Towards Outstanding

National standards for College sport

Towards Outstanding: national standards for College sport

Introduction

The work to drive improvement in College sport has been ongoing over a number of years, most recently through the production of the national strategy, ‘Growing Sport, Growing Colleges’, and through the creation of regional networks to share good practice. There have been many individual examples of quality teaching and learning in sport in Colleges but sharing good practice has been patchy. In addition, the value of sport to other curriculum areas has not been assessed or reported thoroughly.

This document has been produced to address these gaps and drive up standards in all Colleges. ‘Towards Outstanding’ provides a set of national standards and a self assessment tool aimed at guiding Colleges in their quest for excellence. The work is set within the context of the current national and political drive toward improving standards across a range of industries and sectors. For further education, this includes:

• The formation of the Education and Training Foundation.

• The 2013 report of the Commission for Adult Vocational Teaching and Learning.

• The introduction of Charter Standard Colleges.• The Common Inspection Framework and Ofsted’s

focus on quality teaching and learning to drive up standards focused on learner outcomes.

Purpose of the document:who is it for and how should it be used?

This document provides a set of national standards against which it is possible for Collegestafftoassesstheirownwork,assistingwiththeprocessofcreatingSelfAssessment Reports (SARs) and improvement planning. It is intended as a guide only, with the full version and further examples available on the sport pages of the Association of Colleges (AoC) website.

Althoughitwillbeofmostinteresttoseniorstaffresponsibleforsportand/orenrichment, this document is intended to support all Heads of Department and cross-departmentalseniorstaffwhoareinvolvedincreatingdepartmentaloroverall College SARs. The standards are concerned with the impact that sport and physical activity can have on learners, regardless of study programme. For example, the overall College SAR and individual departmental SARs may be strengthened by considering factors such as:

• Physicalfitnessrequiredfordifferentvocations.• The positive impact that physical activity, a healthy lifestyle and involvement

insportcanhaveonconcentrationlevels,attendance,selfesteemandbehaviour.

• How participation in sport volunteering, leadership, coaching, administration, officiatingandpublicity/promotioncanimproveemployabilityskillsandincrease opportunities for relevant progression.

• How sport can act as a means of strengthening learner voice. • How sport can bring cross-curricular topics to life through practical

applicationincommunitysettings.• Howdifferentsportsandactivitiescanengagealllearnersandsupport

equality and diversity. • The positive impact of sport projects on links with employers, community

organisations and industry in sectors such as health, the economy, engineering, construction, media and public services.

This document contains a selection of examples to bring the standards to life. These are regularly being updated and added to, and further illustrations of how they are used can be viewed on the sport pages of the AoC website.

Contents

Page 3 Purpose of the documentPage 4 Self assessment frameworkPage 5 Relationship with the Ofsted frameworkPages 6-7 National standards: Leadership and managementPages 8-9 National standards: Sport study programmesPages 10-11 National standards: Leadership and volunteeringPages 12-13 National standards: Enrichment and extra curricularPages 14-15 National standards: TalentPages 16-17 National standards: Community sport and facilitiesPages 18-19 Self assessment template

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SportEnglandiscommittedtothedevelopmentof a sporting habit for life and Colleges can play a critical role in cementing this habit. Thiscanonlybedoneeffectivelyifsportisused throughout the College as one of the means by which learners can progress, gain knowledge, skills and develop as individuals. We fully endorse these standards as a means of helping Colleges to integrate sport into their core business and develop excellent sporting opportunities for learners.

Suzanne Glavin, Strategic Lead for Youth Sport, Sport England

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TheAssociationofCollegesiscommittedtosupportingCollegesto raise standards and improve the quality of teaching and learning. We are working with our partners at the Education and Training Foundation to identify areas for improvement, support professional development and drive up standards of provision. SportcanhaveasignificantimpactacrossCollegeandthesenewnational standards complement existing self assessment and improvement planning tools.Martin Doel, Chief Executive, Association of Colleges“

“SkillsActive is fully supportive of AoC’s strategic commitment to ensure sport is placed at the heart of Colleges. The development of this new toolkit for benchmarking will provide a framework to engage and share best practice in Colleges. Particularly with reference to the employability agenda, SkillsActive is delighted to see progress in curriculum planning and enrichment.

