PERSONAL DEVELOPMENT, BEHAVIOUR AND ATTITUDE. HANDBOOK 2020/21
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CONTENTS Introduction ..................................p.4
Tutorials ..................................... p.48
anagement Team M at Harrogate .................................p.6
I ndependent Learning (ilearn) ........................ p.56
Harrogate College Mission and Values ......................p.8
areers, Work Experience C and Progression ........................ p.60
I’M In .......................................... p.10
afeguarding, Mental S Health and Wellbeing ............... p.70
Tracking and Monitoring ......... p.14 ehaviour, Attitudes and B Personal Development ............. p.22 Attendance ................................. p.30 Student Induction ..................... p.34
Parents and Carers Partnership ................................ p.74 Young People with Care Experience ........................ p.76 Equality, Diversity and Inclusion ............................. p.78
tudent Financial S Support ...................................... p.38
Luminate Statement #BLM ...... p.84
Student Welfare ........................ p.40
Appendix for acronyms............. p.86
tudent Life S Enrichment ................................ p.42
Student Life and PDBA Priorities 2020/21 ........... p.87
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INTRODUCTION Welcome to the Student Life handbook, which provides staff with an overview of services available to help you deliver outstanding Personal Development, Behaviour and Attitudes (PDBA) for your students. We want students to have a great experience at college and enjoy their time with us participating in stimulating and challenging learning and enrichment activities.
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Student progress is tracked and recorded on the college’s student record information system, ProMonitor. This includes academic and personal development progress as well as activities such as work experience and enrichment, additional learning support, and student improvement contracts. HOW WE COMMUNICATE WITH YOU Student Life policies and information on the departmental pages on the staff intranet. Through coaching tutors and pastoral leaders. Regular staff development sessions and PDBA meetings and events, to focus on cross-college priorities. We will attend department and campus meetings on request. We provide training for staff across college please contact the relevant team for further information.
  Click to Intranet
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MANAGEMENT TEAM AT HARROGATE
Danny Wild Principal
Sandra Thomas & Stephanie King Pastoral and Attendance Leads (PAL)
Carol Garland & Helen Garnham Heads of Department
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HARROGATE COLLEGE MISSION AND VALUES At Harrogate College, our mission and values are at our core. They drive our decision making and define our culture.
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OUR MISSION To provide life changing opportunities through high quality education, by working with our community.
OUR VALUES PROGRESSIVE Harrogate College works to prepare people and places for the future.
NURTURING Harrogate College encourages all to reach their potential in a safe and caring environment.
INCLUSIVE Harrogate College welcomes everyone.
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You can expect to be: • INCLUDED and respected • INSPIRED by your teachers • INFLUENCED by inventive learning experiences • INFORMED of all the opportunities for you to get involved • INDIVIDUALLY supported • INSTRUMENTAL in change by being listened to in innovative learning environments • Supported in INCREASING your potential and making the progress that you are capable of!
We will expect you to be: • IN on time • INCLUSIVE and respectful of all others • INQUISITIVE and take an active part in your learning • INVOLVED in everything you can be – in and out of class • INDEPENDENT • INFLUENTIAL by having a voice in college • P roactive, make INCREDIBLE progress and be the best you can be.
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INFORMED Communicate changes and opportunities, what’s on, where to get help, renew, refresh, update, use best practice – staff and students.
INSPIRATIONAL TLA, good practice shared, enables rapid progress to be made with positive impact on students results and VA (Value Added).
IN ON TIME! Increased engagement in learning. Attendance thermometers/charts, best group, course and department competitions, meet and greet.
INNOVATIVE Learning environments: create positive flexible learning space, student displays, exhibitions, campus celebrations, specialist culture and cross-campus collaborations. Environmental projects.
INCENTIVES Credits, rewards, student of the week, congrats cards, praise calls to home, trophies, photos trips, prizes. INCLUSIVE | EDI Fundamental British Values, Prevent Equality, Diversity and Inclusion FBV, college values; displays and events, TLA (Teaching and Learning and Assessment), celebrate college values, diversity and individuality.
INCREDIBLE Progress and potential: current progress/targets walls, walls of fame, aspirational role models, past success displays, stories, achievements, visits out, visitors. INCREASE Increase in learners' leading and enrichment, work experience volunteering, ‘Pass it on’.
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INFLUENTIAL Our Student Voice reflects our commitment to co-designing our Student Life and curriculum provision. INVOLVE All staff: active professional support and academic staff engagement. Significant improvement in student behaviour. I’M in student projects.
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TRACKING AND MONITORING How do we measure the quality of PDBA? All college departments will have actions as part of their department Quality Improvement Plan (QIP), which feeds into the whole college QIP.
