newtec self-assessment report · result of introducing new courses that meet learners’ interests....

NEWTEC SAR ESFA 2016/2017

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NEWTEC Self-Assessment Report

Newham Training and Education Centre

(NEWTEC)

V1 January 2018 draft


The contents page

Description of the Provider 3-5

Chapter 1:

Young People: Summary of Inspection and Self-Assessment Findings

5-12

Young People: Effectiveness of Leadership and Management 13-15

Young People: Quality of Teaching, Learning and Assessment 16-17

Young People: Personal Developmental, Behaviour and Welfare 18-20

Young People: Outcomes for Learners 21-23

Young People: Attached Appendices 24-48

A) i) 2016/17 Retention and Achievement Data A) ii) 2016/17 EDI Achievement Data B) i) Young Learner Achievement Trends (2014/15 to 2016/17) Subject Sectors B) ii) Young Learner Achievement Trends (2014/15 to 2016/17) – NEWTEC Grouped Subject Sector C) 2016/2017 GCSE Starting Points D) 2016/17 Quality Improvement Pl E) 2016/2017 Evaluation Report

F) 2016/17 Employment and Progression Rates

Chapter 2: Adult Learners: Key Strengths (16/17)

49-50

Adult Learners: Brief overview of provision 50-52

Adult Learners: Outcomes for Students 53-60

Adult Learners: Quality of Teaching, Learning and Assessment 60-63

Adult Learners: Personal Developmental, Behaviour and Welfare 64-66

Adult Learners: Effectiveness of Leadership and Management 66-68

Adult Learners: Attached Appendices A) Quality Improvement Plan B) Learner Evaluation Report

69-72

Chapter 3: Apprenticeships: Key strengths

73-74

Apprenticeships: Progress of learners 74

Apprenticeships: Progress of learners with additional learning support (ALS) 75

Apprenticeships: The characteristics of teaching, learning and assessment 75-76

Apprenticeships: Measures taken to improve teaching, learning and assessment 76

Apprenticeships: Learner voice activities and feedback 77

Apprenticeships: CPD for Staff 78

Apprenticeships: Good news, innovations and events 79

Apprenticeships: Leadership and Management 79


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Description of the Provider

Newham Training and Education Centre (NEWTEC) is a specialist organisation offering exceptional

vocational training opportunities and high quality registered day care nursery facilities in Stratford and

East London. From February 2007, NEWTEC became a wholly owned subsidiary of Newham College

of Further Education (NCFE) and has retained separate charity status.

NEWTEC is well positioned to provide training and employment opportunities across London and has

successfully done so for the last 32 years. Especially for the three London boroughs with the highest

unemployment ratios, ie.Barking and Dagenham (9.8%), Tower Hamlets (8.8%) and Newham (8.6%).

Newham is one of the most diverse boroughs in the country. In 2014 the employment rate in

Newham was 60.5% compared with that of London at 71.2%. Youth unemployment in Newham is

20.5% compared with 22.6% average across London. Approximately 36% of residents have no

formal qualification. NEWTEC works with a range of partners such as Newham College of Further

Education, Kingston University and Newham Early Years’ Service, as well as a range of community

organisations. Unemployment in London is two and a half times higher for 16-24 year olds (10.7%)

than it is for those aged 25-64 (4.32%). In London, unemployment is highest among people of Black

ethnicity at 11%, the next highest rate is among those of mixed ethnicity at 8% and lowest is among

those of White ethnicity at 4%. Economic inactivity is highest among Pakistani and Bangladeshi

ethnic groups at 38%. Combining unemployment and inactivity, levels of worklessness were highest

among Pakistani and Bangladeshi ethnic groups.

The quality of training is closely-monitored by a robust Quality Cycle which informs Quality

Improvement Plan, supported by a range of quality assurance activities, involving careful scrutiny of

performance against ambitious targets. The provisions are evaluated using a variety of

tracking/data sources and methods including apprenticeship trackers, OTLAs, standardisation

meetings, IQA Sampling, Learner views (learner forum / class feedback), Employer views

(employer panel / employer feedback), employer & apprentices reviews, position statement and

quality improvement plan and self-assessment report. All recommendations are incorporated in

NEWTEC Quality Improvement Plan and RACI to ensure continuous improvement. Learners

feedback, user views, learners views, employer views, Apprentices and Employer reviews, you said

we will reports are used every Block to collect feedback from employers and apprentices. This

feedback is used to evaluate quality of provision/training and to further improve our delivery. Ofsted

report and our achievement of Customer First, Fair Train, and Leaders in Diversity kitemarks

validate how successfully NEWTEC meets its customers/clients (including employers &

apprentices) needs. We also carry out monthly contract performance meetings and apprenticeship

project team meetings to review and update Risk Register and evaluate progress against

Numbers/income targets to ensure any under delivery or poor quality issues are addressed and

appropriate interventions are put in place in timely manner. The continued practice of listening and

responding to the learner voice has made a key contribution to the improvement agenda, resulting

in clear and valuable changes to provision such as the establishment of social space, Café Smooth

and changes in the flexibility of 1-2-1 support sessions , to take account of learners’ dependent

care needs. Learner views are sought informally through learning walks and formally via

formal reviews and OTLAs as well as other surveys as planned within the quality cycle.

Feedback is provided to learners through a “You Said, We Will” report about the actions taken to

address any areas for improvement identified. NEWTEC maintains strong partnerships with

placement providers and employers. Learners placed in NEWTEC’s own nurseries benefit from

very strong links between their learning at work and in the classroom. This is replicated with

external employers and placement providers.


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NEWTEC welcomes the challenge of supporting all learners from disadvantaged groups with

gaining the skills required to secure sustainable employment. NEWTEC’s priority objectives are

determined by its vision “All our children will be happy, healthy & safe, and supported by well

qualified and economically active parents and carers”. NEWTEC’s aim is to develop learners who

are well equipped for success in higher education, employment, further education or training

activities. NEWTEC has a history of providing good and outstanding learner support that was highly

praised in the 2013 Ofsted inspection report. NEWTEC has continued to build on these strengths

by offering a wide range of services that are updated to meet the needs of learners such as

additional learning support (ALS), work experience, enrichment activities and excellent

safeguarding processes.

There are three chapters in this SAR. Chapter 1 will focuses on Young People, chapter 2 on Adult

Learners and chapter 3 on Apprenticeships. Each chapter has its own format which is required by a

funder. Young Learners are funded by EFA. Adult Learners are funded by Newham College and

Apprenticeships by Prevista.

Young People: Summary of Self-Assessment Grades:

Grade

2013/2014

Grade

2014/2015

Grade

2014/2015

Grade

2016/2017

Overall Effectiveness 2 2 2 2

Effectiveness of leadership & management 2 2 1 1

Quality of teaching, learning and assessment 2 2 2 2

Personal development, behaviour and welfare N/A 2 2 2

Outcomes for learners 3 2 2 2

Adult Students (Newham College): Summary of Self-Assessment Grades

Grade

2013/2014

Grade

2014/2015

Grade

2014/2015

Grade

2016/2017






Apprenticeship (Prevista): Summary of Self-Assessment Grades:

Grade

2013/2014

Grade

2014/2015

Grade

2014/2015

Grade

2016/2017

Overall Effectiveness N/A N/A N/A 2

Effectiveness of leadership & management N/A N/A N/A 2

Quality of teaching, learning and assessment N/A N/A N/A 2

Personal development, behaviour and welfare N/A N/A N/A 2

Outcomes for learners N/A N/A N/A 2


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Chapter 1:

In this chapter, we will focus on ESFA-funded 16-18 learners, who were separately funded through a direct contract from the Education Skills Funding Authority (ESFA). There was an increased learner intake from 232 learners (1080 enrolments) in 15/16 to 330 learners (1288 enrolments) in 16/17, the result of introducing new courses that meet learners’ interests. Of these, 664 enrolments in 15/16 and 785 enrolments in 16/17 were due to end by July of the academic year, and hence contributed to the overall Achievement Rates referred to in this report. Training for 16-18 year old learners, funded through the ESFA, represents 17% of all income provision. NEWTEC works with a range of partners such as Newham College of Further Education, Kingston University and Newham Early Years’ Service, as well as several community organisations and private providers to whom part of the contract is sub-contracted. These arrangements have helped to increase the volume and range of delivery, and introduced young male learners to the NEWTEC profile. Engagement with employers is excellent, resulting in all early years and health & social care young learners undertaking work-experience for a minimum of twelve to sixteen hours per week for the duration of their traineeship and/or study programme. The figures below show that the learner profile in 16/17 was mostly the same as the previous year, with the proportions of different ethnic backgrounds broadly reflecting the local population. The main

differences were a large increase in the number of learners without a prior Level 2 qualification and an increase in the number of learners who declared a physical disability or a learning difficulty: Female 58.7% (51% in 15/16) Male 41.3% (49% in 15/16) Asian 26.6% (28% in 15/16) Black 42% (unchanged) White 16.5% (14% in 15/16) Other groups 14.8% (16% in 15/16) Previous qualifications below Level 2 70% (50% in 15/16) Declared physical disability or a learning difficulty 9.7% (4% in 15/16)


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During 16/17, the organisation’s vision, mission, and values have again been reinforced and discussed with staff teams. NEWTEC constantly works towards its vision and mission:

“All our children will be happy, healthy & safe, and supported by well qualified and economically active parents and carers”, and “to provide the highest quality childcare services and vocational training in care for young people, adults and employers.”

Leadership by a highly experienced Board of Trustees is inspirational, consistent and sets high performance standards for the Senior Leadership Team (SLT) comprising of the Chief Executive and five Heads of Service (Young People and Higher Education, Adult Learning, Quality and Standards, Commercial Operations and Customer Services) and their Team Leaders. Other key services such as finance, estates, human resources and SFA MIS services are provided by effective service level agreements with NCFE.


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Young People: Summary of Inspection and Self-Assessment Findings Recommendations based on NEWTEC Inspection Report published on 20th

March 2013

Improve the attendance of intermediate level learners through closer monitoring of their barriers to engagement in learning and increasing the flexibility of courses to take account of young learners’ interests and lifestyles.

Develop methods to check learning in lessons and extend learning in assessment feedback to learners by giving them opportunities to reflect on how to apply their learning.

Increase the information that is shared with external employers about learners’ progress, enabling effective links between on and off the job learning to be maximised and coordinated. Extend the approach used in NEWTEC’s own nurseries to external employers.

Key findings from NEWTEC Short Inspection Report published on 5th December 2016

Teachers and managers have successfully maintained high achievement rates since the last inspection on the significant majority of courses. Achievement rates on the vocational elements of the courses have remained consistently high, although the smaller proportion of learners at level 3 do not perform quite as well as those on at level 2. Learners undertaking functional skills English have performed well, and those taking GCSE English have performed adequately. Achievement rates in mathematics functional skills and GCSE are still too low.

Managers have recently implemented a comprehensive strategy to improve learners’ development of English and mathematics skills. This clearly identifies all staff as having joint responsibility for challenging learners to improve these skills. Learners benefit from detailed planning and a good range of support to develop their English and mathematics skills, which is helping more learners achieve their planned qualifications. The majority of teachers challenge learners to develop their English and communication skills in vocational classes well – for example, by learners presenting work to their peers. Learners’ written work is of a good standard. However, a small minority of teachers fail to highlight errors in learners’ grammar and punctuation. To date, the development of learners’ numeracy skills has been less effective, reflected in the low achievement rates in tests. This is an area for development that you and your staff recognise and are working hard to address.

Target setting on individual learning plans and at reviews continues to require improvement, as identified at the last inspection and in your self-assessment report. Learners at level 3 speak with clarity about their individual learning plans and the targets that staff set for them. However, practices are too variable. On occasions, teachers set targets for learners that are too broad, do not address their individual needs and are no more than general statements which fail to clarify what learners should do to progress. Teachers do not consistently record learners’ development towards targets in sufficient detail. When visiting employers’ premises, staff do not set suitably clear actions and targets to help employers develop learners’ skills in line with their programme aims.

Attendance data shows slight improvements compared with last year, but a minority of learners are still absent from lessons. Managers actively promote the importance of good attendance. They have a good understanding of the reasons why a minority of learners do not attend regularly – for example, due to housing difficulties. Staff have developed a number of strategies to improve the attendance of learners. For example, learners have access to free meals, they receive rewards such as gift vouchers for consistently high attendance and financial support in the form of means-tested bursaries. These strategies are beginning to have a positive impact.

Managers and staff ensure that all study programme learners and trainees receive extensive work experience that meets learners’ individual needs, their career aspirations and course


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requirements. You and your team have developed effective links with a good range of employers in childcare and health and social care to ensure that learners can develop the knowledge and practical skills required to be successful in their chosen career. Teachers work effectively in lessons to link the theoretical aspects of qualifications to workplace practice. NEWTEC’s recruitment agency also provides good access to paid part-time work to develop learners’ skills further, as well as providing a range of job opportunities on completion of their programme.

Staff promote e-safety well to learners who have a good understanding of how to keep themselves safe when working online. The partnership between NEWTEC and the local authority ‘Prevent’ officer is good and helps ensure that an effective referral process is in place if required. Managers support teachers well to embed the ‘Prevent’ agenda in their teaching and learning materials. Managers and staff receive suitable face-to-face and online training on safeguarding and the ‘Prevent’ duty. The impact of the training is highly effective in improving the confidence of staff to report and deal with any concerns efficiently. Learners receive effective training and information about extremism, radicalisation and British values. Learners feel able to discuss these topics confidently and know how to report any concerns they may have.

The board of trustees adds significant value to the work of the organisation. Although only a small team, the trustees possess a broad range of expertise and maintain highly effective networks with other local organisations, which significantly enhances the work of NEWTEC. The trustees are passionate about the work of the organisation, and they keep a clear focus on the importance of providing the best possible experience for the learners. They maintain a close overview of the financial management and quality of provision, and provide suitable support and challenge to the leadership team. Trustees add significant value to safeguarding and the ‘Prevent’ duty as members have knowledge and insight into local priorities. They also ensure that these subjects maintain a consistently high profile across the organisation.

Next steps for the provider: Leaders and those responsible for governance should ensure the following:

Managers and teachers should continue to explore new and innovative strategies that will help raise achievement rates, in particular on level 3 courses, mathematics functional skills and GCSE. They might consider utilising their links with the local college or other providers to explore any strategies that have been successful in other settings and share good practice.

Leaders and managers should review the organisation’s approach to how teachers set targets, monitor progress and provide suitably constructive feedback to learners. They should redouble efforts to improve these aspects of delivery.

Staff should carry on reinforcing to learners the importance of regular attendance, and continue to focus on initiatives that are beginning to have a positive impact on raising attendance levels.


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Specific Improvement Actions from 2013 to 2017

Area to be Improved

Method Actions Taken Impact

Improve attendance (’13)

Closer monitoring of barriers to engagement

Daily classroom walks

Calling learners within 20 minutes

Late slips given

Updating reviews with attendance and punctuality

Weekly/monthly attendance reports (part of the bursary requirements 90%)

Barriers identified: family responsibilities, financial aspect, health (hospital appointments), other (personal, holidays)

MOT on registers

Block A-C 91% Block D-F 80% Weekly rates of Punctuality have improved from 73% to 87% by the end of the year

Improve attendance (’13)

Increase flexibility of courses to meet learners’ interests and lifestyles

Review timetable and curriculum

Increase enrichment

Offer wide range of new courses

Block A-C 91% Block D-F 80% Weekly rates of Punctuality have improved from 73% to 87% by the end of the year

Carry on reinforcing to learners the importance of regular attendance (’16)

Focus on initiatives that are beginning to have a positive impact on raising attendance levels

Daily classroom walks

Calling learners within 20 minutes

Late slips given

Updating reviews with attendance and punctuality

Weekly/ monthly attendance reports (part of the bursary requirements is 90%)

Barriers identified: family responsibilities, financial aspect, health (hospital appointments), other (personal, holidays)

Block A-C 91% Block D-F 80% Weekly rates of Punctuality has improved from 73% to 87% by the end of the year

Develop methods to check learning in lessons (’13)

OTLA reports and action plan

Carry out minimum of 2 OTLAs per year for each teacher

Standardisation Meetings

Session evaluations

Sharing good practice

Peer observations/assessment

Targets set in reviews

Differentiation

72% of good or better lessons 98% of learners are very satisfied with teaching, learning and assessment


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Extend learning in assessment feedback (’13)

Give learners opportunities to reflect on how to apply their learning

Carry out minimum of 2 OTLAs per year for each teacher

Learner evaluations

Reflective tasks

Session evaluation

72% of good or better lessons 98% of learners are very satisfied with teaching, learning and assessment

Explore new and innovative strategies that will help raise achievement rates, in particular on level 3 courses, mathematics functional skills and GCSE. (’16)

Consider utilising links with the local college or other providers to explore any strategies that have been successful in other settings and share good practice.

NEWTEC has placed

particular importance on

identifying learners starting

points to inform teachers’

planning to deliver

differentiated activities.

All learners were encouraged to adopt the ‘Growth Mind-set’ concept.

Smooth Club- Support sessions for learners

Small groups and one-2-ones with alternate teachers

Level 3 Childcare &

STLS: 100% (NA

85.2%, NA 91.6%

respectively)

Level 3 H&SC: 95%

(NA 85.2%)

However there was no improvement on: GCSE maths: 46% Entry 3 FS maths: 62% Level 1 FS maths: 49% Level 2 FS maths: 33%

Review how teachers set targets, monitor progress and provide suitably constructive feedback to learners. Redouble efforts to improve these aspects of delivery. (’16)

Improve frequency and consistency of target setting to include specific feedback and next steps for the learner.

1 to1 with teachers

OTLA reports

Learner reviews

IQA reports

Target setting training

72% of good or better lessons Learners achievement rates (Level 3 vocational) Increased Punctuality Teachers were able to analyse and set targets

Increased information sharing with external employers about learners’ progress. Extend the approach used in NEWTEC’s own Nurseries (’13)

Enable effective links between off the job learning to be maximised and coordinated.

Learner reviews

Employers feedback

Employer panel

Employers involved in curriculum planning

Shared responsibility and resources Support and working in partnership for best outcomes. Growth sustainability. Learner’s progress and achievement is excellent

This table shows that NEWTEC has implemented rigorous quality systems that are fully integrated in all areas of provision to ensure the delivery is maintained and improved further.


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Summary of Self-Assessment Grades:

Grade

2013/2014

Grade

2014/2015

Grade

2014/2015

Grade

2016/2017






Grades at last inspection February 2013 and short inspection November 2016

Grade

2012/2013

Grade

2015/2016

Overall Effectiveness 2 2

Effectiveness of leadership & management 1 1

Quality of teaching, learning and assessment 2 2

Personal development, behaviour and welfare N/A 2

Outcomes for learners 2 2

Key Strengths in 2016/17:

The promotion of equality, diversity and inclusion is outstanding

Overall Achievement Rates for learners on Vocational, Preparation for Life and Work (excluding Functional Skills), and Business Services programmes are very high. These three areas have demonstrated a year on year upward trend in the last three years

Overall learner retention is excellent

The development of personal, social and employability skills is excellent, leading to good progression from foundation to advanced level courses and into higher education or employment

Vocational teaching, learning and assessment is good

Staff and learners have excellent awareness and understanding of safeguarding, the Prevent strategy and British Values

Knowledgeable trustees and leaders provide excellent strategic direction

Leaders have taken effective action to improve outcomes for students with high needs on mainstream courses.

