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WSUCBPT Self-Assessment Report for FE Provision for 2015/2016

The Hive CollegeGrade

Overall effectiveness grade 2015/16 1

Effectiveness of leadership and management 1

Quality of teaching, learning and assessment 1

Personal development, behaviour and welfare 1

Outcomes for learners 2

Overall effectiveness grade 2014/15 N/A

Information about the CollegeOverview of FE activity to include:

Details of programmes Breakdown of student numbers for each type of provision Resources and staffing Partnership activity

Overview of CollegeWilson Stuart School (WSS) and University College Birmingham (UCB) have a proud history of providing outstanding education and training. In 2013 the two organisations formed a partnership to set up LIVE (Lifelong Inclusive Vocational Education) @ The Hive, which provides a vocational curriculum for learners from 19 to 25 with high needs such as physical and learning difficulties and sensory impairments. In 2013-14 there were 11 learners enrolled on to the study programme followed by 21 learners in 2014-15 and 29 learners in 2015-16. Until September 2016 the school had sole responsibility for the running of the programme but all student places are commissioned by the Local Authority from UCB. The College’s mission is:

To provide an environment with outstanding teaching, support and pastoral care, which will empower our students to achieve their career aspirations, access their community and take their place in society with as much resilience, perseverance and self-awareness as they are capable of achieving.

The learners are mainly residents within the Birmingham Local Authority, an area classified as having high levels of deprivation, significantly above the national average.

The college constantly reviews activity in all areas of the programme and has been subject to Quality Reviews carried out by UCB since the commencement of the LIVE programme in September 2013. All 3 reviews have been graded as outstanding with no actions to be taken by the centre or UCB.

Significant investment in accommodation, resources and staff has been made to ensure the successful delivery of the LIVE study programme. In 2015-16 the Hive moved to a new location within the grounds of WSS and currently occupy 3 classrooms, a staff room and toileting facilities.

A highly skilled specialist team of managers, teachers and support staff are in place that have experience in supporting students with SEND within the classroom environment, at work placements and out in the community.

There are currently 7 teaching assistants, a Work Placement Supervisor, a Job Coach and a Work Placement Co-ordinator. There are 2 full time teachers supported by specialist teachers in Maths, English and ICT from the school.

The study programmes are designed to meet the learner’s individual vocational aspirations and focus on employability skills. The curriculum consists of a variety of work placements and enterprise opportunities to enhance employment skills and includes Maths, English, ICT and Independent Living Skills.

Key developments during 2015-16Development of a tracking system to map learner’s starting points, baselines and achievements in vocational subjects, Maths, English and ICT

The completion of a market entry application to the EFA. In April 2016 the college was awarded Independent Specialist Provision status and formed a new company called the Wilson Stuart University College Birmingham Partnership Trust (WSUCBPT).

Established an additional study programme for students with Profound and Multiple Learning Difficulties to commence in September 2016 with specialist staff, resources and facilities in place.

The progression of many students going into supported internships, paid and unpaid employment, apprenticeships and further education.

Summary of key findings for learners A consistently high proportion of learners gain their intended vocational qualifications and make excellent

progress into paid and unpaid employment, apprenticeships and further education regardless of their background, individual needs and starting points. Learners enjoy attending college and are very enthusiastic about their learning.

Teachers and teaching assistants set high expectations for their learners. They use their industrial and professional skills exceptionally well to make lessons interesting and relevant to the world of work.

Programmes are highly individualised and meet the needs of learners, including supported internships

The standard of the learners work is very high regardless of their academic ability. Learners are encouraged to take pride in their work and develop the skills expected in the workplace.

Well qualified and experienced staff ensures that learners are well supported through their programmes.

All students participate in work placements in a variety of sector subject areas to meet their career aspirations.

The support in the workplace is extremely effective and thoroughly focused on learners gaining the necessary skills to meet the challenges of their chosen vocation. This is effectively supported by the learning that takes place in the classroom to underpin the knowledge required to carry out the chosen job role.

The links with employers is excellent offering a diverse range of work placement experience and makes a significant contribution to the learner’s experience and success. Where a learner specifies a realistic vocational aspiration, appropriate employers are sourced by the Work Placement Co-ordinator.

Outstanding development of skills to enhance employability and independence.

Excellent progression routes allow learners to progress onto supported internships leading to their desired destinations.

Outstanding academic and pastoral support enable learners to make excellent progress in developing personal and work related skills.

Leadership and management are outstanding. Staff at all levels work to deliver outstanding results and deliver the college’s mission. Managers have a clear vision which is enthusiastically supported by staff, learners and employers and embed a culture of continuous improvement and high expectations.

Very good tracking of learner progress, attainment and destination.

The college’s approach to safeguarding all learners and staff is outstanding. Emphasis on British Values and the PREVENT Duty is established within the curriculum.

The partnership with UCB enables the college to draw on their outstanding expertise in providing vocational education to learners with high needs.

The college is a member of the Association of National Specialist Colleges (NATSPEC) which promotes specialism and expertise for students with learning difficulties or disabilities.

The college is a member of the Business Networking Institute

What does the College need to maintain? Maintain high success and achievement rates in core subject areas across the programme.

