The Further Education Quality Strategy

Transcription

1 The Further Education Quality Strategy

2 Change Control Version: New or Replacement: Approved by: Date approved: Name of author: Name of responsible committee: Name of Corporation committee: V9 Replacement Department 12 March 2013 by Corporation Deputy Principal, Curriculum & Quality Quality Improvement Committee Curriculum and Quality Committee Date issued: 13 March 2013 Review date: August 2013 Document Reference: FEQ1 Revision History Version Type Date History Previous versions in old format V9 Replacement 16/01/2013 Page 2 of 13

3 Contents Introduction / Background 1 The Quality Improvement Model 2 Group Vision 3 Group Mission 4 Group Core Values 5 Strategic Objectives 6 Further Education Quality Policy 7 FE Quality Assurance 8 FE Quality Management 9 FE Quality Control 10 Governors and Quality Assurance 11 Self-assessment 12 Learner and customer feedback 13 Complaints/Concerns and Compliments 14 The Programme Assurance Framework Appendices 1. Learner Journey Support Cycle 2. Further Education Quality Improvement Framework 3. The Programme Assurance Framework 4. Senior Management Team Responsibilities Page 3 of 13

4 The Further Education Quality Strategy Introduction The Further Education Quality Strategy is driven by a change in culture which is focused on providing high quality learning opportunities in a supportive environment that responds to the education and training needs of each learner. This quality culture is supported by each individual member of the Group who is part of our Curriculum, service and management teams. It will prosper as every member of staff ensures responsibility for the Quality of their own area. The strategy meets the requirements of the Common Inspection Framework (CIF) The Quality Improvement Model The Group s approach to quality is based on continuous improvement. It starts with the strategic objectives that reflect the Group s mission statement. These objectives take into account the external environment in which we operate and define the processes we need. Standards need to be set to measure these processes, and procedures designed to help them operate consistently. These procedures are regularly monitored and evaluated to identify issues, for which further actions are implemented and they themselves monitored and reviewed. Continual improvement is achieved by raising standards as performance targets are reached, and reviewing objectives. The Grimsby Institute Group is committed to Quality and improving the Learner s experience. 2. Group Vision Inspiring, innovative and outstanding 3. Group Mission To deliver accessible high quality education and training to all our communities 4. Group Core Values Our core values are built on the vision and mission statements. Our overall aim is to put learners first which means: 1. Our learners and customers are paramount 2. The Institute is a service provider with many and varied services and facilities. Our customers (Internal as well as external ones) and our learners are crucial to our success 3. We expect excellence in everything we do. Satisfying our learners and our customers is core to what we all have to do every day. We want our learners and customers to recommend us for our good work 4. Working together, with mutual respect and support: a. Working with our colleagues and with others across the Institute b. Working on Institute, team and individual goals and plans c. Being positive d. Showing respect to others regardless of who they are 5. Acting with integrity at all times a. We work in a public setting and much of our money is public money 5. Strategic Objectives 1) To enable students to achieve their full potential by delivering accessible and outstanding education and training Page 4 of 13

5 2) To increase and widen participation in learning of young people, adults and employees and their workforce 3) To meet the changing needs of students/our community through the delivery of a dynamic, flexible, innovative and relevant portfolio of learning programmes 4) To engage in a range of strategic partnerships to facilitate and enhance the development of our provision and services 5) To encourage and support our workplace 6) To ensure our processes and operations are efficient, effective and focused to deliver our mission 7) To maintain the long term financial viability and reputation of the group 6. Further Education Quality Policy The Group s commitment to quality and customer service extends to all learners, customers and employers. Every member of staff is responsible for quality. The senior managers and the members of the corporation recognise their roles in continuous improvement of the Group and fully support the principles of quality management. Sustained quality excellence requires continuous improvement. This means, regardless of how good present performance may be, it can be improved. Quality improvement will be applied to every facet of the Group s work in order to constantly review and improve the services it provides. Learner Journey Support Cycle is detailed in Appendix FE Quality Assurance Quality assurance is putting systems into place to ensure that high standards are achieved and embedded. This is achieved through the following: Key Group processes Quality standards e.g. FE Choices Key Performance indicators Benchmarking and target setting Performance measurement People management Quality Management Feedback from partners, employers and customers Further Education Quality Improvement Framework (Appendix 2) The Programme Assurance Framework (Appendix 3) 8. FE Quality Management The management of quality will be through: SMT (Appendix 4) FE Quality Hub The Committee Structures The Corporation Quality Improvement Teams Quality Control Responding to feedback from learners, employers and customers 9. FE Quality Control The Group operates across 15 major sites: Page 5 of 13