Steve Mitchell, Head of National Partnerships, SkillsActive

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Self assessment framework

Colleges are invited to read the standards and self assess using the following framework:

Outstanding College sport

Good practice in College sport

Developing and improving College sport

Minimum standard for College sport

Not applicable

Level of integration into

the College

Levels for self assessment Descriptor

The ‘Towards Outstanding’ tool and its relationship with the Ofsted framework

The standards for ‘Leadership and management’ (pages 6-7) relate to all aspects of College sport. For each of the individual strands of College sport (pages8-17),specificstandardshavebeendevelopedforoutcomesforlearnersandqualityofteaching,learningandassessment.

Overall effectiveness

Outcomes for learners Quality of teaching, learning and assessment

Effectiveness of leadership and management

Separate standards for outcomes for learners and for quality of provision have been developed for each of the following aspects of College sport:• Programmes of study across the curriculum.• Leadership and volunteering.• Enrichment, extra curricular, formal sport, teams and competition.• Talentidentificationanddevelopment.• Community sport and facilities.

Collegestaffareinvitedtoassesstheirprovisionineachoftheseareas,focusingon the question, ‘how can our provision support and improve learner experience, outcomes and progression?’

(NB. wider health and wellbeing standards have not been included as they are covered by the Healthy FE programme)

Leadership and management criteria relate to all aspects of College sport:• Programmes of study across

the curriculum.• Leadership and volunteering.• Enrichment, extra curricular,

formal sport, teams and competition.

• Talentidentificationanddevelopment.

• Community sport and facilities.

4 5

Established practice that provides good outcomes for learners. Provision is being developed, sustained and integrated.

Improving practice that provides at least satisfactory outcomes for learners. A plan is in place to further improve provision and integrate sport across the College.

Provision is in the early stages of development and is not yet established or sustainable. Outcomes for learners may notyethavebeenquantified.

ThisisnotapplicabletoourCollege/notrelevanttoourCollege context.(NB. this will only apply to a few standards – most will be relevant to all Colleges)

Established practice that provides outstanding outcomes for learners. It is part of a sustainable structure and there isevidenceofcontinualrefiningandfurtherdevelopment.

Leadership and management

Ofsted criteria What this means for College sport

a) Leaders demonstrate an ambitious vision, have high expectations for what all learners can achieveandattainhighstandards of quality and performance

The place and value of sport is recognised as a contributing factor to the College mission, vision and values:L&M i) the Principal and Senior Management Team (SMT) have high expectations regarding sport provision and understand the contribution that an active and sporting culture can make to high quality teaching and learning, and to corporate prioritiesL&M ii) there is a cross-College approach to the integration of sport. For example, there is one or more cross-College strategy or policy relating to sport, physical activity, health and/orwellbeingL&Miii)thereareeffectivelinksandgoodcommunicationbetweensportandothercurriculum areas leading to projects to support non-sport learners

b) Leaders and managers improve teaching and learning through rigorous performance management and appropriate professional development

Performance management and professional development for sport provision includes: L&Miv)oneleadpersonatseniorlevelisidentifiedasacontactforexternalorganisationsand for driving the sport strategy across curricular, extra curricular, enrichment and community sport, and there are clear roles for others in each section of the strategyL&M v) professional development and good practice is enhanced by membership of Head ofSportandothersportingnetworks,andallstaffhaveaccesstoappropriatetrainingtoensure their industry knowledge is up-to-dateL&Mvi)allstaffunderstandtheirroleandareassessedagainstspecific,measurabletargets

c) Leaders and managers evaluate the quality of provision through robust self assessment, taking into account users’ views, andusethefindingstopromote and develop capacity for sustainable improvement

Robust self assessment of sport provision is undertaken by:L&M vii) including consultation with learners across the College to understand their views regarding the quality and breadth of sport and activity provisionL&M viii) both internal and external data and benchmarking are included in departmental and College SARs, including: learner demographic data, Active People data, AoC sport data,LocalEducationPartnershipdata,LocalAuthorityparticipationandhealthprofiles

d) Leaders and managers successfully plan, establish and manage curriculum and learning programmes to meet the needs and interests of learners, employers and the local and national community

Successful planning and management of sport programmes includes:L&M ix) a sports strategy or one in development, recognised and used across the College with evidence of implementationL&M x) links through the strategy to internal College improvement planning and departmental and overall College SARsL&M xi) non-sport departments use sport as a tool with SARs, improvement plans and lesson planning

e) Leaders and managers actively promote equality and diversity, tackle bullying and discrimination, and narrow the achievement gap

