The OFSTED results are in : Filton is a GOOD College!

Sport Leisure, Travel and Tourism: Grade 1

• Learners enjoy their lessons and attendance and punctuality are good
• Good use of target grades and effective monitoring of learners’ progress has improved attendance and retention
• High success rates on all Travel and Tourism and the majority of sports courses
• Highly effective teaching, learning and support.
• High levels of progression into professional sport, higher education and sports scholarships
• Pass rates on full time sports courses are high and have been above national average for the last 3 years.
• Teaching and learning are good
• Initial assessment is accurate and learners receive good learning and language support
• The range of courses offered, sporting opportunities and athletic support are outstanding
• The college provides an exceptionally caring and supportive learning environment
• Leadership and management are outstanding
• Quality assurance of teaching and learning is effective and self assessment is accurate

Visual and performing arts, and media: Grade 2

• High success rates on full time courses
• Wide variety of educational visits and performance opportunities
• Success rates are high, showing consistent improvement over the last three years in most Full Time course
• Teaching and learning are good with same outstanding lessons
• Students benefit from a wide educational visits and the curriculum is enriched by visits from industry professionals
• Supportive and guidance for students are good. In class support is effective in developing learning and achievement.
• Leadership and management are good
• Lesson observations are rigorous with effective strategies to support improvement and share good practice

Annual Report

Download the Filton College Annual Report 2006/2007

Executive Summary

Top Marks for Accounting Programmes

Outstanding results were received for the College’s AAT provision which is designed for trainee accountants and approved by the Association of Accounting Technicians. This was the second year running that the Level 2 AAT Foundation students achieved a 100% pass rate for both their examination and course work.

Filton College Rugby Academy Win Tyndale International Schools Rugby Tournament for Second Year Running

Filton College 1st XV enjoyed a great start to their season. Filton played Stowe School in the final. Showing real confidence, Filton controlled the game.

Chinese Ballet Dance at Filton College

Dance staff and students were entertained by the Guangzhou Ballet who were invited to Bristol through the Bristol China Partnership (BCP) as part of the celebration of the 5th Anniversary of the Sister City Signing between Bristol and Guangzhou. Filton College have established links with the BCP having worked on a number of joint initiatives previously within Guangzhou.

Filton Table Tennis Academy Reach the British League

Filton College’s Table Tennis Academy, part of the Bristol Academy of Sport, entered a team into the Premier division of the senior British League. The Filton College team played under the name of their sponsors Oxford Fireplace Centre.

Therapeutic Experience for Shoppers at the Mall

Beauty therapy met retail therapy at the Cribbs Causeway Mall when our students provided free beauty treatments to shoppers during the Mall Fashion Week. Level 3 Beauty learners undertook over 700 treatments during the five day event including mini manicures, Indian head massage, hand and arm massage and nail art treatments.

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Accolade for College Electrician

The Royal Humane Society recognised the life saving actions of Filton College’s electrical engineer Bob Connor after his quick response to a fellow colleague’s heart attack at work. Bob Connor, 48, from Warmley, Bristol was nominated for the award by Chris Bradley, Executive Director of Human Resources at the College after saving the life of Peter Russell, one of the College’s porters.

German Technical College Exchange

The College hosted a visit of senior managers from the Berufsbildende Schulen in Neustadt, Germany as part of an on-going exchange of information, ideas and cultural initiatives between both educational establishments.

Golf Academy invited to see Nick Faldo at the Junior Ryder Cup

In the week before the Ryder Cup the Filton College Golf Academy students were lucky enough to watch Europe and America’s best junior golfers during the Junior Ryder Cup and be given a clinic from six-time Major winner Nick Faldo.

Filton College win English FA Female Football Development Centre of the Year Award 2006

We won the prestigious National FA Charter Standard Colleges 2006 Female Football Award by using football to provide high quality Academic and Football programmes. Claire Scanlan, Head Coach of Filton College’s Female Football Development Centre received the award from Sir Trevor Brooking.

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College hosts South African Delegation

Further to visits by Kevin Hamblin, Principal, as part of a British Council delegation to South Africa, Elangeni College from Durban visited Filton College. The visit strengthened the existing links between the two institutions as Elangeni College has been identified by the South African Education Department as the country’s first Sport College to be opened by 2008.

