REPORT

ON EVALUATION AND PLANNING (REP)

FOR
GUERNSEY COLLEGE OF FURTHER EDUCATION
2013-14

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Table of Contents
Introduction ........................................................................................................................................... 4
Context for 2013-14 ............................................................................................................................... 4
COLLEGE MISSION, VALUES, STRATEGIC AIM ........................................................................................ 6
Data and Information used to evaluate the Colleges performance 2013-14 ....................................... 7
OUTCOME FOR LEARNERS ..................................................................................................................... 8
1- How well do Learners enjoy their work and how successfully do they achieve? ...................... 8
Enjoyment and Achievement ........................................................................................................ 8
Key Strengths for Enjoyment and Achievement: ....................................................................... 8
Area for Improvement for Enjoyment and Achievement: ......................................................... 9
2- How well do learners improve their economic and social well-being through developing the
skills and personal qualities that will assist their employability ...................................................... 10
Economic and social well-being ................................................................................................... 10
Key Strengths for economic and social well-being .................................................................. 10
Key Areas for Improvement for economic and social well-being ............................................ 11
THE QUALITY OF PROVISION ............................................................................................................... 12
3- How effectively do teaching, training and assessment support learning and development? . 12
Teaching, Training and Assessment ............................................................................................. 12
Key Strengths for Teaching, Training and Assessment ............................................................ 12
Key Areas for Improvement for Teaching, Training and Assessment ...................................... 13
4- How effectively does the provision meet the full range of learners needs and the training
requirements of employers and Bailiwick Curriculum outcomes? .................................................. 14
The Provision ............................................................................................................................... 14
Key Strengths for the Provision ............................................................................................... 15
Key Areas for Improvement for the Provision ......................................................................... 15
5- How well are learners cared for, guided and supported? ....................................................... 16
Care, Guidance and Support ........................................................................................................ 16
Key Strengths for care guidance and support .......................................................................... 16
Key Areas for Improvement for care guidance and support ................................................... 18
LEADERSHIP AND MANAGEMENT ....................................................................................................... 19
6- How well leaders and managers, at all levels, evaluate the College and have a clear and
accurate view of its strengths and areas for improvement? ........................................................... 19
Self Evaluation ............................................................................................................................. 19
Key strengths for self-evaluation ............................................................................................. 19
Key Areas for Improvement for self-evaluation ...................................................................... 19
7- How effectively do leaders and managers, at all levels, set clear direction and improve the
outcomes and quality of education for all learners, using available resources to secure value for
money? ............................................................................................................................................ 19
Leadership and Management ...................................................................................................... 19
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Key Strengths for Leadership and Management ..................................................................... 20

Key Areas for Improvement for Leadership and Management ............................................... 21
8- How well have leaders and managers demonstrated their capacity to make and sustain
improvements to the College? ........................................................................................................ 23
Capacity to improve ..................................................................................................................... 23
Key strengths for capacity to improve ..................................................................................... 23
Key areas for improvement for capacity to improve ............................................................... 23
9- Summary of evaluation and main priorities for improvement ................................................ 23
IMPROVEMENT ACTION PLAN ................................................................. Error! Bookmark not defined.

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Introduction

The Guernsey College of Further Education is a general FE College and is the only College of
Further and Higher Education in the Bailiwick.
The number of student enrolments are circa 5000 each year. These students enrol on a
range of over 300 courses, from special needs to graduate programmes.
The College staff comprises 73.25 full-time lecturers with over 100 part-time teaching staff,
and learning support assistants. The teaching staff are supported by 52 corporate support
services staff of 45 full-time equivalent administrators, technicians and caretakers.
The activities of the College are spread across three main campuses: Coutanchez campus,
Delancey campus, (in the building that was St Sampsons Secondary School) and Les Ozouets
campus (in the building that was St Peter Port Secondary School) that also houses the
purpose-built Princess Royal Centre for Performing Arts.
The College serves the needs of the entire Bailiwick community, having students from all the
islands: Guernsey, Alderney, Sark and Herm.
Of the 5000 enrolments each year, just over 500 are full-time students, approximately 350
are States Registered Apprentices, between 300 and 400 are 14-16 year old pupils from the
Islands schools and the rest are part-time students on a wide range of courses which
includes the Adult Education programme.
As well as offering a wide range of qualifications and courses, the College offers a broad
curriculum across 18 Programme areas.

Context for 2013-14

The College has undergone significant change in 2013-2014. The College has responded
positively to the Financial Transformation Programme and as a result the structure of the
College has changed. This has created many challenges that influenced and impacted on
some of the operational matters throughout the academic year. Namely the acting structure
at the senior management level had meant that 3 members of the team where on
temporary acting up posts, which meant some longer term plans were stalled in anticipation
of further change that was imminent.
The Acting Principal- Steve Dudley- retired at Easter and this post was replaced by a new
post of Chief Executive and Principal which was filled by Saboohi Famili in June 2014. The
College Senior Management Team also coped very well during the last 2 terms of the
academic year whilst absence due to ill health of a member of the team impacted
significantly in the capacity of the senior management team.
At the programme management level, the College also faced capacity issues due to unfilled
vacancies, and some significant changes in the structure as a result of staff departing from
the College in a variety of guises. The College also ceased its provision of Media Studies
Level 3 and the impact of this on both staff and students was managed well.
With regards to workforce management during 2013-14, unsuccessful request for extension
of Housing Licence arrangements for a key lecturing post and inability to fill some key
vacancies has meant the Colleges staffing structure remains unstable with gaps creating
additional tension on staffing resource for 2014-15.
It has become clear that there is an immediate need for the College to have a better handle
on its management of human resources, including an ability to source resources in a shorter

