Bolton College Strategic Framework

Transcription

1 Bolton College Strategic Framework

2 The Bolton Context Population Just over 280,100 people live in Bolton and it is the fourth largest district in Greater Manchester. This large resident population provides the Borough with a key economic asset that has driven growth. During the last decade ( ), Bolton s population has grown by 6.2% (16,200). This is slightly below the 6.9% growth in Greater Manchester as a whole, but higher than growth in the North West (4.2%). Bolton s population is expected to grow by 6% between 2012 and 2022, according to the latest projections from the Office of National Statistics. This amounts to an additional 16,600 people in 10 years. In terms of age groups, estimates suggest the over 65 age group will account for most of the growth, rising by 22% (or almost 10,000 people). The 0-14 age group is projected to increase by 9% (5,000 people). The age group is projected to see an increase of about 1%, adding some 2,000 people. This means that while Bolton s population is expected to grow over the next decade, it is mostly due to an increase in the dependent age groups. Bolton is a key area for resettlement of asylum seekers in the North West, second only to Rochdale and ahead of both Manchester and Liverpool. Deprivation Bolton is ranked 4th in Greater Manchester and 36th in the UK in terms of deprivation. It has areas of high levels of deprivation and has a higher unemployment rate than both the North West and GB as a whole. One in five (39 in total) lower layer super output areas in Bolton is in the top 10% of most deprived in the UK. The College recruits a large majority (69%) of learners from these areas of deprivation. Many of our learners face a number of barriers to their learning and we are highly successful in supporting them to achieve through a wide range of methods. 2

3 Employers Within Bolton, the majority (81.3%) of businesses are micro, with 0-9 employees. This is similar to GM (80.8%) and the UK more generally (82.9%). At the opposite end of the size scale, 0.5% of companies in Bolton have 250 or more employees, virtually in line with trends across GM and the UK. Employment It remains important to address economic inequalities across the Borough in order to enable more of Bolton s residents to share in the benefits arising from future growth. Bolton s labour market still has higher levels of JSA claimants (2.7%) compared with GM and national averages (2.4% and 2.2%, respectively). The unemployment rate in Bolton remains higher than in both GM and the UK. In 2014, the percentage of people aged 16 and above who were unemployed was 9.3%, compared with 8.7% and 6.8% for GM and the UK, respectively. While unemployment rates in Bolton are lower today than their 2012 peak of 10.1%, they are still much higher than 2008, when only 5.4% of people 16+ were unemployed. Bolton is forecast to see a 0.8% year-on-year increase in employment between 2014 and 2024 equivalent to 10,800 additional jobs over the decade. Business, financial & professional services is expected to be the largest contributor (6,200), while declines in manufacturing and the public sector are forecast to offset some of the increases. The latest business demography data reveal that Bolton is recovering from the recession, with business births (1,380) surpassing business deaths (950) in This followed a net decline (deaths surpassing births) for all years from Both average workplace ( 22,068 pa) and resident ( 22,819 pa) wages in Bolton are below those of GM ( 25,108 and 24,945 respectively). This suggests that better equipping residents is still an important challenge for Bolton. Better skills mean that residents could access highervalue employment, either in Bolton or outside, expanding the opportunities available for residents. 3

4 Skills & Qualifications Skills is a critical issue, both for reducing deprivation and unemployment and for stimulating business growth; developing and retaining new talent through improving aspirations, and developing and better matching skills with business needs is one of the six key objectives within Bolton s Economic Vision. In order to maximise the advantage of the size of its economy and resident population, Bolton needs to increase the proportion of its residents attaining higher-level skills. The latest vacancies data for Bolton (and the wider GM conurbation) highlight the availability of higher-value vacancies on the jobs market (professional, managerial roles etc.). If this trend continues and residents of Bolton are able to access these, it will help an increased proportion of the local population to work in higher-level roles. Around one quarter of the population aged 16+ in Bolton hold an NVQ4 qualification or above. While this is below both GM s and the national average, Bolton s economy has been moving in the right direction. The proportion of people aged 16+ holding an NVQ4+ qualification has grown from 21% in 2008 to 25.2% in However, while the UK and GM averages were 9.5% and 11.5% respectively in 2013, Bolton s economy has 13.2% of its age 16+ population with no qualifications. While a challenge for Bolton, the Borough has made headway compared to 2008, when 15% of the age 16+ population held no qualifications. The challenge for Bolton is to ensure that residents continue progressing with skills and move towards the higher end of the qualifications spectrum, thus increasing the proportion of people with higher-level skills. The proportion of pupils achieving five or more GCSEs at grades A* C (including Maths and English) increased by 14 percentage points, from 46.2% in to 60.2% in However, only 22% of 16-year-olds come to the College with grade A*-C English and 27% with A*-C Maths. This expresses the challenge we face in developing these skills for those young people who have failed to achieve in secondary education - particularly with the importance of English and maths to employability. Of the GM Boroughs, Bolton has seen a considerable decline in 16 to 18 year-olds who are not in employment, education, or training (NEET). Between June 2011 and 2014 NEETs fell by 3 percentage points in Bolton to 4.9% - a higher fall than in GM as a whole. The College has played a key role in this reduction. Our flexible approach allows for NEET learners to join throughout the year, not just in September. In spite of this having an adverse effect on funding values, we will continue to support these learners in line with our inclusive mission. 4