Filton College united as it hosts Faiths in Further Education Conference

Filton College was selected to host the Faiths in Further Education (FE) Conference on behalf of the Diocese of Bristol Board of Education. The Faiths in FE Conference included a number of key speakers from different faiths and allowed delegates to appreciate the needs of multi-cultural learners at further education levels.

Sport Academy launched at Commonwealth Conference for Education Ministers

Filton College received the official support of Bill Rammell, Minister for Lifelong Learning, Further and Higher Education for its work in helping South Africa establish its first public Sport Academy. Filton College has been working with Elangeni College in Durban for almost a year to provide consultancy advice and academic support to develop sport development centres in Football, Netball, Basketball, Athletics and Rugby at their campus in Durban.

Football Academy for Students with Learning Difficulties in partnership with local Clubs developed

Filton College’s Bristol Academy of Sport developed a new initiative for students aged between 16-18 years who are about to or have recently left school with no formal qualifications but have great a passion for playing football. The new LD Elite Athlete Pathway (LEAP) programme was designed for students who are already footballers and require support and guidance to prepare for employment, work-based training or other Further Education courses.

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Filton Student wins Gold Olympic Medal

Darius Knight took a gold medal with his partner Paul Drinkall defeating a Chinese pair 3/1 in the final of the Olympic youth festival held in Sydney Australia. Knight a student at the British Table Tennis Academy in Bristol, also won a silver medal in the team event representing Great Britain.

Bristol Academy of Sport hosts FA Chief Executive

FA Supremo, Brian Barwick came to consult 50 key footballing figures in the South West on the FA’s Structural Review. Brian also took advantage of his visit to see first-hand the facilities at the College’s new £17.5million WISE Campus which, along with the mix of education and football coaching, has established the College as the best FA Chartered College in the country in 2005 and 2006 for boys and girls.

Engineering Apprentice of the Year from Filton College

Filton College’s Mechanical Engineering student Nathan Cole celebrated after winning first place in his year at the South West regional Engineering Employer’s Federation (EEF) awards and received the overall award for Apprentice of the Year. The awards were presented by the EEF which is the organisation for manufacturing, engineering and technology-based businesses. The awards are presented annually to apprentices undertaking Advanced Apprenticeships within the manufacturing sector.

College goes green by switching to renewable Energy Sources

Filton College became one of the first colleges within the country to pledge to purchase at least 40% of its energy sources from green energy across its three main campuses. This involved the College’s energy being supplied through wind turbines, landfills and biomass.

College rugby player captains England Colleges Squad

Filton College 1st XV player, Sam Bennett, was selected to play for the England Colleges and asked to captain the squad on their five game campaign.

NEET Construction course fully subscribed

Over 40 young people classed as NEETS aged 16-18 returned to education when they joined a full-time construction course which had a mid-year start.

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Chairman’s Report 2006/2007

There has been a series of reports and initiatives in the past three or four years which have significantly influenced the thinking within the Further Education system. The Foster Report and the Leitch Report are perhaps the two most well known and talked about.

These reports have shaped the priorities Filton College has adopted to take it forward towards its goal of becoming an outstanding College by 2011/2012.

These priorities are:

1. to provide our students with an outstanding education that places the learner at the centre of everything we do.
2. to continue our record of extending education opportunities to respond to Government and local needs.
3. to further enhance the quality of the experience we provide for our students and our staff.
4. to proactively develop effective partnerships with business, public services, the local community and with other education providers.
5. to ensure we have the necessary human and financial resources to support our Plan.
6. to create a College campus environment which is equipped for delivery of high quality blended learning strategies.

Changes in support of these priorities carried out over the past 3 years are now beginning to pay dividends. The quality of teaching and learning is improving, the student is increasingly the focus of everything we do and the upward performance trends in recruitment, retention and achievement are recognition of the success of these changes.

