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Improvement Resource Type: Effective Practice

Improvement Resource Type: Effective Practice

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Context and background to sector-leading practice

Tŷ Gwyn School is a local authority day special school located in the Ely area of Cardiff. The school caters for up to 150 children and young people aged 3–19 years who have profound and multiple learning difficulties. Many pupils are also on the autistic spectrum and present severe challenging behaviour.

The school’s catchment area comprises the City & County of Cardiff and the surrounding local authorities in South East Wales. The pupils come from a wide range of backgrounds.

Currently there are 120 pupils on roll. All pupils have a Statement of Special Educational Needs or are in the process of having their needs assessed. Thirty-two per cent of pupils are eligible to receive free school meals. This is below the Wales average for special schools of 42.8%. About half of the pupils come from homes where English is not the predominant language. There are no pupils from a Welsh speaking home.

There are just over 100 staff including a large health professional presence. Multi-disciplinary team working is a significant aspect of the work of the school.

The school teaches all the National Curriculum subjects. The school’s curriculum aims to provide pupils with meaningful, relevant and motivating learning experiences that meet their specific needs and further their all-round development. Key stage 4 and post-16 pupils have access to accredited courses together with work experience and college link courses.

The school was relocated into new purpose-built accommodation in September 2010. It has sensory and touch therapy rooms, a soft play area, indoor and outdoor sensory gardens, as well as specialist rooms for art and ceramics, food technology and music.

Pupils at Tŷ Gwyn have profound and multiple learning difficulties. Many are also on the autistic spectrum and present severe challenging behaviour. Approximately 88% of pupils access the curriculum at P-Level 6 and below. This includes 42% of pupils who access Routes for Learning.

Since moving to new premises in 2010, Tŷ Gwyn has invested significantly in the use of information and communication technology to improve pupils’ communication skills and to break down barriers to learning.

The school believes that each pupil should have the opportunity to learn and achieve their potential in an environment where they are happy, well-supported and challenged to achieve as much as possible, whatever their abilities.

Assistive Technology has a significant role to play in realising this vision.

Description of nature of strategy or activity

The school opened its Assistive Technology Centre in September 2010. The Advisory Centre for Education describes Assistive Technology as ‘any equipment or system that is used to increase or improve functional capabilities of individuals with disabilities’. Four members of staff achieved professional qualifications in Assistive Technology accredited by Manchester Metropolitan University.

Teaching and Monitoring
The Assistive Technology Centre works across the domains of:

  • communication;
  • curriculum;
  • pupil voice;
  • independence; and
  • parental / family support.

All pupils have an Assistive Technology profile that includes their individual curriculum, health and play targets and suitable access methods. These methods include:

  • high and low-technology communication aids;
  • powered wheelchairs;
  • switch-adapted games such as Scalextric and Playstation;
  • literacy software such as iPads and Clicker; and
  • the use of multimedia technology to undertake assessment for learning activities.

What impact has this work had on provision and learners’ standards?

Communication
Assistive Technology has had a significant impact on pupil outcomes as illustrated by the increased number of pupils now using a high-technology communication aid.
Our assessments confirm that these systems contribute directly to the significant increase in the average P-Level per pupil.

Curriculum – Literacy Outcomes
The Assistive Technology Centre has improved pupils’ access and facilitated greater engagement with the curriculum. It has worked with the literacy co-ordinator to develop an accessible approach to the Programme of Phoneme Awareness Training (POPAT) reading scheme. The average P-Level increase per pupil, demonstrates that these approaches have been particularly effective.

Pupil Voice
The Assistive Technology Centre has developed strategies to give pupils with profound learning needs wider opportunities to make decisions about their life in the school. Tŷ Gwyn now has a vibrant student council. All members of the council use a specific communication system to express their views on behalf of the entire student body. In addition, an increasing number of pupils use technology to contribute to their annual review meetings.

Independence
The Assistive Technology Centre launched the ‘iDrive’ driving school last year with the aim of teaching pupils how to operate an electrically-powered wheelchair. Initial assessment sessions and a rigorous teaching programme have enabled eight students to secure their own electrically-powered chairs.

Parental and Family Support
In addition to working with individual pupils, the Assistive Technology Centre secured funds from local businesses to develop an Access Play Project. This initiative helps parents and carers obtain specialist items of equipment to support pupils’ learning.

Improvement Resource Type: Effective Practice

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Context and background to sector-leading practice

Ysgol Maes Hyfryd is a special school for up to 135 pupils aged from 11 to 19 years. The school opened in September 2009 following the re-organisation of special educational provision in Flintshire. The school operates on two sites. The main, purpose-built school, shares a campus with Flint High School. There is an additional teaching resource base for up to 12 pupils, Cyswllt, at Elfed High School, Buckley.

Pupils at Ysgol Maes Hyfryd have a wide range of special educational needs. These include moderate, severe and complex learning difficulties including autistic spectrum disorders. Many pupils have associated communication, behavioural or sensory difficulties. All pupils have statements of special educational needs.

Around half of Ysgol Maes Hyfryd pupils spend part of the week included in mainstream classes developing their skills and independence, and following mainstream accredited courses.
Ysgol Maes Hyfryd is a special school which has invested in the latest technologies for use by students and staff. The school aims to significantly enhance the use of information and communication technology (ICT) in classes, improve the effectiveness of teaching and learning, and equip students with the skills they will need in the future. E safety, internet safety and cyber bullying are major issues affecting the lives of young people today. A report to the Welsh Government: ‘Transforming Schools with ICT’, cited research by Becta (2006), which concluded by stating that ‘the most common breach is the viewing of unsuitable online material’.

Providing good access to online learning resources and tools makes a significant contribution to ensuring information and communication technology has an impact on students’ learning and raising standards. At the same time, ensuring online safety is a challenge for every school. Ysgol Maes Hyfryd aims to actively engage learners and staff to create an online learning environment that empowers learners whilst keeping them safe.

At a local authority level, there are procedures to lock down the system and firewall unsuitable websites, but it was essential for the school to find a way to monitor the situation on a day-to-day basis. Ysgol Maes Hyfryd explored a range of options and decided to use an online tool that monitors computers for safety as well as supporting the teaching of information and communication technology.

