Introduction to further education and college governance Governance Development Seminar 17 October 2015 Steve Sawbridge, AoC Regional Director
What we’ll be covering An overview of the further education system and the place of colleges within it The roles of the principal organisations who fund and regulate colleges The business of college Governance and the responsibilities of college Governors The Code of Good Governance for English Colleges The characteristics of effective Governance
What we’ll cover Pt1 Policy Funding Curriculum Quality What are the key points? What are the implications for colleges? What are the implications for Governance?
What we’ll cover Pt2 The legal framework for Governance Effective Governance The English Colleges Code Being a member of an effective Governing Body What are the key points? What are the implications for colleges? What are the implications for Governance?
Ice breaker Introduce yourselves to each other How long have you been Governors? Why did you want to become a Governor? What do you hope to gain from being a Governor? 10 mins
Which are the further education colleges? Hills Road Sixth Form College Fircroft College of Adult Education University College Birmingham Elwes Hall Sports College Telford College of Arts and Technology Clare College, Cambridge Queen Alexandra College
Legal status Colleges incorporated under the 1992 Further & Higher Education Act Charities with exempt status under the 2011Charities Act Regulated by the Secretary of State for Business Innovation and Skills (FE colleges) and the Secretary of State for Education (Sixth-Form colleges) Governors are trustees Instruments and Articles set out the basis for the governance of the college including: Membership • Procedures • Conduct • Dissolution •
What can colleges do? Provide further and higher education Provide secondary education to those aged 14 years and above Participate in the provision of secondary education in a school Supply goods or services in connection with their provision of education
Further Education Policy and Strategy
New Challenges, New Chances (Dec 2011) Students at the heart of the FE and • skills system A ladder of opportunity of • comprehensive vocational education and training Strategic Governance for a • dynamic FE sector Freedoms and flexibilities • Funding priorities through a • simplified funding system
Rigour and Responsiveness in Skills (April 2013) Raising standards intervention and the FE Commissioner • Apprenticeship reform Introduction of traineeships Further qualification reform relevance, rigour and recognition • Improving responsiveness “putting direct purchasing power into • the hands of users” FE loans and employer ownership •
Funding
Who does what - funding? Skills Funding Agency Funds all eligible provision for post-19 learners • Contracts and funds the delivery of Apprenticeships across all ages • ‘Manages’ the performance of General Further Education Colleges • Education Funding Agency Funds education for learners from 16-18 and 16-25 for those with • learning difficulties and disabilities ‘Manages’ the performance of sixth form colleges • HEFCE (Higher Education Funding Council for England) Higher education courses at colleges either directly or indirectly • through a ‘franchise’ agreement Teaching grants and student loans •
Other sources of funding High Needs Funding for leaners with learning disabilities or difficulties • 24+ Advanced Learning Loans SFA provides a loan facility to colleges which enables students aged • 24+ and studying a level 3 course or above to access a student loan European Funding provides funding for colleges to deliver to specific priority groups • International teaching oversees student here or setting up delivery overseas • 14-16 learners colleges are able to recruit and be funded for teaching 14-16 year olds • Full cost courses
16-18 Funding per learner - £4,000 (less for 19 year olds) Based on the notional costs of delivering a full study programme Some expected reduction in 2016/17 To note: Lagged funding » Declining numbers of 16-18 year olds » Competition from schools, academies and other post-16 providers » GCSE maths and English become conditions of funding »
Adult Skills and Apprenticeships Squeeze on adult skills funding – 35% reduction over four years Shift to direct funding to employers and LEPs Extension of loans to 19+ ESOL demand and migration Continued focus on apprenticeships, traineeships and English and maths Higher apprenticeships and higher vocational skills will be a priority area
Financial Health Assessed by the funding agencies for performance monitoring and risk management purposes Based on three indicators derived from the college’s financial plan and statement Solvency (current assets v. liabilities) » Performance (operating surplus/deficit) » Gearing (borrowing as a % of net assets) » Each indicator is given a score with scores aggregated to give a financial health grade: Outstanding 240 - 300 points » Good 180 - 230 » Satisfactory 120 - 170 » Inadequate 110 or below »
Discussion point What questions might you ask about your college’s funding?
Curriculum
Levels Study Programme / Advanced Apprenticeship Study Programme / Intermediate Apprenticeship Study Programme
Main categories of provision Type of provision Description of provision 16 to 19 study Provision funded through the EFA 16 to 18 funding stream (except for traineeships and programmes apprenticeships). Traineeships Traineeships funded as part of the 16 to 18 classroom-based funding stream or as part of the adult skills budget for learners up to the age of 24. Apprenticeships Apprenticeships for learners aged 16 to 18 and those aged 19 and over, funded through the adult skills budget; and higher apprenticeships. Adult learning programmes Provision funded through the adult skills budget, including employability training for learners aged 19 and over, referred for training by Jobcentre Plus. This also includes community learning provision, which is funded through the SFA community learning budget. Provision for learners with Provision for learners for which providers receive high-needs funding in addition to 16 to 18 high needs EFA/SFA funding for study programmes and/or 16 to 18 apprenticeships. Learners up to the age of 24 may be eligible for this funding. Full-time provision for 14- EFA-funded provision linked to full-time enrolled learners aged 14 to 16 only. to 16-year-olds
Quality and Standards
Key indicators Ofsted grades Success rates and value added Minimum Standards Satisfaction levels Progression
Ofsted and Inspection : the CIF Inspects all publicly funded provision – the Common Inspection Framework for Further Education and Skills Assesses and grades a college’s Overall Effectiveness based on judgements (and grades) for: effectiveness of leadership and management (including Governance) • quality of teaching, learning and assessment • personal development, behaviour and welfare • outcomes for learners • Colleges and providers are graded as: Outstanding • Good • Requires Improvement • Inadequate •
Ofsted and Inspection : Frequency Frequency of inspection depends on Ofsted’s risk assessment and / or current inspection grade Requires improvement - within 12 – 18 months • Inadequate - within 6 months • Good – short inspections within 3 years *New* • Outstanding providers inspected after March 2007 are exempt • unless performance drops Short notice – two working days Colleges generally notified by phone on the Thursday prior to • inspection
Ofsted and Inspection : Other things to note How long does the inspection last? The Self-Assessment Report The Nominee Learner Views website When is the report published? Complaints
Inspection and Governance Inspectors will consider the effectiveness of Governance including how well Governors: know the College and understand its strengths and weaknesses • through appropriate involvement in self-assessment support and strengthen College leadership and contribute to shaping • its strategic direction provide challenge and hold the senior leader and other senior • managers to account for improving the quality of learning and the effectiveness of performance management systems work efficiently, including through having a systematic approach to • meeting statutory duties and approving and monitoring priorities that are focused on improving teaching, learning and assessment.
Intervention and the FE Commissioner Intervention is triggered by: An Ofsted ‘inadequate’ inspection • Failure to meet minimum standards of performance • Failing financial health or control • Results in referral to the FE Commissioner Consequences: Recovery • ‘Administered College’ status with loss of freedoms and flexibilities • Restructuring or competition for new provision following a Structure • and Prospects Appraisal Replacement of some or all of the Governing Body • Dissolution •
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