5 Merger Proposal Proposal to merge Bolton College into the University of Bolton Group Structure Within the context of the Greater Manchester Area Review (GMAR) of Post-16 Education and Training Institutions, Governors of Bolton College assessed several options for change for Bolton College against 12 criteria specified by the Department for Education. The most compelling option was that of incorporating Bolton College into the University of Bolton Group Structure. Following this decision, on 23rd May 2016, we issued a consultation proposal and began a process to engage with all of the College s stakeholders. This consultation process ended on 30th June The vast majority of respondents supported our proposals and there was strong support for positive change in Bolton. On 14th July, Governors met again to review the feedback from the consultation exercise and to make a final decision regarding the future of the College. The resolution was for Bolton College to merge with the University of Bolton, a decision that is fully supported by the GMAR Team. In addition, following a separate consultation process, we are delighted that Bury College is also planning to join the University Group structure, making Further Education a very significant part of the new institution. A key aspect of the merger is that we will be able to protect the identity and name of Bolton College. Our current vision, mission and values are already closely aligned with those of the University and our intention is not to change our strategic direction, but to collaborate to enable further growth and strength. For several years, we have worked effectively in partnership with the University on many different levels, not least of which is as founding members of the Bolton Education Zone. We look forward to further strengthening and building on this relationship and collaborating with Bolton Council to meet the skills needs of the town, its residents and its employers, and to meet the wider skills priorities within Greater Manchester. Please see for the detailed consultation feedback report and the original consultation document. 5

6 + Changes in Further Education The post-16 education sector is critical to the government s strategy of raising productivity and economic growth, and its focus has been on driving up the quality of the post -16 offer, including introducing the implementation of the Sainsbury Review and the Post-16 Skills Plan and the forthcoming reforms to Apprenticeships. The Sainsbury Review of Technical Education and the Post-16 Skills Plan A-Z Plans for a radical overhaul of post-16 education, involving the creation of 15 new technical education pathways have been unveiled. The wide-ranging reforms announced in July 2016 are based upon the recommendations of an independent panel on technical education, chaired by Lord Sainsbury. After they have completed their GCSEs, students will have to choose whether to take an academic or technical pathway. Under the latter, they can opt for either a two-year, college-based programme (including compulsory work experience), or an employment-based programme most likely an Apprenticeship. After this, they can progress to higher technical education, a degree Apprenticeship or a higher Apprenticeship. abc & % The plans will replace what the government describes as the current outdated system of more than 20,000 courses provided by 160 different organisations with new high-quality routes, with the content for those streamlined routes and standards developed and respected by employers.? The first routes will be made available for students who sit their GCSEs in

7 Apprenticeship Reforms The current Apprenticeship Reform proposals are as a result of the Richards Review (2012) which made a number of recommendations on simplification and on placing employers in the driving seat. The government accepted the vast majority of the recommendations and in October 2013 the first employers were formed as Trailblazers to design new English Apprenticeship standards and assessment approaches. All new Apprenticeship standards will be designed by employers, around singular occupations. The reform forms part of broader changes to the Apprenticeships system including: Changes to the funding rules, methodology, levy and voucher scheme Creation of the Institute for Apprenticeships Government 3 million target in this parliament Legislation to protect the term Apprenticeship in the Enterprise Bill Launch of the Digital Apprenticeship Service (DAS) The original scope of the reform would have seen the change over from the current Apprenticeship frameworks to Apprenticeship standards (those designed by employers around singular occupations with specific end-point assessment) by This has now softened, however, so that the ambition for change is now for this to occur as near to 2017 as possible. BIS s decision early on to allow the reform to operate under an open policy has had both a positive and negative impact. It has allowed the reform and its processes to be flexible and change following feedback from both employers and other stakeholders. Conversely, it has led to numerous changes in the processes. Recent updates and formulation of a stronger policy direction has done much to address the issues around governance, sustainability and quality although much of the detail on this is still lacking. The announcement of the formation of the Institute for Apprenticeships from 2017 should meet the first two issues. The introduction of the Register of Apprenticeships Assessment Organisation is aiming to provide a firm base for quality processes. 7

