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Guidance for completing the application formThe questions in this form have been developed to gather evidence of experience and capacity to act as a lead applicant college in the CCF program. You should read the Full Guidance published on Gov.uk and the Application Guidance towards the rear of the form to support you with completing the application form.

Where a word limit is indicated, any text that exceeds this limit will not be assessed. The word limit provided is an upper limit and you will not be penalised if your answer is shorter, provided there is sufficient evidence to fulfil the assessment criteria.

Please answer the questions in the format set out below. In the interest of equity, only written information provided in this document will be assessed. We do not expect diagrams/pictures to be submitted. Additional information, including links to websites or attached documents, will not be considered.

DfE also reserves the right to contact cited parties to confirm information given in this application and any other party we consider to be relevant to your application for ongoing information should the application be successful.

DfE will not score applications which do not meet the eligibility criteria.

DfE will not offer a right to appeal any decision to reject a CCF applicant.

Please ensure that you complete all sections of this form. Completed applications must be returned by email to [email protected], using the subject line ‘CCF Application’ no later than 21 May 2021.

Please note that information provided on this form, including personal information, may be subject to publication or disclosure in accordance with the access to information regimes, primarily the Freedom of Information Act 2000 and the Data Protection Act 1998.

Published: April 2022

Section One: Applicant Details

Application FormAll applicants are a statutory FE provider as defined in section 91 of the Further and Higher Education Act 1992. These are: general FE colleges, sixth form colleges or designated institutions. The lead applicant college must have either Ofsted grade 1 (outstanding) or grade 2 (good) for overall effectiveness at its most recent inspection.

Lead applicant information and eligibility

Name of lead applicant college UKPRN of lead applicant college

Name of principal Contact details of principal Email:

Tel no:Main contact for the application if not the principal

Name:Email:Tel no:

Date of most recent Ofsted inspection.

Ofsted grade for overall effectiveness from most recent Ofsted inspection

Date of most recent ESFA Financial Health assessment and grade

Is college in formal intervention with ESFA? (Yes / No)

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Details of improvement partner college(s) and eligibility (please insert additional columns as required)

Partner College 1 Partner College 2(if Applicable)

Partner College 3(if Applicable)

Partner College 4(if Applicable)

College name and UKPRN

Contact details of Principal Name:

Email:

Tel no:

Name:

Email:

Tel no:

Name:

Email:

Tel no:

Name:

Email:

Tel no:

Main contact for this application if not the principal

Name:

Email:

Tel no:

Name:

Email:

Tel no:

Name:

Email:

Tel no:

Name:

Email:

Tel no:

Date of most recent Ofsted inspection

Ofsted grade for Overall Effectiveness

Date of most recent ESFA Financial Health assessment and grade

Is college in formal intervention with ESFA?

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(Yes / No)

Details of any other third-party support organisations

If your program of work involves support from a third party, other than you and your main improvement partner college(s), please provide details. Insert additional columns as required.

Provider ProviderThird Party Organisation Name

UK Provider Reference Number (UKPRN) if applicable

Name of the person at the third-party organisation who is the main contact for this application

Email address of the person named above

Telephone number of the person named above

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Section Two: Proposal

1. What are the identified quality improvement need(s) you and your partner(s) are seeking to address? (300 words maximum)

Guidance (please delete when completing application): Your application needs to demonstrate an understanding of the quality improvement need you are seeking to address as evidenced by recent Ofsted reports or Support and Challenge letters, FE Commissioner diagnostic assessments (where applicable) or other visits or assessments from the FEC.

A strong application will supplement this with information from other sources, such as each colleges own internal analysis (as contained, for instance, in a college’s Quality Improvement Plan) or student and employer surveys. It is not expected that CCF funding will be used to cover every area for improvement identified, for example, in an Ofsted report.

Your application should target specific areas for quality improvement and ensure it addresses a minimum of one of the three CCF quality improvement themes, which are: leadership and governance; finance and resource management; and quality of education.

Having a clear focus on the quality improvement needs you are aiming to address will enable you to build a targeted and robust work program and inform your final evaluation to demonstrate the impact of your CCF project.

