Programme satisfaction
Teacher and coach satisfaction each also reached 97.4%.
Report, p. 4 (PDF, opens in a new tab)Kent Business College · Annual outlook
Our plan for
2026–2027.
Professional learning.
Inclusive opportunity.
Demonstrable impact.
Expert teaching and personal support are at the heart of KBC. Our next chapter makes every step of the learner journey clearer, more accessible and more purposeful.
September 2026 — August 2027Proposed annual plan
12improvement priorities
4core programme pathways
1shared commitment to learner progress
01 / Our foundations
Build on what
learners value.
The 2025–2026 self-assessment provides a strong starting point. These August 2026 questionnaire findings reflect the value learners place on their programmes and the people supporting them.
Delivery satisfaction
An increase of 10.7 percentage points between survey waves.
Report, p. 8 (PDF, opens in a new tab)Value their teaching sessions
Professional expertise made useful in the learning experience.
Report, p. 57 (PDF, opens in a new tab)Personal & professional development
Agree that their programme supports their development.
Report, p. 52 (PDF, opens in a new tab)Reported learner perceptions from the August questionnaire wave, not achievement rates. Positive ratings are 4 or 5 out of 5. The report’s methods and sample definitions are available on page 66 of the PDF.
A consistently excellent learner journey.
Protect the relationships learners value. Make resources and information dependable. Build assessment and career confidence. Demonstrate the difference through authentic learning, learner voice and employer insight.
02 / The improvement scorecard
Clear ambitions.
Visible progress.
Six experience measures show where the plan concentrates improvement. Every target below is proposed for leadership and board adoption; the bars show the reported starting point.
August 2026 baselineProposed targetScale: 0–100%
Organisation & communication
Report, p. 50 (PDF, opens in a new tab)76.3% baseline≥90% target · August 2027
Careers guidance
Report, p. 52 (PDF, opens in a new tab)66.7% baseline≥85% target · August 2027
Learning resources
Report, p. 53 (PDF, opens in a new tab)81.6% baseline≥90% target · February 2027
Useful assessment feedback
Report, p. 54 (PDF, opens in a new tab)86.8% baseline≥92% target · February 2027
Support when behind
Report, p. 56 (PDF, opens in a new tab)80.7% baseline≥90% target · February 2027
Equality, diversity & inclusion
Report, p. 59 (PDF, opens in a new tab)93.0% baseline≥95% target · August 2027
These are like-for-like question targets from the report. Stage-specific EPA preparedness is explained separately under Q2 because its target population differs from the whole-sample baseline.
03 / Twelve priorities
From insight
to practical action.
Each priority connects a learner benefit with an accountable role, a proposed standard and evidence of success. Open a priority to see what is planned and how its impact would be reviewed.
Showing all 12 priorities
Q1A clear and welcoming start
Proposed accountable role Head of Delivery
Reported baseline
76.3% positive organisation and communication ratings
Proposed target
At least 85% by February; 90% by August 2027
- One induction checklist, programme journey map and current calendar.
- A 30-day conversation to confirm understanding, access and readiness.
- A proposed ten-working-day notice standard for non-emergency timetable changes.
What would demonstrate success?
Report, p. 50 (PDF, opens in a new tab)Two monthly audits meeting the standard, followed by a learner pulse confirming clearer information.
Q2Confidence at every assessment milestone
Proposed accountable role EPA Lead
Reported baseline
73.7% understand EPA requirements; 46.5% feel prepared across all stages
Proposed target
At least 85% understanding; 80% preparedness among final-six-month learners by February 2027
- Stage-based end-point assessment (EPA) roadmaps and quarterly briefings.
- An individual readiness plan for every learner within twelve weeks of their planned end.
- Diagnostics, appropriate rehearsal and adjustments aligned with the applicable assessment plan.
What would demonstrate success?
Report, p. 51 (PDF, opens in a new tab)Two readiness reviews combining authentic work, learner understanding and demonstrated readiness. The preparedness target uses a different population from the whole-sample baseline.
Q3Turn learning into career momentum
Proposed accountable role Head of Quality, with a designated careers lead
Reported baseline
66.7% positive careers guidance ratings
Proposed target
At least 82% by February; 85% by August 2027
- Record a career goal for every active learner and revisit it at ten-week reviews.
- Publish verified pathway maps for the four programme families.
- Offer two accessible careers or networking opportunities each quarter.
What would demonstrate success?
Report, p. 52 (PDF, opens in a new tab)Two quarterly reviews showing access and useful guidance, with a clear link between career goals, actions and observed development.
Q4Resources that make learning easier
Proposed accountable role Head of Technology
Reported baseline
81.6% positive resource and LMS ratings
Proposed target
At least 90% positive ratings by February 2027
- A clear module sequence: video, reading, activity, assessment and feedback.
- Core resources available seven days before use, with links, permissions and accessibility checked.
- A proposed standard of resolving at least 95% of routine system issues within two working days.
What would demonstrate success?
Report, p. 53 (PDF, opens in a new tab)Two successful monthly audits, learner task testing and a subsequent pulse showing improvement. Accessibility barriers stay open until the intended task works.