I am confident that these upward trends will continue into the future, and our aim to be an outstanding College will be achieved in the medium term. At this point I would like to recognize the hard work and adaptability of our staff. Change can be a destabilizing influence, but throughout this period there has been a willingness to adopt new methods and working practices and to realise that together we can achieve our objectives.

I have the privilege to work with a board of skilled and enthusiastic Governors and a dedicated Senior Management Team and I would like to thank them all for their hard work and support in a year which has seen much challenge and change.

The following report provides much more detail and a clear insight into the exciting mix that is Filton College.

John Huggett
Chair of the Corporation

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Principal’s Report

Welcome to our annual report for 2006/07.

2006/2007 was another year of progress academically at Filton College. Our overall academic success rate of 79% across all courses placed the College in the top 25% of colleges in the country. This success has built up during the past three years as new staffing structures have been embedded that allow our best teachers to progress in their careers and remain in the classroom.

Lesson observations have improved in line with our academic success with 70% of our lessons graded by external inspectors as good or outstanding. This has been the result of the introduction of one of the most supportive staff development schemes in the sector with a structured, student centred and competencebased development programme linked to salary progression. The best teachers are recognised by the highest pay.

Coupled with the investment in staff and capital resources over the past three years, there has been an incremental investment in the way we use IT and the Information and Learning Technology which has been introduced into the classroom. Further investment is planned to move from over 50% of classrooms having "smartboards” to complete coverage by September 2008. The roll-out of ILT is at a pace which matches staff development activity that equips teachers with the skills to fully exploit this technology.

The College again increased its student numbers in 2006/2007. Our 16-18 numbers have been buoyed by our move into the area of construction but also because of our position in the sector with regard to sport and physical activity. About 25% of our students take part in our sports academies, marrying full-time academic programmes on a wide range of curriculum areas with up to 16 hours of coaching, competing and personal conditioning. Though academic study will always be paramount, our unique approach to sport is seen nationally as a model of excellence as we have managed to increase recruitment, retention and achievement with great success in national competitions in a wide variety of sports.

Financially, the College has been affected by the transition from Lifelong Learning policies which asked colleges to work within the community and offer courses to adults throughout their lives, to an employerled model, which places the demand and funding for any training in the hands of the employer. Like many colleges, we are making arrangements to mitigate risks during this transition and we are responding to the new Skills Agenda and will be doing this over the next few years.

Our non-teaching and teaching staff are hardworking and loyal to the institution and are recognised as being the primary reason for this improvement and I would like to take this opportunity to record my thanks for their professionalism and dedication.

Overall the College is a vibrant, tolerant and inclusive place to study with excellent results across the board. Our AS and A2 results show added value across the range of provision, which is extremely rare. Our staff show through the overall success rates, and also in the opinion of external inspectors, that they are providing high quality lessons. Our staff and Governors at Filton want the College to be outstanding, and we are well on our way to achieving this goal.

Kevin Hamblin
Principal & Chief Executive
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1. Executive Summary

Having carried out the Accreditation Review in accordance with the guidelines provided Filton College, Learner Services & Admissions has demonstrated that it continues to meet the matrix quality standard for information advice and guidance services. Continued Accreditation to the matrix Standard is granted for the external services provided by Filton College, Learner Services & Admissions.

This Accreditation Review Report details the services provided by Filton College Learner Services & Admissions (LS & A) and includes a brief description of the organisation, the Assessment methodology and an overview of how Filton College LS & A demonstrated that it continues to meet the matrix Standard.

2. Introduction

Filton College was assessed against the matrix Standard for information advice and guidance services provided to external clients by the Learner Services and Admissions Departments.