6 The Grimsby Institute Nuns Corner Campus (including UCG) Nunsthorpe Westward Ho Yorkshire Coast College Westwood Lincolnshire Regional College Lincolnshire Rural Activities Centre IT Centres (Grimsby, Cleethorpes, Immingham, Willows, Louth, Mablethorpe, Skegness) Weston The Group also has a number of Franchise and Sub Contract partnerships. It is essential therefore to have documented policies/procedures produced with the involvement of staff, which ensures common standards. All documented policies and procedures are to be stored on the VLE. 10. Governors and Quality Assurance The Corporation receives regular reports on the Group s performance and feedback from learners and customers. They will also review and monitor all quality reports from its various activities, to raise standards and bring improvement for learners and customers. Governors validate the Self Assessment Report and monitor the improvements from the Self Assessment Report. 11. Self-assessment A formal review and evaluation of the Group s performance to ensure that we are meeting the needs of our learners and customers and achieving our performance indicators and targets. Areas for improvement are those that are below what is expected from our own standards and PIs (performance indicators). The self-assessment report is a requirement of Ofsted, best practice for SFA and will be an assessment by the Group of the learner s experience. 12. Learner and customer feedback Surveys are carried out each year at appropriate stages of the learner journey with learners. Results of these surveys will inform course Self Assessment Reports, Curriculum Self Assessment and Group management reports. Employer and learner surveys will be carried out regularly. Learner focus groups and reporting from the Learner Representatives will also inform actions to improve the overall provision. Learner Representatives are actively engaged with quality through their involvement in focus groups including Meet the Principal. Learner and customer feedback will be used to bring improvement and change to the services provided by the Group. 13. Complaints/Concerns and Compliments The Group has a new system for recording and monitoring complaints and concerns. Complaints received are seen as opportunities for improvement. The process of how complaints can be made is available to all learners and customers and is distributed during induction. Progress on complaints and complaint trends are constantly monitored and termly reports are produced by the Quality Hub. Page 6 of 13

7 Appendix 1: Learner Journey Support Cycle Stage Entitlement Quality Assurance process Before Joining the Programme Information on: - The learning programmes offered - The Group performance - Support and guidance Pre Entry Advice and Guidance Course Leaflets Acceptance / Enrolment Induction Teaching and Learning Assignments Assessments Learner support Health and Safety Completion Destination Results - Admission arrangements designed to meet the needs of all learners, including those with learning difficulties and disabilities - A comprehensive introduction or induction to study skills - An initial assessment of the support learners may need, and advice on how it will be provided where appropriate - An individual learning plan - High quality teaching and training which takes account of individuals' needs knowledge, experience and range of skills, and abilities; including access to ICT - Teachers and trainers who set high standards and who are knowledgeable, competent and well qualified in their subject or vocational area - Well managed and well co-ordinated learning programmes - Teaching and learning that is informed and improved through consultation with learners and customers - Regular, fair and accurate assessment and recording of achievements - Prompt marking of learners' assignments and timely feedback to learners - Regular support during their learning - Guidance on their responsibilities and what is expected of them - Learner support that is responsive to learners needs - A safe, healthy and supportive environment - An induction to health and safety at each new location or placement - Information on any risks associated with the learning programme - Clear information and impartial advice on opportunities for progression The Learner Enrolment Induction Initial Assessment Value Added Schemes of Work Lesson Plans Teaching and Learning (Peer & graded TLOs) Work Placements Residentials / Exchanges Equality and Diversity Disciplinary FE Learning Centres Information Learning Technology Work Based Learning Learner feedback through surveys and focus groups ECM Safeguarding Health & Wellbeing Enrichment Assessment of Achievement Academic Appeals Internal Verification External Verification Tutorial Functional Skills Literacy and Numeracy Additional Learning Support (ALS) Learner Support Fund Tracking documentation (I-Track) Careers advice Safeguarding Attendance Monitoring Learner feedback through surveys Health and Safety Learner withdrawal or transfer Exam Control Destination Analysis Page 7 of 13

8 Appendix 2: Grimsby Institute Group - Further Education Quality Improvement Framework External Assessments Ofsted Inspection and monitoring visits under the Common Inspection Framework SFA Provider Review Monitoring of review of performance QAA - IQER The Learner Governing Body Overview Meets termly to monitor and review progress Curriculum & Quality Sub Group feeds into Corporation Quality Improvement Committee The QIC meets termly to receive and comment on reports related to learner experience and success. Reports to the SMT and governors Impact Upon Learner Improvement Plans Senior Management Monitoring Performance management review Programme and Service Areas directly supporting students report to Senior Managers on performance of programmes versus targets and progress on action plans Cross-college Evaluation Curriculum & Standards Executive Meet every two weeks to review policies, procedures, Quality, Data Analysis and impact on the Learner Self Assessment Self-assessment is carried out at programme team area and Curriculum levels. A self-critical analysis that enables teams to plan to build upon strengths and overcome weaknesses. All judgments are backed up by evidence Performance Evidence Classroom Observations Internal graded observations by HOS, Senior Management and external consultants. Developmental peer reviews by the Learning Coaches Student & customer feedback Surveys of student and customer satisfaction. Focus group feedback/learner Rep Recruitment, Retention, Achievement Rates Data analysed by three year trend and comparisons with national rates at course level and SSA level Concerns and Complaints, IV/EV reports Service standards Operating/Business Plan Review to be introduced Page 8 of 13