CPD for staff is extensive and effective

Teachers are very experienced, knowledgeable and well qualified

TLA are consistently good across the provision

Support and guidance and support provided for students is excellent

The SAR and the QIP drive improvement over the year.

Key Areas for Improvement (AFI) in 2017/18

English and maths achievement rates are poor

Insufficient monitoring and tracking of subcontractor performance

Despite improvements, only satisfactory and inconsistent attendance and punctuality continue

Leaders and managers do not collect and collate data about progression and destinations with sufficient rigour


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QIP Items for Action in 2017/18

Aim Method Actions to be taken Expected Impact

Improved Maths Achievement Rates

Performance Coaching

Pre-planned structured mocks

Move to foundation tier

Scheduled revision classes

Referrals to performance coaches Mock exams 1took place in Block towards End of Block B. Revision classes during LAD/Half term

Raise achievements rates for 17/18

Improved English Achievement Rates


Pre-planned Structured mocks

Scheduled revision classes

Referrals to performance coaches Planned revision classes.

Raise achievements rates for 17/18

Robust Subcontractor monitoring

Implement Merlin Standard

Dedicated TL

Robust and regular visits

Team leader in post Scheduled dates for regular visits in place Actions identified and working towards Merlin standards

Excellent partnerships with Subcontractors Achieve Merlin standard

Improved Subcontractor English and Maths Achievement Rates

Robust and regular monitoring

Referrals to performance coaches Planned revision classes.

Raise achievement rates for 17/18

Consistently high Attendance


Zero tolerance

Attitude to be growth ‘mindset’

Classroom walks

Referrals to performance coaches Growth ‘mind-set’ videos to be shown and shared with learners Learning Walks

90% attendance Raise achievements rates for 17/18

Punctuality to be effectively improved and maintained

Detention (if late)

Tracking and tailored coaching

Detention implemented to anyone who is late without any valid reason Tracking and tailored coaching

Employability skills for learners Raise achievements rates for 17/18 and timely completions Increase in the amount of Learners in to jobs

Rigorous collection and recording of destination data

Tutor ownership of data collection

Continuous updates on Employment gained STEP forms completion

Outcome for learners


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Young People: Effectiveness of Leadership and Management The effectiveness of leadership and management is outstanding. 16/17 has been a very productive year for NEWTEC, when fully integrated quality improvement systems have shown an overall positive impact in certain areas of provision. NEWTEC has again demonstrated capacity to improve, with achievement rates of vocational programmes increased since 2014 for some qualifications, and continued progress in staff development through observation of learning sessions. Dedicated and experienced staff members have enabled NEWTEC to be successful in Leaders in Diversity with the National Centre for Diversity. The IAG Matrix standard and Customer First Quality Kite have both been successfully reaccredited. NEWTEC has a welcoming, friendly centre with front-of-house staff members who demonstrate excellent customer care skills. Learners feel respected and there were no reported incidents of bullying or harassment in 16/17. Topic Evidence of impact

Trustees provide excellent strategic direction to achieve the organisation’s mission, supported by clear actions

Range of expertise and background including further education, business and finance challenge and focus quality Shadow Board including learners has been a new innovation in 2016/17 and will continue in 2017/18.

Trustees now hold the managers to account well, as the monitoring of data has improved over the past five years

Quarterly reports to Trustees showing data and achievements to date

Experienced and knowledgeable leaders and managers have high expectations of learners and set ambitions targets for success

Strategic goals for 2016/17 (NUDGE)

Managers implement and monitor the quality improvement plan very well to scrutinise performance and the meeting of targets

QIP reviewed six-weekly during team meetings, to improve tracking and focus on achievement rates

Leaders and managers use a variety of useful sources to monitor the quality of provision and the views of learners, which have helped to identify improvements and areas for development. These sources are used to inform the judgements in the SAR

Learners’ voice, using the learner forum and classroom feedback, Employer’s views via an employer panel and feedback. Improvements include teaching, learning and assessment. This practice resulting in clear and valuable changes to provision such as the establishment of a social space, a Café and changes in the timings of classes to take account of learners’ dependent care needs.

A Maths &English strategy has been implemented for all staff to ensure the quality of delivery is at the highest standards

100% of the Delivery team have Functional Skills at Level 2

Despite overall good quality practice, managers did not monitor subcontractors early enough and intervene to improve performance

Poor achievement rates for subcontractor learners for English and maths

Good links are made between teaching and learning, staff development and training, performance management and annual appraisal, to enable teachers and support staff to improve their skills.

Staff members respond to professional evaluation of their work with confidence

Staff development and training activities have been substantial and very productive over the year.

Activities have included corporate inductions for new staff each term, mandatory training for all staff in equality, diversity and inclusion, Prevent, British values and safeguarding. Surveys have shown this has led to a heightened awareness of all staff to the needs and interests of


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learners and each other

Supportive peer mentoring and peer lesson observations are proving particularly effective methods for sharing good practice, as practitioners pool their expertise. Communication between staff is excellent.

Good practice observed in subsequent lessons Peer mentoring

Managers maintain strong partnerships with placement providers and employers

A good range of work placement opportunities were available to all learners. In 16/17 10 private employers (Nurseries or Care Homes), 13 Schools, and 5 NEWTEC Nurseries provided long term vocational placements for up to 63 learners.

Learners’ views are sought informally through learning walks and formally via course meetings as well as other surveys as planned within the quality cycle.

Feedback is provided to learners through a “You Said, We Will” report about the actions taken to address any areas for improvement identified.

Learners placed in the organisation’s own seven nurseries benefit from very strong links between their learning at work and in the classroom.

This is replicated with external employers and placement providers. Learners are supported by NEWTEC staff and the learning is reinforced by well-established communication between assessors and nursery staff

The promotion of equality and diversity is outstanding, building on an ethos of inclusion. NEWTEC has a welcoming, friendly centre with front-of-house staff members who demonstrate excellent customer care skills.

100% positive responses in learner induction evaluation survey. There were no reported incidents of bullying or harassment in 16/17. During 16/17 NEWTEC achieved Leaders in Diversity status with the National Centre for Diversity.

The ethnicity of centre staff reflects the broad range of minority ethnic groups within the local community, and both men and women of all age groups are represented well in the sectors in which they are employed.

40% staff are Asian, 34% are Black, 3% White and Black, 14% White British, 5% White Other. Main religions are Christianity (39%) and Islam (40%); Majority of staff are in the age group of 25-34 years old (32%) and 35-44 (23%); 97% of staff are female and 3% male 4% of staff declared disabilities, 1% did not disclose, 4% preferred not to say and 91% have no disabilities. For sexual orientation: 81% of staff is heterosexual, 15% preferred not to say and 4% did not disclose.

Safeguarding and Prevent policies and strategies are very effective.

Outstanding, clear records are kept on the recruitment of staff and volunteers, including a single record for enhanced Disclosure and Barring Service (DBS) checks. These are updated in line with the organisation’s DBS policy.

Learners and staff are aware of how to make a safeguarding or Prevent referral. Learners who have personal welfare or safeguarding issues are well supported to ensure they achieve their qualification. Learners say they feel respected by staff and by one another. Learners demonstrate excellent equality and inclusive practice in the workplace

The log of safeguarding referrals is only accessible by the Lead Safeguarding Officer and Deputy. All referrals are dealt with appropriately and discreetly within 2 hours. New referrals for six young learners were made in 16/17, compared to none in the last two academic years. The Safeguarding team worked in partnership with professionals such as Local Authority social workers and support workers to ensure each learner received support in accordance with their needs. The CEO and nominated Trustee also receive reports on any safeguarding referrals within two hours. An overall report including types of referrals


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is shared monthly with SLT and quarterly with Trustees.

The partnership between NEWTEC and the local authority ‘Prevent’ officer is good. Managers support teachers well to embed the ‘Prevent’ agenda in their teaching and learning materials. Managers and staff receive suitable face-to-face and online training on safeguarding and the ‘Prevent’ duty.

This helps ensure that an effective referral process is in place if required, and teachers are more confident about reporting any concerns.


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Young People: Quality of Teaching, Learning and Assessment Teaching, Learning and Assessment is good. Teachers are well qualified, experienced and vocationally competent, which enables learners to achieve and progress in their vocational careers. Professional development needs of teachers are being addressed during support meetings and a range of individual CPD activities. TLA processes are also well supported by Quality Advisors who provide support and guidance for all teachers. In the future TLA will continue to be a main focus for NEWTEC to ensure outstanding teaching and assessment is demonstrated across the provision.

Topic Evidence of impact

The overall effectiveness seen in observations of teaching, learning and assessment is good or better.

98% of learners say the quality of TL is good or very good 72% of observations are good or better. This has reduced from 83% the previous year because the arrangements are more robust and there has been an increase in the number of teaching staff.

TLA processes are well supported by Quality Advisors who provide support and guidance for all teachers.

Effective coaching and mentoring available to all staff Robust OTLA schedule

Very effective Standardisation Meetings and Workshops are led by Quality Advisors every six weeks

Maintains and improves quality of provision and ensures the curriculum includes differentiated teaching and assessment methods and resources to meet learner needs.

Teachers are well qualified (to degree level, DTTLS, QTLS or equivalent, or working towards these) and also experienced and vocationally competent

Learners enabled to achieve and progress in their vocational careers.

Good and outstanding teaching and learning are characterised by effective use of technology, good balance of practical vocationally linked tasks and knowledge based activities, comprehensive planning, an enabling environment and excellent classroom management. These all maximise opportunities to use assessment methods to suit learners’ preferences. In the best lessons, teachers assess the extent of learning using good questioning techniques.

Learners develop independent learning and ICT skills through research projects, presentations and assignments. Lively discussions and debates to promote learning. Learners respond well and demonstrate a good level of knowledge. See lesson observation records

Differentiation of teaching, learning and assessment

Information on learners’ starting points is used to plan all aspects of individual programmes of learning. Group profiles build into lesson plans

Less effective lessons are characterised by low attendance, poor punctuality and inconsistent use of group profile leading to weak differentiation.

See lesson observation records

The professional development needs of teachers are well met in meetings held throughout the year

Improvements through support meetings, performance review meetings and standardisation meetings as well team teaching and peer observations

Learners are highly motivated and enjoy their learning

They work cooperatively in groups, supporting each other and gaining knowledge from their shared experiences. Learners demonstrate good reflective practice and confidently plan appropriate activities in their placements


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Learners’ written work is of good standard. Teachers mark work promptly and provide developmental feedback. Learners write reflectively and critical writing skills are being developed

Feedback helps learners to improve their work, extend learning, and develop grammar, spelling and punctuation. See learners’ portfolios of work

The embedding of English language skills is particularly useful for learners who have English as a second or additional language.

Teachers model good use of English language

Developing English and maths Learners who need to develop their literacy and numeracy skills (65% for English and 73% for Maths) complete GCSEs or functional skills qualifications in English and mathematics alongside their vocational qualification, increasing their employability prospects.

Learners who already have a GCSE D grade in English or maths work toward a C grade in GCSE English or maths.

Assessment practice is good overall. Good assessment planning ensures that the individual needs of learners are taken into account and learners feel ready and confident for assessment.

Learners receive timely feedback on assignments

and competence in workplace

Well-qualified assessors have good knowledge of the qualifications they teach. Assessors make good use of their observation of learners at work to identify learner competence across the qualification standards.

This motivates learners and enables them to make

good progress

Assessors work well in partnership with employers to ensure that learners acquire good employment skills

Learners are aware of employment rights and some learners gain paid employment.

Progress reviews and tracking arrangements were poor in a minority of sub-contractors

Achievement rates for English and maths were low in

all sub-contracted provision

The setting and tracking of targets is improving. Managers, teachers and learners use an e-portfolio system (Achiever), to record feedback and set SMART targets

Learners are encouraged to set their own targets, and are encouraged to stay aware of their attainment and progress so they can take responsibility for achieving their goals. See lesson observations and Achiever

Additional learning support is good. A very dedicated, highly motivated team of assessors, tutors and volunteers support learners with additional learning and social needs particularly well. Communication is good and all staff members are informed of the individual needs of learners and the ways in which these needs will be met.

This cohesive approach has made a significant impact on the progress of learners, the great majority of whom achieve their qualifications. Additional learning support staff members share their knowledge with teachers and assessors for the benefit of learners, for example, sharing information about how dyslexia can be identified

Equality and diversity are promoted in the content of lessons to meet the needs of all learners in classes. Throughout 16/17 the promotion of British values increased.

Teaching observations show that learners and staff exemplify British values in their behaviour by showing mutual respect and tolerance of different faiths and beliefs. Democratic processes, such as learners voting for learner representatives, are well established.


18

Young People: Personal Development, Behaviour and Welfare

NEWTEC has promoted an extensive approach to the personal development, behaviour and welfare of young learners. NEWTEC welcomes the challenge of supporting young learners from disadvantaged groups to gain the skills required to secure sustainable employment in a geographical area of high unemployment (7.6% in Newham). During 16/17, 300 young learners, most of whom had low starting points, deprived backgrounds and/or challenging personal circumstances, received excellent guidance, support and training to encourage economic and social wellbeing. NEWTEC’s aim is to develop learners who are well equipped for success in higher education, employment, further education or training activities. Through the delivery of vocational training and recruitment services, NEWTEC is addressing issues such as unemployment for 16-24 year olds, BME groups, people who were born in other countries who live in England, women, people living in East London boroughs with the highest unemployment ratios and people with disabilities.

Topic Evidence of impact

Safeguarding, Prevent, equality, diversity and inclusion are embedded in all learning programmes. NEWTEC takes the Prevent agenda very seriously and has established good links with London Borough of Newham Prevent team

All staff members at NEWTEC have been trained and learners are supported well to ensure they understand how to keep themselves safe. Learners gain a good understanding of how to apply legislation related to Safeguarding, Prevent, equality, diversity and inclusion in the workplace.

NEWTEC promotes the ethos that excellent behaviour is of paramount importance to success. During 15/16 and 16/17 staff attended training on British values and the promotion of these values is monitored through OTLA and MOTs.

Learners’ behaviour and attitudes to their vocational area is excellent A friendly and inclusive atmosphere in the college that encourages respect. Learners and staff exemplify British values, and demonstrate mutual respect and tolerance for people of different faiths and beliefs Learners are able to make their own choices and the behaviour of learners is excellent.

Preparation for employment is good. Managers expect all activities to support the development of employability skills. Learners have a good understanding of their rights and responsibilities within the workplace.

Employability, including legislation affecting employment rights and responsibilities is embedded in all learning programmes. See SOWs Learner reviews

Opportunities to gain skills for employment are good. The Employer Engagement Advisor and Staffing Matters Recruitment Agency Manager visit new classes to advise learners on employment opportunities and the skills required to gain employment. All learners have an opportunity to register with the Agency to gain paid employment experience across seven training nurseries and external employers.

Learners attend mock interviews, create a CV, and complete job application forms as part of their traineeship and/or study programme as well as search for voluntary and paid work opportunities. Some learners taking early years or health and social care qualifications also gain part-time employment in their placements. Thus improving their economic well-being and financial independence.

To support soft skills development, managers have introduced and applied a very effective Self-Evaluation Ladder for learners. This consists of 20 questions that learners use to rate their learning potential and self-development.

Learners can choose the six areas that they feel they need to work on and log the scores onto a ‘ladder’ style grid, usually twice a term, so that they can track progress together with their tutors who can refer to it to set relevant developmental targets. The most common choices in the pilot were i) improve your vocabulary, ii) plan well and achieve deadlines, iii) not afraid of making


19

mistakes, iv) confident and assertive. The average score for each of these areas had risen slightly by three months after the start of the pilot, showing that identifying these areas had helped the learners to focus on their own development. During lessons, learners are asked to produce presentations and displays that improve their communication skills, self-confidence and pride in their work.

Learners preparing for long courses are offered work-experience, along with Maths, English, and employability skills prior to starting a longer study programme.

These programmes are designed to ensure that the interests of the learners are met and learners will have the opportunity to ensure that they enjoy working in their chosen sector. In 2016/17, 23 out of 26 Young Learners successfully completed this programme and went on to further study on a full Vocational Qualification. Of these, 13 were also able to complete a full Traineeship involving at least 100 hours of high quality vocational work placement.

Local Authority Support services and Learning services are very effective. They work closely together to ensure a consistent and coherent approach to learners’ personal development, behaviour and welfare. NEWTEC has developed positive partnerships with local agencies

Support has been provided in relation to arranged marriages and combating violence against girls. NEWTEC has secured funding by Prospects to provide a six month programme of mentoring support with additional activities such as Life Skills, Money Management, Confidence Building, Resilience Training, Communication Skills and others to meet the needs of our young people to enhance their participation and address barriers to achievement. Young learners have attended sessions with guest speakers on Sexual Exploitation, Sex and Relationships Education programme from the local borough and East London Rape Crisis Centre during the academic year. This has brought a heightened sense of awareness and self-preservation.

NEWTEC engaged the services of a psychotherapist in February 2017 to work on building resilience and particularly focus on effective strategies for adolescence and early adulthood. “Managing Exam Stress” workshops were also introduced to cope with challenges and anxieties particularly associated with examinations. Learners are beginning to understand and apply anxiety reduction techniques in their holistic development.

Enrichment activities such as the “Register to Vote” drive from 28/4/17 to 22/05/17 was held and young people have a better understanding of the need to have a voice in matters that affect them now and in future, such as shaping the social agenda

The impact has been such that they understand that if they do not vote then they do not have an input in the political discourse which directly impacts them, for example on decisions made about education and healthcare.

Partnership with other organisations London Black Women’s Project (formerly known as the Newham Asian Women’s Project – NAWP)


20

helps us secure quality services for our BME community under a framework of empowerment and self-sustainability, supports the prevention and combating violence and the fear of violence against girls. Support has been provided where forced marriage or domestic abuse has been suspected. A session was also arranged on “Gangs and Abuse” at the end of the academic year.

To promote healthy eating, learners are offered a healthy, free breakfast and lunch. The NEWTEC café offers a good range of healthy breakfast and lunch options.

Learners benefit from gaining a better understanding and availability of health foods. There is an opportunity for social needs – learn better if have eaten which links with attendance and punctuality. In work placements for health, public services and care, learners demonstrate a good understanding of the nutritional needs of children/vulnerable adults, how to support children/vulnerable adults, and how to keep children/vulnerable adults safe.

Course advisers and teachers provide good 1:1 information, advice, support and guidance including help for students requiring additional learning support (ALS) for learning difficulties or language needs to motivate learners and meet their needs and provide career and progression advice

Course advisers have, or are working towards IAG level 3 qualifications

Learners requiring additional support are well supported by a team of volunteers

Learners are retained many achieve well

Learners say they feel safe and know who to go to if they have any concerns

Learner surveys show very positive response. Appropriate action is taken immediately to address safeguarding issues and learners with safeguarding issues are well supported to ensure they achieve their qualification(s)

Attendance monitoring has improved during 16/17 with a wide range of measures, such as spot checks, weekly attendance reports, early intervention for learners falling behind, and home visits.

Learners are made aware of the impact of good attendance on their engagement in learning and as a key employability skill. Reasons behind absences are recorded and monitored to recognise patterns in individual learner attendance and appropriate support or alternative delivery methods are agreed with the learner

Attendance Rates and Punctuality have improved slightly for some periods, but the low rates and inconsistencies continue to be an area for development

Overall Attendance of 85% (86% in 15/16) was still below the target and expectation of 90%. The first three teaching Blocks had overall attendance of 91%, 92% and 90%, but the last three reduced to 83%, 82% and 69%. Overall Punctuality was 84% (improved from 81% in 15/16) with a similar pattern to Attendance during the year. The first two teaching Blocks had overall punctuality of 87% and 88%, the next three reduced to 81%, 82% and 82%, and then in the final block there was an improvement back to 87%.