Equality and diversity is a key principle within sport provision:L&M xii) the College engages with national and international themed days or promotionsL&M xiii) sport opportunities are fully inclusive and there is a commitment to the development of sport for underrepresented groups. There is evidence of participation by black and minority ethnic groups, learners with disabilities and women and girls. The impact is measured against national and local benchmarks

f) Leaders and managers safeguard all learners

Safeguarding in sport is ensured through:L&M xiv) the implementation of the national standards developed by the Child Protection in Sport Unit (CPSU) as part of College safeguarding procedures and training in safe practice operating standardsL&Mxv)teachingandnon-teachingstaffareeffectivelytrainedandupdatedregularly,forexample on managing risks, incident reporting procedures and working with 14-16 year olds

Ofsted criteria What this means for College sport

Exeter College use cross-College working groups to integrate sport, health and wellbeing across the College. Sport is recognised by the Principal and members of the SMT as critical to the College’s success and a strategic group, on which the Principal and SMT sit, meet regularly throughout the year. The College is investing £14m into sports facilities to enhance and create opportunities for all students.

Worthing College hasanoverarchingsportsstrategythatwasfirstpublished in 2004 and is updated every three years. The College’s plan incorporates contextual information from government departments, Sport England, NGBs and a range of local agencies, and is used to drive up standards across the College, forge links with partner organisations and improve recruitment and retention. It is driven by one lead person who sits on the College SMT, with separate strands (curriculum, performance, healthandwellbeing,communityandpartners)ledbyotherstaff.

At Newham Sixth Form College, sport and physical activity is valued as a means of recruiting, retaining and progressing learners. One example is the introduction of a common timetable. Thishasenabledstafftodeliver lunchtime drop in sessions to all learners and schedule College team practices between 4.40-6pm. Inaddition,alllessonsfinishat 1.20pm on Wednesdays, enabling over 170 students to represent the College in competitive sport and a vast enrichment programme to take place. This ensures sport can be used as a tool to support curriculum endeavours as opposed toconflictingwithlessonattendance.

The England and Wales Cricket Board has worked with sport and construction departments in 37 Colleges to provide relevant work experience for learners painting, decorating and repairing cricket club houses.

L&M iii)

L&M i)

L&M i) + ii)

L&M viii)

L&M iv) + ix)

StaffatTotton College have collected key attendance,retentionand achievement data to demonstrate the cross-College impact of sport. Evidence shows that Academy studentattendancewas 3.78% higher in 2011/12and3%higherin2012/13thannon-sport, full-time learners. There has also been a significantdifferencein value added data. Whereas non-sport participants average 0.8 grades higher than their predicted ALIS score, sport participants average 1.7 grades higher.

6 7

All learners achieve and make progress relative to their starting points and learning goalsAchievementgapsarenarrowingbetweendifferentgroupsoflearnersLearners develop personal, social and employability skillsLearnersprogresstocoursesleadingtohigher-levelqualificationsandintojobsthatmeetlocalandnationalneeds

Sport study programmes

Outcomes for learners

Quality of teaching, learning and assessment

Definition, scope and evidenceSportstudyprogrammesincludearangeofcoursesandqualificationsofferedbyapproximately23awardingbodies,includingshortcoursesinhealthandfitness,coachingandleadership.Theassessmentcriterialistedinthissectionis taken from the Common Inspection Framework and will be assessed using observations and the collection of data (such as success and retention rates). The assessment and evidence collected against the other four sections (leadership, enrichment and extra curricular, talent and community sport and facilities) should focus on showing how the evidence supports outcomes for learners in this section.

Learnersbenefitfromhighexpectations,engagement,care,supportandmotivationfromstaffStaffusetheirskillsandexpertisetoplananddeliverteaching,learningandsupporttomeeteachlearner’sneedsStaffinitiallyassesslearners’startingpointsandmonitortheirprogress,setchallengingtasks,andbuildonandextend learning for all studentsLearnersunderstandhowtoimproveasaresultoffrequent,detailedandaccuratefeedbackfromstafffollowingassessment of their learningTeaching and learning improve English, Maths and functional skills, and support the achievement of learning goals and career aimsAppropriateandtimelyinformation,adviceandguidancesupportlearningeffectivelyEquality and diversity are promoted through teaching and learning

L&M )L&M

iv)

LearnersstudyingfortheirLevel3CertificateinPersonalTraining at Cambridge Regional College were tasked with developing an innovative business proposal to present to industry experts. Students had to research, plan and develop their ideas, which included a women-only personal training service and a wheelchair accessible treadmill, before delivering them to a Dragon’s Den-style panel. Learners developed a range of transferable skills relevant to the industry they plan to move into.

