Liverpool Community College
Strategic Plan 2010-2011
An Outstanding College On target for success
On target for success
Our Mission
To provide high quality education and training that is inclusive and successful, and matches the needs of our diverse range of students, the economy and the community For our students - students gain the skills, confidence and knowledge to make a successful transition into work, onto the next stage of their career or into higher education For the economy - employers and communities have the skilled people they need to create and develop healthy organisations, now and in the future For the community - the creation of vibrant, prosperous and inclusive communities The college strives to maintain excellence in services and efficiency whilst achieving these ends. The Board is committed to serving the students, employers and people of Liverpool city region without discrimination on the grounds of race, ethnic or national origin, religion, belief, age, gender, disability and/or learning difficulties or sexuality.
On target for success
Contents
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‘This is an outstanding college’
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Foreword - On target for success
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Planning Context
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Increasing options for young people
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Increasing options for adults
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Developing our work with business and higher education
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Property Strategy
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Corporate management and communications
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Strategic Planning Targets 2010 - 2011
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Corporation Board
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Skills Funding Agency
European Union European Social Fund Investing in jobs and skills
CUSTOMER SERVICE EXCELLENCE
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On target for success
‘This is an outstanding college’ Ofsted Liverpool Community College was judged to be outstanding by Ofsted in March 2009. The report highlighted the following key strengths: • high pass rates on most courses • outstanding teaching and learning • innovative and high quality partnership working • exemplary responsiveness to the needs of the local community • outstanding support for students • outstanding curriculum management • outstanding approach to equality of opportunity and inclusion • outstanding governance.
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Foreword On target for success
On target for success This document sets out Liverpool Community College’s strategic aims for 2010-11. It communicates to key stakeholders the college’s commitment to excellence for students, employers and the local community. Ofsted noted, in our recent outstanding inspection that: “… the college has woven an intricate web of learning opportunities and support throughout the diverse communities of Liverpool”. We are proud that we continue to meet the individual needs of our students and, with the support of our partners, contribute to the economic well being of Liverpool. The college’s core priority is to provide excellent education and training so that students have skills, confidence and knowledge, employers have skilled employees, and the communities of Liverpool are vibrant, prosperous and inclusive. The context in which the college operates highlights the unique challenges we face in supporting a diverse range of needs, for all people across the city of Liverpool, covering some of the most disadvantaged areas in the country. Equally the college is proud to have the opportunity to support the aspirations of Liverpool people, local employers and communities.
Maureen Mellor MBE - Principal Vivienne Tyler - Chair Corporation Board
L - R: Vivienne Tyler and Maureen Mellor MBE
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Planning Context 1.1 The College Liverpool Community College is one of the largest further education (FE) colleges in England and the only FE college in the City of Liverpool. With a student population of 17,000 and a turnover of £45m the college has a huge influence on skills and training in the local workforce. The college was rated as ‘outstanding’ by Ofsted in 2009 and is regarded nationally as a beacon college. Ofsted inspectors recognised the ‘web of learning opportunities Liverpool Community College has woven with its partners’ and ‘the transformational effect’ learning has on its students. The curriculum provides the opportunity for individuals to develop skills and progress to different levels. Drop in study centres (DISCs) in local neighbourhoods provide access to teaching and learning and the first steps to progression. The college has six main sites across the city offering a broad curriculum that includes academic and vocational routes. The development of the Learning Exchange in Roscoe Street will ensure future students at Liverpool Community College have access to state-of-the-art wireless learning facilities. The £35m project will be completed in September 2011 increasing the college’s presence in the city centre and its ability to respond to curriculum and policy change.
1.2 Socio-economic planning context Liverpool is at the heart of a thriving city region that is recognised across the world for its culture, enterprise and energy. Liverpool is the eighth largest city in the UK with a population of 434,000. The city has experienced a change of fortunes as it has transformed its economy from heavy industry to diverse sectors such as retail, hospitality and cultural.
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From 1995 to 2006 its productivity (Gross Value Added) has risen by £3.2 billion; an increase of 78%. Liverpool’s regeneration has been stimulated with the profile generated through European Capital of Culture status (2008) and the investment in its infrastructure such as Liverpool ONE and Liverpool John Lennon Airport. The European Capital of Culture in 2008 generated 15 million cultural visits generating £18m. Liverpool ONE is the fifth most popular retail destination in the country with an investment of £1 billion. Liverpool is the most significant port in the container sector outside of the south east quadrant and investment is expected as the city region is developed into a major hub for warehousing and distribution. The city is also home to one of the most diverse communities in the country. It is home to Europe’s longest established Chinese community and home to 50,000 students who study at the city’s four universities. Liverpool still depends on public sector employment (61%) and has some way to go to compete with economies of the country’s top cities: ‘Liverpool’s workforce needs to be mobilised towards the expansion of higher value added sectors of the economy such as those included in the city’s knowledge economy, as well as tackling worklessness’, Economic briefing, Liverpool City Council
Liverpool’s revival should be seen in the light of the current economic climate and its impact on the city. Tighter borrowing requirements as a result of the recession may lead to increased youth unemployment and a further rise in Job Seeker’s Allowance claimants.
