Strategic Plan 2016 – 2019 by Dudley College of Technology

LOCALLY RESPONSIVE, REGIONALLY VALUED, GLOBALLY COMPETITIVE: A STRATEGIC PLAN FOR DUDLEY COLLEGE OF TECHNOLOGY 2016 - 19

2 INTRODUCTION CONTEXT

VISION

WHAT WE WILL DO

OUR PLANNED STRATEGIC OUTPUTS

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CONTENTS FOREWORD 150 YEARS+ OF PROFESSIONAL AND TECHNICAL EDUCATION IN DUDLEY

4 8

Context

Vision

What we will do

RESPONDING TO THE SKILLS NEEDS OF THE REGION

Our planned strategic outputs

OUR MISSION AND VISION

DUDLEY COLLEGE WORLDWIDE

Context

DIVERSE STRATEGIES FOR OUR KEY CLIENT GROUPS

Vision

APPRENTICES

In-country operations

Context

UK based learners

Vision

Our planned strategic outputs

What we will do

Our planned strategic outputs

CROSS COLLEGE ENABLING AND SUPPORT SERVICES

Our support services

Our facilities and resources

Developing our people

Safeguarding and promoting British values

Meeting our corporate and social responsibilities

FINANCIAL STRENGTH

FULL TIME LEARNERS AGED 16-18 YEARS 27 Context

Vision

What we will do

Our planned strategic outputs

FULL TIME A LEVEL LEARNERS AGED16-18 YEARS

Context

Maintaining our ﬁnancial strength

Vision

Maximising income

What we will do

Maximising liquidity

Our planned strategic outputs

Strong ﬁnancial control

STRATEGIC RISKS

82 82 84

FULL TIME AND PART TIME ADULT EDUCATION LEARNERS

Context

Identifying and overcoming the key challenges to the delivery of this plan

Vision

TO FIND OUT MORE

What we will do

Our planned strategic outputs

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3 CONTENTS

HIGHER SKILLS LEARNERS

FOREWORD 4 FOREWORD

The college’s Strategic Plan 2013-16 set an ambitious vision for our development over the period. We are pleased to report in setting out our new plans for 2016-19 that the college has made very good progress in delivering its core mission and in realising the ambitious vision set out in 2013.

The college’s reputation locally, regionally and nationally has grown markedly in the period since 2013. Young people, their parents and employers demonstrate a signiﬁcant level of trust in the college, evidenced by the substantial growth in full time enrolments and the dramatic increase in the number of apprentices. Dudley Sixth now supports some 500 A level learners and is becoming the ﬁrst choice for A levels for many local young people. Prior to 2013 it was almost inconceivable that Dudley College of Technology could be considered as a centre for academic excellence. Key local partners such as the Local Enterprise Partnership and Dudley Metropolitan Borough Council recognise the college’s pivotal role in developing skills and raising aspirations in the Black Country. Councillors, MPs and local people speak warmly of the college and coverage in the local media is almost uniformly positive. Internationally, award winning Dudley College Worldwide has delivered innovative programmes in India and across the Middle East and is now a provider of choice for the British

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Council, the Government of India and for the Kingdom of Saudi Arabia. Teaching across the college is routinely good and sometimes outstanding, although we recognise the opportunity to further improve the proportion of outstanding teaching. Success rates have remained exceptionally high and are above national rates at all ages and all levels, no more so than in Apprenticeships where the college’s rates are in the national top three of college providers. Accordingly learners at all ages and levels report very high levels of satisfaction, well above national rates. Whilst Ofsted have not formally inspected the college in the period 2013-16, two informal visits, a good practice review of the college’s ESOL provision and a pilot short inspection, give conﬁdence that any future inspection will lead to a very positive outcome. Employers have been at the heart of the college’s work plan over the last three years. Their heightened strategic engagement at Corporation level has supported the successful realisation of multi-million pound employer facing projects, such as the college’s

readiness of young people and adults have been highly effective. Over 95% of our young people and 86% of our adults progress from the college to a positive future, either employment or higher education and training, improving their personal prosperity and in turn contributing positively to their own communities. In doing so the college has remained an inclusive and welcoming environment, celebrating the cultural differences of our diverse learners.

The Local Enterprise Partnership’s ongoing conﬁdence in the college is demonstrated through the award of a ﬂagship Growing Places project for the £12m development of Dudley Advance II, which will help revolutionise skills in the construction industry and further regenerate Dudley town.

The development of the Dudley Learning Quarter is a physical manifestation of our vision realised. Dudley Advance, Dudley Enhance, Dudley Aspire Living and Dudley Aspire Works are inspirational new facilities added since 2013, with little recourse to public funding. With Dudley Advance II and the Priory Road 3G Football Complex due to start work in 2016, the Dudley Learning Quarter will be amongst the best learning environments in the region.

The college is passionately aware of its responsibility to the local community of Dudley and beyond. The college best meets the needs of local young people and adults by improving their economic futures. Over the last three years careful curriculum development and initiatives to improve the work

Financially, the college has navigated its way through the years 2013-16 with a good degree of stability. Our

Employers have been at the heart of the college’s work plan over the last three years.

bank borrowings have increased and cash balances have reduced due to our investment in the Dudley Learning Quarter, but the college has generated significant and growing levels of cash from increasingly strong annual operating performances, which more than cover our ongoing financial obligations. Our financial plans forecast the college will enjoy sector leading financial health over the coming years. As a major employer in the Black Country we have 750 staff who contribute to the wider economic and cultural life of the region. Through regular public performances, exhibitions and voluntary service, staff and learners participate in the wider enrichment of Black Country life. Whilst we are justifiably proud of the progress made in the period 2013-16 we recognise there is much to be done. The political landscape around the college is changing. The proposed new West Midlands Combined Authority, working alongside the Black Country Local Enterprise Partnership, will have a greater and increasing say in how providers develop and deliver their services to meet local and regional needs. We need to ensure our curriculum continues to align well to these needs. There is more to be done to engage greater number of learners in STEM (Science, Technology, Engineering and Mathematics) related programmes of study, either in college or through Apprenticeships. This is particularly true of young women. A major reform of Apprenticeships will take place during the life of this plan. This represents a massive opportunity for the college, provided our business to business services are absolutely right.

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5 FOREWORD

Skills Hub and the development of Dudley Advance, a centre for advanced manufacturing and engineering. Apprenticeship numbers are at an alltime high and the college is one of the largest providers of Apprenticeships in the Black Country. Employer engagement in the curriculum has also increased signiﬁcantly with innovative mentoring and internship schemes supporting routine participation in work experience by all of the college’s young learners.

6 FOREWORD

The number of people in the borough leaving school with a GCSE Maths / English A* - C (or 9 to 5 in the new GCSE grade system) remains lower than we would like. The college has a huge role to play in addressing this challenge. Equally too few young people and adults progress to higher level studies. By expanding our college based higher education curriculum, particularly higher level skills programmes for apprentices, we can meet this challenge. Whilst the results of the November 2015 comprehensive spending review were more favourable for the further education sector than may have been anticipated, no college can be complacent about its future financial health. We are also very aware that an area review of the Black Country is due to start in the first year of this plan. The college is not currently planning or proposing, structural change as no compelling case for such has been made. We are confident in our current and future provision and in our ongoing financial health. We will, however, work collaboratively with colleges and other providers throughout the review and beyond and will consider, with an open mind, any proposals arising from the review which are evidently in the best interest of learners. As the Black Country economy continues to grow and come out of recession a wealth of new

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opportunities are emerging for our young people and communities. As the prime mover in unlocking talent, Dudley College of Technology is preparing individuals to take advantage of those opportunities by proving an aspirational environment in which each individual can reach their full potential. This plan sets out our ambitious strategy for the period 2016-19 and the role we will play at the heart of the Black Country and the wider region’s continued regeneration. April 2016

Lowell Williams Principal

Peter Davies Chair of Corporation

Our ﬁnancial plans forecast the college will enjoy sector leading ﬁnancial health over the coming years.

7 FOREWORD

Skills Minister, Nick Boles MP, ofďŹ cially launched Dudley Advance II and met with apprentices. For more information log on to www.dudleycol.ac.uk

150 YEARS+ OF PROFESSIONAL AND TECHNICAL EDUCATION IN DUDLEY 8 150 YEARS+ OF PROFESSIONAL AND TECHNICAL EDUCATION IN DUDLEY

1927

1936

Five acre site at The Broadway offered by Dudley Town Council.

Ofﬁcial opening of The Broadway site.

1862 Dudley College of Technology traces its origins to the building of the Dudley Public Hall and Mechanics Institute in 1862.

1939 Outbreak of World War Two – decision to postpone completion of further building work.

1896 Additional accommodation in Stafford Street was acquired and became the Dudley Technical School (renamed the Dudley Technical College in 1928).

1931 Building works begin following acceptance of a tender of £74,177.

1935 First students admitted in September.

1955 1918 Agreement reached between Dudley and Staffordshire Education Committees to erect a college to provide Technical Education facilities.

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Completion of building work to include Electrical Engineering, Metallurgy, Meteorology.

1966

2001

2014

Termination of joint administration with Staffordshire Council – college became sole responsibility of Dudley Council and renamed Dudley Technical College.

Merger with Rowley Regis College.

Completion of Dudley Advance - Centre for Advanced Manufacturing and Engineering ofﬁcially opened by Professor Brian Cox on 24th April 2015 and Dudley Enhance, (extension to Dudley Sixth incorporating the STIR ) Bistro).

2002 Acquisition of Castle View campus from University of Wolverhampton.

1968

1973 Glass Centre opened at Brierley Hill by HRH Duchess of Kent.

1982 Construction of Wolverhampton Street site.

1990

2011 Opening of Energy Training Hub in Tipton.

2012 Completion of Dudley Evolve and Dudley Sixth to form phase 1 and 2 of the Dudley Learning Quarter, ofﬁcially opened by the Rt Hon Dr Vince Cable MP, Secretary of State forr Business, Innovation and Skills on 21st November 2012. Closure and disposal of Castle View site and relocation of Glass Centre to Dudley Evolve.

Mons Hill campus opened.

1993 Ofﬁcial opening of G & H block at The Broadway by HRH Duke of Kent.

2013 Completion of Aspire Living – Centre for Independent Living.

2014 1998 Opening of Centre for Learning at Rover, Longbridge.

2016 Work begins on Dudley Advance II – Centre for Advanced Building Technologies and the Priory Road 3G Football Complex.

Completion of Aspire Works – Centre for Independent Work Skills ofﬁcially opened by Ian Austin, Member of Parliament for Dudley North 13th March 2015.

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150 YEARS+ OF PROFESSIONAL AND TECHNICAL EDUCATION IN DUDLEY

Completion of The Broadway F block to accommodate Motor Vehicle, Electrical and Hydraulic laboratories.

RESPONDING TO THE SKILLS NEEDS OF THE REGION 10 RESPONDING TO THE SKILLS NEEDS OF THE REGION

In developing this strategic plan, careful attention has been paid to the needs of our local economy and communities. Through a process of labour market research drawing upon data and strategies from a range of sources, such as Local Enterprise Partnerships, the Office for National Statistics and the UK Commission for Employment and Skills, we have aligned our services to key client groups with the prevailing economic and social needs of our region. The West Midlands is the fifth most populous region in the UK1, with Dudley being its fourth largest Metropolitan Borough2. The region is characterised by a largely flat age profile (19.5% of the population are aged under 16, 17.4% are over 653), while 20.8% of the population come from a non-white British background, with 8% coming from an Asian/Asian British background4. 19% of people have health problems or disabilities that limit their day to day activities5. The region is also home to some of the most deprived areas in the country; the 2015 Indices of Multiple Deprivation show that the Black Country and Birmingham Local Enterprise Partnerships are the

1 2 3 4 5 6 7 8

second and third most deprived Local Enterprise Partnerships in the country6. Data shows that Sandwell ranks as the third most deprived Local Authority in terms of education7, with Walsall 9th, Wolverhampton 13th and Birmingham 28th; Dudley ranks comparatively well, coming in at 40th. This is reflected in Local Authority GCSE performance – 53% of Dudley’s learners achieve 5 or more GCSE's (including Mathematics and English), compared to 51.6% in Wolverhampton, 50.8% in Walsall and 46.9% in Sandwell8. Vocationally, while the West Midlands population compares well with the UK in terms of their qualifications from levels 1 to 3, the region is 6.4% below the national average for those qualified to level 4 and above, and has a higher number of people with no qualifications at all (13.2% vs 9.0%). The region has 191,580 registered businesses, with the overwhelming majority (97.9%) being microenterprises or small businesses. The total workforce of the West Midlands is 2,785,000 with individuals deployed in the following sectors: manufacturing, wholesale and retail, health and social care, education,

The total workforce of the West Midlands is

2,785,000

All data, unless otherwise stated, is taken from the Ofﬁce of National Statistics ofﬁcial labour market statistics - https://www.nomisweb.co.uk/reports/lmp/gor/2013265925/report.aspx www.nomisweb.co.uk/reports/lmp/la/1946157188/subreports/pop_compared/report.aspx?allInGB=&pivot=total&&sort=1&ascending= www.ons.gov.uk/ons/publications/re-reference-tables.html?edition=tcm%3A77-337661 www.ons.gov.uk/ons/dcp29904_291550.pdf www.ons.gov.uk/ons/rel/mro/news-release/census-2-1----west-midlands/census-gives-insights-into-characteristics-of-the-west-midlands--population.html www.gov.uk/government/statistics/english-indices-of-deprivation-2015, File 12 www.gov.uk/government/statistics/english-indices-of-deprivation-2015, File 11 www.expressandstar.com/wpmvc/wp/wp-content/uploads/2016/01/league-tables2016.pdf

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11 RESPONDING TO THE SKILLS NEEDS OF THE REGION For more information log on to www.dudleycol.ac.uk

business administration, professional, scientiﬁc and technical activities, accommodation and food services and transportation and storage.

24.1% of those aged between 16 and 64, are considered economically inactive, although only 19.9% of these say they want a job, and gross weekly pay is below the national average.