Click to FE & Skills Handbook
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Personal Development and Student Behaviour and Attitudes are key aspects on the Ofsted Education Inspection Framework. Click to Education Inspection Framework
Quality of Education
Behaviour & Attitudes Attitudes to learning Behaviour
Intent Curriculum design, coverage and appropriateness
Retention Attendance Safe and inclusive environment Personal Development Spiritual, moral, social and cultural development
Implementation Curriculum delivery Teaching (pedagogy) Assessment (formative and summative)
Fundamental British values Careers guidance, education Healthy living, wellbeing Citizenship, character Equality and diversity Preparation for next stage Leadership & Management
Impact Attainment and progress Reading Destinations Learning and skills gained Readiness for the next stage Motivations and Attitudes to learning
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Vision and ethos Staff development Staff workload and wellbeing Student / staff voice and influence
Governance/oversight Safeguarding culture
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The Director of Student Life is the college lead for PDBA
The way we monitor PDBA priorities for improvement are:
STUDENT LIFE PERFORMANCE INDICATORS
STUDENT VOICE Surveys at key points in the year
Set by Student Life for PDBA aspect lead
Elected student reps on curriculum boards
Monitored centrally
The Student Union
Support Heads of Departments quarterly reviews and college selfassessment process
STUDENT MONITORING Progress reviews Attendance Work Experience Log Progression & Enrichment Log Destinations
STUDENT LED LEARNING WALKS Feedback from staff and students Completed by senior leaders Required standards for TLA include PDBA indicators
OBSERVATIONS OF TEACHING LEARNING & ASSESSMENT (OLTA) Teaching and learning assessment observation
QUALITY REVIEWS Twice a year HOD and deputies review quality of their departments' student experience
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WHAT WE TRACK AND MONITOR STUDENT ENRICHMENT ACTIVITY AND STUDENT VOICE Steven Richards Student participation in activities and events
PHSCE Alison Purver The quality and content of Personal, Health, Social and Citizenship Education (PHSCE)
Student Voice and Student Union
SAFEGUARDING AND PREVENT
Enrichment activity
Andrew Ottey
WORK EXPERIENCE, EMPLOYER ENGAGEMENT Gina Yates Departments record planned work experience activities in their departmental carers and work experience plan Compliance to Gatsby Benchmarks
All safeguarding concerns are recorded on the confidential CPOMS system Designated Safeguiarding Officers in each department Compliance with mandatory training Monitoring concerns by department
Click to Gatsby Benchmarks
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STUDENT FUNDS Alison Purver Timely applications Monitoring the number of students accessing the funds Monitoring spend of funds against budget
ATTENDANCE AND PUNCTUALITY Lauren McCarthy Actual attendance reports pulled centrally on a Tuesday AM/PM attendance reported at performance review bitly/attendancereport
CAREER PLANS AND DESTINATIONS Harriet Pickering Careers pathways and intended destinations recorded in progress reviews Actual destinations of previous year’s leavers Sustained destinations of Year 11 and Year 13 leavers (Department for Education (DfE) statistical first review)
EQUALITY DIVERSITY AND INCLUSION Tiwonge Chipeta EDI QIP actions monitored in line with EDI objectives EDI Champion attendance BRAG rated
P:\Student Development Reports\01 PDBA Reports for HODs PR
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RESTORATIVE PRACTICE
The Quality Team lead
Vacancy
on the following:
Number of staff trained.
Student surveys
Number of sessions
Employer surveys
delivered in department monitored through the performance review process.
The Student Life team can undertake bespoke surveys and focus groups with students on request. Please speak to Steven Richards for more information. PDBA is monitored as part of departmental quality reviews (see the college calendar available on the Student Life intranet page) and departmental Quality Improvement Plans.
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BEHAVIOUR ATTITUDES AND PERSONAL DEVELOPMENT We seek to provide a secure, welcoming and inclusive learning environment where students feel safe, enjoy learning and can achieve their academic and personal targets and goals.
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Students, staff and visitors are expected to behave in a respectful and considerate manner at all times, built on restorative approaches, with an emphasis on cooperation, conflict reduction, de-escalation and mediation in resolving behavioural issues and retaining students in learning. We aim to create a culture of mutual respect, tolerance, democracy, individual liberty and shared expectations. These are consistent with British values, a safe learning environment for all members of the college community free from physical risks, bullying or harassment. In addition, an environment that is friendly, inclusive, supportive and that promotes good attendance, punctuality and student progress.
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Students are encouraged to report any behaviour that is not consistent with our college culture. Tutors are responsible for clearly communicating expectations to students and for modelling these expectations in their approach. Attend college for every session, on time. Complete assignments and hand in work on time. Come prepared to every lesson with a positive approach and ready to take part fully in group activity. Always have the right uniform, kit and equipment. Have regard for the college and treat it with respect, including buildings and property. Treat the whole college community with respect including other students, staff and visitors. Behave courteously and responsibly, following instructions, and health and safety rules. Wear lanyards so we know who is part of our community. If anyone must smoke, do so only in designated spaces.