Maintain good and outstanding teaching, learning and assessment across the programme.

Maintain high success rates of learners gaining paid and unpaid employment, supported internships, apprenticeships or moving onto further or higher education.

Maintain a strong system for tracking progression and the sustainment of learner’s destinations.

What does the college need to develop? Continue to develop more links with employers leading to increased supported internships, apprenticeships and

employment.

The implementation of Recognising and Recording Progression and Achievement (RARPA) for non-accredited curriculum content to enable detailed and accurate recording of skills and progress.

Links with other Independent Specialist Colleges to externally moderate RARPA assessment.

New study programmes to accommodate students with additional high needs.

Additional classroom space and facilities to accommodate increasing student numbers.

A Travel Training programme with qualified staff to improve learner’s independence and employability prospects.

What does the college need to do to improve further? Increase the percentage of learner’s achievement in Maths and English qualifications

Improve learner’s attendance rates.

Effectiveness of leadership and managementGrade 2015/2016 1

The college has completed School Development Plans (SDP) for the academic years 2013-14, 2014-15 and 2015-16.

The SDP for 2015-16 identified the following targets:

Develop 19-25 Independent Specialist College. Review of staffing structure.

The Wilson Stuart UCB Partnership Trust is established and will operate as an Independent Specialist College (ISC) from September 2016.

Market entry to the Education Funding Agency (EFA) has been confirmed and additional facilities and specialist staff have been sourced. All legal requirements for an ISC have been put in place.

The Designated Safeguarding Person for the college has completed training in Safeguarding Adults and a Safer Recruitment training programme in readiness for September 2016.

Effectiveness of leadership and management

Summary / Overview

Leadership and Management are outstanding. The college has followed the schools corporate plan which lays out objectives and targets which is actively monitored by the Senior Leadership Team (SLT). Contributions to the School Development Plan (SDP) are actively sourced from the managers and staff within the college which provides strategies to be developed to create a culture for learners and staff to excel.

The SDP targets are set and reviewed 3 times during the academic year and any action to address any shortfalls of these targets is carried out.

School governor’s systematically challenge the SLT with regard to the SDP and also ensure that the college effectively deploys staff and resources to secure excellent outcomes for learners.

Leadership and Management are committed to creating an effective and improving college in which all learners can, and do, achieve and are well supported. Senior management strive to seek out new and innovative learning initiatives, for example, in 2016-17 a new study programme will be offered by the college for learners with Profound and Multiple Learning Difficulties.

High expectations are set for the staff and the learners to achieve and excellent working relationships are maintained between the staff and the learners.

Minutes from weekly SLT meetings, Focus meetings and Department meetings illustrate that management is clearly focussed on the provision of an excellent learning experience for the learners.

The curriculum is monitored by the Curriculum Committee, SLT and at Focus meetings to ensure that it is current and meets the needs of employers and learners and prepares them for the next stage of their education, training and employment.

The quality of teaching, learning, assessment and outcomes for learners is maintained due to the rigorous

implementation of the Teaching and Learning Cycle reviews and well established performance management systems.

Classroom observations have been carried out by senior leaders and managers and have been effective in identifying areas of good practice and areas for improvement. Out of 5 classroom observations 2 were graded as good and 3 outstanding. Swift action following classroom observations takes place to ensure that improvements have been made.

Excellent links with feeder schools within the Local Authority ensure that recruitment targets are met. The college has clear targets for retention, achievement, attendance and learner satisfaction which is monitored by the Head of College and reported back to the SLT.

Targets are set for the learners and reviewed regularly by their tutor during individual tutorials.

A progress and destination tracking system has been developed to ensure that learner’s targets are being monitored enabling timely interventions to be put in place if set targets are not being met.

The views of learner’s are obtained through First Impression, End of Year and Final Impressions questionnaires. For example, 88% of learners felt that since starting at the Hive they had developed their independent living skills (First Impressions Questionnaire 2015). 100% of learners felt that work placement offers them support in order to gain employment in the future (End of Year Questionnaire 2016) and 100% of learners said that they have received the support they need to help them to progress (Final Impressions Questionnaire 2016). Evidence from the questionnaires indicated that learner satisfaction remains high with no discernible differences between groups of learners.

The results of the questionnaires are shared with the college staff and action is taken where necessary to improve the provision for the learners.

Time is allocated during weekly group tutorial sessions for any student issues to be raised and a Student Focus meeting takes place during group tutorial every 6 weeks.

Learner Representatives attend Subject Boards where attention is focussed on their contributions and acted on promptly.

Employers are actively encouraged to attend Employer Liaison meetings which are held 3 times over the academic year and are very well attended. They support learners with work placements and offer advice on the design of the programme. For example, a very large, well known employer requested that leaners should have Basic Food Hygiene qualifications, which is now part of the Independent Living Skills curriculum.

The college provides advice and support to employers with regard to employing young adults with high needs.

Staff at the college maintain close contact with industry and employers to enhance the learners experience in the workplace.

Employability Days allow learners to gain impartial careers advice and meet a variety of employers across the Birmingham area.

Visits from the Police take place to talk to learners about their safety in the community.

