector. We have narrowed the gap in terms of satisfaction with learning resources for our higher level learners, through the introduction of some new facilities and equipment for these learners. However this remains a priority for us as we look to develop a dedicated Higher Education facility in the Dudley Learning Quarter.

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6.7 LEARNER DESTINATIONS Destination summary 0%

2015/16

20%

40%

Detailed destination analysis 60%

80%

6.1%

60%

100%

30.8%

3.1%

100%

80%

60%

2014/15

8.4%

65%

25.3%

1.4%

40%

20%

2013/14

4.1%

69%

Working

Studying

Unemployed/voluntary/NEET/other

Other

24.7%

2.8%

0% Working full-time

Working part-time

2013/14

2014/15

Unemployed and looking for work

Due to start work in the next month

Studying full-time

Studying part-time

Other

2015/16

The above charts show the results of the externally conducted Destinations of Leavers from Higher Education (DLHE) survey produced in June 2017. We are pleased to report a high percentage of our learners enjoy a positive destination following the completion of their higher level programme (93.9% in the most recent survey). In the detailed analysis we can see that there is an increase in learners choosing to continue their studies after completing a higher level programme at the college.

100

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6.8 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY STEM in the curriculum

DLHE survey preparation for employment

45% 40% 35%

38% 32%

40%

20%

40%

60%

80%

100%

34%

30%

2015/16

25%

51%

33.3%

11.8%

3.9%

20% 15%

2014/15

10%

46.8%

45.2%

4.8% 3.8%

5% 0% 2012/13

2013/14

2014/15

2015/16

2016/17

2013/14

The local economy relies on a workforce with high level skills and skills in STEM subjects (Science, Technology, Engineering and Mathematics). The chart above shows the percentage of qualifications completed by higher level learners that were in STEM related subjects. We are pleased to see we have maintained the same percentage of learners in this important area, despite a growth in provision overall. We are committed to further expanding our higher level STEM provision through the opening of Dudley Advance II in 2017/18 and further expansion of our science and healthcare provision.

31.6%

8.8%

59.6%

How well did your overall experience in Higher Education prepare you for employment? Very well

Well

Not very well

Not at all

101

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6.8 IMPACT ON REGIONAL SKILLS AND THE REGIONAL ECONOMY CONTINUED DLHE survey progression to graduate level employment

100% 90% 80% 70%

49%

52%

40%

THE COLLEGE HAS AN INCREASING IMPACT ON MEETING THE HIGHER SKILLS NEEDS OF THE REGION.

60% 50% 40% 30%

60% 51%

48%

2013/14

2014/15

20% 10% 0%

Graduate level position

2015/16

Lower level positions

These charts are taken from the Destinations of Leavers from Higher Education (DLHE) report produced in June 2016. The first chart shows the value our learners place on their higher level programme, preparing them for employment. The second shows the mix of completing learners who go directly into full-time graduate positions as a result of completing a HNC/D programme at the college. These reports show the increasing impact that the college is having on preparing people for the much-needed higher level skills and positions required in the region.

102

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6.9 REVIEW OF STRATEGIC INPUTS (SIPs) OUTSTANDING TEACHING AND LEARNING The quality of teaching and learning across higher lever learning matches the college’s recent Ofsted judgement of ‘outstanding’. Learners are exposed to strong staff with subject specific expertise who link programme content to industrial/university requirements. Learners benefit from timely, detailed and individualised feedback which assists them in making strong progress within their chosen area of study. All learners benefit from staff who are trained to degree level with many achieving or working towards their Masters qualification. There are also a selection of staff who are currently undertaking their PhD, which is partly funded by the college. There is currently a Master’s programme, which is fully funded by the college, running to develop the qualifications and skills of 14 college staff, all of whom teach on HE provision. This is a large financial investment by the college developing and supporting staff to achieve Masters qualifications (delivered by Newman University) to facilitate our continued expansion of higher level provision. Internal quality assurance of teaching, learning and assessment is effective and covers all staff within a HE remit. The development of teaching and learning is driven forward through collaborative communities of practice (teaching triangles), where academic staff are observed by two of their colleagues and a member of the outstanding practitioner team. This results in the engagement in professional dialogue regarding ways to develop and disseminate the sharing of good practice, and areas of development. These lessons are measured against the college’s Higher Education professional standards to ensure that the current levels of classroom performance are being developed and improved to ensure the best possible environment for all learners. HE ‘triangles’ are growing with more staff involved in cross-college HE specific working groups.