Community Population projected to decrease: The Office of National Statistics (ONS) project that population in the Liverpool City Region (LCR) will decrease year on year until 2023. The younger age groups will decrease significantly; with the 10-14 age group projected to drop 16.8% by 2015 from 2006 levels. This decline will impact on the recruitment and competition for 16-18 year old providers. The older age groups are projected to increase; 10.1% to 2015 from 2006 levels (2008 mid- year SNPP - Sub National Population Projections) Feeling the impact of the recession: The most recent unemployment rate is currently 11.5% compared to a National average of 7.4% and 8.3% for the North West (NW) region so it is significantly higher. The employment rate is down at 60.6% and reflects the situation five years ago pre recession, indicating the downturn has had major impact on job availability. (National Office of Management Information Service [NOMIS] OCT 2008- SEP 2009) Rise in youth unemployment and Not in Employment Education or Training (NEET): For those between the ages of 16-24 at September 2009 the unemployment rate is now 26.5%, a 6% increase from March 2006. In terms of how that is broken down in 16-19 age group 43.5% in September 2009 were unemployed compared to 32% in March 2006. This is compared to a National average of 24.6% and 27.1% North West average for the same age group at September 2009. (NOMIS APS Unemployment Rate to Sept 2009)
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1.3 Local planning context
Job Seeker Allowance (JSA) Claimants: Recent claimant figures (NOMIS March 2010) suggest that of Liverpool’s population at working age approximately 7.4% are claiming JSA, and compared to the same time in March 2006 this figure was 5.8% and the same figure for NW region is 4.7%. Therefore it is disproportionately higher and reflects Liverpool’s status as an area of continuing multiple deprivation. Skill levels remain low: In relation to continuing advancement towards world class skills and qualifications in Liverpool 13% (13.4% NW/12.9% UK) of residents had an Level 1 (L1) qualification and 21.5% (17.5%NW/ 15.7% UK) a L2 qualification or above. Just 15.9% (17.2% NW/ 16.4% UK) had a L3 qualification and 29.3% (30.7% NW/ 33.7%) a qualification at L4 or above. 9.7% (9% NW/ 7.9%UK) had no qualifications and 7.3% (7.2NW/ 8.9% UK) other qualifications. (NOMIS Jan to Dec 2008) Rise in ethnicity: Of the existing population Liverpool’s ethnicity constitution is currently 91.5% (92.2% NW and 88.3% UK) White and 8.5% (7.3% NW and 11.7% UK) made up of Black Minority Ethnic (BME) (2007 mid-year estimated resident population by ethnicity, age and sex-experimental statistics ONS) and other groups. All of the ethnicities have increased over the last year and the overall figure has increased by 0.4%. Between April 2008 and March 2009 the employment rate for BME groups was 44.5%, in the NW; that same rate was 52.9% and 60.2% nationally (Annual Population Survey, Liverpool City Council Jan Key Statistics Bulletin, April 2008 Mar 2009). Comparatively, Liverpool has a higher proportion of BME groups than the North West average, although the employment rate is lower than the NW and trails behind nationally in terms of BME constitution and employment rate.
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Gender Balance: The population of Liverpool is circa 435,000 with the proportion of females as 51.1% and males at 48.9% (mid 2008 estimates ONS). A well balanced gender split.
Employers Growth sectors: Much of Liverpool’s continued resurgence rests on the private and public funds of the developers of major projects, Liverpool is well placed to fulfil this via emerging Low Carbon Industries, increased trade due to Superport NWDA’s Atlantic Gateway and greater levels of spending as a result of increased tourism. It is also becoming the number one knowledge destination where many centres of excellence exist, which are key to building a viable Knowledge Economy. Comfortable sectors: Liverpool continues to flourish in the public administration, education and health sectors where it employs nearly 12% more workers than the UK average and accounts for circa 39% of all jobs in Liverpool. To date this sector has not suffered the same kind of job losses as in other industries which are at the behest of the recession, however, the public sector is now targeted for major government funding cuts to address public debt over the next year. Sectors in decline: Manufacturing and Construction sectors are lower than the national averages and continuing a trend of depletion in the area; although this is subject to developments going ahead for example if the Peel projects Liverpool/ Wirral Waters commence this will create circa 27,000 jobs in the area, many of them in construction.
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Retaining our sense of optimism in uncertain times: Employers in the region have decreased staff layoffs and have now started to hire again. Jobs creation and investment in Liverpool will see the creation of warehouse jobs and retail work availability due to retailers moving their functions to Liverpool and creating cost efficiencies. Retail has increased 4.2% in December 2009 on like for like dates on the previous year and overall consumer confidence is returning. However, we are yet to see the impact of the new government’s anticipated public sector cuts and the implications of the Autumn spending review. Biggest and smallest employers: The public administration, education and health sector have the largest number of employees in LCR (39%). The construction sector has the least number of employees in LCR (3.3%). With public administration being targeted for efficiency savings, the implications on the local economy could be significant. Accommodation benefits: The exponential increase in office space bringing high net companies from other regions, including London, to Liverpool. Liverpool’s workplace growth has been steady to 2007 and there are circa 13,800 business units in the region showing an 11% increase from 1998. Strategic relationships Liverpool Community College, as an outstanding provider, has a special role to play in responding to economic challenges. The college is well positioned to support the needs of the community in its widest sense.
Collaboration: The Association of Colleges and The Merseyside Colleges Association offer Liverpool Community College the platform to work with other further education colleges across the country and the region.
Consultation: The college consults with a variety of community, employer and student groups to provide a curriculum and support that is appropriate and relevant to its customer groups. Sector skill councils have become increasingly important in shaping the training and qualifications to supply the skills local employers need.
• Contribute to the reduction in the proportion of young people not in education, employment or training, particularly at ages 17 and 18
Strong relationships with students and community groups ensure that the college delivers a high quality and responsive service. Reaching out: Liverpool Community College works with a number of partners to reach out to its key customer groups. Organisations such as Job Centre Plus and Connexions play a vital role in offering information, advice and guidance to individuals, particularly those in ‘hard to reach’ groups. Progression routes for young people are planned and developed with the support of the local authority, schools, and employers.
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Direction: Liverpool Community College works closely with funding and planning agencies to deliver an appropriate and relevant further education for the city of Liverpool. The funding bodies - Young Persons Learning Agency and Skills Funding Agency - that have replaced the Learning and Skills Council will support the college in developing the skills and talent in Liverpool. The college’s strong links with Liverpool City Council also helps define strategy around key themes of employability, competitiveness and inclusion.
1.4 Ambitions/Priorities Young people 14-19 We will: • Deliver high quality and impartial IAG
• Ensure the appropriate inclusion of young people with a learning difficulty and/or disability in mainstream learning • Grow the number of apprenticeships • Further develop 14-19 curriculum pathways and expand provision in science, technology, engineering and mathematics (STEM). • Increase flexible provision • Provide a learning environment in which students feel safe • Deliver quality foundation learning programmes for all young people below level 2 including those with learning disabilities • Focus on narrowing attainment gaps, particularly at level 3 • Support progression to the next level of learning or into employment.
