How I achieved my goals towards an outstanding provision - HIgher Nationals in Computing and Software development

1. Whole-college approach
All the systems that relate to teaching and learning
and to the college as a whole should strive for
excellence. Learners will make outstanding progress,
because of outstanding teaching and support.
TEAM WORK
The learner Journey

3. Outcomes for learners
The measure/judgements:
Headline: Success Rate and improvements because:
• Curriculum offer with clear progression opportunities
• Excellent teaching and learning, use of creativity and innovation
• Enrichment programmes and employability focus embedded in our courses
• Rigorous attendance and punctuality monitoring
• Vigilance of assessment quality and safeguarding
Will have a positive impact on Learner Success and satisfaction

4. 16+
ITQ Long
provision
with FS
Introduction of
specialise
pathways :
games design
and 3D
modelling and
cyber security
Apprenticeships
19+
Access to HE
Computing
Promote
24+ loans
and grow
the
provision –
new module
added web
design
modules
Adult short
courses
IT user
certificates
ECDL
PFU/JCP
Focus on career
specialisation: office
work or systems
support for example
Commercial
Comptia
Suite and
CIW
Cloud and Google
education,
employer
sponsorship
Opportunity of
commercial
hybrid in-house
courses
HE
HND
HNC part
time
provision
Curriculum Offer and progression

5. Critical and
uncompromising evaluation
of teaching, learning and
assessment *
Firm performance
management to bring
about rapid improvements
in teaching learning and
assessment **
Instilling a culture of quality
improvement with a clear
focus on teaching learning
and assessment ***
Being ever ready for
regulatory bodies
OFSTED/QAA or any
awarding bodies****
Learner first
Teaching Learning and Assessment

6.  Poor attendance and punctuality.
 Learners are not clear what they are
meant to be doing, or the outcomes
aimed for.
 Lack of support for those who are
struggling.
 Insufficient challenge for the most
able.
 Weak teacher questioning – too
superficial, not covering all learners,
not extending and developing
learning.
 Weak classroom management - not
dealing with behaviour issues.
 Learners spend too long listening to
the teacher/trainer and those who
are not participating are not picked
up.
 Poor assessment that is not timely.
Learning is not individualised with
superficial planning.
The pace of learning is often too
slow and learners are not
challenged sufficiently in sessions
or work or through target setting
to realise their full potential.
Feedback is insufficiently detailed
and poor grammar and spelling is
not always corrected.
Performance management of
teachers/trainers is weak and does
not secure consistency in the
quality of teaching and learning.

Addressing of the Weak aspects of
teaching and learning

7. Management Teachers Learners outcome
Lead by example and
provide opportunities
Empower tutors – instilling
ownership
have high expectations
of learners – use the
opportunities
high levels of
independence and can
complete tasks set
effectively
Become world class,
get the best
universities and be able
to develop their
careers
curriculum planning:
matching industry
requirements.
Relevant Entry criteria
focus on learners’
vocational and subject
expertise. Conduct
interview, references,
initial assessments,
diagnostic, ILPS and
Reviews
Effective IAG and
inductions and
diagnostics - -
On the right course with
right entry qualifications
produce work of a high
standard, including
work products,
coursework and in
examinations
improve attendance ,
retention and success.
employer engagement ,
create links, taking part in
competitions and
encouraging teams to be
resourceful in terms of
industry exposure e.g
exhibitions, work
experience and real
projects, Functional skills
engage learners in
stimulating and
challenging learning
activities using relevant
& innovative resources
and help learners to
work collaboratively
with other learners and
community projects -
learners develop
personal, social and
employability skills,
learners progress to
courses leading to
higher-level
qualifications and into
jobs that meet local
Improve Success rates
Improve progression -
Employment and or
Progression into FE /HE


8. Critical and uncompromising evaluation of teaching, learning and
assessment
Information /reports Support Tools to manage
Lesson observation - grade
profile
Innovation in teaching and
Learning and promote learning
outside of the classroom –
Employability skills
SOW Mark book – progress made
Evaluation of teaching and
learning – course reviews
Learner /tutor feedback
Attendance and punctuality
profile
Success and retention
AT support,
Peer observations
Learning walks
E-Technologies
Audits
T &D– sharing of
good practice
A and P monitors
Report cards, 121
Use of learner
services:ARIS
Mentors, LRC, ALS
Appraisals-
Action plan and target setting
Lynda.com and Google amongst
many
Review of action plan and
targets
Use of college performance
management policy
Communications, meetings and
cross campus meeting via
Google hangouts

9. Instilling a culture of quality improvement with a clear focus on teaching
learning and assessment
Information /reports Support Tools to manage
Reports of previous IV and EV
reports
Team work on Assessment
maps
Quality incl Lesson
observations and course
reviews
Sharing of department data –
raising awareness and
milestones throughout the
year
LIV support
Assessor ownership
- Internal
verification
Assessor ownership
- Assessment maps
121 Self
assessment -
Lesson
observations
T and D, meeting
SPRBs
Timely interventions
Share in meeting whole groups
and 121
A department area assessment
improvement committee – led by
CTL and AT and chaired by CM
Performance management using
Audits of Mark book
Proachieve – MIS data

10. HND Computing came third in
Gazelle Colleges' Market Maker
competition finale held at the
Institute of Directors.
Amit Kalsi, Ran Rana, Kamil Stepien,
Jann Paula Marie Gonzales and Iasiah
Insua-Francis created a
programmable robot which can be
used as a learning device.
Kamil Stepien, the team's engineer,
explained that the device is designed
to help students learn the
programming language through a fun
and accessible tool. "We built all of
the robot by ourselves," the 20-year-
old said. "We did a lot of research
and it took two months to create the
concept."