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St Piers College

Self Assessment Review 2016/17

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Contents Page Number

Mission 2

Introduction to St Piers College 3

Cohort overview 5

Grading overview 8

Statement with regard to the inspection of children and learners with a disability

9

Effectiveness of leadership and Management 10

Quality of teaching, learning and assessment 16

Personal development, behaviour and welfare 21

Outcomes for children and other learners 25

Ofsted Descriptors -‐ ISPs 26

Appendices 29

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Young Epilepsy’s Mission “Better futures for young lives with epilepsy and other associated conditions”. The people we expect to benefit from our work are the 112,000 people with epilepsy under 25 years of age in the United Kingdom, their families, and the professionals who work with them in areas such as healthcare, education and social services. Our Vision is:

• “To maximise the potential of and opportunities for children and young people with epilepsy and other associated conditions by removing stigma and discrimination, providing access to quality education, healthcare, information and support services, and through outstanding research”.

Our values are:

• Focus on Children and Young People • Accountability • Honesty • Passion • Belief in people • Innovative and creative.

Our four strategic Goals are:

1. To create a sustainable centre of excellence for SEN education, residential care and health services on the Lingfield campus that is widely recognised for the delivery of outstanding outcomes for young people with epilepsy and associated conditions

2. To be the national champion of children and young people with epilepsy by influencing policy, improving public awareness and offering support to them, their families and professionals.

3. To deliver and support pioneering health, education and social care research that will make a difference to young people with epilepsy, their parents and carers and to our practice in delivering services.

4. Over time, to grow and diversify our service delivery through local bases nationally through direct delivery and partnership working.

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Introduction to St Piers College at Young Epilepsy St Piers College is a residential and day provision for learners aged 19-‐25 with Epilepsy or other neurological conditions and associated special educational needs. Many learners have additional needs, requiring physical and medical support. This is provided by a high quality multidisciplinary team at Young Epilepsy including consultant doctors, specialist nurses, educational psychologists, occupational, physiotherapy and speech and language therapists, lecturers, student support workers, residential care staff. St Piers College operates within the overall organisation of Young Epilepsy alongside St Piers School and a range of other services that provide an integrated package of education, support and care for all learners. As such, all learners have a highly qualified and experienced staff team surrounding them. That team is committed to providing outstanding learning environments and excellence in teaching and support whatever complex needs the individual learner may have. We believe every learner has the right and should be given the opportunity to experience a full range of learning activities in order to develop skills and build aspirations to reach their full potential. The learning and progression of skills underpins every aspect of our provision and we aim to empower each learner with the ability to overcome barriers, build resilience, confidence and self-‐esteem. We are dedicated to the reinforcement and transference of learning by all learners into their future placement. We work to provide the best support possible to ensure that each young person leads a productive, healthy, safe and independent life within their local communities post their programme of learning at St Piers College.

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Total Number of Learners at Sep15 -‐ July 2016 = 122

Learner Categories 2013/14 Numbers

2013/14 Percentage of Cohort

2014/15 Numbers


2015/16 Numbers


Male 70 59% 72 59% 75 61%

Female 49 41% 50 41% 47 39%

Residential 95 80% 95 78% 93 76%

Day 24 20% 27 22% 29 24%

With Epilepsy 70 59% 75 61% 70 57%

Without Epilepsy 49 41% 47 39% 52 43%

Asian 5 4% 4 3% 6 5%

Black 7 6% 8 7% 9 7%

Chinese 1 1% - -

Mixed Heritage 10 8% 7 6% 6 5%

Not provided 4 3%

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White 96 66% 103 84% 97 79%

Autism Spectrum Disorder (ASD) 28 24% 41 34% 57 47%

Moderate Learning Difficulty (MLD) 41 34% 34 28% 24 20%

Severe Learning Difficulty (SLD) 43 36% 44 36% 39 32%

Profound & Multiple Learning Difficulty (PMLD)

7 6% 3 2% 2 2%

7

Left Blank

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Grading Statements 2013/14

2014/15

2015/16

Overall Effectiveness

2 2 2

Effectiveness of Leadership and Management

2 2 2

Quality of Teaching, Learning and Assessment 2

2

2

Personal Development Behaviour and Welfare 2 2 2

Outcomes for Learners 2 2 2

Note on evaluation gradings A four letter system is being used for the internal evaluation and planning process where: F = Fully met P = Partially Met D = Developing U = Unmet All other grading is in line with Ofsted where:

