Nescot Strategic Plan 2023-2026

The college of choice

Strategic Plan

Introduction

This Strategic Plan sets out our vision and aims for the next three years.

Our Vision

This Strategic Plan is our roadmap for continuous improvement for the next three years; it will guide the Governors, Leadership Team and all of Nescot’s staff as we work towards our vision:

Nescot has something for everyonewhatever your goals and aspirations are, we have a qualification or provision that can help you reach them. Our people are our greatest asset alongside exceptional facilities, unrivalled support for students and businesses, and brilliant progression routes. Our 2023 Ofsted report reflected these strengths with all areas of our provision graded as ‘good’

2023/24 sees Nescot celebrate its 70th anniversary – during this time we have supported thousands of learners to achieve their goals and ambitions. We are committed to continuing to play a central role in the local community supporting learners, employers and stakeholders. We are proud to be a college for our community.

Over the next three years we aim to further embed Nescot at the core of the skills ecosystem in the local area - driving new collaborations and partnerships. We believe

Our Mission

To be the college of choice that enables and empowers every learner to achieve their goals and fulfil their potential

To place the learner at the heart of everything we do

To be a dynamic college for our community and its employers

Our Values

Trust, Respect & Integrity

Excellence

Ambition & Aspiration

Collaboration & Innovation

Equality, Diversity & Inclusion

Sustainability

Strategic Priorities

2

Outstanding teaching and learning in an inspirational, innovative, inclusive and safe environment.

1 Deliver a curriculum that enables our students to develop the skills, attitudes and qualifications to progress and succeed at work and in society.

3 4 5 6

Engage with employers and other stakeholders to offer and develop courses that are relevant and in demand.

Strong relationships with schools, other providers and community groups to generate growth in learner numbers.

Financial sustainability and a strategy to invest in the estate and our facilities to meet local needs.

The following pages set out each Priority with specific objectives and Key Performance Indicators along with how and where they will be measured. We look forward to meeting these Strategic Priorities and delivering against our Accountability Statement to meet the local skills needs.

An employer of choice with strong staff engagement and a commitment to support staff growth and development.

Julie Kapsalis Principal & CEO

Chris Muller Chair of Governors

Strategic Priority 1

Outstanding teaching and learning in an inspirational, innovative, inclusive and safe environment.

Objective

Ensure the highest quality of teaching and learning, with a greater focus on pedagogy & use of technology/digital

Ensure the highest levels of achievement for our learners

KPIs

Ofsted Grading of Good – working towards Outstanding

Overall achievement rates are consistently above national rates.

Objective

Ensure all students are safe

KPIs

Over 95% of learners state that they feel safe in College

Objective

Minimise gaps in achievement between different groups, ensuring all learners have appropriate support

KPIs

Close gaps in achievement rates for each Equality & Diversity measures to within 2% points

Objective

Engage learners in the improvement of teaching and learning through ‘Student Voice’

KPIs

Over 90% of learners are satisfied with their experience at Nescot and feel they have made progress

Develop an indicator for completion rates for student surveys

Establish a Student Council to champion Student Voice

Strategic Priority 2

Deliver a curriculum that enables our students to develop the skills, attitudes and qualifications to progress and succeed at work and in society.

Objective

Continuous development of curriculum to meet supply and demand locally

Deliver a curriculum that attracts and engages a diverse customer base and meets local skills needs

KPIs

Development of a curriculum strategy

5% increase in learner numbers

Diversity in participants to be benchmarked against demographics and be representative

Objective

Develop learners’ skills, knowledge and confidence to prepare them for life and work – including AI, digital and technology developments

Develop the tutorial and enrichment programme to support broader learning aims

Ensure high-quality and meaningful work experience placements that benefit our learners and employers

KPIs

Every programme of delivery has specific soft skills and digital development embedded in the content

Increased engagement from learners in extra-curricular enrichment activities

Percentage of full-time students with relevant work experience

Objective

Deliver a strong careers education programme, with emphasis on employability skills

Progression supports learners to meet or exceed their career aspirations

KPIs

Over 90% of learners have a progression plan

90% of FT learners progress to employment or further/higher education

Over 80% of university applicants are successful in securing a place

Objective

Deliver a comprehensive high-needs provision with the Local Authority

KPIs

Grow provision by 7%

Strategic Priority 3

Engage with employers and other stakeholders to offer and develop courses that are relevant and in demand.