1.3

Richmond-upon-Thames College developed ‘Gateway Programmes’ as alternative, practical routes intoemploymentforyoungpeople.TheCollegeidentifiedagapinprovisionassomestudentstaking Level 1 and 2 courses did not quite meet the entry requirements for an academic Level 3 programme. The ‘Gateway to Coaching’ and ‘Gateway to Fitness’ programmes enable internal progression and a route into further study or employment by providing learners with vocational skills and work experience that meet the needs of employers. The programmes are designed by employers through the College’s involvement with the Sport and Active Leisure National Skills Academy.

1.4

Huddersfield New College introduced a four day timetable to improve retention on BTEC Extended Diploma and BTEC Level 2 Diploma courses. The switch has enabled students to come in for full days of tutorials, cut down travel time by 20% and allows students to take part in volunteering, coaching and employment away from the College. The extra day has also been used as directed time as dictated by the course leader.

1.6

At Loughborough College, tutors regularly use sport to engage learners in other subjects, including Maths, Science and English. In Maths for example, learners’ numeracy skills are developed through the analysis of information about Manchester United FC’s international fans, followed by discussions about the importance of using numeracy skills in the sports industry.

1.9

1.10

To provide sports students with appropriate support and guidance, City College Norwich has piloted a Tutorial Supervisor role. The Tutorial Supervisorhasaflexibletimetable, allowing them to regularly access students and enabling learners to book one-to-one appointments for personalised support. The role also gives the individual time to set consistent and productive SMART targets to support learner achievement. The Tutorial Supervisor is responsible for pulling together interactive resources to support students on a range of key topics, such as progression into employment or apprenticeships, higher level qualifications,HEandfunding.The pilot is due to be rolled out acrosstheCollegein2013/14.

1.11.21.31.4

1.51.61.7

1.8

1.9

1.101.11

Assessment is highly effectiveandhasasharpfocus on roles within the sports industry... it is personalised to suit individual needs and students are supported well in improving their work.City of Bath College, Ofsted inspection

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8 9

In sport, a pilot scheme to provide focused individual tutorials helps learners to stay on track, overcome barriers to learning and make informed decisions on progression.City College Norwich, Ofsted inspection

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Leadership and volunteering

Learners from all areas of the College progress more quickly and achieve more through the use of volunteering opportunities in sport and sport administrationLearners develop personal, social, leadership, management and employability skills through leadership roles or by acting as mentors for their peersLearnersunderstandhowtheycandevelopbybeingengagedinavarietyofsettings,arangeofsportsandarangeofroles:administrative,organisational,officiating,promotionandpublicity,journalism,technology,coaching and leadership. This is demonstrated in many curriculum areas

Outcomes for learners

Definition, scope and evidenceLearnersbenefitfromengagementinarangeofrolesinsport.Examplesincludeleadingsessions,organisingevents,coaching other athletes, refereeing, volunteering in media or PR and maintaining facilities. This area of work can be assessed by how the College supports and promotes opportunities and the number and type of opportunities provided. Evidence of learner outcomes can be collected by recording voluntary hours and examining the relationship with progression data, or comparing data of those involved in volunteer roles against those who are not.

2.1

2.2

2.3

Quality of teaching, learning and assessment

ThereisadesignatedmemberofstaffwithresponsibilityforrecruitingandsupportinglearnervolunteersThere is an established and planned programme of learner-driven sport in place, providing high quality volunteering, coaching and participation opportunities for learners from all areas of the College (this could be a Student Management Team or similar)The College is engaged with volunteering opportunities, including links to National Governing Body (NGB) activatorprogrammesforsportspecificvolunteers,andlinkstoCountySportPartnership(CSP)programmesThereareeffectivesystemsformonitoringandrecordingvolunteerhoursTheCollegesupportslearnervolunteerstofindappropriateplacementsThe College measures and records the progression rates to higher study or relevant employment of those learners who have been involved in volunteering

2.42.5

2.6

2.72.82.9

The ‘Learn Sport-Lead Sport’ project at Dudley College gives sports learners the opportunity to study for additional qualificationsanddeveloppersonal and social skills. The College initially introduced the CSLA Level 2 and JSLA Level 1qualifications,beforeadding the HSLA Level 3 to provide students with a progressive pathway and support transition to higher education. The HSLA students also act as mentors to peers completing the Level 2 award.

2.2

Derby College’s ‘Kenya Project’ gives sports learners the opportunity to develop practical leadership and coaching skills in one of the most deprived areas of Africa. Students are enrolled on the HSLA Level 3 before going through three distinct project phases: pre-event, event and post-event. Students take the lead planning, fundraising and marketing, before embarking on a ten-day trip to Kenya, where they teach literacy and numeracy and coach a variety of sports. Following the visit, learners are responsible for promoting the project to the next cohort and using the skills they have developed in the College and local community.