Description of nature of strategy or activity

The system
The school uses a web-based classroom-management software tool, designed for teachers to interact with and teach students on an individual, group and full class basis. The ICT teacher monitors the use of computers in each class and interacts with students via instant messaging, audio instruction and group demonstrations. This allows support to be given to individual pupils. Snapshots of screens are taken to help to monitor how effectively ICT is used across the curriculum. It is also an invaluable tool for the technician who troubleshoots problems remotely and monitors student activities at lunch and break times.

Teaching and Monitoring
In ICT, students follow the National Curriculum at key stages 3 and 4 and schemes of work linked to OCR accreditation at Entry Level to OCR Nationals Level 2. This software assists staff to assess how well students use the skills they acquire in ICT lessons across other subjects. The ICT teacher can analyse and interpret data by observing students’ skills, adapt the curriculum appropriately and provide instruction and learning activities that meets students’ individual needs.

Staff find the software tool easy to use. It has made computer management more effective which has significantly improved student attention and interaction. Students understand that the teacher has access to all the computers. This acts as a deterrent to cyber bullying and to downloading illegal or inappropriate material. It makes the teaching of ICT more effective with a better use of lesson time and improved student performance.

The software tool is used to:

  • broadcast and share information;
  • record tutor screen for lesson playback;
  • show a student’s screen to others for peer assessments;
  • annotate live demonstrations;
  • monitor and log student activity, use of applications, printing and websites; and
  • take time and name stamp snapshots of student screens for assessment purposes.

What impact has this work had on provision and learners’ standards?

The system helps to keep students safe. It informs the teacher when specific keywords are typed, blacklists specific websites and notifies the teacher if students attempt to access forbidden sites.
The web-based tool enables the teacher to control computers from one central workstation. Internet and application restrictions can be created by the teacher or network manager to maintain security. This is a major component in maintaining e safety in the classroom.

The evidence the school has collected using video clips and screen shots has shown that learners’ motivation, concentration and independence have improved as well as their skills in critical thinking and teamwork.

The software tool monitors how many computers are used on a daily basis, the transferable skills of individual students and the development of students’ ICT capability. Since the school started using this new approach, there has been a significant increase in the number of computers being used in all subject areas, with students being more directly involved in the learning activities.

ICT has helped to enhance a more student-centred learning approach and promote independence across the school.

Improvement Resource Type: Effective Practice

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Context and background to sector-leading practice

Ysgol Maes Hyfryd is a special school for up to 135 pupils aged from 11 to 19 years. The school opened in September 2009 following the re-organisation of special educational provision in Flintshire. The school operates on two sites. The main, purpose-built school shares a campus with Flint High School and there is an additional teaching resource base for up to 12 pupils, Cyswllt, at Elfed High School, Buckley.

Pupils at Ysgol Maes Hyfryd have a wide range of special educational needs. These include moderate, severe and complex learning difficulties including autistic spectrum disorders. Many pupils have associated communication, behavioural or sensory difficulties. All pupils have statements of special educational needs.

Around half of Ysgol Maes Hyfryd pupils spend part of the week included in mainstream classes developing their skills and independence, and following mainstream accredited courses.
Ysgol Maes Hyfryd’s inclusion policy sets out a clear philosophy that every student has the right to have his or her individual needs met in an appropriate setting. The school believes that each student is entitled to an individual pathway which, for many students, will include inclusion in a mainstream setting for some part of the week.

The school used the amalgamation of three special schools as an opportunity to develop an inclusion programme of distinct and appropriate individual pathways for each student. This programme includes:

  • discrete special school provision;
  • special school provision with inclusive links within Flint High School or another mainstream school near a student’s home; or
  • provision at the Cyswllt resource base located at Elfed High School.

Currently, nearly half of the Ysgol Maes Hyfryd students spend some of their time in provision in one of eight mainstream schools in Flintshire. All key stage 4 students follow accredited courses.

In Cyswllt, the students follow mainstream lessons for between 25% and 90% of the timetable, depending on the individual needs of each student. This arrangement has been successfully maintained by the reinforcement of mainstream lesson tasks within the resource base.

Support staff at Ysgol Maes Hyfryd and Cyswllt continually monitor and support the students to ensure a consistency that allows them to remain on task within the mainstream class.

Description of nature of strategy or activity

The strategy adopted at Ysgol Maes Hyfryd is to enhance the curriculum experiences of individual students and to focus on the strengths of each student. This helps students to access, where appropriate, accredited courses. Although accreditation is an important aspect of the inclusion programme, students also develop their self-esteem, confidence and communication skills during their placements in mainstream classes.

A significant recent development at Cyswllt has been the amalgamation of the mainstream additional learning needs base with the Ysgol Maes Hyfryd resource base under the leadership of the Ysgol Maes Hyfryd teacher. As a result, students are able to access wider opportunities, staff share and develop their expertise more effectively and the base is more sustainable.

Monitoring arrangements are critical to the successful outcomes of the inclusion programme. These arrangements include detailed pupil observations by support staff and regular meetings between the co-ordinators and termly meetings of the senior leadership team as well as formal annual reviews.

What impact has this work had on provision and learners’ standards?

Each inclusion programme is based on the needs of the individual student and the impact on provision, standards and outcomes is also measured on an individual basis.

The inclusion programme has enhanced learning opportunities and improved outcomes for students.

In particular, students have followed a range of accredited courses in subjects such as science, art, media and drama.

Specific outcomes for pupils include:

  • significant improvements in attendance with individual examples of improvement from 67% to 98% and from 68% to 97%; and
  • improved examination results with 4 students in Cyswllt gaining a total of 20 GCSE passes between them in 2010.

There have been significant improvements in many students’ reading, spelling and mathematics ages with:

  • 80% of students increasing their reading age by an average of 11 months;
  • 98% increasing their spelling age by an average of 6.7 months; and
  • 98% increasing their mathematics age by an average of 9.2 months.

In addition, students showed improved confidence and self-esteem and increased social inclusion, for example through participating in a mainstream football team and attending other after-school clubs and residential activities.

Improvement Resource Type: Effective Practice

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Context and background to sector-leading practice

Coleg Sir Gâr is a large, multi-site, Further Education College. It has approximately 10,000 learners of which about 3,000 are full time and 7,000 are part time. There are approximately 950 higher education learners.

The College is based in South West Wales and has five main campuses at Llanelli (Graig), Carmarthen (Pibwrlwyd and Jobs Well), Ammanford and Llandeilo (Gelli Aur). It also offers its provision on-line, via partnerships at community locations and in the workplace. The campuses vary in size and nature and offer a variety of subjects. Generally, subjects are not duplicated across campuses unless very high demand warrants this.