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STUDENT BEHAVIOUR Behaviour expectations are included in student induction every lessons, and are revisited throughout the year. The college PHSCE curriculum, which is delivered through group tutorial or on embedded themes for adult students, reinforces the expectations and provides information about how students can access support where needed. Where a student’s behaviour does not meet expectations we use restorative approaches where possible. If a formal resolution is needed a restorative behaviour meeting should be held and an improvement plan put in place. All behaviour related issues and improvement actions should be recorded on ProMonitor and the behaviour policy gives information about how to manage different issues. Promoting positive and respectful behaviour is the responsibility of every colleague, and where students or staff are in breach of expected standards, all colleagues are responsible for taking appropriate action.  Click to view
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OFSTED MEASURES COLLEGES ON Inspectors will make a judgement on behaviour and attitudes by evaluating the extent to which: the provider has high expectations for learners’ behaviour and conduct and applies these expectations consistently and fairly. This is reflected in learners’ behaviour and conduct. learners’ attitudes to their education or training are positive. They are committed to their learning, know how to study effectively and do so, are resilient to setbacks and take pride in their achievements. learners have high attendance and are punctual. relationships among learners and staff reflect a positive and respectful culture. Leaders, teachers and learners create an environment where bullying, peeron-peer abuse or discrimination are not tolerated. If they do occur, staff deal with issues quickly and effectively, and do not allow them to spread.
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Inspectors will make a judgement on personal development by evaluating the extent to which: the curriculum extends beyond the academic, technical or vocational. It provides for learners’ broader development, enabling them to develop and discover their interests and talents. the curriculum and the provider’s wider work support learners to develop their character – including their resilience, confidence and independence – and help them know how to keep physically and mentally healthy. at each stage of education, the provider prepares learners for future success in their next steps. The provider prepares learners for life in modern Britain by: equipping them to be responsible, respectful, active citizens who contribute positively to society. developing their understanding of fundamental British values. developing their understanding and appreciation of diversity. celebrating what we have in common and promoting respect for the different protected characteristics as defined in law.
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ATTENDANCE We promote the highest levels of attendance and punctuality in college to improve outcomes for students, if students are not attending then they cannot benefit fully from inspirational teaching and learning, fully access the resources available for their course or participate in enrichment, visits, group and team activities.
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The College attendance handbook can be found on Google Drive or by using the link below. There is an action plan to focus our efforts to improve attendance.   Click here for attendancereport Departmental attendance targets are set by each Head of Department at the start of the academic year. To view the targets please visit the I’m In Attendance and Punctuality handbook.
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Ofsted measures colleges on: Learner’s have high attendance and are punctual. Learners’ attitudes to their education and training are positive. They are committed to their learning, know how to study effectively and do so, are resilient to setbacks and take pride in their achievements. Relationships among learners and staff reflect a positive and respectful culture. The curriculum extends beyond the academic, technical or vocational. It provides for learners’ broader development, enabling them to develop and discover their interests and talents the curriculum and the provider’s wider work support learners to develop their character – including their resilience, confidence and independence – and help them know how to keep physically and mentally healthy. At each stage of education, the provider prepares learners for future success in their next steps.
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The provider prepares learners for life in modern Britain by: equipping them to be responsible, respectful, active citizens who contribute positively to society. developing their understanding of fundamental British values. developing their understanding and appreciation of diversity. celebrating what we have in common and promoting.
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STUDENT INDUCTION INduction is an integral part of the student experience for ensuring that their transition into college is smooth and the college’s expectations and standards are set.
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The ethos of right learner/right pathway/right course is central to the student experience and appropriate induction should be provided for all students, fully implemented by all staff. Induction covers: I'm In and I'm In Green College Expectations Digital and Independent Learning Additional Learning Support Financial Support Importance of Equality, Diversity and Inclusivity Staying safe, health and wellbeing Informed life choices about their career pathway and intended destinations Student Enrichment activities including Student Voice and Student Union Prevent and British Values 360 Virtual Tours of all Campuses
All resources for induction can be found in one place. Visit the I’M INduction Google Site here and the checklist here. The checklist should be completed by all students to ensure they have the best possible experience when they come to college.
The induction policy can also be accessed here.
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Ofsted measures colleges on: The curriculum extends beyond the academic, technical or vocational. It provides for learners’ broader development, enabling them to develop and discover their interests and talents The curriculum and the provider’s wider work support students to develop their character - including their resilience, confidence and independence and help them know how to keep physically and mentally healthy. The provider consistently and extensively promotes the personal development of the learners and at each stage of education, the provider prepares learners for future success in their next steps.
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STUDENT FINANCIAL SUPPORT We want you to make the most of your time at college and will do our best to help you achieve your full potential.
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Depending on your circumstances, you may be eligible for some or all of the following: travel passes, free meals, childcare support, hardship fund and kit and equipment support. You will be given the opportunity to apply for the Learner Support Fund after you have enrolled. All decisions are based on personal circumstances and evidence may be required for certain financial support.
HOW TO APPLY Once enrolled on a course, students can apply through the Student Financial Support Funds and Welfare intranet page by visiting Click for Student Support & Welfare By completing the short online application form and submitting evidence, you will have the opportunity to access assistance through Leeds City College. The form is user-friendly and takes a few minutes to complete, and includes guidance on how to submit your evidence and claim support. For more information on or guidance, students can contact their teacher or curriculum admin office. For full details, visit: harrogate-college.ac.uk/financial-help
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STUDENT WELFARE The Welfare Team offer support for students to overcome barriers that are impacting on attendance, progression and achievement, such as money worries, housing problems, loss of income and access to benefits.
