AoC Beacon Awards 2010/11 Prospectus

The AoC Beacon Awards 2010/2011 sponsors

The City & Guilds The Edge Award for
The AQA Award for
Award for Staff Practical Teaching and The OCR Award for

Beacon Awards 2010/2011
College/School
Development in Practical Learning Functional Skills
Partnerships
Further Education

The Enterprise UK
Award for Enterprise
The AoC Management The Welsh Assembly
Services Award for The DCSF Award for Government Award for
College Engagement Successful Delivery of 14-19 Collaboration
with Employers Level 2 and 3
Qualifications
The Jardine Lloyd
Beneﬁt Solutions

Thompson Benefit
Solutions Award for
Health and Community
Care
The YPLA Award for
The Association of
14-19 Collaboration
Colleges Award for
Widening Participation

The LSIS Award for
Leadership of
Innovation in
Curriculum The YPLA Award for
The Becta Award for Development Equality and Diversity
The DCSF/BIS/AoC
Efficiency through the Award for Smarter
Effective Use of Procurement
Technology in FE and
Skills

The Mencap/RNIB
Award for Students
The British Council with Learning
Award for International The Edexcel Award for Difficulties and/or
Student Support Lifelong Learning Disabilities

further education - serving the needs of a better society and strong economy

Some things just A Message from Kevin Brennan, the
Minister for Further Education, Skills
never change! and Apprenticeships

I am delighted to continue the Government’s support for the AoC Beacon
Awards which are now in their seventeenth year of capturing and celebrating
the best practice of the College sector in the UK.
At a time when Colleges are facing challenges from all sides, the opportunity
to recognise their outstanding and exemplary work and celebrate excellence
has never been more important. The Awards highlight best practice and
encourage others to replicate this in order to raise achievement across the
country.
I welcome the Association of Colleges’ decision to carry out a thorough
review of the Awards to ensure they continue to reflect the innovative and
inspirational work of Colleges. The new Award groupings reflect the breadth
and far-reaching impact that Colleges have not only on individual learners
but also on the wider communities which they serve.
I support the Association of Colleges’ decision to strengthen the application
and assessment process. As the reputation of these Awards gains ever greater
prominence, it is important that Colleges know they are run and assessed
with integrity thus preserving the value of the Awards to the Colleges and the
sector as a whole.
Over the last thirty five years the Printing Industry I would encourage all Colleges to become involved with the Awards
programme; to showcase their contribution to their communities; and to give
the sector even more cause for celebration in November.
has seen some dramatic changes in production
processes with the development of computer
technology.

During this time Crossgate has embraced these changes by investment into the
latest technologies. But one thing that we have never changed is our belief in
ensuring we maintain a high quality service to our clients. We have always
Kevin Brennan MP
listened to our clients requirements and advised them on the most cost effective

Minister for Further Education, Skills and Apprenticeships
solutions for their needs. So much so that we have clients whom we have
worked with for many years including the AoC since 1993.

Crossgate provide a full design to print service for a wide range of marketing
and publicity media including Brochures, Leaflets, Mailers, Invitations
Exhibition Display, Posters, Folders, Business Stationery and Catalogues.

Tel: 020 8539 5304 www.crossgatepress.co.uk
email: enquiries@crossgatepress.co.uk

further education - serving the needs of a better society and strong economy
1

The following bodies have given invaluable The AoC Beacon Awards Programme
support for the Programme for 2010/2011
which is greatly appreciated:


The AoC Beacon Awards Programme
The AoC Beacon Awards, launched in 1994, recognise and are designed to
promote the interdependence of Further Education Colleges, business,
professional and voluntary sector organisations to their mutual advantage.
The aim of the programme is to highlight the breadth and quality of
education in Colleges throughout the UK and increase understanding of
Colleges’ contribution to UK educational skills policy and economic and
social development.
The Awards:
• Recognise imaginative and exemplary teaching and learning practice in
Colleges
• Draw attention to provision which encourages and supports learners to
approach challenges positively and creatively
• Support learning and continuous improvement through the
dissemination of Award-bearing practice
The Programme represents partnership in action by providing significant
benefits for the major players involved:
• An Award acts as a development grant to help realise the full potential
of a project based in a College of further education.
• An Award serves to promote the business needs and interests of the
sponsor.
The dissemination of exemplary practice represented by the Award-winning
projects is a major purpose of each year’s AoC Beacon Awards Programme.
Project Profiles of each year’s winning Colleges are written up and are
available on the AoC website approximately a year after their announcement.
In 2009, using the futures map at the end of ‘Celebrating Colleges’, the
Association consulted with Colleges, sponsors and assessors to devise a new
format for the Awards to ensure that they continue to capture and celebrate
the creative and innovative ways in which the sector meets the needs of its
Administered by the Association of Colleges local and regional communities and ensures continual social and economic
regeneration.
The AoC Beacon Awards were set up by The Partnership Trust in 1994.