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2. From the three CCF quality improvement themes the fund is focussed on, which are those that you and your quality improvement partner(s) aim to address through your program of work? (Please tick the relevant boxes)☐ Improve leadership & governance

For example, projects may focus on delivering improvements and effectiveness of:

Business strategy development Use of management information and data Mentoring and coaching Recruitment, development, and retention Pipeline for potential new leaders

☐ Improve financial and resource management


Costed curriculum planning Financial management controls and

processes Procurement and value for money Estates optimisation Workforce planning Efficient curriculum delivery Risk management

☐ Improve quality of education.


Increasing progression to level 3 and beyond (including both technical and higher technical)

Student engagement and experience Teaching, learning and assessment Workforce development Apprenticeships Maths & English High needs provision Safeguarding Specific vocational areas

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3. Is your program of work seeking to address any of the following CCF specific quality improvement needs and if so which ones? (Please tick the relevant boxes)☐ Development of digital content and resources to support remote and blended delivery

To develop high-quality digital content and resources to support the delivery of the FE curriculum, which would cover:

Quality digital content and resources for a subject area or areas for national publication and use by all FE teaching staff.

☐ Supporting learner resilience, wellbeing and mental health to enable learners to stay engaged in their education.

To develop initiatives that will ensure learners stay engaged in their learning and are supported to maintain good wellbeing and mental health, which may cover a:

Reduction in drop out and young people becoming NEET.

Increase in learners reporting improved mental health and wellbeing.

Production of resources to support learner mental health and wellbeing.

Improved workforce training in learner mental health, wellbeing and responding to bullying.

☐ Developing support for learners to address lost learning and enable catch up. To develop practical solutions which can support 16–19-year-old learners to address catch up where necessary, build learner resilience and mitigate against further learning loss, which may cover a:

• reduction in learner drop out.• evidence that catch-up is over and above the

planned curriculum and provider driven modes of learning during the pandemic and beyond.

• production of an online toolkit of successful catch-up methods and strategies which can be shared across the sector.

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4. Please provide an outline of the program of work you have developed with your quality improvement partner(s) and explain how this will address the quality need(s) identified in question 1 (400 words maximum)Guidance (please delete when completing application): Your response should describe your programs overall aims and explain how it will effectively

address the quality need(s) that you and your improvement partners have identified. It is important to identify at the outset the overall aims of your group’s CCF program of work, although it is possible that these will need to be further refined during the early stages of the project.

Your programs aims should state what your college wants to achieve, in overall terms, with its CCF work programme and, depending on the scale of the project and quality improvement needs being addressed, there could be one or several aims. For example, aims might include:

To develop an approach to costed curriculum planning To develop digital curriculum content for blended and remote education in identified subject areas To improve support for learner and workforce mental health and wellbeing

Your response could be supplemented with a high-level summary of the workstreams and broad description of the areas of activity that you will be delivering through the CCF.

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5. What are the main benefits and impacts from the program of work? (300 words maximum)

Guidance (please delete when completing application): Please focus this section on the high-level results of your quality improvement program, for example the over-arching benefits and impacts. Considering the workstreams and activities you have identified provide a corresponding description of the expected benefits that will be realised from your quality improvement program and the expected impacts including their scope, scale and intensity. Your response should complement the detailed breakdown of your work program in question 6.

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Section Three: Program of work and risk

6. Please describe the specific activities of you and your improvement partners proposed program of work and how each activity will contribute to addressing your overall quality improvement program?Please breakdown the outline program of work your provided in response to question 4 into a list of specific activities by completing the table(s) below. (illustrative example shown).

Please refer to Annex 1 which provides guidance and examples of appropriate KPIs and measures of success that can support monitoring of progress and final evaluation of your project.

Establishing baseline data for the KPIs and measures of success that have been set from the beginning of the CCF project will help the process of attributing improvements to the activity that has occurred. Collecting and reporting on this same data throughout and at the end of the project will allow you to measure your progress since CCF began.

Your response should also provide a broad overview of proposed expenditure against planned activity or activities to give an overview of the amount and source of funding required, including match funding.

Please insert additional rows and tables as required.

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Workstream #1:

Action Plan

Description of activity

How will it help improve quality, and how it contributes to the overall quality improvement program?

What is the concrete output(s) and product(s) you expect from the activity?

How will you measure whether the activity has been successful in achieving its goals?Please use clear Key Performance Indicators (KPI’s) and measures of success

What is the timeline of the activity, from development to delivery?

Who is responsible for delivering it?

Illustrative Example: Develop a CPD program for ‘Maths and English for Vocational Excellence’ and appoint college staff champions.