1 = Outstanding 2 = Good 3 = Requires Improvement 4 = Inadequate

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Ofsted Inspection Handbook -‐ Common Inspection Framework

'Disabled pupils and those with special educational needs Inspectors will consider the progress of disabled pupils and those with special educational needs in relation to the progress of all pupils nationally with

similar starting points. Inspectors will examine the impact of funded support for them on closing any gaps in progress and attainment. The expectation is that the identification of special educational needs leads to additional or different arrangements being made and a consequent improvement in progress.

Inspectors will consider whether any differences exist between the progress and attainment of pupils in resource-‐based provision and those with similar starting points who are disabled or have special educational needs in the main school. Inspectors will report on any differences and the reasons. When considering any whole-‐school published data on progress and attainment, inspectors will take into account the impact that a large number of pupils in resource-‐based provision might have on these figures.

For groups of pupils whose cognitive ability is such that their attainment is unlikely ever to rise above ‘low’, the judgement on outcomes will be based on an evaluation of the pupils’ learning and progress relative to their starting points at particular ages and any assessment measures the school holds. Evaluations should not take account of their attainment compared with that of all other pupils.'

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Success criteria (Numbered) Evidence base Evaluation

F, P, D, N*

Development Plan action Y/N

(Numbered)

1. Effectiveness of leadership and management

1.1. Setting a context for success

1.1.1. demonstrate an ambitious vision

1.1.2. have high expectations for what all children and learners can achieve

1.1.3. ensure high standards of provision and care for children and learners

1.1.1 There is a clear vision for the

college that is centred on young people achieving outstanding outcomes. This is expressed through the Young Epilepsy vision, mission and values. The Governing body is seeking to develop further the level of challenge it provides.

1.1.2 The recent marked improvement in learner outcomes is illustrative of the high expectations from the staff team within the College. The high expectations of the leadership and governing body which is effectively engaged.

1.1.3 Learners are safe and are very well cared for with a highly effective system for safeguarding and individual targets for health and well-‐being set across the College

P

F

D

1.1.1

1.1.3

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1.1.4. implement rigorous performance management

1.1.5. deliver appropriate professional development

1.1.6. deliver demonstrable improvement in staff practice and teaching and in learning and assessment

and in the Residential setting. There is a requirement to ensure that the requirements of the PREVENT duty continue to be met

1.1.4 A performance management structure is in place for all staff and is being more rigorously applied. The current leadership team has improved the level of challenge within the system and is linking appraisal targets more effectively and directly to learner outcomes.

1.1.5 Professional development for staff is a strength of the wider organisation strong. A significant number of teachers have been developed internally with support for the University of Mid Sussex. Core training for complex needs is delivered by the wider organisation and is highly effective in preparing staff to meet the needs of very complex learners.

1.1.6 The college can demonstrate good improvements in teaching and assessment practice for example the development of ASC and delivery of assessment systems for

D

F

F

1.1.4

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1.2. Evaluating the quality of the provision and outcomes

1.2.1. robust self-‐assessment is in place

1.2.2. users’ views are taken into account

1.2.3. findings of self-‐evaluation are used to develop capacity for sustainable improvement

complex needs. However, the skills and confidence of support staff to maximise learning opportunities requires further improvement.

1.2.1 The self-‐assessment process is effective but does not always engage all staff within the college, especially support workers, and those professionals working closely with the college

1.2.2 User views are taken into account through the EHCP process (including students, parents/carers, referring organisations, local authorities), but employers, health service, and local education providers are also taken into account. There is a user group in the College and learner voice Self-‐assessment is externally validated and the college engages with National Organisation representing Specialist Colleges.

1.2.3 Action is taken effectively on findings to improve the outcomes for young people. For example, action has been taken recently to improve the college farm based on analysis of the needs of the

D

F

F

1.2.1

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students, there is a strong learner voice group within the College.