Representatives from Advocacy Matters also visit college to explain how they can offer support to young people with high needs.

The college has a safeguarding policy and safeguarding arrangements are very effective, the college ensures that the safety of learners is a primary focus in every aspect of it operations.

The school safeguarding ethos has been implemented within the college and rigorous staff training has taken place in this area. This is evident in how the staff assure the well-being of the learners whilst in college and on work placement.

Learners have a very clear understanding of personal safety and demonstrate good standards of health and safety.

Safeguarding is part of the induction process and is revisited during group tutorials to ensure that the students remain aware of safeguarding issues.

Extensive safeguarding policies and procedures are in place, with clear lines of responsibility and appropriate scrutiny.

The Designated Safeguarding Person within WSS has been the main point of contact for the college and access to the Family Engagement member of staff provides excellent assistance to resolve issues by working closely with the learner, their families and the staff involved.

A CPOM’s system is in place to record any incidences regarding safeguarding so that it can be monitored and the relevant staff informed so that appropriate action can be taken.

Safeguarding records show teaching and support staff are sensitive to the welfare of learners and appropriate action is taken where necessary.

Safeguarding training is carried out with all staff on a regular basis. The Single Central Record is robust and maintained by one member of staff.

The promotion of equality and diversity is outstanding. Robust policies are in place which clearly defines the college’s commitment to equal opportunities.

The staff and learners have developed a strong and harmonious learning environment where equality and diversity is embedded into the curriculum content.

Learners and staff are aware of their responsibilities to challenge discrimination or harassment in college and in the workplace.

The college is proactive towards the promotion of fundamental British values

The college works to protect learners from radicalisation and extremism as part of the PREVENT Duty.

Learners are encouraged to explore issues in a safe environment where staff challenge learners views and encourage debate.

Some learners live within disadvantaged areas within the local community, support for these learners is exceptional and enables them to achieve and make progress.

Achievement, retention and success rates of different ethnic groups, gender and disability are monitored. Learners achieve equally well and information gathered form learner surveys indicate that there is a very low level of equal opportunity issues within college.

The college’s financial management is carried out by the school’s Business Manager, internal and external reports from auditors are outstanding and risk management is effective in identifying against key risks.

The schools financial strength has been used to invest in the expansion of the college and specialist resources that are used to promote learning.

Staff are highly skilled and qualified, have considerable industry experience and benefit from professional development opportunities.

Grade (check the appropriate box):

Outstanding ☒ Good ☐ Requires Improvement ☐ Inadequate ☐ Not Applicable ☐

Provide evidence to support this Grade, with reference to the Grade descriptors: Effectiveness of leadership and management in the Further education and skills inspection handbook (August 2015).

Wherever possible, the evidence should be supported by relevant data.

Strengths(linked to Grade descriptors)

Evidence

Leaders, managers and governors have created a culture that enables learners and staff to excel. They are committed unwaveringly to setting high expectations for staff and learners conduct and achievement. Working relationships between staff and learners are exemplary

Teaching and Learning Cycle reviews

100% lesson observation grades are good - outstanding

100% pass rate in Workskills

Highly skilled and qualified staff and excellent CPD opportunities.

Learner questionnaires

100% Strongly agree/ agree that they have been fairly treated (Final Impressions 2016)

The range of provision offered is carefully considered and based on a thorough understanding and analysis of a wide range of information including local and national economic and social contexts. Learning programmes are very well designed including in collaboration with employers. These learning programmes ensure that they enable learners to acquire knowledge, understanding and skills including where relevant, English, Maths, ICT that prepare them well for future progression to further / higher education and/or sustained employment.

The implementation of a new study programme for students with Profound and Multiple Learning Difficulties for September 2016.

English, Maths and ICT are all included in a study programme.

Employers offer advice on the design of the study programme.

Excellent progression and destination (see Outcomes for Learners)

Leaders, managers and governors have a deep, accurate understanding of the provider’s effectiveness that is informed by the views of learners, staff, employers and other stakeholders. They use this to keep the provider improving by focusing their actions on important areas. They are unflinching in reviewing the impact of their actions.

The views of learners are obtained through questionnaires.

88% of learners felt that since starting at The Hive they have developed their independent living skills (First Impressions questionnaire 2015).

100% of learners felt that work placement offers them support in order to gin employment in the future (End of Year questionnaire 2016).

100% of learners said that they have received the support they need to help

them to progress (Final Impressions questionnaire 2016)

Learners feel safe and know how to raise concerns. The provider is proactive in assessing safeguarding risks and taking action to prevent them. The provider has a strong track record of raising awareness among staff and learners of safeguarding issues, listening to learners concerns and acting on them.

Very effective Safeguarding arrangements in college.

The school safeguarding ethos has been implemented within the college.

2015-16 The Designated Safeguarding Person is a senior member of the school staff.

Rigorous staff training has taken place in this area.

Learners know how to stay safe in college, on work placement and out in the community.

Safeguarding is embedded into group tutorials.

Extensive safeguarding policies and procedures are in place, with clear lines of responsibility and appropriate scrutiny.

Leaders work to protect learners from radicalisation and extremism is exemplary. Leaders respond swiftly where learners are vulnerable to these issues. High quality training develops staff’s vigilance, confidence and competency to challenge learner’s views and encourage debate.