Filton College, a Further Education College on the outskirts of Bristol continues to provide a wide range of educational and vocational courses to full and part time students from 16 years upwards. The number of full time students has increased since previous Assessment. The College functions from three sites, the main campus, the new WISE state of the art sport and arts campus, plus another site in the centre of Bristol. Since previous Assessment Student Services has become Learner Services, and now provides a one-stop shop for those seeking information and advice on welfare, finance, careers, accommodation, learning support, work placements. This Department also includes counselling services, the Student Union and Aim Higher. Learner Services work closely with Admissions to enable students and potential students to access the sources of information and advice they need, without difficulty. Marketing, International Services and Reception come under Admissions. This Accreditation review was extended from previous Assessment to include Admissions in addition to Learner Services. Although both departments are situated at the main campus building, their services extend to the other two sites. A new Executive Director of Learner Services took over the post a year ago, and re-structuring of teams has contributed to strengthened processes and procedures being put in place for delivery of support services to students. Provision of quality Information, advice and guidance is recognised as key to successful recruitment, retention and achievement, and is embedded in all areas of Learner Services and Admissions. This year Learner Services gained a contract with Nextstep to provide information, advice and guidance with a careers focus to adults aged 20 plus and below Level 2.   Clients may be referred through Nextstep but the main take-up is students for access courses. Aim Higher has become embedded in the College, and participation has increased.

The Assessor found a friendly and welcoming environment at the College, with life sized posters of individual learners and their own words displayed around both main sites as well as a range of information about the College, its staff and what is available to students.  All members of staff met shared the College ethos of ‘Right Learner, Right Course’, and were dedicated to the provision of services focussed on the needs of the individual learner. Both Learner Services and Admissions are in prominent positions within the College, and now have open plan layouts to encourage people to walk in. Each area of Learner Services is clearly signed, so that people know where to go for what. Each member of Admissions staff has their name and role displayed for easy identification. ‘I love my job’, ‘I love working with the students’, and ‘I love seeing people achieve’ were just some of the comments voiced by members of staff.

The two areas of good practice noted at previous Assessment have been developed further and were considered as strengths at Accreditation Review. There were two areas for continuous improvement from previous Assessment. One concerning poor soundproofing within student services has been overcome by the move of Learner Services within the College. The other on low response levels of feedback has been improved by introducing different methods for gaining feedback from both students and staff, some related to specific topic areas. Numbers of responses to  surveys and questionnaires are recorded and included in analysis reports.

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Comments made by students, members of staff and partner agencies on areas of Learner Services and Admissions included:

‘So happy with it, nothing else they could have done’

‘Really de-stressed me by giving me direction’

‘Advisers really follow it through – don’t just stop’

‘Encourage you with your learning, whether here or elsewhere’

‘College has made a massive improvement to my personality’

‘Learner Services did it really well – approaching us, not leaving students to go to them first’

‘Learner Services excellent – helped financially and with accommodation’

‘They don’t pressure you, but let you know they’re there’

‘Counselling good, given a lot of help’

‘Welfare Dept good – I owe it to them’

‘Would recommend this College to anyone’

‘Everybody’s here for the learners’

‘Do like my 1:1s – reassure you you’re on the right track’

New structure ‘has brought everything together’

‘Open plan works well – so good to have someone near I can ask things’

‘Learner Services do what they can to help us’

‘They try very hard to ensure Connexions service is used’

Filton College LS & A sought re-accreditation to the matrix Standard to identify how it continues to meet this best practice Standard, together with any areas for continuous improvement. It also provided the opportunity to review how teams are working together to continually improve outcomes for learners.

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3. Methodology

The Assessor used a range of methods to gather evidence against the matrix Standard;

One to one interviews with 18 members of staff including the Executive Director of Learner Services, and 1 learner. Total: 19

Telephone interviews with representatives of 2 partner organisations. Total: 2

Informal group interviews with 28 learners. Total: 6 groups

Observation of College premises and facilities on 2 sites, including Learning Resources, the College Website and Intranet, displays of information in Learner Services and Admissions as well as around College buildings generally.

Document review including Corporate Plan, Self Assessment Report, Service Level Agreements for each area of LS & A, minutes of meetings, College prospectuses, learner handbook, feedback questionnaires and analysis reports, range of policies and procedures including new learner retention policy, course information sheets and leaflets for areas of Learner Services.

Feedback gathered from a diverse range of learners, members of staff and representatives of partner organisations.

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4. Strengths

During the Accreditation Review, four strengths were identified. These are outlined below. The numbers and letters in brackets refer to the relevant elements and criteria in the matrix Standard.