Q5Assessment that advances learning
Proposed accountable role Head of Quality
Reported baseline
86.8% agree feedback is useful
Proposed target
At least 92% useful-feedback agreement by February 2027
- Common assessment briefs with clear purpose, criteria, dates and support routes.
- A proposed ten-working-day feedback standard, with at least 95% issued on time.
- Monthly moderation, appropriate exemplars and practical assignment clinics.
What would demonstrate success?
Report, p. 54 (PDF, opens in a new tab)Two moderation cycles meeting the standards, with sampled learner work showing how feedback has been used.
Q6Applied learning for the next economy
Proposed accountable role Programme Leads, under the Head of Delivery
Reported baseline
91.2% industry relevance; 88.6% meaningful off-the-job learning
Proposed target
At least 95% relevance and 92% meaningful learning by August 2027
- One applied tool laboratory per programme each quarter.
- At least two relevant case applications per module, informed by learners and employers.
- Responsible AI and digital practice: verification, confidentiality, bias awareness and authentic reasoning.
What would demonstrate success?
Report, p. 55 (PDF, opens in a new tab)Two termly reviews showing relevant workplace application, accessible participation and a manageable workload.
Q7Timely support that protects progress
Proposed accountable role Head of Delivery
Reported baseline
80.7% positive support when behind; 84.2% useful employer reviews
Proposed target
At least 90% for both measures by February 2027
- Human review of missed contact, overdue work, attendance and stalled progress.
- Contact within five working days for at least 95% of confirmed concerns.
- An agreed support or recovery plan for every identified case, with appropriate employer involvement.
What would demonstrate success?
Report, p. 56 (PDF, opens in a new tab)Two monthly audits plus evidence that recovery plans help learners. Individual cases require restored participation or a documented appropriate alternative.
Q8Protect the quality of human relationships
Proposed accountable role Head of Quality, with the Head of Coaches
Reported baseline
97.4% headline satisfaction with both teaching and coaching
Proposed target
Sustain at least 97% headline satisfaction; teaching domain at least 94% and coaching domain at least 92% by August 2027
- Professional learning, peer observation and coaching calibration across every programme.
- Protect staff continuity and set caseload thresholds through a workload review.
- Share practice that demonstrably improves participation, learning and workplace application.
What would demonstrate success?
Report, p. 57 (PDF, opens in a new tab)Two successive observations or calibrated reviews demonstrating sustained improvement. Headline satisfaction and pooled domain ratings remain separate measures.
Q9A culture of safety, care and confidence
Proposed accountable role Designated Safeguarding Lead
Reported baseline
96.5% pooled positive safeguarding and wellbeing responses
Proposed target
Sustain at least 96% pooled agreement and at least 97% contact awareness
- Current safeguarding contacts, staff refreshers and clear referral routes.
- Anonymised case-quality sampling alongside learner awareness checks.
- Immediate action on urgent concerns under policy, with no overdue risk-critical action.
What would demonstrate success?
Report, p. 58 (PDF, opens in a new tab)Two monthly assurance reviews confirming reliable practice and awareness. Safeguarding case closure continues to follow professional judgement and policy.
Q10Access that works for the individual
Proposed accountable role Inclusion Lead
Reported baseline
93.0% positive equality, diversity and inclusion ratings
Proposed target
At least 95% inclusion ratings by August; 90% useful-adjustment ratings among support recipients by February 2027
- A current plan for every learner with an agreed ongoing adjustment.
- Practical support, accessible materials and learner testing of digital journeys.
- Review adjustments at transitions, assessment milestones and changes in circumstances.
What would demonstrate success?
Report, p. 59 (PDF, opens in a new tab)Two reviews confirming useful support and participation as intended. A valid baseline for adjustment usefulness must first be established.
Q11Governance that turns voice into decisions
Proposed accountable role Academic Director; scrutiny led by the Governance Chair
Reported baseline
83.1% pooled leadership ratings; 85.1% prompt issue resolution
Proposed target
At least 90% leadership ratings and 92% prompt-resolution ratings by August 2027
- An annual reporting calendar covering education, safety, inclusion, outcomes, resources and risk.
- Every decision assigned an owner and due date; all material overdue actions escalated.
- Learner and employer input into programme reviews, supported by ‘you said, we did, next’ updates.
What would demonstrate success?
Report, p. 60 (PDF, opens in a new tab)Two governance reviews demonstrating complete action tracking, meaningful stakeholder input and evidence of impact.
Q12Evidence that strengthens every decision
Proposed accountable role Head of Quality, with Compliance, MIS and the data lead
Reported baseline
Reconciled definitions and baseline completeness to be established
Proposed target
A traceable source for every published indicator; less than 1% duplicate or test contamination
- Consistent definitions, dated extracts and independent calculation review.
- A shorter anonymous pulse with known invitation denominators and programme-stage coverage.
- Keep questionnaire, coaching-review and outcome measures distinct; examine uncertainty and missing responses.
What would demonstrate success?
Report, p. 61 (PDF, opens in a new tab)Two consecutive quarterly releases passing reconciliation and review, with recorded decisions informed by the evidence.
