Introduction We want all young people to be fulfilled and confident, with the knowledge and skills they need for life and work, and to achieve their full potential. The purpose of the 14-19 strategy is to help realise this collective vision. The strategy identifies clear priorities and outcomes to guide our work and strengthen our partnerships. It will shape the College curriculum offer, including the support services for all young people, aged 14-19, and up to 25 for learners with learning difficulties and disabilities. The 14-19 strategy will outline how Bolton College will deliver a demand-led and broad-based curriculum offer, and create a system that will support Bolton Council s vision to ensure that all Bolton s young people have the opportunity to access high quality education and training to meet their needs and enable appropriate progression. We also support the Government s vision to ensure that every young person up to the age of 18 is able to access learning as well as Bolton Council s Participation Strategy (incorporating RPA). This strategy should be read in conjunction with the Bolton College Strategic Framework 2015-16. The Bolton context for the College strategic planning is set out in there, along with the mechanisms for monitoring performance and the key performance indicators for success. 2
The strategy is also referenced to key national guidance for the provision of study programmes and Apprenticeships including: Post-16 Skills Plan (DoE July 2016) 16 to 19 study programmes - departmental advice for education providers on the planning and delivery of 16 to 19 study programmes (DoE, Updated January 2016) Funding guidance for young people 2016 to 2017, Funding Regulations (EFA) April 2016 Post-16 work experience as a part of 16 to 19 study programmes and Traineeships Supporting young people to develop the skills for Apprenticeships and sustainable employment Framework for delivery 2014 to 2015 (DfE, May 2014) Departmental advice for post-16 education and training providers (DoE) March 2015 The common inspection framework: education, skills and early years (Ofsted August 2015) Handbook for inspecting further education and skills providers under Part 8 of the Education and Inspections Act 2006 (Ofsted, August 2015) We aim to provide a framework of learning that places the young person at the centre of everything we do. The following strategic priorities have been developed following detailed analysis of current provision and outcomes for young people. We aim to continue this level of focused analysis and measure outcomes against it. The analysis of supply and demand, as well as outcomes, will help to guide local development in response to the national agenda. 3
Bolton College Vision Mission and Strategic Framework OUR VISION Bolton College works with a wide range of public and private sector organisations to meet the education and training needs of Bolton. We will support the regeneration of Bolton, contribute to business success and foster good community relations through the provision of flexible, innovative and responsive high-quality training opportunities, and a curriculum offer that is closely matched to employment and skills priorities. We will create a high-quality learning organisation which captures outstanding practice, including a culture of continuous improvement, by providing inspirational, cutting-edge teaching, learning and assessment that is responsive to the needs, interests and experiences of all students and leads to success. We will assist all our learners to ensure they reach and maximise their full potential and progress in their learning; gain employment, including Apprenticeships; and continue to improve their skills. OUR MISSION Bolton College will enable individuals, businesses and communities within Bolton and the City Region to realise their potential through education and training that is inclusive, inspiring, innovative and responsive to their needs. OUR STRATEGIC AIMS 1. Deliver outstanding outcomes for learners 2. Meet our funding and financial targets 3. Be responsive to our communities in Bolton and the City Region 4
14-19 Strategic Aims The 14-19 strategy aims to enable all young people to develop their talents and fulfil their potential through the provision of excellent initial advice and guidance (IAG) and excellent teaching and learning in all aspects of our study programmes and Apprenticeship provision. Our key strategic priorities are: 1. Deliver outstanding outcomes for learners In order to do this, we need to: Ensure that our 14-19 provision is reflective of local and regional skills and employment demands, and supports the delivery of wider strategies and plans for Bolton and the City Region, including full-time and part-time courses and Apprenticeships Provide excellent information, advice and guidance and effective initial assessment so that students are placed on the most appropriate programme Ensure high-quality, inspirational teaching, learning and assessment is delivered in our study programmes and Apprenticeship provision Innovate our curriculum through the utilisation of technology Ensure our students have good punctuality and attendance, stay on programme and achieve their learning goals Enable our students to develop work and personal skills that improve their employability through preparation for work, work experience placements and enterprise initiatives Support students to improve their English and maths skills in order to increase their employability Actively support our students to progress to their chosen destination, whether that is employment, further study at College or university or starting a business Encourage social and extra-curricular activities so students have the opportunity to broadly develop their character, experience and skills Foster the development of students as individuals and citizens, with an understanding of, and commitment to, College and British Values Ensure that all our services and courses continually improve We will support our learners to progress through further education, into skilled employment, training or higher education. 5