The college work with a number of universities, including Wolverhampton, Stafford, Worcester, Gloucester, Aston, Birmingham City University (BCU) and, as previously outlined, Newman. For each Higher Education subject area we have identified link University tutors in local HEIs who work alongside our teaching staff to advise on curriculum design and delivery, ensuring our programmes are delivered to expected standards. The college’s NSS survey results are highly positive when compared both nationally, and to other local college’s, with regards to teaching and learning. . The same is true of the college’s SPOC results which show that learners agree that they are exposed to high levels of teaching and learning. According to learner surveys and teaching triangle feedback the teaching, learning and assessment have been identified as a real strength in certain curriculum areas, including Travel and Tourism and Teacher Training. In addition to having cross college HE triangles there are dedicated training sessions aimed at sharing this best practice at college conferences. Some HE teaching areas enjoyed less positive learner feedback with regards to teaching and learning including Sport, Construction and IT. It is recognised that although the overall standard of teaching in these areas is high the content needs to be modified to better meet the needs of learners and the industry they will work in. Our recent Ofsted report said: “Teachers are highly motivational, raising the aspirations and self-belief of learners, inspiring them to make the most of their time at college.” - Ofsted Further Education and skills inspection report 17th-19th May 2017. A RELEVANT AND RESPONSIVE CURRICULUM The number of higher level learners at the college has grown again this year due to the introduction of a number of new

curriculum developments. All of this new curriculum has been designed in response to local demand and in many cases developed with employer partners to ensure it is fit for purpose. Following the success of the first year of HNC programme in Animal Management a HND programme was started. This programme is supported through our partnership with Dudley Zoo and a number of local conservation and wildlife sanctuaries. Whilst initially driven by college learners wishing to stay local for HE we now have external applicants within the programme. In addition to completely new curriculum we have also revised the content of certain programmes, both to better meet local needs and to ensure more seamless progression for learners wishing to progress to degree programmes at university. This includes a strong partnership with Aston University to support our largest higher level provision, engineering. Aston University staff have worked alongside college staff to support delivery of our HNC/D programmes and to design the content to facilitate better progression to a bespoke degree programme at the University. We have clear progression routes to BCU for our HN Construction and the Built Environment learners. We have developed bridging modules for learner specifically into our new HNC Construction programme and cross college for learners progressing from level 3 programmes to fully understand the academic challenge of Higher Education. New curriculum development remains a priority as we look to continue to grow our higher level provision, with development work happening this year on new planned provision in salon management, digital media production, Building Information Modelling (BIM) and applied sciences.

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6.9 REVIEW OF STRATEGIC INPUTS (SIPs) CONTINUED OUTSTANDING FACILITIES AND RESOURCES Higher level learners benefit from access to facilities across the entire Dudley Learning Quarter, into which the college has invested over £45m over the past few years. Particular estates developments that have been introduced to support higher level learners include: • Study rooms dedicated to higher level learners offers a professional learning environment. • A review that updated subject specific equipment for higher level programmes - including an upgrade of the digital media production suite in advance of the launch of this programme. • Continued investment in the engineering equipment in Dudley Advance - including the opening of Dudley Advance II for advanced building technologies The college revised its approach to resourcing higher level learning programmes by creating dedicated budget and management systems. This ensured that a holistic approach to resourcing this particular client group was completed and developments prioritised to best meet their needs. Resource management is now coordinated via an HE specific Key Client Group leadership team. The Priory Road 3G Football Complex is now open and is a fantastic addition to the learning quarter. The facility, which includes changing rooms for players and officials as well as a stand area for spectators, will further enhance the higher skills provision within the sports curriculum. Our recent partnership with Stourbridge FC enhances this provision Further capital projects for higher level learners include the potential development of a Higher Skills centre - University Centre Dudley with Digital Engineering, Manufacturing and Health and Life Science buildings at its heart, all of which are key local skills shortage areas.

