Forging Ahead A Strategic Plan for Dudley College of Technology 2020-23
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Forging Ahead A Strategic Plan for Dudley College of Technology 2020-23
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For more information log on to www.dudleycol.ac.uk
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Contents
Section 1 Section 7
Foreword 5 Our enabling support services 51
Key achievements 6 7a. Careers, learner services, 52
marketing and public affairs
Section 2 7b. Information technology & 53
150 years + of professional and 9 management information services
technical education in Dudley
Section 8
Section 3 Our human resource strategy 55
Our context 13
3a. A synoptic review of 2016-19 13 Section 9
3b. The fourth industrial revolution, the Industrial 14 Our financial strategy 59
Strategy and the skills needs of our region -
the role of colleges in a post Augar, Section 10
post Brexit world Our estates strategy 65
3c. Collaboration, devolution and the 15
West Midlands Combined Authority
3d. Being ‘for’ a place - forging Dudley’s future 15 Section 11
Managing our risks 69
Section 4
Our mission and vision 17 Section 12
Our impact 73
Section 5
Learners at the heart of
everything we do 21
5a. Our approach to teaching and learning 21
5b. Supporting our learners and keeping them safe 24
Section 6
Making a strategic impact – 26
our priority sectors
6a. Academic studies 28
6b. Adult programmes for learners returning 30
to studies or preparing for employment
6c. Building technologies and services 32
6d. Digital and creative industries 35
6e. Engineering and advanced manufacturing 38
6f. Health and life science technologies 40
6g. Inclusion programmes 44
6h. Professional services and service Industries 46
6i. Worldwide provision - 48
Dudley College Worldwide
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1
Section 1
Foreword
Key achievements
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5
Foreword
Dudley College of Technology has played a
pivotal role in the provision of vocational and
technical education in Dudley Borough and
the wider Black Country for over 150 years.
The college has been on a remarkable and Marches Institute of Technology, due
journey over the last twelve years. In 2007 to open in 2021, and the opportunity to
the college was graded inadequate by pilot all three new T Levels in 2020. These
Ofsted, with failing financial health, facilities projects place the college at the vanguard
and resources unfit for purpose and an of welcome changes in technical and higher
uncertain strategic future. Today the college technical education.
is graded as an ‘outstanding’ provider and
is widely recognised as one of the highest The college recognises its role in providing
performing general further education system leadership for the further education
colleges in the country. sector. Particularly through the Further
Education Skills and Productivity Group, a
The journey from inadequate to collaboration of twenty-one colleges in the Lowell Williams
outstanding has been planned carefully. West Midlands working closely with the
We place a great emphasis on considered West Midlands Combined Authority, the Chief Executive Officer
strategic planning and turning strategy into college’s strategy is to promote current
action. Delivering our strategic ambitions and future collaboration between further
over recent years has not been easy, nor education colleges. The college welcomed
without risk. This plan again sets out our comments in the Augar Report in this
ambitions for the future. We recognise that respect and approaches these discussions
the road ahead is a challenging one. in an open and confident manner. The
recent three-way college collaboration
Over the life of our previous strategic between Dudley, Halesowen and
plan, we delivered an investment in our Birmingham Metropolitan colleges,
estate of some £60m, predominantly is evidence that collaboration can result
from the college’s own funds and through in rationalised and secure provision in an
prudential borrowing. This has provided area, providing a positive future for learners
us with excellent technical facilities but and staff alike. David Whatton
has required careful management of
Chair of Corporation
our finances. This plan sets out further But more than anything else the college
ambitious estate development whilst remains resolutely focused on providing
recognising the need to maximise returns all learners with an exceptional experience
from prior investments, to rebuild cash which provides for their successful
reserves and securely maintain good future careers.
financial health into the future.
This strategic plan, for the period 2020-
The college’s exceptional performance 2023, sets out the actions we will take to
in technical areas has resulted in exciting realise our ambitious vision for the future
opportunities for the future, perhaps most of Dudley College of Technology.
clearly demonstrated by our successful
application to develop the Black Country
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Key achievements
from the period of the last strategic plan
£60
million Investment in
£
Recognised by Ofsted Maintained satisfactory financial
as an "Outstanding Provider" Dudley Learning Quarter and health and liquidity during a period of
in March 2017. Brierley Hill Centres. significant capital investment.
46,000 Over the last four years
As one of the country's largest
46,000 learners have
Apprenticeship providers we
successfully achieved 95% of full-time
supported over 7,000 apprentices.
their qualifications. learners' progress to
positive destinations.
Selected by DfE following a
national competition, to lead the
development of a prestigious new
Achievement rates consistently Institute of Technology.
Dudley College Worldwide delivers above national average.
to 1,200 learners worldwide.
High levels of satisfaction throughout the life of this strategic plan:
FE Choices Employer Survey – rating of 9.6 for ‘likelihood to recommend’
FE Choices Learner Survey - rating of 8.1 (16-18), 8.6 (Adult) and 8.5
(Apprenticeships) for ‘satisfaction with teaching/training’.
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National Entrepreneur of the
Year winner 2017 & 2018 and
Achieve prestigious
Inspirational Learner and Dudley Academies Trust is formed STEM Assured kite mark.
Enterprise Manager award under the sponsorship of the college.
winner in 2018.
Accredited by the Office for Students Lowell Williams Chief Executive
College becomes
as a provider of higher education – Officer is recognised
Chartered Institute of Further
met all 24 standards for our provision. as FE Leader of the Year at
Education member.