The College has a comprehensive and broad range of academic and vocational education, and training programmes. These range from pre-entry to postgraduate level, providing a service to the whole learning community. It offers further education, adult and community learning, higher education and work based learning. It also provides for large numbers of 14-16 school pupils who attend the College or are taught by College staff at their schools.

The College has an annual turnover of £30m and employs a total of 854 staff. Of these, 451 are directly involved in teaching and 403 in support and administrative functions.

According to the Wales Index of Multiple Deprivation (2011), there are a number of areas of deprivation in Carmarthenshire, with a small number in the 10% of most deprived areas in Wales. These are mainly around the larger centres of population in Carmarthen, Llanelli and Ammanford. Data from the Department for Education and Skills (DfES) shows that around 14.8% of learners live in the most deprived areas of Carmarthenshire.

Welsh Government data for March 2013 shows that 66.2% of the residents of Carmarthenshire aged over 16 are in employment compared to the Wales average of 67.3%. The data shows that 72% of working age adults hold a qualification at least at level 2 compared to 74% for Wales. Thirty-three per cent of the working age adults hold a qualification at level 4 or over compared with the average of 32% for Wales. The percentage of working age adults without a qualification at 13%, is slightly above the Wales average of 11%. There are around 8,500 business units in Carmarthenshire. The highest proportion of businesses are in landbased, retail, construction and administration.

The principal and senior management team place a high strategic priority on working in partnership.

The college works very effectively with a wide range of partners that include the local authority, schools, a regional learning partnership, employers and other providers of education and training.

The partnerships are well-established and there is a high level of mutual trust between partners. The college works very effectively with these partners to provide a wide range of learning opportunities across Carmarthenshire. As a consequence of partnership working, the College has reduced its reliance on core Further Education (FE) funding which is the lowest of all FE Colleges in Wales.

Nature of strategy or activity identified as sector-leading practice

The college is a major partner and provider in 14-16 and 16-19 developments. It works very well with the local authority in planning new developments, such as the re-organisation of secondary schools in Dinefwr and the provision of vocational courses in secondary schools in Carmarthenshire. It contributes significantly to reducing the number of young people not in education, employment or training in Carmarthenshire by providing effective programmes that meet the needs of these learners.

A formal joint governance arrangement with the local education authority has been established for three learning clusters and the Welsh medium cluster in Carmarthenshire. This is a highly innovative and effective governance arrangement consisting of staff and managers from the college, the local authority, schools and employers working together to manage the provision. This arrangement promotes co-operation, removes unhelpful competition between providers and enables the college, schools, employers and the authority to plan and deliver the 14-19 curriculum effectively to meet the needs of learners and employers.

The extensive vocational provision for pupils aged 14-16 is strongly supported by the secondary schools within the three geographic catchment areas and county-wide Welsh Language cluster called y Partneriaith. This is highly successful and provides increased opportunities for learners to progress to further education. It contributes significantly to transition arrangements and includes provision for more able and talented learners. As a result, approximately 1,000 school pupils access courses at the college every week.

The College is a main partner in the Regional Learning Partnership (RLP). This is a partnership that brings education and regeneration partners together to help provide a better future for learners and potential learners across the central and South West Wales region. It helps ensure that publicly-funded learning providers and associated organisations work collaboratively, effectively and efficiently across the areas of education and regeneration to meet the needs of the learners and the regional economy.

The college has beneficial and long-established links with a wide range of employers across many learning areas, including Engineering, Construction and the Built Environment, Health and Social Care, Landbased Studies, Sport, Leisure and Tourism and Performing Arts. The college works in close collaboration with these employers to meet their training and development needs. A good example of this is at the working farm at Gelli Aur where the College engages effectively with the Dairy Development Centre. These relationships have significantly improved outcomes for learners and increased the number of learners in sustained employment. Local and national businesses work in partnership with the college to provide a wide range of work experience for learners.

The college works in partnership with six secondary schools and a commercial partner to operate a vocational skills centre for construction. This partnership provides learning opportunities within the shared apprenticeship programme and the creation of excellent job opportunities and career paths for construction learners.

At higher education level, the college has responded well to the Welsh Government’s regionalisation plan. It has developed an excellent partnership with University of Wales Trinity Saint David. The university validates the higher education provision for around 950 learners. Through this relationship, the college has successfully developed the first Joint School of Creative Arts. This programme bridges further and higher education by providing additional resources and progression opportunities for learners through the medium of English and Welsh. The partnership raises the aspirations of college learners by working closely with them on higher education programmes.

Impact on provision and learners’ standards

Around 1000 school pupils access the College or its staff on a weekly basis across a wide range of disciplines and campuses. In Llanelli, a Vocational Skills Centre has been established between the College, Schools and a Commercial Partner (TAD Builders). This has provided facilities for vocational skills to be delivered to pupils of six local secondary Schools. The 14-19 network undertakes joint self-assessment exercises and peer observations across providers, with College staff going into Schools and vice versa. There is now an accord for sharing personal information of learners across the network.

The College has worked extensively with a number of partners to provide its Further Education learners with an improved learning experience. Some examples how key partners have improved learner experience include:

Carmarthenshire County Council

  • provided opportunities for learners in Sport to coach in school settings in English and Welsh;
  • the use of the Beacon Centre as physical resource for Enterprise learners;
  • learners in Childcare have school placements for their course;

BBC (It’s My Shout)

  • have mentored learners in all aspects of film making;

Dyfed Powys Police

  • provided learners with access to vehicles with new technology to ensure learners are working at the cutting edge of development;

Schaeffler UK

  • have provided opportunities for our learners to ‘see inside manufacturing’ and provide placements and taster sessions;

Stradey Park Hotel

  • provides support for learners in competitions, work experience and helped facilitate a French exchange;

Scarlets

  • use of the Stadium and Training Barn facilities for College Sports Teams;
  • provide access to sports performance software and expertise;
  • work placement for leisure and tourism and catering learners;

LANTRA

  • worked very closely with the Agriculture team to provide a range of opportunities for learners including exposure to current and best practice;

Gwalia Housing

  • provides part-time employment for learners and provides work experience placements.

Improvement Resource Type: Effective Practice

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Context and background to sector-leading practice

Coleg Sir Gâr is a large, multi-site, Further Education College. It has approximately 10,000 learners of which about 3,000 are full time and 7,000 are part time. There are approximately 950 higher education learners.