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Adults
Employers
We will:
We will:
• Promote skills for economic prosperity
• Raise recognition among business of the value of investing in workforce skills to improve productivity
• Expand the apprenticeship system to build a new technician class • Empower all adults to equip themselves for future jobs • Raise adult attainment of Level 2 and Level 3 qualifications, and at the very least functional levels of literacy, IT and numeracy, defined as entry level 3 numeracy and Level 1 literacy • Widen participation through vocational higher education that builds on clear routes established at level 3
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• Work closely with employers to meet and satisfy demand • Commit to developing a curriculum to support the four transformational growth sectors of super port, low carbon, knowledge and visitor economies • Support business growth via apprenticeships and pathways into work • Maximise membership of National Skills Academies to benefit employers.
• Ensure our provisions meet funder quality requirements for example SFA Minimum Levels of Performance, Ofsted Inspection
Stakeholders
• Ensure the full implementation of QCF across all curriculum areas including foundation learning
• Work and consult with local communities to ensure that college provision aligns with needs
• Further support the Integrating Employment and Skills agenda with an expanded work focused training curriculum
• Promote the college to key influencers and stakeholders via regular stakeholder events
• Expand work from our diverse income streams.
• Ensure that the college is represented on strategic boards and steering groups throughout the Liverpool City Region.
We will:
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On target for success
Young people - On target for success
Increasing options for young people Liverpool Community College is committed to working with young people to provide them with the skills needed to be successful in their chosen careers. We provide universal and personalised support to enhance young people’s learning experiences and ensure that individual students can reach their potential. The college equips the workforce of the future with skills employers need. We work with the local authority and other providers to improve educational achievement and opportunities for young people. The college maintains and continues to develop close links with employers and universities to ensure young people progress on to higher level courses and in to work, where appropriate, with training.
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Young people - On target for success Students training for the world of fashion
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Young people - On target for success
The college will provide a responsive cohesive curriculum framework that meets the needs of young people, whilst ensuring its financial stability. It will do this by:
CY3 Encouraging young people not in employment, education or training (NEET) to return to education.
CY1 Maintaining the number of 16-18 year old students for 2010/11 in a context of a declining population cohort.
• Run summer induction programme for students holding offers or intending to apply. • Continue summer transition programmes for students with learning difficulties and/or disabilities and for maximum risk young people in collaboration with 14-19 vulnerable students group. • Offer faculty taster sessions to Liverpool secondary schools in collaboration with 14-19 curriculum group. • Apply probationary criteria used up to November 1st on A-Level programmes. • Run five short courses in partnership with Connexions in outreach DISCs. • Offer programmes starting in January.
Key performance targets: • Target student numbers 2010/11 Headline figures: 16-18 Learner responsive - 4068 16-18 Employer responsive - 294 • Recruit 4362 16-18 students (including 294 Apprentices). CY2 Maintaining an effective programme of initial advice, support and career guidance that helps with retention, achievement and progression to further study, employment or skills and training. Key performance targets: • Full-time 16-18 year old students receive pre-entry advice and guidance and, where appropriate, initial assessment. • All applicants who indicate a learning difficulty and/or disability receive a specialist assessment of support need when offered a conditional place. • 16-18 tutorial programmes include careers education and guidance. • Students receiving study support under the ALS scheme succeed at least as well as other students at all levels. • 94% of students say they feel safe in college (from 92% in 2008/09). • Additional Learning Support funding (ALS) fully committed to supporting the success of students who have study support needs. • Students’ progression is recorded, analysed and used by course teams to inform pre-entry guidance and curriculum planning.
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Key performance targets:
CY4 Running programmes across the full range of academic and vocational areas, including local growth areas that lead to recognised qualifications and career pathways at all levels. Key performance targets: • Foundation Learning in place across all vocational areas of the college. • 100% of all Foundation Learning starts to be on Foundation Learning Framework using QCF qualifications. • Full level 2 and level 3 qualifications offered in 11 out of 12 possible vocational areas.
Key performance targets: • Wide and responsive range of qualifications offered to 14-19 year olds. • Within the academic year deliver 680 student days through a combination of the Increased Flexibility Programme, Young Apprenticeships, 14-19 Diplomas, vocational programmes and taster days for individual schools’ Key Stage 4 students.
Young people - On target for success
CY5 Working through supportive relationships with the local authority and secondary schools to deliver a full range of programmes for 14-19 year olds. This will be achieved in the context of capital funding withdrawal for a number of schools and a challenging period of curriculum uncertainty.
CY6 Increasing the usage of e-learning across the curriculum. Key performance targets: • Policy and implementation plan for e-learning operational from 2010. • CPD programme to include all teaching staff during 2010/11. • e-learning support for staff and students via the learning resource centre and advanced lecturer teams available from September 2010.
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Young people - On target for success
The college will provide high quality teaching, learning, training and support so that young people fulfil their potential. It will do this by:
QY2 Being educationally and socially inclusive.
QY1 Increasing the number of young people from diverse backgrounds who complete their courses successfully.
• Maintain 16% of all enrolments from black, minority and ethnic groups and maintain improvement on success rates for young people studying long qualifications.
Key performance targets: • Continue to improve retention rates between September 2010 and July 2011 in order to close the gap between college performance and national rates for young people studying long qualifications. • Show an improvement in achievement rates between September 2010 and July 2011 to meet national rates for young people studying long qualifications. • Show an increase in success rates to 75% between September 2010 and July 2011 in order to close the gap between college performance and national rates for young people studying long qualifications.
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Key performance targets:
• 13% of all enrolments on long qualifications by students with learning disabilities and difficulties. QY3 Providing outstanding teaching and learning. Key performance targets: • 88% of all observation grades for teaching and learning are judged to be good or better.
QY5 Enabling access to student support services to retain students. Key performance targets:
Key performance targets: • Personal tutors/tutorial advisers work with all full time 16-18 year old students to agree, record and review personal targets. • Tutors/assessors work with all part time 16-18 year old students to agree, record and review personal targets.
• Course teams with early leavers aged 16-18 must show that they make appropriate referrals to student support services. QY6 Developing young students’ participation in the planning of curriculum delivery. Key performance targets:
• Study support offered to all 16-18 year old students whose assessments show they need support. • Learning mentor support offered to all 16-18 year old students referred by tutors. • All full time courses with 60% or more 16-18 year old students which fall below the minimum level of performance (MLP) must show that they make appropriate referrals to student support services.
