HOW GOOD ARE WE NOW?

HOW GOOD IS OUR COLLEGE?

HOW GOOD CAN WE BE?

Guernsey College of Further

Education,
Self-Evaluation Report (SER).

College Context, Ethos and Vision

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 is circa 5000 each year. These students enrol on a range of
over 300 courses, from special needs to graduate programmes.
The College staff comprises lecturers with over 100 part-time teaching staff, and learning
support assistants. The teaching staff are supported by corporate support services staff of fulltime equivalent administrators, technicians and caretakers. The college operates across 4
Faculties that are supported by a strategic learner support services department. The College has
a single directorate overseeing the corporate support services for the College, some of which are
linked to the States of Guernsey Education Department.
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 purposebuilt 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.

2014-15 Context
During 2014-15 the College undertook a major review of its purpose, vision, and mission and
core curriculum delivery for the future. This was on the back of interim arrangements that had
over 15 members of staff on temporary contracts operating in some key areas of responsibility. It
should also be noted that the College carried vacancies that proved very difficult to fill and this
had adverse impact on our ability to provide an effective and efficient service.
The College commenced its review with an extensive consultation process with stakeholders
including the business community and the public. As a result the College has a new staffing
structure under its curriculum delivery and support provision and will be reviewing its corporate
support services during 2015-16 academic year to ensure front line delivery is well supported by
back office systems that are efficient and responsive to the demands of the service. This
essential process, which is fundamental to the College moving forward successfully, required a
huge commitment from all staff and stakeholders. All staff at all levels actively and positively
engaged in this process that inevitably consumed a great deal of time and resource that
otherwise would have focused on the day to day operational matters. We recognise that as a
2 | Page

result of this restructure there were some disruption to normal operations of the College. This
includes the level of uncertainty and anxiety that was caused to staff throughout the process.
Although we cannot for certain attribute any variance to our results for this year to the
restructure, we should take into account the possible impact on staff morale, performance and
subsequent impact on learner outcomes.
With regards to the accommodation strategy, in 2014-15 the College has been working steadily
on its plan to define its accommodation and space need based on the results of the Curriculum
Review. The modest sum of 5.5m that was identified in the States Capital Investment Portfolio
(SCIP 2014) has concluded its first phase and is now entering its feasibility study to relocate the
College from the Delancey Campus to the Les Ozouets Campus.
Work continued steadily on through Performance Appraisal Monitoring (PAM) meetings. A
significant level of investment both in the shape of human resource as well as systems
development were made in 2014-15 academic year. This has enhanced the Colleges ability to
access appropriate and relevant data and information to enable sound and timely decision
making. Significant progress has been made in developing strategies and the foundation to
support the development of Teaching and Learning and improve outcomes for learners. Strong
commitment to process driven, evidence based decision-making has resulted in a change of
attitude and a more honest and robust reflection and review process. The College recognises
that further work and development is needed to embed a culture of continuous improvement
and that Rome wasnt built in a day.
In May 2015, the Education Board approved for the College to form an LBG and operate under a
semi-autonomous model. Work on defining an outcome agreement, and details of the funding
methodology has commenced and is due to create an Initial Outcome Agreement for the 2016
financial year. Details of the necessary structure, governance and controls to ensure sufficient
flexibility and operational independence is underway. The key focus is on ensuring effective,
responsive and high quality local delivery.
It is intended that the College will work and establish the details behind the creation of a robust
3 year Outcome Agreement considering the profile of funding use and delivery over 2015-16
academic year.

MISSION, VALUES, STRATEGIC AIM

Our mission is:
Providing excellent, inclusive learning opportunities to build a brighter future.
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
3 | Page

Our

Exceeding Expectations
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

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 11 key priorities for 2015-16 and will follow the development and
progress of its quality improvement action plan through a schedule of monitoring and reporting
systems.
Additionally, the College will continue to work on its 3-2-1 programme, will follow the
development of its ILT infrastructure and staff capability.

Summary of College Judgements

An evaluation can be arrived at in a range of contexts. We need to bear in mind that awarding
levels using a quality scale will always be more of a professional skill than a technical process.
4 | Page

However, the following general guidelines should be consistently applied. Illustrations

provided should be used to make against each specific area.
Excellent

Outstanding or sector leading

An evaluation of excellent applies to provision, which is sector leading.

