A Whole College Approach to Success Highbury College A Whole College Approach to Success Deborah See, Executive Director Collegiate College (Curriculum, Quality & Students) Outstanding Showcase 4 November 2011

Our Journey 2003: Satisfactory 2007: Good 2011: Outstanding At each inspection, inspectors’ grades matched our SAR grades

The Framework for Change Our 2010 Vision: ‘To create a dynamic, innovative and high performing College which delivers world class education and training to meet the emerging needs of individuals, organisations and the local communities of Portsmouth and beyond.’ Our Mission: ‘To enable all our students to succeed’

2010 Vision and Mission in Practice Governors, staff, students and external partners involved in determining what world class looked like Student Success our overriding priority Beacon indicators in Strategic Plan Measurable targets

Examples of Beacon Indicators Student success rates – top 10% of GFE colleges nationwide by 2010 No gaps in performance between equalities groups Adding value to employers, community, industry and staff - impact on students and employers - productivity in the workplace - quality of the Highbury Student/distance travelled High progression rates internally and externally

Examples of Beacon Indicators Outstanding provision, support and services across the College and in all curriculum areas Consistently positive student, parent and employer feedback Outstanding reputation Shared sense of pride by staff and students Financial Health Category A Sustainability

Focus on Learning and Success Staff at all levels accountable and responsible for leadership of learning and success Shared values and a common purpose – the Highbury Way, the Highbury Leader and the Highbury Student Ambition for and high expectations of staff and students Celebration and reward of success

A Framework for Success

Student Success All Departments and Business Support Groups are responsible for and make a contribution to student success: Success meetings Monthly monitoring (where under performing) Success projects Self assess and plan for improvement against Key Aspect 1 of the CIF Measure the impact and outcomes of their work based firmly on data Benchmark outcomes (internal and/or external) Annual success targets (performance related)

Impact and Outcomes YearSuccess Rate League Table %Top 10% of GFE colleges in England %Top 7% of GFE colleges in England %Top 3% of GFE colleges in England %Top GFE college in England

Teaching & Learning Moving from satisfactory to good with much that is outstanding: Lesson planning and delivery -Assessment for learning -Active learning strategies and pedagogy -Challenge -Strategies for checking learning -Embedding cross curricular themes, including equality & diversity Use of eLT – strategy and practice Advanced Practitioners Structured good practice opportunities -Annual Teachers’ Conference -Tips for Teachers -Communities of Practice Performance targets Performance management

Teaching & Learning Improved rigour in and accuracy of internal lesson observations: -Building the capacity of the observation team -Limited use of consultants; where used, work with and as part of the observation team -Moderation of reports and observations -More detailed observation reports, including increased focus on subject pedagogy -Internal and external peer review -Themed sweeps Student observers Close monitoring of action plans arising from observations Re-observation within a fixed timescale Observations of all applicants for teaching posts

Quality Assurance Processes Learning and Success QIP Implementation and Monitoring Review and Impact Analysis of Data Success Meetings Quality Review SAR and QIP Validation

Importance of Quality Assurance Departments and Business Support Groups follow the same cycle Programme and Service Quality Reviews follow all the CIF headings and require teams to make judgments firmly based on a wide range of data Focus of Service Quality Reviews is less on service standards and more about addressing their contribution to learning and success SARs are done at Departmental and Support Group level drawing on Programme and Service Quality Reviews SARs cover all aspects of the CIF, including capacity to improve

Importance of Quality Assurance Risk and impact assessments are incorporated within the SAR process As well as validating the SARs, the Validation Panel scrutinises QIPs in light of the impact and effectiveness of the previous year’s QIPs At the end of the SAR (and Success) meetings, actions identified are incorporated into Departmental and Business Support QIPs; whole College actions for improvement are incorporated in the Operational Plan and Risk Management Plan Success and efficiency data are reviewed monthly at Departmental level by CLT

Impact and Outcomes– 2011 Inspection Overall EffectivenessGrade 1: Outstanding Capacity to ImproveGrade 1: Outstanding Outcomes for LearnersGrade 1: Outstanding Quality of ProvisionGrade 1: Outstanding Leadership & ManagementGrade 1: Outstanding SafeguardingGrade 2: Good Equality & DiversityGrade 1: Outstanding Health & CareGrade 1: Outstanding ConstructionGrade 2: Good Hairdressing & Beauty TherapyGrade 1: Outstanding Literacy, Numeracy & ESOLGrade 1: Outstanding