• Student representatives identified by tutors for every full time course. • Student representatives contribute to course team planning.
Young people - On target for success
QY4 Agreeing aspirational personal targets with 16-18 year old students and supporting them to achieve.
• Principal’s student surgeries held at each main centre once a year. • All students offered the opportunity to participate in student surveys.
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Adults - On target for success
Increasing options for adults Liverpool Community College is committed to working with adults to improve their skills for employment, progression and life choices. To enable adults to fulfil their potential, the college provides a comprehensive foundation learning curriculum with progression routes to higher level programmes including growth sectors. The college provides adults with the right skills to enter the workforce and progress within the workplace. It works with key stakeholders, agencies, employers and higher education institutions to improve access to high quality and relevant lifelong education and training.
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Adults - On target for success Liverpool Community College working with new technology
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Adults - On target for success
The college will provide a responsive, cohesive curriculum framework that meets the needs of adults and the skills agenda, whilst maintaining its financial stability. It will do this by: CA1 Offering programmes across the full range of academic and vocational areas that lead to recognised qualifications and career pathways. Key performance targets: • Target student numbers 2010/11 Headline figures: Adult learner responsive - 5622 CA2 Maintaining an effective programme of initial advice, guidance, support and career guidance that helps achievement and progression to further study or employment. Key performance targets: • All full-time students aged 19+ receive pre-entry advice and guidance and initial assessment. • All applicants who indicate a learning difficulty and/or disability receive a specialist assessment of support need when offered a conditional place. CA3 Working in partnership with key agencies to provide relevant training programmes that lead to employment. Key performance targets: • A maximum of 1447 starts on Train to Gain programmes. • A minimum of 52 starts on college apprenticeship programmes. (19 - 24 year olds) • Increase the offer and uptake of full cost work, particularly activity with employers.
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CA4 Increase the usage of e-learning across the curriculum. Key performance targets: • Implement a policy and implementation plan for e-learning. • Implement CPD programme for teaching staff. • Improve access to an IT infrastructure that supports e-learning for both teachers and students. • Further develop e-learning support for staff and students via learning resource centres and advanced lecturer teams.
QA1 Increasing the number of adults from diverse backgrounds who complete their courses successfully. Key performance targets: • Continue to improve retention rates between September 2010 and July 2011 in order to exceed national rates for adults studying long qualifications. • Show an improvement in achievement rates between September 2010 and July 2011 to exceed national rates for adults studying long qualifications. • Show an increase in success rates between September 2010 and July 2011 to exceed national rates for adults studying long qualifications. QA2 Being educationally and socially inclusive. Key performance targets:
QA4 Providing a range of personal support services. Key performance targets: • All 19+ students offered access to careers guidance, financial advice and support and counselling services. • Study support offered to all 19-24 year old students whose assessments show they need support. QA5 Developing adult students’ participation in the planning of curriculum delivery.
Adults - On target for success
The college will provide high quality teaching, learning, training and support so that adults fulfil their potential. It will do this by:
Key performance targets: • Student representatives identified by tutors for every full time course and substantial part time courses. • Student representatives contribute to course team planning. • Principal’s student surgeries held at each main centre once a year. • All adult learner responsive students offered the opportunity to participate in student surveys.
• Maintain 23% of enrolments from black, minority and ethnic groups and close the gap in success rates. • 19% of enrolments on long qualifications by students with learning disabilities and difficulties. QA3 Providing outstanding teaching and learning. Key performance targets: • 88% of all observation grades for teaching and learning are judged to be good or better.
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Business and Higher Education - On target for success 20
Developing our work with business and higher education Liverpool Community College continues to be committed to strengthening the local economy. It will support employers by providing education and training addressing regional priorities. The college will achieve this by working in partnership with higher education institutions (HEI), employers and key stakeholders.
Business and Higher Education - On target for success Liverpool Community College providing opportunities through apprenticeships
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Business and Higher Education - On target for success
The College will provide a responsive and cohesive curriculum framework encompassing all levels, from entry to HE. It will meet the needs of employers and adults, whilst maintaining its financial stability. It will do this by: CE1 Increasing the volume and range of employer related programmes.
CE4 Providing employers with impartial information and advice on skills and services.
Key performance targets:
Key performance targets:
• Start 1447 Train to Gain students. • Start 190 new apprenticeships on programmes. • Increase the offer and uptake of full cost work, particularly activity with employers. • Through effective labour market intelligence to introduce two new curriculum/occupational areas.
• Train all employer-facing tutors/assessors/ advisers in impartial advice and guidance and customer service skills. • Offer all employers access to the college’s Student Services for specialist information and advice.
CE2 Embedding the college higher education strategy. Key performance targets: • Embed the college higher education strategy submitted to The Higher Education Funding Council for England (HEFCE). • Widen participation through vocational higher education that builds on clear routes established at level 3. • Provide vocational higher education that responds to employers’ needs. • Work in partnership with HEIs and employers to widen participation, to maintain academic standards and to enhance the quality of provision. CE3 Improving and promoting higher education qualifications. Key performance targets:
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• Make significant improvements to the HE section of the website by 2010 so that all relevant information on HE is accurate, informative and accessible to applicants and other stakeholders.
• Maintain a strong portfolio of prescribed higher level qualifications for students, which will include employer co-funded foundation degrees. • Non-prescribed higher level qualifications at level 4 and above will contribute to income generation targets, set out elsewhere in this document.
CE5 Helping employers find the skilled people they seek and offering individuals the opportunity to find work. Key performance targets: • 1200 eligible candidates to participate on programmes for the unemployed. • A minimum of 360 to progress into further training. • A minimum of 480 candidates to progress into job outcomes. CE6 Increasing the volume and range of opportunities for overseas students. Key performance targets: • Expand English as a Foreign Language (EFL) provision. • Work in collaborative partnerships with universities to develop progression routes for overseas students. • Generate income from overseas work linked to level 3 and EFL curriculum.