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Advice is offered directly to students, or support is given to curriculum staff to help students with their issues. The team has a childcare adviser who provides targeted support to young parents, ensuring smooth transition into college by helping them find childcare places and manage relationships with childcare providers. Advice and support is given on a range of social, economic and wellbeing issues to remove barriers to education and enrich the young parent’s experience of college.
  For further information, contact Caroline Bentley caroline.bentley@leedscitycollege.ac.uk
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STUDENT LIFE ENRICHMENT We want students to have fun at college. Students can access a wide range of. The Student Life Enrichment team can support provision that gives students the opportunity to gain social skills, increase confidence, improve communication, broaden their horizons, be inspired and lead healthier lives.
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Ofsted measures colleges on: Inspectors will make a judgement on the college’s intent, implementation and impact for the personal development of students by evaluating the extent of which: The curriculum extends beyond the academic, technical or vocational. It provides for students broader development, enabling them to develop and discover their interests and talents. The curriculum and the provider’s wider work support students to develop their character - including their resilience, confidence and independence and help them know how to keep physically and mentally healthy. At each stage of education, the provider prepares students for life in modern Britain by: Equipping them
Celebrating what we have
to be responsible,
in common and promoting
respectful, active
respect for the different
citizens who contribute
protected characteristics
positively to society
as defined in law
Developing their
Our provision goes
understanding of
beyond the expected
fundamental British
so that learners have
values, developing their
access to a wide set of
understanding and
experiences to support
appreciation of diversity
their personal development
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STUDENT VOICE Here at Harrogate College, we value what students think and are constantly working towards improving the college. This means that we want the students to have a voice. Each class has the chance to elect a representative. These representatives will have meetings and give feedback from their classes about the college. Students can give feedback on the college, the curriculum, the canteen and other activities. This group of students can ask college leads for actions and changes. This means that every student can have a say and an influence on how college life can be improved.
COLLEGE STAFF
CONSIDERATION AND CHANGE
CLASS REP
FEEDBACK
CLASSES AND PEERS
OPINIONS
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STUDENT UNION The union is made by students, for students, with the purpose of making college life even better. HC Students Union is part of the wider Leeds City College Student Union (LCCSU). Being part of the larger union means you will be part of the luminate student community, as well as Harrogate’s. As a member of the SU you have various benefits, such as; support and advice on college issues, representation at different levels of college and access to things such as discounts through TOTUM (formerly NUS card). Class representatives that are elected work within this union to give feedback to the HC staff, as well as the wider LCCSU union, and work collaboratively to improve the student experience. It is vital that we have students elected to represent their classes within HC, as well as to represent HC at the LCCSU group level.
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EMPOWER The Empower platform has been created by students for students. The platform on the student intranet allows students to vote on ideas that can enhance the student experience, support the local community or make a change across the college. It also allows students to submit their ideas and start to make that change that they want to see. Students can give an idea the “thumbs up” or “thumbs down”. If an idea is popular enough, we will enable students to see their ideas come to life. Things can only change if students have their say - we want to empower them to make that difference. Encourage students who have an idea or want to vote. Direct them to Empower on the student intranet where they can vote or add their own ideas!
Click for Student Intranet
Have a question? Message Lindsey Whitton, Social Action Project Coordinator on Google Hangouts or email: LindseyWhitton@ leedscitycollege.ac.uk
Students can also find the information here
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TUTORIALS The PHSCE framework follows the national Personal, Social, Health and Economic (PSHE) education framework and aims to ensure students are developing the skills to be active citizens and live healthy, safe, responsible
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Students will be encouraged to be enterprising and innovative, make positive learning and career choices, and build confidence, resilience and self-esteem. Progress reviews, which are one to one discussions between tutors and students, including right course review and exit review. Group taught tutorials covering PHSCE themes, including safeguarding, health and wellbeing, citizenship and diversity, enterprise and employability, managing money, applying to university and careers. Tutorials are developed within departments supported by the Teaching, Learning and Assessment team.
Ofsted measures colleges on: The curriculum extends beyond the academic, technical or vocational. It provides for learners’ broader development, enabling them to develop and discover their interests and The curriculum and the provider’s wider work support students to develop their character - including their resilience, confidence and independence and help them know how to keep physically and mentally healthy. The provider consistently and extensively promotes the personal development of the learners and at each stage of education, the provider prepares learners for future success in their next steps.
