AoC Beacon Awards 2012/13 Winning College Profiles

AoC Beacon Awards
AoC Beacon Awards
Prospectus 2012/13
Winning College
Profiles 2012/13
Teaching and Learning, Curriculum Design
and Development
Leadership and Quality Improvement
Responsiveness, Partnership and Impact

“
”
I was extremely
impressed with the
way the structure and
content was crafted
by academics working
with industry
specialists... The staff
are fully aware of the
need for students to
raise their profile and
sector skills in a
climate where
employment is
uncertain.
Corporal,
RAF Recruiting
Awards for Innovation in Further Education
AoC Charitable Trust Award
for Innovation in FE
Sport and Public Service Department, Chesterfield College
Innovation in Action
The Sport and Public Service Department at Chesterfield College needed
improvement. Success rates had plateaued at benchmark level for the preceding
three years. Learners were leaving the programmes in significant numbers because
they were dissatisfied with assessment and quality of provision.
The College took immediate and robust action to radically redesign the
curriculum, as well as the assessment and support mechanisms, to offer
personalised and bespoke learning and attain excellence within two
academic years. The directorate is now graded as outstanding.
The College achieved this by running a number of parallel and complementary
initiatives to transform the learner experience. These included:
• Full-scale curriculum redesign in partnership with employers and learners
• Redesigned and rebuilt personalised assessment methodology
• Personalised and bespoke curriculum and support
• Maximum use of the Qualifications and Credit Framework (QCF)
and multiple pathways to excellence
• Significant learning outside the classroom
The overall impact of these initiatives was a 17.2% increase in success over two
years. All pre-existing achievement gaps were closed. High grades and value
added scores increased significantly across all areas and learner and employer
satisfaction soared.
Learners now enjoy their programmes and are keen to finish them. Employers are
extremely happy with the learners they employ who have completed their studies.
The Sport and Public Service Department has been transformed and continues to
have a very positive impact on all those who are involved with it.

Awards for Teaching and Learning,
Curriculum Design and Development
• 1st4sport Qualifications and sports coach UK Award
for Sport in the Curriculum
• Edge Award for Practical Teaching and Practical Learning
• JLT Benefit Solutions Award for Health and
Community Care
• LSIS Award for Efficiency through the Effective Use
of Technology in FE and Skills
• Microlink and National Grid Inclusive Learning Award
for Students with Learning Difficulties and/or Disabilities

Sports Department, South Devon College
Inspiring the local community through sport
South Devon College won this award for its high-quality teaching and learning
across a distinctive, inclusive and comprehensive sports curriculum, which uses
sport to inspire the local community.
The approach has resulted in students developing high levels of skills in coaching,
leadership, exercise instruction, customer service, event management and team-
work. Learners consistently achieve excellent success rates and there is outstanding
progression to higher education and employment in sports development, coaching,
teaching and leisure management.
Beacon Award assessors interviewed present and past students, parents, local
employers and community partners, and observed vocational lessons and students
engaged in community coaching. The sports department also showcased its work
with employers, national governing bodies, the county sports partnership and local
schools, which ensures the core curriculum and linked qualifications are designed
to be relevant, innovative and inspiring.
The award highlights how the sports curriculum raises the aspirations and
achievements of young people in the area. Last year, for instance, the College used
the London 2012 Olympic Games to inspire learning, including engagement with
the Olympic Sports Makers’ volunteering programme, hosting Olympic torch
bearers, running an Olympic themed staff celebration and organising a county-wide
event run by College sports students for students with learning and physical
difficulties.
Awards for Teaching and Learning, Curriculum Design and Development
1st4sport Qualifications and
sports coach UK Award
for Sport in the Curriculum
“
”
The students at the
College are excellent
examples of how
London 2012 is
helping to spark
young people’s
imagination and
inspire them to get
involved and make
a difference. I hope
they will motivate
other young people
to join their journey.
Co-ordinator of
the London 2012
Education Unit

