Complete
Dec in Red, April in Green, July in Blue
Issues from SAR
Lead
Actions to be
taken
Due Date
Impact measures
Progress Made
Develop
information,
advice and
guidance
support for
learners to help
them
understand
what is
required to
achieve their
longer term
goals.
Quality
Improvement
Manager
All LSA staff to
complete IAG level
2 qualification.
July 2017
More than 81% of
learners feel they are
getting enough help to
plan what happens when
they leave college.

Administration
Team Leader
Introduce
recording of IAG
support on
Databridge.
Nov 16
Learners who receive
IAG specific support can
have this recorded
against their profile.

Quality
Improvement
Manager
Develop tutorial
support so that
learners are
spoken to about
the progress they
are making
towards their
goals.
Mar 2017
More than 86% of
learners feel staff talk to
them about their goals
and targets.

Appoint a full-time
Employer
Engagement
Officer.
July 2017
Increased capacity to
work alongside
employers to ensure
increased employment
outcomes for Interns.

Improve
employer
engagement,
relationship
and support
practices.
Principal
Increased capacity to
work alongside


Term 1
review
Partially
Complete
Yet to
Complete
Term 2
review
Term 3
review
All LSA staff are currently registered
onto a IAG qualification, 27 have
completed. 3 new LSA staff, 1
remote member of staff and the
EEO are enrolling on to the elearning version. This will be
completed by the July 2017
deadline.
DatabridgeMIS has been developed
to include an IAG event log, which
can be printed and used when
discussing progress at the end of
each half term.
Tutorial processes have been
strengthened to include discussion
around progress towards goals.
Tutorials are now taking place,
however a random sampling
exercise demonstrated that there
are inconsistencies in recording,
therefore a training session will be
put on for tutors to ensure they are
clear about expectations.
EEO has presented to SMT on
current position of SI paid and
unpaid opportunities, which we
currently predict to be the same,
however the number of paid
employment progressions will be
higher.
QIM and EEO are monitoring
Page 1 of 11
employers to develop
their understanding
around employing
people with additional
needs.
outcomes closely and predict:
o Paid: 6
o Voluntary: 4
o No employment: 0
o Further Education: 0


Employer
Engagement
Officer
Increase
employment
outcomes from
70% to 85%.
July 2017
Employer
Engagement
Officer
Provide systematic
instructor training
for all Job
Coaches.
Mar 17
Increased collaboration
between; Landmarks,
employers, families and
learners will help to
remove barriers to
employment. Resulting
in 85% of Interns
securing some form of
employment.
Increased knowledge
and understanding
around systematic
instructing will lead to
improved tuition and
performance by Interns
at the workplace and
therefore lead to
increased employment
possibilities.


Derbyshire County Council have
funded a project to increase
employer relations activities within
Derbyshire, create a web resource
of information and support and
provide training as appropriate.
We have conducted a number of
employer engagement activities,
with small but increasing
attendance and we intend to launch
a new website for employers by
June 2017.
We have worked hard to improve
the partnership working with
employers. We have made less than
we expected progress, however
there seems to be a small
improvement in attendance at each
event.
All Job Coaches have received
Systematic Instructor training.
Page 2 of 11
Quality
Improvement
Manager
Create an
Employer
Engagement
Strategy.
Jan 17
Employer
Engagement
Officer
Facilitate at least
three employer
forum events.
Jun 17
A strategy has made
clear Landmarks
commitment to
improving the
employment
opportunities for
learners between 20172020.
To achieve 30%
attendance from
employers within
Derbyshire and
employers who currently
offer Internship
placements.

Completed and disseminated.

We have completed one employer
forum in December, with four
employers in attendance.
EEO role is now completing a
tracking record to demonstrate
progress and to also support
independence planning.
2 employer forums have taken
place, but the uptake is small.
In addition to making available
online training, Landmarks is
producing materials for employers
to have and retain for information.
All employers have been made
aware of training available, with
two employers taking up the offer
of safeguarding training with one of
the College’s safeguarding leads.
A new employer website called
EmployersFirst.co.uk has been
created, with an increase resource
bank for all employers to access.


Employer
Engagement
Officer
Increase the
number of
learners
achieving
vocationally
linked awards.
Offer online
training to all
employers.
Mar 17
Making available to
employers Educare
Modules will aid raising
awareness of
Safeguarding, Autism
and PREVENT etc.


Employer
Relations and
Marketing
Executive
Create an
Employer Website.
Apr 17
Making resources and
information available to
employers will result in a
better informed
employers when working
with our Interns.

Study
Programmes
Manager
Ensure 98% of
learners studying
appropriate
vocationally linked
qualifications
achieve a full
Award.
July 2017
Ninety eight percent of
learners receive a
nationally recognised
Award.

