Excellence in Pupil Development Award

Tameside College is actively working towards the objectives outlined in the Excellence in Pupil Development Award (EPDA) framework. The college's mission to "transform lives by offering first class education and training in order to improve employability and generate economic prosperity" aligns closely with the EPDA's goals3. Tameside College implements a comprehensive personal development program that extends beyond academic learning, focusing on developing students' employability skills, confidence, and preparing them for life in modern Britain. The college offers a structured curriculum that promotes personal attributes such as self-confidence, resilience, and self-discipline, while also emphasizing the importance of positive behavior, punctuality, and attendance46. Tameside College engages with local and national organizations to provide enrichment activities and work experience opportunities, helping students develop their confidence, responsibility, and leadership skills. Additionally, the college is committed to ongoing staff professional development to ensure that all staff members can effectively support students' personal growth.

Objective 1

The college demonstrates a commitment to promoting pupils' personal development and skills by working towards achieving the Excellence in Pupil Development Award.

1. School leaders publish their commitment to the award through their website and/or other appropriate communication tools.
2. A senior leader is appointed as the award coordinator and a working group is in place. A governor (or equivalent) is designated to oversee the effectiveness of the award.
3. The EPDA self-evaluation is completed.
4. The Action Plan is completed and approved by the senior leadership team and governing body.
5. The Excellence in Pupil Development Award is included in the college development plan.
6. EVALUATION: The Action Plan is regularly monitored, progress is evaluated, and the findings shared and acted upon.

Objective 2

The college has robust policies in place that promote and develop pupils' personal development and skills, including their behaviour and attitudes.

1. The college has the following policies in place which each contribute to pupils' personal development: a) Behaviour policy b) Anti-bullying policy c) PSHEE policy d) Attendance policy e) SMSC policy f) British values policy g) Pupils' mental health and wellbeing policy h) Equality policy.
2. EVALUATION: The college has a holistic approach to gathering termly information about the effectiveness of these policies. Appropriate follow-up action is taken.

Objective 3

The college's curriculum promotes and supports pupils' personal development and skills.

1. The SLT undertakes a thorough analysis of the personal development needs of each year group to ensure the pastoral programme of study is relevant and age-appropriate.
2. The academic curriculum is regularly reviewed by teachers to ensure it adequately supports pupils' personal development.
3. A broad overview of topics covered in the college's PSHEE programme of study, including relationships, sex and health education (RSHE), is in place for all year groups.
4. The college has a comprehensive programme of study for pupils to help them keep safe.
5. There is an enrichment programme in place for all year groups, which includes opportunities to develop pupils' personal development and skills.
6. There is a programme of study for key stage/year group which helps pupils to become money/financially aware.
7. The college has audited when and where in the academic and pastoral curriculum pupils' SMSC is explicitly developed.
8. The college's curriculum develops pupils' understanding of fundamental British values (FBV) and prepares pupils for life in modern Britain.
9. The college's curriculum develops pupils' responsibilities towards the environment.
10. The college curriculum develops pupils' leadership skills.
11. There is a programme of study in place to develop pupils' work skills (and employment awareness for secondary pupils) as relevant to the pupils' age and stage.
12. EVALUATION: The effectiveness of the pastoral curriculum is evaluated termly through a range of activities. Appropriate follow-up action is taken.

Objective 4

The college actively enlists the support of professionals and agencies linked to national and international organisations to strengthen its provision for pupils' personal development and skills.

1. The college identifies and engages with relevant national and international organisations, businesses or industry, and professionals to support the curriculum and pupils' personal development and skills.
2. The college publicises and promotes the work of a range of charities and organisations who support pupils' personal safety.
3. The college regularly invites relevant and appropriately vetted professionals/agencies, national business representatives, and other role models to address pupils on personal development and skills and to raise pupils' aspirations for their future.
4. EVALUATION: The college gathers a range of evaluative feedback on the quality of its activities to promote personal development and skills, as well as their impact on pupils' attitudes. Next steps are identified.

Objective 5

The college promotes pupils' positive behaviour and attitudes towards one another, adults, and their learning.

1. The behaviour policy, including the anti-bullying policy, is pupil- and parent-friendly. It states clearly how rewards and sanctions are applied.
2. Pupils are encouraged to manage their behaviour through an understanding of choices, actions, and consequences. colleges support pupils to make the right decisions and modify their behaviour.
3. Pupils' attitudes and conduct towards one another are strengthened through specific work to address prejudice in society.
4. Pupils' attitudes to learning are tracked and monitored.
5. Expectations about regular attendance and punctuality to college are widely publicised to both pupils and parents/carers. Good attendance and punctuality are celebrated.
6. The college tracks and analyses the application of the rewards/praise and sanctions policy. Positive behaviour is celebrated.
7. EVALUATION: The college evaluates the effectiveness of its behaviour policy to ensure that no group is disproportionately represented, with appropriate follow-up action taken. Pupils' attitudes are evaluated using a range of evaluation strategies.

Objective 6

The college commits to training and developing its staff to fully support pupils' personal development and skills.

1. The college evaluates the extent to which all staff feel they have the knowledge and skills to support pupils' personal development, skills, and protection needs.
2. Relevant staff receive guidance to support teaching of the PSHEE programme, including guidance on keeping pupils safe.
3. Staff are committed to supporting vulnerable groups while challenging discrimination or prejudice-based behavior.
4. EVALUATION: The college evaluates training impact on pupil outcomes regarding behavior or skill-building goals tied into broader frameworks like EPDA objectives themselves etcetera!