STRATEGIC PLAN

SWINDON COLLEGE STRATEGIC PLAN 2015-2018 CONTENTS PAGE NO. Section 1 Introduction... 4 1.1 Context and Positioning... 4 1.2 Achievements Since 2014... 5 Section 2 Mission, Values, Vision Statements and Strategic Objectives... 7 2.1 Mission... 7 2.2 Values... 7 2.3 Vision Statements... 7 Section 3 Meeting Skills Needs... 12 3.1 Skills and Employment in Swindon... 12 3.2 Government Policy and Funding... 13 3.3 Other Local Factors... 14 3.4 14-19 Year Old Students... 14 3.5 Apprenticeships, 19+, Adult Programmes and ESF/ESIF... 16 3.6 HE and Higher Levels Skills... 17 2

Appendices Appendix A KPIs and Targets... 20 Table 1 Learner Numbers and Cash Targets 2015/16 2017/18... 20 Table 2 Finance Key Financial Performance Targets 2015/16... 21 Table 3 Finance Critical Financial Performance Targets 2015/16 217/18... 21 Table 4 Level of Outstanding Teaching in the College 2015/16... 22 Table 5 Success Rate Targets (draft) 2015/16... 22 Appendix B Supporting Publications and References... 23 3

SECTION 1 INTRODUCTION 1.1 CONTEXT AND POSITIONING Swindon College is highly successful and is a major economic asset for Swindon and the wider regional economy. The college provides education and training for 2000 full-time FE students aged 16-18, over 300 full time 19+ adult FE students, 7000 part-time 19+ students and 350 14-16 year olds. In addition to this, the college has 1000 Apprentices and 500 higher education students. It is the major provider of vocational and technical education and training in Swindon and working closely with over 800 employers and the Swindon and Wiltshire LEP (SWLEP), is a significant contributor to the skills development of the current and future workforce. The economy in Swindon is growing and with extensive house building projects and new town centre facilities planned, the college is well placed to work with employers and other key stakeholders in the town to be a major part of the ambitions and aspirations of Swindon and its residents. Working closely with the SWLEP as it develops its new Strategic Economic Plan, the college needs to support the LEP s vision for skills, so that economic growth can be sustained. There are some strategic opportunities for the college over the next three years, to increase its skills development work and particularly with the following: To expand Apprenticeships in line with the new Government s target to increase Apprentice numbers by 3 million by 2020. To help address the higher level skills gap in Swindon, with more Higher Education and higher level qualification courses. Through the college STEM strategy, increase the participation in STEM subjects/courses, working closely with local employers. Working with partners, support the delivery of the European Structural Infrastructure Fund (ESIF) skills priorities for inclusion and employment growth. By establishing a Centre of Excellence for Sustainable Technologies, providing skills development to the low carbon economy and emerging technologies. In order to achieve its strategic objectives the college also faces a number of challenges over the life of this plan: A declining 16-18 cohort to 2018 (7% fall projected to 2017/18). 4

Increased competition for 14-19 students through sixth forms, academies, UTCs, free schools and private training providers. Reduced public funding for adults and a policy drive to increase investment from other sources eg employer contributions, 24+ Advanced Learner Loans etc. Its ability to maintain high quality teaching, learning and assessment and outcomes for its students with reduced funding. Increasing NI and pension costs which impact on the financial plans of the college. The college needs to increase non-government income from other sources and to reduce its staffing costs to bring it more in line with the sector average. Partnerships with employers and key stakeholders will be increasingly important in terms of our success. The college will need to work more closely with both Wiltshire College and New College in order to ensure the role FE plays is central to the delivery of the SWLEP skills priorities and that it makes a compelling case for capital funding support to improve accommodation at the North Star campus. Further collaboration on sharing business support costs and other services also needs to be considered. The college is well placed to exploit these opportunities and meet the challenges stated above and to continue to successfully provide an outstanding education and training experience for all its students over the next three years. 1.2 ACHIEVEMENTS SINCE 2014 Achievements since 2014 progressing the plan: Good and better teaching is at 90% of all lessons observed (target 89%) The college achieved its highest ever Apprenticeship Success Rates in 2014 resulting in the college being the best performing college in the South West region and in the top 6% nationally. Adult Success Rates (19+), compared to all other general FE colleges in England were the highest in 2013/14. Achieved improved results for Learner and Employer Satisfaction surveys in FE Choices in 2014, compared to 2013. University of Gloucestershire partnership officially approved and BA Events Management validated for September 2015 start. 5