The College is based in South West Wales and has five main campuses at Llanelli (Graig), Carmarthen (Pibwrlwyd and Jobs Well), Ammanford and Llandeilo (Gelli Aur). It also offers its provision on-line, via partnerships at community locations and in the workplace. The campuses vary in size and nature and offer a variety of subjects. Generally, subjects are not duplicated across campuses unless very high demand warrants this.

The College has a comprehensive and broad range of academic and vocational education, and training programmes. These range from pre-entry to postgraduate level, providing a service to the whole learning community. It offers further education, adult and community learning, higher education and work based learning. It also provides for large numbers of 14-16 school pupils who attend the College or are taught by College staff at their schools.

The College has an annual turnover of £30m and employs a total of 854 staff. Of these, 451 are directly involved in teaching and 403 in support and administrative functions.

According to the Wales Index of Multiple Deprivation (2011), there are a number of areas of deprivation in Carmarthenshire, with a small number in the 10% of most deprived areas in Wales. These are mainly around the larger centres of population in Carmarthen, Llanelli and Ammanford. Data from the Department for Education and Skills (DfES) shows that around 14.8% of learners live in the most deprived areas of Carmarthenshire.

Welsh Government data for March 2013 shows that 66.2% of the residents of Carmarthenshire aged over 16 are in employment compared to the Wales average of 67.3%. The data shows that 72% of working age adults hold a qualification at least at level 2 compared to 74% for Wales. Thirty-three per cent of the working age adults hold a qualification at level 4 or over compared with the average of 32% for Wales.

The percentage of working age adults without a qualification at 13%, is slightly above the Wales average of 11%. There are around 8,500 business units in Carmarthenshire. The highest proportion of businesses are in landbased, retail, construction and administration.

According to the 2011 census, around 46% of the population of Carmarthenshire can speak, read or write Welsh.

The College has integrated the need to provide challenging opportunities for all learners with additional learning needs, including those that are more able and talented, into its strategy for developing teaching and learning. The college has addressed these learners’ needs in several ways:

•by working closely with partner schools to develop a more able and talented supplementary programme for their pupils;
•through pertinent initiatives such as ‘Word Skills’;
•by providing excellent non-curricular opportunities and experiences for talented learners; and
•through sharing good practice in teaching and learning.

Nature of strategy or activity identified as sector-leading practice

The 14-19 More Able and Talented Supplementary Programme
This programme provides more able and talented school pupils with the opportunity to further increase their subject knowledge which complements the work they are currently undertaking within their GCSE programme of study. It also provides pupils with the opportunity to express themselves and have fun within an assessment-free environment. The programme highlights future progression and career routes and gives pupils the opportunity to visit local industry and Higher Educaiton institutions to talk to staff about their experiences. Pupils also work and forge friendships with more able and talented pupils from other schools and get to know experienced tutors leading the programme. The college awards pupils with certificates for good attendance and active participation in the scheme.

World Skills
The high level of engagement in skills competitions across the college makes a substantial contribution to developing learners’ technical vocational skills. Involvement of learners in skills competitions is a strategic target of the college and success has been achieved at local, regional, national and international level. The college is the only college in Wales which has provided competitors for Team UK at Worldskills International competitions for two consecutive bi-annual competitions: Calgary 2009 and London 2011. The college also provided two of four Welsh competitors for the team representing the United Kingdom in 2013. A college learner achieved Gold at Euroskills in 2012.

The college has hosted regional and national skills competitions and has been selected by the Welsh Government to manage the pan Wales Skills Competitions contract every year from its inception in 2011. The college has the highest level of entries into ‘UK Worldskills Competitions’ of any college in Wales. In the inaugural UK ‘Skills Show’ in 2012, where the finals of all UK competitions were held, the college emerged as a leading college in the UK for the medal tally achieved.

Coleg Sir Gâr Sports Academies
The Coleg Sir Gâr Sports Academy concept has developed over recent years to provide students with the opportunity of achieving their maximum potential in both sporting and academic spheres. The sports academy structure now incorporates the sports of netball, football, rugby and golf. It also supports individual performers in sports such as athletics, golf, squash and judo. The academy has excellent links with partners such as Welsh Rugby Union (WRU), Scarlets and Llanelli RFC, Wales Football Trust (WFT), The Welsh Netball Association (WNA) and Carmarthenshire County Council Sports Development Department. The Golf Academy also has a valuable partnership with Machynys Golf and Country Club where students are able to access its excellent facilities and receive professional coaching.

Academy students have access to sports therapy and massage opportunities at the college. Llanelli Scarlets and other partners also use this service, delivered by Coleg Sir Gâr students. All academy students have access to the fitness suite to perform aerobic and resistance conditioning and the Performance Analysis Centre, where their physical conditioning is analysed scientifically. The Sports Academy is an exciting concept. It encourages sporting participation and the professional structure assists students at Coleg Sir Gâr, to achieve their potential. Through positive collaboration with our partners the College offers its students extremely beneficial support which have contributed to several national and international successes.

Academic, Cultural and Excellence (ACE) Programme
The ‘ACE’ programme aims to challenge and support our most able learners to aid them in achieving their full potential. The College recognises that these individuals need specific programmes that are tailored to help direct them towards their chosen university and career. Expererienced A level staff have put together a programme that will stretch, challenge and enrich the learning of our more able students. ‘ ACE’ learners have the opportunity to access a range of activities within specialist tutorial groups for Medicine, Veterinary, Dentistry, Maths, Science Law and Modern Foreign Languages to take part in enrichment opportunities that include World Skills competitions, Science competitions and to take part in a model United Nations Conference.

Impact on provision and learners’ standards

More able learners’ confidence and skills levels have improved as result of these initiatives. The programme with schools has aided transition for learners and provided them with an opportunity to enage with College teaching staff. The effect of skills competitions has been remarkable, allowing learners to demonstate their vocational skills at world class levels. It has also had a profound effect on students’ learning experiences and has increased the quality of teaching vocational skills. The Sports Academy provides outstanding opportunities for learners in their chosen disciplines and has contributed to numerous successes at national and international level.

Improvement Resource Type: Effective Practice

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Context and background to sector-leading practice

YMCA Wales Community College (the College) is the smallest of the Welsh Government funded further education institutions in Wales. The College operates across Wales working in partnership with other organisations to provide part time learning opportunities in community settings. (57% of learners are recruited from the most deprived areas across Wales).

