education and college governance Governance Development Seminar 17 - - PowerPoint PPT Presentation
Introduction to further education and college governance Governance Development Seminar 17 October 2015 Steve Sawbridge, AoC Regional Director What well be covering An overview of the further education system and the place of colleges
Steve Sawbridge, AoC Regional Director
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
Policy Funding Curriculum Quality What are the key points? What are the implications for colleges? What are the implications for Governance?
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?
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
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:
skills system
comprehensive vocational education and training
dynamic FE sector
simplified funding system
Raising standards
Apprenticeship reform Introduction of traineeships Further qualification reform
Improving responsiveness
the hands of users”
Skills Funding Agency
Education Funding Agency
learning difficulties and disabilities
HEFCE (Higher Education Funding Council for England)
through a ‘franchise’ agreement
High Needs Funding
24+ Advanced Learning Loans
24+ and studying a level 3 course or above to access a student loan
European Funding
International
14-16 learners
Full cost courses
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:
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Lagged funding
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Declining numbers of 16-18 year olds
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Competition from schools, academies and other post-16 providers
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GCSE maths and English become conditions of funding
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
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
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Solvency (current assets v. liabilities)
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Performance (operating surplus/deficit)
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Gearing (borrowing as a % of net assets)
Each indicator is given a score with scores aggregated to give a financial health grade:
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Outstanding 240 - 300 points
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Good 180 - 230
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Satisfactory 120 - 170
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Inadequate 110 or below
Study Programme / Advanced Apprenticeship Study Programme / Intermediate Apprenticeship Study Programme
Type of provision Description of provision 16 to 19 study programmes Provision funded through the EFA 16 to 18 funding stream (except for traineeships and 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 high needs Provision for learners for which providers receive high-needs funding in addition to 16 to 18 EFA/SFA funding for study programmes and/or 16 to 18 apprenticeships. Learners up to the age
Full-time provision for 14- to 16-year-olds EFA-funded provision linked to full-time enrolled learners aged 14 to 16 only.
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:
Colleges and providers are graded as:
Frequency of inspection depends on Ofsted’s risk assessment and / or current inspection grade
unless performance drops Short notice – two working days
inspection
How long does the inspection last? The Self-Assessment Report The Nominee Learner Views website When is the report published? Complaints
Inspectors will consider the effectiveness of Governance including how well Governors:
through appropriate involvement in self-assessment
its strategic direction
managers to account for improving the quality of learning and the effectiveness of performance management systems
meeting statutory duties and approving and monitoring priorities that are focused on improving teaching, learning and assessment.
Intervention is triggered by:
Results in referral to the FE Commissioner Consequences:
and Prospects Appraisal
The total number of students How many are full-time, part-time, apprentices How many are 16-18; how many adults Curriculum and Specialisations Ofsted grade and date of last inspection Income College Financial Health Trends in funding received from SFA and EFA What else?
Further and Higher Education Act 1992
Learning and Skills Act 2000
Apprenticeships, Skills, Children and Learning Act 2009
Education Act 2011
Learners are engaged in learning, training or study which is matched to:
Learners achieve their intended learning outcome which might be:
Learners express satisfaction with their experience Learners develop wider skills which support their personal development
What do you do How do you do it
Mission and Strategy Collective accountability Policies and systems Exceptional teaching and learning Responsiveness to employers Financial strategy and funding plans Effective control and due diligence Equality and diversity Clear governance and management structures Regular review of governance arrangements
Chair Vice Chair Chair of Sub-Committee Principal Clerk Finance Director Other Governors Other members of the college Executive
What are the respective responsibilities of the Governing Body and Principal/Executive Team for:
Three things you’ve gained from this morning’s session. How will you use what you’ve learned?