TES Awards 2018.
Received British Council The college wins managing
Re-Accreditation for agent status for Waltham Forest
Dudley College of Technology English Teaching. Borough Council's Construction
becomes T Level provider. Training Centre.
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2
Section 2
150 years+ of professional and
technical education in Dudley
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150 years+
of professional and technical education in Dudley
1927
Five acre site at The Broadway offered by
Dudley Town Council.
1936
1862 Official opening of The Broadway site.
Dudley College of Technology traces its
origins to the building of the Dudley Public
Hall and Mechanics Institute in 1862.
1939
Outbreak of World War Two – decision
1896 to postpone completion of further
building work.
Additional accommodation in Stafford Street
was acquired and became the Dudley
Technical School (renamed the Dudley
Technical College in 1928).
1931
Building works begin following acceptance
of a tender of £74,177.
1935
First learners admitted in September.
1955
1918 Completion of building work to include
electrical engineering, metallurgy, meteorology.
Agreement reached between Dudley and
Staffordshire Education Committees to
erect a college to provide Technical
Education facilities.
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1966 2013
Termination of joint administration with Completion of Aspire Living – Centre for
1998
Staffordshire Council – college became sole Independent Living.
responsibility of Dudley Council and
renamed Dudley Technical College.
Opening of Centre for Learning at
2014
Rover, Longbridge.
1968 Completion of Aspire Works – Centre for
Completion of The Broadway F block to
accommodate Motor Vehicle, Electrical and
2001 Independent Work Skills officially opened by
Ian Austin, Member of Parliament for Dudley
Hydraulic laboratories. North 13th March 2015.
Merger with Rowley Regis College.
Completion of Dudley Advance - Centre for
Advanced Manufacturing and Engineering
officially opened by Professor Brian Cox
1973 2002
on 24th April 2015 and Dudley Enhance,
(extension to Dudley Sixth incorporating
the STIR Bistro).
Glass Centre opened at Brierley Hill by
Acquisition of Castle View campus from
HRH Duchess of Kent.
University of Wolverhampton.
1982 2011
Construction of Wolverhampton
Opening of Energy Training Hub in Tipton.
Street site.
1990
Mons Hill campus opened.
1993
Official opening of G & H block at
The Broadway by HRH Duke of Kent.
2012
Completion of Dudley Evolve and Dudley
Sixth, to form phase 1 and 2 of the Dudley
Learning Quarter, officially opened by the
Rt Hon Dr Vince Cable MP, Secretary of
State for Business, Innovation and Skills on
21st November 2012. Closure and disposal
of Castle View site and relocation of Glass
Centre to Dudley Evolve.
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2017
Dudley Advance II a Centre for Advanced
2019 August
Building Technologies opens its doors.
Art & Design Centre (Brierley Hill)
Independent Living Centre
(Brierley Hill)
Black Country Skills Shop become part
of Dudley College of Technology.
Dudley achieves Ofsted
"Outstanding Provider" status.
2015 2021 September
Dudley Advance, the Centre for Advanced
Planned commissioning of Black Country
Manufacturing and Engineering Technology
and Marches Institute of Technology.
opened by Professor Brian Cox
(September 2014 takes in first learners).
2018
Construction Apprenticeship Training Centre
(CAT) takes in first learners.
2016 2019 May
The college wins managing agent status
Priory Road Football Complex kicks off
for Waltham Forest Borough Council
thanks to a grant from the Premier League
Construction Training Centre.
& The FA Facilities Fund.
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Section 3
Our context
3a. A synoptic review of 2016-19
3b. The fourth industrial revolution, the Industrial Strategy
and the skills needs of our region - the role of
colleges in a post Augar, post Brexit world
3c. Collaboration, devolution and the West Midlands
Combined Authority
3d. Being ‘for’ a place - Forging Dudley’s future
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Our context
During the period since the publication of our
last strategic plan, the college’s reputation
and position in the market place has
continued to grow.
3a. A synoptic review
of 2016-19
Key landmarks in the evolution of our Automotive, alongside the small medium
history, which now places us in a leading sized enterprises that are the core of our
position in the educational economy have regional economy.
included the achievement of our Ofsted
“Outstanding Provider” rating in May Critically in our last plan we committed
2017, the expansion of our estate with the to being the “prime mover in unlocking
opening of Dudley Advance II our centre the talent of the young people”, in the
for advanced building technologies in communities closest to us. Through the
September 2017, followed by the smaller creation of Dudley Academies Trust we
scale investment in the Construction have given shape to this commitment,
Apprenticeship Training Centre in January 2018. embracing the strategic leadership as
More recently our assumption of the role sponsors for four Dudley Metropolitan
of managing agent for the Advance Technical Borough Council based secondary schools.
Engineering Construction Centre our Waltham With a history of under achievement we
Forest Council-led construction training have begun to transform the outcomes for
centre in Leyton, East London, has seen us learners in these schools, notwithstanding
transfer our sector specific knowledge and they have a long journey to make on the
experience gained in the West Midlands, road to excellence.
to the capital.
