Guidance for
External Reviewers
A handbook for members of Education Scotland
external review teams
September 2015-16 edition
Contents
Page
1
Introduction
1
2
PRAISE framework
2
3
Pre-review briefing meeting
3
4
The external review week
4
5
Reviewer remits
5
6
Reviewing learning and teaching
7
7
Effective learning, teaching and assessment
9
8
Meeting with learners
12
9
Engaging with staff
13
10
Identifying, exploring and recording excellent practice
15
11
Agreeing team evaluations
18
12
Meeting schedule : information for college nominee/review
coordinator
19
APPENDICES
Annexe 1
Annexe 2
Annexe 3
Annexe 4
Annexe 5
Annexe 6
Annexe 7
Meeting schedule
Learning and teaching observation record
Evidence form
Sharing RERF
Record of External Review Findings
Guidance for reviewing equality and diversity
Policy outlining the responsibilities of staff employed by
or seconded to Education Scotland in relation to
safeguarding and child protection
Annexe 8 Guidance for reviewing safeguarding
Annexe 9 Evaluating, recording and reporting on sustainability in
Scotland’s colleges
Annexe 10 Curriculum for Excellence within the quality
framework in Scotland’s colleges
22
24
26
28
32
42
46
52
55
61
1. Introduction
The purpose of this guidance is to assist you in carrying out the external review of
Scotland’s colleges. It describes the external review process as well as reviewer
activities. It provides advice on carrying out your remit. It is essential that you
are familiar with the publication:
 External quality arrangements for Scotland’s colleges: updated August 2013
This provides more information about the context for external reviews. In
particular, Annex 1 of the publication sets out the quality indicators to which you
should refer. You should also refer to the two versions of the quality framework
which appear on the Education Scotland website:
 Quality framework for the external review of Scotland’s colleges: updated
August 2012 (interrogative version)
 Quality framework for the external review of Scotland’s colleges: updated
August 2012
You should bear in mind throughout the external review some key features
underpinning the development of the 2012-16 external quality arrangements for
external review:
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continuation of three high level principles of high quality learning, learner
engagement and quality culture;
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continuation of integrated, intelligence-led approaches to evaluation,
involving:
o external review
o annual engagement visit
o subject or thematic aspect reports;

changes to external review outcomes and reporting arrangements;

enhanced approaches to proportionality in external review;
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involvement of a college nominee within external review;
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continued professional engagement between reviewers and college staff;
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continued focus on users, by exploring learner engagement in the
enhancement of their own learning and the work and life of the college, and;

the deployment of student team members (STMs).
Review activities will continue to include:

starting with the college’s self-evaluation reports and action plans;
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focusing on outcomes and impact on all learners (including those from
protected characteristic equality groups: see Appendix 6) and other
stakeholders;

reduced focus on scrutiny of documents, processes and procedures;

listening to learners and staff explaining and discussing their practices and
experiences, rather than questioning them to a prepared agenda; and