RESPONDING TO THE SKILLS NEEDS OF THE REGION

The West Midlands has the third highest number of JSA claimants in the UK (79,917); on a local authority level, the five highest areas in terms of Jobseekers are Birmingham (25,380), Sandwell (6,430), Wolverhampton (6,160), Dudley (4,410) and Coventry (4,300). While these numbers are still substantial, they have fallen dramatically since the publication of the previous Strategic Plan. The West Midlands 16-18 NEET figure in November 2015 was 4.4%; this compares to a national average of 4.2% and Dudley’s own figure of 3.9%9. This context has led to a number of political changes over recent years,

9 10 11

in an attempt to respond more effectively to the challenges posed by regional demographics. The foundation of Local Enterprise Partnerships has allowed funding to be deployed in a more localised manner, with resources being diverted to sectors that are considered to be sub-regional priorities; in the Black Country these are the ﬁve transformational sectors of Manufacturing (including Advanced Manufacturing), Building Technologies, Business Services, Transport Technologies and Environmental Technologies10; in Birmingham, the key sectors are Advanced Manufacturing, Life & Health Sciences, Digital & Creative, Business, Professional & Financial Services, Environmental Technologies, Tourism & Hospitality, Food & Drink, Healthcare, Construction, information communication technology and Logistics.11 The Black Country Local Enterprise Partnership aims to create conditions for enterprise to ﬂourish, building on the foundation of £16.2 billion Gross Value Added per annum. Activities are

www.connexionsdudley.org/wp-content/uploads/2014/03/NEET-Dudley-November-2015.pdf www.blackcountrylep.co.uk/people-skills/apprenticeships www.centreofenterprise.com/wp-content/uploads/2013/05/Strategy-for-Growth-copy.pdf , p. 23

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therefore focused on modernising and diversifying the business base and upskilling the workforce, all of which will contribute to closing the Black Country’s £6.2 billion productivity gap. Alongside this, the seven metropolitan councils of the West Midlands have begun to work together across geography and sectors as the West Midlands Combined Authority, with a stated aim of “driving jobs, prosperity and economic growth” alongside the various Local Enterprise Partnerships. In November 2015, the West Midlands Combined Authority was part of a an agreement with government which will see it make an annual contribution worth £40 million for 30 years to support an overall investment package worth £8 billion, alongside the creation of up to half a million jobs. Skills, both lower and higher level are a key priority of the West Midlands Combined Authority. The authority received devolved funding and responsibility for administering the 19+ adult skills budget and business support programmes12.

The draft Super SEP identiﬁes ‘Supply Chain Skills and Employment for All’ as a strategic priority, with key themes of ‘Ignite’ (promoting greater engagement between colleges,

schools and employers through work experience, work readiness and careers advice), ‘Accelerate’ (developing skills for the supply chain through sector skills investment zones and initiatives such as the ‘Midland Engine’ programme) and ‘Re-tune’ (agencies co-designing future employment support to help the hardest to reach claimants into work and upskilling the unemployed). Stakeholders are expected to establish a Joint Employment Working Group and a Joint Skills Working Group to agree joint plans on employment and skills. The college continues to be an active player in all of these developments. On behalf of Black Country Colleges, our Principal is a board member of the Black Country Local Enterprise Partnerships, which allows us to ensure our future curriculum and development plans are aligned to the needs of employers in the region. We work closely with Dudley Metropolitan Borough Council and the West Midlands Combined Authority pport to plan and deliver training to support

adult learners in the region. We also lead on a number of important employer partnerships aimed at developing provision that meets local needs, including the development of Dudley Advance II, the Elite Centre for Manufacturing Skills, the Very Light Railway Innovation Centre and new apprenticeship standards design (particularly in building technologies). The vision and strategic actions relating to each of our key client group, outlined throughout this plan, have been carefully developed to meet the challenges and opportunities facing our region. Our ambition as a college is to support local residents and businesses in moving forward and allowing the West Midlands to successfully meet the challenges of the future.

www.westmidlandscombinedauthority.org.uk/news/historic-devolution-agreement-reached-for-the-west-midlands/

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13 RESPONDING TO THE SKILLS NEEDS OF THE REGION

Alongside this, the three local Local Enterprise Partnerships (Greater Birmingham and Solihull, Black Country and Coventry and Warwickshire) are working alongside the West Midlands Combined Authority on the creation of a ‘Super Strategic Economic Plan (SEP)’, which identiﬁes the combined Local Enterprise Partnership areas as the region’s functional economic area. This SEP, among other priorities, will work towards coordinating inward investment into the region, acting as an accountable body for a range of devolved funding, and making strategic decisions with regard to the skills agenda across the West Midlands. Local colleges will therefore need to align their activities to the work of the West Midlands Combined Authority, as it will be increasingly inﬂuential in the deployment and distribution of skills-related funding.

OUR MISSION AND VISION 14 OUR MISSION AND VISION

The college's mission statement is as follows: Our mission: outstanding technical and professional learning, which raises aspirations, develops skills and changes lives. In delivering our mission we recognise the diverse needs of our learners. We have therefore structured this plan around our six ‘key client groups’. They are: Apprentices Full Time Learners Aged 16-18 Years Full Time A Level Learners Aged 16-18 Years Full Time and Part Time Adult Education Learners Higher Skills Learners Dudley College Worldwide. In this plan we explain the context of the college’s current provision for each key client group. In turn we develop a unique ‘vision’ for each group, a value proposition, a picture of where we want to be by 2019. The six detailed vision statements are the strongest evidence of our ambitious intent.

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The plan details the bespoke strategic actions we will pursue to realise each vision. On an annual basis the Corporation will agree and monitor a more detailed operational development plan, with very speciﬁc, time bound actions for each key client group. In this plan we also detail the high level outcomes we seek to have achieved for each key client group by 2019. These are a simpliﬁcation of a range of detailed outcome measures set annually. At a high level they are the indicators we use to assess the achievement, or otherwise, of the vision.

Succinctly, at a college wide level

is this:

By 2019 we will be recognised regionally, nationally and internationally simply as ‘a great college’. We will consistently make a real difference to the lives of our learners, raising their aspirations and promoting their prosperity. As a driving force in the regional economy we will improve business productivity, adding gross value. Our stakeholders will be delighted with our innovative curriculum, our focus on technical, professional and higher skills and our inspirational facilities. For young people, adults, employers and wider partners Dudley College of Technology will be the ‘college of choice’.

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OUR MISSION AND VISION

our vision

16 OUR MISSION AND VISION

â&#x20AC;&#x2DC;For young people, adults, employers and wider partners Dudley College of Technology will be the 'college of choice'.

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DIVERSE STRATEGIES FOR OUR KEY CLIENT GROUPS: APPRENTICES

CONTEXT 18 APPRENTICES

The college enjoyed notable success in the provision of Apprenticeships in the period 2013-16. With 2,905 apprentices on programme in 201415, we supported more apprentices than any other further education college in the Black Country. In fact, we understand that we supported the second highest number of apprentices of all Black Country providers. We are particularly pleased to have supported over 900 young people on Apprenticeships. We successfully engaged apprentices from diverse communities. Last year 13% of our apprentices were from ethnic minority groups. Whilst our apprentices are more diverse than the local community where 11.5% of the population are from minority groups, we would like to see more young people from these communities choosing Apprenticeships. By careful attention to the needs of individual apprentices and their employers, we continued to ensure our apprentices succeeded. Our apprenticeship success rates, at all ages and levels, are some of the highest in the country and there are no significant differences in the success 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. 66% of our apprentices aged 16-18 years were on programmes directly supporting

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the Black Country Local Enterprise Partnership’s priority sectors and 54% of all apprentices were following STEM (Science, Technology, Engineering and Mathematics) Apprenticeships, an increase of 6% on the previous year. In short, Apprenticeships are ‘in our DNA’. They are, perhaps, strategically the most the important of our key client groups. Whilst we should be rightly proud of our successes to date we recognise there is more to be done. There is a need to increase the number of women participating in engineering and advanced manufacturing Apprenticeships. Too few young people from ethnic minority groups choose Apprenticeships. In addition, too few of our most gifted young people progress into Apprenticeships, either directly from school or after their full time college programme. Government policy is rightly asking colleges to attract more apprentices and to focus

on advanced and higher level skills. National reforms to Apprenticeships present a signiﬁcant opportunity to address this. We understand that we have a pivotal role to play in the Black Country and the wider region. We need to work even more closely with employers, to develop new standards, new cutting edge facilities and new ‘business to business’ services. We will enthusiastically rise to these challenges and ensure the development of Apprenticeships is our highest priority over the life of this strategic plan.

In short, Apprenticeships hi are ‘in our DNA’. They are, perhaps, strategically the most important of our key client groups.

VISION Our vision for Apprentices is this:

19 APPRENTICES

By 2019 we will be renowned regionally and nationally for our apprenticeship provision. As the largest and most successful provider of Apprenticeships in the Black Country, Apprenticeships will justifiably be regarded as the ‘jewel in our crown’. Our apprenticeship offer will be transformed through the introduction of new programmes and more flexible modes of study. With our local and national employer partners we will have developed and introduced new standards in priority sectors including engineering and manufacturing, construction, science and healthcare, sport and leisure, services industries and business, management and professional. We will be recognised as an accredited assessment centre for new apprenticeship standards. As a result we will have increased our Apprenticeships numbers, with significant growth at advanced and higher levels. An increasing percentage of our apprentices will follow careers in priority sectors. Many more young women will join these pathways and more of our apprentices will be from ethnic minority communities. Employers will continue to play a significant role in our apprenticeship provision. Our efficient and effective ‘business to business’ services will ensure employers, particularly small businesses, successfully navigate the levy and other national reforms. As a consequence many more employers will regard Dudley College of Technology as their apprenticeship partner of choice. Inspirational new facilities provided by Dudley Advance II will be fully operational, dedicated to advanced and higher apprentices. As active members of the Dudley Advance II Advisory Committee key partner employers will oversee the development and specification of the centre’s facilities and resources. Through enhanced conditions of service and partnership working with employers, we will have renewed our apprenticeship staffing resource appointing more highly skilled delivery and assessment staff. On the strength of our advanced and higher apprenticeship provision, the technical and highly specialist resources at Dudley Advance II and our extensive partnership working, we will have achieved designation as a ‘pilot’ Institute of Technology. Beyond the Black Country, from our base in Loughborough we will have successfully recruited onto our national apprenticeship programmes in sports coaching and sports industries. There will be high levels of progression with many apprentices progressing onto higher and degree level Apprenticeships. Our young apprentices will understand how to best conduct themselves, professionally and socially, and to keep themselves safe. They will enjoy their training, benefiting from teaching which is active, exciting and inspiring, which focuses on their individual needs and which makes best use of learning technologies. Our apprentices will prosper in their careers, improving workplace productivity, contributing positively to the regional economy and helping to narrow the skills gap.

Apprenticeships will justiﬁably be regarded as the ‘jewel in our crown’. For more information log on to www.dudleycol.ac.uk

Students and staff join Professor Brian Cox OBE at the ofďŹ cial opening of Dudley Advance I. 20 APPRENTICES For more information log on to www.dudleycol.ac.uk

WHAT WE WILL DO 21

We will effectively use labour market intelligence to identify specific gaps in the market and proactively design new apprenticeship programmes to meet the identified training needs. The college, in partnership with employers and higher education partners and industry representative bodies will develop a range of professional and technical apprenticeship standards in local priority sectors, with a focus on advanced and higher level Apprenticeships, as follows. - The Black Country has twice the density of engineering and manufacturing firms than the national average and still faces significant skills gaps. Through Dudley Advance we will introduce a number of new standards to enhance the curriculum, provide clear careers pathways and support local employers; these will include fabrication and welding, advanced manufacturing engineering, engineering

maintenance and installation, electrical and electronic engineering, welding, spot welding and projection welding, destructive and nondestructive testing, sheet metal and heavy sheet metal engineering, automotive design and technical support, and electronics and control systems. - To respond to technological changes in the construction sector, and in partnership with key construction employers, we will, through Dudley Advance II, develop a range of brand new apprenticeship standards, including digital engineering, on site assembly technician, town planning and technical support, building services management, sustainability and construction management, quantity surveying, facilities management, refrigeration and air conditioning, ground source and air source heat pumps, building services engineering (refrigeration), energy management, utilities engineering, renewable energies, energy assessment and advice, plumbing and heating engineering, and heating and ventilation. - We will work with the Stourbridge Advanced Technology Centre as it ceases operations to ensure apprentices and employers have continued access to technical, mechanical services and building trades programmes for

the construction industry. This enhanced curriculum offer will be delivered in Dudley. - We will play a key role in the development of the Elite Centre for Manufacturing Skills and the Very Light Rail Innovation Centre leading on the development and delivery of new apprenticeship standards in these exciting partnership projects. On these initiatives we will work closely with the Black Country Local Enterprise Partnership, the University of Wolverhampton, the Black Country Skills Factory, the Warwick Manufacturing Group and Dudley Metropolitan Borough Council. - To meet a heightened need for a highly skilled sport and leisure workforce, we will, through collaboration with partners and our new facility based at Loughborough University, extend our apprenticeship offer to the sports sector. Through this hub, we will develop and introduce new standards in coaching and learning to swim, gym and leisure instructors, sports development, sports and recreation and a suite of business services standards aimed at the leisure industry. We will extend our current level 2 provision into intermediate and advanced standards. We will also enhance our curriculum through the development of the new Priory Road 3G Football Complex and associated facilities.

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APPRENTICES

In line with Government aspirations we will develop a prospectus for the ‘pilot’ Dudley Advance Institute of Technology. Making best use of the cutting edge facilities and resources in Dudley Advance and Advance II, our extensive advanced and higher apprenticeship offer and our effective partnerships with higher education institutions and key employers, our prospectus will propose a partnership approach and an innovative governance model. We expect Government to agree to our proposal.

22 APPRENTICES

- To support our largest local employer and to meet local and national skills shortages in science and healthcare, we will introduce new standards in healthcare assistant practitioners, health care support worker, health care science assistant, and senior nursing assistant. In collaboration with the Federation of Healthcare, Birmingham City University and a consortium of regional colleges, we will develop a level 4 and 5 apprenticeship offer to ensure the national healthcare workforce receive vital higher level training. This will support the sector in promoting progression and upskilling for the healthcare workforce. We will conduct a feasibility study for the creation of a new dedicated health and life science centre in the Dudley Learning Quarter. - Building on the success of our hospitality and catering programmes, we will introduce advanced and higher level standards in patisserie and confectionery and hospitality management. Through partnership with a large local employer, we will broaden the scope of our current provision developing and delivering new Trailblazers in the food and beverage industry, including butchery. - We will support business, innovation and growth by establishing a suite of programmes dedicated to the needs of senior business leaders, including leadership and management, business improvement, recruitment, logistics, marketing and sales. To meet the Government’s demand for the application of digital and media technologies across a range

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of sectors, we will introduce standards in information communication technology, network engineering, digital marketing, social media management, cyber security, data analysis, application development, game design and software development. We will maintain our New Engineering Foundation ‘STEM Assured’ status to ensure we are continuing to offer apprentices on STEM (Science, Technology, Engineering and Mathematics) pathways the best possible provision and outcomes. We will involve employers and their supply chains in the design, delivery and the quality assurance of our apprenticeship programmes. We will build on the existing good-practice where employer partners are instrumental in shaping the delivery design and learning outcomes of our apprenticeship programmes, such as our logistic Apprenticeships with UPS and DHL and our butchery Trailblazer developed with Walter Smith Butchers. Furthermore employers will be well represented on the Dudley Advance II Advisory Committee ensuring the new innovative apprenticeship offer and the design and specification of the centre are fit for purpose. We will develop greater flexibility in the provision of off the job training moving to more block training release models. This will support apprentices joining our very specialist provision from across the wider region or on a national basis. Alongside our apprenticeship provision we will offer relevant short skill programmes to

employers on a commercial basis to meet their very speciﬁc skills training needs. We will develop innovative solutions and programmes to equip employers of all sizes with the skills their businesses need for future growth and competitiveness. We will create new arrangements to attract and recruit industry specialists to deliver on new Apprenticeships, through enhanced conditions of service. This will include a programme of dedicated recruitment activity targeted at speciﬁc shortage areas such as advanced manufacturing, advanced building technology and science. We will upskill and reskill our existing staff to increase our capacity in delivering advance and higher Apprenticeships. We will ensure our delivery staff regularly participate in professional development activities to keep fully up to date with industrial practice. Where required we will second staff from our partner employers to deliver specialist technical skills, particularly at higher levels. We will also work with our partner employers to train their staff as assessors. This will help to build capacity for workplace delivery. We will continue to work with specialist partner providers to offer provision on a franchised basis that complements and adds value to the college’s core offer. We will set individual, high and stretching targets for all of our apprentices, both from an academic perspective and aspirational targets for their next career steps. We will closely monitor the progress of apprentices, during off the job

training and over the duration of their programmes, with the aim of ensuring their learning develops as quickly as possible and apprentices reach their goals as speciﬁed in their individual learning plans. Through rigorous attention to the needs of individual apprentices and their employers we will continue to maintain our very high timely success rates across all our Apprenticeships.