Finally, towards the end of 2019, the college
But our evolving status as sector leading was invited by the Further Education
has not simply been predicated on the Commissioner to work with Halesowen
level of investment in our estate but on College to protect learning for hundreds
a range of factors linked to our central of individuals as Birmingham Metropolitan
concern to deliver a truly technical College looked to de-merge its operations
curriculum that prepares learners for in the Black Country. In the devolution of
the contemporary jobs market. Our its provision in Stourbridge and Brierley
growing status as the leading provider of Hill, Dudley College of Technology was
Apprenticeships within the West Midlands able to protect jobs for over 100 staff and
economy, both in terms of volume and several hundreds more learners acquiring
quality of provision, with achievement the Art & Design Centre and Independent
rates well above national averages for the Living Centre in Brierley Hill and the
full-life cycle of the last strategic plan, mean Black Country Skills Shop in Merry Hill.
that we have delivered on our strategic The rationalisation of further education
ambition to place employers at the heart provision in the Dudley Borough, reflects
of the college’s work. By responding to how as an institution we are able to
national government reforms such as the respond to changing circumstances for
introduction of the Apprenticeship levy, the good of learning and learners and
we have grown our customer base to our growing role in system leadership in
serve large national and multi-national further education.
employers such as Tesco and Kuka
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3b. The fourth industrial
revolution, the Industrial Strategy
and the skills needs of our region
- the role of colleges in a post
Augar, post Brexit world
During the years 2016-19 the skills However, as Britain stands on the eve of
economy has changed immensely as Brexit and its departure from the European
the macro-climate in which the college Union, the ability to deliver a skills agenda
operates has evolved, which has been that sustains the UK economy, by training
further shaped by the publication of the a workforce with the right kind of high
UK Government’s Industrial Strategy. demand skills, has never been more acute.
Aimed at realising the potential of
technology in education in order to boost Coupled with the recommendations of the
the productivity and earning power of Review of Post 18 Education and Funding
people thought the UK, the strategy has (commonly known as the Augar Review)
defined the grand challenges facing the it is to be hoped that the centrality of the
nation. The role of further education in further education system to meeting the
meeting those challenges has increasingly nation’s skills challenges is at last being
been acknowledged by government as acknowledged and will be resourced.
critical. With the announcement of a £400 Although this is by no means certain as
million investment in further education Augar itself acknowledges that: “No prior
and sixth form colleges (31st August 2019), government of any persuasion has considered
the Chancellor Sajid Javid demonstrated further education to be a priority.”
commitment to the sector and recognised
it as pivotal to delivering on the ambitions
of the Industrial Strategy.
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3c. Collaboration, devolution
and the West Midlands
Combined Authority
the college is well-placed to progress this
agenda, during the lifetime of this plan.
The work of the Further Education
Skills and Productivity Group, which is
unique to the West Midlands in bringing
together 21 further education colleges in
a strategic partnership, is well positioned
to take forward a place based strategy for
the region. As a founder member of the
Further Education Skills and Productivity
Group the college has invested in helping
to take forward joined-up activity that
avoids duplication and ensures each college
If, further education is to sail on the
works to its strengths. This is an agenda we
remain resolutely committed to. Through 3d. Being ‘for’ a
place - forging
current of positive intent, colleges this work to-date, the Further Education
themselves will have to develop more Skills and Productivity Group has set the
collaborative behaviours, underpinned by foundations for a systematic approach that
a strong directive that links investment
and funding decisions to a strategically
equally balances the interests of a place
and the needs of individual institutions. In
Dudley’s future
planned network of providers with a clear the West Midlands the Further Education
understanding of the core and specialist Skills and Productivity Group has had a
offer. Better system planning of strategic considerable influence and could have In the next phase of the college’s strategic
investment in specialisms would create a an ever more pivotal role to play going development we recognise, as succinctly
place based strategy that doesn’t eradicate forward in designing and delivering a expressed by Professor Martin Doel, that
the free market but allows for competition pluralistic education economy that plays we should not only be ‘of a place’ but more
where it adds values at the same time to individual provider strengths. importantly ‘for a place’. The college in
eliminating wasteful competition and the future needs to be more than simply
unhelpful duplication. responsive to local need. We need to help
define and shape that need. Over the
During the lifetime of the last strategic last three years the skills and education
plan the creation of combined authorities provision in a locality have become a
at a city-region level and the devolution place defining feature. And whilst to some
of budgets from Whitehall has changed extent that has always been true, when we
the landscape in which further education consider the glass making trades of Dudley
institutions operate. The West Midlands in the 1700’s or the nuclear industry
Combined Authority now has “purchasing centred around Sizewell B in Suffolk in
power” for a range of training and skills the 1990's, the need to align place and
interventions. This places them at the practice, training and terrain has never
hub of a regional system where they can been stronger.
influence future decisions about the nature
of the region’s further education provision. In being for a place in the next cycle of
Devolution in the region, if developed our development, the college will not only
in partnership with the region’s further mirror the culture and values reflected in
education colleges, could help to secure a its local traditions and histories but will
self-sustaining infrastructure of providers, also help mould new ones for the future.
working to a plan that creates synergy By actively engaging in the borough-wide
between learner demand, employer need Dudley vision for 2030 and supporting
and a strategic and well planned skills offer. the Forging a Future initiative, the college
will play an active part in the civic destiny
The implementation of new T Level of Dudley Borough, its residents and its
qualifications in the region, with a business - standing not only for that place
requirement for extended work placement, but helping to make it fit for the future - a
presents further opportunity to align thriving community where people want to
curriculum more closely to workforce live, work and study with a vibrant college
demand. As a pilot provider of T Levels at its heart.
