A report by HM Inspectors on behalf of the
Scottish Funding Council
Aberdeen College
17 February 2012
The external review process
HM Inspectors undertake an independent review of the quality of provision in Scotland’s
colleges on behalf of the Scottish Further and Higher Education Funding Council (SFC) under
a service level agreement between the council and Education Scotland. Review teams include
HM Inspectors, associate assessors and a student team member.
During external reviews, members of the review teams observe learning and teaching and hold
discussions with learners and staff. They examine information on learner attainment and
evaluate learner progress and outcomes. They meet with members of the Board of
Management and obtain feedback from community groups, partners and employers that work
with the college.
The primary purpose of this report is to convey fully the main outcomes arising from the
external review, to acknowledge the college’s strengths and to provide a clear agenda for
future action to improve and enhance quality.
This report contains confidence statements that express the review team’s overall evaluation
of high quality learning, learner engagement and quality culture.
The report also uses the following terms to describe numbers and proportions:
almost all
most
majority
more than a few
few
over 90%
75-90%
50-74%
15-49%
up to 15%
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Contents
1.
Page
Introduction
1
The college and its context
The external review
1
2
2.
Confidence statements
3
3.
Summary
4
Strengths
Main points for action
4
4
4.
How well are learners progressing and achieving relevant,
high quality outcomes?
5
5.
How effective are the college’s learning and teaching
processes?
8
6.
How well are learners engaged in enhancing their own
learning and the work and life of the college?
11
7.
How well is the college led and how well is it enhancing the
quality of its services for learners and other stakeholders?
13
8.
Signposting excellent and sector-leading and innovative
practice
15
9.
What happens next?
18
10. How can you contact us?
19
Appendices
20
Glossary of terms
20
The Scottish Credit and Qualifications Framework
21
1.
Introduction
The college and its context
In carrying out the external review of Aberdeen College, Education Scotland took the
following college context fully into account.
Established in 1991, following the merger of three local colleges, Aberdeen College is
one of Scotland’s largest colleges. It serves areas extending to a 60-mile radius, with a
significant proportion of its learners residing outside Aberdeen city. As well as delivering
a wide range of provision in its own premises, the college also provides a range of
community-based programmes across the north-east and beyond the Aberdeen
travel-to-work area. Some of this provision is delivered within workplaces or through
flexible access. The college’s activity is delivered mainly from the Gallowgate and the
newly-upgraded Altens campuses, with land-based programmes being delivered from
the Clinterty campus. Programmes for communities are provided from sites in Inverurie
and Peterhead. The college also runs programmes from training facilities within seven
regional fire stations. International and commercially-sponsored learners study through
the college’s commercial company, Aberdeen Skills and Enterprise Training Limited
(ASET). The college offers programmes from Scottish Credit and Qualifications
Framework (SCQF) level 1 to level 8.
Aberdeen’s economy remains strong, with effects of the economic downturn having less
impact than in Scotland as a whole. Aberdeen has been the operational base of the
North Sea oil and gas industry for the last 35 years and is recognised as the Energy
Capital of Europe. The construction industry is also of importance to the economy of the
north-east. Over the last three years, the industry has faced varying levels of
employment and activity and, in the short term, this is likely to continue. Food and drink,
life sciences, the creative industries and tourism are also of great importance to the
region and the college’s curriculum reflects these priorities. The majority of
school-leavers in the north-east, who progress to further education, do so at Aberdeen
College. In total, the college is the first destination of 35% of all Aberdeen city school
leavers, and 30% of Aberdeenshire school-leavers. The college has links with local
schools and provides a range of programmes for school children and young people in
Aberdeen City and parts of Aberdeenshire. Formal articulation arrangements with
Robert Gordon University and Aberdeen University facilitate learners’ transition from the
college to university. Aberdeen College is an Associate College of Robert Gordon
University. The college works jointly with Banff and Buchan College in the north-east
region, through federated arrangements, agreed by both Boards of Management.
