SELF-ASSESSMENT REPORT 09/10

QUALITY IMPROVEMENT Plan 10/11

Final versionapproved by the Governing Body December 2010

CONTENTS

PAGE NO.

  1. CONTEXT AND PROCESS3
  1. SUMMARY OF GRADES5
  1. OVERALL EFFECTIVENESS 5
  1. CAPACITY TO IMPROVE5
  1. OUTCOMES FOR LEARNER (summary)6
  1. QUALITY OF PROVISION (summary)6
  1. SUMMARY OF STRENGTHS AND AREAS FOR 7

IMPROVEMENT

  1. LEADERSHIP AND MANAGEMENT 8

Safeguarding 11

Equality and Diversity 12

  1. Subject area: COMMUNITY DEVELOPMENT 18

(Short courses)

  1. Subject area: SOCIAL SCIENCES 26

(Access course)

  1. HEADLINE DATA FOR SAR 33
  1. Progress against QUALITY IMPROVEMENT PLAN 09/10 36
  1. SAR QUALITY IMPROVEMENT PLAN10/11 40

Page 1 of 43

  1. CONTEXT AND PROCESS

1.1Fircroft is one of 4 long-term residential adult education colleges in England and classed as an SDI (Specialist Designated Institution). All our Skills Funding Agency funding is “adult responsive” and we are inspected as Adult and Community Learning.

1.2The college was founded by George Cadbury in 1909 and so celebrated its centenary in 2009. It occupies his family home in 6 acres just off the Bristol Road in Birmingham. In 04/05 the college completed a £1.6M capital development.In October 2008 the college suffered a major fire and, after a £2M restoration, the main building is better than ever as a place to live and learn.

1.3The college has a long history of giving adult learners a second chance in education. Many of our learners are referred by statutory and voluntary sector agencies working with equality and disadvantaged groups. All of this clearly meets the College’s mission:

“to promote social justice by providing adults with an excellent learning

environment for personal, professional and political development”.

1.4All SFA delivery is residential, direct and on site. The college runs 2 main programmes:

  • Short courses (around 80% of LSC funding) range from 2 night to 4 night residentials. There are over 150 of these each year. The short course programme is aimed at two distinct markets: disadvantaged adults and the voluntary sectorpractitioners who serve them. The overarching aim of the programme is community development and within this there are distinct areas of learning: IT, Personal Development, Employability, Professional Development, Voluntary and Community Sector, Skills for Life, Family Learning. In addition to the open published programme, short courses are run for individual organisations on a closed basis.
  • A full-time Access course (known as the Long Course) for about 24 learners (around 20% of LSC funding). The majority of Long Course learners are resident, but others with caring responsibilities are non-resident. Some years there is an overseas learner on a bursary (non-SFA funded).

In the autumn of 2009 we took our last “Ransacker” cohort. These were SFA funded learners over 55 who spend 10 weeks in residence researching their own academic areas under supervision.

There are also partnerships and special projects not funded by the SFA which provide non-residential opportunities and generate additional income.

1.5The college employs 40 people (equivalent to 34 full-time): 11 Academic, 12 Admin and 17 household.Long Course and Short Course Co-ordinators lead a team of tutors who are responsible for their own specialist subjects and for supporting visiting tutors. There are 4 in the Management Team: Principal, Deputy Principal (Finance and Resources), Director of Academic Development and Programmes, and Head of Staff and Student Support

1.6The college was last inspected in November 2007 by Ofsted who awarded the following grades:

Summary of grades awarded

Effectiveness of provision Outstanding: Grade 1
Capacity to improve Outstanding: Grade 1
Achievement and standards Outstanding: Grade 1
Quality of provision Outstanding: Grade 1
Leadership and management Outstanding: Grade 1
Equality of opportunity Contributory grade: Outstanding: Grade 1

Sector subject area

Community development Outstanding: Grade 1

1.7This self-assessment draws on a wide range of evidence and activity throughout the academic year. A draft goes to academic meetings, a cross-sector communications meeting andthe management team so that all staff are involved in the process and validate the judgements. Standards Committee review a draft of the SAR before it is discussed and agreed by the Governing Body. We have a long-standing relationship with Thurrock Adult Community College who have externally validated this report.

