AoC Beacon Awards Mini Profiles 2011/12

Responsiveness, Partnership and Impact

AoC Beacon Awards

2011/2012 Winning College Profiles

Teaching and Learning,

CurriculumDesign and

Development

Leadership and Quality

Improvement

Awards for Teaching and Learning, Curriculum Design and Development

• Association of Colleges Award for Inclusive Learning

• CoLRiC Award for the Effective Integration of Libraries/LRCs in Curriculum Delivery

• Edge Award for Practical Teaching and Practical Learning

• Jardine Lloyd Thompson Benefit Solutions Award for Health and Community Care

• LSIS Award for Effective Use of Technology in FE and Skills

• OCR Award for Skills

Learning Services Team, West Cheshire College

LEAP2WORK

LEAP2WORK, a project developed by West Cheshire College and Cheshire West and Chester’s Supported Employment Team, supports local young people aged 16-25 with learning difficulties and disabilities (LDD) to make the transition away from benefit dependency and towards economic independence.

The project came about through the drive, passion and determination of staff at West Cheshire College who for many years have been working to improve the employment opportunities of young people with disabilities.

The Office for National Statistics (November 2010) says 52% of disabled people between the ages of 16 and 64 are economically inactive, compared to 23% for the general population. Radar, the Royal Association for Disability and Rehabilitation, estimates that 44% of disabled 19 to 21 year-olds are not in employment, education or training (NEETs) - compared to 23% for the non-disabled population.

LEAP2WORK is making small but significant inroads into these appalling statistics by moving young people with LDD towards employment and economic independence and away from benefits; removing some of the barriers they experience to enable progression towards financial independence and independent living.

LEAP2WORK is a major programme at West Cheshire College, delivering a coordinated approach across all curriculum areas to ensure that whatever their vocational interests, LDD learners have the opportunity to access the specific training and support required to progress into further training and employment.

“ ”I love the job

and I think

they like me!

Emma, learner

at the College


Association of Colleges Award for Inclusive Learning

Information and Learner Services: the Learning Resource Centre, Northampton College

Embedding information and study skills into the curriculum

Research suggested that information and study skills, while essential to every student’s success, were underdeveloped. Believing in the central importance of ensuring that the Library is embedded at the heart of the student’s experience, Northampton College determined to address this issue.

The Library team designed and delivered Information and Study Skills sessions in a highly effective collaboration with curriculum colleagues to help students devise research plans, access information from a variety of sources and produce correctly referenced material for assignments.

Over 4,000 students took part and feedback was excellent, with 97% claiming that the sessions helped them enormously with their ability to produce high quality evidence of their understanding and knowledge. Importantly, some module grades were seen to rise by 10%.

The College ensured that designs for its new building included a state-of-the- art library, created as a fulcrum to the physical structure and symbolising the central importance of research skills within the learning experience.

The Library team has taken its concept around peer organisations within FE and HE and is working to refine its service through further professional development to maximise the impact of the fantastic new library on the learning experience and future success of its students.

“

”

I’ve just compared

the grades of the

assignment based

module for this year

with last year

and found a 5%

improvement. This

I feel reflects the value

of the research skills

sessions and prepares

students for the rigour

of HE.

Course Leader


CoLRiC Award for the Effective Integration of Libraries/LRCs in Curriculum Delivery

Engineering Department, Exeter College

Aerospace Engineering “Learning by doing”

Exeter College’s first priority when selected as Flybe’s lead academic partner in 2007 was to create a unique and innovative post-16 practical learning pathway to license new aircraft engineers in collaboration with the Civil Aviation Authority, Flybe, GoSkills, SEMTA, the Skills Funding Agency and awarding organisations.

The Flybe Diploma in Engineering, a four year industry based course developing underpinning knowledge and practical skills concurrently, is a framework of vocational qualifications, a professional certificate and a Foundation Degree.

