Craven College Strategic Development Plan Craven College Strategic Development Plan

Transcription

1 Craven College Strategic Development Plan Page 1 of 34

2 Contents Page Introduction 4 College Mission Statement 4 Key Strategic Changes and Considerations 4 Strategic Goals and Enablers and Key Performance Indicators 6 Strategic Goals and Objectives Strategic Enablers and Objectives Appendices: Appendix 1 - Recent Developments and Achievements 16 Appendix 2 - Local and National Circumstances 18 Population and Demographics Employment and the Local Economy Financial Environment Appendix 3 - Educational Policy Context 23 Appendix 4 - Risk Assessment and management 27 Appendix 5 - College Strategies 35 Page 2 of 34

3 Introduction This Strategic Plan covers the period AY to AY The current College Strategic Plan concludes in 2013 and it is the intention to produce an annual Strategic Plan covering a rolling three year planning period. In addition to this Strategic Plan the College prepares detailed operational plans which translate the broad strategic aims and objectives of this plan into concrete actions. College Mission Statement Enriching lives through learning. Key Strategic Changes and Considerations for The College will produce an annual Strategic Plan covering a three year period on a rolling basis. The plan has been developed through an analysis of the local circumstances and the wider education policy context which will impact on the College s Strategic and Operational planning for the future. These sections are added as appendices to the plan. The most important factors driving the strategic direction of the College relate to the deficit reduction plans of the coalition government and the reform agendas being pursued by Department for Education (DfE) and the Department for Business, Innovation and Skills (BIS). The deficit reduction plans of the coalition government are impacting on the overall funding available through government and the College s main funding bodies the Skills Funding Agency (SFA) for 19 plus years and the Educational Funding Agency (EFA) for 16 to 18 years which is coupled with the aim to make the beneficiaries of education, employers and students, contribute more to the cost through fees and contribution rates. Both the DfE and BIS are pursuing significant reform packages and this inevitably impacts on the strategic direction of the College given the dependency on government funding. In addition to responding to the government s reform agenda and public sector spending plans the College is seeking to achieve continuous quality improvement, secure the long term sustainability of the organisation and ensure it continues to effectively meet the needs of the community and its students now and in the future. The following table identifies the strengths of the College and areas where further improvements can be made along with threats and opportunities which influence the College during the planning period Page 3 of 34

4 Strengths Ofsted rating good with outstanding features (Nov 2010) QAA Review full confidence in Higher Education provision (July 2012) SFA financial rating Range and depth of the curriculum Reputation welcoming and effective Partnership and collaborative working Apprenticeship provision Work with employers and the unemployed through Tyro Training Community partnership and provision Governance, leadership and management Attractive location and campus Connections to West Yorkshire and the Leeds City Region Innovative, well qualified, vocationally experienced and enthusiastic staff Student support and guidance arrangements. Potential Opportunities Development of provision out-with the Craven area using Tyro (North Yorkshire, West Yorkshire and East Yorkshire (Tyro Scarborough)) and the LBIA Aviation Academy Explore the development of centres of excellence in Digital Media, Aviation and Tourism, Land-based Industries and Catering and Hospitality Exploit the manufacturing base of Craven and the Aire valley by developing engineering provision Further exploit the College s excellent reputation and performance in relation to Apprenticeship provision in partnership with key local employers Exploit new structures and freedoms in relation to new forms of schools, Academy Sponsorship and vocational programmes for full-time 14 year old students and other students. Further develop A Level provision to make Craven College the student centre of choice for the Craven and travel to Craven area Exploit the curricular freedoms provided by the implementation of Study programmes for year olds Expansion of Higher Education provision part-time and full-time Provision to meet the needs of those students who come within the scope of the new Raising of the Participation Age (RPA) legislation Work with North Yorkshire County Council to meet the requirements of high needs students with Learning Difficulties and Disabilities (LDD) and the associated Hub developments. Areas for Further Improvement Improving student success rates from good to outstanding Improving learning and teaching from good to outstanding Improving compliance and consistency across the College Further development of accommodation, information technology, equipment and student social space Improving business processes to enhance the user interface with the College and operational efficiency Increasing efficiency to fund improvements and cope with funding pressures. Potential Threats The Craven demographic Reduced government spending and funding levels from the Educational Funding Agency (EFA) and Skills Funding Agency (SFA) New and additional providers Local further education colleges Leeds City College, Shipley, Nelson and Colne, Burnley, Kendal Funding reform : o EFA and SFA funding models o Student response to fees and Student Loans including Advanced Loans o Transfer of Adult Skills Funding to other providers including employers o Additional Learning Support (ALS) and Higher Needs support for students. Page 4 of 34