Increased full-time 14-16 year old enrolments in line with target. Projected to achieve 300k operating surplus, which is consistent with the budget for 2014/15. Agreed restructuring plans with the Governing Body to ensure the college pay:income ratio is more in line with sector average. Developed new ILT facilities for staff and students with a resulting increased level of staff training. Opened on time and within budget a new Construction Centre and facilities for students with learning difficulties/disabilities at a total cost of 3.7m. Developed an Outline Business Case for a 9m Centre of Excellence in Sustainable Technologies for SWLEP approval Significantly developed the college staff well-being strategy with new policies in place and events in 2014/15. Staff turnover and sickness levels in line with targets. 6

SECTION 2 MISSION, VALUES, VISION STATEMENTS AND STRATEGIC OBJECTIVES 2.1 MISSION We will be ambitious for all our learners, inspiring and supporting them to achieve qualifications and skills for further study and employment. Outstanding teaching and learning is at the heart of what we do and we will be recognised for this. 2.2 VALUES Our values represent the aspirations of our individual and collective behaviour. They guide our day-to-day decision making and are integral to what we do as a college: To sustain an outstanding learner centred environment To exceed expectations and inspire To value and respect everyone To collaborate with our local community and employers To be flexible, innovative and forward thinking 2.3 VISION STATEMENTS To deliver our mission the college has set out the following vision statements. In the next five years the college will: 1 Be an outstanding college that raises the aspirations of all its students and provides high quality teaching and learning. 2 Be financially sustainable. 3 Be highly responsive to its stakeholders (particularly employers) and provides a vibrant, progressive curriculum based on needs, that equips students for future employment. 4 To have a more up-to-date, modern campus with excellent learning and technology resources for students and staff 7

5 Be the first choice for all students due to our great reputation and excellent partnerships. 6 Be a fantastic place for staff to work so that everybody s skills and talents are fully deployed To support the vision statements the following are the college s Strategic Objectives over the next three years VISION STATEMENT 1 Be an outstanding college that raises the aspirations of all its students and provides high quality teaching and learning. 1 To improve retention and achievement so that Success Rates for 16-18 and 19+ students are in the top 20% nationally. 2 Develop and implement a Comprehensive Retention Improvement Plan for Level 1 and 2 students. 3 Maintain high levels of outstanding teaching, learning and assessment practice. 4 Transform the curriculum offer and move successfully to more innovative delivery that brings about efficiencies. 5 Develop students employability skills to ensure progression into employment and higher level education/training 6 To have improved access to learning technologies to enable e-learning to enhance teaching and learning and the flexible delivery of the curriculum 7 To have a strong learner voice and effective student services that supports high achievement and aspirations 8 Develop a robust and comprehensive plan that promotes British values to students and responds to the PREVENT legislation. 8

VISION STATEMENT 2 Be financially sustainable. 1 To achieve operating surpluses in Year 2 and 3 and have at least a good financial health rating. 2 Implement a major restructuring plan in 2015-16 and work towards having a lower cost base and a pay/income ratio of 66%. 3 The college will have higher levels of income from non-government sources of funding 4 There will be a more commercial culture in the college which rewards innovation and risk taking 5 Pursue and evaluate suitable opportunities for merger, federation and other forms of collaboration that achieves increased scale and efficiencies VISION STATEMENT 3 Be highly responsive to its stakeholders (particularly employers) and provides a vibrant, progressive curriculum based on needs, that equips students for future employment. 1 The curriculum offer will better reflect employer needs, help to address skills gaps and support the skills priorities of the Swindon and Wiltshire LEP. 2 Apprenticeship numbers will increase, supported by increased funding over the planning period. 3 Based on a new Higher Education Strategy, increase the provision of HE and higher level skills courses in collaboration with HEI partners. 4 Develop more STEM subjects and courses and increase participation through a new STEM Strategy. 5 Exploit opportunities for securing and delivering provision using ESIF contracts. 6 Ensure the maths and English provision on 16-18 Study Programmes is high quality and results in improving Success Rates. 9