The college is proactive towards the promotion of fundamental British values

All staff participate in PREVENT training and regular up-dates

British Values and PREVENT are embedded into the curriculum

Leaders promote equality and diversity exceptionally well so that the ethos and the culture of the provider prevent and form of direct or indirect discriminatory behaviour. Leaders, staff and learners do not tolerate prejudiced behaviour. The promotion of fundamental British values is at the heart of the providers work.

Equality and diversity are embedded into the curriculum and are part of the college ethos

Equality and Diversity policies are in place.

Areas for Improvement(linked to Grade descriptors)

Evidence

Leaders, managers and governors focus on consistently improving outcomes for all learners. They are uncompromising in their ambition. They have the necessary resources to sustain provision of very high quality English and maths.

The achievement of English and Maths for 2015-16 is poor and requires improvement to improve the percentage of learners achieving in these areas (see Outcomes for Learners).

Quality of teaching, learning and assessmentGrade 2015/2016 1

Summary / OverviewTeaching, learning and assessment are outstanding; learners enjoy learning and make excellent progress relative to their starting points. Initial assessment identifies each learner’s academic ability so that they are placed in the right ability group to be entered into a variety of accreditation at Entry Level 3, Level 1 or Level 2.

All students are baselined in Maths and English in the first year of their study programme and any previous qualifications are taken into consideration to ensure that each student has access to a progressive curriculum that is designed at a level and pace to challenge and meet their individual needs. Learner’s individual long and medium term targets are clear and specific and cover a range of programme aspects. Employability, independence, Maths, English, ICT and communication skills are central to all learning activities provided in the classroom and when on work placement.

Applied English and Maths are developed in lessons showing learners how they can apply their learning in vocationally relevant opportunities on supported internships.

Teachers are very supportive with a high ratio of support staff to learners within the classroom. Specialist teaching materials and differentiated teaching methods are utilised taking into account the individual learning needs of each learner.

Teachers have excellent subject knowledge and allow sufficient time and opportunities for learners to contribute to lessons, especially where they may have low self-esteem or communication difficulties.

The learners are eager to know how they can improve their work and develop their knowledge, understanding and skills. Teachers check learners understanding and offer clearly directed and timely support to enable them to improve.

Information Communication Technology (ICT) is used well in lessons to reinforce learning. All learners have access to lap tops and are encouraged to use a range of technologies to complete assignment work.

ICT is timetabled as part of the curriculum and focuses on the skills learners will need in the work place and in society. An emphasis on esafety is planned for effectively throughout the programme.

The promotion of equality and diversity in teaching and learning is excellent with all learners gaining full access to bespoke learning programmes and vocational opportunities.

During individual tutorial sessions learner progress is discussed and monitored and interventions are put in place where necessary. A system has been developed to track progression, achievement and destination data for 2015-16.

Regular reviews of short term and long term goals are carried out to identify those learners at risk of falling behind targets and new targets are set. Learners are encouraged to take responsibility to monitor their own progress where possible.

Learners underpinning knowledge is assessed using various methods. Teachers provide a wide variety of vocationally focussed assignment materials that challenge learners to apply the skills and knowledge they have experienced in the workplace or when operating the college’s business enterprise operations.

The support staff make excellent use of Witness Statements by gaining evidence for the completion of assignments whilst in the work place.

Teachers and teaching assistants check learners work systematically and feedback is used effectively to direct learners on

how to improve their learning.

Internal verification of learners work is carried out by the college staff and assessment decisions have been agreed by the awarding body.

Feedback from learners indicates that lessons are well structured, the standard of the teaching is outstanding and learners feel that they are making progress.(Learner questionnaires 2015/2016).

Parents and employers are provided with clear information that details the learner’s current progress and also the next steps required to ensure that they are well equipped to reach their working aspirations.

Lesson observations are carried out as part of the school’s performance management. Evidence from lesson observations show that learners make outstanding progress, are focused and actively take part in classroom activities related to the work place.

The college has a robust system for managing teaching staff that are identified as requiring improvement during lesson observations with swift interventions by Senior Leaders ensuring that areas for development are identified and implemented with immediate effect.

The main focus of the study programmes at the college is the learner’s work placements. A Work Placement Co-ordinator sources meaningful, appropriate placements to meet the learner’s career aspirations.

Work placements are monitored closely with effective support in place for learners and employers through teaching assistants and work placement supervisors. Learners are supported in the workplace on a one-to-one basis with a gradual reduction in support as and when it is appropriate to the learner’s needs.

The college maintains an extensive data base and very strong links with prestigious employers within the West Midlands area who provide work placements, supported internships and paid or unpaid employment opportunities for the learners. These employers include Mondelez International, Premier Inn, HSBC Bank, Pronto Print, Tesco and National Express. Strong links with local employers have provided learners with work placements and destinations into Apprenticeship and employment in a variety of sectors.

The learners enjoy work placements and find them to be a valuable experience in assisting them to choose the right vocational career path for the future. They use the experience to further develop their knowledge, skills and understanding to enhance their progression through the programme and onto supported internships, paid or unpaid employment, apprenticeships and further or higher education.