5 Strategic Goals and Enablers and Key Performance Indicators The College s strategic goals and enablers for the period are as follows and are designed to reflect the educational needs of the Craven and travel to Craven area and the College s mission statement. Strategic Goals 1.0 Quality, Excellence and Innovation 1.1 To deliver, good value, high quality, learning for all students resulting in high success rates. 1.2 To establish centres of learning excellence in key curriculum areas which support needs of the Craven and travel to Craven area. Key Performance Indicators Student retention and achievement Ofsted inspection outcome QAA Review outcome Student and employer satisfaction surveys Proportion of lesson observations graded as outstanding Internal audit findings Feedback from student focus and discussion groups Achievement of awards and standards Effectiveness of performance management system and procedures 2.0 Skills and Employability 2.1 To ensure students develop the necessary knowledge, skills, aptitudes and abilities to: Secure, retain and develop career opportunities through employment Effectively contribute economically and socially to the Community. Key Performance Indicators Student success data Student and employer satisfaction surveys Engagement with employers, employer organisations and Awarding Bodies Proportion of students progressing between levels in the College and to higher education from the College Proportion of students progressing into relevant employment Page 5 of 34

6 Strategic Enablers 3.0 Partnership and Collaboration 3.1 To partner and collaborate with those in the compulsory, further and higher education sectors in order to capitalise on the new education opportunities and to develop and deliver a coherent, high quality, cost effective education and training service to the Craven and travel to Craven area. Key Performance Indicators Quality and range of partnerships and collaborations with key stakeholders Sponsorship of an Academy Higher Education enrolments and progression data. 4.0 Finance and Facilities 4.1 To implement the College s accommodation and facilities strategy to support the delivery of high quality learning and teaching and student outcomes, promoting sustainability and respect for the environment. Key Performance Indicators Successful implementation of the College Accommodation and Estates Strategy Reduction in carbon emission and consumption of non-renewable resources 4.2 To implement a financial strategy that secures the longer term financial sustainability of the College and the achievement of the College s strategic aims. Key Performance Indicators Achievement of EFA and SFA funded activity targets Achievement of HE control number targets SFA Financial rating maintained Achievement of annual operating surplus Annual growth in the contribution of non-funding body income to the College Accommodation and Estates development and Technology Strategy fully funded and implemented. 5.0 Equalities and Inclusion 5.1 To promote equality of opportunity for all learners and staff, and advance social inclusion by removing barriers to learning. Key Performance Indicators Staff and student origins representative of College s service area Recorded instances of grievances, incidents and complaints of discrimination Enrolments and success of students from disadvantaged and hard to reach groups and areas Numbers of students form disadvantaged groups accessing the curriculum Allocation of Additional Learning Support (ALS) funds Page 6 of 34

7 Strategic Goals and Objectives QUALITY, EXCELLENCE AND INNOVATION 1.1 Strategic Goal To deliver, good value, high quality, learning for all students resulting in high success rates Continue to: Improvements and developments: a) Ensure the College s Human Resources Strategy and Staff Development Strategy is implemented so that staff who impact directly on the student experience have the necessary up to date skills and qualifications to enable them to consistently deliver high quality learning and effective support to all students. b) Ensure that the Senior Management Team, Divisions and Departments undertake ongoing performance reviews and an annual Self-Assessment Review (SAR) to measure College performance against the Ofsted Common Assessment Framework (CIF) and published benchmarks. c) Ensure the College continues meets the requirements of the Ofsted Common Inspection Framework (CIF, the requirements of awarding and funding bodies and the requirements of QAA. d) Ensure that up to date, cost effective, innovative and inclusive teaching methods are deployed effectively by all Divisions. e) Ensure that effective performance management procedures and support processes are in place to effect continuous and measurable improvements in the quality of learning and teaching. f) Ensure effective collaboration between teaching departments and support teams to support students progress and success. Implementations and actions: Key actions to address improvements and developments: 1. Implement changes and improvements in the support and appraisal of new and existing teaching staff to achieve higher and more consistent standards in the quality of learning and teaching and student support and academic guidance across the College. 2. Ensure the lesson observation process is used to identify and drive support and staff development needs across the College and for individual staff. 3. Implement changes to teaching qualifications in response to the government s report Professionalism in FE. 4. Develop Programme Delivery Guidelines and the systematic sharing and dissemination of good practice to support and guide quality improvements within individual teaching teams and between teaching teams and support teams. 5. Further develop approaches to obtaining and using student, employer and other stakeholder feedback to inform quality improvement actions. 6. Establish a clear framework of quality improvement targets supported by close monitoring and development of action plans where required. Page 7 of 34