7 Establish a 14-19 Career College Academy in Construction Studies to provide a broader range of career development opportunities for young people in the construction industry. 8 Assess the reliability of developing a range of international programmes and the capacity to deliver overseas. VISION STATEMENT 4 To have a more up-to-date modern campus with excellent learning and technology resources for students and staff 1 Update the college accommodation master plan in 2015/16. 2 Invest in the college s IT infrastructure to support increasing ILT activity and e-learning opportunities. 3 Working closely with the SWLEP and other agencies, secure capital funding to improve the college estate to meet current and future needs. 4 By 2017/18 have funding and planning approval in place to establish a Centre of Excellence for Sustainable Technologies in 2018/19. VISION STATEMENT 5 Be the first choice for all students due to our great reputation and excellent partnerships. 1 Be a leading partner with SWLEP and SBC to drive the economic development of Swindon. 2 To have employers playing an increasingly important role in terms of curriculum development and services the college provides. 3 To have established a University Centre at the college in partnership with key HEIs. 4 Through new marketing and community strategies ensure more students choose Swindon College to start their career pathway 10

VISION STATEMENT 6 Be a fantastic place for staff to work so that everybody s skills and talents are fully deployed. 1 Recruit, retain and develop a high performing workforce supported by outstanding staff development and CPD. 2 The pay and reward package the college provides is attractive and financially sustainable. 3 Increase staff engagement in staff surveys to at least 75% to encourage more open communication across the college. 4 Continue to develop the college well-being strategy so it is a key factor in attracting new staff and retaining staff 5 Staff absence and turnover are both consistently below AoC benchmarks 11

SECTION 3 MEETING SKILLS NEEDS 3.1 SKILLS AND EMPLOYMENT IN SWINDON Swindon College plays a key role in terms of responding to the skills gaps and training needs that employers have in Swindon and the sub-region. A skilled workforce with more people developing high level skills and gaining higher level qualifications will enable the town to grow economically and support the projected growth in jobs. In Swindon the skills and employment landscape is changing. The following key facts and data underpin the college s strategy: Swindon is predominantly a private sector town, with 80% of jobs in this sector. Projections suggest that by 2020 two thirds of all jobs in Swindon will require Level 3 or 4 and above qualifications (UKCES data). Although improving, attainment at 16-24 for Level 2, 3 and 4 is below regional and national averages, 16-24 unemployment is high and above the regional average, however, it has reduced in the last two years. Participation in education or training post-16 in Swindon is high (91.2%) and above the regional and national averages. Businesses in Swindon are finding it difficult to address their skills and recruitment needs. There is a shortage of students with STEM qualifications, particularly at higher levels. 76% of businesses in Swindon recently surveyed indicated they will take on one or more Apprentice over the next 3 years (Swindon Skills Mapping and Brokerage Business Survey 2015). The following occupational sectors of businesses that are most likely to be affected by a need to acquire new skills/knowledge are: Sales/Customer Service Technical and associated professional Professional occupations Chief Executives and senior staff 12

The following are the key sectors that the SWLEP have identified which have good prospects for growth 2014: Advanced engineering and manufacturing Military and Defence Health and life sciences Information economy including digital industries and information technology Professional and business services Tourism Land-based industries including food The transition to a low carbon economy is identified by the SWLEP as a key driver of change that will create new opportunities in many sectors, particularly emerging generation and sustainable construction. 3.2 GOVERNMENT POLICY AND FUNDING The new Conservative Government and their emerging policy for FE and skills will be a key influence on this strategy. Levels of funding to the FE sector are likely to come under significant pressure as part of on-going austerity measures to reduce public spending. The following is already known: The Adult Skills Budget (ASB) not including Apprenticeships is cut by 24% in 2015/16 and is likely to reduce further in 2016/17 and 2017/18. Currently 16-18 funding (through the EFA) is an un-protected DfE budget and is projected to decline. The government plans to increase the number of Apprenticeships by 3 million by 2020 (600,000 per year) and the number of Traineeships. The government plans to open 500 more free schools and academies and to expand the number of UTCs by 2020. Localism and the role of the LEPs to drive economic growth in an area is likely to be a key policy driver. College skills capital remains with LEPs through their Single Growth Deal. The removal of the HEFCE cap on student number controls in 2015/16 enables growth in HE students in universities and colleges without financial penalties. 13

