SRUC
(Scotland’s Rural College)
30 May 2014
A report by HM Inspectors
on behalf of the
Scottish Funding Council
Summary report
The external review process
HM Inspectors undertake an independent review of the quality of provision in Scotland’s
colleges on behalf of the Scottish Further and Higher Education Funding Council under
a service level agreement between the council and Education Scotland. External review
teams include HM Inspectors, associate assessors and a student team member.
During external reviews, members of the review teams observe learning and teaching
and hold discussions with learners, staff and stakeholders. They consider information
on learner attainment and evaluate learner progress and outcomes. They meet with
members of the Board of Management and obtain feedback from community groups,
partners and employers who work with the college.
The purpose of this report is to convey the main outcomes arising from the external
review, to acknowledge the college’s strengths and to provide a clear agenda for future
action to improve and enhance quality.
This external review results in judgements of effective or limited effectiveness or not
effective that express the external review team’s overall evaluation of high quality
learning, learner engagement and quality culture.
The report also uses the following terms to describe
numbers and proportions:
almost all
most
majority
less than half
few
over 90%
75-90%
50-74%
15-49%
up to 15%
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Contents
Page
1. Introduction
1
The external review
1
2. Judgement of Effectiveness in relation to identified themes
2
Section A:
Section B:
Section C:
Section D:
Section E:
2
2
3
4
4
Statements of Effectiveness
Supporting statements
Areas of positive practice
Areas for development
Main points for action
3. The college and its context
5
4. What is an Overarching Judgement?
6
5. What happens next?
8
6. Further information
8
7. How can you contact us?
9
Appendices
10
Glossary of terms
The Scottish Credit and Qualifications Framework
10
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1.
Introduction
The external review
The bespoke external review of SRUC (Scotland’s Rural College) by
Education Scotland took place during the week beginning 17 March 2014.
The Scottish Funding Council (SFC) and Education Scotland agreed a bespoke
approach to the external review which takes account of the role of the Quality
Assurance Agency Scotland (QAAS) and Education Scotland in reviewing and reporting
on the student experience at SRUC. The approach is outlined in the Protocol for the
external review of quality assurance and enhancement at SRUC (August 2013) which
identifies the themes to be included by Education Scotland during the external review in
relation to Further Education (FE) level provision. The themes were discussed and
agreed with the SFC, QAAS and the college. The judgements expressed by Education
Scotland refer only to these themes.
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Learner progress, outcomes and achievement.
Learning and teaching process.
Learners enhancing their own learning.
Leadership for learning and teaching.
We examined learning and teaching and other important activities that impact on the
quality of the learner experience. We evaluated these against the two key principles of
high quality learning and quality culture, based on nine of the 13 reference quality
indicators outlined in External quality arrangements for Scotland’s colleges, updated
August 2013. We used information from previous visits to the college and protocol
arrangements with SFC and QAAS to decide the scope of the review.
We found examples of excellence which we describe in this report on page 18.
The external review team talked with learners, staff at all levels in the college, external
agencies and other users of the college.
1
2. Judgement of Effectiveness in relation to identified themes
Section A: Statements of Effectiveness
SRUC has effective arrangements to maintain and enhance the quality of its provision
in relation to:
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learner progress, outcomes and achievement;
learning and teaching processes;
learners enhancing their own learning; and
leadership for learning and teaching.
This judgement indicates that the college has in place effective arrangements to
maintain and enhance the quality of its provision and outcomes for learners and other
stakeholders in relation to these themes.
Section B: Supporting statements
Learner progress, outcomes and achievement
In 2012-13 withdrawal rates and successful completion rates on almost all full-time
and part-time FE programmes were better than national sector performance levels.
However, in a few teaching departments successful completion rates on a few
programmes were below the national sector performance levels. Almost all learners
make good progress from prior learning. They draw productively from previous
learning and work-based experiences to further their skills and prepare for progression
to employment or further study. Most learners attain appropriate vocational
qualifications and a range of additional awards required for working in land-based
industries. They gain a wide range of essential skills and increase their level of core
skills. Almost all learners progress to further learning or employment within industry.