2. Meet our funding and financial targets to ensure our sustainability In order to do this, we need to: Be financially sustainable in order to deliver our vision and aims and to attain our loan facility covenants. We therefore need to achieve our learner and funding targets for EFA funding. We will ensure that the funding we receive is properly deployed to support high quality across all aspects of our study programmes. We will seek efficiencies to maximise resources in the learning environment, including e-learning 3. Be responsive to our communities in Bolton and Greater Manchester In order to do this, we need to: Work with Bolton Schools and Connexions Service to ensure our 14-19 year olds are fully informed of opportunities available to them for progression into post-16 vocational learning; and support the development of young people in learning to become active and informed citizens and employees Work with the Bolton 14-19 Strategic Group to develop a relevant and effective 14-16 curriculum to meet the needs of local secondary schools and provide progression to 16-18 study programmes Work with the Bolton Economic Strategy Group to ensure that the curriculum offer is matched to the skills identified in the economic plans for Bolton and Greater Manchester Ensure that every study programme has a clear outcome/destination identified to encourage learners to progress within College on to their next level, or into higher education, Apprenticeships or employment Ensure effective group and one-to-one support for study programme learners to guide learning toward the achievement of aspirational targets and support the development of informed citizens and employees Increase the range of high quality employer-led activities to enrich curriculum and improve the employability skills of learners We will ensure that all elements of the study programme contribute to the successful achievement of our learners. 6
Increase the range and number of relevant Apprenticeship opportunities for young people in conjunction with GM Futures Develop the Traineeship offer to provide broad learning opportunities for learners who wish to progress into Apprenticeships and employment Support and develop strategies to improve participation for young people from vulnerable groups, including Children in Care, those with specific needs, those on free school meals and bottom 20% attainment Embed the Bolton Council Inclusion Strategy and create a diverse and vibrant curriculum for learners with learning difficulties and disabilities Systematically track and analyse learner destinations at 16,17 and 18 Capture and respond to learner, employer, parental and other stakeholder views about provision 14-19 Curriculum Our study programmes and Apprenticeships will allow for an equal opportunity to succeed in learning. The College is committed to offering a 14-19 curriculum which will enable all young people to have the opportunity to embark on the right course of study for their learning needs. This might be in a class based environment, in the workplace in an Apprenticeship role, or in a mixture of the two in a Traineeship, with some time spent working with an employer and some time spent in a classroom environment. To achieve this vision we must build a provision landscape for Bolton College that reflects the aspirations of education policy and supports Bolton Council s plans for all children and young people. The College provides a comprehensive range of study programmes and Apprenticeships for young people who wish to continue their learning in a vocational setting. We are the major provider of vocational learning in the Borough of Bolton and Ofsted have graded our teaching, learning and assessment as Good grade 2. The College takes great pride in its learners' achievements and constantly strives to find ways to further improve the learning experience and learner outcomes. 7
We have a model of collaborative working with our partners and supporting organisations to deliver the constantly evolving post-14 curriculum, linking into the College Inclusive Learning Strategy to respond to the needs of young people with learning difficulties and disabilities. We also intend to have an impact on the number of young people Not in Education, Employment or Training (NEET) within the Borough and assist to reduce this proportion by implementing and further developing strategies that enable learners to participate and achieve. We have three distinct age groups of young people to whom we deliver: 16-19 year olds (full-time and part-time) 14-16 year olds 16-25 year olds with learning difficulties/ disabilities We recognise that each of these three groups has their own distinct needs and expectations and we intend to meet these through a broad, relevant curriculum offer; a variety of teaching and learning styles and methods; and personalised study programmes. However, we also understand that there are some shared learner expectations; to provide effective learning environments; a range of enrichment activities that are exciting and accessible to all; and high quality support and advice services. We want each and every young person to be proud to be part of Bolton College, irrespective of their chosen course of study, personal needs or ambitions. Central to all of our activities are effective processes to provide enhanced impartial Information, Advice and Guidance (IAG) to ensure that young people have access to information about qualifications and progression pathways to make choices that are right for them. 8