The college’s revenue budget for the academic year 2011-12 is approximately £37.07m,
with grant-in-aid from the Scottish Funding Council (SFC) accounting for about 73% of
the total.
1
The external review
The external review by Education Scotland took place during the week beginning
14 November 2011.
We examined learning and teaching and other important activities that impact on the
quality of the learner experience. We evaluated these against the three key principles of
high quality learning, learner engagement and quality culture, using the 17 reference
quality indicators outlined in External quality arrangements for Scotland’s colleges,
September 2008. We used information from previous visits to the college to decide the
scope of the review.
The external review team talked with learners, staff at all levels in the college, members
of the Board of Management, employers, external agencies and other users of the
college.
We found examples of excellence and sector-leading practice, which we describe on
page 15-17 of this report.
2
2.
Confidence statements
The following are holistic judgements made by Education Scotland on the basis of the
external review activities which took place in November 2011. These judgements relate
to the key principles of high quality learning, learner engagement and quality culture.
Education Scotland is confident that:
•
learners are progressing well and achieving relevant, high quality outcomes;
•
the college has in place high quality learning and teaching processes;
•
learners are actively engaged in enhancing their own learning and the work
and life of the college; and
•
the college is led well and is enhancing the quality of its services for learners
and other stakeholders.
3
3.
Summary
Strengths:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
The college has achieved almost all of its 11 strategic aims and supporting
objectives for 2010-11.
The college has successfully embraced Curriculum for Excellence as an organiser
for skills delivery and teaching approaches across all programme areas.
Attainment rates for further and higher education programmes are high.
College programmes are flexible and accessible and enable learners to study in
ways which best suit their individual needs. A wide range of programmes, from
introductory to advanced levels, meet learners’ needs well.
Most learners make good progress and attain the qualifications they set out to
achieve. They develop wider skills, which prepare them well for further study or
employment.
Almost all learners are highly motivated, attentive and enthusiastic about their
programmes and learning experiences.
Equipment and resources are up-to-date and support learning well.
Almost all teaching staff make very good use of a variety of stimulating teaching
approaches. They use the college virtual learning environment (VLE) very
effectively, which increases flexibility and access for learners.
In almost all classes, relations between staff and learners are very positive and
based on mutual respect.
Teaching and support staff actively promote learner engagement in all aspects of
the learner experience. Learners exercise individual choice and they influence
their learning.
The Aberdeen College Students’ Association (ACSA) has a strong focus on
developing a culture of representation to ensure that learners attain the skills
required for effective engagement.
The college works proactively and effectively with its external partners. Learners
benefit from the college’s very well-established and mutually trusting partnership
arrangements with the region’s schools, two local authorities and two universities.
Services to support learners are led well. Support managers and staff work
effectively with teaching staff to improve continually the learner experience.
Staff and learners contribute well to robust and well-embedded arrangements for
self-evaluation of support services and learning and teaching processes.
Main points for action:
•
No main points for action were identified.
4
4. How well are learners progressing and achieving relevant, high
quality outcomes?
Education Scotland is confident that learners are progressing well and achieving
relevant, high quality outcomes.
How well does the college perform against its educational aims, objectives and
targets?
The college has achieved almost all of its 11 strategic aims and supporting objectives for
2010-11. These achievements include the on-target completion of the new training
facility at the Altens Construction Centre, along with the movement of the college’s
commercial operation, ASET, to the new Altens Centre. The college has also made
good progress with its strategic aim of developing the skills base of the local economy to
support industry and economic recovery in the north-east of Scotland. Similarly, in line
with a further key strategic aim, the college has successfully embraced Curriculum for
Excellence as an organiser for skills delivery and teaching approaches across all
programme areas. The college has met almost all of its targets for improvement of
performance indicators (PI). However, learner retention rates on some full-time
programmes have not met the college’s internal targets. Where targets have been
partially completed, the Board of Management and senior managers monitor progress
closely.