Learning and teaching processes
The range of FE level programmes provides very good opportunities and preparation
for progression to further study and employment. However, in most classes teaching
staff do not take opportunities to promote equality and diversity. Programmes
incorporate an appropriate blend of technical and employability skills with theory and
core skills components. However, in a few theory classes teaching staff do not always
take opportunities to engage learners on reflecting on their own learning. The majority
of programmes include additional awards required for working in land-based
industries. Teaching staff have up-to-date knowledge of their subject area and draw
effectively and continuously on their experience and knowledge of industry to motivate
and enthuse learners. They provide helpful and timely feedback to learners on
assessments and class tasks. Learners have good access to a wide range of on-site
and cross-campus resources to support learning. Most teaching staff provide learners
with high quality advice and guidance on career options and opportunities for
progression to further learning.
2
Learners enhancing their own learning
Learners contribute to personalising their own learning through selecting units and
topics for projects and core skills activities. They regularly use a range of approaches
to peer review their individual and group performance and draw productively on this
process to further develop their technical and employability skills. Learners make
good use of feedback from teaching staff and course tutors to enhance their own
learning. They use personal learning plans (PLP) productively to reflect on their own
learning in relation to their programme and industry requirements, identify skills gaps
and set further objectives and targets. Most learners undertake additional activities
and awards to enhance their employability skills and employment options. Many
learners compete and are successful in a range of industry competitions at local and
national levels. Across programme areas, learners undertake projects which are of
benefit to local and national charities and community groups.
Leadership for learning and teaching
Education Division managers share a strong commitment to ensuring parity of esteem
across all SCQF levels of study. They provide effective and inclusive leadership and
work well together to direct and support teaching departments to provide high quality
learning experiences for FE learners. These approaches are resulting in teaching
departments engaging increasingly in collaborative arrangements which widen and
enhance the learning experience for FE learners. New draft college-wide educational
strategies on portfolio development, portfolio delivery, learner engagement and
student support are well-considered and build on best practice from all of the legacy
colleges. However, some new college managers are not yet sufficiently familiar with
the approaches and standards expected of FE level provision to support future
developments fully.
Section C: Areas of positive practice
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Withdrawal rates and successful completion rates on almost all FE programme
areas are better than national sector performance levels.
Almost all learners make good progress from prior learning and most gain additional
qualifications required for working in land-based industries.
The college provides good opportunities for FE learners to widen and enhance their
knowledge of land-based industries.
Learners develop a wide range of employability skills as a result of learning in a
realistic working environment and through their frequent involvement with employers
and industry representatives.
FE level programmes incorporate an appropriate blend of technical and
employability skills with theory and core skills components.
Teaching staff plan lessons well, establish constructive and supportive relationships
with learners and provide helpful and timely feedback to learners.
Most teaching staff provide learners with high quality advice and guidance on career
options and opportunities for progression.
Learners have good access to a wide range of on-site and cross-campus resources
to support learning.
3
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Education Division managers provide effective and inclusive leadership and work
well together to direct and support teaching departments to provide high quality
learning experiences for FE learners.
Effective collaboration between Education Division managers, heads of teaching
departments, programme leaders and managers in other divisions is providing
opportunities for FE learners to benefit from multi-campus resources and wider
SRUC activities, including research and consultancy.
Arrangements for FE teaching staff to engage in classroom observation are
providing a helpful and useful facility for teaching staff to reflect on learning and
teaching approaches and engage in professional dialogue to discuss and enhance
their practice.
Section D: Areas for development
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In a few teaching departments successful completion rates on a few programmes
are below the national sector performance level.
In a few theory classes teaching staff do not always take opportunities to engage
learners in reflecting on their own learning.
In most classes teaching staff do not promote equality and diversity.
Some new college managers are not yet sufficiently familiar with the approaches
and standards expected of FE level provision to support future developments fully.
Section E: Main points for action

The college should take action to ensure teaching staff promote equality and
diversity within classes.

The college should provide appropriate staff development to ensure managers
have sufficient knowledge of the approaches and standards expected of FE
level provision.
4
3. The college and its context
In carrying out the bespoke external review of SRUC, Education Scotland took the
following college context fully into account.