A Job Coach supports learners on supported internships and maintains a tracking system to monitor learners when they leave the college to facilitate sustained employment.

Links with volunteering groups have also been established and all LIVE students undertake volunteering work whilst at college.

Lesson Observation Grades for 2015/2016Grade 1(no. & %)

Grade 2(no. & %)

Grade 3(no. & %)

Grade 4(no. & %)

Total

Total (no. & %) 3 / 60% 2 / 40% 5

Lesson observations took place week beginning 18th April 2016 as part of WSS performance management.



Provide evidence to support the Grade for 2015/2016, with reference to the Grade descriptors: Quality of teaching, learning and assessment in the Further education and skills inspection handbook (August 2015). Wherever possible, the evidence should be supported by relevant data.


Evidence

Learners are curious, interested and keen to learn. They seek out and use new information to develop, consolidate and deepen their knowledge, understanding and skills. They thrive in learning sessions and, where appropriate, use their experiences in the workplace to further develop their knowledge, skills and understanding.

The curriculum consists of Employability and Independent Living Skills, Maths, English, ICT and communication skills.

All learners participate in meaningful work placements on a weekly basis initially, building on the number of days in work placement to suit their abilities and career aspirations. Underpinning knowledge required for assignments draw on practical experiences in the work place.

Staff are determined that learners achieve well. They have excellent subject knowledge and motivate and engage learners who enjoy the work they complete. Staff have consistently high expectations of all learners, who exhibit excellent attitudes to learning

100% good/outstanding lesson observations

100% pass rate in Workskills

A Job Coach supports learners on supported internships

Staff promote, where appropriate, English, Maths, ICT and employability skills exceptionally well and ensure that learners are well equipped with the necessary skills to progress to their next steps

ICT is used in the classroom

ICT lessons focus on skills required for the work place and equip learners with the knowledge and skill needed to progress into employment.

Emphasis on esafety embedded into ICT lessons and the curriculum.

Employability skills are the main focus of the curriculum and ensure that learners are prepared for the work place.

The college has a very high success rate of getting learners into paid and un-paid employment, apprenticeships, supported internships and higher education.

Where appropriate, parents and/or employers are provided with clear and timely information that details the extent of learners’ progress in relation to the standards expected and what they need

Learners are encouraged to take responsibility to monitor their own progress

Individual tutorial sessions monitor progress and identify next steps.

Parents are invited to Parents Evenings.

to improve. Regular meetings with employers and the Work Placement Co-ordinator take place to monitor the learner’s progress.

Learners are eager to know how they can improve their work and develop their knowledge, understanding and skills. They capitalise on opportunities to use feedback to improve. Staff check learners understanding systematically and effectively, offering clearly directed and timely support that has a notable impact on improving learning.

Initial assessment

Baseline for Maths and English

Individual tutorials

College tracking system to monitor progression, achievement and destination data.

Long, mid and short term targets are set.

Timely interventions are planned on the college planner


Evidence

Staff promote, where appropriate, English, Maths, ICT and employability skills exceptionally well and ensure that learners are well equipped with the necessary skills to progress to their next steps


To quality assure and track progression and outcomes of non-accredited curriculum content using the Recognising and Recording Progression and Achievement (RARPA) 5 steps process.

Personal development, behaviour and welfareGrade 2015/2016 1

Summary / OverviewLearners at the college develop the confidence and skills they need to enable them to gain meaningful employment, improve their independence and contribute to society. The study programmes are designed to meet the individual learner’s needs and help them to develop the personal, social and employability skills that are required to achieve their core learning aims.

Learners achieve specific units of their main vocational qualification, appropriate to their level of study, that are related to the work place and work towards additional qualifications in maths and English to increase their future employability. Learners on supported internships study vocational skills that are appropriate to their industry so that they can work effectively in the work place and increase their opportunities of full or part time employment at the end of their internship.

Career guidance ensures that learners are well prepared for the next stage of their education and employment. During induction learners are made aware of the range of career pathways available to them and the realistic plans they will need to make to achieve their long term goals.

All learners participate and benefit from work placements. Feedback from learners regarding their work placements is extremely positive, they find the experience they gain has a significant and positive impact on their learning and self-esteem and assists them in making informed choices about their learning and future career planning.

Work placement review sessions offer outstanding support to learners for pre-placement preparation and post placement evaluation. Work placements are fully risk assessed and the health and safety of learners is paramount at all times.

Feedback from employers is excellent; they have been impressed with the performance of the learners and the support they receive from the college.

Work placements are matched to the needs of the learners and appropriate support is put in place if needed. Other aspects such as bath rooming requirements are also considered.

Employers state that the learners do well on placements and have the personal and vocational attributes that are required by their provision. The learners become an asset to the business and their contributions are highly valued.

Many employers offer employment and apprenticeship opportunities to the learners and request for more learners to do work placements at their organisations with a view to future employment.

The majority of learners demonstrate very good attendance and punctuality at college and when on work placement. For those learners with poor health issues a reduced timetable is offered with reduced time spent in the work place.

Deadlines are met and in most cases the vast majority of learners successfully complete their study programme and move on to their chosen destination.