8 Strategic Goals and Objectives Strategic Goal: To establish centres of learning excellence in key curriculum areas which support the needs of the Craven and travel to Craven area Improvements and developments: Key actions to address improvements and developments: a) Develop further areas of the curriculum where the College is able to or has already established competitive advantage in the region or nationally. 1. Investigate and plan the expansion, subject to available funding of activity in the curriculum areas of Digital Media, Aviation and Tourism, Land-based Industries and Catering and Hospitality. 2. Develop the College s A level provision further to exploit the equalisation of funding between schools, sixth form colleges and general further education. 3. Develop the capacity of the College to undertake and utilise market research to support and inform curriculum developments. 4. Review the College s provision and curriculum to ensure appropriate emphasis on literacy, numeracy and development science, technology, engineering and mathematics (STEM) subjects Page 8 of 34

9 Strategic Enablers and Objectives SKILLS AND EMPLOYABILITY 2.1 Strategic Goal: To ensure students develop the necessary knowledge, skills, aptitudes and abilities to: Secure, retain and develop career opportunities through employment Effectively contribute economically and socially to the Community Continue to: Improvements and developments: a) Ensure that, where appropriate curriculum and programme design are informed by national and local market research which identifies local, regional and national skills needs and develop and promote courses in skills shortage areas. b) Work in partnership with employers to offer flexible work-based and workplace education, training and assessment opportunities which meet the needs of employers, employees and those seeking employment. c) Support the unemployed in improving their chances of finding work, especially those with few or no qualifications or specialist vocational skills, by providing relevant and accessible training. d) Ensure the College programmes are reviewed and revised to meet the government s proposals for study programmes for year olds and in response to legislation related to Raising the Participation Age (RPA). e) Support the local economy and understand the needs of employers and sectors of local business by liaising closely with local employers. f) Engage employers in programme design to ensure appropriate technical and employability knowledge and skills are built into programmes. g) Ensure that the College records and monitors the post course destinations of learners to provide evidence of the successful progression of students to employment and further learning. Key actions to address improvements and developments: 1. Review the design of study programmes to ensure the new design rules are implemented for the benefit of students and are compliant with the new funding methodology. 2. Review and improve the College s processes for formally and informally engaging with employers and employer representative groups to ensure the curriculum and study programmes support the needs of employers and the employability of students and the College s apprenticeship programme continues to expand. 3. Improve the arrangements for tracking student progression from the College to further study and or employment to reflect the change in the emphasis from measuring student success to measuring student progression. 4. Investigate the potential to exploit the manufacturing base of Craven and the Aire Valley through the provision of more engineering training. Page 9 of 34