Objective

Develop an innovative curriculum that meets LEP and Local Authority priorities and reflects industry needs as identified by the LSIP

KPIs

Adult skills courses mirror LSIP, LEP and national priority areas

Establish Employer Engagement Panels for every curriculum area – review against Accountability Statement and LSIP priorities

Establish a programme of employer engagement events and masterclasses –including employer involvement in open days

Objective

Develop strategic links with employers and key stakeholders/intermediaries to ensure the College meets /anticipates local skills needs, to inform curriculum development.

Strong engagement with the LSIP, LSIF, LEP and delivery of the Strategic Development Fund and Institute of Technology

KPIs

Over 75% of employers state the College understands their training needs

Over 85% of employers state the College meets their training needs

Termly meetings of Employer Engagement Panels with 3+ employers represented

100% spend of SDF, LSIF and IoT funds and delivery of outcomes with separate cost codes

Ofsted Skills Needs Sub Judgement of ‘Reasonable’ working towards ‘Strong’

Objective

Increase the availability and quality of apprenticeships with a targeted approach by the Business Development Team working with Curriculum

KPIs

Overall and timely achievement rates at least 2 percentages points above national average

10% growth in apprenticeship income –including levy accounts and tenders

Annual Accountability Statement to self-assess progress between Ofsted inspections

Strategic Priority 4

Strong relationships with schools, other providers and community groups to generate growth in learner numbers.

Objective

Deliver a dynamic school/community liaison and marketing strategy and action plan to generate more 16-19 learners

Establish and maintain strong relationships with school, community and civic leaders

Establish a programme of Taster Days, Open Days and promotional events, with a focus on local community engagement

KPIs

5% growth in 16 year old entrant learner numbers

Number of meetings with Heads/Careers leads at schools

Numbers of schools proactively engaged with as part of school liaison programme increased by 15%

% conversion rate of applicants from schools engaged with against % conversion rate of applicants from schools not engaged with

Number of curriculum engagements with school pupils (to be benchmarked and developed/increased in terms of quality and quantity)

Annual attendees/visitors to College to increase by 10%

Objective

Provide impartial information, advice, and guidance

KPIs

Number of schools receiving Nescot CEIAG services (to be benchmarked and developed/increased in terms of quality and quantity)

Objective

Work with the other Surrey FE Colleges to develop a holistic approach to promoting FE and ladders of learning

Delivery of the LSIF and Local Authority priorities for skills

KPIs

Termly meetings with CEOs/Principals of other colleges and clear outcomes

Delivery of SDF, LSIF and LSIP projects

Strategic Priority 5

Financial sustainability and a strategy to invest in the estate and our facilities to meet local needs.

Objective

Maintain DfE Financial Health as Good or better

Maintain cashflow at a level that does not require borrowing

KPIs

Financial health status as ‘Good’ or better

Income variance to plan

Payroll % of income, with target less than benchmark

Positive EBITDA

Objective

Deliver the Annual Plan agreed with the ESFA

Deliver Annual Funding targets

KPIs

Annual budget achieved

AEB allocation achieved

Objective

Maintain effective financial management and controls

KPIs

Maintain strong cash management in the short and medium term

Effective management of investment portfolio

Objective

Ensure a financially viable curriculum and offer to business

Maximise/rationalise income generating activities

KPIs

Margin/cost ratios/contributions / overheads reviewed per curriculum area

Review of viability of commercial activity and pricing

Objective

Improve the College estate through capital investment and development of a new master plan – including a review of sustainability

KPIs

Successful bid(s) to DfE Capital Transformation Fund College

Masterplan approved

Sustainability Strategy approved

Strategic Priority 6

An employer of choice with strong staff engagement and a commitment to support staff growth and development.