It aims to:

• Provide the aerospace industry with talented, licensed engineers • Provide a practical learning course meeting employer and sector requirements whilst being enjoyable and affordable to students • Support learners in achieving their aspirations • Promote a seamless transition from FE to employment • Address the ‘lost’ skills by training students to become ‘pure’ engineers • Reduce barriers to participation of minority groups and encourage more women into engineering • Expand the integration of qualifications into practical learning

Over 3,000 hours of practical training in the live aircraft hangar and workshops mean learning is real and relevant with student feedback showing the most valued feature is having live aircraft, parts and components “at their fingertips”. Learners’ high levels of practical skills and knowledge allows for progress to employment, earning a salary in excess of £30,000 per annum.

“

”

Many thanks to

the College for

supporting us in

filling the two

Technician posts for

the new simulator.

Nick and Aaron are

promising engineers

and have had an

excellent grounding

from the College.

Kevin Berry,

Manager Flight

Training Devises


Edge Award for Practical Teaching and Practical Learning

Science, Maths and Humanities Department, Fareham College

NHS Leg Care Community Clinic

The Leg Care Centre run by Southern Health and Fareham College provides specialist care for patients in the Fareham and Gosport area in a comfortable, inviting environment. Linked to the Community Innovations Team (a patient support network), patients are able to come and socialise so they can engage in communication with others and be re-integrated into the community. The Centre provides a social learning model that ensures patients aren’t isolated in their homes waiting for district nurses. This helps to make the most efficient use of patient and nursing time. Anecdotal evidence already suggests that patients are healing more quickly and without reoccurrence.

The Leg Care Centre is also helping students because it provides a professional learning environment as those studying Health and Social Care and Access to Nursing volunteer to gain hands-on experience which many universities look for. Without this type of experience many universities will not accept students who wish to study a nursing profession or similar degree.

The number of patients the Leg Care Centre treates has increased dramatically. Since its official opening on 21st September 2009, it has gone from treating half a dozen patients to 505 patients a month.

Southern Health and Fareham College are currently working to expand the centre further by developing more services for patients and opportunities for students.

“”

I believe that the

College students are

getting valuable

experience and the

nursing staff can

work more effectively

in a single site,

so everybody is

a winner.

Local GP


Jardine Lloyd Thompson Benefit Solutions Award for Health and Community Care

Innovation and Excellence Unit, Preston College

Innovation and Excellence Unit

The Preston College Innovation and Excellence Unit was established to create an engaging and innovative approach to learning and assessment by developing an enthusiasm for the use of new and emerging technologies.

To develop the effective use of technology, a varied and bespoke staff development programme supporting the introduction of cutting edge innovative technologies into teaching practices was implemented. Staff were invited to technology based sessions that were tailored to their levels of learning and ability, following an extensive skills audit of the learning journey. This created a culture and passion for excellence in both staff and students.

Filming in 3D has supported the development of skills such as sports coaching and catering, whilst 3D software has allowed learners to experience a working engine or beating heart. Head cameras have recorded unique first person perspectives in vocations such as hairdressing and supported the development of internationally recognised iTunes U content. Other mobile technologies such as Kindles, iPods and PSPs have supported the initiative and engaged staff and students alike.

By thinking laterally about the use of technology within FE, and supporting new assessment and curriculum design, the success rates of learners have increased dramatically to above 90%.

“”

I can edit video

straight away,

without having

to wait for a PC

and MovieMaker

to load.

Student


LSIS Award for Effective Use of Technology in FE and Skills

Functional Skills Team, Walsall College

Roll out of Functional Skills

Walsall College Mission Statement: “Our greatest passion is unleashing the potential of individuals, communities and businesses; our greatest legacy is the talent of our learners: skilled, professional and enterprising.”

Ensuring learners are equipped with the essential levels of English, Maths and ICT to secure employment or further study is at the heart of this statement, and is the aim of the Functional Skills team.

The College’s goal is to unlock lifelong learning potential and raise the aspirations of each learner, allowing them to access employment and/or further study opportunities. The overarching aim is to ensure all the College’s 16-19 full time learners have the English, Maths and ICT skills needed to achieve, whilst adapting to the current economic situation.

Walsall College’s innovative approach dealt with each of its concerns efficiently and effectively at no extra cost to the College. As a result, Functional Skills are now integrated into vocational courses, where they have been embraced and successfully delivered by tutors, both on campus and in the workplace, with an 81% success rate.