10 5. Review the College curriculum to ensure it meets the needs of students falling within the Raising of the Participation Age legislation who did not stay on at school or progress to further work based or College based study Strategic Enablers and Objectives PARTNERSHIP AND COLLABORATION 3.1 Strategic Enabler: To partner and collaborate with those in the compulsory, further and higher education sectors in order to capitalise on the new education opportunities and to develop and deliver a coherent, high quality, cost effective education and training service to the Craven and travel to Craven area. Continue to: Improvements and developments: a) Develop and collaborate in local and regional partnership activity with other public sector bodies such as Higher York, Local Enterprise Partnerships, Job Centre Plus (JCP) and Craven District Council (CDC). b) Develop close relationships and co-operate with local schools and local education authorities to provide curriculum enrichment and vocational opportunities on a full cost recovery basis. c) Work in partnership with local schools to provide impartial Information and Guidance (IAG) advice to students and pupils relating to progression opportunities from school and college to further and higher education. d) Work with the European Union and other institutions in European countries to attract sources of income to enhance the breadth and scope of the curriculum on offer through the College. e) Work in partnership with specialist providers, key stakeholders and employers to assess community and economic needs, identify gaps and develop appropriate provision and outreach to meet demand. f) Co-operate with local schools, local authorities and the Office of the School Commissioner to explore opportunities for Academy Sponsorship and the development of alternative educational structures to, where possible, enhance and support the quality and choice of education and training provision within Craven and the travel to Craven area. g) Work in partnership with Universities to develop the College s and partners Higher Education provision and the College s Further Education Level 3 provision to develop effective local provision of Higher Education and seamless progression opportunities. Key actions to address improvements and developments: 1. Work with partners to develop an Educational Trust to support the government s development of school Academies and the opportunities to create even better and more cost effective educational provision in the Craven and travel to Craven area including the provision of full-time vocational programmes for year olds. 2. Work with HE partners to develop mutually supportive curriculum provision and progression routes to further expand the College s HE provision. Page 10 of 34

11 Strategic Enablers and Objectives FINANCE AND FACILITIES 4.1 Strategic Enabler: To implement the College s accommodation and facilities strategy to support the delivery of high quality learning and teaching and student outcomes, promoting sustainability and respect for the environment Continue to: Improvements and developments: a) Implement the Estates Development Strategy agreed by the Board of Governors to provide optimum, quality accommodation and facilities to serve the needs of both students and staff. b) Increase the efficiency of utilisation of the College s accommodation and facilities to improve the financial performance of the College and contribute to generating an accounting surplus for transfer to reserve or to support capital spending. c) Improve and develop the College s accommodation, equipment and ICT infrastructure to meet the aims of the Estates Development Strategy, the ICT Strategy and the needs of the curriculum and learning and teaching. d) Increase the environmental sustainability of the College s operation whilst reducing the impact of the College s activities on the environment and increasing the resource efficiency of the College. Key actions to address improvements and developments: 1. Implement the College Estates Development Strategy and ICT Strategy to ensure the College s accommodation and ICT provision supports high quality learning and teaching and student satisfaction. 2. Implement an annual cycle of capital equipment purchase and minor capital improvement works that supports the development of the curriculum, high quality learning and teaching, improved operational efficiency and ensures a high standard of maintenance of current and future buildings. 3. Review the College calendar, timetabling arrangements and accommodation allocation to ensure high utilisation and occupancy rates and to remove surplus accommodation from the College s portfolio or provide opportunity for expansion with no additional accommodation. 4. Develop and implement a carbon output reduction plan to reduce CO2 output by 15% over 5 years and reduce operating costs. Page 11 of 34

12 Strategic Enablers and Objectives Strategic Enabler: To implement a financial strategy that secures the longer term financial sustainability of the College and the achievement of the College s strategic aims Continue to: Improvements and Developments: a) Establish and operate financial budgets that support the achievement of the College s Strategic Aims and Objectives. b) Review the College s portfolio of courses to ensure financial viability and that programmes meet the revised funding systems being implemented by the Skills Funding Agency (SFA) and the Educational Funding Agency (EFA) in AY and the introduction of student loans by the SFA in AY c) Develop further electronic business processes that reduce costs, increase value for money, improve the student and customer experience, improve the productivity of staff and contribute to the financial reserves of the College. d) Increase the level of profitability or contribution to fixed costs from commercial and project funded activities and additional sources of income. e) Meet the targets for College student activity to ensure funding allocations from the funding bodies and fee income are met or exceeded. Page 12 of 34