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length of time. This includes a better understanding of existing practices and processes as
well as improving them to be fit for the circumstances of the College.
With regards to the accommodation strategy, in 2013-14 the Colleges bid for Capital
Investment funding to the value of 22m was put on hold with a view to a more cost
effective plan devised to move from 3 campus to 1 over a longer period of time. The
Education Department, College of FE and Treasury and Resources have been working on
commensurate plans to cope with this deferral. A modest sum of 5.5m is now pencilled in
the capital budget for the States of Guernsey to see the first phase of this move that
involves a relocation of services from the Delancey Campus to the Les Ozouets Campus.
Work continued steadily on actions identified from the 2012-13 REP and significant progress
has been made in developing strategies to support the development of Teaching and
Learning. The College recognises that further work and development is needed to embed a
culture of continuous improvement.
In response to the Goddard report the College sourced a new MIS system. The
implementation of the project for the MIS system to become the sole sources of data and
information on students records is a work in progress. Despite the system being in use since
September 2013 and a series of training session being conducted for College staff, the use of
data, accuracy, timeliness and relevance of reports needs improvement. The College has
identified this as a key priority and commenced a process of further outlining its data and
information needs to support management decision making. There has been improvement
in use of data by comparison to the previous year, however, it is still not sufficiently robust.
Further training was sought during the summer of 2014 and work is in progress to address
staff training needs and understanding of the system.
In response to the Goddard report a new Board of Governors was appointed at the College
of FE. This board commenced its role in January 2014 and one of its first engagements with
the College was its involvement in the process of an appointment to the post of the
Principal at the College. The new board met 3 times over the 2013-14 academic year and
has worked with the new Chief Executive and Principal on matters related to the Colleges
future accommodation strategy and future plans. The Board of Governors has received a
bespoke Governors Induction from Education Department in July 2014. The Board of
Governors is working with the Education Board in order to set up the College of FE as a
corporate, arms length body with the necessary structure, governance and controls to
ensure sufficient flexibility and operational independence, whilst ensuring effective,
responsible local delivery.
Research has been carried out over the summer of 2014 to define a new legal framework
with the necessary powers for the Board of Governors that delineates the duties to operate,
manage, maintain and enhance the strategic educational plans, as outlined by the Education
Department, efficiently and effectively. It is also intended that the College will work and
establish a robust 3 year Outcome Agreement over the 2013-14 academic year to provide
the College with a stable funding basis and a clear, robust framework for setting long term
performance outcomes and investment needs. Details of the above is to be outlined and
confirmed during the 2014-15 academic year with a view that from 2015-16 academic year
the College will operate on a 3 year cycle of funding and outcome agreement. This will be
monitored regularly and adjusted annually to reflect the needs and demands of the
communities the College serves.
Over the summer term of 2014, with the arrival of the new Chief Executive and Principal,
the College has commenced a process of systematically reflecting on its operational matters
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and direction for the future. Staff were consulted, their views being sought on where they
felt the College was and where they felt it should be. A process of KILN was conducted
where colleagues were encouraged to identify which aspect of the life and operation of the
College they wished to KEEP, which they felt was in need of IMPROVEMENT, which needed
to be LESSENED and what needed to be introduced NEW. These views were collated and
suggested areas for improvement identified. This resulted in the Colleges new Strategic
Vision, entitled Vision 2018. The focus of attention has been aimed at progress and
continuous improvement. It is recognised that the College would need improved systems
and consistent processes across the board in order to be able to operate efficiently and
make informed decisions. Staff CPD and training needs is taken into account and will be
worked on over the next academic year to ensure that a measured approach towards the
implementation of a transformational programme for the College of FE is adopted.
The College has commenced its process of consulting about its future through a series of
events entitled Today, Tomorrow, Together. This will enable the Colleges key
stakeholders and other interested parties to be involved with shaping the future of the
Further Education in the Bailiwick. Over 2013-14, the first of this series was conducted with
all staff at the College of FE.

COLLEGE MISSION, VALUES, STRATEGIC AIM

Our mission is:

Leading excellent, distinctive and inspirational further, higher and adult education that contributes
to the economic success and well-being of the communities across the Bailiwick of Guernsey.
Our Vision is to be:
A prestigious College of Choice and Opportunity for all
A business and community facing College
The leading provider of education in the Channel Islands
A financially sound and stable College
A provider of an innovative, flexible and demand-led curriculum
A promoter of life-changing opportunities
Our values are encompassed in our PRIDE:
Putting students first
Rewarding relationships
Inspiring people
Delivering excellent service
Exceeding Expectations
Our strategic aims are:
1- Providing a quality learning experience
to transform the curriculum to reflect learner and employer needs.
to provide flexible and blended modes of delivery
to improve learner engagement.
to develop learning @work 4 work opportunities
2- Enhancing business and employer engagement
to strengthen links with employers
to create a high quality and flexible infrastructure that is responsive to the market
demand
to anticipate skills shortages and provide relevant training
to widen participation and access by reaching out to all levels, ages and abilities
3- Extending our reach
to improve progression rates through a seamless provision across all levels
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 to engage productively with our communities

to improve recruitment and raise our profile in new markets
4- Achieving sustainability
to ensure long-term financial viability
to manage resources effectively and achieve stability
to become increasingly environmentally supportive
to identify and manage risks effectively
The College has identified the following 3 Key Priorities for 2014-15:
Devising and planning a 3-year teaching, learning and assessment strategy that links with the
Bailiwick Curriculum Development plans and the Vision document, Todays Learners
Tomorrows World.
Creating a robust, well-developed, evidence-based action plan with a regular schedule of
monitoring and reporting
Development of the 6 Response Plans as outlined below that will support the
implementation of the Colleges 3-year Teaching, Learning and Assessment vision and
ensure we stay true to our PRIDE values.
1. Data and Information Management Response Plan 2014-18
2. Finance Response Plan 2014-2018
3. Human Resources Response Plan 2014-18
4. Marketing and Promotion Response Plan 2014-18
5. Media and IT Services Response Plan 2014-18
6. Property Response Plan 2014-18

Data and Information used to evaluate the Colleges performance

2013-14
Whilst developmental work is being carried out on collection, analysis, evaluation and use of
data, the Colleges MIS system and other databases are used to produce the information
used in this report. These include retention, attendance, achievements and progression.
This data has been aggregated to give a whole College perspective and collated to give a
picture across the main areas of provision
16-19
Full time including 14-16
Apprenticeships
Part time, including long part time (greater than 24 weeks) and short part time (less
than 24 weeks)
Adult Education
Where available appropriate comparisons have been made. Data has also been cited in this
REP regarding Learner Voice with an average response rate of 67%. The College undertook 3
main surveys periods in 2013-14 as part of our Learner Voice strategy of 2011-12. These
included 3 surveys to students, 1 survey to parents of 16-19 students and 1 Alumni survey.
The response rates from learners across the areas of provision were variable. 16-19
response rates ranged from 58-63%, 14-16 response rate at 51% and apprentice provision
37% part time provision parental survey and alumni survey response was low. Comparisons
have been made for benchmarking purposes to FE Choice where questions were
comparable.
Where appropriate, Programme Management teams have used benchmarking data from
awarding organisations to evaluate their sector specific progress against other providers.
The College has also used ALIS data to evaluate value added for level 3 graded programmes
only. Academic year 2013-14 was the second year the College has been able to use this,
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however, data has not been fully exploited for the purpose of evaluating and the College
recognises that this is an area for development. (See question 7)

