HOW2 Platform Promotes Culture of Trust and Transparency at Hull College

Background

It’s no secret that Hull College has had a turbulent past. Since its Ofsted inspection in 2015, the college has seen multiple changes to its leadership including the recruitment of a new principal and the appointment of an almost entirely new senior leadership team (SLT).

Following a period of intervention that stretches back to 2018, a Further Education Commissioner’s (FEC) Inspection carried out in 2020, revealed that satisfaction among students aged between 16 and 18 was ​‘very low’, with falling enrolment and attendance placing further pressure on already strained finances.

A key member of the newly appointed SLT, Ranjit Singh, was given the role of Vice Principal for Quality and Learner Experience as part of a raft of measures to make the ​‘urgent improvements’ requested in the FEC report.

Key challenges

Singh was given overall responsibility for ensuring the effectiveness of all areas of provision across the college including study programmes, apprenticeships, high needs, and learner services.

Two stood out as the most problematic among the many challenges he faced. Firstly, there was a longstanding problem with the 16 – 19 study programmes which had received a ​‘requires improvement’ grade from Ofsted in the previous three inspections.

Secondly, and perhaps more importantly, was the lack of trust and transparency between teaching staff and management that had emerged due to the many failed previous attempts to improve teaching and learning across the college.

Taking a developmental approach to teaching and learning

Having succeeded in closing teaching and learning gaps in his former role as Director of Curriculum and Cross College TLA at West Thames College — a success he attributes in no small part to the college’s use of the HOW2 Platform — Singh was in no doubt that the HOW2 teacher development tool would help him to raise the quality of provision across Hull College’s 200-strong teaching body.

His developmental, research-driven approach relied heavily on the evidence-based teaching techniques available on the HOW2 Platform. A deep-dive teaching and learning programme, the approach included establishing a team of four outstanding practitioners and ten learning coaches and introducing a rigorous observation process set against a newly established set of learning criteria.

Right from the outset, the college linked its learning criteria with the evidence-based teaching techniques on the HOW2 app. The quality team created a series of ​‘HOW2 Sets’ — one of the many features offered by the platform — to reflect each area identified for development.

After every observation, teaching staff received an action plan where HOW2 techniques were recommended — matched to both areas identified for development and the newly established learning criteria which focused on assessment for learning and feedback.

Grading was eliminated — along with judgement — and replaced with a more tangible and supportive approach to teacher development.

Engagement with the platform ascended quickly. Teachers and coaches using the techniques were asked to update their status to ​‘considering it’, ​‘working on it’, or ​‘embedded it’ on the skills exchange — a unique feature of the app that allows managers to evaluate engagement and facilitates the sharing of best practices across and between subject areas and across teaching institutions.

Fostering a college-wide, shared learning environment

Terrie Fletcher, one of four Outstanding Practitioners appointed in early 2022, and a long-standing member of the quality team at the college explains; ​“Our biggest problem prior to the appointment of the new SLT and the implementation of the HOW2 Platform was a lack of stability and consistency. Staff morale and trust were very low, and we had lost a lot of staff.” 

Before the implementation of the HOW2 Platform, staff development focused on in-person workshops with external trainers brought in.

She was particularly impressed with the platform’s notes feature which, along with the skills exchange, encourages staff to share ideas and good practice. She said: ​“There has been a noticeable shift towards shared learning across the college with more and more teachers embracing its social learning features. 

After seven chief executives in six years, and numerous changes in policies and procedures, we have achieved stability and altered the professional learning culture at the college. I’m proud to have been a part of that.”

Insights from teaching staff

A lecturer in Digital Media Studies and mentor at Hull College remembers being introduced to the HOW2 Platform for the first time.

​“Getting to grips with the HOW2 Platform came very easily to me — as it does with most teachers. It’s like second nature. It’s so intuitive and easy to use.”

Anne Learoyd, Head of the Adult English Institute at the college ​‘was amazed’ at the practical engagement levels and improvements she saw across key areas of the adult English curriculum — including practical skills, GCSE, and functional English as a result of using the techniques on the platform.

Her use of iTransform — one of 160+ techniques on the platform which requires students to construct and reconstruct content and extract core messages to express its meaning in different but effective ways — prompted the development of a particular learning task that spanned all three curriculum areas set against a real-world theme affecting students in the Hull region.

Named ​‘Graffiti, is it Art or a Crime?’ the project culminated in learners having to write to their local councillor. Anne was taken aback by the standard of work produced as a result of the project. She said; ​“Before the HOW2s I would have probably stuck to the same old approach tackling letter writing, speaking, and listening so that it was all detached. Linking everything together as part of a cohesive project worked beautifully. I really enjoyed it.”

In a stronger position two years on

Since the rollout of its new SLT and developmental strategy, the college has continued to make improvements to the quality of its teaching and learning.

A monitoring visit from Ofsted in 2023 revealed that the college’s leaders and the quality team were congratulated for their role in improving teaching at the college which received a ​‘significant progress’ judgement for improving the quality of the provision for learners aged 16 to 18 years to enable them to develop significant new knowledge and skills.

The Ofsted visit noted a ​‘useful and intensive professional development programme for staff, with development plans linked to the outcomes of the evaluations. As a result, the quality of teaching has improved significantly since the last inspection.’

The teachers were found to use ​‘a range of teaching strategies effectively to help learners develop new knowledge, skills, and behaviours.’

From 2020 – 2021 teaching departments across the college showed steady progression, with most departments reaching the quality team’s required internal standard of teaching practice which also aligns with the improved results at the college.

Appointed in 2022 as the college’s Principal and CEO, Debra Gray MBE joined Hull College as a leader of an outstanding college with a proven track record in the sector. The college has since continued to improve and is now on a journey to excellence.