However there is a lack of resources available to the students such as books both physical and digital and the building is not available to the dissertation students during summer/ some half terms.

• Implement teaching strategies that address diverse learning styles and abilities. Use a variety of instructional methods to engage all students effectively.

• Provide access to academic support services such as teaching, mentoring, and counseling. Identify and assist students who may be at risk of falling behind.

• Leverage technology to enhance teaching and learning experiences. Use of educational software, online resources, and digital tools to support diverse learning needs.

• Having the culture of collaboration among teaching staff. Encouraging sharing of best practices, co-teaching, and peer observations to continuously improve teaching quality.

Bachelors (43% 1st) - 12x 1st, 13x 2:1, 3x 2:2

Fds (17% D) - 5x D, 20x M, 4x P

HNC (17% D) - 2x D, 6x M, 4x P

HND (22% D) - 4x D, 11x M, 3x P

We also have a high number of students, who after completing their level 5 apprenticeship chose to continue studying with us for their Degree and level 6 apprenticeships.

Our students achieve top level classifications with over 50% of our students achieving a first class honours degree.

The data that is available to the COL for curriculum is not useful and is wrapped up in to apprenticeships. This is not useful as I need this per academic course, not per apprenticeship.

Progress monitoring systems are clunky and take teaching staff an unnecessary amount of time to complete.

Communications with the University are improving, however the timing of academic boards are very unhelpful and mean that we are often rushed to ensure that everything is in place.

The IT facilities have improved, however there are still ongoing issues with certain IT packages that are installed remotely.

Currently there is no official way of being able to measure students progress across a 3 year programme., without the need for specialist and coded reports being written and even these don't produce the detail needed.

Stakeholder engagement is strong with the coaches communicating with employers on a weekly basis.

Student experience I feel could be stronger with a more of a HE presence felt across the college. This would strengthen their engagement with the College and make them feel they are part of the college as well as their employer.

The degree apprenticeships allow not only allow learners who are at the beginning of their career to learn the appropriate skills but also gives others the opportunity to upskill with their current employers.

1. Holding regular and well-organized parent-teacher conferences to discuss student progress and address any concerns.

2. Organizing cross college community events, such as sports events, clean-up drives, charity fundraisers, or cultural festivals, to build community spirit and involvement.

3. HE teachers are professionally providing customer service including, teaching, mentoring, helping students with practical learning, timely response for emails, procedures for handling students issues or problems, and professional conduct.

   
   

Accuracy of the central data-set has continued to be difficult. Student enrolment etc delayed or mismanaged leading to extended waits for Canvas/e-mail/PC access/registers/PRs.

Whilst we have occasional periods when our rooms are not 100% utilised, there is increasing pressure on rooming and timetabling during busy block weeks. At times classes have had to be timetabled in the "open-areas" - not ideal.

Increase in student numbers combined with lack of space to accommodate and available teaching ours has a negative impact on the timetable being completed and shared in a timely manner. This has a negative impact on the staff and students and often results in student complaints. Going forward clearer visibility of forecasted numbers where possible or a provisional timetable available to students at the beginning of summer.

New curriculum has been validated for use in the next academic year, which will help focus the re-design of the current curriculum for a January 2025 start.

Course administration is becoming more difficult without a full dedicated outlet for storing data from the University. University Board timings are making it difficult to plan curriculum, whilst giving enough time to deliver the number of hours required.

Curriculum development is the key to achieve effective learning outcome. There should be a set protocol to modify or update the modules after every 4 years of delivery. The teaching resources also need to be updated regularly including digital library.

Student/customer experience. Generally this is very good and positive. When it is not we have dealt with difficulties professionally and thoroughly. There are occasional mis-matched expectations, employers sometimes consider that they have paid for a qualification and that all should pass, and students echo this and sometimes fail to understand that they need to study.

Large engagement from employers and good relationships with stakeholders sees decent numbers each year for intake in HE.

These are often not pitched well for what the NCfN can offer. More specific open events would be beneficial to our intake ie. invite employees thinking about applying in to chat about what the course/apprenticeship involves.

Sign up process lengthy, complicated and labour intensive, involving various different departments

The current application process for HE apprenticeship's is disjointed (some elements are currently being looked at),this can cause missed and late sign ups having a negative effect on funding, the curriculum team's registers and the students access and employer engagement.

Learners often removed from the system over summer break, despite being on a continuous program, and lose access to work and resources.

Although HE started to have its own identity in the College, this seems to have disappeared. There are still people in the local area who do not know we deliver HE. Case in point at the last golden apple awards, a local counsellor did not know we deliver HE, how can this be the case?

Students are not receiving the same experience when on-boarding regardless of their funding route and this can have a negative impact on the students experiences.

Our stakeholder engagement as a department is positive, I feel that employers understand the curriculum and the apprenticeship routes we offer.

Is there a robust standardised process for informing students of results?

1. Clear communication

2. Recommendations and References

3. Career Counseling

4. Job placement assistance

5. Alumni programs

   
   

We deliver courses and qualifications that employers have asked for, so students are either already in employment and progressing, or quickly enter employment. Added to this, our students often return to us to send more students.