The College has expanded dramatically since 1993 both in its funding, increasing from £12,000 per annum in 1993 to £904,000 in 2010/11, and its learner cohort from, 100 enrolments in 1993 to 6500 in 2010/11.

Many of the College’s learners come from vulnerable groups, and many have not always been successful in their past learning experiences. The College offers learning to offenders and youth workers. There is also a limited range of provision offered to community learners. The College operates a flexible delivery system, with most learners attending short courses or learning experiences. All courses are accredited.

The College is the largest provider of initial training for youth workers in Wales and of training for offender learners on unpaid work orders. The College delivers learning in all local authorities across Wales, works with a wide range of partners and delivers most of its work in partnership with the Wales Probation Trust and local authority and third sector youth services across Wales.

During the College’s period of growth i.e. 1993 – 2003 the College struggled to find its identity within the further education market place. Initially branding itself as an Adult Community Learning provider, over a period of time it became evident that the College was one provider amongst many with the only identifying features being its all Wales status and its parent organisation’s traditions of working with vulnerable people through a youth work model.

As a small organisation with limited funding it was necessary for the College to find means whereby it could maximise on its areas of expertise.

Description of nature of strategy or activity

The College’s strategy was to focus its provision offer on its three main areas of expertise – offender learning, youth work training and community development learning. To ensure that it maintained an all Wales status the College established key strategic partnerships with the four probation services in Wales, more recently branded as the Wales Probation Trust, and the local authority and voluntary sector youth services in Wales.

The College and its partners regularly review the curriculum, taking good account of new educational and policy developments. Using the experience of partners, such as the Wales Probation Trust, the College has developed an appropriate range of customised skill-based accredited courses for offender learners, which enable these learners to develop new knowledge, understanding and skills, whatever their educational background.

All of the College’s central systems for governance, management of staff and provision and interaction with learners are based on sound principles whereby the learner remained at the centre of the College.
Over a period of six years the College has ensured that the learners’ voice is heard at all points in the planning and delivery of provision.

The College has taken the lead on the development of youth work qualifications at further education level in Wales.

What impact has this work had on provision and learners’ standards?

The College has increased its delivery of Welsh medium youth work training across Wales by 250% since 2006/07 and planned a modular based qualification for offender learners.

The principles and procedures which the College has adopted have enabled the College to maintain high levels of learner completion and success over a lengthy period.

Since 2006/07 completion rates have been no lower than 99% and success no lower than 94.8%

Two Estyn reports in December 2006 and May 2011 have identified the College’s provision across all key questions (in 2006) and all key indicators (May 2011) as excellent.

Improvement Resource Type: Effective Practice

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Brief contextual information about provider/partnership

Pembrokeshire College has sustained growth in student enrolments since 1993. Provision includes full and part time FE and HE, work based and commercial programmes, outreach, community courses and on-line learning. There were in excess of 10,000 full and part time students enrolled during 2009/10 and the College expects a similar recruitment figure for 2010/11.

The student enrolment total for 2009/10 is made up from the following categories:
Full time Further Education: 1758 Full time Higher Education: 133
Part time Further Education: 7448 Part time Higher Education: 337
Work Based Learning: 665

In addition the College enrols over 120 international students on an annual basis.

The main campus is in the county town of Haverfordwest (population 17,000). A £3.2 million Innovation Centre building, specialising in advanced technology, was officially opened on the site in November 2003. A new Construction Centre has also been built and this opened to students in September 2008 enabling the College to withdraw from less suitable leased offsite premises. A £4million refurbishment and extension of the engineering wing was undertaken during 2009 and building works were completed in January 2010. These new facilities provide state of the art renewable, oil, and gas energy resources for delivery of a curriculum to meet local industry need. There is another campus in Milford Haven where computing, boatbuilding and engineering courses are delivered and other LEA centres and community venues are used for delivery of the College’s STEP programme. The College has in the past franchised all of its HE provision from the University of Glamorgan though is now developing its relationship University of Wales Trinity St David’s in order to provide progression to HE on a regional basis on a range of vocationally oriented degrees.

Please identify how the area of excellent/sector-leading practice, identified during the inspection, relates to a particular key question, quality indicator and/or aspect

Learner Voice activity relates to key quality indicators 1.2.3 and 3.2.1. At Pembrokeshire College the Learner Voice focuses on how students can contribute to life in the College, through their participation in a range of different activities. Students consider the development of the College’s strategy for Learner Voice, its implementation and the impact that the delivery of the strategy has on the learning, support and service delivery for all College students.

Context and background to excellent/sector-leading practice

Pembrokeshire College has always encouraged its learners to contribute to the decisions that affect their lives and learning. As an institution the College places a strong emphasis on learners contributing to all areas targeted for improvement including teaching, learning, service provision and support. For many years the College has involved learners in the strategic and operational planning processes. Through the Learner Voice Strategy the College has demonstrated a commitment to build on current practice and further consult and engage learners in relation to all aspects of College life.

The College participated in the national pilot for Learner Voice and as a consequence proceeded to complete its Strategy a year ahead of schedule. The writing of the strategy involved learners and staff and related to the national standards. The strategy was also developed around existing good practice and incorporates an action plan which includes the dissemination of the Learner Voice within the College and the specific roles of all staff involved. The Strategy was approved by the Board of Governors and implemented in September 2010.

Description of nature of strategy or activity identified as excellent/sector-leading practice

There is a comprehensive Learner Voice programme in the College which includes: proactive Learner Voice committees, student talking days (resulting in reports and action plans monitored through the Senior Management Team), democratic elections of 96 course representatives, anti-bullying mentor training for 70 learners, focus groups, 2 NUS trained student governors, learner selected Enrichment and Enhancement opportunities, learner led clubs and societies, student ambassadors, representation and Chairmanship of the Youth Assembly and the involvement of the Youth Assembly in Learner Voice Committee, learner comments box and responses, participation in national and regional initiatives, affiliation and membership of NUS Wales and links with Higher Education Partners. The Learner Voice is delivered and signposted via the College’s Intranet system (Nexus) which includes information for students including an interactive forum.

From this range of Learner Voice activities there have been many examples of changes made following constructive contributions from students. Examples include:

  • Changes to Induction and tutorial programme
  • Healthy options within the canteen
  • Learner led enrichment activities
  • Moving of the smoking area
  • LRC opening times
  • Use of SMS to inform/remind learners of key events
  • Revision of laptop policy
  • Implementation of cash back facilities
  • Refurbishment of the canteen.