23 APPRENTICES

We will continually review the skillset of assessors and tutors supporting apprentices with learning difficulties and disabilities. Further, we will develop resources to ensure these apprentices receive the best support possible. In doing so we aim to increase the number of apprentices with complex needs. We will engage with apprentices to review our approach and to assist in the redesign of our e-systems, such as BlackBoard and ProMonitor, to most appropriately support a blended learning experience. In doing so, we will be positioned to review our delivery model allowing further flexibility, distance learning and short block delivery to best meet study and support needs for apprentices. We will consider the development or purchase of specific mobile apps which support mathematics and English or functional skills. Listening to what apprentices have to say about the college and their workplace is of paramount importance. We are therefore committed to continually developing, supporting and extending our highly effective learner voice strategy.

For more information log on to www.dudleycol.ac.uk

24 APPRENTICES For more information log on to www.dudleycol.ac.uk

We will increase investment in our business development team and services, creating additional employer facing roles. Investment in resources for apprenticeship will be foremost in our minds throughout this strategic plan period. Where required we will agree bespoke sector focused routes to market approaches for the marketing of our apprenticeship provision. We will undertake a longitudinal analysis of the impact of apprenticeship on the careers of individuals and the productivity of the businesses they support. We will use this data to promote, evidentially, the value of Apprenticeships. We will develop more effective targeted marketing activities to encourage more interest in apprenticeship from young people in ethnic minority groups. In doing so we will further strengthen links with schools, promoting Apprenticeships as an alternative route to further or higher education. We will continue to build on the success of our STEM (Science, Technology, Engineering and Mathematics) event held in 2015 by designing and delivering a programme of annual events

aimed at inspiring young people to take up careers in shortage local STEM (Science,Technology, Engineering and Mathematics) related Apprenticeships. As part of this we will focus on the number of young women embarking on careers in engineering and construction.

We will enhance guidance for apprentices completing their programme and also for their employers. We will provide them with an accessible ‘road map’ on their progression opportunities. In doing so we will increase progression to higher level Apprenticeships and, with our partners, degree level Apprenticeships.

APPRENTICES

We will revise our employer facing services. In doing so we will develop new efﬁcient and effective ‘business to business’ services to ensure employers, particularly small businesses, successfully navigate the levy and other national reforms. We will provide our partner employers, especially those smaller companies, with an ‘one stop shop’ relieving them of any administrative burden associated with the levy and new funding arrangements. Regular and effective communication with employers, digitally, one to one and through brieﬁngs will be a key component of our service.

We will work in partnership with other local colleges and universities in planning a coherent regional apprenticeship offer, and in particular the development of specialist and higher level provision. We will continue to lead the Black Country College’s Engineering Group and update regularly ‘Sparking Talent’ the colleges’ engineering and manufacturing prospectus. We will participate proactively in cross region initiatives, such as The Midlands Engine, and work collaborative with others in the promotion of Apprenticeships. Building on good practice elsewhere in the college we will develop dedicated mentoring strategies to support young and adult apprentices. In doing so we will seek to make best use of information learning technologies and social media platforms. Through cross college staff development we will ensure that all curriculum and support teams in the college have a better understanding of apprenticeships.

£12

MILLION INVESTED IN ADVANCED BUILDING AND ENVIRONMENTAL TECHNOLOGIES (OPENING 2017).

For more information log on to www.dudleycol.ac.uk

OUR PLANNED STRATEGIC OUTPUTS 26 APPRENTICES

Each year we will set speciﬁc targets for performance. By 2019 we will have delivered the following strategic outputs in Apprenticeships. APPRENTICE ENGAGEMENT: • We will be engaging over 3,500 young people and adults in Apprenticeships each academic year. • The number following higher Apprenticeships will have grown to at least 400 apprentices per year.

OUTCOMES FOR APPRENTICES: • Our success rates will be above national rates at all levels. • Our headline overall success rate for Apprenticeships will be 88% or higher. • Our headline timely success rate for Apprenticeships will be 85% or higher.

STAKEHOLDER SATISFACTION: • Apprentices’ satisfaction will be above average in comparison with other good or outstanding general further education colleges. • Overall satisfaction will be high, evidenced by a rating of 80 or above from an independent survey conducted by QDP. • Employer satisfaction with our apprenticeship programmes will be high, evidenced by a rating of 9.2 or higher in the independent FE Choices survey.

IMPACT ON REGIONAL SKILLS AND ECONOMY: • At least 60% of our apprentices will be following programmes in STEM (Science, Technology, Engineering and Mathematics) related careers. • At least 70% of our apprentices will be following programmes aligned to Black Country Local Enterprise Partnership’s transformational sectors.

For more information log on to www.dudleycol.ac.uk

FULL TIME LEARNERS AGED 16-18 YEARS

CONTEXT 28 FULL TIME LEARNERS AGED 16-18 YEARS

The college enjoyed notable success in the provision of learning for those aged 16-18 years during the period 2013-16. Despite a falling local demographic we significantly increased local participation in skills based learning engaging 3,468 young people in learning in 2014/15, an increase of 34% over the last five years. We successfully engaged learners from diverse communities with 25% of our full time young learners from ethnic minority groups. Our learners are more diverse than the local community where 11.5% of the population are from minority groups. Our provision for young full time learners is also very inclusive with 17% of learners reporting a learning difficulty or disability. The number of learners with a learning difficulty or disability has increased by 29% over the last three years. Importantly, we continued to ensure learners successfully achieved their programme of study. Success rates for full time young learners, at all levels, have increased in each of the last three years. These learners succeed in their programmes of study at rates well above those reported nationally. There are no significant differences in the success rates of learners from diverse groups or those with a learning difficulty or disability. Success rates on functional skills programmes in English and mathematics are well above those reported nationally. Provision at Dudley College continues to make a positive impact on the lives

For more information log on to www.dudleycol.ac.uk

of our young learners. We supported the progression of our learners to positive destinations: 95% of learners 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 at all levels: level 1 96%, level 2 95% and level 3 96%. We made a signiﬁcant impact on the local skills gap by upskilling young people: 40% of our full time young learners were following STEM (Science, Technology, Engineering and Mathematics) programmes of study, increased by 4% on previous years. 75% of learners completing their level 2 programme, (those who joined us with less than 5 GCSEs grade C or grade 4 in the new GCSE grade system or above from school), progressed immediately to an advanced level skills programme. 43% of learners completing their level 3 programmes progressed immediately to higher education. 1,449 learners improved their functional skills in English and mathematics. 54% of learners achieved a grade A*-C in mathematics in their ﬁrst retake. In reaching these outcomes we also achieved high levels of learner satisfaction well above national comparators. Whilst we should be rightly proud of these successes we recognise there is more to be done. Government policy is rightly asking colleges to focus on developing advanced and

higher level skills. There is a pressing need to increase the number of young learners participating in STEM (Science, Technology, Engineering and Mathematics) programmes, particularly women in engineering and advanced manufacturing. Regionally not enough of our most gifted young people progress into Apprenticeships. National reforms to Apprenticeships present a signiﬁcant opportunity to address this. The number of young people in the borough who achieve an A*-C grade in GCSE retakes (or 9 to 5 in the new GCSE grade system), particularly in English, requires improvement and there are opportunities to increase the value added scores of learners completing BTEC Level 3 National Diplomas. We must also increase the skill set of a minority of our teaching staff delivering English and mathematics and strengthen arrangements for the setting of speciﬁc and measurable targets for learners on level 3 programmes, encouraging them to achieve the highest grade possible. We will give these areas a high priority over the life of this strategic plan.

29 FULL TIME LEARNERS AGED 16-18 YEARS

95% of learners completing their programme of study progressed immediately to a positive destination, either higher or further training or directly into employment.

For more information log on to www.dudleycol.ac.uk

VISION 30 FULL TIME LEARNERS AGED 16-18 YEARS

Our vision for full time learners aged 16-18 years is this: By 2019 Dudley College of Technology will be the regional ‘college of choice’ for technical and professional learning for young people. More young people than ever before will have chosen to study on a full time basis at the college. Participation in STEM (Science, Technology, Engineering and Mathematics) related subjects will have risen and a greater percentage of our full time learners will be studying at advanced level. Exciting new programmes, designed and developed in partnership with employers, will complement the college’s extensive offer for young people. Foremost of these will be new programmes in building technologies, digital technologies, health and life sciences. Inspirational new facilitates, such as Dudley Advance II, will further enhance the Dudley Learning Quarter. Teaching will be active, exciting and inspiring, focusing on the needs of individual learners. Our teachers will make best use of the latest available learning technologies. Our full time young learners will achieve high success rates in all curriculum areas, well above national rates. Those with low prior attainment in mathematics and English will make signiﬁcant progress with these key skills. Our relentless focus on aspiration will ensure more young people achieve high grades. From the many opportunities provided to them to experience and prepare for the world of work, they will become highly employable. As a result our learners will go onto positive futures, with a greater number progressing directly to advanced and higher Apprenticeships. Learners will report high levels of satisfaction with college life, well above averages for the sector. Our learners will comment that our provision is welcoming and inclusive. As socially aware young people they will understand how to best conduct themselves, professionally and socially, and to keep themselves safe. Our stakeholders and partners will recognise Dudley as a leading college which serves the needs of young people and supports their economic, social and personal development.

Teaching will be active, exciting and inspiring, focusing on the needs on individual learners.

For more information log on to www.dudleycol.ac.uk

WHAT WE WILL DO 31

We will review our admissions policy and entry criteria prioritising college places for advanced level learners and those learners on programmes which promote immediate progression to advanced level. We therefore anticipate a gradual change in the mix of our cohort of full time young learners with proportionately fewer learners on foundation and level one learning programmes. We will signpost those learners we are not initially in a position to support to specialist agencies and work in partnership with these agencies to facilitate learner progression to intermediate and advanced level programmes at the college in due course. We will ensure our curriculum is appropriate and responsive by analysing labour market intelligence and acting on outcomes. During the life of this strategic plan we will review and refresh the curriculum offer to ensure it remains fully aligned to local needs. Speciﬁcally we will: - Through Dudley Advance II, introduce a new higher level skills offer for the modern construction industry focusing on building information modelling,

digital engineering, building technologies, fabrication and welding, environmental technologies, curtain walling, crane pilot operations and modular construction techniques. - Work with the Stourbridge Advanced Technology Centre as it ceases operations to ensure learners and employers have continued access to technical, mechanical services and building trades programmes for the construction industry. This enhanced curriculum offer will be delivered in Dudley. - Engage a major industry partner to support the re-development of our dedicated motor vehicle training centre and ensure the curriculum is ﬁt for the future of that industry. - Extend our strong science curriculum by the introduction of new study programmes linked to the pharmaceutical and public health industries. - Introduce a new digital animation pathways as part of our highly successful arts and media provision. - Introduce the Technical Baccalaureate as an option for our talented level 3 learners. We expect the number of programmes offering a Technical Baccalaureate option to grow year on year over the life of this plan.

- Explore the introduction of mixed discipline study programmes in a number of curriculum areas. For example, in engineering, we will develop mixed discipline programmes, such as ‘engineering with graphic design’ tailored to careers in product design. In doing so we will implement delivery models to allow learners to choose a major and minor qualiﬁcation linked to their chosen career. - Engage local employers to refresh our information communication technology curriculum offer to meet local skills needs. We will develop higher level information communication technology programmes with bespoke specialisms to prepare our learners for their future careers, for example: ICT for Engineering Professionals, ICT for Finance, ICT for Technicians. We will work across curriculum areas to develop a new innovation programme to enable learners to develop their own new technologies including games, applications, websites and social media. We will continue to build on the success of our STEM (Science, Technology, Engineering and Mathematics) event held in 2015 by designing and delivering a programme of annual events aimed at inspiring young people to take up careers in shortage local STEM (Science,Technology, Engineering and Mathematics) careers. As part of this we will focus

For more information log on to www.dudleycol.ac.uk

FULL TIME LEARNERS AGED 16-18 YEARS

Despite a reducing population of local young people aged 16-18 years, through greater market penetration and improved progression, we expect to see continued modest growth in the number of full time learners aged 16-18 years over the life of this plan.

32 FULL TIME LEARNERS AGED 16-18 YEARS For more information log on to www.dudleycol.ac.uk

on the number of young women embarking on careers in engineering and construction.

We will continue to support the progression of young people to higher level skill programmes removing barriers to progressions wherever we can. This will include supporting seamless progression for learners from academic to technical qualifications within the college or from full time programmes to Apprenticeships. In particular we will actively promote the opportunities locally for learners to progress to higher Apprenticeships supported by local employers. We are aware that we have a key role to play in meeting the needs of young people with learning difficulties and disabilities. The college will further develop provision for learners with any form of learning difficulty and disability ensuring good progression routes including the introduction of supported internships. We will continue to work closely with Dudley Metropolitan Borough Council as they have a responsibility for placing young learners (up to the age of 24 years) in appropriate provision.

We will work in partnership with Dudley Metropolitan Borough Council and others in supporting provision for learners aged 11-16 years in our local schools. Specifically we will consider the feasibility of leading the development of a new free school in Coseley, in the event that the current school closes and additional school places are required in the future to meet the growing population of young people. We will continue to maintain our high success rates across all our provision. By equipping staff and learners with the tools to drive higher level learning we will ensure all learners do not just pass their qualification, but aspire to and achieve the highest grade possible at whatever level of study. As part of this we will review the standards we expect of our teaching and learning staff and ensure that our continued professional development programme supports the promotion of best practice across all of our provision. Specifically we will continue our focus on supporting learners who

need to re-take GCSE English and mathematics qualifications by ensuring we have suitably skilled and resourced staff to deliver this growing need. We will develop innovative and engaging ways of delivering these qualifications to enable more learners to achieve higher grades. In addition we will ensure all teaching staff are able to reinforce learners’ understanding of English and mathematics as part of their programme of study. We will continue to set individual, high and stretching targets for all of our learners, both from an academic perspective and aspirational targets for their next steps. We will closely monitor the progress of learners, during lessons and over the duration of their programme, with the aim of ensuring their learning develops as quickly as possible and learners reach their goals. We will further develop the skillset of technical and academic teachers to meet the needs of learners with specific learning difficulties and/ or disabilities ensuring effective integration into mainstream courses. We will continue to develop the use of new and existing information learning technologies to support the delivery of learning by ensuring our staff have the skills to make best use of this technology and our learners have access to the best e-learning resources possible. We will continue to increase the percentage of learning delivered on line ensuring all learning programmes exceed government expectations.

