Towards Outstanding: national standards for College sport
A self assessment and improvement tool for Colleges
Introduction
The work to drive improvement in College sport has been ongoing over a number of years, most recently through the production of the national strategy, ‘Growing Sport, Growing Colleges’, and through the creation of regional networks to share good practice. There have been many individual examples of quality teaching and learning in sport in Colleges but sharing good practice has been patchy. In addition, the value of sport to other curriculum areas has not been assessed or reported thoroughly.
This document has been produced to address these gaps and drive up standards in all Colleges. ‘Towards Outstanding’ provides a set of national standards and a self assessment tool aimed at guiding Colleges in their quest for excellence. The work is set within the context of the current national and political drive toward improving standards across a range of industries and sectors. For further education, this includes:
- The formation of the Education and Training Foundation.
- The 2013 report of the Commission for Adult Vocational Teaching and Learning.
- The introduction of Charter Standard Colleges.
- The Common Inspection Framework and Ofsted’s focus on quality teaching and learning to drive up standards focused on learner outcomes.
Purpose of this self assessment document: who is it for and how should it be used?
This document provides a set of national standards against which it is possible for College staff to assess their own work, assisting with the process of creating Self Assessment Reports (SARs) and improvement planning. It is intended as a guide only, with the full version and further examples available on the sport pages of the Association of Colleges (AoC) website at
Although it will be of most interest to senior staff responsible for sport and/or enrichment, this document is intended to support all Heads of Department and cross-departmental senior staff who are involved in creating departmental or overall College SARs. The standards are concerned with the impact that sport and physical activity can have on learners, regardless of study programme.
For example, the overall College SAR and individual departmental SARs may be strengthened by considering factors such as:
- Physical fitness required for different vocations.
- The positive impact that physical activity, a healthy lifestyle and involvement in sport can have on concentration levels, attendance, self esteem and behaviour.
- How participation in sport volunteering, leadership, coaching, administration, officiating and publicity/promotion can improve employability skills and increase opportunities for relevant progression.
- How sport can act as a means of strengthening learner voice.
- How sport can bring cross-curricular topics to life through practical application in community settings.
- How different sports and activities can engage all learners and support equality and diversity.
- The positive impact of sport projects on links with employers, community organisations and industry in sectors such as health, the economy, engineering, construction, media and public services.
This document contains a selection of examples to bring the standards to life. These are regularly being updated and added to, and further illustrations of how they are used can be viewed on the sport pages of the AoC website.
Self assessment framework
Colleges are invited to read the standards and self assess using the following framework:
The ‘Towards Outstanding’ tool and its relationship with the Ofsted framework
The standards for ‘Leadership and management’ (pages 6-7) relate to all aspects of College sport. For each of the individual strands of College sport (pages 8-17), specific standards have been developed for outcomes for learners and quality of teaching, learning and assessment.
Leadership and management:
overarching planning for sport and activity provision in the College
a) Leaders demonstrate an ambitious vision, have high expectations for what all learners can achieve and attain high standards of quality and performance / The place and value of sport is recognised as a contributing factor to the College mission, vision and values:
L&M i) the Principal and Senior Management Team (SMT) have high expectations regarding sport provision and understand the contribution that an active and sporting culture can make to high quality teaching and learning, and to corporate priorities
L&M ii) there is a cross-College approach to the integration of sport. For example, there is one or more cross-College strategy or policy relating to sport, physical activity, health and/or wellbeing
L&M iii) there are effective links and good communication between sport and other curriculum areas leading to projects to support non-sport learners
b) Leaders and managers improve teaching and learning through rigorous performance management and appropriate professional development
/ Performance management and professional development for sport provision includes:
L&M iv) one lead person at senior level is identified as a contact for external organisations and for driving the sports strategy across curricular, extra curricular, enrichment and community sport, and there are clear roles for others in each section of the strategy
L&M v) professional development and good practice is enhanced by membership of Head of Sport and other sporting networks, and all staff have access to appropriate training to ensure their industry knowledge is up-to-date
L&M vi) all staff understand their role and are assessed against specific, measurable targets
c) Leaders and managers evaluate the quality of provision through robust self assessment, taking into account users’ views, and use the findings to promote and develop capacity for sustainable improvement / Robust self assessment of sport provision is undertaken by:
L&M vii) including consultation with learners across the College to understand their views regarding the quality and breadth of sport and activity provision
L&M viii) both internal and external data and benchmarking are included in departmental and College SARs, including: learner demographic data, Active People data, AoC sport data, Local Education Partnership data, Local Authority participation and health profiles
d) Leaders and managers successfully plan, establish and manage curriculum and learning programmes to meet the needs and interests of learners, employers and the local and national community / Successful planning and management of sport programmes includes:
L&M ix) a sports strategy or one in development, recognised and used across the College with evidence of implementation
L&M x) links through the strategy to internal College improvement planning and departmental and overall College SARs
L&M xi) non-sport departments use sport as a tool with SARs, improvement plans and lesson planning
e) Leaders and managers actively promote equality and diversity, tackle bullying and discrimination, and narrow the achievement gap / Equality and diversity is a key principle within sport provision:
L&M xii) the College engages with national and international themed days or promotions
L&M xiii) sport opportunities are fully inclusive and there is a commitment to the development of sport for underrepresented groups. There is evidence of participation by black and minority ethnic groups, learners with disabilities and women and girls. The impact is measured against national and local benchmarks
f) leaders and managers safeguard all learners / Safeguarding in sport is ensured through:
L&M xiv) the implementation of the national standards developed by the Child Protection in Sport Unit (CPSU) as part of College safeguarding procedures and training in safe practice operating standards
L&M xv) teaching and non-teaching staff are effectively trained and updated regularly, for example on managing risks, incident reporting procedures and working with 14-16 year olds
1. Sport study programmes
Definition, scope and evidence: Sport study programmes include a range of courses and qualifications offered by approximately 23 awarding bodies, including short courses in health and fitness, coaching and leadership. The assessment criteria listed in this section is taken from the Common Inspection Framework and will be assessed using observations and the collection of data (such as success and retention rates). The assessment and evidence collected against the other four sections (leadership, enrichment and extra curricular, talent and community sport and facilities) should focus on showing how the evidence supports outcomes for learners in this section.
Outcomes for learners / Self assessment rating / Evidence and examples / Ideas for improvement1.1.All learners achieve and make progress relative to their starting points and learning goals
1.2.Achievement gaps are narrowing between different groups of learners
1.3.Learners develop personal, social and employability skills
1.4.Learners progress to courses leading to higher-level qualifications and into jobs that meet local and national needs.
Quality of teaching, learning and assessment / Self assessment rating / Evidence and examples / Ideas for improvement
1.5.Learners benefit from high expectations, engagement, care, support and motivation from staff
1.6.Staff use their skills and expertise to plan and deliver teaching, learning and support to meet each learner’s needs
1.7.Staff initially assess learners’ starting points and monitor their progress, set challenging tasks, and build on and extend learning for all learners
1.8.Learners understand how to improve as a result of frequent, detailed and accurate feedback from staff following assessment of their learning
1.9.Teaching and learning develop English, Maths and functional skills, and support the achievement of learning goals and career aims
1.10.Appropriate and timely information, advice and guidance support learning effectively
1.11.Equality and diversity are promoted through teaching and learning
2. Leadership and volunteering
Definition, scope and evidence: Learners benefit from engagement in a range of roles in sport. Examples include leading sessions, organising events, coaching other athletes, refereeing, volunteering in media or PR and maintaining facilities. This area of work can be assessed by how the College supports and promotes opportunities and the number and type of opportunities provided. Evidence of learner outcomes can be collected by recording voluntary hours and examining the relationship with progression data, or comparing data of those involved in volunteer roles against those who are not.
Outcomes for learners / Self assessment rating / Evidence and examples / Ideas for improvement2.1.Learners from all areas of the College progress more quickly and achieve more through the use of volunteering opportunities in sport and sport administration
2.2.Learners develop personal, social, leadership, management and employability skills through leadership roles or by acting as mentors for their peers
2.3.Learners understand how they can develop by being engaged in a variety of settings, a range of sports and a range of roles: administrative, organisational, officiating, promotion and publicity, journalism, technology, coaching and leadership. This is demonstrated in many curriculum areas
Quality of teaching, learning and assessment / Self assessment rating / Evidence and examples / Ideas for improvement
2.4.There is a designated member of staff with responsibility for recruiting and supporting learner volunteers
2.5.There is an established and planned programme of learner-driven sport in place, providing high quality volunteering, coaching and participation opportunities for students from all areas of the College (this could be a Student Management Team or similar)
2.6.The College is engaged with volunteering opportunities, including links to National Governing Body (NGB) activator programmes for sport specific volunteers, and links to County Sport Partnership (CSP) programmes
2.7.There are effective systems for monitoring and recording volunteer hours
2.8.The College supports learner volunteers to find appropriate placements
2.9.The College measures and records the progression rates to higher study or relevant employment of those learners who have been involved in volunteering
3. Enrichment and extra curricular
Definition, scope and evidence: This area of work includes all physical activity and sport provision that is delivered in addition to the main study programme. Evidence of learner outcomes can be collected via observations, staff contracts, staff job descriptions and learner activity (monitored through electronic or manual registration systems). The effect on learner outcomes and progression can be demonstrated through quantitative and qualitative surveys, case studies and by comparing data (such as success rates) between those that are physically active on a regular basis, and those who are not involved.