Since August 1996 they have been administered by the Association of
The AoC Beacon Awards Steering Group
The AoC Beacon Awards Programme is operated through the AoC Charitable
Colleges.
Trust which is a Registered Charity in England, Wales and Scotland, and is
administered by the Association of Colleges (AoC). The AoC Beacon Awards
The AoC Beacon Awards are run through the AoC Charitable Trust which is a office is offered advice and guidance by the Steering Group for the delivery
Registered Charity in England and Wales (charity number 1040631) and in and development of the programme. The Steering Group is made up of
Scotland (charity number SC039064). representatives from Colleges, funding bodies and sponsoring organisations
(Steering Group members as of 1 April 2010 appear at the back of this
Authored by Alice Thiagaraj prospectus). The Steering Group makes all final decisions about Award
winners in the light of recommendations from the team of assessors and the
Authorised by Dame Patricia Morgan-Webb Lead Assessor.

further education - serving the needs of a better society and strong economy further education - serving the needs of a better society and strong economy
2 3

The 2010/2011 AoC Beacon Awards The Awards

The AoC Beacon Awards recognise and commend exemplary initiatives

SPONSOR FOCUS OF AWARD GEOGRAPHICAL FOCUS
(which can be programmes, courses, projects or other forms of teaching,
learning, advice, guidance or support). AQA College/School Partnerships UK

AoC Management College Engagement with Employers UK
• New projects or initiatives which have not completed a full cycle of Services
implementation so that evidence of outcomes is unavailable will not
be eligible for consideration. Association of Widening Participation UK
Colleges
• Awards take the form of monetary grants of, on average, £5,000 which
will be awarded on the clear understanding that the total monies will Becta Efficiency through Effective Use of Technology UK
be set against expenditures incurred taking forward the development
of each winning initiative. British Council International Student Support UK
• Colleges are defined as institutions which were incorporated under the City & Guilds Staff Development in Further Education UK
Further and Higher Education Act 1992 (the Act).
• Awards are designed at the discretion of the sponsors as UK Awards or DCSF Delivery of Level 2 and 3 Qualifications England
as Awards for Colleges in England, Northern Ireland, Scotland or DCSF/BIS/AoC Procurement England
Wales.
• It is a condition of entry that each College gaining an Award Edexcel Lifelong Learning UK
undertakes to inform its community about its achievement and about Edge Practical Teaching and Practical Learning UK
the support and interest provided by the sponsor. It should also
undertake to inform the sponsor of how the Award money was used. Enterprise UK Enterprise UK
• It is expected that within approximately three months of the Jardine Lloyd Health and Community Care UK
announcement of the Award, the winning College will organise a Local Thompson Benefit
Presentation Ceremony in consultation with the sponsor to allow for Solutions
maximum media coverage. The AoC Beacon Awards office should be
advised of the arrangements. LSIS Leadership of Innovation in Curriculum England
Development
• Award winning Colleges are permitted to use the AoC Beacon Awards
logo with the year of the programme beneath it on College headed Mencap and RNIB Students with Learning Difficulties and/or UK
paper, promotional material etc. Disabilities

• Letters of commendation will be sent to shortlisted Colleges on the OCR Functional Skills UK
recommendation of the AoC Beacon Award assessors and the Steering
Group. Highly Commended Colleges are entitled to use the AoC Welsh Assembly 14-19 Collaboration Wales
Beacon Awards logo with ‘Highly Commended (year)’ beneath it. The Government
logo is available from the AoC Beacon Awards office. Highly
Commended Colleges will also be sent certificates testifying to their YPLA 14-19 Collaboration England
achievements.
YPLA Equality and Diversity England
• A summary list of Awards, their sponsors and the geographical focus
of each appears opposite.