For more information log on to www.dudleycol.ac.uk

33 FULL TIME LEARNERS AGED 16-18 YEARS

We will maintain our New Engineering Foundation ‘STEM Assured’ status to ensure we are continuing to offer learners on STEM (Science, Technology, Engineering and Mathematics) subjects the best possible provision and outcomes. In developing this curriculum, we will continue to work closely with our partner employers and Aston University.

We will review the content and delivery models for our level 1 programmes to ensure the focus is truly on preparing learners for study beyond that level. We expect this will mean a greater focus on development of core skills such as English and mathematics as well as equipping our learners with work readiness skills. For appropriate learners we will look at delivery models that allow them to ‘fast track’ through level 1 and 2 provision so that they can quickly move to advanced level study.

34 FULL TIME LEARNERS AGED 16-18 YEARS

We will engage with our full time learners to review our approach and to assist in the redesign of our e-systems, such as BlackBoard and ProMonitor, to most appropriately support a blended learning experience, in doing so we will ensure that we best meet the study and support needs of our full time learners. Listening to what learners have to say about the college is of paramount importance. We are therefore committed to continually developing, supporting and extending our highly effective learner voice strategy. We will build on good practice in areas such as engineering by developing meaningful relationships with employers to support curriculum design and delivery. We will continue to maintain the participation of employers in the collegeâ&#x20AC;&#x2122;s Corporation ensuring there are good and productive links between the Corporation and the Black Country Local Enterprise Partnership. This will include sourcing appropriate representation from the construction industry to support the development of Dudley Advance II.

Through these relationships we will ensure learners are better prepared for the world of work through opportunities for industrial mentorship, real world projects, employer visits and work experience that is meaningful and linked to career next steps. We will also ensure that employability skills are embedded in the Performance Improvement Programme. We will work with our employer partners to ensure learners have the opportunities to work with up to date equipment and resources related to the world of work in industry settings. Work readiness, work exposure and work experience are, and will continue to be, key elements of the curriculum. We will also deliver cross-college enterprise and entrepreneurship programmes. We are fully engaged in World Skills and regional skills competitions and look forward to further success in skills competitions over the life of this plan. We will build on our sponsorship of the Skills Show continuing the development of a culture of competition across the college.

Vince Cable MP, Former Secretary of State for Business, Innovation and Skills visits Dudley College for the opening of Dudley Evolve in November 2012. For more information log on to www.dudleycol.ac.uk

Through effective use of cross-college projects, competitions and collaborations we will help develop learnersâ&#x20AC;&#x2122; wider skills, supported by local employers. We will encourage and support local employers in promoting the value of recruiting advanced and higher apprentices from learners completing full time programmes. This will include marketing material, employer events and the development of effective learner-employer engagement services. We will work collaboratively and transparently with key stakeholders and partners including the West Midlands Combined Authority, Black Country Local Enterprise Partnership, the Black Country Consortium, the Black Country Chamber of Commerce, Dudley Metropolitan Borough Council, employers, community groups, schools, regional further education colleges and other training providers in planning and, where appropriate, delivering our curriculum.

OUR PLANNED STRATEGIC OUTPUTS

LEARNER ENGAGEMENT: • We will be engaging over 4,000 full time learners aged 16-18 each academic year.

OUTCOMES FOR LEARNERS: • Our success rates will be above national rates at all academic levels. • Our overall success rate for learners aged 16-18 will be 88% or higher. • 60% of learners retaking GCSE English or mathematics alongside their main programme will achieve A-C grade (or 9 to 5 in the new GCSE grade system).

STAKEHOLDER SATISFACTION: • Learner satisfaction will be above average in comparison with other good or outstanding general further education colleges nationally. • Overall satisfaction will be high, evidenced by a score of 80 or above in an independent survey conducted by QDP.

For more information log on to www.dudleycol.ac.uk

35 FULL TIME LEARNERS AGED 16-18 YEARS

Each year we will set speciﬁc targets for performance. By 2019 we will have delivered the following strategic outputs for our full time learners aged 16-18.

DISTANCE TRAVELLED BY LEARNERS: • Learners will achieve the highest grade possible in their studies, evidenced by an independent rating of ‘very good’ or better for our Alps (Advanced level performance system) value added indicator.

36 FULL TIME LEARNERS AGED 16-18 YEARS

LEARNER DESTINATIONS: • At least 95% of our completing learners will go on to a positive destination when they complete their programme of study.

IMPACT ON REGIONAL SKILLS AND ECONOMY: • At least 50% of our learners will be studying programmes in STEM (Science, Technology, Engineering and Mathematics) subjects, linked to demand for local skills.

Ian Austin MP, meets Dudley College learners at Thomas Dudley Ltd. For more information log on to www.dudleycol.ac.uk

FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS

CONTEXT 38 FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS

The college enjoyed notable success in the provision of A levels for those aged 16-18 years during the period 2013-16. Despite a falling local demographic the launch of Dudley Sixth lead to a dramatic increase in participation of young people on A levels. By 2015-16 over 500 learners had enrolled at Dudley Sixth, more than doubling the college’s annual number of A level learners. In doing so we successfully engaged learners from diverse communities with 31% of A level learners from ethnic minority groups. Our young A level learners are more diverse than the local community, where 11.5% of the population are from minority groups. Our A level provision is also inclusive with 7% of learners reporting a learning difficulty or disability. We are very pleased to have increased the numbers of learners who successfully achieved their A levels. Success rates for A and AS levels have increased in each of the last three years and are now above national averages.Value added scores on A levels have also improved in each of the last three years and are now rated Alps grade 4 ‘very good’. There are no significant differences in the success rates of learners from diverse groups or those with a learning difficulty or disability. Provision at Dudley Sixth continues to make a positive impact on the lives of our young learners. 95% of learners completing their programme of study progressed immediately to a positive destination (either higher or further training or directly into employment) with 80% of these progressing directly to university.

For more information log on to www.dudleycol.ac.uk

We also made a signiﬁcant impact on the local skills gap by upskilling young people, particularly in priority sectors. 69% of our A level learners followed STEM (Science, Technology, Engineering and Mathematics) subjects, an increase of 9% on previous years. Whilst we should be rightly proud of these successes we recognise there is more to be done. We need to ensure more young people secure high grades to give themselves the very best future opportunities. For some learners progression to university is not always the best option, but Dudley Sixth learners rarely consider advanced or higher Apprenticeships as a future pathway. We will therefore develop our advisory services to promote these alternative progression opportunities. Whilst our A level success rates are impressive, there are opportunities to increase the number of learners successfully completing AS level studies. We will give these areas a high priority over the life of this strategic plan.

VISION

By 2019 Dudley Sixth will be recognised as the A level centre of choice for young people in Dudley Borough and adjacent areas. Many more young people will choose Dudley Sixth for their A levels, with a greater percentage completing STEM (Science, Technology, Engineering and Mathematics) related subjects. Teaching will be active, exciting and inspiring, focusing on the needs of individual learners. Our teachers will make best use of the latest available learning technologies. Our relentless focus on aspiration will ensure young people both pass and achieve high grades at rates equivalent to the best sixth form colleges. Our extensive A level offer, fully aligned to national A level reforms, will equip learners to progress to higher studies and relevant employment opportunities. Our learners will progress to positive futures. For those learners following traditional higher education pathways a greater number will progress to Russell Group universities. For those directly seeking employment many more will progress to advanced and higher Apprenticeships. Dudley Sixth learners will make good use of inspirational new facilities developed in the Dudley Learning Quarter and will be fully engaged in wider college life. Learners will report high levels of satisfaction with Dudley Sixth, well above averages for the sector. Our learners will comment that our provision is welcoming and inclusive. As socially aware young people, they will understand how to best conduct themselves, professionally and socially, and to keep themselves safe. Our stakeholders and partners will recognise that Dudley Sixth proactively serves the needs of young people and supports their economic, social and personal development.

For those learners following traditional higher education pathways, a greater number will progress to Russell Group universities.

For more information log on to www.dudleycol.ac.uk

39 FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS

Our vision for full time A Level learners aged 16-18 years is this:

WHAT WE WILL DO 40 FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS

Despite a reducing population of local young people aged 16 years, through greater market penetration and improved success rates, we expect to see continued significant growth in the number of full time A level learners over the life of this plan. Dudley Sixth already offers a very broad range of subjects ensuring learners have the opportunity to study a combination that best suits them. We will continue to review our curriculum offer to ensure we meet the needs of local employers and national higher skill shortages. We will continue to develop our STEM (Science,Technology, Engineering and Mathematics) provision through new programmes and specifications. New subjects such as product design will utilise the industry standard equipment in Dudley Advance and Dudley Evolve. We will maintain our New Engineering Foundation ‘STEM Assured’ status to ensure we are continuing to offer learners on STEM (Science, Technology, Engineering and Mathematics) subjects the best possible provision and outcomes. In response to learner demand we will offer a new creative writing qualification to support learners interested in journalism, blogging and playwriting. We will work in partnership with universities, locally and nationally.

For more information log on to www.dudleycol.ac.uk

Through the use of guest speakers, visits and partnerships we will ensure our learners are fully prepared for the challenges and opportunities ahead.

We will offer advanced masterclasses to learners to ensure we stretch and challenge our gifted and talented learners.

We will continue to work in close partnership with local schools on a range of initiatives such as, STEM (Science, Technology, Engineering and Mathematics) masterclasses, arts collaboration and resource sharing. This will continue to build on the success of our STEM (Science, Technology, Engineering and Mathematics) event held in 2015 by designing and delivering a programme of annual events aimed at inspiring young people.

We will develop the use of new and existing technologies within the curriculum and further enhance the learning environment with new resources. In particular, we will invest in and extend the use of mobile technologies to enhance teaching and learning.

We will develop effective progression routes for those learners who would better suit a technical programme by allowing learners to transfer from AS programmes to the second year of BTEC qualiﬁcations. We will continue to maintain our high success rates across AS and A level programmes. We will continue to set individual, higher and more challenging targets for all of our learners. We will develop the effectiveness of our teachers’ use of target setting and stretching activity to ensure learners achieve the highest grades, leading to higher value added scores.

We will closely monitor the progress of learners during lessons and over the duration of their programmes, with the aim of ensuring their learning develops as quickly as possible and learners reach their goals. We will continue to develop staff through regular upskilling and professional development. This will ensure that all staff are fully prepared to deliver the new subject speciﬁcations under the A level reforms. As part of this we will review the standards we expect from our teachers and ensure that our ongoing professional development programmes support the promotion of best practice across all subjects. We will identify multi-skilled staff to support cross curricula innovations to develop horizontally the skills of our staff to broaden their areas of expertise.

41 FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS For more information log on to www.dudleycol.ac.uk

Listening to what learners have to say about Dudley Sixth is of paramount importance. We are therefore committed to continually developing, supporting and extending our highly effective learner voice strategy.

42 FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS

Work readiness, work exposure and work experience are, and will continue to be, key elements of the curriculum. We will ensure that higher Apprenticeships will be a viable alternative to university for many of our A level learners by educating both learners and parents of the beneﬁts and value of these qualiﬁcations. We will continue to raise aspirations of young people ensuring more of our learners are progressing on

to Russell Group Universities. We will further embed our careers and guidance delivered in the Performance Improvement Programme to raise awareness of university choices and ensure learners are fully prepared for the university application and interview process. We will have strategies in place to support learners at risk of not progressing from AS to A2 to ensure suitable progression opportunities are available. Dudley Sixth learners will be engaged with the wider college events and lead on cross curricula activities supported by the Student Union to develop their wider skills. Activities such as the ‘Debating Club’ and ‘Arts Fest’ will feature prominently within the Dudley Sixth campus.

We will maintain our New Engineering Foundation 'STEM Assured' status to ensure we are continuing to offer learners on STEM subjects the best possible provision and outcomes.

For more information log on to www.dudleycol.ac.uk

We will revise our programme of study to fully equip learners with the independent study skills they require to succeed. We will create dedicated self-study spaces which are suitably resourced to support learning. We will offer a varied provision that includes the ﬂexibility to study A levels alongside a technical qualiﬁcation. Dudley Sixth will also support vocational areas delivering the new technical baccalaureate in the delivery of mathematics.

OUR PLANNED STRATEGIC OUTPUTS

LEARNER ENGAGEMENT: • We will be engaging over 550 16-18 year old learners in A level education each academic year.

OUTCOMES FOR LEARNERS: • Our success rates will be above national rates. • Our overall success rate for 16-18 A level learners will be 90% or higher.

ST STAKEHOLDER SATISFACTION: • Learner satisfaction will be above average in comparison with other good or outstanding general further education colleges nationally. • Overall satisfaction will be high, evidenced by a rating of 80 or above in an independent survey conducted by QDP.

For more information log on to www.dudleycol.ac.uk

43 FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS

Each year we will set speciﬁc targets for performance. By 2019 we will have delivered the following strategic outputs for our full time A level learners aged 16-18.

44 FULL TIME A LEVEL LEARNERS AGED 16-18 YEARS

LEARNER DESTINATIONS: • At least 95% of our completing learners will go on to a positive destination when they complete their programme of study. • 10% of learners will choose to continue to higher education with Dudley College, including through Higher Apprenticeship routes.

IMPACT ON REGIONAL SKILLS AND ECONOMY: • 70% of learners studying at Dudley Sixth will be engaged in at least one STEM (Science, Technology, Engineering and Mathematics) related programme, linked to local and national demand.

For more information log on to www.dudleycol.ac.uk d dl l k

FULL TIME AND PART TIME ADULT EDUCATION LEARNERS

CONTEXT 46 FULL TIME AND PART TIME ADULT EDUCATION LEARNERS

The period 2013-2016 was a troubled time for adult education nationally. Government austerity measures fell heavily on adult education budgets. Significant cuts led to decreases in adult participation, particularly in 2014-15, and forced the redundancy of many teaching and support staff delivering adult education. Despite these difficulties the college maintained a significant provision for adult learners. We remain the largest college provider of adult education programmes in the Black Country. By some distance, with an extensive curriculum offer across three distinct strands (described below). In 2014-15 over 3,000 adults, most from communities very local to the college, participated in learning. The success rates of our adult learners have remained consistently high, with an overall success rate of 89% with success above national rates at all levels of learning. Success rates on functional skills programmes in mathematics and English are also high and well above those reported nationally. Over 600 adults improved their functional skills in 2014-15. Many of those adults taking or retaking

GCSEs in mathematics (61%) and English (50%) achieved grades A*-C (or 9 to 5 in the new GCSE grade system) in these vital qualifications. Alongside these essential skills our adult education programmes also supported the development of those technical skills required by many local employers. Over a third of our adult programmes are in STEM (Science, Technology, Engineering and Mathematics) subjects. Our adult education provision is diverse and inclusive. Some 42% of our adult learners are from ethnic minority groups with 20% of learners reporting a learning difficulty or disability. 86% of our completing adult learners progressed to a positive destination, either higher or further training or directly into employment. Learner satisfaction with our adult education programmes has remained very high over recent years. The November 2015 budget gives some optimism for a period of stability in the funding of adult education, with no substantive further budget reductions forecast. The new West Midlands Combined Authority will have an increasing influence in the mix and balance of future adult

education programmes funded across the region. Adult education remains a powerful tool for re-engaging those adults marginalised in society by language barriers, disadvantage or mental health challenges. We therefore recognise the need to build upon our previous successes and to target the use of our adult education funds carefully. There are opportunities to improve on the number of adults achieving high grades in English and mathematics GCSEs. The progression of adults into positive destinations varies with their level of study. More can be done to ensure adults on level one programmes move more quickly to a positive destination, particularly into employment or an adult apprenticeship. With limited public funding available our professional and technical updating programmes for adults need to be closely aligned to regional skills needs. Further developing the culture and acceptance of the use of adult learning loans will help to address this challenge. We will give these areas a high priority over the life of this strategic plan.