Other data sources cited for comparison:
http://www.thedataservice.org.uk/Statistics/statisticalfirstrelease/

http://fechoices.skillsfundingagency.bis.gov.uk/pages/lv.aspx?age=16-18&level

OUTCOME FOR LEARNERS

1- How well do Learners enjoy their work and how successfully do
they achieve?
Enjoyment and Achievement
Overall Judgement
Enjoyment
Retention and Success
Meets/Exceeds requirements
Planned time
Overall progress
Consistency of progress
Transferable skills
Progress to employment and Further training

WD
X

X



X
X

P



X
X
X

LP

X

Key Strengths for Enjoyment and Achievement:

1. Students enjoy studying at the College. 90% of all Full time 16-19 students and 97% of Part
Time students and 97% of Apprentices on States Apprenticeship programmes, enjoy the
programme of their studies. 97% of all 16-19 and Full time students on Part Time and
Apprenticeship programme find their lessons interesting. (Enjoyment)
Source of Evidence: Learner Voice Survey Response, Course Reviews, Tutorial Files, Learning Walks
2. High level of attendance leads to students achieving their goals. Average attendance
remains at 88%. With Long term Part Time courses on 91% and Apprentice L3 on 89%
(Enjoyment)
Source of Evidence: MIS data
3. Retention and achievement rates remain high across all provision, averaging at 95%. This is
88% for full time 16-19, 91% for 14-16 learners, and 100% for short PT courses ( Retention
and Success)
4. Learner aim success rates for apprentices at L3 is at 95% and L2 at 97% ( Retention and
Success)
5. Achievement over time for 16-19 Level 2 and 3 shows a sustained improvement and
remains above 90% in both L2 and L3 (Retention and Success)
Source of Evidence: MIS data

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6. Majority of students on 14-16, full time 16-19, long part time and apprenticeship
programmes and all on short part time programmes complete their programmes within the
planned time. ( Planned Time)
Source of Evidence: Lesson Plans and Schemes of Work, OTL reports, ALIS Data
7. Positive feedback received from Pearson Edexcel demonstrates compliance with regulatory
requirements. Also, feedback from industries such as Health and Social Care, Beauty
Therapy, Administration, Business and ICT demonstrates that the provision meets and at
times exceeds requirements. (Meets/Exceeds requirements)
Source of Evidence: External reports, Employer feedback
8. Good progression to employment, returning students to continue with Further Education
and progressing to Higher Education. For example an increase of 27% of learners applying
for University, 40% of 14-16 students progress to Full time or Apprenticeship programmes
(Meets/Exceeds requirements, Progress to employment or Further training, Transferable
Skills)
Source of Evidence: MIS data, Alumni survey, Destination data, Employer feedback, UCAS
applications
9. Strong tutorial, careers advice and guidance and enrichment programmes resulting in
learners gaining a good range of transferable skills.
Source of Evidence: Weekly tutorial Bulletin, Tutorial Scheme of Work, Study visits to UK, Real life
commission of projects, Learner Voice.

Area for Improvement for Enjoyment and Achievement:

1. Low level of enjoyment and achievement for 14-16 provision. Data indicates lower levels of
satisfaction with regards to enjoyment of their programme towards the end of their course.
Only 86% of students on 14-16 provision enjoy their programmes; this shows a drop of 9%
from the first Learner Voice conducted at induction. 87% of 14-16 provision at L1 and 88%
for L2 which is below the average attendance at High schools. ( Enjoyment and
Achievement) (Actions: 1)
Source of Evidence: Learner Voice Survey Response, Course Reviews, Tutorial Files, Learning Walks
2. Attendance is inconsistent. Low level of attendance across L1 and GCSE Maths and English.
Attendance on L1 is at 75% which is 13% below the Colleges average. It is recognised that
85% of L1 students have identified a special educational need. Long Part time L1 courses is a
69%. Attendance at GCSE Maths 53% and English at 76% and FMS at 61%. Attendance for L2
is at 85% on average. For Full Time 16-19 Level 2 provision it averages at 86% with lower
attendance for Business Studies and Creative Diploma. Long Part Time L2 shows attendance
at 83% (Enjoyment and Achievement) ( Action: 2)
Source of Evidence: MIS data
3. Success rate is poor for full time 16-19 provision at 69% and at 64% for long part time
provision. Average Additional Learning Support Needs remains high at 46% for full time 16-
19 provision. With a breakdown of 85% of Level 1, 41% of Level 2 and 26% of Level 3
learners accessing additional learning support. (Retention and Success) (Actions: 3,4,5,6)

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Source of Evidence: MIS data

4. Inadequate management of staffing, structural changes and inability to manage staff
sickness cover in time had meant that 3 provision of Sports 16-19 Level 1, 2, 3 a total of 14,
Media Level 3 a total of 4 students and Built Environment Apprenticeship at Level 3 & 4 did
not complete their provision within the planned time. (Planned time)(Actions: 7,8)
Source of Evidence: MIS data, HR records
5. Monitoring and tracking of progress against learner aims and targets is inconsistent. (Overall
progress, consistency of progress) (Actions: 2,3,4,5,6,9)
Source of Evidence: Tutorial files, MIS data
6. Improve working relationship, partnership and collaboration between business community
and the College to support the process of curriculum design and delivery to meet and
exceed the requirements of the Bailiwick. ( Meets and exceeds requirements) (Action 10)
Source of Evidence: Employer forums
7. Destination data is patchy, inconsistent and lacks details. (Progress to employment or
Further education and training) (Action 11)

2- How well do learners improve their economic and social well-being through
developing the skills and personal qualities that will assist their employability
Economic and social well-being
Overall Judgement
Knowledge, understanding and skills
Career opportunities
Safety
Health and well-being
Contributing
16-19 full time learners