The College has embraced the opportunity of using new technology, staff expertise, extensive staff development and learning spaces to implement a sustainable, personalised, holistic and highly effective approach.

“

”

Functional Skills

has given me the

confidence and

knowledge that will

help me in the future.

I feel maths is

important in the

industry because it

is used daily and I

believe that these

lessons have given

me the skills to

understand the

importance of it.

Allanah Takya –

hairdressing student


OCR Award for Skills

Awards for Leadership and Quality Improvement

• Association of Colleges Award for Procurement, Collaboration and Shared Services

• City & Guilds Award for Staff Development

• LSIS Award for Leadership of Innovation in Curriculum Development

Procurement Unit, City of Bristol College

Delivering efficiency and sustaining prosperity through partnership

In 2009, City of Bristol College embarked on a project to improve efficiency across the College through the removal of unnecessary and inefficient processes.

The initial project aims were to:

• Establish procurement as a shared service across the College

• Review and map all non-pay expenditure identifying critical risks and opportunities

• Develop and implement a strategic plan for procurement activity

• Ensure the support of the wider College for procurement through key stakeholder engagement

• Ensure College compliance with all procurement legislation and internal financial regulations

• Develop a centre of excellence for procurement within the College

• Deliver savings of 3-5% through improved procurement processes and procedures

• Work with organisations with similar goals and values to achieve mutual benefits

In its first year of operation the Procurement Unit delivered savings of over £400,000. In 2011 the Procurement Unit delivered cashable savings of approximately £500,000.

These savings, both in cash and non-cash efficiency gains, have provided direct benefit to the College’s learners. This has been done by redirecting the resources saved to the delivery of front line services across the College.

“

”

This award recognises and celebrates the commitment of the College to seek innovative alternatives which both improve current processes and benefit the students.

Savings made, through more efficient purchasing, were invested in frontline services for students. The key to success was collaboration with each faculty within the College to determine possible savings.

Thanks to the hard work of the Procurement Team, this accolade showcases again that the learner is at the heart of everything we do and we are delighted that we have been given this prestigious award.

Keith Elliott, Principal


Association of Colleges Award for Procurement, Collaboration and Shared Services

Quality Teaching, Learning and Performance Team, West Nottinghamshire College

An innovative, encouraging and motivating approach to personal and professional development

Being judged ‘outstanding’ by Ofsted in 2008 was only the beginning of West Nottinghamshire College’s journey to achieve excellence everyday in equality and diversity.

The College has developed an innovative approach to embedding equality and diversity in every corner of the organisation – making it a topic embraced by staff and students alike.

Called ‘Advance, Embed, Celebrate’, its equality and diversity scheme doesn’t merely ‘sit on a shelf gathering dust’. Instead, it is a whole-organisation culture that allows staff to develop their knowledge and understanding through individualised training programmes supported by an online toolkit – featuring hints, tips, coaching activities and resources – that act as a ‘one-stop shop’.

Furthermore, bespoke training programmes have been rolled-out to partner providers, supported by mobile learning technologies including MP3 players, Sony PSPs, DVDs and webinars – meaning the College’s approach to excellence extends beyond its campuses.

Of the 1,564 staff accessing the training to date, 98% said it enabled them to embed equality and diversity into their working practices.

This innovative approach encourages staff to share initiatives, ideas and resources – and take responsibility for their own continued personal and professional development.

“

”

When we first went

into the session and

saw that the slide

said equality and

diversity ... I thought

the session would

be boring. It was

brilliant and really

linked to what we

were doing ... it made

everybody think

of what we take

for granted.

Plumbing student


City & Guilds Award for Staff Development

Transportation Department, South Birmingham College

“Learning is not TAXI’ng”

“Learning is not TAXI’ng” aims to increase the skills base of local taxi drivers and improve their customer service skills.

In partnership with Birmingham City Council’s taxi and private hire car licensing office and private hire car associations, the course has directly engaged with the city’s minority ethnic communities who have traditionally had little involvement with the formal education system in this country.

Over 2,000 local taxi drivers have received the Road Passenger Vehicle Driving Level 2 qualification, being trained in areas such as customer service, disability awareness and how to deal with emergencies, all with the aim of ensuring the public have confidence in their local taxi company.