4 5

The AoC Beacon Awards AoC Beacon Awards Assessment
2010/2011 Calendar

The assessment of the AoC Beacon Awards applications will be the

responsibility of specialist assessors co-ordinated by the AoC Beacon Awards
Manager. Normally two assessors will be assigned to each Award.
The process has three stages – shortlisting, visiting and final decisions.

2010 STAGE 1 Assessment leading to shortlisting will have regard to the
general requirements detailed on page 8 of this prospectus together
with the stipulations governing the specification of each Award. The
April AoC Beacon Awards 2010/2011 outcomes of this stage are lists of applicants who best match these
Prospectus distributed to Colleges criteria. These lists are verified by the Lead Assessor and /or a
Steering Group representative.
7 July Closing date for receipt of AoC Beacon
Award applications STAGE 2 Assessment by visiting involves matching the ‘evidence on
the ground’ at the shortlisted Colleges with their applications. In
August – September First stage of assessment (shortlisting) particular, the assessors will be interested in outcomes, methods of
evaluation, quality assurance, the future development of the initiative
September – October Second stage of assessment (site visits)
and possible dissemination. The assessors would expect to have
October Third stage of assessment and final discussions with staff, students and other relevant parties in the course
selection by AoC Beacon Awards of the site visit. Assessors, prior to a visit, may contact the College to
request additional information. The outcomes of this stage are the
Steering Group
judgements and recommendations for Awards.
16-18 November 2010/2011 AoC Beacon Award winners
announced at the AoC Annual Sponsors may, with the agreement of the AoC Beacon Awards Manager, undertake
Conference Stages 1 and 2 of the assessment process in respect of their own Award(s), in
conjunction with an AoC Beacon Award Assessor.
2011
STAGE 3 The Lead assessor will present the assessors’ reports and
January – April Local Presentation Ceremonies recommendations to the AoC Beacon Awards Steering Group which
9 February AoC Beacon Awards National will select the Award winners and those Colleges to be Highly
Commended.
Presentation Ceremony
November Project Profiles of winning
All AoC Beacon Awards are awarded or withheld at the sole and absolute discretion
Colleges issued
of the AoC Beacon Awards Steering Group and those acting on its behalf.
No explanation will be given following the making or withholding of an Award.

6 7

How to Apply for AoC Beacon Awards The Awards


• How the project meets the sponsor’s criteria – a
Your application may be for a programme, course, or section which clearly addresses each of the
General AoC Beacon Award Criteria Awards for Teaching and Learning, Curriculum Design
project or for some other aspect of your College sponsor’s criteria as set out on the relevant page
provision – teaching, learning, guidance or support. To in the Awards section
and Development Page No.

be eligible, your initiative should show evidence of Becta Award for Efficiency through the Effective Use of Technology in
imaginative yet sustainable teaching and learning • Project management – describe how the project FE and Skills 12-13
practice or other relevant provision. It must also fulfil is managed including how quality assurance is DCSF Award for Successful Delivery of Level 2 and 3 Qualifications 14-15
the following criteria: used to improve the initiative, and how the
project meets equality and diversity standards Edge Award for Practical Teaching and Practical Learning 16-17
• It must meet the specific requirements set out by Jardine Lloyd Thompson Benefit Solutions Award for Health and
the sponsors of the particular Award for which • Outcomes and benefits to learners – show how Community Care 18-19
you are applying (see relevant page in the the initiative has benefited the learners and
Awards section of the Prospectus) others involved with the project – this should be Mencap/RNIB Award for Students with Learning Difficulties
supported by written evidence from beneficiaries and/or Disabilities 20-21
• It must be subject to evaluation/quality who may be students, trainees, employers or, in
assurance to influence the continuing some cases, parents. This section should also OCR Award for Functional Skills 22-23
development of the initiative include data on enrolment, retention,
• It must have regard to ensuring that equality achievement and progression
and diversity are accounted for in all aspects of
the programme’s delivery • Dissemination and the future – highlight key
features of the project that could be of benefit to
• It must have been running for at least one
Awards for Leadership and Quality Improvement
other Colleges and how you perceive it DCSF/BIS/AoC Award for Smarter Procurement 26-27
academic session by 31 July 2010 developing in the future
• It must have features which actively promote City & Guilds Award for Staff Development in Further Education 28-29
exemplary teaching and learning No initiative which has previously won an AoC Beacon LSIS Award for Leadership of Innovation in Curriculum Development 30-31
Award will be eligible for consideration for the same
• It must be of benefit to one or more groups of Award a second time. YPLA Award for Equality and Diversity 32-33
students or trainees who will be identified and
described in the application A College may apply for as many Awards as it wishes.
• It must have wider relevance and applicability However, it may submit only one application per
making it of value to other Colleges as an Award.
example of good practice or innovation
Awards for Responsiveness, Partnership and Impact
A College which has a project which fits into two or AQA Award for College/School Partnerships 36-37
more categories may submit that project for only one
Award. AoC Management Services Award for College Engagement with Employers 38-39
You should submit a single covering application form
How to Structure your Application