WD
X
X
X


X

P



X
X

LP

Key Strengths for economic and social well-being

1- Well-developed acquisition of knowledge, understanding and skills. There is clear evidence from
assessment plans, scheme of works and tutorial support programmes across all vocational areas
that demonstrates learners ability to develop knowledge, skill and understanding related to
their chosen vocational profession. For example, 94% of respondents to Learner Voice identified
that they have learnt to work independently and 85% declare that attendance at the College has
increased their confidence. Data on use of library and other learning resources demonstrates an
increased use of independent studies. Progression data relating to further studies and
employment also shows evidence of improved knowledge and skills (Knowledge, understanding
and skills)
Source of Evidence: Learner Voice, Tutorial files, Course and programme files, Assessment records,
Scheme of Work, EV reports and OTL reports
2- Well-developed and improved opportunities for career advice leading to better progression for
learners. The majority of learners develop a good understanding of career pathways that are
matched to their qualifications and aspirations. For example, 88% of learners indicated that they
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are aware of their options after completion of the course and that they have received advice and
guidance that helped them with their choices. The College has also improved its relationship
with the Careers Services - 25 group sessions, increased the number of 1:1 career interviews to
30 sessions, 19 progression sessions complemented by employability workshops, interview skills
workshops and a higher level of access to the Careers team has demonstrated a positive impact.
(Career opportunities)
Source of Evidence: Programme Areas SER, Learner Voice, Placement data, Progression information,
External verifier reports, Employer liaison reports, Attendance at Careers Services sessions.
3- High percentage of learners feel safe and are safe. Learner Voice data shows that learners feel
safe at the College and across all areas of provision. For example 98% of 16-19 Full time and
Apprentices feel safe at the College. 94% of learners on 14-16 provision responded positively on
matters related to safety. Health and Safety matters related to the vocational areas are
embedded and well developed across the curriculum areas. Risk assessments are done and
accidents and incidents related to safety are under control and are monitored regularly. For
example 59 minor accidents were reported for 2013-14 academic year. (Safety)
Source of Evidence: Scheme of Work, Learner Voice, Accident and Incident reports, Safeguarding
records.
4- College offers a variety of provision through tutorial programme, Counselling, PSHE subjects and
awareness raising sessions to enhance the knowledge and opportunities for learners to improve
their health and well-being. Health and well-being survey and Learner Voice survey shows
improvement in this area (Health and well-being)
Source of Evidence: Learner Voice, Enrichment programme, Tutorial Scheme of Work, Attendance at
Awareness raising sessions, learning walks in Adult Education.
5- Students make meaningful contribution to the life of the College. For example, Student Council
meetings are well attended and the student governor has been proactive in many strategic
decision making areas about the College, including the appointment of the new Chief Executive
and Principal of the College, and providing input in Today, together, tomorrow. consultation
process and representation of the College at external events such as Lieutenant Governors
garden party. The Learner Voice survey shows that students are aware of how they can
contribute to the life of the College. (Contributing)
Source of Evidence: Student Council meetings, Learner Voice, Enrichment attendance
6- Many students on the 16-19 provision make a valuable contribution to the Island community
and College life. This is evident from national and local awards. See appendix (16-19 year-old full
time learners)
Source of Evidence: Local and National Awards, Employer feedback post-employment, Programme
Areas SERs, Learner Voice.

Key Areas for Improvement for economic and social well-being

1- Improve the consistency of the availability and access to Careers Service workshops and support
across 16-19 provision. (Career opportunities) (Action: 2)
Source of Evidence: MIS data on attendance

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2- Attendance on Functional skills, Level 1, Level 2 and GCSE Maths and English provision requires
improvement. This is Functional skills 61%, for Level 1, 76% , Level 2 86%, and for Maths GCSE
53% and GCSE English 76% ( Economic and social wellbeing) (Actions:2, 6)
3- Improve the information gathered on students destination and progression data including
details of employment via MIS system. (Career opportunities, contributing)( Action: 6)
Source of Evidence: MIS data
4- The College should create a Risk Register and manage the overall Health and Safety strategy, by
monitoring it regularly (Safety) ( Action:11)
Source of Evidence: College Strategic Plan
7- Improve enrichment programme and embed the Supporting Learners to Succeed Strategy to
address matters related to learners well-being. This includes review of the provision of food and
snacks at the College campuses, issues related to physical activity and also mental health.
(Health and well-being, contributing) (Action 12)
Source of Evidence: Learner voice, Tutorial Scheme of Work

THE QUALITY OF PROVISION

3- How effectively do teaching, training and assessment support learning and
development?
Teaching, Training and Assessment
Overall Judgement
Impact
Objective, methods and resources
Skills and expertise of staff
Assessment of learners performance
Use of assessment data to plan learning
Literacy, numeracy and functional skills
Technology

WD

P
X
X

X

LP


X

X
X
X

Key Strengths for Teaching, Training and Assessment

1- Well-developed or excellent records of observation of teaching and learning elements, as
well as provision of Teaching and Learning Coaches demonstrate impact on quality of
teaching, training and assessment. 74% of observed lesson elements scored either Well
Developed or Excellent. (Impact)
Source of Evidence: OTL records
2- Majority of the lessons observed identify objectives and methods of delivery that stretched
and challenged learners. This is backed up by evidence from 98% of respondents to the
Learner Voice survey who fed back that they were clear about the lesson objectives and
understood them.(Objective, methods and resources)
Source of Evidence: OTL records, Learner Voice
3- A great majority of teaching staff have a professional qualification and have recent
experience of industry in their vocational subjects and over 85% of permanent lecturers take
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part in the professional learning communities to share good practice. (Skills and expertise of
staff)
Source of Evidence: HR Records, appraisal records
4- Feedback from Exam Boards and External Verifiers is good with a limited number of actions
for improvement. This is backed up by evidence from Learner Voice survey. For example,
100% of 16-19 learners who responded to the Learner Voice survey indicated that they have
received good feedback on their work and that has helped them to identify how to improve.
94% said that they received their marked works promptly. 100% of 14-16 learners who
responded to the Learner Voice strongly agreed that they received feedback that helped
them improve and 98% of those on Long Part Time courses knew how well they were doing
on their course. There is strong evidence in Schemes of Work and Assessment plans that
assessment of learners performance is well developed. (Assessment of learners
performance)
Source of Evidence: Learner Voice, External verifier reports, Scheme of works, Lesson plans,
OTLs.
5- Introduction of Forskills for Maths and English produced more detailed diagnostic reports on
students ability and capability that enabled improved planning of additional learning
support, specifically for Maths and English. (Use of assessment data to plan learning)
Source of Evidence: ALS records, Initial Assessment records
6- Increase of the overall success rates in GCSE Maths by 27% from 38% to 65%, iGCSE English
increased by 16% from 67% to 83%, Edexcel L1 Maths increased by 12% to 70% in
comparison to 58% , whilst level 2 Maths improved to 82% against 53% the year before.
(Literacy, numeracy and functional skills)
Source of Evidence: Exam results (MIS data)