Illustrative Example: Provide vocational lecturers in each college with methods and local support by which to embed maths and English into their lessons more effectively, making maths and English more engaging as it is contextualised to learners’ chosen vocations.

Learners will benefit from more inspiring teaching and therefore enjoy lessons more, which will in turn encourage higher attendance and retention. This will capitalise on Sudbury College’s strength and experience in this area.

This will address the collective improvement priority of teaching of maths and English, as identified through all partner College’s self-assessments and external inspection

Illustrative Example: Production of a CPD program in Maths and English for Vocational Excellence

100% of vocational lecturers in each college will complete tailored CPD in ‘Maths and English for Vocational Excellence’.

Each college will appoint three staff to act as ‘champions’

Illustrative Example: 95% of vocational lecturers in each college will successfully complete the program.

80% of learners achieving their aspirational target grades.

Student experience and engagement - 5% improvement in attendance from 83% for 16-18 and 85% for adult learners

Maths and English retention on Study Programs will improve by 7% against 2019/20 figures for each college

Illustrative Example: Development activity and piloting will take place between June 2020 – Aug 2020.

Staff champions appointed – July 2021

Final version of CPD program produced - Sep 2021

CPD program delivery will take place between October 2020- March 2021.

Illustrative Example: College Vice Principal – Curriculum and Quality, Overborough College

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Activity Costs

How much will it cost? Please provide a breakdown of costs. The total of all activities should add up to the total cost of the program of work (including match funding) so please include overall management costs, etc.

What will be the financial contribution / match funding of each college Please provide a breakdown by each college (For example, if the total cost of your program of work is £400,000, we expect to see a matched funding contribution of £100,000)

Where will this funding come from? Please provide a breakdown to show the sources of funding and amounts (i.e. CCF grant, match funding, core budget or mix)

Illustrative Example: Development of the CPD program by project team identified from partner colleges and Sudbury College

CCF Grant funding for Project team - 10 days at £400 per day inclusive of all expenses = £4,000

Match funding: Sudbury College – 5 days at £400 per day = £2,000

Delivery of the program by project team and Sudbury College

CCF Grant funding for Project team – 30 days at £400 per day inclusive of all expenses = £12,000

Match funding: Sudbury College – 10 days at £400 = £4,000

Follow up by Sudbury College to support developing activities to sustain improvements and reviewing success

Match funding: Sudbury College - 3 days at £400 per day = £1,200

Total activity cost: £23,200

Illustrative Example: Sudbury College will contribute the costs of back-filling to release their Curriculum Operations Manager (COM) to support:

Development COM will advise on the best approaches to supporting improvement based on their experience.

Sudbury College – 5 days at £400 per day = £2,000

Delivery COM to support development and delivery of the program.

Sudbury College – 10 days at £400 = £4,000

Follow up COM will review the success of the program by conducting a sample of lesson observations to inform follow up activities that sustain the improvements.

Sudbury College - 3 days at per day £400 = £1,200

Total match funding: £7,200

Illustrative Example: CCF Grant funding - £16,000

Sudbury College Match funding - £7,200

Total activity cost: £23,200

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Workstream #2:

Action Plan



What is the concrete output(s) or product(s) you expect from the activity?

How will you measure whether the activity has been successful in achieving its goals?Please use clear Key Performance Indicators (KPI’s) – see guidance the end of this form.

What is the timeline of the product(s), from development to delivery?


Activity Costs


What will be the financial contribution / match funding of each college Please provide a breakdown by each college? The total match funding must be a minimum of 25% of the total grant applied for. If exemption is being requested, please indicate which college this is for.

Where will this funding come from? Please provide a breakdown to show the sources of funding and amounts (i.e., CCF grant, match funding, core budget or mix)

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Workstream #3:

Action Plan



What is the concrete output(s) or product(s) you expect from the activity?

How will you measure whether the activity has been successful in achieving its goals?Please use clear Key Performance Indicators (KPI’s) – see guidance the end of this form.

What is the timeline of the product(s), from development to delivery?


Activity costs


What will be the financial contribution / match funding of each college Please provide a breakdown by each college? (For example, if the total cost of your program of work is £400,000, we expect to see a matched funding contribution of £100,000)

Where will this funding come from? Please provide a breakdown to show the sources of funding and amounts (i.e. CCF grant, match funding, core budget or

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mix)

7. What are the main risks to the success of your program of work, and how will you mitigate these? (400 words maximum)

You should identify any significant risks for your project and the approaches you will take to effectively mitigate these.

