king edward vi college, stourbridge strategic development plan 2015

Transcription

KING EDWARD VI COLLEGE,
STOURBRIDGE
STRATEGIC DEVELOPMENT
PLAN
2015-2018
CONTENTS
Introduction
1
Our mission
1
Our ethos and values
1
Strategic Aims
1
Summary of Plan Themes
2
College Objectives
9
Key Successes
10
Programmes of Study
11
New Curriculum Initiatives
11
Staff Suggestions
13
Student Suggestions
13
Matrix of Linkages between College Objectives and Strategic Aims
15
Targets 2015/16
16
Appendices
1. Full Annual Plans
2. Risk Assessments
3. Financial plans – a full copy of the Financial Plans will be included in the September
version of the document)
Introduction
This plan sets out King Edward VI College’s strategic aims for the next four years, its strategic
objectives for 2015-18 and its operational targets for 2015/16. It communicates to our stakeholders
the college’s plans to continuously improve our already outstanding provision. At the heart of all of
our plans for the future is a single overriding priority: the welfare and continuing success of our
students. This is what lies at the heart of our college mission and values.
Our mission
King Edward VI College revised its mission statement in March 2012 following a period of
consultation. Our mission statement is:
To challenge each student to achieve personal and academic excellence leading to enhanced life
and career opportunities.
Our ethos and values
Following a lengthy period of reflection and consultation, the college and governors have identified
the following values as being fundamental to our philosophy and essential to achieving our mission:
1. Excellence:
high student achievement
2. Enrichment:
education of the whole student
3. Independence:
fostering initiative in student attitudes to learning
4. Opportunity:
success regardless of background
5. Equality :
a safe place to value and celebrate diversity
6. Community:
students, staff, parents and local people working together.
7. Partnerships;
collaborative relationships with other organisations
8. Continuity:
celebrating our past while embracing the future.
9. Integrity:
in all we do
Strategic Aims
After eleven years of operation, the College’s strategic aims were reviewed and reworked in March
2012 to more closely reflect its values and the changing world in which we live:
1. To support and inspire students to achieve the highest levels of academic attainment and
personal development
2. To provide the highest possible quality of learning environment.
3. To provide a safe environment for students and staff, ensuring they benefit from the
practice of equal opportunities.
4. To equip students with the confidence to embrace their future
5. To embed a culture of ongoing quality improvement
6. To pursue an ethos of continuing professional development in order to maintain the highest
standards
7. To promote creative solutions to efficient and effective management of resources in a
challenging financial environment
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8. To ensure that college plays an integral role in the life of the local community
9. To build and maintain collaborative partnerships with other organisations, securing the
continuing future of the college.
Plan Themes
This section sets out the main themes of the strategic plan, with a brief summary of intended actions.
The greater detail required for each is given in the separate, themed annual plans in the appendix
at the end of the document.
Theme 1: Competition and the Challenge of Growth
There is continuing strong competition from school sixth forms (which are expanding) and other
colleges, with in some cases quite aggressively negative marketing approaches taken by other
organisations. The newly created free school in Birmingham sponsored by Birmingham University is
also a major threat to our recruitment of the highest calibre students in the city who currently are
educated outside the grammar school system. At the same time, the need for the college to grow,
driven by the funding change imperative, has created an ever-more competitive environment, and
there could be the danger that the college is perceived by some as seeking to be overly dominant in
the region at their expense.
Whilst the college needs to grow in order to stay financially viable, this creates its own issues. An
increasingly consumerist approach by students and their parents to the choice of post 16 institution,
with most students now making multiple applications to various schools and colleges in the area,
makes planning difficult. In addition, the nature of the student body continues to change, becoming
increasingly diverse in terms of student fluency with approaches to study at this level.
Growth is also made more demanding by a falling local 16-19 population (e.g. Dudley is in decline
by close to 9% over recent years and continuing to drop, stabilising by around 2019) and by the
increasing need to ‘up our game’ in marketing alongside King Edward’s competitors. The need to
continuously update the college’s accommodation and infrastructure, providing study and social
space for a larger student population is further complicated by the fact that we are nearing capacity
of the site in terms of classrooms, even with the new buildings.
A further challenge to successful growth is the geographical spread of the student intake, making
transport and after-college activities more problematic. Indeed, the continuing impact of the loss of
EMA and limited learner support funding make travel from the north of the borough and even
continuing in education for poorer students difficult. This is exacerbated by the failure of what support
the college is given to increase with the cost of living or indeed the growing size of the student body.
Our plan in response
We aim to secure and further increase our market share of the academically gifted students from the
Dudley area and increasingly beyond (especially into Worcestershire) using a range of measures
including:
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Developing the marketing of the college brand regionally, ensuring effective communication
of the college’s mission and values. This will include a growing expansion into Worcestershire
and South Birmingham
An expansion of the existing college bus services to and from outlying rural areas, doing so
in the most cost effective manner possible.
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Provision of transport solutions for those in areas like South West Birmingham that are both
cost effective and more socially inclusive, encouraging widening participation.
An expansion of targeted marketing through social media, postcards and posters
Continued and expanded use of bursary schemes
An increased number of 14-16 curriculum initiatives and gifted and talented events.
More transparent recruitment processes with faster decisions and regular communication.
This will include the development of a new student app so that prospective students can track
their application from start to finish on their smart phones – a little like applicants to university
can through the UCAS system.
The development of links with new schools through attendance at events and bespoke help.
Greater use of student ambassadors
The expansion of taster events, additional open mornings and evenings
An upgrade of the college’s website, which is currently in need of a revamp.
An update of the accommodation strategy to respond promptly to any new tranches of
government (or other external body) funding in continuing to upgrade facilities for students.
In particular, we will focus this strategy on the provision of more classroom space over the
lifetime of the plan.
Provision of training for teachers and support staff in understanding the needs of a more
diverse student population.
Embedding the use of college tracking and monitoring systems to better support students,
investing time in 1-1 student support and making full use of the newly developed e-ILP – this
will help to raise results further, support our students and also to counter the charge of
competitors that the college is impersonal/unsupportive.
Adjusting the college timetable to reduce the number of students with large gaps on their
timetables, enabling fewer people on site at any one time and reducing pressure on the
facilities and accommodation.
Even greater provision of staffing resource in supporting students pastorally, including an
increased amount of time for our team of professional counsellors.
Theme 2: Curriculum Change
The new A level curriculum has been designed in most cases to be both harder and greater in
content, with a greater emphasis on analytical skills, unseen texts, problem-solving, independence
of thought and, where relevant, much more mathematical content. This change is happening
simultaneously to changes at GCSE, meaning a two year period from 2015-2017 when students will
have studied for less demanding GCSE levels and then go on to take newly reformed and more
difficult A levels.
The changes to the A level curriculum, and different organisations’ approach to these changes is
making things confusing potentially for students, parents and universities, whilst leaving a large
degree of uncertainty around modelling of student numbers. For example a recent UCAS survey
found at least 15 different institutional approaches to the changes and about 20% of organisations
still undecided. Indeed, ensuring a smooth transition onto the new curriculum in spite of the most
chaotically designed three-year pattern of educational change the country has ever experienced is
not straightforward. Linked to this point, there is a need to prepare for a linearization, as well as the
increased difficulty, of A level qualifications from 2015-16 and an increasing financial pressure to
reduce the typical student’s programme size.
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Continued government focus on the value of ‘facilitating subjects’ in comparison with all others is
putting downwards pressure on numbers of applicants in some smaller subject areas, especially
languages and the performing arts. This is exacerbated by wider and sometimes savage cuts to the
arts in funding terms across the UK. Combined with the above points there is strong pressure to
squeeze institutions and students towards an increasingly narrow curriculum. The new Conservative
government will also in effect spell the death of the AS exam and further exacerbate this pressure.
Further pressures are also being placed on non ‘E-Bacc’ subjects by governmental changes to Key
Stage 4 performance tables. These mean that the value of such subjects diminishes in pure points
terms whilst the value of ‘E-Bacc’ subjects increases. This in turn puts even further pressure on
schools to minimise numbers of students taking Music, Art, Drama for instance at GCSE level.
Decoupling of AS and A levels will create some unpredictable consequences nationally for subjects
which are perceived to be more demanding – recent (Autumn 2014) alarming AoC data suggests
students from more deprived areas would for instance be considerably less likely to choose to study
Physics or Mathematics without the safety net as they see it of an AS contributing towards the final
grade. However, it is fair to say that on the face of it for 2015-16 this would appear unlikely at King
Edward’s with instead the arts in general and subjects like German and French bearing the brunt of
the impact of curriculum change. Of course once the curriculum begins and students experience
what is involved this may change over time.
We will continue to be a ‘Three plus’ college, emphasizing the key themes of choice and breadth in
college prospectus and interviews with students. Additionally we will:
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Empower students to decide whether to study 3 or 4 subjects and whether to take an
extended project or other extension activity, whilst continuing compulsory recreational
enrichment.
Ensure consistent, simple messages in student interviews regarding the changes and in
meetings with parents
Reluctance to remove small, minority subjects, encouraging students to maintain breadth
and promoting and marketing the value of languages and the arts in particular.
Expand vocational provision to include both sport and biomedical science by 2016-17 and
further expansion in 2 or 3 other practical areas by the end of the plan. This allows students
who may struggle with terminal assessment to pursue a more focussed and successful route.
Expand enrichment to include new academic options to support student development and
progression e.g. in Greek, drawing skills, creative writing, public speaking.
Continue to promote smaller subjects through master classes and liaison events for years 9
to 11 in local schools.
Expand EPQ and its more statistically focussed SPS alternative to many more students
Design the academic year 2015-16 in such a way that it will allow us to be responsive to any
change in government policy
Introduce A level-in-a-year courses to support those students who struggle with one of their
courses in year 12, providing a ‘rescue plan’ for young people in this position.
Adjust the timetable to give more time to teach each course, reflecting the need to respond
to a harder and larger curriculum in most subject areas.
Ensure subjects adjust their materials and practices in the light of the need for greater levels
of analysis and independent thought.
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Develop an integration and mass roll-out of a mobile technology strategy which will aid
students and their teachers in more flexible delivery with more up-to-the-minute resource and
greater capacity for group and individual research within classes.
Theme 3: Finance
Cuts of close to £1.75 million of government income over the period from 2011-12 to 2015-16 have
had an impact on this college, as every other institution nationally – although this will have been
entirely mitigated by the end of the plan using a mix of growth, new income streams and greater
efficiency. It is also almost certain that, following the election of a Conservative Government in May
2015, further cuts will occur given that unlike pre-16, post-16 budgets have not been ring-faced in
the most recent budgets. The precise level of the cut could be in the vicinity of 10% - costing King
Edward’s a further £800,000 from 2016-17.
The recently announced changes to pensions and national insurance contributions by employers are
also a major cost to all public sector institutions, adding around £250,000 to our annual operating
costs and rising form 2016/17.
On top of the above, government changes such as any wholesale roll-out of Core Maths, as well as
the necessity to ensure broad study programmes and increase work experience provision will place
big financial and skills demands on King Edward’s as indeed every post 16 provider. The possibility
of a Core English qualification was also mooted in all the main parties’ manifestos prior to the recent
election, adding to cost without increasing income.
Without 4 layers of transitional protection many institutions would have been bankrupted or merged
by the above cuts. However, all such protections cease from 2016-17 at which point every
organisation must survive on the income they have been able to develop during this most recent
parliament. Yet in spite of all the above gloomy messages, King Edward’s is well-placed in this
regard, with continued effort needed as below.
Whilst the college has successfully completed two major new building projects, the above-mentioned
cuts in funding put extreme pressure on the college as every other institution in terms of ensuring
consistent levels of routine maintenance.
We will focus income generation and management energy on three areas:
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Growing the main 16-19 population to around 2020 by 2015-16
Increase overseas student numbers to around 40- 50 by the end of the plan, using a focussed
recruitment system of overseas agents, visits, website and other marketing activity
Grow the population of higher education students to at least 30 by the end of the plan by the
careful introduction of a limited number of courses, marketed appropriately.
Refocus spending on the college site to ensure that it is sensibly maintained.
At the same time, we will continue to work to refine curriculum plan modelling in the light of curriculum
and funding changes, ensuring efficient use of resources and financial stability in the long term. This
will entail multi-variable projections over the next three years to explore all possibilities, planning
staffing accordingly.
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Additionally to the above the college will continue to be alert to new funding opportunities whether
through industry, the LEP, funding bodies, charities – any initiative that matches with our ethos as a
college and helps to enhance the offering and opportunities for the students. We need of course to
do this in such a way as to not distract from the main business of providing an outstanding education
for all our students.
Theme 4: Quality and Equality
A demanding inspection regime has seen a number of quite radical down-gradings for colleges
inspected in the new framework during 2013/14 and 2014/15, setting the bar much higher to achieve
the ‘outstanding’ Ofsted grade. There are also major changes to official DfE examination league
tables, with a greater focus on facilitating subjects and points per qualification rather than grand total.
The former militates against any institution such as our own with a broad curriculum scoring highly
compared with a typical school sixth form with their necessarily narrow curriculum.
As the college grows and becomes more diverse and the curriculum undergoes a major overhaul
nationally, the pressure on all institutions to maintain quality consistently across all subjects and
classes becomes ever greater.
Nationally, following the Equality Act 2010, the importance of embedding equality and diversity in all
aspects of college life is required. There is a real opportunity to embrace the varied cultures of our
student body in a new way, but there is also a challenge to ensure our teaching and support systems
and community life reflect the rich balance and backgrounds of our students.
In addition, the college’s IT infrastructure is dated in places and in need of modernisation.
 To fully embed a greater degree of reflection in our quality processes from lesson
observations to quality improvement plans
 To train and develop middle managers further in delivery of a consistent experience for all
 To slim down and more highly focus our SAR and quality improvement plans
 To continue to reduce any gaps in student outcomes between subjects and groups of
students.
 To extend the use of professional learning communities (PLCs), sharing best practice and
action research opportunities
 To make more active, focussed use of data systems in analysing and monitoring quality, from
use of advanced statistical techniques to an expanded use of online mark-books
 Have a renewed focus on qualitative measures of performance
Note: further details can be found in the college’s quality improvement plan
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Ensure that Equality and Diversity is fully embedded across all functions within college and
that the equality objectives are actively pursued.
Develop existing provision of culturally celebratory events to include a greater range of
activities
Note: further details can be found in the college’s equality objectives
Embark upon an integrated mobile technology strategy linked with the new curriculum,
enabling rollout of mass use of tablets and other devices in and outside the learning
environment. This will enable more current and active material to be integrated successfully
into student learning.
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Theme 5: Partnership working
The college and the sixth form college sector generally are increasingly seen as relatively
unimportant nationally by both main political parties, in particular with the Conservative
Government’s approach to UTCs (a UTC within reach of every young person by 2020 is their plan),
16-19 free schools etc. In this context it becomes more important than ever that to preserve the
future of King Edward’s we engage in active partnership working with other institutions and
individuals who can help promote the strength and value of the kind of education we espouse.
 To firmly establish the newly created Multi Academy Trust (MAT), seeking over time to
support its development into a community of like-minded institutions striving for excellence in
teaching, learning and staff development.
 To continue to develop links with other schools and colleges outside the MAT in order to
foster positive attitudes towards the college and to encourage progression to King Edward’s.
 To continue to develop links with local and national businesses, in addition to existing
partnerships such as that with Royal Bank of Scotland. The possibility of working with the
LEP to promote mutually beneficial strategic aims also exists, especially around the key
strand of leadership and management in Black Country business.
 To develop further partnership working with local and national universities such as Middlesex
and BCU.
Summary of Key Drivers
The following points summarise the underlying drivers behind the above key strategic themes:

Reputation/Prestige
The college has an enviable local and regional reputation for excellence in delivery of an allround educational experience for students with outstanding results and progression to higher
education. The maintenance and further development of this reputation is a key driver in all
actions and strategy decisions for King Edward’s.
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Finance and Resources
The increasingly tight financial settlements from central government provide the context for
many of the college’s decisions regarding the coming three years. The reduction in funding
per student by around 25% from 2010-11 levels, kicking in fully from 2016-17 impacts more
sternly on this college than most of the rest of the sector. Having said that, the impact of the
reduction in funding for students who are 18 has a relatively low impact on King Edward’s
currently, given the small numbers in this age group studying here.
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Accommodation
Although much has been done to improve the site in recent years, there remains an
imperative to continue to update King Edward’s accommodation in order to be attractive to
incoming students and to meet the needs of each subject area. There is a continuing
challenge in this regard from other post 16 providers who can afford to spend significant sums
on their infrastructure.
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Equality and Diversity
King Edward VI College is committed to creating and promoting an inclusive learning
community in which diversity is celebrated, where inequality and stereotypes are challenged
and where all people are treated with dignity and respect. This involves the conscious efforts
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of all members of this community: staff, students, and governors. Advancing equality of
opportunity is at the core of the college mission statement and its ethos permeates the
college values. The college is committed to providing equality of opportunity so that everyone
can achieve their full potential. Compliance with the Equality Act 2010 is an integral part of
this approach.
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Government curriculum and quality policy changes
As indicated in the previous year’s plan the pace of change in curriculum terms is relentless,
with GCSEs, A levels, exam systems, league tables, inspection regimes all having recently
changed or are about to change. There are particular major challenges in the impending
newly revamped A level courses starting in September 2015:
(i) The courses are to be significantly harder than the current A levels, whilst at the same time
new tougher GCSEs will only have had the first cohort through in 2017 – a two year gap when
students will inevitably find the jump from GCSE to A levels substantially more challenging
than now or after 2017.
(ii) Introduction of new courses is to be staggered, so for instance Geography and Modern
Languages will start in 2016, Mathematics and others in the years after. All of this makes for
a very messy transition and leads to a situation where for a number of years most students
will be studying some subjects on a toughened up regime and others still using existing
specifications.
(iii)Some subjects are disappearing e.g. Human Biology (from 2015-16) and Communication
and Culture (from 2017-18) whilst others are becoming significantly different and more
demanding e.g. Computer Science. There continues to be uncertainty about which subjects
will be available in the last wave of reform in 2017-18. This is because not only do they have
to pass the government’s test of being desirable to continue, but also a commercial reality
test from exam boards who will only develop new courses if they feel they can be made
profitable – unlike when the curriculum changed in 2000 when a certain number of ‘lossleaders’ for each exam board was imposed by the government. However, such an imposition
is ideologically an anathema to the current government, so unlikely to happen.
(iv) The problem of what to do with the new AS level qualification.
(v) The need to maintain breadth and variety to enable our students to progress to the very best
institutions when every thrust of government policy and the funding mechanism is to narrow
the curriculum.
 Increased Competition
OSH, Dudley Sixth Form, Halesowen, Windsor, a new sixth form planned (though currently
delayed) by Redhill, and now a new Birmingham University sponsored Free School are all
increasingly competing with us for the best post 16 students. Schools are also offering £500
‘bursaries’ to any student with top grades who joins their sixth form. This will have an impact
on the College’s ability to recruit students of the highest calibre, and in sufficient numbers. At
the same time, there is a falling post 16 local population.
The removal of EMA in 2010 and its replacement with a meagre Learner Support Fund places
increasing challenges for those from poorer backgrounds to travel to King Edward’s –
especially from the north of the borough and beyond. Our competitors are actively targeting
these students, many of whom are now increasingly likely not even to apply to the college in
some cases. This makes it even more vital that the college develops new markets and
continues to find ways to make transport to Stourbridge easier from further afield. The recent
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success in increasing the number of applications to the college for 2014-15 and 2015-16 also
brings with it greater uncertainty of conversion to actual enrolments - many of these students
are from schools with sixth forms who will inevitably apply pressure on the young people to
remain where they are.
The governmental push on academies, free schools (500 more planned) and UTCs across
the country means the college needs to consider approaches to partnership working with
schools and colleges or risk being marginalised locally. The opening of the first wave of 1619 STEM academies as well as other new types of institution only adds to the competition
mentioned above.
College Objectives
In the light of the contextual issues above and the college’s mission, values and strategic aims, our
operational objectives for 2015-2018 are given below. These were developed in 2014-15 and will
continue to be refreshed and reviewed each year until 2018, when a new set of objectives will be
put in place. The objectives link with the strategic college aims (see matrix below) and will be used
to guide the formulation of annual plans for the coming three years. Of course, with the present
rapidly changing educational policy environment, it may be necessary to add to/amend the
objectives over the three year period, but it is intended that they form the key drivers for action over
the coming years. It must be noted that the objectives below will be delivered in the context of
increasing financial stringency imposed by government.
(i)
To ensure provision and delivery of appropriate viable subjects and qualifications, especially
in the context of curriculum reform.
(ii) To attain high levels of achievement in both value-added and absolute terms in comparison
with Sixth Form College benchmarks.
(iii) To ensure that best practice in teaching, learning and assessment continues to be shared
across all subject areas and to support the improvement of any practice identified as less
effective.
(iv) To ensure that equality and diversity is embedded in all college activity, celebrating the
value and worth of each individual and culture within the college community as a whole
(v) To further develop current systems and practices in order to provide outstanding all round
support for students.
(vi) To develop and establish alternative funding streams to that of main government income.
(vii) To develop the college site and infrastructure (including IT facilities) to ensure a high quality
experience for all.
(viii) To develop a range of partnership strategies, enabling the college to maintain and enhance
its reputation and influence locally and regionally
(ix) To ensure that all forms of communication both internal and external are of the highest
quality, promoting the college’s mission, values and aims.
(x) To develop clear and challenging distributed leadership focussed on creating and sustaining
a culture of innovation and excellence.
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Appendices
(A) Key Successes
In the last five years we have:
 Maintained our excellent results with the college placed seventh (using average points per
entry) in the national league tables in 2015, comfortably beating a range of other well-known
establishments. Data on King Edward’s also regularly show outstanding success,
achievement and retention rates across sexes, the main ethnic groups and all subject
groupings. It is worth noting that whilst other sixth form colleges have seen falls in their
achievement data in recent years, this has not been the case at King Edward’s.
 Continued to improve the quality of teaching and learning. In 2014-15, we have focussed
our attention on four key priorities – ethos of learning, engagement, assessment for
learning, independence – making judgements on classroom practice in the light of these
issues. The result has been a greater focus on areas which can most help to improve the
learning experience for students. We have also ensured that judgements on lessons are
even more rigorous using a series of paired observations alongside regular observation
moderation meetings.
 Grown our curriculum in a variety of ways (see below) to enhance and broaden our students’
education and to better prepare them for their next steps.
 Continued to grow markedly through creative marketing strategies in spite of falling local
population, increased competition and constant pressure on finances. This growth has not
been made at the expense of quality of student experience or outcomes by ensuring a
stepped approach to increases in size. It has also been achieved with no net increase in
teaching staffing costs over the last three years.
 Developed productive working relationships with partners including Royal Bank of Scotland,
Cambridge University (through the vehicle of HE+), Middlesex University, BCU, The London
School of Economics, WJEC, Maple Group colleges and ongoing positive links with all our
feeder schools as well as the local authority. Links have also been established with schools
further afield in South Birmingham and Worcestershire.
 Maintained the college’s financial health in spite of increasingly challenging circumstances,
with the college functioning consistently efficiently in terms of distribution of students to
classes and courses.
 Submitted four successful bids for capital funding to the YPLA and latterly the EFA. The
second award was used to build a new Mathematics teaching block as well as providing
laboratory refurbishment in Chemistry and Biology. The third was used towards construction
of a new student common room/refectory as well as accommodation for a range of subjects
in need of more up to date facilities. Funding has also been secured to upgrade the
changing room and other facilities at the Greenfields site in Oldswinford.
 Undertaken a programme of classroom refurbishment, focussed on key areas of need, with
particular attention to the upgrading of the science laboratories but also subject areas such
as music technology, sociology and MFL.
 Been granted permission from HEFCE to recruit HE students onto Dip HE courses from
September 2013, along with institutional approval from Middlesex University. 2013-14 was
in fact used to prepare for a fully marketed set of courses which began in September 2014,
following an initial late start having awaited final approval for our plans. From September
2016 it is hoped that a new degree in Business, validated by BCU will begin.
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(B) Programmes of Study
The College has reviewed the curriculum pathways for all students and is now offering a range
of options related to ability, interest, preferred mode of study & assessment and future direction.
The focus however is on choice and personalisation. From 2015-16 the typical student will have
a programme of study as below (although taking EPQ or academic enrichment is optional, all
year 12 students will have to choose at least one enrichment activity):
Main Programme (3 or 4 A levels or B/CTEC plus one)
+
Recreational enrichment
+
Extended Project OR Statistical Problem Solving OR Academic Enrichment
+
1-1 and workshop support in both subjects and through a personal tutor
In addition, all students are able to find help as appropriate in gaining suitable work experience
or voluntary work placements. Those without a GCSE in English or Maths at grade C or above
will also be given tuition in these areas to enable them to gain a C. On top of all the above,
students have access to a professional careers service, librarian support and college
counsellors according to need.
(C) New Curriculum Initiatives
The college has, over the past year, sought to further develop its curriculum offer in the following
ways:
Finance and other Baccalaureate Courses
Continued development and extension of the Finance Baccalaureate (project reported in the
previous strategic plan) for talented students with potential to work in the finance industry.
The college is now working with 10 other partner institutions and there are around 250
students taking the qualification this year. RBS has agreed also to sponsorship of the
programme until summer 2015 (with the possibility of more for later years), allowing for
continued expansion regionally and nationally. The qualification would lead naturally into a
newly designed Business degree from September 2015 (see below).
Overseas Students
King Edward’s has started to deliver A level programmes to overseas students with 5
recruited in 2014-15 and targeting at least 12 in 2015-16. The aim is to grow further towards
40-50 by 2018-19. In order to do so we have secured UKBA accreditation in our own right
and undertaken a small number of successful overseas visits by a former senior member of
staff with the aid of the British Council. The college has entered into contract arrangements
with a small but growing number of key overseas agents, continues to develop its marketing
materials and to recruit a pool of home-stay families using parents of existing and former
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students. The project will be reviewed after a five year period in summer 2019 with a view to
further development or winding down if unsuccessful.
Level 4 and 5 (Degree Standard) Work
The college has continued to develop its partnership arrangements with three other leading
sixth form colleges and Middlesex University as well as Birmingham City University (BCU) in
order to extend its provision of higher education courses, started in September 2014. We are
hoping to receive institutional approval for a Business degree course from BCU or another
suitable HE institution in 2016 which is an exciting new development and already showing
signs of being a popular addition to our HE provision come September 2016.
HE Plus
King Edward’s continues to develop the HE+ programme for students aspiring to places at
the very best universities in Britain and is seen by Cambridge University as the most
successful regional hub in the country. The college has also been successful in maintaining
its funding from Cambridge to develop and expand the programme on offer, which is now
being delivered to over 200 students from across the region.
Statistical Problem Solving Qualification
This qualification is in its third year, and is a version of an extended project for those
interested in social science research e.g. Psychology, Geography as well as subjects such
as Biology. The course, originally part-written by Mark Kent, and now rewritten with the aid
of King Edward’s staff, is provided by WJEC and is one in which the college is a beacon of
excellence. It is jointly delivered by Psychology, Biology and Geography staff with large
benefits to any student wishing a career in the social sciences. It is anticipated that many
more students will take the course next year (within the constraints of funding of course).
Cambridge Technicals (CTECs) and BTECs
The college is continuing the roll-out of a small amount of high-end vocational provision for
bright students who prefer a continuous assessment/more practical approach to study. The
next course to be added (in 2016-17) is a BTEC in Biomedical Science which will provide
excellent career progression for those interested in the more technician focussed fields of
science such as radiography or in disciplines such as physiotherapy, nursing or biomedical
science.
Level 3 Maths Course for non-Mathematicians (Core Maths)
The college is currently in the second year of trialling this qualification with MEI, who have
been commissioned by the government to provide a course based on a problem-solving,
critical thinking approach to mathematical ideas. It is intended to be suitable for the 50% of
the student body who don’t take some form of Maths qualification currently, and will last for
the two years a student is here. It will ultimately form one of the measures in the newly
redesigned league tables. We have also successfully applied for government funding for this
pilot in order to further refine the materials and delivery approaches.
12 | P a g e
(D) Staff Suggestions
There follows a selection of staff reflections on college plans and how we may further
improve them. These views were gathered at a series of subject team and whole staff
meetings and on other occasions during the course of the year.