13 Strategic Enablers and Objectives Key actions to address improvements and developments: 1. Improve the quality and availability of management information (financial and non-financial) available to managers to support effective management of resources, budgets and the quality of provision and the monitoring and correction of performance. 2. Implement and develop a detailed curriculum planning process to ensure the curriculum meets the needs of stakeholders, achieves funding targets and achieves the necessary levels of efficiency to meet financial targets. 3. Improve to 20% the contribution to fixed costs from Tyro Training, Project funding and full cost activities. 4. Review business processes within the College and develop a work plan to reduce duplication and use technology to support more cost effective and user friendly processes. 5. Investigate and exploit the following areas of potential curriculum development for the College: Developing provision out-with the Craven area using Tyro (North Yorkshire, West Yorkshire and East Yorkshire (Tyro Scarborough)) and the LBIA Aviation Academy Exploring the development of centres of excellence in Digital Media, Aviation and Tourism, Land-based Industries and Catering and Hospitality Exploiting the manufacturing base of Craven and the Aire Valley by developing engineering provision Exploiting the College s excellent reputation and performance in relation to Apprenticeship provision in partnership with key local and regional employers Vocational programmes for full-time 14 year old students and other students Expanding A Level provision Expanding Higher Education provision part-time and full-time Developing provision to meet the needs of those students who come within the scope of the new Raising of the Participation Age (RPA) legislation. Page 13 of 34

14 Strategic Enablers and Objectives EQUALITIES AND INCLUSION 5.1 Strategic Enabler: To promote equality of opportunity for all learners and staff, and advance social inclusion by removing barriers to learning Continue to: a) Ensure all necessary statutory equality and diversity information is monitored and reported effectively. b) Implement the College s Single Equality Action Plan to promote good relations and respect between people covered by the protected characteristics. c) Work with partners in the public and voluntary sector to provide learning opportunities for educationally disadvantaged groups, including those with disabilities, and looked after young people. d) Remove, as far as is reasonably possible, barriers to accessing the curriculum, and progressing within it, whilst maintaining appropriate awarding body standards. Key actions to address improvements and developments: Improvements and developments: e) Develop and Promote programmes, initiatives and projects which increase participation of people located in specific areas categorised as deprived and those individuals who are at risk of not being in employment, education or training. f) Promote wider access and inclusion by providing a suitable range of technologies and support in the College for educationally disadvantaged groups accessing the curriculum. g) Ensure appropriate impartial pre-entry guidance is available for those in educational disadvantaged groups at risk of non-participation and of under achievement in education. 1. Seek and secure additional partners and funding sources to access and work with those who are or at risk of at risk of becoming not in employment or training e.g. European Social Funding. 2. Increase investment in assistive technologies for students who face barriers to learning or students who have LLDD needs to support independence in learning. 3. Develop new flexible learning delivery models to allow students access to learning in non-traditional ways and that allows them to study at their own pace. 4. Further develop, in partnership with schools, provision of independent advice and guidance for school pupils and College applicants. 5. Work with North Yorkshire County Council and other local authorities to meet the requirements of high needs students with Learning Difficulties and Disabilities (LDD) Page 14 of 34

15 Appendix 1 Recent Developments and Achievements This section highlights some of the significant developments and achievements within the College since the Strategic Plan was published. Future plans will be updated on an annual basis. The College s estate has been developed significantly over the last three years to reduce operating and maintenance costs and provides improved learning and teaching accommodation for staff and students. In September 2011 a new 2,300m 2 three storey teaching block was completed at the Aireville campus of the College. The building included a main reception, new science laboratories, general purpose classrooms, offices, computer rooms and an assembly hall and performance space and has made a very significant contribution to the development of the College. The development of this building has freed space within the College s High Street campus and allowed the transfer of administrative functions such as finance, human resources and management information service from the Skipton Coach House, and the release of property for sale. In summer 2011 the College childcare nursery was closed and the building released for sale. In summer and autumn 2012 the High Street campus was redeveloped to accommodate the College s Hair and Beauty department and to provide new and modern hair and beauty salons. This has allowed the College to concentrate the services it offers to customers (hair salon, beauty treatments, and restaurant meals) within one location, with an attractive reception area directly on to the Skipton High Street to attract customers, and provide excellent work experience and learning opportunities for students. This development has allowed the College to dispose of the Old Fire Station and discontinue the lease on the Victoria Street premises in the centre of Skipton. Improved facilities for students have been provided as follows: Redeveloped and improved student catering facilities at the Aireville Campus Increased workshop space at the Snaygill campus for the Division of Construction and Heritage Skills, and Improved practical accommodation for animal care, automotive and agricultural engineering students at the Auction Market campus. The number of students in AY was 1683, which was under the target number of The funding achieved for these students was 6.537m compared with the funding allocation of 6.97m in AY Recruitment of full-time learners in AY has increased and it is anticipated that the College will fulfil its funding allocation from the Educational Funding Agency (EFA) and receive increase funding levels in AY to reflect the lagged funding model used by the EFA. The Adult Skills Budget (ASB) for 19 plus learners and adult apprenticeships was exceeded and the College received an additional allocation of funding, taking total funding available to approximately 3.315m. The funding achieved from the ASB budget from the Skills Funding Agency was 3.150m against an initial allocation of 3.165m. The funding allocation achieved for apprenticeships in AY was 1.2m against an initial allocation of 1.051m this continues a long term growth trend in this area of College activity. High quality learning and teaching is important in ensuring that students maintain their attendance on programmes and achieve successful outcomes. Rigorous processes are in pace - lesson observation and professional support and mentoring along with performance management processes to ensure Page 15 of 34