Description of risk What actions will you take to mitigate this risk?

After mitigation what is the likelihood of risk materialising during the lifetime of the project:

likely >70% possible 70% – 30% unlikely <30%

After mitigation what would be the impact of this risk if it materialised:

high – significant impact or project unable to deliver

medium – delivery compromised e.g. project delayed or over budget

low – minor or no impact on project delivery

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Section Four: Capability and Capacity

8. What resources and support do you and your improvement partner(s) have to support the delivery of the program of work? (300 words maximum)Guidance (please delete when completing application): Describe the financial, human, and other resources needed to successfully implement your program of work. You should also outline how the support of you and your partners leadership, teaching staff and other key stakeholders to deliver program of work can be demonstrated.


9. What makes you as a lead college and your improvement partner(s) well-suited to deliver a collaborative program of work? (300 words maximum)

Guidance (please delete when completing application): Your response needs to demonstrate that you as lead applicant and your improvement partners have the experience, expertise and capability required to collaborate effectively and deliver a shared program of work.

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Section Five: Value for money and sustainability

10. How will you and your improvement partner(s) ensure that the activities outlined for your program of work demonstrate value for money (500 words maximum):

Guidance: Your response should include evidence that the costs for the specific activities of your program of work are reasonable and proportionate. You need to provide evidence to support the specific costs of the activities in your program of work. You should show, for instance, the basis on which day rates have been calculated and how management costs are proportionate.

You should also evidence the value for money that will be derived from your program of work in terms of savings from costs, efficiencies or effectiveness and show how this will be measured. For example, value for money could be shown in the number of hours / costs saved in teaching and planning of lessons once an online resource has been created and shared with your group of colleges. Or the costs saved by supporting a learner back into education due to an early intervention aimed at reducing NEET’s within a local authority area.

You also need to evidence that the proposed quality improvement CCF grant will fund work that is additional to current activities (e.g., an expansion or acceleration of activities that have already been planned, or additional activities beyond those that are planned).

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11. How will the benefits from the program of work be sustained over time (i.e., once the CCF has been spent)? (300 words maximum)Guidance (please delete when completing application): Your response should demonstrate how the quality improvements and collaboration achieved will be sustained beyond the period of the CCF grant e.g., through embedding improved practices, behaviours, systems and roles in the colleges business as usual operation. You should indicate how you and your college partners plan to build on the results of the program e.g. through scaling up activity or extending work.

The department is looking for projects that generate outputs and produce resources that will benefit other FE colleges and providers. As with the last round of the CCF, dissemination of these will include you contributing material for the CCF Gov.uk website and presenting at DfE coordinated webinars.

You need to identify the outputs and products your will generate that are suitable for sharing and demonstrate how you will support the dissemination of these to other providers to ensure the wider FE sector benefits and gets value from your program of work, both during and once the CCF has been spent.

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12. What experience do you have of delivery of quality improvement work funded through the previous CCF and / or the Strategic College Improvement Fund (SCIF) ?

Lead Applicant College

Improvement Partner 1

Improvement Partner 2 (if applicable)



Have you received previous CCF / SCIF funding? Yes / No

How much funding was received?

What activity did this support?

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Section Six: Monitoring and Evaluation

13. How will you and your improvement partner(s) monitor the progress of the program of work and evaluate the project’s success? (300 words maximum)Guidance (please delete when completing application): You should show how you will measure progress over the course of your program of work, and how your project will be evaluated at its close. You should show how you plan to utilise existing datasets/monitoring arrangements or set up new datasets/monitoring arrangements to measure progress and impact of your project. We have produced evaluation guidance to support you in developing your approach to monitoring and evaluation. An extract from this is provided at Annex 1 that includes examples of appropriate KPIs and measures of success that can support monitoring of progress and final evaluation of your project. The list at Annex 1 is not an exclusive list and you are encouraged to identify metrics that are appropriate for your project.

As the lead college (with input and support from your partners) you must complete quarterly and end of CCF programme monitoring returns, a project self-evaluation form and a project case study.