16-18 Curriculum STUDY PROGRAMMES Study programmes were introduced nationally in 2013 for learners aged 16-18. A study programme is a bespoke package of learning for learners aged 16-18 who study over 150 guided learning hours. The elements of the study programme consist of learning and experience that the government considers crucial to equip learners for progression in learning and employment. DESIGN PRINCIPLES FOR 16-19 STUDY PROGRAMMES All study programmes should: Include one or more academic, applied or vocational qualification that stretches and challenges the student and links clearly to training, employment or higher education, or work preparation and an extended work placement for those students who are not ready for study at Level 2, or who are on a Traineeship Require students who do not have GCSE A*-C in Maths or English to work towards the achievement of these qualifications Allow for meaningful high quality work experience (related to the vocational area) and/or other non-qualification activity to develop students personal skills and/or prepare them for employment, training or higher/further education All study programmes should focus on maximising progression to the next stage of education, training, employment or an Apprenticeship. Broad programme characteristics for students taking different qualification routes are set out below 16 to 19 study programmes are designed to provide students with a structured and challenging individualised learning programme that supports their development and progression in line with their future career plans. 9
The Elements of a Study Programme All 16 to 19 learners are to be given the opportunity to follow a study programme that: Provides progression to the next level of learning, training or employment Include qualification(s) that are of sufficient size and rigour to stretch the learner Provides learners with English and maths learning up to grade C pass level at GCSE and beyond, as needed Has preparation for work and external work experience at its heart Provides a broad range of activities, inside and outside of the classroom, that support the development of the person and an understanding of social and employment contexts Has personal and academic support in learning VOCATIONAL LEARNING Bolton College is the main provider of vocational learning in Bolton. The College is solely focused on the provision of vocational learning and the campus is purpose built for the provision of industry standard vocational learning. The College is committed to the study programme as an effective model for preparing young people for successful participation in society and employment. Our courses are designed to support learners to develop industry specific skills and we provide progression routes to learning at advanced standards. The classroom based provision complements our Apprenticeship frameworks and workplace learning, and aims to facilitate learners to move between models. We work extensively with local employers in all aspects of curriculum for 16-19 and we are constantly seeking to extend employer involvement at every level in the learning experience. Our learners will typically have opportunities to go on visits into workplace environments, hear from employers in the classroom environment and experience employment through a work placement. 10
PREPARATION FOR WORK (EMPLOYABILITY) The UK s changing industrial profile is well documented. Much, for example, is written about the decline of the manufacturing industry and the rise of the financial and service sectors. The labour market s default is that of constant flux and it has long been true that there is no longer a job for life. On average, an individual can expect to have a minimum of five career changes in their life across a myriad of jobs and employers. Globalisation and advances in technology bring new perspectives and ways of working that place further demands on a changing employment landscape. The workforce needs to be positively disposed to an ever changing employment landscape and position itself accordingly. In parallel, demands on the national economy are changing. Employers are finding it increasingly necessary to respond to pressures associated with global, as opposed to national, marketplaces. With the fast paced nature of change in the workplace, technological advances, and increased globalisation, employers need their employees to be receptive, flexible, adaptable, intellectually curious and innovative to anticipate the 'next big thing. Young people entering the workplace need to be able to show they are responsive to the needs of the workplace, that they have the