Learners are supported to access specific services provided by the Local Authority and other organisations such as Access to Work, Advocacy Matters and Safeguarding Services. Learners have access to a full time, term time Family Engagement member of staff who offers support to families and learners regarding benefits and charity services for individual needs which help to support their education.

The behaviour of the learners is excellent in college and in the work place. They set their own codes of conduct and

practice which are displayed in their classroom and reflected on during group tutorials where learners are encouraged to discuss and debate issues related to British values taking into account the need to respect others opinions and views.

CPOMS is used to record any incidents of safeguarding or behavioural concerns and is followed up immediately by the Head of College. During induction students participate in a bullying workshop to raise their awareness that bullying in college is not tolerated and is dealt with swiftly and effectively.

Learners feel safe and understand how to keep themselves safe and others when in different situations or surroundings. 92.3% of learners state that they feel safe when they are at the Hive and on work placement (End of Year questionnaire 2016). They are aware of their rights and responsibilities as a learner and an employee and are encouraged to work with others in all settings to promote good working relationships.

All staff have an effective understanding of social media through staff development and know how to raise any concerns about inappropriate activity. Learners have a clear understanding of the colleges safeguarding protocols and build positive relationships with the college staff who encourage a culture of disclosure.

Independent Living Skills forms part of the curriculum which encourages learners to make informed choices about healthy eating and fitness. Workshops are planned throughout the academic year to promote emotional well-being and provide information to learners on various issues such as healthy relationships, staying safe from abuse, sexual exploitation, radicalisation and extremism.

All first year students have the opportunity to participate in a five day residential visit where they are encouraged to develop their personal and social skills.

Attendance %Programme 2014/2015

Attendance %2015/2016 Attendance %

Change %(+ or -)

LIVE study programme 90.93% 87.08% -3.85%

The poor attendance of a small minority of learners in 2015-16 has resulted in a fall in the percentage of attendance for that year. The reasons for absence were due to complex medical and mental health issues.



Provide evidence to support the Grade for 2015/2016, with reference to the Grade descriptors: Personal development, behaviour and welfare in the Further education and skills inspection handbook (August 2015). Wherever possible, the evidence should be supported by relevant data.


Evidence

Learners are confident and self-assured. Their excellent attitudes to learning have a strong, positive impact on their progress. They are proud of their achievements and take pride in the work

Learners progress well through their study programmes.

Destinations are excellent for all learners

they complete with the provider and in the workplace

An Awards Evening celebrates learner’s achievements.

Learners understand how their education and training equip them with the behaviours and attitudes necessary for success in the future as reflected by the excellent employability skills they acquire and the achievement of relevant additional qualifications.

100% pass rate on vocational skills

The units that make up the qualification are relevant to work skills and the intended work place.

Destinations are excellent for learners

Employer comments.

High quality careers guidance helps learners to make informed choices about which courses suit their needs and aspirations. They are prepared for the next stage of their education, employment, self -employment and training.

Career events throughout the academic year

Work placement reviews

Setting of long, medium and short term goals

Individual tutorial sessions to discuss progression, achievement and destinations.

Learners, where appropriate, participate in purposeful and challenging work experience and placements relevant to their future career plans. These learners often quickly become an asset to the business and make a highly valued contribution.

All learners participate in work placements from the onset of their study programmes

Increased number of learners on supported internships

Destinations are excellent for learners

Learners, where appropriate, can explain accurately and confidently how to keep themselves healthy. They make informed choices about health eating, fitness and their emotional and mental well-being. They have appropriate understanding of healthy relationships and are confident in staying safe from abuse and sexual exploitation.

Independent Living Skills focus on health eating, fitness and independence.

Workshops throughout the academic year cover British values and the PREVENT Duty.

Group tutorials encourage discussion and debate on safeguarding.

Access to the Family Engagement member of staff within school.

Staff and learners deal effectively with the very rare incidences of bullying behaviour and/or use of derogatory or aggressive language. They work well with the provider to prevent all forms of bullying, including online bullying and prejudice-based bullying.

Bullying workshop during induction

CPOMs to record any incidences of learners poor behaviour

Evidence of swift action taken by staff to prevent any incidences of bullying.

The providers open culture actively promotes all aspects of learner’s welfare. Learners are safe and feel safe

Staff and learners are aware of safeguarding procedures when in college and in the workplace.

at all times. They understand how to keep themselves and others safe in different situations and settings. They trust leaders to take rapid and appropriate action to resolve any concerns they have.

Learners are aware of who is the Designated Safeguarding Person in college.

92.3% of learners state that they feel safe when they are at the Hive and on work placement.


Evidence

Learners understand how their education and training equip them with the behaviours and attitudes necessary for success in the future as reflected by the excellent employability skills they acquire and the achievement of relevant additional qualifications.


To quality assure and track progression and outcomes of non-accredited curriculum content using the Recognising and Recording Progression and Achievement (RARPA) 5 steps process.

Learners are motivated to learn; attendance and punctuality at learning sessions and/or work, including work experience are consistently excellent. They meet challenging deadlines well.

Improve attendance rates to meet national averages.