Improve the IT infrastructure to support teaching and learning
Provide more teaching time to support the delivery of the new curriculum
Ensure sufficient preparation time is available for development of the new curriculum
Find ways of developing the college staff community through social events and other
activity
 Find ways to improve the support for the increasing proportion of students with problems
relating to their emotional and mental wellbeing, which are having an effect on their ability
to study and be successful.
 Continue to develop internal communication systems to be more efficient and effective
Student suggestions were gathered over the course of the year through discussion with
student PT groups and via a focus group of randomly chosen students
(E) Student Suggestions
Student views about strategic college issues were sought through a focus group session,
with the main suggestions and thoughts reflected below:





The new Frank Foley Building considered a successful and impressive addition to the
college in terms of the facilities it offered for teaching/study and for students to socialise,
study and eat.
Other classrooms and specialist provision around the college considered to be of good
quality, with special mention made of the improvements made in the Chemistry
Laboratories and the successful environment for learning provided in Pi Block and in
Music. Students considered that other facilities, such as Physics, would benefit from
refurbishment to bring them to a similar standard.
Students suggested that the Library might review its policy of not allowing personal
belongings, such as bags into the Library. It is understood that there are a number of
reasons why this has been disallowed to date (including Health & Safety), but Librarians
were currently looking at this matter and reviewing procedures. More stacking chairs were
asked for in order that a greater number of students could be accommodated in the study
facility.
Following further development of teaching and learning resources on Moodle, with less
reliance on paper in lessons, students were very positive regarding the use of this for
lesson notes, revision aids and further reading. Students reflected that there was currently
some inconsistency regarding use of Moodle by staff and that they would like to see more
parity of usage and further development of resources held on Moodle.
With the imminent curriculum changes, meaning examinations at the end of two years,
could the college ensure that prospective and incoming students were fully supported to
make the correct choice of subjects? In addition could students also be given rigorous
and ongoing opportunities to assess attainment and progress? This was thought vital at
the end of Year 12 in order to assess ability, strengths and weaknesses. Students had
13 | P a g e



reservations about how this new system might influence the subject choices of future
students.
Timetable changes being introduced next year received some positive feedback in light
of the extra teaching time that would be available for students over the full academic year.
They also appreciated that it would allow development of skills over a longer period. They
asked however, if staff could be aware that the teaching of certain subjects, such as
Maths, might need to consider some changes in practice in order that students retain their
concentration over a longer period?
Students were on the whole very positive about the Enrichment activities provided by the
college, however could closer guidance be given at the initial stages in order to maximise
the opportunities on offer and make the students’ choice more relevant and informed?
Students were all agreed that they had made the right choice in attending King Edward’s
and praised the support they received on a general basis, both in terms of teaching and
pastoral needs. Could the college do more to combat the elitist impression that many
potential students and families had of the college as many did not apply due to thinking
that they needed A/A*s to enter?
14 | P a g e
Matrix of Linkages between College Objectives and Strategic Aims
Objectives
Aims
1.To support and
inspire students to
achieve the highest
levels of academic
attainment and
personal
development
2.To equip
3.To embed a
students with
culture of
the confidence
ongoing quality
to embrace their improvement
future
4.To pursue an ethos of
continuing professional
development in order
to maintain the highest
standards
1
√
√
2
√
√
3
√
√
4
√
√
√
5
√
√
√
6.To promote creative
solutions to efficient
and effective
management of
resources in a
challenging financial
environment
√
√
√
√
√
√
√
√
√
√
9
15 | P a g e
9.To build and
maintain
collaborative
partnerships
with other
organisations,
securing the
continuing future
of the college.
√
8
10
8.To ensure
that college
plays an
integral role
in the life of
the local
community
√
√
√
7.To provide the
highest possible
quality of learning
environment.
√
6
7
5.To provide a safe
environment for
students and staff,
ensuring they benefit
from the practice of
equal opportunities
√
√
√
Targets 2015/16
The full annual plans for 2015/16 are attached at appendix 1. This section is intended to summarise the college’s targets for the year 2015/16 and to
clarify their relationship with its strategic objectives. Note that this year there will be no separate leadership and management annual plan –it is assumed
that leadership and management is a synoptic thread running through all the other plans instead.
Plan
Curriculum
Development
Strategic Aims
 To support and inspire
students to achieve the
highest levels of academic
attainment and personal
development
College Objectives
 To ensure provision and delivery
of appropriate viable subjects
and qualifications, especially in
the context of curriculum reform.


16 | P a g e
To equip students with the
confidence to embrace
their future
To further develop current
systems and practices in order to
provide outstanding support for
students.
Targets
 To support the introduction and implementation of
reformed A levels in phase one

Plan and prepare for the proposed changes to our A
level curricula for phase two subjects

Establish and develop HE provision in collaboration
other organisations

Maintain college enrichment programme with the
needs of student Individual Study Programmes in mind

Consolidate
the
recent
developments
and
improvements in the provision of Gifted and Talented
activity

To ensure that student programmes of study and any
new curriculum initiatives are well evidenced and
planned to meet new funding requirements
Quality





Student Support



17 | P a g e
To support and inspire
development
To provide the highest
possible quality of learning
environment
To provide a safe
environment for students
and staff, ensuring they
benefit from the practice of
equal opportunities
To embed a culture of
ongoing quality
improvement
To pursue an ethos of
continuing professional
development in order to
maintain the highest
standards
development
To provide a safe
environment for students
and staff, ensuring they
benefit from the practice of
equal opportunities
To equip students with the
confidence to embrace
their future





To attain high levels of
achievement in both value-added
and absolute terms in
comparison with sixth from
college benchmarks
To ensure that best practice in
teaching and learning continues
to be shared across all subject
areas and to support the
improvement of any practice
identified as less effective
To ensure that equality and
diversity is embedded in all
college activity, celebrating the
value and worth of each
individual and culture within the
college community as a whole


To ensure that equality and
diversity is embedded in all
college activity, celebrating the
value and worth of each
individual and culture within the
students.





Improve student outcomes relative to starting points
Improve alignment between target setting, monitoring
and support mechanisms
Implement a revised performance management
system
Develop systems to ensure consistency of support
across the college
Develop and implement Prevent strategy
Further refine ILPs and ensure these are used
proactively by students and staff to support student
progress
Implement use of ‘At Risk List’ to identify and support
students at risk of underachievement
Finance and
Business
Development


Marketing
Communications
and Partnerships



Estates


18 | P a g e
To promote creative
solutions to efficient and
effective management of
resources in a challenging
financial environment
To build and maintain
collaborative partnerships
with other organisations,
securing the continuing
future of the college.

To promote creative
To ensure that college
plays an integral role in the
life of the local community
To build and maintain
collaborative partnerships
with other organisations,
securing the continuing
future of the college
environment.
To promote creative




To develop and establish
alternative funding streams to that
of main government income.
To develop a range of partnership
strategies, enabling the college to
maintain and enhance its
reputation and influence locally
and regionally

To develop a range of partnership
strategies, enabling the college to
maintain and enhance its
reputation and influence locally
and regionally
To ensure that all forms of
communication both internal and
external are of the highest quality,
promoting the college’s mission,
values and aims.

To develop the college site and
infrastructure (including IT
facilities) to ensure a high quality
experience for all











To further develop the overseas student project,
expanding the reputation of the college in key markets
To plan for efficient college staffing in the light of the
new curriculum and ongoing funding constraints
To further develop college financial reporting and
monitoring mechanisms
To plan for and achieve a modest budget surplus
To work successfully with the newly established MAT
and with other partner schools
Increased efficiency and effectiveness within
Admissions
To enhance the socially inclusive reputation of the
college
To improve communications within the college
To secure the supply of future students with the
appropriate skills to flourish on A Level courses.
To plan for future bids in relation to further potential
new building/site renewal/updating of site
To ensure that all college facilities are fully compliant
with DDA legislation
To establish a new rolling maintenance plan
Improve internal and external social space for
students
Information



19 | P a g e
development
environment.
To promote creative



To attain high levels of
achievement in both value-added
and absolute terms in
comparison with sixth-form
college benchmarks.
students.
To develop the college site and
infrastructure (including IT
facilities) to ensure a high quality
experience for all



To implement the changes required for new exam data
transfer system
To develop a comprehensive student tracking system
To develop college IT Strategy
20 | P a g e
STOURBRIDGE
PLAN
2015 - 2018
APPENDICES
21 | P a g e
22 | P a g e
STOURBRIDGE
PLAN
2015 - 2018
1. FULL ANNUAL PLANS
23 | P a g e
24 | P a g e
Curriculum Development Plan 2015 – 2016
Relevant Strategic Aims:
 To support and inspire students to achieve the highest levels of academic attainment and personal development
 To equip students with the confidence to embrace their future
National priorities: Current and future financial constraints and potential alterations to post 16 curriculum
College Objectives:

To ensure provision and delivery of appropriate viable subjects and qualifications, especially in the context of curriculum reform

To further develop current systems and practices in order to provide outstanding support for students, in terms of academic, pastoral
and safeguarding issues, ensuring that each one gains the necessary help and guidance to reach their potential
Targets 2015-2016
To support the introduction and
implementation of reformed A levels in
phase one
Actions
Liaise and support HoFs and subject leaders as appropriate
SMT
responsible
DC
Monitoring
dates
December 2015
April 2016
June 2016
Plan and prepare for the proposed Develop variety of staff development activities to support curriculum DC/DP
changes to our A level curricula for change
phase two subjects
Support HOFs in monitoring progress in SOW and resource planning
To ensure that student programmes of study are well evidenced
and well planned in order to meet new funding requirements
25 | P a g e
September 2015
December 2015
May 2016
Targets 2015-2016
Cont…
SMT
responsible
Actions
Review progress before implementation of new specifications
CRS/JPS
Review plan
Establish and develop HE provision in
collaboration other organisations.
Maintain college enrichment
programme with the needs of student
Individual Study Programmes in mind.
26 | P a g e
Monitoring
dates
December 2016
Recruit HE students for starting late September 2015
DC
November 2015
Market courses for 2016 entry
October 2015
Review marketing strategies and arrangements
February 2016
Develop two new courses and validate for 2016 entry
March 2016
Consider options for developments of HE curriculum for 2017 entry
May 2016
Review the current enrichment programme provided including new DC
academic enrichment courses and EPQ expansion
LLCA HoF
December 2015
Consider alternative enrichment
systems for following year
Jan 2016
activities/arrangements
and
Humanities
HoF
Consult students and staff
March 2016
Report on findings
April 2016
Implement any changes required for 2016 entry students
July 2016
Targets 2015-2016
Actions
SMT
responsible
Consolidate the recent developments Maintain high levels of involvement in HE+
DC
and improvements in the provision of
Consolidate developments made in support systems for applications Humanities
Gifted and Talented activity.
HoF
to elite institutions and courses, both nationally and internationally
To ensure that student programmes of
study and any new curriculum initiatives
are well evidenced and planned to meet
new funding requirements.
27 | P a g e
Monitoring
dates
February 2015
February 2015
Maintain excellent links on theme of G & T with our partner schools
March 2015
Maintain high rates of progression to highly competitive courses and
universities
Autumn 2015
(uni entry)
Develop systems in conjunction with Dl in order to record student
activity as fully as possible
DC/DS
July 2015
Implement systems
September 2015
Monitor systems
December 2015
Review systems
May 2016
Quality Improvement Plan 2015 - 2016
Strategic Aims





To support and inspire students to achieve the highest levels of academic attainment and personal development
To provide the highest possible quality of learning environment
To provide a safe environment for students and staff, ensuring they benefit from the practice of equal opportunities
To embed a culture of ongoing quality improvement
To pursue an ethos of continuing professional development in order to maintain the highest standards
National priorities:
 To prepare thoroughly for the next inspection, ensuring the college effectively promotes its strengths and clearly articulates its on-going quality
improvement strategy and priorities
 To maintain a position of excellence nationally within the 6th for sector
 To ensure the college supports and promotes a safe and inclusive learning and working environment
 Actively promote on-going professional development to support and retain high quality staff
College Objectives
 To attain the highest levels of achievement in both value-added and absolute terms in comparison with sixth from college benchmarks
 To ensure that best practice in teaching, learning and assessment continues to be shared across all subject areas and to support the
improvement of any practice identified as less effective
 To ensure that equality and diversity is embedded in all college activity, celebrating the value and worth of each individual and culture within the
28 | P a g e
Targets 2015/16
Improve student outcomes relative to
starting points
Improve alignment between target
setting, monitoring and support
mechanisms
29 | P a g e
SMT/CLT
responsible
Monitoring
dates
Ensure initial assessments are effectively linked to targeted support
early in every course
HOFs
October 2015
Develop and implement a strategy to proactively use value added data
to identify issues and to develop appropriate quality improvement
strategies in areas whose value added falls below the college target
DQE
October 2015
Develop college wide value added targets to be used in conjunction
with target setting and ensure alignment with assessment and profiling
DQE
November 2015
Continue to develop the presentation of value added data on the data
dashboard
DIS
December 2015
Provide on-going training and facilitate sharing good practice for
SLs/DHOFs/HOFs in use of value-added metrics
DQE
January 2016
Implement electronic mark books across all subjects
HOFs
October 2015
Improve effectiveness of target monitoring and planned support
HOFs
November 2015
Implement system to incorporate use of targets and priority
appointments at Consultation evenings
HSS
November 2015
Continue to develop eILP and improve completion rates amongst
students
HSS
January 2016
Actions
Targets 2015/16
Implement a revised performance
management system
30 | P a g e
SMT/CLT
responsible
Monitoring
dates
Implement revised performance management system, incorporating
college priorities and objectives as part of performance management
DQE
October 2015
Canvas feedback from all staff and evaluate effectiveness of system
DQE
June 2016
Actions
Student Support Plan 2015 – 2016
Strategic Aims



To provide a safe environment for students and staff, ensuring they benefit from the practice of equal opportunities
To equip students with the confidence to embrace their future
National priorities:
 To ensure the college supports and promotes a safe and inclusive learning environment
 To prepare students thoroughly for a competitive world
Strategic Objectives
 To ensure that equality and diversity is embedded in all college activity, celebrating the value and worth of each individual and culture within
the college community as a whole
 To further develop current systems and practices in order to provide outstanding all round support for students
Targets 2015/16
Actions
SMT/CLT
responsible
Monitoring
dates
November 2015
Develop systems to ensure
consistency of support across
the college
Conduct periodic moderation meetings of CFCs across faculties to
ensure consist, appropriate and effective use
HSS/DS
March 2016
June 2016
December 2015
Incorporate regular monitoring of disciplinary interviews at SMT
DS
March 2016
June 2016
31 | P a g e
Actions
SMT/CLT
responsible
Monitoring
dates
Gather feedback from staff and students to evaluate effectiveness of
CFCs
HSS
May 2016
Devise strategy and incorporate into child protection policy and
structures
DS
October 2015
HSS
December 2015
Targets 2015/16
Cont….
Develop and implement Prevent
strategy
Incorporate relevant aspects of strategy into tutorial curriculum
Conduct training for staff
December 2015
DQE
March 2016
Further refine ILPs and ensure
these are used proactively by
students and staff to support
student progress
32 | P a g e
Ensure target setting incorporates an informed use of value added
based targets
DQE
October 2015
Develop a clear target setting/review support mechanism within
subject areas, measured through QIPs
P/DP
October 2015
Implement revised system of consultation evenings based on priorities
established through analysis of underperformance
HSS/HoF BSS
November 2015
Targets 2015/16
Actions
SMT/CLT
responsible
Monitoring
dates
December 2015
Implement use of ‘At Risk List’
to identify and support students
at risk of underachievement
33 | P a g e
Launch cross college pilot of ‘At Risk List’ and regularly present
summary of developments to CLT
HSS
April 2016
June 2016
Work with subject teams to ensure effective use of list to target support
HSS
Evaluate effectiveness of pilot and develop strategy to implement
across the college
HSS
June 2016
Finance and Business Development Plan 2015-16
Strategic Aims


To promote creative solutions to efficient and effective management of resources in a challenging financial environment
To build and maintain collaborative partnerships with other organisations, to secure the continuing future of the college.
National priorities
 Current and future financial constraints
 Current funding methodology, including possible detrimental changes post-election
 Political changes in priorities to overseas admissions and regular changes in administration of replacement for UKBA
College Objectives
 To develop and establish alternative funding streams to that of main government income.
 To develop a range of partnership strategies, enabling the college to maintain and enhance its reputation and influence locally and regionally
 To continue to develop a range of marketing and recruitment strategies in order to maintain and increase the college’s market share of the
most talented students within the Dudley Borough and beyond.
Targets 2015/16
Actions
SMT
responsible
Monitoring
dates
To further develop the overseas Successful and smooth integration of new students into college life DACM
student project, expanding the
DACM
reputation of the college in key Marketing materials updated and developed
markets
Further overseas visits planned and enacted successfully – likely DACM
to include both Autumn (attending fairs and events, meeting
agents) and Spring (interviewing students and meeting agents)
September 2015
Expansion of trips and other cultural and pastoral support for DACM
students
December 2015
34 | P a g e
October 2015
November 2015
and April 2016
Cont…
The network of overseas agents used is developed further and DACM
consolidated in terms of relationships and numbers. Some visits
arranged to King Edward’s and elsewhere in UK to cement
relationships
March 2016
15-20 new students successfully recruited for 2016-17
July 2016
DACM
To plan for efficient college staffing in Ensure all students all placed on appropriate pathways and have DC/DS
the light of the new curriculum and sufficient planned learning hours to qualify for full-time status
ongoing funding constraints
Examine the effect on sets and staffing (teaching and support) and DP
plan accordingly
Agree plans at SMT and with governors, disseminating to whole DP /P
staff
To further develop college financial Continue to review current systems including inclusion of KPI’s to DF
reporting and monitoring mechanisms college Dashboard and update as appropriate
Train staff in their use and monitor their effective implementation
DF
Use systems to ensure tight budgetary control and enable DF
appropriate efficient use of resources in the context of ever harsher
funding. Implement recommendations emanating from the external
Budget management review March 2015.
To plan for and achieve a modest Ensure student numbers reach in the region of 2070 in September, DP
budget surplus
falling to no less than 2020 by census date
I & E Budget in place with small surplus planned for 15/16
35 | P a g e
DF
October 2015
December 2015
February 2016
September 2015
December 2015
January 2016
November 2015
July 2015
Cont…
Spending monitored tightly by all budget holders, further monitored DF
by FD and at SMT in line with external budget management review
March 2015
Quarterly
October 2015
onwards
Appropriate actions taken where necessary to reduce/redistribute DF
spending between areas to avoid any unplanned overspend.
December 2015
onwards
To work successfully with the newly Ensure the smooth operation of governance, management P
established MAT and with other structures and working relationships within the MAT
partner schools
Ensure clarity and effectiveness in services being provided by the P
college, with appropriate financing
Liaise with MAT schools to maximise staffing efficiency
DP/DC
Develop further partnerships with a small number of schools with a P/DP
view to closer mutually beneficial working
36 | P a g e
September 2015
October 2015
March 2016
April 2016
Marketing Communications and Partnerships Plan 2015-2016
Strategic Aims


To ensure that college plays an integral role in the life of the local community

To build and maintain collaborative partnerships with other organisations, to secure the continuing future of the college.
National Priorities

Increased choice and competition between 6th form providers, encouraged by government policy and funding mechanisms.