1.8This report makes judgements against each bullet point in the new Common Inspection Framework (direct quotes in bold). Grading uses the Ofsted scale:

Grade 1 – outstanding

Grade 2 – good

Grade 3 – satisfactory

Grade 4 – inadequate

It also makes use of the results of Framework for Excellence,including the drill down and benchmarking data, since the college came into scope in 09/10.

1.9Strengths and significant areas for improvement are addressed in a 10/11 Quality Improvement Plan and the 09/10 QIP is included to show the progress made last year.

2SUMMARY OF GRADES

Overall effectiveness of provision Grade 1
Capacity to improve Grade 1
Outcomes for learners Grade 1
Quality of Provision Grade 1
Leadership and management Grade 1
Safeguarding 1
Equality and Diversity 1
Subject areas Grade
Community Development 1
Access to HE 1

3. OVERALL EFFECTIVENESS Grade 1

Fircroft College remains outstanding.Performance continued to improve following our last inspection, through effective leadership and management. Outcomes for learnersare outstanding. The quality of provision is outstanding. Safeguarding has gone from good to outstanding, and equality and diversity is outstanding.

4. CAPACITY TO MAKE AND SUSTAIN IMPROVEMENT Grade 1

The college has outstanding capacity to improve.

CtI 1

Fircroft has a sound track record of sustained improvement. Following our last inspection success rates continued to rise and are now well above regional and national averages. See Subject Areas section A for detail.

CtI 2

Fircroft sets and meets ambitious targets to improve outcomes for all learners. In addition to success rates, the college sets targets for progression and is improving Every Learner Matters outcomes. See L&M C1.3 for detail

CtI 3

Fircroft has a clear vision and appropriate priorities that will sustain improvement and raise expectations for all users. These are set out in a Strategic Plan, operationalised through annual objectives and linked to the appraisal cycle. See L&M C1.1 and 2 for detail

CtI 4

Fircroft’s processes for self-assessment and quality improvement are comprehensive and make appropriate use of the views of users. The SAR is validated internally and externally. The QIP sets success criteria and the progress column demonstrates impact. The college takes its role as a Beacon provider seriously. See L&M C5 and C6 for detail

CtI 5

Fircroft has an appropriate management structure and sufficient staff and resources to carry through its plans for improvement.Financial management is outstanding and the college remains good value, delivering an efficiency saving each year. See L&M C1.6 for detail

CtI 6

Staff at all levels are very motivated by the mission, supportive of learnersand contribute to securing sustained improvement. See L&M C1.1 for details

CtI 7

The Governing Body fulfil their duties, know our markets well and use their considerable expertise to ask challenging questions to maintain high standards and secure positive learner experiences and outcomes. See L&M C2 for detail

5. OUTCOMES FOR LEARNERS

(headline summary - see Subject Areas for detail on judgements)

On all programmes, the outcomes for learners are very good. Every course is accredited and success rates are well above average. The standard of work is high. There are few issues with attendance. The residential environment enables learners to make significant progress in personal and social development. They enjoy their learning and make rapid progress relative to their prior achievement. Learners develop their Literacy, Language and Numeracy skills. Vulnerable learners feel very safe at college. There are measurable impacts in terms of employability and community/organisational development.

6. THE QUALITY OF PROVISION

(headline summary – see Subject Areas for detail on judgements)

The quality of provision is outstanding. Teaching and learning is good to outstanding. Tutors make good use of assessment information to individualise and differentiate their approach to learners. Technology is used effectively and learners have 24hr access to learning resources. Staff are very experienced and well qualified. An appropriate range of assessment is used and feedback helps learners to progress. Equality and diversity are actively promoted in the classroom, and the college makes a unique contribution to community cohesion by recruiting the full range of equality and disadvantaged groups to live and learn together.

A curriculum change process ensures that programmes are highly relevant to the needs and interests of different markets. Clear progression routes are set out and progress carefully monitored. Good use is made of the QCF and provision reflects SFA priorities. The college is very responsive to its voluntary sector employers. Partnerships are used very effectively to develop provision and support learners.