QE4 Working with a range of partners to deliver high quality specialist provision. Key performance targets:
QE1 Conducting all business relationships in line with national standards. Key performance targets: • Business relationships will be conducted against defined systems/criteria to fulfil and meet external quality mark such as Training Quality Standard and Customer Service Excellence. • In delivering vocational higher education and related continuing professional development for business, the college will meet the expectations of the academic infrastructure. QE2 Providing outstanding teaching and learning and assessment. Key performance targets: • 90% of all observation grades for teaching, learning in HE provision are judged to be good or better. • 88% of all observation grades for assessment are judged to be good or better. • Learning opportunities in higher education will meet the expectations of the academic infrastructure.
• The College will work in collaborative partnerships with key stakeholders such as awarding bodies, the validating higher education institutions, and the Quality Assurance Agency for Higher Education (QAA) to deliver high quality provision in higher education. QE5 Working with a range of regulatory bodies to deliver high quality provision for overseas students. Key performance targets: • Meet the quality standards stipulated by the UK Border Agency, English UK and the British Council to deliver high quality provision and qualifications to students from overseas.
Business and Higher Education - On target for success
The College will provide high quality teaching, learning and training to meet the needs of employers and individuals. It will do this by:
QE3 Providing a flexible and adaptable approach when meeting the needs of employers and individuals. Key performance targets: • Employer satisfaction to be measured. 65% return rate to show 90% satisfaction. • Delivery of flexible provision in higher education will meet the standards and conditions laid down by the validating higher education institutions and the relevant QAA Codes of Practice.
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Campus - On target for success 24
Property Strategy Liverpool Community College will provide a campus that offers a safe, sustainable and stimulating place to learn, promoting student success. Provision of excellent and flexible accommodation and facilities will help future-proof college responsiveness to curriculum development and change.
Campus - On target for success Artist’s impression of new centre and facilities in Roscoe Street The Learning Exchange
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Campus - On target for success
The college will develop a campus that provides students with a safe, sustainable and stimulating place to learn. It will do this by:
E4 Complying with best practice in health and safety management.
E1 Maintaining a quality estate that meets the current and future needs of students and staff.
• Successful reassessment by the British Safety Council in 2010-2011. • Effective management systems in place to ensure college is meeting all legal requirements. • Internal safety audit demonstrates safe employer and working practices.
Key performance targets: • Minimal remodelling of existing centres carried out as part of a phased programme. • Deliver planned maintenance schedule within budget to SMT and Governors Spring 2011. Report to be updated to reflect changes in the college estate. • The accommodation plan updated and realigned to the changing needs of the curriculum and the budgets available. E2 Providing a new state of the art learning centre - The Learning Exchange (Spring 2011). Key performance targets: • Learning Exchange new build. Start on site September 2009. Completion Spring 2011. Occupation September 2011. E3 Promoting a sustainable environment. Key performance targets: • The Learning Exchange will be carbon efficient and achieve a ‘Very Good’ Building Research Establishment Environmental Assessment Method (BREEAM) score. • The college will raise awareness amongst staff and students about their contribution to the reduction of energy use. • An energy management system across all centres will help reduce and monitor energy consumption. • Optimise energy efficiency and use of the college’s property assets and contribution to Carbon Reduction Commitment programme. • Work with suppliers to ensure sustainability is embedded into all our commercial transactions. • Share best practice across partnerships.
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Key performance targets:
E5 Keeping staff and students safe and secure in college. Key performance targets: • Student surveys show students feel safe within the college environment. • Additional security control measures in place to protect premises and ensure staff and students feel safe and secure. • Raise awareness amongst staff and students about their contribution to safety and security. E6 Efficient operation of the college estate. Key performance targets: • Ensure that the college’s property portfolio and its resources are used effectively, efficiently and delivers best value. • Allocate resources in line with priorities whilst acknowledging budget and resource allocation. • Maintain high standards of safe accommodation which will enhance the capital value of the estate through planned maintenance programmes. • Release added value from the property portfolio through efficiencies in operation and running costs. • Plan for and develop accommodation which is adaptable, flexible and of high quality. Reflecting the true technological learning requirements capable of acting as a catalyst for change, whilst meeting the college’s current and future needs and demands.
Duke Street Hospitality/Tourism/Hair and Beauty
Bankfield Road Business/Health/Information Technology (IT)
Vauxhall Road Construction/Engineering/Sport
Clarence Street IT/Science/Humanities
Roscoe Street Artist’s impression of the new centre The Learning Exchange - IT/Learning Resource Centre (LRC)/Sports hall/ Conference facilities
Campus - On target for success
The Arts Centre Arts/Business/Specialist Provision
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Corporate Management - On target for success 28
Corporate management and communications Liverpool Community College will engage with students, employers and the wider community to deliver an outstanding service. The strategy is underpinned by an internal structure of robust financial management information systems.
• All FT courses with 60% or more 16-18 year old students which fall below the minimum level of performance (MLPs) must show that they make appropriate referrals to student support services. • Course teams with early leavers aged 16-18 must show that they make appropriate referrals to student support services.
S1 To maintain an effective programme of initial advice, support and careers guidance that helps students to achieve and progress to further study or employment.
S3 To develop young students’ participation in the planning of curriculum delivery.
Key performance targets:
• Young students’ input into planning curriculum delivery and college services and their participation in enrichment activities developed. • Training programme delivered to increasing proportion of student representatives year on year. • Student Union Committee to establish student-led groups and activities. • Increased uptake of enrichment activities for 16-18 year olds.
• Full time students receive pre-entry advice and guidance and, where appropriate, initial assessment (also CY2/CA2). • Applicants who indicate a learning difficulty and/or disability receive a specialist assessment of support needs when offered a conditional place (also CY2/CA2). • All students are offered access to careers guidance, financial advice and counselling services (also CY2/CA2). • Student progression is recorded, analysed and used to inform pre-entry guidance and curriculum planning. S2 To agree aspirational personal targets with 16-18 year old students (and 19-25 year olds with a learning difficulty and/or disability).
Key performance targets:
Corporate Management - On target for success
Student Services and support will provide universal services to support career choices, student involvement and, for young people, enrichment activities. Student Services and support will identify individual needs and offer personalised support which enables students to access the curriculum and to maximise their achievement.
S4 To provide employers with impartial information and advice on skills and services. Key performance targets: • Employer-facing tutors/assessors/advisers trained in impartial advice and guidance. • Employers offered access to the college’s Student Services for specialist information and advice.