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Tutorial Topics: All main themes should be covered but there is departmental choice of what key topics should be covered and this will be dependent on the course and students. CITIZENSHIP British values Being part of the college community and student leadership opportunities Rights and responsibilities in society Making informed choices
Being an active citizen in the local community Protecting the environment Personal finance/ money management Independent living
to be enterprising and ambitious in life, education and work
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PLANNING FOR NEXT STEPS Raising aspirations and awareness of the range of opportunities Economic and business environment
Interview skills Develop employability skills Teamworking Leadership
Career planning
Flexibility / Resilience
Apprenticeships
Benefits of work
HE choices Job applications / CVs
experience and preparation for placements Skills recognition
HEALTH AND WELLBEING Living safely in an online connected world
Making friends and keeping them
Prevent and extremism
Bullying
Emotional wellbeing
Negative relationships
and mental health Physical health and wellbeing Sexual health Alcohol / Drug abuse
Abuse/peer abuse Child sexual exploitation Forced marriage Solution donation including Alumni
Healthy relationships
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EQUALITY, DIVERSITY AND INCLUSION British values Social mobility and overcoming economic disadvantage
Unconscious bias and challenging discrimination Rights and responsibilities in society
Different groups in society and celebrating diversity
INDEPENDENT LEARNING Digital skills
Academic skills
Intro to Google
Writing
Curation
Presentation
Collaboration
Critical thinking
Independent study
Digital citizenship
SMART targets
Digital footprint
Time management
Online portfolio
Autonomy
Coding
For more information, please contact Ellie Faulkner, ellie.faulkner@leedscitycollege.ac.uk
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CONTEMPORARY MEANINGFUL RESOURCES VOTES FOR COLLEGES Votes for colleges is an online programme built to support student tutorials. This is a very flexible programme which is adaptable for our needs. Each week the programme releases a new topic for students to learn about and then cast a vote on. The topics vary from week to week and tackle key themes varying from topics in the national news to themes around careers and work experience. If a topic is not available we can contact the team directly to provide us with some historical resources.
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HOW THE PROGRAMME WORKS Each week there is feedback
All teaching staff should
given from the previous week.
have a login. If you would
The team at Votes for Colleges
like to request further details
will feed back the results to
and a user login please
the government or charity
contact Alison Purver.
sector for comment or action. There are five topics a There is a call to action and
week and three out of five
careers section alternating
have an academic focus.
each week and the presentations where possible will give links to local services.
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11.0
il ea r n
Independent Learning We promote innovation and this includes our approach to non-traditional delivery of Teaching Learning and Assessment through the use of technology enhanced learning. We use: • O nline digital platforms • Learning resource centres • Independent learning zones
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Google for Education (G Suite) The college uses G Suite as its main platform for teaching, learning and assessment (for Apprenticeship delivery the college uses OneFile). Each Student is provided with a Google account when they join the college and you can use it on any device, at any time and any location as long as you have access to the internet. We are proud to hold ‘Google Reference College’ status. This means that other colleges and schools from around the UK use the college as a point of reference for guidance and advice on the best ways to use G Suite for education.
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Student and staff have access to Google Apps including: Drive Drive provides unlimited storage for free using the college login so you can keep photos, stories, designs, drawings, recordings, videos anything. Your files in Drive can be reached from any smartphone, tablet or computer. So wherever you go, your files will follow.
Google Classroom Google Classroom is your mission control for class. Create classes, distribute assignments, send feedback and see everything in one place. Instant. Paperless. Easy.
Google Docs Google Docs brings your documents to life with smart editing and styling tools to help you easily format text and paragraphs. Choose from hundreds of fonts, add links, images and drawings. You can also collaborate and edit the same document with a group of individuals at the same time. The college also promotes the use of other platforms such as Hegartymaths and GCSEPod to improve their maths and English knowledge and understanding.
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Learning Resource Centres / iLearn Hubs The LRCs across college campuses play an important role in supporting learning outside of the classroom (independent learning). The spaces are supported by Independent Learning Leads, Independent Learning Mentors and Study Support Officers, who all play a role in supporting learners away from classroom delivery. Mentors and Study support officers can help with a variety of things such as research skills, supporting improving digital literacy, being able to critically analyse, time management and how to reference correctly. These colleagues can also be booked to support in class, and also can be booked by staff or students themselves to support in small groups or one to one to coach and mentor learners to make better progress and outcomes. The spaces have many resources ranging from chromebooks to e-books and books. Many of our students are still working towards English and Maths�
Independent Learning Zones The college has a number of Independent Learning Zones (ILZ) which have been created to support learning outside of the traditional classroom setting. These ILZs are serviced by Chromebooks and also have staff which can support learning within them. The staff who work in the ILZ does vary from campus to campus but generally each space has a Maths and English study coach or curriculum coach who are there to support any learning, offer study support advice and guide learners, as well as to upskill learners in their studies away from traditional classroom delivery. HARROGATE-COLLEGE.AC.UK
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CAREERS, WORK EXPERIENCE AND PROGRESSION The Careers, Work Experience and Progression team will support you to develop students’ skills and experience to prepare for progression whether to HE, further study, apprenticeships or employment. The Work Experience team coordinates work experience placements, and health and safety checks when requested by curriculum departments. Students can source their own placement or have one arranged for them.
For more information please contact gina.yates@leedscitycollege.ac.uk
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Students can source their own placement or have one arranged for them. The CWP Business Engagement team is always looking for new employer contacts to ensure meaningful and valuable experiences for students and opportunities for industrial updating for staff. All work experience activity must be recorded on ProMonitor by curriculum staff or students for cross-college monitoring and completed work experience logs uploaded after placement. Curriculum departments are responsible for preparing students for their work/industry placements.