EFFECTIVE ARRANGEMENTS FOR MEETING EMPLOYERS’ NEEDS Dudley Advance was created through working in collaboration with local businesses with the aim of providing industry skills to the meet the changing need of employers. All learners undertaking an engineering HE programme are employed and studying either through sponsorship by their employer or as part of a higher Apprenticeship. Teacher training provision follows the Education Training Foundation guidelines for the development of our future teachers. All the learners on the Teacher Training course are ‘in service’ and so currently working for employers. Further developments in this area will include teaching assistant qualifications in the portfolio. Live briefs delivered by industry professionals have proven popular both with learners and lecturers. The professional approach creates a culture of high expectations and this has been evident within external verifier reports from areas such as Fashion and Textiles. Learners within Animal Management HND undertake teaching practice to support the needs of their industry in engaging in education by supporting lower level learners and teaching curriculum specific classes. In Sport, learners support local schools and gain valuable experience in sport training and education by engaging in extensive work experience throughout their qualification. EFFECTIVE SAFEGUARDING AND PROMOTION OF BRITISH VALUES Dudley College of Technology offers a safe and inclusive environment with a good ethos of mutual respect. Safeguarding arrangements within the college are robust. All staff including volunteers and apprentices complete appropriate Safeguarding training.

Safeguarding is embedded in to all higher level programmes of study and in addition, all learners enrolled on to a Dudley College of Technology course have access to the cross college safeguarding and cultural diversity events. Training for all staff including governors and volunteers is robust and effectively monitored through the single-central record in personnel. Biennial college conferences offer opportunities for safeguarding and Prevent refresher training to ensure staff are up to date with current safeguarding and Prevent legislation and concerns. Ofsted rated safeguarding as 'outstanding'. Effective communication with external partners including the police and local authority enables us to assess local risk and respond appropriately to safeguard our learners. An example was we were informed that the extremist group English Defence League were staging a demonstration against a mosque in Dudley. Learners were informed of the risk posed and advised to stay away. EFFECTIVE LEADERSHIP & MANAGEMENT Leadership & Management is effective across this provision through a dedicated higher level learning management structure. Identified college managers, subject leads and support staff are dedicated to higher level learning and they ensure standards are maintained across the provision. Alongside the college’s own Subject Impact Assessment processes this team also ensure all subject areas delivering Higher Education also complete a robust Self-Evaluation Document (SED) in line with Quality Assurance Agency requirements. This ensures good practice and areas for development are identified and translated into appropriate actions in subject quality improvement plans. College management arrangements have evolved in the creation of Key Client Leadership Groups, including one

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specifically for our HE provision. The groups are tasked with driving the college’s work to meet the targets set in our ambitious three year strategic plan. The groups meet regularly to facilitate detailed analysis of each in year and all year each action plan and enable a focus on performance of key client groups and developments. There is a new post for Head of Learning for Higher Skills with a college wide role of strategically developing HE curriculum. Ofsted said: “Governors, the principal and college leaders have established an ambitious vision for the college and its role in the region; the curriculum anticipates regional and national need, leading to highly appropriate training pathways.” - Ofsted Further Education and skills inspection report 17th-19th May 2017. EFFECTIVE SUPPORT FOR LEARNERS Higher skills learners continue to develop their professional attitudes and behaviours throughout their chosen programmes through embedded professional practice of the relevant industry. Learners are encouraged to take ownership of their own studies, whilst being supported by their course tutor. Independent learning, and in particular, research skills are developed by the embedding of these skills in to their course as well as bridging modules designed to prepare learners for the standards required in Higher Education. Guest lecturers delivered by both internal and external professionals prepares learners fully for continued Higher Education and expectations of industry. Learning is delivered in a professional environment with these characteristics and expectations delivered to learners during a robust and comprehensive induction process. All higher skills learners have access to the full range of college support mechanisms, including finance, counselling, additional learning support and career guidance. Attendance is monitored by course tutors and support and intervention is offered through one to one tutorials. Additional financial

support is available to Higher Education learners through learner finance and all learners are encouraged to seek support through a rigorous and robust induction process. Learner Services team offers learner support for maintenance and course cost loans, as well as being able to advice on any other monetary funds available to access. Learner engagement in the delivery methods and effectiveness of their chosen subject is received and actioned within learner voice and Board of Studies meetings. This ensures learner engagement within the continual enhancement of course delivery. In some areas where we work alongside universities, these are coordinated and delivered by University Link Tutors. Through the Learner Union, an impartial and independent body, learner representatives receive bespoke training to support them in understanding higher level provision and how to make a meaningful contribution to college developments. High quality careers advice and guidance from staff helps learners to make informed choices about their progression, whether it be employment, self-employment, education or training. This includes dedicated UCAS and guidance officers for those progressing to level 6 qualifications. PERSONAL DEVELOPMENT, BEHAVIOUR & WELFARE Through effective monitoring, higher skills learners are encouraged and have an opportunity to make a genuine, valued and recognised contribution to college life. Higher skills learners continue to develop their professional attitudes and behaviours throughout their chosen programmes through embedded professional practice of the relevant industry. Learners are encouraged to take ownership of their own studies, whilst being supported by their course tutor. Independent learning, and in particular, research skills are developed by the embedding of these skills in to their