The principal and senior managers have developed particularly strong and effective
partnership arrangements with a number of voluntary, private and public partners,
including Robert Gordon University and the University of Aberdeen. It has established
very effective links with the City of Aberdeen and Aberdeenshire local authorities in
order to ensure that relevant college experiences are available to school-aged learners.
Amongst its wide-ranging external partners, the college enjoys a strong reputation for
the quality of programmes and the success of learners.
How effective is the college at achieving and maintaining high levels of retention,
attainment and progression?
Early retention rates have been consistent over the last three years and are now at or
above sector average values. Student retention rates for full-time Further Education
(FE) programmes improved in 2010-11. Full-time Higher Education (HE) student
retention rates have also been consistent over the last three years. However, student
retention is low in a few FE programme areas.
Attainment rates for FE and HE programmes continued to improve in 2010-11 and are
high. Learners who attend college programmes funded by Skills Development Scotland
(SDS), or through employer-supported programmes, are on track to achieve their
qualifications. Most learners progress successfully to further learning or employment on
completion of their studies.
5
How well does the college fulfil its statutory duties?
The college has drawn up a comprehensive Single Equalities Action Plan and Annual
Equality and Diversity Report. Managers and staff take good account of their obligations
under equalities legislation and promote equality and diversity effectively through a
range of helpful policies. At whole-college and individual programme levels, staff
undertake rigorous analysis of learner enrolment, retention, achievement and
progression data to ensure that learners from all groups and backgrounds succeed
equally. Where adverse trends are identified, staff draw up action plans for monitoring
and improvement.
Appropriate policies, procedures and arrangements are in place for the protection of
young people and vulnerable groups. A clear Code of conduct for staff relating to
safeguarding, aids staff’s understanding of the scope of their responsibilities. The
college is a signatory of the University and College Climate Commitment for Scotland
and in 2010-11, it reduced its measured CO2 output.
Staff and learners understand their responsibilities relating to health and safety. In
October 2009, the college attained OHSAS 18001 (BSI) in recognition of compliance
with best practice in relation to health and safety.
How accessible, flexible and inclusive are the college’s programmes and
services?
The college identifies the needs of learners successfully through extensive use of labour
market intelligence and effective communication with external partners. The marketing
team produces a comprehensive range of high quality materials and publications, which
successfully target all of the college’s potential market segments. College programmes
are flexible and accessible and enable learners to study in ways which best suit their
individual needs. To ease learner access further, staff deliver programmes at a range of
times and through various modes of attendance, including full-time, part-time, evening
and in the workplace. The recently-established Business Solutions and Part-time
Learning Department provides a one-stop-shop for almost all employer and part-time
programmes. Almost all part-time, community-based learners, have access to a wide
range of certificated and non-certificated programmes to meet their learning needs.
The VLE is used effectively by learners and staff to increase the flexibility of and access
to programmes. Learners also use these materials well in lessons, when working
independently in college, and when studying remotely at home. College staff promote
and support the senior phase of Curriculum for Excellence effectively through activities
with staff from local schools and universities.
6
How well do programmes and services meet learner needs?
Programmes and services meet the needs of learners well. The college offers a wide
range of programmes, from SCQF level 1 to level 8, with appropriate entry and exit
points and progression opportunities. The college’s full-time programmes provide
learners with relevant, skills-related qualifications. This approach ensures that learners
are well-equipped for employment. Well-established partnerships and relationships with
local schools, universities and employers have led to the delivery of programmes that
meet the needs of learners very effectively. Well-developed articulation arrangements
with Robert Gordon and Aberdeen universities enable local learners who successfully
complete identified Higher National Certificate/Diploma (HNC/D) programmes to
progress onto the second or third year of their selected degree course.
In order to meet learner needs, the college embeds equality and diversity into its wider
work and life. Religious festivals are included in the college calendar and highlighted to
staff and learners through a quarterly equalities newsletter. Teaching staff use the
Course overview and Unit overview documents to plan their promotion of skills for
sustainability, citizenship and employability, within the context Curriculum for Excellence.