Learners experiences and achievements are of a very high quality. An
evaluation of excellent represents an outstanding standard of provision, which
exemplifies very best practice and is worth disseminating beyond the College.
It implies that very high levels of performance are sustainable and will be
maintained.
Major strengths

Very Good
5

Good
4

Satisfacto
ry
3

Weak
2

Unsatisfac
tory
1

5 | Page

An evaluation of very good applies to provision characterised by major

strengths. There are very few areas for improvement and any that do exist do
not significantly diminish learners experiences. Whilst an evaluation of very
good represents a high standard of provision, it is a standard that should be
achievable by all. It implies that it is fully appropriate to continue to make
provision without significant adjustment. However, there is an expectation
that the College will take opportunities to improve and strive to raise
performance to excellent.
Important strengths with areas for improvement
An evaluation of good applies to provision characterised by important
strengths which, taken together, clearly outweigh any areas for improvement.
An evaluation of good represents a standard of provision in which the
strengths have a significantly positive impact. However, the quality of
learners experiences is diminished in some way by aspects in which
improvement is required. It implies that the College should seek to improve
further the areas of important strength, but take action to address the areas
for improvement.
Strengths just outweigh weaknesses
An evaluation of satisfactory applies to provision characterised by strengths,
which just outweigh weaknesses. An evaluation of adequate indicates that
learners have access to a basic level of provision. It represents a standard
where the strengths have a positive impact on learners experiences.
However, while the weaknesses are not important enough to have a
substantially adverse impact, they do constrain the overall quality of learners
experiences. It implies that the College should take action to address areas of
weakness by building on its strengths.
Important weaknesses
An evaluation of weak applies to provision which has some strength, but
where there are important weaknesses. In general, an evaluation of weak may
be arrived at in a number of circumstances. While there may be some
strength, important weaknesses will, either individually or collectively, be
sufficient to diminish learners experiences in substantial ways. It implies the
need for prompt, structured and planned action on the part of the College.
Major Weaknesses
An evaluation of unsatisfactory applies when there are major weaknesses in
provision requiring immediate remedial action. Learners experiences are at
risk in significant respects. In almost all cases, staff responsible for provision
evaluated as unsatisfactory will require support from senior managers in
planning and carrying out the necessary actions to effect improvement. This
may involve working alongside other staff or agencies in or beyond the
College.

No.
6.1

6.2
1.1

6.3
1.2

1.3
6.4

2.1
7.1

7.2
2.2
7.3

2.3
7.4

Policy, development and planning

Quality
Themes
How effective are
Strategic planning
Indicator
College planning

Operational planning
Key performance outcomes
processes?
How well does the
Team planning
Progress
on key aims and objectives
College
perform
How effective
is action
Achievement
Communication
of plansand
andkey
associated
of targets
performance
to achieve
against
its aims,
indicators
action and targets
objectives and
targets
educational
aims,
Identification and agreement of standards for
of plans? and
objectives
achievement of actions
targets?
Management of the implementation of
How effective is the
Retention
and attainment over a three-year
actions
College at achieving
period
Howmaintaining
well does the
and
high
Review and to
development
of policies
and
Progression
further learning
or
College
levels
ofrecognise
retention,and
procedures across
functions
employment
over aCollege
three-year
period
respond to changes in
attainment and
Review and development of portfolio of
its environments?
progression?
programmes
How well does the
Relevant
Responselegislation
to changing operating conditions,
College adhere to its

Relevant
directives
anddirectives
regulations
legislation, duties and
statutory principles
Requirements
and duties?
Managing risk of statutory bodies
HowImpact
well doeson
thelearners and
other users
of College services
Approach
to innovation
College plan for and
Identifying
and responding
to needs
Communication
with learners,
staff and other
manage change?
Arrangements
to
support
learners
and
How accessible,
stakeholders
flexible and inclusive
learning
Monitoring and reviewing progress and
are College
effectiveness
Range and flexibility
of delivery and
of new developments
programmes
and
assessment
Management
and support
of stafmodes
services?
How relevant and
Promoting
learning
Relevance and
and targeting
currency of
staff
current are staff
opportunities
qualifications, skills and experience
qualifications, skills
Range
andwith
levels
of programmes
Staff links
current
practice in subject
and experience?
areas to which entry and exit points assist
Extent
How productive are
transition
Among staff
the working
How
well do

Learner
Betweenengagement
staff and learners
relationships and
among
programmes

Preparation
forstakeholders
employment and further
staff,
learners
and
With
external
services meet learner
external stakeholders?
learning
needs?
How effective is the
Embedding
Internal andof
external
and
ethos ofrecruitment
equality and
diversity
College in recruiting,
selection of sustainability

Embedding
selecting and
Sufficiency
of staff
retaining staff?
Learner
satisfaction
How well do learners
make progress, attain
qualifications
How effective and
is
achieve
more
widely?
workforce
planning?

