Newham College is a diverse, mixed economy college offering a wide range of provision in the Higher Education sector. The College is strategically committed to promoting its higher education programmes to students coming from all widening participation categories, and to achieve this aim it undertakes a range of activities directed towards raising aspirations, eliminating any artificial barriers to entry and enhancing the learner experience.
By focussing on teaching for learning the College expands its participation and success in the higher-level skills agenda with an emphasis on employability and vocational learning.
The programme offer includes a wide range of Foundation Degree, HNC/D, Honours Degree and professional level courses that employers require to meet their higher-level skills solutions.
The College HE Strategy is reviewed every three years by the external Board, and underlines the College’s commitment to the growth of its HE provision as well as its aspirations in raising the participation rates of the residents of Newham Borough and the wider College regional and supra-regional community.
The College has a significant Access into HE provision.
The College has a committed team of staff teaching and supporting HE provision, whose priority is high-quality Learning and Teaching, high-quality learning environment, proving a range of programmes with differing access points, and exceeding student aspirations in their employment prospects.
Learners are provided with a range of academic support during their study at Newham College. These include programme evening support tutorials, College on-line support through the Evolve VLE platform, and pre-assessment tutorial sessions.
All learners enrolled on full-time courses are provided with access to Academic Progress Tutors, a Student Engagement Practitioner and an Academic Excellence Coach. These staff provide pastoral support to students to monitor and support them during their study programme. These staff can assist students with further support such as referral to specialist support agencies.
The College is aware of the broad requirement of students and their study patterns. The College provides access to learning aids (when a student does not have tablets to allow for self-study), extended hours of library opening including evenings and college holiday periods, dedicated HE study and on-line research materials where students can study in groups or independently.
Higher Education is housed in an independent attractive, spacious and well-resourced and accessible independent building.
In addition to the Academic Progress Tutors, Student Engagement Practitioner and Academic Excellence Coach, the College can provide impartial advice to all students on their existing programmes, and a range of progression opportunities. This service holds Matrix Quality Standard accreditation.
The following outreach activities are undertaken by Student Services, Marketing and Academic staff
Student enrolments are reported through the College’s Individual Learner Record. This data is compared to the annual data released by HESA classified by Low-participant neighbourhoods (LPN) which are defined within HEFCE’s Participation of Local Areas (POLAR) classifications, 1 to 5. This data is also provided each year within the HEFCE allocation and allows for comparison between academic years.
The enrolment patterns with national UK recruitment does create variances in the POLAR3 data, and no strategic target is set, although the College strategy is to support students into sustainable, well-paid employment.
The College reports the performance of the students undertaking its Higher Education Courses during and at the end of the programme. Performance Monitoring meetings are held with programme managers to monitor in-course data such as recruitment, attendance and retention, student survey responses and minutes of student fora.
At the end of each academic year, all programme data is reviewed and analysed for retention, achievement, and progression and the results reported externally to the Governing Board as part of the self-evaluation process.