8 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 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 Values Our key values are: 8 Excellence in all we do Ensuring learning and the student are at the heart of everything we do Equality of opportunity and celebration of diversity Serving our community Honesty and professionalism Caring for the environment and the communities we serve

9 1. Deliver outstanding outcomes for learners In order to do this, we need to: 1.1 Ensure that our 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- and part-time courses and Apprenticeships 1.2 Provide excellent information, advice and guidance and effective initial assessment so that students are placed on the most appropriate programme 1.3 Ensure high-quality, inspirational teaching, learning and assessment is delivered to our students 1.4 Innovate our curriculum through the utilisation of technology 1.5 Ensure our students have good punctuality and attendance, stay on programme and achieve their learning goals 1.6 Enable our students to develop skills that improve their employability through work experience placements and enterprise initiatives 1.7 Support students to improve their English and maths skills in order to increase their employability 1.8 Actively support our students to progress to their chosen destination, whether that is employment, further study at college or university or starting a business 1.9 Encourage social and extra-curricular activities so students have an enjoyable experience at the College 1.10 Foster the development of students as individuals and citizens, with a commitment to British values 1.11 Ensure that all our services and courses continually improve 9

10 2. Meet our funding and financial targets to ensure our sustainability We are funded by multiple funding bodies and income streams. 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 the following income streams: 2.1 EFA funding for our class-based students 2.2 Adult Education Budget for our 19+ class-based learners 2.3 SFA funding for Apprenticeships 2.5 Higher education franchise funding for higher education learners 2.6 Loans for 19+ learners on a level 3 programme 2.7 Bolton Council contract for Community Learning 2.8 In addition, we need to generate income from provision where there is learner or employer demand but which cannot be funded known as full-cost recovery provision - as well as from our estate and facilities 2.4 HEFCE funding for higher education learners 3. Be responsive to our communities in Bolton and the City Region We serve four different communities and we need to engage them all effectively and ensure we are responsive to their specific needs. 3.1 For year olds, we need to work in partnership with schools, parents and young people themselves to ensure that learners are fully informed of opportunities available to them for progression into post-16 vocational learning. Providing effective information, advice and guidance is a key part of this. 3.2 For Adult Learners we need to provide courses that have clear progression routes into work or further study from entry level and basic skills onwards, including Apprenticeships and higher education courses. 3.3 For Employers and Businesses we need to increase the number of employers the College engages with to both help them develop their businesses by addressing skills needs and to help the College to deliver a vocational curriculum that is relevant to the workplace. We will work closely with employers to facilitate their understanding of Apprenticeship Reforms, in particular the Levy from May 2017, and strengthen our relationships with them. 3.4 For Community Partners and Stakeholders we need to work with Bolton Council and other community stakeholders to plan and successfully deliver high-quality and efficient learning for our communities, with specific focus on equality and diversity, the inclusion of hard-to-reach groups and maximum community cohesion. In the context of the Area-Based Review in Greater Manchester, we will also work in partnership with other Greater Manchester colleges and providers. 10

11 How we will lead and manage the College to deliver our Strategic Aims 1.Quality Assurance & Improvement Ensure high-quality, inspirational teaching and learning is delivered to our students, including through the innovative use of technology Ensure our students are punctual, have good attendance, stay on programme and achieve Enable our students to develop skills that will improve their employability, including via online learning Support the progression of our students to their chosen destination Encourage social and extra-curricular activities so students have an enjoyable experience Ensure that all our services and courses continually improve Observations of teaching, learning and assessment Quality audits Self-Assessment Reports Learner Voice Stakeholder Satisfaction Surveys Dashboard Performance Review process Observations of teaching, learning and assessment Learning Walks Observations of teaching, learning and assessment Learning Walks Work placements organised Learner Voice Stakeholder Satisfaction Surveys Use of online learning Destination data Self-Assessment Reports Learner Voice Stakeholder Satisfaction Surveys Learner Voice Self-Assessment Reports Stakeholder Satisfaction Surveys Self-Assessment Reports Quality improvement plans MELD Performance Review process 11

12 2. People Recruit appropriately qualified staff and ensure compliance with Keeping Children Safe in Education 2014 Maximise the output/utilisation of our staff as our most valuable resource Invest in the skills and expertise of College staff through continuous professional development and industrial updating Effectively performance-manage our staff Create a positive culture through strong employee engagement and internal communications HR records and audit Reporting to Employment Committee Teaching staff deployment data Percentage of payroll to turnover Review of Staff Development plans CPD deployment data Staff appraisal process completion Sickness absence data Turnover of staff Staff Satisfaction Survey 3. Planning & Target Setting Plan our curriculum offer to be reflective of local and regional skills and employment demands Set targets and KPIs to deliver our Strategic Aims Curriculum Plan Destination data Targets and KPIs developed by SMT and agreed by Governors (please see section on Key Performance ) 4. Performance Review Effectively manage our performance against funding and learner targets Ensure we achieve all of the College s KPIs as agreed by Governors Support the Performance Review process through effective management reporting Dashboard Financial monitoring SMT meetings Full Corporation and Committee meetings Dashboard Performance Review process 12