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4
Section 4
Our mission and vision
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Our mission
and vision
The college's mission statement is as follows:
Our mission: outstanding technical and
professional learning, which raises aspirations,
develops skills and changes lives.
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Our vision
By 2023 we will be firmly recognised regionally,
nationally and internationally simply as ‘a great college’.
With our focus on apprentices, full-time programmes
for young people, adult learning and higher technical
skills, we will consistently make a real difference to
the lives of our learners, raising their aspirations
and promoting their prosperity. As a driving force in
the regional economy we will continue to improve
business productivity, adding gross value.
As one of the largest and most successful in mathematics and English, English
providers of Apprenticeships in the UK, language speaking and functional skills
Apprenticeships will justifiably be regarded qualifications. A growing number of these
as the ‘jewel in our crown’. Supported adults, particularly those on lower level
by our inspirational, newly opened Black programmes, will progress quickly into
Country and Marches Institute of Technology, Apprenticeships or other employment.
our Apprenticeship numbers will continue
And our higher skills provision will be
to grow, most significantly at advanced
transformed from today’s offer, with a
and higher levels. An increasing percentage
of our apprentices will follow careers in dramatic expansion of new programmes,
priority sectors. Many young women closely aligned to local economic needs.
will join these pathways and more More learners will join higher level
of our apprentices will be from ethnic programmes in STEM (science, technology,
minority communities. engineering and mathematics) related
subjects, particularly bespoke new higher
Our full-time young learners will continue skills programmes developed in close
to achieve high success rates in all partnership with local industries and
curriculum areas, well above national our university partners. Our higher skills
rates. Those with low prior attainment provision will enhance the technical
in mathematics and English will make capacity of the region’s workforce, driving
significant progress with these key skills. forward innovation and productivity.
Our relentless focus on aspiration will
ensure more young people achieve Across all of our provision our learners
high grades. From the many and varied will understand how to best conduct
opportunities provided to them, especially themselves, professionally and socially, and
through our new T Level programmes, they to keep themselves safe. They will enjoy
will be well prepared for work and highly their training, benefiting from teaching
employable, progressing into enriching which is active, exciting and inspiring,
careers. Dudley Sixth will be recognised which focuses on their individual needs
as the A level centre of choice for and which makes best use of learning
young people in Dudley Borough and technologies. Our learners will prosper
adjacent areas. in their careers, improving workplace
productivity, contributing positively to the
Our close and effective working with the regional economy and helping to narrow
West Midlands Combined Authority will the skills gap.
ensure our adult education provision is
highly effective. An extensive network of Our stakeholders will be delighted with
college and community based essential our innovative curriculum, our focus on
skills programmes will support at risk technical, professional and higher skills
adults on the margins of society. An and our inspirational facilities. For young
increasing number of adults will engage people, adults, employers and wider
in this provision, improving their essential partners Dudley College of Technology
and employability skills, gaining GCSEs will be the ‘college of choice’.
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5
Section 5
Learners at the heart of
everything we do
5a. Our approach to teaching and learning
5b. Supporting our learners and keeping them safe
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Learners at the heart
of everything we do
5a. Our approach to
teaching and learning
Context Where we are now? The welcome addition of staff from
Birmingham Metropolitan College into
In the same way that machines changed The overall standard of teaching, learning the college has resulted in a programme
the lives of our ancestors in the 19th and assessing at Dudley College of of integration to ensure that the college’s
century, so technology is transforming the Technology is consistently high, with the teaching and learning practice is improved
approach to teaching and learning, and large majority of lessons either meeting, or through the two-way sharing of best
learner expectations, in the 21st century. exceeding the college’s high expectations. practice. This has been established through
Technology, coupled with highly valuable Ofsted’s ‘outstanding’ judgement for the a strong induction programme which
and ever-increasing industry links, are quality of teaching, learning and assessment outlined the college’s high teaching and
changing the landscape of teaching and was a positive yard-stick in the college’s learning expectations and provided strong
learning at Dudley College of Technology. on-going journey to provide the best support and guidance to college systems
possible experience for its diverse and support, which embedded former
Recent changes to the Ofsted framework, learner group. Birmingham Metropolitan College staff
in addition to upcoming curriculum into the teaching and learning culture
reforms with the introduction of T Levels The college’s evolving approach to teaching, of the college. Welcome walks, bespoke
from 2020, have provided a sharp focus learning and assessment has resulted in a ‘Upskill’ sessions, dedicated outstanding
on the need for a more industry-based culture of pedagogical experimentation, practitioner support and teaching triangles
curriculum with high-quality digital content whilst raising teaching standards and will provide a clear blue-print to teaching
across all learning platforms. The digital developing highly reflective and confident ‘The Dudley Way’.
capabilities of teaching staff will staff; through a collaborative communities
become major learner and employer of practice ‘teaching triangles’ model. ‘These
satisfaction indicators. approaches are contributing to a further, very
positive improvement in the college’s culture
Aligning with the government’s industrial which encourages teachers to be professionally
and digital strategies will be a key teaching reflective, confident, enthusiastic and willing
and learning focus across all provision. All to take risks to bring the best out of their
stakeholders will expect that teaching and learners’ (Ofsted, 2017).
learning at Dudley College of Technology,
including technology and resources, are Where possible learners will participate in
equal to, or exceed, industry standard. the design of their curriculum, co-designing
models of delivery to suit their bespoke
National teaching and learning trends learning styles and modes of study.
continue to see the increased development
of highly creative and innovative e-learning, Learners are exposed to a wide variety of
including staff and learners who are teaching, learning and assessment strategies
increasingly immersed within a flexible, which engage them and help them progress
blended approach to learning. towards their next steps. Close links with
employers greatly assist this process as
curriculum and skills are shaped through
industry involvement. ‘Highly qualified
staff use their excellent subject knowledge
and vocational skills, and extensive links with
employers to provide lessons that relate closely
to the needs and expectations of industry.This
motivates and inspires learners exceptionally
well’ (Ofsted, 2017).