Increased focus on progression both in terms of academically respected university degrees and employability skills.

Increased flexibility within KS3&4, leading to increasingly complex KS5 curriculum requirements for a small but significant percentage of
students.
College Objectives

Increased efficiency within subjects, sets, and the admissions process

Continued development of the college brand as a socially inclusive college for academically able and ambitious students.
37 | P a g e
Targets 2015/16
Increased efficiency and effectiveness
within Admissions.
To enhance the socially inclusive
reputation of the college
To improve communications within the
college
38 | P a g e
Actions
SMT Lead
Monitoring dates
Develop interview processes to provide the best possible
experience for all applicants.
DACM
December
Successfully introduce a mobile app to improve
communications with applicants
DACM
January
More informed use of data during the applicant decision
making process, including consideration of programme size
and subject combinations.
DACM
March
Increased use of Social Media to promote a range of success
stories representing all segments of the student body
DACM
Strong social inclusivity themes embedded within the website,
prospectus, magazine and other external literature.
DACM
Targeted support to help ensure students’ cultural
backgrounds do not create additional barriers during the
application and selection process
DACM
Successfully launch weekly staff briefings, including input from
staff throughout the college
DACM
A new college website, structured and designed to mirror
college values
DACM
Launch an online college calendar and develop forums to
improve informal communication between staff.
DACM
July
October
March
September & May
October
September & May
To secure the supply of future students
with the appropriate skills to flourish on
A Level courses.
39 | P a g e
Develop positive relationships with students attending
Worcester schools through direct marketing and 14-16 links.
DACM
Provide cost effective transport solutions to geographic areas
where able students require this in order to accept places at
the college
DACM
To develop close working relationships with MAT schools,
providing opportunities for applicants to demonstrate their
potential.
DACM
November & April
June
December
Estates Development Plan 2015 - 2016
Relevant Strategic Aims:


National priorities: Improve the condition of Sixth Form College buildings to the level where they are all graded A or B according to e-Mandate
College Objectives:

To develop the college site and infrastructure (including IT facilities) to a level at least comparable to our local competitors
Targets 2015/16
Actions
To plan for future bids in Identify future sources of income for building / renewal / updating work
relation to further potential
new building / site renewal / Submit bid(s)
updating of site
Implement any newly funded site building / renewal / updating programme
SMT
responsible
P/DP
To ensure that all college Develop three year phased plan to renew all college signage in relation to DDA DP
facilities are fully compliant legislation and to update building access students / staff with disabilities
with DDA legislation.
Consult on planned changes for phase one
Implement planned changes to signage / building access for phase one
40 | P a g e
Monitoring
dates
October 2015
December 2015
March 2016
September
2015
November 2015
February 2016
Targets 2015/16
Actions
To establish a new rolling Develop plan for rolling maintenance strategy
maintenance plan.
Roll out new plan in chosen areas first
SMT
responsible
DP
41 | P a g e
December 2015
March 2016
Review progress and implementation of the plan
Improve internal and external Review options for areas to improve
social space for students
Cost and plan any changes required
Monitoring
dates
June 2016
DP
July 2015
August 2015
Implement plan
August 2015
Review changes
Autumn 2015
Information Development Plan
Strategic Aims
 To support and inspire students to achieve the highest levels of academic attainment and personal development
 To provide the highest possible quality of learning environment.
 To promote creative solutions to efficient and effective management of resources in a challenging financial environment
National priorities
 Ofsted placing increasing importance on effective student tracking
 New JCQ exams data exchange system being introduced
 Focus on student use of new technologies as an integral part of their learning
College Objectives
 To attain the highest levels of achievement in both value-added and absolute terms in comparison with Sixth Form College benchmarks.
 To further develop current systems and practices in order to provide outstanding support for students, in terms of academic, pastoral and
safeguarding issues, ensuring that each one gains the necessary help and guidance to reach their potential.
 To develop the college site and infrastructure (including IT facilities) to ensure the college is fully competitive in this respect by 2016.
Targets 2015/16
Actions
SMT
responsible
Monitoring
dates
To develop a comprehensive student Launch centralised mark books for all subjects
tracking system
Implement refreshed eILP
DS
Sep 2015
DS
Oct 2015
Review current systems and propose changes
DS
Dec 2015
Produce outline plan for new systems
DS
Mar 2016
Produce pilot system software
DS
May 2016
42 | P a g e
Targets 2015/16
Cont…
Actions
43 | P a g e
Monitoring
dates
Pilot new system
DS
Jul 2016
Implement new system
DS
Sep 2016
DS
Sep 2015
DS
Oct 2015
Implement new Access Arrangements system
DS
Oct 2015
Receive results on new system
DS
Jan 2016
Make summer entries on new system
DS
Feb 2016
Re-write reports
DS
May 2016
Receive full set of results into new system
DS
Aug 2016
Upgrade college network
DS
Aug 2015
Install first batch of replacement PCs
DS
Aug 2015
First wave of students purchase tablets
DS/DP
Sep 2016
Subjects in pilot begin teaching revised workschemes
DP/DS
Sep 2015
To implement the changes required for Install software and download exam board product catalogues
new exam data transfer system
Make November GCSE entries on new system - pilot
To develop college IT Strategy
SMT
responsible
Targets 2015/16
Cont…
44 | P a g e
Actions
SMT
responsible
Monitoring
dates
First interim review of pilot and make adjustments
DP/DS
Dec 2015
Second review
DP/DS
Apr 2016
Plan roll out of second phase
DP/DS
May 2016
Next phase of rolling replacement of PCs
DS
Aug 2016
STOURBRIDGE
PLAN
2015 - 2018
2. RISK ASSESSMENTS
45 | P a g e
KING EDWARD VI COLLEGE, STOURBRIDGE
RISK ASSESSMENTS
2015/16
June 2015
Page 1 of 38
Table of Contents:
Section Title
Table of Contents
1.
Governance
2.
Leadership and Management
3.
Finance and Business Development
4.
Curriculum Development
5.
Quality
6.
Student Support
7.
Admissions, Communication and Partnership
8.
Facilities
9.
Overseas Students
10. IT
Page 2 of 38
Page
1
5
11
17
20
23
27
29
31
35
Section 1: Governance
Responsible managers: Principal and Clerk
Relevant strategic aims: All
Relevant objectives: All
Risk 1.1
Assessment
Likelihood
Almost
certain
Impact
Extremely
Serious
Risk No. 1.2
Assessment
Likelihood
Almost
certain
Impact
Extremely
serious
Inability to finance the implementation of the college’s property strategy
Detail of risk: In spite of recent investment, the college’s estate still has a wealth of condition and cosmetic issues to be addressed. Should
steps not be taken to do so, the college’s competitive position is likely to be weakened. The criteria of the government’s capital fund favour
the schools sector, so it is unlikely that the college will gain any benefit from it. College budgets last year limited our ability to undertake
preventative maintenance, therefore there is an increased risk of deterioration and the college cannot afford further borrowing to finance
other works. But there are indications that the funding policy will still prioritise the improvement/replacement of buildings in category D
condition, although the definitions of the various conditions categories seem to have undergone changes.
Control: Ongoing minor works to be undertaken by college estates staff to ensure that cosmetic issues can be addressed. Submit future bids
as opportunities present themselves.
Mitigation: Identification of further funding opportunities, for example from charitable trusts such as the Wolfson Foundation. Governors
should also consider approaching the Trustees for help with funding for capital projects.
Failure to improve and develop the college’s estate and infrastructure
Detail of Risk: The college’s town centre position and historic buildings bring many benefits. However, the impact of increased student
numbers in recent years, the development of new approaches to teaching and learning and the increase of investment in local schools and
colleges all serve to make our buildings appear outdated. The introduction of the BCIF scheme enabled us to address some of our more
pressing needs and the college has benefited from the donation of money from the Board of Trustees. However there are still areas of the
college in serious need of improvement. The criteria of the newly introduced CIF scheme favour the schools sector, so it is unlikely that the
college will gain any benefit from it. College budgets last year limited our ability to undertake preventative maintenance, therefore it is more
likely to deteriorate than previously.
Nonetheless, the college will continue to submit robust applications to appropriate funds as
opportunities are identified.
Control: Commitment of trustees, governors, SMT and staff. Support from EFA, Local Authority. Complete survey of the college buildings
undertaken in summer 2012, which formed the basis of the college’s property strategy. Constant monitoring of additional sources of funding
for capital development. Regular Condition Survey.
Mitigation: Seek further sources of funding. Submit a further CIF application if possible. Monitor implementation of property strategy to
ensure that the most pressing needs are addressed.
Page 3 of 38
Score
16
HIGH
Score
16
HIGH
Risk No 1.3
Assessment
Likelihood
Unlikely
Failure to monitor and approve the financial viability, business impact and priority of building projects
Detail of Risk: Building projects are closely monitored by the Finance and Resources Committee and the Audit Committee, which ensures
that objectives are adhered to, including compliance with the Financial Regulations and EFA regulations. Consultants and contractors will be
approved by SMT and governors
Impact
Extremely
Serious
Control: EFA processes require Colleges to demonstrate governors’ approval of the project. Remit of F&R and Audit Committees appropriate
and building projects monitored via these committees.
Risk 1.4
Assessment
Likelihood
Unlikely
Impact
Extremely
Serious
Mitigation: The college’s financial position may mean that the adverse financial effects of any failure to monitor could be addressed by
revising budgets, to some extent.
Failure to appoint suitable governors
Detail of risk: Recruitment of governors can be challenging, requiring a balance to be struck between appointing people with the necessary
skills and striving to reflect the diversity of the college’s community within the governing body. A further complication is that it is seen as
best practice for governors to serve only two terms, which conflicts with the need to plan for succession. Finally, the role of governor is
demanding and it is difficult for working people to fit it into their professional lives. Should the college fail to appoint suitable governors, this
could lead to inadequate challenge to senior managers, and to insufficient oversight of the college’s operations and poor decision making.
However, to date all vacancies to non-elected positions have been filled.
Score
8
MEDIUM
Score
8
MEDIUM
Control: The Board of Governors has been reduced in size and the timing of meetings changed to enable working people to attend meetings.
A governor recruitment strategy is now being formalised.
Risk No 1.5
Assessment
Likelihood
Unlikely
Impact
Major
Mitigation: Should there be difficulty in appointing governors with the appropriate skills, governors and senior managers would use their
networks to find a suitable and willing candidate.
Failure to monitor the performance and development of senior postholders
Detail of Risk: The Remuneration Committee monitors the performance of senior post holders and provides assurance that they are
performing to a high standard. Annual performance review meetings take place with the Principal at which targets are considered; these
targets are monitored in an interim appraisal meeting. The targets of SMT members are monitored by the Principal and Deputy Principal
twice a term and those of Senior Postholders are discussed by the Remuneration Committee twice a year (annual and mid-term review).
Formal policies exist to deal with capability, disciplinary and grievance matters with regard to Senior Postholders. Senior managers are active
in regional/national networks and are updated regularly by attending conferences and seminars. However, the need for financial stringency
means that opportunities for development for senior staff are becoming limited.
Control: Training needs identified as part of appraisal. The Remuneration Committee meets termly to monitor the performance of all senior
postholders.
Mitigation: Capability procedures in place, if failure to monitor should lead to declining performance.
Page 4 of 38
Score
6
MEDIUM
Risk No 1.6
Assessment
Likelihood
Rare
Impact
Extremely
serious
Failure to monitor arrangements for quality assurance
Detail of Risk: The College’s arrangements for Quality Assurance were commended by OFSTED. College systems focus on maintaining
teaching quality and levels of support. High quality management information enables much closer monitoring of the quality of outcomes
and of the student experience in general. Improvements to the College’s approach to lesson observation were introduced in 2010/11 and
are reviewed each year. Governors are presented with detailed outcomes of quality assurance systems at Quality and Standards Committee.
They receive information on performance against benchmarks. This information is closely scrutinised and managers are required to report
back on progress made in addressing areas for development. External reviews of quality assurance processes have enabled the college to
rectify any issues.
Score
4
MEDIUM
Control: Close monitoring of QA arrangements by governors and SMT. Audit Committee receives summary information on the system of
external evaluation, to ensure that the system is working effectively.
Risk No 1.7
Assessment
Likelihood
Rare
Impact
Major
Risk No 1.8
Assessment
Likelihood
Rare
Impact
Major
Mitigation: Structured annual cycle of business for staff at all levels. External evaluations conducted by experienced professionals, some of
whom are Ofsted inspectors, have been conducted with regard to aspects of performance about which there is concern and the report
together with the action plans are presented to the appropriate committees.
Failure to oversee the College’s strategic direction
Detail of Risk: The governors determine the college’s strategic direction and approve both the strategic planning process and the strategic
plan. Strategic direction is reviewed annually by governors. The College staff have the opportunity to comment on and contribute to the
Strategic Plan and they have good knowledge of post-16 education within the sector and its demands. The annual plan is monitored by both
SMT and governors.
Control: Close monitoring of annual plan and strategic plan by SMT and governors. Annual awaydays review actions and plan for the future.
Planned review of performance monitoring data available to governors.
Mitigation: Structured annual cycle of business.
Failure to appoint appropriate senior postholders
Detail of Risk: Recruitment to date has been successful. No post has been re-advertised; all appointees have completed their probationary
period successfully. In every case there has been a pool of suitable applicants.
Governors are supported in the process of the appointment of senior post holders by clear processes and an external consultant with
extensive experience in education where this is necessary.
Control: Appropriate job description, person specification and appointment process. Feedback from the appropriate statutory bodies has
been extremely positive – our controls are seen as effective. Governors recognise the need to offer a competitive salary to attract quality
applicants.
Mitigation: Probationary period for appointee.
Page 5 of 38
Score
3
LOW
Score
3
LOW
Risk No 1.9
Failure to act within the instruments and articles
Score
Assessment
Likelihood
Rare
Detail of Risk: All governors have copies of the instrument and articles and receive training in interpretation and implementation. The
instrument and articles have recently been completely revised to comply with the Education Act 2011 and to bring them in line with best
practice in governance.
3
LOW
Impact
Major
The governors have participated in a governance health check with a positive outcome and an external evaluation of leadership and
management. The Clerk’s job description includes specific reference to monitoring compliance and s/he ensures all committees evaluate
their work against terms of reference.
Control: Expertise of a suitably qualified and independent clerk, governor training.
Risk No 1.10
Assessment
Likelihood
Rare
Impact
Major
Mitigation: Expertise of Clerk. Whistleblowing policy. The board as a whole deals with governance issues guided by the Clerk.
Failure to act within relevant company, taxation and charities law
Score
Detail of Risk: The clerk is a qualified solicitor. External audits reports are scrutinised by governors. Finance staff have appropriate
professional qualifications. The Governors have access to appropriate legal advice.
3
LOW
Failure to comply with taxation legislation will lead to penalties, usually in the form of a penalties or a fine being imposed by the HMRC. As
the college’s grounds are owned by the trustees, a separate body, there are implications for both bodies with regard to the Charities laws in
a very complex area. In this context, it should be noted that the Clerk to the Trustees is a qualified solicitor with extensive experience of
charities legislation.
The College will need to monitor the potential impact of any changes in legislation and will need to ensure appropriate liaison with the
Trustees.
Control: Feedback from external auditors. Appropriately qualified staff and governors, access to specialist professional advice,
subcontracting of payroll services to DMBC. The college employs legal and financial professionals as appropriate. Some governors are
experienced in this area and the clerk has lengthy experience of such matters due to her role in other institutions whilst the Clerk to the
Trustees has experience of charities legislation.
Mitigation: The Audit Committee in conjunction with legal and professional advice.
Page 6 of 38
Leadership and Management
Responsible manager: Principal and Deputy Principal
Relevant aims: All
Relevant objectives: All
Risk No 2.1
Assessment
Likelihood
Likely
Impact
Extremely
serious
Failure to respond to relevant changes in government policy and national regulatory requirements
Detail of Risk: Managers have clearly defined roles and responsibilities, ensuring that policies are interpreted and acted upon. The Deputy
Principal leads the college with regard to funding policy, which is a high risk area in the current climate.
Score
12
HIGH
The college is responding positively to the liberalisation of the market post 16 and the college devotes considerable SMT time to developing
this agenda. The college is engaged in a wide range of collaborative projects with partner schools and colleges. The college also ensures
that issues beyond the curriculum eg Safeguarding, Equality and Diversity are considered appropriately in response to rapid changes in, and
increasing complexity of requirements. Changes on a number of different fronts are out of our control and will have either direct or indirect
impact on the college. This is exacerbated by very poor communication from the Department of Education. The new government will create
an added level of uncertainty and complexity. In this climate it is important that we continuously improve how the college sources and
shares information.
Control: Regular strategic updates from acknowledged specialists at SMT ensures a good level of awareness. SMT are proactively involved
in networking within the AoC and SFCA amongst other organisations.
Risk No 2.2
Assessment
Likelihood
Likely
Impact
Major
Mitigation: Involvement in local and national networks. Support from representative bodies. Contingency plans in place. Regular E&D
training.
Inability to recruit staff of the required experience and expertise
Detail of Risk: Difficulties in recruiting teaching staff has increased in the sciences however support staff vacancies have attracted high
levels of interest. Candidate fields have generally been good and it has generally been possible to make a good appointment. Specialist
agencies can be used to assist with recruitment in difficult areas. However, some difficulties have been experienced when appointing for
maternity cover and to part-time or temporary roles. The increase in numbers of temporary roles due to funding constraints and uncertainty
tends to increase the likelihood of this risk.
Control: Use of specialist agencies. Use of recruitment websites, use of personal contacts, contact with universities, specialist publications.
Mitigation: High proportion of part-time staff gives flexibility to deal with such situations in the short to medium term. The recession has
resulted in a more experienced employment resource.
Page 7 of 38
Score
9
HIGH
Risk No 2.3
Assessment
Likelihood
Likely
Impact
Major
Risk No 2.4
Assessment
Likelihood
Likely
Impact
Major
Failure to maintain staff morale through a time of change
Detail of Risk: The rapid pace of change in education at national level combined with the financial stringencies introduced in response to
the economic crisis means that both educational institutions and their employees are under significant pressure. This may contribute to
lower morale due to the difficulty of understanding/accepting change and the likelihood of increased workload for individuals. In 2015/16,
there will be added uncertainty due to the new government.
Control: The college has taken a measured approach to change, for example it has striven to maintain staff workloads at their current level
for as long as possible. The reasons for change are clearly explained to staff who are engaged in full and detailed consultation.
Mitigation: College counsellor; staff “wellbeing day”; generous TOIL policy for teaching staff. Teaching staff able to finish work early on one
day a week.
Significant disruption as a result of staff absences
Detail of Risk: These can be short term or long term. Unplanned short term teacher absentees are asked to provide work which is given to
students by colleagues. Arrangements for covering long term absences are made by the HOF and SL working with the Deputy Principal.
This can involve using agency staff. Similar arrangements to cover long term support staff absences are made by the Staffing Manager
working with the Deputy Principal. The national agreement between the Unions and SFCA (employer’s representative body) gives scope
for short term absence to be covered. Whilst finding cover has become harder in shortage subjects, the college has always succeeded in
finding cover. This is not, however, always proven satisfactory and there may be a long term impact on student success and staff wellbeing.
Control: Return to work interviews. Appropriate Absence Management Policy. Further development of internal supply bank. Use of senior
staff contacts. Use of college part time staff for cover hours. Use of Moodle and other strategies to encourage students to work
independently. Better and long term cover arrangements.
Mitigation: VLE particularly reduces disruption for students. Use of creative internal solutions to deal with problems. Clear leadership to
ensure all subjects have adequate online resources.
Page 8 of 38
Score
9
HIGH
Score
9
HIGH
Risk No 2.5
Assessment
Likelihood
Likely
Failure to comply with the Equality Act 2010 and Safeguarding (Child Protection) and with associated codes of practice
Detail of Risk: The college has developed appropriate equality objectives which are published on the college website and reviewed
regularly. Comprehensive safeguarding arrangements are in place. The college receives advice from Sector Bodies (such as AoC and
SFCA) about changes, and the required action to ensure compliance.
Impact
Major
All staff have received E&D and Safeguarding training, as have governors.
Score
9
HIGH
The Designated Member of Staff for Child Protection is the Director of Support and Information who will receive specialist training. New
post of Head of Student Support increases resources invested in this area. All staff and governors have undergone DBS checks.
Policies and procedures relevant to recruitment, retention and dismissal of staff/students are assessed as to their impact on groups
which might potentially be disadvantaged, and remedial action put in place. The college makes use of specialist legal advice to ensure
adherence to legislation. In spite of all of these measures, someone who is determined to evade detection may still be able to do so if
sufficiently determined. In addition, national increase in problems with young people’s mental health puts extra pressure on institutions
and increases the possibility that we will fail to comply with requirements.
The Equality & Diversity audit identified concerns that the annual Charter Day service may not be compliant with the Equality Act 2010.
The Charter Day Service could still be retained with a celebratory day embracing a number of multicultural activities.
Control: All staff receive training in Child Protection to Level 1 every 3 years and new staff receive this training as part of their induction
Restructuring has given clearer responsibility for Equality and Diversity.
Risk No 2.6
Assessment
Likelihood
Unlikely
Impact
Extremely
Serious
Page 9 of 38
Mitigation: The college has access to specialist legal advice which is accessed whilst formulating policies and in the event of any
difficulties thereafter. The college has appropriate insurance. All volunteers and temporary staff on site for more than three days receive
Child Protection briefing.
Lack of succession planning
Detail of Risk: The college’s approach to succession planning was significantly improved by restructuring. However, the sudden loss of
key staff would still cause difficulty especially in areas where specialist technical knowledge is required.
Control: Staff have excellent terms and conditions and are well-paid in comparison with the sector as a whole. More Subject Leaders
have been appointed therefore spreading their expertise across areas. Staff have been appointed in both Registry and Finance who are
second in line to key staff and who have been trained in the relevant processes.
Mitigation: The college is taking a proactive approach to develop the skills of its staff so as to mitigate the impact of the loss of key
personnel.
Score
8
MEDIUM
Risk No 2.7
Assessment
Likelihood
Unlikely
Impact
Extremely
serious
Risk No 2.8
Assessment
Likelihood
Unlikely
Impact
Extremely
Serious
Failure to manage the consequences of adverse changes to funding methodology, allocations and tariffs
Detail of Risk: Year on year changes to funding methodology have had a significant downward impact on the college’s allocation. This
is likely to continue due to the uncertain outcomes of the General Election and the general level of uncertainty about government cuts.
There are therefore some concerns about the expected changes and likely reductions. However, the recruitment of additional students
has offset the adverse financial impact of funding cuts and the college has a clear strategy for the future.
Control: Increased rigour in budget setting and management, efficient planning and process management. The college is helped in this
approach using enhanced financial systems and controls. It has sufficiently expert staff to be able to identify ways to use the methodology
to benefit the college. The three year financial plan 2015/18 and budget 2015/16 enable the college to identify any potential problems
and take steps to address them, including a diverse and strategic approach to student recruitment. This however may lead to changes in
the nature of students, thus causing further challenges. Some Subject Leaders and TLMs are addressing the implications of this for
teaching and learning. Strategic use of workshops and one to one time.
Mitigation: The deficit in 2014/15 is being managed downwards. The college is actively pursuing alternative funding streams to mitigate
the effect of government funding changes.
Failure to achieve planned student numbers by a significant amount
Detail of Risk: Recruitment targets have been met and exceeded each year. The numbers of applications have remained buoyant. Targets
and current data are reported to Governors. The college has accurate data on past, present and future students on which to plan. Senior
managers monitor applications and recruitment regularly. This year has seen a significant number of applications to the college.
However, this has been slightly offset by an increase in the rejections of our offers due to increasing competition from other post 16
providers and greater spread of area. Demographic trends show a continued decline in the age group.
Control: Weekly monitoring of applications at SMT. Potential to recruit from even further afield. Greater efficiencies, greater
geographical distance, international students, continue to grow by at least 100 students each year, HE diploma, taster days. Admissions
page on Columbus allows monitoring. Additional staffing in place in Liaison and Outreach team.
Mitigation: Greater efficiency, staff work harder, potential to raise funds from other sources, targeted marketing. Targeting a larger
catchment area, and transport arrangements in place.
Page 10 of 38
Score
8
MEDIUM
Score
8
HIGH
Risk No 2.9
Assessment
Likelihood
Unlikely
Failure to respond appropriately to the threat of litigation
Detail of Risk: In an increasing litigious society with a high level of awareness of consumer rights, parents and students see themselves
as ‘consumers’ with the option to threaten legal action if not satisfied. Also, there is a risk that staff may take legal action prompted by
employment issues. The increase in ‘no win, no fee’ legal services may heighten the likelihood of these risks.
Impact
Extremely
Serious
Control: Appropriate response to complaints. Appropriate record keeping. Awareness of statutory requirements. Use of VLE where
necessary. New complaints policy and procedure. Robust action is taken in instances of staff lacking capability.
Risk No 2.10
Assessment
Likelihood
Unlikely
Impact
Major
Mitigation: Specialist solicitors and appropriate insurance arrangements (Lyons Davidson and DAS). Appropriate policies are in place,
followed and adhered to.
Failure to develop business disruption/continuity plans
Detail of Risk: The college has a formal plan. Managers have clear spheres of responsibility and insurance cover is adequate although
this needs to be more fully developed. There is still a reliance on people’s individual knowledge although much of this has been shared
and documented.
Score
6
MEDIUM
Control: Very close monitoring of the college’s operational activities by SMT.
Risk No 2.11
Mitigation: The plan is reviewed annually.
Inability to keep staff turnover to a manageable level
Assessment
Likelihood
Unlikely
Detail of Risk: As more staff have reached retirement age, the staff retention rate is declining. The uncertain future of funding may lead
to an increase in retirements and even to potential redundancies. In the medium term future more attractive opportunities offered by
other institutions may serve to affect staff retention. However the college has a good record of successful recruiting in the past.
Impact
Major
Control: Staff have excellent terms and conditions and are well-paid in comparison with the sector as a whole, so retirement often takes
place after the expected date.
Mitigation: Legislation such as the Equality Act 2010 and the introduction of teacher phased retirement (Teachers’ Pension) may serve
to limit the impact of the risk.
Page 11 of 38
Score
8
MEDIUM
Score
6
MEDIUM
Risk No 2.12
Failure to oversee compliance with employment legislation
Score
Assessment
Likelihood
Rare
Detail of Risk: Both the Staffing Manager and the Personnel and Payroll Administrator have Certificates in Personnel Practice. Senior
staff regularly attend courses and briefings in personnel matters and the college contracts in a personnel adviser when required.
However, there is no designated senior manager with personnel qualifications. If there are any doubts about appropriateness of a course
of action legal advice has been sought. In a recent employment tribunal the college was commended on the excellence of its personnel
practice.
3
LOW
Impact
Major
Control: Although the complexity of legislation makes this potentially a high risk area, in practice, risks are controlled by the consideration
of legislation when managing, engaging and dismissing staff. Staffing Manager and Personnel Administrator are continually updated via
attendance at SFCA workshops and by JISC. Attendance at AoC/personnel conferences. Sharing good practice with Personnel staff at
other colleges eg Cadbury College. The college pays for ongoing legal advice from specialist employment solicitors.
Mitigation: In 2015/16 the college will continue to make use of an experienced HR professional for advice and support and will consult
a specialist in staffing matters at Lyons Davidson, an expert in Human Resources, ACAS, AoC, DAS and SFCA when required.
Page 12 of 38
Finance and Business Development
Responsible manager: Deputy Principal
Relevant aims:
To promote creative solutions to efficient and effective management of resources in a challenging financial environment.
Relevant objectives:
To develop and establish alternative funding streams to that of main government income.
Risk No 3.1
Failure to ensure sufficient funds for capital building/maintenance
Score
Assessment
Likelihood
Almost certain
Detail of Risk: Failure to ensure sufficient funds for capital development and building maintenance may occur by either poor budget
setting/budgetary controls and/or a genuine shortfall in available resources and/or cash-flow difficulties. The consequences of this risk
would be a failure to deliver the improved accommodation with the subsequent potential threat to enrolment growth and sustainability
because of adverse comparisons with neighbouring institutions. In order to minimise this risk the Governors have developed a robust
monitoring system through the Finance and Resources Committee. To some extent capital developments are dependent on the success
of funding bids and the college needs to keep the quality of the bids and the companies that submit them under constant review.
The college was unsuccessful in its 2015/16 bid because the criteria favour the schools sector. Nonetheless, the college intends to continue
to submit robust applications in the future.
16
HIGH
Impact
Extremely
serious
Control: All capital budgets are now monitored via Finance and Resources Committee; ensure future bids ask for a sufficiently high level
of support; rigorous management of project. Governors are able to approach the Trustees for financial assistance if required.
Risk No 3.2
Assessment
Likelihood
Unlikely
Impact
Extremely
serious
Mitigation: Complete overhaul of college budgets would be affected with substantial cuts in major budgets, such as staffing. Permission
to borrow additional funds would have to be sought.
Failure to ensure sufficient funds for the delivery of education
Detail of risk: Insufficient funds could lead to inadequate staffing, insufficient resources, poor quality accommodation at a time of
increased competition. This could prevent the college’s ability to achieve its mission and meet its strategic aims. It could also affect the
college’s ethos and character. The ongoing reductions in core funding coupled with additional costs in respect of pensions and National
Insurance may create a significant impact on the budgets in the long term.
However, the college’s significant growth in 2014/15 secured the financial position for 2015/16 although the servicing of the recent loan
will add additional pressures.
Control: Budgets are agreed, careful budget setting processes managed by the Director of Finance who ensures that budget holders have
sufficient funds for their needs. The college has a carefully worked out plan to ensure funding is maintained at the current level or just
above it. Increasing demand for places means that we continue to be able to grow at a level to ensure continued financial viability.
Mitigation: Improved expertise in managing our budgets. Increased efficiency in recent years has provided a leeway in our current
budgets.
Page 13 of 38
Score
8
MEDIUM
Risk No 3.3
Failure to successfully manage and monitor the financial viability of the college
Score
Assessment
Likelihood
Unlikely
Detail of Risk: Financial viability is key to the continued operation of the college. It is imperative that it is effectively managed. The key to
effective financial management is timely and accurate management information. An inexperienced finance team could compound this
problem. The consequences of this would be a fundamental financial problem for the college. To safeguard against this the college has
 an appropriately qualified/experienced finance team, recently restructured to increase expertise
 a monthly set of management accounts is comprehensive and issued in accordance with a predetermined timetable to Senior
Management Team
 a quarterly financial commentary which highlights key points, variances and performance indicators which is given detailed review by
the Finance and Resources Committee and the Governing Body
 a set of performance indicators which are received and approved annually by the Finance and Resources Committee
 a quarterly review of the college’s performance in line with the requirements of the bank covenant
8
MEDIUM
Impact
Extremely
Serious
Arrangements for both regularity audit, if applied, and financial statements audit are in place and overseen by the Audit Committee.
Control: See bulleted arrangements above.
Risk No 3.4
Mitigation: Appropriate expertise at governor level.
Making inaccurate forecasts of expenditure
Assessment
Likelihood
Unlikely
Detail of risk: Increasing pressure on budgets makes it essential that budgets are accurately set and carefully managed. Both human and
technical error can lead to inaccurate budgets, as can unrealistic expectations of income and expenditure, particularly those associated
with new initiatives.
Impact
Extremely
Serious
Control: More contingency to be included in our three year plan particularly with the probable impact of political changes. Ensure we
don’t over expose ourselves to financial expenditure with new initiatives. Ensure that we are robust in challenging new initiatives.
Mitigation: In-year changes (reductions) to expenditure to ensure that the college achieves financial targets.
Page 14 of 38
Score
8
MEDIUM
Risk No 3.5
Failure to safeguard security of major college assets
Score
Assessment
Likelihood
Unlikely
Detail of Risk: Failure to safeguard major college assets successfully may lead to theft, misuse and vandalism. Depending on the extent
of vandalism, this could lead to major damage and therefore the need to restore buildings to their original condition/replacement of
equipment. Consequently, resources may not be available for teaching and learning and/or support services which would be disruptive.
There are financial consequences when assets have to be replaced. This may occur when assets are not recorded on any inventory and
stored securely. Also assets of cash and cash equivalents must be secure. In order to safeguard against this the college
6
MEDIUM
Impact
Major