right mindset to complement their technical skills and expertise. These factors combine to make it harder for young people to enter the world of work. The reality, then, is that candidates with these attributes are highly sought after by employers, and those candidates lacking them face greater competition for jobs, with employers exercising greater selectivity and choice. Having the prerequisite vocational training and qualifications is no longer sufficient for young people to succeed in employment. Employers are looking for soft skills. Young people need to be able to demonstrate that they are hungry to learn, have the ability to solve problems and adapt to different situations as they arise. It is soft skills such as these that are increasingly making the difference to a young person s ability to secure employment and progress. Employers need confidence that their staff can add value quickly and this depends on the right skills, the right mindset and the right behaviours. 11
Most young people who join the College have a good range of academic skills. However, many have not had the opportunity to develop the crucial skills that they will need to find, prepare for, and achieve a career role. Preparation for work includes a broad range of skills, the most important of which is the development of a positive attitude to work. Many large employers now have the mantra Recruit for attitude, train for skills. We hope to provide our learners with both. Students also learn about how to work in a team, the role of line management, presentation skills, good work habits and how to research, apply and prepare for employment roles. Work preparation activity is an important preparation for our learners to enter into their first external work experience placement, which may be their first experience of employment. WORK EXPERIENCE PLACEMENT The College has four key priorities for the development of work experience: Priority 1: As a key provider of vocational learning in Bolton, Bolton College is committed to the development of high quality learning opportunities in the workplace wherever possible for all learner groups. Priority 2: Bolton College aspires to provide all young people with opportunities for high quality external work experience placements. Priority 3: The College will ensure high standards in all work experience placement opportunities. Priority 4: The College will ensure that external work experience placement opportunities are safe. A key focus of preparation for work is the development of emotional wellbeing and confidence in our learners to be fully prepared for all of the challenges employment may bring. 12
WORK EXPERIENCE WITHIN THE STUDY PROGRAMME Work experience is a central component of 16 to 19 study programmes and all learners are expected to undertake external work experience or some form of work-related training as part of their study programme non-qualification activity. An external work experience placement may also take the form of a Traineeship or a supported internship. There are a small number of learners for whom external work experience is not suitable due to particular barriers with language or learning. In these cases, relevant work related learning is provided. This is a critical stage for every young person because they are close to entering the labour market. Many young people appreciate the importance of improving their work-related skills in order to pursue their career aspirations. In addition to the structured external work experience placements, the College is developing additional work experience opportunities to complement our learners' study programme which will include: Internal placements within the College, providing realistic experiences of work Employer led workshops/guest speakers Local, GM and National Competitions Regular College wide activities and events to support employability Trips and visits to the workplace Employer set projects linked to the curriculum Community volunteering Social enterprise projects Engagement with business mentors The College recognises the unique role that work experience can have in helping young people develop employability skills and the value that employers place on this when they are assessing young people for employment. 13
Work placements enhance learners studies by providing a practical focus for developing the skills they acquire in College. They further prepare learners in their search for employment or their pursuit of further study. For learners on vocational programmes, work experience is often integral to the course and contributes to the final qualification. The College will ensure that placements meet the criteria of high-quality work experience placements as listed below: Purposeful, substantial, offers challenge and is relevant to the young person s study programme and career aspirations Managed under the direction of a supervisor to ensure the young person obtains a genuine learning experience suited to their needs Follow a structured plan for the duration of the placement which provides tangible outcomes for the learner and employer Focus on the skills required for that occupational sector Have clear roles, responsibilities and expectations for the learner and employer Are followed by some form of reference or feedback from the employer based on the young person s performance We want to enable learners to form relationships outside their immediate social group and to make decisions in real life situations. The specific aims of the work placement programme are: To give learners the opportunity to develop self-confidence, social and employability skills To give learners an insight into their chosen industry To introduce learners to the requirements, disciplines and expectations of a real working life To enrich the curriculum by making it more relevant as a preparation for employment For further information see: Work Experience Placement Policy 2015-19. 14