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What we will do For young people there will be a sharp Technology will play a major role by
focus on the best teaching strategies ensuring all learners can access provision
In the next phase of our development for special education needs learners, remotely, meaning that learners can
we propose to grow and develop our in particular, those within a vocational work at their own pace and level wherever
practice in the following ways. setting. Teaching focus and development and whenever they choose. Formative
groups will be established to provide assessment will be mainly carried out via
For young people we will ensure teaching, on-line quizzes with instant constructive
clear direction for all staff, with a strong
learning and assessment at Dudley College feedback, virtual observations or
emphasis on providing guidance and
of Technology harnesses the global power e-portfolio evidence.
training for those learners who have
of technology to shape learners for
an educational health care plan.
higher studies and the world of work. The teaching learning and development
Teaching triangles will continue focus group will also investigate national
Working side-by-side with employers, adult teaching trends and assist in
to evolve through the guidance of a
and through an immersive technology shaping the adult triangle process to ensure
staff forum. Triangles will be heavily
focused teaching and learning environment, it meets the current and future needs of all
supplemented through a highly
the college will equip learners with adult learners.
collaborative culture where staff
the industry specific digital skills,
drive continual pedagogical improvement
knowledge and behaviours for an At higher level we will ensure
through regular informal lesson visits
ever-changing digital world. technology is widely used so that the
where best practice will be shared and
learner access experience matches that of
All stakeholders will benefit from the ingrained within the teaching and learning
higher education institutes. Learners will
college’s two-way working relationship fabric of the college.
have the opportunity to access lessons
with industry. Through industry remotely (virtual lessons, webinars)
To ensure young people are the
secondment and professional through a more blended approach to
beneficiaries of the most up-to-date
updating our learners will be exposed teaching and learning.
to technically skilled staff with the latest teaching and learning methodologies
industrial updating, particularly in the we will establish links with other National approaches to higher teaching
preparation and delivery of T Levels. ‘outstanding’ further education and learning will be discussed and actioned
providers, or providers with outstanding through the teaching and learning
The college will continue to explore aspects to their provision, to arrange development focus group, ensuring
models of using industry experts reciprocal quality audit visits of teaching, that Dudley College of Technology higher
to undertake specialist delivery learning and assessment. These visits will education learners are exposed to the
across all of our priority provision. We also ensure that the college is compliant latest teaching methodologies.
will encourage this through a reciprocal with the new Ofsted 2019 framework and
understanding of each other’s skills and that we maintain a fresh and innovative Higher education specific teaching
resource needs. approach through cross-institutional triangles will be established in all
sharing of best practice. curriculum areas with higher education
Technology will not only personalise provision thereby sharing best practice
learning, but feedback and For adults we will continue to ensure and making the clear distinction
assessment too, so that individuals can that their teaching and learning between higher education and further
progress at their own pace and study experiences at Dudley College of education teaching.
where and when they choose, regardless of Technology replicate their desired
age, background or personal circumstance. programme and industry expectations.
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With Apprenticeships we will, once again, Succession planning will enable staff
ensure that their learning environment has to deliver higher level programmes as the
the teaching and learning technology equal college continues to increase its learner
to, or exceeding, industry standard. numbers and provide state of the art
facilities, such as the Black Country and
All apprentices will have access to on-line Marches Institute of Technology.
formative and summative assessment,
including instant constructive feedback We will continue to work proactively to
and virtual observations, while summative ensure we fully meet our statutory
and end-point assessments will responsibility in relation to safeguarding.
incorporate the use of technology. At the heart of this are effective
arrangements to ensure staff can quickly
All apprentices and their employers will identify learners and groups who are at risk
benefit greatly from staff’s highly effective and guarantee they are safeguarded.
use of SmartAssessor in the electronic
collection of learner’s skills and knowledge. On-going professional development
for all of our teaching staff will remain
An Apprenticeship teaching and a priority for the college throughout the
learning working group will be life of this strategic plan.
established to look at national, regional
and local teaching trends and assist with
their application at Dudley College of
Technology. This working group will also
look at the possibility of establishing
a cross-institutional working party to
evaluate and address Apprenticeship
delivery, with a close focus on Ofsted’s
new inspection framework.
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5b. Supporting our learners
and keeping them safe
Context
The college prides itself in an inclusive
and harmonious culture which enables
all learners to thrive. We are committed
to ensuring our learners leave us with
not only the technical and academic skills
required to progress in their learning
and careers but also the wider skills
they will need to become responsible
and safe adults.
We are, however, acutely aware of the
challenges youth culture affords our
learners in a region which saw 690 children
under 17 years threatened or attacked
with a knife, and more than 800 youngsters
in possession of a knife in 2018 (source The
Guardian 11th March 2019 - West Midlands
Police FOI).