9 Appendix 3: The Programme Assurance Framework Stage Need established Annual Business Planning Marketing Producing Publicity Materials Acceptance for programme Course Validation Accreditation External Contracts Logging the course on the MIS system Registration with Awarding Body Staffing and Resources FE Learning Centres Staff Recruitment Staff Induction Performance Review and Appraisal Staff Development Learning Coaches Teaching & Learning Value Added Schemes of Work/Lesson Plan Acceptable Standards Developmental Observations Graded Lesson Observations Moderation Curriculum Management Timetabling Course Materials Course Induction Delivery Monitoring Learner Progress Resources Interventions Assignments / Assessments Examinations / Final Assessments Modify / Develop Course timetable Course Handbook Learning Materials FE Learning Centres Moodle VLE Learner Enrolment Learner Induction Course Management Attendance & Punctuality Monitoring Register Control Learner Records Learner Withdrawal or Transfer I-Track Learning Environment Technology Health and Safety Staffing Mentoring/Consultants Classroom Observations Learner Satisfaction Surveys/Focus Groups Concerns, Complaints & Compliments Learner Voice Performance Management FE Quality Reviews Board FE Choices Assessment of Learner Achievement/ILP/Feedback Value Added High Grades Internal Verification External Verification Self Assessment Business Support Page 9 of 13

10 Appendix 4: Senior Management Team Responsibilities Principal & Chief Executive Deputy Principal Curriculum and Quality Principal - Yorkshire Coast College Vice Principal Corporate Services Chief Accounting Officer Policy Adviser to the Board Strategic Planning, Staff communication, Quality Improvement Committee, Collaboration and Partnership, External relations, Contractual matters Staff Development IIP Industrial relations policy Human Resources Marketing Leadership and Management of Teaching and Learning across the Group Quality Assurance, Target setting/ PIs Equality and Diversity Learner Voice, Surveys Learner guidance/ support Tutorial support Academic Policies, IV/ EV processes, Pastoral issues Planning and Self Assessment Cycles, Achievement, Retention and Success Rates Safeguarding, Complaints Monitoring and Response Curriculum Development Value Added Policy and Implementation, Learner Journey ILP Leadership, management and operations of Yorkshire Coast College Collaborative work with agencies, institutions and employers Ensure that the Strategic Management Team are kept adequately briefed about the activities of the College and external matters and issues of significance and relevance Drive the Curriculum Strategy for Yorkshire Coast College and ensure it meets the needs of its key stakeholders Effective delivery of the strategic plan, curriculum and business plan and the integration of Yorkshire Coast College into the Grimsby Institute Group Quality assurance compliance External Funding Business planning and targets Resource allocation strategy MIS/MIS reports, YPLA/SFA returns, contributes to Risk Management Site facilities, planned maintenance programme, learner tracking/registers Examinations Contractual matters Quality assurance compliance ILT strategies Health and safety policy and procedures Page 10 of 13

11 Finance Director Vice Principal Commercial Assistant Principal Adult & Community Assistant Principal Workforce Development and Employability Assistant Principal and Higher Education Head of School/Studies Site administration Data protection Accommodation strategy Finance and Budgeting, Payroll Quality Assurance compliance Financial regulations, financial compliance Risk Management Central purchasing Compliance and audit arrangements Strategic Finance Legal Grant Funding and Projects Commercial (including Outlets) Quality Assurance compliance Fees policy, HEFCE returns, Quality Assurance compliance. Oversee management of range of curriculum delivery areas Support and empower Heads of School Seek out and develop new opportunities for curriculum to meet the changing needs of the learners and employers Initiate, foster and develop key stakeholder relationships Monitor performance against Curriculum and Quality KPI s Ensure curriculum areas deliver excellence in teaching Monitor retention, achievement and success of learners Quality assurance compliance Community Engagement Oversee management of range of curriculum delivery areas Support and empower Heads of School Seek out and develop new opportunities for curriculum to meet the changing needs of the learners and employers Initiate, foster and develop key stakeholder relationships Monitor performance against Curriculum and Quality KPI s Ensure curriculum areas deliver excellence in teaching Monitor retention, achievement and success of learners Quality assurance compliance The workforce development team and the group s enterprise, entrepreneurship and employability manager Oversee management of range of curriculum delivery areas Support and empower Heads of School Seek out and develop new opportunities for curriculum to meet the changing needs of the learners and employers Initiate, foster and develop key stakeholder relationships Monitor performance against Curriculum and Quality KPI s Ensure curriculum areas deliver excellence in teaching Monitor retention, achievement and success of learners Quality assurance compliance The curriculum across the group and the group s HE provision Management of the curriculum area in terms of physical, financial and human resources Page 11 of 13