Almost all learners are satisfied or very satisfied with their programmes.
How well do learners make progress, attain qualifications and achieve more
widely?
Most learners make good progress and attain the qualifications they set out to achieve.
In 2010-11 attainment rates improved significantly in both FE and HE programmes. A
number of learners are successful in local, national and UK-wide competitions, winning
awards and developing confidence and wider knowledge and skills. Recent successes
include the AOC Gold Award 2011 and bronze, silver and gold medals in the UK Skills
Competition 2010. Learners frequently take up volunteering opportunities which enable
them to achieve more widely and develop employability and other essential skills. These
activities are recognised through Millennium Volunteer Awards. Many learners carry out
fund-raising activities which are directly linked to their studies.
Across all curriculum areas, learners take part in a range of cross-college activities,
which develop citizenship and employability skills. Almost all learners develop personal
skills which prepare them well for further study or employment. Through participation in
their programmes, learners improve their self-confidence.
7
5.
How effective are the college’s learning and teaching processes?
Education Scotland is confident that the college has in place high quality learning
and teaching processes.
How well does the college develop and deliver programmes and services to meet
the needs of learners from all backgrounds?
The college actively promotes equality and diversity. Staff are aware of, and actively
engage in, promoting positive attitudes and behaviours. Almost all lessons use a wide
range of delivery approaches and materials to connect with diverse learner groups.
Materials and chosen lesson topics actively promote themes of equality and diversity.
Learners are aware of and understand the significance of equality and diversity within
the classroom and wider college settings.
Staff work well with a wide range of partners to provide helpful and appropriate
programmes for learners from diverse backgrounds and circumstances. The college
has a very effective English for Speakers of Other Languages (ESOL) provision, which
provides well for learners from a range of backgrounds. Many learners progress from
ESOL programmes into ESOL plus programmes or mainstream provision.
How well do learners learn?
Almost all learners are highly motivated in their approaches to learning activities. Almost
all are attentive and engage well in learning. They apply themselves very well in class
and are enthusiastic about their programmes and learning experiences. They use
resources well and make highly effective use of the VLE in college and at home. This
supports flexible access to learning very well. Their good use of the VLE and other
resources supports learners in developing skills required for independent learning. They
take responsibility for their own learning and progress in an increasing range of ways.
Almost all learners make good progress in their learning. They work effectively in
different sizes of groups and contribute meaningfully to class discussions. Through a
commitment to broader achievement, learners engage enthusiastically in
multi-disciplinary projects, such as fundraising events, which enable them to develop a
range of important skills. They are very satisfied with college facilities and value the
equipment and resources available to them.
How well do teaching and the use of resources ensure effective learning?
Teaching staff apply their extensive vocational and industrial experience to curriculum
delivery which enhances the learner experience. This helps to provide a realistic and
stimulating environment for learning, and supports the development of learners’
employability skills. Programme teams develop detailed and effective Programme
Delivery Guidelines, Course overview and Unit overview documents, which ensure that
standards and expectations are applied consistently across all programmes, whilst
reflecting the culture and specialism of the subject area.
8
Almost all teaching staff use a variety of stimulating teaching approaches which enhance
learner engagement and progress. They make very good use of a wide and interesting
variety of resources, including information and communication technology and the VLE
to engage learners in effective learning.
Staff provide helpful feedback to learners and work with them to help them reflect on
their progress. Similarly, learners provide feedback to teaching staff on learning and
teaching approaches and lesson planning. This promotes learner engagement and the
continuing improvement of learning and teaching.
How effective is the context and planning for learning and teaching?
In almost all classes, relations between staff and learners are very positive and based
on mutual respect. This helps to create and sustain a respectful and supportive learning
environment. Staff plan lessons carefully and effectively, using lesson plans to provide a
clear, but flexible, structure for teaching and learning. Staff often adapt this structure to
ensure that they address the needs of learners in classes. Plans often identify the core
and essential skills to be developed within lessons, in particular those relating to
Curriculum for Excellence. This helps to make these skills clear to learners. However, a
few staff do not always engage learners fully in planning relevant aspects of lessons.