Key Areas for Improvement for Teaching, Training and Assessment

1- Observation of Teaching and Learning records show a need for improvement in the following
areas: use of technology to enhance learning in 9 programme areas, differentiation in 7
programme areas, monitoring of progress in 5 programme areas, Questioning in 3
programme areas and assessment feedback in 3 programme areas. (Impact) ( Action: 11)
Source of Evidence: OTL records
2- Lesson observations highlight an immediate need for improvement in ICT and use of
technology and resources to further enable the use of more innovative and engaging
methods of teaching. (Objective, methods and resources) (Action 11)
3- Improvement in the use of target setting, differentiation, inclusion, and embedding of maths
and English is needed (Objective, methods and resources) (Action 11)
Source of Evidence: OTL records
4- A high proportion of staff require support and relevant training in order to make effective
use of Technology to enable an improved learning experience and to embed Maths and
English in vocational areas (Skills and expertise of staff) (Action 11)
5- Introduction of a basic level of teaching qualification as a minimum whilst encouraging and
providing clear progression to full teaching qualification is needed. Also introduction for all
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teaching staff to have GCSE in Maths and English or equivalent. (Skills and expertise of staff)
( Action 11)
6- Some lecturers who teach at the College and particularly those who teach less than 10 hours
are not engaged in the Colleges CPD provision and inset days. Nor are they observed as part
of the OTL schedule. (Skills and expertise of staff) (Action 11)
Source of Evidence: OTL records, CPD attendance record, Performance Appraisals
7- Learners performance needs to be consistently tracked and monitored through the use of
the MIS to ensure progress against targets and, in the case of failure, appropriate actions
taken in a timely manner to ensure that learners will succeed. Also use of ALIS data needs to
be improved (Assessment of learners performance) (Actions: 6, 11)
8- Use of nested qualification needs to be reviewed to ensure students are placed on the right
course at the right level and their progress is monitored and tracked against appropriate
learning aims. (Use of assessment data to plan learning) ( Actions: 4, 6, 11)
Source of Evidence: MIS data, OTL, Tutorial records.
9- Inconsistent use of diagnostic tools, target setting, and tracking progress against targets
were observed across some levels and areas across the College, resulting in an inadequate
level of support provision. (Use of assessment data to plan learning) (Action 6, 11)
10- Lack of defined entry requirements for the Apprenticeship programme creates major
difficulties in capacity and capability of staff providing additional learning support for this
group of students. (Use of assessment data to plan learning) ( Action 13)
Source of Evidence: MIS, Tutorial files, ALS records, OTL
11- Attendance of 16-19 students to the Maths and English programmes is low at 77% and only
76% of apprentices attend Maths support. (Literacy, numeracy and functional skills) (Actions
2, 3,11)
12- Low success rates for overall 16-19 provision, 50% success rate for English and 58% for
Maths. Level 1 Functional Skills, English and Maths success rates were less than proficient.
(Literacy, numeracy and functional skills) (Actions 2,3,11)
Source of Evidence: OTL, MIS Data
13- The lack of systematic investment and effective use of technology is impacting on quality of
teaching, learning and assessment (Technology) (Actions 11, 14)
Source of Evidence: OTL records, Appraisals

4- How effectively does the provision meet the full range of learners needs and the
training requirements of employers and Bailiwick Curriculum outcomes?
The Provision
Overall Judgement
Engagement and impact
Planning of provision
Responsiveness of provision
Enrichment activities and or extended services
Social inclusion and sustainable development
ICT

Page 14 of 24

WD


X

P
X
X


X

LP



X

X

Key Strengths for the Provision

1. An increase of 27% in learner numbers on the 16-19 provision has been observed over the
last 3 years, including 40% progression from 14-16 links programme. The apprenticeship
numbers are maintained above 300 and Adult Education data demonstrates a high level of
multiple enrolments together with a high level of returning students, year on year.
(Engagement and Impact)
Source of evidence: Learner recruitment data and Progression data (MIS)
2. The mixed delivery of the qualification enables a highly flexible approach to designing a
qualification pathway for learners to meet their aspirations and goals.(Planning of Provision,
Responsiveness of Provision)
Source of evidence: MIS data, tutorial files, Group profile, Learning Aim variance in groups
3. Some excellent and productive relationships and partnerships with industry and vocational
sectors has resulted in a fit for purpose and responsive provision that creates the workforce
of the future and responds to the needs of the community. Examples of this include the
provision on Apprenticeship programmes, Provision for the unemployed through the Social
Security Department and many meaningful work placement arrangements (Responsiveness
of provision)
Source of evidence: Schemes of work, Employer Forum responses, Learner Voice
4. Improvement of the structure in the Enrichment programme has resulted in an improved
uptake and outcome for learners. (Enrichment activities)
Source of evidence: Learner Voice, Tutorial Scheme of Work, Enrichment programme