(at the back of this prospectus) which should be signed Association of Colleges Award for Widening Participation 40-41
by the Principal and should have the contact details of All applications will be treated as strictly confidential to
the person the assessors will contact to arrange a site the Steering Group, assessors and Beacon Awards British Council Award for International Student Support 42-43
visit. This should be accompanied by the main part of Manager. Material from any application will only be Edexcel Award for Lifelong Learning 44-45
the application. made public with the express approval of the College
concerned. Enterprise UK Award for Enterprise 46-47
The main body of your application should be Welsh Assembly Government Award for 14-19 Collaboration 48-49
anonymous and should address all of the above criteria Each application will be sent an acknowledgement
and be made in a statement of no more than 3,000 addressed to the Principal/Chief Executive. Your YPLA Award for 14-19 Collaboration 50-51
words. The statement should be made by a senior College will be subsequently contacted only if the
member of staff who has had close contact with the project is shortlisted.
initiative. Written evidence from beneficiaries should
be included in the word limit. You may make You are asked to submit THREE copies of your complete
reference to other materials (i.e. multimedia material,
application AND statement (including supporting evidence)
College documents, etc.) which the assessors can request
or access, should they wish to do so. by Wednesday 7 July 2010 to:

Your application should be structured, as far as possible, ALICE THIAGARAJ
under the following headings: AoC BEACON AWARDS MANAGER
AoC CHARITABLE TRUST
• Project summary – a brief overview of the 2-5 STEDHAM PLACE
initiative including a clear description of target LONDON WC1A 1HU
group
All enquiries about making an application should be
• Aims and objectives – the aims and objectives, addressed to the AoC Beacon Awards office at the above
how they were established, and how they have
resulted in the promotion of exemplary teaching address and NOT to sponsors or assessors.
and learning

9
8

Teaching and Learning, Curriculum
Design and Development

Becta Award for Efficiency through the Effective Use of Technology in FE and Skills

DCSF Award for Successful Delivery of Level 2 and 3 Qualifications

Edge Award for Practical Teaching and Practical Learning

Jardine Lloyd Thompson Benefit Solutions Award for Health and
Community Care

Mencap/RNIB Award for Students with Learning Difficulties
and/or Disabilities

OCR Award for Functional Skills

10 11

The Becta Award
for Efficiency through the Effective Use of Technology
Teaching and Learning, Curriculum Design and Development

in FE and Skills

Becta is the Government agency leading the national drive to ensure the The Becta Award for Efficiency through the Effective use of Technology in FE
effective and innovative use of technology throughout learning. It is our and Skills is open to all Further Education, Sixth Form and Tertiary Colleges
ambition to utilise the benefits of technology to create a more exciting, in the United Kingdom.
rewarding and successful experience for learners of all ages and abilities, Becta will be particularly interested in applications which demonstrate,
enabling them to achieve their potential. through digital evidence, how new models of delivery can impact positively
on both learners and the workforce to understand whether e-delivery has
Through strategic partnerships with key national organisations, we work to
been used across the institution or just in specific curriculum areas.
provide the support and understanding required by the further education
and skills sector for the full benefits of harnessing technology to be realised. Assessors will look for comprehensive evidence (including statistical
information) which clearly demonstrates the following:
Our research and partnerships throughout the sector demonstrate proven
benefits of technology for education and training. These include personalising
• The successful application of technology to achieve significant
individual learner experience, enabling flexible learning, improving
quantified efficiency savings through the effective use of technology
organisational efficiency, and supporting and enhancing management
processes. The benefits of using technology are shared throughout the sector, • How new models of e-delivery has produced a significant increase in
positively impacting on learners, staff and employers. learners’ outcomes and released time and money to enhance the
learning experience
Recognising and celebrating excellence in the use of technology is essential to
support improvement throughout the whole sector. This Award and others • How innovation in new delivery models has been supported by the
that we support and lead, including our own Next Generation Learning senior management team and is built into the development of
awards for FE and Skills, help to share and communicate the benefits of increased organisational e-maturity**
excellence in the use of technology throughout the whole sector. We
encourage all of our award winners to disseminate their examples of effective ** Becta defines e-maturity as ‘the capacity of a learning provider to make strategic
practice to benefit others understanding of the impact of technology. and effective use of technology to improve educational outcomes.’