1.3. Planning and management of delivery

1.3.1. individual learning programmes,

1.3.2. broad, balanced and appropriate curriculum

1.3.1 Leaders and teachers plan and manage learning programmes very well. The programmes are carefully tailored to the needs of individual learner and are monitored and evaluated by leaders and teachers through a robust MI system.

1.3.2 The curriculum offer is tailored to the needs of the learners with appropriate accreditation that has the ability to stretch and challenge a vast majority of students. There is a requirement to ensure that the most able members of the cohort are sufficiently challenged although for the first time in a number of years learners accessed, and were successful in, level 2 qualifications. There is a clear curriculum model which also links effectively to the waking day curriculum.

F

D

1.3.2

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1.3.3. provision of careers information advice and guidance so that all children/ learners are well prepared for their transition into the next stage in their education, training or employment

1.3.3 Careers Education and IAG is strong at the beginning of learners’ journeys and in the preparation for work and independent living. However, transition arrangements towards the end of learners’ time at the college are not yet coordinated well and a consistent approach is not yet used to ensure all learners progress into their planned destination.

P

1.3.3

1.4. Actively promote equality and diversity,

1.4.1. tackling bullying and discrimination

1.4.2. narrowing any gaps in achievement between different groups of children and learners

1.4.1 The college team promote a highly inclusive environment where learners are able to learn effectively. Any instances of bullying or discrimination are dealt with and resolved swiftly and learners develop a wide understanding of rights and responsibilities and the differences between people in college and in their own community.

1.4.2 There are no current significant gaps between groups of learners and actions have served to narrow gaps previously highlighted by the leadership

F

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team and the Governing Body – an example is an in year concern with regard to the possible under-‐performance of young women of Asian heritage.

1.5. Actively promote British values

1.5.1 There is an Equality and Diversity Calendar and activities calendared through the year to promote fundamental British values. These encompass a wide range of events and themes that will help to raise learners’ understanding of what it means to live in modern Britain today. This approach includes weekly topics and themes to engage learners in considering personal values and their impacts on others. This is a new initiative and its impact is yet to be measured.

D 1.5.1

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1.6. Keep young people safe

1.6.1. Ensure that safeguarding arrangements meet all statutory and other government requirements,

1.6.2. promote the welfare of young people

1.6.3. Prevent radicalisation and extremism.

1.6.1 Safeguarding is highly effective. Learners are safe within college and when in the community.

1.6.2 The welfare of learners is promoted very well and all learners benefit from individualised well-‐being targets as part of their personal programmes.

1.6.3 Currently there is not consistency in Prevent training and this is being addressed. All staff will require access to on-‐line Prevent training as a ‘Hot Topic’ as well as direct delivery of training to Tutors and Lecturers. This will enable them to become fully aware of procedures to report any instances of suspected radicalisation or extremism.

F

F

N

1.6.3

2. Quality of teaching, learning and assessment -‐ Reference 'standard for teachers'

2.1. teachers, practitioners and other staff have consistently high expectations of what each child or learner can achieve, including the most able and the most disadvantaged

2.1.1 College staff have high expectations of what learners can achieve. They set challenging and aspirational goals for both the most able and most disadvantaged learners within the cohort and support them to meet their

F

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potential. These targets are a function of good assessment and baselining processes. The on-‐going improvement in achievement levels and outcomes for young people

2.2. Teachers, practitioners and other staff have:

2.2.1. secure understanding of the age group they are working with

2.2.2. relevant subject knowledge that is detailed and communicated well to children and learners

2.2.1 Teachers, support staff and specialist staff have a good understanding of the learners groups and the learners’ individual needs.

2.2.2 Lecturers are experienced in specialist delivery and also have good subject knowledge that is communicated well to learners. The training and development of specialists in working with epilepsy and co-‐occurring disabilities is a feature of the College – one of only two nationally. There is a clear professional framework for development and areas of vocational focus (i.e. horticulture, information technology). The quality of delivery is monitored through observation, learning walks and work sampling.

F

F

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2.3. assessment information is gathered

2.3.1. from looking at what children and learners already know, understand and can do

2.3.2. is informed by their parents and previous providers

2.3.1. Assessment information collected from external sources and providers is comprehensive and comes from all available source including parents, schools, supporting agencies and external relevant agencies. This information includes records of previous attainment, personal/social achievements and also medical, psychological and therapeutic requirements. Lecturers also collect information in the detailed assessment phase of learner programme where detailed baselining takes place and individual plans created.