7.5
3.1

3.2

1 2 3
X 4 5 6

Impact on staf
How well does the
College motivate staff
and
their
Howsecure
effective
is the
College in developing
engagement
in
its staff?and achieving
setting
College targets?
How well do staff
reflect on, and
participate in,
professional
discussion to enhance
learning, teaching and
other services?

X
x

X
X
X

Clarity and
relevance
of staffand
remits
Progress
from
prior learning
attainment
Arrangements
to
avoid
discrimination
and
Attainment of qualifications
promote equality
Success in award schemes and competitions
Occupational health arrangements
Achievement of essential skills including
Identification
current and
future skills
core,
personal,oflearning,
employability,
requirements
citizenship
Deployment
of individuals and teams to meet
Learner
satisfaction
business needs
Balance
of skills,of
styles
and behaviours
Staff
knowledge
and action
to achievewithin

teams
College
aims and objectives
Professional
development
of staff to meet
Communication
arrangements
business
needs in planning
Staff
involvement
Professional review of staff to meet business

needs
Evaluation of learning and teaching and other
Professional development of new staff and
services
those
Identifying good practice
undertaking new roles
Sharing and adopting good practice
Arrangements to avoid discrimination and

promote equality

Partnership and resources

Staffing
arrangements within cross-College
How well
do staff
work
extensive
and
Strategic links
teams
together
own
effective in
aretheir
College
Collaborative arrangements to promote
3.3
teams
and more
partnerships
with
Information sharing within and among teams
access
widely
in the College?
communities,
other
Collaborative
working
and inclusion
learning
Impactproviders,
on employers and the community
6 | P aemployers
ge
Responsiveness to requirements of other
and other
Links and partnerships with employers and
agencies and equality duties
agencies?
industry bodies
Involvement of external agencies
Use
of labour market information and
8.2
How well does the
environmental
Planning, deployment
and monitoring of
demographics

X
X

8.1

X
x

Evidence for self-evaluation

Successes and Achievements
How well are learners progressing and achieving relevant high quality
outcomes? Overall judgement: Weak
How well do we meet the needs of our College and community? Overall
judgement: Weak

Work and Life of College

How efective are the Colleges learning and teaching processes? Overall
judgement: Satisfactory
How well is the College led, and how well is it enhancing the quality of its
services for learners and other stakeholders? Overall judgement : Weak

Vision and Leadership

How good is our leadership and governance? Overall judgement: Satisfactory

What is our capacity for improvement? Overall judgement: Good

7 | Page

Evidence for self-evaluation

Quantitative Data
There is a range of quantitative data which you can use to help you reach an evaluation. This list
is neither prescriptive nor exhaustive:
examination results
levels of attainment
value-added measures of performance
learners progress from prior levels of attainment
learners progress in meeting targets
overall progress towards set targets
data collected nationally or locally
analysis of other key performance data, such as:
Finance, learner attendance, learner retention, learner attainment, success rates,
progression rates and leavers destinations
Peoples Views
You can ask people what they think. This list provides some suggestions for you:
individual interviews with members of staff
individual interviews with parents/carers/employers
group discussions
discussions with members of the learner forum
focus groups
working parties
questionnaires and surveys to gauge satisfaction and to elicit suggestions for improving
effectiveness
written responses and detailed comments
team meetings at all levels
Direct Observation
You can engage in direct observation of learning and teaching. For example:
shadow individual learners
follow a class
observe lessons
video record your own teaching
exchange classes
observe each other in pairs
work alongside other lecturers
You can engage in direct observation of a range of documents. For example:
learners work
reports to parents
profiling of learners responses to tasks
diaries or records of work
programmes of study or schemes of work
lecturers planning
progress reports on the development plan
course materials across the ability range
policies and guidelines
minutes of meetings
8 | Page

Successes and
Achievements
Overall Judgement (Weak)

How well are learners progressing and achieving

relevant high quality outcomes?