You will need to adopt a clear method and plan for monitoring progress and evaluating the impact of your CCF work program that will need to consider:

The collection and collation of information - What data is available already that could be used? Is there a need to collect new data? Who will be responsible for collecting and collating the information? Does responsibility need to be delegated to key staff member?

Timescales - when will the information be collected? Does this fit in with the timescales for submitting the evaluation report to the Department?

Monitoring progress – what are the mechanisms for reporting on progress on an ongoing basis e.g., steering group meetings?

Analysis and reporting - who will be responsible for drawing the information together, analysing the findings and writing this up? Do they have the necessary skills to do this? Will other staff need to be brought in to support?

You could also ask designated leads to write a short report on the impact of interventions, and on any lessons learned. For example, heads of subject could report on any changes to teaching, learning and assessment practice because of peer reviews. Asking for feedback from those involved in leading CCF activity within the project will help colleges understand what has worked and could contribute to the self-evaluation.

14. Eligible costs 22

https://www.gov.uk/government/publications/college-collaboration-fund-ccf-projects/resources-college-collaboration-fund-ccf

For guidance on eligible costs, please refer to the accompanying guidance on Gov.uk.

Total amount of grant funding you are applying for

A £

Can you confirm the total amount of grant funding you are applying for is eligible? (yes/no)

Please leave blank

Yes / No

Guidance (please delete when completing application): You cannot use CCF funding for capital expenditures on assets valued either individually or cumulatively at over £2,500 which are expected to be used for a period of at least 12 months such as:

• purchasing assets

• buildings

• furniture

• fittings

• information technology software

Total financial contribution from colleges / match funding

This must be at least 25% of the total cost of the program of work unless you are seeking waiver (see below)

B £

Applications with a total financial contribution / match funding under 25% will be rejected unless you are requesting exemption of a specific improvement partners individual contribution due to their financial health. If this is the case, please use this section to justify your request.

Please leave blank

Total costs of the program of work outlined in this application? (Funding applying for + match funding)

A + B £

15. GovernanceDoes each college’s governing body support the quality improvement program outlined in this application? Yes / No

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Section Seven: Declaration of the Principal and Chair of the Board of Governors of the Lead CollegeAs the lead college you will act as the accountable body and submit this application on behalf of the group of colleges that are applying. By submitting this application, you confirm:

all the information included is true and accurate to the best of your knowledge you have read the full CCF guidance and understand these will be conditions of funding you have the authority of your college’s governing body (or equivalent) to make this

application your quality improvement partner college(s) support this application, and is / are committed

to work with your college throughout the full CCF funded program of work you will provide the ESFA with any requested reports about the use of the CCF grant funds

that your college is awarded. You will submit quarterly monitoring reports and an end of project monitoring report to the ESFA within 30 days of the final amount of the grant being spent.

you will support the dissemination of learning as requested by the DfE and ESFA. This will involve providing case studies, contributing to webinars and other activity as identified.

you are aware that any materials and products produced that are funded by CCF will be available for DfE use and in accordance with the Open Governance Licence. Ownership of software or other Intellectual Property Rights to deliver services shall remain with the relevant third party.

you will consider compliance with the accessibility regulation when producing any online materials. Further information can be found here: https://www.gov.uk/guidance/accessibility-requirements-for-public-sector-websites-and-apps

you understand that the grant will become repayable if the grant funding is not spent by the end of March 2022; if the grant funding is not spent on eligible activities; if your college does not provide its required contribution; if reports on expenditures and outcomes are not submitted; and if the quality improvement program (or variant thereof agreed with the DfE and ESFA) is not delivered within the planned timescale.

you will ensure value for money, seeking competitive costs for all activities and complying with the procurement governance as set out by your governing body.

the program of work developed is additional or complimentary to other current activities. you accept that total eligible costs may include irrecoverable VAT, no further monies will be

issued to cover VAT. you accept that the DfE and ESFA may ask for any additional information as it sees fit to

assess your application and that as a condition of funding, you shall provide such information

should any information presented in this application be revealed to be false or misleading, your application may be rejected. If grant monies have already be paid, they must be returned to the ESFA

Principal’s name

Principal’s signature

Name of Chair of Governing Body

Signature of the Chair

Date (DD/MM/YYYY)

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Section Eight: Declaration of the Principal and Chair of the Board of Governors of the Partner Colleges