The College is further developing technological resources for the Learner Voice and is implementing a web based communication system to capture College wide learner views which act as a pilot for the FE sector. Through Curriculum Cluster and the Senior Management Team meetings the College will continue to monitor the implementation of the strategy and its delivery. The Learner Voice Committee Chair and Student Governors will continue to be supported to attend external training facilitated by NUS Wales and ColegauCymru. Accredited training for course representatives will be introduced and the inclusion of learners in all key College processes will be extended.

What impact has this work had on the quality of provision and learners’ standards?

There have been numerous benefits from the implementation of the Learner Voice strategy. The College has seen increased student participation, retention, progression and achievement alongside a better understanding of learners’ perspectives which are used to drive professional and organisational development and quality improvement. Learners have helped inform decisions on resource allocation and investment which has ensured involvement and resulted in students having greater motivation and a desire to put something back into the College. Enrichment and Enhancement activities have become learner driven.

Student engagement with the Learner Voice strategy has provided them with a more rounded learning experience, transferable skills have been further developed which can be utilised in future careers. Learners have been involved in strategic and operational planning and have also developed counselling and mentoring skills. The fact that students have had involvement in the decision making processes has led to improved interaction and working relationships with staff. More recently there were opportunities to be involved in an external inspection and learners were pleased to be able to
contribute to the process.

Improvement Resource Type: Effective Practice

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Brief contextual information about provider/partnership (please base this on the context section of report and include features that are relevant to the case study)

St. David’s Catholic College was founded by the Archdiocese of Cardiff as a Catholic sixth-form college in 1987. The college is based on one campus in the north-east of Cardiff. St. David’s provides learning opportunities for about 1550 full-time learners. Nearly all learners are aged 16-19. There are no part-time learners. Just under 80% of enrolments are at level 3, with 60% of these on A/AS level courses and 27% of these mixing AS/A level courses with Level 3 vocational courses. About 18% of enrolments are at level 2 and about 3% at level 1. Most learners at the college come from Cardiff, but about 13% come from further afield, including Newport, RCT, Caerphilly and Bridgend. About 54% of learners are female and 46% male. About 22% of learners are from minority ethnic groups. About 45% of learners come from areas of educational deprivation.

Please identify how the area of excellent/sector-leading practice, identified during the inspection, relates to a particular key question, quality indicator and/or aspect

Key Question: 1, 2 and 3
Quality indicator: 1.1-Standards; 2.2-Teaching; 3.2- Improving quality.
Aspect: 1.1.4 – skills; 2.2.2 – assessment of and for learning; 3.2.1 – self-assessment

Context and background to excellent/sector-leading practice

Until 2010 the college operated a paper tracker system based on fixed reporting points throughout the academic year. This was limited to a snapshot of student progress based on assessment, target and attendance data. The obvious weakness was that data was quickly out-of-date and learners became disengaged by the obsolete data it provided. The college also collected significant amounts of information about the learner at various points in time which it was felt ought to be made available more readily to the learner and other stakeholders. The college senior management team therefore devised key performance criteria sought from a bespoke eILP.

The St David’s eILP would need to;

  • provide reliable and robust data to learners, personal tutors and subject tutors in a form that facilitates the development of challenging targets for learners and course teams;
  • meet individual learner needs by identifying a strong link between career, training and education goals;
  • ensure that learning support has the maximum positive impact on learners by access to live data;
  • exploit the strong link between curriculum delivery and pastoral support;
  • ensure that learners are treated in the round in terms of the support and development they receive;
  • identify learners at the greatest risk of dropping out by creating ‘trigger points’ for attendance and attainment data; and
  • provide a management tool for monitoring and assessing college performance in terms of impact on learners, performance and wellbeing.

At the outset the requirements of all key stakeholders was sought including learners, curriculum staff, pastoral staff and managers. Through the college’s MIS provider, visits were arranged to Beacon colleges in England to view their eILP’s.

The St David‟s electronic individual learning plan (eILP) was developed as an online system designed to help learners engage continuously in assessing and planning their progress. It now provides learners with a clear understanding of their current performance, what they want to achieve and how they might get there. At its core is the provision of live assessment, target grade and attendance data. With the identification of clear learning goals, the eILP encourage learners to have greater ownership and responsibility in their own learning. It is an essential mechanism for the pastoral function within the college since it allows pastoral tutors to perform their role as learning coaches, enabling detailed discussions about learners’ performance and progress across their programme of study.

The eILP enables all stakeholders to monitor learner progress through the college intranet. Students are able to access a multiplicity of data the college gathers providing greater understanding and ownership of themselves as learners. For example, the eILP provides information on learners’ preferred learning styles and basic skills levels; augmenting the pastoral programme and skills support. Learners can view information that the college has on their additional learning needs, ensuring that examination and assessment arrangements are relevant. A significant development is the use of the eILP to write UCAS statements and references. Students have access to their subject UCAS references and predicted grades, which facilitates the writing of their personal statements. UCAS statements are communicated electronically via the eILP thereby improving the control and monitoring of the UCAS process.

Description of nature of strategy or activity identified as excellent/sector-leading practice

This initiative links with many aspects of the quality framework and also across more than one key question. The eILP provides a full analysis of a learner‟s learning profile over time. This includes personal data on prior achievement and attainment, additional learning needs, static and dynamic risk factors, attendance, learner contracts and agreements, higher education planning, as well as current achievement, assessment, qualitative feedback and progress.

Priorities for future development are being set by the Senior Leadership Team, in conjunction with the relevant groups. Further development is planned on the contribution of learners to self-evaluation and pre-action planning processes. Learner access, via i-phones and similar devices, has been enabled and will be promoted. These priorities have been identified via feedback from learners. Parents have requested access via a separate portal which is now under development. This will enable the reporting cycle to become a continuous process rather than a paper based ‘snap shot’. Parents will be able to engage in on-line discussions with staff based upon the eILP data. The intention is for staff to be able to access the system via standard issue portable devices which will be purchased by the college. It is intended that these will reduce the usage of consumable resources and reduce bureaucratic processes in line with college policy on environmental sustainability and workload management.

What impact has this work had on the quality of provision and learners’ standards?