course as well as bridging modules designed to prepare learners for the standards required in Higher Education. Guest lecturers delivered by both internal and external professionals prepares learners fully for continued Higher Education and expectations of industry. Learning is delivered in a professional environment with these characteristics and expectations delivered to learners during a robust and comprehensive induction process. All higher skills learners have access to the full range of college support mechanisms, including finance, counselling, additional learning support and career guidance. Attendance is monitored by course tutors and support and intervention is offered through one to one tutorials. Additional financial support is available to Higher Education learners through learner finance and all learners are encouraged to seek support through a rigorous and robust induction process.

“THE CURRICULUM ANTICIPATES REGIONAL AND NATIONAL NEED, LEADING TO HIGHLY APPROPRIATE TRAINING PATHWAYS.” OFSTED MAY 2017

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7. DUDLEY COLLEGE OF TECHNOLOGY WORLDWIDE 7.1 BALANCED SCORECARD

Below expectations Delegates in learning In-country projects Delegate Achievement Delegate Satisfaction Financial contribution

Meets expectations

Above expectations

The overall performance of this key client group is ‘meeting expectations’. Dudley College of Technology Worldwide is exceeding expectations in terms of delegate participation, their achievement and their satisfaction. However more needs to be done to improve the profitability of in-country projects and therefore ensure that Dudley College of Technology Worldwide makes a greater financial contribution to the college.

OVERALL

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7.2 SUMMARY OF OUTPUTS AND INPUTS

OUTPUTS What key outputs did we achieve?

What better outputs could we achieve?

−

£441k income from Worldwide operations in 2015-16.

−

The level of income generated (on resumption of key in-country projects).

−

Projects operational in 18 countries outside of the UK.

−

The profitability of in-country projects.

−

1,800 delegates participated in training programmes outside of the UK.

− The number of international learners participating in longer term learning at Dudley College of Technology.

− Consistently high levels of delegate satisfaction with Leadership & Management programmes delivered in-country.

−

Levels of income secured from commercial activity with overseas employers.

− 161 international learners participated in programmes at Dudley College of Technology. − 90 international visitors participated in exploratory visits to Dudley College.

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7.2 SUMMARY OF OUTPUTS AND INPUTS CONTINUED

INPUTS What were the key strengths of our inputs?

What inputs could we deliver better?

− Resumption of our Capability Building Contract at Hafr Al Batin Girls College in Saudi Arabia.

−

The development of alumni arrangements for international learners.

−

The development of commercial international programmes.

− Highly effective arrangements for the delivery of skills partnerships outside of the UK, particularly in India and Saudi Arabia. −

Highly effective delivery of Leadership & Management training in India.

−

The development of new partnerships in Pakistan and India.

− The targeted marketing of Dudley College of Technology based programmes to international learners. − The engagement and management of in-country agents to ensure timely contracting arrangements.

− Effective ongoing partnerships with key European agencies and colleges particularly in Slovakia, Greece, Estonia, Italy and Germany.

− The breadth and flexibility of the Dudley College curriculum for international learners.

−

Ongoing monitoring of profit and loss on a project by project basis.

−

The impact assessment of in-country projects on their completion.

− Managing income deficit resulting from project payments deferred into another academic year.

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7.3 INCOME

£1,600,000 £1,400,000 £1,200,000 £1,000,000 £800,000 £600,000 £400,000 £200,000 £0 2014-15

2015-16

2016-17

Dudley College of Technology Worldwide achieved a modest income of £441k in 2016-17 which was below the £826k achieved in the prior year. This is largely due to the Saudi Capability Building Contract only resuming in July 2017, following its deferral in July 2015 after its initial start earlier that year. This had helped increase Worldwide income to approximately £1.4m in 2014-15. The UKIERI Phase 3 project launching in June 2017 rather than at the start of 2016-17 as originally planned also contributed to this. We anticipate a substantial growth in income in 2017-18 with the full resumption of Saudi Capacity Building Contracts and the continuing delivery of UKIERI Phase 3.

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7.4 OPERATING SURPLUS 25% 20% 15% 10% 5% 0% -5% -10% -15% 2014-15

2015-16

2016-17

In 2015-16, due to lower income (detailed above) and the timing of the issuing of grants for in-country projects, Dudley College of Technology Worldwide made an operating deficit of 6.23% of turnover. We anticipate a return to profitability in 2017-18.