21

Young People: Outcomes for Learners

Overall outcomes for learners are good. Appendix A provides a breakdown of 16-18 learners’ Retention & Achievement Rates for enrolments on all courses due to end by July ‘17. Overall retention is excellent at 94.65% and the overall Pass rate is good at 89%, despite the impact of poor achievement in maths and English. These results may be due to the increase in learners taking these subjects in order to meet the Condition of Funding initiative for 16-18 learners, as all learners must work towards GCSE grade C or above if they have not already attained that level. Of the NEWTEC Young learners in 16/17, 244 (73%) did not have a Grade C in Maths and 215 (64.57%) did not have Grade C in English. These learners have often already failed these subjects at school and it is challenging to change their mindsets to accept the need to persevere with them. Where English is not the first language, the learners also have found that Functional Skills Maths questions are harder to follow than the GCSE equivalents. In 16/17, 44 Maths learners with a grade E, or lower, did achieve either a higher GCSE or a Functional Skills Maths qualification. In English, 55 learners of a similar type did achieve either a higher GCSE or a Functional Skills English qualification. These represent success for the learners involved and give them hope of moving on to the next level.

Topic Evidence

Overall Achievement Rates for learners on most vocational courses have improved over the last 3 years and are now very high and far in excess of national Averages.

In 16/17 the overall achievement rate was good at 84% (above the National Average of 80.2%).

Vocational courses (including Health and Social Care, Childcare and Supporting Teaching in School) jointly achieved at 96%, above National Average of 85%. Preparation for Learning and Life courses 98%, above National Average of 85%. Customer Services achieved 98%, above National Average of 83%. Business services programmes at 94% above National Average of 83%.

Learners preparing for long courses are offered work-experience, along with Maths, English, and employability skills prior to starting a longer study programme.

These programmes are designed to ensure that the interests of the learners are met and learners will have the opportunity to ensure that they enjoy working in their chosen sector. In 2016/17, 23 out of 26 Young Learners successfully completed this programme and went on to further study on a full Vocational Qualification. Of these, 13 were also able to complete a full Traineeship involving at least 100 hours of high quality vocational work placement.

Good relationships with external agencies enable introductions for vulnerable learners to take up learning opportunities.

In 16/17, 35 young learners already receiving external support were enrolled and assisted with their studies. Their circumstances included some in care, care leavers, probation, mental health conditions, young parents or expecting a child. 14 of these learners were classified as vulnerable, with 11 of them achieving 100% of their Study Programmes (2 roll over to 17/18)


22

Achievement rates on English GCSE and Functional skills are at or above the national average, but for Maths are too low.

Overall results for Maths and English (Achievement 58% and Retention 85%) require improvement and have fallen over the last three years. English GCSE 78% (only slightly less than national Average of 79.5%) Functional Skills English 60% (actually higher than the overall National Average for Basic Skills of 54.80%). Poor achievement rates for GCSE Maths 45% and Functional Skills Maths 48%. Overall Attendance Rates for English and Maths are 83%, but there is no significant difference between attendance for levels of English or Maths that could explain their poor achievement rates.

Learner rates of retention continue to be high 2016/17 retention rate 95% (2015/16 retention rate 98%)

Some gaps in achievement by different groups have narrowed, and there were no significant differences between gender or ethnicity groups. (See Appendix Aii)

Achievement Rates for Males (87.7%) and Females (82%) have a difference of 5.7 % points in 16/17, a slight reduction from the 6.4% difference in 15/16. Difference from overall average for Ethnic groups Achievement: 15/16 Diff 16/17 Diff. Profile Profile Asian (28%) -4.6 (27%) 1.5 reduced Black (42%) 4.1 (42%) -3.6 reduced White (14%) 2.9 (16%) 5.1 increased Other (16%) -0.2 (15%) 1.5 increased The two largest groups making up 70% of the learners (Asian and Black) show a reduction in the difference from the overall achievement rate in 16/17.

The number of learners with a physical or learning disability has increased.

In 16/17, learners who declared a physical disability or a learning difficulty made up 9.7% of the enrolments, which had increased since 15/16 from 4%. NEWTEC has a team who work with volunteers who provide additional learning support for learners who need it. Of the eight identified young learners requiring additional learning support and due to complete by July ‘17, 81.8% achieved, above the 77.5% National Average, and 91% were able to achieve their main qualification. Comparing learners with no LDD (709 learning aims) to LDD learners (76 learning aims) overall achievement for no LDD was 85% and 75% for LDD. This achievement gap is wider at 10 % points, than for 15/16 when it was 4.5 % points, but this may be due to the individual


23

needs of these specific learners. Retention for learners with a physical disability or a learning difficulty is excellent at 96.1%, above the National Average of 89%, and these learners mirror those with no disabilities by excellent Achievement Rates of over 90% for all types of courses other than Maths and English.

Progression rates to Employment Outcomes or Further Study are good

Good progression rates are enhanced both by excellent contacts with employers, including the seven NEWTEC Nurseries, and the range of qualification levels offered at NEWTEC from introductory courses to a foundation degree. There are many examples of learners progressing through the levels and returning to NEWTEC as nursery practitioners, teachers or managers. Of all the leavers, 65% have found employment or were continuing with further study. By November 2017, it was known that 14% of all young learners had gained employment. This includes learners with a Vocational core aim who either gained employment with NEWTEC or elsewhere in the Care sector. In 16/17, 54% of learners are known to have progressed to the next stage either within their study programme or moved onto another programme such as from level 2 to 3 in the vocational subjects or level 1 to 2 in functional skills. It is also known that 8 learners (3%) have started Higher Education courses.

Learners are keen to progress into employment or further learning and want to develop good employability and study skills to help them move on.

Preparation for employment courses have enabled learners to find work placements or paid employment in order to gain more experience. Some learners aspire to progress to higher education and are well supported on their learning journey by tutors and their work-placement supervisor. Use of the Self-Evaluation Ladder has encouraged learners to rate and then work on developing their individual learning potential and social skills in areas such as communication and self confidence.

Young People: Attached Appendices:

A) i) 2016/17 Retention and Achievement and ii) EDI Achievement Data;

ii) EDI Achievement trends B) 2016/17 – Subject Sector Trends Data (i) Subject Sectors; ii) NEWTEC Groups C) 2016/17 Starting Points - GCSE D) 2016/17 Quality Improvement Plan E) 2016/17 Evaluation Report F) 2016/17 Employment and Progression Rates

NEWTEC SAR 2016/17

24

Appendix Ai: Retention and Achievement Data

2016/17 - ESFA (16-18) Enrolments due to achieve in Blocks A-F

V8 Date: 19-Oct-17

Retention

Pass

Qual. Achievement

PARTNER SUB CTYPE Learning Aim

Total Enrols Ret.

W3 Withdr. Ret % Pass

S/C8 tbc Pass %

C2/C3 Fail

C1 Achvd Ach. % Notes

Overall Summary

ELCI VOC L2/L3 Childcare/ H&S Care 34 32 2 94.12% 31 0 96.88% 1 31 91.18%

Sub-Conts VOC L2/L3 Childcare/ H&S Care 42 42 0 100.00%

42 0 100.00%

0 42 100.00%

ELCI BAL L1/L2 Bus. Admin / Cust. Service 4 4 0 100.00%

4 0 100.00%

0 4 100.00%

Sub-Conts BAL L1/L2 Bus. Admin / Cust. Service 192 191 1 99.48%

181 0 94.76%

10 181 94.27%

ELCI PLW L1/L2 Employability 36 33 3 91.67%

33 0 100.00%

0 33 91.67%

Sub-Conts PLW L1/L2 Employability 231 231 0 100.00%

229 1 99.13%

1 229 99.13%

Sub-Total All - excluding Functional

Skills 539 533 6 98.89% 520 1 97.56% 12 520 96.47%

ELCI FSK E3/L1/L2 Functional Skills/ GCSE 93 75 18 80.65%

59 0 78.67%

16 59 63.44%

Sub-Conts FSK E3/L1/L2 Functional Skills/ GCSE 153 135 18 88.24%

83 1 61.48%

51 83 54.25%

Sub-Total Functional Skills 246 210 36 85.37% 142 1 67.62% 67 142 57.72%

TOTAL All Delivery Subjects 785 743 42 94.65% 662 2 89.10% 79 662 84.33%

NEWTEC SAR 2016/17

25

Retention

Pass

Qual. Achievement


Total Enrols Ret.


S/C8 tbc Pass %

C2/C3 Fail


ELCI Summary

WEX YWO YL Work Opportunities 13 13 0 100.00% 13 0 100.00% 13 100.00%

VOC CEY L2 Childcare CEY 4 3 1 75.00% 3 0 100.00% 3 75.00%

VOC DCY L3 Childcare DYPW 0 0 0 N/A 0 0 N/A 0 N/A

VOC CPA/DHA L2 Tech./Diploma H&SC 4 3 1 75.00% 3 0 100.00% 3 75.00%

VOC CPC/DHC L3 Tech./Diploma H&SC 5 5 0 100.00% 4 0 80.00% 1 4 80.00%

VOC ASS/ CSS L2 Supporting T&L 4 4 0 100.00% 4 0 100.00% 4 100.00%

VOC CST/DST L3 Supporting T&L 4 4 0 100.00% 4 0 100.00% 4 100.00%

BAL CCB Cert. Cust. Service L1 4 4 0 100.00% 4 0 100.00% 4 100.00%

PLW YAE/YIS YL Employability/ Support 26 23 3 88.46% 23 0 100.00% 23 88.46%

PLW YLF YL Legal Framework 10 10 0 100.00% 10 0 100.00% 10 100.00%

Total ELCI Vocational Skills due BLOCKS A-F 74 69 5 93.24% 68 0 98.55% 1 68 91.89%

FSK FES L1 Functional English 12 8 4 N/A 8 0 N/A 8 66.67%

FSK FEX L2 Functional English 4 2 2 50.00% 2 0 100.00% 2 50.00%

FSK FMB E3 Functional Maths 0 0 0 N/A 0 0 N/A 0 N/A

FSK FMS L1 Functional Maths 14 9 5 64.29% 3 0 0.00% 6 3 21.43%

FSK FMX L2 Functional Maths 1 0 1 N/A 0 0 0.00% 0 0.00%

FSK ITS L1 Functional ICT 0 0 0 N/A 0 0 N/A 0 N/A

FSK ITX L2 Functional ICT 0 0 0 N/A 0 0 N/A 0 N/A

FSK GRE GCSE Resit English 2 2 0 100.00% 2 0 100.00% 2 100.00%

FSK GFE GCSE Foundation English 35 33 2 N/A 32 0 96.97% 1 32 91.43%

FSK GRM GCSE Resit Maths 6 6 0 100.00% 6 0 100.00% 6 100.00%

FSK GFM GCSE Foundation Maths 19 15 4 N/A 6 0 40.00% 9 6 31.58%

Total ELCI Functional Skills due BLOCKS A-F 93 75 18 80.65% 59 0 78.67% 16 59 63.44%

NEWTEC SAR 2016/17

26

Total All ELCI Delivery due BLOCKS A-F 167 144 23 86.23% 127 0 88.19% 17 127 76.05%

Retention

Pass

Qual. Achievement


Total Enrols Ret.


S/C8 tbc Pass %

C2/C3 Fail


Sub-Contractor Summaries

LPA VOC AST Award in Supp. T&L 7 7 0 100.00% 7 0 100.00% 7 100.00%

LPA VOC ASZ

Award in T&L (Non-regulated)

2 2 0 100.00% 2 0 100.00% 2 100.00%

LPA VOC CHC L3 Cert. H&S Care 8 8 0 100.00% 8 0 100.00% 8 100.00%

LPA

VOC CHZ Cert. H&S Care (Non-regulated)

5 5 0 100.00% 5 0 100.00% 5 100.00%

LPA VOC DHC L3 Dip. H&S Care 1 1 0 100.00% 1 0 100.00% 1 100.00%

LPA VOC CST/DST L3 Supporting T&L 4 4 0 100.00% 4 0 100.00% 4 100.00%

LPA BAL ACB Award Cust Service L1 17 17 0 100.00% 17 0 100.00% 17 100.00%

LPA BAL CCB Cert. Cust. Service L1 21 21 0 100.00% 21 0 100.00% 21 100.00%

LPA BAL ACF Award Cust. Service L2 12 12 0 100.00% 12 0 100.00% 12 100.00%

LPA BAL CCF Cert. Cust. Service L2 11 11 0 100.00% 11 0 100.00% 11 100.00%

LPA BAL CCT Cert. Cust. Service L3 1 1 0 100.00% 1 0 100.00% 1 100.00%

LPA BAL ABB/ABF Award Bus Admin L2 3 3 0 100.00% 3 0 100.00% 3 100.00%

LPA BAL CBF Cert. Bus Admin L2 4 4 0 100.00% 4 0 100.00% 4 100.00%

LPA BAL ABT Award Bus Admin L3 9 9 0 100.00% 9 0 100.00% 9 100.00%

LPA BAL CBT Cert. Bus Admin L3 16 16 0 100.00% 15 0 93.75% 1 15 93.75%

LPA

BAL CBZ Bus Admin L3 (Non-regulated)

1 1 0 100.00% 1 0 100.00% 1 100.00%

LPA BAL DBT Dip. Bus Admin L3 2 2 0 100.00% 2 0 100.00% 2 100.00%

LPA PLW AWB/AWG /AWY

Award in Workskills L1 4 4 0 100.00% 4 0 100.00% 4 100.00%

LPA PLW CWS Cert Workskills L1 29 29 0 100.00% 29 0 100.00% 29 100.00%

LPA PLW CWX Cert Workskills L2 20 20 0 100.00% 20 0 100.00% 20 100.00%

LPA PLW EHB E-Learning H&S Work. L1 6 6 0 100.00% 6 0 100.00% 6 100.00%

LPA PLW EHS E-Learning H&S Work. L2 32 32 0 100.00% 32 0 100.00% 32 100.00%

LPA FSK GFE GCSE Foundation English 13 11 2 84.62% 5 0 45.45% 6 5 38.46%

NEWTEC SAR 2016/17

27

LPA FSK GFM GCSE Foundation Maths 8 5 3 62.50% 3 0 60.00% 2 3 37.50%

LPA FSK FEE E3 Functional English 3 3 0 100.00% 2 0 66.67% 1 2 66.67%

LPA FSK FEG L1 Functional English 13 10 3 76.92% 2 0 20.00% 8 2 15.38%

LPA FSK FEP L2 Functional English 1 1 0 100.00% 0 0 0.00% 1 0 0.00%

LPA FSK FME E3 Functional Maths 11 10 1 90.91% 8 0 80.00% 2 8 72.73%

LPA FSK FMG L1 Functional Maths 17 12 5 70.59% 2 0 16.67% 10 2 11.76%

LPA FSK FMP L2 Functional Maths 4 3 1 75.00% 0 0 0.00% 3 0 0.00%

Total LPA due BLOCKS A-F 285 270 15 94.74% 236 0 87.41% 34 236 82.81%

POLINO VOC DHA L2 Dip. H&S Care 11 11 0 100.00% 11 0 100.00% 11 100.00%

POLINO PLW CDE L2 Cert. Devel. Ent. 61 61 0 100.00% 60 0 98.36% 1 60 98.36%

POLINO PLW CEP Cert. Emp. Skills 77 77 0 100.00% 77 0 100.00% 77 100.00%

POLINO FSK FEG L1 Functional English 24 23 1 95.83% 22 0 95.65% 1 22 91.67%

POLINO FSK FEP L2 Functional English 12 12 0 100.00% 5 0 41.67% 7 5 41.67%

POLINO FSK FMG L1 Functional Maths 25 23 2 92.00% 20 0 86.96% 3 20 80.00%

POLINO FSK FMP L2 Functional Maths 9 9 0 100.00% 4 0 44.44% 5 4 44.44%

POLINO BAL CPB L2 Cert. Principles Bus. 15 15 0 100.00% 13 0 86.67% 2 13 86.67%

POLINO BAL DBP L3 Dip. In Business 20 19 1 95.00% 14 0 73.68% 5 14 70.00%

POLINO BAL DCS L2 Dip. Cust. Service 47 47 0 100.00% 45 0 95.74% 2 45 95.74%

Total POLINO due BLOCKS A-F 301 297 4 98.67% 271 0 91.25% 26 271 90.03%

ZURBEL VOC CCY L2 Cert CYP 2 2 0 100.00% 2 0 100.00% 2 100.00%

ZURBEL VOC DCY L3 Dip CYP 2 2 0 100.00% 2 0 100.00% 2 100.00%

ZURBEL FSK FEE/FEG E3/L1 Functional English 2 2 0 100.00% 1 0 50.00% 1 1 50.00%

ZURBEL FSK FME/FMG E3/L1 Functional Maths 2 2 0 100.00% 1 0 50.00% 1 1 50.00%

Total ZURBEL due BLOCKS A-E 8 8 0 100.00% 6 0 75.00% 2 6 75.00%

NEWTEC SAR 2016/17

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Retention

Pass

Qual. Achievement


Total Enrols Ret.


S/C8 tbc Pass %

C2/C3 Fail


DTK BAL CPB Bus. Admin 13 13 0 100.00%

13 0 100.00%

13 100.00%

DTK PLW CES L1 Employability 2 2 0 100.00% 1 1 50.00% 1 50.00%

DTK FSK CIU L2 Cert IT User Skills 1 1 0 100.00% 1 0 100.00% 1 100.00%

DTK FSK FEG L1 Functional English 2 2 0 100.00% 2 0 100.00% 2 100.00%

DTK FSK FEP L2 Functional English 0 0 0 N/A 0 0 0.00% 0 0.00%

DTK FSK FME/FMG E3/L1 Functional Maths 5 5 0 100.00% 4 1 80.00%

4 80.00%

DTK FSK FMP L2 Functional Maths 1 1 0 N/A 1 0 0.00% 1 100.00%

Total DTK due BLOCKS A-F 24 24 0 100.00% 22 2 91.67% 0 22 91.67%

Total of all ESFA Sub-Contractors due BLOCKS A-E 618 599 19 96.93% 535 2 89.32% 62 535 86.57%

Appendix Aii: EDI Achievement Data

Equality and Diversity Groupings - EFA Leavers 2016/17

Version 5

19-Oct-17

i) by Subject Sector Area

Retention

Qual. Achievement

1617 1516

1617 1516

SSA % of All

No. of Starts

No. Retd.

Ret. %

National Rate %

Pass Ach.

% National Rate %

Results to

come

Vocational Programmes

9.7 76 74 97.4 89.6

73 96.1 85.0

0

Preparation for Life and Work

34.0 267 264 98.9 85.0

262 98.1 66.4

1

Functional Skills 31.3 246 210 85.4 82.3

142 57.7 54.8

1

Business & Services

25.0 196 195 99.5 91.3

185 94.4 83.3

0

NEWTEC SAR 2016/17

29

All 785 743 94.6 89.8 662 84.3 80.2

2

ii) by Gender

Analysis of Gender (Enrolments):

a - Difference from birth b - Sexual Orientation

Retention

Qual. Achievement

1617 1516

1617 1516

Gender % of All

No. of Starts

No. Retd.