reaching evaluations and statements of effectiveness collegiately.
Reviewers should apply good practice in relation to equality and diversity in all
aspects of the external review. This includes seeking information and views from
a diverse range of learners and staff, as well as exploring how the college
responds to the spirit and requirements of equalities legislation.
1
2. PRAISE framework
The PRAISE framework has been developed as a best practice guide to
inspection and review approaches, particularly in relation to professional dialogue
with college staff and dialogue with learners. The principles are set out below:
Best Practice Framework
for inspections and reviews
Purpose – being clear about the overall purpose of the inspection/review
and retaining this throughout. Creating a shared agenda with staff in the
organisation and amongst members of the inspection/review team.
Relationships – building and maintaining constructive relationships
throughout the process as the basis of a high quality inspection/review.
Awareness – maintaining a high level of awareness of the context in which
staff are operating, of their feelings and reactions to the process and of the
inspector’s own approach and its impact.
Information gathering – careful inquiry to gather and analyse evidence.
Retaining an objective stance, testing assumptions and assimilating data
before evaluating.
Sharing information – communicating thoroughly throughout the
process to prepare and inform staff. Encouraging staff to be open in providing
their perspective and sharing findings as the inspection/review progresses.
Enabling – treating people with respect, engaging them in professional
dialogue, recognising their efforts and sharing findings in a constructive way
to encourage ownership and learning to take place.
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3. Pre-review briefing meeting
It is mandatory that you attend a review team briefing meeting with the Managing
Inspector (MI) approximately two weeks in advance of the external review week.
The agenda includes:
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analysis of the pre-review commentary - information about the college
gathered from annual engagement visits and other sources;
role of the college nominee;
the scope of the external review;
analysis of performance data and trends, including for learners from
protected characteristic groups (see Appendix 6);
access to the college intranet to access information;
allocation of reviewer remits including Lead Writer roles;
allocation of meetings based on the college’s draft schedule of discussions;
planning observations of learning and teaching, based on sampling
requirements and college timetables;
discussion about how to approach the generic review of learning and
teaching;
how to use documentation to record evidence;
report by STM on the Learner Questionnaire; and
how to harvest information from other reviewers for lead writing.
Equipment such as laptops and data sticks which you require on loan from
Education Scotland will be provided.
You will also be issued with any personal protective equipment you may need for
reviewing in specific teaching areas.
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4. The external review week
The pattern of scheduled activities in most 2015-16 reviews is set out below.
This may be adapted to accommodate particular circumstances.
Monday
1030 hrs
1100 hrs onwards
1645–1730 hrs
(approximately)
Tuesday/
Wednesday/
Thursday
0900 hrs onwards
1645–1730 hrs
(approximately)
0900-17.00 hrs
Review team meets principal, senior
managers and student association
representative(s)
Observations of learning and teaching;
professional discussions and meetings
with learners, staff and managers
Review team meeting – share initial
findings;
Discussion with College Nominee
Observations of learning and teaching;
professional discussions and meetings
with learners, staff and managers
Review team meeting – share initial
findings; discussion with College Nominee
Writing up, evaluation and moderation of
review findings. Normally takes place in
Education Scotland office.
In a small number of reviews of larger colleges, additional time will be allocated to
gathering evidence and writing up.
Thursday
0900 hrs onwards
Friday
0900 – 1730 hrs
Monday
1645–1730 hrs
(approximately)
Observations of learning and teaching;
professional discussions and meetings
with learners, staff and managers
Writing up. Normally takes place in
Education Scotland office
HMI and STM only attend moderation
meeting of review findings, in Education
Scotland office.
During the review week, discussions and meetings are normally scheduled for
45-60 minutes although they may in practice take less time.
Note that external review activities in the college normally finish by 16:45 on
Wednesday (Thursday in larger colleges). It is therefore imperative that you are
confident in your evidence base by that time.
4
5. Reviewer remits
The scope of the external review is shared with the college by the MI. This
determines the remit planned by the MI for each reviewer.
In a typical external review your remit involves a number of meetings (about six)
and a number of observations of learning and teaching (about five). You may
also have some telephone discussions with key college external contacts (about
four). You have professional discussions with staff whose lessons you have
observed, and with other groups of staff. You may request and study
documentation to confirm aspects of your discussions, but only where you feel
this is necessary. You meet learners in groups and also in the context of lessons
observed.
Reviewers are expected to gather evidence for all quality indicators during the
first three (or four) days of the review. Review team members will complete
records of learning and teaching observations using Learning and Teaching
Observation Records (LTORs) and of other evidence using Evidence Forms
(EFs).
You may have responsibility as Lead Writer for a specific set of QIs within the
Record of external review findings (RERF). More likely, Associate Assessors will
be paired up with an HMI and together they will take responsibility for gathering
evidence for these QIs. Where the evidence you have gathered is relevant to
other QIs, it is evaluated and detailed on a document called a Sharing RERF.
This is passed to reviewers who are gathering evidence for these QIs at specific
points during the week. At the end of the review week, during the writing day,
Lead Writers craft text for allocated QIs on a document called a Consolidated
lead writer proforma, incorporating the evaluated evidence from other reviewers.
Processes for using these different documents will be explained in further details
at the pre-review team briefing.
External reviews also serve purposes additional to the main evaluative activity,
and in this context reviewers may:
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gather and record evidence where the college credit rates its own provision
under the Scottish Credit and Qualifications Framework (SCQF);
support educational oversight of colleges with UKVI Tier 4 status; and
explore the effectiveness of the college’s safeguarding procedures.
The team
The team size varies in proportion to the size of the college being reviewed.
The Managing Inspector (MI) is always an HMI, and the team comprises a
number of HMI and Associate Assessors (AA) as appropriate.
The review teams for 2015-16 includes one or two Student Team Members,
depending on the size of the college. Their remit is to gather the views of learners
informally across the college. Further details of this role can be found in the
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Student Team Member Handbook, published on the Education Scotland website.
New AAs and STMs may also be present in a shadowing capacity.
There is also an excellent practice reviewer, who focuses solely on evaluating
examples of excellent practice, either nominated by the college or identified
through the review process. Further details about this role can be found on page
15 of this document.
The college nominee will be a senior member of the college staff, who will attend
evening meetings on the Monday, Tuesday and Wednesday and also on
Thursday in larger colleges. A primary aspect of this person’s role is to ensure
that the review team have access to all available evidence.
6
6. Reviewing learning and teaching
The MI will agree with you which learning sessions to observe and the
arrangements for conversations with learners and meeting staff. Make sure you
comply with any health and safety requirements relating to your presence in the
teaching area, for example by wearing protective clothing. Observations may
take place at the beginning, middle or end of a lesson. They are unannounced,
though you should always introduce yourself to the member of teaching staff.
You evaluate the effectiveness of learning and teaching in accordance with the
themes in Element 5, regardless of the subject area. It is not necessary to
observe a full lesson. Observe learner activities and work and identify strengths
and areas for development. Where appropriate, invite some of the learners to tell
you about their learning experiences as they work or, in approximately 60% of
observations, in a group without the lecturer present. Record your evaluations on
the LTOR form. If your observations and discussions include significant points
relevant to other QIs, note these also on the form or complete a separate EF as
part of the evidence trail. Make sure that these points are passed on to the
relevant Lead Writer on the Sharing RERF. Notebooks or loose paper should
not be used during the review.
You should always hold a professional dialogue with the staff member, ideally
immediately after the observation. If not immediately after, intimate to them when
you will do this. In the professional discussion that follows the observation, you
exchange views on the learning and teaching activities observed and together
identify and explore reasons for areas of strength and areas for development.
Your discussions will draw on the professional practice described in the next
section, which is applicable to learning and teaching in any subject area. Specific
themes to explore may emerge during the review week. Questions posed should
be open ended such as:
–
–
–
–
–
–
how did you feel the session went?
can you tell me where this fits with overall planning?
how do you assess progress in this area?
I noticed that…any thoughts about that?
how do you ensure all learners participate?
how do you maintain your own skills and knowledge for example about your
subject area, pedagogy and other issues, for example sustainability and
equalities?
– how do you ensure all learners enhance their own learning, including more
vulnerable learners or individuals from any of the protected characteristic
groups?
Although you will probably not be familiar with many of the specific issues in a
particular subject area, you can explore issues of professional updating and
industry links in that area and the availability, currency and use of subject specific
resources. Additional evidence should be recorded using an EF, or within the
LTOR, if there is sufficient space.
7
You will probably only have essential documentation in advance, but in the
course of professional discussion it may be appropriate to ask to see particular
items, for example to consolidate evidence of potential strengths or areas for
development, or to demonstrate excellent practice. You should not routinely ask
for lesson or unit plans, only if they will help clarify your understanding of the
lesson.
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7. Effective learning, teaching and assessment
An effective approach to learning, teaching and assessment is central to creating
an active and engaging learning experience that supports learner success. An
active and engaging learning experience is one that motivates learners, enables
them to develop their learning, acquire and apply new knowledge and skills and
to participate in planning and reflecting on their own learning.
An effective approach to learning, teaching and assessment involves positive
collaboration between and among teaching staff and learners.
The following principles and practices apply to learning, teaching and
assessment in any context where it may be observed across Scotland’s colleges,
whether in a classroom, a workshop, a simulated or real workplace, online or in
other settings.
Planning the learning experience
Well-planned learning sessions reflect learner feedback and appropriate
discussion with learners. They also reflect the vision for delivery of the
programme team They have clear and appropriate objectives that are
understood by learners, and meet the needs of all learners. They are flexible in
reacting to opportunities arising in the classroom setting. They use opportunities
well to promote positively equality of opportunity to learn and diversity within the
group, in preparation for the workplace or further training to support sustainable
development. They create opportunities for learners to develop essential skills,
including literacy and numeracy.
They:
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ensure sufficient time for activities and use appropriate resources;
take account of learners’ prior learning, knowledge, skills, experience and
individual differences;
have appropriate pace and challenge;
involve activities that support different abilities and facilitate active learning;
build upon previous sessions and link to other subjects or topics where
appropriate; and
ensure learners are engaged actively in negotiating approaches to learning
sessions.
Facilitating learning
Effective learning sessions enable all learners to achieve their potential. In
effective learning sessions:
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teaching staff have expertise in the subjects and use it well to motivate and
engage learners;
teaching staff have expertise in professional standards and use them well to
motivate and engage learners;
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teaching staff and learners have shared expectations of what is to be done
and of the standards expected;
relationships between and among staff and learners are positive and
respectful;
teachers and learners work together to identify the need for and provide
targeted support;
learners are involved in activities that enable them to acquire and develop
actively knowledge and understanding and skills for life, learning and work;
learners apply (or consider how they would apply) their knowledge and skills
in different contexts;
learners take responsibility for their own learning and support each other;
and
learners and staff work together to plan, create and reflect on learning.
Effective learning sessions begin with a clear introduction linking to previous
sessions or prior learning. Learning intentions are made clear. They provide a
sufficient variety of activities to support different abilities and learning preferences
and the different speeds at which learners progress. They encourage learners to
work independently to develop vocational and essential skills. They encourage
the development of collaborative approaches to develop learning where
appropriate. Learning activities enable teaching staff and learners to check
understanding and progress frequently through, for example, reflection on the
work or targeted questioning.
Effective learning sessions make use of good quality learning resources and
materials or ensure access to them. Resources and materials promote positive
messages in terms of equality and diversity. Additionally, there is evidence that
staff are putting into practice the fostering of good relations across the range of
protected characteristics and with those who do not share those characteristics.
Learners and teaching staff use current technology well to support and promote
learning.
Effective learning sessions ensure that links between theory and practice are
highlighted effectively. Where appropriate, teaching staff make links between
learning in college, the work environment and learners’ wider lives and
experiences. They also make links to other relevant subjects or topics and
provide opportunities for interdisciplinary learning, to deepen understanding or
develop new learning. They are sufficiently flexible to ensure learners’
understanding or to follow learners’ interests or areas of exploration. They
conclude by reflecting on what has been learned, where further work is required
and what will follow.
Assessment for learning
Assessment plays a key role in promoting and enabling learning. It is important
to plan and use assessment as part of the learning and teaching process as well
as for summative purposes within qualifications. Learners learn best, and
attainment improves, when learners, including those with protected
characteristics:
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understand clearly what they are trying to learn, and what is expected of
them;
are given regular, high-quality feedback (oral or written) about the quality of
their work, and what they can do to make it better;
are given advice about how to go about making improvements; and
are involved fully in deciding what needs to be done next, and know who can
give them help if they need it.
Effective assessment enables learners to reflect on and discuss their progress
and gives learners and others (parents, carers, sponsors or employers) clear
information about progress being made and next steps to take. Effective
assessment helps identify additional learning needs. It takes account of the
literacy and numeracy needs of individual learners and enables access to
appropriate support.
Effective assessment uses a range of methods and approaches to check
frequently on learning: such as questioning, discussion, coaching, tests, projects
or activities. Learners are involved in planning and developing assessment
approaches to develop their own assessment and personal learning skills. They
have a clear understanding of what a good outcome looks like and are involved in
self and peer assessment.
Effective summative assessment is fair, accurate, valid, reliable, accessible and
well planned. It meets the requirements of the programme, awarding bodies and
qualifications, and helps learners develop skills, knowledge and understanding. It
is planned and scheduled to avoid overburdening learners or impacting
negatively on learning. Staff use summative assessment work to monitor
learners’ progress as part of the learning experience.
Managing the learning environment
Effective management of the learning environment ensures that a positive and
engaging environment is maintained, where learners feel safe, respected and
included. All staff promote positive behaviour in all learners, including those with
and without protected characteristics and share the responsibility for creating a
positive ethos and climate of respect and trust. Attendance and punctuality are
monitored and appropriate action taken promptly to provide support, make
referrals or take other action as required. Teaching staff encourage learners to
provide peer support for learning.
Effective management of the learning environment ensures that equipment and
facilities are fit for purpose and that accommodation and the physical
environment ensures a stimulating learning environment.
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8. Meeting with learners
You are likely to meet learners in both observations of learning and teaching and
in small groups for discussion. Again use LTORs and EFs in order to record the
views of the learners.
As you put learners at their ease in preparation for discussion, check that they
have been briefed and know who you are and why you are there. Be prepared to
answer any questions they have, for example about what happens to the
feedback they give to you. Convey that the information and opinions they give
you are valued and of key importance to the external review process. Learners
are the experts on ‘how it is for them’, and this is what you want to know. Many
aspects of the guidance on professional dialogue with staff are applicable to
discussions with learners.
The Student Team Member speaks to many learners. Reviewers will find it
helpful to exchange information with him/her.
Meetings with learners from an observed lesson will be quite brief, so should
focus on the experience of learners in that lesson, studying that unit. Learners
will have views on:
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how well they are learning within their programme or class;
the extent to which they are encouraged to reach high standards;
how well their needs, goals and aspirations are being addressed;
how effective are assessment arrangements;
how well do learners take responsibility for their own learning;
how well do learners influence learning and teaching approaches;
how well do learners learn from and with each other;
how effective are guidance and support arrangements;
the impact of their learning on their self-esteem and confidence in their wider
lives;
the impact of their learning in their workplace; and
how well do learners contribute to improving the quality of programmes and
college services.
Allow learners to lead the discussion as far as is practicable, prompting and
stimulating their thoughts as necessary. Avoid closed questions, and allow
individual experiences to be offered. Though you should avoid giving the
impression that there are particular answers you are looking for, themes for
discussion with learners in class may emerge as the review week progresses.
Meetings with groups of learners outwith class observations will generally be
allotted a maximum of 45 minutes and may focus on particular QIs, following the
MI’s guidance. Set the scene by outlining the agenda you want to explore, and
invite the group to add to the agenda if they wish. Allow the learners to lead the
discussion as far as is practicable, prompting and stimulating their thoughts as
necessary. Try to make sure that everyone puts forward their views, managing
any dominant speakers tactfully.
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9. Engaging with staff
Reviewers engage with staff in several different ways: after an observation of
learning and teaching, in small groups and in individual meetings.
In the meetings not related to observations, the focus will be indicated by the MI.
Apart from the college’s self-evaluation reports and action plans you will not read
extensive documentation in advance, so the discussion will be informed by the
three key principles, the issues raised by the staff participant(s), and themes
relating to the QIs with which you are working.
In all cases the agenda should be mutually agreed with the staff. You may
wish to ask staff to show you documentary evidence in the course of your
discussions, where this will help to provide evidence towards an evaluation.
However, it may not be necessary to do so, and in any case you should not
request large amounts of documentation.
All discussions with staff should take the form of professional dialogue. This is
characterised by open and honest exchange, mutual respect and equity of status
in spite of different roles, and focuses on the best interests of learners. Follow
the principles outlined in the PRAISE framework.
Record your discussion and summary evaluations on the EF. Where appropriate,
note, evaluate and record the evidence gathered throughout the week on a
Sharing RERF and share with other Lead Writers before writing activities
commence on the Thursday or Friday of the review week.
Professional dialogue assumes that:

all parties are familiar with the language and concepts of the profession
(e.g. pedagogy, curriculum, assessment, reflection, equality principles/duty
and so on);
 no single participant will have all the answers but together we have a better
chance of finding them; and
 all participants have the best interests of learners as the primary focus of their
professional exchange.
Professional dialogue is facilitated by:
 starting with a clear, shared agenda (with nothing hidden);
 starting with items that all parties will probably agree on; and
 starting where other participants are at and then gently leading them to
consider wider, deeper or more complex issues.
Professional dialogue is characterised by:
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mutual respect;
equity of status in spite of different roles;
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 working as equal partners towards common goals (especially quality
improvement and enhancement);
 empathy;
 humility (no one knows everything or has the ‘right’ answer to everything);
 giving each speaker undivided attention;
 analytical and critical thinking;
 absence of any sense of threat or blame;
 reviewers sharing non-prescriptive examples of excellent practice;
 reviewers setting out options for improving or enhancing quality; and
 reviewers challenging preconceptions and any complacency with evidence or
evaluations.
Professional dialogue is about:
 mutual learning and building the capacity of all participants (including the
reviewer);
 the open exchange of information, ideas, perceptions, evaluations and views;
 responding to the input of others;
 supporting any assertions from either party with appropriate evidence and/or
examples (including reference to documents and data where appropriate);
 developing a well-informed and shared understanding of the extent and
causes of any strengths and weaknesses;
 developing a well-informed and shared understanding of effective strategies to
address any issues;
 floating hypotheses and getting reactions;
 discussing plans to address any issues;
 challenging the thinking of others and having one’s own thinking challenged;
and
 reflecting back to others your understanding of what they have been telling
you.
Professional dialogue is intended to:
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produce shared understandings and agreed conclusions (even if
occasionally the conclusion is that parties need to agree to disagree).
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10. Identifying, exploring and recording excellent practice
Prior to external reviews, colleges will be asked to identify up to six examples of
potential excellent practice and to record this through the completion of the
appropriate pro forma.
An additional team member (normally an AA) will be added to each external
review team to deal exclusively with examples of excellent practice. In these
instances, this team member will be in the college for as long as it takes to
explore and fully triangulate the evidence for each example (between one and
four days). This will normally include evaluating three different sources of
evidence for each example submitted. All evidence should be recorded on EFs
and left with the MI, together with a data stick containing the fully written up nearpublishable text.
It is not mandatory for this team member to attend the pre-review team briefing
day in advance of the review, though the MI may request that they should be
there. Also, this reviewer will not normally participate in the writing day of the
review week.
Excellence reviewer activities
The excellence reviewer has a specific focus on exploring, evaluating, collating
and writing up example of excellence. This involves:
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reading the submissions provided by the college
taking part in further discussions in order to triangulate evidence (usually
with staff and learners, but sometimes with partners)
looking at examples of project work, demonstrations of activity or visits to
departments
discussing the examples at each evening team meeting and agreeing
which ones to include in the review report
evaluating and writing up these examples in publishable prose
Pre-review
It is a good idea to refresh your memory about review procedures in general, by
looking at documentation on the website. You might also find it helpful to look at
examples of excellent practice as reported on Education Scotland’s Showcase for
Excellence (see link above).
You should have sight of college submissions before the review. Please read
them through and form some initial thoughts about possible lines of enquiry.
In most cases you will have a pre-review discussion about college submissions
with MI to identify activities which could support evaluation of the examples. The
MI may also have had preliminary discussions with the College Nominee to
15
identify further discussions or visits. It is helpful if you have suggestions about
which types of learners, staff or partners it would be helpful to see.
During the review
You will join the team at a time agreed with the MI (usually Monday afternoon or
Tuesday). An outline meeting schedule will be in place for your excellence
discussions. However, it is also usual for additional activities to be scheduled in
as the week progresses, though you need to balance the number of meetings
against the time available. Sometimes additional potential examples of
excellence are identified by the review team during the team, and you may be
asked to explore these as well. It is important to build in writing time for the
examples, which will usually be on a Wednesday afternoon or, for larger colleges,
a Thursday afternoon.
During the day, you hold discussions with college managers and staff, learners,
partners if appropriate (usually by phone). You may also look at examples of
work or see projects in action. There is no formal lesson observation involved.
Keep notes of all discussions and activities on an EF and also use one to record
any analysis of documents.
At each evening team meeting, you will be asked to provide a short verbal report
to the team. If you have identified themes or issues which contribute to the overall
review discussions, you may be asked to note these on a Sharing RERF and
pass them to the relevant reviewer. As the week progresses, you should share
your views with the team about which examples might be taken forward for
publication. Where examples are not being included, it is helpful to make a brief
note of the reasons why and share with the MI.
By the end of your week, a decision will have been made by the MI in discussion
with you about which examples to write up. This is rarely more than three or four.
When writing up these examples, use the outline structure provided.
Before you leave the team, pass all notes, EFs, datastick and any other materials
to the MI.
On some reviews, if time allows, the MI may ask you to carry out some other
wider review duties, for example partner phone calls. This will depend on your
excellence time schedule, of course.
After the review
You should expect feedback from the MI about your work. If this does not
happen, get in touch with the MI and ask for that. You will also be asked to
provide feedback about your experience. Please provide this if you can.
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Evaluating and writing up excellent practice
Evaluating
Your discussions with the MI (and the team) should focus on whether the
example has specific features which make it excellent practice. For example it:
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has features which are exceptional, and is not just good, standard practice
has identified a challenge to be addressed – for example, low learner
motivation, addressing gender imbalance in certain subjects etc.
has recognisable impact on learners (this is very important)
has links to college, regional or national agendas, for example
regionalisation, attainment, inclusion, DYW, employability etc.
reflects good partnership working, either in college or with external
partners
is sustainable, and not just a one-off project
has a plan for roll-out across the college, either for the project itself, or for
related activities
has been evaluated by the college
These may not all apply, and occasionally examples break all of these guidelines
but are still excellent.
Writing up
Published examples are between 250 – 300 words long. The structure which
most of them follow is:
Introduction and short overview paragraph about the example.
Details of the project, which highlights what makes the example excellent practice.
This might include how it relates to wider strategies as detailed above.
What the impact has been on learners, preferably impact on learning, retention,
attainment, motivation and engagement. Learner quotes can also be useful.
What partners or other people say about the project, if this is relevant.
What has been learned from the project and what are the plans for refinement,
sustaining it or dissemination across the college
17
11. Agreeing team evaluations
Sharing evidence and reaching agreed evaluations are crucial parts of the work
of the review team. You contribute to a team meeting of about 75 minutes
duration at the end of the day on Monday, Tuesday and Wednesday or Thursday.
This meeting is also attended by the college nominee. At this meeting, evidence
is exchanged about findings which relate to another Lead Writer’s area of
responsibility. It is critically important that this evidence is clear, relevant and
robust, is recorded on the Sharing RERF and is passed over to the Lead Writer
for consideration and possible inclusion.
The review team spends Thursday (or Friday) together, out of the college. If you
have been paired with an HMI you will work closely with that colleague to collate
evidence findings and complete first-draft evaluative bullets for your allocated
QIs. These are explored further during the moderation meeting of the whole
team held either on the Thursday afternoon or, if it is being held the following
Monday, attended only by HMIs and the STM. Evaluation outcomes discussed at
the meeting are moderated by an Assistant Director/Lead Officer. Finally, the
team agrees provisional statements of effectiveness and these are
communicated to the college during the sharing of findings meeting held either on
the Friday or, in larger colleges, on the following Tuesday and attended by the
HMI, TM1 and STM.
At the end of the review week AAs and STMs receive evaluative feedback from
either their paired HMI or the MI on their performance and any areas for further
development or improvement. In addition, AAs and STMs are invited to provide
Education Scotland with feedback on their own experience of the external review.
Before leaving the review all evidence notes, data sticks and any other papers
relating to the review need to be handed over in their entirety to an HMI for safe
and secure storage within Education Scotland. Any electronic files that are
required should be provided on the Education Scotland data stick, and all other
electronic files will require to be deleted from laptops. Education Scotland
laptops should be returned.
18
12. Meeting schedule: information for college nominee/
review coordinator
Review activities and the three key principles
The college arranges the following review activities in conjunction with the
Managing Inspector. You should make sure that the composition of your
discussion groups reflects equality and diversity.
Information
All members of the external review team will be present at the opening meeting
on Monday at 1030 hrs.
Proposed discussions:
Discussions with learners, staff and managers may be scheduled to take place
between Monday at approximately 1100 hrs and Wednesday or Thursday at
1645 hrs. All should be allocated one hour although, in reality, some may be
shorter. The external review team will have a daily meeting at 1645 hrs, attended
by the college nominee. Learning and teaching observations will be carried out
by reviewers over the four days and evenings, in addition to the discussions with
managers, staff and learners. It may be useful to have two or three review team
members scheduled for discussions at any one time.
Nature of discussions:
In each of the discussions, it is important to note that all agreed quality
indicators may be considered, but the details below give an idea of the priority
in each session.
Learner profile:
It will be important for reviewers, where possible, to have contact with learners on
government-funded training programmes, those on Skills for Work or other
school-college partnership programmes, ILA-funded learners and international
learners. If the college has credit-rated its own provision within the SCQF,
reviewers will be interested in speaking to learners on some of these
programmes. Protocols between Education Scotland and Skills Development
Scotland (SDS) require the MI to record the numbers of learners from each of
these categories who have been present in discussion groups and learning and
teaching observations. The MI will provide the review coordinator with a record
of all observations undertaken. The review coordinator should then complete the
number of learners within each category for each group observed It would be
helpful, when planning the learner meetings, for the college to include a
representative sample of learners from each of these categories and to provide
details of these learners to the MI.
19
Agreeing evaluations:
The external review team will not be in the college after Wednesday (or
Thursday) of the review week. Team members will be writing, discussing,
agreeing evaluations and provisional statements of effectiveness. The MI, a
colleague and the STM will return to the college on Tuesday at approximately
1100 hrs to discuss the findings from the external review.
Evidence for High quality learning

How well are learners progressing and achieving relevant, high quality
outcomes?
o
o
o
o
o
o

Meet with Student President and Vice President and up to 6 class
representatives (Discussion 1)
Meet with a group of learners - approximately 8 (FE, PT, FT)
(Discussion 2)
Meet with a group of learners - approximately 8 (HE, PT, FT)
(Discussion 3)
Professional discussion with a group of staff (6 x programme/course
leaders or equivalent) (Discussion 4)
Professional discussion with a group of HoDs or equivalent (4-6)
(Discussion 5)
Professional discussion with strategic manager for progress and
outcomes (or equivalent) (Discussion 6)
How effective are the college’s learning and teaching processes?
o
o
o
o
o
o
o
Approx 20-30 learning and teaching observations (5/6 per reviewer)
Professional discussions with staff after 20-30 learning and teaching
observations (5/6 per reviewer)
Meet with a group of learners - approximately 8 (FE, PT, FT)
(Discussion 2)
Meet with a group of learners - approximately 8 (HE, PT, FT)
(Discussion 3)
Professional discussion with 4 x programme/course teams from a range
of departments/faculties (Discussion 7, Discussion 8, Discussion 9,
Discussion 10)
Professional discussion with strategic manager for learning and teaching
(or equivalent) (Discussion 11)
Professional discussion with the internal team who evaluate the quality
of learning and teaching (or equivalent) (Discussion 12)
Evidence for Learner engagement

How well are learners engaged in enhancing their own learning and the
work and life of the college?
o
Meet with Student President and Vice President and up to 6 class
representatives (Discussion 1)
20
o
o
o
o
Meet with a group of learners - approximately 8 (FE, PT, FT)
(Discussion 2)
Meet with a group of learners - approximately 8 (HE, PT, FT)
(Discussion 3)
Professional discussion with 4 x programme/course teams from a range
of departments/faculties (Discussion 7, Discussion 8, Discussion 9,
Discussion 10)
Professional discussion with strategic manager with responsibility for
learner engagement (Discussion 13)
Evidence for Quality culture

How well is the college led and how well is it enhancing the quality of
its services for learners and other stakeholders?
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Professional discussion with strategic manager with responsibility for
quality enhancement (Discussion 14)
Professional discussion with Chair of the Board/Regional Lead and Chair
of relevant sub-committee (Discussion 15)
Professional discussion with Principal (Discussion 16)
Professional discussion with SMT (college decides who) (Discussion
17)
Professional discussion with HoDs (if not already seen in SMT)
(Discussion 18)
Professional discussion with teaching staff (approximately 10 –
FT and PT) (Discussion 19)
Professional discussion with heads of support services (Discussion 20)
Professional discussion with support staff (approximately 10 – FT and
PT) (Discussion 21)
Professional discussion with quality manager or equivalent
(Discussion 22)
Meet with govt-funded training managers from SDS (or telephone/VC
interview) (Discussion 23)
Meet with local head teachers (or telephone/VC interview)
(Discussion 24)
Meet with local employers (or telephone/VC interview) (Discussion 25)
Meet with local community organisations (or telephone/VC interview)
(Discussion 26)
Meet with local authority Director of Education or equivalent (or
telephone/VC interview) (Discussion 27)

The Managing Inspector will arrange a meeting with a nominated
member of staff in line with Education Scotland policy on safeguarding.