13 4. Finance Maintain good financial health through the financial strategy, processes and systems and effective budget management Secure value for money in everything the College does Financial strategy Annual budget Monthly management accounts, including flash figures, commentary and a balance sheet Regular cash flow updates actual and forecast Delegated departmental budgets are monitored through monthly management accounts Three Latest Estimated Outturns meetings and reporting September Corporation receives preliminary year-end forecast before audit Compliance with Financial Regulations F&GP receive regular updates on Explore opportunities to develop partnerships with other colleges and partners to attract additional funding and seek efficiencies through joint service delivery and procurement Ensure that funds are available to continually update College facilities and invest in new areas of development, cutting-edge technologies and resources Partnership work to seek efficiencies with the Greater Manchester Colleges Group Additional funding streams, including joint tendering Joint procurement initiatives Capital expenditure policy and plans prepared and reviewed by SMT F&GP receive regular updates on capital expenditure retrospective annual expenditure analysis 6. Customer Service Ensure we deliver an excellent experience and the highest standards of service for all areas of our operation Surveys related to the learner journey (pre-entry and on-programme) Stakeholder Satisfaction Surveys Internal Customer Service Survey Quality of Service feedback Comments, compliments and complaints 13

14 7. Estate, Facilities & Resources Maintain our accommodation and facilities to provide an outstanding learning environment Maximise the efficient utilisation of our estate Ensure the College contributes to a sustainable environment Observations of teaching, learning and assessment Stakeholder Satisfaction Surveys Space utilisation Recycling data Utility consumption data 8. Safeguarding Safeguard and protect all members of the College community Ensure the health and safety of all members of the College community Annual Safeguarding Report for SMT and Governors Safeguarding database Security incident reports Minutes of Safeguarding Management Group PREVENT action plan HR Single Central Record Annual Health & Safety report for SMT and Governors Health & Safety Strategic Action Plan Health & Safety incident reports Minutes of Health & Safety meetings 14

15 9. Equality & Diversity Embed equality and diversity within the culture of the College and support inclusivity Equality and diversity in teaching and learning Single Equality Scheme Achievement of Investors in Diversity status Self-Assessment Reports Observations of teaching, learning and assessment Learning Walks 10. Identity & Reputation Enhance and protect the reputation of the College Positive media features Negative media features Comments, compliments and complaints Achievement of recruitment targets Stakeholder Satisfaction Surveys Every colleague has a key role to play in the leadership and management of the College. 15

16 Key Performance Indicators, Targets & Measures The Quality of Teaching, Learning & Assessment Punctuality Attendance Retention Achievement Success rates Value added and distance travelled Progression to next level Destinations Observations of teaching, learning and assessment Learner Voice / student satisfaction feedback Funding, Learner Volumes & Income Generation Financial EFA funding for our class-based learners Adult Education Budget for our 19+ class-based learners SFA funding for Apprenticeships HEFCE funding for higher education learners Higher education franchise funding for higher education learners Loans for 19+ learners on a Level 3 programme Bolton Council contract for Community Learning Full cost recovery Other income generation Income Pay Non-pay Total surplus/deficit Cash in hand and 000 s Cash days in hand Debtor days Creditor days Current ratio 16

17 Employer Engagement Number of employers engaged with Levels of repeat business Employer satisfaction feedback Achievement of Apprenticeship targets Direct engagement with employers following Apprenticeship Reforms implementation from May 2017 People Percentage of payroll to turnover Turnover of staff Teaching staff deployment data Continuing Professional Development data Staff appraisal process completion Sickness absence data Staff Satisfaction Survey feedback Teaching staff qualified to Level 2 in English and maths Customer Service Levels of responsiveness External stakeholder satisfaction levels Internal stakeholder satisfaction levels Estate, Facilities & Resources Space / room utilisation Utility consumption Waste recycling IT systems and servers access and uptime availability Equality & Diversity (E&D) Reputation Local community data in relation to the nine protected characteristics (census data) Staff data in relation to the nine protected characteristics Learner data in relation to the nine protected characteristics Equality & Diversity Impact Measures Positive and negative media features Complaints Stakeholder surveys 17

18 Bolton College Deane Road Bolton BL3 5BG /company/bolton-college /boltoncollege +boltoncollege 18