2.3.2 The organisation ensures that there is continuity in provision and minimal learning loss on transition through a ‘clerking in’ process at the start of programme, and through discussion with parents/carers and previous providers. Where necessary a programme of outreach is undertaken before a young person starts at the College.

F

F

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2.4. assessment information is used to

2.4.1. plan appropriate teaching and learning strategies,

2.4.2. identify children/learners who are falling behind in their learning or who need additional support,

2.4.3. enable children and learners to make good progress and achieve well

2.4.1 Teachers use the information collected at initial assessment and in the detailed assessment phase of learner programme to plan individual learning outcomes. They use appropriate strategies to meet learner needs and communicate these well to support staff. However, the minority of support staff do not use this information consistently when working with learners. This is a barrier to young people making outstanding progress in all their learning.

2.4.2 Where learners are falling behind or need additional support in their learning, lecturers identify this well and put in place effective plans to help learners to make better progress and a very high number of young people achieve well. This is evidenced by the performance of young people with different educational needs, heritage and gender in the out-‐turn data from 2015/16

2.4.3 Learners make good progress from their assessed baseline in meeting both their personal development and qualification

D

F

D

2.4.1

2.4.3

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targets. There is the opportunity to further improve the level of progress through ensuring every opportunity to consolidate learning is grasped -‐ see 2.5.1

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

2.5.1. Learners benefit from constant helpful feedback in learning. On vocational pathways there is good mentoring for each learner. However, the minority of support staff do not always provide feedback that helps learners to recognise their learning and to make improvements.

2.5.2 All parents and carers receive regular, often daily or weekly, feedback on learners’ progress in a format the parents/carers find most useful and enable any improvements to be made where necessary.

D

F

2.5.1

2.6. engagement with parents, carers and employers helps them to understand how children and learners are doing in relation to the standards expected and what they need to do to improve

2.6.1 Staff engage and work with parents and carers extremely effectively. All parents and carers receive regular often weekly feedback on learners’ progress in a format the parents/carers find most useful and enable any improvements to be made where necessary.

F

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2.7. equality of opportunity and recognition of diversity are promoted through teaching and learning

2.7 Equality and diversity are promoted well through teaching and learning. The recently introduced Equality and Diversity Calendar and planned events will enhance this further in the forthcoming academic year.

F

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

2.8 English and mathematics are embedded within the wider curriculum to some extent. However, staff do not take all opportunities to reinforce and extend these skills with learners. Target setting and the sharing/communication of targets is not yet sufficiently effective to ensure learners make expected or better progress.

P 2.8.1

3. Personal development, behaviour and welfare

3.1. Young people show (supported by a positive culture across the whole provider)

3.1.1. pride in achievement and commitment to learning,

3.1.1 Learners take pride in their work and their achievements. They enjoy and are committed to their learning and express this in discussion, in the learner forum and in the contribution they make to their Education, Health and Care plans.

3.1.2 Learners grow in confidence and develop

F

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3.1.2. self-‐confidence, self-‐awareness and understanding of how to be a successful learner

3.1.3. the ability to make choices about the next stage of their education, employment, self-‐employment or training from impartial careers advice and guidance

skills that help them to become successful in their learning. These are tracked by the College as non-‐accredited learning targets which are shared with Residential settings.

3.1.3 Careers Education and IAG is strong at the beginning of learners’ journeys and in the preparation for work and independent living. However, transition arrangements at the end of learners’ time at the college are not coordinated effectively by external agencies and there should be a consistent approach to ensure all learners progress into their planned destination.