2x

Examination of the data sources related to student progression and achievement

demonstrates that students are progressing and achieving, however, this is not consistent
across all areas. Our 3 year trend data demonstrates moderate progress across all levels.
Attainment has improved in FT L3 and L1 courses. Few improvements in attainment of
functional skills in some levels, improvement in functional skills from 63% in 12 13 to 77% in
14 15. Attendance has improved by 1% across all areas of provision, College averages 88%.
However, increases in attendance has not yet resulted in satisfactory improvements is
attainment across all levels. Achievement data shows weaknesses in Level 2. This may be
attributable to the change of qualification and we are awaiting benchmarking information
nationally. As regards retention the college has improved in particularly on level 1 and 2 fulltime courses. Destination data shows improvement in some areas of full-time provision.
Identified Improvement Projects: Target Setting and Maths and English Embedding have
realised moderate success with target setting for learners evidenced on ProMonitor and an
increased use of MarkBook. Embedding Maths and English into learning programmes has seen
moderate success with OTL identifying improvements, however there is still more work to
undertake. Transition arrangements have improved this year, with successful programmes
being developed in Access and for some vulnerable learners. LAC tracking is improving
although services provided did not lead to achievement for LAC. Data shows relative low
qualification on entry profile for many full time learners which is evidenced in some
achievement rates being lower than expected this year. The key strengths and areas for
improvement are identified below:

Key Strengths
1. 100% adherence to the appropriate statutory principles and duties
relevant to the College including all external verification by awarding
bodies 1.3
2. Clear and defined educational aims, objectives and targets linked to
Key Stage 5 curriculum entitlement that is monitored, resourced and
supported by a thorough new Performance Appraisal Monitoring process
1.1
3. High levels retention and progression in some areas demonstrates
modest progress over the last 3 years. 1.2
4. Good range of accredited and non-accredited programmes in many
areas of the curriculum providing a flexible provision in terms of size of
the qualification, breadth of the provision, mode, format and style of
delivery linked to progression to further learning, employment or
personal development 2.1
9 | Page

Evidence
External and
statutory
reports
PAM meetings
records

MIS data
MIS data
Learner Voice
data

5. Success in award schemes and competitions across many areas and

some regional and national recognition of students success 2.3

Key Areas for Development

1. Lack of maturity in the newly introduced systems and processes
resulting in inconsistent use and insufficiently accurate and timely data
and information for student intervention and programme information
1.2
2. Lack of consistency in development of curriculum provision, preparation
for employment and further learning to meet learner needs across all
areas, with a focus on equality and diversity needs. 2.1, 2.2, 2.3
3. Lack of consistency in attendance, achievement and maintaining high
levels of retention and attainment for some groups 1.2
4. Poor timely progress through apprenticeships, inconsistent
achievement rates, missed opportunities for learning
5. Lack of take up of enrichment activities 2.2
6. Learner experience including aspects such as essential skills including
core, personal, learning, employability, citizenship and information
advice and guidance, as well as learner involvement needs
improvement. 2.2, 2.3
7. Limited progress in embedding english and maths strategy which has
yet to realise effective improvement in english and maths attainment

10 | P a g e

MIS data

Link with
QIP
AFI-5 &6

AFI-2 &7

AFI 2 & 6
AFI 10
AFI 7
AFI 2 &7

AFI 7

Successes and
Achievements
Overall Judgement (Weak)

How well do we meet the needs of our College and

community?

2x 3

Over the last academic year the College engaged more widely with the business and
community and created a higher profile for the College and established new channels of
communication to engage more positively with all our stakeholders. The college has a broad
provision that offers school leavers as well as lifelong learners opportunities to engage in
education and skills development. We enhanced our partnership arrangements with a variety
of local businesses as well as training providers. The college has a strong CPD programme and
provides ample opportunities for professional discussion and sharing good practice. The quality
of communication and level of engagements with staff also improved. The following strengths
and areas for improvement are identified:

Key Strengths
1. Excellent scheduled and supported opportunities for staff to reflect on
their own practice and share good practice through Professional
Learning Communities, cross college working groups, learning walks,
peer observation and college inset days and CPD programme
2. Significant improvement in clarity, transparency and frequency of
communication across the board. Involvement of staff in planning in a
highly collaborative way resulted in a successful restructure of the
curriculum areas at the College
3. Enhanced profile and presence of the College in various business and
community forums resulting in meaningful partnerships and improved
ability of the College to respond to training and educational needs of
the community and business.