Q1–Q12 are priority identifiers. All forward standards and role allocations are proposed, subject to resourcing and board approval. Source: report, pages 48–63.
04 / Four distinctive pathways
One college standard.
Professional purpose.
A coherent learning journey connects expert teaching, workplace application, assessment and review. Each programme retains the occupational focus that makes its learning relevant.
Project Controls
Professional
Connect planning, cost, risk, forecasts and change decisions to business value.
- Authentic controls cases and applied tools
- Manageable workload and staged EPA preparation
- Evidence of workplace judgement and impact
Associate
Project Manager
Build confident planning, communication, governance and project delivery.
- Progressive risk and digital applications
- Learning linked to real employer opportunities
- Growth matched to tutor and coach capacity
Marketing
Executive
Translate audience insight into purposeful campaigns and measurable results.
- Applied campaign briefs and evaluation
- Ethical digital and data practice
- Stage-appropriate assessment preparation
Marketing
Manager
Strengthen strategic choice, commercial judgement and stakeholder leadership.
- Integrated strategy and employer-reviewed work
- Clear feedback and critical reflection
- Visible career direction and professional growth
Growth with capacity.
Programme development should protect teaching preparation, coaching continuity, accessible participation and assessment quality. The proposed delivery architecture includes an approved journey map for every active programme.
Report, p. 49 (PDF, opens in a new tab)
A shared opportunity to grow.
The plan connects learning with accessible careers events, employer conversations and professional networks, while protecting the personal support that learners value.
05 / The delivery roadmap
A year of action.
A rhythm of review.
Establish the essentials, test the learner experience, then check that benefits last. Select a checkpoint to explore the intended decisions and evidence.
Proposed implementation stage
Put the foundations in place.
Approve the priorities, owners and resource estimates. Establish a reconciled baseline and the standards learners should be able to rely on.
- Induction and resource standards; assessment-brief templates
- Stage-specific EPA roadmaps and early support triggers
- Design programme journey maps and agree the reporting calendar
First implementation checkpoint
Is the experience consistent?
Test whether the new arrangements are available and usable across programmes. Identify what needs to change before the mid-year review.
- Resource access tests and sampled assessment briefs
- Induction checks, action logs and published journey maps
- First stage-based EPA review and staff-development sampling
Formal mid-year review
Is learning getting better?
Bring a comparable learner pulse together with work samples, progress and readiness evidence. Evaluate the principal experience targets.
- Organisation, careers, resources and feedback ratings
- Support usefulness and stage-aware EPA evidence
- Clear decisions about what to maintain, adjust or resource
Sustainment checkpoint
Has the benefit lasted?
Review evidence from two successive checkpoints. Investigate programme and learner-group variation and test the findings through peer challenge.
- Two-review follow-up and learner explanations
- Employer participation and accessible opportunities
- Reusable practice examples nominated for evaluation
Annual evaluation
What should we carry forward?
Reconcile outcomes against the agreed baselines. Close evidenced actions and retain an owner for every remaining priority.
- Outcome series, evaluated cases and residual priorities
- Two proposed externally shareable practice resources
- An internally approved account to inform the next annual cycle
Proposed milestones, not a record of completed actions. Governance calendar, p. 65 (PDF, opens in a new tab)
06 / Governance & assurance
Accountability that
reaches the learner.
Good governance connects evidence, decisions and resources with an observable benefit. The plan proposes a clear review rhythm and a disciplined approach to closure.
Action owners
Review delivery during initial implementation and resolve practical barriers.
Leadership team
Review the dashboard, exceptions, resourcing and the effect on learners.
Governance Board
Scrutinise progress and commission independent sampling where evidence is incomplete.
Listen, decide, follow through
Record learner and employer input, the decision it informs, an owner and a due date. Explain the response through useful ‘you said, we did, next’ updates.
Measure the right outcome
Pair learner experience with learning evidence, participation and verified outcomes. Keep satisfaction, assessment results and apprenticeship achievement measures distinct.
Resource the commitment
Protect programme, coaching, technology and safeguarding capacity. Estimate time, dependencies and direct cost before approving each action.
How to interpret the evidence and targets
The attached report is the source for this page. Its annual self-assessment covers the year ending 31 August 2026; its proposed quality improvement plan runs from 1 September 2026 to 31 August 2027.
August headline questionnaire findings generally use 114 valid respondents. The report records no invitation denominator, so these percentages are not survey response rates. Questionnaire responses, coaching and progress-review evidence, and official sector data are separate sources.
Targets, role allocations and resources are proposed. Publication does not establish board approval, budget authorisation or completed delivery. The report’s ambition for exceptional practice is a self-assessment ambition, not an externally awarded grade.
Progress should be assessed using consistent definitions, comparable populations and explicit periods, with missing data and uncertainty retained. The page is a summary of the published report, not a live performance dashboard.
Measures, methods and governance: pp. 64–67 (PDF, opens in a new tab)
The complete annual outlook
Explore the evidence.
Read the full plan.
The Annual Self-Assessment 2025–2026 and Quality Improvement Plan 2026–2027 brings together learner voice, programme strategies, sector context, evaluation and twelve detailed improvement priorities.
Read the PDF on this page
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