Common use of Student Retention and Learner Success‌ Clause in Contracts

Student Retention and Learner Success‌. Borders College has a history of delivering student retention and learner success at rates above the national average. A Learner Success Strategy, which sets out a wide range of approaches to improving learner outcome, is having a positive impact. Our Achievement Coach role, which operates in all portfolio areas, is there to address quickly any issues that may impact on success. The students most at risk are monitored against risk factors to gauge their performance and where the risk profile increases, the Achievement Coaches are there to intervene. This enhanced approach is having a positive effect, with learner success rates improving significantly for 2017/18. We set a range of indicators (Strategic Plan Indicator Table - Meet or Beat targets) for the whole college. The portfolio areas use these to set targets for each course offered. We identify our 10 least successful programmes in terms of success rates and through our Courses for Concern programme. The Assistant Principal and VP Curriculum & Student Services review the progress of the agreed action plan, drawn up in a meeting with the Principal in September, on a 6 weekly basis. We carry out Performance Reviews for all our senior managers with a responsibility for delivery. This focusses on progress against the targets set and identification of additional support when required. We also share good practice through capturing what our 10 best performing programmes are doing and sharing this with their peers. We have invested in, and will continue to develop our use of, Advantage software. It provides us with access to live data that will offer front line staff and managers information on individual student and group progress so that we monitor progress and intervene where necessary. Our staff development and small capital investment resource has focused on digitally enhancing the learner experience. We are starting to see greater use of mobile devices and online technologies to engage students. Significant investment is required if we are to realise our ambition to providing flexible and inclusive learning opportunities. The College carried out a restructure of curriculum middle managers replacing Programme Leaders, who had a substantial teaching commitment, with non-teaching management roles. These new Curriculum and Learning Manager (CLM) roles commenced at the start of academic year 2018/19. This has substantially increased our management capacity to improve learner success further. We identify early interventions through our Quality Check Point meetings. In addition, we have introduced two new posts of Learning and Teaching Enhancement Specialists. Their role includes development of our more formalised approach to observations of learning and teaching to ensure the quality of the learner experience is equitable across the College, and identify and support staff with development opportunities and share good practice.

Student Retention and Learner Success‌. Borders College has a history of delivering student retention and learner success at rates above the national averageaverage and often at some of the best rates within the sector. A In recent years, our approach to recruitment has become more inclusive for FE full time programmes and for young people in particular, our withdrawal rates have increased and FEFT learner success has declined. To address this we introduced a new Learner Success Strategy, which sets Strategy setting out a wide range of approaches to improving learner outcome. We have focused on monitoring student attendance, is having with an immediate intervention when a positive impactstudent doesn’t attend to ensure any barriers that can be supported are dealt with, allowing the student to continue with their studies. Our In 2017/18 we have introduced the new post of Achievement Coach role, which operates in all portfolio areas, faculties and is there to quickly address quickly any issues that may impact on success. The students most at risk are monitored against risk factors to gauge their performance and where the risk profile increases, the Achievement Coaches are there to intervene. This Early indications are that this enhanced approach is having a positive effectsuccess in addressing this trend, with learner the decline in FEFT success being arrested in 2016/17 and early withdrawal rates improving significantly for 2017/18in 2017/18 being lower than the previous year. We set a range of indicators (Strategic Plan Indicator Table - Meet or Beat targets) for the whole college. The portfolio areas faculties use these to set targets for each course offered. We identify have identified our 10 least successful programmes in terms of success rates and through our Courses for Concern programme. The Assistant Principal special measure programme the Head of Faculty and VP Curriculum & Student Services review are reviewing the progress of the agreed action planplan on a 6 weekly basis, which was drawn up in a meeting with the Principal in September, on a 6 weekly basis. We carry out have also introduced termly Performance Reviews for all our senior managers with a responsibility for delivery. This focusses on progress against the targets set and identification of additional support when required. We also share have shared good practice through capturing what our 10 best performing programmes are doing and sharing this with their peers. We have invested in, and in Advantage software which will continue to develop our use of, Advantage software. It provides provide us with access to live data that will offer front line staff and managers information on individual student and group progress so that we monitor progress and intervene where necessaryinterventions to support underperformance can be made quickly. Our staff development and small capital investment resource has focused focussed on digitally enhancing the learner experience. We are starting to see greater use of mobile devices and online technologies to engage students. Significant investment is required if we are to realise our ambition to providing flexible and inclusive learning opportunities. The College carried out We have begun a restructure of curriculum middle managers replacing Programme Leaders, who had a substantial teaching commitment, with non-teaching management roles. These new Curriculum and Learning Manager (CLM) roles commenced at the start of academic year 2018/19. This has substantially increased our management capacity to improve learner success further. We identify early interventions through our Quality Check Point meetings. In addition, we have introduced two new posts of Learning and Teaching Enhancement Specialists. Their role includes development of our more formalised approach to observations of learning and teaching to ensure the quality of the learner experience is equitable across the College, College and identify and support staff with development opportunities and share good practice.