further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 53 of this prospectus
12 13

The Department for Children, Schools
and Families Award

for Successful Delivery of Level 2 and 3 Qualifications

for Disadvantaged Learners
One of the key goals of the 14-19 Reform of education and training for young
people is to close the achievement gap so that all have an opportunity to
succeed, irrespective of gender, race, disability or background. Disadvantaged The Department for Children Schools and Families is sponsoring an Award
young people are not only found in disadvantaged institutions – they are for successful delivery of Level 2 and/or 3 qualifications by a Further
widely dispersed. Some of the widest attainment gaps are seen in those areas Education or Sixth Form College in England. This Award will be given to a
which have high overall achievement, but which include pockets of College which leads the way in delivering high quality teaching at Level 2
deprivation and disadvantage. and/or 3 which results in high levels of achievement for young people from
disadvantaged backgrounds.
In recent years we have seen improvements in attainment by age 19 for all
groups – based on entitlement to free school meals (FSM), gender, ethnicity Assessors for the Award will be looking for evidence of significant value-
and Special Educational Needs, but to varying degrees. In general, the gaps added to the levels of achievement for young people.
between the highest and lowest achievers are narrowing. In 2008, there was a
Colleges should provide evidence demonstrating how provision meets the
23.7 percentage point gap in attainment of Level 2 between those eligible and
following criteria:
those not eligible for FSM (a reduction of 4.6 percentage points since 2005)
and a 25.1 percentage point gap in the attainment of Level 3 (a reduction of
1.3 percentage points since 2005). These figures are testament to the hard • Outstanding levels of achievement of Level 2 and/or 3 qualifications
work of young people and those who work with them in schools, Colleges by young people aged 16 to 19 from disadvantaged backgrounds, i.e.
and work based learning providers. But we need to do more. demonstrating significant value-added

In a changing world economy, it is ever more important to equip young • Innovative approaches to teaching and learning which are leading to
people with skills that will enable them to succeed in a competitive jobs this success
market and pursue productive careers. Increasing the numbers of young • High quality support and guidance for young people which helps
people who achieve at higher levels, particularly for those from lower socio- them stay motivated to learn and achieve
economic backgrounds, has the potential to break the cycle of disadvantage,
opening up opportunities in highly skilled employment or entry into higher • Narrowing the attainment gap between young people from different
education. socio-economic groups

The Department for Children, Schools and Families has set challenging • Effective support for vulnerable young people and those from
targets to raise the attainment of young people who were in receipt of free- minority groups, which helps them to achieve qualifications
school meals in year 11, and to narrow the attainment gap between those • Successful collaborative working with a wide range of partners to
young people and their peers. To meet these targets, and the 14-19 Reform support progression into and out of Level 2 and 3 provision
goals, we will need schools and Colleges to provide inspiring, motivating
learning options which keep young people engaged and on the path to
success.
This Award will be given to a College which leads the way in delivering high
quality teaching which results in high rates of success for young people who
experience disadvantage. The College may serve a deprived community or
adapt more general approaches to support specific groups of learners within
the institution.

14 15

The Edge Award
for Practical Teaching and Practical Learning

Edge is an educational foundation with the aim of raising the status of Edge wants to recognise, celebrate and publicise examples of excellent practical
practical and vocational learning. learning. We believe that we must listen to learners themselves if we really
want to improve learning experiences.
Edge runs campaigns to change attitudes and behaviours – by engaging
with students, employers, teachers, Government and the media, we seek to We invite entries for this Award from Colleges whose learners have
change the way practical and vocational learning is viewed and carried out. experiences that are:

Edge provides grants and funding – we support organisations and new • Real – with opportunities for learners to tackle real life problems by
initiatives that will deliver real changes.
learning from people in the know, using the tools of the trade
Edge works to change policy – we work with opinion formers, • Meaningful – the College can demonstrate that learners can explain
educationalists and policy makers to identify the key barriers and why they are working on a particular task, and the benefits to
opportunities for change. themselves, and others, of completing it well

We want young people to learn through practical training and experience • Challenging – with opportunities for learners to work alongside
how to succeed at a vast range of jobs – from building work to business – by experts and be challenged to perform at new levels of skill
doing work experience, apprenticeships and trainee schemes. • Stretching – the College can demonstrate that the learners can
describe their new skills and insights and show the distance they
That’s why we are sponsoring this year’s AoC Beacon Award for Practical have travelled
Teaching and Practical Learning.
• Life-changing – the College can demonstrate the doors that are now
open to learners and the way that their learning at the College has
reshaped their future

‘Until the voices of learners are heard, nothing will really change’
(Andy Powell, Chief Executive, Edge)
www.edge.co.uk

16 17

Beneﬁt Solutions
The Jardine Lloyd Thompson Benefit
Solutions Award

for Health and Community Care

Beneﬁt Solutions

Universities & Colleges Healthcare Services. The Jardine Lloyd Thompson Benefit Solutions Award for quality in health
and community care programmes is open to Colleges of Further Education,
Jardine Lloyd Thompson Benefit Solutions has been advising and Sixth Form Colleges and Tertiary Colleges offering courses which cover
implementing healthcare solutions for the education sector since 1981 when community and residential care, health studies, early years/nursery nursing
we launched the Universities & Colleges Corporate and Voluntary Healthcare and other health and community care programme areas.
Plans. Our knowledge of the sectors’ requirements combined with our
knowledge of market products and solutions has ensured the continued The assessors will be looking for:
growth of our reputation.
• Outstanding schemes that provide models of good practice in
Our healthcare solutions now form an integral part of employee benefits at health and community care provision
over 300 universities and Colleges and cover over 80,000 employees. These
services extend beyond private medical care and include all aspects of Health • Initiatives that have innovative and flexible features supporting
& Safety, Occupational Health and employee benefits. Details of our high levels of achievement
comprehensive services can be obtained including Flexible & Voluntary
Benefits Schemes from: Jo Fincham on 01344 381 609 or by email at Colleges should provide evidence demonstrating the following:
Jo_fincham@jltgroup.com.
• Responsiveness to employer and training needs in the provision
JLT Benefit Solutions Limited is a member of the Jardine Lloyd Thompson
of high quality courses or specific training programmes
Group who have divisions specialising in Insurance Broking, Employee
Benefits, Actuarial Consulting and Healthcare. The Group provides solutions • Effective collaboration with employers and service providers in
to maximise the effectiveness of our client’s financial, human resources and the planning and evaluation of the course
risk management initiatives. Jardine Lloyd Thompson is one of the largest
UK publicly quoted insurance brokers in the UK. • Innovation and flexibility in the planning and delivery of courses
including joint initiatives with service providers such as outreach
activities and the use of technology where appropriate
JLT Benefit Solutions Limited. Authorised and regulated by the • Effectiveness of monitoring and evaluation mechanisms with clear
Financial Services Authority evidence of sustained improvement in the quality of provision
A member of the Jardine Lloyd Thompson Group.
Registered Office: 6 Crutched Friars, London EC3N 2PH • Successful development of coordinating strategies to facilitate
Registered in England No. 2240496. Vat No.244 2321 96 learning outcomes through consistency in supervision and in the
assessment methods used in practical work placements