WORK EXPERIENCE Work experience, for the majority of 16-18 year old students, is a mandatory part of their Study Programme and /or qualification and many 19+ students require vocational placements. Work experience includes external work placements, work taster days, social action projects (SAPs), simulated work environments or running a student enterprise, which helps prepare students for the world of work. Most of our key stage 4 students will do work experience too. The Central Work Experience team coordinates work experience placements, and health and safety checks when requested by curriculum departments.
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INDUSTRY PLACEMENTS Some Level 3 students undertake extended industry placements in preparation for T-Level qualifications (min 45 days).
INTERNATIONAL WORK PLACEMENTS A smaller number of students, through their curriculum engagement, have the opportunity to complete European work placements through the Erasmus+ Programme. These placements last from two to three weeks and are reliant on the partnership work between the college and European partners in education and industry. The college also hosts international visiting students and staff.
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CAREERS Our career planning is destination-driven. We encourage students to set targets and help them achieve their goals. Students have access to the following Careers and IAG (Information, Advice and Guidance) offer: Careers advice and guidance through their curriculum school and advertised specialist careers guidance through appointment and careers drop in sessions Careers software ‘Start’ for careers awareness and jobs options to inform choice and career planning. All students, parents and staff have access to this platform. Logins are given out at the start of the year - Startprofile.com Support to apply to higher education & further study, apprenticeships and employment internally and with other providers Events and activities where external employers, third sector organisations, universities, HE and apprenticeship providers are available to talk to students about their progression opportunities Careers Google site providing information about the careers offer, resources to support next steps (such as CV writing and job interview tips) and links to external resource Job shop featuring job adverts, links and job search help Career Google classrooms for staff featuring resources, lesson plans, information about internal and external careers events
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CAREERS ADVISERS The college Careers Advisers help you make informed decisions to plan next steps towards your future. From applying to work, university or apprenticeships or working out your interests, skills and aspirations, our Careers Advisers can provide you with the information, advice and guidance you need. We also work in partnership with the National Careers Service who support learners 19 and over. The team are based in the three main campus and offer a drop in service, booked appointments and manage events throughout the year. Information on our services is on the google Careers site (student intranet). You can contact the team on studentadvice@leedscitycollege.ac.uk. Here’s the team and where they work Katie Albordaini: Park Lane and Enfield Centre Marcus Burton (NCS): All campus 19 plus students only Bev Daykin: Quarry Hill Nila Patel Learners with EHCPs Janice Shaw: Printworks, the Foundry and Temple Newsam
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EVENTS AND ACTIVITIES INCLUDE: Higher Education (HE) /UCAS information events Careers Fairs (bespoke to departments on each campus) Progression activities for higher education, apprenticeship and employment. Engagement bespoke to curriculum departments such as employer talks, projects and HE progression intervention Uni-Connect - the college’s Uni-Connect programme provides a range of activities and opportunities to engage 14- 19 years old students in progression to Higher Education For further information, contact: harriet.pickering@leedscitycollege.ac.uk
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Students identify their planned career pathways and record on ProMonitor. These inform their careers guidance and their work experience placement. Careers guidance is recorded in ProMonitor as ‘meetings’. The college’s careers education and IAG programme is framed by the Gatsby Benchmarks (see below) A stable careers programme: Every college should have an embedded programme of career education and guidance that is known and understood by students, parents, teachers, employers and other agencies. Learning from career and labour market information (LMI): Every student, and their parents (where appropriate), should have access to good quality information about future study options and labour market opportunities. They will need the support of an informed adviser to make best use of available information. Addressing the needs of each student: Students have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each learner. A college’s careers programme should embed equality and diversity considerations throughout. Linking curriculum learning to careers: All subject staff should link curriculum learning with careers, even on courses which are not specifically occupation-led.
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Encounters with employers and employees: Every student should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. Experiences of workplaces: Every student should have first-hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities, and expand their networks. Encounters with further and higher education: All students should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes, and learning in schools, colleges, universities and in the workplace. Personal guidance: Every student should have opportunities for guidance interviews with a careers adviser, who could be internal (a member of college staff) or external, provided they are trained to an appropriate level. These should be available for all students whenever significant study or career choices are being made. They should be expected for all learners, but should be timed to meet individual needs. Each curriculum department at the start of the academic year sets out a careers and work experience plan to meet these national criteria. These in turn reflect the expectations of OFSTED measures.
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Ofsted measures colleges on careers and work experience: At each stage of education, the provider prepares students for future success in their next steps. The provider must ensure that: Personal development is exceptional They go beyond what is expected so students have access to a wide, rich set of experiences They prepare students for future success in education, employment or training by providing: unbiased information to all about potential next steps; high-quality, up-to-date and locally relevant careers guidance; and opportunities for encounters with the world of work Students are ready for the next stage of education, employment or training. Where relevant, they gain qualifications that allow them to go on to destinations that meet their interests, aspirations and the intention of their course of study The college collects the study, training and work destinations of all students when they leave us. We are developing our Alumni network to keep in touch with our former students, who can mentor, inspire and motivate our current students.