Ret. %

National Rate %

Pass Ach.

% National Rate %

Results to

come

Male

VOC 0.3

2 1 50.0

1 50.0

0

Male

a Same Diff Not given

PLW 15.7

123 123 100.0

121 98.4

1

207 0 117

FSk 11.2

88 79 89.8

59 67.0

1

b Straight Other Not given

BAS 14.1

111 110 99.1

103 92.8

0

231 9 84

All Male 41.3 324 313 96.6 89.6 284 87.7 78.8

2

Female

VOC 9.4

74 73 98.6

72 97.3

0

Female


PLW 18.3

144 141 97.9

141 97.9

0

297 9 155

FSk 20.1

158 131 82.9

83 52.5

0

b Straight Other Not given

BAS 10.8

85 85 100.0

82 96.5

0

314 8 139

All Female

58.7 461 430 93.3 90.1 378 82.0 81.7

0

All 785 743 94.6 89.8 662 84.3 80.2

2

ALL


504 9 272

b Straight Other

Not given

545 17 223

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iiiA) by LDD (Learning Difficulty/ Disability)

Retention

Qual. Achievement

SEN: 8 individual learners

(Note that only 3 of the 8 learners declared they had LDD)

1617 1516

1617 1516

LDD % of All

No. of Starts

No. Retd.

Ret. %

National Rate %

Pass Ach.

% National Rate %

Results to

come

No. of Starts

Ret. %

Qual. Ach.

%

Results to come

LDD

VOC 1.4 11 11 100.0 11 100.0

0

8

100.0 87.5 0

PLW 2.9 23 22 95.7 21 91.3

0

3

100.0 100.0 0

FSk 3.9 31 29 93.5 15 48.4

0

13

100.0 76.9 0

BAS 1.4 11 11 100.0 10 90.9

0

0

0.0 0.0 0

All LDD 9.7 76 73 96.1 89.0 57 75.0 77.5

0

24

100.0 81.8 0

No LDD

VOC 8.3 65 63 96.9 62 95.4

0

PLW 31.1 244 242 99.2 241 98.8

1

FSk 27.4 215 181 84.2 127 59.1

1

BAS 23.6 185 184 99.5 175 94.6

0

All No LDD

90.3 709 670 94.5 90.1 605 85.3 81.0

2

All 785 743 94.6 89.8 662 84.3 80.2

2

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iiiB) by Initial Assessment Literacy Level

Retention

Qual. Achievement

1617 1516

1617 1516

IA Literacy Level % of All

No. of Starts

No. Retd.

Ret. %

National Rate %

Pass Ach.

% National Rate %

Results to

come

Entry 1

VOC 0.0

0 0 N/A 0 N/A

0

PLW 0.3

2 2 100.0 2 100.0

0

FSk 0.3

2 2 100.0 0 0.0

0

BAS 0.4

3 3 100.0 3 100.0

0

All Entry 1 0.9 7 7 N/A N/A 5 N/A N/A

0

Entry 2

VOC 0.3

2 2 100.0 2 100.0

0

PLW 0.8

6 5 83.3 5 83.3

0

FSk 1.7

13 11 84.6 5 38.5

1

BAS 0.6

5 5 100.0 5 100.0

0

All Entry 2 3.3 26 23 88.5 N/A 17 65.4 N/A

1

Entry 3

VOC 2.9

23 21 91.3 20 87.0

0

PLW 5.9

46 46 100.0 46 100.0

0

FSk 10.1

79 63 79.7 40 50.6

0

BAS 5.9

46 46 100.0 44 95.7

0

All Entry 3 24.7 194 176 90.7 N/A 150 77.3 N/A

0

Level 1 (or

higher)

VOC 5.9

46 46 100.0 46 100.0

0

PLW 24.8

195 195 100.0 193 99.0

1

FSk 17.1

134 116 86.6 84 62.7

0

BAS 15.3

120 119 99.2 113 94.2

0

All Level 1 (or higher)

63.1 495 476 96.2 N/A 436 88.1 N/A

1

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Not recorded 8.0

63 61 96.8 N/A

54 85.7 N/A

0

All 785 743 94.6 89.8 662 84.3 80.2

2

iiiC) by Initial Assessment Numeracy Level

Retention

Qual. Achievement

1617 1516

1617 1516

IA Numeracy Level % of All

No. of Starts

No. Retd.

Ret. %

National Rate %

Pass Ach.

% National Rate %

Results to

come

Entry 1

VOC 0.1

1 1 N/A 1 N/A

0

PLW 1.0

8 7 87.5 7 87.5

0

FSk 1.7

13 11 84.6 5 38.5

1

BAS 1.0

8 8 100.0 8 100.0

0

All Entry 1 3.8 30 27 90.0 N/A 21 70.0 N/A

1

Entry 2

VOC 2.0

16 16 100.0 16 100.0

0

PLW 3.2

25 25 100.0 25 100.0

0

FSk 5.2

41 35 85.4 24 58.5

0

BAS 3.1

24 24 100.0 24 100.0

0

All Entry 2 13.5 106 100 94.3 N/A 89 84.0 N/A

0

Entry 3

VOC 4.3

34 32 94.1 31 91.2

0

PLW 10.7

84 84 100.0 83 98.8

1

FSk 14.8

116 93 80.2 58 50.0

0

BAS 8.4

66 65 98.5 64 97.0

0

All Entry 3 38.2 300 274 91.3 N/A 236 78.7 N/A

1

Level 1 (or

higher)

VOC 2.5

20 20 100.0 20 100.0

0

PLW 17.1

134 134 100.0 133 99.3

0

FSk 7.6

60 55 91.7 42 70.0

0

BAS 9.7

76 76 100.0 69 90.8

0

All Level 1 (or higher)

36.9 290 285 98.3 N/A 264 91.0 N/A

0

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Not recorded 7.5

59 57 96.6 N/A

52 88.1 N/A

0

All 785 743 94.6 89.8 662 84.3 80.2

2

iv) by Ethnic Group

Retention

Qual. Achievement

1617 1516

1617 1516

Ethnic Group % of All

No. of Starts

No. Retd.

Ret. %

National Rate %

Pass Ach.

% National Rate %

Results to

come

Asian

VOC 4.5

35 35 100.0 34 97.1

0

PLW 7.3

57 56 98.2 55 96.5

1

FSk 9.8

77 66 85.7 45 58.4

1

BAS 5.1

40 40 100.0 39 97.5

0

All Asian 26.6 209 197 94.3 92.8 173 82.8 83.0

2

Black

VOC 2.7

21 20 95.2 20 95.2

0

PLW 15.9

125 125 100.0 124 99.2

0

FSk 12.2

96 89 92.7 64 66.7

0

BAS 11.2

88 88 100.0 82 93.2

0

All Black 42.0 330 322 97.6 90.4 290 87.9 78.6

0

White

VOC 1.4

11 10 90.9 10 90.9

0

PLW 6.1

48 46 95.8 46 95.8

0

FSk 5.1

40 22 55.0 17 42.5

0

BAS 3.9

31 31 100.0 30 96.8

0

All White 16.6 130 109 83.8 89.3 103 79.2 80.1

0

Other

VOC 1.1

9 9 100.0 9 100.0

0

PLW 4.7

37 37 100.0 37 100.0

0

FSk 4.2

33 33 100.0 16 48.5

0

BAS 4.7

37 36 97.3 34 91.9

0

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All Other 14.8 116 115 99.1 90.0 96 82.8 79.3

0

All 785 743 94.6 89.8 662 84.3 80.2

2

v) by Belief

Retention

Qual. Achievement

1617 1516

1617 1516

Belief % of All

No. of Starts

No. Retd.

Ret. %

National Rate %

Pass Ach.

% National Rate %

Results to

come

Christian

VOC 1.1

9 9 100.0 9 100.0

0

PLW 10.4

82 81 98.8 81 98.8

0

FSk 5.9

46 40 87.0 29 63.0

0

BAS 6.0

47 47 100.0 46 97.9

0

All Christian 23.4 184 177 96.2 NK 165 89.7 NK

0

Muslim

VOC 3.1

24 24 100.0 23 95.8

0

PLW 7.6

60 60 100.0 59 98.3

1

FSk 8.2

64 57 89.1 37 57.8

0

BAS 5.2

41 41 100.0 40 97.6

0

All Muslim

24.1 189 182 96.3 NK 159 84.1 NK

1

Other Beliefs

VOC 0.5

4 4 100.0 4 100.0

0

PLW 1.9

15 15 100.0 15 100.0

0

FSk 1.5

12 12 100.0 8 66.7

0

BAS 1.7

13 13 100.0 13 100.0

0

All Other Beliefs 5.6 44 44 100.0 NK 40 90.9 NK

0

Not given, or no belief

VOC 5.0

39 37 94.9 37 94.9

0

PLW 14.0

110 108 98.2 107 97.3

0

FSk 15.8

124 101 81.5 68 54.8

1

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BAS 12.1

95 94 98.9 86 90.5

0

All not given 46.9 368 340 92.4 NK 298 81.0 NK

1

All 785 743 94.6 89.8 662 84.3 80.2

2

(NK - No breakdown of Belief is given in NART)

Appendix Bi: Young Learner Achievement Trends (2014/15 to 2016/17) by Subject Sectors

Leavers

% Achievement Rates

% Retention Rates

% Pass Rates

SSA Subject 14/15 15/16 16/17

14/15 15/16 16/17 NR

15/16

14/15 15/16 16/17 NR

15/16

14/15 15/16 16/17 NR

15/16

1.3 Health and Safety in the Workplace 32 0 38

100.00 N/A 100.00 91.80

100.00 N/A 100.00 91.80

100.00 N/A 100.00 100.00

1.3 Health and Social Care 55 16 34

85.45 87.50 94.12 85.00

89.09 87.50 97.06 89.60

95.92 100.00 96.97 94.80

1.5 Early Years & Childcare 20 29 8

70.00 82.76 87.50 85.00

85.00 86.21 87.50 89.60

82.35 96.00 100.00 94.80

2 Maths - GCSE 3 14 33

100.00 100.00 45.45 79.20

100.00 100.00 78.79 88.50

100.00 100.00 57.69 89.50

6 ICT Users 15 45 1

100.00 97.78 100.00 87.10

100.00 100.00 100.00 93.30

100.00 97.78 100.00 93.30

12 English GCSE 20 29 50

90.00 100.00 78.00 79.50

90.00 100.00 92.00 88.30

100.00 100.00 84.78 90.00

13 Supporting Teaching & Learning/ Playwork 41 11 21

78.05 100.00 100.00 88.10

78.05 100.00 100.00 90.10

100.00 100.00 100.00 97.80

14.1 Functional Skills Maths* 152 96 89

80.92 72.92 48.31 54.80

95.39 97.92 83.15 82.30

84.83 74.47 58.11 66.60

14.1 Functional Skills English* 143 67 73

85.31 79.10 60.27 54.80

96.50 98.51 86.30 82.30

88.41 80.30 69.84 66.60

14.1 Functional ICT 20 5 0

95.00 0.00 N/A 54.80

100.00 100.00 N/A 82.30

95.00 0.00 N/A 66.60

14.1 Development Skills* (CDE) 42 55 61

100.00 100.00 98.36 76.30

100.00 100.00 100.00 88.20

100.00 100.00 98.36 86.60

14.2 Employability and Workskills 174 138 168

95.98 95.65 97.62 84.90

98.85 99.28 98.21 89.50

97.09 96.35 99.39 94.80

14.2 Work Opportunities (Care or Childcare) 26 0 13

96.15 N/A 100.00 84.90

96.15 N/A 100.00 89.50

100.00 N/A 100.00 94.80

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15.2 Business Administration 128 73 83

98.44 98.63 89.16 83.30

100.00 100.00 98.80 91.30

98.44 98.63 90.24 91.30

15.2 Customer Services 67 63 113

91.04 98.41 98.23 83.30

94.03 100.00 100.00 91.30

96.83 98.41 98.23 91.30

ALL 938 641 785

90.19 90.48 84.33 80.20

95.84 98.44 94.65 89.80

94.10 91.92 89.10 89.30

(* omitting non regulated aims)

Appendix Bii: Young Learner Achievement Trends (2014/15 to 2016/17) – NEWTEC Grouped Subject Sectors

Leavers

% Achievement Rates

% Retention Rates

% Pass Rates

SSA Subject 14/15 15/16 16/17

14/15 15/16 16/17 NR

15/16

14/15 15/16 16/17 NR

15/16

14/15 15/16 16/17 NR

15/16

1.3 Health and Social Care 55 16 34

85.45 87.50 94.12 85.00

89.09 87.50 97.06 89.60

95.92 100.00 96.97 94.80

1.5 Early Years & Childcare 20 29 8

70.00 82.76 87.50 85.00

85.00 86.21 87.50 89.60

82.35 96.00 100.00 94.80

13 Supporting Teaching & Learning/ Playwork 41 11 21

78.05 100.00 100.00 88.10

78.05 100.00 100.00 90.10

100.00 100.00 100.00 97.80

14.2 Work Opportunities (Care or Childcare) 26 0 13

96.15 N/A 100.00 84.90

96.15 N/A 100.00 89.50

100.00 N/A 100.00 94.80

VOCATIONAL 142 56 76

83.10 87.50 96.05

86.62 89.29 97.37

95.93 98.00 98.65

1.3 Health and Safety in the Workplace 32 0 38

100.00 N/A 100.00 91.80

100.00 N/A 100.00 91.80

100.00 N/A 100.00 100.00

14.1 Development Skills* (CDE) 42 55 61

100.00 100.00 98.36 76.30

100.00 100.00 100.00 88.20

100.00 100.00 98.36 86.60

14.2 Employability and Workskills 174 138 168

95.98 95.65 97.62 84.90

98.85 99.28 98.21 89.50

97.09 96.35 99.39 94.80

PREPARATION FOR LIFE & WORK 248 193 267

97.18 96.89 98.13

99.19 99.48 98.88

97.97 97.40 99.24

NEWTEC SAR 2016/17

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Leavers

% Achievement Rates

% Retention Rates

% Pass Rates

SSA Subject 14/15 15/16 16/17

14/15 15/16 16/17 NR

15/16

14/15 15/16 16/17 NR

15/16

14/15 15/16 16/17 NR

15/16

2 Maths - GCSE 3 14 33

100.00 100.00 45.45 79.20

100.00 100.00 78.79 88.50

100.00 100.00 57.69 89.50

12 English GCSE 20 29 50

90.00 100.00 78.00 79.50

90.00 100.00 92.00 88.30

100.00 100.00 84.78 90.00

6 ICT Users 15 45 1

100.00 97.78 100.00 87.10

100.00 100.00 100.00 93.30

100.00 97.78 100.00 93.30

14.1 Functional ICT 20 5 0

95.00 0.00 N/A 54.80

100.00 100.00 N/A 82.30

95.00 0.00 N/A 66.60

14.1 Functional Skills Maths* 152 96 89

80.92 72.92 48.31 54.80

95.39 97.92 83.15 82.30

84.83 74.47 58.11 66.60

14.1 Functional Skills English* 143 67 73

85.31 79.10 60.27 54.80

96.50 98.51 86.30 82.30

88.41 80.30 69.84 66.60

MATHS, ENGLISH & ICT 353 256 246

84.99 82.03 57.72

96.03 98.83 85.37

88.50 83.00 67.62

15.2 Business Administration 128 73 83

98.44 98.63 89.16 83.30

100.00 100.00 98.80 91.30

98.44 98.63 90.24 91.30

15.2 Customer Services 67 63 113

91.04 98.41 98.23 83.30

94.03 100.00 100.00 91.30

96.83 98.41 98.23 91.30

BUSINESS & SERVICES 195 136 196

95.90 98.53 94.39

97.95 100.00 99.49

97.91 98.53 94.87

ALL 938 641 785

90.19 90.48 84.33

95.84 98.44 94.65

94.10 91.92 89.10

(* omitting non regulated aims)

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Appendix C: GCSE Starting Points

Young Learners (individuals) - English GCSE status at start of 20/16/17 provision, and subsequent study progress

Starting Status (all learners)

Working towards higher level; ending 16/17 Type of Qualification Achieved:

Grade No. Learners

% of all

Learners Retained Ret % Achieved Ach %

GCSE Grade A-C

GCSE - better grade

GCSE - same/ lower grade

L2 F.Sk.

L1 F.Sk.

E3 F.Sk.

WD or

Fail

Pass %

Cont. to 17/18

A,A*,B 42 12.61

N/A N/A N/A N/A N/A

N/A

0

C 76 22.82

N/A N/A N/A N/A N/A

N/A

0

118 35.44

C (Lit), D 68 20.42

43 40 93.02 32 74.42

5 26 1 11 80.00

25

E,F,G 50 15.02

25 23 92.00 18 72.00

4 1 13 7 78.26

25

NONE 97 29.13

55 46 83.64 33 60.00

1 2 6 23 1 22 71.74

42

215 64.56

Total 333 100.00

123 109 88.62 83 67.48

6 6 27 7 36 1 40 76.15

92

Young Learners (individuals) - Maths GCSE status at start of 20/16/17 provision, and subsequent study progress

Starting Status (all learners)

Working towards higher level; ending 16/17 Type of Qualification Achieved:

Grade No. Learners

% of all

Learners Retained Ret % Achieved Ach %

GCSE Grade A-C

GCSE - better grade

GCSE - same/ lower grade

L2 F.Sk.

L1 F.Sk.

E3 F.Sk.

WD or

Fail

Pass %

Cont. to 17/18

A,A*,B 30 9.01

N/A N/A N/A N/A N/A

N/A

0

C 59 17.72

N/A N/A N/A N/A N/A

N/A

0

89 26.73

D 60 18.02

23 21 91.30 13 56.52

13 10 61.90

37

E,F,G 70 21.02

39 26 66.67 13 33.33

1 1 1 5 5 26 50.00

31

NONE 114 34.23

60 53 88.33 32 53.33

4 25 3 27 60.38 54

244 73.27

Total 333 100.00

122 100 81.97 58 47.54

0 1 14 5 30 8 63 58.00

122

NEWTEC SAR 2016/17

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Appendix D: Quality Improvement Plan 16/17 – Actions for Young Learners Team

Ref Target Impact Measure Target Date

1 Attendance and punctuality both above 90%

90% attendance and punctuality July 2017

Actions Lead End of Block Date(s)

Impact

1.1 More robust monitoring to improve attendance and punctuality for all EFA learners both at classroom sessions and in work placement settings

SCA 21/10/16 91% - classroom attendance

09/12/16 92% - classroom attendance





1.2 Review the effectiveness and impact of the LAM tracking sheet SCA 21/10/16 91% - classroom attendance






1.3 Tutors and assessors establish and apply consistently high expectations for learners’ attendance and punctuality. Ensure all lessons are learner-led and either good or outstanding.

TLYL 21/10/16 Block A OTLA: actual class attendance – 93%; punctuality 89.3%

09/12/16 Blocks A-B OTLA: actual class attendance –93%; punctuality 72.6%

17/02/17 Blocks A-C OTLA: actual class attendance – 90%; punctuality 72.5%

07/04/17 Blocks A-D OTLA: actual class attendance –81%; punctuality 75.8%

02/06/17 Blocks A-E OTLA: actual class attendance – 82%; punctuality 88%

21/07/17 Blocks A-F OTLA: actual class attendance – 69%; punctuality 93%

NEWTEC SAR 2016/17

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1 Attendance and punctuality both above 90%

90% attendance and punctuality July 2017

Actions Lead End of Block Date(s)

Impact

1.4 Emphasis how chances of progression at work or in further studies are enhanced by good work ethics and time management

EEA 21/10/16 Learners beginning to appreciate the skills needed to join the labour market.