P

3.1.3

3.2. Young people gain relevant employability skills so that they are well prepared for the next stage of their life including education, training and, where appropriate, employment,

3.2.1Learners benefit from an effective programme to develop their employability skills including work experience, work related learning and link courses to General Further Education (GFE) settings. They improve the skills required for the next stage in their lives including living independently and to access learning and employment. The programme is well-‐organised, appropriately staffed including with

P 3.2.1

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trained work experience mentors and engages local businesses including hospitals and local councils. The programme has had a positive impact on the number of young people who have moved into independent living. However, of learners most likely to access further learning or employment, too few are making the progression into mainstream learning or employment as opportunities are not always identified in their home authority. This is a function of the IAG requirements identified at 3.1.3

3.3. There is prompt and regular attendance

3.3 Learners are on time for lessons. Attendance at 92% is excellent when the medical needs of the learners are taken into account. Authorised absence is 5%, giving an unauthorised absence figure of 3% of sessions. Where attendance is raised as a cause for concern, the wider support team including psychology take put in place a personal plan to support learners to improve their attendance. Of the 122 learners who started the College year in 2015 two moved on to other planned placements.

F

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3.4. Young people show evidence of their personal development through

3.4.1. following guidelines for behaviour and conduct, including management of their own feelings and behaviour, and how they relate to others

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

3.4.3. having knowledge of how to keep themselves healthy, both emotionally and physically, including through exercising and healthy eating

3.4.1 Learners behave very well within college.

They show a great deal of respect for one another and for staff. Staff and learners develop very good relationships that enable learners to engage well in their learning and make progress. When there are concerns with behaviour then there is a forum to ensure that issues are shared early and where required a specialist team managed through the Psychology department within Young Epilepsy intervenes.

3.4.2 Learners benefit from a very strong

pastoral support programme that is both embedded in lessons as well as throughout their learning that equips them with the personal skills for the next stage in their lives.

3.4.3 There is a particular focus on SRE, physical

well being and making healthy choices within the College. There is a dedicated team to deliver an externally accredited course. The sessions are tailored to the needs and abilities of each learner through personal base-‐lining.

F

F

F

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3.4.4. activity that prepares them to respect others and contribute to wider society and life in Britain.

3.4.4 All learners take part in activity within the

local and wider community on a weekly basis. This enables learners to develop good skills and understanding of how to contribute to wider society.

F

4. Outcomes for children and other learners

4.1. There is a wide range of appropriate data to provide evidence of pupil/learner progress and outcomes. That data includes quantitive and qualitative data at pupil and cohort level.

4.1.1. The data shows that children/learners progress well from their different starting points and achieve or exceed standards expected for their ability and start point

4.1.1 Almost all learners achieve their personal development targets (98% in 15/16) set based on their individual starting points. The evidence base demonstrates that there is no significant gaps or variations between groups of learners.

F

4.2. Children/learners attain relevant qualifications

4.2.1 The very large majority of learners achieve qualifications relevant to their learning and in 2015/16 learners have achieved a marked increased in the number of qualifications and a 5% improvement in completion rates. This is part of an improving 3 year trend. Learners also achieved Level 2 qualifications for the first time in 3 years

P 4.2.1

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4.3. Children/learners make progress to the next stage of their education or into placements or employment that meets their needs and the needs of employers.

4.3.1 2015/16 saw an increased number of learners progressing into independent living and to follow courses of further education. However progression data is not yet complete to make secure judgement on current unknown learners.

D 4.3.1

Grade descriptors: the effectiveness of provision for learners with high needs (ISP)

Outstanding (1) n Leaders pursue excellence. They improve provision and outcomes rapidly and reduce achievement gaps between groups by

monitoring the quality of teaching, learning and assessment as well as learners’ retention, progress and skill development. n Leaders, managers and governors use the funding for learners with high needs very effectively. They plan, manage and evaluate the

provision so that learners undertake highly individualised and challenging learning that builds on their prior attainment, and prepares them very well for future employment and/or greater independence in their everyday lives.

n Learners develop skills in English and/or mathematics very well relative to their starting points, so that they have the skills in these subjects that they need for the next step in their careers.

n High quality impartial careers guidance ensures that learners follow individualised programmes, including study programmes, that build on their prior attainment. The guidance enables them to develop clear, ambitious and realistic plans for their future. Learners understand the options available to them.

n Teachers and support staff use previous assessments very effectively to support and challenge learners so that they make excellent progress across all aspects of their programmes compared with their starting points and personal circumstances. Staff are especially skilled at assessing learners’ progress, adapting activities to support learners whose development is slow and providing more challenging activities for the more-able learners.

n Learners are confident and conduct themselves well. They are punctual. They develop excellent personal, social and employability skills, and undertake high quality learning activities and, where appropriate, work experience that match their needs. Attendance rates are exceptionally high.