“
”
Being taught in
this real world
environment often
puts our students
head and shoulders
above other
candidates when
it comes to finding
employment.
Jeanette Dawson OBE,
Principal and Chief
Executive
Edge Award
for Practical Teaching and
Practical Learning
Agriculture Department, Bishop Burton College
Enterprise in Education
Enterprise in Education is a long-term initiative which uses the concept of
enterprise to influence the College’s educational strategy and equip students
with the skills they need to progress in life and work.
In practice, this means that the College consistently focuses on the needs of
industry and employers, so that students develop appropriate skills to succeed
in the workplace or in their own businesses.
Practical teaching, learning, assessment – and a continuous striving for excellence
– lie at the heart of this strategy. The emphasis is on the importance of Real Work
Environments (RWE), many of which are provided on the College campus.
Bishop Burton, which has a national reputation for quality and is the only College
in the UK to hold Centre of Vocational Excellence status in both agriculture and
equine, prides itself on its realistic outlook when it comes to preparing students
for the working world.
The College farm is run as a profitable commercial business with financial and
production targets. This gives students invaluable experience. Classroom sessions
are supported by use of the farm and estate to demonstrate industry practice,
farm duties to develop skills working with farm staff, and challenging real life
assessment briefs. Student duties take place in the pig unit, dairy unit, arable
farm and sheep and beef unit.

Healthcare Cadet Partnership Team, Xaverian Sixth Form College
Healthcare Cadet Programme
The Xaverian Healthcare Cadet Programme has pioneered the use of clinical
educators whilst providing a model of how both large healthcare providers and
a successful Sixth Form College can work together for the benefit of both students
from a widening participation background and the local community.
The programme was set up in 2008 in response to a predicted shortfall in the
recruitment of healthcare assistants by Health Academy Northwest and to
requests from high schools to provide pathways into the NHS for their level 1
and 2 leavers. The aim was to give comprehensive support to mainly vulnerable
and widening participation students, enabling them both to acquire skills and
qualifications, and be employment ready by the end of the course. This involved
establishing the role of clinical educator and creating an integrated programme
that allowed students to spend three days a week in College and two on
placement in primary care clinics.
Following the success of the level 2 programme, the College introduced a Level
3 Multi-Professional Healthcare Cadet Programme. This has enabled students
to take a BTEC Diploma in Health and Social Care with work placements on the
wards at the Central Manchester University Hospitals NHS Foundation Trust
(CMFT) and with the Northwest Ambulance Service. This has supported students
in continuing to higher education or taking up positions in the workplace.
JLT Benefit Solutions Award
for Health and Community Care
“
”
Another innovation of
this work is that due
to the very thorough
seven-week induction,
young students are
allowed on wards and
are able to undertake
personal care tasks.
This is all the more
remarkable as some
cadets are from
cultures that would
not easily accept this.
Beacon Assessors’
report

“
”
I was feeling really
down and fed up and
bogged under with
work and my home
life but this unit made
me think that maybe
my dream job isn’t so
hard to get to now I
have identified short
steps and ways of
how to get there –
can’t wait to pass my
qualifications and
then come back and
give a talk to new
students.
Student
LSIS Award
for Efficiency through the Effective
Use of Technology in FE and Skills
Learning Technologies and Resources Service and Tutorial
Management Team, South Devon College
Using technology to sustain excellence efficiently
South Devon College has utilised e-systems to deliver whole College tutorial
programmes and provide independent learning opportunities to enable additional
support for students whilst also saving staff time.
Enabling students to achieve their full potential is central to South Devon
College’s aims and this includes developing skills as well as gaining qualifications.
The curriculum has been designed to meet this need, and two key elements have
been introduced to help learners achieve more while ensuring efficient delivery
through the use of technology:
• The cross-College tutorial programme is planned and resourced centrally to
provide learners with an accredited Personal and Social Development
qualification. All the teaching and learning resources, linked to a weekly pro-
gramme of work, have been created by a small team and made available via
Moodle (our online virtual classroom), thus reducing the total amount
of planning time required to deliver the qualification.
• All full-time Level 3 courses are timetabled with one hour of independent
learning per week. These sessions are supported by non-teaching staff who
work closely with course teachers to provide structured sessions that add value
to the course programme. These sessions include study skills packages and the
development of employability skills.
Moodle is the key delivery tool for both these initiatives, and our bespoke
electronic individual learning plan system, LEAP (www.leap-ilp.com), shares
information and manages individual learner progress on the course programme.