Key performance targets: • Study support offered to all 16-18 year old students (and 19-25 year olds with a learning difficulty and/or disability) whose assessments show they need support. • Learning mentor support offered to all 16-18 year old students referred by tutors.
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Corporate Management - On target for success 30
Finance will ensure the college finances its high quality provision whilst maintaining financial security and continuing to improve financial management. F1 To maintain the college’s medium and long term financial security. Key performance targets: • To have in place annually, a balanced budget and achieve annual surpluses on the Income and Expenditure (I&E) account (excluding interest payable during period of capital build). • To generate sufficient funds to enable the college to undertake major capital works. • A growth in turnover in commercial activities year on year.
• To support diversification of income streams and move towards average income levels as reported in financial benchmarks for the top 30 colleges, for full cost programme, work based learning, HE, 16-18 provision and adult learner responsive. • Framework for Excellence scores of at least ‘Good’ for all financial measures (‘satisfactory’ during capital build periods) maintained. To support and advise the college management team in achieving FfE scores. • Make year on year progress from the current position towards the average staff costs for GFE colleges, as reported in the benchmarking data. • To generate a positive cash inflow from operating activities.
The College will maintain sound financials demonstrated by: 10/11 (July)
11/12 (July)
12/13 (July)
Adjusted Operating Surplus (000s)
1640
(30)
290
FFE Health Grade
Good
Good
Good
Minimum cash days in hand
25
25
25
Current ratio (Min)
1.25
1.3
1.5
Borrowing as a % of General Reserve
93.45%
72.61%
51.91%
Debt changes as a percentage of income
2.15%
16.97%
15.97%
F3 To provide access to colleges financial information for governors, staff, students and other stakeholders.
Key performance targets:
• The college will seek to publish timely, accurate financial information in an accessible fashion including publication and distribution of monthly management accounts. • To make available external financial benchmarks and other reported measures to corporation board, SMT and staff, to inform strategic planning. • In year management training on financial reports provided. • Following reports considered by Finance, Estates & General Purposes (FEGP),SMT and approved by Corporation Board: - three year financial plan - annual budget - mid-year review according to an agreed timetable. • Accurate data returns to external stakeholders are made by required deadlines as published.
• Have in place financial regulations that continue to meet internal and external requirements and which are reviewed and updated periodically and considered by FE & GP and approved by corporation board. • To meet all audit requirements, both internal and external, and produce unqualified financial statements audit year on year. • Return a three year financial plan to LSC, including a sensitivity analysis. • The management of risk is carried out effectively through risk management procedures based on an up to date and realistic risk action planning which ensures that key financial risks are identified and managed appropriately. • A Financial Management & Control Evaluation (FMCE) score of ‘Good’ or better.
Key performance targets:
Corporate Management - On target for success
F2 To continue to improve financial management in order to retain confidence of funders, suppliers, banks and auditors: (Stewardship of external funds).
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Corporate Management - On target for success
Partnerships will enable the college to develop curriculum, deliver collaborative provision and effectively communicate and influence our stakeholders; ensuring we can effectively respond to the diverse needs of our customer groups. P1 Aligning curriculum to the needs of industry through a systematic review of local demand and procurement of required services. Key performance targets: • Meet all monthly, termly and annual targets set out in the labour market strategy. • Develop and maintain strategic partnerships with external training providers to ensure the college can meet all training needs of employers. P2 To play a key role in the planning and development of learning and skills through working in partnership with local communities and stakeholders. Key performance targets: • Identify and develop key strategic partnerships to respond to government and local priorities. • Participate in new learning and skills initiatives by submitting collaborative bids.
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P3 To ensure that the college is recognised as a key partner in the city region. Key performance targets: • Annual review of partnerships to ensure portfolio meets learning and skills needs and the college is represented on key strategic boards. • Stakeholder developments, conferences and board meetings are recorded and disseminated to senior management team on a termly basis.
RM2 Allocation of financial and physical resources in accordance with the college’s planned and agreed activity. Key performance targets:
RM1 Effective and accurate planning for proposed activity informed by funding body priorities and government agendas. Key performance targets: • The agreement of volume of 14-18 activity and outcomes with funding partners e.g. SFA, YPLA, schools, HEFCE. • Annual compilation of accurate and realistic targets for: - YPLA 16-18 student responsive numbers and outcomes - YPLA 16-18 WBL numbers and outcomes - Schools students - HEFCE numbers and outcomes - SFA Adult Learner Responsive and outcomes - SFA Adult WBL numbers and outcomes - SFA Train to Gain numbers and outcomes. • Agreed targets for priority provision and the proportion of: - Foundation Learning - Full Level 2 - Full Level 3 - Skills for Life - Work Based Learning - Employer Responsive. • Compilation of accurate and realistic targets for provision providing income generation: - WBL students from other providers - Cost recovery courses.
• A planning cycle for establishing a course table, reflecting the strategic plan and addressing funding partner priorities in place. • The course table for the following academic year in place by June. • Delegated budgets set for cost centre managers in accordance with agreed targets and strategic priorities. • Delegated budgets in place by July for the following academic year. • Partners and collaborative bids identified through defined policies and procedures and development informed by LMI analysis, key priorities and the needs of local business and industry. • Delegated budgets in place for partnership provision.
Corporate Management - On target for success
Resource Management will effectively plan the resource allocation to underpin outstanding teaching and learning. It will do this by:
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Corporate Management - On target for success 34
RM3 To measure and inform upon levels of actual activity. Identify and monitor risk associated with planned and agreed activity.
RM4 To measure and inform upon actual outcomes. Identify and monitor risk associated with internal and external performance targets.
Key performance targets:
Key performance targets:
• Production of accurate, timely and accessible Management Information System (MIS) reports upon: - Course table - Staffing allocation and utilisation - Enrolment against target - Income against target - Management accounts. • Effective management structures use MIS information to systematically and regularly monitor and review: - Delegated budgets - Spending of budget allocation against actual activity. • The timely and accurate return of required reports upon activity to funding partners including YLPA, SFA, HEFCE and local authority (LA). • The timely and accurate production of internal reports.