has responsibilities regarding the safeguard of assets documented in financial regulations
has adequate insurance to protect against financial loss
ensures assets are physically tagged where appropriate with a reference number and as the property of King Edward VI College
has installed CCTV/alarms etc and ASSA locks on most classrooms and offices
has adequate procedures for cash/cash equivalents
All of the implications listed together with future projects for 2015/16 may increase the risk and could cause disruption to teaching.
Intrusions onto the college site in the last year have compromised college buildings and facilities, and jeopardise effective curriculum
delivery. Security measures have been improved.
Control: Financial regulations and procedures; tagging of IT assets; alarms and locks. Training for budget holders as requested by auditors.
Additional site security measures. Students are now required to visibly wear ID badges. Increased CCTV coverage across site.
Risk No 3.6
Assessment
Likelihood
Unlikely
Impact
Major
Mitigation: Insurance.
Failure to deploy teaching staff effectively and efficiently
Detail of Risk: Deputy Principal produces a report annually for SMT identifying the efficiency of staff deployment. Some teaching staff
teaching hours contain slippage due to restriction of 1400 teaching minutes per week with a norm of eight half A level sets, although this
time can then be used for absence cover and 1-1 support for students. College managers have worked hard and successfully to increase
efficiency and this should be maintained in 2015/16.
Control: College policy on cover was reviewed in May 2013 with a view to further improving and controlling staff deployment. All
recruitment is approved by the Principal. Diversification of curriculum should further improve efficient deployment of staff. Staff now
cover for absent colleagues and thus avoiding the expense of using agencies who charge a whole day rate rather than an hourly rate. The
college has its own source of supply teachers who have retired or who want to come back into the profession.
Mitigation: Rigorous management of staffing budget as well as of non- staffing expenditure. In addition, increasing use is being made of
staff directly employed, as needed, by the college, rather than through agencies. This has substantially reduced costs.
Page 15 of 38
Score
6
MEDIUM
Risk 3.7
Assessment
Likelihood
Unlikely
An excessively cautious and risk averse approach which may prevent the college diversifying its business
Detail of risk: Whilst it is important that the college does not act imprudently, it is as important that caution does not prevent initiatives
which would help the college to deal with the current very stringent financial climate, for example diversification of income streams. This
could happen if governors and SMT members took an overly risk averse approach.
Impact
Major
Control: CLT and governors’ awaydays ensure that all initiatives are carefully discussed in a balanced and careful way, taking on board the
risks of not developing a particular initiative as well as the risks of doing so. As a result of this, the college has focussed on a few promising
initiatives. Future proposals presented to governors will be risk assessed. All proposals presented to SMT, including extra expenditure,
should be risk assessed.
Risk No 3.8
Assessment
Likelihood
Unlikely
Impact
Moderate
Risk No 3.9
Assessment
Likelihood
Unlikely
Mitigation: Increased stringency in managing the college’s finances.
Failure to detect fraud
Detail of Risk: It is not possible to fully secure against online fraud. Failure to detect fraud arises when there is a poor control environment
and/or when staff have no mechanisms for reporting concerns. Fraud can be planned or opportunistic, and may be a one-off event or
ongoing over a period of time. The risk of failing to detect fraud inevitably leads to financial loss plus other less tangible effects such as
staff morale. The loss would be limited to £20,000 if all college credit cards were stolen.
Score
4
MEDIUM
Control: Robust system of internal control; whistle blowing policy; fraud policy; Audit Committee. Appropriate screening of audits in place.
Mitigation: Response plan procedures.
Severe financial and staffing impact of not recruiting overseas students
Detail of Risk: The recruitment of fee-paying overseas students is a major aspect of the college’s strategy for the future as the level of fees
from such students will help to offset funding reductions. Failing to recruit such students would cause major financial problems.
Control:
Impact
Moderate


cautious investment in marketing
diversification of income by other means eg HE, academies

Robust curriculum planning systems can be used to mitigate some but certainly not all the effects of such a risk taking
place. We would need to either make multiple redundancies or grow even further to avoid financial difficulty. The college
has taken a very cautious and prudent approach to its investment in this initiative. Strong control role at governor level.
Continued growth this year will help to offset any shortfall in overseas recruitment.
Mitigation:

Page 16 of 38
Score
6
MEDIUM
Score
4
MEDIUM
Risk No 3.10
Assessment
Likelihood
Rare
Failure to act within the financial memorandum
Detail of Risk: Failure to act within the financial memorandum may ultimately lead to a withdrawal of funding. This may occur when staff
are unaware of the terms and/or the college has a genuine reason for non-compliance.
Score
4
MEDIUM
Control: The college has systems in place for compliance and well documented procedures which are subject to annual external audit.
Impact
Extremely
Serious
Risk No 3.11
Assessment
Likelihood
Rare
Impact
Extremely
Serious
Mitigation: Good relationships with the EFA; this means that any issues will be discussed with the college at an early stage.
Failure to consider the revenue consequences of an accommodation project / planned capital developments
Detail of Risk: Exceeding the planned capital budget would result in revenue cost pressures and have adverse effects on cash flow and
liquidity. In the longer term this may also impact upon the college accommodation strategy, constrain further investment and
potentially disrupt future students’ study and other services.
In order to safeguard against this the college:
 Has determined a procedure with the governors, for approving a maximum aggregate limit for capital expenditure each year.
 Always looks to appoint a suitably qualified project manager - Internal or External
 Monitors projects as part of the monthly management accounts, via appropriate committees and regular site meetings
 Determines strong ‘Value for Money Objectives’ against each project
 Ensures adherence to the college's robust tendering policy and procedures.
 Consults insurers and other professional advisers as appropriate
Maximum Exposure:
Annual capital budget not to exceed £150k.
Any major building projects would be subject to full board of governors’ approval.
Any accommodation project can lead to exposure in other ways through disruption to college operations that impact on results,
reputation and student retention.
Control: The college seeks appropriate specialist advice and will always appoint an appropriate project manager to work within a formal,
approved project plan. The college framework procedures as outlined in financial regulations ensure probity.
Mitigation: The cost of capital projects, via annual depreciation, is taken into account within the annual college revenue budget.
Consent from Governors to borrow additional funds always has to be sought.
Page 17 of 38
Score
4
MEDIUM
Risk No 3.12
Assessment
Likelihood
Rare
Impact
Extremely
serious
Failure to be adequately insured
Detail of Risk: This may occur when inadequate or spurious advice is provided which is not challenged by the college or where suitable
insurance is not available in the market. It can also occur when college staff responsible for insurance do not understand the terms and
conditions of policies. The college may also underestimate the value of its assets and/or fail to make resources available for insurance
cover. The consequences of this will inevitably be some degree of financial loss should there be an incidence of damage to property or if
an individual sues the college etc. The college may also suffer from bad publicity. To safeguard against this risk the college takes
appropriate professional advice. Insurance is in place regarding building loans.
Score
4
MEDIUM
Control: A comprehensive insurance portfolio reviewed annually and prepared in liaison with a reputable broker; adequately qualified
staff; proactive relationship with insurance broker; resources made available for cover.
Risk 3.13
Assessment
Likelihood
Unlikely
Impact
Moderate
Mitigation: None possible.
Failure to have systems in place for payments from overseas students
Detail of risk: The increase in the number of payments taken from overseas may lead to an increase in fraud and/or money laundering if
our systems are not fully secure. In addition, we have not as yet fully adapted to the complexity of such transactions and
delays in processing payments received from overseas students could expose the college to a potential shortfall of receipts against any
additional external costs to the college e.g. Accommodation Lodgings which would impact upon the college’s cash flow
Control: The college will adopt the Universal electronic Visa/Maestro Card payment facility “SAGEPAY” to ensure best security against
collection for any overseas student’s payment and make it easier for the student to pay. Manual control system introduced to ensure that
students pay for fees prior to the start of the academic year.
Mitigation: Provide adequate training to the college Finance team and regularly progress chase against any late payment of fees.
Page 18 of 38
Score
4
MEDIUM
Curriculum Development
Responsible manager:
Relevant aims:
Director of Curriculum
To ensure provision and delivery of appropriate viable subjects and qualifications, especially in the context of curriculum reform.
Risk No 4.1
Failure to maintain up-to-date, appropriate curriculum resources
Assessment
Likelihood
Likely
Detail of Risk: Despite continuing healthy levels of investment, the pace of change and the expectations of staff and students make it 9
challenging to maintain an appropriate level of learning resources, while, in a situation of increased financial pressures, the speed of HIGH
technological change makes it difficult to maintain an appropriate level of up to date capital equipment. In a worst case scenario,
potentially it could be difficult to deliver the curriculum at the required standard. Capitation levels will be maintained as far as possible,
in spite of the reduction in per capita funding for students but there is still a risk of failure to embrace opportunities provided by
technological changes which may reduce costs and be more effective for students. Due to the pace of curriculum change, resources
from national publications may be unavailable in a timely fashion.
Impact
Major
Score
Control: Rigorous approach to budgeting which prioritises front-line delivery and more effective control of budgets. RSC conducted
elearning health check confirming that the college has very good practice in this respect. Increased investment in recent years will
certainly continue for the next year. Staff consultation on resources strategy, paperless courses, courses on memory sticks. Student
charges. June Audit. New college print strategy to reduce printing volumes now in place and frees up resources for investment
elsewhere. Governors have approved resources on IT expenditure which will be rolled out further as appropriate. Further explore use
of ‘bring your own devices’ as a cost-effective means of keeping up to date.
Risk No 4.2
Assessment
Mitigation: Skills and expertise of staff and more effective management of resources. Development of further strategies for costeffective IT use.
Failure to implement changes to post-16 curriculum
Score
Detail of risk: Difficulties are presented by the government’s predilection for unpredictable and rapid changes with little notice. The 8
reform/linearisation of A levels is a case in point, bringing with it the need to change teaching styles and increased chances of students MEDIUM
dropping out of study due to the decoupling of AS and A2 qualifications. The situation is more unstable due to this year’s general
election. However, the college has very effective controls in place.
Likelihood
Unlikely
Impact
Extremely serious Control: staff training; Director of Curriculum ofqual subject expert; Deputy Principal has many high level contacts due to his work for
various Maths bodies; many staff are examiners and have access to information about future proposals; teaching staff highly motivated
to find out about changes to their subjects.
Mitigation: Were the college to overlook some aspects of changes in a particular subject this could be rectified by providing extra
teaching in that subject.
Page 19 of 38
Risk 4.3
Negative impact of government education policy
Assessment
Likelihood
Almost certain
Detail of risk: The current government is placing an increasing emphasis on a very narrow range of traditional academic subjects both 8
pre and post-16. This has started to reduce demand for A level subjects which do not fall into this category. In addition, it is possible MEDIUM
that the number of subjects offered by exam boards may reduce although this might not be to such an extent that it has a major impact.
In addition, reductions in funding mean that more students will be taking three rather than four A levels which might affect viability
although not to such an extent that it has a major impact. Taken together, these factors may lead to a reduction in the number of
subjects offered by King Edward’s and thus erode one of our selling points. In addition, retention could be affected if students find that
they are not limited to one or more of only three subjects. Planned reforms of A level specifications create uncertainty due to the
phased nature of their implementation.
Impact
Moderate
Score
Control: The likelihood is reduced by detailed advice and guidance to applicants at interview and by effective marketing of the more
niche subjects. In future years, consideration should be given to students to explore additional choices at Welcome to College Days or
develop taster days further. For example a three day programme of taster events.
Risk No 4.4
Assessment
Likelihood
Unlikely
Impact
Major
Mitigation: Potential for diversification into a more vocational post-16 curriculum.
Failure to respond successfully to changes in the pre-16 curriculum
Detail of Risk: The government’s introduction of performance measures means that some less traditional subjects may have trouble in 6
recruiting resulting in subjects being closed. This narrowing of the curriculum could make the college less attractive to students and MEDIUM
potentially lead to staff redundancies and reputational damage. However, students coming here with a firm GCSE basis may be better
prepared for study at A level and could be more attractive applicants to Russell Group Universities. Furthermore, forthcoming changes
to the GCSE specification may have a potential impact on A levels for example entry requirements will need to be reviewed. Further
instability will be introduced with the introduction of linear GCSEs and constant changes to the performance tables.
Control: Full consultation with schools about their aspirations for curriculum change. Our admissions systems which identify affected
individuals and give appropriate advice and guidance. Staff training with local schools to enable greater familiarity with pre-16 courses.
Specific GCSEs required for certain A level subjects and minimum of six at grade B. Increased understanding of pre-16 curriculum due
to involvement in the MAT. The LOM team has increasingly strong links with schools.
Mitigation: Close liaison with partner schools to ensure that we have more detailed understanding of the pre-16 curriculum and how
its implementation varies from school to school.
Page 20 of 38
Score
Risk No 4.5
Assessment
Likelihood
Unlikely
Impact
Major
Failure to respond successfully to changes in the government’s funding priorities
Score
Detail of Risk: The college operates in a niche market and meets the needs of that market successfully. It has a clear mission focussed 6
on level 3 full-time provision. However, the college is committed to keeping the potential of new markets under review and is actively MEDIUM
engaged with partners regarding curriculum development. At a time of rapid change in the country as a whole, the intrinsic risk has
increased. Given the timescales to which the government is currently operating, it might not be possible to implement any changes in
a timely manner.
Control: Curriculum development closely monitored by Governors, SMT, CLT, Curriculum review process. Changes in national policies
are carefully scrutinised by SMT and CLT and integrated into college plans.
Mitigation: Senior managers maintain awareness of changing national strategic context and formally discuss this at SMT frequently.
Active involvement in lobbying activities. Diversifying activities so we are less vulnerable to government changes. Membership of high
profile lobbying groups.
Page 21 of 38
Quality
Responsible Manager: Director of Quality and Equality
Relevant aims:
 To embed a culture of ongoing quality improvement.
 To pursue an ethos of continuing professional development in order to maintain the highest standards.
 To attain the highest levels of achievement in both value-added and absolute terms in comparison with sixth form college benchmarks.
 To ensure that best practice in teaching and learning continues to be shared across all subject areas and to support the improvement of any practice
identified as less effective.
Risk No 5.1
Failure to meet high grade achievement targets
Score
Assessment
Detail of Risk: Increased competition for high achieving students may lead to these targets not being met. There is a decline in high grades 9
Likelihood
at AS level in recent years which may be linked to the financial pressure to grow. Although A level high grade rates are still strong overall HIGH
Likely
there has been some disappointing performance amongst individual subjects, some of them high profile. Whilst this may not be associated
with a decline in quality, as long as Value Added is strong, it could nonetheless create some PR challenges. High grades could also be
Impact
affected by other factors, such as a decline in the quality of teaching and learning, which are discussed in other risks.
Major
Control: Improved marketing strategy; streamlined admissions processes leading to better retention of the most able applicants. QIP is
closely focused on reversing the drop in high grades. The introduction of external evaluation activities focusing on improving performance
in specific curriculum areas. Improved Information Advice and Guidance ensures students are on the right course. More strategic
approach to value added.
Risk No 5.2
Assessment
Likelihood
Likely
Impact
Major
Mitigation: Development of a more diverse curriculum to enable high grades to be gained by students of a wider range of abilities.
Improved tracking systems ensure students make good progress. More focussed workshops to meet students’ needs.
Decline in value added
Detail of Risk: Increasing class size may lead to staff being unable to give appropriate one to one time and individual support may be
jeopardised. Certain subject areas may be impacting on the collective value added of the college. The challenge of dealing with a more
diverse community may be significant factor, exacerbating the difficulty in addressing the transition from GCSE to A level, which is further
complicated by changes to GCSEs. Difficulties of geographic diversity may impact on student travel. Schools prepare students at GCSE in
different ways and some students come to college without the necessary skill set. The sixth form college sector as a whole has experienced
a decline in value added.
Control: Whole college approach to the consistency of one to one time. More effective use of central tracking. More effective
differentiation in lessons. Greater monitoring and consistency of the use of time allocated for workshops. Student surveys indicate that
students feel confident that they are well supported.
Mitigation: More robust SAR/QIP. Review curriculum offer. Better data systems. Closer monitoring by SMT.
Page 22 of 38
Score
9
HIGH
Risk No 5.3
Assessment
Likelihood
Unlikely
Impact
Extremely
Serious
Failure to monitor and improve the quality of teaching and learning
Detail of Risk: The college has a comprehensive and rigorous lesson observation scheme which is monitored termly by the Senior
Management Team. External moderators’ reports are closely monitored. A rigorous system of student questionnaires and focus groups
has been introduced. Ongoing monitoring of achievement and retention data by the Senior Management Team and Governors completes
the cycle of quality assurance. External evaluation has indicated that the observation process is robust. Under the common inspection
framework, the college must be rated outstanding in teaching, learning and assessment in order to achieve a grade 1 in inspection; it could
risk reputational damage if the inspection grade drops as a result of the teaching, learning and assessment grade.
Score
8
MEDIUM
Control: Quality improvement is led by the Director of Quality and Equality, Teaching Development Manager and team of Teaching and
Learning Mentors who actively promote improvement and innovation which is reflected in the QIP.
Risk No 5.4
Assessment
Likelihood
Unlikely
Impact
Extremely
serious
Mitigation: Self-assessment and improvement planning arrangements.
Failure to achieve target student retention rates
Detail of Risk: Stability of staff base, consistency of standards, supportive tutorial system, high standards of teaching and of student
satisfaction, good progression rates, relationships with schools and universities all make likelihood low although increasing competition
locally will change this significantly in the next 2 – 3 years as the college increasingly recruits outside of its traditional niche market. Targets
are well above sector average. The College Leadership Team monitors them twice a term, identifies issues at subject level and plans
improvements. Where there are concerns, they are addressed by HoFs, however, there needs to be more consistency amongst staff when
giving advice and guidance as inappropriate advice and guidance can be a key factor in student withdrawals. Nonetheless, a more robust
student management system has resulted in an increase in exclusions.
Score
8
MEDIUM
Control: SMT monitors student retention and attendance on a monthly basis. Issues raised with HoFs/LTs/PTs as appropriate. New Cause
for Concern process. Proactive approach from staff in general to identify and address student issues. The college is committed to regular
training for staff regarding advice on students’ subject combination relating to their progression. Good careers advice. Established
procedure for course changes. Regular one to ones with PTs.
Risk No 5.5
Assessment
Likelihood
Unlikely
Mitigation: Should retention deteriorate the college would need to review its admissions and student support procedures.
Failure to meet student achievement targets
Detail of Risk: One critical feature of the college’s success in its niche market is its examination pass rates. One set of poor results would
damage our reputation, two sets would seriously damage this and potentially lead to a decline in applications and thus make it more
difficult to recruit to our target with academically strong students.
Impact
Major
Control: Very careful monitoring of admissions and student data; regular close scrutiny of student progress. SAR, QIP, Staff Development,
student support and contracts.
Mitigation: Subjects which underachieve scrutinised very carefully and problems addressed.
Page 23 of 38
Score
6
MEDIUM
Risk No 5.6
Assessment
Likelihood
Unlikely
Impact
Major
Failure to ensure staff skills and expertise meets the changing needs of the curriculum
Detail of Risk: Centrally planned staff development is coupled to faculty-driven staff development needs identified in the Self-Assessment
Report. The appraisal cycle is designed to identify issues for staff development. The team of teaching and learning mentors under the
leadership of the Director of Quality and Equality and the Teaching Development Manager Tutor will ensure that the college is able to
develop staff skills. IT mentors continue to support staff in improving their skills. SMT receives a Staff Development report each term.
Staff Development forms are authorised by the Head of Faculty. Many teachers are examiners and are supported when undertaking this
role. Difficulties arise when planning the college’s strategy due to unpredictable government changes which will have a particularly
significant effect over the next two or three years. Course preparation may be affected.
Score
6
MEDIUM
Control: Self-assessment; targeted and ongoing programme of Staff Development to address issues as they arise; peer observations and
sharing good practice activities; review of staff development budget.
Risk No 5.7
Assessment
Likelihood
Unlikely
Impact
Major
Mitigation: Lesson observation scheme and performance indicators would identify problems and enable them to be addressed.
Failure to acquire and utilise management information effectively
Detail of Risk: The data dashboard enables college managers to monitor and improve the quality of outcomes very effectively. The college
has well developed information systems which can produce a wide range of reports. This information is used as a basis for financial and
strategic planning. More important, it is used as a key tool in improving performance at all levels across the college. This could be improved
by linking data dash board to QIP, if technically possible. However, there is some lack of consistency in the use of data at course team
level. The system could be improved by problems being flagged up rather than staff having to investigate.
Control: Robust information systems are regularly monitored through self-assessment and QIP, in SMT/CLT meetings, in one to one
meetings with HoFs and in Quality and Standards Committee. Continued improvement of systems. Training in use of data for SLs and
teachers.
Mitigation: Self-assessment and improvement planning processes. Training in use of data for SLs and teachers.
Page 24 of 38
Score
6
MEDIUM
Student Support
Responsible Manager: Vice Principal
Relevant aims:
 To support and inspire students to achieve the highest levels of academic attainment and personal development.
 To equip students with the confidence to embrace their future.
 To further develop current systems and practices in order to provide outstanding all round support for students.
Risk No 6.1
Assessment
Likelihood
Likely
Impact
Extremely
Serious
Failure to have appropriate regard for safe guarding
Detail of risk: The college has a Designated Safeguarding Lead (DSL), a Personal Tutor for each student, a Lead Tutor and two Counsellors.
In addition, CLT and the pastoral team are trained to level 2 in Safeguarding and the Principal, Deputy Principal and Vice Principal have
had advanced training. Each member of staff and student is issued with a quick guide to safeguarding and there is a regular programme
of updating level 1 Child Protection training for staff. Nonetheless, there is a possibility that staff may fail to recognise a child protection
issue and may not be clear who they should contact. In addition, in the coming year there will be a change to the DSL and this could cause
initial confusion amongst staff.
Score
12
HIGH
Control: Information provided in an accessible format and easily available. New process of safeguarding training for temporary workers
for three days or over. Level 1 training delivered to all staff by the Vice Principal. Distribution of information to staff. Flags on system to
alert staff.
Risk 6.2
Assessment
Likelihood
Likely
Impact
Major
Page 25 of 38
Mitigation: If a child protection issue is not passed on to the DSL, it is likely that that person to whom it had been incorrectly referred
would recognise the error and do an appropriate referral. If such an issue were passed to the previous DSL, it would be referred on to the
correct person immediately.
Failing to identify needs of individual students
Detail of risk: The college presents students with multiple opportunities to disclose specific needs and enables them to self-refer to
learning support as well as being referred by staff. Communication between learning support and other staff is increasingly effective.
However, a small minority of students with specific needs may be reluctant to disclose this and indeed may not perceive it as an issue.
Once the needs of individual students have been identified, it is important that they are met. Students whose needs are not met may
underachieve at college and in extreme cases, may become demotivated and as a result could withdraw from college. In addition, some
students may be reluctant to access the support they need due to feeling that they could be stigmatised as a result. It is important that
the college respects students’ autonomy in this respect. A further reason for students failing to disclose is that the college’s high academic
reputation may result in a loss of confidence on their own part. In addition, there are inconsistencies between subjects in the
implementation of adjustments. Finally, the risk of student needs not being responded to is increased by the occasional failure in
communication.
Score
9
HIGH
Control: Focus on self-awareness in Tutorial. Appropriate training for PTs and other teaching staff, to enable them to identify issues more
effectively. In 2014/15 the college will offer multiple disclosure points for students with learning difficulties and disabilities. There are
well developed systems for identification of gifted and talented students and procedures in place for meeting the needs of students with
other requirements. A new electronic at risk register will aid early identification of students with potential risk of under achievement.