We remain the largest college provider of adult education programmes in the Black Country.

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VISION

By 2019 there will be a very close and effective working relationship between the college and the new West Midlands Combined Authority. Our adult education provision will have been carefully planned and developed in partnership with the combined authority, Dudley Metropolitan Borough Council, Job Centre Plus, employers, community groups, Her Majestyâ&#x20AC;&#x2122;s Prison Featherstone and other local stakeholders. Dudley College of Technology will be widely recognised for the valuable contribution we make in transforming the lives of adults in the region. Adult participation in learning will increase during the life of this plan, supported by our adult education allocation, learning loans and non-core funding. All of our core funding will be used locally. Adults participating in our professional and technical updating programmes, offered through the vibrant Dudley Business School, Dudley Advance and Advance II and across the wider Dudley Learning Quarter, will progress in their careers. These more skilled adults will improve workplace productivity contributing positively to the regional economy. An extensive network of college and community based essential skills programmes will support at risk adults on the margins of society. An increasing number of adults will engage in this provision, improving their essential and employability skills, gaining GCSEs in mathematics and English, English language speaking and functional skills qualiďŹ cations. A growing number of these adults, particularly those on level one programmes, will progress quickly into Apprenticeships or other employment. Teaching on our adult education programmes will be active, exciting and inspiring, focusing on the needs of individual learners. Our teachers will make best use of the latest available learning technologies. Our adult learners will comment that our provision is welcoming and inclusive.

Dudley College of Technology will be widely recognised for the valuable contribution we make in transforming the lives of adults in the region.

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47 FULL TIME AND PART TIME ADULT EDUCATION LEARNERS

Our vision for full time and part time adult education learners is this:

WHAT WE WILL DO 48 FULL TIME AND PART TIME ADULT EDUCATION LEARNERS

The college is committed to supporting the learning needs of local adults. In partnership with the West Midlands Combined Authority, Black Country Local Enterprise Partnership and other Black Country further education colleges, we will develop and deliver an adult education programme which meets the needs of local people and local employers. We will ensure that the entirety of our limited adult education allocation is used locally on provision for local people. Our adult education provision can be broadly categorised into three strands, described below. We will prioritise the use of our adult education funds on strands one and two. 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.This strand includes a wide range of technical skills updating programmes (from accountancy to welding), professional qualiﬁcations offered through the Dudley Business School and dedicated access to higher education programmes.We will ensure programmes in this strand are aligned to West Midlands Combined Authority and Local Enterprise Partnership priorities. We will also ensure programmes in this strand are complementary to the college’s apprenticeship and higher skills provision, allowing adults clear progression opportunities. Programmes offered in this strand will contribute to the development

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of the higher level skills and knowledge required by local employers. We will extend our short technical updating and job change programmes in key priority sectors such as electrical installation, engineering and manufacturing, building technologies and digital technologies. This will be supported by the development of Dudley Advance II and other advanced technologies training facilities across the Dudley Learning Quarter. We will develop a suite of new professional programmes to support individuals working in the sport and leisure industry, including coaching, personal training, leisure management, aiound swimming trainer programmes. The development of the Priory Road 3G Football Complex will support this provision. We will re-launch the Dudley Business School offering a range of programmes including leadership and management, performance management, accounts for nonaccountants, employment law, enterprise and entrepreneurship and marketing on the web. Our programmes will be accredited by recognised awarding bodies including Association of Accounting Technicians, Charted Management Institute, Institute for Leadership and Management and Chartered Institute for Purchase and Supply. Following the success of our hospitality and catering full time and

apprenticeship programmes, we will introduce advanced level qualiﬁcations in patisserie and confectionery and food and beverage to serve employers and employees in the local hospitality industry. To support this we will have created a new silver service training restaurant serving the local community. We will review our access to higher education curriculum offer to adults to ensure it is job focussed. This will include an expansion of our specialist science programmes, including growing our access to healthcare pathways and professional updating for the nursing and health care sector. To support this we will have conducted a feasibility study for the creation of a new dedicated health and life science centre in the Dudley Learning Quarter. We will engage with adult learners to review our approach and to assist in the redesign of our e-systems, such as BlackBoard and ProMonitor, to most appropriately support a blended learning experience. In doing so, we will be positioned to review our delivery model allowing further ﬂexibility, distance learning and short block delivery to best meet study and support needs for adult learners. We will review our admissions policy to ensure bespoke initial advice and guidance is available for adults to include promotion of advanced learning loans and higher Apprenticeships. We will include in

this a review of exit guidance to fully support progression for adults on to Apprenticeships and higher study, particularly those adults completing level one programmes.

We will create a new distinctive brand for our professional and technical updating programmes for adults, supported by a revised marketing approach. Where required we will agree bespoke sector focused routes to market approaches for the marketing of our professional and technical updating programmes for adults. We will further develop our destination and impact assessment methodologies to better assess, longitudinally, the career impact of adults participating in professional and technical updating. In doing so we will work in partnership with other further education colleges, the West Midlands Combined Authority and the Skills Funding Agency. STRAND 2: ESSENTIAL SKILLS PROGRAMMES FOR ADULTS. These are programmes aimed at developing essential skills for adults many of whom are disadvantaged or socially marginalised.These programmes will support adults in progressing into employment or further study.This provision includes adult basic skills, employability, mathematics, English and English for Speakers of Other Languages (ESOL) programmes.These programmes remain a key priority for the college and the West Midlands Combined Authority as we collectively strive to ensure more adults are able to contribute positively to

We will offer an extensive programme of English and mathematics, from entry level functional skills to GCSE level at the college’s main Broadway campus and in a number of community settings.

We will work with Her Majesty’s Prison Featherstone in the delivery of education programmes which support the rehabilitation of offenders who will be released into the local community. We will speciﬁcally deliver motor vehicle, engineering, employability programmes and seek opportunities to maximise success in English and mathematics. Through effective partnerships we will develop on-site training facilities that meet the needs of these learners.

We will continue to promote community cohesion through the provision of English language classes to those in our community whose ﬁrst language is not English. We will expand our provision to support those seeking citizenship and to engage our hardest to reach communities to further promote inclusion. This will include going out into local communities including Lye, Brierley Hill and Dudley Port. As part of this we will have become a Secure English Language Test training centre to support adults who are claiming citizenship in the UK. As the Black Country hub for the Talent Match programme, we will continue to support our community and reduce unemployment by working closely with Job Centre Plus to deliver employability programmes to help get adults back into employment. These programmes will focus on interview skills, career planning, job searching and personal development. The majority will be short courses to enable learners to progress quickly into employment alongside the development of a relevant technical skill. To ensure this provision has an effective impact we will develop sector based work academies aligning employability training with current job market vacancies.

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49 FULL TIME AND PART TIME ADULT EDUCATION LEARNERS

We will build on good practice in areas such as engineering by developing meaningful relationships with employers to support curriculum design and delivery.

society.We recognise there is a signiﬁcant need for these programmes and will work to secure funding from diverse sources, such European Social Fund and European Structural Investment Fund, to extend this provision beyond our adult education allocation.

50 FULL TIME AND PART TIME ADULT EDUCATION LEARNERS

We are very aware that we have a key role to play in meeting the needs of adults with learning difficulties, disabilities or mental health issues. The college will continue to work closely with Dudley Metropolitan Borough Council in offering provision for learners with any form of learning difficulty or disability to enable them to achieve positive outcomes. We will introduce supported internships to support adults with learning difficulties and disabilities progressing into employment. We will work with Dudley Metropolitan Borough Council and parents to develop a fee paying programme to support adults with learning difficulties and disabilities, aged over 24 years, to live independently or gain employment. We will use the expertise we have in our initial advice and guidance team to put in effective exit strategies for adults at the end of their programmes to ensure we maximise their progression into positive outcomes. This will include the creation of a team of specialists working with our adult learners to support their progression and will work very much in partnership with local stakeholders. This will include the creation of enhanced student advice and guidance services at the college’s main Broadway campus which will bring together the services currently offered by the Employment Hub and student services. This will enable adult learners to receive appropriate initial advice and guidance and progression support and the addition of an enlarged teaching space/ conference facility. We will continue to explore the opportunity of developing a

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children’s nursery facility in the Dudley Learning Quarter. This facility would not only support adult learners with children who wish to study at the college, but would also provide real work experience for our full time learners on child care programmes and apprenticeship and employment opportunities for the local community. Working closely with other further education colleges, providers and the West Midlands Combined Authority we will develop and agree a suite of metrics which assess the impact of adult education programmes. Working in partnership with other further education colleges and local authorities we will bid for and secure funds from non-core sources, such as the European Structural Investment Fund and European Regional Development Fund, to support essential skills programmes for adults. We will work with other further education colleges and the West Midlands Combined Authority to support the efﬁcient delivery of adult learning across the region. Working closely with Dudley Metropolitan Borough Council where opportunities arise we will consider the rationalisation of local adult education provision. We will introduce new and regular careers fairs for adult learners encouraging adults to progress directly into employment. We will extend our ‘reach week’ arrangements to adult learning programmes to ensure adults have the best chance of success. We will revise our stafﬁng structures to ensure there is a new dedicated team to work with Job Centre Plus in the development and management of employability programmes.

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.These learners have often first presented at college aged 16, 17 or 18 years with poor exam results from school.They therefore follow a level 1 or 2 remedial qualification before progressing to advanced level provision. By the time they reach advanced level training they are beyond 18 years and are therefore classified as adult learners.We will continue to support these young adults using funds from our adult education allocation. All actions for full time learners aged 16-18 years, detailed earlier, apply to this group. In addition: Where appropriate we will introduce a fast track process to enable these learners to move more quickly through level 1 and 2 remedial programmes. We will provide these young adults with the opportunity to plan for their next steps through a formal qualification in personal and social development which will be delivered as part of our tutorial programme. We will review our current support processes to ensure they best meet the needs of these young adult learners. As part of this, we will develop enhanced out of office and online support services for adults.

OUR PLANNED STRATEGIC OUTPUTS

LEARNER ENGAGEMENT: L • At least 2,000 adults per year will be completing professional / technical updating programmes, many of whom will be supported through learning loans. • At least 1,700 adults will complete essential skills qualiﬁcations supported by the Skills Funding Agency or West Midlands Combined Authority. • 100% of our core adult education budget will be spent locally. .

OUTCOMES FOR LEARNERS: • Our success rates will be above national rates at all academic levels.. • Our overall success rate for adult learners will be 90% or higher. • 70% of adults taking GCSE English or Maths will achieve A*-C gradee (or 9 to 5 in the new GCSE grade system).

STAKEHOLDER SATISFACTION: • Learner satisfaction will be above average in comparison with other good or outstanding general further education colleges nationally. • Overall satisfaction will be high – evidenced by a rating of 80 or above in an independent survey conducted by QDP.

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51 FULL TIME AND PART TIME ADULT EDUCATION LEARNERS

Each year we will set speciﬁc targets for performance. By 2019 we will have delivered the following strategic outputs for our adult learners.

LEARNER DESTINATIONS: LE • At least 90% of our completing learners will go on to a positive destination when they complete their programme of study.

52 FULL TIME AND PART TIME ADULT EDUCATION LEARNERS

• At least 40% of previously unemployed adults will have found employment following the completion of the programme of study.

IMPACT ON REGIONAL SKILLS AND ECONOMY: • At least 50% of our adult learners are studying programmes in STEM subjects, linked to demand for local skills.

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HIGHER SKILLS LEARNERS

CONTEXT 54 HIGHER SKILLS LEARNERS

During the period 2013-16 the college achieved modest growth in the number of higher education learners, with 338 learners completing higher level qualifications. An increasing number of these learners (38%) followed STEM (Science, Technology, Engineering and Mathematics) subjects. Many learners studied on a part time basis with the support of their employer. Our higher education learners were from diverse communities with 28% from ethnic minority groups. Success rates remained high throughout this time. Pleasingly, 91% of our learners progressed to a positive destination, 65% directly into graduate employment, with the remainder continuing in higher education often to degrees. Higher education programmes made up a relatively small proportion of the college’s overall offer and whilst the quality of our provision remained high, the development of higher education was not foremost of the college’s strategic priorities. However, the context of higher education in the college has now significantly changed. Driven by a culture of low aspirations, the West Midlands region still lags dramatically behind national averages in the number of adults qualified to level 4 and above. Government, the Black Country Local Enterprise Partnership, employers and others are calling for more, higher skilled employees, particularly in priority sectors. There is a growing recognition that these skills can be developed through

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non-traditional university routes, with adults following higher level programmes flexibly and locally, often on a part time bases. Foundation degrees, higher national certificates and diplomas, and higher and degree level Apprenticeships offer employed adults the opportunity to continue in higher education. The introduction of student loans provides a free at the point of entry financial model. With our dramatically improved facilities and technical resources, particularly those in priority sectors, the college can offer cost effective, valuable higher education opportunities. The college can play a much greater role in addressing the higher skills gap in the region. The development of our higherr education provision will therefore be a major focus throughout 2016-19.

The college can play a much greater role in addressing the g g p in the region. higher skills gap

VISION Our vision for higher skills learners is this:

55 HIGHER SKILLS LEARNERS

By 2019 prospective learners across the West Midlands will recognise Dudley College of Technology as a great choice for cost effective, high quality, higher education. The distinctiveness of our higher education provision will be clearly visible in our cutting edge facilities and our branded services.Very many more young people and adults will choose Dudley College for their higher level studies, particularly young people progressing from advanced level programmes at the college. A new, aspirant culture of ‘stay local, go higher’ will be evident amongst these technical and professionally focused young people. Our higher education provision will be transformed from today’s offer, with a dramatic expansion of new programmes, closely aligned to local economic needs. More learners will join higher level programmes in STEM (Science, Technology, Engineering and Mathematics) related subjects, particularly women. Bespoke new foundation degrees, developed in close partnership with local industries and our university partners, will be fully subscribed. Our flexible provision will support many more adults following part time programmes, allowing them to move seamlessly into higher and degree led Apprenticeships. Our full time higher education learners will progress to positive futures gaining degree level employment in related disciplines. Our employed higher learners will advance in their careers, improving their personal prosperity and the productivity of their workplaces. Inspiring teaching, focusing on individual needs will help to ensure our higher education learners enjoy their studies. Our teachers will make best use of the latest available learning technologies. Our learners will comment that our provision is welcoming and inclusive. For the first time in our history a modest programme of research projects will be underway, supported by research grants from the Research Council and employer contributions. Our expanding higher education provision will contribute significantly to productivity and the strength of the regional economy.

