AoC Beacon Awards 2012/13 Winning College Profiles
AoC Beacon AwardsWinning College Awards AoC BeaconProfilesProspectus 2012/13 2012/13 Teaching and Learning, Curriculum Design and Development Leadership and Quality Improvement Responsiveness, Partnership and Impact
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 theI was extremely curriculum, as well as the assessment and support mechanisms, to offerimpressed with the personalised and bespoke learning and attain excellence within twoway the structure and academic years. The directorate is now graded as outstanding.content was crafted The College achieved this by running a number of parallel and complementaryby academics working initiatives to transform the learner experience. These included:with industry • Full-scale curriculum redesign in partnership with employers and learnersspecialists... The staff • Redesigned and rebuilt personalised assessment methodologyare fully aware of the • Personalised and bespoke curriculum and support ”need for students to • Maximum use of the Qualifications and Credit Framework (QCF) and multiple pathways to excellenceraise their profile and • Significant learning outside the classroomsector skills in a The overall impact of these initiatives was a 17.2% increase in success over twoclimate where years. All pre-existing achievement gaps were closed. High grades and valueemployment is added scores increased significantly across all areas and learner and employeruncertain. satisfaction soared.Corporal, 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.RAF Recruiting 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
Awards for Teaching and Learning, Curriculum Design and Development 1st4sport Qualifications and sports coach UK Award for Sport in the Curriculum 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,The students at the leadership, exercise instruction, customer service, event management and team-College are excellent work. Learners consistently achieve excellent success rates and there is outstandingexamples of how progression to higher education and employment in sports development, coaching,London 2012 is teaching and leisure management.helping to spark Beacon Award assessors interviewed present and past students, parents, localyoung people’s employers and community partners, and observed vocational lessons and students engaged in community coaching. The sports department also showcased its workimagination and with employers, national governing bodies, the county sports partnership and localinspire them to get schools, which ensures the core curriculum and linked qualifications are designedinvolved and make to be relevant, innovative and inspiring.a difference. I hope ” The award highlights how the sports curriculum raises the aspirations andthey will motivate achievements of young people in the area. Last year, for instance, the College usedother young people the London 2012 Olympic Games to inspire learning, including engagement withto join their journey. the Olympic Sports Makers’ volunteering programme, hosting Olympic torch bearers, running an Olympic themed staff celebration and organising a county-wideCo-ordinator of event run by College sports students for students with learning and physicalthe London 2012 difficulties.Education Unit
Awards for Teaching and Learning, Curriculum Design and Development 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 ofBeing taught in industry and employers, so that students develop appropriate skills to succeedthis real world in the workplace or in their own businesses.environment often 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 Workputs our students Environments (RWE), many of which are provided on the College campus.head and shoulders Bishop Burton, which has a national reputation for quality and is the only Collegeabove other ” in the UK to hold Centre of Vocational Excellence status in both agriculture andcandidates when equine, prides itself on its realistic outlook when it comes to preparing studentsit comes to finding for the working world.employment. The College farm is run as a profitable commercial business with financial and production targets. This gives students invaluable experience. Classroom sessionsJeanette Dawson OBE, are supported by use of the farm and estate to demonstrate industry practice,Principal and Chief farm duties to develop skills working with farm staff, and challenging real lifeExecutive assessment briefs. Student duties take place in the pig unit, dairy unit, arable farm and sheep and beef unit.