We understand the increasing risk sexual
Where we are now?
and criminal exploitation pose to our The college prides itself in offering an
learners and understand the critical role extensive suite of additional support to
the college plays in keeping learners safe. all learners including apprentices. Support
ranges from specialist dyslexia and
We are mindful, that in line with The mental health support to finance,
Mental Health Foundation’s estimation: I advice and guidance.
in 10 of our young learners and 1 in 6 of
our adult learners are likely to be affected Well-developed systems enable learners
by mental health problems whilst they are to identify a support need at application,
studying with us. enrolment or on a programme. Learners
who benefit from support have high
Sitting in a diverse community where achievement rates comparable to
political groups have initiated divisive their peers.
activities, the college recognises its
responsibility to promote equality, As the number of learners with additional
celebrate diversity and challenge those and complex needs increase, the college
who oppose British values: individual has invested in new roles including an
liberty, respect and tolerance, freedom Inclusion Manager and Education Health
of speech and the rule of law. Care Plans Officer whilst continuing to
grow our team of educational support
assistants through new recruitment and
integration of the learner support team
from Birmingham Metropolitan College.
Following the transfer of staff from
Birmingham Metropolitan College, we have
gained additional counselling resources to
ensure we are able to offer confidential
counselling to learners across all of
our sites.
The college takes its role seriously in
keeping learners safe. We continue to have
strong links with the Dudley Safeguarding
People Partnership Board and have
recently supported three additional staff
to complete designated safeguarding lead
training to add to our capacity to support
vulnerable learners.
For more information log on to www.dudleycol.ac.uk25
What we will do awareness of keeping themselves safe assistants will be a key focus. Each
and wider personal skills to prepare educational support assistant will
We will run regular staff training and them for adult life and work. develop expertise in a specific learning
briefing sessions to ensure all staff are difficulty or disability enabling them to
aware of the local and regional pattern of Through blended learning, we will use advise and support others.
risks related to young people and adults. eLearning to further support learners
in keeping themselves safe, building Peer mentoring will be a key focus
Through the Further Educations Skills and resilience and understanding their to support learners at risk of dropping
Productivity Group’s Safer Student Group, mental health. off programme or failing. These learner
we will work collaboratively across the mentors will provide a range of
West Midlands to raise awareness Supporting learners’ mental health will support including study and
in the region of the serious continue to be a key focus of the college. revision support sessions.
dangers affiliated to issues such We will continue to promote mental
as gang violence, knife crime and health awareness and embed our mental We will complete a feasibility study
sexual exploitation. health first aiders and mental health around the development of a stretch and
ambassadors into college life. challenge hub to support learners to
We will work with the Safer Students achieve their highest grade.
Group to co-ordinate existing We will continually update our digital
approaches to educating young systems including firewall, web filtering We will invest in a digital assessment
people about their personal safety. and incident logging to ensure they tool: Cognassist, to enable us to
are suitable for an increasingly identify learners with non-easily identified
We will continue to embed safeguarding digital world. additional needs to receive much
and British Values into our code of conduct needed support.
and expectations of learners. A culture of Learners will benefit from a high quality
mutual respect and tolerance will be confidential counselling, welfare and Our commitment to our proactive
evident across all college sites. finance support enabling them to manage and dynamic Student Union will be
the demands of modern life whilst still maintained and we will work to engage
We will, through staff development, ensure achieving and progressing. them in a number of cross college
that all staff are confident in promoting initiatives including mental health
equality and diversity and challenging We will maintain our Matrix support, behaviour, resilience and
those who oppose this. accreditation for impartial advice personal development.
and guidance ensuring learners receive
We will work closely with a range of appropriate and effective support to We will engage with external
local stakeholders including businesses, progress on to positive destinations. experts including drug and alcohol
Dudley Metropolitan Borough Council, rehabilitation, healthy relationships
Dudley Safeguarding People Partnership For our apprentices the role of our and sexual health experts to support
Board and social services to ensure our personal development officers will our learners with specific issues whilst
young people are safe and Dudley is a continue to grow through a structured staff they study with us.
safe place to study. development programme. This will ensure
the complex needs of apprentices are In the rare occasions the college is
We will increase our reach into our local identified effectively and needs are forced to exclude learners we will
communities through English language met, enabling them to achieve. We increase our systems to monitor and
provision, employability and the work with resolutely stand by our strategy of support the transition of these
local schools promoting positive and extending additional learning excluded learners to positive
harmonious relations. support to apprentices. destinations and other support services.
Through our performance improvement Investing in the development of our
programme, we will develop learners’ cross college team of education support
For more information log on to www.dudleycol.ac.uk26
6
Section 6
Making a strategic impact –
our priority sectors
6a. Academic studies
6b. Adult programmes for learners returning to studies
or preparing for employment
6c. Building technologies and services
6d. Digital and creative industries
6e. Engineering and advanced manufacturing
6f. Health and life science technologies
6g. Inclusion programmes
6h. Professional services and service Industries
6i. Worldwide provision - Dudley College Worldwide
For more information log on to www.dudleycol.ac.uk27
Making a
strategic impact –
our priority sectors
6
In developing our provision, we recognise
the need to balance our ‘general further
education provision’ to meet the needs of
our local community with the development of
more specialised technical programmes of
regional or national significance.
