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Copy of Mirco teach ethos and culture
Transcript of Copy of Mirco teach ethos and culture
economic background. Policies Tomlinson Report (1996) Kennedy Report (1997) Widening Participation ELM/Youth Matters Quality Assurance System for Post 16 Education
(March, 2010) Leitch Report on Skills (2006) Aiming High - for young people 2020 Young People's Workforce Strategy How does the ethos and culture
impact on the learners? Technology Education Courses Facilities Materials Creche Edge - Bodies of Knowledge, 2010 The brand new £42.8 million college set to open in Skelmersdale in 2011.
It is a' state of the art campus' which will will offer the a wide range of vocational courses. The facilities are designed to replicate real life working environments and include hairdressing salons and a bistro, which will be open to the public.
The atrium will provide a multi-storey social and learning space, where students can engage in learning outside of the traditional classroom environment. New Build to 'develop people through learning and achievement
for the benefit of themselves, society and the economy'. Aiming to:
put the needs of the learner first
deliver quality in teaching and learning
provide great buildings and resources
value and involve staff
secure the future of the college through growth and financial stability Aims for 2009/2010
Be an outstanding college from 2010
Continue to grow
Be the first choice for vocational provision in Lancashire
Continued financial compliance and security
Exceed minimum levels of performance in all apprenticeships
Minimise the impact of college activity on the environment
Further develop staff to support career progression and succession planning The general consensus of learners agreed or strongly agreed that:
Teaching is of a good standard and subjects made interesting.
Assessment criteria is made clear and that feedback has helped to improve their grades.
There is ample academic support and teachers care about whether the learners perform well on the coruse.
There is access to computers when needed and materials required for the lessons are available at all times.
The course has served to increase their confidence when working in groups.
Discussing their work openly has improved their communication skills.
They feel safe when they are at college and there is a teacher that they can trust to talk about their problems. One in ten did not think that the course timetable allowed for enrichment activities.
Three in ten felt that changes in timetable were not communicated effectively. On reason for enrollment:
Only one in ten said that they wanted to progress to University.
Two in ten were specific as to their chosen career as a Graphic Designer.
The remainder advised that art was something that they enjoyed and wanted to pursue in some way.
One learner chose the course because they could not get on to the one that they actually wanted to do. None wanted to comment on negative aspects of the college.
One learner did say that they thought that all of the students are hard working and respond positively to the course. Progression route Highest retension rate
Highest achievement rate
in Creative and Sports
Industries in the college.
(Visual and Performign Arts,
Sports, Hair and Beauty) Specific Goals 90% attendance 92% retension 93% achievement 84% success Quality Targets Be Healthy
Enjoy and Achieve
Make a positive contribution
Achieve econominc well-being 'The children's act 2004 includes duties to co-operate to improve well-being and to safeguard and promote the welfare of children and young people'. Computers VLE (Blackboard) Runshaw College is the destination for around 70% of school leavers in Chorley and South Ribble 68% of the areas school pupils acheive five A* - C grade GCSE's Runshaw is a beacon college and has won serveral awards, including a United Kingdom Business Excellence Award and a European Quality Award Over 4% of students are from ethnic minority groups, which is higher than the proportion in the local population Mission Statement Music Department "As a student at Runshaw you will be the centre of everything we do.
Our simple aim is that you should fulfill your ambitions and we will
do everything we can to make sure that you do so."