16 staff continue to deliver high quality learning and teaching. Student success rates have increased by 1% overall in AY compared to AY for students attending long programmes. Apprenticeships continued to perform above the national average in AY with the following success rates: Age Category Overall Achievement Timely Achievement National Craven College National Craven College % 88.7% 65.3% 80.5% % 93.2% 67.3% 86.7% % 89.5% 62.6% 70.6% Overall 76.5% 90.2% 65.5% 81.4% Work Place Learning results are also good for AY with 91% for overall success, and timely in the region of 85% which is a further improvement on the previous year s figures of 86% overall and 73% timely. Following on from the successful Ofsted Inspection - Good with Outstanding Features the College was subject to a Quality Assurance Agency (QAA) review of the College s Higher Education provision known as an Institutional Quality Enhancement Review (IQER). The outcome of the review was extremely positive and confirmed that confidence can be placed in the soundness of the College s current and likely future management of the academic standards of its awards, and confidence can be placed in the soundness of the College s current and likely future management of the quality of the learning opportunities available to students. The report also recorded a high number of examples of good practice exhibited by the College. The College, through its Project Funding Team and Tyro Training, continues to develop important partnerships locally and across the Region including the Aire Valley and North Yorkshire. This includes attracting funding from a range of project funds including the European Union. Examples include c 0.4m Leonardo funding to support 5 European work experience exchange projects for full-time students and European Social Funding (ESF) of 0.6m for Skills Support for the Unemployed (SSU). Tyro delivers wide ranging programmes to support the unemployed in improving their chances of finding work, especially those with few or no qualifications or specialist vocational skills, by providing relevant and accessible training which is a key national priority given the current state of the national economy. The College is widely recognised as a very high quality provider of these programmes which it delivers in collaboration and partnership with a wide range of organisations and providers throughout the region and is seen as key strength of the College. The College continues to maintain a range of external awards and kite marks to test its service against nationally recognised standards. Support Services achieved the matrix standard in October 2010 and the report noted that Support Services make a significant contribution to individuals and organisations throughout the area, with committed staff totally dedicated to maintaining its core values. The College achieved Investors in People accreditation in November 2011 and this identified a number of areas of good practice. Positive feedback from staff include: Craven College is a very good employer, and has always recognised and valued its staff. The Disability 2 tick symbol re accreditation, emphasising the College s commitment to the equality of opportunity for disabled staff, was achieved in Page 16 of 34