During the life of the last strategic plan In this plan we explain the ‘context’ of the
In developing and delivering our we routinely reported our impact in this college’s current provision for each key
provision we are clear on the following: respect in our Annual Strategic Impact of our priority sectors and the college’s
Assessment Report. progress to date in meeting the needs of
Our intent – to develop highly
each sector, ‘where are we now?’ The plan
effective programmes in priority In this plan we identify the following as details the bespoke strategic actions we
sectors allowing learners to progress our priority sectors: will implement in each priority sector over
to productive careers or to progress
the life of this plan ‘what we will do.’
in their current career and in doing so • Academic studies
On an annual basis the Corporation
to make a major contribution to the • Adult programmes for learners returning will agree and monitor a more detailed
productivity of the region; to studies or preparing for employment operational development plan, with very
Our implementation strategy – to • Building technologies and services specific, time bound actions for each of
ensure learners are supported with the • Digital and creative industries our priority sectors.
highest quality teaching and learning • Engineering and advanced manufacturing In this plan we also detail the impact
and industrial placement experience,
• Health and life science technologies we seek to have achieved by 2023. The
in industry standard facilities and
• Inclusion programmes impact targets for 2023 are a simplification
resources using the latest technologies;
of a range of detailed impact measures
• Professional services and
Our impact – to change the life set annually. At a high level they are
service industries
chances of all learners, to see them the indicators we use to assess the
• Worldwide provision. achievement, or otherwise, of our vision.
progress into high value careers
and to contribute to innovation and
productivity in the regional economy.
For more information log on to www.dudleycol.ac.uk28
6a. Academic studies
Where we are now?
Over the life of the last strategic plan,
Dudley College of Technology has
supported some 1,593 learners to
successfully retake their GCSE English
or mathematics qualification having been
unsuccessful at school, with thousands
more successfully achieving appropriate
functional skills as an alternative. Through
a whole college approach to delivery our
GCSE English retake results stand at 60%
and mathematics 45%, considerably above
national rates for retake programmes
which are 32% and 22% respectively.
Continuing to support learners to gain
these important qualifications remains
a priority.
Since opening in 2012, the college’s
dedicated A level centre, Dudley Sixth has
Context On top of this the demand for individuals
attracted increasing numbers of learners in
with higher level skills is growing; within
Academic performance in Dudley and the region to undertake academic studies
the West Midlands region, 21.8% of
the wider Black Country falls below the and now supports over 500 learners per
economically active people (16-64 year
national comparator (61.3% of people year. With a pass rate of 99.1%, above the
olds) qualified to level 4 and above,
in Dudley are qualified to level 2, versus national rate of 97.6%, we are pleased to
compared to 26.1% nationally - a difference
70.4% in the West Midlands and 74.9% support many learners in their next steps
of 4.3%. In 2017, 29.6% were qualified to
in the UK). This presents a challenge in to higher education. A particular focus
level 4+ compared to 38.6% nationally - a
supporting young people to progress in in recent years has been on driving high
difference of 9%. Analysis suggests that
their education beyond school. Some grades for our learners. In the most recent
Birmingham alone, currently needs an
63.3% of school leavers in Dudley will leave exam results (August 2019) there was a
additional 68,300 residents with NVQ level
without a grade 5 in GCSE mathematics or 7% increase in the number of learners
4+ qualifications and 5,988 more residents
English. This is seen at Dudley College of achieving A*-C in their subjects which now
with NVQ level 3 + qualifications to fill the
Technology, where our most recent intake stands at 75% of exams taken. Currently
current skills gaps. Supporting more people
reported some 1,519 learners without 77% of our A level learners move on
to study at a higher level and remain local
these important qualifications at grade 4 or to University to continue their studies,
remains a regional priority.
above. The expectation is on local colleges although we are seeing an increasing
to support learners to successfully retake Since the last strategic plan the college has percentage choosing to go directly into
these qualifications alongside their further had a focus on increasing opportunities employment and potentially continue their
education programme. for local people to continue to higher level studies though higher Apprenticeships.
studies locally and in a cost effective way.
For young people leaving school A The number of learners on our HNC and
level studies are still a popular route HND higher level programmes has grown
through to higher education, with most due to the expansion of curriculum in
learners choosing to study 3 or 4 A level new facilities such as Advance I and II. Our
subjects. Recent reforms of the A level achievement rates for these programmes
curriculum mean that the content for these have remained high, currently standing
programmes is more demanding than ever. at 91% for 2018/19. The biggest area of
It has also led to a change in assessment growth however appears to be higher
methodology, whereby the entire 2-year Apprenticeships, with more employers
curriculum is assessed in one set of final making use of Apprenticeship funding or
exams at the end. levy to support employees to continue on
to higher level study.
For more information log on to www.dudleycol.ac.uk29
What we will do
In the next phase of our development we
propose to further enhance our Academic
provision in the following ways.
For young people we will continue to
ensure we are offering innovative
approaches to delivery of GCSE
retake programmes. This will include the
introduction of blended learning materials
and delivery, through the use of Century
Artificial Intelligence online software.
We will look to develop best practice
in delivery of our GCSE mathematics
programmes through further
enhancements to our delivery model,
introduction of a learner mentoring
scheme utilising our A level learners
and continuing to develop our teaching
staff through collaboration with
other providers.
We will respond to changing government We will introduce an A level Prefect We will further strengthen our working
policy, led by the introduction of scheme, giving successful second year relationship with the Dudley
T Levels and associated curriculum learners the opportunity to develop wider Academies Trust schools and beyond to
reform, to ensure we continue to deliver leadership skills and to lead on a subject form subject tutor links, raise aspirations
the correct English and mathematics mentor programme to support first in young people and support them with
programmes to learners based on year learners. transition to A level programmes through a
their individual needs and aspirations. range of engagement activities.