Risk 6.3
Assessment
Likelihood
Likely
Impact
Major
Risk No. 6.4
Assessment
Likelihood
Unlikely
Impact
Major
Mitigation: Member of teaching staff receiving ESOL training to enable support to be given once need identified. Increased the number
of opportunities for students to disclose individual needs. Referral to counselling or to coaches.
Failure to respond to the needs of an increasingly diverse client group
Detail of risk: As the college recruits from an ever broader area and is seen as a less intimidating organisation, it is recruiting an increasingly
diverse client group which presents new challenges to staff. In particular our ability to maintain quality of service for student support
could be challenged, for example we have higher numbers of students with complex needs such as mental health issues, transgender
students, students who live independently and students with disabilities.
Control: Careful interviewing process which identifies students able to benefit from the opportunities offered by King Edward’s and
ensures that we can meet their support needs. Greater emphasis on 1:1 support for students in subjects and in tutorial. Increased
counselling provision. ALS team.
Mitigation: Further awareness raising for staff. Equality impact assessments feed into revised policies, procedures and guidelines.
Failure to provide appropriate curriculum and pastoral support
Detail of risk: The college currently provides a wide range of curriculum and pastoral support to students. These include support from the
Personal Tutor, from the Lead Tutor, Workshops, 1:1 meetings with Subject Teachers and Personal Tutors, a Cause for Concern system
and eILP. Students have an opportunity to disclose learning difficulties and disabilities before their arrival at college and have further
opportunities once they have enrolled. Staff are able to refer students to learning support, to study skills support and to the college
counsellor. In addition, those who are in the middle ability range may not be given appropriate 1:1 contact time or support with staff.
The tutorial system is revised annually. High quality student services are available, including impartial careers. Additional learning support
has been improved and is more effectively managed. Both retention and achievement are above sector benchmarks. Introduction of
super tutor role has enabled greater consistency and more specialised support. Introduction of the EILP system has improved the quality
of monitoring.
Control: Programmed 1:1 time for all students; cause for concern system; eILP now rolled out across the college, monitoring of student
assessment against target grades. New role of Director of Support and Information. Outstanding quality assurance systems, Lead Tutor
team, revised student management policy. Review of role and responsibilities of Personal Tutor to include enhanced level of monitoring.
Page 26 of 38
Score
9
HIGH
Score
6
MEDIUM
Mitigation: If lack of support prevents a student from making progress this would be picked up by the subject teacher, PT or LT and support
put in place. Self-assessment and quality improvement processes would identify and address shortcomings in systems.
Risk 6.5
Assessment
Likelihood
Unlikely
Impact
Moderate
Inappropriate support provided for the HE students
Detail of risk: The college has a small number of Higher Education students, recruited primarily from previous students who have not
progressed to university. These students tend to have more complex and demanding personal lives than is generally true of 16-18 year
olds and college staff have little experience of working with this age group. However, the college has designated a Lead Tutor and HE
Development Manager with experience of working in a more diverse environment. The numbers of students involved is very small which
would make it more likely that their needs would be identified and suitable support provided.
Control: Appointment of HE Lead Tutor and Development Manager.
Mitigation: Excellent range of services in place across the college to which HE students would have access if problems did occur.
Page 27 of 38
Score
4
MEDIUM
Admissions, Communication and Marketing
Responsible Manager: Director of Admissions and Learning Support
Relevant aims: To promote creative solutions to efficient and effective management of resources in a challenging financial environment
 To ensure that all forms of communication both internal and external are of the highest quality, promoting the college’s newly established mission, values
and aims.
Risk No 7.1
Assessment
Likelihood
Likely
Impact
Major
Reputational impact of fall in numbers or a decline in the quantity or quality of applications and acceptances
Score
Detail of risk: College growth over the last decade has increased our cohort size from approximately 14% to 28% compared to the 9
combined Dudley Year 11 cohort. Recent and evolving government policies have increased the gap between KS4 and KS5, this HIGH
combined with the increased competition for KS5 students, increases the probability of recruiting students who will need to work
harder to achieve top grades, creating the potential for a reduction in student exam achievement statistics. Being over-subscribed
when students apply to multiple sixth forms is never enough to safeguard a strong academic reputation. Increasing competition
could affect numbers in the future. Increasingly strong and aggressive competition from partner schools with sixth forms has meant
that the college has needed to invest in more marketing. It is possible that both the likelihood and the impact of this risk could
increase in the next 12 months.
Control: Increased marketing and investment to strengthen partnerships with key schools. Greater focus on the potential within
each applicant and recruiting in an inclusive manner. Increasing the catchment area for the college through partnerships, marketing,
online applications and transport solutions. Careful management of reputation. Refining the admissions process to recruit as many
high achieving applicants as possible. The time lag between interview and offer has been reduced to avoid applicants withdrawing
their application. There is an annual review of our processes and an update of interviewing training. However, there is scope to make
better use of contextual analysis of the schools that applicants come from.
Mitigation: Strong IAG throughout the recruitment process, especially regarding course choices, backed by clear communication of
college strengths to applicants and opinion formers including parents. A move toward publicising value-added achievements, strong
management of the curriculum to support all students once recruited, use of social media and development of an increasingly
differentiated offer to separate the college from the competition.
Page 28 of 38
Risk No 7.2
Assessment
Likelihood
Almost Certain
Impact
Moderate
Problems arising from relationships with partner institutions and businesses
Score
Detail of Risk: The college continues to develop the number and type of partnership arrangements it has as part of its strategy of 8
meeting the government’s agenda on key issues and in response to increasing competition for post-16 students. This has proved to MEDIUM
be a complex area; the Director of Admissions and Learning Support oversees many but not all of these developments - all SMT
members are increasingly active working with a wide range of partners locally and nationally. As we extend the reach of our
catchment area and build our profile, our exposure to relationship issues could increase. However, the increased numbers of
partnerships minimises the risks that any one partnership could cause the college damage. Across the area competition for post 16
is increasing. The college is working to develop links with local and national organisations in order to promote progression
opportunities for students and to attract new students.
Control: Continued work of the Director of Admissions and Learning Support, the role of Liaison and Outreach Managers and
increasing amount of time and commitment from senior staff and managers. Formal reporting back to SMT. Maintain good ongoing
relationships with partner institutions. Continue to develop relationships with a wide range of institutions.
Risk No 7.3
Assessment
Likelihood
Likely
Impact
Moderate
Mitigation: Potential for improved networking in the local community via closer relationships.
Failure of staff to understand and/or support the college’s mission, values, targets and criteria for success
Score
Detail of Risk: The increasing rate of change in post 16 education has increased the potential for misunderstandings regarding 6
changing expectations and working practices. The strategic direction and required actions are communicated by a variety of methods: MEDIUM
staff bulletins, strategic plan, annual plan, self-assessment report and course reviews. Their success is checked by the annual staff
questionnaire. Staff are represented on college committees and this creates opportunities for them to shape the agenda. However,
there are still some staff who don’t subscribe to college values.
Control: The last staff questionnaire identified communication as particularly effective when compared with other sixth form colleges.
Revised approach to staff meetings enables greater consultation with staff. More active promotion of college values especially at key
events.
Risk 7.4
Assessment
Likelihood
Unlikely
Impact
Moderate
Mitigation: Should this risk transpire the contractual obligation to do one’s job would limit impact, although low morale would then
cause problems.
Failure to successfully introduce and manage Higher Education
Score
Detail of risk: In September 2014, King Edward’s enrolled its first cohort of seven HE students on the Dip HE in Social Sciences. The 4
Dip HE in Media and Communication failed to recruit. Numbers of applications for 2015/16 are very low and thus it is possible that MEDIUM
neither of the courses will run next year. This may lead to reputational damage to the college. Reputational damage would also occur
if the courses were of poor academic quality.
Control: With careful PR, the reputational risk of under-recruitment can be mitigated.
Mitigation: A QAA initial review in Summer 2015 will help us to ensure that the courses are of good quality.
Page 29 of 38
Risk 7.5
Assessment
Likelihood
Unlikely
Impact
Moderate
Risk No 7.6
Assessment
Likelihood
Rare
Impact
Extremely
Serious
Failure to manage successfully the implementation of the Multi Academy Trust
Detail of risk: The setting up of a Multi Academy Trust is a new venture for the college and has the potential to distract from the
core business of the college and the potential also to be unsuccessful in terms of working with our academy partners. In addition,
the formation of the MAT has created some difficulties with other partners. However, a school which has converted to an
autonomous academy status within the trust because of its successful performance.
Score
4
MEDIUM
Control: Senior staff well informed and up to date about MAT planning arrangements. Experienced Project Manager to be
appointed.
Mitigation: Good senior staff experience of partnership working in local area, close monitoring and involvement by senior staff as
the new venture progresses.
Problems arising from adverse local, regional or national publicity
Score
Detail of Risk: It is always difficult to anticipate risks in this category, but staff or student behaviour might promote media interest. 4
Potentially adverse stories such as minibus or other accidents and major incidents involving students and/or staff are channelled to MEDIUM
the Principal who takes specialist advice in dealing with such matters. The increased use of Social Media increases the risk of more
negative messages being made publicly available, often within minutes of an event, thus increasing the risk level. As a college we
should be more aware of the impact of ‘word of mouth’ publicity. In addition, developments, which might in some senses be positive
such as the MAT, could lead to adverse comment by others who may feel that they are disadvantaged by it.
Risk No 7.7
Assessment
Likelihood
Unlikely
Control: Codes of staff and student conduct. Supervision of student behaviour. Appropriate disciplinary sanctions to be imposed.
High quality of teaching and outstanding results. Monitoring of social media sites.
Mitigation: Good relationships maintained with local media. Principal deals with such issues personally and takes specialist advice.
Failure to ensure effective lines of communication
Score
Detail of Risk: The increasing complexity and rate of change within post-16 education increase the risk of poor communication 4
combined with the growth of staff numbers. Daily electronic notices have replaced face-to-face weekly briefings, improving the speed MEDIUM
of communication, provided all staff engage with the process.
Impact
Moderate
In the current year, a group of staff has been working on better communication through the college and its recommendations will be
implemented shortly.
Control: Planned changes to the website and more frequent updating of the college calendar are enhancing communication. Staff
meetings are held by the Principal, their revised structure encourages greater communication because there is more two-way and
less downward communication than in the past. The new faculty structure is improving communication within groups of teaching
staff. All staff have a line manager and all teams have scheduled meetings. Increased consultation when compiling the college
calendar and clear guidance to staff regarding publicising events via SharePoint. The staff home page is an effective means of
communication. Staff meetings were changed for a more consultative approach.
Mitigation: Staff are appraised on a regular annual cycle and roles are reviewed prior to this appraisal. The contractual obligation to
do one’s job limits impact.
Page 30 of 38
Facilities
Responsible manager: Director of Curriculum and Estates
Relevant aims
Relevant objectives
To develop the college site and infrastructure to a level at least comparable to our local competitors by 2015
Risk No 8.1
Assessment
Likelihood
Likely
Serious breaches of health and safety legislation
Score
Detail of Risk: Health and Safety policy is reviewed and updated annually including the legal requirements for the vetting of work 12
experience placements especially child protection; this is undertaken by a suitably qualified organisation on our behalf. The Health HIGH
and Safety Committee monitors the policy.
Impact
Extremely Serious
Accidents are investigated. They are reported through the health and safety structure as appropriate and to statutory bodies.
However, there has in the past been some failure to perform statutory checks. The role of responsible person is outsourced to a
company with particular expertise in this field.
Regular health and safety training opportunities are provided for all staff, with training incorporated into induction for all new
appointments.
Effective systems for controlling storage and disposal of substances likely to cause difficulties (eg chemicals, paint) have been
developed in line with legislative requirements. The college develops appropriate procedures for Environmental Management in
response to constantly changing legislation.
Control: Detailed monitoring at faculty, SMT and governor level. Effective staff training. Compliance is monitored via regular reports
to SMT. NEBOSH training is stipulated as essential criteria for the Site Manager, who is the Health and Safety Officer.
Risk No 8.2
Assessment
Likelihood
Almost Certain
Impact
Major
Page 31 of 38
Mitigation: Trained first aiders and Health and Safety expertise on site during core working hours. Student and staff Induction in H&S
to be referred to H&S Committee.
Difficulties arising from inadequately planned and funded building maintenance
Score
Detail of Risk: Maintenance is undertaken in an efficient and timely manner thus the majority of the college buildings are in good 12
condition for their age. Long term, there is a need for significant property investment into the buildings and building services. This is HIGH
estimated at £4 million over a 10 year period. Such a level of investment would currently be unsustainable.
Update: The government cap in funding has been announced. The criteria favours the schools sector, so it is unlikely that the college
will gain any benefit from it. College budgets last year limited our ability to undertake preventative maintenance, therefore it is more
likely to deteriorate than previously. Nonetheless, the college intends to submit a robust application.
Control: Rolling maintenance plan. Effective Estates team. The college has recently carried out a property survey to identify areas
for improvement. Submission of bids to appropriate funding bodies.
Risk No 8.3
Assessment
Likelihood
Likely
Impact
Major
Mitigation: Funding from Trustees, government and the college’s own resources.
Failure to monitor routine Health and Safety issues
Score
Detail of Risk: Routine Health and Safety issues are monitored twice termly by SMT and by the Health and Safety Committee. All 9
Faculties/Subjects maintain Health and Safety files where there is a risk. Appropriate health and safety monitoring information is HIGH
presented to governors. An external consultant has reviewed systems, processes and documentation and will be giving the college
ongoing support. One governor has been assigned a special remit for health and safety. However, the college’s monitoring systems
may depend too much on monitoring paperwork and not enough on monitoring of the physical site.
Health and Safety is a standing item on faculty/subject agendas and on the Principals’ one to one meetings with Heads of Faculty.
Control: Detailed monitoring at subject, faculty, SMT and governor level. Regular site patrols and checks have been introduced.
Risk No 8.4
Assessment
Likelihood
Unlikely
Impact
Major
Mitigation: appropriately trained staff, additional precautions eg CCTV.
Difficulties arising from insufficient appropriate teaching accommodation
Score
Detail of Risk: 90%+ usage of general classrooms is putting pressure on space and limiting growth potential. Insufficient/inadequate 6
general and specialist teaching accommodation will continue to be a problem until sufficient new accommodation has been built. This MEDIUM
is confirmed by the property strategy. Meanwhile, the college has to lease accommodation nearby which is less economic in the long
term. The college has a rolling programme of classroom refurbishment to ensure that there are sufficient appropriate rooms for the
number of sets being taught. In 2012/13 the college invested in a new block of seven classrooms; a further new block was opened in
November 2014. In addition, refurbishment work in the Westwood Building has resulted in the creation of a further three classrooms
making a net gain of one. This will enable the college to cease using inappropriate leased accommodation.
Control: Timetabling arrangements. Investment in two new buildings and refurbishment of the Westwood Building.
Mitigation: Continued implementation of the Property strategy. Increasing class sizes or by lengthening the college day. The
methodology of programme delivery could also be reviewed in order to reduce the impact of lack of accommodation, should this risk
transpire.
Page 32 of 38
Overseas Students
Responsible Manager: Director of Admissions and Learning Support
Relevant aims: To promote creative solutions to efficient and effective management of resources in a challenging financial environment
To ensure provision and delivery of appropriate viable subjects and qualifications, especially in the context of curriculum reform.
To ensure that equality and diversity is embedded in all college activity, celebrating the value and worth of each individual and culture within the
college community as a whole.
To develop and establish alternative funding streams to that of main government income.
Risk 9.1
Assessment
Likelihood
Unlikely
The college losing its sponsor status
Detail of risk: The recent changes to and the increasingly stringent enforcement of BA regulations could mean loss of sponsor status, which
would lead to inability to recruit overseas students and also mean we would need to place our current students elsewhere. Whilst the
college’s controls have improved in the last year, they need to be further improved.
Impact
Extremely Serious
Control:
a. Ensure appropriate management procedures are in place.
b. Management structure set up to deal with procedures.
Risk No 9.2
Assessment
Likelihood
Likely
Impact
Moderate
Mitigation:
 Appeal process
 Entering into partnerships
 Recruit more British nationals, at both A level and HE.
Insufficient communication with parents/guardians of overseas students
Detail of risk: Parents are not aware of UK systems and may need additional support from the college in order to increase their familiarity.
Recent improvements in systems have improved the level of communication with parents. Skype used when necessary. There is a need to
understand the expectations of people from different cultures. Agents may possibly delay communication and/or at the point of recruitment
misrepresent the services on offer.
Control:
a. A team of staff who are building on their expertise.
b. Clear and comprehensive communication strategy.
c. Homestay arrangements monitored for effectiveness.
d. Guardianship arrangements with Chinese native speaker.
Mitigation: Communication breakdowns identified by monitoring and steps taken to address issues.
Page 33 of 38
Score
8
MEDIUM
Score
6
MEDIUM
Risk 9.3
Assessment
Likelihood
Unlikely
Impact
Major
Risk No 9.4
Assessment
Likelihood
Likely
Inappropriate home-stay families recruited
Risk: Overseas students could be vulnerable if home-stay family did not meet stringent requirements. DBS requirements strictly enforced.
New college system aims to improve compatibility between student and host families.
Score
6
MEDIUM
Control:
a. Tight vetting including DBS
b. Compulsory home visits
c. Clear standards and expectations
d. Questionnaire to monitor compliance
e. Ongoing liaison between college and host families
Mitigation:
 Transfer to alternative family
 Implement child protection procedures
 Rapid and effective communication with host families and student’s family
 Mediation
Political or other changes inhibit recruitment.
Detail of Risk: Actual or perceived immigration policies may discourage applications. Instability in some countries may affect recruitment
in ways that are unpredictable. UK Border Agency procedures change frequently and unpredictably.
Score
6
MEDIUM
Update: The increasing negative image of UK immigration policy overseas is unlikely to help recruitment.
Impact
Moderate
Risk No 9.5
Assessment
Likelihood
Unlikely
Impact
Moderate
Control:
 A dedicated senior manager who monitors UK Border Agency procedures.
Mitigation:
 Regular update of admissions processes and procedures.
 Working harder to recruit students.
Insufficient overseas students recruited to be cost effective
Detail of Risk: Insufficient students recruited may lead to financial losses. Nationally the number of international students has reduced.
However, our numbers are starting to increase as other providers have pulled out.
Control:
a. Although some staffing spend will be necessary, ensure this is kept to the minimum to be successful/effective (say around 1 FTE in
the first instance)
b. Competitive course fees whilst reputation is being established.
c. Cost effective approach to overseas marketing and promotion.
Mitigation: Use staff posts across the whole college if under-deployed in overseas student work.
Page 34 of 38
Score
4
MEDIUM
Risk No 9.6
Assessment
Likelihood
Unlikely
Impact
Moderate
Risk No 9.7
Assessment
Likelihood
Unlikely
Impact
Moderate
Issues with the college’s reputation abroad could create barriers to recruitment.
Detail of risk: A poor reputation overseas could be created if there is damaging publicity due to negative experiences.
Control:
a. Ensure that students have a positive experience whilst they are here.
b. Positive PR in key recruitment sites
c. Overseas visits by Emeritus Vice Principal for international students
d. Development of relationships with agents
Mitigation:
 Support and advice from British Council
 Provide appropriate counterbalancing evidence
Overseas students don’t properly integrate into college life and new environment
Detail of Risk: Problems of student integration – they may struggle to settle in the country/college/home stay family. This could lead to
academic problems and social isolation, students leaving and potential reputational damage to the programme and the college. There have
been a couple of examples of students failing to integrate.
Control:
a.
b.
c.
d.
e.
f.
g.
Student placements with appropriate families
Appropriate support mechanisms in place at college
Clear and regular contact with parents, homestay guardians and appropriate agents.
Dedicated staff with responsibilities for overseas students
Programme of trips and events
Share experiences with other colleges who have a good track record recruiting overseas students
Buddy system for overseas students
Mitigation:

Staff expertise in dealing with any potential problems as they arise.

All overseas students in a single PT group.
Page 35 of 38
Score
4
MEDIUM
4
MEDIUM
Risk No 9.8
Assessment
Likelihood
Rare
Impact
Major
Risk No 9.9
Assessment
Likelihood
Rare
Impact
Moderate
Risk No 9.10
Assessment
Likelihood
Rare
Impact
Moderate
Page 36 of 38
Overseas students achieve disappointing results
Detail of Risk: Possibility of a poor reputation overseas if students underachieve. This may be related to unrealistic expectations. In addition,
there is always a risk of students becoming distracted or disengaged and their work suffering.
Control:
a. Careful IAG to ensure students on the right courses in the first place
b. Careful use of college support systems to provide early warning of problems
c. Excellent high grade rates of existing students indicating high quality of teaching and learning already in place.
d. Further development of communication systems with parents.
Mitigation:
 Early action when/if problems arise.
 Clear and effective complaints procedure.
Reputational damage due to overseas recruitment
Detail of Risk: There is a risk that the college may be seen to favour overseas students over local students.
Control:
a. Use of careful press release regarding the initiative explaining its use in:
 bolstering places/funding for local students
 supporting those from poor backgrounds overseas as well as education using western values to influence change. Possible
use of a limited number of scholarships
b. Careful liaison with local schools to explain and promote the advantages of an international flavour to students’ education.
Mitigation:
 Monitoring of press coverage and use of pre-prepared statements to counter any negative press
 Use of college recruitment statistics to highlight increased number of places for local students.
Inappropriate students recruited
Detail of Risk: Students recruited are inappropriate (ability or English language skills or both).
Control:
 Careful recruitment procedures
 Making use of performance indicators so that we may fully understand the level of overseas students’ qualifications.
 IELTs are a condition of entry into the country for academic purposes.
 Maths entry test set at a level beyond AS level.
Mitigation:
 Careful use of college procedures in supporting these students, picking up and dealing with an early warning of academic
problems.
 Monitoring of student ability triggering additional support if necessary.
 English speaking homestay environments help to support English speaking/writing.
 Provision of additional pastoral support.
 English as a foreign language support put in place through the employment of an appropriately CELTA-trained teacher.
3
LOW
Score
2
LOW
Score
2
LOW
IT
Responsible manager: Director of Information
Relevant aims
To provide the highest possible quality of learning environment.
Relevant objectives
To develop the college site and infrastructure (including IT facilities) to ensure a high quality experience for all.
Risk 10.1
Assessment
Likelihood
Almost certain
College infrastructure becoming outdated
Score
Detail of risk: Funding cuts to college may reduce the frequency in which computers are replaced. The number of computers has not 16
increased in line with the increasing number of students and staff. The lack of computers may have an adverse effect on students in HIGH
the classroom.
Impact
Extremely
serious
Control: Governors have agreed to a new IT strategy including a pilot of a roll out of tablets to students and Ipads to an increasing
number of staff.
Risk No 10.2
Assessment
Likelihood
Likely
Impact
Major
Mitigation: See Control above.
Difficulties arising from failure to ensure security of data
Detail of Risk: There are difficulties in monitoring compliance on a daily basis which staff and students may not appreciate. All staff 9
and students are required to sign the College’s Computer Use policy which emphasises the importance of respecting the integrity of HIGH
individual computer systems. The increasing use of mobile devices for college business means that data will be more secure than if it
were downloaded to local machines, as long as appropriate protections are in place. There is therefore an increased risk of a data
breach occurring.
Control: Computer use policy. Password Protection. Improved content management. Restriction of tablet choice to two operating
systems. Regularly refresh the tablet stock. Use of management software. Avoid downloading to mobile devices. If absolutely
necessary password protect. Introduction of improved remote access desktop. Mobile device management software has been
introduced.
Risk No 10.3
Assessment
Likelihood
Likely
Impact
Major
Mitigation: Implementation of the mobile technology security and use strategy. Good back-up.
Serious breaches under the data protection and/or Freedom of Information acts
Score
Detail of Risk: The college has robust systems in place and the enrolment form makes clear reference to the Data Protection Act. Any 9
risk would occur from other staff being insufficiently familiar with the regulations of the Data Protection Act, Human Rights Act, HIGH
Regulatory Investigative Powers Act, child pornography legislation or FOI Act, for example breaching it with regard to records they
keep personally. Staff are aware of this issue and there is a good level of compliance. Risk might also occur as a result of loss or theft
of unencrypted back-up data.
Update: The growth in staff numbers has increased the risk of inappropriate requests for information bypassing the responsible SMT
member.
Page 37 of 38
Control: Robust systems and effective regular staff training. Produce staff guidance on the college’s information systems. All staff to
sign as read and understood.
Risk No 10.4
Assessment
Likelihood
Unlikely
Impact
Major
Mitigation: Appropriate legal advice.
Failure to physically protect or to provide adequate systems protection to key business systems and resources
Score
Detail of Risk: UPS boxes which have recently been replaced protect continuity of power supply. Backups to USB drives of different 6
parts of the system occur each evening which build up to a complete back up of all major areas by Friday. This back up is then taken MEDIUM
off site. Good systems exist for ensuring security internally. All reasonable security measures to prevent hacking have been adopted.
The college’s computer system does attract hacking but this can be rectified speedily due to the existence of good back up. The college
has a formal MIS disaster recovery policy but risk could occur as a result of loss of staff or when new staff are unfamiliar with systems.
Control: UPS; staff training; robust systems and security measures. Formal procedure to check back-ups daily.
Risk No 10.5
Assessment
Likelihood
Unlikely
Impact
Moderate
Mitigation: Good back-ups, disaster recovery plan.
Difficulties arising from disruption to communication infrastructures
Score
Detail of Risk: Whilst it is unlikely that the phone or email systems will fail, the phone system is now approaching seven years old and 4
the possibility of replacement is being investigated. Historically the last failure of the email system was 10 years ago. If systems should MEDIUM
fail, the impact would be short-lived because these disruptions are temporary and alternatives exist.
Control: UPS, new phone system.
Mitigation: Face to face contact. Use of personal mobile devices.
Page 38 of 38
STOURBRIDGE
PLAN
2015 - 2018
3. FINANCIAL PLANS
College Name:
King Edward VI College, Stourbridge
Principal's Statement (Cover Sheet for Return of Financial Plan)
1
College Type
SFC
2
College short code
3
College UPIN
108365
4
Responsible funding body
5
Financial Health Grade
College's self assessment (see schedule 4)
5a
Year ending 31st July:
2015
2016
Good
5c
2017
Good
7
EFA
Satisfactory
5b
6
KEDST
I confirm that the College's most appropriate financial health grade for each of the above three years is as shown above.
2014
I confirm that the financial plan for the year ending 31 July 2016 corresponds to the budget to which the College is working internally for the
year ending 31 July 2016 and the budget has been approved by the Governing Body.
8
I confirm that the financial information contained in this financial plan and commentary represent the financial consequences for the College
of implementing its strategic plan. The forms, commentary and key ratios have been reviewed in accordance with the method agreed by the
College's Governing Body. I agree that the data provided within this financial plan may be published by the Skills Funding Agency and/or the
Education Funding Agency.
9
Principal's Signature
10
Name (please print)
Sharon Phillips
11
Contact for queries
Keith Dolling
Telephone number
01384 398100
Lock
Unlock
Date
Yes
Yes
Yes
31st July 2015
Email address [email protected]
Reset
Confirmed by
Date
This cover sheet must be completed in respect of all returns. Please complete and return it with the financial plan and commentary to the EFA by 31 July 2015.
Checklist of returns to be submitted with this financial plan
Commentary to financial plan
Electronic copies of this financial plan have been emailed to [email protected]
EFA Financial Plan 2015-17 - V3 1 - 16 June 2015.xlsm
13/10/201509:37
Yes
Yes
Contents
Table 1
Income and expenditure account
Table 2
Balance sheet
Table 3
Cash flow statement
Table 4
Ratio analysis
Schedule 1a
Analysis of income
Schedule 1b
SFA and EFA income
Schedule 1c
Analysis of other funding body income
Schedule 1d
Analysis of staff costs
Schedule 1e
Analysis of non-pay expenditure
Schedule 1f
Reconciliation of movements in expenditure between years
Schedule 2a
Tangible fixed assets
Schedule 2b
Investments and intangible fixed assets
Schedule 2c
Debtors
Schedule 2d
Creditors due within and after one year
Schedule 2e
Capital grants
Schedule 2f
Provisions and FRS17 adjustments
Schedule 2g
Reserves
Schedule 3
Cash flow reconciliation
Schedule 4
Financial health grade
Schedule 5
Sensitivities
Schedule 6
Key assumptions
Schedule 7a
Capital project details: Expenditure and expected method of financing
Schedule 7b
Affordability calculations
Schedule 7c
Affordability statement
Schedule 7d
Affordability graphs
Schedule 7e
Notes to schedules 7c and 7d
EFA Financial Plan 2015-17 - V3 1 - 16 June 2015.xlsm 13/10/201509:37
Table 1: Income and expenditure account
Year Ended 31 July
Year Ended 31 July
2015
£000
2016
£000
2017
£000
Income
1 Funding Body Grants
2 Fee income
3 Research grants and contracts income
4 Other income
5 Endowment and investment income
6 Total income
8,201
107
340
8
8,656
8,768
169
284
8
9,229
8,706
242
295
7
9,250
Expenditure
7 Staff costs
8 Other operating expenses
9 Depreciation
10 Interest and other finance costs
11 Total expenditure
6,377
1,683
470
80
8,610
6,711
1,760
578
87
9,136
6,846
1,735
581
87
9,249
46
93
1
-
-
-
46
93
1
-
-
-
46
93
1
46
46
93
93
1
1
46
46
470
(334)
182
93
93
578
(376)
295
1
1
581
(386)
196
46
1
-
93
1
-
1
-
47
94
1
12
Surplus/(deficit) on continuing operations after depreciation of assets at
valuation and before exceptional items and tax
13 Surplus/(deficit) on asset disposals
14
valuation, exceptional items and disposal of assets but before tax
15 Taxation
16
valuation and tax
Statement of historical cost surpluses and deficits
17 Surplus/(deficit) after tax
18 Transfer (to)/from revaluation reserves
19 Historical cost surplus/(deficit)
Memorandum Line - Operating position adjustments
20 Operating surplus/(deficit) before taxation and asset disposals
21a Taxation
21b Exceptional Financial Support Grant
21c Pension finance income
21d Other FRS 17 adjustments
21e Adjusted operating surplus / (deficit) after tax
21f Depreciation
21g Release of capital grants
21h Operating surplus for performance ratio
Underlying operating position
22 Adjusted operating surplus / (deficit) after tax
22a Staff restructuring
22b Accelerated depreciation and grant releases
22c Other capital related adjustments
22d Underlying operating position
Optional narrative box
13/10/2015 09:37
Table 2: Balance sheet
Year Ended 31 July
2014
£000
1
1a
1b
1c
1d
1e
Fixed assets
Land & Buildings
Equipment
Investments
Other
Total fixed assets
2
Debtors: amounts falling due after one year
3
3a
3b
3c
3d
3ei
3eii
3f
2015
£000
2016
£000
2017
£000
11,569
350
11,919
13,248
729
13,977
12,836
703
13,539
12,461
637
13,098
-
-
-
-
Current assets
Fixed assets held for resale
Stocks and stores in hand
Trade debtors
Other debtors
Restricted cash and short term investments
Cash and short term investments
Total current assets
3
299
86
1,567
1,955
3
55
174
1,284
1,516
3
74
174
1,348
1,599
3
74
174
1,249
1,500
4
4a
4b
4c
4d
4e
4f
4g
4h
4i
4j
Creditors: amounts falling due within one year
Overdrafts
Loans (BIS - Exceptional Financial Support Loan)
Loans (Other)
Capital element of finance leases
Trade creditors
Tax and pension contributions
Payments on account
Fixed asset creditors
Other
Total current liabilities
63
399
191
376
1,029
155
483
213
154
1,005
155
450
225
100
930
155
450
225
100
930
5
Net current assets / (liabilities)
926
511
669
570
6
Total assets less current liabilities
12,845
14,488
14,208
13,668
7
7a
7b
7c
7d
7e
Creditors: amounts falling due after one year
Loans (Other)
Capital element of finance leases
Other liabilities
Total long-term liabilities
1,337
1,337
2,449
2,449
2,294
2,294
2,139
2,139
8
Provisions for liabilities and charges
13
13
13
13
9
Net assets excluding pension asset / (liability)
11,495
12,026
11,901
11,516
10 Net pension asset / (liability)
(1,080)
(1,080)
(1,080)
(1,080)
11 NET ASSETS INCL. PENSION ASSET / (LIABILITY)
10,415
10,946
10,821
10,436
9,496
9,981
9,763
9,377
-
-
-
-
1,999
(1,080)
919
2,045
(1,080)
965
2,138
(1,080)
1,058
2,139
(1,080)
1,059
919
965
1,058
1,059
10,415
10,946
10,821
10,436
12 Deferred capital grants
13 Revaluation reserve
14 Restricted reserves
15 I&E account excluding pension reserve
16 Pension reserve
17 I&E account including pension reserve
18 Total reserves (excl. pension reserve)
19
TOTAL FUNDS
Warnings
Land & Buildings:
Equipment:
Investments
Other Short Term Investments & Cash
No Warnings To Raise
No Warnings to raise
13/10/2015 09:37
Table 3: Cash flow statement
Year Ended 31 July
2015
£000
2016
£000
2017
£000
1
Net cash inflow/(outflow) from operating activities
382
280
276
2
2a
2b
2c
2d
Returns on investments and servicing of finance
Interest received
Interest paid
Interest element of finance lease rental payments
Net cash inflow/(outflow) from returns on investments and servicing of finance
8
(80)
(72)
8
(87)
(79)
7
(87)
(80)
3
Taxation
-
-
-
4
4a
4b
4c
4d
Capital expenditure and financial investment
Payments to acquire fixed assets
Receipts from sale of fixed assets
Deferred capital grants received
Net cash inflow/(outflow) from capital expenditure
(2,528)
819
(1,709)
(140)
158
18
(140)
(140)
5
5a
5b
5c
Management of liquid resources
Withdrawals or disposals
Deposits or acquisitions
Net cash inflow/(outflow) from management of liquid resources
-
-
-
6
6a
6b
6c
6d
6e
Financing
New loans (BIS and Other)
New finance leases
Repayment of amounts borrowed - secured and unsecured loans
Capital element of finance lease rental payments
Net cash inflow/(outflow) from financing
1,252
(48)
1,204
(155)
(155)
(155)
(155)
7
Increase/(decrease) in cash
(195)
64
(99)
8
8a
8b
8c
8d
8e
8f
8g
Reconciliation of net cash flow to movement in net funds/(debt)
Increase/(decrease) in cash
Cash to repay debt
Cash used to increase liquid resources
New loans and finance leases
Change in net funds/(debt)
Net funds/(debt) at beginning of year
Net funds/(debt) at end of year
(195)
48
(1,252)
(1,399)
253
(1,146)
64
155
219
(1,146)
(927)
(99)
155
56
(927)
(871)
Year Ended 31 July
Analysis of net debt
2014
£000
9
10
11
12
13
14
Cash and short term investments
Bank overdrafts
Total cash and short term investments
Debt due within 1 year
Debt due after 1 year
Total
2015
£000
1,653
1,653
(63)
(1,337)
253
13/10/2015 09:37
2016
£000
1,458
1,458
(155)
(2,449)
(1,146)
2017
£000
1,522
1,522
(155)
(2,294)
(927)
1,423
1,423
(155)
(2,139)
(871)
Table 4: Ratio analysis
Year Ended 31 July
2015
2016
2017
1
Income used in ratio analysis (£000s)
8,322
8,853
8,864
2
2a
2b
2c
2d
2e
2f
Liquidity
Cash days in hand
Adjusted cash days in hand
Current ratio
Adjusted current ratio
Trade debtors days - excluding Skills Funding Agency, EFA and HEFCE
Trade creditors days - non pay expenditure
63.95
56.32
1.51
1.34
0.00
104.75
62.75
55.58
1.72
1.53
0.00
93.32
58.60
51.43
1.61
1.43
0.00
94.67
0.05
0.03
0.03
3 Ability to generate cash
3a Cash generated from operations to income
4
4a
4b
4c
4d
4e
4f
Gearing
Debt charges as a percentage of income
Interest as a percentage of income
Total borrowing as a percentage of income
Total borrowing as a percentage of reserves
Total borrowing as a percentage of reserves and debt
Gearing ratio
1.54%
0.96%
31.29%
127.33%
56.01%
21.65%
2.73%
0.98%
27.66%
114.55%
53.39%
20.58%
2.73%
0.98%
25.88%
107.25%
51.75%
19.92%
5
5a
5b
5c
5d
5e
5f
5g
5h
5i
5j
Margin
Operating surplus/(deficit) after taxation
Operating surplus/(deficit) as a percentage of income
Adjusted operating position
Adjusted operating position as a percentage of income
Historical cost surplus/(deficit) as a percentage of income
Available reserves as a percentage of income
Operating surplus for performance ratio (£'000)
Performance ratio
EBITDA - Standard (£'000)
EBITDA - Education Specific (£'000)
46
0.55%
46
0.55%
0.55%
24.57%
182
2.19%
588
254
93
1.05%
93
1.05%
1.05%
24.15%
295
3.33%
750
374
1
0.01%
1
0.01%
0.01%
24.13%
196
2.21%
662
276
6
6a
6b
6c
6d
6e
6f
Income
Year on year increase - income
Dependency on EFA income
Dependency on Skills Funding Agency income
Dependency on European income
Dependency on Higher Education income
Dependency on all other income
96.29%
0.00%
0.00%
0.38%
3.33%
6.38%
96.88%
0.00%
0.00%
0.72%
2.39%
0.12%
96.02%
0.00%
0.00%
1.30%
2.69%
7
7a
7b
7c
Income Generating Activities
Contribution from catering, residences and conferences
Contribution from other income generating activities
Contribution from farming
£000
(5)
57
-
£000
(9)
34
-
£000
(9)
34
-
8
8a
8b
8c
8d
8e
8f
Expenditure
Staff costs (incl. contract tuition services / excl. restructuring) as % of income
Staff costs (as above) as % of income (excl. franchised provision income)
Year on year increase - staff costs
Administration costs proportion
Year on year increase - non-pay expenditure
Premises cost (£) per m²
76.62%
76.62%
75.79%
75.79%
5.24%
18.83%
8.60%
55.40
77.23%
77.23%
2.03%
18.90%
-0.91%
55.31
13/10/2015 09:37
19.16%
58.89
Schedule 1a: Analysis of income
Year Ended 31 July
2015
£000
1
1a
1ai
1aii
1aiii
1aiv
1av
1avi
Funding body grants
SFA and EFA
Education Funding Agency (not including Apprenticeships)
Skills Funding Agency - Further Education
European Union Co-Financed
Release of capital grants
Other EFA income
Other SFA income
1b
1bi
1bii
1biii
1biv
Higher Education Funding Council in England (HEFCE)
Higher Education
Franchised
Release of capital grants
Other HEFCE
1c
1ci
1cii
1d
Other funding bodies and government agencies
Local authorities and schools
Other funding bodies and agencies
Total funding body grants
2
2a
2b
2c
2d
2e
2f
2g
2h
2i
2j
Fee income
24+ Advanced Level courses designated for FE Loans
Skills Funding Agency funded provision - Adult Skills
Youth Apprenticeships (16-18)
Adult Apprenticeships (19+)
EFA funded provision - 16-19 Education and Training
Full cost provision
Higher education courses designated for HE Loans
Other Funded Provision
International Students non UK/EU
Total fee income
3
3a
3b
3c
Research grants and contracts
Direct European funds
Other funds
Total research grants and contracts income
4
4a
4b
4c
4d
4e
4f
4g
4h
Other income
Catering, residences and conferences
Farming activities
Income generating activities
Releases from deferred capital grants (non SFA / EFA / HEFCE)
Creche income
Examination fee income
Other income
Total other income
5
5a
5b
5c
5d
Endowment and investment income
Endowment income
Bank interest and investment income
Pension finance income
Total endowment and investment income
6
Total income
13/10/2015 09:37
2016
£000
2017
£000
7,792
188
221
-
8,357
188
220
-
8,277
188
234
-
-
3
7
8,201
8,768
8,706
32
32
43
107
61
6
102
169
108
6
128
242
-
-
-
57
146
47
90
340
34
188
50
12
284
34
198
50
13
295
8
8
8
8
7
7
8,656
9,229
9,250
Schedule 1b: SFA and EFA income
Year Ended 31 July
2015
£000
1
1a
1b
1c
1d
1e
Education Funding Agency (exclude Apprenticeships)
16-19 Programme Funding
Transitional Protection / Formula Protection
High Needs Element 2
14-16 Funding
Total Education Funding Agency (to schedule 1a)
2
2a
2b
2c
2016
£000
2017
£000
7,101
691
7,792
7,612
745
8,357
8,277
8,277
Adult Skills Budget
Classroom Based
Other
Total Adult Skills Budget
-
-
-
3
3a
3b
3c
3d
3e
Non-Adult Skills Budget
16-18 Apprenticeships (including ALS and LS)
16-18 Traineeships (including support funds)
Community Learning
Discretionary Learning Support
24+ Advanced learning Loans Bursary
-
-
-
4
Reconciliation adjustment relating to prior year funding
-
-
-
5
Total funding from Skills Funding Agency (to schedule 1a)
-
-
-
Memorandum Lines
6
Skills Funding Agency and EFA funded franchised provision income
-
-
-
7
7a
7b
7c
7d
Funded learners
Youth FE
Adult (19+) Apprenticeships
Youth (16-18) Apprenticeships
Total learner numbers
-
-
-
line 1a includes £196k Disadvantage Funding
13/10/2015 09:37
Schedule 1c: Analysis of other funding body income
Year Ended 31 July
2016
£000
Please enter all figures as positives
2015
£000
2017
£000
Other SFA income
1 OLASS
2 Bursaries and other learner support (SFA Only)
3 Indirect Adult Skills Budget
4 Indirect 19-24 Apprenticeships
5 Indirect 25+ Apprenticeships
6 Indirect 16-18 Apprenticeships
7 Indirect OLASS
8 Exceptional Financial Support Grant
9
10
11
12
13 Total
-
-
-
Other EFA income
14 Free Meals in FE
15 Bursaries and other learner support (EFA Only)
16 Core Maths early Adoption
17 Building Maintenance
18
19
20 Total
21
135
22
43
221
26
137
20
37
220
26
149
59
234
221
220
234
21 Grand total
13/10/2015 09:37
Schedule 1d: Analysis of staff costs
Year Ended 31 July
2015
£000
1
1a
1b
2
3
4
4a
4b
5
6
7
8
9
10
11
11a
11b
12
12a
12b
Teaching departments
Teaching
Contracted tuition services
Teaching and other support
Administration and central services
Premises
Running costs
Maintenance
Income generating activities
Farming activities
Catering, residences and conferences
Skills Funding Agency and EFA funded franchised provision
Other staff costs
Total staff costs before restructuring
Staff restructuring
Initial cost
Enhanced pension charge
FRS 17 adjustments
Total staff costs
Add back of LGPS employer contributions
13 Total staff costs after restructuring
14 Number of teaching staff (FTEs) (excluding contract tuition service staff)
15 Number of non-teaching staff (FTEs) (excluding contract tuition service staff)
13/10/2015 09:37
2016
£000
2017
£000
4,386
574
1,057
4,680
548
1,102
4,767
560
1,129
118
118
123
6,376
141
142
97
6,710
143
143
104
6,846
1
1
-
-
-
-
6,377
6,711
6,846
94
65
95
65
95
65
Schedule 1e: Analysis of non-pay expenditure
Year Ended 31 July
2015
£000
2016
£000
2017
£000
Other operating expenses
1 Teaching
2 Teaching support and other support
3a Administration and central services
3b Examination costs
4 Premises
4a Running costs
4b Maintenance
4c Rents and leases
5 Income generating activities
6 Farming
7 Catering, residences and conferences
8 Skills Funding Agency and EFA funded franchised provision costs
9 Other
10 Total other operating expenses
185
70
593
407
285
102
618
385
230
102
619
418
219
78
75
5
51
1,683
223
66
9
72
1,760
228
57
9
72
1,735
Other non-pay expenditure
11 Depreciation
12a Interest payable on finance leases
12b Pension finance costs
12c Interest on enhanced pensions provisions
12d Bank interest payable
13 Taxation
14 Total non-pay expenditure
470
80
2,233
578
87
2,425
581
87
2,403
10,324
10,324
10,324
Memorandum Lines
15 Premises area (m²)
2015 admin & Central costs line 3a includes 16-19 Bursary expenditure plus Free Meals of £135k and £21k. 2016 and 2017 also included at £137k & £26k and £149k & £26k
accordingly.
13/10/2015 09:37
Schedule 1f: Reconciliation of movements in expenditure between years
Year Ended 31 July
2016
£000
2015
£000
Staff Costs
1 Staff numbers (FTEs academic and other)
2 Total relevant staff costs (from sch 1d)
159
6,376
Year on year % increase
3 Staff numbers
4 Pay inflation
5 Other rate changes (balancing figure)
6 Total movement in relevant staff costs
Non-pay expenditure
7 Total relevant non-pay expenditure (from sch 1e)
1,683
Year on year % increase
8 Inflation
9 Volume changes (balancing figure)
10 Total movement in relevant non-pay expenditure
13/10/2015 09:37
2017
£000
160
6,710
160
6,846
0.6%
0.0%
4.6%
5.2%
0.0%
0.0%
2.0%
2.0%
1,760
1,735
0.0%
4.6%
4.6%
0.0%
-1.4%
-1.4%
Schedule 2a: Tangible fixed assets
Year Ended 31 July
2014
£000
1a
1b
1c
1d
1e
1f
1g
Cost or valuation
Land and buildings
Balance Bfwd
Additions
Surplus on revaluation
Unrealised gain/loss on disposal
Disposals
Transfer to current assets
Balance Cfwd
1h
1i
1j
1k
1l