Information, Advice and Guidance is effective and integrated across the college. Learners present a wide range of personal and learning support needs which the college identifies and staff and specialist agencies address.

SUMMARY OF STRENGTHS AND AREAS FOR IMPROVEMENT

Leadership and management / Outstanding:Grade 1
Safeguarding / Grade 1
Equality and Diversity / Grade 1

Strengths

  • Very effective leadership
  • Significant contribution to quality improvement in the sector
  • Partnerships make significant contribution
  • Outstanding promotion of equality and diversity
  • Vulnerable adults feel very safe at Fircroft
  • Excellent residential environment promotes learning

Significant areas for improvement

  • Viability of college threatened if funding cuts are significant

Improvements since last inspection – none required

Community development (Short courses) / Outstanding: Grade 1

Strengths

  • Very high success rates
  • Excellent development of personal and social skills
  • Very good teaching and learning
  • Effective guidance and support
  • Programme responds very effectively to needs
  • Very effective approach to widen participation

Significant areas for improvement

  • High proportion of learners only enrolling on one course

Improvements since last inspection – none required

Social sciences (Access course) / Outstanding: Grade 1

Strengths

  • Excellent outcomes for learners, including high success rates
  • Very effective teaching and assessment
  • Outstanding care and support
  • Excellent promotion of equality and diversity

Significant areas for improvement

  • Learners over-reliant on extension period

Improvements since last inspection – none required

Page 1 of 43

Leadership and Management

  1. LEADERSHIP AND MANAGEMENT Grade1

Strengths

  • Very effective leadership
  • Significant contribution to quality improvement in the sector
  • Partnerships make significant contribution
  • Outstanding promotion of equality and diversity
  • Vulnerable adults feel very safe at Fircroft
  • Excellent residential environment promotes learning

Significant areas for improvement

  • Viability of college threatened if funding cuts are significant

Improvements since last inspection – none required

L&M C1. How effectively do leaders and managers raise expectations and promote ambition throughout the organisation?

L&M C1.1

Leaders and managers are very proud of the fact that Fircroft is a Grade 1 college and promote very high standards. Success rates have risen at the same time that programmes have become more focused on LSC priorities and the needs of disadvantaged learners. The college’s mission “to promote social justice by providing an excellent learning environment” is passionately shared by all staff. We have taken our Beacon status seriously, participating in a range of LSIS sponsored activity and other work with peers.RSM Tenon judge that “the college has clearly defined objectives that work towards a common future vision with regards to culture and standards”.

L&M C1.2

The college has a Strategic Plan focused on disadvantage and curriculum development. This plan is translated into realistic Annual Objectives with clearsuccess criteria and progress against these is closely monitored and reported to the Governing Body three times a year. Other strategies and action plans refer back to the Strategic Plan, and where these cannot be achieved through core funding the college has made good use of designated reserves. College objectives are reflected in the objectives individuals are set at appraisal. In 09/10 a whole college event, followed by awaydays with middle managers, focused on how to achieve the mission in a changing external environment.

L&M C1.3

The college has established sound baselines for many aspects of its performance and measures progress against these on an annual basis. Where these are critical, demanding targets are set.Examples include outcomes for learners, cancellation rates and class sizes, IAG, marketing, income generation, health and safety, financial management. Progress against these is reported to governors. RSM Tenon judge “the performance framework allows for the active monitoring of the College’s performance at a strategic level” and “there is a process in place which allows areas of weakness to be highlighted and challenged”.

L&M C1.4

Through an 18 month curriculum change process, the college significantly increased the proportion of its provision focused onSFA priorities. This is up from one third in 07/08 (Skills for Life and full Level 3 Access) to two thirds in 09/10 (with the introduction of the Foundation Learning Tier and of QCF units leading to a full Level 2). The remaining third mostly comprises QCF qualifications adopted in response to voluntary sector employer demand ( a residential PTLLS, a Warwick University Certificate in Equality and Diversity and the ILM Certificate in First Line Management and other courses for voluntary sector). 100% of our provision is accredited and we are NIACE’s West Midlands delivery partner for their LSIS QCF readiness programme.