The college’s attractive and well-equipped environment is highly conducive to effective
learning. The high quality of accommodation and resources supports high quality
learning. Staff make very good use of this environment to motivate learners. The
well-embedded ethos of sustainability throughout the college is evident in classroom
practice in some curriculum areas.
How well is assessment used to promote effective learning?
Almost all teaching staff schedule assessments well. This is often done in collaboration
with learners. Learners are well informed and well prepared for final assessments. Staff
are very responsive to learners’ needs and accommodate these effectively when
scheduling assessments. The college responds very well to learners who need
additional support during the assessment process. Ongoing assessment is used well by
almost all staff to encourage learners to be reflective about their progress. Almost all
staff provide helpful feedback to learners during and after assessment activities. This
motivates learners and helps them to identify their own progress and areas for
development. It also helps them to develop their own skills of reflection.
Almost all staff use questioning techniques effectively to check learners’ understanding
and assist progress. Some staff make good use of innovative approaches, including
providing feedback on blogs.
9
How well are potential and current learners provided with information, advice and
support?
Staff provide learners with accurate and helpful pre-course information and guidance.
Pre-course information and publications are of high quality, and are accessible and
clear. Full-time FE learners complete a helpful core skills screening tool at the beginning
of programmes. Teaching staff use the resultant information to identify and provide
additional support for literacy or numeracy where learners require it. Learners are well
informed about articulation routes to university and teaching staff encourage learners to
attend university open days.
Teaching and central guidance staff provide good support for learners. A range of
partners, including central support services and the careers, information, advice and
guidance services of SDS, provide important vocational information for learners. The
college provides effective additional support to those learners who require it. Learners
value this support highly. Generally, learners make good use of guidance sessions with
central guidance and programme staff. However, not all learners set learning goals or
targets to monitor and improve their own progress.
How well does the college sustain continuous enhancement through
self-evaluation and internal review activities?
Staff build on the very productive relationships that have developed between themselves
and learners to support continuous enhancement. All staff participate effectively in the
annual programme review process, which enhances the quality of provision and learner
experiences. In many curriculum areas, employers and other stakeholders contribute
well to self-evaluation. Staff make good use of a range of learner feedback methods
including learner questionnaires and focus groups, and through attendance by class
representatives at programme team meetings. Innovative learner-led groups consider
recommendations on such issues as learning and teaching and learner funding.
Across the college, teaching and support staff are committed to effective self-evaluation
for improvement. They contribute very well to, and have ownership of, the process,
which leads to ongoing and highly effective involvement in all aspects of self-evaluation.
Programme team self-evaluation reports are well considered and comprehensive. Staff
use information from programme PIs in order to identify what is going well and what
needs to be further enhanced or improved. They receive prompt and good quality data
from the central management information system staff and this facilitates analyses.
Comprehensive action plans are used well and are reviewed throughout the session.
Significant improvements result from these identified actions.
10
6.
How well are learners engaged in enhancing their own learning
and the work and life of the college?
Education Scotland is confident that learners are actively engaged in enhancing
their own learning and the work and life of the college.
How well do learners engage in enhancing their own learning?
Through its arrangements and prompt responses to learner issues, the college
continually demonstrates its commitment to learner engagement and its comprehensive
learner engagement strategy. Key staff work with the ACSA to champion learners’
involvement in their learning and the wider college. Teaching and support staff actively
promote learner engagement in all aspects of the learner experience.
Almost all classes have appointed at least one class representative. Learners are aware
of the role of their representatives and the nature of the issues that they can bring to the
representatives’ attention. Class representatives are proactive in seeking views from
learners and conveying these to course committee meetings or class rep meetings.