All learners except one are
completing full awards in vocational
qualifications. There has also been
a process to ensure that only
learners whom it is relevant within
their EHCP goals, complete
qualifications
Page 3 of 11
Differentiate
and recognise
individual
functional skills
development.
Study
Programmes
Manager
Study
Programmes
Manager
Study
Programmes
Manager
Develop a
consistent
strategy that
recognises the
need for
differentiation.
Report functional
skill progress at
the end of each
term.
July 2017
45% of all targets to be
met by 31st March

currently target completion is
overall achievement rate of 61% of
all learners by April 2017.
July 2017

Progress report is part of the
Principal’s report and shared with
staff, trustees and learners (as
appropriate)
95% of learners
make the
expected level of
progress
July 2017
Individual learners need
to develop skills in
addition to being
exposed to naturally
occurring opportunities
to embed functional
skills.
Majority of learners
making the expected
level of progress
supports the
appropriateness of
targets

We have worked with
DatabridgeMIS to develop a
progress report that can be
scrutinised.
Our new report indicates that only
52% (22) are making around the
60% success rate expected in April
2017.
Training, monitoring and evaluating
activities will be undertaken to
hasten the rate of progress.
QIM to disseminate one page
summary to staff on achievement
report for term one.
Activity not completed due to a lag
in the introduction of our new
recording system. Instead a midyear report has been produced for
the board and college leaders to
monitor the progress of learners by
different groups.
Now completed and reported to the
board.
Mid-year report will be provided to
the board for monitoring purposes.


Improve the
use of data to
monitor trends
and act upon
achievement
gaps for
different
groups of
learners at
curriculum
level.
Quality
Improvement
Manager
Quality
Improvement
Manager
Produce termly
achievement gap
information for
curriculum leads
to monitor.
July 2017
Create annual
equalities report.
July 2017
Learners requiring
support will be
identified early, allowing
time for remedial
interventions.

Annual reports that are
benchmarked to other
providers will allow the
college to determine the
effectiveness of its



Page 4 of 11
curriculum.
Improve
destination
tracking.
Improve the
college’s
understanding
of mental
health and its
impact on
individual
performance.
Increase the
proportion of
outstanding
teaching and
learning
Employer
Engagement
Officer
Alternative
Provision
Manager
Conduct
destination survey
for learners who
have left up to
three years ago.
December
2016
Develop MHFA
capabilities within
the college team.
July 2017
Tracking destinations
will help to see if
learners have benefitted
from the programme at
Landmarks over a
sustained period.

Designated staff to
proactively support any
issues relating to mental
health.



Quality
Improvement
Manager
Increase the
proportion of
outstanding
sessions from
36% to 45%.
July 2017
Learners will benefit
from receiving
outstanding delivery of
teaching, learning and
assessment.


Quality
Improvement
Manager
Increase the
proportion of good
sessions from
36% to 55%.
July 2017
Principal
Create key
performance
indicators for
tutors and
learning support
assistants
Mar 2017
Ext. April
2017
Learners will benefit
from receiving good
delivery of teaching,
learning and
assessment.
Learners will benefit
from tutors and support
staff who know what
level of education and
support they should be
offering.




Tracking activity has enabled us to
identify learners who require
additional information, advice and
guidance.
Tracker now updated and in place
to provide destination data and
additional information
One member of staff is booked on
to an initial webinar with the safe
and equal learning committee, as
an initial step on 6th March.
Training has been postponed by
provider until 24th April
Observation process has been
amended so that all staff only
participate in one graded
observation a year, the rest of the
observations completed are
developmental and ungraded.
100% of staff who have had a
graded observation, were graded
good.
See note above.
We will conduct a mock inspection
in term 3 to determine observation
grades.
Not completed as yet.
Date extended to April 2017.
Page 5 of 11
Improve the
consistency of
learner’s
targets and
goals.
Quality
Improvement
Manager
Through
moderation judge
all targets to be
SMART.
Jan 2017
Ext. May
2017
By using SMART targets
learners will have a
better understanding of
the skill they are
developing.




Tutors
Principal
Quality
Improvement
Manager
All sessions
graded Good or
Outstanding to
have target
setting as a
strength.
July 2017
Deliver mentoring
to tutors unclear
about setting
targets.
Survey learners so
that more than
86% of learners
understand their
targets.
Feb 2017
July 2017
Learners will benefit
from targets that are of
at least a good quality to
aid learning and
achievement.

Mentoring setting
targets will ensure
learners receive the best
possible starting points.
Learner understanding
their targets will aid
progression tracking.