17 Appendix 2 Local and National Circumstances Craven College is a medium sized general further education college situated in the Craven District of North Yorkshire at Skipton, which is known as the gateway to the Yorkshire Dales National Park. The College also has activity based in North Leeds at the Leeds Bradford International Airport (LBIA) and through a training and work based learning operation at Seamer near Scarborough, some 80 miles east of Skipton. The College serves the educational and training needs of individuals, communities and business in North Yorkshire, East Yorkshire, East Lancashire and the Aire Valley corridor to Bradford. The College service area is extensive and ranges broadly in term of population density. The College curriculum is broad and offers a wide range of subject areas, modes of attendance and work based training opportunities throughout the Craven and travel to Craven area. Competition from local schools for provision is significant as Skipton retains a selective Grammar school system and there are a number of local competitor colleges within the main population centres from which the College draws. Craven College is reliant on attracting sufficient students to its Skipton campus from areas which would be considered to be within the service area of competitor colleges. Population and Demographics Craven had a population of 56,300 in 2011 and is in the top 10 most sparsely populated areas in England with a population density of 47 people per square kilometre compared with 245 people per square kilometre for England as a whole. Craven covers 1,177 square kilometres and comprises 15% of the physical area of North Yorkshire. The population of Craven is expected to rise to 60,900 in 2021, a rise of 8.2%. The population of Yorkshire and Humber is 5.25m in 2010 and is predicted to grow by 6.3% to 5.58m in In Craven, 14% of the population are aged compared to 20% for the United Kingdom as a whole. Those over 50 years make up 46% of the population and those over 65 make up 23% of the population. Craven has a net out-migration of year olds and in-migration of older people. Over the period from 2011 to 2021 the number of year olds is projected to fall from 7,800 to 7,400 (-5.4%) and become 12.1% of the population. However, the population projection for 0-14 years is predicted to rise from 8,500 to 8,700 (+2.4%). In contrast the United Kingdom population of year olds is set to fall by 3.5% between 2011 and 2021 and the population of 0-14 year olds to rise by 12.5% during the same period. These population trends highlight the need for Craven College to continue to attract students from out-with the Craven area or develop provision within other areas and districts. Employment and the Economy Total employment in Craven is estimated at 25,900 with an employment rate of 75.6% compared to 67.8% in Yorkshire and Humber and 70% in the United Kingdom as a whole showing that despite the recession the local labour market remains strong. Of those in employment in Craven 15.4% are selfemployed which is higher than the national average. During the economic recession unemployment has risen within Craven and stands at 5.3% compared with 9.5% in Yorkshire and Humber and 7.9% in the United Kingdom. The Craven area has lower rates of long-term unemployment and lower rates of unemployment amongst under 25 year olds. Page 17 of 34

18 Gross weekly average pay for full-time employees in Craven is 480 per week compared with 465 in Yorkshire and Humber and 503 in the United Kingdom. Of the economically active population in Craven 78.4% have a NVQ Level 3 qualification and above compared with 73.8% in Yorkshire and Humber and 82.3% for the United Kingdom as a whole. Overall the Craven economically active population is relatively well qualified and has relatively high wage levels compared with Yorkshire and Humberside. However, the proportion of people in Craven with no qualification has increased in recent years in contrast with Yorkshire and Humber and the United Kingdom. Craven comes within the area and economic influence of the Leeds City Region and the Aire Valley corridor and the excellent communication links between Skipton and these two areas. Traditionally agriculture has been one of the main features of the Craven economy and remains important. However, over time the local economy has become more diverse as employment in agriculture and business linked to farming has declined. The table below shows the shows the distribution of employees by industrial sector for Craven, Yorkshire and Humberside and the United Kingdom. Employees by Industrial Sector Craven Yorkshire and Humber United Kingdom Manufacturing 9.3% 13% 10.2% Construction 6.5% 5.2% 4.8% Distribution, hotels and catering 27.4% 23.5% 23.4% Transport and communications 2.9% 5.5% 5.8% Services Finance, IT and other businesses 27.9% 18.4% 22% Public administration, health and education 19.9% 28.6% 27% Other services 3.1% 4.4% 5.3% Tourism related 11.2% 7.7% 8.2% Overall the service sector accounts for 81.2% of employees in Craven compared to 80.4% and 83.5% respectively in Yorkshire and Humber and United Kingdom. The key sectors of the Craven economy include: Manufacturing Sector whilst this sector has declined since 2003, it remains a key sector of the economy with 9.3% of the employees. Manufacturing is particularly important within the South Craven area. The manufacturing sector includes some large international manufacturing companies such as Systagenix and Kiddie Products. Manufacturing is relatively strong in Yorkshire and Humber and this is replicated in East Lancashire and the Aire Valley which are key service areas for the College. Engineering is under represented in the College curriculum. Visitor Economy Sector accounts for the largest proportion of Craven s businesses, especially within the remoter rural areas. Banking, Finance and Insurance Sector this area has experienced significant growth since 2003 but has declined since the 2008 financial crisis. However, this sector accounts for the highest proportion of total employment within Craven and is high relative to the Region. Agriculture and Land-based Industries forms a significant part of Craven s economy, particularly within the remoter areas of Grassington, Wharfedale and North Craven, accounting for the majority of self-employment in these areas. Page 18 of 34