Objective

The College is a fulfilling community and place to work

Ensure staff feel valued and recognised –enhancing retention and ensuring staff can play a significant part in College’s future

Attracting high quality diverse staff with Nescot values

Mentoring and support of new staff to maximise induction experience

KPIs

85% would recommend the College as a good place to work

Ratio of compliments to complaints

Absence rates within benchmarks

Recruitment & Retention Strategies

Analysis of leavers report (benchmarks to be set)

Objective

Champion and provide a collaborative culture that supports wellbeing, work life balance and equality, diversity and inclusion

KPIs

80% of staff agree they have a good work life balance

50% of staff to complete one Distance Learning Course focusing on wellbeing and/or EDI per year

Wellbeing and culture working groups established

Objective

Provide development opportunities for all staff to improve their knowledge, skills and practice

Invest in staff to ensure flexibility and adaptability to benefit the College performance and to ensure staff feel valued and therefore committed

KPIs

Relaunch of annual performance reviews and objective setting with 90% of reviews completed

90% of apprenticeship levy used

Delivery of new CPD Learning Journey with a focus on pedagogy

New Leadership & Management programme developed and embedded –to grow talent

% of staff undertaking CPD to increase by 8%

Serving the community and region for 70 years

Early Life

Nescot began life as Ewell County Technical College, with the first students beginning courses in September 1953 and the establishment being formally opened the following March.

In the first academic year there were 789 students, with subjects split into the three departments of Building, Science and General Education. By the mid-1970s there were 4,000 students at the College, with fees costing between £72 and £120 per academic year for over-19s. Students aged 18 or under could claim travel costs of 15p per return journey.

Ewell County Technical College changed its name to Nescot in 1975, and in 1988 the College acquired the former Epsom High School. The theatre at Nescot, which today regularly hosts college events and external

The College was recognised as a pioneer in ‘liberal education’. By the mid-1960s students spent Wednesday afternoons taking supplementary courses from sailing to folk dancing. It was also one of the first technical colleges to appoint a member of staff responsible for student welfare. Today this team includes Advice and Guidance, Student Finance; the counselling service; an on-site nurse; childcare; the security staff; and specialist support for students who are or have been in care.

drama companies, is named after Adrian Mann, the College’s first chair of governors. It hosted several famous bands near the start of their careers including the Beatles, Queen and Black Sabbath.

Courses to have disappeared from the Nescot curriculum over the years include: Biblical and Religious Studies; Certificate in Home Economics; Flower Arrangement; Golf Course Maintenance; Guest House Management and Typing. Our offer continually evolves and recent additions include IT Security, Lab Science, Early Years Pedagogy and a range of T-Levels.

Local Context

Nescot serves a primary catchment area that includes north and east Surrey and west and southwest London. Covering such a dense population area, and within 40 minutes of central London and both Gatwick and Heathrow airports, the skills needs of both employers and individuals within this catchment are extremely diverse.

Surrey has over 65,000 business of all sizes, has many residents commuting to the capital for work and a highly educated workforce, with a high proportion of residents holding degree-level qualifications (36% of adults –2011 census). However there are pockets of deprivation, in particular in neighbouring London boroughs, and challenges to social mobility in the region.

The College has established strong partnerships with a large base of employers, and is actively engaged in shaping the skills agenda in Surrey through the Local Skills Improvement Plan (LSIP). In addition, the College works in close partnership with Coast to Capital Local Enterprise Partnership (LEP), Surrey County Council and Epsom & Ewell Borough Council to ensure strong links with the local economy and communities.

The recently published LSIP for the Surrey and Hampshire region highlights issues including a persistently high number of job vacancies and a shortage of applicants in many sectors including Digital, early years, and Health and Social Care. The College is actively engaged in the LSIP which is lead by Surrey Chambers of Commerce and local business groups. Nescot’s Principal & CEO is a member of the LSIP Steering Group (as Chair of the Local Enterprise Partnership). Nescot’s Ofsted inspection in January 2023 recognised that the College is making a “Reasonable contribution to skills needs” and our objective is to be graded as ‘strong’ in this area when next inspected.

Around 25 distinct subject areas

Nescot 2023

Nescot teaches courses in around 25 distinct subject areas, addressing local, regional and national skills needs in sectors such as construction, health, IT and the arts. The College caters for learners of all ages from 14+.

are supported by government funding, and we also run “full cost” professional courses, such as certifications for the gas and electrical industries.

• Higher education: around 300 students completing university-level courses in teaching, counselling, arts, health and more.

• Apprentices: around 600 apprentices enrolled, mainly in construction, administration and IT programmes. Apprentices are employed and spend 80% of their time with their employer, attending College 10 – 30 days per year.

Our provision includes:

• Discrete 14-16 provision with a small cohort of learners who benefit from an alternative to being in school. Also a twiceyearly Saturday Academy giving young learners the chance to sample vocational studies in subjects such as animal care, beauty and carpentry.