All targets have been through a
moderation process. Overall
progress is at expected level and
there is a target of 45% of all
targets to be achieved by 31.3.2017
Due to realisation that there was a
training need setting SMART
targets, this initial action date has
not been achieved. Suggest
extending the date to May 2017.
Continued focus from college
leaders with tutors on the need to
record achievements has resulted in
61% of all targets to be achieved
by 10.04.2017.
All tutors have submitted Reviews
of Progress and some have
progressed targets as learners
develop skills. All managers have
provided individual feedback to
tutors.
100% of graded observations have
been graded good. Targets would
be appropriate in order to achieve a
Good judgement.
A further mock inspection activity
will mean all tutors are observed
again before the end of the year.
This will include recently appointed
teachers.
Mentoring given to all tutors on
writing RARPA targets and these
will be reviewed termly by College
Managers and Principal.
In 100% of observations
completed, learners know and are
able to refer to their targets.
Currently implementing a mid-point
survey to question learners on if
Page 6 of 11

Improve the
embedding of
English and
mathematics.
Implement a
complementary
enrichment
programme for
learners
they feel their targets are
appropriate.
New question to be added in
learner survey to test whether
learners know and understand their
targets
Inconsistent approach, varying by
tutors, however our annual survey
will be sent in May too all parents,
so we will be able to determine
their perspective.
Quality
Improvement
Manager
Improve 73% of
parents agreeing
that Landmarks
are meeting the
learner’s support
and independence
requirements
effectively.
July 2017
Working with
parents/carers to
recognise achievements
within the home aid
holistic progression
tracking.

Study
Programme
Manager
All learners have
opportunities to
develop their
English and
mathematics skills
at a suitable level.
July 2017
Improving mathematics
and English skills
improves learners PSD
and Employability skills.

All learners now have a maths and
English target, progress is currently
being tracked. At the end of term 1
75% of students are were making
the expected level of progress.
Where appropriate
all learners are to
achieve accredited
recognition for
their mathematics
and English skill
development.
Sixty percent of all
learners engage in
enrichment daily.
June 2017
Some learners next step
in life will benefit from
achieving a maths and
English qualification.

Rigorous assessment has resulted
in learners being placed onto
programmes of study where they
have opportunity to extend their
English and maths skills.

Enrichment programme requires
improvement.
Activities have been taking place,
however capturing the learening
that is taking place, in addition to
participation has not been captured
consistently.
Now looking to recruit an
enrichment co-ordinator to take
ownership of this.
LSA Coordinators
July 2017
Learners have
opportunities to develop
their social interaction
skills.


Page 7 of 11
Develop a
Parent/Carer
engagement
strategy to
maximise the
impact of
learning at
home.
Quality
Improvement
Manager
Create a
parent/carer
engagement
strategy
July 2017
LSA Lead coordinator
Increase results
on parent/carer
satisfaction
question ‘Do you
know the skills
that we are
supporting your
learner to
develop’, from
82% to 90%
Develop a method
of communication
that parents will
use to record
achievements at
home.
May 2017
Study
Programmes
Manager
Parents/Carers can see
what they can do to
support their
son/daughter to
progress through their
studies.
Improved understanding
about the skills we are
developing will enable
families to reinforce
them within the home
environment beyond
college.

Parental engagement strategy
defined and shared on website.
Identified a parent ambassador –
Mrs Wrigley to help promulgate our
strategy.

The first coffee morning was
attended by 4 parents in December
and 1 external organisation. Second
coffee morning was attended by 4
parents and no external
organisations.
Coffee mornings still taking place,
but small attendance.
The parent/carer survey is due to
be sent May 2017.
Quality assurance exercise on
communication books, found
messages home to be of good
quality and detail in previous QA
work. This will be developed to
enable parents to contribute
towards target achievement.
Implementation of target sheets
required to enable parents to
comment against specific targets
learners are working towards.
The parent/carer survey is due to
be sent May 2017.
All 17 staff, who were not qualified
to this level are now enrolled.


Mar 2017
Improved feedback from
parents from 82% to
90% in survey question
‘Do you know the skills
that we are supporting
your learner to develop?’
Parents completing
home/college target
tracking.



Improve the
skills of less
experienced
learning
support staff to
ensure the
support
learners
receive is
consistently
Quality
Improvement
Manager
Quality
Improvement
Manager
100% of all LSA
staff to be
qualified up to
level 3 in
supporting
teaching and
learning.
Implementation of
LSA framework at
level 3, which
July 2018
Improved understanding
around the role of
learning support will
improve the support
given to our learners.

July 2017
Investment into the
knowledge and skill of
learning support staff

17 LSAs are now signed up to
complete the level 3 teaching
assistant qualification, which will be
Page 8 of 11
good.
includes level 2
English and Maths
Improve
awareness of
information,
advice and
guidance so
that learners
can be
supported well
to make
decisions about
their futures
Principal
Raise
awareness and
knowledge of
the Prevent
agenda;
promote British
Values, SMSC
and ensure
learners know
how to remain
safe.
Principal
will improve the quality
of support given to
learners.
90% of students’
progress in to a
positive
destination of FE,
employment or
community
activity.
July 2017
Wrap training for
all staff,
volunteers
July 2017
completed July 2018
Learners will have
benefitted from their
programme at college,
leading to improved life
outcomes, activities,
autonomy and
communication skills.