• (1c, 2c, 2e) The links between the different areas of Learner Services and Admissions and how effective these are in guiding students to the information they require, continues to be an area of strength within the College. The strong team approach to supporting individual learners was clearly demonstrated during Accreditation Review, with examples given by students of how they were supported for different needs by the knowledge and help of members of staff.
• (2c, 3d, 4e) The positioning of Learning Support within Student Services was identified as a strength during previous Assessment. At Accreditation Review building on from this, it was the range of support available to students and how it is defined within three areas – e.g. in-class support, one to one concentrated support outside the classroom, and support for disabilities that was particularly noteworthy. Added to this were the examples provided of what difference the support has made to people’s confidence and achievement.
• (3a, 5b, 8c) The new Learner Retention Policy for full time students that includes a Progress Roadmap provides a clear guide to all administrative, teaching and support staff involved in learner retention, of the routes to follow to support students towards successful completion. This includes a traffic light system of actions for those most at risk of withdrawal.
• (7b, 7c) The new feedback system using different coloured discs to provide response to service received from areas of Learner Services is an innovative way to encourage students to give their opinions, and evidence of its use was seen during Assessment. Whilst identified as a strength, there is also room for further promotion to ensure maximum take up of the system.

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5. Areas for Continuous Improvement

The Assessor identified four new areas where further development may improve the quality of service. The numbers and letters in brackets refer to the relevant elements and criteria in the matrix Standard.

• (1b, 3d) The current College prospectus for full time students, whilst including some reference to support available does not provide as much detail of types of support and where to find it as in the part-time prospectus. It would be helpful to include information on Learner Services and Admissions that stands out for both parents and students.
• (7d, 8b) Posters are displayed around the College promoting what action has been taken as a result of student feedback. As Learner Services gather their own feedback on the different areas included, it may be helpful to promote action taken as a result of this feedback in the Learner Services area. This could both encourage students to make constructive comments, and enable new students to see what improvements have been made.
• (1c, 3b) The student handbook – ‘Low Down’ contains a wealth of information for students and acts as a comprehensive reference guide. However, information in the Learner Support section would benefit from bolder headings that stand out for easier identification, particularly for those who glance through the publication, and then keep it for specific reference if needed.
• (1c, 1d, 3d) As students admitted they do not read all the information given to them, Learner Services and Admissions may wish to consider producing a route map of what information advice and guidance is available from the different areas as a quick visual guide to where to go for what.

Other individual comments made during Accreditation Review that the College may wish to consider were:  Problem with tutor, not told about Learner Services; Nothing offered although put had dyslexia on form; Don’t understand discs, not explained; Lot of fun stuff to do at Wise but not at main campus; Needs to be more to do round campus; Trips always on a Thursday, better if days varied (International); More meetings with other Departments – e.g. finance would be helpful; Don’t always get information early enough; Confidentiality and complaints not easy to locate on website; ability to enrol on line would be an improvement.

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Detailed Findings against the matrix Standard

The following information is a summary of the findings against each element and should be read in conjunction with the previous sections.

1. People are made aware of the service and how to engage with it

The new mission statement of Filton College is ‘to ensure that all learners and potential learners have the opportunity to participate, achieve and benefit from high quality education and training’. To that end, information, advice and guidance available to people from initial enquiry onwards is well promoted in leaflets, student handbook, prospectuses and on the College website. Leaflets are prominently displayed at various points throughout the College, including Reception where a plasma screen is located and is used to promote support services available.

Potential learners are invited to Advice and Guidance evenings where they are given a presentation on College life and types of support available before visiting the curriculum areas. When people come for interview they get a tour of the building that includes Learner Services, and members of staff are invited in to inductions and to tutor groups to talk about the support available for students. At College Open Days members of staff are on hand to talk to students and parents about the support services available.

On application forms students can tick boxes for information on finance, accommodation, welfare etc. and this is passed to the relevant person in Learner Services. Enquiries for information and advice may come via internet or email, and students can drop in to Admissions or Learner Services when at College. The Careers Advisers offer drop-in slots during lunch hours, and Learner Services opens until 7.30 pm some evenings, to enable access for part-time students.
Some information on display is in other languages, and International Services provide help and support to overseas students, including information on Bristol and life in the local area, trips to places of interest and brochures in other languages. The International brochure lists all support services available for overseas students.