Student Retention and Learner Success‌. ‌ Borders College has a history of delivering student retention and learner success at rates above the national averageaverage and often at some of the best rates within the sector. A In recent years, our approach to recruitment has become more inclusive for FE full time programmes and for young people in particular, our withdrawal rates have increased and FEFT learner success has declined. To address this we introduced a new Learner Success Strategy, which sets Strategy setting out a wide range of approaches to improving learner outcome. We have focused on monitoring student attendance, is having with an immediate intervention when a positive impactstudent doesn’t attend to ensure any barriers that can be supported are dealt with, allowing the student to continue with their studies. Our In 2017/18 we have introduced the new post of Achievement Coach role, which operates in all portfolio areas, faculties and is there to quickly address quickly any issues that may impact on success. The students most at risk are monitored against risk factors to gauge their performance and where the risk profile increases, the Achievement Coaches are there to intervene. This Early indications are that this enhanced approach is having a positive effectsuccess in addressing this trend, with learner the decline in FEFT success being arrested in 2016/17 and early withdrawal rates improving significantly for 2017/18in 2017/18 being lower than the previous year. We set a range of indicators (Strategic Plan Indicator Table - Meet or Beat targets) for the whole college. The portfolio areas faculties use these to set targets for each course offered. We identify have identified our 10 least successful programmes in terms of success rates and through our Courses for Concern programme. The Assistant Principal special measure programme the Head of Faculty and VP Curriculum & Student Services review are reviewing the progress of the agreed action planplan on a 6 weekly basis, which was drawn up in a meeting with the Principal in September, on a 6 weekly basis. We carry out have also introduced termly Performance Reviews for all our senior managers with a responsibility for delivery. This focusses on progress against the targets set and identification of additional support when required. We also share have shared good practice through capturing what our 10 best performing programmes are doing and sharing this with their peers. We have invested in, and in Advantage software which will continue to develop our use of, Advantage software. It provides provide us with access to live data that will offer front line staff and managers information on individual student and group progress so that we monitor progress and intervene where necessaryinterventions to support underperformance can be made quickly. Our staff development and small capital investment resource has focused focussed on digitally enhancing the learner experience. We are starting to see greater use of mobile devices and online technologies to engage students. Significant investment is required if we are to realise our ambition to providing flexible and inclusive learning opportunities. The College carried out We have begun a restructure of curriculum middle managers replacing Programme Leaders, who had a substantial teaching commitment, with non-teaching management roles. These new Curriculum and Learning Manager (CLM) roles commenced at the start of academic year 2018/19. This has substantially increased our management capacity to improve learner success further. We identify early interventions through our Quality Check Point meetings. In addition, we have introduced two new posts of Learning and Teaching Enhancement Specialists. Their role includes development of our more formalised approach to observations of learning and teaching to ensure the quality of the learner experience is equitable across the College, College and identify and support staff with development opportunities and share good practice.