Principle At Runshaw we aim to provide an environment where musicians are able to develop their particular strengths and talents, whether these are in performing or composing. The course provides a thourough grounding for study of music at higher level Ofsted - July 2008 Summary of Grades awarded
Effectivness and Provision
Capacity to Improve All Grade One
Acheivement and Standards
Quality and Provision
Leadership and Managment
Equality and Opportunity 'The college's overall effectivness is outstanding as a result of high expectations for staff and students, backed up by the excellent support and resources for teaching and learning' 'The college is relentless in its efforts to maintain high standards' 'The culture of the college is one of
hard work and respect for the individual' 'Financial management is outstanding' 'Student progression to higher education, further education or training is excellent' 'Success rates for students aged 16 to 18 are well above the national bench mark data for courses at all levels' 'Attendance is very good' Facilities In september 1997 the music department moved to a new build of £3 million. A suit of purpose built practice rooms of which all contain acoustic and electric pianos Music room is equiped with 18 computer stations each with the
latest music notation software 'Sibelius' The music technology facilities are housed in a purpose
built annexe to the music department, comprising of a
music technology Mac suit and a recording studio The recording studio is based around the industry standard 'ProTools HD' system
with two 'Live' rooms and a seperate control room. This uses a 16 track fully digital recording desk with a powerful 'Mac Pro'
computer system and a 'Command 8 ' controller used in conjunction with
a large library of 'Plug-ins' to create proffessional quality recordings. VLE - Moodle Education Music department only offers A - Levels Academic snobbery Edge.co.uk beleive that
'practical learning should be part of every young persons education' 'AS and A level qualifications focus on traditional
study skills' Direct.gov.uk Entry level grades from GCSE for the music
and music technology A level course is 5 B grades Social Background and Catchment Area Only 4% of students are form ethnic minority backgrounds Majority of students are white middle class Catchment areas are primarily Chorley and South Ribble There are many high performing secondary schools within this area, including:
Bishop Rawstorne C of E Language College
Parklands High School
Southlands High School
Holy Cross Catholic High School This area experiences low levels of unemplyment
but has pockets of deprivation Would this college perform as well, with its current ethos and culture,
if it was placed in another area? Targets Very target driven college with strong links to the institutions economy last year the student acheived 71% A- B and 36% A grades at A level EVERYONE MUST PASS! Product Model (Tyler, 1947) Runshaw college adopts a very theroputic approach, with
unlimited support and alot of scaffolding in order to meet
their targets. Ecclestone and Hayes (2008) suggest that:
'Therapeutic education is profoundly dangerous because a diminished image of human
potential opens up people’s emotions to assessment by the state and encourages dependence
on ritualised forms of emotional support offered by state agencies’ In 2004, over 53% of young people achieved 5 or more A* - C grade GCSE’s, compared to
around 45% in 1997. Compared to other countries, standards by the age of 16 are good, but
staying on rates after the age of 16 is poor.’ (14 – 19 Education and Skills White Paper) Should students be allowed to fail? Hidden Cirriculum Is the importance of the 'Hidden Curriculum cast aside within this product driven ethos? Socialisation process where students learn through the experience of being at college Ethos and Culture at Runshaw College I find that teaching at Runshaw empowering because the students are in general intrinsically motivated and are willing to learn. They are polite and they have shown me appreciation of my teaching methods. However, the ethos and culture at runshaw college is, in my view, distorted because of the product driven target orientated nature of the instutution. The reality is, in order to give the students unlimited support and efficient, relevant resources, the institutions priority is finance. This institution has such high expectations that the personality is somehow lost. The students however, hold runshaw in high regard and they find that it is extremly supportive and encouraging. Due to such high entry level grades these targets are attainable and the 'students progression to higher and further education is excellent' (Ofsted, 2008). I do not feel that this institution would fair nearly as well or as profitable in another area of social class, economic well being and educational discipline. West Lancashire has relatively low levels of multiple deprivation.
However, Skelmersdale is a significant 'hot spot'; being the most deprived area in the Borough and within the top 20% most deprived areas in the country. At the opposite end of the scale is Parbold, Aughton Park and Tarleton, with some of the lowest levels of deprivation in the country. Core Strategy Options Paper
West Lancashire County Council The English Indices of Deprivation, 2007 Under a fifth of West Lancashire's workforce has a degree or higher, in line with national figures.
Skelmersdale has the highest proportion of people with no qualifications; suffering from multiple deprivation - in particular Digmoor which is ranked amongst the top 1% most deprived areas in the country.
The more severe problems are linked with low income, high unemployment and low educational attainment. Ormskirk Campus, Art and Design Department Level 1 Introductory Diploma Group. Monitoring Visit - 30 January 2008
The notes on social and economic background underpin the council report.
However Ofsted did add:
'In 2006/07 54% of college learners attracted a high widening participation factor.
The proportion of students from minority ethnic backgrounds is higher than in the
local population'. From May 2006 to January 2007 the college has improved from inadequate to satisfactory, via the
reorganisation of management and clear planning.
This included VAPA (Visual and Performing Arts).
June 2008 inspection feedback - VAPA specific.
Strengths - success rates, student work, teaching and learning, and staff
expertise; with sharing of good practice.
Negatives - attendance and lack of outstanding work on display in the department.
Annually an Ofsted inspector with art and design expertise is employed by Newcastle
College for internal inspection.