Equipment
Balance Bfwd
Additions
Disposals
Balance Cfwd
1
2a
2b
2c
2d
2e
2f
Depreciation
Land and buildings
Balance Bfwd
Depreciation charge for year
Accelerated depreciation
Eliminated in respect of disposals
Transfer to current assets
Balance Cfwd
2g
2h
2i
2j
2k
Equipment
Balance Bfwd
Depreciation charge for year
Accelerated depreciation
Balance Cfwd
3
3a
3b
3c
Net Book Value
Land and buildings balance cfwd
Equipment balance cfwd
Total tangible fixed assets
4a
4b
4c
4d
Sale proceeds
NBV of fixed assets sold
NBV of assets held for sale sold
Profit/(Loss) on disposal
2
2015
£000
2017
£000
+ve
+ve
+ve
-ve
-ve
-ve
12,832
12,832
12,832
2,028
14,860
14,860
14,860
14,860
40
14,900
+ve
+ve
+ve
-ve
1,213
1,213
1,213
500
1,713
1,713
140
1,853
1,853
100
1,953
+ve
+ve
+ve
-ve
-ve
1,263
1,263
1,263
349
1,612
1,612
412
2,024
2,024
415
2,439
+ve
+ve
+ve
-ve
863
863
863
121
984
984
166
1,150
1,150
166
1,316
11,569
350
11,919
13,248
729
13,977
12,836
703
13,539
12,461
637
13,098
-
-
-
-
+ve
-ve
-ve
2016
£000
13/10/2015 09:37
Schedule 2b: Investments and intangible fixed assets
Year Ended 31 July
2014
£000
1a
1b
1c
1d
1e
Cost or valuation
Investments
Balance Bfwd
Additions
Disposals
Balance Cfwd
1f
1g
1h
1i
1j
Other
Balance Bfwd
Additions
Disposals
Balance Cfwd
1
2a
2b
2c
2d
Amortisation
Investments
Balance Bfwd
Amortisation charge for year
Balance Cfwd
2e
2f
2g
2h
Other
Balance Bfwd
Amortisation charge for year
Balance Cfwd
3
3a
3b
3c
Net Book Value
Investments balance Cfwd
Other balance Cfwd
Total intangible fixed assets
2
4a Sale proceeds
4b NBV of fixed assets sold
4c Profit/(Loss) on disposal
2015
£000
2017
£000
+ve
+ve
+ve
-ve
-
-
-
-
+ve
+ve
+ve
-ve
-
-
-
-
+ve
+ve
-ve
-
-
-
-
+ve
+ve
-ve
-
-
-
-
-
-
-
-
-
-
-
-
+ve
2016
£000
13/10/2015 09:37
Schedule 2c: Debtors
Year Ended 31 July
2014
£000
1
2
3
4
5
6
7
8
9
Skills Funding Agency and EFA revenue funding
Skills Funding Agency and EFA capital grants
Other capital grants
Interest receivable
Other accrued income
Prepaid expenditure
Trade debtors
Other debtors
Total debtors
10 Due after one year
11 Due within one year
2015
£000
2017
£000
20
70
209
299
9
44
2
55
9
60
5
74
9
60
5
74
299
55
74
74
2016
£000
13/10/2015 09:37
Schedule 2d: Creditors due within and after one year
Year Ended 31 July
2014
£000
1.1
1.1a
1.1b
1.1c
1.1d
1.1e
1.1f
Balance brought forward
New long-term loans
Repayments of loan capital
Total loans
Loans falling due within one year
Loans falling due after one year
1.2
1.2a
1.2b
1.2c
1.2d
1.2e
1.2f
Loans (Other)
New long-term loans
Repayments of loan capital
Total loans
Loans falling due within one year
Loans falling due after one year
2015
£000
2016
£000
2017
£000
-
-
-
-
702
748
50
1,400
63
1,337
1,400
1,252
48
2,604
155
2,449
2,604
155
2,449
155
2,294
2,449
155
2,294
155
2,139
376
376
154
154
100
100
100
100
-
-
-
-
3e Lease payments falling due within one year
3f Lease payments falling due after one year
-
-
-
-
3g Capital element
3h Interest element
3i Total finance lease payment
-
-
-
-
-
-
-
-
-
-
-
-
2
2a
2b
2c
Payments on account
Capital grants
Other
Total payments on account
3
3a
3b
3c
3d
Finance leases
Finance lease balance brought forward
New finance leases
Capital element of finance lease payments
Total finance lease obligations
4
Other liabilities
4a
4b
4c
4d
Recovery of Skills Funding Agency and / or EFA funding
Interest payable
Other liabilities
Total other liabilities
4e Other liabilities falling due within one year
4f Other liabilities falling due after one year
5
5a
5b
5c
5d
5e
5f
5g
5h
Summary of creditors: amounts falling due within
one year
Overdrafts
Loans
Trade creditors
Tax and pension contributions
Fixed asset creditors
Payments on account
Other
Total current liabilities
63
399
191
376
1,029
155
483
213
154
1,005
155
450
225
100
930
155
450
225
100
930
6
6a
6b
6c
Summary of creditors: amounts falling after one year
Loans
Other liabilities
Total long-term liabilities
1,337
1,337
2,449
2,449
2,294
2,294
2,139
2,139
13/10/2015 09:37
Schedule 2e: Capital grants
Year Ended 31 July
2014
£000
1 Skills Funding Agency and EFA capital grants
1a Deferred grant balance b/fwd
1b
Grants due in respect of capital expenditure in the year
1c Amortisation of grants
1d
Accelerated amortisation in respect of capital projects
1e Release of grants on asset disposals
1f Deferred grant balance at year end (a+b-c-d-e-f)
1g Grants received but unspent - payments on account
Grants claimed and spent but not received - Skills
1h
Funding Agency and / or EFA debtor
1i
1j
Grants expended in prior year received in current year
Skills Funding Agency and / or EFA grants received
2 HEFCE capital grants
2b
2c Amortisation of grants
2d
2e Release of grants on asset disposals
2f Deferred grant balance at year end (a+b-c-d-e-f)
2g Grants received but unspent - payments on account
Grants claimed and spent but not received - HEFCE
2h
debtor
2i
2j
HEFCE grants received during the year (b+g-h+i)
3 Other capital grants (including LEP funding)
Amortisation of grants
Release of grants on asset disposals
Deferred grant balance at year end (a+b-c-d-e-f)
Grants received but unspent - payments on account
Grants claimed and spent but not received - other
3h debtor
3b
3c
3d
3e
3f
3g
3i
3j
Other grants received during the year (b+g-h+i)
2015
£000
2017
£000
2,618
3,570
3,959
3,771
1,195
243
577
188
188
188
3,570
-
3,959
-
3,771
-
3,583
-
-
-
-
-
1,195
577
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
6,405
5,926
6,022
5,992
200
679
5,926
-
242
146
6,022
-
158
188
5,992
-
198
5,794
-
-
-
-
-
200
242
158
-
2016
£000
13/10/2015 09:37
Schedule 2f: Provisions and FRS17 adjustments
Year Ended 31 July
2014
£000
1
1a
1b
1c
1d
Provisions
Provision made in period
Provision released in period
Balance carried forward
2
2a
2b
2c
2d
2e
2f
FRS 17 - Early retirement pension provision
Provision made in period (to schedule 1d)
Interest on provision in period (to schedule 1e)
Payments made in year (to table 2 line 3cii)
Actuarial gain or (loss) (to schedule 2g)
Balance carried forward
Movement in year:
Current service charge net of employee conts.(to sch. 1d)
Employer contributions (to schedule 1d)
Past service costs (to schedule 1d)
Curtailments and settlements (to schedule 1d)
Expected return on pension assets (to schedule 1a / 1e)
Interest on pension liabilities (to schedule 1a / 1e)
Actuarial gain or loss (to schedule 2g)
Lump Sum Settlement Payment
Surplus / (deficit) in scheme at 31 July
2017
£000
-
-
-
-
+ve
+ve
+ve
+ve
13
1
1
13
13
1
1
13
13
1
1
13
13
13
(1,080)
(1,080)
(1,080)
(1,080)
(1,080)
(1,080)
-
-
(1,080)
(1,080)
-ve
+ve
-ve
-ve
+ve
-ve
2016
£000
+ve
+ve
+ve
3 FRS 17 - LGPS pension
3a Surplus/(deficit) in scheme at 1 August
3b
3c
3d
3e
3f
3g
3h
3i
3j
2015
£000
13/10/2015 09:37
Schedule 2g: Reserves
Revaluation reserve
Year Ended 31 July
2015
£000
1
2
3
3a
3b
3c
4
5
6
7
Revaluations bfwd
Revaluations in the period
Transfer to income and expenditure account in respect of:
Net Book Value of disposals of inherited or revalued assets
Depreciation of inherited or revalued assets
Accelerated depreciation on inherited or revalued assets
Unrealised gain/(loss) on inherited fixed assets
Revaluations of investments
Unrealised gain/(loss) on other intangible fixed assets
Revaluation reserve balance
-ve
-ve
-ve
-ve
2016
£000
-
-
-
-
-
-
Year Ended 31 July
2016
£000
Income and expenditure account reserve
2015
£000
8
9
10
11
12
13
14
15
Balance b/f on income and expenditure account including FRS 17
Historic cost surplus/(deficit)
Transfer (to)/from restricted reserves
FRS 17 - Actuarial gain / (loss)
Enhanced pension - Actuarial gain / (loss)
Balance c/f on income and expenditure account including FRS 17
FRS 17 surplus / (deficit) in pension scheme at 31 July
Balance c/f on income and expenditure account excluding FRS 17
13/10/2015 09:37
2017
£000
919
46
965
(1,080)
2,045
965
93
1,058
(1,080)
2,138
2017
£000
1,058
1
1,059
(1,080)
2,139
Schedule 3: Cash flow reconciliation
Year Ended 31 July
2016
£000
2015
£000
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Surplus/(deficit) including asset transactions before tax
Depreciation
Deferred capital grants released to income
(Profit)/loss on disposal of fixed assets
(Increase)/decrease in stocks
Interest payable and other finance costs
FRS17 adjustments
Lump Sum pension settlement payments
Enhanced pension adjustment
(Increase)/decrease in debtors
Increase/(decrease) in trade creditors
Increase/(decrease) in tax and pension contributions
Increase/(decrease) in other payments on account
Increase/(decrease) in other liabilities
Increase/(decrease) in provisions
Interest receivable
Net cash inflow/(outflow) from operating activities
46
470
(334)
80
244
84
22
(222)
(8)
382
13/10/2015 09:37
93
578
(376)
87
(19)
(33)
12
(54)
(8)
280
2017
£000
1
581
(386)
87
(7)
276
Schedule 4: Financial health grade
Ratios
1 Adjusted Current Ratio
2 Performance Ratio
3 Gearing Ratio
2015
1.34
2.19%
21.65%
Year Ended 31 July
2016
1.53
3.33%
20.58%
2017
1.43
2.21%
19.92%
Calculation of grade
4 Adjusted Current Ratio
5 Performance Ratio
6 Gearing Ratio
60
30
70
70
40
70
70
30
80
160
180
180
Satisfactory
Good
Good
Satisfactory
Good
Good
7
Total points
8
Financial health grade (automated)
College self assessment (including, where applicable, any proposed moderation)
9 Self assessment
<Where the College has moderated the financial health grade, please indicate which of the moderation criteria are appropriate to the College's circumstances>
13/10/2015
09:37
Schedule 5: Sensitivities
This schedule allows the College to model the effects on its financial position of percentage changes to the various assumed income levels and corresponding
expenditure totals. However, Colleges should note that this schedule does not show the year on year adjustments on a cumulative basis and these figures should only
be used for indicative purposes.
Effect of each scenario before compensating action
2015
£000
Year Ended 31 July
2016
£000
2017
£000
295
1.53
3.33%
0.21
196
1.43
2.21%
0.20
1
1a
1b
1c
1d
Ratios as per planned performance
Operating surplus for performance ratio
Performance Ratio
Gearing ratio
182
1.34
2.19%
0.22
2
2a
2b
2c
2d
2e
Change in 16-19 education and training
% change in youth funding
Restated operating surplus for performance ratio
Restated adjusted current ratio
Restated performance ratio
Restated gearing ratio
-
-
-
182
1.34
2.19%
0.22
295
1.53
3.33%
0.21
196
1.43
2.21%
0.20
3
3a
3b
3c
3d
3e
Change in Skills Funding Agency income
% change in funding
-
-
-
182
1.34
2.19%
0.22
295
1.53
3.33%
0.21
196
1.43
2.21%
0.20
4
4a
4b
4c
4d
4e
Change in other funding body income
% change in funding
-
-
-
182
1.34
2.19%
0.22
295
1.53
3.33%
0.21
196
1.43
2.21%
0.20
5
5a
5b
5c
5d
5e
Change in fee income
% change in fee income
-
-
-
182
1.34
2.19%
0.22
295
1.53
3.33%
0.21
196
1.43
2.21%
0.20
6
6a
6b
6c
6d
6e
Change in all other income
% change in other income
-
-
-
182
1.34
2.19%
0.22
295
1.53
3.33%
0.21
196
1.43
2.21%
0.20
7
7a
7b
7c
7d
7e
Change in staff costs
% change in staff costs
-
-
-
182
1.34
2.19%
0.22
295
1.53
3.33%
0.21
196
1.43
2.21%
0.20
8
8a
8b
8c
8d
8e
Change in other operating costs
% change in other operating costs
-
-
-
182
1.34
2.19%
0.22
295
1.53
3.33%
0.21
196
1.43
2.21%
0.20
9
If all the above sensitivities occurred, the total would be:
9a
9b
9c
9d
Calculation of grade
10 Adjusted current ratio
11 Performance ratio
12 Gearing ratio
13 Total points
14 Recalculated financial Health Grade (automated)
-
-
-
182
1.34
2.19%
0.22
295
1.53
3.33%
0.21
196
1.43
2.21%
0.20
60
30
70
70
40
70
70
30
80
160
180
180
Satisfactory
Good
Good
13/10/2015, 09:37
<Narrative Box>
Please add notes to explain the rationale for the % changes in 16-19 education and training inputted at line 2a
<Narrative Box>
Please add notes to explain the rationale for the % changes in Skills Funding Agency income inputted at line 3a
<Narrative Box>
Please add notes to explain the rationale for the % changes in other funding body income inputted at line 4a
<Narrative Box>
Please add notes to explain the rationale for the % changes in fee income inputted at line 5a
<Narrative Box>
Please add notes to explain the rationale for the % changes in all other income inputted at line 6a
<Narrative Box>
Please add notes to explain the rationale for the % changes in staff costs inputted at line 7a
<Narrative Box>
Please add notes to explain the rationale for the % changes in other operating costs inputted at line 8a
Schedule 6: Key assumptions
Please complete all boxes (if not applicable, simply state N/A)
1
Further Education - 16-19 Education and Training (not including Apprenticeships) funding
Please state the key assumptions in your calculation of Further Education - 16-19 Education and Training (not including Apprenticeships) funding.
2
Skills Funding Agency funding
Please state the key assumptions in your calculation of Skills Funding Agency funding.
3
HEFCE recurrent grants
Please state the key assumptions in your calculation of HEFCE recurrent grant income.
4
Fee income
Please state the key assumptions in your calculation of tuition fees.
5
Grants income/other income/investment income
Please state the key assumptions re material items under heading 3, 4 & 5 on Schedule 1a.
6
European income
Please state your key assumptions with regard to European income and your strategy beyond 2012.
7
Normal staff costs
Year ending 31 July
FTEs - teaching
FTEs - non-teaching
Average pay increase (%)
Increase in pension costs
2015
94
65
2016
95
65
0.00%
8
Exceptional restructuring costs
Please provide details of material costs arising under this heading or state N/A.
9
Non-restructuring exceptional costs
Please provide brief details of any material items or state N/A.
2017
95
65
0.00%
2018
0.00%
2017
0.00%
2018
0.00%
10 Non-staff costs
Please provide brief details of any material items or state N/A.
11 Inflation - non-pay
12 Interest rates
Year ending 31 July
2015
Non-pay inflation rate (%)
2016
0.00%
2015
Year ending 31 July
2016
2017
2018
Payable (%)
Receivable (%)
13 Fixed assets
Please provide details of any major acquisitions or disposals assumed in the forecast or state N/A.
14 Loans and refinancing
Please provide details of any significant new loans or refinancing included in the forecast or state N/A. Please confirm that you aware of the requirements on borrowing consent under the Financial Memorandum and that these will be met.
If the new loan or refinancing is imminent at the time of completing this financial plan and borrowing consent has not yet been requested, please consider including the request along with this return.
15 Any other material assumptions
Please provide details of any other material assumptions or state N/A.
13/10/2015, 09:37
Schedule 7a: Capital project details: Expenditure and expected method of financing
1
Title of capital project:
Please enter title of capital project in cell C5
Total project
expenditure
£000
2015
£000
2
2a
2b
2c
2d
2e
2f
2g
2h
2i
2j
2k
Forecast capital expenditure
Value of land purchased
Value of building(s) purchased
New building cost
Refurbishment cost
External works
Leasing - capital value
Contingencies
Furniture and equipment
Professional fees
Total VAT
Total expenditure on capital project
-
3
3a
3b
3c
3d
3e
3f
3g
3h
3i
Method of financing
College's own cash resources
Bank loans
Finance leases
Proceeds from sale of assets
Skills Funding Agency and EFA capital grants
HEFCE capital grants
Other capital grants (donations/lottery funds/ERDF)
Other
Total financing
-
2016
£000
2017
£000
2020
£000
2021
£000
2022
£000
2023
£000
2024
£000
2025
£000
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
Details of long-term and short-term borrowing requirements as part of the capital project to be provided in Schedule 6 (Assumptions) - Section 14 ‘Loans and refinancing’.
Year Ended 31 July
2019
£000
2018
£000
13/10/2015 09:37
Schedule 7b: Affordability calculations
Guidance on the capital grant payment arrangements
Total
£000
1a Total cost of capital project
% Skills Funding Agency and / or EFA grant assumed in
capital project
1b
1c
0
#DIV/0!
Skills Funding Agency and / or EFA grant assumed in
capital project
2a Skills Funding Agency and / or EFA grant flexed at
2b Skills Funding Agency and / or EFA grant £000
2c Extra funds required
Change in operating position
Increase in interest payable
Loss of interest receivable
Adjustment to release of capital grant
+ve
+ve
+ve
2i
2j
2k
2l
2m
2n
2o
2p
Balance sheet changes
Capital grant debtor
Cash
Overdraft
Debt due within one year
Debt due after one year
Total assets less liabilities
+ve
+ve
2t Debt repaid in year
+ve
3i
3j
3k
3l
3m
3n
3o
3p
Balance sheet changes
Capital grant debtor
Cash
Overdraft
Debt due within one year
Debt due after one year
Total assets less liabilities
#DIV/0!
Year Ended 31 July
2019
£000
-
2020
£000
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
2021
£000
-
2022
£000
-
#DIV/0!
2023
£000
-
#DIV/0!
2024
£000
-
#DIV/0!
2025
£000
-
#DIV/0!
#DIV/0!
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
#DIV/0!
+ve
+ve
+ve
-ve
+ve
+ve
+ve
3q Deferred capital grants
3r Income and expenditure reserve
3s Total (incl. Deferred capital grants)
-ve
3t Debt repaid in year
+ve
2018
£000
+ve
-ve
Increase in interest payable
Loss of interest receivable
Adjustment to release of capital grant
#DIV/0!
2017
£000
-ve
2q Deferred capital grants
2r Income and expenditure reserve
2s Total (incl. Deferred capital grants)
3d
3e
3f
3g
3h
2016
£000
#DIV/0!
2d
2e
2f
2g
2h
3a Skills Funding Agency and / or EFA grant flexed at
3b Flexed Skills Funding Agency and / or EFA grant £000
3c Extra funds required
2015
£000
13/10/2015 09:37
Schedule 7c: Affordability statement
Build
Build
Build
3rd Year
2015
8,322
182
470
511
1,284
56
1.34
155
2,449
21.65%
31.3%
1.0%
1.5%
Satisfactory
N/A
2016
8,853
295
578
669
1,348
56
1.53
155
2,294
20.58%
27.7%
1.0%
2.7%
Good
N/A
2017
8,864
196
581
570
1,249
51
1.43
155
2,139
19.92%
25.9%
1.0%
2.7%
Good
N/A
2018
725
725
#DIV/0!
2,294
19.92%
#DIV/0!
#DIV/0!
#DIV/0!
#N/A
N/A
2019
725
725
#DIV/0!
2,294
19.92%
#DIV/0!
#DIV/0!
#DIV/0!
#N/A
N/A
0
2020
725
725
#DIV/0!
2,294
19.92%
#DIV/0!
#DIV/0!
#DIV/0!
#N/A
N/A
2021
725
725
#DIV/0!
2,294
19.92%
#DIV/0!
#DIV/0!
#DIV/0!
#N/A
N/A
2022
725
725
#DIV/0!
2,294
19.92%
#DIV/0!
#DIV/0!
#DIV/0!
#N/A
N/A
2023
725
725
#DIV/0!
2,294
19.92%
#DIV/0!
#DIV/0!
#DIV/0!
#N/A
N/A
2024
725
725
#DIV/0!
2,294
19.92%
#DIV/0!
#DIV/0!
#DIV/0!
#N/A
N/A
2025
#DIV/0!
2,294
0.00%
#DIV/0!
#DIV/0!
#DIV/0!
Financial Health Ratios
Performance Ratio
Gearing Ratio
1.34
2.19%
21.65%
1.53
3.33%
20.58%
1.43
2.21%
19.92%
0
0
19.92%
0
0
19.92%
0
0
19.92%
0
0
19.92%
0
0
19.92%
0
0
19.92%
0
0
19.92%
0
0
0.00%
Scores
Adjusted Current Ratio
Performance Ratio
Gearing Ratio
60
30
70
70
40
70
70
30
80
#N/A
#N/A
80
#N/A
#N/A
80
#N/A
#N/A
80
#N/A
#N/A
80
#N/A
#N/A
80
#N/A
#N/A
80
#N/A
#N/A
80
Totals
160
180
180
#N/A
#N/A
#N/A
#N/A
#N/A
#N/A
#N/A
-
2017
40%
30%
3.5%
5.0%
1.6
1.2
0.8
7.0%
5.0%
3.0%
20.0%
40.0%
60.0%
2018
40%
30%
3.5%
5.0%
1.6
1.2
0.8
7.0%
5.0%
3.0%
20.0%
40.0%
60.0%
2019
40%
30%
3.5%
5.0%
1.6
1.2
0.8
7.0%
5.0%
3.0%
20.0%
40.0%
60.0%
Year Ended 31 July
2020
40%
30%
3.5%
5.0%
1.6
1.2
0.8
7.0%
5.0%
3.0%
20.0%
40.0%
60.0%
2021
40%
30%
3.5%
5.0%
1.6
1.2
0.8
7.0%
5.0%
3.0%
20.0%
40.0%
60.0%
2022
40%
30%
3.5%
5.0%
1.6
1.2
0.8
7.0%
5.0%
3.0%
20.0%
40.0%
60.0%
2023
40%
30%
3.5%
5.0%
1.6
1.2
0.8
7.0%
5.0%
3.0%
20.0%
40.0%
60.0%
2024
40%
30%
3.5%
5.0%
1.6
1.2
0.8
7.0%
5.0%
3.0%
20.0%
40.0%
60.0%
2025
40%
30%
3.5%
5.0%
1.6
1.2
0.8
7.0%
5.0%
3.0%
20.0%
40.0%
60.0%
#### Capital Support
Income
Operating surplus for performance ratio - Note 1
Depreciation
Net Current Assets
Adjusted Cash Balance
Adjusted Cash Days in Hand
Adjusted current ratio - Note 2
Loans (< 1 year)
Loans (> 1 year)
Gearing Ratio
Borrowing % of Income
Interest Payable % of Income
Debt Charges % of Income - Note 3
Financial Health Grade
Moderated Financial Health Grade
N/A
Notes:1. Operating surplus for performance ratio is the position per table '1-I&E'.
2. Adjusted current ratio is the proportion of current assets (excluding assets held for resale and unspent capital proceeds) to current liabilities.
3. Debt charges represent total repayments of interest & capital required to service a loan.
4. Indicative financial health grade ratings are evaluated by the assessor on the basis of individual years.
Borrowings % of Income
Borrowings % of Income
Interest % of Income
Debt charges % of Income
Performance Ratio
Performance Ratio
Performance Ratio
Gearing Ratio
Gearing Ratio
Gearing Ratio
Guide: 40%
Guide: 30%
Guide: 3.5%
Guide: 5.0%
Guide: Outstanding >= 1.6
Guide: Good >= 1.2
Guide: Satisfactory >= 0.8
Guide: Outstanding >= 7.0%
Guide: Good >= 5.0%
Guide: Satisfactory >= 3.0%
Guide: Outstanding < 20%
Guide: Good < 40%
Guide: Satisfactory < 60%
2015
40%
30%
3.5%
5.0%
1.6
1.2
0.8
7.0%
5.0%
3.0%
20.0%
40.0%
60.0%
2016
40%
30%
3.5%
5.0%
1.6
1.2
0.8
7.0%
5.0%
3.0%
20.0%
40.0%
60.0%
13/10/2015 09:37
-
3rd Year
PERFORMANCE RATIO
7.0%
7.0%
7.0%
7.0%
7.0%
7.0%
7.0%
7.0%
7.0%
7.0%
7.0%
5.0%
5.0%
5.0%
5.0%
5.0%
5.0%
5.0%
5.0%
5.0%
5.0%
5.0%
3.0%
2.19%
3.33%
3.0%
3.0%
2.21%
3.0%
3.0%
3.0%
3.0%
3.0%
3.0%
3.0%
3.0%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
2018
2019
2022
2023
2024
2025
2015
2016
2017
#DIV/0! Capital Support
2020
2021
Year ended 31st July
Guide: Outstanding >= 7.0%
Guide: Good >= 5.0%
Guide: Satisfactory >= 3.0%
ADJUSTED CURRENT RATIO
1.6
1.6
1.53
1.6
1.6
1.6
1.6
1.6
1.6
1.6
1.6
1.6
1.43
1.34
1.2
1.2
1.2
1.2
1.2
1.2
1.2
1.2
1.2
1.2
1.2
0.8
0.8
0.8
0.8
0.8
0.8
0.8
0.8
0.8
0.8
0.8
2015
2016
2017
2018
2019
2022
2023
2024
2025
2020
2021
Guide: Outstanding >= 1.6
Guide: Good >= 1.2
Guide: Satisfactory >= 0.8
DAYS
CASH DAYS IN HAND
2015
2016
2017
-
-
2018
2019
-
-
-
-
-
-
2020
2021
2022
2023
2024
2025
13/10/2015 09:37
-
3rd Year
GEARING RATIO
60.0%
60.0%
60.0%
60.0%
60.0%
60.0%
60.0%
60.0%
60.0%
60.0%
60.0%
40.0%
40.0%
40.0%
40.0%
40.0%
40.0%
40.0%
40.0%
40.0%
40.0%
40.0%
21.65%
20.0%
20.58%
20.0%
20.0%
19.92%
20.0%
19.92%
20.0%
19.92%
20.0%
19.92%
20.0%
19.92%
20.0%
19.92%
20.0%
19.92%
20.0%
19.92%
20.0%
2015
2016
2017
2018
2019
2020
2021
2022
2023
2024
0.00%
2025
Guide: Outstanding < 20%
Guide: Good < 40%
Guide: Satisfactory < 60%
BORROWINGS % of INCOME
40%
40%
40%
40%
40%
40%
40%
40%
40%
40%
40%
31.3%
30%
30%
27.7%
30%
25.9%
30%
30%
30%
30%
30%
30%
30%
30%
2015
2016
2017
0.0%
2018
0.0%
2019
0.0%
2020
0.0%
2021
0.0%
2022
0.0%
2023
0.0%
2024
0.0%
2025
Guide: 40%
Guide: 30%
DEBT CHARGES % of INCOME
5.0%
5.0%
5.0%
2.7%
2.7%
2016
2017
5.0%
5.0%
0.0%
2018
0.0%
2019
5.0%
5.0%
5.0%
5.0%
5.0%
5.0%
0.0%
2020
0.0%
2021
0.0%
2022
0.0%
2023
0.0%
2024
0.0%
2025
1.5%
2015
13/10/2015 09:37
Guide: 5.0%
Schedule 7e: Notes to schedules 7c and 7d
AFFORDABILITY STATEMENT (sch 7c)
1
The affordability statement is used by assessors of capital projects in accordance with guidelines set out in the Capital Handbook.
2
Information contained in the statement is used to assess financial health in conjunction with a college's ability to borrow funds to part finance capital projects.
3
The level of grant support is determined by reference to the likelihood of a college remaining in, regaining or achieving satisfactory, good or outstanding financial
health within three years of substantive completion of a project.
4
It is recognised that during the build process the financial health group of a college may deteriorate as a result of the need to borrow short - term funds to pay
contractors / suppliers, whilst awaiting receipt of grant support from the Skills Funding Agency and EFA.
5
Three years after substantive completion of a project short term finance should not be required and it is on this basis - as outlined in 3 above - that financial health is
considered.
6
Financial plans use a scoring system to calculate financial health grades on a yearly basis. These grades may be amended to take into account the impact of a capital
project up to the third year after substantive completion of a project.
7
The anticipated start and completion date of the project should be highlighted on the statement, together with the 3rd year after substantive completion of the
project.
GRAPHS (sch 7d)
8
Graphs are formatted using auto scaling for 10 year forecasting periods and cover 3 levels of grant support.
9
If forecasting periods are less than 10 years, then hide the relevant columns on the affordability statement (format, column, hide) - this will automatically re-format /
rescale graphs for the desired number of years.
10 Similarly, if less than 3 grant levels are being considered, then hide the relevant rows on the affordability statement (format, row, hide) - this will automatically reformat / rescale graphs for the desired number of grant levels.
11 To assist with the assessment of affordability criteria, it would be helpful to highlight the 3rd year after substantive completion of the project - auto scaling of the
graphs may not enable highlighting to be placed in a specific year column, so use the nearest appropriate column.

king edward vi college, stourbridge strategic development plan 2015

Transcription

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