SRUC was founded on 1 October 2012 as a result of the merger of Barony, Elmwood
and Oatridge colleges and the Scottish Agricultural College (SAC). The formation of
SRUC has created Scotland’s first national small specialist institution delivering tertiary
education, research and consultancy services to a wide range of stakeholders in
agriculture, land and the rural sectors. The college’s activities are delivered through
three divisions: SRUC Education; SRUC Research; and SAC Consulting.
The Education Division is responsible for the strategic direction of FE level provision
and all taught Higher Education (HE) provision and learning and teaching activities. The
education strategy is the responsibility of the Vice Principal Education, who is advised
by the Divisional Management Team (DMT). The DMT comprises Assistant Principals
for Further and Higher Education, Academic Development Managers for Further and
Higher Education, the Student Experience Manager and the Education Business
Support Manager. The Education Division reports to the SRUC Education Board which
is a sub-committee of the SRUC Group Board for strategic direction and decisions
pertaining to all academic matters. Learners are represented formally on both of these
forums. The Academic Board is responsible for ensuring and monitoring the effective
implementation of quality arrangements and for the actioning of decisions made by the
SRUC Education Board. It also has powers to approve and remove programmes.
Education provision ranges from SCQF levels 3 to 11 and is delivered from six
campuses; Aberdeen campus at the Craibstone estate; Ayr campus at the University
Campus shared with the University of the West of Scotland; Barony campus at
Parkgate near Dumfries; Edinburgh campus at the science campus of the University of
Edinburgh, Elmwood campus in Cupar, Fife; and Oatridge campus near Broxburn.
Around half of SRUC education provision is at FE level. Almost all FE level provision
(SCQF levels 3 to 6) is delivered from Barony, Elmwood and Oatridge campuses with
one full-time programme delivered from Aberdeen campus and a number of Scottish
Vocational Qualifications (SVQ) delivered at Ayr campus. In session 2012-2013, 1,048
learners attended full-time FE level programmes and 2,730 learners attended part-time
FE level programmes.
In June 2013, the college created six teaching departments to manage the curriculum
and delivery of education programmes across all campuses.
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Agriculture and Business Management.
Animal and Equine.
Engineering, Science and Technology.
Environment and Countryside.
Horticulture and Landscape.
Sport and Tourism.
In 2012-13, the college’s contracted level of activity from the SFC for non-advanced
land-based programmes was 32,953 Weighted Student Units of Measurement
(WSUMs). The college’s income for the year to 31 March 2013 was £67 million, with
SFC grants accounting for 20.5% or £13.8 million of the total.
5
4.
What is an overarching judgement?
Education Scotland uses an overarching judgement of Effectiveness to express the
findings of the review team. The judgement of effectiveness takes into account all the
evidence gathered through the external review. Such judgements express outcomes
as:
effective;
limited effectiveness; or
not effective.
This judgement is further detailed by supporting statements which substantiate the
judgement of effectiveness. Education Scotland evaluates and reports according to the
three key principles. In this report, the principles and supporting statements relate to:
Key principle 1 – High quality learning (supporting statements numbers 1 and 2)
Key principle 2 – Learner engagement (supporting statement number 3)
Key principle 3 – Quality culture (supporting statement number 4)
Judgements of effectiveness and supporting statements provide stakeholders with
assurances, or otherwise, about the quality of a college’s provision. These judgements
are based on trends and track record of a college, the findings at the time of the
external review, and the college’s capacity to continue improving.
A judgement of effective indicates that the college has in place effective
arrangements to maintain and enhance the quality of its provision and outcomes for
learners and other stakeholders. This judgement means that, in relation to quality
assurance and enhancement, the college is led well, has sufficiently robust
arrangements to address any minor weakness, and is likely to continue to improve the
quality of its services for learners and other stakeholders.
A judgement of limited effectiveness indicates that the effectiveness of the college’s
arrangements to maintain and enhance the quality of its provision and outcomes for
learners and other stakeholders is limited. This judgement means that there are some
strengths in the college’s arrangements for quality enhancement. However, there are
weaknesses in arrangements for high quality learning and/or learner engagement
and/or quality culture. If not addressed, the importance of these weaknesses will
continue to limit the effectiveness of the college’s arrangements.
A judgement of not effective indicates that the college’s arrangements to maintain and
enhance the quality of its provision and outcomes for learners and other stakeholders
are not effective. This judgement means that there are significant weaknesses in the
arrangements for high quality learning and/or learner engagement and/or quality culture.