Awards for Teaching and Learning, Curriculum Design and Development JLT Benefit Solutions Award for Health and Community Care 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.Another innovation of The programme was set up in 2008 in response to a predicted shortfall in thethis work is that due recruitment of healthcare assistants by Health Academy Northwest and toto the very thorough requests from high schools to provide pathways into the NHS for their level 1seven-week induction, and 2 leavers. The aim was to give comprehensive support to mainly vulnerable and widening participation students, enabling them both to acquire skills andyoung students are qualifications, and be employment ready by the end of the course. This involvedallowed on wards and establishing the role of clinical educator and creating an integrated programmeare able to undertake that allowed students to spend three days a week in College and two onpersonal care tasks. placement in primary care clinics.This is all the more Following the success of the level 2 programme, the College introduced a Level ”remarkable as some 3 Multi-Professional Healthcare Cadet Programme. This has enabled studentscadets are from to take a BTEC Diploma in Health and Social Care with work placements on the wards at the Central Manchester University Hospitals NHS Foundation Trustcultures that would (CMFT) and with the Northwest Ambulance Service. This has supported studentsnot easily accept this. in continuing to higher education or taking up positions in the workplace.Beacon Assessors’report
Awards for Teaching and Learning, Curriculum Design and Development 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.I was feeling really Enabling students to achieve their full potential is central to South Devondown and fed up and College’s aims and this includes developing skills as well as gaining qualifications.bogged under with The curriculum has been designed to meet this need, and two key elements have been introduced to help learners achieve more while ensuring efficient deliverywork and my home through the use of technology:life but this unit made • The cross-College tutorial programme is planned and resourced centrally tome think that maybe provide learners with an accredited Personal and Social Developmentmy dream job isn’t so qualification. All the teaching and learning resources, linked to a weekly pro-hard to get to now I gramme of work, have been created by a small team and made available viahave identified short Moodle (our online virtual classroom), thus reducing the total amount of planning time required to deliver the qualification.steps and ways of • All full-time Level 3 courses are timetabled with one hour of independenthow to get there – learning per week. These sessions are supported by non-teaching staff whocan’t wait to pass my work closely with course teachers to provide structured sessions that add value ”qualifications and to the course programme. These sessions include study skills packages and thethen come back and development of employability skills.give a talk to new Moodle is the key delivery tool for both these initiatives, and our bespokestudents. electronic individual learning plan system, LEAP (www.leap-ilp.com), shares information and manages individual learner progress on the course programme.Student
Awards for Teaching and Learning, Curriculum Design and Development 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 originallyWe do a lot of exciting 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 providerthings at College. The for students with high-level care and support needs.teachers have helped New Horizon learners benefit from high-level, individualised support whileme to be able to cook enjoying full inclusion in everyday mainstream College life. They are supported ”meals at home with with inclusive, personalised learning and care plans and by a network ofmy family. I love specialist staff.coming to College. As part of their ‘life destination plans’, New Horizon learners are also able to access mainstream courses across the College wherever possible. The learnersLearner 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 Leadershipand Quality Improvement• City & Guilds Award for Staff Development in Further Education• LSIS Award for Outstanding Leadership of Improvement
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 InclusiveThe teaching at the Practice was created to address a skills gap for people working in the area ofCollege is excellent. Learning Difficulties and/or Disabilities (LDD). It was developed in collaboration with management, learners, partners and staff themselves and enabled staff work-Studying here has ing full-time to gain a recognised qualification, which advanced them profession-enabled me to get to ally and raised their self-esteem and confidence.where I want to be This degree was launched in 2007 and has developed each year with the additionand my degree has of new specialisms, a master’s degree and Level 2 and 3 awards. It was originallyhelped me to adopt designed for the College’s own staff, but has expanded to include professionalsan inclusive approach working within the LDD field. As the first such qualification in its field it has attracted significant interest locally and nationally, with other Colleges ”in my work. The investigating opportunities for their staff to take the qualification.College has enabled Staff are now highly committed, motivated and at the forefront of inclusiveme to further my learning nationally. No other provider has developed or offered the opportunitycareer. for staff in this field to specialise and link it to career advancement and increased pay structure.Leila, SpecialistSupport
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 educationThe Principal’s student success.leadership and In 2007, the College implemented a radical new Teaching and Learningaspiration for Strategy, which signalled a major turning point in student success. The College introduced innovative features including daily learning objectives, studentsexcellence are strong. being free to leave when objectives had been achieved and single-unit teaching.He and senior At the same time, the College experienced the dramatic shift from centralised con-managers are skilled trol to devolved control. College teams now determine how they willand relentless in deploy their resources, construct timetables and deliver learning.promoting a Harlow College’s improvements since 2006/7 have hugely enhanced thesupportive culture reputation of the College. Achievements/outcomes include:based on high expec- • Setting new national records for student success at 94.1%tations using effective • The highest value added of any Further Education College (ALIS scheme)teamwork. Managers • The second highest average points per entry of any Further Education College • Growth in enrolments since 2006 of 142%at all levels put ” • The establishment in 2012 of a £9.3m University Centrelearners’ needs first • Being the successful lead for the establishment of a University Technicaland ensure they meet College (UTC)challenging targets. • Described by the Prime Minister in 2012 as “World Class” • Achievement of a strong surplus in each of the last three yearsOfsted report • 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
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 theI would think that requirement for a highly skilled and knowledgeable workforce in the field ofeverybody would tick 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,‘agree completely’ Coleg Menai carried out a purposeful and planned extension of STEM provision.because there are no As a result, the number of school learners following Level 1 to Level 3 Engineeringfaults. It’s a very courses increased from 56 in 2007/2008 to 271 in 2011/2012.interesting course Fulfilling the need for employable recruits begins by engaging early with the ”and I would certainly prospective workforce. College provision bridges the gap between therecommend it to classroom and the world of work with a programme of educational site visits to organisations including First Hydro, Wylfa, Magnox, Airbus and Vauxhallanyone. Automotive, and by inviting external speakers from related industries suchStudent 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.