“
”
We do a lot of exciting
things at College. The
teachers have helped
me to be able to cook
meals at home with
my family. I love
coming to College.
Learner
Microlink and National Grid
Inclusive Learning Award
for Students with Learning Difficulties and/or Disabilities
LDD New Horizon Team, Hackney Community College
New Horizon Programme
Hackney Community College has developed an innovative opportunity for school
leavers with severe learning difficulties and complex needs including autism, to
be educated within their communities rather than travelling away to a specialist
College or centre. New Horizon at Hackney Community College was originally
developed as a result of a short-notice response to local demand in 2009. The
programme has grown and the College is now an approved specialist provider
for students with high-level care and support needs.
New Horizon learners benefit from high-level, individualised support while
enjoying full inclusion in everyday mainstream College life. They are supported
with inclusive, personalised learning and care plans and by a network of
specialist staff.
As part of their ‘life destination plans’, New Horizon learners are also able to
access mainstream courses across the College wherever possible. The learners
make impressive progress, achieve qualifications and develop as young adults
within Hackney Community College’s open College campus.
Each year since the start of the programme, the College has adapted its facilities
and provision to enable more groups with differing needs to take advantage of
its innovative approaches and inclusive environment.

Awards for Leadership
and Quality Improvement
• City & Guilds Award for Staff Development
in Further Education
• LSIS Award for Outstanding Leadership of Improvement

“
”
The teaching at the
College is excellent.
Studying here has
enabled me to get to
where I want to be
and my degree has
helped me to adopt
an inclusive approach
in my work. The
College has enabled
me to further my
career.
Leila, Specialist
Support
Awards for Leadership and Quality Improvement
City & Guilds Award
for Staff Development in
Further Education
Inclusive Practice Team, Weston College
Inspiring staff – an innovative approach
to staff development
Weston College has developed an innovative approach to staff development.
The College values staff as its greatest asset and aspires to enhance the provision
of quality and excellence in learning for all. The Foundation Degree in Inclusive
Practice was created to address a skills gap for people working in the area of
Learning Difficulties and/or Disabilities (LDD). It was developed in collaboration
with management, learners, partners and staff themselves and enabled staff work-
ing full-time to gain a recognised qualification, which advanced them profession-
ally and raised their self-esteem and confidence.
This degree was launched in 2007 and has developed each year with the addition
of new specialisms, a master’s degree and Level 2 and 3 awards. It was originally
designed for the College’s own staff, but has expanded to include professionals
working within the LDD field. As the first such qualification in its field it has
attracted significant interest locally and nationally, with other Colleges
investigating opportunities for their staff to take the qualification.
Staff are now highly committed, motivated and at the forefront of inclusive
learning nationally. No other provider has developed or offered the opportunity
for staff in this field to specialise and link it to career advancement and
increased pay structure.

“
”
The Principal’s
leadership and
aspiration for
excellence are strong.
He and senior
managers are skilled
and relentless in
promoting a
supportive culture
based on high expec-
tations using effective
teamwork. Managers
at all levels put
learners’ needs first
and ensure they meet
challenging targets.
Ofsted report
Awards for Leadership and Quality Improvement
LSIS Award
for Outstanding Leadership
of Improvement
Whole College, Harlow College
Teaching and learning strategy
Six years ago Harlow College was suffering from multiple problems. Success
rates, value added and average grades were poor, and finances and reputation
were unsatisfactory. Ofsted described the College as “weak”. In spite of this, its
Governors wanted the College to become the market leader for further education
student success.
In 2007, the College implemented a radical new Teaching and Learning
Strategy, which signalled a major turning point in student success. The College
introduced innovative features including daily learning objectives, students
being free to leave when objectives had been achieved and single-unit teaching.
At the same time, the College experienced the dramatic shift from centralised con-
trol to devolved control. College teams now determine how they will
deploy their resources, construct timetables and deliver learning.
Harlow College’s improvements since 2006/7 have hugely enhanced the
reputation of the College. Achievements/outcomes include:
• Setting new national records for student success at 94.1%
• The highest value added of any Further Education College (ALIS scheme)
• The second highest average points per entry of any Further Education College
• Growth in enrolments since 2006 of 142%
• The establishment in 2012 of a £9.3m University Centre
• Being the successful lead for the establishment of a University Technical
College (UTC)
• Described by the Prime Minister in 2012 as “World Class”
• Achievement of a strong surplus in each of the last three years
• Described by Ofsted as “utterly transformed”