09/12/16 Learners experienced a number of social and personal outcomes after taking part in learning.

17/02/17 Award Employability Skills course completed, with units including preparing for interviews, time management skills and understanding a CV. More learners have the necessary tools to seek paid work

07/04/17 47 learners now in paid work



1.5 Continue the zero tolerance approach to lateness and follow up using Learner Absence Procedure. Review the Absence Policy

SCA 21/10/16 87% - punctuality (register entries and late slips)

09/12/16 88% - punctuality





1.6 Use different course codes for different modes of learning. eg. Learners completing their course via distance learning should not have the same course code and should not be on the same register as learners who attend classes. Affected learners would be marked as “N” (not required) on the relevant TCR Registers

TLQID / CA

21/10/16 n/a

09/12/16 n/a

17/02/17 Relevant entries made




NEWTEC SAR 2016/17

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2 Setting clear and comprehensive targets, providing specific feedback and identifying next steps in learning

Good Quality ILP/Reviews, Excellent Retention, Pass & Achievement Rates, Employment Outcomes and Progression Routes

July 207

Actions Lead Review

Date/s

Impact

2.1 Initially assess learners’ starting points and monitor their progress, ensure tasks are challenging, and build on and extend learning for all learners. Encourage learners to set their own SMART targets and report on them at Progress Review Meetings. (Tasks that directly address learners’ weaknesses and require individual planning) Carry out comprehensive review of all ILP/Reviews and transmit laser-like focus to realise highest grading on offer.

learning for all learners

PLFS 21/10/16

100% of Progress Reviews sampled were Good

09/12/16

100% of Progress Reviews sampled were Good Display target setting posters visibly around the building and in classrooms

17/02/17

100% of Progress Reviews sampled were Good Blocks A-C:

07/04/17 Progress reviews (to be completed in mid-April)

02/06/17 100% of Progress Reviews sampled were Good Blocks A-C:

21/07/17 100% of Progress Reviews sampled were Good Blocks A-C:

2.2 Provide appropriate and timely information, advice and guidance that supports effective learning Preparation for Higher Education – academic writing course UCAS workshops Stakeholder Forums, evidenced by User Voice reports/case studies/testimonials

SCA 21/10/16 Stakeholder Forum held in Block A – learners said “We are pleased with advice on current courses and help received in finding paid work” “We get information about UCAS and universities”

09/12/16 None was scheduled for Block B

17/02/17 Stakeholder Forum held in Block C: 08/02/17

07/04/17 Next SE takes place in Block E (24/5/17)

NEWTEC SAR 2016/17

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July 207

Actions Lead Review

Date/s

Impact

02/06/17 Employer feedback provides evidence of good IAG

21/07/17 Employer feedback provides evidence of good IAG

2.3 Ensure that Self-Evaluation Ladder is used consistently as a tool to reflect on learners’ soft skills. Explore the use of Achievement Coaches and Achievement sessions

PLYL 21/10/16 SEL 100% - all vocational courses

09/12/16

SEL 100% - all vocational courses 17/02/17

Started to plan for Achievement Coach

07/04/17

Agreed that all learners to complete at least one SEL - either Vocational, or Eng./Maths if not enrolled on Vocational course.

02/06/17

SEL 100% - all vocational courses

21/07/17 SEL 100% - all vocational courses

2.4 Incorporate actions from SAR into key areas for improvement in teaching, learning and assessment. (Evidence in OTLA and User Voice) Pilot the new Performance Review Record for teaching staff (swift action to be taken where there are concerns)

TLYL 21/10/16 Completed for 2015/16 Updated in 2016/17 QIP

09/12/16

QIP updated with progress made and feedback from other sources such as OTLA and Stakeholder forum 17/02/17

QIP updated with progress made and feedback from other sources such as OTLA and Stakeholder forum

07/04/17

3 staff reviews have been piloted on new format

02/06/17 QIP updated with progress made and feedback from other sources such as OTLA and Stakeholder forum

NEWTEC SAR 2016/17

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July 207

Actions Lead Review

Date/s

Impact

21/07/17 QIP updated with progress made and feedback from other sources such as OTLA and Stakeholder forum


3 Raise the Achievement Rates for Maths and Level 3 vocational qualifications

Mathematics Achievement Rates 5% above the national average (GCSE – 82%; L2 FS – 46%; L1 FS – 64%)

July 2017

Actions Lead Review

Date/s

Impact

3.1 Identify the starting points for learners (from initial and diagnostic assessments) to inform tutors for effective lesson planning. Monitor learner progress each Block Drive the ‘Growth Mind-set’ concept

PLFS 21/10/16

Video watched during induction 100% of 2016/17 starts complete E&M diagnostic assessments

09/12/16

L3s on track – maths requires improvement 17/02/17



L3s on track – maths requires improvement 21/07/17 GCSE maths: 46% E3 FS maths: 62% L1 FS maths: 49% L2 FS maths: 33% L3 Childcare & STLS: 100% L3 H&SC: 95%

3.2 The delivery of Functional Skills is made relevant to learners' vocational studies and employment prospects. Deliver English and Maths Master Classes for all YP team members:

PLFS 21/10/16 LPs are reflective of relevance to voc. subjects

09/12/16

LPs are reflective of relevance to voc. Subjects

NEWTEC SAR 2016/17

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July 2017

Actions Lead Review

Date/s

Impact

Christine Blowman expected to deliver master classes in July (17th, 18th and 20th) and September 2017. Effective differentiation for mixed cohorts that have learners at different levels

17/02/17

LPs are reflective of relevance to voc. Subjects 07/04/17

LPs are reflective of relevance to voc. Subjects 02/06/17

LPs are reflective of relevance to voc. Subjects 21/07/17 LPs are reflective of relevance to voc. Subjects 3.3 Standardisation of SoWs to ensure FS is integrated.

Evidence taken from OTLA reports.

PLFS 21/10/16 Block A OTLA FS integration

09/12/16

Blocks A-B OTLA FS integration

17/02/17

Blocks A-C OTLA FS integration

07/04/17

Blocks A-D OTLA FS integration

02/06/17

Blocks A-E OTLA FS integration

21/07/17 Blocks A-F OTLA FS integration

3.4 Each lesson starts with a FS-related warm-up activity that incorporates the learning outcomes for the session. Contextualisation of VQ in functional skills classes

PLYL 21/10/16 Both areas are judged or graded during the OTLA and Learning Walks by TLs and Quality Advisors

09/12/16

Both areas are judged or graded by TLs and Quality Advisors during OTLA & Learning Walks

17/02/17


NEWTEC SAR 2016/17

45




July 2017

Actions Lead Review

Date/s

Impact

07/04/17


02/06/17


21/07/17 Both areas are judged or graded by TLs and Quality Advisors during OTLA & Learning Walks

3.5 Scheduled (announced and unannounced) observations of teaching, learning and assessment to ensure lessons are delivered as planned (peer observations). All lessons must be learner-led and based on individual needs TLYL and PLs to participate in the Learning Walks schedule

TLQA / TLYL PLYL /PLFS

21/10/16 Block A OTLA Grades: B-33%; C-67%

09/12/16

Blocks A-B OTLA Grades: B-63%; C-37%

17/02/17

Blocks A-C OTLA Grades: B-63%; C-37%. TL involved in Learning Walks

07/04/17

Blocks A-D OTLA Grades: B-67%; C-33%. TL involved in Learning Walks

02/06/17 Blocks A-E OTLA Grades: A- 9%; B-64%; C-27% TL involved in Learning Walks

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Appendix E:

Learner Evaluation Report V8 30th June 2017

Results from Evaluation Questionnaires - Academic Year 2016/17 (all ages)

BREAKDOWN OF RESPONSES

Database Entries for Learner Responses IAG and INDUCTION

130

Qu. Subject Response: V. Good Good

Joint V. Good & Good

Bad or V. Bad

No answer

BEFORE THE COURSE No. %

No. %

No. %

No. %

No.

B1 Pre-course information provided about NEWTEC

50 39.37 71 55.91 121 95.28 6 4.72

3

B2 Information, Advice and Guidance session 47 38.52 73 59.84 120 98.36 2 1.64

8

B3 Welcome & help from staff during enrolment 63 51.22 58 47.15 121 98.37 2 1.63

7

INDUCTION

C4 Explanation, so I understand about Safeguarding

65 52.00 57 45.60 122 97.60 3 2.40

5

C5 Details about learner health, safety & security 63 50.40 60 48.00 123 98.40 2 1.60

5

C6 NEWTEC's Equalities and Diversity commitment

63 51.22 60 48.78 123 100.00 0 0.00

7

C7 NEWTEC policies explained in Essential Guide 54 43.20 66 52.80 120 96.00 5 4.00

5

C8 Course details like dates, timetable, assignments

59 48.36 60 49.18 119 97.54 3 2.46

8

ADVICE & SUPPORT

D9 Treatment (eg. equality, respect and fairness) 80 64.52 42 33.87 122 98.39 2 1.61

6

D10 Diagnostics/ assessments of my learning needs 65 53.72 51 42.15 116 95.87 5 4.13

9

D11 Consideration or adjustments for any other 61 52.14 55 47.01 116 99.15 1 0.85

13

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needs

D12 Availability of guidance for concerns or barriers 58 49.15 53 44.92 111 94.07 7 5.93

12

D13 Support with DBS/ Work Placement arrangements

56 50.00 48 42.86 104 92.86 8 7.14

18

FIRST FEW WEEKS

E14 The quality of teaching and learning provision 74 63.25 41 35.04 115 98.29 2 1.71

13

E15 Support to develop Individual Learning Plan (ILP)

62 52.10 49 41.18 111 93.28 8 6.72

11

E16 Commitment and encouragement shown by staff

73 61.34 42 35.29 115 96.64 4 3.36

11

E17 Facilities and equipment at NEWTEC 54 45.00 61 50.83 115 95.83 5 4.17

10

E18 Overall rating 68 57.14 47 39.50 115 96.64 4 3.36

11

(18 qu. x O7 (no.of entries), less O35 (no answer) = 2178

2178

2178

Overall % 1115 51.19

994 45.64

2109 96.83

69 3.17

162

Key: V. Good ratings over 50%; Good/Acceptable ratings over 50% or joint V.Good/Good ratings <90%;

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Appendix F: 2016/17 Employment and Progression Rates

ESFA Learners - Next Steps V5 Date: 22-Nov-17

All 16/17 ESFA Learners with Aims due to end in Blocks A-F All 16/17 ESFA Learners with Aims due to end in Blocks A-F

Based on STEP Data and TRAX Log so far Based on STEP Data and TRAX Log so far, & learners continuing in 17/18

V5 22-Nov-17 With EO = Employment Outcomes V5 22-Nov-17 With PR = Progression Routes

EFA

PARTNER

No. Funded

Individual

Learners

Paid Emp Agency

or Vol % with EO

NO EO

RECORD

EFA

PARTNER

No.

Funded

Individual

Learners

Next

Level

Other

Aims in

progress

% in

Study

PR Not

Known

ELCI 76 6 9 19.74% 61 ELCI 76 37 14 67.11% 25

DTK 15 0 0 0.00% 13 DTK 15 0 15 100.00% 0

LPA 55 13 0 23.64% 42 LPA 55 38 0 69.09% 17

POLINO 117 5 4 7.69% 108 POLINO 117 0 39 33.33% 78

ZURBEL 5 0 0 0.00% 5 ZURBEL 5 0 2 40.00% 3

TOTAL 268 24 13 13.81% 229 TOTAL 268 75 70 54.10% 123

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Chapter 2: Newham College Curriculum and College SAR 2016-17

Curriculum Area/School:

Grade

2014-2015

Grade

2015-2016

Grade

2016-2017

Overall Effectiveness

Effectiveness of leadership & management 2 2 1

Quality of teaching, learning and assessment 2 2 1

Personal development, behaviour and welfare 2 2 1

Outcomes for students 3 2 1

Key Strengths (16/17)

Outstanding, purpose built premises enabling learning and social interaction amongst students

Exceptional awareness of safeguarding procedures and strategies and the Prevent policy (for students and staff)

Comprehensive and robust self-assessment process contributes to outstanding and very effective teaching, learning and assessment

Teaching, learning and assessment is very well structured and supports all students. Students who fall behind are offered excellent one to one tutorial

Teachers and assessors are passionate and have appropriate qualifications in specialist subjects’ areas. Most are qualified at degree level, DTTLS, QTLS or equivalent

High quality of personal and professional development opportunities to enhance skills, and promote continuous improvement are offered to all staff on a regular basis

The classroom and workplace environment offers a safe and friendly setting which helps to create conducive atmosphere for learning within a diverse community.

Equality, diversity and inclusion is outstanding and students say they feel respected by peers and staff

16/17 achievement rate overall is outstanding at 92.2% for all qualifications including functional skills

Students with learning difficulties and/or disabilities are strategically supported to improve learning outcomes through learning support staff

As a result of very close monitoring overall students retention is exceptionally good at 98% improved from 90.1% in previous year

Development of personal, social and employability skills help prepare students for further learning and employment. It supports their effective progression from foundation to advanced level courses and into higher education.

The mission of the organisation is clear and monitored by experienced and committed leaders and trustees who strategically steer the organisation’s ethos and values to achieve its agenda

Exceptional achievement rates above the national average for all Level 2 and Level 3 programmes

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16/17 Key Areas for Improvement (AFI):

Inconsistent use of starting point analysis and individual learning plans (ILPs) to set clear targets and support timely completions

Weak embedding of functional skills in vocational courses

Inconsistent adoption and use of an online library to aid students research

Inconsistent monitoring of students’ progress

Accurate tracking of destination data

Brief overview of provision

Adult students provision in 16/17 academic year had 511 enrolments resulting in a very

positive increase from 312 in 15/16. Predominantly students enrolled on Health, Public

Services & Care (SSA1) with 204, which made 40% of the total number of enrolments.

Education and Training (SSA13) of 64 which was almost equal as for 15/16 at 63. To meet

community needs additional subjects were added, Business Administration and Law

(SSA15), resulting in vast increase in enrolments from 75 in 15/16 to 199 (39% of all

enrolments) this year. The number of enrolments in the Preparation for Life and Work

(SSA14) has also increased from 22 in 15/16 to 44 in 16/17, including ESOL, 23

enrolments.

The most popular courses were level 3 programmes. Both female and male, 37% and 24%

respectively were recruited. There is a significant difference in level 1 and 2 intake for

female and male, 14% and 1%, 21% and 2% respectively.

Overall Timely

2014/15 2015/16 2016/17 2014/15 2015/16 2016/17

Male

Level Entry

Achievers 0 0 2 0 0 2

Leavers 1 0 2 1 0 2

Success Rate 0.0 0.0 100.0 0.0 0.0 100.0

Level 1


Leavers 0 4 2 0 4 2

Success Rate 0.0 100.0 50.0 0.0 50.0 50.0

Level 2

Achievers 12 7 7 12 6 7

Leavers 15 8 8 15 8 8

Success Rate 80.0 87.5 87.5 80.0 75.0 87.5

Level 3

Achievers 4 48 126 4 48 126

Leavers 5 50 129 6 50 128

Success Rate 80.0 96.0 97.7 66.7 96.0 98.4

Total

Achievers 16 59 136 16 56 136

Leavers 21 62 141 22 62 140

Success Rate 76.2 95.2 96.5 72.7 90.3 97.1

Level Entry

Achievers 0 0 17 0 0 17

Leavers 0 0 19 0 0 19

Success Rate 0.0 0.0 89.5 0.0 0.0 89.5

Achievers 24 42 45 24 42 45

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Female

Level 1

Leavers 25 44 52 25 44 53

Success Rate 96.0 95.5 86.5 96.0 95.5 84.9

Level 2

Achievers 184 94 95 184 94 95

Leavers 225 125 109 236 126 110

Success Rate 81.8 75.2 87.2 78.0 74.6 86.4

Level 3

Achievers 185 71 179 185 72 178

Leavers 212 80 191 218 82 190

Success Rate 87.3 88.8 93.7 84.9 87.8 93.7

Total

Achievers 393 207 336 393 208 335

Leavers 462 249 371 479 252 372

Success Rate 85.1 83.1 90.6 82.0 82.5 90.1

There has been a positive trend in increase in male intake over the last three years, from

4% in 14/15 through 20% in 15/16 to 28% this year, which is demonstrated by a wider

course offer and robust recruitment.

The difference in achievement rates between male and females is only 8% for all

qualifications. There is no significant difference at course levels. However when looking at

the SSA breakdown, female are definitely performing better at SSA1 (11.6%). For SSAs 13

and 14 the difference is not significant. Male performed slightly better at the SSA15 (4.8%).

The intake for students with disabilities is at 4%. Students with disabilities perform as well

as students with no disabilities which can be evidenced by well offered structured and well

planned support. Retention for both groups of students was excellent. Students with

disabilities are at 100% and students with no disabilities at 98%.

Overall Timely

2014/15 2015/16 2016/17 2014/15 2015/16 2016/17

LLDD - Yes

Achievers 38 10 16 38 10 16

Leavers 48 14 19 53 14 19

Success Rate 79.2 71.4 84.2 71.7 71.4 84.2

LLDD - No

Achievers 371 256 456 371 254 455

Leavers 435 297 493 448 300 493

Success Rate 85.3 86.2 92.5 82.8 84.7 92.3

Key to Judgements:

S = Strength (grade 1 or 2)

RI – Requires Improvement (grade 3)

I = Inadequate (grade 4)

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Impact of actions that have been taken in 2016-17 to improve the provision, for example, as

identified in Quality Improvement Plans and Course Reviews, along with the impact this has had.

Action Impact

Improve the quality of Business

Admin delivery

As per the latest EQA report:

“Each unit of assessed evidence is named, signed and

dated by the Assessor and students assessment

records show accurate assessment tracking, progress

and Achievement

Adequate procedures exist to ensure secure and safe

storage of current and completed student assessment

records and examination materials.”

This demonstrates that “there are robust management

systems in place. Relevant documentation was made

available; the course folder included Equality and

Diversity, Malpractice and Appeals policies and

procedures. There is evidence of good communications

between staff delivering on the programme; minutes of

meetings and email audits show that they communicate

on a regular basis. Information systems are robust and

student data is held securely in accordance with the

Data Protection Act. Student portfolios are stored

appropriately; only authorised staff have access.”

Weekly meetings of a Programme

Leader with assessors to track

and monitor students ’ progress

(Inconsistent monitoring of

students’ progress)

The delivery is monitored more closely compared to last

year, which can be demonstrated in much smaller

number of withdrawals than last year and high

achievement rates

Regular checks of E-portfolio No impact yet as the use of e-portfolio is inconsistent

Scope of SMART target setting to

be widened to include general

development of students

No impact yet as the training took place in July and

September 2017. Regular monitoring and quality

checks in place to check on progress.

Teachers to utilise IA/DA results

right from the start (Inconsistent

use of starting point analysis and

individual learning plans (ILPs) to

set clear targets and support

timely completions)

This has improved as evidenced by a lower number of

withdrawals compared with 15/16.

Excellent achieving rates for all qualifications.

Remains as area for improvement to ensure consistent

practice.