By 2019 prospective learners across the West Midlands will recognise Dudley College of Technology as a great choice for cost effective, high quality, higher education. For more information log on to www.dudleycol.ac.uk

WHAT WE WILL DO 56 HIGHER SKILLS LEARNERS

Through Dudley Advance II we will introduce a new higher level skills offer for the modern construction industry focusing on building information modelling, digital engineering, building technicians, offsite fabrication and environmental technologies. Building on the success of Dudley Advance, and in partnership with Aston University, we will further extend the range of higher level engineering programmes available, ensuring that these offer seamless progression to full degree programmes. We will continue our focus on STEM (Science, Technology, Engineering and Mathematics) programmes which support local need by introducing new higher level programmes in science, pharmaceutical, health and social care, early years and nursing. To support this we will have conducted a feasibility study for the creation of a new dedicated health and life science centre in the Dudley Learning Quarter. We will introduce new higher level programmes in digital media and performing arts based on local demand for these skills. We will extend our existing media facilities with the introduction of industryleading recording studios and editing suites to ensure higher level learners are trained on equipment relevant to the industry they will work in. We will introduce new higher level programmes in hospitality management and salon management based on local demand For more information log on to www.dudleycol.ac.uk

for these skills. We will introduce a new foundation degree in sports development in partnership with Gloucester University to meet industry needs for physical activity health and wellbeing development. We will redesign some of our existing higher level curriculum to better meet local need. Specifically this will include our computing and business programmes, underpinned by an enhanced higher level professional updating offer from the Dudley Business School. We will continue to work with partner Higher Education Institutions to design and deliver new higher level qualifications that better meets the needs of local people and employers. We expect this to result in the introduction of more Foundation Degree programmes alongside our existing HNC/HND offer. Foremost amongst our partners will be Aston University, the University of Wolverhampton, Birmingham City University, Staffordshire University and the Warwick Manufacturing Group. We will identify specific higher education facilities within all relevant campuses to ensure learners on higher level programmes have access to subject specific information communication technology and resources allowing them to undertake research and complete coursework. We will introduce a scheme under which higher level learners will be able to undertake research opportunities alongside their studies, often in partnership with a local Higher Education Institution

or on behalf of a local employer. This will include providing access to enhanced information communication technology services to support research. We will introduce a scheme to link college delivery staff with equivalent subject specialists in our partner universities to facilitate sharing of best practice, opportunities for joint delivery and access to specialist facilities and resources. We will continue to support the progression of young people and adults to higher level skill programmes removing barriers to progressions wherever we can. This will include clear progression routes for our Access learners to continue their higher studies at the college. Specifically we will provide young adults with more cost effective opportunities to continue into higher education locally, often on a part time basis. In particular we will actively promote the opportunities locally for learners to progress to higher Apprenticeships, supported by local employers. Building on the success of the approach used in engineering, we will offer a range of subject specific bridging courses to support employed adults in making the step into higher level programmes. These short preparatory programmes ensure learners start their higher level qualification with the essential technical knowledge and study skills required, leading to successful outcomes for those learners.

We will formalise the links we have with higher education institutes and ensure our curriculum is aligned to support seamless progression for our learners looking to top up their college programme to a full degree at a partner university.

We will also ensure that entitlement to hardship funds from the Higher Education Funding Council for England is made clear to all prospective learners and support them in

We will maintain our suite of learner support services through the life of this plan, but extend them to ensure this support is relevant to, and can be accessed by, all learners studying higher level programmes. Speciﬁcally we will extend these support services to focus on providing guidance and development for those learners seeking the highest levels of achievement. We will create a suite of effective support initiatives to develop higher level study skills to help learners reach the best outcome possible. We will have a dedicated and bespoke approach to the management, quality assurance and enhancement of our higher level provision, thereby ensuring that all processes and procedures are tailored to meet the needs of this key client group.

will lead on this initiative with the support from the college management team. We will develop a dedicated observation and continuous professional development programme, designed speciﬁcally to suit the needs of higher education and ensuring our staff skills remain current with industry demands. We will support a number of key delivery staff to undertake post graduate qualiﬁcations and industrial updating to support the ongoing delivery of our higher education programmes. We will review the allocation of remission for higher education teaching staff to support research initiatives. We will increase the number and prominence of higher education open days and introduce new taster days across the higher education provision.

In addition to the existing learner voice processes, we will create an enhancement learner group to ensure continued development of all courses and that best practice is shared. The lead learner representative for higher education

We will promote opportunities locally for learners to progress to higher Apprenticeships.

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57 HIGHER SKILLS LEARNERS

We will review and develop our approach to marketing our higher education offer to promote the beneﬁts of cost effective education to local people and employers. As part of this we will work further with local employers to promote the value of recruiting higher apprentices from learners completing full time programmes. This will include marketing material, employer events and the development of effective learner-employer engagement services. We will develop a clear offer for higher apprenticeship programmes aimed at employers, promoting the beneﬁts of a wider apprenticeship programme in developing their staff. Where required we will agree bespoke sector focused routes to market approaches for the marketing of our higher skills provision.

applying for ﬁnancial support with their studies, thereby enabling more learners to access this level of education.

OUR PLANNED STRATEGIC OUTPUTS 58 HIGHER SKILLS LEARNERS

Each year we will set speciﬁc targets for performance. By 2019 we will have delivered the following strategic outputs for our higher skills learners. LEARNER ENGAGEMENT: • We will be engaging over 500 learners in higher level education each academic year.

OUTCOMES FOR LEARNERS: • Our success rates for higher education programmes will be at least 90%. • Our success rates for classroom based learning programmes at level 4 and above will be at least 88%.

STAKEHOLDER SATISFACTION: er • Learner satisfaction will be above average in comparison with other good or outstanding general further education colleges nationally. ve • Overall satisfaction will be high, evidenced by a score of 80 or above in an independent survey conducted by QDP and in the Higher Education National Study Survey.

LEARNER DESTINATIONS: • At least 95% of our completing learners will go on to a positive destination when they complete their programme of study.

IMPACT ON REGIONAL SKILLS AND ECONOMY: • At least 45% of our learners will be studying programmes in STEM (Science, Technology, Engineering and Mathematics) subjects, linked to demand for local skills. • At least 60% of learners going into employment following their programme will be in graduate level positions, as evidenced through the independent Destination of Leavers in Higher Education survey.

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DUDLEY COLLEGE WORLDWIDE

CONTEXT 60 DUDLEY COLLEGE WORLDWIDE

Over the life of the 2013-16 strategic plan we placed a strategic emphasis on developing the Dudley College Worldwide brand and its distinctive offering. Recognising the growing difficulty of recruiting international learners into the UK and onto programmes delivered here in Dudley, much of our effort focused on the development of in-country work in the Middle East, North Africa and India. Our target was to work, in-country, with national and regional governments and institutions charged with delivering technical and vocational learning. We developed a suite of inspiring programmes shaped by our own practitioners’ expertise and industry experience, positioning ourselves to share relevant experiences founded on real life: ‘we teach you everything we know’. Our delivery methodology was designed to challenge and stimulate, giving institutions and individual delegates practical ways to implement their new knowledge. Our overriding aim was to have a significant positive impact on those institutions working with us, in their ability to teach effectively, to get great results, to equip skilled and confident learners. In doing so we recognised the need to build effective relationships with key international partners such as the British Council and UK Trade and Investment, UK India Education Research Initiative and the Association of Indian Colleges of Technology in India, the Technical and Vocational Training Corporation and Colleges of Excellence in Saudi Arabia. In Saudi

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Arabia we gave careful consideration to opportunities arising from Colleges of Excellence’s programme of outsourcing the management of new Saudi colleges to external providers. Whilst we were offered three of these colleges, we did not consider these opportunities appropriate for Dudley College nor in the best interest of Saudi Arabian colleges and therefore did not accept these assignments. We did, however, encourage the Saudi government to adopt a capacity and capability building approach and were pleased to deliver the ﬁrst ‘capacity’ building project at Qatif Technical College, in Eastern Province, embedding a Dudley College Worldwide team into Qatif to work alongside their Saudi counterparts.

Financially the aim of Dudley College Worldwide was, and remains, to generate turnover and profit which can be reinvested into our Dudley based operations. We understand, however, that each international project does not necessarily provide such dividends in the short term. We recognise that alongside truly commercial work, some projects must operate first on a cost neutral basis, such as many projects we run with the British Council, and in other cases it is necessary to deliver short demonstration projects, at cost, to gain trust and confidence in-country. The approach of working on a cost neutral basis, in the first instance, prior to a truly commercial offering, has proved effective in both Saudi Arabia and India.

61 DUDLEY COLLEGE WORLDWIDE

By the end of 2015 we had made signiﬁcant progress with Dudley College Worldwide. In 2014-15 we secured £1.4m of income from worldwide operations, with £3.3m forward income for in-country projects secured for 2015-16. Recent changes in the government of Saudi Arabia, however, are likely to adversely impact of some of these forward projects and associated income. In total we had projects operational in 13 countries outside of the UK and 364 delegates had participated in overseas training programmes. We were pleased to consistently receive very high levels of delegate satisfaction with leadership and management programmes delivered in-country, particularly in India, Saudi Arabia and Vietnam. In doing so, we did not overlook the recruitment of learners into the UK. 139 international learners participated in programmes at Dudley College and 92 international visitors participated in exploratory visits to Dudley College. We were delighted in 2015 to win both the British Council ‘Best New Skills Partnership of the Year’ Award and the Black Country Chamber of Commerce ‘Award for International Trade’.

W were delighted in 2015 to win both We th the British Council ‘Best New Skills P Partnership of the Year’ Award and the B Black Country Chamber of Commerce ‘‘Award A for International Trade’.

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VISION 62

Our vision for Dudley Worldwide is this:

DUDLEY COLLEGE WORLDWIDE

By 2019 Dudley College, through our Dudley College Worldwide brand, will be recognised as the UK’s leading further education college for international work. Our extended portfolio of in-country projects and a growing number of fee paying UK based learners will ensure we generate an annual income in excess of £5m. Each year Dudley College Worldwide will achieve profit of no less than 5% of income. Dudley based learners will benefit from the on-going investment in facilities and resources this profit supports. Whilst no reliance will be placed on international operations, Dudley College Worldwide will annually make a significant contribution to the college’s financial health. Our leadership of Association of Colleges India’s UK India Education Research Initiative group will have ensured that we and our partner colleges have capitalised on the success of our innovative phase two UK India Education Research Initiative projects. Dudley College itself will be the largest single college provider of UK India Education Research Initiative phase 3 projects and the Association of Colleges India group will be the most important partner with the largest share of skills projects. In Saudi Arabia, our long term strategy to work closely with the Saudi government will have resulted in the successful implementation of a number of in-country capacity building initiatives. The Technical and Vocational Training Corporation, Colleges of Excellence and the Saudi Ministry for Human Resource Development will regard Dudley College as a key partner and regularly engage us in activities to support the development of technical and vocational education in the Kingdom. A number of other highly effective skills partnership projects will be operational in China, the Middle East and North Africa region, South Africa and south-east Asia. Spin-off smaller, self-funded commercial projects will be operational in many of these countries. A reinvigorated marketing and recruitment strategy will have ensured many more international learners enrol in Dudley, particularly learners from European Union countries. Our major international partners, our in-country and UK based learners will report very high levels of satisfaction with our provision. Our education and skills development programmes will have a liberalising impact on the emerging countries we support, albeit in a small way. Dudley College Worldwide will have positive impact on the individuals and institutions we support. Our own staff will benefit from the experience of working in-country with diverse cultures, bringing a more rounded, ‘world view’ back to Dudley.

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Our education and skills development programmes will have a liberalising impact on the emerging countries we support, albeit in a small way.

WHAT WE WILL DO IN-COUNTRY OPERATIONS

We will continue to offer leadership and management and professional development programmes for the Technical and Vocational Training Corporation, particular the Deans of colleges, and will deliver these programmes in Saudi Arabia or in Dudley as required. Working with external consultants, we will complete a careful impact assessment of the college’s UK

we will successfully bid for and deliver a number of in-country projects, focusing on leadership and management, capacity and capability building and skills for employment. We will target project work in the Middle East and North African countries, South Africa,Vietnam and India, develop greater levels of work in Europe and China, and establish more links with South East Asian markets.

Working in partnership with our Association of Colleges India partners, we will bid for and successfully secure substantial new projects under the UK India Education Research Initiative phase 3. Working with the British Council, UK Trade and Industry and others

Working in partnership with our Association of Colleges India partners, we will bid for and successfully secure substantial new projects under the UK India Education Research Initiative phase 3.

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63 DUDLEY COLLEGE WORLDWIDE

In Saudi Arabia we will work closely with Colleges of Excellence, the Technical and Vocational Training Corporation and the Saudi Ministry for Human Resource Development to secure the reinstatement of their planned capacity building programme. Subject to the resumption of this programme, we will bid for and achieve no more than three capacity building projects. We will not bid for or accept assignments in respect of the management of Saudi colleges in country.

India Education Research Initiative phase 2 projects in India. Foremost in this assessment will be identiﬁcation of sustainability and extension strategies to build on the success to date. We will present this assessment to senior staff in the department of Business, Innovation and Skills with a view to inﬂuencing government policy on the UK India Education Research Initiative and skills partnerships with India. Working with our Association of Colleges India colleagues we will support the development of UK-India Skills Hub.

64 DUDLEY COLLEGE WORLDWIDE

We will carry out detailed impact assessments on all in-country projects upon completion. Involving all partners, these will demonstrate the effect our international activity has on key impact measures such as income, return on investment, learner and staff experience, reach, curriculum development, learner destination and beneďŹ ts to the host country. We will enhance the showcasing of Dudley College Worldwide on dedicated web and social media platforms promoting our international activities through Facebook and Twitter posts, case studies and press releases. We will develop effective alumni arrangements for international learners involved with in-country delivery. Building on work with UK India Education Research Initiative delegates, we will launch alumnifocused networking opportunities and training programmes. We will strengthen arrangements for the management of in-country projects ensuring there is a dedicated project leader in place for all substantive projects. We will also improve the monitoring of proďŹ t and loss on a project by project basis.

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We will develop and publish a strategy for commercial international programmes. This will be informed by a process of research, networking with key stakeholders such as UK Trade and Investment, the British Council and Association of Colleges, scoping activity and the development of repeat business.