Awards for Responsiveness,
Partnership and Impact
• AQA Award for College/School Partnerships
• Association of Colleges Award for College Engagement
with Employers
• Pearson Award for Widening Participation
to Lifelong Learning
• University of Southampton Award for
14-19 Widening Participation
• Welsh Government Award for Engaging Learners
who are not in Education, Employment or Training

“
”
I would think that
everybody would tick
‘agree completely’
because there are no
faults. It’s a very
interesting course
and I would certainly
recommend it to
anyone.
Student
Awards for Responsiveness, Partnership and Impact
AQA Award
for College/School Partnerships
Learning Pathways and Support Directorate, Coleg Menai
Filling the STEM (Science, Technology, Engineering
and Mathematics) Skills Gap
Coleg Menai has forged close partnership links with local secondary schools,
major employers and the wider community to establish relevant pathways for
14-19 school provision. The Anglesey Energy Island initiative highlighted the
requirement for a highly skilled and knowledgeable workforce in the field of
energy generation, including nuclear, wind, tidal, biomass and solar. To respond
to this skills gap in the local area, particularly in the engineering technology sector,
Coleg Menai carried out a purposeful and planned extension of STEM provision.
As a result, the number of school learners following Level 1 to Level 3 Engineering
courses increased from 56 in 2007/2008 to 271 in 2011/2012.
Fulfilling the need for employable recruits begins by engaging early with the
prospective workforce. College provision bridges the gap between the
classroom and the world of work with a programme of educational site visits
to organisations including First Hydro, Wylfa, Magnox, Airbus and Vauxhall
Automotive, and by inviting external speakers from related industries such
as Horizon Nuclear Power.
To ensure a full range of progression for learners, the College also offers an
excellent range of post-16 courses up to higher education level, as well as
work-based learning and apprenticeship opportunities in the engineering field.

“
”
We’ve got a fantastic
relationship with
Bridgwater College.
The College can
provide us with
highly skilled
individuals who
can fit specifically
into the roles we
have here.
Michael Errington,
HR Manager, DHL
Supply Chain
Association of Colleges Award
for College Engagement with Employers
Cross-College Department Teams, Bridgwater College
DHL/Morrisons Employability Programme
Bridgwater College won this award for developing, delivering and marketing
an innovative and inspirational training model for industry. The project exceeded
customer expectations, provided new and repeat business for the College and
raised its profile in the business community. A cross-College initiative, the
Business Development department led the project, which also involved the Land
Based Sports and Science team, Business and Professional Services and the
Marketing department.
The construction of a new DHL/Morrisons regional distribution centre on the
outskirts of Bridgwater, which would serve 60 stores and create 1,000 new jobs,
led to a strong local training need. The company’s vision was to provide specific
skills training to enable local unemployed people to access the job opportunities.
Having secured the training contract, the College created a realistic warehouse
environment using DHL/Morrisons equipment. It then took more than 1,000 local
people through a bespoke two-week programme devised for the company, which
included not only job-related and interview skills but also company ethics and
behaviours. Every student who completed the programme received a formal
qualification plus a guaranteed job interview with DHL/Morrisons. Of these,
70% were successfully selected to work for the company.
This programme has not only helped to staff an entire distribution centre, it has
also transformed the lives of local families. Six other major local employers – But-
lins, Haven Holidays, Isleport Foods, Mulberry, Paragon and EDF Energy – have
embarked on similar programmes in conjunction with the College. As a result, the
College is now seen as a strategic partner in the regeneration of the local economy.