Accurate tracking of destination

data

This has improved as learners fill in STEP forms while

collecting certificates. The STEP forms contain

destination data (when applicable)

Inconsistent adoption and use of

an online library to aid students

research

The procedure has been clarified and will be cascaded

to learners once they receive ID numbers/logins from

NCFE

Weak embedding of functional

skills in vocational courses

More work is needed in this area (as evidenced by

OTLA)

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A. OUTCOMES FOR STUDENTS

Comment on the following aspects of your provision:

Progress well from their different starting points and achieve or exceed standards expected for their age

Attain relevant qualifications so that they can and do progress to the next stage of their education into courses that lead to higher-level qualifications and into jobs that meet local and national needs.

There has been consistent improvement in last three academic years in terms of success rates

from 84.7% in 14/15 to 85.5% in 15/16, to 92.2% in 16/17 making it an outstanding element of

the provision. The contributory factors were improvement in retention in comparison to 15/16 at

90.1%, against 98% this year and offer of wider curriculum.

Overall

2014/15 2015/16 2016/17

19+

Achievers 404 266 468

Leavers 477 311 506

Success Rate 84.7 85.5 92.5

Total

Achievers 409 266 472

Leavers 483 311 512

Success Rate 84.7 85.5 92.2

In majority of programmes students achieved above the national average. Courses with highest

achievement include SSA15 (23.1% above for level 3, 9.1% level 2), SSA13 (12.3% above for

level 2 and 12% level 3) and SSA1 (11.2% level 3). For SSA1 level 1 and 2 students performed

slightly below national average (-1.6% and -3.1% respectively) however the achievement rates

slightly improved compared to 15/16.

Students from the following ethnic backgrounds have achieved above the national rates and

better than in 15/16: African 85.6% (3.6% above NA), Bangladeshi 86.1% to 94.2% (11.3%

above NA), Caribbean 64.3% to 81.3% (1.3% above NA), other Asian 82.4% to 84.6 (0.5%

above NA) and Arab from 86.1% to 100% (15.7% above NA). The most significant improvement

was amongst white British 42% to 84.6% (1.9% above NA). In other ethnic groups such as

Indian or Other Black the difference is marginal. Last but not least, the achievements for

white/Asian and white/Black Caribbean remain exactly the same at 100% above the national

average, 16.9% and 23.3% respectively.

Overall Timely

2014/15 2015/16 2016/17 2014/15 2015/16 2016/17

African

Level Entry


Leavers 0 0 6 0 0 6

Success Rate 0.0 0.0 100.0 0.0 0.0 100.0

Level 1

Achievers 11 10 19 11 10 19

Leavers 11 10 24 11 10 24

Success Rate 100.0 100.0 79.2 100.0 100.0 79.2

Level 2

Achievers 45 22 35 45 22 35

Leavers 57 28 39 58 29 39

Success Rate 78.9 78.6 89.7 77.6 75.9 89.7

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Level 3

Achievers 38 12 25 38 12 25

Leavers 47 12 28 48 12 28

Success Rate 80.9 100.0 89.3 79.2 100.0 89.3

Total

Achievers 94 44 85 94 44 85

Leavers 115 50 97 117 51 97

Success Rate 81.7 88.0 87.6 80.3 86.3 87.6

Arab

Level 2


Leavers 4 3 4 4 3 4

Success Rate 75.0 66.7 100.0 75.0 66.7 100.0

Level 3


Leavers 2 1 2 2 1 2

Success Rate 100.0 0.0 100.0 100.0 0.0 100.0

Total


Leavers 6 4 6 6 4 6

Success Rate 83.3 50.0 100.0 83.3 50.0 100.0

Bangladeshi

Level Entry


Leavers 0 0 4 0 0 4

Success Rate 0.0 0.0 75.0 0.0 0.0 75.0

Level 1

Achievers 2 20 7 2 20 7

Leavers 3 21 7 3 21 7

Success Rate 66.7 95.2 100.0 66.7 95.2 100.0

Level 2

Achievers 24 10 17 24 10 17

Leavers 27 16 19 30 16 19

Success Rate 88.9 62.5 89.5 80.0 62.5 89.5

2014/15 2015/16 2016/17 2014/15 2015/16 2016/17

Bangladeshi

Level 3

Achievers 63 38 137 63 39 136

Leavers 70 42 141 70 45 138

Success Rate 90.0 90.5 97.2 90.0 86.7 98.6

Total

Achievers 89 68 164 89 69 163

Leavers 100 79 171 103 82 168

Success Rate 89.0 86.1 95.9 86.4 84.1 97.0

Caribbean

Level 1


Leavers 2 2 3 2 2 3

Success Rate 100.0 100.0 66.7 100.0 50.0 66.7

Level 2


Leavers 9 12 6 9 12 6

Success Rate 55.6 58.3 66.7 55.6 50.0 66.7

Level 3


Leavers 7 0 7 7 0 7

Success Rate 71.4 0.0 100.0 71.4 0.0 100.0

Total

Achievers 12 9 13 12 7 13

Leavers 18 14 16 18 14 16

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55

Success Rate 66.7 64.3 81.3 66.7 50.0 81.3

Chinese

Level 2


Leavers 2 1 0 2 1 0

Success Rate 100.0 100.0 0.0 100.0 100.0 0.0

Total


Leavers 2 1 0 2 1 0

Success Rate 100.0 100.0 0.0 100.0 100.0 0.0

Indian

Level 1


Leavers 3 3 1 3 3 1

Success Rate 100.0 100.0 100.0 100.0 100.0 100.0

Level 2

Achievers 20 7 2 20 7 2

Leavers 21 7 2 21 7 2

Success Rate 95.2 100.0 100.0 95.2 100.0 100.0

Level 3

Achievers

7

6

6

7

6

6

2014/15 2015/16 2016/17 2014/15 2015/16 2016/17

Indian

Level 3

Leavers 7 7 7 7 7 7

Success Rate 100.0

85.7

85.7

100.0

85.7

85.7

Total

Achievers 30 16 9 30 16 9

Leavers 31 17 10 31 17 10

Success Rate 96.8 94.1 90.0 96.8 94.1 90.0

Irish

Level 2


Leavers 1 0 0 1 0 0

Success Rate 100.0 0.0 0.0 100.0 0.0 0.0

Total


Leavers 1 0 0 1 0 0

Success Rate 100.0 0.0 0.0 100.0 0.0 0.0

Not Provided

Level 1


Leavers 0 0 1 0 0 1

Success Rate 0.0 0.0 100.0 0.0 0.0 100.0

Level 2


Leavers 1 0 2 1 0 2

Success Rate 100.0 0.0 100.0 100.0 0.0 100.0

Level 3


Leavers 1 0 1 1 0 1

Success Rate 100.0 0.0 100.0 100.0 0.0 100.0

Total


Leavers 2 0 4 2 0 4

Success Rate 100.0 0.0 100.0 100.0 0.0 100.0


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Other

Level Entry

Leavers 0 0 2 0 0 2

Success Rate 0.0 0.0 100.0 0.0 0.0 100.0

Level 1


Leavers 2 1 2 2 1 2

Success Rate 100.0 100.0 100.0 100.0 100.0 100.0

Level 2

Achievers 11 5 4 11 5 4

Leavers 11 5 5 12 5 6

Success Rate 100.0 100.0 80.0 91.7 100.0 66.7

Level 3


Leavers 6 4 7 7 4 7

Success Rate

Overall Timely

2014/15 2015/16 2016/17 2014/15 2015/16 2016/17

Indian

Level 3

Leavers 7 7 7 7 7 7

Success Rate 100.0

85.7

85.7

100.0

85.7

85.7

Total

Achievers 30 16 9 30 16 9

Leavers 31 17 10 31 17 10

Success Rate 96.8 94.1 90.0 96.8 94.1 90.0

Irish

Level 2


Leavers 1 0 0 1 0 0

Success Rate 100.0 0.0 0.0 100.0 0.0 0.0

Total


Leavers 1 0 0 1 0 0

Success Rate 100.0 0.0 0.0 100.0 0.0 0.0

Not Provided

Level 1


Leavers 0 0 1 0 0 1

Success Rate 0.0 0.0 100.0 0.0 0.0 100.0

Level 2


Leavers 1 0 2 1 0 2

Success Rate 100.0 0.0 100.0 100.0 0.0 100.0

Level 3


Leavers 1 0 1 1 0 1

Success Rate 100.0 0.0 100.0 100.0 0.0 100.0

Total


Leavers 2 0 4 2 0 4

Success Rate 100.0 0.0 100.0 100.0 0.0 100.0

Level Entry


Leavers 0 0 2 0 0 2

Success Rate 0.0 0.0 100.0 0.0 0.0 100.0

Level 1


Leavers 2 1 2 2 1 2

NEWTEC SAR 2016/17

57

Other

Success Rate 100.0 100.0 100.0 100.0 100.0 100.0

Level 2

Achievers 11 5 4 11 5 4

Leavers 11 5 5 12 5 6

Success Rate 100.0 100.0 80.0 91.7 100.0 66.7

Level 3


Leavers 6 4 7 7 4 7

Success Rate

Success Rate 100.0 100.0 100.0 85.7 100.0 100.0

Total

Achievers 19 10 15 19 10 15

Leavers 19 10 16 21 10 17

Success Rate 100.0 100.0 93.8 90.5 100.0 88.2

Other Asian

Level Entry


Leavers 0 0 2 0 0 2

Success Rate 0.0 0.0 100.0 0.0 0.0 100.0

Level 1


Leavers 1 3 1 1 3 1

Success Rate 100.0 100.0 100.0 100.0 100.0 100.0

Level 2


Leavers 5 7 1 6 7 1

Success Rate 60.0 71.4 100.0 50.0 71.4 100.0

Level 3

Achievers 15 5 9 15 5 9

Leavers 16 6 9 17 6 9

Success Rate 93.8 83.3 100.0 88.2 83.3 100.0

Total

Achievers 19 13 13 19 13 13

Leavers 22 16 13 24 16 13

Success Rate 86.4 81.3 100.0 79.2 81.3 100.0

Other Black

Level Entry


Leavers 0 0 2 0 0 2

Success Rate 0.0 0.0 100.0 0.0 0.0 100.0

Level 1


Leavers 1 1 7 1 1 7

Success Rate 100.0 100.0 71.4 100.0 100.0 71.4

Level 2

Achievers 13 6 5 13 6 5

Leavers 21 8 7 22 8 7

Success Rate 61.9 75.0 71.4 59.1 75.0 71.4

Level 3

Achievers 5 12 16 5 12 16

Leavers 7 12 17 7 12 17

Success Rate 71.4 100.0 94.1 71.4 100.0 94.1

Total

Achievers 19 19 28 19 19 28

Leavers 29 21 33 30 21 33

Success Rate 65.5 90.5 84.8 63.3 90.5 84.8

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Other Mixed

Level 2


Leavers 1 1 0 3 1 0

Success Rate 100.0 0.0 0.0 33.3 0.0 0.0

Overall Timely

2014/15 2015/16 2016/17 2014/15 2015/16 2016/17

Other Mixed

Level 3


Leavers 3 1 0 3 1 0

Success Rate 100.0 100.0 0.0 100.0 100.0 0.0

Total


Leavers 4 2 0 6 2 0

Success Rate 100.0 50.0 0.0 66.7 50.0 0.0

Other White

Level Entry


Leavers 1 0 2 1 0 2

Success Rate 0.0 0.0 50.0 0.0 0.0 50.0

Level 1


Leavers 2 6 4 2 6 5

Success Rate 100.0 100.0 100.0 100.0 83.3 80.0

Level 2

Achievers 21 27 12 21 27 12

Leavers 22 28 14 22 28 14

Success Rate 95.5 96.4 85.7 95.5 96.4 85.7

Level 3

Achievers 12 18 61 12 18 61

Leavers 13 19 65 14 18 65

Success Rate 92.3 94.7 93.8 85.7 100.0 93.8

Total

Achievers 35 51 78 35 50 78

Leavers 38 53 85 39 52 86

Success Rate 92.1 96.2 91.8 89.7 96.2 90.7

Pakistani

Level Entry


Leavers 0 0 2 0 0 2

Success Rate 0.0 0.0 100.0 0.0 0.0 100.0

Level 1


Leavers 0 1 3 0 1 3

Success Rate 0.0 0.0 100.0 0.0 0.0 100.0

Level 2

Achievers 13 3 2 13 3 2

Leavers 15 7 2 16 7 2

Success Rate 86.7 42.9 100.0 81.3 42.9 100.0

Level 3

Achievers

20

15

20

20

15

20

Overall Timely

2014/15 2015/16 2016/17 2014/15 2015/16 2016/17

Leavers 21 18 21 22 18 22

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59

Pakistani

Level 3

Success Rate 95.2

83.3

95.2

90.9

83.3

90.9

Total

Achievers 33 18 27 33 18 27

Leavers 36 26 28 38 26 29

Success Rate 91.7 69.2 96.4 86.8 69.2 93.1

White British

Level 2

Achievers 27 2 6 27 2 6

Leavers 34 6 8 35 6 8

Success Rate 79.4 33.3 75.0 77.1 33.3 75.0

Level 3


Leavers 10 1 5 11 1 5

Success Rate 80.0 100.0 100.0 72.7 100.0 100.0

Total

Achievers 35 3 11 35 3 11

Leavers 44 7 13 46 7 13

Success Rate 79.5 42.9 84.6 76.1 42.9 84.6

White/Asian

Level 2


Leavers 1 3 4 1 3 4

Success Rate 100.0 100.0 100.0 100.0 100.0 100.0

Level 3


Leavers 2 1 2 2 1 2

Success Rate 0.0 100.0 100.0 0.0 100.0 100.0

Total


Leavers 3 4 6 3 4 6

Success Rate 33.3 100.0 100.0 33.3 100.0 100.0

White/Black African

Level Entry


Leavers 0 0 1 0 0 1

Success Rate 0.0 0.0 100.0 0.0 0.0 100.0

Level 2


Leavers 4 0 3 4 0 3

Success Rate 100.0 0.0 100.0 100.0 0.0 100.0

Level 3


Leavers 4 4 4 4 4 4

Success Rate 75.0 100.0 75.0 75.0 100.0 75.0

Total


Leavers 8 4 8 8 4 8

Success Rate

Success Rate 87.5 100.0 87.5 87.5 100.0 87.5

Level 1


Leavers 0 0 1 0 0 1

Success Rate 0.0 0.0 100.0 0.0 0.0 100.0

Level 2


Leavers 4 1 1 4 1 1

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White/Black Caribbean

Success Rate 25.0 100.0 100.0 25.0 100.0 100.0

Level 3


Leavers 1 2 4 2 2 4

Success Rate 100.0 100.0 100.0 50.0 100.0 100.0

Total


Leavers 5 3 6 6 3 6

Success Rate 40.0 100.0 100.0 33.3 100.0 100.0

16/17 achievement rate overall is outstanding at 92.2% for all qualifications including functional

skills. SSA 14 has not performed as exceptionally well as vocational aspects. Preparation of

Life and Work consists of both Functional Skills and ESOL courses. With a small numbers for

Functional Skills achieving at 27% (3/11) for level 1 and 60% (6/10) for Level 2, ESOL provision

on its own can be graded as outstanding with 91% success rate (21/23).

Effective monitoring of progress for some students remains as main focus for 17/18. A small

number of students were using paper-based portfolios, which made it more difficult to monitor in

a timely manner. One of the focus areas for next year is to ensure the consistency in portfolio

formats (e-portfolios for all Level 2 and 3 students) is used across the provision.

S/RI/I Judgement Evidence

RI Tracking of some student

progress requires further

focused to ensure using e-

portfolio reporting tools is

consistent

Trackers, IQA sampling plans

Online reports only include Students using e-portfolios

S Achievement Rate at or above

the national rates

92.2% Success rate

S Students benefit from an in-

house recruitment agency

Students have signed up with the agency and work

through it on a regular basis. (TBC) awaiting the data

from the agency. This year Staffing Matters visit each

class to advertise their services.

RI Destination data Satisfactory data reporting

B. QUALITY OF TEACHING, TRAINING AND ASSESSMENT

Comment on the following aspects of your provision:

Teachers, practitioners and other staff have consistently high expectations of what each student can achieve, including the most able and the most disadvantaged

Teachers, practitioners and other staff have a secure understanding of the age group they are working with and have relevant subject knowledge that is detailed and communicated well to students

Assessment information is gathered from looking at what students already know, understand and can do, and are informed by their parents/previous providers as appropriate

Assessment information is used to plan appropriate teaching and learning strategies, including to identify students who are falling behind in their learning or who need additional support, enabling students to make good progress and achieve well

Students understand how to improve as a result of useful feedback from staff and, where relevant, parents, carers and employers understand how students should improve and how they can contribute to this

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Engagement with parents, carers and employers helps them to understand how students are doing in relation to the standards expected and what they need to do to improve

Equality of opportunity and recognition of diversity are promoted through teaching and learning

Where relevant, English, mathematics and other skills necessary to function as an economically active member of British society and globally are promoted through teaching and learning.

The effectiveness of teaching, learning and assessment is excellent across provision as

outcomes for learners are outstanding. Teachers are well qualified, experienced and

vocationally competent, which enables students to achieve and progress in their vocational

careers. Staff provides excellent 1:1 information, advice, support and guidance including

additional learning support (ALS) to ensure learners complete in agreed timescale.

Teachers facilitate very lively discussions and debates to promote learning. In the best lessons,

teachers assess the extent of learning using excellent questioning techniques, very well

differentiated activities and use group profiles to meet learners’ needs and interest. Students

respond very well and demonstrate a very good level of knowledge.

The professional development needs of teachers are being addressed during support meetings,

performance review meetings and standardisation meetings.

OTLA process is very well supported by quality advisors to ensure the actions are met in a

timely manner. Teachers are being supported through a wide range of methods including team

teaching, peer observations, coaching and mentoring. Standardisation meetings happen every

six weeks to ensure the curriculum includes differentiated teaching and assessment methods

and resources to meet students’ needs.

Students are highly motivated and enjoy their learning. They work cooperatively in groups,

supporting each other and gaining knowledge from their shared experiences. Students are keen

to progress to further qualifications and into employment. Some students aspire to progress to

higher education and are well supported on their learning journey by tutors and their work-

placement supervisor.

To develop employability prospects, students attend mock interviews, create a CV, complete

application forms, and carry out a job research with NEWTEC Staffing Matters. Staffing Matters

provides students with the opportunity to work as bank staff in seven NEWTEC and external

nurseries, thus improving their economic well-being and financial independence. Staffing

Matters liaises with employers to ensure all students have a work placement or a paid job in first

6 weeks of the programme to support timely completion. Teachers/assessors also engage with

employers to gain feedback on students’ progress as well as provide IAG about our courses

and career prospects.

Students’ written work meets very good quality of required standards on e-portfolio platform

“Achiever”. It is used by all early years and health & social care students. Teachers mark work

promptly and provide clear, developmental and supportive feedback to help students improve

their work, to extend learning and develop grammar, spelling and punctuation. Students have

opportunities to develop critical writing skills as part of the preparation for higher courses and

become reflective practitioners. The embedding of English language skills is particularly useful

for students who have English as a second or additional language.

Assessment practice is very excellent. Holistic and individualised assessment planning ensures

that the individual needs of students are taken into account and students feel ready and

confident for assessment. Well qualified assessors have very good knowledge of the

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qualifications they teach. Assessors make very effective use of their observation of students at

work to identify competence across the qualification standards. This motivates students and

enables them to make excellent progress. Assessors work in partnership with employers to

ensure that students acquire fundamental employment skills. Students are aware of

employment rights and some students gain paid employment.