We will continue to work with the
We will maintain our broad offer of University of Wolverhampton For adults we will enhance our offer
A level subjects, introducing new through the ‘aspire to higher of programmes aimed at supporting
subjects where there is a local demand. education’ programme to target learners adults to transition into higher level
We will enhance our promotion of A level at risk of not continuing to University and programmes, including GCSE retakes
pathways linked to progression to ensuring they are supported to do so. and Access programmes.
the Black Country and Marches Institute of
Whilst not a mandatory element of the With the expansion opportunities
Technology for higher education and degree
programme of study, we will introduce provided by the Black Country and Marches
level Apprenticeships, including Product
more opportunities for learners to gain Institute of Technology we will increase
Design and STEM subjects.
valuable work experience during the number of learners in higher
We will continue our focus on a high their A level studies to support their academic programmes – broadening
grades strategy for our A level learners progression to higher studies and beyond. not only the range of programmes
by further enhancing our mindset but the mode of delivery with more
We will offer high quality advice blended learning integrated into our
programme, target setting and support for and guidance to help learners make
learners. By the end of this strategic plan academic delivery.
good decisions about their education
we expect our high grade performance and career. We will continue to position We will continue to promote and develop
to be above national rates, including a Apprenticeships as an important our offer of higher level programmes,
significant increase in learners achieving component of higher education, enabling more people to study locally
the very highest grades (A*-B). developing robust information and advice and in a cost effective way. As part of
for potential apprentices. this, we will increase learner choice
We will further develop our systems
by offering an extended range of
for identifying gifted A level We will deliver a series of annual events degrees, foundation degrees, higher
learners and deliver bespoke support aimed at supporting young people to qualifications, and the many types of
for them to achieve places at Russell make the transition to high level Apprenticeships involving study at a
Group Universities through a new study, including events for parents. This higher level.
honours programme. This will include will include working with employers
advanced master classes and further to promote opportunities for higher We will work with the West Midlands
development of our relationships with Apprenticeship roles. Combined Authority to broaden funding
key partner universities. opportunities for adults looking to
We will extend the remit of our retrain in priority sectors and
We will continue to develop our use of Employment Hub to support A level programmes that support their
digital technologies to enhance the learners with finding Apprenticeship progression to higher level study.
delivery of A levels and to support learner positions for their higher level studies,
self-study and preparation for exams. linked to local and national employers.
For more information log on to www.dudleycol.ac.uk30
6b. Adult programmes for learners
returning to studies or preparing
for employment
Context Where we are now? What we will do
Adult education in the UK has had Since the last strategic plan enrolments at The college takes seriously its
a turbulent few years with changes the college over the last few years have responsibility for supporting local adults
in national funding priorities having a broadly followed regional trends, with the to gain qualifications which enhance
significant impact on the types and volumes bulk of our adult provision (45%) being their opportunities and prospects. We
of funded adult provision. The Augar below level 2. understand a number of adults have
Review published in July 2019, proposed significant barriers to learning which
a raft of measures aimed at strengthening We have also focussed our adult provision can include low levels of English,
technical education and refunding further on ESOL (English to Speakers of Other mathematics and digital skills. We aim
education colleges; increasing flexibility and Languages) and on functional skills in order to provide programmes which remove
lifelong learning in order to boost adult to cater for the needs of the immediate these barriers and enable more adults to
participation in learning. populations we serve. access the higher level qualifications and
training they need to progress.
The West Midlands adult population have Throughout the lifetime of the last plan
lower skills than many other areas of the we have continued to provide positive We will develop flexible and
UK with 13% of all residents having no outcomes for our adult learners with fast track programmes for adults
formal qualifications and forecasts predict 93.7% of completing learners progressing to achieve English and mathematics
that changes in employment and advances on to a positive destination (education, qualifications up to level 2.
in technology will mean that jobs accessible training or employment), on completion Increasing the number of adults in
to those with no qualifications will fall by of their studies with us. Achievement rates our community gaining qualifications in
42% between 2012 and 2022. have remained strong and are at or above English and mathematics.
national rates at all levels.
Coupled with this, modelling focussing In partnership with the West Midlands
on level 4 skills has identified a need for More recently we have worked with the Combined Authority we will ensure a
more adults in the labour market to have West Midlands Combined Authority to greater number of our adult education
higher level skills. 23,160 worker shortages pilot a number of initiatives looking to budget learners follow programmes
have been identified in the Black Country engage adults in education. The Career at level 3 and above.
Local Enterprise Partnership (LEP), while Learning Pilots, Flexible Learning Fund and
Greater Birmingham and Solihull LEP ESOL for Work projects enabled more
recorded 73,320 shortages, with 170,170 in adults to access learning by removing
Coventry and Warwickshire LEP. barriers of funding or time and access.
The West Midlands Regional Skills Plan
recognises that the West Midlands
Combined Authority has an opportunity
through their commissioning of the adult
education budget to generate a shift in
the way the region works together to
deliver skills for adults. There is a significant
amount of investment – over £100m
– available to fund adult learning, the
majority of which is currently below level
2. Whilst this is meeting a need the West
Midlands Combined Authority want to
see a significant increase in the number of
level 3 and 4 qualifications being delivered,
particularly in priority sectors.
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