Awards for Responsiveness, Partnership and Impact 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, theWe’ve got a fantastic Business Development department led the project, which also involved the Landrelationship with Based Sports and Science team, Business and Professional Services and the Marketing department.Bridgwater College.The College can 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,provide us with led to a strong local training need. The company’s vision was to provide specifichighly skilled skills training to enable local unemployed people to access the job opportunities.individuals who ” Having secured the training contract, the College created a realistic warehousecan fit specifically environment using DHL/Morrisons equipment. It then took more than 1,000 localinto the roles we people through a bespoke two-week programme devised for the company, whichhave here. included not only job-related and interview skills but also company ethics and behaviours. Every student who completed the programme received a formalMichael Errington, qualification plus a guaranteed job interview with DHL/Morrisons. Of these,HR Manager, DHL 70% were successfully selected to work for the company.Supply Chain 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.
Awards for Responsiveness, Partnership and Impact 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 LearningI have received great in Trafford because of its proven track record for exceeding engagement targets. Itsupport from the then established this successfully through a co-ordinated and efficient communitytutors and now my team including two enthusiastic Community Development Workers, qualifiedhusband is also teaching staff delivering demand-led provision and strong working relationships ” with community partners.considering acommunity course 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 intowith the College. learning and work through a flexible approach to the delivery of learning, andSelma Limada, by providing award-winning Information, Advice and Guidance (IAG). It helpsstudent 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.
Awards for Responsiveness, Partnership and Impact 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 uniquePersonally, I think in the outstanding efforts it makes to co-ordinate multi-agency support for younghe has done brilliant. people who are disengaging from education for significant and complex reasons. Amongst other factors, these include: homelessness, drug and alcohol issues, abuse,The course has done neglect, mental health problems, poverty and learning and behavioural difficulties.wonders for him, The programmes provide exceptional opportunities for learning, which aremuch better than any individually tailored, highly flexible and vocationally focused. The departmentof the schools have is also actively engaged in funded research to optimise further education for thebeen for him. Since he hardest to reach in the South West region.has been on the course ” The College supports hundreds of young people in the Plymouth area back intohis whole attitude education, employment or training every year. This work directly reduces futuretowards life has public expenditure and broken generational cycles of worklessness in manychanged. 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 andParent innovative NEET engagement. The Pre-Employment Programmes have helped to change the common perception of the NEET group from ‘inherent problem’ to ‘untapped potential’.
Awards for Responsiveness, Partnership and Impact 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 toI knew that if I ever employment and higher education.needed help or The appointment of a Designated Person, the protocol with the Local Authority’sencountered a crisis Leaving Care Team, newly forged relationships with teams out of county, and the(which was quite implementation of the Buttle UK Quality Mark, enabled the College to effectively target this group of vulnerable learners. This helped to make their transition tooften), that there were College easier and helped them overcome the challenges they face. The projectpeople there who has created an enhanced support system that takes into account individualwould take the time needs, and a well-supported application and enrolment process that includesout and listen to me the removal of financial barriers to learning.and try to help in The Designated Person provides dedicated support and advocacy, and is an ”whichever way they accessible main point of contact for both learners and support workers. The close working relationships between organisations have ensured that eachcould, which for me learner’s progress is effectively monitored, enabling early intervention towas invaluable. solve any issues and prevent non-achievement.Care leaver Together, these initiatives have been of immense benefit to learners. Recruitment, retention, attainment and progression rates have improved dramatically since the project began.