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7.5 IN-COUNTRY PROJECTS

20 18 16 14 12 10 8 6 4 2 0 2014-15

2015-16

2016-17

Due largely to successful applications to the British Council, Dudley College of Technology Worldwide increased the number of in-country projects from 16 in the prior year to 18 in 2016-17. Whilst British Council projects are delivered in a break even basis, they can be used as a platform for the development of further in-country activity. It therefore remains our strategy to participate in a portfolio of in-country projects.

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7.6 DELEGATES IN LEARNING 2,000 1,800 1,600 1,400 1,200 1,000 800 600 400 200 0 2014-15

In UK

2015-16

2016-17

Outside UK

Driven largely by the collegeâ&#x20AC;&#x2122;s Leadership & Management provision in India (funded through UKIERI Phase 3) and our British Council partnership in Indonesia, we substantially grew the number of delegates in training.

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7.7 INTERNATIONAL VISITORS TO DUDLEY ON SCOPING MISSIONS

250

200

3200

150

100

DELEGATES TRAINED GLOBALLY

0 2014-15

2015-16

2016-17

The number of international visitors on scoping missions to Dudley returned to expected levels following the delivery of a major British Council event in 2015-16. Dudley College of Technology Worldwide receives and supports missions into the UK as a key strategy in securing future international provision, particularly the development of in-country projects. This ongoing support for delegates on scoping missions into Dudley is therefore a positive indicator of potential future in-country activity.

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7.8 DELEGATE SATISFACTION AND ACHIEVEMENT RATE (UKIERI PROJECT) 100% 90% 80%

79%

70% 60% 50% 40% 30% 18%

20% 10%

Neutral

Disagree

Strongly disagree

0% Strongly agree

Agree

By far the largest in-country programme operated by Dudley College of Technology Worldwide was the UKIERI Phase 3 Leadership & Management programme. 97% of delegates agreed or strongly agreed to the statement â&#x20AC;&#x153;I would recommend this training to othersâ&#x20AC;?, with 79% of delegates strongly agreeing. It is therefore clear that Dudley College of Technology Worldwide achieved very high satisfaction rates, and we expect exceptionally high achievement rates on our in-country Leadership & Management programmes on completion in 2017-18.

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Delegates attending UKIERI Leadership and Management Training workshop in Bhubaneshwar India 2017. 115

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8. FINANCIAL HEALTH INDICATORS OVERVIEW OF THE COLLEGE’S FINANCIAL POSITION With the opening of the 3G sports pitch and changing room facilities in 2016 and Advance II and the CAT Centre in 2017, the college has continued its £50m plus investment into the Dudley Learning Quarter that started in 2011 to create a dedicated campus in the heart of Dudley to provide learners and the local community with the very best facilities to inspire learning and improve skills. The investment has taken the college on a financial journey, which has significantly grown income and operating performance since commencing the project whilst also causing some short term liquidity pressures. In 2017 the college’s financial health has again been graded as ‘Satisfactory’ in accordance with the ESFA financial health assessment measure, which has remained unchanged since commencing the development of the Dudley Learning Quarter. As acknowledged by the ESFA this is principally because the size and scale of the college investment in the Dudley Learning Quarter has impacted the college’s shorterterm liquidity and longer-term gearing (borrowing) measures, as the high level of cash generated from operations along with planned bank borrowing have been used to finance new building projects. However the significant levels of cash generated from the strong and sustainable operating performance, not only covers the college’s ongoing financial obligations but has also provided the opportunity for the college to continue its investment into the Dudley Learning Quarter, its staff and its curriculum.

This level of investment helps deliver the college’s mission of outstanding technical and professional learning, which raises aspirations, develops skills and changes lives, and helped provide a foundation for the college’s Ofsted Outstanding grade in 2017. The college's operating performance with an EBITDA (Earnings (profit) Before Interest, Tax, Depreciation and Amortisation) of almost £4m in 2016-17 is sector leading, which resulted in the college achieving an outstanding performance rating from the ESFA again in 2016-17 for the fourth year in succession. We forecast that the college's outstanding operating performance is sustainable and that the EBITDA will increase to approximately £4.3m in each of the next two years. This will generate a performance ratio of around 10% and result in the maximum performance score available from the ESFA under their performance measures, which the college has achieved in both 2015-16 and 2016-17. With the operating performance set to remain outstanding, a reduction in the level of borrowing through scheduled repayment of bank borrowing and improving liquidity following completion of the recent large-scale Advance II, CAT Centre and 3G sports pitch capital projects, the college's overall financial health grade is forecast to increase to 'Good' from ‘Satisfactory’ in 2017-18, and further improve towards the upper end of the 'Good' band in 2018-19.

