Learning Experience Platform UK – The Definitive Guide
Characteristics of Effective Learning
Do GCSEs Matter?
What Happens If You Fail Your GCSEs?

CASE STUDY BURTON AND SOUTH DERBYSHIRE COLLEGE

 

CASE STUDY
BURTON AND SOUTH DERBYSHIRE COLLEGE

 

How PL helped Burton and South Derbyshire College

Burton and South Derbyshire College were able to identify more than £60,000 in direct savings through using PLEX

KEY OUTCOMES

• Positive impact on learner retention numbers
• Better support for learners by pin pointing specific areas for improvement
• Assessment data quick to review enabling support to be quickly deployed to learners

IMPLEMENTATION

Assessment Period: October 2019 – April 2020

During this period learners completed two
assessments.

Number of Learners Enrolled in PLEX:
Assessment 1: 1314 October 2019
Assessment 2: 563 April 2020

PLEX Assessments were completed by the learners
once in October and once in April.

College Team Facilitating PLEX:

Dawn Ward CBE, Chief Executive and Principal
John Beaty, Vice Principal
Ryan Halford, Vice Principal and Executive Director
Chris Beech, Assistant Principal and Dean
Rebecca Lewis, Progress Coach Team Leader
Ryan Halford, Vice Principal and Executive Director

In 6 months, we were able to identify through the use of PLEX more than £60,000 in cost savings

DIRECT PRODUCT IMPACT

HEAR FROM BURTON AND SOUTH DERBYSHIRE COLLEGE ABOUT HOW
PLEX DIRECTLY HELPED SPECIFIC LEARNERS
[

This learner experiences issues with fatigue and can become anxious in trying to manage workload.

Outcome and strategies implemented as a result of PLEX findings:

The learner has become more effective in managing their own wellbeing, and taking proactive steps to address it if they feely it is becoming a concern.

Josh, Progress Coach

This learner requires attention in perception toward institution, towards tutors and subject demands. They could struggle to retain new information.

Outcome and strategies implemented as a result of  PLEX findings:

Met with learner who reported a lack of self-confidence and felt their work was “not good enough”.
Frequently (negatively) compared their work to their peers. 1:1’s with the learner arranged to check on wellbeing. The learner engaged well  with the support put in place.

Georgie, Progress Coach

This learner struggles to motivate themselves to get to class, and struggles to cope with pressure, particularly surrounding exams and assessment.

Outcome and strategiesimplemented as a result of  PLEX findings:

Implemented support to reduce learner pressure. Identified classroom strategies that might make the learner feel more at ease.  To help build confidence and motivation, tailored a group tutorial resulting in improved engagement and a boost to the learner’s confidence.

Amy, Progress Coach

This learner has poor perceptions towards institution and subject demands, can be overwhelmed, and display poor resilience, is mostly alert but can be easily influenced.

Outcome and strategies implemented as a result of  PLEX findings:

A positive relationship was built up with the learner who responded well and engaged to reflect on and address behaviours. Quickly realised the learner responded well to positive encouragement and the tutoring style was adapted accordingly. Changes had a positive impact on the learner’s attendance, punctuality and behaviour.


Meg, Progress Coach

This learner struggles with time-management, prioritising workload, and retaining and applying knowledge and well as overwhelm.

Outcome and strategies implemented as a result of  PLEX findings:

Regular catch-ups with the learner were arranged. Changes to ‘normal’ sessions were suggested such as changes to seating plans in lecture theatres to help ease anxieties. Learner attendance was impacted negatively by anxiety, with support, the learner was able to successfully complete work experience.


Rachel, Progress Coach

 

This learner gets nervous leading up to exams and assessments and does not deal well with pressure. They are easily distracted by social media and rush to meet deadlines.

Outcome and strategies implemented as a result of  PLEX findings:

Addressed with the learner and their tutor ways to support them to help manage their workload. A support plan was put in place to help the learner manage the issues that had been raised.

Marcia, Progress Coach

 

Dawn Ward CBE
Chief Executive and Principal

Burton and South Derbyshire College

This two pronged benefit will dramatically aid learner retention whilst also ensuring they continue with the right frame of mind to succeed.

 

View Comments (0)

Leave a Reply

Your email address will not be published.

Scroll To Top