2. People’s use of the service is defined and understood

Details of what people can expect from LS & A are provided by response to drop-in, telephone and email enquiries, as well as in comprehensive leaflets on each area.

Admissions staff described how they provide information on benefits, fees, childcare support and refer potential and actual students to areas of Learner Services. They also refer people to Careers if they are unsure of the right course for them.

Initial assessments are carried out at taster days, followed by interviews and enrolments. A Triage system is in place for late applicants.
Students described how they were told about confidentiality, and were made aware of Equal Opportunities. Policies are included in student handbook and promoted within the College. Students also described how they had been made aware of Learner Services at interview, in group tutorials, induction or from information given by their course tutor.

People described how they had received full information on how to apply for University, how careers options had been explained to them and how a trip to Bath Education Fair had been arranged. Others described how they had received help when struggling, had been able to access a support worker when they had too much work, and had been able to get a multi bus pass sorted out. ESOL students have language tests to identify the appropriate course level.
Students comments included:

‘There was good communication between Learner Services and the rest of the College’

‘Learner Services is laid out well – good to have the signs above each area’

‘Encouraged by support worker’.

‘My worry was childcare and funding – it was sorted out in the first week’.

Examples of referral include to City of Bristol College for apprenticeships in Construction, to the Connexions Personal Advisers in College and to other Departments and areas within the College. For example if Admissions staff identified that someone was possibly looking at the wrong course for them, they would take them to Careers to follow up, the person would then be referred back to Admissions for enrolment.

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3. People are provided with access to information and support in using it

Databases are used to record information on students at enrolment onwards, and to provide statistics on recruitment, retention and achievement together with any trends. The IAG Manager system is used to record all IAG interviews and action planning.

A ‘Staff News’ bulletin is produced weekly and circulated via the intranet, hard copies are also available. The format of this has changed, and it is used both as an information bulletin and an internal marketing tool.

The new student handbook ‘Low Down’ is given to students by tutors on induction. This contains full details of the College, including the Learner Charter and a comprehensive section on all support available. One student commented ‘Low Down is useful, and the contact numbers helpful’.

A wealth of information continues to be available to students, including leaflets on Learner Services and individual leaflets covering the different areas displayed at Reception and at Learner Services. Posters at the entrance to this area provide information on drop in times, points from the Learner Charter and the College mission. The Careers section has handouts on different careers, guidance on CV writing and application forms, plus a range of information on higher education, prospectuses, support available and careers books and magazines. The careers library continues to be referenced on Connexions classification system. A job information board is kept up to date and located in a prominent position. Careers software is available on the College network, including Pathfinder, JED and Kudos, and a computer is available in the Careers room for students to use. FIZ course information sheets are displayed at Admissions on full and part time courses.

The Learning Resources Centre includes a careers section that is well maintained, open access computers and a designated quiet zone for those who prefer to work without distraction.

Responsibility for maintaining and updating information is held by individuals in each team.

The College website is a valuable information tool, and  there is both a staff and student intranet. The ‘Youth Bites’ software enables students to click on an information box that displays different topics, as well as tickertape reminders running underneath. The website contains pages in Polish and Chinese for overseas students.

Specialist IT equipment and software is available to support those with dyslexia or disabilities, including Dragon dictate, large screens, overlays and special pens. One to one support now have their own space and laptops available for students to use, as well as study tools like mind mapping.
Students interviewed described the support received from members of staff in understanding information in all areas.

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4. People are supported in exploring options and making choices

One Manager commented that there has always been support for an impartial IAG service to students with ‘ no restrictions imposed by Senior Management’. Learners can have as much time and as many sessions as they need to help them progress. A member of staff described how there is no bias ‘we give the best possible advice, but are not pressured to make people go to Filton, can refer to other providers’.

Students were clear about the purpose of information and advice available, and gave examples of being referred to other areas for further help. For example, one was sent to Learner Support by their tutor for help with dyslexia, and to Welfare for help with childcare. All described the value of support received, and how options were talked through with them.