2.3

Bridgwater College’s Student Management Team is responsible for proactively driving intra College and community sport. Learners are mentored and developed through coaching, leadership, volunteering andofficiatingqualificationsembedded within the curriculum. The College’s community basketball club exemplifiesthebenefits;theclub use student coaches, giving learners valuable experience and reducing staffingcosts,withthemoney saved reinvested in basketball coaching qualifications.

2.5Newham Sixth Form College has developed an innovative barcode monitoring system to track learner participation, volunteering,coachingandofficiating.Sheetsofpapercontaining lists of activities, each with a barcode, are placed on the walls around the College’s sports facilities. As a student arrives, the activity barcode and student’s ID card are scanned.Thestudentthenscansoutwhentheyhavefinished.At the end of each day the data is uploaded to a common website and logged on a personal tracking system, recording the activity, date and amount of time spent taking part. The information can then be broken down and analysed by activity, gender, tutor group and ethnicity.

2.7

The sport department at Loughborough College use a volunteer/workexperiencelogtotracklearnervolunteeringhours and correlate them against progression routes. A large majority of learners extend their leadership skills and follow pathways by working with diverse groups through the Loughborough ‘Flames’ project. ‘Flames’ promotes fun and physical activity through the Olympic and Paralympic Values in schools and local community venues.

2.9

Queen Elizabeth Sixth Form College has a Sport Development Co-ordinator and mentor who is responsible for recruiting and supporting student volunteers. Each year the Collegeidentifiesnewvolunteers,usingsecondyearstudentsto mentor and develop them into a Student Management Team. “With the right environment and support, the students can be very professional and gain experience… the work is so worthwhile when you consider the range of help the students provide.”

2.4

10 11

Being involved in volunteering at College has improved my confidencetoalevelthatis almost unrecognisable from two years ago... my communication, independence and inter-personal skills have improved dramatically.Student

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Enrichment and extra curricular

Learners gain positive outcomes from quality enrichment and extra curricular sport, such as: employability skills (particularly communication skills, teamwork,timemanagement,innovationandproblemsolving),socialbenefits,longtermhealthbenefits,improvedselfesteemandselfconfidence,improvedcommitmenttolearning,attendanceandretentiononstudyprogrammes,raisedaspirations,newskillsandadditionalqualificationsLearnershavetheopportunitytocompeteatdifferentlevelsdependentonabilityandinterest,andareabletoprogresstonewlevelsiftheywishLearnersbenefitfromCollegelinkswithcommunitysportthroughlifelongengagementinsportand/oremploymentopportunities

Outcomes for learners

Definition, scope and evidenceThis area of work includes all physical activity and sport provision that is delivered in addition to the main study programme.Evidenceoflearneroutcomescanbecollectedviaobservations,staffcontracts,staffjobdescriptionsandlearneractivity(monitoredthroughelectronicormanualregistrationsystems).Theeffectonlearneroutcomesandprogression can be demonstrated through quantitative and qualitative surveys, case studies and by comparing data (such as success rates) between those that are physically active on a regular basis, and those who are not involved.

3.1

3.23.3

Quality of teaching, learning and assessment

Teachingandlearningisdeliveredbyhighly-skilledstaff,includingexperiencedsportdevelopmentstaff,sportspecificcoachesandarangeofsportclubsandteams.StaffhaveappropriatequalificationsandhighlyqualifiedcoachesareemployedwithanunderstandingofeducationTheCollegeinveststoprovideadiverseandhighqualityenrichmentandextracurricularprogrammethatisreflectiveandresponsivetotheneedsofthestudentcommunityandreflectiveofgender/ethnicityanddisabilityinallactivitiesincludingteamsIntraandinterCollegecompetitiveopportunitiesareprovidedatarangeoflevelsfordifferentabilitiesandtheeducationalvalueofsportispromoted in the CollegeMarketing: the College promotes its involvement and any success in competition at local, regional or national levelGrant aid and partnership funding are maximised to support internal funding for the enrichment programme and extra curricular sportTimetabling:curriculumspecificenrichmentopportunitiesareavailableforstudentswithineachstudyprogrammeTheCollegehaseffectivecommunitysportlinks,includingwithCSPs,NGBsandclubswithNGBaccreditationThe College is actively involved in appropriate sporting networks, such as British Colleges Sport (BCS) and AoC activities

3.4

3.5

3.6

3.73.83.9

To promote social interaction, inclusion and increase opportunities forpeoplewithlearningdifficultiesand/ordisabilities,Chesterfield Collegedevelopedthe‘UnifiedSport’project.Learnersofallabilities are integrated in year round opportunities in a number of sports, increasing weekly participation in enrichment activities by 100%. The project also supports the delivery of disability awareness modules in the sport curriculum.