The eILP has had a clear impact on curriculum delivery with the provision of collated learner data. Basic skill, learning style and qualification on entry data is collected by class, improving lesson planning and ensuring the needs of all learners are met. The college attendance and studentship policy is also delivered through the eILP with the ability to record warnings and administer contracts for good studentship online. The transparency this provides informs all stakeholders and focuses on corrective behaviour. Attendance across the college has risen from 90% to 92% in this time. Curriculum staff also report noticeable changes in student attitude to their assessment recorded on the eILP. The increased transparency in assessment recording increases student motivation. The link between effort, performance and recognition is enhanced as students respond to the feedback they receive. Focus group feedback indicated that learners have enthusiastically received the eILP in the way it supports and provides feedback on their progress.

Improvement Resource Type: Effective Practice

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Brief contextual information about the provider

Pembrokeshire College has sustained growth in student enrolments since 1993. Provision includes full and part time FE and HE, work based and commercial programmes, outreach, community courses and on-line learning. There were in excess of 10,000 full and part time students enrolled during 2009/10 and the College expects a similar recruitment figure for 2010/11.

The student enrolment total for 2009/10 is made up from the following categories:
Full time Further Education: 1758 Full time Higher Education: 133
Part time Further Education: 7448 Part time Higher Education: 337
Work Based Learning: 665

In addition the College enrols over 120 international students on an annual basis.

The main campus is in the county town of Haverfordwest (population 17,000). A £3.2 million Innovation Centre building, specialising in advanced technology, was officially opened on the site in November 2003. A new Construction Centre has also been built and this opened to students in September 2008 enabling the College to withdraw from less suitable leased offsite premises. A £4million refurbishment and extension of the engineering wing was undertaken during 2009 and building works were completed in January 2010. These new facilities provide state of the art renewable, oil, and gas energy resources for delivery of a curriculum to meet local industry need.

There is another campus in Milford Haven where computing, boatbuilding and engineering courses are delivered and other LEA centres and community venues are used for delivery of the College’s STEP programme. The College has in the past franchised all of its HE provision from the University of Glamorgan though is now developing its relationship University of Wales Trinity St David’s in order to provide progression to HE on a regional basis on a range of vocationally oriented degrees.

The College customer base is as diverse as might be expected in a general FE institution. Most full time students are 16-19 although there are exceptions e.g. Access courses for returning learners and there is some infill onto full time courses. Adults enrol for vocational part time, HE, both full and part time, and on a pattern of evening and some community based programmes that target hard to reach learners. The third main category of customer relates to employers and businesses which is an area that the College is currently expanding on. In addition to the above, the College is already experiencing further demand for working in partnership on 14-16 initiatives with schools; the development of specialist curriculum areas working with the existing and emerging energy industries; and the need to support local developments in the tourism sector through cross College programmes.

How the area of excellent/sector-leading practice, identified during the inspection, relates to a particular key question, quality indicator and/or aspect

This area of excellent/sector leading practice relates directly to key quality indicator 2.4 The Learning Environment. The College has invested approximately £8million in the estate since 2007 and two areas which have specifically benefited, Construction and Engineering, directly relate to local industry need.

Context and background to excellent/sector-leading practice

In recent years Pembrokeshire has seen major investment in the energy industry by multinational companies. The College has over time developed extensive links with local employers in this priority sector via the Pembrokeshire Energy Sector Workforce Development Group (PESWDG). This group was established in 2006 in response to the Haven Spatial Plan and includes the important players in the Energy and Engineering sectors and meets bimonthly. The PESWDG includes representation from the energy sector industries, including client company representatives, main contractors, subcontractors, representativesf rom COGENT, the ECITB, Pembrokeshire County Council, Careers Wales West, Pembrokeshire Business Initiative and the Welsh Assembly Government (DCELLS Energy Sector Skills Manager). This group has developed a comprehensive plan to guide its actions and has succeeded in gaining European funding for a project to up skill the existing workforce.

Another employer forum, the Engineering Construction Employers Group, was established in 2008 when new facilities were being designed at Milford Haven MITEC Centre to deliver industrial welding, pipefitting and plating. Employer involvement in the design and equipping of these facilities has assisted in developing excellent relationships with this important sector.

Description of nature of strategy or activity identified as excellent/sector-leading practice

Pembrokeshire College has recently undertaken a refurbishment of the engineering facilities as part of its commitment to delivering the highest quality education and training to the energy and engineering sectors in the county. The provision of industry standard technology and resources is an essential component of this commitment.

Apart from the oil refineries located in Pembrokeshire there have been recent developments in the LNG field with the opening of the South Hook and Dragon LNG plants. In addition to this, a new gas powered power station is under construction. Supply chain industries are also going from strength to strength in tandem with these developments requiring the College’s engineering staff team to maintain competence and expand to meet the needs of delivery and assessment within the industry.

Over the last year £4m has been invested in rebuilding, revamping and refurbishing the engineering workshop and laboratory facilities. Included in the engineering refurbishment has been the development of a dedicated Virtual Control room. This room allows students to train in a realistic environment. The process simulation system is used to train new students and refresh refinery operations staff. Software is also being developed and modified to support the LNG and power station systems. The machine shop has been re-equipped with new lathes and millers and new areas have been developed to support materials testing, hydraulics/pneumatics, maintenance, instrumentation and control.

The MITEC Engineering centre at Milford Haven has been developed to deliver ECITB Engineering courses to an industrial standard. The building is split into three distinct workshops, welding, pipefitting and plating and there is an exterior training and assessment area which is set up as a mock refinery allowing realistic training in the above three disciplines. Staff are encouraged to attend personal development programmes in order to keep abreast of changing Technology and to enhance the College’s provision. Pembrokeshire College will continue with the strategy of developing and improving its facilities and resources to ensure employer requirements can be met.

What impact has this work had on the quality of provision and learners’ standards?

In Engineering (SSA 4) results have improved steadily for all measures. For 2009/10, all course successful completion has increased by 16 percentage points since 2006/07 to 82%, all course attainment by 11 percentage points to 91% and all course completion by 7 percentage points to 90% over the same period.

The ECITB accredited Engineering Construction programme delivered in the new purpose built workshops at the College’s MITEC centre in Milford Haven achieved outstanding results in its first year 2008/09 with 100% successful completion of the College based qualifications, this excellent success rate continued for a second successive year in 2009/10.