This is accepted by Ofsted who have not visited further since 2006.
November 2009 internal inspection.
Complementary on planning and paperwork, time management, willingness from students to
engage in tasks, and strong collaboration between staff and students.
Attendance 82.3% which did not balance with the strengths. 'by inclusive learning we mean the
greatest degree of match and fit
between the individual learner's
requirements and the provision
that is made for them' Inclusive Learning. Special educational needs. Improved learning opportunities for all. Learning Works. Recognised that widening participation
was not just about increasing the overall
rates, it was about extending participation
from under-represented groups. Social Inclusion. Recommendations The continual improvement and assessment of perforance will be integral to securing funding. BIS: Department for Business, Innovaiton and Skills 'Delivering world-class skills and our commitment to raise the participation age requires all learning provision - for young people and for adults - to be of the highest quality'. From April 2010 local authorities, supported by the YPLA (Young People's Learning Agency) will be responsible for securing education and training for young people in the area who are over compulsory school age but over 19. (Including those under 18 in youth detension and those over 19 but under 25 who are subject to a learning difficulty assessment). The Skills Funding Agency will oversee Further Education systems for those over the age of 19. Annual Performance Assessment will be conducted by the sponsoring bodies, informed by reports and recommendations from Ofsted. Government - DSCF and BIS will have accountability to ensure that learners are provided with choice and quality of education. Published December, 2008 Everyone who works with children and young people should be:
ambitious for every child and young person
excellent in their practice
committed to partnership and integrated working
respected and valued as professionals aiming to ensure that the workforce
have skills and knowledge to do the
best job they possibly can to help
children and young people develop
and succeed across all outcomes
which underpin Every Child Matters. (Care 2 Learn) Progression Coaches Learner Support Fund (Buss passes, essential equipment, travel and childcare) DFCSF - Update March, 2010. Easier access to enrichment activities. 'a vision of a country in which
a young person's background
and family circumstances are
no barrier to particiption in
sports, culture and all other kinds of positive activities'. 'Our ambition is for every young person
in England to enjoy happy, healthy and
safe teenage years and to make the most
of the wealth of opportunities that are
available both inside and outside the
classroom. The evidence is clear that a
young person's achievements, activities and
experiences during adolescense will shape
the adult they become, the contribution they
will make to society and whether or not they
will have the skills that employers demand'. Review of Skills: Prosperity for all in the global economy. Addressed our country preparedness
to compete within the global market
against economies such as India and China. Recognised that, as a country we had to raise
our educational standards.
Discussed the growing need of employment in
less academically dependent jobs. The Little Report - Through Inclusion to Excellence (2005) Was an extension of the Tomlinson report and promoted that people with learning difficulties are enitled to a fulfilling life and participation in the employment market Fed into the Leitch report in promotion of people with learning diffiuclties to develop the ambition of gaining employment. Stronger links with industry Projects with 'live' meaning. 'an independent education foundation
dedicated to raising the status of practical
and vocational learning' 'Young people are motivated by
experiencing practical and vocational
learning which is demanding, reflects
the needs of the modern workplace, is
professionally resourced and is taught by
people with relevant experience'. '...richer understanding of learning opens up interesting
lines of enquiry about how to develop more engaging
and effective forms of practical and vocational education'. '...why not find out more about the most
outstanding further education college in
West Lancashire?' Louise Dawson, Principal Ethos and culture @ Preston College PC role today is to help the people of Preston protect themselves against the economic downturn and build a host of skills to enable them to thrive when the economy recovers.
Actively encourage students to aspire towards achieving great things.
Celebrating achievements is central and every opportunity is taken to showcase our students’ successes.
Source-Annual Report 2008/09s Based on the Skills for Life and Additional Needs Department –Literacy
3 different groups –sub-cultures- a Construction Pathways Diploma, Business Pathways Diploma and a Pre-Pathways Work and Social Skills group.
Catchment area for these learners local Preston and surrounding areas –low to middle income some with Additional Learning Needs –recruited local Special schools.
Ethos and cultures -different –Pre-pathways-no formal exams attendance is key-EMA motivation– slow paced -low ability- process based –social and confidence skills –to function in work and society
The Pathways groups-do exams-continue to higher levels –product based -for exam success and vocational work. The Ofsted Report recognised that the College had many key strengths such as high pass rates, good support for learners, staff development and social inclusion, as well as an extensive range of external links and a clear strategic direction.
