Highbury College A Whole College Approach to Success

1. Highbury CollegeA Whole College Approach to Success Deborah See, Executive Director Collegiate College (Curriculum, Quality & Students) Outstanding Showcase 4 November 2011

2. Our Journey • 2003: Satisfactory • 2007: Good • 2011: Outstanding At each inspection, inspectors’ grades matched our SAR grades

3. The Framework for Change Our 2010 Vision: ‘To create a dynamic, innovative and high performing College which delivers world class education and training to meet the emerging needs of individuals, organisations and the local communities of Portsmouth and beyond.’ Our Mission: ‘To enable all our students to succeed’

4. 2010 Vision and Mission in Practice • Governors, staff, students and external partners involved in determining what world class looked like • Student Success our overriding priority • Beacon indicators in Strategic Plan • Measurable targets

5. Examples of Beacon Indicators • Student success rates – top 10% of GFE colleges nationwide by 2010 • No gaps in performance between equalities groups • Adding value to employers, community, industry and staff- impact on students and employers- productivity in the workplace- quality of the Highbury Student/distance travelled • High progression rates internally and externally

6. Examples of Beacon Indicators • Outstanding provision, support and services across the College and in all curriculum areas • Consistently positive student, parent and employer feedback • Outstanding reputation • Shared sense of pride by staff and students • Financial Health Category A • Sustainability

7. Focus on Learning and Success • Staff at all levels accountable and responsible for leadership of learning and success • Shared values and a common purpose – the Highbury Way, the Highbury Leader and the Highbury Student • Ambition for and high expectations of staff and students • Celebration and reward of success

8. A Framework for Success

9. Student Success All Departments and Business Support Groups are responsible for and make a contribution to student success: • Success meetings • Monthly monitoring (where under performing) • Success projects • Self assess and plan for improvement against Key Aspect 1 of the CIF • Measure the impact and outcomes of their work based firmly on data • Benchmark outcomes (internal and/or external) • Annual success targets (performance related)

10. Impact and Outcomes

11. Teaching & Learning Moving from satisfactory to good with much that is outstanding: • Lesson planning and delivery • Assessment for learning • Active learning strategies and pedagogy • Challenge • Strategies for checking learning • Embedding cross curricular themes, including equality & diversity • Use of eLT – strategy and practice • Advanced Practitioners • Structured good practice opportunities • Annual Teachers’ Conference • Tips for Teachers • Communities of Practice • Performance targets • Performance management

12. Teaching & Learning • Improved rigour in and accuracy of internal lesson observations: • Building the capacity of the observation team • Limited use of consultants; where used, work with and as part of the observation team • Moderation of reports and observations • More detailed observation reports, including increased focus on subject pedagogy • Internal and external peer review • Themed sweeps • Student observers • Close monitoring of action plans arising from observations • Re-observation within a fixed timescale • Observations of all applicants for teaching posts

13. Quality Assurance Processes

14. Importance of Quality Assurance • Departments and Business Support Groups follow the same cycle • Programme and Service Quality Reviews follow all the CIF headings and require teams to make judgments firmly based on a wide range of data • Focus of Service Quality Reviews is less on service standards and more about addressing their contribution to learning and success • SARs are done at Departmental and Support Group level drawing on Programme and Service Quality Reviews • SARs cover all aspects of the CIF, including capacity to improve

15. Importance of Quality Assurance • Risk and impact assessments are incorporated within the SAR process • As well as validating the SARs, the Validation Panel scrutinises QIPs in light of the impact and effectiveness of the previous year’s QIPs • At the end of the SAR (and Success) meetings, actions identified are incorporated into Departmental and Business Support QIPs; whole College actions for improvement are incorporated in the Operational Plan and Risk Management Plan • Success and efficiency data are reviewed monthly at Departmental level by CLT

16. Impact and Outcomes– 2011 Inspection