Have you had an inclusive induction period..?
Two weeks into the start of the new academic year for #FE Colleges and from my recent travels up and down the country, delivering #RARPA training, both staff and students seem ‘right up for it’ and excited at the prospect of educating the masses and learning to gain a worthy career.
Introduction to both the core elements of the study programmes should have been completed, highlighting both Work Experience and the areas of #PDBW. Careers advice is essential and Gatsby.org have led some incredibly useful benchmarking to enable providers to improve.
The Fab SEND Team at West Thames College
Behaviour for learning in both training (CPD) sessions for delivery staff in the new academic year and all support services during the administration week seem to have taken place at the Colleges I’ve visited. This will set the tone for staff and students alike to take a journey on a positive platform to aspire to achieve however, with the added valuable social inclusivity and prosperity for the local areas each #College supports, but only if you’ve put Personal Development Behaviour Welfare at the forefront from the get go.
Are you ticking the #PDBW boxes, have you had an inclusive induction...?
Some examples could be; learners take pride in their achievement and are committed to learning, this is supported by a positive culture in a curriculum area. Or, learners have self-confidence, self-awareness and an understanding of how to be a successful learner. Importantly, learners are given choices about the next stage of their education, training or employment, where relevant, from impartial careers information advice and #guidance. Lastly, learners develop personally, so that they are well prepared to respect others and contribute to wider #society and life in Britain.
Northampton College RARPA Team
A hint here for those reading, this will be a key area during inspection this year.
There are many activities that are defined as #EEP and these are valuable additions to your programme of study. This includes hours where students are doing activities that
do not count towards a main qualification
are for informal or GIFHE certificates or other non-qualification activity
are for tutorial purposes
are spent on work experience and other work-related activities
are spent on enrichment, volunteering and/or community activities organised by or on behalf of the institution
I’d suggest Colleges push this area to improve, this requires the ‘buy-in’ of the delivery and support teams. Informing them and training them well is crucial, as your implementation of EEP be a will be targeted, well publicised between internal stakeholders, well used and personalised for curriculum areas and individual learners.
The effectiveness and impact of this model of support provides, I would suggest can be monitored through your Colleges data in the following:
Reduction in the number of learner withdrawals
Rapid improvements in learner retention, achievement and success, particularly in underperforming departments
Increase in retention of learners accessing Support
Increase in learner satisfaction with support
Colleagues at London South East Colleges
Collaboration with all stakeholders and a shared vision is the main ethos from all #Outstanding FE Colleges inspected in the last 18 months. Inclusivity and a ‘want of belonging’ to the local community is lead by the top and filters down, however it’s an all team affair…