18 19

The RNIB and Mencap Inclusive
Learning Award

for Students with Learning Difficulties

and/or Disabilities

Mencap is the UK’s leading learning disability charity; it supports people The Inclusive Learning Award, supported by Mencap and RNIB, will
Mencap
with a learning disability and their families and carers. Mencap is keen to celebrate exemplary practice in further and continuing education for learners
support this AoC Beacon Award which recognises quality and innovation in with learning difficulties and/or disabilities. Assessors would be interested
the promotion of inclusive learning. Mencap is particularly keen to support to receive applications from mainstream Colleges which have developed
initiatives which provide people with a learning disability with accurate and exemplary practice in delivering the curriculum to visually impaired learners
accessible information about learning opportunities. Since the publication of or learners with learning difficulties and/or disabilities.
'Inclusive Learning', Mencap has been active in trying to make the report
accessible to students and their families so that they can be actively involved The assessors will look for provision that demonstrates the following:
in shaping the future of lifelong learning opportunities.
Mencap works in partnership with other organisations to promote the • Teaching and learning activities that are well matched to learner's
importance of further, adult and community education in the lives of people different needs, that enables individuals to develop their skills and
with a learning difficulty and their families. Mencap is delighted to be experiences through a personalised approach and is supported by
working with the RNIB in supporting the AoC Beacon Awards in 2010/11 as sustained involvement with their local communities
a demonstration of how organisations can work actively and successfully
together to reward initiative and success. • Effective multi-agency partnerships making a practical contribution to
supporting learner achievement and progression
• Comprehensive transition planning for each individual including
processes that fully support learners to transform their lives through
RNIB is the largest voluntary organisation of and for people with sight loss in
Royal National Institute of the Blind
reaching their destination goals
the UK campaigning for positive change.
• Appropriate resources and support for the development of the skills
Our vision is a world where people who are blind or partially sighted enjoy
and attributes that employers want and sustained work with
the same rights and responsibilities, opportunities and quality of life as
employers to help them know to make use of these skills in their
people who are sighted.
workforce
We believe that lifelong learning can significantly enhance the quality of life
of people who are blind and partially sighted. It is one of the principal ways • Promotion of the contribution that learners make in raising both
in which they can enjoy social inclusion; it can significantly contribute to their awareness and expectations throughout their peer group, the College
independence; and it is also a very important factor in enabling them to and local community
access employment. RNIB believes that participation in lifelong learning • Equipping and empowering learners to solve their own problems,
should be a right for all, including blind and partially sighted people,
make their own choices and take control of their lives
whatever their age or the degree of their disability or learning difficulty.
RNIB is committed to empowering and supporting blind and partially
sighted people in accessing learning and to contributing to the development
of the kind of provision that is necessary to facilitate high quality inclusive
learning.

20 21

The OCR Award
for Functional Skills

OCR is a not-for-profit organisation focused wholly on the enhancement of The OCR Award is open to all Further Education Colleges in the UK that are
education through assessment. delivering Functional Skills in English/mathematics/ICT.
As one of the UK’s leading awarding bodies, OCR provides a professional, The Award seeks to identify innovative examples of Functional Skills delivery
reliable and supportive service to thousands of teaching centres. through an approach that embeds Functional Skills across the curriculum.
Learners of all ages study our specifications - whether at school, College, in The College should be creative in identifying and providing opportunities,
work or through part-time learning programmes - to achieve their full which lead not only to the engagement of individuals but also contributes to
potential. their continued progression.
OCR qualifications include AS/A Levels, GCSEs, Key Skills, Basic Skills, In particular, the assessors will be looking for evidence of:
Entry Level Certificates, Nationals and 'own brand' qualifications. They cover
areas such as IT, business, languages, teaching/training, administration and
secretarial skills. OCR representatives can also work with Centres to provide • Contextualising Functional Skills delivery so that it engages and
accreditation to unique qualifications. reflects the individual needs of learners

OCR will soon complete a successful large-scale three-year pilot for • Programmes that enable learners to use and apply
Functional Skills in all three subjects and at all levels – Entry Level, Level 1 English/mathematics/ICT to tackle problems that arise in their work
and Level 2. Throughout the pilot, OCR specialists have refined and and life
developed the Functional Skills qualifications to ensure learners develop the
• An innovative and creative approach to Functional Skills that develops
required practical skill in English, maths and ICT to gain the most out of
work, education and everyday life. a sustainable delivery model promoting the uptake of Functional Skills
across the College
Our products are designed to enable teachers to get the best from students -
both during the course and in preparing them for whatever they choose to go • Regular evaluation mechanisms to measure the effectiveness and
on to next. We place the student at the heart of our specification development, relevance of the Functional Skills delivery model
seeking new ways to engage with and excite learners. • Full support for staff that will enable the College to move forward
Throughout the UK more than 13,000 centres offer our qualifications and each with the implementation of Functional Skills
year more than 3 million people achieve an OCR qualification.