English & Maths English and maths are central elements in study programmes. Improved outcomes for learners in English and maths have been at the heart of education reforms for young people during the past five years. Good attainment in English and Maths (Level 2) have also been shown to be associated with higher wage returns and successful progression opportunities. Maths and English are more important than ever before in the labour market and as a precondition for educational progression. (Prof Alison Wolf, June 2012) The new ambitions for GCSE English and Maths achievement also presents a positive opportunity to reduce inequalities for groups of post-16 students at all levels who have been historically less likely to study post-16 English and Maths if they did not already achieve GCSE A*-C at 16. It is the College s ambition that all learners are able to achieve a grade C pass in English and Maths to support their long term career progression. STUDY PROGRAMME REQUIREMENTS FOR THE STUDY OF ENGLISH AND MATHS The government have set minimum expectations for learner progress in English and maths. From September 2014, all learners starting a new study programme of 150 hours or more, aged 16 to 18, or aged 19 to 25 if they have a Learning Difficulty Assessment or Education, Health and Care Plan, who do not hold a GCSE grade A* to C, new GCSE grade 9 to 4 or equivalent qualification in maths and/or in English, are required to be studying these subjects as part of their study programme in each academic year. For the academic year 2015 to 2016, the same condition applies as applied in 2014 to 2015. In addition, full-time learners (those on a study programme of at least 540 planned hours if aged 16 to 17, or at least 450 hours if age 18 and not identified as having high needs) starting their study programme who have a grade D GCSE or equivalent qualification in Maths and/or English must be enrolled on a GCSE, rather than an approved stepping stone qualification. 15
+ A learner who has grade D in both Maths and English will need to be enrolled on GCSE in both subjects in each academic year and is required to continue to study until they achieve at least a grade C in the current GCSE or a grade 4 in the new GCSE, or until they are no longer EFA funded. A-Z e.g Aa ENGLISH AND MATHS QUALIFICATION REFORMS FROM 2015 New GCSEs in English Language, English Literature and Maths will be taught in schools in England from September 2015, with the first results issued in August 2017. Some FE colleges with 2 year courses have adopted the new specifications for 2015, but most, as with Bolton College, will launch the specifications in 2016/17 on its one year programmes. It is explicitly acknowledged that the curriculum content and mode of assessment is significantly more challenging for learners. abc &? % 1/3 2 2 The main features of the new GCSEs are: A new grading scale of 9 to 1 will be used, with 9 being the top grade. This will allow greater differentiation between learners and will help distinguish the new GCSEs from previous versions. Assessment will be mainly by exam, with other types of assessment used only where they are needed to test essential skills. There will be new, more demanding content, which has been developed by government and the exam boards. Courses will be designed for two years of study they will no longer be divided into different modules and learners will take all their exams in one period at the end of their course. Exams can only be split into foundation tier and higher tier if one exam paper does not give all learners the opportunity to show their knowledge and abilities. Re-sit opportunities will only be available each November in English Language and Maths. 16
Changes have also been made to the curriculum for functional skills in English and maths. In 2015, newly revised specifications will be introduced. These specifications have also been made significantly more robust. A national consultation on the content of functional skills will take place during 2016 with a view to introducing new specifications in 2018. The College has developed a robust strategy to meet these challenges, working closely with partner organisations including the Education and Training Foundation, to create a teaching body who are well equipped to meet the challenges ahead. For further information see the English and Maths Strategy 2015/16. PERSONAL DEVELOPMENT The personal development of our learners is considered in all aspects of study programme delivery and in work related activity. In all taught activity, learners are encouraged to achieve high levels of punctuality, attendance and conduct. Learners are encouraged to take pride in their work, become self-confident and self-assured, and to know that they have the potential to be a successful learner on their current and future learning, including at work. Learners are encouraged to achieve high standards in their study so that they can