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KEY FINANCIAL STRENGTHS AND AREAS FOR IMPROVEMENT For several years the college has had a sustainably strong operating performance which has generated significant levels of cash from operating activities. This has been the result of long term strategic decisions and investment to ensure the college has the facilities, staff and resources to deliver a broad range of provision in an efficient and effective manner to satisfy the needs of learners, employers and the local and regional economies in order to meet identified skills gaps and ultimately increase the economic benefit and prosperity for all stakeholders. However, the scale of the Dudley Learning Quarter development has consumed the sizeable cash balances the college had at the outset of the project in 2011, as well as the cash generated from the strong operating performance and agreed levels of bank borrowing. As a result of this planned action the college’s cash reserves and short term liquidity measures, such as the current ratio of current assets compared to current liabilities, are weaker than they would otherwise have been.

For example, due to the three large-scale capital projects of Advance II, the CAT Centre and the 3G sports pitch, the college made a net investment in capital assets from its own funds of £3.25m in 2016-17. If these investments had not been made, or if more grant funding had been available for the projects, then a more typical annual capital expenditure profile for the college of approximately £1m in 2016-17 would have increased the college's cash position at year-end by about £2.25m (to be £3.3m rather than £1.05m), which would have increased the college's current ratio measure and therefore the overall financial health score. Under these circumstances the college financial health assessment would have been classified as 'Good' in 2016-17 rather than ‘Satisfactory’. Notwithstanding the above, the college's current ratio is forecast to start increasing again (this is a good occurrence) in 2017-18 following completion of the major Advance II and CAT Centre capital projects in 2017 and due to the high levels of cash generated from operating activities of approximately £4m in each of the next two years.

Throughout the Dudley Learning Quarter development, the longer term financial stability of the college, as measured by the college’s gearing (borrowing) ratio, has remained at least ‘Satisfactory’, but increased to ‘Good’ in 2016-17 due to the scheduled repayment of borrowings. As bank borrowing is repaid, borrowing as a percentage of income is set to fall (which is a good occurrence) from 37% in 2016-17 to 32% in 2017-18 and 30% in 2018-19, which is well within the target of 35% set by Corporation by 2019. The college’s overall underlying financial health remains strong, and is anticipated to continue to improve over the next couple of years due to the sustainable outstanding operating performance, with the cash generated from these operating activities going towards repaying bank borrowing as scheduled, which in turn will help improve the college’s liquidity position and reduce its level of gearing.

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8.1 PERFORMANCE RATIO 16%

100

14% 80

12% 10%

8% 40

6% 4%

20 2% 0

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

2018-19

Performance ratio

15%

10%

ESFA financial health points

100

The performance ratio measures the underlying operating strength of the college. The higher the percentage measure, the stronger the operational performance. The performance ratio measurement changed in 2015-16 following the introduction of a new accounting standard FRS 102, but the maximum 100 points were historically awarded for a performance ratio above 9% prior to this and above 10% from this date. The college's operational performance is sector leading and has been ranked as 'Outstanding' since 2013-14. However the college's operating performance further increased and scored the maximum 100 points in 2015-16 and again in 2016-17, and is forecast to remain at this highest level of performance over the next two years.

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8.2 CURRENT RATIO 140%

100

120%

100% 60

80% 60%

40% 20

20% 0%

Current ratio ESFA financial health points

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

2018-19

20%

58%

40%

39%

75%

48%

64%

110%

The current ratio is a measure of current assets against current liabilities and is used as an indicator of a college's liquidity. The higher the percentage measure, the better a college's liquidity. The maximum 100 points are awarded for a current ratio above 200%, which means that current assets have to be at least double current liabilities. With the ÂŁ50m plus development of the Dudley Learning Quarter, which commenced in 2011-12, the college's cash and liquidity position has been stretched since then and is weaker than it would otherwise have been, because cash generated from the college's operations has been invested in these new capital projects. 2016-17 saw further new capital investment into Advance II, the Construction Apprenticeship Training (CAT) Centre and the 3G sports pitch. As planned, these projects reduced cash reserves in year and increased the level of capital creditors at year-end, which reduced the current ratio as forecast. With the completion of Advance II and the CAT Centre early in 2017-18, the college's current ratio is forecast to start increasing again over the next two years due to the high levels of cash generated (of approximately ÂŁ4m per year) from operating activities.