22 23

Leadership and Quality Improvement

DCSF/BIS/AoC Award for Smarter Procurement

City & Guilds Award for Staff Development in Further Education

LSIS Award for Leadership of Innovation in Curriculum Development

YPLA Award for Equality and Diversity

24 25

The DCSF, BIS and AoC Award
for Smarter Procurement

The Department for Children, Schools and Families (DCSF) and the This Award is open to all Further Education Colleges in England.
Department for Business Innovation and Skills (BIS), in conjunction with the
The Award seeks to identify and recognise imaginative and innovative ways
Association of Colleges (AoC), are working to ensure Colleges across England
get the most from their budgets. By helping Colleges adopt an innovative and in which Colleges have managed their procurement activity and/or taken
pro-active approach to procurement the team is maximising the resources advantage of procurement opportunities to make sustainable savings that
available to frontline staff and students. have been re-invested in supporting learners.

Whether it is by collaborating with other Colleges, joining purchasing Entries are welcome from whole organisations, any specific area of the
consortia or improving their management of procurement, Colleges can save organisation, and any area of the Learning and Skills sector provision.
hundreds of thousands of pounds by actively managing their procurement Applications from consortia groups of Colleges would also be welcomed.
activities. All of the money that is saved stays within the College to be
reinvested into services and facilities that benefit both the staff and students. The assessors will be looking for evidence of:
Since the programme launched in 2005 many Colleges have achieved
considerable savings by making small changes to their purchasing methods.
• Sustainable collaborative partnerships between the College and other
In addition to the financial benefits offered by procuring correctly, there is the organisations, whether they are with other Colleges, employers,
risk of legal penalties should procurement rules and regulations not be schools or LEAs , which has led to significant savings
complied with. In 2006, new EU rules were brought in governing how public
sector money should be spent, and these have already resulted in • An innovative and pro-active approach to procurement
organisations across the public sector being taken to court by suppliers.

• How the savings made as a result of efficient procurement policies
Through the programme, the Colleges have been provided with access to and practices have directly benefited learners
procurement support and training, spend analysis, procurement reviews, an • How the College has improved its management of procurement
online repository of tools, templates, guidance and other support, as well as
activities and maximised the resources available for the ultimate
regionally based network meetings to discuss procurement matters.
benefit of its staff and students
Over 220 Colleges are actively engaged with the programme of support, and
the Departments and the AoC are delighted to sponsor this AoC Beacon
Award.

26 27

The City & Guilds Award
for Staff Development in Further Education

City & Guilds is the UK’s leading provider of vocational qualifications, The City & Guilds Award for Staff Development encourages applications
supporting learning for work, life and leisure, and the opportunity for from all Colleges of Further Education who believe they can meet the criteria.
individuals, businesses and communities to prosper.
The Award aims to recognise contributions from across the whole range of
The City & Guilds Group comprises City & Guilds, the Institute of staff working in further education. The assessors will be looking to reward
Leadership & Management (ILM), the land-based awarding body City & innovative best practice that delivers identifiable results and benefits. In
Guilds NPTC and the City & Guilds Hospitality Awarding Body (HAB). The particular they will be looking for evidence of the following:
Group offers a wide range of qualifications across all sectors – from
administration to engineering and from health, care and community justice to
• Effective ways for encouraging and motivating staff
security. Awards are available for all levels of skill and knowledge from entry
level to the highest levels of professional expertise. • Schemes that allow and encourage personal and professional
development
We’re always aiming to improve learning support and the delivery of
• Effective and imaginative work to support staff development
qualifications and assessment. We provide effective, reliable and secure online
testing through our global online assessment (GOLA) system. We have also • Schemes that can demonstrate positive outcomes for teachers, other
developed a learning portal called City & Guilds SmartScreen staff and learners
(www.smartscreen.co.uk) which provides general advice, guidance and
learning support for tutors and learners for an increasing number of our

qualifications.

City & Guilds is committed to supporting the professional development of all
staff working in further education: teachers, tutors, management, technical,
support and administrative. At a time of significant change for the education
and development of teachers, City & Guilds is keen to recognise effective and
imaginative work to support staff development across the breadth of the
sector.

We recognise the role further education staff play in promoting and
developing skills across a wide range of learners and we believe it is essential
we share best practice within the sector. Through this Award we will
showcase effective ways of encouraging and motivating staff and schemes
that encourage and promote professional development.

We are proud to sponsor an Award that shares our passion and commitment
for excellence and innovation and recognises outstanding achievement.

28 29

AoC Beacon Awards 2010/11 Prospectus

AoC Beacon Awards 2010/11 Prospectus

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