Learner support needs may be identified through enrolment form, on taster days, or picked up on Induction or by course tutors. The strong support system is divided into three areas – in-class support provided by a team of in-class support workers, one to one concentrated support outside the classroom to help people with dyslexia, who need help with basic skills or with study skills to help them keep up with their course work, and thirdly support for those with disabilities from a dedicated one to one support worker all the time, or for as long as the person needs it. Students interviewed described ‘fantastic’ levels of support from the areas they had accessed, and from the individuals involved.

The Student Union provide informal support to students, they will ‘break the ice’ and then refer people on to Learner Services or to external support agencies if necessary. One student described going to the Student Union with an issue and finding them supportive and approachable.

Options available to those accessing Careers guidance include progression on to next level, moving from A Level route to vocational courses, help with writing CV, job search and interview skills, help with UCAS forms and personal statements for those going on to university.  One person commented that ‘there was no pressure to come back here, I was given information on Bath and Clifton Colleges too’.

Work placements are part of vocational courses, but the opportunity for work placement or volunteering is available to all including International and Access students. People are provided with ideas, but are given independence and options in deciding whether to take them up.
Personal Advisers from Connexions work out of the College and provide a supporting mechanism, students have the option of speaking to a Personal Adviser or a Careers Adviser within Learner Services.

All students interviewed confirmed they were able to make their own choices from information provided.

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5. Service delivery is planned and maintained

The College Development Plan includes aims and objectives for IAG and Student Support including – ‘The College aims to provide outstanding support for students’ and ‘To provide good impartial advice and guidance at interviews and enrolment’. Service Level Agreements for each area have aims and objectives that link to the College objectives and there are strong links to the five areas of Every Child Matters.

The Executive Director of Learner Services provides leadership to the Department, with close working links with Admissions. There is a schedule of meetings from Senior Management down to Team meetings that enables two way communication to be disseminated. The Learner Services Manager attends Marketing and Admissions Meetings and the Recruitment Manager attends the Learner Services Management Meeting to ensure close communication between the two areas.

Members of staff are able to make suggestions and give their views at team meetings, at one to ones and informally to managers. They described how their views are actively sought and suggestions made are listened to.

Each area is well resourced, with computers and software, specialist equipment where needed and knowledgeable and professional members of staff.
There are College policies and procedures in line with legislation, and with links to Every Child Matters. The College ethos is one of ‘Right Learner Right Course’, and information, advice and guidance is designed to ensure learners are enrolled on the right course for them, and supported through to achievement.
A full range of policies and procedures define the support processes available and how they work. These include Learner Service Policy, Careers Education Guidance Policy and an information, advice and guidance process chart. Members of staff were aware of the Code of Principles for Coherent Service Delivery, and these Principles were clearly visible in service provision.

Learner Services and Admissions have close links with University of the West of England, well developed networks including working with other colleges, for example on re-designing the Learner Support Fund. They have partnerships with Connexions who have Personal Advisers providing sessions at the College, and with Nextstep to provide IAG services to those aged 20 plus. Management and team members  attend a range of external meetings – National Association of Management of Student Services, Aim Higher Partnership, South Gloucestershire Integrated Working Team, Post 16 Group Forum, the IAG Network, Priority Youth Housing Group, Young Mums Group are some examples. Conferences and Case Boards are also attended as well as internal College group meetings.

6. Staff competence and support they are given are sufficient to deliver the service

Newer members of staff described their induction. All are assigned a mentor and have a three monthly review. An information pack is given to new staff, and policies and procedures are talked through. Copies are available on the staff intranet, and in hard copy. Health and Safety and Equality and Diversity are included in inductions, and a checklist is signed.

Members of staff are well qualified for their roles in LS & A, and examples were given of training undertaken including Child Protection, Vulnerable Young People, First Aid, Group tutorials, Risk Assessment and Challenging Behaviour. Three quality days a year for the whole College include some training, as well as looking at progress and measurement. Update training on Equality and Diversity has been provided. Some members of staff have NVQs in Advice and Guidance and another is currently undertaking it. Examples of development opportunities taken up included an HND in Business Studies, Level 4 Management, Certificate in Education. A member of staff commented ‘I’ve never been refused training ever’.