Key Areas for Improvement for the Provision

1. Improved engagement with other providers of post 16 education in the Bailiwick is needed
to ensure that the depth and breadth of the offer meets the outcomes outlined in the
Bailiwick Curriculum Statement. (Engagement and Impact) (Action 11,14)
2. Improved flexibility of delivery methods through the use of technology, innovative ways of
transferring knowledge and engagement is needed to meet the demands of employers. This
needs to be reflected in the Colleges Teaching, Learning and Assessment strategy.
(Engagement and Impact) (Action 2,11,14)
3. Review the 14-16 curriculum in line with the needs from FEL. (Engagement an Impact)
(Actions: 1, 10)
Source of evidence: Employer Engagement records, Vision 2018, Bailiwick Curriculum Statement
4. Lack of investment in IT and learning resources impinge on the ability of lecturers to plan a
more innovative provision (Planning of Provision, Responsiveness of Provision) (Action
11,14)
5. The admission process and additional learning support for the Apprenticeship programme
needs to be radically reviewed to ensure learners are supported to achieve. (Planning of
Provision, Responsiveness of Provision) (Action 3, 11)
6. All stakeholder involvement in planning, shaping and reviewing of the curriculum needs to
be incorporated into the 3 year and longer term planning cycles. This will enable the College
to take into account Political, Economic, Social, Technological, Legal, Environmental (PESTLE)

Page 15 of 24

influences and plan effectively to address these. (Planning of Provision, Responsiveness of

Provision) (Action 11)
7. The Colleges 5 Key Process of 1-Curriculum Planning, 2-Marketing and Promotion, 3-
Admission and Learner Recruitment, 4- On-Programme Support, 5- Progression and
Destination need to be mapped and re-engineered to enable a more efficient and effective
use of resources. (Planning of Provision, Responsiveness of Provision) (Action 11)
8. The Colleges Human Resources and Work Force Strategy and Property Strategy need to be
reviewed to match the requirements of the market, the curriculum and its delivery.
(Planning of Provision, Responsiveness of Provision) (Action 11)
Source of evidence: OTL records, Scheme of Works and lesson plans, ALS reports, MIS data, Strategic
plan Vision 2018.
9. Inconsistent and patchy attendance at enrichment activities needs to be addressed.
(Enrichment activities) (Actions 2, 11)
Source of evidence: Enrichment attendance data (MIS data)
10. Better assessment of students needs on transition is required together with improved
monitoring of progress against targets (Social inclusion and sustainable development)
(Action 11)
11. Improvement in tutorials, lesson planning and design of the Schemes of Work is needed to
ensure that social inclusion and sustainable development is fully considered throughout the
planning and monitoring process. (Social inclusion and sustainable development) (Action 11)
Source of evidence: Tutorials, MIS data, Progress against targets, Initial Assessment and diagnostic
reports.
12. There is not sufficient ICT infrastructure and network capability to encourage use of own
device, nor sufficient access to the College ICT facilities to enable learners to maximise their
acquisition of knowledge and expertise in the use of ICT. (ICT) (Action 11,14)
Source of evidence: ICT audit, Schemes of work, Lesson plans.
13. Review of the Apprenticeship provision in order to accelerate the pace and achievements
where appropriate. (Planning of the provision, Responsiveness of the provision) (Actions:
10)

5- How well are learners cared for, guided and supported?

Care, Guidance and Support
Overall Judgement
Recruitment and induction
Advice and guidance on next steps
Individual care and support
Monitoring, support and intervention
Safety and welfare
Use of technology

WD
X

P

X
X

X

LP



X

X

Key Strengths for care guidance and support

1. A strong and robust partnership with the 6th Form Centre and other High Schools results in a
comprehensive recruitment and induction to the Colleges post 16 provision for learners. For
example, 81 % of 16-19 and 84% of apprentices, 95% of long part time course students and
Page 16 of 24

92% of 14-16 learners identified that advice received from the College before enrolment was
useful in making their choices. (Recruitment and induction)
2. A well-developed induction programme ensures smooth transition from High schools for 16-
19 or those returning to education on long part time courses. (Recruitment and induction)
Source of evidence: Learner Voice, progression data, Scheme of work and lesson plans

3. Learner Voice data shows that students are informed about their next steps and choices and
the newly introduced UCAS personal statement workshop had a good take up. 88% of
respondents declared that they understood their options after completing the course which
is well above the 79% score from FE Choice survey for advice and guidance on next steps. A
Progression Evening held for College of FE learners enabled over 200 attendees to explore
options for employment, university and further learning. (Advice and guidance on next
steps)
Source of evidence: Learner Voice, FE Choice, Attendance records for Progression evening,
Alumni Survey.
4. Over 90% of Learner Voice respondents for 16-19 provision state that they receive good
support and individual care. This is higher than the 85% benchmark in comparison to
Colleges in the UK, based on FE Choice. Also, over 93% state that they find their personal
tutor to be supportive and helpful, and that they benefit from the Colleges Tutorial Support
service. The 14-16 provision responses to Learner Voice suggest that over 99% agree that
help is available to them via tutorial and 94% state that they are aware of how well they are
doing on their programme. Learner Voice responses from the Apprentices shows that over
92% received helpful feedback and 98% agree that help is available to them through their
lecturers. Retention on programmes across the College is at 88%, showcasing that students
are cared for and continue on their programme of choice. (Individual care and support)
Source of evidence: Learner Voice, MIS data on retention, Tutorial Scheme of Work.
5. Tutorial records identify that progress across Level 3 provision for 16-19 has improved by
21% from 42% in 12-13 to 63% in 13-14 where learners achieved Distinction or A Grade as
part of their qualification. (Monitoring, support and intervention)
6. Good level of attendance across Level 3 and the Apprenticeship Scheme has resulted in
improved achievements. (Monitoring, support and intervention)
Source of evidence: MIS achievement data.
7. Excellent safeguarding processes are followed and monitored at each campus resulting in a
safe environment for learners. No e-safety breaches were recorded. This is backed up by
evidence from Learner Voice where over 94% of 14-16, over 96% of 16-19 and over 98% of
apprentices state that they feel safe at the College. (Safety and welfare)
Source of evidence: Learner voice, Safeguarding register
8. A new MIS system is in place and provides the facilities to improve monitoring, support and
intervention (Use of technology)
Source of evidence: MIS data

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Key Areas for Improvement for care guidance and support