The college currently has 85% of its income derived from government sources mainly EFA and SFA funding but plans to reduce this to 80% by the end of the planning period. However, government policy for FE and the priorities set for the sector will still have a significant influence on the curriculum content, along with funding conditions attached for its use. 3.3 OTHER LOCAL FACTORS In Swindon the choice of educational institution for the 14-19 age group has increased, resulting in more competition. New sixth forms and academies, a UTC, two newly agreed free schools and private training providers puts pressure on the college to have a differentiated and highly attractive curriculum offer in place particularly for full-time 16-18 year old students. In addition to this the number of school leavers in Swindon is set to decline by 7% up to 2018, before demographic growth starts to occur. Swindon and Wiltshire LEP, through its Strategic Economic Plan will play an important role locally in terms of setting out the skills priorities for the area. The colleges in Swindon and Wiltshire will need to work more closely together to ensure they are seen as a key resource by the LEP to help address the skills gaps issues and to educate, train and up- skill the existing and future workforce. It will be the main source of government skills capital funding and will oversee the ESIF projects commissioned over the next few years. 3.4 14-19 YEAR OLD STUDENTS 3.4.1 CONTEXT The competition to attract 14-19 year olds in Swindon has increased and the college will need to ensure its curriculum meets these students needs, is attractive and provides excellent opportunities for progression into rewarding career pathways. In addition to this, increasing numbers of 16-18 year olds are taking up Apprenticeships rather than choosing to study full-time. Study Programmes for 16-18 year old students in 2015/16 will require all students who get a Grade D in Maths and/or English GCSE to enrol on a re-sit GCSE course at the college. This will provide a considerable challenge and has the potential to impact on success rates for this age group over the next few years. The next three years will require significant changes to the 14-19 curriculum to increase average class size and to provide a greater focus on STEM subjects, addressing employers skills gaps and other LMI. This, coupled with a declining demographic at 16, will be a major strategic curriculum development area for the college. 14

3.4.2 TARGET STUDENT NUMBERS/CASH ALLOCATIONS 2014-15 2015-16 2016-17 2017-18 (Base) 14-16 year olds 353 320 400 450 16-18 year olds full-time 2007 1887 1907 1907 16-18 Apprenticeships 1.36m 1.41m 1.56m 1.81m 3.4.3 STRATEGY By 2017/18 the college will provide a revised 14-19 curriculum that increases student numbers and high levels of progression. In order for this to happen the following will need to take place: A new curriculum planning process will be implemented that delivers increased average class sizes, supported by high quality e-learning resources. The range and type of courses will change with a greater focus on STEM subjects and local skills priorities that increase internal progression to Level 3/4. Improve the delivery of maths and English on Study Programmes to improve student outcomes. Work with Swindon Borough Council (SBC) and other partners on a range of projects to reduce NEET, increase participation and reduce drop-out after Year 12. Work with SBC and other local authorities to successfully implement Education and Health Care Plans. Increased numbers of 16-18 year olds taking up Apprenticeship and Traineeship pathways. Growth in Wilkes Academy student numbers in 2016/17 and 2017/18 15