Work Based learning results have improved substantially over recent years and this trend has continued. For 2009/10 overall framework achievement in Technology improved significantly, FMA to 87% an improvement of 20 percentage points in two years and MA to 85% an improvement of 17 percentage points in two years. Excellent framework results were achieved in Chemical Industry (100% FMA and 100% AMA) and Engineering Construction (100% FMA and 95% AMA).

Improvement Resource Type: Effective Practice

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Brief contextual information about provider/partnership

St. David’s Catholic College was founded by the Archdiocese of Cardiff as a Catholic sixth-form college in 1987. The college is based on one campus in the north-east of Cardiff. St. David’s provides learning opportunities for about 1550 full-time learners. Nearly all learners are aged 16-19. There are no part-time learners. Just under 80% of enrolments are at level 3, with 60% of these on A/AS level courses and 27% of these mixing AS/A level courses with Level 3 vocational courses. About 18% of enrolments are at level 2 and about 3% at level 1. Most learners at the college come from Cardiff, but about 13% come from further afield, including Newport, RCT, Caerphilly and Bridgend. About 54% of learners are female and 46% male. About 22% of learners are from minority ethnic groups. About 45% of learners come from areas of educational deprivation. All full-time learners are studying towards the Welsh Baccalaureate Qualification.

Please identify how the area of excellent/sector-leading practice, identified during the inspection, relates to a particular key question, quality indicator and/or aspect

Key Question: 1 and 2
Quality indicator: 1.1-Standards, 2.1-Learning Experiences.
Aspect: 1.1.1, 1.1.4, 2.1.1, 2.1.2

Context and background to excellent/sector-leading practice

Leadership within the College demonstrates a strong commitment at a strategic and operational level to the Welsh Baccalaureate Qualification. A role was clearly identified for the Welsh Baccalaureate Qualification in contributing to the enhancement of learner experiences and performance. As a consequence, over 1000 learners, nearly the entire level 3 cohort, now study for the Welsh Baccalaureate Qualification at Advanced Level. The model utilises the concept of a St David’s ‘core’ curriculum that is accessed by all learners at the college. Coverage is mapped across the core, evidence is drawn from curriculum areas and differentiation is undertaken in terms of both the task and qualification aimed for.

The Welsh Baccalaureate at Advanced Level plays a key role in assisting in the:

  • promotion of the all-round development of learners;
  • setting of learner-led targets;
  • embedding and contextualising opportunities for skills development;
  • raising of key skills attainment;
  • development of strong links between curriculum provision and pastoral care;
  • promotion of Welsh culture, community service, ESDGC and WRE; and
  • ensuring that the learning core is given equal value

Several models for the delivery of the Welsh Baccalaureate Qualification were considered by the College. Modes of delivery differ by qualification level. The model of delivery at Advanced Level was integrated with other college initiatives, such as the electronic individual learning plan (eILP) and the Moodle- based learning platform. The development of the model was undertaken in consultation with a range of stakeholders, including learners; teaching staff; higher education advisors and parents. A strategy was developed to ensure parental appreciation of and support for the qualification.

The current model focuses on learners’ development in a number of ways; exposing learners to a variety of teaching and learning styles enables learners to focus and develop their skill sets. For example, thematic delivery lessons encourage learners to develop listening and discussion skills, while enterprise lessons enable learners to develop their skills of team working and self-awareness. The Welsh Baccalaureate programme also exposes learners to topics that encourage them to become more responsible citizens as well as promoting areas that are important to Wales and the Welsh economy. It is important to note that a learner may not get such opportunities if they were not enrolled on the programme. In addition, key skills attainment has risen due to the development opportunities that have been embedded in the delivery model and the requirement to be proficient in areas that are regarded as important by both educational establishments and employers. Some learners have attained Level 4 key skills and the Extended Project through the delivery of a refined programme for more able and talented learners.

The current model is ‘gestalt inspired’ whereby the teaching and learning of various topics are driven by specific learning styles, resulting in the learner receiving an overarching teaching and learning experience that is both stimulating and varied. The core components are divided into themes, and specialist team leaders produce resources that address such themes and provide support and guidance for WBQ teachers in their delivery, as well as monitoring the quality of delivery and assessment. The delivery of Welsh Baccalaureate is wholly supported by the Moodle-based learning platform, whereby learners are able to undertake experiential based learning. In addition, the Moodle allows learners and teachers to track the assessment process. Key skills and Essential Skills Wales have been fully integrated into each theme/module and learners are able to submit evidence and receive formative feedback through the Moodle platform. The Welsh Baccalaureate Moodle has embedded basic skills support; both explanations and the ability to book one-to-one support sessions, where required. This model is proving very successful and ensures a consistent experience for all learners, sufficient support and guidance for deliverers and transparency from a quality perspective.

Description of nature of strategy or activity identified as excellent/sector-leading practice

A number of models were piloted prior to the adoption of the delivery model for the Advanced Level. Following an extensive review (including an analysis of quantitative data, feedback from learners and deliverers, educational e-pedagogy, feedback from moderators, referring to best practice and seeking advice from Moodle specialists) the current delivery model was proposed in summer 2009. The main areas for attention that emerged from this review included the need to improve the complexity and variability of teaching styles and materials, to improve consistency with regard to quality (where a large number of deliverers were involved) and to focus on how technology could be utilised more effectively. The current model has addressed each of these areas. Nevertheless, a number of refinements are being considered to further improve the learning experience. For example, including more interactive and innovative Moodle features such as workshops, forums and podcasts as well as improving the quality of lesson delivery.

Central to the refinement and development of the initiative is the active contribution of stakeholders in setting priorities for continued improvement. The full inclusion of the Welsh Baccalaureate Qualification within the College’s quality framework assists in providing feedback for continued improvement. Following this year’s feedback from learners, we have decided to place continued emphasis upon the delivery and assessment of the programme through on-line materials and activities and we will increase the emphasis upon on-line formative assessment, tracking and monitoring. Learners have appreciated the increased variety of approach within the qualification. As a result, a range of options are available to learners such as minority foreign languages, leadership and management units and units of the Cambridge pre-U qualification. These, and other, innovative approaches will continue to be developed.

What impact has this work had on the quality of provision and learners’ standards

The volume of key skills coverage and key skills attainment has risen dramatically. For example, in 2009/10 success rates in Communication improved from 61.6% to 75.4%; Working With Others rose from 58.3% to 86.8% while the success rate of Improving Own Learning and Performance rose from 76.9% to 87.9%. Measures of wellbeing and emotional intelligence development have increased as a consequence of the approach to the qualification.