Policy No. 17. Quality Improvement Strategy

Transcription

1 Policy No. 17 Quality Improvement Strategy

2 Epping Forest College Quality Improvement Strategy 1. Purpose of the Quality Improvement Strategy The purpose of the strategy is to set our approach for quality improvement and to identify key mechanisms by which it can be achieved. It is designed to ensure excellence in standards and to determine the ways in which the staff and governors of the College can contribute to change and improvement. The Quality Improvement Strategy is an essential element of the Strategic Plan and supports the achievement of the 6 key strategic aims of the college: Dynamic and inspirational Teaching, Learning & Assessment Excellent success and progression Innovative and exciting offer Amazing people Exceptional Resources, Entrepreneurial Edge 2. Vision Creating an amazing organisation by Objectives 3.1 The key objectives of the Quality Improvement Strategy are to: be proactive and responsive to meeting the needs of learners, employers and the wider communities served by the college embed continuous self improvement through rigorous self assessment and systematic planning for change and improvement develop clear, strong and innovative leadership and management at all levels within the college supported by vigilant and visionary governance

3 ensure that professional standards for all elements of the work of the college are met supported by effective professional development develop strategic partnerships with: local schools colleges employers external networks community and voluntary groups share best practice within the college and through peer development and review, and identified best practice from the further education sector and public and private sectors offer a broad but coherent academic and vocational curriculum with clearly defined progression routes from Entry to level 3 for learners aged and for Level 4 and HE for those aged 19+. ensure the success of our learners by providing high quality teaching, learning and support including the recognition of Value Added and Distance Travelled systematically consult with learners to gather and use their views and perceptions of current services across the college to secure change and improvement encourage active learner participation in quality improvement have in place and regularly monitor a range of key performance indicators that reflect the current performance of the college. We aim to personalise learning to meet the needs of each learner to increase participation, raise achievement and support the success of all learners. We seek not just to comply with the Equality Bill but to establish models of best practice for all learners identified with an additional support need. Consequently all staff share the responsibility to; Show fairness, courtesy and respect Ensure all learners are assessed and guided to the right course first time and supported appropriately Enable learning and achievement through support which recognises and responds to each learner s needs (including access to equipment, resources and facilities

4 Develop each learner s language & literacy, numeracy and ICT skills, as well as the more generic study and employability skills Enable each learner to become an effective learner and owners of their learning Ensure learning and teaching is innovative, exciting and fun and is at a standard that is consistently good or better Develop each learner to be confident, positive and independent Recognise and record learner progress towards their personal learning targets Ensure learners are safe and are able to learn and develop their knowledge understanding and skills in a positive learning and working environment Celebrate the diversity across the college and actively promote opportunities for all Ensure the progression and transition for each learner is planned and supported Ensure they are trained and able to respond effectively to the needs of each learner Establish the college as a learning organisation 4. From Strategy into Practice Responsibilities Everyone within the College community has obligations with respect to Quality. Overall responsibility for quality rests with the Principal who delegates day to day responsibility to the Vice Principal, Learning & Teaching. The Vice Principal, Learning & Teaching works closely with the College Managers to ensure that the highest quality standards are maintained. Each member of the academic and support staff is required, as part of their contract of employment, to adhere to all College policies and procedures as well the values set out within the Strategic Plan. Accountability and shared responsibility and unified focus is the cornerstone of making continuous quality improvement a reality. To convert this strategy into practice, the college will: 1. follow an annual quality cycle linked to the College planning processes 2. seek feedback from employers, community groups and other stake holders to help inform change and improvement in the quality of the College s provision 3. systematically, proactively and regularly seek the views of learners on provision, services and standards to secure in year change with feasible and medium term improvement

5 4. regularly monitor and review performance against internal/external standards to measure progress towards performance targets 5. carry out rigorous programme reviews and produce accurate self assessments at Department, Support and whole college level and use the judgments to plan and realise change and improvement 6. Assess the quality of its learning and teaching through observations and take actions to bring about improvements 7. support all staff and governors to work at the highest possible standard commensurate with their role through effective continuing professional development 8. foster a commitment to actively monitor, on a regular and timely basis, progress against key performance indicators 9. foster a commitment to excellence and continuous quality improvement with all college staff and governors 5. Key Quality Processes Epping Forest College strives to be an excellent provider or education and training to its communities and customer. It seeks to significantly exceed national benchmarks in everything that it does. The key quality processes in achieving this will be. a. follow an annual quality cycle linked to College planning processes to help secure systematic change and improvement plan an annual cycle of activities which support continuous quality improvement in all aspects of the College s work and disseminate to all learners, staff and governors ensuring a full understanding of their role and contribution to the process regularly monitor and report progress and impact against the plan and make adjustments as appropriate ensure that the judgements in the Self Assessment Report inform the operational planning process and succeed in the planning and implementation of change and improvement b. seek feedback from employers, community groups and other stake holders to help inform change and improvement in the quality of the College s provision develop links and partnerships with employers to inform curriculum planning and curriculum development to meet the needs of employees and employers