12 Curriculum teams Business Support teams Director of Quality Improvement Creating the best possible ethos for learners personal development within the curriculum area Develop and implement strategies for maximising learners achievement of their goals and exceeding their potential Lead on outstanding teaching and learning within the curriculum area ensuring all staff are suitably qualified and experienced and the use of best practice in terms of delivery mechanisms including the use of learning technologies to support teaching and learning Ensure the provision within the curriculum area addresses the learning needs of diverse client groups/individuals. Produce the area s Business Plan and Operational Plan ensuring that it relates to the Institute Group s strategic objectives. Contribute effectively towards the Grimsby Institute Group Self Assessment Process and actively engage curriculum teams in the production of the Annual Self Assessment. Report/Self Evaluation Document ensuring the process has significant impact on quality improvement for every course and the curriculum area as a whole. Ensuring that all members of the delivery team, teaching and support, comply with the current requirements of the course and are aware of the performance targets such as: retention targets, exam success targets, targets for progression, growth etc Ensuring that monitoring of performance targets and quality improvement occurs through regular team meetings Production of self critical course Self Assessment Report and Curriculum Self Assessment Ensuring that results of performance measurement are reported to management via the Quality Hub and that action planning takes place to use these results to effect quality improvements Ensuring that the requirements of the Every Child Matters agenda are embedded across the curriculum Ensuring that the equality and diversity policies and principles of the Group are embedded across the curriculum Participation in FE Quality Review Boards and undertaking interventions through updated Quality Improvement Plans. Ensuring that the quality of service to external and internal customers complies with the Group s standards Ensuring that staff are facilitated, supported and assisted in the achievement of their quality objectives Ensuring that monitoring and evaluation of these services takes place at regular team meetings and that action planning is used to effect quality improvements Ensuring that the requirements of the Every Child Matters, agenda are embedded as appropriate across the service Ensuring that the equality and diversity policies and principles of the Group are adhered to and embedded across the service Ensuring that the Safeguarding policies and procedures are adhered to and embedded across the service. To contribute to the development of strategy and policy To ensure the provision of detailed, timely and accurate performance data for all course reviews and self assessment reports Page 12 of 13

13 To work with curriculum teams and director of MIS in developing the effective use of Institute Group data to assist in the continuing quality improvement on all courses To maintain the Quality Audit Calendar and ensure production of timely and high quality audit reports To lead on the Observation of Teaching & Leaning Process and provide timely impact reports To monitor, evaluate and report on all teaching and learning data. To inform the Deputy Principal (Curriculum and Quality) and curriculum delivery staff of performance against benchmark To lead on and manage the self assessment process and produce the institute self assessment report To ensure robust quality assurance, leading to evidence of good or outstanding across all curriculum areas To support preparations and operations for all Institute Group Inspections or external assessments To lead regular review of the Institute groups quality assurance systems taking account of best practice To manage the complaints process and provide regular high quality impact reports to the Principal and Board To develop and deliver programme of sharing good practice across the Group To ensure the implementation of all Institute Group policies and procedures within designated areas of responsibility Teaching & Learning Manager FE Quality Hub To lead on the observation of Teaching, Learning and Assessment Process and provide timely impact reports To manage the team of learning coaches to improve Teaching and Learning Achieving the strategic aim of continuous quality improvement Raising standards by improving retention and achievement and success rates Promoting quality awareness with all staff to achieve a total quality culture Contributing to strategic planning, particularly in relation to total quality Developing procedures through which to evaluate the effectiveness of learning and customer satisfaction; Developing a range of qualitative and quantitative indicators through which efficiency and effectiveness of the Group can be monitored and evaluated Offering support and training in areas of weakness to improve practice Providing advice and guidance to management on all aspects of the quality initiative; reporting to the management team an assessment of the Group s quality performance Preparing and supporting the Group in responding to the review and audit processes of external inspectorates and agencies Ensuring that the equality and diversity policies and principles of the Group are adhered to and embedded across the provision Collating the Self Assessment Report for the Grimsby Institute Group. Page 13 of 13