A very well-organised and supported team of volunteers work with staff very effectively to

enhance learning. Continuous learning support is highly effective. A very dedicated, highly-

motivated team support students with learning and social needs. This collaborative approach is

expected to make a significant impact on the progress of students even further. Communication

is exceptional and all staff members are informed of the individual needs of students and the

ways in which their needs will be met.

Observation Data table (data supplied by the quality team and NCFE QUILD team)

Year

NEWTEC

Grade 1 Grade 2 Grade 3 Grade 4 Developmental

OTLAs

No of

OTL’s

2016/2017

(Adults)

4 (31%) 6 (46%) 3 (23%) 0 (0%) 6 19

2015/2016

(Adults)

5 (14%) 19 (54%) 9 (26%) 2 (6%) 0 35

2013/2014

(all provisions –

not only adults)

16 (25%) 33 (52%) 10 (15%) 5 (8%) 0 64

Year

NCFE

Grade 1 Grade 2 Grade 3 Grade 4

2016/2017 0 4 2 1 7

Total 4 (20%) 10 (50%) 5 (25%) 1 (5%) 25

Over the last three years there has been very consistent trend of good and better grades in

NEWTEC. All teaching staff (16) was robustly monitored by internal quality assurance

processes. As per our strategy we aim to carry out a minimum of 2 OTLAs. Quality team also

take into account students’ progress which triggers the number of planned OTLAs over the

academic year. NEWTEC quality team attended moderation meetings organised by Newham

College and took part in a Licence to Observe initiative. NEWTEC also arranged to schedule

joint observations with QUILD to minimise differences and share best practice.

Teachers and assessors are very well qualified and experienced, showing passion and

excitement in their work. Supportive peer mentoring and peer lesson observations are proving

particularly effective methods for sharing good practice, as practitioners pool their expertise.

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The strengths identified in OTLA reports include: excellent classroom management layout

supporting learning and rapport between students and teachers conducive to progress;

comprehensive planning, enabling environment, maximised opportunities to use assessment

methods to suit students’ preferences, evident students’ progress, very suitable pace,

outstanding quality of learning was demonstrated through the opportunities for learners to

express their opinion, natural occurring opportunities were maximised to embed BV, FS and

meet students’ learning styles, students were fully engaged, very effective checking for learning

was executed, students received clear, constructive and developmental feedback, students felt

valued, there was an excellent link to employability skills, attendance and punctuality.

It was also identified that there had been “a noticeable improvement in the use of ILT to further

engage students and support progress with use of interactive activities, such as Kahoot and

whole class exploration of video clips.” Furthermore, it was noted that differentiation strategies

were used effectively in NEWTEC teaching sessions.

Another very effective quality check mechanism has been implemented over the year, which is

a learning walks. Learning walks are carried out by the quality team to identify strengths and

areas for improvement with robust follow up throughout the year. Themes for 16/17 were:

Attendance and Punctuality; Lesson Plan and Recourses and Environment, safe and Enabling.

These walks are not graded but are developmental.

Students themselves recognised they feel supported and safe at NEWTEC. Those two areas

have consistently come up in student feedback collected every 6 weeks. Students have now

been set up with an online library accounts with Newham College. NEWTEC will continue

working consistently to ensure all students have access to online library to enhance learning.

Very robust and consistent Internal Quality Assurances processes have been highly

complemented in EQA reports: feedback to students is clear and constructive. However, what

NEWTEC needs to focus on is to develop stretch and challenge of students to the next level. All

reports recognised staff expertise, experience and CPD activities, which has a positive impact

on teaching and learning, which was also supported by student positive feedback (100%

students are happy with the course content.)

Teachers with lower OTLA grades received internal support from the quality team using a

coaching and cycle of developmental observations followed by standardisation and quality

standard workshops. The impact has been noticeable in further OTLAs with fewer actions.

Additionally, teachers with lower grades will be assigned an advanced practitioner from

Newham College.


S Classroom environment is safe and

enabling

Student feedback, learning walks reports,

OTLA reports

S Teachers have very good subject

knowledge

OTLA reports

RI In some lessons students are not

consistently stretched and

challenged to develop holistically

and to their full potential

Targets focus primarily on vocational units.

EQA, OTLA reports

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C. PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE

Pride in achievement and commitment to learning, supported by a positive culture across the whole provider

Self-confidence, self-awareness and understanding of how to be a successful students

Choices about the next stage of their education, employment, self-employment or training, where relevant, from impartial careers advice and guidance

Where relevant, employability skills so that they are well prepared for the next stage of their education, employment, self-employment or training

Prompt and regular attendance

Following of any guidelines for behaviour and conduct, including management of their own feelings and behaviour, and how they relate to others

Understanding of how to keep themselves safe from relevant risks such as abuse, sexual exploitation and extremism, including when using the internet and social media

Knowledge of how to keep themselves healthy, both emotionally and physically, including through exercising and healthy eating

Personal development, so that they are well prepared to respect others and contribute to wider society and life in Britain.

Judgments for personal, development, behaviour and welfare

Students show pride in their achievements as evidenced by an annual Student Award

ceremony which they helped to organise and run. There were number of speeches on a variety

of subjects ranging from determination to succeed to equality, diversity and inclusion. Every

block, students self-assess their development completing and Self-evaluation Ladder which

allows them to place themselves on a scale ladder (1-10) in terms of areas such as self-

awareness, open-mindedness, linking learning to real world, confidence etc.

Students are very clear about their next steps as they are well supported by agency staff and

assessors to discuss their progression routes. An example of efficient progressions would be

the fact that in 16/17 over 90% students who completed a Level 3 Certificate in Supporting

Teaching and Learning in Schools progressed to a Level 3 Diploma.

Excellent link to employability is offered to all students during the induction processes by

introducing the Staffing Matters recruitment agency and seven NEWTEC nurseries. 99% of the

students are aware of the Staffing Matters, an internal employment agency, which supports the

students with their employment needs. Additionally, employability skills are embedded in all

aspect of delivery. For example, in the majority of qualifications NEWTEC choses employability-

related units (health and safety, legislation, engaging in personal development, duty of care) to

ensure students become more employable or more confident in their existing jobs.

Furthermore, to further address the employability needs NEWTEC has evaluated the provision

and started offering a discrete employability course to ensure students are prepared for the

market and community demands.

The overall attendance is below the target of 90% at 88.2% overall, with punctuality being

inconsistent across classes. However this did not impact on excellent achievement rates as

students were able to arrange additional time with assessors.

NEWTEC delivery is focused on students-led approach, which means that actions are taken to

make it more accessible and inclusive. For example, changing the class start times or

frequency has prevented some students from missing the beginning of the session. Knowing

students well, group profiles contain student information including any commitments which may

affect the punctuality. Additionally, students are provided the opportunity to attend additional

workshops outside of the timetabled hours.

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Safeguarding, Prevent, equality, diversity and inclusion are also exceptionally well embedded in

all learning programmes. NEWTEC takes the Prevent agenda very seriously and has

established good links with London Borough of Newham Prevent team. All staff at NEWTEC

have been trained and students are supported highly effective to ensure they understand how

to keep themselves safe. Students gain comprehensive understanding of how to apply

legislation related to Safeguarding, Prevent, equality, diversity and inclusion in the workplace.

Students and staff are aware of the safeguarding policy and Prevent strategy and the referral

process should they have any safeguarding concerns. Appropriate action is taken immediately

to address safeguarding issues and students with safeguarding issues are well supported to

ensure they achieve their qualification(s). In health, public services and care work placements

students demonstrate a very clear understanding of the nutritional needs of children/vulnerable

adults, how to support children/vulnerable adults, and how to keep children/vulnerable adults

safe. Students feel respected and there were no reported incidents of bullying or harassment in

16/17.

According to student evaluations for 16/17, 97.6% students have assessed the safeguarding

during the induction as good or very good. Not only is safeguarding an integral part of the

qualifications, we also reinforce this but posters and notice boards being displayed across the

buildings. Every 6 weeks during student forum weeks, students are being assessed on their

safeguarding awareness in NEWTEC. Additionally, themes such as healthy eating and well-

being are part of most of the courses.

As part of Learning and Development Week in July 2017, all teachers attended a PBDW and

Mental Health First Aid workshops to better support students and be able to respond to their

needs.

There are high expectations of students in terms of their development. Students are working on

2 learning aims simultaneously to accelerate their progress and enable them to develop

holistically.

Responding to student demand, we have extended the provision to include new subjects such

as ESOL, Introduction to Health and Social Care and Retail, which resulted in 94, 63 and 54

new enrolments respectively. Not only has it allowed students to improve their English skills

alongside or before starting a vocational aims, but it has also created more opportunities for

students to have a taster in otherwise unfamiliar subjects such as Retail.

Students have demonstrated their commitment towards E&D by completing relevant units of

their course, but also greatly contributing to the Student Awards Ceremony, which was filled

with E&D themes. As part of the course, students have created British Values displays and

have attended talks and training delivered by London Borough of Newham. NEWTEC will

continue this partnership. It is our goal to ensure all students attend the classes delivered by

LBN in next academic year.

Equality and diversity are promoted in the content of lessons to meet the needs of all students

in classes. The promotion of British values was identified as an area for improvement for 15/16.

Throughout the year the promotion of British Values increased. Students and staff exemplify

British Values in their behaviour by showing mutual respect and tolerance of different faiths and

beliefs. Democratic processes, such as students voting for students representatives, are well

established. Students are able to make their own choices and the behaviour of students is

excellent.

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Safeguarding referrals are dealt with appropriately and discretely. Students who have personal

welfare or safeguarding issues are well supported to ensure they achieve their qualification.

Students say they feel respected by staff and by one another. Students demonstrate excellent

equality and inclusive practice in the workplace.

Changes to the e-portfolio reporting tools have been implemented, however, not all student

portfolio data was inputted on the system making the reporting tool inefficient. This needs to be

rectified with the new intake of students from September when all data is entered at the start of

the course for all students. In 16/17 close to 40% of the portfolios were still paper-based making

the tracking and monitoring of progress challenging.

In the interest of improving performance, regular mandatory standardisation meetings were

scheduled and highly attended. Additionally, 1:1 support for assessors has proven effective.

This has particularly been evidenced by the improvements in the quality of Business

Administration assessments.


S Students are well informed about

safeguarding procedures right from

the beginning of the course

Students feedback / Policies

S Students are committed to

NEWTEC values including EDI

Student Award ceremony, student

feedback.

s 1:1 support for assessors has

proven effective.

Improvement in Business

Administration assessments. EQA

report.

RI Not all Students use online

resources (online library)

Online library accounts

RI Attendance and Punctuality requires

improvement

Attendance below the target of 90% at

88.2%, punctuality is inconsistent.

RI Limited enrichment activities Lack of regular enrichment activities

offer

D. EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT

Comment of the following aspects of your provision:

Demonstrate an ambitious vision, have high expectations for what all children and students can achieve and ensure high standards of provision and care for children and students

Improve staff practice, teaching, learning and assessment through rigorous performance management and appropriate professional development

Evaluate the quality of the provision and outcomes through robust self-assessment, taking account of users’ views, and use the findings to develop capacity for sustainable improvement

Provide learning programmes or a curriculum that have suitable breadth, depth and relevance so that they meet any relevant statutory requirements, as well as the needs and interests of students and employers, nationally and in the local community

Successfully plan and manage learning programmes, the curriculum and careers advice so that all students get a good start and are well prepared for the next stage in their education, training or employment.

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Actively promote equality and diversity, tackle bullying and discrimination and narrow any gaps in achievement between different groups of students

Actively promote British values

Make sure that safeguarding arrangements to protect children, young people and students meet all statutory and other government requirements, promote their welfare and prevent radicalisation and extremism.

Always report on whether or not arrangements for safeguarding students are effective.

The effectiveness of leadership and management is outstanding. NEWTEC trustees provide

excellent strategic direction, supported by clear actions, to achieve the mission of the

organisation. Managers have high expectations of students and of staff, setting ambitious

targets for success. Experienced and knowledgeable leaders and trustees closely monitor

performance. The use of management information has much improved over the last three

years, giving trustees a clearer picture of the organisation’s performance and enabling them to

provide firm challenge and effective support to senior leaders. The closely-monitored quality

improvement plan, supported by a range of improvement activities, involves careful scrutiny of

performance against ambitious targets. The provision is evaluated using a variety of data

sources and methods including students’ views (students’ forum / class feedback), employer

views (employer panel / employer feedback), position statement and quality improvement plan

and annual self-assessment report. The self-assessment process is very comprehensive and

involves all staff. Team members meet regularly to review and update the quality improvement

plan.

Improvements to teaching, learning and assessment were closely monitored through the

comprehensive system of internal observation of teaching and learning, which has very

effective impact on excellent achievement rates. There was a continued focus on improving

teaching and learning in 16/17 evidenced by an increased number of developmental

observations compared to previous years. To further improve the quality of teaching and

learning in 17/18 the process will continue by introducing non graded observation concept. Very

effective links are made between teaching and learning, staff development and training,

performance management and annual appraisal, to enable teachers and support staff to

improve their skills and respond to professional criticism with confidence. An impressive range

of staff development and training activities is well planned and offered, including mandatory

training for all staff in equality, diversity inclusion, Prevent, British Values and safeguarding, has

led to an increased awareness of all staff to meet the needs and interests of students.

Communication between all parties is excellent. The comprehensive, critical and inclusive self-

assessment process results in a self- assessment report for the whole organisation that has a

good contribution from staff and students.

The continued practice of listening and responding to the students voice has made a key

contribution to the improvement agenda, resulting in clear and valuable changes to provision

such as the establishment of social space, Café Smooth and changes in the timings of classes

to take account of students’ dependent care needs. Students views are sought informally

through learning walks and formally via course meetings as well as other surveys as

planned within the quality cycle. Feedback is provided to students through a “You Said, We

Will” report about the actions taken to address any areas for improvement identified. NEWTEC

maintains strong partnerships with placement providers and employers. Students placed in

NEWTEC’s own seven nurseries benefit from very strong links between their learning at work

and in the classroom. This is replicated with external employers and placement providers.

The promotion of equality and diversity is outstanding, building on an ethos of inclusion. During

16/17 NEWTEC achieved Leaders in Diversity status with the National Centre for Diversity.

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NEWTEC won two diversity awards and placed fourth in the Top 100 Index, wining the UK

small to medium sized business of the year, with Pat Edwards being named Chief Executive of

the Year with the National Centre for Diversity. NEWTEC has a welcoming, friendly centre with

front-of-house staff who demonstrates excellent customer care skills. The ethnicity of centre

staff reflects the broad range of minority ethnic groups within the local community, and both

men and women of all age groups are represented well in the sectors in which they are

employed.

Safeguarding and Prevent policies and strategies are very effective. Outstanding, clear records

are kept on the recruitment of staff and volunteers, including a single record for enhanced

Disclosure and Barring Service (DBS) checks. These are updated in line with NEWTEC’s DBS

policy.


S Safeguarding and Prevent for staff

and students

OTLA and staff CPD

S Excellent EDI practice Masters in Diversity training

NEWTEC won two diversity awards and

placed fourth in the Top 100 Index,

wining the UK small to medium sized

business of the year, with Pat Edwards

being named Chief Executive of the

Year with the National Centre for

Diversity.

s Clear and strategic vision of all

leaders and managers

Strategic Plan

Team meetings

Board of trustees

Main priorities for 2017-2018 to ensure further improvement take place:

Increase further quality assurances and support for staff with lower grades to ensure

excellence TLA is maintained across the provision

Ensure 100% e-portfolios are implemented across all programmes at level 2 and 3

Increase consistent use on MIS and electronic registers

Continue using starting point analysis and individual learning plans (ILPs) to set clear targets to support learners completion more effectively

Improve embedding of functional skills in vocational courses

Inconsistent adoption and use of an online library to aid students research

Adequate progression and destination data reporting

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Appendix A: Newham College – Quality Improvement Plan – 2017-2018

Ref Target Impact Measure Target

Date

1 Use of technology to enhance learning and monitoring Progress reports

Actions Lead Milestone

Date/s

Progress and impact ( add date of review) RAG

Rating

1.1 All students at levels 2 and 3 to be using e-portfolio MH October 17 All new students at levels 2 and 3 are being registered

on an e-portfolio for their initial/diagnostic assessments

G

1.2 All classes to be using electronic registers MH October 17 Awaiting the EBS implementation R

1.3 Inconsistent adoption and use of an online library to aid

students research

MH November 17 The login procedure has been established. A


Date

2 All training sessions to be graded at least 2

OTLA


Date/s


Rating

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2.1 Assign advanced practitioners CH September 17 R

2.2 Attend standardisation meeting MH Every Block All current teachers attend standardisation

meetings

G

2.3 Attend a follow up workshop on embedding FS MH First week

September 17

All teachers attended the workshop G

2.4

Planned external training by Chichester College AD 25/10/17 Teachers gaining confidence and better

understanding of what outstanding looks like

A

2.5 Increase quality assurances and support for staff with lower

grades to ensure excellence TLA

AD Every block Increase in higher grades A


Date

3 Inconsistent use of starting point analysis and individual learning

plans (ILPs) to set clear targets to support learners more

effectively

Smarter targets including English/maths


Date/s


Rating

3.1 Each class to have a report on Initial and Diagnostic

Assessment results

PB 27/10/17 80% completed A

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Use group profiles more effectively to ensure all learners

needs are met

PB 27/10/2017 A


Date

4 Monitoring destination data Smarter targets including English/maths


Date/s


Rating

4.1 Each teacher to monitor destination data for their learners PB 27/11/17 To be checked on 27th November A

NB: Add additional tables and rows to tables as required for each area for improvement

NEWTEC SAR 2016/17

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Appendix B)

Learner Evaluation Report V8

Results from Evaluation Questionnaires - Academic Year 2016/17 (all ages)

Database Entries for Learner Responses 130

Qu. Subject Response:No

answe

BEFORE THE COURSE No. % No. % No. % No. % No.

B1 Pre-course information provided about NEWTEC 50 39.37 71 55.91 121 95.28 6 4.72 3

B2 Information, Advice and Guidance session 47 38.52 73 59.84 120 98.36 2 1.64 8

B3 Welcome & help from staff during enrolment 63 51.22 58 47.15 121 98.37 2 1.63 7

INDUCTION

C4 Explanation, so I understand about Safeguarding 65 52.00 57 45.60 122 97.60 3 2.40 5

C5 Details about learner health, safety & security 63 50.40 60 48.00 123 98.40 2 1.60 5

C6 NEWTEC's Equalities and Diversity commitment 63 51.22 60 48.78 123 100.00 0 0.00 7

C7 NEWTEC policies explained in Essential Guide 54 43.20 66 52.80 120 96.00 5 4.00 5

C8 Course details like dates, timetable, assignments 59 48.36 60 49.18 119 97.54 3 2.46 8

ADVICE & SUPPORT

D9 Treatment (eg. equality, respect and fairness) 80 64.52 42 33.87 122 98.39 2 1.61 6

D10 Diagnostics/ assessments of my learning needs 65 53.72 51 42.15 116 95.87 5 4.13 9

D11 Consideration or adjustments for any other needs 61 52.14 55 47.01 116 99.15 1 0.85 13

D12 Availability of guidance for concerns or barriers 58 49.15 53 44.92 111 94.07 7 5.93 12

D13 Support with DBS/ Work Placement arrangements 56 50.00 48 42.86 104 92.86 8 7.14 18

FIRST FEW WEEKS

E14 The quality of teaching and learning provision 74 63.25 41 35.04 115 98.29 2 1.71 13

E15 Support to develop Individual Learning Plan (ILP) 62 52.10 49 41.18 111 93.28 8 6.72 11

E16 Commitment and encouragement shown by staff 73 61.34 42 35.29 115 96.64 4 3.36 11

E17 Facilities and equipment at NEWTEC 54 45.00 61 50.83 115 95.83 5 4.17 10

E18 Overall rating 68 57.14 47 39.50 115 96.64 4 3.36 11

IAG and INDUCTION

BREAKDOWN OF RESPONSES

30th June 2017

V. GoodBad or

V. BadGood

Joint V. Good

& Good

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Chapter 3: Curriculum Area/School: Apprenticeship/Prevista 2016/2017

Grade 2016-2017

Overall Effectiveness

Effectiveness of leadership & management 2

Quality of teaching, learning and assessment 2

Personal development, behavior and welfare 2

Outcomes for students 2

1. Key strengths

Very clear vision and set of values for the organisation to keep learners happy, healthy and safe, and to provide high-quality education and training.