6 develop and maintain partnerships with local community and voluntary organizations to support the planning and delivery of an inclusive curriculum that meets the needs of individual learners at the college work collaboratively within strategic partnerships to support learner progression into and out of the college to realize their aims and aspirations work in partnership with peer organisations and networks to gather ideas and to monitor and improve quality c. systematically, proactively and regularly seek the views of learners on provision, services and standards to secure in year change where feasible and medium term improvement undertake surveys and other feedback mechanisms and ensure that the results contribute to timely, change, improvement in standards and the responsiveness of college services and provision ensure learner representatives are selected, trained and involved at a range of levels across the college with appropriate action being taken to secure change and improvement ensure appropriate channels for learners to voice their compliments, concerns and complaints so that their contribution is heard, taken seriously and acted upon at all levels in the college provide regular personalised feedback to learners on their progress with targets to assist them to succeed in progressing towards their ambitions and aspirations communicate the outcomes of surveys to learners and other stakeholders and inform them of the action that will be taken in order to address the issues and secure improvement against the issues they have identified d. regularly monitor and review performance against internal/external standards to measure progress towards performance targets agree clear and challenging targets through performance review that support each member of staff to progress and improve their standards of performance set clear and challenging targets for change and improvement for each aspect of college service and provision take action and provide support to assist each member of staff to realise their contribution towards corporate targets and the plan to be rated Outstanding by 2014 regularly monitor and review performance against agreed targets and other indicators and take action as necessary to support and ensure success

7 monitor performance of progress towards and outcomes achieved against Key Performance Indicators achieve agreed national standards-based awards, such as Matrix, IIP Silver and Investors in Diversity over the cycle of this strategy. e. carry out rigorous course reviews and produce accurate self assessments at Department, Support and whole college level and use the judgments to plan and realise change and improvement ensure accurate timely and accessible data is available to inform judgements on progress and performance at all levels throughout the organisation support all staff and teams of staff to accurately evaluate and make judgements on their own performance and take action to support improvement including course reviews incorporating learner feedback support all College managers to undertake effective self assessment, to make accurate judgements and take action to gain and maintain change and improvement through quality improvement planning systematically and rigorously challenge and validate course reviews and self assessment reports to ensure accuracy develop an accurate self assessment report for the whole college and ensure its accuracy through rigorous validation develop a College Improvement Plan to support change and improvement monitor the implementation of Quality Improvement Plans (QIPs) and evaluate the effectiveness of the action taken f. support all staff and governors to work at the highest possible standard commensurate with their role through effective continuing professional development ensure that the mission, vision and values of the college, roles and responsibilities and their contribution to change and quality improvement are understood by all new staff as part of a comprehensive and effective induction process provide well planned, timely, high quality support and opportunities for continuing professional development for all staff customised to meet their needs through effective performance review/appraisal systematically disseminate good practice across the College through mentoring peer support, observation and coaching celebrate outstanding performance on learning programmes and in service delivery

8 work to ensure that all staff are fully committed to and personally involved in the implementation of the College s quality systems take prompt action to address any issues where further development is required g. foster a commitment to excellence and continuous quality improvement with all college staff and governors improve communication across the organisation through ensuring clarity of roles and responsibilities, being as open and honest as situations allow while respecting the need for confidentiality ensure all staff and governors understand how they can contribute to becoming a more and more learner centred organisation develop, review and update service standards to ensure they meet requirements and support continuous improvement monitor the delivery of commitments through regular reports and surveys celebrate the success of learners, staff, governors and the college promote the successes and achievements of the college locally, regionally and nationally 6. Resource implications Epping Forest College will provide the necessary resources to fully support the Quality Policy in the form of: the Executive Team to take overall responsibility for ensuring that change and quality improvement is planned and targets achieved reporting to governors regularly indicating progress, risk and outcomes the Vice-Principal Learning & Teaching will be accountable for leading the development of quality improvement across the college supported by the Assistant Principals the Executive Team to plan the budget allocation to realise the planned outcomes for change and improvement the requirement to undertake Continuing Professional Development reports to governors on progress towards and outcomes of Key Performance Indicators with active reporting of areas at risk of not achieving planned targets

9 A LEARNER CENTERED APPROACH Appendix 1 RECRUITMENT PROGRESSION INDUCTION ACHIEVEMENT LEARNER DIAGNOSTIC ASSESSMENT ASSESSMENT LEARNER SUPPORT TARGET SETTING LEARNER & TEACHING

10 Appendix 2 Rationale COURSES AT RISK PROCEDURES FOR THE IDENTIFICATION AND MONITORING OF COURSES DEEMED TO BE AT RISK Epping Forest College recognises the need to constantly review the effectiveness of programmes offered. This procedure sets out its approach and guidance to courses At Risk. Courses that are underperforming will be identified through the criteria below and course teams given a fixed time period, normally one year, in which to show marked and sustainable improvement. Throughout this period, the Assistant Principal and Curriculum Manager will, in all cases, generate an agreed action plan and will monitor and support improvements. Criteria A course/programme of study will be deemed to be under-performing where the following evidence is highlighted. Low student attendance. Decline in retention. Achievement rates are 5% or more below national average or agreed target, or declining over three years. There are serious or repeated complaints about the course, its delivery or assessment. External Verifier or SV reports indicate that sanctions are in place, or may be applied in the future. There is a significant or persistent negative value added score. Poor student survey and/or focus group findings. Responsibility The Assistant Principal and Curriculum Manager will be responsible for investigating and analysing the reasons for under performance as well as putting together an Action Plan to bring about improvements. Actions may include: Staff Development for some or all of the Course Team. A review of the staff teams roles and responsibilities. A review of assessment methodologies used and tracking of learners. Lesson observations (informal or formal). Regular and close register audits for attendance and punctuality. Review of Schemes of Work and Lesson Plans.

11 Appendix 2 Monitoring Progress will be reviewed termly through KPI meetings. Progress reports will consist of updates against agreed actions. Monthly reports on progress against actions will be provided to the Vice Principal by the Assistant Principal.

12 Appendix 2 COURSES AT RISK Course Title Details of courses, level, awarding body, number of learners Reason for becoming At Risk Agreed actions

13 Appendix 2 Impact Update actions as a result of impact

14 Appendix 3 To print out a copy of the Quality Calendar , please click on following icon: Adobe Acrobat Document