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8.3 GEARING RATIO 45%

100

40%

35%

30%

25%

20%

Gearing ratio ESFA financial health points

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

2018-19

24%

41%

43%

41%

37%

32%

30%

Gearing (also known as leverage) used to be a measure of total borrowings compared to net assets (excluding the pension liability) prior to 2015-16 but changed to borrowings as a percentage of income from this date. Gearing is used to measure the proportion of assets invested in a college that are financed by longer-term borrowing and is also concerned with liquidity as it provides an indicator to the longer term financial stability of a college, because the higher the level of borrowing (gearing), the higher the risk to a college since more cash will have to be set aside to meet debt and interest repayments. The lower the percentage measure, the better a college's gearing and its prospects for long term stability. The maximum 100 points are awarded for gearing of 0%. Following the repayment of bank loans and leases in 2016-17 the college's 2016-17 gearing ratio reduced (which is a good occurrence) resulting in an improvement in the gearing ratio from 'Satisfactory' to 'Good'. The college's level of gearing is forecast to continue to reduce over the next two years through the planned repayment of loans and leases.

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8.4 ESFA OVERALL FINANCIAL HEALTH ASSESSMENT GRADE 300

300 250

200

Outstanding Good

150

Satisfactory

100

Inadequate

50 0

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

0 2018-19

Dudley College ESFA overall financial health score

Through measuring the three ratio's above, the ESFA adds up the individual scores and provides an overall financial health assessment grade for a college, based on the banding structure illustrated above. Historically, the college has been graded 'Satisfactory'. As forecast, the college's overall financial health assessment score reduced a little in 2016-17 due to the lower current ratio following new capital investment in year as planned and outlined above, but remained within the upper end of the 'Satisfactory' band again. With the operating performance set to remain outstanding, a reduction in the level of borrowing and improving liquidity following completion of recent large-scale capital projects, the college's financial health grade is forecast to increase to 'Good' in 2017-18, and further improve towards the upper end of the 'Good' band in 2018-19.

WITH THE OPERATING PERFORMANCE SET TO REMAIN OUTSTANDING, THE COLLEGES OVERALL FINANCIAL HEALTH GRADE IS SET TO INCREASE TO 'GOOD'.

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8.5 OPERATING PERFORMANCE - EDUCATION SPECIFIC EBITDA Education specific EBITDA £6,000

The sector measure for operating performance is now the education specific EBITDA as a % of income following its use by the ESFA in the financial health assessment. EBITDA stands for Earnings (Profit) Before Interest Tax Depreciation and Amortisation. This is a more appropriate measure of underlying operating performance as it includes items which are largely within the control of the college.

£5,000

£4,000

The college's operating performance is sector leading, achieving an outstanding rating from the ESFA again in 2016-17 due to the college's ability to increase learner and Apprenticeship numbers (some of which is funded on a lagged basis) whilst closely managing costs, albeit that inflationary cost pressures, particularly pay cost pressures remain a constant risk. The reduction in EBITDA in 2016-17 compared to the previous year is largely due to recruitment of staff for Advance II ahead of its opening, putting in place the infrastructure to meet the needs arising from the change in the Apprenticeship funding model and inflationary cost pressures.

£3,000

£2,000 £1,000

£0

Education Specific EBITDA £,000

2014-15

2015-16

2016-17

2017-18

2018-19

£3,314

£5,197

£3,871

£4,351

£4,268

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Education specific EBITDA as a % of income 16% 14% 12% 10% 8% 6% 4% 2% 0% Education Specific EBITDA as a % of income

2014-15

2015-16

2016-17

2017-18

2018-19

9.6%

14.8%

10.1%

10.5%

10.1%

We forecast that the college's outstanding operating performance will continue at a sustainable level around 10% of EBITDA over the next two years.

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8.6 TOTAL INCOME £44,000 £42,000 £40,000 £38,000 £36,000 £34,000 £32,000 £30,000 £28,000 £26,000

Total income £,000

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

2018-19

£29,666

£30,880

£32,494

£35,243

£35,992

£38,532

£41,862

£42,785

Total college income has grown steadily every year since 2011-12 and reached £38.5m in 2016-17, principally due to growth in core 16-18 year old ESFA income and Apprenticeships. This growth in income reverses the general trend being experienced elsewhere in the sector. The college anticipates that income will continue to grow over the next two years to approximately £42m and £43m respectively, principally due to the start of a new capacity building contract in Saudi Arabia, growth in Apprenticeship and full cost income following the opening of Advance II and the CAT Centre and growth in 16-18 year old learner numbers in 2017-18 increasing income in 2018-19.