The initiative seeks to ensure it is accessible for all and particular attention is paid to learners whose first language is not English. These learners are given extra support and a classroom assistant. For those with low levels numeracy and literacy, English and maths are embedded into the curriculum and students provided with extra support from subject specific tutors.

The outcomes for the drivers have been improved literacy and numeracy skills and increased self-esteem. Further afield, the project has contributed to family and community learning, improved professionalism of the sector and to the safety of passengers.

Many of the drivers who have completed this course have re-enrolled to study literacy and numeracy at a higher level or have continued onto a Level 3 qualification.

“”

As private hire

drivers, we now feel

that we have updated

our knowledge and

also learned new

skills to improve

our services.

Abdul Afiez,

Taxi driver


LSIS Award for Leadership of Innovation in Curriculum Development

Awards for Responsiveness, Partnership and Impact

• AoC Create Award for College Engagement with Employers

• AQA Award for College/School Partnerships

• Pearson Award for Widening Participation to Lifelong Learning

• University of Southampton Award for 14-19 Widening Participation

• Welsh Government Award for Overcoming Deprivation

InnoTech Centre, South West College

InnoTech Centre

The InnoTech Centre is an exciting venture by South West College in Northern Ireland. The aim of the Centre is to nurture and grow innovation and technology in SMEs through high grade knowledge exchange and technology development. The focus of InnoTech is to provide practical technical solutions with an emphasis on the near-market development of new products and processes. To date, InnoTech has delivered over 95 research and development (R&D) projects with small companies which have generated in excess of £4.3m for the regional economy.

The InnoTech Centre was established in 2009 to meet the demands of business in the region that required technical expertise and know-how to bring innovative ideas through to fruition. InnoTech employs a team of 15 scientists, technologists and engineers, and has taken a multi-disciplinary approach, providing industrial knowledge transfer and R&D services to industry in the areas of design, renewable technologies and electronics and software. This range of specialisms is unique to the InnoTech Centre and enables the team to deliver on a wide range of innovative projects. These include mechanical design of engineering machinery, development of mobile apps and consultancy on a wide range of renewable energy installations including wind turbines, hydro systems and energy from waste.

“

”

The South West

College provides

outstanding support

to local SMEs to help

them develop com-

mercially viable prod-

ucts and services in

the core areas of elec-

tronics and software,

industrial design and

sustainability; many

of these businesses do

not have the capac-

ity to undertake this

work on their own.

Innovation Fund Evaluation, FE Inspection, April 2011


AoC Create Awardfor College Engagement with Employers

Curriculum and Technology Team, South West College

STEM Centre

The STEM Centre at South West College in Northern Ireland is a specially designed contemporary teaching facility and exhibition space focused exclusively on delivering educational and instructional activities in the areas of Science, Technology, Engineering and Maths (STEM). The Centre is designed to bring a ‘wow’ factor to STEM education and to date has generated impactful learning experiences for over 4,000 pupils from some 50 schools across Northern Ireland. Located at the College’s Dungannon campus, the 350m2 facility is the only dedicated, purpose-built STEM Centre of its kind in the UK and Ireland.

The stylish and relaxed environment is designed to capture and attract the imagination of young people and promote interest in the vast range of career paths and options available. The facility and its activities have been developed in partnership with international STEM specialists and industry representatives and the Centre offers a unique platform for employers to lead, engage with and shape the next wave of skilled workers.

The multi-purpose Centre is fitted with state-of-the-art equipment including:

• A fully immersive theatre featuring 3D projection and surround sound

• 30 iPads loaded with educational applications

• A laboratory with multi-purpose, custom-built workstations for practical sessions

• Multimedia Studio equipped with 10 pod-style workstations

“”

The impact of the

programme outside

the College in

promoting an interest

in STEM courses

and careers is

significant.

Independent

evaluation of

STEM Activities,

FE Inspection,

January 2011


AQA Award for College/School Partnerships

Humanities and Social Science Team, Ruskin College

Engaging vulnerable people

Ruskin College’s clear mission is to provide educational opportunities to disadvantaged adults. This project engages ‘hard to reach’ individuals with complex needs. Most struggle with low self-esteem, limited social and employability skills and negative learning experiences. Ruskin College enables them to achieve through innovative, imaginative and individualised teaching and learning.