UK BASED LEARNERS

We will improve on current arrangements for the recruitment, management and training of incountry agents to promote Dudley College based programmes by utilising models of best practice adopted throughout the sector. We will continue to develop the breadth and ﬂexibility of programmes on offer at Dudley College for international learners. In careful consultation with curriculum managers we will develop and issue an annual prospectus showcasing international learning opportunities in Dudley. By careful management and administration of our UK based provision for international learners we will maintain our UK Visa and Immigration Tier 4 Licence and our annual allocation of Conﬁrmation of Acceptance numbers. We will regularly undertake internal and external audits of our arrangements to ensure we continue to meet all required standards. We will ensure all international learners receive any support necessary in helping them to succeed in their studies. We will complete termly welfare reviews with all international learners and operate an effective round the clock ‘out of hours’ emergency service for international learners in need of support.

Through the college’s excellent employer links, we will engage with business and industry to provide work placements and industry visits for international learners and delegates, in particular those from European Union countries.

65 DUDLEY COLLEGE WORLDWIDE

We will develop a more effective targeted marketing strategy to support the recruitment of international learners to skills and language programmes delivered at Dudley College of Technology. In doing so we will we particularly target the recruitment of learners from Morocco, Indian, Indonesia, China, the Middle East and European Union countries.

We will ensure our homestay provision is welcoming and safe. In doing so we will ensure all homestay providers receive training in safeguarding and Prevent training and that all homestay providers meet the college’s disclosure and barring service standards. We will carry out regular inspections of out homestay provision ensuring health and safety arrangements are effective in all our homestay providers, including to have up to date Gas Safe certiﬁcate. We will develop effective alumni arrangements for international learners who have studied at Dudley College. This will be carried out through newsletters, case studies aimed at supporting new international learners arriving in the UK, networking events and supporting professional and personal development.

We will develop a more effective targeted marketing strategy to support the recruitment of international learners to skills and language programmes delivered at Dudley College of Technology.

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OUR PLANNED STRATEGIC OUTPUTS 66 DUDLEY COLLEGE WORLDWIDE

Each year we will set specific targets for performance. Over the lifespan of this strategy Dudley College Worldwide will deliver the following outputs. INCOME AND PROFITABILITY: • Dudley College Worldwide will generate an annual income in excess of £5m. • This income will achieve a profit of no less than 5%, thereby making a contribution to the college’s financial health of at least £250,000 per annum.

INTERNATIONAL PROJECTS: IN • We will have active projects in at least 10 countries. • We will have at least one major capacity building project operating in Saudi Arabia. • We will annually be working with at least 650 delegates in India through UK India Education Research Initiative funded projects, making Dudley College the largest UK college provider of this training/development.

INTERNATIONAL LEARNER RECRUITMENT: • An intake of at least 130 international learners each academic year will study at our Dudley campus. • Overall learner satisfaction will be high, evidenced by a rating of 80 or above in an independent survey conducted by QDP. • Success rates for international learners studying academic courses will bee at the national benchmark or above. • Full time international learners on academic courses will achieve a 90% attendance rate.

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CROSS COLLEGE ENABLING AND SUPPORT SERVICES

OUR SUPPORT SERVICES 68 CROSS COLLEGE ENABLING AND SUPPORT SERVICES

The college prides itself on the high levels of support we offer to ensure learners have the greatest possible opportunity to succeed on their programme of study and progress to a positive destination. We will maintain this suite of support services through the life of this plan including high quality counselling, careers and welfare support for learners at the highest risk of not achieving their full potential. Speciﬁcally we will extend these support services to focus not just on those in need of support, but increasingly to provide guidance and development for those learners looking to strive for the higher grades. We will create a suite of effective support initiatives to develop higher level study skills to help learners reach the highest grade possible. We will ensure that support is truly tailored to individual needs and aligned to the progression and destination plans of the learner.

We will use the expertise we have in our initial advice and guidance team to put in effective exit strategies for learners at the end of their programmes to ensure we maximise their progression into positive outcomes. This will include the creation of a team of specialists working with our learners to support their progression and will work very much in partnership with local stakeholders. This will include the creation of enhanced learner advice and guidance services at the college’s main Broadway campus which will bring together the services currently offered by the Employment Hub and learner services. This will enable adult learners to receive appropriate initial advice and guidance and progression support and the addition of an enlarged teaching space/ conference facility. We will revise our current in class support arrangements to include

Additional investment will support learners achieving grades A* - C (or 9 to 5 in the new GCSE grade system).

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the facility for out of class pastoral intervention. This will ensure that we are providing a holistic approach to supporting our learners’ needs. We will invest in new support roles dedicated to learners following GCSEs in English and mathematics. We anticipate this additional investment will support learners achieving grades A*-C (or 9 to 5 in the new GCSE grade system). We will continue to support our learner’s travel to and from college by supplying bus passes to learners who require them. In addition to this we will look to extend the ﬂeet of college mini buses and other transport options to ensure we support learners who are completing work experience and other work exposure activity at local employer premises.

OUR FACILITIES AND RESOURCES 69

In partnership with employers and the Local Enterprise Partnership we will provide cutting edge industry standard resources and equipment for skills training in the construction and engineering sectors. We will invest some £12m in the development of Dudley Advance II. This innovative and exciting facility will include prefabricated modular housing pods, surveying and materials testing equipment, Amada CNC punch and folding presses, Amada Quattro laser cutting machines, Amada CNC break presses, plasma laser cutting and welding equipment, Eurospark CNC wire erosion and eroding machines, CNC lathes and 50 ton moulding presses. On opening Dudley Advance II we will dispose of our Mons Hills site which will be redeveloped into housing. The funds from this disposal will support the ongoing development of the Dudley Learning Quarter. In September 2016, in partnership with the Football Association and Dudley Metropolitan Borough Council we will open the Priory Road 3G Football Complex. This will result in a much needed competition standard football pitch, with ancillary facilities, in the heart of the Dudley Learning Quarter. The facility will be available for the college’s learners, school pupils, sports clubs and the wider community.

To support our science curriculum we will conduct a feasibility study for the creation of a new dedicated health and life science centre in the Dudley Learning Quarter.

CROSS COLLEGE ENABLING AND SUPPORT SERVICES

Over the life of this plan we will continue the development of the Dudley Learning Quarter to ensure this offers the best possible facilities for our learners and training that is linked to local need.

We will contribute to the art and cultural environs of Dudley town through the development of a sculpture park in the Dudley Learning Quarter. We will continue to explore the opportunity of developing a children’s nursery facility in the Dudley Learning Quarter. This facility would not only support learners with children who wish to study at the college, but provide real work experience for our full time learners on child care programmes. We will design and implement a rolling programme of refurbishment for our Broadway campus to ensure it offers the same level of facilities now in place across newer elements of the Dudley Learning Quarter. This will include the creation of enhanced learner advice and guidance services and the addition of an enlarged teaching space/conference facility. This will also include enhancements to our iPoint learner drop-in information technology centres. We will undertake a programme of refurbishment of toilets at Broadway campus.

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Following on from the success of our learner operated bistro, Stir, we will extend their operations to provide in-house delivery of all refectory and café facilities across the Dudley Learning Quarter.

70 CROSS COLLEGE ENABLING AND SUPPORT SERVICES

Across the curriculum we will continue to update our subject specific technological resources. For example, we will invest in motion capture cameras with autodesk motion builder software to create a state of the art, industry standard, animation studio to enable learners to become pioneers within their field. In developing our estates, we are committed to investing in our information communication technologies infrastructure. We will refresh the information technology/information learning technology strategy for the college, giving a high priority to investment in this area over the life of this plan. In particular we will prioritise information technology that supports the development of new curriculum, such as modern information technology programmes, motor vehicle technology, advanced building technologies and animation. We will invest in a suite of SMART technology devices, phones, tablets and televisions, to widen the technical experience of learners on information communication technology programmes. We will deliver true e-learning innovation to enable adults to learn more flexibly investing in emerging technologies and software to support this. We will invest in the development of new alumni arrangements designed specifically for each of the college’s key client groups. We will review the provision of evening support services with a view to creating a more dynamic evening culture in the college.

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Funds will support the ongoing development of the Dudley Learning Quarter.

71 CROSS COLLEGE ENABLING AND SUPPORT SERVICES

Dudley College – The Broadway Dudley Evolve Dudley Aspire Dudley Create Dudley Sixth Priory Villa Dudley Enhance Dudley Advance – Centre for Engineering and Manufacturing Technology I

Dudley Advance II – Centre for Advanced Building Technologies

Dudley College Motor Vehicle Centre

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DEVELOPING OUR PEOPLE 72 CROSS COLLEGE ENABLING AND SUPPORT SERVICES

Over the last plan our approach to succession planning in governance and executive leadership and management was very effective. The Corporation is highly skilled and diverse, with clear Chair and Vice Chair arrangements and inbuilt succession opportunities. The majority of senior and middle manager posts (tier 2 and tier 3) in the college are now ﬁlled by staff who have progressed internally. In this sense we have successfully created a coherent ‘Dudley College way’ in leadership and management at all levels. We need to give careful consideration to embedding these arrangements and ensuring there is effective continuity in the future. We will therefore place a particular emphasis on leadership and management and succession planning over the life of this plan. Through the Search Committee, we will regularly review our governance skills set and proactively

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seek new appointments as required. Working with the Association of Colleges and others, we will ensure governors have access to training and support. Governors will be provided with accurate, timely and accessible information on all aspects of the college’s performance and will have regular opportunities to engage in college life. The partnership of the Chair,Vice Chair, Clerk and Principal will be effective ensuring strategic leadership is coherent across the college and not over reliant on any individual. We need to ensure our senior staff, our tier 2 leaders, are well equipped to progress. We will provide structured opportunities for our tier 2 leaders to further develop their skills. During the life of this plan the Corporation will give consideration to the designation of one or more of the current holders of senior posts as ‘designated senior post holders’.

We also need to develop our future curriculum managers and leaders, particularly at tier 4. We will re-launch our aspiring managers programme for tier 4 managers to renew our stock of future managers. Our staff development programmes will continue to focus on teacher education and development, in improving classroom skills and management and the strategies required to achieve highest outcomes for our learners. The current lesson observation system will continue its evolution into a process that is more reﬂective and developmental. To move towards outstanding teaching and learning the current formalised observation process will develop into a collaborative model which will enable all staff to critically reﬂect and develop communities of practice within a supportive and highly individualised environment.

Staff development will be provided within curriculum areas which will address the bespoke requirements of all staff. Individualised action plans will be produced to assist staff in their targeted professional development and will be monitored closely to ensure that the progression of teaching and learning is creative and intrinsically driven. We will move away from college wide teaching and learning observations and target development and observation activity at those areas where performance is less strong. Our staff development programme will focus interventions where performance in these areas is less strong. We will set minimum expectations for all of our teaching staff to undertake a programme of industrial updating at regular intervals to ensure they continue to deliver learning and skills that are relevant to their industry. We will continue to develop the use of new and existing information learning technologies to support the delivery of learning by ensuring our staff have the skills to make best use of this technology and our learners have access to the best e-learning resources possible. By developing the skills of our staff we will continue to increase the percentage of learning delivered

on line ensuring all learning programmes exceed government expectations. We will create new arrangements to attract and recruit industry specialists to deliver on key technical and professional programmes, through enhanced conditions of service. This will include a programme of dedicated recruitment activity targeted at speciﬁc shortage areas such as advanced manufacturing, advanced building technology and science and at higher skills levels. Whilst our curriculum management is largely effective, we recognise practice in some areas is stronger than others. We will therefore further develop and implement support mechanisms and sharing of best practice to ensure that curriculum management is consistently very good. We recognise the valuable contribution made by staff working in our business support services. Business support staff will have access to a wide range of development opportunities including internal and external secondment to short term supervisory or management roles.

We have paid the ‘Living Wage’ to all staff over the age of 18 since September 2012 and will continue to do so. This was the ﬁrst step in a phased implementation towards achieving the Living Wage Employer Mark which is awarded by the Living Wage Foundation. The Living Wage is set annually by the Living Wage Foundation and calculated by the Centre for Research in Social Policy at Loughborough University. The college expects that any suppliers and subcontractors who operate at the college will also pay the Living Wage. As an accredited Living Wage employer the college will impact positively on the lives of its staff and the local community. The college values the work of all of its staff and the contribution they make to the success of our learners. We will maintain our policy to make, as a minimum, pay awards in line with the Association of College’s national recommendation.

The alignment and integration of teaching and support services will be promoted through our two annual, full day staff conferences where all staff come together in a wide range of activities in support of the implementation of our strategic priorities. For all staff we will promote career development by studying for a higher level qualiﬁcation. This may be provided in-house or externally, Applications for funding will be considered and, where agreed, will be accompanied by a training agreement. Staff are valued as our key asset.

For more information log on to www.dudleycol.ac.uk

73 CROSS COLLEGE ENABLING AND SUPPORT SERVICES

Teaching and learning will be propelled forward by staff and a dedicated team of Outstanding Practitioners, who will work within each curriculum area on a regular basis. They will provide individualised support to assist in the development of classroom practice, through a wide variety of self-reﬂective developmental processes, such as teaching triangles, team teaching, peer observations and video analysis.

SAFEGUARDING AND PROMOTING BRITISH VALUES 74 CROSS COLLEGE ENABLING AND SUPPORT SERVICES

We will maintain our current effective arrangements to ensure we fully meet our statutory responsibility in relation to safeguarding. At the heart of this are comprehensive arrangements which enable staff to quickly identify any learners, or groups of learners, who are at risk. As the college continues to grow, we will continue to develop and review safeguarding resources and procedures to ensure we are keeping our learners safe and we are effectively addressing the Prevent agenda. We will continue to promote positive and harmonious relations within our local communities and build on the excellent practice that exists in parts of the college. We will engage positively and energetically in local and regional initiatives such as the Prevent agenda.

communities. We will become a secure English language test training centre to support adults who are claiming citizenship in the UK. We will make better use of our e-learning platforms (in particular our virtual learning environment) to provide support for our learners and further training on keeping themselves safe. We will review and extend our closed circuit television facilities across the Dudley Learning Quarter to ensure learners feel safe at college. Staff will continue to promote health and safety in classrooms and workshops.

We will ensure, through staff development that all staff will be conďŹ dent in promoting equality and diversity, British values and to be able to conďŹ dently address opposing views. Through our Personal Improvement Programme and a regular programme of cross college events and activities we will train learners, particularly those aged 16-19, to be responsible citizens, ensuring British values are not just promoted but embedded into the culture of the college. We will continue to foster inclusion through English language provision which engages hard to reach

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We will continue to foster inclusion through English language provision which engages hard to reach communities.

MEETING OUR CORPORATE AND SOCIAL RESPONSIBILITIES 75

“We believe colleges can not only help people into jobs through skills training, but, by being proactive in their work with local communities, can also harness the energy of those communities towards positive outcomes which in turn promote health, happiness and social cohesion. In doing so, the key is for colleges to work in partnership, whether with local business, charities, local authorities or public sector organisations13.”