3.5 APPRENTICESHIPS, 19+ ADULT PROGRAMMES AND ESF/ESIF 3.5.1 CONTEXT The funding and priorities for work-based learning are changing and the college has to be responsive to this new environment to meet employer and labour market needs. As the SFA Adult Single Budget declines, the college needs to find other income sources to deliver work-based programmes, courses to support the unemployed and part-time qualifications. In doing this it will also reduce the level of sub-contracting with private training providers over the next three years. There are also opportunities through the expansion of 24+ Advanced Learning Loans to target courses and to persuade individuals/employers of the benefits of investing in professional development which should lead to a greater take-up. Apprenticeships provide a real opportunity for the college to build on its excellent track record of providing employers with high quality programmes with outstanding success rates. The college is anticipating that additional funding will be provided to colleges to support this key government growth objective. There are revised funding arrangements planned involving employers more directly so effective employer partnerships through Business First will be important to grow this market. Working closely with the SWLEP, the college is also well placed to deliver on the ESF/ESIF themes and through leading consortium arrangements will bid for contracts in 2015/16. It is likely that new legislation will require under 21 year olds to undertake more training to maintain their benefits and FE colleges will be well placed to deliver on this agenda and other welfare changes brought in by the new government. 3.5.2 TARGETS 2014/15 (Base) 2015/16 2016/17 2017/18 Adult Single Budget (ASB) 4.39m 3.23m 3.00m 2.7m 19+ Apprenticeships 0.73m 0.78m 0.83m 0.98m ESF/ESIF Fund 0.65m 0.65m 0.93m 1.2m 16

3.5.3 STRATEGY The strategy over the next three years to maximise opportunities will need to include the following: Increasing Apprenticeship provision by: Extending the occupational range of frameworks available Maintaining high success rates and excellent employer feedback Establishing an Apprenticeship Training Agency focused on SMEs Establishing more work-based academies Increased employer engagement and marketing activity The development of Higher and Degree Apprenticeships Promoting the availability of 24+ Advanced Learner Loans more effectively through targeting employers and individuals to understand the benefits Developing and promoting 19-24 Traineeships to support progression into Apprenticeships Reduced levels of subcontracting from 3.1m in 2014/15 to 1.5m in 2017/18 and more demand driven, classroom based part-time provision Growth in ESF/ESIF funded programmes (subject to successful tenders) Increased numbers of full-cost courses focused on professional and technician qualifications, management development and higher level skills/upskilling 3.6 HIGHER EDUCATION AND HIGHER LEVELS SKILLS 3.6.1 CONTEXT The local evidence indicates that there is a skills gap at Level 4/5 and more highly qualified staff will be required to fill the jobs projected for Swindon up to 2020 (based on UKCES Working Futures data). This is confirmed by the SWLEP in their Strategic Economic Plan (2014) and is a priority for the Swindon Skills and Employment Board. The college is the major HE provider in the town and with the HEFCE cap on student number controls removed, the potential to increase HE and higher level skills provision is significant. Data from the Higher Education Funding Council 17

(HEFCE) identifies Swindon as an HE cold spot with low participation. Working with key HEI partners, like Oxford Brookes University and with SWLEP sponsored initiatives such as City Deal, the college aims to play its role in raising the higher level skills base of the local workforce. The mixture of qualifications developed needs to be employer led and will include Level 4 technician and professional qualifications, as well as new Foundation Degree/Degree. 1 year top-up courses and HND/C programmes. More flexible delivery methods will need to be made available to meet the needs of employers and non-traditional HE students who may be in employment. New partnerships with HEIs may also need to be established to meet the rising demand in the area, as well as developing the existing partnerships. 3.6.2 TARGETS 2014/15 (Base) 2015/16 2016/17 2017/18 Higher Education 499 550 580 670 3.6.3 STRATEGY To increase the number of HE and higher level skills courses and qualifications available at the college, the college will undertake the following: Develop an updated HE Strategy for 2015-18 Work closely with Oxford Brookes University (OBU) to introduce new HE provision in construction, engineering, computing/digital technologies and social work and health and social care Explore with OBU ( with regional HEFC support) the case for establishing a University Centre at the college through a HEFCE catalyst fund bid Deliver the new BA Events Management validated by University of Gloucestershire and agree new programme developments including sports and exercise science and the hospitality sector Ensure the college is fully integrated into the network of HEIs and colleges to support the delivery of the City Deal objectives and other SWLEP HE priorities Through the Professional Directory and the employer engagement links of Business First increase the range of Level 4/5 professional qualifications and NVQs Develop more opportunities to provide Higher Apprenticeships and working with OBU and other HEIs introduce Degree Apprenticeships 18