19 Public Sector covering health and social care, education and public administration is relatively low for Craven but much higher in Yorkshire and Humberside. Construction Sector 6.5% of the employment in Craven is in construction which compares favourably with Yorkshire and Humberside and the United Kingdom. However, the construction industry continues to face challenging times. The construction businesses in the Craven area are in the main small and medium sized enterprises (SMEs). The majority of businesses in Craven are small with 72% employing fewer than four people and this account for 16% of employment. If self-employed are included then 38% of jobs are in enterprises employing fewer than five people. In Craven 2.2% of firms employ more than 50 people and lie within Skipton and the South Craven area. Craven College interacts with two Local Enterprise Partnerships the Leeds City Region Partnership and the York/North Yorkshire/East Riding Partnership. The location of Craven College is awkward in terms of local authority and LEP boundaries and the interpretation of economic and employment data. However, the York and North Yorkshire economic assessment has a useful categorisation called West Yorkshire Connected and is the area of North Yorkshire with good communication links to the conurbations of West Yorkshire and a second area called Dales. The key points for the West Yorkshire Connected area are: Experienced exceptionally high employment growth of 43% in the period 1993 to 2008, across most sectors and continuing to grow Very high growth and dependence on finance and business services and high levels of manufacturing employment Growth in hospitality, retail and business tourism sector High levels of activity and low levels of benefit claimants Highly skilled and qualified resident population. The key points for the Dales area are: Exceptionally high growth in employment but now static Significantly high levels of self-employment Half of all jobs in micro-enterprises High dependence on visitor economy jobs and business and agriculture. In terms of Leeds City Region the following are predicted as changes in employment patterns between 2011 and 2015: Employment Area Sector Share (%) Change (%) Employment Area Sector Share (%) Change (%) Health Metals Business Services Other Manufacturing Retailing Machinery and Equipment Education Rubber and Plastics Hotels and Catering Textiles and Clothing Other Services Electrical and Optical Equipment Page 19 of 34

20 Wholesaling Agriculture, Forestry and Fishing Banking and Insurance Minerals Construction Gas, electricity and Water Public Admin and Chemicals Defence Transport Transport Equipment Paper, Printing and Wood and Wood Publishing Products Food, Drink and Tobacco Other Mining Other Financial and Fuel Refining Business Services Communications Oil and Gas Extraction Financial Environment The College is funded from a number of sources depending on the work it undertakes. However around 11m of the 15.5m income is derived from the Educational Funding Agency (EFA) and the Skills Funding Agency (SFA) with the balance from fees, partnerships, projects and the Higher Education Funding Council England (HEFCE). The EFA funds the College s years provision and the SFA funds those over 19 years and manages the EFA funding for apprenticeships. The EFA money comes from within the Department for Education (DfE) and the SFA money comes from within the Department for Business, Innovation and Skills (BIS). The EFA funding model is a lagged funding model in that growth is funded the following year or clawed back the following year. The SFA funding is subject to possible in-year variations or claw back at the end of the year. Therefore recruitment of the funded level of students is crucial to the financial stability and sustainability of the College. Capital funding is provided to colleges by the SFA most recently through Renewal and Enhanced Renewal grants whereby the college is required to provide 2 for every 1 provided by the SFA. The 2010 Spending Review set out how the Coalition government was to carry out its deficit reduction plan. The Spending Review set out the spending plans for each of these departments from financial year through to for revenue and capital spending. The Institute of Fiscal Studies estimates that public spending on education in the United Kingdom will fall by 3.5% per year in real terms between and The Institute predicts this would return education spending as a share of the national income back to 4.6% by from a high of 6.4% in In cash terms capital spending over the Spending Review is reduced by 50%, funding reduced by 8% and 19 plus further education and skills reduced by 25%. A variety of programmes such as the Employer s Ownership of Skills will also transfer some of the remaining funding from colleges to employers. A system of Advanced Loans will also the transfer of some funding from colleges to the Student Loans Company which may come back to the College if students take out the loans and the assumed fee level is achieved. The savings in the education budget for year olds will be 1bn over the period of the 2010 Spending Review and will have come from a freeze on funding rates, reductions in funding rates for Page 20 of 34