Representatives attend course committee meetings, along with staff and often employer
representatives. They provide feedback and suggestions which lead to significant
improvement actions. Course committee meetings are positive and meaningful. The
ACSA organises sparqs training for class representatives. They advertise these
opportunities widely through studentnet, cross-campus plasma screens, the VLE and at
class representative meetings. The ACSA also provides important ongoing support for
representatives.
Learners use personalisation and choice well to influence their learning. Staff respond
to learners positively and take action where appropriate. Some learners identify and set
targets, and track progress in their learning through individual learning plans and
discussions with staff. Others make effective use of reflective logs for this purpose. Staff
also encourage the use of learning journals and diaries, which enable learners to reflect
on core skills development and other essential skills. Staff have undertaken work with
some learners to ensure they have a sound understanding of the meaning and nature of
reflection. The college is currently incorporating the development and monitoring of
learners’ wider skills into Curriculum for Excellence arrangements. To engage learners
more fully in these arrangements, some curriculum areas have introduced methods to
enable learners to monitor skills development which are more aligned to their subject
areas. These systems are not yet fully embedded and the effectiveness and benefit to
learners is not yet fully apparent.
Learners are making very effective and extensive use of the college VLE to enhance
and support their learning. They are supported well by staff to use the VLE and other
resources effectively. They make very good use of devices such as wikis, blogs and
journals to enhance their own learning. Learners enjoy working on multi-disciplinary and
cross-curricular projects such as fund-raising events. These events develop learners’
skills for work and develop teamwork through working on live projects together.
11
How well do learners engage in enhancing the work and life of the college?
Learners engage collaboratively in quality improvement with managers and staff.
Learners are represented by the student president on the Board of Management and a
number of appropriate sub-committees. The Board of Management values the views
and contributions of learners.
The ACSA works well in partnership with student associations from local universities to
promote student welfare issues through the Aberdeen Student Forum. Officers from
ACSA benefit from sharing good practice with other associations and they have also
developed their wider skills through these activities. The student president is very active
and works well with senior managers and staff. To ensure representation in all
campuses, the association has appointed executive officers for each main campus.
Together with ACSA, the president works with staff and learners to establish and
promote acceptable standards of learner behaviour. The ACSA plays a significant role
in the promotion of equality, through the appointment of Liberation executive officers,
who promote the interests of groups with protected characteristics.
College managers support ACSA well through funding, the provision of general
resources and receptiveness to the association’s views. The college funds a Student
Liaison Officer post, employed by ACSA, to support the Association and its executive
officers. This provides valued mentoring and important continuity of support to new
class representatives and ensures they are effective in their roles. The ACSA has a
strong focus on developing a culture of representation to ensure that learners attain the
skills required for effective engagement.
Learners provide their views on the wider work and life of the college through focus
groups, meetings with the principal and senior managers, and two centrally-issued
surveys. The results of these surveys are analysed and passed to appropriate staff for
action. They show that almost all learners are positive about many important features of
college life, such as existing good relationships with teaching staff, effectiveness of work
placements, the college VLE and opportunities to enter for awards and competitions.
The ACSA, learners and teaching staff take part in a range of cross-college activities,
particularly charitable events, through which they enhance the reputation of the college.
They organise effective and well-planned events to promote learner welfare, including
awareness of drug and alcohol abuse. They plan a calendar of events throughout the
year. These activities develop learners’ wider skills and enable them to take
responsibility for learner involvement in wider college activities. Each year, ACSA
carries out a self-evaluation of its activities within the review of the Learner Engagement
Strategy. This informs future plans effectively.
12
7.
How well is the college led and how well is it enhancing the
quality of its services for learners and other stakeholders?
Education Scotland is confident that the college is led well and is enhancing the
quality of its services for learners and other stakeholders.
The Strategic Development Plan 2011-14 details 11 clear strategic aims, each supported
by a number of relevant strategic objectives. The aims reflect the national priorities of
the Scottish Government and the SFC and the local priorities of college partners. A key
aspect of the college’s strategic direction is the development of the NE Scotland
Regional Federation Agreement between the college and Banff and Buchan College.