APPENDICES 19

APPENDIX A KPIS AND TARGETS TABLE 1 - LEARNER NUMBERS AND CASH TARGETS 2015/16 2017/18 AGE GROUP/ PROVISION PROJECTED ACTUALS 2014/15 (Targets) PROJECTED NUMBERS/FUNDING TARGETS 2015-16 (contract value where relevant) 2016-17 2017-18 14-16 353 (500) 16-18 2,007 (2,013) High Needs 530,000 Students (LA) ( 450,000) Higher Needs 1080,000 Student (EFA) ( 1080,000) HE 499 (526) Adult 19+ 4,387,500 (Adult Single ( 3,838,000) Budget) 16-18 1,357,900 Apprentices 19+ Apprentices ( 1,283,000) 728,100 ( 706,000) 320 400 450 1887 1,907 1,907 (2,038) 480,000 480,000 400,000 732,000 732,000 732,000 550 580 670 3,234,500 ( 3,334,500) 1,407,900 ( 1,357,900) 778,100 ( 728,100) 3,004,500 2,704,500 1,557,900 1,807,900 828,100 978,100 ESF/ESIF 650,000 650,000 930,000 1,210,000 20

TABLE 2 - FINANCE KEY FINANCIAL PERFORMANCE TARGETS 2015/16 Targets for Projected Outturn Targets for 2014/15 for 2014/15 2015/16 Cash days in hand 30.0 36.0 28.0 Current Ratio 1.2 1.14 1.03 Net Current Assets 500k 370k 50k Borrowing as a % of Income Operating Surplus/(deficit) (before FRS 17) Operating Surplus/(deficit) as a % of Income Staff Costs as a % of Income Proportion of Non-funding Body Income Overall Financial Health Grading 16.5% 16.3% 16% 310k 320k (325)k 1.4% 1.4% (1.5%) 70.5% 68.4% 68.2% 17.4% 17.1% 17.4% Good Good Satisfactory TABLE 3 - FINANCE CRITICAL FINANCIAL PERFORMANCE TARGETS 2015/16 2017/18 Target Area 2015/16 2016/17 2017/18 Average Group Size 14.0 15.4 16.7 Pay as a % of Income 68.2% 67.7% 66.2% Operating Surplus/Deficit as a % of Income (1.5%) 0.7% 2.7% 21

TABLE 4 - LEVEL OF OUTSTANDING TEACHING IN THE COLLEGE 2015/16 Good or better teaching as a % of lesson observations (Outstanding) Actual 2014-15 Target 2015-16 90% 90% (36%) (37%) TABLE 5 - SUCCESS RATE TARGETS (DRAFT) 2015/16 16-18 Qualification Type/Level Actual 2013-14 (inc. Functional Skills) Projected 2014-15 Target 2015-16 Long Level 1 82.6% 82% 86% Long Level 2 86.2% 83% 88% Long Level 3 84.2% 88% 90% 19+ Qualification Actual 2013-14 Projected 2014-15 Target 2015-16 Type/Level Long Level 1 88.9% 88% 89% Long Level 2 89.1% 87% 89% Long Level 3 89% 87% 90% Apprenticeships Qualification Actual 2013-14 Projected 2014-15 Target 2015-16 Type/Level Overall 85% 86% 87% Timely 81% 82% 83% Higher Education Qualification Actual 2013-14 Projected 2014-15 Target 2015-16 Type/Level Overall 81% 80% 82% 22

APPENDIX B SUPPORTING PUBLICATIONS AND REFERENCES The content of this Strategic Plan has been influenced by various publications, plans and events including the following: Swindon Skills and Employment Strategy (January 2014) SWLEP Aligning Local Innovation with Government Ambition Strategic Economic Plan (March 2014) Swindon College Governing Body Strategy Events 7 th November 2014 and 19 th May 2015 Priority Sectors in Swindon and Wiltshire A Supplementary Report to the Local Economic Assessment 2013 (Red Box Research) Swindon Skills and Employment Partnership Annual Report (June 2015) Skills Funding Agency Skills Statement priorities and funding for 2015/16 (February 2015) UK Commission for Employment and Skills (UKCES) Working Futures data for Swindon 2010-2020 23