Classroom teaching promotes social inclusion and employability; embedded within the curriculum, learners develop soft skills, e.g. working with others and moving towards integration within the wider community. This is transformative, helping to improve self-esteem and to realise potential, changing their perspectives on life.

Tutors assist the transformational process, taking a holistic approach: acting as mentors, questioning behaviours and attitudes, empathising with learners’ situations and attending partnership events. ‘The close working relationship with the teacher has been invaluable; she has encouraged clients to continue with classes. The outcomes have been amazing’.

Education becomes a positive experience, encouraging learners to invest in their futures by taking responsibility for their own learning. The confidence engendered can lead to employment, re-building relationships and to considering further study to build on their learning. ‘I am on the road to success now!’

“”

My self-esteem has

improved a lot, I feel

more grown up and

less isolated.

Student


Pearson Awardfor Widening Participation to Lifelong Learning

13-16 Centre, South Birmingham College

South Birmingham College Pre-16 Academy

The pre-16 Academy provides full or part-time education for young people for whom mainstream education is not appropriate, many of whom are disaffected and vulnerable young people.

The Academy accepts the most challenging of young learners on a full-time basis, including those who have been excluded from school, are school refusers, have been bullied or who are new to the area and unable to gain a school place. In addition, over 300 young students attend on a part-time basis whilst still in full-time school-based education.

The opportunity to supplement traditional GCSE learning with vocational qualifications in areas such as motor vehicle, construction and catering provides these young people with broader future opportunities, and the vast majority continue in education at a College or sixth form after school.

Students at the pre-16 Academy are all allocated a mentor, who is available to provide support in and outside the classroom. Students also benefit from small class sizes and lessons outside the formal setting of a school helps these young people respond positively and has resulted in over 95% of them progressing to further study.

Working with partners across the city of Birmingham and the surrounding areas, the Academy delivers courses that directly meet the needs of this age group, and that helps to put young students on the right path for future employment, training and education.

“

”

I am proud of myself

because I have turned

my life and I am now

going off to university

and then on to

bigger and greater

things which I could

not have done

without the help

and support from

tutors and staff

at pre-sixteen.

Cordell Jeffers,

student


University of Southampton Award for 14-19 Widening Participation

Learning/Learner Services Department, Cardiff and Vale College

Entry to Vocational Studies

South Wales’ Cardiff and Vale College has worked in partnership with Social Services and Careers Wales to design the award-winning Entry to Vocational Studies (EVS) programme. This innovative personal development programme provides young people from deprived backgrounds with the opportunity to develop their vocational skills and basic skills.

The EVS programme focuses on vocational areas such as automotive, hairdressing, beauty and retail with additional individual tutorial support each week. The flexible nature of the curriculum has been tailored to the needs of the learners.

The shared vision and collaborative arrangements between the College and its partners including: Morrison Supermarkets PLC, The Celtic Manor Hotel and Resort and WE DOWDS Shipping, raises the aspirations and confidence levels of the learners so they can progress onto further study or employment. Each partner has given time, resources and support by providing a variety of opportunities for the learners to develop in the workplace and gain employability skills.

The course runs over 38 weeks, with roll-on monthly entry for young people. Learners progress to Level 1 courses or onto employment. This year, the programme has expanded to take up the high level of need in this particular area.

“

”

The staff and

Principal have been

incredible in opening

the doors to some of

the most challeng-

ing young people and

providing bespoke

support and learning

opportunities to help

break down barriers,

raise self-esteem and

confidence and inspire

these young people

to achieve their

full potential.

Shirley Rogers,

Careers Wales


Welsh Assembly Government Award for Overcoming Deprivation

AoC Charitable Trust, 2-5 Stedham Place, London WC1A 1HUTelephone: 020 7034 9900 Facsimile: 020 7034 9950

email: [email protected] Website: www.aoc.co.uk

AoC Beacon Awards Mini Profiles 2011/12

Education

learning difficulties

practical learning pathway

practical skills

practical teaching

curriculum design

learning resource centre

skills ocr award

cheshire west