• Production of accurate, timely and accessible MIS reports, by qualification level and personal identity, upon: - Success rates - Timely success rates - Retention rates - Achievement rates - Student destinations. • The timely and accurate return of required reports to funding partners including the YLPA, LA, SFA and HEFCE. • The timely and accurate production of internal reports upon outcomes and external performance measures. RM5 To measure and inform upon participation and student experience. Key performance targets: • Production of accurate, timely and accessible MIS reports, upon: - Registers and attendance monitoring - Student identity - Student status and withdrawal. • The timely and accurate production of reports upon internal and external student satisfaction surveys. • The timely and accurate production of reports upon external student value added measures.
M2 To support and assist in the recruitment of individual students in the groups specified by the curriculum strategy. Key performance targets:
M1 Promote the mission and values of the college to external and internal audiences. Key performance targets: • Develop and implement an internal communications programme to staff and students promoting the college’s vision, mission and values leading up to the Learning Exchange opening in September 2011. • Raise the profile of Liverpool Community College with an external communications programme involving different stakeholders to celebrate the college’s 18th birthday and launch of the new campus. • Celebrate the values of the college and enhance social and educational inclusion by holding themed events for different stakeholders.
• Extend outdoor media campaigns to raise awareness to 14-19 year old about the progression routes at Liverpool Community College. • Deliver targeted campaigns at key points of the year to raise awareness of specific customer groups (14-19 year olds, adults, employers) and products. • Revitalise the brand image across the college and implement the ‘be’ campaign in the ‘front of house’ on the college campus and in communications to all key markets. • Produce an ‘International’ image to support the developing overseas brand and its product and services. M3 To improve understanding of employer markets; customer behaviour and the external environment.
Corporate Management - On target for success
Marketing will differentiate the marketing strategy for key customer groups by identifying needs, developing products and communicating values to target groups and stakeholders.
Key performance targets: • Interview adults, young people, and employers in focus groups in autumn and produce findings for each customer group to identify specific segments and related needs. • Produce business plans for each faculty/ sector area based on primary and secondary labour market intelligence.
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Corporate Management - On target for success
Human Resources will recruit and maintain a diverse and qualified workforce, skilled to meet current and future organisational objectives. HR1 To recruit and retain staff to meet the current and changing organisational environment. Key performance targets: • To ensure that the college has the most appropriate workforce to deliver a changing and challenging agenda. Structures, contractual arrangements, pay and conditions that reflect changing demands in the sector providing best value. • The right staff, with appropriate skills are recruited and appropriate job roles are in place to support the needs of the curriculum throughout the college. • To develop CORE Data effectively. This can be utilised and analysed to ensure cost centres are able to target diverse staffing requirements, to deliver both student and employer demand. • To have in place a Workforce Development Plan that addresses recruitment, retention and succession management in a diverse workforce. To develop and implement a strategy to enable staff succession linked to appraisal and staff development. • To undertake effective review of staffing profile in order to support new accommodation and curriculum demands. • Staffing costs to be reduced by a minimum of 1% for 2010/11. HR2 To have a workforce qualified and skilled to meet current and future organisational objectives. Key performance targets: • All teaching staff are appropriately qualified and continue to be on the Institute for Learning (IFL) Register, in order to retain licence status. • All staff to participate in CPD and teaching staff to record at least 30 hours continuous performance development, pro-rata for part-time staff.
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• To achieve a 7% increase in the number of staff holding a level 2 literacy qualification and a 10% increase in staff holding a level 2 numeracy qualification by 2010/11. • All staff to hold an appropriate IT qualification. • New support staff who undertake training roles and work in key student support roles are appropriately qualified and minimum entry qualifications are applied. Also required to undertake a Preparation for Teaching in the Lifelong Learning Sector (PTLLS) or equivalent qualification within two years of taking up post. HR3 To have employment policies and communication systems that actively promote diversity, respect, health, sustainability, security and the wellbeing of staff and students. Key performance targets: • Employment policies and practices will meet college aims on diversity and sustainability. Local benchmark regarding diversity of the workforce exceeded. • Sustainability with local partners and contractors in relation to staffing issues promoted. • The college will be proactive in delivering an ethos of community cohesion, by the promotion of respect, value and diversity of both staff and students within the community through posters and diversity events. • Staff absence through sickness to below 3.5%. • The college will seek to provide a range of mechanisms to support and enhance the wellbeing of staff and promote sustainability as a means of seeking value. • To develop an HR communications strategy that effectively keeps all staff informed. • HR to provide appropriate services to ensure safeguarding priorities are met. To deliver the requirements of the Independent Safeguarding Authority and maintain all HR processes in support of this.
IT1 To provide and maintain an information technology infrastructure that supports the college’s business and curriculum developments. Key performance targets: • Upgrade software to achieve consistency across the college. • Continuous upgrade of local area networks to a 1Gb backbone standard to ensure effective access to IT resources, providing a responsive network capable of meeting the needs of a changing curriculum framework. Legacy equipment at Vauxhall Road and Duke Street centres to be upgraded. • Initiate a rolling programme of local area network infrastructure and computer upgrades to provide a 1Gb desktop capability, commencing with the new Learning Exchange. • Provide a high bandwidth, secure and accessible wireless network hub for the new Learning Exchange to enable the use of Web 2.0 technologies in the curriculum and promote ease of access to e-learning materials throughout the building. • Extend wireless access capability throughout the college in a rolling programme of installations that promote access to new learning and teaching methodologies. Arts Centre to be completed by July 2011. • Continuous upgrade of college computer equipment on a centre basis via capital funding. Investigate alternative procurement strategies to ensure computer equipment is replaced in a timely manner to meet the needs of computer users throughout the college.
• Investigate the use of Thin Client Terminals and software technologies for targeted areas of the college, to determine the potential economies and service advantages over traditional desktop computers. • Extend the number of virtualised servers for peripheral systems to reduce capital expenditure and underpin the college’s sustainability agenda through lower energy consumption. • Investigate cloud computing services for peripheral systems to provide enhanced services, secure backup capabilities and a reduced carbon footprint. • Investigate the use of large format printers/ photocopiers to provide a higher level of print services and reduce the costs of print output within the college. • Ensure sufficient capital is available to encourage/facilitate new developments in teaching, learning and business areas by assigning funds from the college’s capital budget. • Continue a rolling programme of fixed data projector installations to assist in the embedding of learning technologies within classroom areas. • Ensure all computer equipment purchased meets Energy Star 5.0 compliance levels to reduce the college’s energy consumption and carbon footprint.