L&M C1.5

The college’s curriculum change process iswell informed by data and information on needs. It involved an analysis of the college’s own data over time, desk-based research at NIACE, lessons from externally funded projects, consultation with learners and with key stakeholders in HEIs and voluntary sector employers. Market Intelligence is now an objective in our Marketing and Business Development Strategy. Mid-year good use is made of the management information system to make operational decisions and amendments to programmes. At the end of 09/10 we researched in detail the needs presented by learners with disabilities, mental health problems and in recovery.

L&M C1.6

Annual objectives are agreed each year to deliver a Human Resource Strategy very focused on learning. Our IIP report says that “a focus on development is evident across the college”. Our Matrix report confirms induction is good. Tutor CPD is well planned using IfL guidance, and includes sharing of good practice through Academic Forum, secondments, external courses, conferences and events both in relation to teaching and learning and in relation to subject specialisms. Visiting tutors have been mentored and supported towards qualification and general professional recognition. The proportion of tutors who are full members of IfL has risen from 57% in 09/10 to 78% in 10/11. We offer a number of placements and develop staff to take on additional roles. Fircroft has signed the West Midlands Public Service Skills Challenge Skills Pledge and seen real benefits from household staff undertaking NVQs.

A Property Strategy and rolling maintenance programme ensure that Fircroft remains an excellent learning environment. A capital investment of £1.6M in 2005 gave us purpose built classrooms and improved the crèche, tutor and residential spaces. Restoration following the fire has significantly improved the quality of accommodation in the main building.

Using BECTA’s Generator tool, we self-assess as a “developing” provider in relation to technology. Our e-maturity has slowly increased since we joined the Technology Exemplar Network and invested in classroom, wi-fi and remote access for learners and tutors. BECTA wrote a an ICT in FE Phase 2 Impact Study about the way in which Fircroft maximised the impact of ICT with minimal resources.

These developments are supported by sound financial management. Internal audit express “substantial assurance” in Key Financial Controls. For 2009/10 the college completed a short FMCE return because we don’t wish to change our overall self-assessed grade which is “good” and the Regional PFA team concurred with this judgement. Strengths include no sub-contracting, experienced and qualified people at all levels, clear accountability, accurate financial forecasting as a spur to medium-term changes andvery effective financial monitoring. 6 of the 10 weaknesses previously identified have been successfully addressed and no new weaknesses have emerged.

Area / Section / Grade (Outstanding/ Good/ Satisfactory/ Inadequate/ N/A) / Grade (Outstanding/ Good/ Satisfactory/ Inadequate/ N/A)
1. Accountability / 1.1 Strategic Oversight / Good / Good
1.2 Operational Oversight / Good
1.3 Sub-contracting Arrangements / N/A
2. Financial Planning
. / 2.1 Long-term Financial Planning / Satisfactory / Good
2.2 Short-term Financial Planning / Good
3. Internal Control / 3.1 Risk Management / Good / Good
3.2 Internal Control System / Good
4. Financial Monitoring / 4.1 Financial Monitoring / Outstanding / Good

L&M C2. How effectively do governors and supervisory bodies provide leadership, direction and challenge?

L&M C2.1

Governors are fully involved in the development of the 3 year Strategic Plan and all other key strategies, action plans and decisions. In their Skills Survey they assess themselves as strong in the key areas of equal opportunities, finance, personnel, marketing, governance, management, teaching and learning and quality improvement. Good representation from HEIs and VCOs mean that the Governing Body is well informed about the college’s key markets. An improved induction process may have contributed to better engagement by student governors in 09/10 and an attendance rate above 80%. Governors judge they have a good awareness of college activityfrom detailed papers, from attending events and from a link scheme. Gaps in knowledge, for examplefundraisingand Framework for Excellence, have been identified and addressed through regular development sessions. They also debated the LSIS/AOC Review of Governance and Strategic Leadership.

L&M C2.2