Other discussions may be required where additional QIs are
considered
21
Annexe 1
Meeting schedule
The following is a guide to the discussions required by the review team which
you will need to arrange. The number and composition of discussions will
vary with each college’s circumstances and management roles. Please
discuss this with the MI. While dedicated meetings are set aside for support
staff and managers, you may also wish to include these staff members in
discussions with teaching staff or managers. You may wish to transfer the
information into your own table, showing the plan for the meetings by each
day. You should return this information to the MI, who, in turn, will allocate
each discussion to a member of the review team.
Discussion
number
College participants
1
Student President Vice
President
6 x class
representatives
Group of 8 - 10
learners (all modes)
Group of 8 - 10
learners (all modes)
Group of 6 - 8
programme leaders or
equivalent
Group of 6 - 8 HoDs or
equivalent
Strategic manager with
responsibility for
progress and
outcomes (or
equivalent)
Programme/Course
Team 1
2
3
4
5
6
7
8
Programme/Course
Team 2
9
Programme/Course
Team 3
10
Programme/Course
Team 4
Day
and
time
22
College
location
External review
team member
To be completed
by MI
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
Strategic manager with
responsibility for
learning and teaching
Internal team that
evaluates quality of
learning and teaching
Strategic manager with
responsibility for
learner engagement
Strategic manager with
responsibility for quality
enhancement
Chair of Board
Chair of relevant
sub-committee
Principal
SMT
All HoDs (unless met in
SMT)
Teaching staff (10 FT
and PT)
Support staff (10 FT
and PT)
Quality Manager (or
equivalent)
Govt-funded training
managers from SDS
(by telephone or VC
meeting)
Local head teachers
(by telephone or VC
meeting)
Local employers (by
telephone or VC
meeting)
Local community
organisations (by
telephone or VC
meeting)
Local authority Director
of Education (by
telephone or VC
meeting)
Relevant senior
manager with
responsibility for
safeguarding
Other discussions may be required where additional QIs are considered.
23
Annexe 2
Learning and Teaching Observation Record (LTOR)
College
Programme
Topic
Numbers






Date & Time
HMI / AA
Reference
Location
LTOR/
5.1 How well does the college design and deliver programmes and services to meet the needs of
learners from all backgrounds and circumstances?
5.2 How well do learners learn?
5.3 How well do planning, teaching and the use of resources ensure effective learning?
5.4 How well is assessment used to promote effective learning?
5.5 How well are potential and current learners provided with information, advice and support?
5.6 How well does the college sustain continuous enhancement through self-evaluation and
internal review activities?
Strengths
Areas for Development
24
Additional information from other relevant quality indicators
How well are learners progressing and achieving relevant, high quality outcomes?
Strengths
Areas for Development
How well are learners engaged in enhancing their own learning and the work and life of the
college?
Strengths
Areas for Development
How well is the college led and how well is it enhancing the quality of its services to learners
and stakeholders?
Strengths
Areas for Development
Summary of professional discussion
25
Annexe 3
Evidence form (EF)
College:
Reviewer:
Date:
Reference no:
Participants:
Activity: discussion, visit, documentation:
Record of Findings
Reference QI/s
26
Record of Findings
Reference QI/s
27
Annexe 4
Col 530 SHARING RERF
College
External review dates
Completed by
LEARNER PROGRESS AND OUTCOMES



1.2 How effective is the college at achieving and maintaining high levels of retention,
attainment, and progression?
2.2 How well do programmes and services meet learner needs?
2.3 How well do learners make progress, attain qualifications and achieve more widely?
QI
Strengths
QI
Areas for Development
28
Col 530 SHARING RERF
LEARNING & TEACHING






5.1 How well does the college design and deliver programmes and services to meet the
needs of learners from all backgrounds and circumstances?
5.2 How well do learners learn?
5.3 How well do planning, teaching, and the use of resources ensure effective learning?
5.4 How well is assessment used to promote effective learning?
5.5 How well are potential and current learners provided with information, advice and
support?
5.6 How well does the college sustain continuous enhancement of learning and teaching
through self-evaluation and internal review activities?
QI
Strengths
QI
Areas for Development
29
Col 530 SHARING RERF
LEARNER ENGAGEMENT


How well do learners engage in enhancing their own learning?
How well do learners engage in enhancing the life and work of the college?
Theme Strengths
Theme Areas for Development
30
Col 530 SHARING RERF
LEADERSHIP & QUALITY CULTURE





8.1 How extensive and effective are college partnerships with communities, other learning
providers, employers and other agencies?
9.1 How appropriate and influential are the college aims, objectives and targets?
9.2 How effective is the leadership for learning and teaching?
9.3 How effective is the leadership for services to support learners?
9.4 How effective is the leadership for enhancing quality and maintaining a quality culture?
QI
Strengths
QI
Areas for Development
31
Annexe 5
Report on external review finding (RERF)
College
External review dates
External review team members
(and reference initials)
MI
TM1
TM2
TM3
TM4
STM
Completed by (initials)
Section 1
Evidence base
Additional meetings and discussions (not already on schedule)
College staff
Learner groups
Discussion topics
Discussion topics
End of section 1
32
High quality learning
Section 2
How well are learners progressing and achieving relevant, high quality
outcomes?
SUMMARY EVALUATIONS
How effective is the college at achieving and maintaining high levels of
retention, attainment and progression?
Reference QI: 1.2
Evidence
Reference
Strengths
 Insert bullet points
Areas for development
 Insert bullet points
How well do programmes and services meet learners needs?
Reference QI: 2.2
Evidence
Reference
Strengths
 Insert bullet points
Areas for development
 Insert bullet points
How well do learners make progress, attain qualifications and achieve
more widely?
Reference QI: 2.3
Strengths
 Insert bullet points
Areas for development
 Insert bullet points
Supporting Statement for learner progress and outcomes
33
Evidence
Reference
Please ignore/delete when minimum form of review is taking place
Where QIs additional to the 13 reference QIs are added please record
findings and evidence as above for:


Element 3
Element 4
Impact on staff
Impact on employers and communities
End of section 2
34
Section 3
How effective are the college’s learning and teaching processes?
How well does the college develop and deliver programmes and services
to meet the needs of learners from all backgrounds and circumstances?
Reference QI: 5.1
Evidence
Reference
Strengths
 Insert bullet points
Areas for development
 Insert bullet points
How well do learners learn?
Reference QI: 5.2
Evidence
Reference
Strengths
 Insert bullet points
Areas for development
 Insert bullet points
How well do planning, teaching and the use of resources ensure effective Evidence
learning?
Reference
Reference QI: 5.3
Strengths
 Insert bullet points
Areas for development
 Insert bullet points
How well is assessment used to promote effective learning?
Reference QI: 5.4
Strengths
 Insert bullet points
Areas for development
 Insert bullet points
35
Evidence
Reference
How well are potential and current learners provided with information,
advice and support?
Reference QI: 5.5
Evidence
Reference
Strengths
 Insert bullet points
Areas for development
 Insert bullet points
How well does the college sustain continuous enhancement through
self-evaluation and internal review activities?
Reference QI: 5.6
Strengths
 Insert bullet points
Areas for development
 Insert bullet points
Supporting Statement for learning and teaching processes
End of section 3
36
Evidence
Reference
Learner engagement
Section 4
How well are learners engaged in enhancing their own learning and the work
and life of the college?
How well are learners engaged in enhancing their own learning?
Reference QI: all 13 as appropriate
Evidence
Reference
Strengths
 Insert bullet points
Areas for development
 Insert bullet points
How well are learners engaged in enhancing the work and life of the
college?
Reference QI: all 13 as appropriate
Strengths
 Insert bullet points
Areas for development
 Insert bullet points
Supporting Statement for learner engagement
Please ignore/delete when minimum form of review is taking place
Where QIs additional to the 13 reference QIs are added please record
findings and evidence as above for:


Element 3
Element 4
Impact on staff
Impact on employers and communities
37
Evidence
Reference



Element 6
Element 7
Element 8
Providing direction and facilitating change
Management and support of staff
Partnerships and resources
End of section 4
38
Quality culture
Section 5
How well is the college led, and how well is it enhancing the quality of its
services for learners and other stakeholders?
How extensive and effective are college partnerships with communities,
other learning providers, employers and other agencies?
Reference QI: 8.1
Evidence
Reference
Strengths
 Insert bullet points
Areas for development
 Insert bullet points
How appropriate and influential are the college aims, objectives and
targets?
Reference QI: 9.1
Evidence
Reference
Strengths
 Insert bullet points
Areas for development
 Insert bullet points
How effective is the leadership for learning and teaching?
Reference QI: 9.2
Evidence
Reference
Strengths
 Insert bullet points
Areas for development
 Insert bullet points
How effective is the leadership for services to support learners?
Reference QI: 9.3
Strengths
 Insert bullet points
Evidence
Reference
Areas for development
 Insert bullet points
How effective is leadership for enhancing quality and maintaining a
39
Evidence
quality culture?
Reference QI: 9.4
Reference
Strengths
 Insert bullet points
Areas for development
 Insert bullet points
Supporting Statement for quality culture
40
Please ignore/delete when minimum form of review is taking place
Where QIs additional to the 13 reference QIs are added please record
findings and evidence as above for:





Element 3
Element 4
Element 6
Element 7
Element 8
Impact on staff
Impact on employers and communities
Providing direction and facilitating change
Management and support of staff
Partnerships and resources
End of section 5
41
Annexe 6
Guidance for reviewing equality and diversity
Updated September 2013 (this section will be updated in due course)
Further information and support is available from:
http://www.ecu.ac.uk/publications/quality-assurance-embedding-equality-colleges
1. General guidance
Reviewers should continue to consider equality and diversity issues within three
areas of college operations.