Natural synergy between the different elements of organisation, including childcare provision, the training delivery including apprenticeships, the recruitment agency and the local café set up for the benefit of learners and the community in which we conduct business. Strong and effective links between education, training and employment as a result of successful engagement.

Excellent progression opportunities for learners to get into work or higher levels of study generated by valuable opportunities as a result of the course curriculum and NEWTEC seven nurseries and close engagement with Health and Social Care settings

Apprentices feel safe and recognise the value of the constructive support and guidance they receive from teachers and managers in lessons and within the work settings

Trustees and managers ensure safeguarding arrangements are fully implemented and promoted

Safeguarding is very effective as the team maintains close links with safeguarding professionals in the local borough and deals with any safeguarding concerns thoroughly and effectively.

Robust Risk Assessments are undertaken of employers’ premises prior to apprentices starting work

Subject specialist and experienced delivery team including: 3 specialist Functional Skills teachers & 6 experienced Health and Social Care and Early Years teachers

Dedicated Quality Advisor supports tutors/assessors through the internal quality assurances process

Teachers and managers have successfully maintained good achievement rates as a result of very effective monitoring and tracking

There is a clear joint responsibility by all staff to ensure that all apprentices are challenged to improve their English and mathematics skills

Staff deliver very effective e-safety to ensure apprentices have a good understanding of keeping themselves safe when working online

Good partnership between NEWTEC and the local authority ‘Prevent’ officer helps ensure that an effective referral process is in place if and when required.

‘Prevent’ is very well embedded in teaching and learning materials which equip apprentices with information about extremism, radicalisation and British values and confidence to discuss and report these topics confidently if any concerns occur

Managers and staff receive suitable face-to-face and online training on safeguarding and the ‘Prevent’ duty

The self-assessment process is very comprehensive and it involves all staff. Team members meet regularly to review and update the Quality Improvement Plan (QIP)

The board of trustees adds significant value to the work of the organisation. The trustees are passionate about the work of the organisation, and they keep a clear focus on the importance of providing the best possible experience for all the learners including apprentices. They maintain a close overview of the financial management and quality of provision, and provide suitable support and challenge to the leadership team.

Trustees add significant value to safeguarding and the ‘Prevent’ duty as members have knowledge and insight into local priorities. They also ensure that these subjects maintain a consistently high profile across the organisation.

Robust leadership and management , focused on timely learner success via Weekly management

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reports, weekly team meetings to evaluate progress and set new targets and monthly one 2 one with all staff members to access progress made and set new targets

Robust monitoring by PREVISTA via Monthly Partners Performance Meetings and monthly Quality Improvement Reports (QIP)

Robust monitoring of quality improvement actions for impact, where required additional follow up is carried out in a timely manner

- Achieving one element of Functional Skills within the first 6 months of enrolling on the programme

- Exam dates set at induction for all apprentices and mock exams takes place a month before the actual exams

- Speaking and Listening assessments within the first 3 weeks of starting the programme - Robust weekly monitoring of apprentices progress via ONE FILE across all elements of

apprenticeship programme - Bi monthly exam practice papers

The promotion of equality, diversity and inclusion within lessons is very good and contributes to creation of an inclusive warm and friendly learning environment.

Excellent attendance for work based sessions is above 90%

2. Areas for Improvement

Functional Skills Attendance: Functional Skills attendance rate is currently at 70% which requires further developmental. Staff reinforce the importance of regular attendance and introduce employer initiatives such as Employer Vouchers, Star Employer Award, etc. to further encourage good attendance at planned sessions. For new recruits, employers are involved in timetabling the FS sessions before induction which is showing a positive impact on attendance already.

Target-setting and Reviews: Ensure all reviews are completed in a timely manner. Quality of session reviews still requires improvement. Quality Advisor to support teachers/assessors by carrying out regular quality checks on session reviews and formal reviews: Review the whole organisation’s approach to how teachers set targets and monitor progress against those targets. Use initial and diagnostic assessments consistently to plan individualised learning targets for all apprentices. Targets must be SMART and agreed with apprentices.

Timely Completions: Current timely completion is good 63% (National Average at 66.5%) which is behind aspiration target of 90% although a huge improvement from previous years (15/16 6%). Continue to support apprentices by tracking progress on regular basis and by addressing any issues identified in a timely manner. Ensure employers are involved, engaged and informed of apprentices’ progress and attendance.

Data Management & Error Reporting: Robust administrative checks and follow up to eliminate errors when uploading enrolment packs on the system. Team Leader Contract Performance monitors to ensure the errors are completed in a timely manner.

3. Progress of learners

The total number of apprentices from Block A-F was 119 including withdrawals (35 withdrawals). Out of 68 active apprentices 36 Apprentices are ahead of target, 23 Apprentices were on track to achieve on time and 6 apprentices were behind target including 3 apprentices who’ve passed their completion date.

19 learners were due to achieve in block A – F. 12 apprentices have completed the framework in a timely manner with 4 completions after planned end date. The overall achievement rate is good 84% with timely achievement rate of 63%.

Excellent retention rate at 95% across the provision.

Current achievement across various elements of apprenticeships: excellent speaking and listening achievements at 100% and Health and Social care at 94%, good Maths at 78% and English at 63%.

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4. Progress of learners with additional learning support (ALS)

8 Apprentices have been identified as needing additional support; tutors have arranged extra 1-2-1 sessions as well as allocated 50 -100% extra time for their functional skills exams

Referrals are made to the Dyslexia specialist if needed for formal assessment and 1:1 support Learning disabilities/difficulties are captured at enrolment whenever possible, and thereafter learners

are encouraged to request additional completion time so they can receive the appropriate support in their learning.

A variety of very effective teaching methods are used following an assessment of different learning styles

Very resourceful joint efforts by the delivery and support staff is place to ensure all apprentices, including those who need extra help, achieve on time and make good progress.

There is a conscious effort at all IAG stages to educate apprentices that additional learning needs does not make them intellectually inferior but rather enable them to reach their full potential.

5. The characteristics of teaching, learning and assessment 87.5% have been graded Good or Outstanding i.e. 1 x A (Outstanding), 6 x B (Good) and, 1 x C (Requires Improvement). The TLA is good as the outcomes for learners are good. 8 OTLAs have been carried out by the Quality & Standards team in 16/17. In the Good/Outstanding sessions the following was taking place:

Apprentices were focused and engaged throughout the lesson

Lesson plans were comprehensive, well laid out with well-timed and varying activities to address different needs of all apprentices (differentiation)

Teachers’ approach to sessions was natural, engaging and interactive with group work which promotes team building and bonding. Outstanding quality of learning was demonstrated through the opportunities teachers gave the apprentices to express their opinion

Maximised opportunities to use assessment methods to suit learners’ preferences

Evidence learners’ progress

Natural occurring opportunities were maximised to embed BV, FS and learning styles

Effective checking for learning

Excellent classroom management

Excellent contextualisation of functional skills

Teachers challenged where appropriate and paced the lesson very well

Constructive feedback was given throughout the session where appropriate

Apprentices felt valued as per their feedback

Enabling environment with good seating arrangement, adequate training resources and equipment.

In less effective lessons, the following was observed:

Attendance was low and required improvement.

Poor time management – overrunning activities

Weak implementation of differentiation to meet learners’ learning styles as a result of inadequate planning

Missed opportunities to stretch and challenge apprentices

Missed opportunities to promote E&D Insufficient tracking of apprentices’ progress

Limited use of technology and e-learning

Too much teacher led approach

Based on the observations carried out in Blocks A – F, the following points have been identified as recommendations :

Lesson Plans should show more holistic approach and should also show embedding of functional skills (English/Maths/British Values) and differentiation.

Ensure lesson plan is available and in use at all lesson regardless of the unforeseen changes that

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may occur

Ensure differentiation is catered for and carried out where necessary. Have the resources available to unsure the application of differentiation

Explore more inspired strategies for encouraging and ensuring better attendance and punctuality

Provide themed master classes (LP, SOW, feedback etc.) delivered by ‘outstanding’ and ‘good’ assessors

Increased contextualisation in planning and delivery

Promote e-learning and technology to maximise learners’ progress – find NEWTEC champion (assessor and apprentices)

Increase peer observations and team teaching to share the best practice

Use Standardisation Meetings as a platform to explore innovative teaching techniques

6. Measures taken to improve teaching, learning and assessment

Assessment (formal and informal)

In order to improve the quality of TLA, regular and timetabled standardisation meetings take place per Block. These activities/events serve to ensure that there is consistent experience for all apprentices. It is a way of maintaining professional development, while spotting trends and inconsistencies. Through these processes, members of staff ensure compliance and accountability with the awarding bodies and other regulatory authorities.

Internal Quality Assurance follows a schedule that is shared with assessors to ensure timely portfolio submissions. This schedule is also shared with apprentices to ensure they are aware of the submission deadlines.

Throughout the programme there are monthly internal verifications planned and scheduled to ensure apprentices progress is on track and portfolio management is well monitored.

Responsive marking is carried out per Block with the purpose to inspire and support apprentices’ progress.

Standardisation has been delivered on effective, positive and constructive feedback

In order to maximise learning, apprentices are scheduled to undergo initial and diagnostic assessments (via initial screening and One File initial and diagnostic assessments) at the start of their learning journey. Those results enable the teachers/assessors to map out the group profiles and implement the differentiation strategy which then inform the lessons planning.

Developmental Plans are agreed and developmental observations are carried out to provide specific support to teachers/assessors who are graded “Requires Improvement” or “Inadequate”

Target setting and reviews Smart Targets are set at the beginning of the programme and reviewed and discussed monthly.

Monthly reports are produced and circulated to ensure are all apprentices are progressing in line with the contract requirement.

Tutors are leading on ensuring reviews are submitted in a timely manner on ONE FILE. Hard copies of formal reviews have now been implemented to bridge the gap.

Teachers/assessors have been receiving comprehensive support on the quality of ILPs and target-setting, and how this should be used to support the attainment of learners’ long-term career aspirations. Further training has been delivered in Learning and Development Week in July 17

The apprentices will be continuously challenged to make the most of every opportunity to learn. The holistic approach is planned to develop both work and learning ethics that enables apprentices to make progress in their everyday lives and teachers/assessors will monitor closely through target-setting and breaking down tasks into manageable bits. This simple concept gives direction to apprentices, keeps them engaged and ensures a good pace of learning. The team will replicate this strategy by setting suitably clear actions and targets with employers to ensure that they are also

supported in the workplace in line with their employee’s programme aims.

Identification of at risk learners and actions taken Information Advice and guidance is carried out throughout the programme to identify and monitor at

risk learners/apprentices. Robust advice and guidance is provided at the pre-enrolment stage(s)

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and throughout the duration of Apprenticeship. The results of initial and diagnostic assessments enable early identification and proactive deployment of relevant support to help the apprentices while on programme

Tighter monitoring of attendance and punctuality is pursued rigorously. Apprentices and their employers are contacted in all cases of unauthorised absences.

Each individual apprentice is also tracked and monitored by the teachers and additional support is provided via 1:1 sessions, additional support classes on weekends & in evenings.

Course evaluations are carried out in week 4 of the programme, middle of the programme and at the end of the programme to capture feedback and address any concerns or issues highlighted.

Value added/ High grades 12 apprentices passed all elements of English at first attempt 17 apprentices passed maths at first attempt as a result of excellent teaching and learning. There is a natural synergy between the different departments, including NEWTEC’s seven nurseries offering jobs to apprentices and the Staffing agency providing a range of job opportunities. The carefully managed employer engagement also provides additional opportunities for apprentices. The team has developed effective links with a good range of employers in childcare and health and social care to ensure that our apprentices can develop the knowledge and practical skills required to be successful in their chosen career. Teachers/assessors work effectively in lessons to link the theoretical aspects of qualifications to workplace practice.

Learners perception of English and maths It is a prerequisite for the apprenticeship programme and apprentices are informed at enrolment.

However some apprentices do not feel this should be made compulsory, they would rather concentrate on the vocational element as that to them relates more to their work development.

Tutors are addressing during lessons the need for apprentices to embrace maths and English as a requirement for future employment or career change

Maths and English is embedded in vocational lessons and FS sessions are contextualised

Learners attendance Attendance in functional skills classes requires improvement at 71% for actual classroom sessions.

Classes and assessments are flexible and demand led to suit the needs of the apprentice and employer.

Extra sessions and 1:1’s are arranged for learners on request Committed tutors are available in the evenings and on weekends to support learners There is very effective monitoring and planning by all teachers/assessors and at every opportunity

making the link to employment.

Embedding of Equality, Diversity and British values Additional training has been provided on how to embed British Values in the Schemes of Work/LPs

and particularly engage with learners on some uncomfortable topics or dialogue.

Staff are equipped well to support apprentices and educate them on how to protect themselves from the risks associated with radicalisation, extremism, forms of abuse, grooming and bullying, including through the use of the internet, and how well they understand the risks posed by adults or young people who use the internet to bully, groom or abuse other people, especially children, young people and vulnerable adults

The childcare and health and social care programmes covers E&D, BV & Prevent impressively well in the curriculum, and tutors are encouraged to ensure there are no missed opportunities to explore these topical issues in all lessons.

By ensuring that all apprentices contribute to discussions in training sessions, tutors reinforce learners’ experience and understanding of democratic values very confidently

Excellent arrangements are made to ensure the safety of learners is very effective, and that all teaching staff and trustees receive relevant safeguarding training

Managers support teachers very well to embed the ‘Prevent’ agenda in their teaching and learning materials.

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Managers and staff receive suitable face-to-face and online training on safeguarding and the ‘Prevent’ duty. The impact of the training is highly effective in improving the confidence of staff to report and deal with any concerns efficiently. Apprentices receive effective training and information about extremism, radicalisation and British values. Apprentices feel able to discuss these topics confidently.

Staff members promote e-safety very well to apprentices to have a good understanding of how to keep safe and more importantly, the dangers of inappropriate use of mobile technology and social networking sites.

Staff and apprentices are relevantly equipped to deal effectively with the very rare instances of bullying behaviour and/or use of derogatory or aggressive language. They work very well prevent from all forms of bullying including online and prejudice-based bullying.

7. Learner voice activities and feedback

Robust 8 - 10 week review is carried out to capture feedback from apprentice and employer

Each session is reviewed on One File and feedback sent to apprentice to read and sign by both assessor and apprentice

Prevista (Prime) also carries out Learner Surveys at least once a year and if any concerns identified, it is shared for follow up.

Teachers are encouraged to gather feedback at the end of every classroom session

NEWTEC listens actively and responds to their feedback in “You Said, We Will” forum which are scheduled; through this medium NEWTEC evaluates its services/products and improves the performance by making continuous improvements. This is important in order to remain aligned to our goals and strategies. “You Said We Will” minutes state feedback and how NEWTEC would respond to it. These are displayed on reception board for visibility to all learners.

8. CPD for Staff NEWTEC values learning agility as a core competency. Members of staff are equipped to cope positively with change by constantly updating their skills set. Through these activities, the tutors and assessors are able to reflect on learning and identify gaps in knowledge and experience. The staff has completed a host of very productive mandatory and developmental CPD activities in two scheduled LAD weeks. Below is the an outline of training activities completed by the staff:

Quality and Standard Workshops every block on improving quality of LP, SOW, ILPs, feedback etc.

All assessors to complete 30hours of work experience in the workplace to maintain vocational competence activities.

Training sessions delivered by Ofsted Consultant on Delivering Outstanding OTLA, Develop understanding of changes in Ofsted Common Inspection Framework to inform future practice, Effective Data monitoring, etc. in Nov 15 and Jan 16.

Other training attended this academic year includes: E-portfolio training EYFS Training, CACHE Training

Unconscious bias training Safer Recruitment training Safeguarding, Prevent and Safer Recruitment training Equality, Diversity and Inclusion training L2 Functional Skills in English, Maths and ICT OCR L3 qualification in Advice and Guidance IQA qualifications

Sexual Health Education and C-Card Training Sexual Exploitation Training (East London Rape Crisis centre) FGM Training (delivered by London borough of Newham) Youth at Risk enrichment/personal development sessions Psychotherapy session : Reflective Space

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9. Good news, innovations and events NEWTEC is striving for quality. To evidence that NEWTEC has achieved the following kite marks:

Leaders in Diversity, small/medium organisation of the year award 2017, currently working towards Master in Diversity

Pat Edwards-CEO was named Chief Executive of the year with the National Centre for Diversity

Jennifer Marshall – Head of Young Learners & HE was recognised as top 5 LiD Leaders

IAG Matrix, accredited in July 17

EFQM R4E award - 4 Star

Customer First Award

Investors in People (Gold)

Stonewall Diversity Champion

Disability Confident Level 3

Mindful employer

Fair Train

We recently introduced the Awards ceremony for learners/apprentices; a day at NEWTEC with certificates awarded to learners who have excelled in one way or another during their programme

10. Leadership and Management

The trustees have developed a very clear vision and set of values for the organisation to keep learners happy, healthy and safe, and to provide high-quality

education and training.

NEWTEC maintains a suitably high profile within the borough and uses its links with partner organisations extremely productively to respond to training needs in the area.

Trustees and managers ensure that safeguarding arrangements are fully in place. The promotion of safeguarding to learners is very effective and inspirational

Robust weekly management reports are shared and reviewed to evaluate progress and set new targets aligned with rigid weekly monitoring of apprentices progress via ONE FILE across all elements of apprenticeship programme

Increased monitoring by PREVISTA via Monthly Partners Performance Meetings and monthly data validation

Exceptionally well qualified and dedicated team teachers and support staff

Revised Functional Skills Strategy i.e. Achievement of one element of functional Skills within the first 6 months of the programme (Speaking and Listening assessments within the first 3 weeks on programme) had a very positive impact on achievement rates

The board of trustees adds significant value to the work of the organisation. They possess a broad range of expertise and maintain highly effective networks with other local organisations, which significantly enhances the work of NEWTEC.

The trustees are passionate about the work of the organisation, and they keep a clear focus on the importance of providing the best possible experience for the learners. They maintain a close overview of the financial management and quality of provision, and provide suitable support and challenge to the leadership team.

Trustees add significant value to safeguarding and the ‘Prevent’ duty as members have knowledge and insight into local priorities.

newtec self-assessment report · result of introducing new courses that meet learners’ interests....

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