By signing this application, you confirm:

all the information included is true and accurate to the best of your knowledge you have read the published CCF guidance and understand these conditions will be

conditions of funding your college (including its governing body or equivalent) supports this application, and is

committed to working with the applicant college throughout the full CCF funded program of work

you accept that the DfE and ESFA may ask for any additional information as it sees fit to assess this application, and that you shall provide such information

you will ensure value for money in all services that you provide(E-Signatures are accepted for this section)

(Please insert additional columns as required)

Improvement Partner College 1

Improvement Partner College 2

Principal’s name

Principal’s signature

Name of Chair of Governing Body

Signature of the Chair

Date when form was completed

Please send the completed application form to [email protected] using the subject line ‘CCF Application’. We will acknowledge receipt of your application within three working days. In most cases, applicants will receive notice of whether their application is successful within 30 days of the application deadline.

© Crown copyright 2021

Application Assessment Framework

1. Applicant details and minimum eligibility criteria

Success criteria Additional Detail

The lead applicant college and improvement partners are in line with eligibility criteria

All applicants are a statutory FE providers as defined in section 91 of the Further and Higher Education Act 1992. These are: general FE colleges, sixth form colleges or designated institutions

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The lead applicant college has Ofsted 1 or 2 as its most recent inspection

2. Proposal


The applicant clearly identifies which of the CCF quality improvement theme(s) their application address

Applicant clearly describes and evidences their quality improvement need(s) and provides an overview of the program of work that they are proposing to address the need.

Applicant clearly describes the expected benefits and impacts of their program of work

Applicant identifies which of the three CCF quality improvement theme(s) their program of work will focus on.

Applicants should describe and evidence the quality improvement need(s), explain how the program of work is likely to effectively address this, and explain the main benefits and impacts of the program.

3. Programme of Work and Risks


Applicants program of work clearly addresses their identified quality improvement need(s)

Applicant provides a clear program of work broken down into a list of SMART

Applicant response needs to provide a programme of work that will address their identified quality improvement needs

Applicant’s programme of work comprises SMART activities, ie those that are:

Specific: is the activity and desired outcome clearly specified?

Measurable: can the achievement of the activity be quantified and measured?

Achievable: is the activity appropriately related to

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activities including outputs and products generated, and relevant KPIs and measures of success. Applicant provides a clear breakdown of proposed expenditure against planned activity or activities, and provides an overview of the total amount of funding required including match funding.Applicant clearly identifies risks with their project and how they plan to mitigate these.

the project’s aims? Realistic: can the activity realistically be achieved

with the available resources? Time-Bound: in what time-period will the activity be

achieved?

Applicants provides detail of the proposed expenditure against planned activities which includes a breakdown of the funding sources including amount of CCF funding and any match funding contribution.

Applicants should demonstrate they have identified the most significant risks and appropriate approaches to effectively mitigate these

4. Capability and Capacity


The applicant has suitable experience, expertise and capacity deliver the collaborative program of work, including:

a) Evidence of supporting other colleges in the past

b) Availability of staff to support the program

c) Lead colleges expertise and experience to support others

Applicants’ response needs to demonstrate that the lead applicant and improvement partners have the expertise, knowledge and capability required to collaborate effectively and deliver a shared program of work.

Applicants should describe the financial, human, and other resources needed to successfully implement the program of work.

Applicants should also outline how the support of their leadership and improvement partners leadership, teaching staff and other key stakeholders to deliver program of work can be demonstrated.

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5. Value for Money and Sustainability


Lead college and improvement partner(s) have explained how the activities outlined for the program of work demonstrate value for money

Applicants can detail the products, learning and best practice derived from the program of work

Applicants can explain how products, learning and best practice from the program of work will be shared with other providers to ensure the wider sector benefits and gets value from the program of work (either during or once the CCF has been spent)

Applicants should include evidence that the costs for the specific activities of your program of work are reasonable and proportionate.

Applicants need to demonstrate how the proposed quality improvement grant will fund work that is additional to current activities (e.g., expansion or acceleration of activities that have already been planned; additional activities beyond those that are planned).

Applicants should also evidence the value for money that will be derived from the program of work in terms of savings from costs, efficiencies or effectiveness and show how this will be measured.

Applicants should demonstrate how the improvements and collaboration achieved will be sustained beyond the period of the CCF grant e.g., through embedding improved practices, behaviours, systems, and people in the college’s business as usual operations. You should indicate how you and your partners plan to build on the results of the program e.g., potential scalability of products and approaches for use by wider sector.