n Learners are safe and feel safe. They are thoughtful, caring and respectful citizens. Where appropriate, they take responsibility for

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keeping themselves safe and healthy and contribute to wider society and life in Britain. n Throughout the time spent on their programmes, learners and groups of learners make substantial and sustained progress relative to

their starting points and personal circumstances. Rates of retention are high for almost all groups of learners. Any gaps in the progress or retention of groups with similar starting points or complexity of needs are closing rapidly.

n Where appropriate, learners progress swiftly to higher levels during their programme or to more complex learning activities. Almost all learners, especially those on mainstream programmes, complete their programmes and achieve qualifications relevant to their career aims and move on to sustained education, employment and training or an apprenticeship or are more independent in their everyday lives.

Good (2) n Leaders have high expectations. They improve provision and reduce achievement gaps between groups by monitoring the quality of

teaching, learning and assessment, and learners’ retention, progress and skill development. n Leaders, managers and governors use the funding for learners with high needs well. They plan and manage individualised

programmes that build on learners’ prior attainment and prepare them well for future employment and/or greater independence in their everyday lives.

n Learners develop their skills in English and/or mathematics well, compared with their starting points, so that they can build on these skills further when they progress to the next step in their careers.

n Impartial careers guidance ensures that learners undertake learning programmes that build on their prior attainment and enables them to develop clear and realistic plans for their future.

n Teachers and support staff use previous assessments well to support and challenge learners so that they progress well across all aspects of their programmes. Staff are skilled at assessing learners’ progress, adapting activities to support learners whose development is slow and providing more challenging activities for the more able learners.

n The considerable majority of learners develop personal, social and employability skills through high quality learning activities and work experience relevant to their needs and personal circumstances. They are punctual and attend very well.

n Learners are safe and feel safe. They behave well, respect others and understand, where appropriate, how to keep themselves safe and healthy and to contribute to wider society and life in Britain.

n The great majority of learners and groups of learners make at least the expected progress from their starting points. Gaps in the progress or retention of groups with similar starting points or complexity of need are closing.

n The great majority of learners, especially those on mainstream programmes, are challenged to progress to higher levels or more complex learning activities during their programme. Most complete their learning programmes, achieve qualifications relevant to their

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career aims and move on to sustained education, employment, training or an apprenticeship, or are more independent in their everyday lives.

Requires improvement (3) n Effectiveness of provision for learners with high needs is not yet good.

Inadequate (4) Effectiveness of provision for learners with high needs is likely to be inadequate if one or more of the following applies.

n Leadership of provision for learners with high needs is weak. n The use of funding for learners with high needs is poorly managed. n Learning programmes are insufficiently challenging or relevant to learners’ prior attainment or personal circumstances. n Weak assessment practice or poor planning mean that teaching fails to enable learners to achieve their learning goals. n Learners, or groups of learners, make inadequate progress compared with their starting points. n Too few learners are retained on their learning programmes or achieve their main learning goals. n Learners, or groups of learners, are ill-prepared for their next steps in terms of attainment, personal skills or behaviours. n Too many learners, or groups of learners, are unsuccessful in securing relevant sustained education, employment or training and/or

are unable to be more independent in their everyday lives. n Safeguarding is ineffective.

https://www.gov.uk/government/publications/further-‐education-‐and-‐skills-‐inspection-‐handbook-‐from-‐september-‐2015

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Appendix: QUALITY OF TEACHING, LEARNING AND ASSESSMENT

The tables below provide the profile of grades applied to 42 formal and Informal observations (Announced and Unannounced) undertaken during academic year (2014 – 2015). Teachers who ‘required improvement’ followed action plans which were monitored and repeat observations were undertaken in a specified time. Those grades improved across the range and are expressed as conversions. Observations were standardised. ANNOUNCED & UNANNOUNCED OBSERVATIONS (Nov 2014 – June 2015)

Grade Levels No. %

1.Outstanding 9 21.4%

2.Good 32 76.2%

3.Requires Improvement 1 2.4%

4.Inadequate 0 0%

Total % Good/outstanding observations 42 98%

ANNOUNCED & UNANNOUNCED OBSERVATIONS (Nov 2015 -‐ June 2016)

Grade Levels No. %

1.Outstanding 8 22%

2.Good 25 69.4%

3.Requires Improvement 3 8.3%

4.Inadequate 0 0%

Total % Good/outstanding observations 36 91.4%

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APPENDIX 1A Accredited Achievement of Learning Aims (Qualifications) by Level Overall the College achieved 87% achievement rate, an increase of 2% from 2014/15 Academic year.