Outcomes for learnersGrade 2015/2016 2

Summary / OverviewAll learners are age19 to 25 and have a range of disabilities and the demographics of the local area reflect the college population.

There are no significant gaps in achievement rates for learners based on gender, disability and ethnicity.

Gender Male 17 Female 12

Disability Muscular Dystrophy (Duchenne) 1

Cerebral Palsy 8

Autism 10

Global Development Delay 1

Learning difficulties 2

Speech and Language 1

Visual Impairment 3

Lebers Congenital Amourosis 1

Leighs Syndrome 1

Camptomelic Dysplasia 1

Ethnicity White British 16

White/ any other ethnic background 2

Pakistani 6

Indian 2

Black Caribbean 2

Black African 1

29 students enrolled on the programme of study in September 2015 1 Student gained employment in March 2016 and left the programme of study. 2 students left the programme of study for personal reasons. 26 students were on the programme of study in July 2016

Overall qualification achievement rates and destination data is strong. Further improvement is required within Maths and English. A high proportion of students go on to sustainable destinations and all students achieved at least one qualification.

Subject Specific 19-25 Study ProgrammeResults (Entry, Level 1, Level 2 and GCSE)

ENTRIES for 15-16

Achieved / Passed

Completed Study

Programme (July 16)

Enrolments In Sept 15

Pass Rate (Entries for

Subject Total)

Pass Rate Total

Student Sample (26)

Pass Rate Total

Enrolments (29)

ENGLISH 17 12 26 29 70.59% 46.15% 41.38%

MATHS 15 6 26 29 40.00% 23.08% 20.69%

WORKSKILLS 28 25 26 29 89.29% 96.15% 86.21%

Headline Qualification Achievement Rates 2014/15 - 2015/1619-25 Study Programmes

No. of Entries2014/15

2014/15Results

No. of Entries

No. Complete Programme of study

2015/16Result

National AverageAchievement RatesGFE’s

National AverageAchievement RatesHEI’s

Overall 17 71% 29 23 79.3% 78% 72%

Level 1 9 67% 17 15 88.2% 78% 70%

Level 2 8 75% 12 8 66.6% 78% 74%

Qualification success rates are very good, when comparing against the national averages for able bodied learners. Almost all learners successfully completed their study programme outcomes and made substantial and sustained progress from their starting points upon entry to the college. This is evident against the national averages of main stream learners with those undertaking Level 1 courses (10% above national average). Learners working towards Level 2 did not match the same levels of success. (11% below national average). This was predominately due to poor English results identified later.

English and Maths - 19-25 Study ProgrammesGCSE

Subject No. of Enrolments

Retention Pass Qualification Success Rate (QSR)

High GradesA*-C

High Grades National Average

Maths 1 1 100% 100% 0% 28.9%

English 0 0 0 0 0 27.6%

Level 1 and Level 2 Subject Specific 19-25 Study ProgrammeResults 2015-16

ENGLISHNo.

Entered Passed Failed

No on Programme

after 6 weeks Retention Rate % Pass rateLevel 1 6 5 1 6 100.00% 83.33%Level 2 4 0 4 4 100.00% 0.00%GCSE 0 0 0 0 0.00% 0.00%

Total Entries 10 5 5 10 100.00% 50.00%

MATHSNo.

Entered Passed Failed

No. on Programme

after 6 weeks Retention Rate % Pass rateLevel 1 1 0 1 1 100.00% 0.00%Level 2 0 0 0 0 0.00% 0.00%GCSE 1 1 0 1 100.00% 100.00%

Total Entries 2 1 1 2 100.00% 50.00%

WORKSKILLS No Entered Passed Failed

No on Programme

after 6 weeks Retention Rate % Pass rateLevel 1 11 10 0 10 90.91% 90.91%Level 2 8 8 0 8 100.00% 100.00%

Total Entries 19 18 0 18 94.74% 95.45%

TOTAL ENTRIES GCSE / Level 1 and Level 2

programmes31 24 6 30 96.77% 77.42%

Entry Level and Functional Skills 19 -25 Study ProgrammesEntry Level and Functional skill results were also above the national averages by 5% (72%) but were reduced by low levels of pass rates within mathematics. For both factors that affected the results, Faculty Leaders identified the same issues within teaching and learning to be improved for subsequent years.

Entry Level No. of Entries / Enrolments 2014-15

2014/15 No. of Entries / Enrolments 2015-16

Retention Pass2015-16

Qualification Success Rate (QSR)

National Average QSR

Overall 22 59% 29 100% 72% 66%

English All Levels 6 17% 7 100% 100% 100% 67%

Maths All Levels 12 67% 13 100% 38% 38% 67%

Workskills 4 100% 9 77.8% 100% 77.8%

ENTRY ENGLISHNo. Entered Passed Failed

No on Programme

after 6 weeks

Retention Rate % Pass rate

Entry 1 0 0 0 0 0.00% 0.00%Entry 2 7 7 0 7 100.00% 100.00%Entry 3 0 0 0 0 0.00% 0.00%

Total Entries 7 7 0 7 100.00% 100.00%

ENTRY MATHSNo. Entered Passed Failed

No on Programme

after 6 weeks


Entry 1 3 1 2 3 100.00% 33.33%Entry 2 6 3 3 6 100.00% 50.00%Entry 3 4 1 3 4 100.00% 25.00%