3.1

Hull City College has established a mass participation sports Academy for all sports learners, regardless of practical or academic ability. The Academy is located in Hull FC’s KC Stadium and gives 200 students each week access to professional coaching (six hours per week), top-level facilities, training and competitivefixtures.

3.2

Hartlepool College of FE is an integral part of the Hartlepool Sporting Association, an innovative umbrella organisation combining education and sport. The College and 13 sports clubs, including Hartlepool United FC, work together to develop sport participation, health and education in the local community. The Association has also increased learner volunteering opportunities and improved progression into employment. Seven students have moved fromtheAssociation’sflagshipFoundationDegreeinSportCoaching and Exercise into local employment in the sport sector, hundreds volunteer at local clubs and many receive paid work as casual coaches.

3.3

Part of the hugely successful ECFA Team19 football initiative, Hills Road Sixth Form College’s ‘Copa Del Hills’ intra College tournament is now in its eleventh year. Run by student volunteers and open to all abilities, the competitionhasgrownyearonyear:46teamsappliedtoplayin2012/13andaverageattendancesatmatcheswere250.LearnersfromacrosstheCollege are involved, ranging from referees and journalists to sound technicians and presenters working on the Copa’s own YouTube channel.

3.6

Brockenhurst College is working with Badminton England to deliver ‘No Strings’ badminton and the LTA to deliver ‘Touch Tennis’. This has extended provision into the summer term and given learners new opportunities.

3.93.8

Weekly, one hour enrichment sessions are timetabled for all learners at Loughborough College and – to encourage participation – students are awarded points for taking part in activities. Points are also given to any learner or tutor group for attendance,demonstratingtheOlympicandParalympicValuesor going above and beyond what’s expected. The system helps engender a sense of team, as the tutor group with the highest total at the end of the year get to choose a fun activity as a reward.

3.10

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Taking part in sport makes me feel healthy.Student

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Sport allows me to take a break from work and relieve my stress.Student

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3.11

Portland College, a national specialist College, use sport to integrate disabled learners into the community, empowering them through employment and independence. Using leadership opportunities, recreational clubs and performance sport, learners develop the confidenceandskillstotakeonmajorroles in activity sessions, such as leading stretchingexercisesorofficiating.Students also have the opportunity to compete in local and national events.

3.5

Talent

Definition, scope and evidenceThisareafocusesonsupportfortalentedathletesandprovidingeducationopportunitiesinaflexiblemannerthatmeetstheneedsoftheindividual.Collegesmightrunaprogrammeofsupportthatisspecifictoasport,forexampleAcademiesorflexibletimetabling,individualathletetrainingsupport,orworkinpartnershipwithaclub.Evidencemight include codes of conduct used, awards, talent camps, sport performance data and the use of alumni to inspire currentlearners.Theeffectonoutcomesforlearnerscanbeassessedusingcomparativedata(suchassuccessrates)between those who have been involved in specialist programmes and those who have not.

Learners with talent have the opportunity to achieve their potential and represent their College, county, district, region or nationTaking part in high level sport improves progress and enhances destination routes for learners. Strategies are in place to ensure that there is an appropriatebalancebetweenacademicandsportingcommitments,andtherearenodetrimentaleffectsonacademicoutcomesLearners who have been released by professional sports clubs are given an alternative educational and career path at CollegeLearnersgainappropriatespecialistqualificationsthatwillhelpthemmakeprogressintheirsport,refereeing,administrationorcoachingcareer

Outcomes for learners

4.1

4.34.4

Quality of teaching, learning and assessment

Thesportingandeducationaldevelopmentneedsoflearnersareeffectivelymetthroughtheirstudyandathleteperformanceprogrammestoensurethattheyarecomplementary.Forexample,timetablingisusedflexiblyandprovisiontakesintoaccounttheneedsofadministrators,coachesandofficials,aswellasathletesHighperformingathletesareidentifiedonenrolmentandtheirsupportneedsarediscussedandmet.Potentialhighperformingadministrators,coachesandofficialsarealsoidentifiedandprovidedwithopportunitiestojoinAcademyprogrammesTheCollegeprovideseffectivesupportforathletesandAcademylearners,suchasmentoring,sportsscience,nutritionandsportspsychologyA code of conduct exists for coaches and learners on Academy programmesTeachingandcoachingishighqualityandaccordswithhighlevelNGBqualifications.Additionalqualificationsareusedasanopportunitytoextend knowledge within the study programmeTheperformanceofCollegeteams/AcademiesispromotedandcelebratedacrosstheCollege