work effectively to meet realistically challenging academic or commercial deadlines. Study programme activity will also enhance learners understanding of their rights and responsibilities as learners and, where relevant, as an employee, citizen and consumer in the community. The College aims to support learners to develop personal, social, employability and independent learning skills. Personal development is also specifically furthered through enrichment and tutorial activities. One of the most important outcomes we seek for our learners is the development of self-belief, confidence and self-assurance. We aim to develop excellent attitudes to learning which have a strong, positive impact on their progress. We want our learners to develop pride in their achievements and pride in the work they complete in the classroom and in the workplace. 17
ENRICHMENT The College encourages learners to engage in wider activities outside of the teaching and learning environment, recognising the value of enrichment activity in the development character and social skills. Enrichment activity can help the development of the skills of working cooperatively with others in all settings, and the promotion of good and productive working relationships with peers, employees and employers. Enrichment activities also allow learners to explore personal, social and ethical issues and take part in life in wider society and in Britain. A broad range of activities are offered to learners, across the College and within curriculum areas, and both tutors and learning development mentors will help learners to plan their activities. Enrichment activities develop attributes such as good team working, self-management and leadership skills. Activities can also enable learners to overcome their barriers to employment and to becoming more independent in their communities. 18
THE TUTORIAL SUPPORT SYSTEM The College ensures that all full-time study programme learners have a Learning Development Mentor (LDM) to guide them to success. The LDM meets with the learner weekly through a combination of tutorial sessions and one-to-one meetings. In one to-one meetings, the LDM establishes an individual learning plan, with achievement targets for the learners followed by regular one-to-one meetings where progress is monitored and further targets are set. LDMs are also available on an ad-hoc basis where learners require support for either academic or personal reasons. LDMs also work with tutors to monitor attendance of learning and make appropriate interventions before learning is affected. The tutorial curriculum is firmly focused upon personal development including, but not limited to, how well learners can keep themselves fit and healthy, both physically and emotionally; developing an understanding of how to stay safe online and of the dangers of inappropriate use of mobile technology and social networking sites; and understanding how their education and training equips them with the behaviours and attitudes necessary for success in the future, as reflected by the excellent employability skills they acquire and the achievement of relevant additional qualifications. We also seek to develop our learners understanding of society and equip them to be thoughtful, caring and active citizens. In tutorials learners discuss and debate issues in a considered way, showing respect for other people's ideas and points of view. They are also encouraged to participate in learner forums in the College to make their views heard, and importantly, they develop an understanding of these skills in the context of British Values. 19
Traineeships The College offers a number of Traineeships for learners who do not wish to progress in full-time education. Traineeships are designed for learners who would prefer an Apprenticeship or employment but who are not yet fully ready for employment. Traineeships are an education and training programme with work experience. The core content of Traineeships is work preparation training, English and maths and a high quality work experience placement. All learners undertaking a Traineeship are required to study English and maths unless they have already achieved a GCSE at A*-C in those subjects or, for those aged 19 or above, a functional skills qualification at Level 2. This model for learning supports learners who might otherwise become NEET, not because they lack the ability to progress in education but because they are highly motivated to progress into Apprenticeships or employment. We also seek to develop our learners understanding of society and equip them to be thoughtful, caring and active citizens. In tutorials learners discuss and debate issues in a considered way, showing respect for other people's ideas and points of view. They are also encouraged to participate in learner forums in the College to make their views heard, and importantly, they develop an understanding of these skills in the context of British Values. The curriculum offer aims to support Bolton Council s vision to ensure that all Bolton s young people have the opportunity to access high quality education and training to meet their needs and to enable appropriate progression; and the Government s vision to ensure that every young person up to the age of 18 is able to access learning. 20