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SAFEGUARDING, MENTAL HEALTH AND WELLBEING Remember, every staff member is legally responsible for safeguarding and promoting the welfare of learners in their professional practice. That means that every staff member is duty bound to be working in a restorative, student-centred way to act in the person’s best interests. Departments are also responsible for ensuring all students have access to quality information around safeguarding through the tutorial process. A short introductory activity is available that all students should complete as part of induction and many of the key Safeguarding topics are embedded in the tutorial programme. Whether they seek guidance on staying safe online, caring for their own emotional wellbeing or developing healthy relationships, students at Harrogate College should have all the necessary information at their fingertips.
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Alongside your induction training and mandatory online training modules for Safeguarding and Prevent, remember you have a legal duty to have: Read, understood and complied with both the college safeguarding policy and procedure, and the code of conduct policy at all times. Read and understood Part 1 and Annexe A of ‘Keeping Children Safe in Education’ statutory guidance. Understand what to do if a student tells you they are being abused or neglected and be capable of responding appropriately. Known about the help process and understand your role in it. If you’re not sure what to do, talk to your departments’ dedicated Safeguarding Officer. Know how to report a safeguarding concern (for students
and staff). To see our safeguarding policy click here To report a safeguarding concern about a student please
go to the ‘Report it’ button on the student intranet or email safeguarding@leedscitycollege.ac.uk. To report a safeguarding concern about a staff
member please complete this form, click here The Safeguarding departmental page has numerous resources, including the process of reporting a cause for concern. There is also a Safeguarding handbook which gives more advice and guidance around the signs and indicators or abuse and when to report a concern. To access these resources click here and to find out more please speak to one of your Stay Safe Officers on campus.
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MENTAL HEALTH Mental health is a part of everyday life and everyone’s responsibility. Staff should promote positive mental health both in their interaction with students and with each other. Having positive mental health is linked to attendance, achievement and progression for learners and is essential to a healthy work life balance for staff. All staff in college should: Refer and signpost students to appropriate support with their wellbeing. Help build resilience in our student population through teaching and activities with learners. Work restoratively to make college a space where everyone feels comfortable discussing their views around mental health and wellbeing. For support and information contact
MentalHealthandCounselling@leedscitycollege.ac.uk
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PARENTS AND CARERS PARTNERSHIP From application to course completion, a strong relationship with Parents and Carers sits at the heart of our successful model of support for all learners.
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In order for young people to attend, aspire, participate and progress, good working relationships with the people who care for them outside college are essential. In addition, for all learners under the age of 18, the college has a legal duty of care. Working appropriately and productively with parents and carers is an essential part of that. In order to support departments with delivering those outstanding partnerships, there is a minimum offer expected for anyone working with learners under the age of 18. That offer includes: Parental Welcome meetings in the first half-term and at least one progress evening before the end of the third half term. Timely written reporting to parents over the course of the year. Parents to have access to the college behaviour policy and be involved in all disciplinary processes, including behaviour and attendance improvement contracts. Where appropriate, access to information around student funds available to help the student access learning. Contact in the event of student absence for all learners below the age of 18 or with an Education Health Care Plan. All parents having access to the Parent Portal before the end of the first half -term and up-to-date information around timetables and attendance always available on that portal.
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YOUNG PEOPLE WITH CARE EXPERIENCE We have a number of students who are children looked after or care leavers. We all know that these learners face some of the biggest challenges and all of us work hard to ensure they get an equal chance to succeed. For many, we may be the best chance they have to feel the sense of acceptance and belonging every child deserves.
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Whether a student is in care, being housed in a trainer flat to develop their all-important life skills or has recently left care, the college owes them the opportunity, guidance and advice to make the most of their talents and capabilities. In order to secure those opportunities, every department should have a dedicated team member who oversees the progress and achievement of this cohort within that area. Our duty to these learners includes ensuring each Child Looked After has an up-to-date Personal Education Plan which is reviewed regularly. That document will lay out the targets and goals for that learner and outline any support they may need to achieve them. Young people with care experience may be eligible for additional financial support from the government’s priority fund. The college has strong links with virtual schools in the area and a dedicated staff member who coordinates the support given to all Children Looked After or care leavers who require it.
  For more information please contact Katie Ball,
katie.ball@leedscitycollege.ac.uk
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EQUALITY, DIVERSITY AND INCLUSION At Harrogate College we are proud of the social and cultural diversity of our community and see it as a society that inspires innovation and creativity.
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Equality, Diversity and Inclusion (EDI) benefits everybody within the college, as well as other organisations and visitors who may work with us. We aim to provide a stimulating and enriching educational experience for all of our learners, which enables them to reach their full potential and develop a range of skills in preparation for employment and other opportunities when they leave us. The college is home to people from a wide range of cultures and backgrounds with diverse beliefs, values and abilities. We believe that everyone should be treated with dignity and respect.
In keeping with these principles, we are committed to building an inclusive and safe learning and working environment where the values of respect and tolerance are at the heart of college life. To help us achieve this, we have adopted a zero tolerance approach to any form of discrimination, bullying or harassment in our learning or workplace environments. We are constantly striving to move beyond legal compliance towards best practice in promoting and celebrating equality and diversity. We have published a wide range of equality information that outlines how we intend to achieve our goals in relation to inclusion and fairness and how we will drive the equality and diversity agenda forward over the next few years.