4.5

4.6

4.74.84.9

4.2

4.10

Loreto Sixth Form College has developed the ‘LEAD (Loreto Elite Athletic Development)’ programme in partnership with NGBs to provide specialised support for elite and aspiring athletes. The programme develops athletes away from every day competition and provides a bespoke curriculum that includes nutrition, psychology and lifestyle support. The sessions are delivered by expert lecturers who have worked with organisations including UK Athletics and The FA Premier League.

4.1

Solihull College run a student athlete programme to help talented athletes balance training and competitive demands with their academic studies. Learners on the programmehaveaccesstoarangeofbenefits,suchasweekly workshops, physio sessions, free use of the gym, sports kit and priority involvement in sports science projects. Thesebenefitsareonlyaccessibletostudentswhofulfilcertainexpectations,suchasattendanceandpunctualitytargets, and acting as College ambassadors. The range of benefitsavailableprovidesanincentiveforstudentstomeetexpectations and achieve both in and outside of tutorials.

4.5

Stockport College run Academies in a number of sports, including football, golf, swimming, boxing and darts. Each Academy has links with departments across the College, for example darts players receive maths sessions to improve numeracy skills. The College also provides a mentoring programme for athletes. Former Academy students who have gone to university or into employment sign up to give advice and guidance to current students via Skype, email, telephone and visits to the College.

4.7

4.6

During the interview and induction process, all prospective Loughborough College students are asked to express an interest in the sports they enjoy participating in. An elite sport welfare officerthenmeetswitheachlearnerafterenrolmenttoensuretheir athletic performance and academic achievements are both being met. Learners are invited to trial for the Academies, with talented performers selected to represent the College in BCS league and cup competitions. This is a cross-College opportunity with timetables, where possible, tailored to enable all talented students to be part of the Academy programme.

The sports department at South Gloucestershire and Stroud College has integrated gifted and talented workshops into a curriculum delivery model to provide learners with relevant vocational experience. Students combine their theoretical modules with G&T sessions focused on sports science, talentidentification,strengthconditioning, personal training and sports psychology and nutrition. Learners are also involved in practical coaching andofficiatingwithNGBs,talent ID testing with young people and the delivery of extra curricular activities, such as the Handball Champions League.

4.9

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Being part of an elite programme has opened my eyes to other areas to help improve my performance, including goalsettingandmentalimagery as part of my race preparations. The best part is sharing my experience with other students.Student

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Community sport and facilities

Definition, scope and evidenceThe relationship between the core College programme and sport provision in the community is critical to improving learner outcomes, for example through the provision of high quality facilities and links to community clubs, NGBs, otheremployersandplanningauthorities.Evidenceofgoodprovisionmightincludestaffjobdescriptionsthatreference community partnerships, service level agreements with external organisations, evidence of involvement in networks and external organisations, and progression data of learners. Evidence of progression might include data showing how many learners have gained work experience or employment with partner organisations.

Thereisa‘clearlineofsighttowork’:learnershaveaccesstorealworkexperienceopportunitiesincommunitysportsettings,and/orinCollegefacilities, with progression to apprenticeships, casual, part-time and full-time employmentLearnersareassessedusingeffective,innovativeandindustry-relatedassessmentmethodsParticipation in sport is increased as a result of community links (measured through data such as AoC sport survey, internal surveys, Active People)Staffareprovidedwithadditionalemploymentopportunities

Outcomes for learners

5.1

5.35.4

Quality of teaching, learning and assessment

Specialist vocational teachers and trainers are used and supported as dual professionalsThereareeffectivelinkstoand/orpartnershipagreementswithmanyorganisations,forexampleworkingwiththeLocalAuthorityinsport,education and health (preventative programmes), working with the CSP or representation on their governance structure, representation on local community sport networks, partnership agreements with NGBs, links with schools for placements, volunteering, links with other employers, leisure centres, private sector providers, workplace health clubsThere is an appropriate balance between the use of College sport facilities to generate income and community development, and educational aimsSport facilities are used well to encourage community users to become learners at the CollegeAfacilityaccessplanisinplace.ItidentifiespartnershipswithprovidersandnecessaryimprovementstoensureaccessandeffectivemanagementThere is capital investment in facilities and reinvestment in maintenanceHighqualityfacilitiesaremadeavailabletoprofessionalclubstosupporttrainingandplayingrequirements,withmutualbenefitsfortheCollegethrough agreements that enhance learners’ experiences

5.55.6

5.75.85.95.10

5.2

5.11

The sports department at South Devon College created a sector focus group to engage local employers. Following consultation, theCollegehasdevelopedasuiteofqualificationstotrainfitnessinstructorstomeetlocaldemand.Currentlyover120adult and 69 16-18 year old learners are taking a relevant qualification.TheCollegealsohasastrongpartnershipwiththeNHS Community Fitness Team to support the high number of learnersstudyingvocationalsportandfitnesscourses.