Outcomes for learners / Self assessment rating / Evidence and examples / Ideas for improvement3.1.Learners gain positive outcomes from quality enrichment and extra curricular sport, such as:
- Employability skills, particularly communication skills, teamwork, time management, innovation and problem solving
- Social benefits
- Long term health benefits
- Improved self esteem and self confidence
- Improved commitment to learning
- Attendance and retention on study programmes
- Raised aspirations
- New skills and additional qualifications
3.2.Learners have the opportunity to compete at different levels dependent on ability and interest, and are able to progress to new levels if they wish
3.3.Learners benefit from College links with community sport through lifelong engagement in sport and/or employment opportunities
Quality of teaching, learning and assessment / Self assessment rating / Evidence and examples / Ideas for improvement
3.4.Teaching and learning is delivered by highly-skilled staff, including experienced sport development staff, sport specific coaches and a range of sport clubs and teams. Staff have appropriate qualifications and highly qualified coaches are employed with an understanding of education
3.5.The College invests to provide a diverse and high quality enrichment and extra curricular programme that is reflective and responsive to the needs of the student community and reflective of gender/ethnicity and disability in all activities
3.6.Intra and inter College competitive opportunities are provided at a range of levels for different abilities and the educational value of sport is promoted
3.7.Marketing: the College promotes its involvement and any success in competition at local, regional or national level
3.8.Grant aid and partnership funding are maximised to support internal funding for the enrichment programme and extra curricular sport
3.9.Timetabling: curriculum specific enrichment opportunities are available for students within each study programme
3.10.The College has effective community sport links, including with CSPs, NGBs and clubs with NGB accreditation
3.11.The College is actively involved in appropriate sporting networks, such as British Colleges Sport (BCS) and AoC activities
4. Talent identification, development and support
Definition, scope and evidence: This area focuses on support for talented athletes and providing education opportunities in a flexible manner that meet the needs of the individual. Colleges might run a programme of support that is specific to a sport, for example Academies or flexible timetabling, individual athlete training support, or work in partnership with a club. Evidence might include codes of conduct used, awards, talent camps, sport performance data and the use of alumni to inspire current learners. The effect on outcomes for learners can be assessed using comparative data (such as success rates) between those who have been involved in specialist programmes and those who have not.
Outcomes for learners / Self assessment rating / Evidence and examples / Ideas for improvement4.1.Learners with talent have the opportunity to achieve their potential and represent their College, county, district, region or nation
4.2.Taking part in high level sport improves progress and enhances destination routes for learners. Strategies are in place to ensure that there is an appropriate balance between academic and sporting commitments, and there are no detrimental effects on academic outcomes
4.3.Learners who have been released by professional sports clubs are given an alternative educational and career path at College
4.4.Learners gain appropriate specialist qualifications that will help them make progress in their sport, refereeing, administration or coaching career
Quality of teaching, learning and assessment / Self assessment rating / Evidence and examples / Ideas for improvement
4.5.The sporting and educational development needs of learners are effectively met through their study and athlete performance programmes to ensure that they are complementary. For example, timetabling is used flexibly and provision takes into account the needs of administrators, coaches and officials, as well as athletes
4.6.High performing athletes are identified on enrolment and their support needs are discussed and met. Potential high performing administrators, coaches and officials are also identified and provided with opportunities to join Academy programmes
4.7.The College provides effective support for athletes and Academy learners, such as mentoring, sports science, nutrition and sports psychology
4.8.A code of conduct exists for coaches and learners on Academy programmes
4.9.Teaching and coaching is high quality and accords with high level NGB qualifications. Additional qualifications are used as an opportunity to extend knowledge within the study programme
4.10.The performance of College teams/Academies is promoted and celebrated across the College
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5. Community sport and facilities
Definition, scope and evidence: The relationship between the core College programme and sport provision in the community is critical to improving learner outcomes, for example through the provision of high quality facilities and links to community clubs, NGBs, other employers and planning authorities. Evidence of good provision might include staff job descriptions that reference community partnerships, service level agreements with external organisations, evidence of involvement in networks and external organisations, and progression data of learners. Evidence of progression might include data showing how many learners have gained work experience or employment with partner organisations.