1. Data related to entry qualification, SEN and additional learning support needs for those with
social, emotional or behavioural needs is not comprehensive or timely. This has resulted in a
delay with putting support in place. (Recruitment and induction) (Actions: 2,11)
2. There is a poor level of monitoring of personal tutorials and a lack of evidence of using the
MIS system effectively to positively influence the support provided for learners.
(Recruitment and induction) (Actions: 2,11)
Source of evidence: MIS data, Admission process.
3. Level 3 courses show an inconsistent attendance pattern at the Careers Advice and Guidance
sessions. Amongst this group, there is a lack of coherence in seeking advice regarding Higher
Education or employment. Only 66% of Learner Voice respondents have highlighted that
their tutorials have helped them understand how to complete application forms for jobs and
universities. The quality of CVs also remains inconsistent. (Advice and guidance on next
steps) (Action 2, 11)
Source of evidence: Learner Voice, Careers Advice and Guidance Data, Tutorial Scheme of work.
4. Diagnosis and identification of high level of Additional Learning Support needs in a timely
manner requires improving. This had adversely impacted on the provision for individual care
and support. For example over 85% of Level 1 students registered with a barrier to learning.
Attendance was 75% and the Learner Aim success rate was at 61%. For those at Level 2,
84% achieved as compared to the 89% of total cohort and the achievement rate for those at
Level 3 was 88% in comparison with 93% of total cohort. Some early withdrawals show that,
for over 39% of early leavers, there is no reason recorded and only 25% of personal tutorials
are recorded on the ProMonitor and the College MIS system. (Individual care and support)
(Action 6 and 11)
Source of evidence: MIS data, Learner Voice and Tutorial scheme of work
5. Better recording of attendance, improved processes to intervene when at-risk students are
identified and monitoring of progress is needed (Monitoring, support and intervention)
(Actions 2,6,11)
Source of evidence: MIS data on progress and achievement
6. 42% of recorded accidents and incidents are related to Access Learners. Mental health and
social welfare problems are not reported or recorded on the College MIS or ProMonitor.
Improvement in this area is needed. (Safety and welfare) (Actions : 6,11)
Source of evidence: MIS data
7. The MIS system is not fully utilised to its potential and therefore has shown limited impact
on providing timely care and opportunity to intervene where individuals have been
identified at risk. (Use of technology) (Actions: 6, 11, 14)
Source of evidence: MIS data

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LEADERSHIP AND MANAGEMENT

6- How well leaders and managers, at all levels, evaluate the College and have a clear
and accurate view of its strengths and areas for improvement?
Self Evaluation
Overall Judgement
Process of self-evaluation
Monitoring performance
Evaluation of performance

WD

LP
X
X
X

Key strengths for self-evaluation

1. All Programme Managers take part in completing a Self-Evaluation Report for their area and
demonstrate improved understanding of making evidenced based evaluation. Evidence used
for the process has also improved. The Learner Voice and Health and Lifestyle surveys show
46% perceive that their views are listened to and making a difference. This is 8% higher than
the view of those who responded to the same question in schools. (Process of self-
evaluation)
Source of evidence: Learner Voice, Departmental SERs
2. Most programme areas followed the quality cycle that included quality audits, OTL, external
verification and centre reviews that improved monitoring of performance.(Monitoring
performance, Evaluation of performance)
Source of evidence: SERs, Quality Audit, OTL, MIS data
3. Development of policies and strategies to address cross college areas for improvement
identified in 2012-13 REP that are ready for implementation and evaluation (Evaluation of
performance)

Key Areas for Improvement for self-evaluation

1. Data collection, interpretation and use of the information for decision making is in need of
improvement. So is the creation of trend reports and benchmarking to be able to evaluate
effectively and assess impact. (Process of self-evaluation, Evaluation of Performance)
(Action:6,8)
2. Consistency of follow up, evidenced-based decision making and access to accurate and
timely data to enhance performance management are in need of improvement. (Monitoring
performance, evaluation of performance) (Actions 6,8,11)
Source of evidence: MIS, OTL, Stakeholder feedback.

7- How effectively do leaders and managers, at all levels, set clear direction and
improve the outcomes and quality of education for all learners, using available
resources to secure value for money?
Leadership and Management
Overall Judgement
Impact
Strategic direction
Sense of common purpose
Use of challenging targets
Equality of opportunity and diversity

E





Page 19 of 24

WD

P
X

X

X

LP

X

X

Community cohesion
Capacity and commitment of staff
Partnership with others
Deployment of resources to secure value for money

X

X

Key Strengths for Leadership and Management

1. Outcome for Learners is maintained year on year with elements of improvement for
some learners. For example, learners with higher grades at Level 3 were increased from
42% IN 12 13 TO 65% in 13 14
2. Destination data shows that a high proportion of learners on the 16-19 and 14-16
programmes gain employment or attend further education and training. A high
percentage of learners feel safe, enjoy their time at the College and feel supported on
their programmes.
Source of Evidence: MIS Data, Learner Voice
3. The Colleges Vision 2018 is taking shape with input from key stakeholders. (Strategic
direction)
Source of Evidence: Vision 2018, Todays Learners, Tomorrows world
4. The weekly staff newsletter Engage, 6-weekly All-Staff briefing and half-termly campus
meetings that commenced in June have created an improved sense of belonging and
common purpose. (Sense of common purpose)
Source of Evidence: Engage readership data, attendance at All-Staff briefing, attendance At Today,
Tomorrow, Together. events.
5. Focus on teaching and learning and outcome for learners has developed a sense of
common purpose. This has resulted in improved processes such as Observation Cycle,
Course management and teaching documentation, participation in the professional
learning communities. The lecturing staff have a sense of joint purpose that did not exist
in the past. ( Sense of Common purpose)
6. The Action Plan resulting from the Report on Evaluation and Planning for 2012-13 has
mostly been completed on time and on target. (Use of challenging targets)
Source of Evidence: REP Action plan
7. The Colleges zero-tolerance policy on any discrimination promotes an inclusive learning
community. The Admission policy also encourages participation in lifelong learning
across all categories of equality. Awareness-raising events, fund-raising events and
promotion of celebration of diversity encourage a non-discriminatory learning
environment for all (Equality of opportunity and diversity)
Source of Evidence: College policies, Safeguarding reports, disciplinary reports
8. Active, participatory employer advisory groups for many areas of the provision for 16-19
and Apprenticeship resulting in curriculum refinements. (Community cohesion)
9. Active encouragement and participation in community fundraising, charitable activities.
(Community cohesion)
10. Curriculum in many areas reflects the socio-economic well-being for the communities
the College serves; for example, the unemployed, returning to work and lifelong learning
opportunities. (Community cohesion)
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Source of Evidence: Curriculum offer, attendance of events.