A culture of equality and diversity: reviewers should evaluate the extent to
which equality and diversity is promoted and embedded in all college operations
and activities, including marketing, admissions, facilities, planning, monitoring,
CPD, guidance and support, self-evaluation, and others which impact on the
learner journey, experience and outcomes.
Learning, teaching, assessment and the curriculum: reviewers should
evaluate how well teaching staff plan for equality and diversity and promote it in
their delivery and assessment with individual groups. Reviewers should also
consider how well the curricular provision of the college meets the needs of
learners, communities and stakeholders in terms of equality and diversity.
Legislation: reviewers should not judge whether or not a college is compliant,
for this is the remit of Equality and Human Rights Commission (EHRC).
However, reviewers may comment on extent to which colleges have taken steps
to meet the requirements of the Equality Act and associated general and specific
duties
Reviewers should apply good practice in relation to equalities in all aspects of the
external review. This includes seeking information and views from a diverse range
of staff and learners, as well as exploring how the college responds to the spirit and
requirements of equalities legislation.
The HMIE report Equality and diversity in Scotland’s Colleges1 provides a useful
indication of equality and diversity issues within colleges.
2. Relevant legislation
Reviewers should familiarise themselves with current equalities legislation, in
summary below.
1
Equality and Diversity in Scotland’s Colleges: September 2010
http://www.educationscotland.gov.uk/inspectionandreview/Images/edsc_tcm4-712933.pdf
42
The Equality Act came into force on 1 October 2010. The Act introduces a single
public sector equality duty which applies to all protected characteristics, which are:









age;
disability;
gender reassignment;
marriage and civil partnership;
pregnancy and maternity;
race;
religion or belief;
sex; and
sexual orientation.
General duty or public sector duty (PSED)
The general duty has three needs. It requires colleges in the exercise of their
functions, to have due regard to the need to:


eliminate unlawful discrimination, harassment and victimisation and other
conduct prohibited by the Equality Act 2010;
advance equality of opportunity between people from different groups,
considering the need to:
o
o
o

remove or minimise disadvantages suffered by people due to their
protected characteristics;
meet the needs of people with protected characteristics;
encourage people with protected characteristics to participate in public life
or in other activities where their participation is low; and
foster good relations between people from different groups, tackling prejudice
and promoting understanding between people from different groups.
In order to demonstrate due regard, institutions must consider the three needs of the
general duty when making decisions, for example, when:

developing, evaluating and reviewing policies;

designing, delivering and evaluating services, including education provision; and

commissioning and procuring services from others.
To comply with the general duty, institutions may treat some people more favourably
than others, as far as this is allowed by UK and European anti-discrimination law.
The general duty also recognises that disabled people’s requirements may be
different from those of non-disabled people. Colleges and HEIs are required to take
account of disabled people’s impairments and must make reasonable adjustments to
accommodate these.
43
Scottish Specific Duties
In Scotland, the general PSED duty is underpinned by specific duties set by the
Scottish parliament. These specific duties commenced on 27 May 2012.
The specific duties aim to help colleges to better meet the general duty. They are
designed to help develop evidence-based policies and practices, improve
transparency and accountability, and deliver better outcomes for everyone in
Scotland. It is important to note that institutions must meet both the general duty and
the specific duties – it is not enough to meet the specific duties alone.
To meet the specific duties, Scottish colleges will need to:

report on progress on mainstreaming the general duty into all functions;

develop and publish a set of equality outcomes that cover all protected
characteristics (or explain why not all protected characteristics are covered);

assess the impact of policies and practices against the needs of the general
duty;

gather and use information on employees;

publish gender pay gap information;

publish statements on equal pay for gender, race and disability;

have due regard to the general duty in specified procurement practices; and

publish information in a manner that is accessible.
The Equality Challenge Unit is funded by the SFC to support colleges in
implementing their equality duties both as a provider of services and as an employer.
They offer advice, publish guidance and other publications including briefings on the
public sector equality duty PSED and the Scottish specific duties
http://www.ecu.ac.uk/
In autumn 2013, ECU will produce an analysis of the equality outcomes published in
April 2013 by all colleges. ECU are working with the college sector and the SFC to
integrate equality outcomes within SFC outcome agreements.
The Equality and Human Rights Commission are the statutory body for ensuring
compliance with the PSED. Their website (EHRC2) is also helpful as a source of
information and evaluation of how well colleges are performing their PSED duties.
The 2010 Act applies to all staff employed by the college and:



prospective students (in relation to admissions arrangements);
students at the institution (including those absent or temporarily excluded);
former students (if there is a continuing relationship based on them having been
a student at the institution); and
2
http://www.equalityhumanrights.com/advice-and-guidance/further-and-higher-education-providersguidance/
44

disabled people who are not students at the institution but who hold or have
applied for qualifications conferred by the institution.
The Act also prohibits further and higher education institutions from harassing and
victimising the above groups.
Students with protected characteristics may be disadvantaged for social or economic
reasons or for reasons to do with past or present discrimination. The Act contains
provisions which enable education providers to take action to tackle the particular
disadvantage, different needs or disproportionately low participation of a particular
student group, provided certain conditions are met. These are known as the
positive action provisions and allow (but do not require) education providers to
take proportionate action to remedy the disadvantage faced by particular groups of
students. Such action could include targeted provision or resources or putting in
place additional or bespoke provision to benefit a particular disadvantaged student
group.
Positive action is not the same as positive discrimination which involves preferential
treatment for a particular disadvantaged student group which does not meet the
positive action conditions. It is never unlawful to treat disabled students (or
applicants) more favourably than non-disabled students (or applicants). See
http://www.ecu.ac.uk/publications/equality-act-2010-revised for further information.
The Board of Management within each region’s Governance structure has
responsibility in law for meeting the obligations of the Act. Equality Challenge Unit
(ECU) support boards and senior management teams in regions to fulfill their
equality duties via guidance, advice and mainstreaming project activities. In January
2013 ECU published a guide to assist Boards in developing approaches to
assessing the impact on equality in their decision-making, during regionalisation and
beyond:
DOC: Equality Act 2010: Implications for colleges and HEIs — Equality Challenge
Unit (ECU)
http://www.ecu.ac.uk/publications/assessing-impact-for-equality-collegeregionalisation
45
Annexe 7 (This will be updated in due course)
Policy outlining the responsibilities of staff employed by or seconded to
Education Scotland in relation to safeguarding and child protection
This policy provides the framework within which Education Scotland staff, individually
and collectively, can understand their responsibilities in relation to safeguarding/
child protection and promoting the welfare of children3 and protected adults4.
Further guidance on the both the PREVENT and Corporate Parenting agendas will
be provided in due course.
‘Child protection is a complex system requiring the interaction of services, the
public, children and families. For the system to work effectively, it is essential
that everyone understands the contribution they can make….’
(National Guidance for Child Protection in Scotland 2010)
Policy in context
Safeguarding sits within the context of the wider Getting it right for
every child (GIRFEC) approach, http://www.scotland.gov.uk/Topics/People/YoungPeople/gettingitright the Early Years Framework,
http://www.scotland.gov.uk/Publications/2009/01/13095148/0 and the UN
Convention on the Rights of the Child,
http://www.unicef.org.uk/Documents/Publicationpdfs/UNCRC_PRESS200910web.pdf. All children and young people have the right
to be cared for and protected from harm and abuse and to grow up in a safe
environment in which their rights are respected and their needs met. Children and
young people should get the help they need, when they need it, and their welfare is
always paramount.
The Scottish Government has set out a vision that all Scotland's children and
young people will be: successful learners, confident individuals, effective contributors
and responsible citizens. GIRFEC promotes action to improve the well-being of all
children and young people in eight areas. These well-being indicators state that
children and young people must be: healthy, achieving, nurtured, active, respected,
responsible, included and above all, safe.
3
Differing legal definitions of the age of a ‘child’ can be confusing, the priority is to ensure that a vulnerable young person who
is or may be at risk of harm is offered support and protection. References within this policy to children are intended to refer to
children and young people up to the age of 18 years.
4
A protected adult is defined as an individual aged 16 or over who is provided with (and thus receives) a type of care, support
or welfare service. Protected adult is therefore a service based definition and avoids labelling adults on the basis of their
having a specific condition or disability.
46
Education Scotland does not have direct responsibility for the delivery of services, or
for investigating matters related to safeguarding/child protection. However, it
recognises its duty to ensure that its staff are aware of their responsibilities in
relation to children and protected adults within whom they come into contact in the
course of their duties. In order to fulfil this duty, it has put in place a number of
measures.
Measures in place
All staff are made aware of their role in relation to safeguarding/ child protection at
the point of their induction into Education Scotland. A code of good practice and
procedural guidance has been prepared to guide staff in this area of their work and
copies of this are distributed to individual members of staff at the time of their
induction. All staff have a responsibility to refresh their knowledge of this policy and
code of practice on an annual basis.
In order to comply with the requirements of the Protection of Vulnerable Groups
(Scotland) Act 2007, Education Scotland will ensure that all Education Scotland
employees or secondees including Education Officers, Senior Education Officers,
Development Officers, Assistant Inspectors, Associate Assessors and Lay Members,
who have opportunities to engage regularly with children in the course of their
normal duties, will be registered with the PVG Scheme. If an employee does not
already have PVG registration then the individual will require to become a Scheme
member and the costs incurred will be met by Education Scotland. Where an
employee is already a Scheme member, then Education Scotland will arrange for a
Scheme Record Update to be applied for and meet the costs of this. Education
Scotland will ensure that existing staff join the Scheme retrospectively in accordance
with the schedule set by Disclosure Scotland.
Summary of the responsibilities of Education Scotland staff
In the course of their duties, all Education Scotland staff will be aware of their
responsibilities in relation to safeguarding matters and will take account of the need
for the following:



children’s and young people’s rights to care and protection from harm in any
form are upheld;
adult learners’ personal interests, dignity and care are safeguarded; and
the interests of Education Scotland staff including Development Officers,
Assistant Inspectors, Associate Assessors and Lay Members are safeguarded
as they carry out their duties on behalf of Education Scotland.
47
Education Scotland staff will in the course of their duties:









treat all children, young people and protected adults with respect;
ensure that their own conduct is always an example of good practice;
ensure that they are not alone with a child, young person or protected adult and
that they are within sight or hearing of others;
respect the rights of individuals to have their privacy and dignity assured;
remember that someone else might misinterpret their actions, no matter how
well-intended;
recognise that caution is required if they are discussing sensitive issues with
children, young people and protected adults or their parents/carers;
operate within Education Scotland’s Code of Practice as well as the procedures
of the establishment, service, Council or organisation being visited;
record a report of any incident/disclosure, detailing, where possible, exactly what
was said and recording times and individuals involved; and
be aware of other Education Scotland staff, be vigilant and act to help them keep
themselves and children, young people and protected adults safe and be
prepared to challenge their actions.
Education Scotland staff will not:



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


have inappropriate physical contact with children, young people and protected
adults, including ‘caring’ physical contact (e.g. a hug);
encourage inappropriate attention-seeking behaviour;
speak to a child, young person or protected adult in an inappropriate way or
make suggestive/derogatory remarks or gestures in their presence;
discourage children, young people and protected adults who want to talk about
attitudes or behaviours of others they do not like;
draw conclusions or make judgements about others without checking facts;
exaggerate or trivialise abuse issues;
discuss personal issues about a child, young person or protected adult or their
family casually with others;
rely on the good name of Education Scotland to protect them from scrutiny of
their conduct;
think it could never happen to them; and
take risks when informed common sense, policy and practice suggest another
more prudent approach.
If, in the course of their duties, a member of Education Scotland staff is approached
by a child or protected adult about possible abuse by someone else, the member of
Education Scotland staff will advise the individual that they will pass the information
on. The Head of establishment/service/the EA/governing body as appropriate should
be informed. The establishment’s/service’s/organisation’s safeguarding/child
protection policy will then operate.
48
Safeguarding/child protection within the context of inspection/ review.
Prior to the commencement of an inspection/review, the establishment/service/EA
will complete Part A of the safeguarding pro forma. This should be used as the basis
for a professional dialogue with the head of establishment/service/safeguarding
coordinator during the inspection/ review. Any issues of concern should be brought
to the attention of the head of establishment/service/EA/governing body without
delay. The relevant establishment/service/EA/governing body policy will then apply.
Part B of the safeguarding proforma should be completed.
Passing on of information: confidentiality and anonymity
If a child or protected adult is considered to be being harmed/at risk of harm, relevant
information must always be passed on to the head of
establishment/service/EA/governing body. This must be handled sensitively, but the
principle is that there can be no guarantee of confidentiality or of anonymity where
safeguarding/child protection are concerned.
Allegations received by telephone (including anonymous allegations)
In the event of any member of staff in Education Scotland receiving an allegation of
abuse by telephone, the desktop instructions available in each office should be
followed.
Education Scotland staff taking the call will:

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

remain calm and listen carefully to the caller;
re-assure the caller that although Education Scotland cannot intervene directly,
we will help the caller to ensure that the information is passed on to the
appropriate agency;
suggest the caller contacts their local Social Work Department and give them the
relevant telephone number (available on the desktop instructions);
not give advice or make judgments about the situation being discussed; and
recognise that there can be no guarantee of anonymity where safeguarding/child
protection matters are concerned.
Allegations received by letter (including anonymous allegations)
If the written allegations are related to an inspection, the correspondence should be
passed to the Managing Inspector. All other written allegations should be passed to
the relevant Assistant Director and ALO.
49
What to do if you receive an allegation about yourself
If you receive an allegation about yourself, you should report the matter to your line
manager without delay.
KEY DEFINITIONS AND CONCEPTS
Who is a child?
A child can be defined differently in different legal contexts.


Section 93(2)(a) and (b) of the Children (Scotland) Act 1995 defines a child in
relation to the powers and duties of the local authority. Young people between
the age of 16 and 18 who are still subject to a supervision requirement by a
Children’s Hearing can be viewed as a child. Young people over the age of 16
may still require intervention to protect them.
The United Nations Convention on the Rights of the Child applies to anyone
under the age of 18. However, Article 1 states that this is the case unless
majority is attained earlier under the law applicable to the child.
Although the differing legal definitions of the age of a child can be confusing,
the priority is to ensure that a vulnerable young person who is, or may be, at risk of
significant harm is offered support and protection. The individual young person’s
circumstances and age will, by default, dictate what legal measures can be applied.
For example, the Adult Support and Protection (Scotland) Act 2007 can be applied to
over-16s where the criteria are met. This further heightens the need for local areas
to establish very clear links between their Child and Adult Protection Committees and
to put clear guidelines in place for the transition from child to adult services. Young
people aged between 16 and 18 are potentially vulnerable to falling ‘between the
gaps’ and local services must ensure that processes are in place to enable staff to
offer ongoing support and protection as needed, via continuous single planning for
the young person.
Where a young person between the age of 16 and 18 requires protection, services
will need to consider which legislation, if any, can be applied. This will depend on the
young person’s individual circumstances as well as on the particular legislation or
policy framework. Special consideration will need to be given to the issue of consent
and whether an intervention can be undertaken where a young person has withheld
their consent.
What is child abuse and child neglect?
Abuse and neglect are forms of maltreatment of a child. Somebody may
abuse or neglect a child by inflicting, or by failing to act to prevent, significant harm to
the child. Children may be abused in a family or in an institutional setting, by those
known to them or, more rarely, by a stranger.
50
Definitions of abuse
The following definitions show some of the ways in which abuse may be experienced
by a child but are not exhaustive, as the individual circumstances of abuse will vary
from child to child.
Physical abuse
Physical abuse is the causing of physical harm to a child or young person. Physical
abuse may involve hitting, shaking, throwing, poisoning, burning or scalding,
drowning or suffocating. Physical harm may also be caused when a parent
or carer feigns the symptoms of, or deliberately causes, ill health to a child they are
looking after.
Emotional abuse
Emotional abuse is persistent emotional neglect or ill treatment that has severe and
persistent adverse effects on a child’s emotional development. It may
involve conveying to a child that they are worthless or unloved, inadequate or valued
only insofar as they meet the needs of another person. It may involve the imposition
of age or developmentally inappropriate expectations on a child. It may involve
causing children to feel frightened or in danger, or exploiting or corrupting children.
Some level of emotional abuse is present in all types of ill treatment of a child, it can
also occur independently of other forms of abuse.
Sexual abuse
Sexual abuse is any act that involves the child in any activity for the sexual
gratification of another person, whether or not it is claimed that the child either
consented or assented. Sexual abuse involves forcing or enticing a child to take part
in sexual activities, whether or not the child is aware of what is happening. The
activities may involve physical contact, including penetrative or non-penetrative acts.
They may include non-contact activities, such as involving children in looking at, or in
the production of, pornographic material or in watching sexual activities, using sexual
language towards a child or encouraging children to behave in sexually inappropriate
ways.
Neglect
Neglect is the persistent failure to meet a child’s basic physical and/or
psychological needs, likely to result in the serious impairment of the child’s health or
development. It may involve a parent or carer failing to provide adequate food,
shelter and clothing, to protect a child from physical harm or danger, or to ensure
access to appropriate medical care or treatment. It may also include neglect of, or
failure to respond to, a child’s basic emotional needs.
51
Annexe 8 (This will be updated in due course)
Guidance for reviewing safeguarding
1. General guidance
Colleges have safeguarding responsibilities to ensure the safety and welfare of
children and vulnerable adults, alongside a general duty of care extended to all
learners and staff. Safeguarding is reflected in the college’s policies and procedures
and in the way these are promoted to learners, staff and visitors.
Safeguarding impacts on:

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
recruitment, training and support of staff;
awareness of safeguarding policies/procedures;
dealing with complaints and allegations;
work experience and other out-of-college experiences;
residential accommodation; and.
safe use of ICT.
The external quality arrangements require that colleges complete a safeguarding
pro forma that is sent out, for completion and return prior to the review. This is
intended to ensure that the college meets its legal requirements in safeguarding
vulnerable groups, particularly young people under the age of 18 and adults with
additional support needs. It is also worth considering the college’s safeguarding
practices in relation to Public Sector Equalities Duties, as the term vulnerable can
apply in relation to equality safeguarding; unsafe environments may have a negative
impact on people from all protected characteristic groups, not just age or disability.
However, whilst having policies and procedures is essential, it does not of itself
ensure that safeguarding is effective. The more important evidence is that which
indicates the operation and impact of these policies and procedures in practice.
Accordingly, reviewers should consider safeguarding practice in all areas of college
operations, but particularly where learners are considered more at risk, i.e. those
under 16; those between 16 and 18; and those with additional support needs
The HMIE report Safeguarding arrangements and practice in Scotland’s colleges 5
provides a useful picture of safeguarding issues within colleges.
2. Relevant Legislation
Safeguarding is addressed through a large volume of legislation and it is unrealistic
to consider compliance to this within the scope of a review. However, reviewers
should familiarise themselves with current safeguarding issues and the legislative
5
Safeguarding arrangements and practice in Scotland’s colleges: June 2010
http://www.educationscotland.gov.uk/inspectionandreview/Images/sapsc_tcm4-712927.pdf
52
basis for these. Reviewers should be aware that changes engendered by the
following legislation will have an impact on college safeguarding practice.
The Protection of Vulnerable Groups Scheme (the PVG Scheme) was established by
the Protection of Vulnerable Groups (Scotland) Act 2007 which came into effect
in February 2011, replacing the previous Disclosure Scotland arrangements.
Three important principles of this legislation are: children, defined as those under 18
years of age; protected adults; and regulated work.
A protected adult is a person aged 16 or over who is protected by the Act because he
or she is receiving certain services as set out in the Act: health, care or welfare
service.
Regulated work means regulated work with children or regulated work with adults.
The Act contains a broad definition of regulated work and an employee or volunteer
may be doing regulated work if they are involved in a specified activity in relation to a
protected person; or if they work in a specified establishment; or if they hold a
specified position. Activities as part of a person’s normal duties which indicate they
are doing regulated work with children include:

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


being in sole charge of children;
caring for children;
providing advice or guidance to children;
teaching, instructing, training or supervising children; and
unsupervised contact with children.
Activities as part of a person’s normal duties which indicate they are doing regulated
work with adults include:

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

being in sole charge of protected adults;
caring for adults;
providing advice or guidance to protected adults;
teaching, instructing, training or supervising protected adults; and
unsupervised contact with protected adults.
However, not all employees will be doing regulated work. The onus is on employers
to assess the risk of an employee doing regulated work. The employer should
establish what is regulated work within their establishment, on the basis of the
activities involved and the nature of the contact the employee or volunteer has with
children or protected adults. The employer must then ensure that they then act
accordingly and carry out the appropriate checks, in employing staff and volunteers.
However, employers should be proportionate in deciding whether it is right to check
private information on an individual doing paid or unpaid work for them.
In Scotland, it is not compulsory for an individual carrying out regulated work to be a
member of the PVG scheme. However, it is an offence for anyone who is barred
under the scheme to carry out such work and it is an offence for an employer to
employ a person who is barred in such work.
53
In the case of children (ie.those up to age 18), regulated work is any work where an
employee or volunteer is responsible for the welfare of a child. This includes
teaching, guidance and caring. However, those whose duties bring them into
incidental contact with children should not require to be checked. The basis of an
employer’s decisions in this regard is to check people who may be in a position to
cause harm to child and this generally includes having unsupervised contact with
children.
Young people aged 16 and 17 are defined as children under the Act, but may also be
protected adults if in receipt of particular services.
54
Annexe 9
Evaluating, recording and reporting on sustainability in Scotland’s colleges
Context
1. The Climate Change (Scotland) Act 20096 creates the statutory framework for the
reduction of greenhouse gas emissions. The Act sets an interim 42% reduction
target for 2020 and an 80% reduction target for 2050. Part 4 of the Act places
climate change duties on Scottish public bodies, including colleges, and these came
into force on 1 January 2011. The duties require public bodies to contribute to
climate change mitigation, climate change adaptation, and to act sustainably. Audit
Scotland have identified addressing climate change as a key theme for their future
work.
2. In February 2011, the Scottish Government published guidance for public bodies,
Public Bodies Climate Change Duties: Putting them into practice7. The first element
of the duties is that public bodies must act in a way best calculated to contribute to
the delivery of the Act’s greenhouse gas emissions reduction targets (Mitigation –
reducing Greenhouse Gas Emissions). Secondly, public bodies must act in a way
best calculated to deliver any statutory adaptation programme though the first
programme is not expected until 2013 (Adaptation – adapting to the changing
climate). Thirdly, public bodies are required to act in a way considered most
sustainable (Acting Sustainably – sustainable development as a core value).
Public bodies are expected to be able to demonstrate how sustainability has been
integrated into their decision-making processes – eg assessing the sustainability of
policy decisions or strategies.
3. Curriculum for Excellent practice has increased the importance of sustainable
development education (SDE). The Experiences and Outcomes include a significant
number of specific references to environmental issues and sustainability in general,
and the impact of climate change in particular. SDE in schools is chiefly driven by
the Eco-Schools Scotland programme. All schools in Scotland are now registered as
Eco-Schools, and the numbers achieving ‘Green Flag’ status are increasing.
4. The Universities and Colleges Climate Commitment for Scotland (UCCCfS)8 was
developed by the Environmental Association of Universities and Colleges (EAUC) in
partnership with sector and government representatives. Signatories are required to
develop and publish a five-year climate change action plan (CCAP) with targets and
timescales to achieve a significant reduction in emissions from their activities
including energy use, waste reduction, recycling and disposal, sustainable estate
development, travel planning and responsible procurement of goods and services.
6
http://www.legislation.gov.uk/asp/2009/12/pdfs/asp_20090012_en.pdf
http://www.scotland.gov.uk/Resource/Doc/340746/0113071.pdf
8
http://www.eauc.org.uk/ucccfs
7
55
Importantly, signatories welcome opportunities to engage their students, staff, alumni
and local communities with the challenge of climate change. Almost all colleges
have signed up to the commitment.
5. The United Nations launched its Decade of Education for Sustainable
Development (UNDESD) on 1 January 2005. It aims to promote education as a
basis for moving towards a sustainable society and to integrate sustainable
development into education at all levels and all areas of life including communities,
the workplace and society. The Scottish Government published its second decade
action plan Learning for Change9 in May 2010. The plan includes nine actions for
universities and colleges including one for HMIE (now Education Scotland).
6. HMIE published the aspect report Sustainability and Scotland’s Colleges10 in
October 2009, on behalf of the Scottish Funding Council (SFC). The report reflects
the important responsibilities colleges have: as providers of education and training to
prepare learners to contribute to sustainable economic growth; as consumers of
resources to minimise their impact on the environment; and as leaders within local
communities to raise awareness of sustainability issues. The report identifies areas
for development in colleges. These include the systematic embedding of
sustainability within the design of programmes in all curriculum areas, the integration
of sustainability within learning and teaching, and the inclusion of sustainability skills
within college strategies to develop learners’ essential skills.
Coverage of Sustainable Development Education during external reviews
7. Three of the 13 reference quality indicators in the external quality framework for
use during external reviews of colleges for SFC address sustainability. Reviewers
evaluate colleges against these indicators. The reference QIs are:



QI 2.3 Learner progress, attainment and wider achievement – achievement of
sustainability as an essential skill;
QI 5.3 The teaching process and its context – sustainability in delivery of learning
activities; and
QI 9.1 Educational aims, objectives and targets – responsiveness to legislation,
national policies and local issues including environmental sustainability.
8. Sustainability is also addressed indirectly in other QIs. These include:
1.1 Achievement of educational aims, objectives and targets; 1.3 Adherence to
statutory principles; 9.2 Leadership for learning and teaching; and 9.3 Leadership for
services to support learners. A few other QIs also address sustainability either
directly or indirectly. The QIs would only be included in an external review if our risk
analysis identified them as necessary additional elements. QI 8.2 Management and
use of resources and learning environments addresses sustainability of resources
directly. Sustainability is addressed indirectly in 6.3 and 6.4 colleges responding to
change, and 8.1 responsiveness to requirements of other agencies.
9
10
http://www.scotland.gov.uk/Resource/Doc/312576/0098842.pdf
http://www.educationscotland.gov.uk/inspectionandreview/Images/sscar_tcm4-712912.pdf
56
Evaluating, recording and reporting on sustainability in external reviews
9. It is important that every reviewer has the same expectations from a college, and
that their approaches to evaluating, recording and reporting on sustainability are the
same. It is possible that consistency of approach could be compromised because we
may be unclear about how much progress colleges should have made in
sustainability and what reasonable progress looks like.
10. As with equalities the sustainability landscape is evolving and it is therefore
important that reviewers check that their knowledge is up to date prior to
commencing the review. For reviews in 2014-15 we should focus our evaluative
comment on sustainability in relation to QIs 5.3 and 9.1 only. We should use
“praise where we find” evaluations in other areas.
11. QI 2.3 Learner progress, attainment and wider achievement. Learners
should be developing knowledge and skills in sustainable development. This should
be apparent through, for example, lesson observations, learning activities and
discussions with staff and learners. Sustainability skills may be assessed as part of
formal qualifications. Reviewers should ask staff and learners how sustainability
skills are developed through college programme, and evaluate how well learners are
developing them. Provide evaluative comment on how effective college practice
is in this area.
12. QI 5.3 The teaching process and its context . Reviewers should expect
learning and teaching strategies to increasingly include reference to sustainability.
Some colleges include reference to sustainability within their lesson planning
templates. As a minimum we should expect teachers to exploit opportunities in
lessons to promote sustainable development as we do equalities. We should be
critical if for example a lecturers misses an opportunity during a lesson to address
sustainability issues. Include comment in LTORs and explore issues in professional
discussions with staff following observations. Ask learners whether teachers
highlight sustainability within lessons. Provide evaluative comment on how
effective college practice is in this area.
13. QI 9.1 Educational aims, objectives and targets. Public Bodies Climate
Change Duties: Putting them into practice emphasises the importance of public
bodies’ corporate planning processes in fulfilling their duties under the climate
change legislation. The Scottish Government guidance describes UCCCfS as an
example of good practice in demonstrating visible leadership by making a public
commitment to address climate change. Being signatories to UCCCfS is a
substantial undertaking for colleges. The process of preparing five-year CCAPs is
complex. Before planning can begin, signatories need to establish their institution’s
total level of greenhouse gas emissions. We do not comment on the technical
processes involved, but rather use evidence of the systematic development and
implementation of CCAP as indicative of effective college leadership and
commitment in this important area. Reviewers should explore issues in meetings
with senior managers and use “praise where we find” evaluations. However, if
we find no evidence of any serious college-wide thinking and developing
strategies we must be critical and report this clearly.
57
14. The table that follows provides guidance for reviewers against relevant QIs from
the quality framework
HIGH QUALITY LEARNING
How well are learners progressing and achieving relevant, high quality
outcomes?
How well does the college perform
against its educational aims,
objectives and targets?
QI: 1.1
Sustainability should be included within
the college’s educational aims and
objectives. Check strategic and
operational plans and Climate Change
Action Plans (CCAPs), and explore in
interviews with managers. Use ‘praise
where we find’ evaluations.
How well do learners make progress,
attain qualifications and achieve
more widely?
QI: 2.3
The SG skills strategy does not include
skills for sustainability, but colleges are
increasingly identifying these skills within
their strategies for essential skills. The
aspect report includes definitions of the
key knowledge, skills and attitudes in
sustainable development education
(pages 8–10). Explore issues in meetings
with staff and in professional discussions
following lesson observations. Use
‘praise where we find’ evaluations.
58
How effective are the college’s learning and teaching processes?
How well do planning, teaching and
the use of resources ensure effective
learning?
QI: 5.3
We should expect learning and teaching
strategies to increasingly include
reference to sustainability. Some
colleges include reference to
sustainability within their lesson planning
templates. As a minimum we should
expect teachers to exploit opportunities in
lessons to promote sustainable
development as we do equalities.
Include comment in LTORs and explore
issues in professional discussions with
staff following observations. Ask learners
whether teachers highlight sustainability
within lessons. Provide evaluative
comment on how effective college
practice is in this area.
LEARNER ENGAGEMENT
How well are learners engaged in enhancing their own learning and the work
and life of the college?
How well are learners engaged in enhancing the work and life of the college?
The SG’s first decade plan committed
colleges to provide a whole experience
for learners which contributes to the
development of their sustainable literacy
and citizenship skills, attitudes and
behaviour. It recognises that learners
contribute to local cultural diversity
through activities such as volunteering.
College student associations are being
increasingly active in this area and NUS
have sponsored projects. The aspect
report provides examples of learner
contributions to sustainable development
(pages 30–33).
Explore these aspects in meetings with
staff, learners and the student
association. MIs should also ask STMs
to follow up this aspect. Record
examples in EFs. Note that development
may be restricted to only a few curriculum
areas. Use ‘praise where we find’
evaluations.
59
QUALITY CULTURE
How well is the college led and how well is it enhancing the quality of its
services for learners and other stakeholders?
How appropriate and influential are
the college aims, objectives and
targets?
QI: 9.1
Being signatories to UCCCfS is a
substantial undertaking for colleges. The
process of preparing five-year CCAPs is
complex. Before planning can begin,
signatories need to establish their
institution’s total level of greenhouse gas
emissions ie their carbon footprint as
covered under the Kyoto Protocol. The
EAUC website includes the college
CCAPs.
We do not comment on the technical
processes involved, but rather use
evidence of the systematic development
and implementation of CCAP as indicative
of effective college leadership and
commitment in this important area.
Explore issues in meetings with senior
managers and use ‘praise where we find’
evaluations. However, if we find no
evidence of any serious college-wide
thinking and developing strategies we
must be critical and report this clearly.
How effective is the leadership for
learning and teaching?
QI: 9.2
Explore in meetings with staff and in
review of college documentation. Use
‘praise where we find’ evaluations on the
extent to which strategies for improving
learning and teaching address
sustainability.
How effective is the leadership for
services to support learners?
QI: 9.3
One of SFC’s priorities for the college
sector is that estate developments
embody the principles of sustainable
development and encourage learners and
staff to act sustainably. We should
explore in discussions with staff and
learners how the college achieves this
and use ‘praise where we find’
evaluations.
60
Annexe 10
Curriculum for Excellence within the quality framework in Scotland’s colleges
Context
1. Curriculum for Excellence aims to provide a coherent curriculum from ages 3-18.
The curriculum includes a broad general education from early years through to
the end of S3, involving the delivery of experiences and outcomes across all
curriculum areas, and a senior phase. The senior phase relates to the period S4
to S6 in schools or the equivalent in terms of college or other means of study. All
young people in the senior phase, wherever they are learning, are entitled to:





a curriculum which is coherent;
the opportunity to obtain qualifications as well as to continue to develop the
attributes and capabilities of the four capacities;
opportunities to develop skills for learning, life and work with a continuous
focus on literacy, numeracy and health and wellbeing;
personal support to enable them to gain as much as possible from the
opportunities that Curriculum for Excellence can provide; and,
support in moving into positive and sustained destinations.
2. Skills for Scotland: A Lifelong Skills Strategy highlights the importance of a
cohesive learning system in ensuring that Curriculum for Excellence is the foundation
for skills development throughout life. Curriculum for Excellence therefore, has
relevance for the college curriculum at all levels and stages.
3. The Curriculum for Excellence definition of curriculum includes the ethos and life
of the school/college as a community, curricular areas and subjects, interdisciplinary
learning and opportunities for personal achievement. The curriculum should be
designed around the seven principles of: challenge and enjoyment; breadth;
progression; depth; personalisation and choice; coherence, and; relevance. The
senior phase entitlements, an appreciation of the broader definition of curriculum and
the principles of curriculum design should be apparent in colleges’ strategic and
operational planning processes and in curriculum design and delivery, particularly for
those programmes that make a contribution to the senior phase. Where the senior
phase is delivered through a partnership, the partners should work together to plan
jointly the curriculum against the senior phase entitlements and the principles of
curriculum design.
4. The Curriculum for Excellence Implementation Group’s priorities for 2012-2013
are: to focus on key aspects of assessment; the broad general education; transition
to the senior phase, and the senior phase itself, including preparations for the new
qualifications and planning senior phase structures.
61
Coverage of Curriculum for Excellence during external reviews
5. It is not part of the external review process to evaluate specifically the
implementation of Curriculum for Excellence in colleges. However, Curriculum for
Excellence is now part of the educational environment within which colleges operate.
Reviewers must therefore be mindful of the principles and practices that underpin the
entitlements when gathering evidence and making evaluations under relevant
reference QIs. The principles and practices, overall, align well with the quality
framework for reference during the external review of Scotland’s colleges. As a
result, evaluations made under the reference QIs and related themes, and under
learner engagement, are likely to cover many of the principles and practices.
6. Aspects of Curriculum for Excellence connect to the three key themes of high
quality learning, learner engagement, and quality culture, and to almost all reference
QIs.
Evaluating, recording and reporting on Curriculum for Excellence in external
reviews
7. The development of the senior phase is progressing in schools and elsewhere
with the expectation that it will be fully implemented for young people starting S4 in
2013-2014. The Curriculum for Excellence Implementation Group considers on a
regular basis the progress of the implementation of Curriculum for Excellence. One
of Education Scotland’s key priorities is to support the implementation of Curriculum
for Excellence. We collate evidence for the Implementation Group on progress made
across Scottish education, including evidence of progress in the college sector.
While our prime focus in external review is on the reference QIs, it is important that
our evidence base allows us to satisfy the requirements of the Implementation Group
and enables us to continue to report on the good progress colleges are making in
implementing Curriculum for Excellence.
8. It is important that evidence gathered across reviews, is consistent. As
Curriculum for Excellence, by its very nature, impacts across the work and life of the
college it is important that reviewers consider the evidence that may be gathered
under the relevant QIs. Reviewers should use a ‘praise where we find it’ approach in
making their evaluations.
9. The following table highlights where reviewers might find evidence of the
principles and practices of Curriculum for Excellence under the reference QIs from
the quality framework. The sub-headings in the right-hand column also relate to the
themes under which Education Scotland reports to the Curriculum for Excellent
practice Implementation Group.
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HIGH QUALITY LEARNING
QIs
2.3 How well do learners make
progress, attain qualifications and
achieve more widely?
Principles and practices of Curriculum
for Excellence
 what we might find
The curriculum provides for smooth and
well-paced progression in learning:
 college programmes and services
providing appropriate challenge and
progression from prior learning.
Learners developing the four capacities:
 college programmes and services
developing the attributes and abilities
that underpin the four capacities (see
diagram on page 6).
Skills for learning, life and work:
 evidence of learners developing,
demonstrating and applying these skills
(including literacy, numeracy and health
and wellbeing).
5.1 How well does the college design
and deliver programmes and
services to meet the needs of
learners from all backgrounds and
circumstance?
Learners developing the four capacities:
 college programmes and services
developing the attributes and abilities
that underpin their development as
responsible citizens, respectful of
differences (Protected Characteristics)
and understand different beliefs and
cultures. (see diagram on page 6).
5.2 How well do learners learn?
Active and engaging learning and
teaching:
 learners actively involved in
constructing meaning and developing
understanding;
 learners taking ownership of the their
own learning.
Learners developing the four capacities:
 learners developing the attributes and
abilities that underpin their
development as successful learners
(see diagram on page 6).
5.3 How well do planning, teaching
and the use of resources ensure
effective learning?
Active and engaging learning and
teaching:
 teaching approaches supporting
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learners to actively engage in learning,
eg: working together, raising questions,
undertaking research and having
discussions.
Learners developing the four capacities:
 teaching approaches that develop the
attributes and abilities that underpin
learners’ development of the four
capacities (see diagram on page 6).
Well planned, joined-up learning within the
4 contexts of learning:
 the context and planning for learning
incorporating curricular areas and
subjects, interdisciplinary learning and
opportunities for personal achievement.
Skills for learning, life and work:
 planning for learning and teaching
reflecting the responsibility of all
practitioners to continue to promote the
development of literacy, numeracy and
health and wellbeing.
5.4 How well is assessment used to
promote effective learning?
Assessment that promotes and enables
learning:
 assessment promoting and enabling
learning;
 learners engaged in assessment, eg:
by sharing learning intentions; through
discussions on outcomes and future
progress; through involvement in
developing assessment approaches;
through developing their understanding
of assessment practices;
 assessment practices that evaluate
learners’ abilities to apply knowledge
and skills in different contexts and to
demonstrate higher order skills..
5.5 How well are potential and current Personal support, careers information,
learners provided with information, advice and guidance:
advice and support?
 arrangements for learners to set goals
and to identify opportunities for
personal achievement;
 arrangements to prepare learners for
changes and choices, and support
them through these.
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5.6 How well does the college sustain
continuous enhancement through
self-evaluation and internal review
activities?

Curriculum for Excellent practice
principles and practices evaluated by
programme teams, and improvement
plans supporting the delivery of the
entitlements.
LEARNER ENGAGEMENT

How well are learners engaged in
enhancing their own learning and
the work and life of the college?
Well planned, joined-up learning within the
4 contexts of learning:
 the ethos and life of the college as a
community and opportunities for
personal achievement as established
features of the learner experience.
QUALITY CULTURE
8.1 How extensive and effective are
college partnerships with
communities, other learning
providers, employers and other
agencies?
Smooth transitions:
 college programmes and services
providing a smooth transition from the
school curriculum, or integrating with it;
 learners making a smooth transition
between college programmes and
services.
9.1 How appropriate and influential
are the college aims, objectives
and targets?

Curriculum for Excellence reflected in
the college’s strategic aims, the
principles and practices understood by
staff and incorporated in operational
planning.
9.2 How effective is the leadership for
learning and teaching?

The leadership for learning and
teaching supporting the principles and
practices of Curriculum for Excellence,
including staff development strategies.
9.3 How effective is the leadership for
services to support learners?

The leadership for services to support
learners supporting the principles and
practices of Curriculum for Excellence
9.4 How effective is the leadership for
enhancing quality and maintaining
a quality culture?

Planning for the implementation of
Curriculum for Excellence based on
self-evaluation, with a focus on the
curriculum and on developing learning,
teaching and assessment practices.
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successful learners
confident individuals
with
• enthusiasm and motivation for learning.
• determination to reach high standards of achievement.
• openness to new thinking and ideas.
with
• self respect.
• a sense of physical, mental and emotional wellbeing.
• secure values and beliefs.
• ambition.
and able to
• use literacy, communication and numeracy skills.
• use technology for learning.
• think creatively and independently.
• learn independently and as part of a group.
• make reasoned evaluations.
• link and apply different kinds of learning in
new situations.
and able to
• relate to others and manage themselves.
• pursue a healthy and active lifestyle.
• be self aware.
• develop and communicate their own beliefs
and view of the world.
• live as independently as they can.
• assess risk and take informed decisions.
• achieve success in different areas of activity.
To enable all young
people to become
people to become
responsible citizens
effective contributors
with
• respect for others.
• commitment to participate responsibly in
political, economic, social and cultural life.
with
• an enterprising attitude.
• resilience.
• self-reliance.
and able to
• develop knowledge and understanding of
the world and Scotland’s place in it.
• understand different beliefs and cultures.
• make informed choices and decisions.
• evaluate environmental, scientific and
technological issues.
• develop informed, ethical views of complex
issues.
and able to
• communicate in different ways and in
different settings.
• work in partnership and in teams.
• take the initiative and lead.
• apply critical thinking in new contexts.
• create and develop.
• solve problems.
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Curriculum for Excellence and Health and Wellbeing
External quality arrangements for Scotland’s colleges,
updated August 2013
QI 2.3
How well do learners make progress, attain qualifications and achieve more
widely?

Achievement of core and essential skills including employability, citizenship,
sustainability and health and wellbeing.
The rest of the UK has a ‘healthy colleges’ initiative (National Healthy FE and Skills
programme) in place. One college which developed early approaches is Bradford
College – www.bradfordcollege.ac.uk/student_life/healthy-college/about-healthycollege
It identified that there was need for a ‘healthy college’ approach because of the very
poor health record in the area, in terms of obesity, high death rates and high
incidence of serious chronic conditions such as heart disease, diabetes and asthma.
The college also recognised that schools were addressing health issues but nothing
was being done in respect of young people over 16. The college appointed a
Healthy College Manager who has initiated a number of very successful actions
within the college. She has taken a high profile approach that has engaged
celebrities, academics and athletes. Partnership working has been an important
aspect to this work. Bradford College is now one of the leading colleges within the
‘healthy colleges’ initiative and mentors other colleges.
In Scotland, Scotland’s Colleges has had a long-term focus on mental health issues
in colleges and provided a great deal of support, particularly with regard to resilience
and mental toughness initiatives.
Curriculum for Excellence
As with literacy and numeracy, all staff have responsibilities for promoting health and
wellbeing although there may be more specific detailed responsibilities in certain
curriculum areas. Curriculum for Excellence addresses health and wellbeing through
six organisers –






Mental, emotional , social and physical wellbeing
Planning for choices and changes
Food and health
Substance misuse
Relationships, sexual health and parenthood
Physical education, physical activity and sport
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