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EDI OBJECTIVES Our EDI Objectives will help us improve our college for all staff, students and visitors over the next three years (2018-22): PROMOTE SOCIAL MOBILITY We will promote social mobility through raising aspirations and improving outcomes for all students and staff with protected characteristics or from disadvantaged groups, including economic deprivation.
ACCESSIBILITY We will champion accessibility, challenge ability discrimination, and promote respect and inclusion regardless of ability, disability or mental health.
VOICE AND INFLUENCE We will promote a diverse culture where students, apprentices and staff are widely consulted and create their own opportunities to shape and promote equality, diversity and inclusion within the college and local communities.
CELEBRATE DIVERSITY We will seek and create opportunities to celebrate diversity, being responsive around the needs of the college community and ensure excellence through inclusion
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CHALLENGING DISCRIMINATION We will promote a culture of mutual respect, tolerance, democracy, individual liberty and shared expectations.
PROMOTING WELLBEING We will invest in and promote a culture of mindfulness, positive mental health and wellbeing and across the colleges. Cross-college work to meet these objectives is monitored by the Student Life Team through a shared action plan.
INVESTORS IN DIVERSITY The college has committed to achieving the Investors in Diversity accreditation. We aim to achieve this award by 2021-22.
CULTURAL COHESION QUALITY MARK The college has committed to achieving the Cultural Cohesion Quality mark. Working towards the award helps organisations to evaluate and improve their values, behaviours and knowledge in relation to positive culturally cohesive practice. We aim to achieve this award by 2022.
STONEWALL The college has committed to enter the Stonewall Index. This award helps organisations to improve practices around the LGBT+ community.
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EDI CHAMPIONS The EDI Champions are a network of staff and student reps nominated by departments to lead on equality within their area. They attend meetings and additional training around EDI issues, act as a point of contact for staff in their department, provide feedback on EDI best practice and drive their EDI actions for quality improvement. For more information please contact,
equality@leedscitycollege.ac.uk
OUR HEALTH AND SAFETY TEAM The Health and Safety team works across college to ensure accessibility of activities, buildings and services. Their work helps improve equality of opportunity, and includes: Advising on and assessing reasonable adjustments Risk, work station and display screen equipment assessments to allow all staff and students to study and work safely Providing guidance and resources on offsite visits, trips and activities Monitoring and improving accessibility across all college sites through audits and focus groups For further information on Health and Safety please click here to visit the Health and Safety page on the intranet
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LUMINATE EDUCATION GROUP #BlackLivesMatter
The Luminate Education Group stands in solidarity with our Black students, staff and communities, and with the #BlackLivesMatter movement in the fight against racism. Racism and intolerance, in any form, have no place at our schools and colleges. We are proud to have a diverse community of staff and students and strive to place equality at the heart of everything we do. We recognise structural racism, and understand that is present in our communities. As educators, employers and students, we have a duty to act and an important part to play in actively confronting racism to achieve systemic change for our students and staff. We are committed to contributing to a movement that has a lasting impact on our community and beyond.
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WE WILL: Review our Equality Objectives and build antiracist actions explicitly into the framework;
We will develop and publish a five year plan for this work, led by staff identifying as Black, Asian or from minority ethnic groups and supported by staff forums, student leaders and allies. Provide training and development opportunities;
Deliver anti racism and unconscious bias training, building confidence and capacity in our networks of Equality Champions and staff forums and embed support for students or staff dealing with the effects of racism. Develop and deliver an anti-racist, inclusive curriculum;
Review our curriculum content and provide resources to support teachers to respectfully deliver anti-racism topics and ensure our curriculum embraces Black and Asian culture and history. There is still lots to learn, and at times we may not get this right, but the students, staff and wider communities of the schools and colleges in the Luminate Education Group are committed to being a part of the change.
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APPENDIX FOR ACRONYMS BAME Black, Asian and Minority Ethnic BLM Black Lives Matter CWP Careers, Work Experience and Progression
LGBTQ+ Lesbian, gay, bisexual, transgender and queer (or questioning) and others LMI Labour Market Information LSF Learner Support Fund
EDI Equality, Diversity and Inclusion
OLTA Observed Teaching, Learning and Assessment
EHCPs Education, Health and Care Plans
PDBA Personal Development, Behaviour and Attitudes
EIF Education Inspection Framework
PHSCE Personal, Health, Social and Citizenship Education
HE Higher Education
QIP Quality Improvement Plan
HOD Heads of Department
RP Restorative Practice
HR Human Resources
SAPs Social Action Projects
IAG Information, Advice and Guidance
TLA Teaching, Learning and Assessment
LCC Leeds City College
VA Value Added
LCCSU Leeds City College Students’ Union
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STUDENT LIFE AND PDBA PRIORITIES 2020/21 Coming soon...every year the student life teams consult with staff and students and identify priorities which will help us maintain outstanding PDBA. For further information on Health and Safety please click here to visit the Health and Safety page on the intranet
Harrogate College Hornbeam Park Ave, Harrogate HG2 8QT For enquiries Call: 01423 879 466 Email: contact@harrogate-college.ac.uk
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