11. Many of the teaching staff are dual professionals with up-to-date experience of their
vocational areas. The CPD opportunities and Professional Learning Communities
encourage the sharing of good practice as well as collaboration and partnership across
curriculum areas. (Capacity and commitment of staff)
12. The College benefits from dedicated and skilled corporate support services teams. In
many areas their commitment exceeds expectations and results in high levels of
customer satisfaction. (Capacity and Commitment)
Source of Evidence: CPD records, PLC records, HR records.
13. A strong working relationship has been forged with the Guernsey Training Agency, 6th
Form Centre and Institute of Health and Social Care that has resulted in an improved
post-16 offer for the Bailiwick. (Partnership with others)
14. College students benefit from Bursaries from such members of the business community
as the Institute of Directors. The Colleges Board of Governors brings a wealth of
experience of partnerships within the business community. The College benefits from a
close working relationship with many areas of the States of Guernsey, such as Home,
SSD, HSSD and Commerce and Employment departments. Also, the working
relationships with the Youth Commission, the Sports Commission, and the Arts
Commission are fruitful and productive. (Partnership with others)
15. Parents, learners and communities are encouraged to engage with the College
throughout the year at events that the College holds both for Admissions and
Recruitment as well as community related events, such as Sea Front Sunday events and
charitable fund raising events and live community projects. (Partnership with others)
Source of Evidence: Attendance of events.

Key Areas for Improvement for Leadership and Management

1. The consistency of approach in implementation of the Cross-College policies and
processes across curriculum areas and the follow up on management performance
issues need improvement. (Impact) (Actions: 6,8,11)
Source of Evidence: MIS data, HR data.
2. The level of involvement of all stakeholders in shaping the future strategic direction of
the College needs improvement. (Strategic direction, Sense of common purpose) (Action
11)
Source of Evidence: Strategic document 2009-12, Vision document Todays Learners, Tomorrows
World
3. Extent of data gathered, use of data and information to set challenging targets, monitor
performance and enhance progress across all aspect of college life is in need of
improvement (Use of challenging targets) ( Action 6,8,11)
Source of Evidence: MIS data, Performance Management meetings, Progress Against Targets for
areas.
4. Training and CPD is required to ensure all lecturers are aware of ways to differentiate
their lessons and have improved inclusion across their areas (Equality of opportunity and
diversity) (Action 11)
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5. Managers should create improved opportunities for involvement of the Student Council
and students as a whole, in management decision making that impacts on the College
direction and strategy. (Equality of opportunity and diversity) (Action 9,11,14)
Source of Evidence: CPD records, OTL, Learner voice
6. Managers should improve and innovate the way they compile and gather information to
evidence the effectiveness of their engagement with various communities (Community
cohesion) ( Action 9,11,14)
Source of Evidence: MIS data, Engagement events reports.
7. Better data on staff capacity, workload and capability is needed to improve succession
planning and vacancy management. This should be followed up by a strong performance
appraisal system that leads to appropriate CPD targets, specifically in the area of use of
ICT and embedding of Maths and English. Corporate Support Services staff would also
need to have a regular appraisal and performance monitoring process that encourages a
customer focused approach. (Capacity and commitment of staff) (Action, 9,11,14)
Source of Evidence: CPD records, HR records, Performance management records.
8. Stronger strategic links with key post-16 education providers is needed to ensure that
provision is inclusive and comprehensive across the Bailiwick. (Partnership with others)
(Action 10, 11)
Source of Evidence: Attendance at events, Vision 2018
9. Improved financial management and financial information and reporting is required to
be able to make decisions about deployment of resources and securing value for money.
(Deployment of resources to secure value for money) (Action 11)
10. Development of an evidence-based 3-yearly Outcome Agreement with the States
Education Department is needed to enable longer term planning for the curriculum
design and delivery. (Deployment of resources to secure value for money ) (Action 11)
11. A negotiated funding methodology needs to be developed to ensure the College is
sufficiently resourced and achieve investment targets and savings measures.
(Deployment of resources to secure value for money) (Action 11)
Source of Evidence: Management accounts reports

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8- How well have leaders and managers demonstrated their capacity to make and
sustain improvements to the College?
Capacity to improve
Overall Judgement
Track record
Effectiveness of self-evaluation
Improvement planning
Alignment of resources to improvement plans

WD


X

P
X
X

X

LP

Key strengths for capacity to improve
1. The College has a track record of showing demonstrative progress against agreed action
plans. For example, REP for 2012-13. Also, learner outcomes data suggest that the
College is able to sustain improvement. Achievement rates have increased over the last
7 years. (Track record)
Source of evidence: MIS data, REP progress report
2. All curriculum areas of the College take part in the Self-Evaluation process and the use of
data has improved. (Effectiveness of self-evaluation)
Source of evidence: MIS data, SERs
3. Programme Area SERs demonstrate a high level of understanding of improvement needs
and alignment of resources to meet them. (Alignment of resources to improvement
plans)
Source of evidence: SERs reports

Key areas for improvement for capacity to improve

1. The scope of data collected and the use of it to support decisions needs to be improved.
This includes benchmarking and use of trend data to demonstrate continuous
improvement. (Track record, Effectiveness of self-evaluation, Improvement planning)
(Actions: 6,8,11)
Source of evidence: MIS data, Vision 2018
2. The use of financial information needs to be improved in order to better support
decision making and to ensure that resources are aligned with improvement plans.
(Alignment of resources to improvement plans)
Source of evidence: Vision 2018, Finance reports

9- Summary of evaluation and main priorities for improvement

See attached document

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Appendix 1

16-19 students PM SERs indicate that the majority of learners make very good progress
understanding their rights and responsibilities. Many make valuable contributions to the island
community and college life. There are examples of students being awarded national prizes for their
achievement. For example BTEC National Prize for engineering student of the Year, Institute of
Directors bursary prize.
Other examples of contribution are found in the many live projects undertaken by students such as
vale Earth fair project, Community performances and corporate development work undertaken by
performing Arts students, the work of our sports students in engaging with primary schools fitness
programmes. Participation in many student led fund raising events for local charities such as
Macmillan coffee morning, Red Cross and Oxfam volunteering, Pop up shop activity, remembrance
day work, Children in Need, help a Guernsey Child, health fare, volunteering for Crche for charity
work etc.

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