Apprenticeships Bolton College provides a large number of Apprenticeship opportunities for 16-18 year olds, predominantly at Levels 2 and 3 but also at Level 4, all of which are a crucial part of the skills agenda for both GM and Bolton and provide hands-on, on-the-job experience, in addition to essential and transferable English and maths skills. Planning a Relevant Apprenticeship Offer We will continue to ensure that our provision is relevant by working closely with partners and employers and by consulting labour market intelligence. Ensuring High-quality Provision In recent years, both overall and timely success rates have improved dramatically. Our aim is to achieve success rates consistently above national benchmarks by delivering outstanding Apprenticeship provision, with high quality teaching, learning and assessment that enables young people to acquire technical skills and qualifications, English and maths and to flourish in their chosen careers. There will also be a clear focus on personal skills development, employability skills and enrichment. We work closely with partners in Bolton and the wider context of GM to ensure that our Apprenticeship offer is planned in order to meet the needs of the economy and employers and to address skills deficits. Encouraging Growth of Apprenticeships The College has grown 16-18 Apprenticeships substantially in 2015/16 and has planned for further growth in 2016/17. We will do this by placing both Apprenticeships and employers at the heart of our offer and our systems - offering Apprenticeships as a key solution to employers to meet their skills requirements; by delivering a full recruitment service that matches high quality candidates with Apprenticeship vacancies; and by ensuring we have the capacity to deliver this growth. 21
Effective Admissions & Vacancy Matching A new, streamlined admissions system for Apprenticeships and vacancy matching service has been developed and resourced and will be fully implemented in 2016-17. This will include a team of dedicated staff with clear constant contact and keep-in-touch strategies. Apprenticeship vacancies are effectively promoted via a number of mechanisms, including through the National Apprenticeships Service and by working with partners in the National Careers Service, Connexions, JCP and Bolton Lads & Girls Club. There is growing demand for Apprenticeships from Bolton s young people and taking up an Apprenticeship is becoming a more attractive offer. Maximising Progression on to Apprenticeships In offering clear technical career pathways, we aim to provide high quality careers guidance and a seamless transition to the College s Apprenticeships admissions and vacancy matching service, to enable young people, including existing class-based students within the College, to directly access and progress on to Apprenticeship opportunities. There is an expectation that on completion of their programme, current apprentices will progress on to the next level if appropriate. Traineeships will also be an established route to an Apprenticeship for those young people not yet fully work ready. Working in Partnership with Employers Although the bulk of employers providing Apprenticeships through the College are SMEs and micro businesses, the College is working with some major employers, including NHS Bolton, Heightvale, Keogh s Solicitors, Bolton at Home, Stateside Foods and Seddons Construction. We aim to provide an advisory service and full support to all employers to enable them to understand the changes to Apprenticeships and work with them to co-design programmes tailored to their needs, including the introduction and delivery of trailblazers and new Apprenticeships standards, and the funding and administrative requirements associated with the Levy. 22
14-16 Curriculum The College has membership of the Bolton Council 14-19 Strategic Group and the College subscribes to the Bolton Increasing Participation Strategy 2015/16. Provision for learners aged 14-16 is responsive to requirements of Bolton Secondary and specialist schools and offered on a part-time basis supplementary to school curriculum. Curriculum is designed on a demand led basis by the Schools Partnership Coordinator, in conjunction with individual and groups of schools, to meet the requirements of the learners, study programme and the Ofsted Common Inspection Framework. Learning is designed around a model of intensive one-to-one support which in some cases has improved performance in the mainstream setting. Tutors have extensive experience of effectively engaging and supporting learners who are not thriving in mainstream settings. Outcomes for 14-16 learners at the College are excellent. Teachers delivering 14-19 curriculum are equipped with the learning, skills and expertise to enable them to progress on their learning programme. High quality impartial careers guidance is embedded into the provision to ensure that learners are able to plan and prepare for effective transition from school if appropriate. Guidance also enables them to have a good understanding of all the options available to them, including Apprenticeships, and how they relate to local and national skills needs. 23
