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Benchmarking Learning Resources Forum


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Benchmarking Learning Resources Forum …

Benchmarking Learning Resources Forum

City College Plymouth - Paul Scarsbrook, Head of Learning Resources

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  • 2. 9.45 Registration, refreshments10.15 Welcome; Report from you11 Presentation and discussion – Paul Scarsbrook11.30 Refreshments11.45 Presentation and discussion – Karen Blakeman12.15 Presentation and discussion – Phil Wright12.45 Introduction to Kings Road Library; lunch, networking1.30 Library tour2.00 Discussion groups2.45 Refreshments, Report back from groups; evaluation;future topics
  • 3. Head of Learning Resources City College Plymouth
  • 4. 17,000 students 4,000 f/t 13,000 p/t900 are HE 200 are ‘international’ 1,000 are apprentices800 staff5 sites in and around the cityCurriculum clusters – Business, etc Creative, etc. HE Lifestyle, etc. Technology, etc. Work-based learning Progression & CommunityTurnover £36m Direct contribution to economy £53m
  • 5. Mission The South West’s leading provider of vocationaleducation and trainingVision National reputation for opportunity, enterprise andemployabilityValues Putting Students and Community at the heart Fostering excellence, innovation and creativity Celebrating diversity and inclusion Having high expectations of ourselves and others
  • 6. Opportunity - students at the centre regional economic growthEnterprise - employer-driven differentiated position in marketsEmployability - employer – curriculum link employability and life skills of studentsCurriculum - inspirational teaching, equipping students withcontemporary skillsHuman Resources - skilled staff, positive about challengesFinance - healthy finances, investment in opportunity
  • 7. 27.4.12
  • 8. LIBRARY TEAM 18 posts 11.54 fteMAPP TEAM 5 posts3.7 fteTELIT TEAM 8 posts 6.54 fteADMIN & FINANCE 2 posts1.55 fteTotal incl. Head of Learning Resources 34 people 24.33 fte
  • 10. In the beginning were inputs: How many staff, how many books, etc.Then came outputs: How many visitors, how many induction sessions, etc.And finally impacts: How much benefit to whom – and how do we know?
  • 11. Involved looking just at £££. It measured: Spending on staff (grades, salaries) and fte Spending on non-staff – audited figures…Clear model of what constitutes types of staffEg Library staff = library staff, Design staff areMarketing staff, Off-air recordings and TeLIT arecurriculum ‘costs’. Some staff, incl. managers, split in2 or more ways for apportioning salary
  • 12. And then linked this with opening hours (term timeand holiday) to assess productivity.Then came the comparison with their nationalbenchmark of 90 colleges This comparison showed(in this case) how expensive CCP was compared to:oLow cost, high performing collegesoAverage collegesoSW colleges
  • 13. Benchmarking showed that college costs overallwere:£1.65m too high for teaching activity£1.2m too high for support activity
  • 14. TEACHINGManagement and admin salary bill much higherDelivery salary bill much higherNon-pay higherSUPPORTAdmissions staff and non-staff much higherHR non-staff costs higherMarketing costs higherBusiness development costs higherLibrary costs higher
  • 15. MaPP (Marketing & Curriculum function): no commentTeLIT (Curriculum function) : no commentLibraries (all Library function except OaR as Curriculum):higher costs than LCHP colleges
  • 16. Staff efficiency savings of £1.5mIn 3 phases over the current financial yearAlongside Strategic Review and Strategic Planwhich resulted in the new direction displayedearlier
  • 17. Factoring in the changes I had made the previoussummer (Deleting Subject Librarians, reducing thePublished resources funds) I still had to save:3.52 fte staffing£66,000 salaries bill£24,000 from the non-staff budget(in this case I pitched it at £100,000 - ½ way between theLCHP and the SW college level)
  • 18. 1) Present MY plan!2) Implement asap! With business continuity plan!3) Put all library staff ‘at risk’ save recent structural appointments1) Deleting Deputy role2) Reducing Library Assistant contracted weeks, hours3) Cancelling lots of journals and focussing limited book expenditure still further on Reading Lists
  • 19. No need for Deputy postLess need for regular professional staff due to:less to spendhigher proportion of spend going on e-materials andreading listsCo-ordinators giving Joining Day talksTutor Librarians giving inductionsHE inductions to be given by new HE Librarian
  • 20. Less need for Library Assistants due to:low levels of use in evenings and holidays (thoughvery high and increasing visit figures overall)lower levels of loans and lower purchase levels,especially of physical itemsPerceived over-staffing at counter (especially inholidays)Perceived over-staffing in offices (especially inholidays)
  • 21. 1) A new HE Library post2) New Site Librarian posts, one as College Library Manager3) Changed management of Co-ordinators and Reading List Assistant4) A Single job description for Library Assistants - with minimal counter staffing and precise, timed, office tasks per week for named staff and back-ups
  • 22. Libraries still open(even with more-than-average illness)Training and meetings still occurringShelving and basic office work still coveredDevelopments still happeningPurchasing still continuingStatistics of use and activity still healthyFeedback still overwhelmingly positive