There is a high probability that, without significant and comprehensive action, with
external monitoring and support, the college will fail to improve current low-quality
provision and outcomes to an acceptable level. Education Scotland does not have
evidence that the college has the capacity and commitment to identify and implement
effective and comprehensive action.
6
Scottish Funding Council response to judgements
If the overarching judgement is effective, the Council will expect the college to engage
with Education Scotland in follow-up activity, as appropriate, and, one year after the
publication of the review reports, to provide a report, endorsed by its governing body
(see Council guidance to colleges on quality from August 2012, paragraphs 62-66
SFC/13/2012 setting out its response to the review.)
If the overarching judgement is of limited effectiveness or is not effective, the Council
will require the institution to prepare and fulfil an action plan to address the
shortcomings identified (see paragraph 67 of guidance). Education Scotland will
provide advice to SFC on the adequacy of the action plan and on how it is being
implemented. SFC, taking into account any advice from Education Scotland, will
normally require a formal follow-up review at an appropriate time, usually within no more
than two years.
7
5. What happens next?
Education Scotland will continue to monitor progress during annual engagement visits to
the college.
There will be feedback to the learners at the college.
One year on from this report, the college will produce a report setting out what it has
done to address the main points for action and/or areas for development in the report
and other quality assurance and enhancement activities. There will be a link to this
report from Education Scotland’s website.
Karen Corbett
HM Inspector
6. Further information
The review and judgements relate to the college as a whole and do not provide
information about individual programmes of study or subjects. For further information
on these or any other queries, contact the college or look on its website http://www.educationscotland.gov.uk/inspectionandreview/about/collegereviews/index.a
sp
For further information about Education Scotland, the external review methodologies, or
other information about reviews, see -www.educationscotland.gov.uk
For further information about the Scottish Funding Council, see – www.sfc.ac.uk
8
7.
How can you contact us?
This report has been produced as a web-only publication and is available on our
website at
http://www.educationscotland.gov.uk/inspectionandreview/reports/othersectors/collegere
views/SRUCScotlandsRuralCollege.asp. If you would like to receive this report in a
different format, for example, in a translation please contact the administration team on
01506 600381.
If you want to give us feedback or make a complaint about our work, please contact us
by telephone on 0141 282 5000, or e-mail: complaints@educationscotland.gsi.gov.uk or
write to us addressing your letter to The Complaints Manager, Denholm House,
Almondvale Business Park, Livingston, EH54 6GA.
Text phone users can contact us on 01506 600236. This is a service for deaf users.
Please do not use this number for voice calls as the line will not connect you to a
member of staff.
Readability Survey
Alternatively if you are reading this report in hard copy please type the following address
into your web browser.
http://www.educationscotland.gov.uk/images/fereadabilitysurvey130612_tcm4719342.doc
Crown Copyright 2014
Education Scotland
9
Appendix 1
Glossary of terms
CPD
DMT
FE
HE
PLP
SAC
SCQF
SFC
SRUC
SVQ
QAAS
QEP
WSUM
Continuing Professional Development
Divisional Management Team
Further Education
Higher Education
Personal Learning Plan
Scottish Agricultural College
Scottish Credit and Qualifications Framework
Scottish Funding Council
Scotland’s Rural College
Scottish Vocational Qualification
Quality Assurance Agency Scotland
Quality Enhancement Plans
Weighted Student Units of Measurement
10
Appendix 2
The Scottish Credit and Qualifications Framework
The Scottish Credit and Qualifications Framework brings together all Scottish
mainstream qualifications into a single unified framework. The framework includes:
degree provision, HNC and HND, SQA National Qualifications, and SVQs. There are
12 levels ranging from Access 1 at SCQF level 1 to Doctoral degree at SCQF level 12.
Each qualification whether a unit, group of units or larger group award has also been
allocated a number of SCQF credits. Each credit represents 10 notional hours of
required learning. Doctoral degrees based on a thesis are an exception to this.
Other learning may be credit rated and included in the framework provided it leads to a
clear set of learning outcomes and has quality-assured learner assessment. All of
Scotland’s colleges were awarded SCQF Credit Rating powers in January 2007.
11