“
”
I have received great
support from the
tutors and now my
husband is also
considering a
community course
with the College.
Selma Limada,
student
Pearson Award
for Widening Participation
to Lifelong Learning
Community Learning Team, Trafford College
Community Learning – Learn locally
Trafford College is committed to enhancing the learning opportunities available
in the community to help people of all ages, backgrounds and lifestyles access
education and training in local community venues.
The College successfully bid to become the sole provider of Community Learning
in Trafford because of its proven track record for exceeding engagement targets. It
then established this successfully through a co-ordinated and efficient community
team including two enthusiastic Community Development Workers, qualified
teaching staff delivering demand-led provision and strong working relationships
with community partners.
Working closely with these partners to understand local needs, Trafford College
is able to reach many adults from all walks of life, supporting them back into
learning and work through a flexible approach to the delivery of learning, and
by providing award-winning Information, Advice and Guidance (IAG). It helps
students such as Selma, who completed courses in numeracy after more than 20
years away from the classroom, and Alison, who set up a jewellery-making
business after completing a course in the community following a long
career break.
Trafford College’s Community Learning model has strong strategic leadership,
is fully integrated and is an exemplary and sustainable model that has developed
over a number of years. College staff take pride in seeing how it can improve
students’ lives.

“
”
Personally, I think
he has done brilliant.
The course has done
wonders for him,
much better than any
of the schools have
been for him. Since he
has been on the course
his whole attitude
towards life has
changed.
Parent
University of Southampton
Award
for 14-19 Widening Participation
Work-Based Learning and School Partnerships, City College, Plymouth
Pre-Employment Programmes
City College Plymouth’s Pre-Employment Programmes use extensive links with
employers, schools, specialist agencies and community organisations to offer a
specialised alternative to formal education for learners who struggle with
mainstream education. The College’s Work-Based Learning department is unique
in the outstanding efforts it makes to co-ordinate multi-agency support for young
people who are disengaging from education for significant and complex reasons.
Amongst other factors, these include: homelessness, drug and alcohol issues, abuse,
neglect, mental health problems, poverty and learning and behavioural difficulties.
The programmes provide exceptional opportunities for learning, which are
individually tailored, highly flexible and vocationally focused. The department
is also actively engaged in funded research to optimise further education for the
hardest to reach in the South West region.
The College supports hundreds of young people in the Plymouth area back into
education, employment or training every year. This work directly reduces future
public expenditure and broken generational cycles of worklessness in many
families in the city. Through a shared perspective, over the last decade, many
employers large and small have come to recognise the benefits of effective and
innovative NEET engagement. The Pre-Employment Programmes have helped
to change the common perception of the NEET group from ‘inherent problem’
to ‘untapped potential’.

“
”
I knew that if I ever
needed help or
encountered a crisis
(which was quite
often), that there were
people there who
would take the time
out and listen to me
and try to help in
whichever way they
could, which for me
was invaluable.
Care leaver
Welsh Government Award
for Engaging Learners who are not
in Education, Employment or Training
Learner Services Team, Neath Port Talbot College
Raising the quality of support for looked
after children and care leavers
The project aimed to raise the quality of support for looked after children and
care leavers by providing the best possible opportunities for them to enter and
successfully complete programmes of study to improve their access to
employment and higher education.
The appointment of a Designated Person, the protocol with the Local Authority’s
Leaving Care Team, newly forged relationships with teams out of county, and the
implementation of the Buttle UK Quality Mark, enabled the College to effectively
target this group of vulnerable learners. This helped to make their transition to
College easier and helped them overcome the challenges they face. The project
has created an enhanced support system that takes into account individual
needs, and a well-supported application and enrolment process that includes
the removal of financial barriers to learning.
The Designated Person provides dedicated support and advocacy, and is an
accessible main point of contact for both learners and support workers. The
close working relationships between organisations have ensured that each
learner’s progress is effectively monitored, enabling early intervention to
solve any issues and prevent non-achievement.
Together, these initiatives have been of immense benefit to learners. Recruitment,
retention, attainment and progression rates have improved dramatically since
the project began.

AoC Charitable Trust, 2-5 Stedham Place, London WC1A 1HU
Telephone: 020 7034 9900 Facsimile: 020 7034 9950
email: enquiries@aoc.co.uk Website: www.aoc.co.uk

AoC Beacon Awards 2012/13 Winning College Profiles

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AoC Beacon Awards 2012/13 Winning College Profiles