These early steps towards the development and delivery of a regional curriculum
through collaboration on a federal basis aligns well with the government’s plans for the
post-16 sector.
The principal and his senior managers are active and influential in a range of external
groups. The college works very proactively and effectively with its external partners and
contributes significantly to the north-east region’s cohesive partnership arrangements.
Learners benefit from the college’s very well-established and mutually trusting
partnership arrangements with local schools, two local authorities and two universities.
The college’s strategic and operational planning processes follow a clear cycle, involving
the Board of Management, senior managers, staff and external partners. Staff at all
levels contribute to the development of strategic aims and operational objectives.
Strategic aims are well supported by operational and team objectives.
The principal provides visible and effective leadership for learning and teaching. Staff
welcome and value his approachability and the ways in which he and his senior
managers communicate essential and social information. He provides effective
leadership for the college’s drive to find new ways to deliver the curriculum. The level of
use of the college VLE by learners and staff attests to the success of this approach. The
principal and senior managers have also built upon the college’s existing good practice
in learning and teaching, with an emphasis on creativity and innovation in the design and
delivery of the curriculum. Staff have responded very positively and enthusiastically to
this challenge. This is evident in the high quality teaching, which exhibits stimulating and
creative approaches by teaching staff.
The vision for learning and teaching is clear and all staff understand their role in
contributing to it. Teaching staff are trusted and empowered to be creative and
experimental in their teaching practice. Well-developed strategies for learning and
teaching, retention, and attainment provide clear guidance for teaching staff. Teaching
staff are led and supported well by senior and middle managers. They benefit from
ongoing and relevant continuing professional development (CPD) for learning and
teaching, driven by cross-college priorities, as well as team and individual needs, which
arise from the self-evaluation process. A strong and clear emphasis on Curriculum for
Excellence in CPD has resulted in a high level of staff engagement in developing and
delivering its approaches effectively to learners.
Highly motivated managers of support services are clear about the vision and strategic
direction for their services. They take great pride in the standard of delivery and focus
operations on the improvement of the learner experience. Support managers lead
teams well, planning and evaluating services effectively. They maintain a focus on
13
developing team members, as well as building the capacity of their teams. Team
members find this motivating and are highly committed to maintaining the standards of
services. They plan and work well with teaching staff to provide a high quality service to
learners and to teaching colleagues.
Support teams have developed service standards for their own areas, in partnership with
teaching staff and learners. They adhere to these standards in all aspects of their work
and evaluate performance against them effectively through self-evaluation processes.
The college responds well to legislation and national guidance. Support Managers take
care to ensure that teams are up-to-date with new requirements and practices in
professional areas. They work very effectively with external partners to enhance
services and to provide a range of expert services to learners and teaching staff.
Learners are engaged in effective self-evaluation at programme team level. Class
representatives attend Course committee meetings, making meaningful contributions, to
which staff respond promptly. A sample of learners from all curricular areas contribute
to cross-college focus groups, enabling them to evaluate key services and issues.
Board members have a range of professional and vocational backgrounds which are
helpful in steering and advising the college on matters of quality and learning and
teaching, as well as financial issues. Leadership for quality is strong. All staff work
effectively and professionally with quality arrangements and understand fully their
contribution to these arrangements. The sharing of good practice is a priority for the
college. Across the college, staff regularly adopt and adapt each other’s practice which
is motivating for both staff and learners. External partners are also often involved in
good practice events.
The college has effective, robust and well-embedded arrangements for self-evaluation
and internal audit for support services and learning and teaching processes. All
teaching staff participate in the self-evaluation of provision at programme team and
curriculum team levels. These evaluations inform the annual review reports. All annual
review reports provide an analysis of relevant PI and other information, reflect on
progress against previous actions and identify future actions.