Applicants need to identify the outputs and products generated and demonstrate how they will support dissemination of these to the FE sector, so that improvement can be sustained over time, and be used by and support other FE providers.

6. Monitoring and Evaluation


The application clearly shows how progress will be measured over the course of the program of work, and

Applicants should evidence a plan that includes a broad and appropriate range of performance indicators and success measures against which progress will be measured and success of the program of work will be judged.

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how the program of work will be evaluated at its close.

Applicants will provide evidence that the colleges involved are very well positioned to undertake a sound program of evaluation and monitoring using a variety of techniques to collate the most relevant data.

Application Scoring

DfE officials will undertake relevant checks to verify details and assure eligibility, both through published and internal data. Scoring of all applications, which meet the minimum eligibility criteria, will be undertaken based on information and data provided by the applicant. Assessors may also take account of specialist advice where appropriate and may seek the views of interested parties to verify the information in an application. Scoring for section three, four and five will be assessed in line with the following descriptors and weighting. Responses will be moderated to ensure scoring is consistent and in line with the published scoring criteria. Bids that do not meet the minimum eligibility criteria set out in section one and two will be disqualified from the process and will not be assessed. The Secretariat may contact the college for clarification or amendment as it works to determine eligibility.

All applications which meet the eligibility criteria will be assessed and sifted. Successful bids will be based on the highest scoring applications and the departments priority areas.

Rating Judgement Definition

4 Exceeds requirements The response provided fully satisfies and exceeds the criteria detailed in the question, offering additional and clearly recognisable benefits over and above the level required in the specification.

The Applicant has submitted a response which fully and successfully demonstrates that they meet the criteria detailed, and in addition has identified and demonstrated factors that will offer additional benefits.

3 Meets requirements The response provided fully satisfies the criteria detailed in the question.

The Applicant has submitted a response which fully and successfully demonstrates that they meet the criteria detailed.

2 Narrowly fails to meet requirements

The response satisfies only some of the criteria detailed in the question.

The Applicant’s response exhibits some omissions

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regarding meeting the criteria detailed.

Some evidence is provided to support the Applicant’s response. However, this is lacking in detail in one or more respects.

1 Clearly fails to meet requirements

The response clearly fails to meet several criteria detailed in the question.

The Applicant has submitted a response which exhibits clear and significant omissions regarding meeting the criteria.

0 Nil response No response provided.

Overall scoring

Section number – see application for full question

Available marks Weighting

Lead applicant eligibility

Improvement partner(s) eligibility

Pass/Fail

Pass/Fail

N/A

N/A

Proposal 0 - 4 20%

Work programme and risks 0 - 4 30%

Capability and capacity 0 - 4 10%

Value for money and sustainability 0 - 4 30%

Monitoring and evaluation 0 - 4 10%

Annex 1 – Identifying KPIs and measures of successRelevant key performance indicators (KPIs) should be identified, and other qualitative and quantitative measures of success can be explored to provide a fuller understanding of impact at the close of the project. KPIs and other measures of success should be set as close to the start of the CCF project as possible. This will allow baseline data for the KPIs/measures to be collected which will aid analysis and reporting at the end of the project.

Both short-term/interim measures and long-term measures should be considered to help you to track and report on progress. Interim measures allow for the collection of proxy data over a short-time period where longer-term measures may not be available (see example below) Long-term measures should be KPIs/measures that you expect the CCF project to affect over a longer-period,

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for example changes that the CCF may expect to influence over one academic year. For aims and activity focused on improving achievement and retention, KPIs already used for annual reporting can be used. For activity focussed on improving attendance then data can be gathered on an ongoing basis.

The example below illustrates the difference between short-term and long-term measures.