Corporate Management - On target for success
Information Technology will provide an innovative, appropriate and responsive range of IT services and equipment that supports the teaching, learning, and business aims of the college.
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Corporate Management - On target for success 38
IT2 To maintain and develop the colleges software suite to meet the current and future needs of all users and keep pace with future technologies and external standards.
IT3 To provide an innovative, appropriate and responsive range of IT services that support the learning, teaching and business aims of the college. Key performance targets:
Key performance targets: • Embark on a rolling upgrade programme to the Windows 7 operating system for all college computers commencing with the new Learning Exchange. • Upgrade the college Office suite to Microsoft Office 2010 by July 2011. • Upgrade the college HR software suite to maintain pace with new developments in the sector and ensure the reliability and integrity of data. • Ensure an appropriate infrastructure is in place to support the use of Moodle as the college’s virtual learning environment software. Ensure internal and external bandwidth is prioritised to allow use of the software within all curriculum areas. • Commission software to facilitate Apple Macintosh based equipment secure log on to network resources.
• Introduce student print quota charging to reduce wastage and control expenditure on printing consumables from September 2010. • Deploy a smartcard based log on system to promote student IT security and further embed the use of smartcard technologies within the college from September 2010. • Upgrade the college voice messaging system to give an efficient, reliable service with the ability to facilitate auto attendant systems. • Extend the use of the ‘Harvest’ helpdesk system to all college users to improve IT support service levels and reduce IT systems fault downtime. • Develop a system that ensures all college computing equipment is switched off when not in use to reduce the college’s energy use and underpin the college’s sustainability agenda. • Provide resources necessary to facilitate a pilot of Mobile Learning in the college in line with our e-learning initiative.
Allocations
SFA Student Number Targets Indicative Funding for 2010/11
16-18 year olds Funding (apprenticeships)
Student Numbers YPLA Targets 16-18 year olds
£17,625,270
Learner Responsive 16-18 Work-Based Learning
4068
On target for success
Strategic Planning Targets 2010 - 2011
294
16-18 Apprenticeships £1,042,519 Sub total
£18,667,789 SFA Targets 19+ year olds
19+ year olds (i) Learner Responsive
£11,278,210
£1,425,870 £191,838
(i) Train to Gain Contract (ii) Adult Work-based Learning
Sub total
5622
Adult Employer Responsive
(ii) Employer Responsive • Train to Gain • 19+ Apprentices
Adult Student Responsive
1447 84
£12,895,918
Adult Safeguarded Learning PCDL First Steps
£249,600 £350,400
Sub total
£600,000
Adult Safeguarded Learning
1400
Additional Learning Support 16-18 Year olds 19+
£1,639,028 £1,639,186
Sub total
£3,278,214
Total Allocation
£35,441,921
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On target for success
Corporation Board Audit Committee Finance, Estates and General Purposes Committee Remuneration Committee Search and Governance Committee Senior Management Team
Teaching & Learning Management Group
Equality Improvement Management Group
Safeguarding Management Group
Employer Engagement Management Group
Learning Resource Centres Management Group
IT Management Group
Quality Improvement Management Group
Marketing Management Group
Senior Management Team Principal
Curriculum
Resource Management
Finance
6 Faculties
Human Resources
Resources
Financial Services
Quality and Equality Improvement Services
Estate Services
Information
Financial Management
Student Services and Support Marketing Planning Business Development Learning Resource Centres
40
Corporate Services
IT Support Services Customer Support Services
Financial Monitoring
Key to Abbreviations ALS
Additional Learning Support
LCR
Liverpool City Region
BREEAM
Building Research Establishment Environmental Assessment Method
LE
Learning Environment
LMS
Labour Market Strategy
BME
Black and Minority Ethnic
LMI
Labour Market Information
CPD
Continuous Professional Development
LRC
Learning Resource Centre
CSE
Customer Service Excellence
MCA
Merseyside Colleges Association
DISC
Drop In Study Centre
MIS
Management Information System
EFL
English as a Foreign Language
MLP
Minimum Level of Performance
FE
Further Education
NEET
Not in Employment, Education or Training
FfE
Framework for Excellence
NOMIS
FEGP
Finance, Estates & General Purposes
National Office of Management Information Service
FMCE
Financial Management & Control Evaluation
NSA
National Skills Academy
NW
North West
Gb
Gigabyte
NWDA
North West Development Agency
GFE
General Further Education
Ofsted
Office for Standards in Education
GVA
Gross Value Added
ONS
Office of National Statistics
HE
Higher Education
PTLLS
HEFCE
Higher Education Funding Council for England
Preparation for Teaching in the Lifelong Learning Sector
QAA
Quality Assurance Agency
HEI
Higher Education Institution
QCF
Qualification Credit Framework
HR
Human Resource
SFA
Skills Funding Agency
IAG
Information Advice and Guidance
SMT
Senior Management Team
IFL
Institute For Learning
SNPP
Sub National Population Projections
ICT
Information Communications Technology
STEM
Science, Technology, Engineering, Maths
I and E
Income and Expenditure
T2G
Train to Gain
JCP
Job Centre Plus
TQS
Training Quality Standard
JSA
Job Seeker’s Allowance
WBL
Work Based Learning
LMI
Labour Market Intelligence
YPLA
Young Persons Learning Agency
LA
Local Authority
Liverpool Community College at: The Arts Centre, Bankfield Road, Clarence Street, Duke Street, Vauxhall Road and at 13 neighbourhood drop in study centres (DISCs). Liverpool Community College The Arts Centre Myrtle Street, Liverpool L7 7JA Liverpool Community College Bankfield Road Liverpool L13 0BQ Liverpool Community College Clarence Street Liverpool L3 5TP Liverpool Community College Duke Street Liverpool L1 5BG Liverpool Community College Vauxhall Road Liverpool L3 6BN Switchboard: 0151 252 1515 Working with Business: 0845 013 1515 Course Information: 0151 252 3000 www.liv-coll.ac.uk
Liverpool Community College