All staff and volunteers
are vigilant to the signs
of extremism and
radicalisation.










Principal
College to create a
PREVENT
Strategy, Policy
and Action Plan
Feb 2017


Employability = 100% improved
outcomes predicted
Further Education = TBC
Life Skills = TBC
Principal is a trained WRAP
deliverer.
LSA Coordinator is a trained WRAP
deliverer.
DCC delivered training to all staff on
WRAP.
WRAP is part of induction.
Professor S. Peart delivered
Radicalisation and Extremism
awareness training to all staff.
Created a partnership with Portland
College, where we can share
resources and training activities
Updates are provided in weekly
briefings and scenarios are given to
staff to identify the risks
A Prevent curriculum map will be
produced in May 2017 to show
howe this is being embedded
through the college curriculum.
PREVENT Strategy authorised by
trustees in September 2016.
Policy authorised by trustees in
September 2016
Page 9 of 11

Quality
Improvement
Manager
Training on BV
and SMSC for all
tutors
Jun 2017
Tutors
Deliver sessions to
learners on how to
keep safe.
May 2017
Staff and learners are
aware of BV’s and SMSC.


Raising awareness will
help keep learners
informed and vigilant.


Develop the
curriculum
offer to include
health and
wellbeing, both
physically and
emotionally.
Quality
Improvement
Manager
July 2017
Evidence suggests that
health and fitness
activities promote
attention and reduce
behaviours.


Lead LSA
Coordinator
Introduce
measures to
monitor online
activity to help
educate
learners about
safe online use.
All learners to be
given the
opportunity to
engage with
health and fitness
sessions.
Principal
ICT Technician
Develop
enrichment
activities at lunch
time to help at
least 60% of
learners develop
social interaction
skills.
Install software to
monitor online
activity.
July 2017
Deliver CEOP/Esafety training to
staff and learners.
Apr 2017
Mar 2017
Ext. May
2017
Ext. May
Increase from 90%
agreeing in learner
satisfaction survey
question ‘Do you have a
choice of things to do at
lunchtime?’

There will be an 80%
drop in concerns raised
through online
monitoring

Raising awarenss of the
risks online, will help
staff better support




Action Plan reviewed annually by
trustees and the Safe and Equal
Committee
All staff have received training on
equality & diversity and prevent.
Training to be provided on SMSC.
Safeguarding training has been
given to tutors, demonstrating how
to differentiate the topic.
The learner survey activities will
help highlight the impact of this
training.
Last survey, parents stated that
55% agreed that the learner is
supported and empowered by staff
to make their own healthy living
choices. This should improve to a
target of 85%.
Next survey results have not been
analysed as yet.
Enrichment registers have been
implemented to show interest in
enrichment.
Not enough data is available as yet
to analyse.
Software purchased to be installed
and then benchmark data.
Imperio has been purchased and
will be installed on our new cloud
servers. Extend due date to May
2017.
All LSAs have received CEOP
Tutors are to receive training in
May 2017. Ext. May 2017.
Page 10 of 11
Develop
careers
information,
advice and
guidance for
learners and
their families.
Quality
Improvement
Manager
learners.
July 2017
Improving the
knowledge of learners
around IAG, will help
them and their families
make informed decisions
about their futures.


Quality
Improvement
Manager
Where
appropriate,
capture the
development of
learners ICT
skills.
Increase in
positive
destination data of
90%
2017
Increase in
student
satisfaction survey
from 81%
agreeing they get
enough help to
plan their next
step.
Eight five percent
of ICT thematic
reviews judge use
of ICT to be good
or better.
July 2017
Principal
Develop a College
ICT strategy.
Apr 2017
Study
Programmes
Manager
All learners with
specific ICT
targets will make
at least the
expected level of
achievement.
July 2017
Quality
Improvement
Manager
July 2017
Increase from 81% to
95% in learner survey
question ‘Do you get
enough help to plan
your next step’ as an
impact of staff training
and an extension of
services available.
Application of ICT in
sessions to be used to
good effect, promoting
independent research
and understanding of
technology.
Learners need to be able
to develop their ICT
skills at an appropriate
level.


Impartial careers advice service,
alongside a benefits adviser offer a
service from the Littlemoor site
once a month. Implemented in
January, attendance of 8 parents
and 6 learners.
Currently rolling out a feedback
form as a benchmark
Feedback form to be produced.
Mid-point survey data is currently
being collated.

Introduction of the ICT initial
assessment for SI learners or
learners who have shown an
interest in ICT

Completed and disseminated.

Still currently in progress
Page 11 of 11