4. Evaluation of learning and teaching and other services, through team

meetings, OTL feedback and through T&L coaches programme of
support. OTL shows a 9.5% improvement in all elements being ranked
excellent or well-developed of T&L from 74.1% in 13 14 to 83.6% in 14
15

Key Areas for Development

1. HR processes for job advertising, selection, recruitment and transition
and move to Guernsey is weak and needs significant improvements
2. Role of employers in taking part and influencing the design, delivery
and evaluation of programme and services across all areas of the
college is weak and needs significant improvement & investigate
traineeship possibilities 4.1, 4.2
3. Individual performance management linked with team, departmental
11 | P a g e

Evidence
College
Calendar

College
MyCFE

Calendar of
events,
Forums,
Communicatio
ns, Press
releases, new
provision
OTL data

Links to
QIP
AFI- 9
AFI-10

AFI-1

and organisational key success criterion is in need of improvement

4. Community satisfaction with College programmes and services
evidence is weak. Limited robust evidence to indicate community or
employer satisfaction. 4.2
5. Lack of access to key, detailed, accurate and timely financial
information resulting in inability of the managers to exercise effective
resource management 5.3

12 | P a g e

AFI- 10

AFI- 9

Work and Life of College

Overall Judgement ( Satisfactory)

How effective are the Colleges learning and

teaching processes?
1

3x

The college has well developed processes to support the delivery of its curriculum. However,
we recognise that inconsistency in attendance, achievement and progress has an impact on
outcome for some learners. The following strengths and areas for improvements are identified
in this area.

Key Strengths
1. Skilled, knowledgeable and professional teaching staff with recent
industry expertise in many areas of the provision 5.3
2. Number of celebration events identifying learner achievement,
programme area celebration and student of the year, Apprentice of the
year events and a good variety of learner shows and celebration
activities 5.3
3. Distance travelled in shifting mind-sets to a culture of reflection, honest
self-evaluation and continuous improvement through Performance
Appraisal Monitoring process. 5.6
4. Strong evidence of improvement in quality of teaching, learning and
assessment and contributory elements to this process in many areas
5.3
5. Impact of support provided by Progress Coaches on learners experience
and achievement 5.1 5.4
6. Positive feedback from the schools and parents on the quality of
information, planning, organisation and delivery of the joint potential
learners information sessions. 5.5

Evidence
HR records
and LV data
Calendar

PAM records

OTL records

MIS data
Narrative

Key Areas for Development

Link to QIP

1. Despite pockets of good practice there is a lack of demonstrable

evidence that the College promotes equality, diversity and designs and
develops inclusive and accessible provision across the board 5.1
2. Limited evidence of the impact of the Colleges learning resources
centres and self study facilities in encouraging independent learning
and self-study 5.3
3. Inconsistent and irregular planning of assessments and exams 5.4
4. Promotion, information, advice and guidance on courses, pathways they
lead to and final destinations and career options as a result of taking
part in an FE course needs improvement. 5.5
5. Use of data and information and systems available at the College to
identify vulnerable and at risk groups is in need of improvement. 5.5
6. Quality and impact of Learner Support Service, tutorials, enrichment
and extra curricular activities are in need of improvement. 5.2, 5.5
7. Arrangements for learners with additional support needs is in need of
improvement 5.4
13 | P a g e

AFI 5

AFI 9

AFI 6
AFI 2 &7

AFI 2
AFI 7
AFI 5 &7

8. Performance management both at individual level and team level does

not demonstrate any impact as yet. Links between this process and CPD
needs improvement. 5.6
9. Learner involvement in planning and learner feedback impacting on
changes in programmes is limited and requires improvement. 5.3

14 | P a g e

AFI 1

AFI 8

Work and Life of

College

How well is the College led, and how well is it enhancing the
quality of its services for learners and other stakeholders?

Overall Judgement (Weak)

2x

The College follows the SED risk managing processes and our internal performance appraisal
monitoring meetings has started to establish a systematic way of reviewing how the College is
led. High level of investment in changing processes and mind-sets has been devoted to this
area. However there has not been demonstrable impact and benefit as yet. Following strengths
and areas for improvement are identified below:

Key Strengths
1. Innovative approaches to change management and a controlled
attitude to risk taking and enabling creativity.6.1, 6.2 6.4
2. Good communication with learners, staff and other stakeholders during
a period of significant change 6.2

3. Strong link with the States Education Department in aligning strategic

direction of the College and its operational and team planning to meet
the expected outcomes for the community 6.1, 6.2
4. Use of the Risk Management process and regular review and
development of the College provision based on horizon scanning
resulting in a relevant and up to date provision 6.3
5. There are growing, extensive and effective relationships with business
communities, other learning providers, employers and other agencies
with the College 8.1
6. Strong evidence of good and productive working relationships amongst
staff, learners and all stakeholders 7.2 8.1