5.6

Dual professions are common in the FE sector, with sport coaches, physiotherapists, sports administrators and sport development professionals also teaching in Colleges. There are many examples across the country, such as a BTEC Sport lecturer at Myerscough College analysing performance at Sky Sports, a teacher of sports science at City of Westminster College working as a sports therapist for Chelsea FC and a lecturer at SEEVIC running his own physiotherapy business.

5.5

Queen Mary’s College, Basingstoke, and Bishop Burton College are two examples of Colleges that open up their gym facilities tothepublicandprovidelearnerswiththeopportunitytostaffthese facilities. Learners work on reception, in the gym and in the backoffice,developingarangeoftransferableskills.

5.8

To encourage local use of sports, changing and conferencing facilities, Barnsley College has established a Community Use Agreement.Theagreementofferstiereddiscountsbasedonproximity to the College (e.g. football teams from the local ward) and age group (hire charges are cheaper for junior teams). The College regularly engages with community groups and holds meetings with ward councillors, community tenants and residents.

5.9

Moulton College has invested £14m in new sports facilities as part of a long-term strategy to become a centre of sporting and training excellence. The investment has seen recruitment and success rates risesignificantly,andtheCollege now has over 850 full time sports learners, including Level 1-8, HE and part-time students.Learnersalsobenefitfrom the College’s extensive Academy programme and relationships with professional sports clubs and NGBs.

5.10

Bradford College has developed extensive links with organisations at a local, national and global level. Five countries used the College as a pre-Olympics training base, helping to raise the College and sport department’sprofile.Facilitieshavealsobeenmarketedtoandusedbylocalclubsandinstitutions,suchasthe Bulls Wheelchair rugby league team, NGBs and the local university.

5.11

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Opportunities within the local community andschoolsbenefitstudents and support their personal development. Sports injury students provide a weekly service at Wigan Warriors Rugby Club.Knowsley College,Ofsted inspection

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Self assessment template

Outcomes for learners Self assessment rating Evidence and examples Ideas for improvement

Senior leaders and College sport managers should consider the extent to which:2.1 Learners from all areas of the College progress more quickly and achieve more through the use of volunteering opportunities in sport and sport administration2.2 Learners develop personal, social, leadership, management and employability skills through leadership roles or by acting as mentors for their peers2.3Learnersunderstandhowtheycandevelopbybeingengagedinavarietyofsettings,arangeofsportsandarangeofroles:administrative,organisational,officiating,promotionandpublicity,journalism,technology,coachingandleadership. This is demonstrated in many curriculum areas

Quality of teaching, learning and assessment Self assessment rating Evidence and examples Ideas for improvement

Senior leaders and College sport managers should consider the extent to which:2.4Thereisadesignatedmemberofstaffwithresponsibilityforrecruitingandsupportinglearnervolunteers2.5 There is an established and planned programme of learner-driven sport in place, providing high quality volunteering, coaching and participation opportunities for learners from all areas of the College (this could be a Student Management Team or similar)2.6 The College is engaged with volunteering opportunities, including links to National Governing Body activator programmesforsportspecificvolunteers,andlinkstoCountySportsPartnershipprogrammes2.7Thereareeffectivesystemsformonitoringandrecordingvolunteerhours2.8TheCollegesupportslearnervolunteerstofindappropriateplacements2.9 The College measures and records the progression rates to higher study or relevant employment of those learners who have been involved in volunteering

A self assessment tool is provided in both MS Word and Excel format on the sport pages of the AoC website. The template, illustrated below, canbeusedflexiblytofitwithexistingSARtemplates.Collegestaffareinvitedtothinkabouteachstandardandreflecthowmeetingthestandard will contribute to learner outcomes.

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To download the self assessment template, view examples of goodpracticeandfindoutmoreabouttheinformationincludedin this publication, please go to www.aoc.co.uk/sports

2-5 Stedham PlaceLondon, WC1A 1HU

020 7034 9900www.aoc.co.uk/sports

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