Notional level 2013/14 Achieved

2013/14 Achieved %

2014/15 Achieved

2014/15 Achieved %

2015/16 Achieved

2015/16 Achieved %

Entry Level 1 21 100% 29 82% 45 83% Entry Level 2 23 70% 47 89% 41 89% Entry Level 3 28 97% 17 81% 24 92% Level 1 11 92% 3 100% 2 100% Level 2 3 75% Grand Total 83 86% 96 85% 116 87%

Entry Level 1 Entry Level 2 Entry Level 3 Level 1 Level 2 2013/14 Achieved % 100% 70% 97% 92%

2014/15 82% 89% 81% 100%

2015/16 Achieved % 83% 89% 92% 100% 75%

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Accredited Achievement rates by Level (2013/14 - 2015/16)

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APPENDIX 1B Accredited Achievement of Learning Aims by Gender:

Gender 2013/14 Achieved

2013/14 Achieved %

2013/14 Not Achieved

2013/14 Not Achieved %

2014/15 Achieved

2014/15 Achieved %



2015/16 Achieved

2015/16 Achieved %



Female 37 84% 7 16% 47 87% 7 13% 48 92% 4 8% Male 46 88% 6 12% 49 84% 10 16% 68 84% 13 16%

Total 83 86% 14 14% 96 85% 17 15% 116 87% 17 13%

Female Male 2013/14 Achieved % 84% 88%

2013/14 Not Achieved % 16% 12%

2014/15 Achieved % 87% 84%

2014/15 Not Achieved % 13% 16%

2015/16 Achieved % 92% 84%

2015/16 Not Achieved % 8% 16%

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], [V

ALU

E]

[CE

LLR

AN

GE

], [V

ALU

E]

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

Ach

ieve

d Q

ualif

icat

ions

Accredited Achievement rates by Gender (2013/14 - 2015/16)

32

APPPENDIX 1C Achievement of Learning Aims by Ethnicity:

Ethnicity 2013/14 Achieved

2013/14 Achieved

%

2013/14 Not

Achieved

2013/14 Not

Achieved %

2014/15 Achieved

2014/15 Achieved

%

2014/15 Not

Achieved

2014/15 Not

Achieved %

2015/16 Achieved

2015/16 Achieved

%

2015/16 Not

Achieved

2015/16 Not

Achieved %

Asian 5 83% 1 17% 2 100% 4 67% 2 33% Black 1 100% 4 100% 6 75% 2 25% Mixed 2 67% 1 33% 3 75% 1 25% 2 100% Other 3 100% White 72 87% 11 13% 87 84% 16 16% 101 89% 13 11% Total 80 86% 13 14% 96 85% 17 15% 116 87% 17 13%

Asian Black Mixed Other White 2013/14 Achieved % 83% 100% 67% 87%

2013/14 Not Achieved % 17% 33% 13%

2014/15 Achieved % 100% 100% 75% 84%

2014/15 Not Achieved % 25% 16%

2015/16 Achieved % 67% 75% 100% 100% 89%

2015/16 Not Achieved % 33% 25% 11%

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

0%

20%

40%

60%

80%

100%

120%

Ach

ieve

d Q

ualif

icat

ions

Accredited Achievement rates by Ethnicity (2013/14 - 2015/16)

33

APPENDIX 1D Achievement of Learning Aims by Residential or Day:

Residential? 2013/14 Achieved

2013/14 Achieved

%

2013/14 Not

Achieved

2013/14 Not

Achieved %

2014/15 Achieved

2014/15 Achieved

%

2014/15 Not

Achieved

2014/15 Not

Achieved %

2015/16 Achieved

2015/16 Achieved

%

2015/16 Not

Achieved

2015/16 Not

Achieved %

Day Students 23 85% 4 15% 16 73% 6 27% 24 86% 4 14%

Residential Students 57 86% 9 14% 80 88% 11 12% 92 88% 13 12%

Total 80 86% 13 14% 96 85% 17 15% 116 87% 17 13%

Day Students Residennal Students 2013/14 Achieved % 85% 86%

2013/14 Not Achieved % 15% 14%

2014/15 Achieved % 73% 88%

2014/15 Not Achieved % 27% 12%

2015/16 Achieved % 86% 88%

2015/16 Not Achieved % 14% 12%

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

[CELLRAN

GE], [VALUE]

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

Ach

ieve

d Q

ualif

icat

ions

Accredited Achievement rates by Residential (2013/14 - 2015/16)

34

APPENDIX 2 NON ACCREDITED LEARNING Target Achievement Data by Learner Group

Year Male Female

Target Set Target Achieved Target Set Target Achieved

2013/14 690 95% (653 Targets

Achieved) 449

92% (412 Targets Achieved)

2014/15 324 92% (299 Targets

Achieved) 229


2015/16 343 97% (333 Targets

Achieved) 229


A reduction in number of target set year on year, due to smarter targets being set.

Year Asian Black Chinese Mixed/Other Not provided White

2013/14 93% (27) 96% (64) 93% (13) 92% (54) -‐ 94% (907)

2014/15 100% (32) 95% (40) 88% (28) -‐ 95% (426)

2015/16 94% (30) 98% (47) -‐ 94% (32) 100% (4) 98% (444)

35

APPENDIX 3

Links Programme Summary (2011/12, 2012/13, 2013/14, 2014/15, 2015/16)

Academic Year

Total Learner Number

Part-‐time Attendance Percentage Full-‐Time

Attendance Percentage Number Attending Links Programme

2011/2012 106 23 22% 2 2% 19

2012/2013 113 27 24% -‐ -‐ -‐

2013/2014 119 18 15% -‐ -‐ -‐

2014/2015 122 20 16% 1 1% 21

2015/2016 122 23 19% N/A N/A 23

36

APPENDIX 4

Work Experience Summary (2011/12, 2012/13, 2013/14, 2014/15, 2015/16)

Academic

Year Total Learner

Number On-‐Site work experience Percentage Work Skills

week Percentage Off-‐Site work experience Percentage Number of

employers

2011/2012 106 70 66% -‐ -‐ 21 20% 18

2012/2013 113 89 79% 89 79% 26 23% 20

2013/2014 119 77 65% 72 61% 35 29% 22

2014/2015 122 74 61% 75 61% 43 35% 21

2015/2016 122 68 56% N/A N/A 39 32% 22

37

Destination data 2013/14, 2014/15 and 2015/16 (September 2016)

2013/14 2014/15 2015/16 % No % No % No

Education or employment destination

Other Further Education 26% 9 5% 2 15% 7

Higher Education 0% 0 0% 0 0% 0

Training/apprenticeship 0% 0 0% 0 0% 0

Paid employment 9% 3 2% 1 0% 0

Voluntary work 15% 5 5% 2 0% 0

Community placement with training 0% 0 0% 0 15% 7

Other 0% 0 5% 2 0% 0

None 0% 0 57% 24 53% 25

Unknown 50% 17 26% 11 17% 8

Residential destination

Independent living 6% 2 5% 2 15% 7

Supported living 24% 8 45% 19 23% 11

Family home 32% 11 19% 8 38% 18

Other 0% 0 5% 2 0% 0

Unknown 38% 13 26% 11 17% 8

38

Key points arising from the destination data (to September 2016) for 2015/2016.

• This is the largest leavers cohort in the last 5 years, and their tracking has been more accurate and thorough than in previous years. • There has been a significant improvement from 2014/15 in the numbers moving onto another (mainstream) FE course – 15%. This does not match

the performance of 2013/14’s smaller cohort but does represent a significant improvement on2014/15. • For the first time a significant number of young people (15%) are moving into community placements with further training • 19 (38%) young people moved into independent or supported living – a drop from the 22 of the previous year, but a significant improvement on the

10 young people who were able to live far more independently at the end of 2013/14.

st piers college sar 201617wipvf · total#number#of#learners#at#sep15l#july#2016#=#122# # "...

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