7. Good calendar of CPD and opportunities for personal and professional

development 7.5
8. Skilled, knowledgeable and professional teaching staff with recent
industry expertise in many areas of the provision 7.1
9. Good level of commitment to personal and professional development
amongst staff 7.1

Key Areas for Development

Evidence
Curriculum
Review
process
Comms plan,
media and
internal
comms
Vision 2018

Curriculum
review
Curriculum
review
HR records,
MIS data,
Partnership
meetings
CPD calendar,
Inset days
HR records,
CPD records
CPD records

Link to QIP

1. College policies, procedures, good practice guidelines are out-dated

and needs updating. 6.1, 6.2 6.4

AFI 3

2. Impact of the introductions of systems and processes needs to be

monitored and measured to demonstrate their value 6.4, 7.4

AFI 3

3. HR processes for job advertising, selection, recruitment and transition

and move to Guernsey is weak and needs significant improvements 7.3
7.4
4. Partnership and collaboration between other learning providers

AFI 9

15 | P a g e

AFI 10

5.
6.
7.
8.

9.

including commissioning organisations such as GTA-University Centre

and Digital Greenhouse is in need of improvement 8.1
Resource management including sufficiency, adequacy and accessibility
of facilities and accommodation is in need of improvement 8.2
ICT resources is woefully inadequate to meet the demand of the
business and learner needs 8.2
Colleges communication and marketing strategy is in need of
improvement 6.2
Health and Safety audit and improved use of Risk Management
processes to help the College plan better is in need of improvement
6.3, 8.2
College needs to develop and implement key self-evaluation processes
which allow clear actions to improvements

Vision and
Leadership

AFI 9
AFI 4
AFI 3
AFI 5

AFI 6

How good is our leadership and governance?

Overall Judgement (Satisfactory)

3X

Strong leadership and governance at the College has been established and began to make an
impact. Leadership for learning and teaching is effective with some satisfactory progress being
made with key developments in OTL and significant improvements in retention for some
significant areas of provision. There is still weakness in some areas with the need to embed
practice and exploit improvement in OTL for the forthcoming year. The governance and
leadership for enhancing and maintaining a quality culture has made some progress The
College has started to build a foundation for an ambitious programme of change and
transformation that will benefit the community and deliver an enhanced service for all.

Key Strengths
1. The College has a clear and comprehensive agenda for change that is
supported by the commitment of staff at all levels 9.1
2. The College has developed robust processes linking its strategic aims
and objectives to its operational planning 9.2
3. Staff are positively involved in the process of change and have
embraced the new vision and direction of the organisation 9.2
4. Good quality assurance cycle that enables a factual, process driven and
evidence based of assessment of quality of the provision 9.2
5. Engaged, supportive, challenging and critical Board of Governors and
regular strategic update meetings with SED to ensure good
governance. 9.4

Key Areas for Development

1. Vision setting and strategizing for a forward looking progressive
curriculum and innovation in delivery that meets needs of the
community is in need of improvement 9.1
2. Corporate Support Services and the way the college services are
16 | P a g e

Evidence
Staff feedback
MyCFE
MyCFE
PAM
meetings,
Meeting notes

Link to QIP
AFI 11

AFI 9

accessed requires further clarity and the introduction of systems and

processes that are clearly communicated and used 9.3
3. Outcome agreement with SED and clear guidance on access to external
agencies and their services needs attention 9. 1,2,3,4

17 | P a g e

AFI 11

What is our capacity for improvement?

Overall Judgement (Good)

4x

The College has commenced a transformational programme of change. This year has been a
year of laying the foundations and the initial phases has meant that we have been able to
review, re-engineer and assess some of our key processes that enables the College to
accelerate its improvement over the next coming year.

Key Strengths
1. Design, creation and delivery of new systems, processes and ways of
working to enable achievement of outcomes for customers and
stakeholders
2. Buy-in, full involvement, positive engagement of staff, learners and
community in the agenda for change for the College

3. Strong alignment of the College plan with Education Departments

plans and States of Guernsey plans

Key Areas for Development

1. Lack of resources to support the ICT strategy at the College
2. Lack of progress on the accommodation strategy

18 | P a g e

Evidence
Curriculum
review
Curriculum
Review,
Engage,
minutes of
meetings
Vision 2018

Link to QIP
AFI 4
AFI 11

1 | Page
Last updated on: 20 October 2015