CCF Aim: to improve learner achievement

CCF Objective: Achievement rates in A level social science increases by 12% (from 74% to 86%) by Mar 2022

Short term-measure / Interim

% of learners on target to meet target grades

Long-term measure

% achievement in Level 3 A level social sciences

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Key Performance Indicators (KPIs) (examples – please identify metrics that are appropriate for your project)

Intended outcomes Interim Measures (e.g. Spring/Summer term) – overall measure and where appropriate, for specific subject areas/levels/cohorts relating to CCF intervention.Express as a percentage/numeric change

Long term measures (e.g. End of Academic Year) - overall measure and where appropriate, for specific subject areas/levels/cohorts relating to CCF interventionExpress as a percentage/numeric change

Improved Attainment % learners forecast to meet target grades, established through progress data tracking (e.g. ALPS)

% achievement for 16-18 years % achievement for 19+% achievement in Level 2 English 16-18 years% achievement in Level 2 maths 16-18 years% learners meeting National Average Grades (NAG)% achievement in Intermediate Apprenticeship% achievement in Advanced Apprenticeship% achievement in Higher Apprenticeship

Improved Attendance % attendance rate% attendance in English % attendance in maths

% attendance rate% attendance in English % attendance in maths

Improved Recruitment and Retention

% learners with sustained participation % overall retention% retention in 16-18 year olds% retention in 19+

% overall retention% retention in 16-18 year olds% retention in 19+Enrolment figures (compared to target for the year)Analysis of learner journey (% recruitment, retention, changing course)

Improved Learner Progress Predicted L3VA scores % progress/no progress% learners with a clear destination plan

Value added (VA) score in CCF specific subjectsVA GCSE English (16-18)VA GCSE maths (16-18)L3VA

Improved Ofsted Inspection Grade New Ofsted Inspection (If inspected)Latest SAR grade (overall and themed as CIF)

New Ofsted Inspection (If inspected)Latest SAR grade (overall and themed as CIF)

Improved Destinations % internal progression into level 1 (from entry)% internal progression into level 2 (from level 1)% internal progression into level 3 (from level 2)

% students staying in education or employment for at least two terms after 16 to 18 study% students staying in education for at least 2 terms after 16 to 18 study% students staying in employment for at least 2 terms after 16 to 18 study


Broad measures of impact/success (examples - please identify metrics that are appropriate for your project)

Intended outcomes Interim Measures (Spring/Summer term) – overall measure and where appropriate, for specific subject areas/levels/cohorts relating to CCF intervention.Express as a percentage/numeric change where possible

Long term measures (End of Academic Year) - overall measure and where appropriate, for specific subject areas/levels/cohorts relating to CCF interventionExpress as a percentage/numeric change where possible

Improved Leadership and Management

New mission and vision agreedNew college strategy agreed by governorsLevels of understanding in new mission/vision/strategy/policy among staff/GovernorsStaff confidence levels in senior leadership Staff satisfaction levelsStaff sickness levels, morale, stress levels

Report on the core KPIs (as above)

Improved Teaching, Learning and Assessment

Lesson observation grades (where used) % good or better% learners rating the teaching as effective% learners satisfied with learner supportPositive feedback regarding coaching, mentoring and learning support

% learners rating the teaching as effective% learners satisfied with learner supportReport on the core KPIs (as above)

Improved Curriculum Management Teacher confidence levels in subject knowledge Teacher confidence in teaching GCSE English/maths% formal observations evidence embedding of English is Good or better (if graded)% formal observation evidence embedding of English and maths is Good or better (if graded)% of learners on target to meet target grades

Teacher confidence levels in subject knowledge Teacher confidence in teaching GCSE English/mathsReport on the core KPIs (as above)

Improved Performance Management Processes

New/strengthened commitment to performance management system implementedOverall staff satisfaction levels (and in PM system)Overall staff morale/stress levelsOverall levels of staff confidence in leadership

Overall staff satisfaction levelsOverall staff morale/stress levelsOverall levels of staff confidence in leadership

Improved Learner Journey % learner satisfaction in learner choice% courses meeting learner expectations

Analysis of learner journey (% recruitment, retention, changing course)

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% learners recommending the provider% learner satisfaction with IAG services% learner satisfaction with learner support Learner absence figuresLearner behaviour figures Late attendance figures

% learners rating overall satisfaction % rating satisfaction in learner choice% rating course meets learner expectations% learners recommending the provider% learner satisfaction with IAG services% satisfaction with learner support Learner absence figuresLearner behaviour figuresLate attendance figures

Improved Governance Governors improved access to and use of data Governor’s confidence levels and ability to challenge senior leaders on the performance of the college.Governor self-assessmentSenior Management Team’s satisfaction with GovernanceOfsted rating (if inspected)Latest SAR grade (overall and themed as CIF)

Governance Self Assessment Report gradeOfsted ratingLatest SAR grade (overall and themed as CIF)

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