Total Entries 13 5 8 13 100.00% 38.46%

ENTRY WORKSKILLSNo. Entered Passed Failed

No on Programme

after 6 weeks


Entry 1Entry 2Entry 3 9 7 0 7 77.78% 77.78%

Total Entries 9 7 0 7 77.78% 77.78%

Total Entries on to Entry Programmes

29 19 8 27 93.10% 65.52%

Attendance

2014-15 2015-160

102030405060708090

10090.93 87.08

9.07 12.92

Student Attendance 2014-16

Attendance %Absence %

Attendance % Absence % National Average

2014-15 90.93 9.07

2015-16 87.08 12.92

Retention

2014-15 2015-16 2016-170

5

10

15

20

25

30

35

40

Student Retention

Number of StudentsCompleted YearWithdrawn

2014-15 2015-16 2016-17

Number of Students 21 28 37

Completed Year 19 26

Withdrawn 2 2

% Retention 90% 93%

Destinations 2014-15

142

2

3

Student Destinations 2014-15

Continued at The HiveEmployment PaidEmployment UnpaidApprenticeshipNEET

2

1

1

Employed/Apprenticeship Des-tination by Sector 2014-15

Health, Public Services & Care

ICT

Leisure, Travel & Tourism

Student Destinations

2014-15%

Destination Sectors

2014-15%

Continued at The Hive 14 66.67% Health, Public Services & Care 2 50%

Employment Paid 0 0.00% ICT 1 25%

Employment Unpaid 2 9.52% Leisure, Travel & Tourism 1 25%

Apprenticeship 2 9.52%

NEET 3 14.29%

21 100%

Destinations 2015-16

13

3

6

2

4

Student Destinations 2015-16

Continued at The Hive

Employment Paid

Employment Unpaid

Apprenticeship

NEET 7

3

1

Employed/ApprenticeshipDestination by Sector 2015-16

Health, Public Services & CareICTLeisure, Travel & TourismRetail & Commercial EnterpriseBusiness, Admin & Law

Student Destinations

2015-16%

Destination Sectors 2015-16

%

Continued at The Hive 13 46.43% Health, Public Services & Care 7 64%

Employment Paid 3 10.71% ICT 0 0%

Employment Unpaid 6 21.43% Leisure, Travel & Tourism 0 0%

Apprenticeship 2 7.14% Retail & Commercial Enterprise 3 27%

NEET 4 14.29% Business, Admin & Law 1 9%

28 100%

Success RatesSuccess Rates 2014-15 Students 2015-16 Students National Average

Success 86% 18 86% 24

NEET 14% 3 14% 4

100% 21 100% 28

Overall Success Rates (Combined Years 2014-15 & 2015-16)Overall Success % Students

Success 86% 42

NEET 14% 7

100% 49

Outcomes for Learners are very positive and successful with the college bucking the national trend for young disabled people gaining paid and unpaid employment. The college still encounters barriers but places considerable resources to reduce and break these down for successful outcomes.


Outstanding ☐ Good ☒ Requires Improvement ☐ Inadequate ☐ Not Applicable ☐

Provide evidence to support the Grade for 2015/2016, with reference to the Grade descriptors: Personal development, behaviour and welfare in the Further education and skills inspection handbook (August 2015). Wherever possible, the evidence should be supported by relevant data.


Evidence

Across the provider and in different types of provision, including subcontracted provision; current learners make substantial and sustained progress from their different starting points.

Learners starting points, progression, achievement and destinations are monitored closely.

79.3% of learners improve their results from starting points and are not entered for another qualification at the same level with a different name.

High retention and achievement rates.

Outstanding development of personal and social skills.

Learners and groups of learners are typically able to articulate their knowledge and understanding clearly and demonstrate the skills they have acquired convincingly. The standard of learners work is high and, where appropriate, meets industry standards very well.

Learners demonstrate the skills they have acquired, the standards of their work is high and meets employers standards.

Excellent preparation for employment into relevant career aspirations

The proportion of learners completing their courses and achieving meaningful qualifications, including, where

Overall results are above the national pass rates of 78%

Level 1 pass rates are above the national average at 88.2%

appropriate, in English and mathematics, that are relevant to their career aims or learning goals is very high or improving rapidly.

Students achieve high pass rates within vocational qualifications at 96.15%

Learners progress as soon as they are ready to higher-level learning and/or into sustained employment or gain promotion at work. The proportion of learners progressing to positive destinations is very high.

Learners progress into employment as soon as they are suitable for the post. Excellent timeframes are evident for learners gaining employment and apprenticeships.

The number of learners that move into employment (paid or unpaid) is increasing and above the national average.


Evidence

The proportion of learners completing their courses and achieving meaningful qualifications, including, where appropriate, in English and mathematics, that are relevant to their career aims or learning goals is very high or improving rapidly.

The achievement of English and Maths for 2015-16 is poor and requires improvement to improve the percentage of leaners achieving in these areas.

Improve English results, specifically for Level 2 qualifications

Improve Maths results specifically for Entry Level and level 1 qualifications

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