16-25 Year Olds With Learning Difficulties/ Disabilities Bolton College is one of the largest FE providers of individual learning support in the North West. Eleven Local Education Authorities from as far as East Cheshire work in partnership with the College to ensure that individual support is tailored to meet complex learner needs for young people aged 16-25 with an Education, Health and Care Plan. Our Transition and Assessment team link with every secondary school in Bolton and the surrounding areas to ensure that learners with SEN or other complex needs who are interested in joining the College are offered personalised tours, bespoke initial assessments, sampling and detailed support planning in line with their individual requirements. Over 35 D/deaf learners have joined courses throughout the College with CSW support and benefit from an exceptional community and culture and bespoke wrap around technical tutorials to enhance the learning on their study programmes. We work collaboratively with the Together Trust to provide for a significant number of high risk learners who have a range of medical, safeguarding, exploitation, behavioural and mental health needs. These learners attend programmes throughout the College with highly personalised support including End of Life plans. The College has also established a central and impartial Transition and Assessment team to further improve the robust assessment of students needs and to liaise more closely with the schools and local authorities and ensure a seamless transition. The College has also joined forces with other local major FE stakeholders and Bolton LEA commissioners to form a Post 16 Task and Finish Group to ensure that seamless transition planning is in place for all high needs learners within the local authority. 24
Teaching, Learning & Assessment The college is passionate about teaching, learning and assessment as the vehicle that delivers its mission. Teaching, learning and assessment was judged by Ofsted to be 'good' in our last inspection, and they stated: Learners benefit from good teaching, learning and assessment that challenge them to be as successful a learner as they can be, and to be ready to move on to higher levels of education or training, or to get ready for employment. Our learners grow in confidence and acquire important and relevant knowledge and technical skills through their interactions with well-qualified subject tutors and specialist support staff. Learners tell us they enjoy their learning. The college prioritises the quality of teaching, learning and assessment and drives hard on continuous improvement with an ethos of Love Learning. Love Bolton College'. The college prioritises supporting learners to develop English and maths to give them the best chance of gaining employment in a market that increasingly demands these skills. The careers information, advice and guidance which students and potential students receive is excellent and the service has recently been re-accredited with the Matrix award with the following quotes recorded in the report: The Bolton College mission states: Bolton College will enable individuals, businesses and communities within Bolton and the region to realise their potential through education and training that is inclusive, inspiring, innovative and responsive to their needs'. Bolton College has changed my life I have a job starting on Monday. Can t thank the Centre enough The industry I m going into now I didn t even know existed before I met the Advisor Learners with a wide variety of additional needs are able to achieve their full potential because of the excellent support provided by staff who care deeply and are driven by the ethos every learner matters. 25
Attendance & Punctuality Management The College recognises that good study habits are the foundation for learners achievement. The most important study habit which underpins success is good attendance and punctuality and therefore robust policy and monitoring processes are in place to support good attendance. The College has an expectation that learners attend all their lessons. Attendance refers to the scheduled time spent on College programmes, and this can be categorised as classroom lessons, lectures, workshops, work placement, online learning or tutorials as specified in the learner s learning agreement or individual learning plan. Regular and consistent attendance is expected and is critical to any learner s success and achievement of their learning goals. High expectations of attendance and punctuality will be required by future employers and therefore we need our staff to set and enforce high expectations for attendance and punctuality. The College expects all its learners to recognise that good attendance and punctuality will maximise achievement and enhance not only their learning experience but develop their employability skills. Learner attendance rates are published live on the College Dashboard. Attendance rates are also to be included in the Programme Area termly performance management review. The threshold of concern for attendance is 95%. Attendance for vocational and English and maths programmes is to be measured separately. 26
LEARNER WELFARE Genuine long-term absences and absences arising from substantial personal difficulties will be fairly assessed and monitored by curriculum teams in conjunction with Learning and Development Mentors (LDMs) outside of the absence process. Programme Areas will be set targets of 90% for Attendance at course level for 2015/16. These are to be monitored for compliance by Curriculum Leaders and Heads of Area as well as in Course Tutor Appraisals. For further information see Attendance and Punctuality Policy Appendix 2015/16. 27
Bolton College Deane Road Bolton BL3 5BG www.boltoncollege.ac.uk 01204 482 000