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8.7 GRANT FUNDED INCOME £36,000 £35,000 £34,000 £33,000 £32,000 £31,000 £30,000 £29,000 £28,000 £27,000 £26,000

Total grand funded income £,000

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

2018-19

£26,864

£27,582

£27,660

£30,226

£31,282

£33,107

£34,367

£35,402

Combined grant funding income from the main funding bodies - Education and Skills Funding Agency (ESFA) and Higher Education Funding Council for England (HEFCE) has increased again in 2016-17, principally due to the growth in the number of 16-18 year old learners which is funded on a lagged basis and Apprenticeships. This growth in Apprenticeships is forecast to continue over the next two years with the opening of Advance II and the CAT Centre, and from the opportunities that exist with the introduction of the Apprenticeship levy and transition from frameworks to standards. Strong 16-18 learner numbers in 2017-18 will also result in growth in income in 2018-19 due to the lagged funding methodology in place.

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8.8 SFA/EFA INCOME

£20,000 £19,000 £18,000 £17,000 £16,000 £15,000 £14,000 £13,000 £12,000 £11,000 £10,000

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

2018-19

SFA income £,000

£14,498

£14,707

£14,095

£14,112

£13,391

£14,543

£14,973

£15,603

EFA income £,000

£11,652

£12,434

£13,328

£15,048

£17,625

£18,260

£18,307

£18,862

Although the two main funding bodies, the EFA (funding 16-18 year old learners) and SFA (funding Apprenticeships and the adult education budget), have now combined into the ESFA, the funding streams are still distinct and can be measured separately. Growth in the number of 16-18 year old learners, as well as reductions in the level of funding available for adult education resulted in the historical EFA funding becoming the college’s most significant grant funded partner over recent years. Both historical income streams are set to grow over the next two years, but with stronger growth anticipated in Apprenticeships largely as a result of opening Advance II and the CAT Centre.

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8.9 OTHER INCOME

£8,000 £7,000 £6,000 £5,000 £4,000 £3,000 £2,000 £1,000 0

Other income £,000

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

2018-19

£2,802

£3,298

£4,834

£5,017

£4,710

£5,425

£7,495

£7,383

Other income grew by approximately £0.7m in 2016-17 following a relatively stable three year period. The growth was largely due to a combination of additional full cost work, new ESF funded work and a growth in catering income following the decision to bring catering back in-house after outsourcing this service for a number of years. Other income is set to rise significantly in 2017-18 by £2m and remain at this increased level in 2018-19 principally due to the start of a new project in the Kingdom of Saudi Arabia in September 2017.

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8.10 STAFF EFFICIENCY (Pay/Income compared v sector average) 66% 64% 62% 60% 58% 56% 54% 52% 50%

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

2018-19

Dudley College of Technology pay as % of income

63%

65%

61%

57%

60%

61%

63%

Sector average pay/income

62%

63%

61%

63%

Staff costs increased in 2016-17 to approximately 60% of income through greater levels of investment into existing and new staff in order to retain and recruit top quality staff, which formed the bedrock of the college's Ofsted Outstanding grade in 2017. Pay costs specifically increased due to the recruitment of staff for Advance II ahead of its opening, putting in place the infrastructure to meet the needs arising from the change in the Apprenticeship funding model and inflationary cost pressures. Although no sector average is available yet, we believe that the college pay costs as a % of income will be significantly below the sector average in 2016-17 with the recent trend over the last couple of years of rising pays costs set to continue across the sector.

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8.11 BORROWING Percentage of bank borrowing to total income 45% 40% 35% 30% 25% 20%

Borrowing as % of income

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

2018-19

27%

41%

44%

41%

37%

32%

30%

The college re-financed its borrowings with Santander in September 2015. Since then the borrowing level has decreased, falling to 37% of income in 2016-17 due to the repayment of bank loans and asset leases as scheduled. The borrowing ratio is set to continue to decrease over the next two years to 32% in 2018 and 30% in 2019 as the college pays down its borrowings, which is well within the target of 35% set by Corporation by 2019.

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Further information on the college’s performance can be found on the Dudley dashboard on the college’s website: dudleycol.ac.uk/Dashboard.

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