• Courses for 16-19s: around 2,000 students each year, with a range of entry points up to Level 3 (A-level equivalent)

• Further education for adults: around 2,000 over-19s, studying up to Level 3, mostly on part-time courses. Many of these courses

• Distance learning: the College has developed a programme of around 80 online courses delivered with tutor support. These are ideal for Continuing Professional Development and the College works with employers such as the Metropolitan Police to provide specific workforce training.

The College is a major employer in the area, with around 600 staff (300 FTE) and a turnover of around £28m per annum.

The 2023/24 academic year will see the College launch delivery of T Levels as well as the Sussex & Surrey Institute of Technology.

Student Profile

Harry

Harry is a current Performing Arts student who completed Level 3 and is now going on to study at Level 4.

“The best thing about Performing Arts at Nescot is the teachers. They’re amazing at what they do, but I also like how they treat us as individuals. They know what our strengths are, what we need to work on and what our career goals are, and they even try to plan our group performances in a way that shows our abilities but also pushes us out of our comfort zone and challenges us to keep getting better.

I’m Deaf, and I use speech and British Sign Language to communicate. Nescot and the Performing Arts department are really inclusive and welcoming, and everyone has been so supportive. We’ve spoken as a class about Deaf communication and culture, and being Deaf aware by making small changes like making eye contact, or being mindful of background noise. The best thing is that I’m seen as a person and an actor – I’m seen for my ability. The teaching staff are helping me to develop as a performer with strengths and things to work on, just like anyone else. That’s really powerful.”

We’ve spoken as a class about Deaf communication and culture, and being Deaf aware by making small changes

Harry performing in ‘Evidence’

The best thing is that I’m seen as a person and an actor – I’m seen for my ability

I try to have the mindset of ‘Why not me?’, because you’ll never find out if you don’t try.

#WhyNotMe

Azazea Edwards

A recent Nescot Art student, who is now reading Fine Art at Lady Margaret Hall, Oxford University

Azezia was offered her place without following the usual route of doing an art foundation year first, and she attributes this to her Art and Design qualification at Nescot.

“Because of the way the course at Nescot is structured and taught, I have a big body of artwork and lots of different styles and techniques. At Nescot we were encouraged to work from a brief, to experiment and to push boundaries, and to expand our ideas with lots of research, and that process has been good preparation for Oxford.”

Azezia finished her Extended Diploma at Nescot with a triple distinction, the highest profile possible and although she wasn’t originally planning to go to Oxford, she liked the approach of Lady Margaret Hall and enjoyed the experience of being interviewed.

“It wasn’t what I was expecting at all,” she said. “The interviewers made me feel really welcome, and we talked about the art I’d created at Nescot, my inspiration, and my hopes for the future.”

“The number one piece of advice I would give someone is to have confidence in themselves and their ideas and their work,” she said. “I try to have the mindset of ‘Why not me?’, because you’ll never find out if you don’t try. It’s an amazing opportunity to study at Oxford, and I’ll be making the most of every day here.”

Louise Gaskin, Head of Creative Arts at Nescot, said: “We’re really proud of Azezia. She was a pleasure to teach, and we look forward to seeing her go from strength to strength in her career.”

Previous graduates of Lady Margaret Hall include Nobel Prize laureate Malala Yousafzai and Harper Lee.

It’s an amazing opportunity to study at Oxford, and I’ll be making the most of every day here.

Alumni

Professor Ian Brown

A former Applied Biology and Immunology student at Nescot and now Director of Scientific Services at APHA

Professor Ian Brown OBE is Director of Scientific Services at the government’s Animal and Plant Health Agency in Weybridge. He is also Director of the International Reference Laboratories, and helps to direct the UK’s response to bird flu. Professor Brown studied Applied Biology and then Immunology at Nescot, graduating in the early 1980s.

“My HND was a great introduction to all the theory and principles, as well as what to do practically. The lecturers were enthusiastic and inspiring – they genuinely cared about their students, and wanted the best for them. I owe a lot to my teachers. I wouldn’t be where I am now without them.

“Because of my experience at Nescot, I always recommend to people that they get a breath of experience early on. If you focus too early on it can end up closing doors to you. I started as a junior technician - I’m proof that you can come in with O-Levels, and go all the way up. That shows the power of education.”

I’m proof that you can come in with O-Levels, and go all the way up. That shows the power of education.

A 1980’s immunology tutorial at Nescot

I owe a lot to my teachers. I wouldn’t be where I am now without them.