Boundaries of roles were well understood by members of staff during Accreditation Review, examples were given of when referral would be made to other services, including Careers and Counselling.

Any training and support on new software is provided internally including powerpoint, or in the case of IAG Manager through Nextstep.
Members of staff in Admissions and Learner Services have one to one meetings with their manager at least once a term, plus regular informal meetings. Staff described how they felt well supported in their roles, and appreciated the open door policy of managers. One commented ‘I feel supported and valued for what I do’. A manager commented ‘I always make the time for one to ones, it’s important to know staff are ok’.

An annual performance review process is in place for all staff, linked to objectives. Any development needs are discussed and approved. A member of management commented ‘nothing is ruled out but it has to be in line with aims and objectives’.

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7. Feedback on the quality of the service is obtained

Students confirmed they had been told about complaints procedure when they started at College, and were aware of how to give feedback. Most of those interviewed had completed questionnaires and some were course representatives. Some had used the disc system, but not all were aware of it.
The College continues to use a number of methods to gain feedback, including an annual College survey covering all services, meetings of course representatives and focus groups on specific areas. A generic Student Services questionnaire has been replaced by Learner Services questionnaires relating to each area. In addition, Learner Services has introduced the coloured disc system that enables students to provide immediate feedback on their impressions of the service they have received from different areas. Feedback is also sought from employers.

The views of members of staff are sought at team meetings and planning days and through an annual staff survey, as well as informally. Contract review meetings with partner organisations provide opportunities to review progress against targets and to identify any action required. One commented that ‘the willingness to take on board feedback given is helpful’, while another commented that ‘The College always asks me for feedback’.

The majority of students interviewed voiced very positive comments about their experiences of Learner Services and Admissions, and were happy to give examples of support they had received. Members of staff commented on the strength of team working, approachability of managers and improvements from re-structuring. Examples of informal feedback, cards and emails received to say ‘thank you’ to members of staff were also seen during Accreditation Review.
Findings indicated improved response rates since previous assessment, with constructive feedback that has been acted on. Analysis of feedback is produced in reports that include charts to show satisfaction levels. It is also used to inform the self assessment process for Learner Services and Admissions.

8. Continuous quality improvement is ensured through monitoring, evaluation and action

Each area of Learner Services and Admissions has a service level agreement with identified objectives. Progress is regularly reviewed at management and team meetings.  Each area contributes to the self assessment process, with subsequent development plans. Weekly reports are produced on withdrawals, these are followed up to identify reasons why.

Feedback is now considered in more detail, with development plans drawn up for each area. As one person commented ‘we have to know what students want in order to provide it’. Changes made as a result of feedback include changing layouts of Learner Services and Admissions to make them more welcoming, overcoming delays in Learner Support Fund by employing a full time person to deal with the Fund administration and lighting up the area outside Learner Services to make it stand out. Questionnaires are now sent out to students and employers on the work placement service, and this has resulted in making telephone contact after the first week rather than waiting until the mid term visit.

There is a strong focus on continuous Improvement and development of services, and the good communication within and across teams contributes to this. The Executive Director of Learner Services and the Recruitment Manager lead a working group on induction and enrolment, that has resulted in improvement of these processes. The organisation of the Student Union is being improved, with a new constitution and system of Student Parliament, plus a dedicated member of staff to support new officers. Many other examples of improvements made were described during Accreditation Review, including a tear off form in the new ‘Low Down’ student handbook where people can provide their personal email address to receive relevant College updates, the use of ‘Youth Bites’ – a software package that comes up on open access computers for people to click on for further information on specific areas, plus tickertape messages along the bottom – to remind people of services available including Connexions, a laminated days of the week poster produced to support students who access one to one support in planning their week, and job vacancies now on the intranet for part time, full time, weekend and volunteering opportunities, maintained by a Careers Adviser.

Continuing to keep the profile of Learner Services high remains a priority, to ensure that both staff and students know what support is available. Other developments planned include setting up email accounts for students commencing in September; using class lists data to compare retention and achievement of supported learners with that of the rest of the group and developing the College website to make it more user friendly..

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