This statement continues to encapsulate our strategic approach to supporting our local community. It also articulates the values and aspirations we hold in this respect. We recognise that public funds provided to us by the Education Funding Agency (learners aged 14-18 years) and the Skills Funding Agency (adults and apprentices) are intended to be used locally, although we understand there is no statutory guidance to this effect. We commit to prioritising our public allocations on the skills and training needs of young people and adults in the Dudley Borough and wider Black Country. In relation to economic regeneration we will continue to be an active member of a range of key groups which enables us to play

a full and active role in the economic well-being and development of the borough. This includes working closely with Dudley Metropolitan Borough Council and New Heritage Regeneration Ltd as part of a coordinated approach to supporting an integrated township strategy across the borough. We will support local organisations particularly sharing our professional skills and giving our time on a voluntary basis. For example: the Principal will support the Black Country Museum acting as Chair of the Board Trustees; the Vice Principal Finance will support Friends of Priory Park; members of the senior group will act as governors for local schools; key senior staff will participate in the Dudley Town Team.

We commit to prioritising our public allocations on the skills and training needs of young people and adults in the Dudley Borough and wider Black Country.

A dynamic nucleus: colleges at the heart of local communities, The Final Report of the Independent Commission on Colleges in their Communities, Baroness Sharp of Guildford, November 2011, page 3

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CROSS COLLEGE ENABLING AND SUPPORT SERVICESS

Supporting the local community and meeting our corporate and social responsibilities has been at the heart of the college’s strategy for over 150 years. During the last strategic plan we were delighted to contribute to and read the outcome of Baroness Sharp’s enquiry into the role of further education colleges in their community, “A dynamic nucleus, Colleges at the heart of local communities”. In the introduction Baroness Sharp notes:

We will continue to work in very close partnership with local schools on a range of initiatives such as the further collaborative development of Dudley Sixth, new provision for learners with learning difﬁculties and disabilities and new provision for learners aged 14-16.

CROSS COLLEGE ENABLING AND SUPPORT SERVICES

For those in our local community who are unemployed we will promote the free services provided by our Employment Hub, a dedicated employability skills centre. We will continue to expand the number and range of employability programmes aimed at those not in work or economically inactive and will provide these learners with intensive support in helping them overcome multiple barriers to employment. Over the life of this strategic plan we will further develop our in-community learning provision with a particular focus on supporting the basic skills and English language needs of adults. Working in partnership with local prisons, particularly HMP Featherstone, we will provide adult up-skilling programmes for offenders and develop arrangements to support the progression of offenders into further learning or employment with training on their release to the local community. We will ensure that the facilities we develop in the Dudley Learning Quarter are accessible to our local community including the Evolve Theatre, Evolve Sport and Fitness, Evolve Recording Studio, and Evolve Hair and Beauty. This will be equally true of the new facilities in the Dudley Learning Quarter, such as the Priory Road 3G Football Complex. We will continue to develop our extensive community partnerships and sponsorship

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and will support, in a variety of ways, a range of community organisations such as the Black Country Living Museum, Brockswood Nature Reserve, Dudley Centre for Equality and Diversity, Dudley Town Team, Dudley Zoological Gardens. We will continue to promote positive and harmonious relations within our local communities building on the excellent practice that exists in parts of the college. We will engage positively and energetically in local and regional initiatives such as the Prevent agenda. Through our Performance Improvement Programme we will train learners, particularly those aged 16-19, to be responsible citizens. We will encourage and help facilitate high levels of learner volunteering through, for example, the work of learners on Team Dudley (sports), public services courses and the Duke of Edinburgh Award. In partnership with Dudley College Students’ Union we will annually adopt and fundraise for a local charity. We are committed to minimising our environmental impact, respecting the environment and the limits of its resources, and promoting and embedding sustainable development in all aspects of college activities. We recognise the impact that our operations can have on the local, regional and global environment. We will annually measure and reduce our carbon footprint. We will achieve ISO 14001 during the life of this plan. Wherever possible we will use locally sourced labour and materials in our day to day operations and our major capital developments. Through our key impact measures we will

annually measure our performance against this objective. In working with local suppliers we will seek to settle invoices promptly, within a target period of 30 days. We will act transparently and openly at all times. Through the college’s website, the Dudley Dashboard and the Annual Strategic Impact Assessment Report we will provide all stakeholders with accurate, timely and easily accessible data on the college’s performance.

FINANCIAL STRENGTH

CONTEXT 78 FINANCIAL STRENGTH

The college is in the next stages of its ongoing multi-million pound investment in the Dudley Learning Quarter to create a dedicated campus in the heart of Dudley to provide learners, the local community and employers with the very best facilities to inspire learning and improve skills. Given the size and scale of this transformational investment, it is essential that the college has strong finances so that we can not only successfully complete this project, but also to continue to invest in the future in order that we can effectively fulfil our mission. The Dudley Learning Quarter development started in 2011. It has been financed in part from grants and bank borrowings, but the majority of the funding has come from cash generated by the college from its own operating activities. The development has been undertaken during a time of uncertainty in the further education sector, which has resulted in increased funding pressures across the sector. However, the college has navigated its way through this period with a good degree of financial stability. Our bank borrowings have increased and cash balances have reduced due to our investment in the Dudley Learning Quarter since 2011, but the college generates significant, and growing, levels of cash from increasingly strong annual operating performances, which more than cover the college’s ongoing financial obligations.

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The college is realising the benefit of the investment in the Dudley Learning Quarter. Strong operating performances have resulted from increasing learner and apprentice participation levels and learners who are attending the college from a wider geographic area, attracted by the availability of a broad range of high quality provision delivered in top class facilities. This is continuing to enhance our financial strength. We recognise however that investment in our estate can only be one part of a holistic strategy to improve our financial strength. We continue to review the curriculum offering, particularly with regard to delivering higher level professional and technical provision that meets the needs of the local economy. We pay careful attention to cost reductions through improved efficiency and effective delivery of courses and business services and also to alternative or complementary income streams.

The college is realising the beneﬁt of the investment in the Dudley Learning Quarter...increasingly strong annual operating performances which more than cover the college's ongoing ﬁnancial obligations.

MAINTAINING OUR FINANCIAL STRENGTH 79

MAXIMISING INCOME By 2019 we will have grown income to in excess of £40 million. A range of actions will ensure that we meet this income target. Through continuous development of our curriculum and teaching and we will consolidate the substantial growth achieved over recent years in the number of 16-18 year old learners and Education Funding Agency income. The number of full time 16-18 year old learners will grow further to 4,000 per annum by the end of this plan. We will develop our Apprenticeship provision and marketing approach in response to national reforms. Speciﬁcally we will deliver more Advanced and Higher Level Apprenticeships in order to

maximise opportunities arising from the introduction of the employer levy. We will increase investment in our business development team and services, creating additional employer facing roles. Investment in resources for Apprenticeship will be foremost in our minds throughout this strategic plan period. Our curriculum development activities will include the development and marketing of new building technologies and technical construction programmes that will form the core offering in Dudley Advance II. We will also increase our focus and range of higher education programmes in collaboration with local partners. In order to extend our range of services and products, we will consider opportunities for the acquisition of private training providers and act on these opportunities as appropriate. We will also continue to seek opportunities to complement and diversify our provision and reduce our reliance on traditional core FE funding where appropriate. We will maximise the take up of loans available to learners aged 19 years and above undertaking level 2 and 3 programmes. We will leverage our investment in Dudley College Worldwide to seek more, higher proﬁt, full cost programmes overseas.

In developing our human resources, we will increase the funds available to recruit more higher professional and technical roles to align with curriculum priorities and learner and employer needs. We will work with local partners and the Local Enterprise Partnership to develop innovation, for example the Very Light Rail Innovation Centre and the Elite Centre for Manufacturing Skills. Our development of the Dudley Learning Quarter will continue through appropriate capital projects, such as a new health and life science centre, to enhance our estate, widen and deepen our range and depth of provision and to help grow learner participation levels. MAXIMISING LIQUIDITY In 2015 we moved the college’s banking arrangements and re-financed our facilities with Santander, who will provide the long term, flexible and secure financial partnership required by the college to enable us to deliver our mission. To maximise the college’s liquidity during a time of continuing investment in the college’s future, we will undertake a range of actions. We will maintain the banking arrangements recently put in place with Santander and make loan repayments as scheduled. We will continue to work in partnership with the Local Enterprise Partnership and other

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FINANCIAL STRENGTH

It is essential that we maintain the college’s financial position in the coming years so that we can continue to invest in the future of the college and effectively deliver our mission. We will measure the college’s financial strength through the industry standard Skills Funding Agency financial health assessment criteria, which measure a college’s operating performance, level of borrowing and the level of liquidity/cash. Under these measures, a college’s financial strength improves when its operating performance and liquidity/cash balance increases and its borrowing reduces. The college will undertake a range of actions to further improve our financial strength over the course of the strategic plan.

bodies to raise capital for future projects and, where appropriate, request grants to meet capital requirements up-front to help the college cash ﬂow.

80 FINANCIAL STRENGTH

We will ensure borrowings are no more than 35% of income and continue to maximise cash generated from operating activities through maximising income and managing costs. Through the preparation of regular short and long term cash flow forecasts, we will continue to manage college cash flows during lower income months and capital projects. We will also monitor treasury and debt arrangements to utilise interest hedging opportunities as appropriate. We will consider options to utilise cash balances in the most beneficial way when available, such as continuing to invest in college resources, repay borrowings more quickly or explore new opportunities to diversify the college’s portfolio, as appropriate.

We will continuously review costs, challenging existing processes and investing in information technology to improve operational efficiencies. We will also continuously review operational delivery models and staff utilisation to manage class sizes and maintain payroll costs below 60% of income. We will provide a greater level of financial support and training to non-financial staff through more frequent financial review meetings with budget holders and the implementation of a new financial system with enhanced reporting capabilities. In order to ensure value for money, through the Black Country Area Review and wider discussions, we will explore the potential for shared services. This will include procurement methodologies, e-commerce and other opportunities to minimise the cost of college operations.

STRONG FINANCIAL CONTROL We will continue to maintain robust financial controls to ensure college costs are managed and value for money is achieved across the college’s operations. This will be achieved through a number of financial control measures. We will work with external and internal auditors to scrutinise our financial arrangements. Regular and robust financial reviews will be undertaken by the Audit Committee, Financial and General Purposes Committee and Corporation. The college’s financial regulation procedures will continue to be rigorously enforced and updated on a regular basis.

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We will continuously review costs, challenging existing processes and investing in information technology to improve operational efﬁciencies.

Following on from an investment of over £9m in Dudley Advance I, a further £12m will see Dudley Advance II open in Autumn 2017.

81 FINANCIAL STRENGTH For more information log on to www.dudleycol.ac.uk

STRATEGIC RISKS 82

Identifying and overcoming the key challenges to the delivery of this plan

STRATEGIC RISKS

In developing this strategic plan, we have identiﬁed those high level risks which may potentially impede the college in achieving the outcomes detailed in this plan. The top ten high level risks and our proposed mitigation strategies are:

1 2 3 4 5

Changes in public funding adversely impact our ability to deliver the actions set out in this plan.

We have no direct control over Government funding allocations but will continue to promote the value of funding further and higher skills development. We will revise our plans in line with any reductions in public funding. We have an exceptionally strong ﬁnancial position and track record in responding to such changes.

Changes in Government education and skills policy reduce the future role or importance of general further education colleges.

We will continue to deliver on the key priorities of the Government, the West Midlands Combined Authority and the Black Country Local Enterprise Partnership as detailed throughout this plan. With the Association of Colleges and others we will continue to promote the value of further education.

Failure to maximise the beneﬁt of working collaboratively could jeopardise many of the strategic initiatives in this plan which are predicated on effective partnerships with other further education colleges, higher education institutions and employers.

Senior staff will take responsibility for ensuring the college communicates effectively with key partners. We will act with integrity in all partnership activities, looking for win-win outcomes for all parties.

Failure to recruit sufﬁcient high calibre industry standard staff to deliver higher technical and professional learning.

We will create new arrangements to attract and recruit industry specialists to deliver on key technical and professional programmes, through enhanced conditions of service. This will include a programme of dedicated recruitment activity targeted at speciﬁc shortage areas such as advanced manufacturing, advanced building technology and science and at higher skills levels.

Failure to retain the necessary leadership and management skills in the governing body and the executive management team at tiers 1 and 2 to deliver this plan.

Succession planning is in place to ensure that governance and executive leadership and management are highly effective. We will ensure our tier 2 leaders, are well equipped to progress through the provision of structured opportunities for further development.

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the Skills Funding Agency allocation reduces the participation by employers in Apprenticeship programmes.

In developing our business to business services we will promote the value of training. We will offer Apprenticeships which have been developed in partnership with employers and which add value to their business performance.

A weak liquidity position restricts the cash available to invest in new capital programmes such as a dedicated health and life science centre in the Dudley Learning Quarter, innovation

Careful management of our ﬁnances and monitoring of our cash ﬂow will ensure we deliver the outcomes in this plan. We

and research programmes, information technology and technology and the

as Santander and the Local Enterprise Partnership to ensure cost effective delivery of capital projects.

will maintain positive working relationships with our partners such

recruitment and retention of the most suitably skilled staff.

Government not supporting our innovative proposal for the creation of a ‘pilot’ Institute of Technology.

The new West Midlands Combined Authority does not support our approach to adult education.

The Black Country Area Review proposes signiﬁcant structural change and the implementation of those changes impacts adversely on the delivery of the actions in this plan.

We will present a compelling prospectus to Government which aligns well to their underlying principles for Institutes of Technology whilst also providing a cost-effective solution.

We are conﬁdent that our use of the adult education budget aligns well with the priorities of the West Midlands Combined Authority. We will work transparently in ensuring this approach continues through the life of this plan.

We are conﬁdent in our current and future provision and our ongoing ﬁnancial health. We are not therefore anticipating structural changes arising from the Black Country Area Review as no compelling case for such has been made. We will respond with an open mind to any emerging proposals which are in the best interests of our learners. In this case we would re-allocate resources accordingly and would revisit the actions and timeframes within this plan.

Note: The college has a comprehensive risk management approach with very detailed risk registers for all key aspects of our operations. For more information log on to www.dudleycol.ac.uk

83 STRATEGIC RISKS

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The change in the apprenticeship model with the introduction of the employer levy scheme and removal of

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The college operates a policy of openness and transparency in all of its activities.

TO FIND OUT MORE

Further information about the college is freely available from the following sources: • Information on Governance can be found on our website at www.dudleycol.ac.uk/governance. • Information on a wide variety of live performance indicators and our Annual Strategic Impact Assessment Report can be found on the Dudley Dashboard. This includes the latest data on learner success, destinations and performance. It contains a range of information relating to the diversity of our learners and staff, our financial performance and latest inspection reports.Visit www.dudleycol.ac.uk/dashboard. • The college’s published annual report and consolidated financial statements can be found at www.dudleycol.ac.uk/Aboutus/CollegeAccounts. • To contact a member of our senior management team, their contact details can be found at www.dudleycollege.ac.uk/AboutUs/SeniorManagementTeam. • The college’s Freedom of Information Officer is Andrew Comyn,Vice Principal Finance. For further information on any aspect of the college’s operations, please contact: Lowell Williams Principal Dudley College The Broadway Dudley West Midlands DY1 4AS Tel: 01384 363221 Email: lowell.williams@dudleycol.ac.uk

For more information log on to www.dudleycol.ac.uk