A huge amount of effort has gone into ensuring the provision meets the need of employers. Full-time students develop skills that make them excellent recruits for local businesses, while employers look to the College to train their existing workforce in new skills.
The College is a key player in economic regeneration and development. According to the 4 functions of culture-PC succeed in providing a common language, criteria for inclusion and exclusion, success and failure and social guidelines. The College’s report on highlights from the academic year 2008/9.
Performance on all fronts was more than satisfactory, and consistent with the vision we have of
becoming a truly outstanding college by 2012.
Through the efforts of staff in inspiring learners, student success rates on courses at all levels increased.
Links with local schools have been strengthened by collaborative work in developing new Diploma courses for 14-19 year olds.
Whilst our recruitment targets for 2008/09 were challenging, the performance of our employer responsive audience and 16-18 year old school leavers audience was strong. However, the adult learners market continues to be a challenge in the current economic climate. With potential learners researching their best options for training, we have seen great success in our Train to Gain provision. Preston College aims to develop provision that meets the needs of the community.
Annual Report 2008/09 A student survey -questionnaire-based on NSS
Small scale-one of my groups- Skills for Life
Findings-not taken seriously by some- same number entered for all areas, not a true representation.
Interpretation of the figures-generally students were positive about their college experience rated as 3-5- agree- in most cases-3 for neither- interpreted as low.
Areas common on 3 were -communication/adequate advice on exam criteria, specialised resources when needed, some teaching not made interesting. 3Widening Participation 2Preston College role and student succes- 4 Groups & Backgrounds 9 Ofsted say about Preston College... 5 Case study ‘The culture of a college is the key to successful improvement … ’
(Hopkins, Ainscow and West , 1994) Pick your future……
Be who you want to be…..
Over 400 career & leisure courses to choose from
‘Being a student at PC will open the door to new opportunities and challenges’
PC Prospectus front cover …aim to improve students to reach for the stars
…to achieve full potential
..a step stone to a great new future
…gain qualifications for University entry or develop skills to impress future employers
Foreword by Principal Willie Mills
PC student handboook-09/10 PC is committed to promoting Student Health and Wellbeing – support the ‘Be Healthy’ strand of ECM and a Health and Safety policy.
Safeguarding learners policy and procedures-under current legislature for young people under 18.
Elaborate students services, additional support teams and tutorial programmes.
All learners have an LCM responsible for supporting their progress and welfare.
Student union-students voice
Supportive and vibrant venues-Libraries and learning centres- including E-learning 7 ECM/Inclusion Equal opportunities & Race equality
‘PC seeks to provide equality of opportunity in a way which values people as individuals and treats them with respect and dignity and in line with the Disability Discrimination Act (PC Prospectus09/10)
Others include Health and Safety, Safe guarding learners, Anti-bullying and Tutorial policies among others. 6 Links to Policies PC has a vibrant and wide range enrichment programme to gain new skills, pursue hobbies, experience new culture, meet new people and make most of their time.
Opportunity to access all these activities at the annual enrichment fair held in the first week at College
Preston College student triumphs with Skillbuild success, which is organised by Construction Skills, the Sector Skills Council for SkillBuild on 22nd April 2009 at Preston College.
Vocational Qualifications achievements day 2009- PC toasted the success of their vocational students with a celebration on 24/06/2009 8 Learner Enrichment 10 Mission Statement Skelmersdale &
Ormskirk College Preston College Runshaw College Vocationally related Social and economic backgrounds to recruitment 3 sub cultures
to experience Product driven Clear path to
University Teach to
the exam construction business pre-pathway Learners killing
time until they
decide what they
want to do Widening
agenda Raising aspirations
with focus on increased
value of education Employability Supporting academic
aspirations that already
exist Ensuring placement
at University of choice Learners are unclear
as to where they want
to go educationally Barriers to learning Lower academic achievement Refused entry
to other colleges Key drive: to pass the course just to attend 1 Preston College targets Preston College Mission Inspire Learners to develop skills, knowledge and understanding that will contribute to a successful economy and society to become a
Truly Outstanding College by 2012 PC Aim How we get there? Summary
A lot evidently happening interms of culture and ethos at Preston College. It has a Cultural Hierachy of values, moral and ethical working codes guide for people in certain situations influences thoughts and behaviour Schein (1985)