  • 23. A Outcomes for learnersB Quality of Teaching, Learning & AssessmentC Effectiveness of Leadership & Management
  • 24. 1 Outstanding2 Good3 Requires improvement4 Inadequate (therefore no more ‘satisfactory’)
  • 25.  Classroom practice (with assessment being integral) Grazing of lessons to see progress Far more discussions with individual students, employers More emphasis on the SAR’s validity Management judged via impact on students Performance Reviews Embedding of Safeguarding and E & D (achievement gaps, value added)
  • 26. Outcomes for learnerslearners develop personal, social & employability skillsBroader skills relevant to learners’ progression and career aims(communication, teamwork, leadership, taking responsibility,reflective thinking, problem solving, independent enquiry andemployability)Progress relative to starting point, gaps between different groupsof students, progression to higher learning or employment –related to local and national employment needs
  • 27. Quality of teaching, learning and assessmentlearners benefit from high expectations, engagement, care,support & motivation from staffHow effectively & creatively staff use resources, includingaccommodation, equipment & technology, & specialist advice &guidance to promote & support learning and engage learnersPromotion and development of functional and independentlearning skills, eg. through the use of a range of technologies,including a virtual learning environment.Incl. how learning materials are used during and outside learningsessions, including those available in a virtual learningenvironment
  • 28. Quality of teaching, learning and assessmentequality & diversity are promoted through teaching &learning.Staff use of materials and teaching methods that foster goodrelations and are sensitive to and promote equality ofopportunity
  • 29. Effectiveness of leadership and managementdemonstrate an ambitious vision, have high expectations for what alllearners can achieve, & attain high standards of quality & performanceWhether the provider has an appropriate managementstructure and sufficient staff and other resources to carrythrough its plans
  • 30. Effectiveness of leadership and managementimprove teaching and learning through rigorous performancemanagement and appropriate professional developmentLeaders & managers constantly review and develop theperformance of teachers and trainers through dialogue,coaching, mentoring, support and trainingSystematic and rigorous performance management is effective,including using appropriate procedures for tacklingunderperformanceResources, including staff, accommodation, facilities andtechnologies, are developed and used to support learning
  • 31. (Effectiveness of leadership and management)evaluate the quality of the provision through robust self-assessment,taking account of users’ views, and use the findings to promote anddevelop capacity for sustainable improvementactively promote equality and diversity, tackle bullying anddiscrimination, and narrow the achievement gapsafeguard all learners.
  • 32. First Ofsted inspection under the new CIFFirst Ofsted inspection with 2 days’ notice10 inspectors 5 days 74 lessons
  • 33. College expected the inspection, so briefed each teambeforehand and also doubled Duty Manager rotasCall came on a Thursday, giving time for:Visual inspectionsTidying Management Folders – print and electronicA Departmental briefing, equipping staff with key take-awaymessages from the SAR and QIP and relating to CollegebriefingA Department Executive meeting, distilling for each team: achievements, plans, stats. and feedback + S & E&DChecking accuracy and presentation of statistics and feedback
  • 34. 74 lessons observed (82% Good or better) –across ALLprovision, not just the notified SSAs; also tutorials andworkplace assessments350 students completed on-line survey (97% satisfaction)Employability skills development looked atDevelopment opportunities in Maths and English assessedSAR studied and checked for accuracyData analysedPerformance by protected characteristics scrutinisedEmployers and staff surveyed on-lineMeetings heldBehaviour observed
  • 35. Not a lot!Hosted PC survey of students for first 1.5 daysVisits to each library, talking mainly to studentsQ1: PC usage (actually about access to stats on PC usage)Q2: VLE usage by Construction students gave figures for M1 and M2 long courses, this term andlast yearQ3: Library usage gave gate counts, stock and loan figures, e-book pageviews, sample week head counts – with rationalesQ4: Sports books, DvDs; current journals; PC bookings
  • 36. The College has been graded ‘Good’ on all aspects (A,B,C) and onOverall effectiveness, with ‘Outstanding’ features in: Hospitality / Engineering / ApprenticeshipsAlso commended for – attendance, punctuality, outstandingbehaviour, lesson planning; improvements for BME, males andpregnant learners. Good ILT use in Health, ESOL, basic skillsAfIs : Additional Learning Support / e-ILPs Sharing best practice in teaching, assessment and E&D Technologies (Hospitality) Theory lessons (Construction)Recommendations concerning : lesson observations /moderation / validation / learning support / governor training /opportunities for developing maths and English skills