The Quality Team manages a series of internal audits each year. These audits follow
identified themes, which reflect the priorities of the college and result in evaluations and
action planning by appropriate staff. Generally, staff value the college’s long-established
lesson-observation process, regarding it as a valuable and supportive tool for identifying
CPD and sharing good practice. All staff are involved in this process. Quality Team
staff identify cross-college themes, as well as individual good practice and CPD
requirements, arising from the observations. This contributes significantly to the ongoing
improvement of learning and teaching in the college.
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8.
Signposting excellent and sector-leading and innovative practice
During the Education Scotland external review, the college submitted examples of what
it considered to be sector-leading or excellent practice and the review team also
identified examples worthy of dissemination.
8.1
Sector-leading and innovative practice in Curriculum for
Excellence: policy into practice through a regional approach
By working in close partnership, schools, local authorities, colleges and universities in
the north-east region of Scotland are developing a systematic and coherent approach to
the implementation of Curriculum for Excellence. Aberdeen College has a lead role in
the partnership approach to regional implementation, with a focus on learner opportunity
and effective delivery. Each partner supports its own significant and unique contribution
to the partnership, as well as joint planning and review activities. Curriculum planning
activity is well developed across school, college and university provision with improved
choices and post-school destinations. The college has hosted seminars and joint CPD
activity with schools and universities in the region. In consideration of enhanced
transition arrangements and following on from discussions with the college, the
University of Aberdeen has mapped its graduate attributes to the four capacities of
Curriculum for Excellence, and Robert Gordon University includes Curriculum for
Excellence within its access information to new learners.
Within the college environment, the implementation of Curriculum for Excellence is
managed through strong, systematic leadership of the Curriculum for Excellence
Implementation Steering Group. This group monitors audit findings of curriculum review,
promotes good practice and coordinates effective peer-working. The group also
ensures that appropriate CPD is in place for all staff. Both academic and support areas
are engaged with a whole-college approach to both the curriculum and wider learner
experience and opportunities. A Curriculum for Excellence Community of Practice is in
place to collate and share delivery approaches and examples of curriculum design. Key
staff have taken a partnership approach to mapping opportunities to develop capacities
with curriculum teams, employers, industry representatives and learners. They enable
learners to understand the principles of the four capacities and skills development, and
have been involved in developing subject-specific displays and general
awareness-raising publicity materials.
The college curriculum is focused on skills development, reflection on progress and
learning, engagement with employers, and enterprise through engagement of support
and curriculum teams. The partnership has made significant progress towards more
positive post-school destinations, with improved learning and skills opportunities within
the region.
8.2
Sector-leading and innovative practice in Curriculum for
Excellence: mental health and wellbeing for learners and staff
The college has a long-standing track record in promoting health in the workplace as a
means of reducing sickness absence, increasing staff motivation and improving
performance. For the past four years, a focus on mental health and stress management
has been a key theme. This theme has run through a wide range of initiatives with both
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staff and learners, integrating policy and practice. Staff initiatives have included a
structured approach to the identification, measurement and management of stress.
Managers and staff jointly developed stress risk assessments for all posts, which has led
to improved communication about mental health and stress-related issues. The college
has also introduced free, confidential counselling for staff, which is supported by helpful
CPD opportunities for managers and staff, highlighting mental health awareness. Staff
take part in an annual Work Positive survey, after which action plans are agreed and
implemented to follow up on issues raised. The provision and development of a range
of wider initiatives on healthy living, including on-site fitness facilities, fitness activities
and walking groups, further demonstrate the college’s support for a broad and practical
approach to wellbeing.
Learner involvement builds on the principles of Curriculum for Excellence and the health
and wellbeing strands. Quarterly health fairs develop cross-college awareness, and
learners are involved through demonstrating their practice and skills, such as
performance theatre, hospitality and beauty therapy. The college’s support for national
events such as Breathing Space promotes mental health and wellbeing to learners and
staff. Learner participation in and organisation of cross-college events, as well as
programme-specific curriculum initiatives, has had a positive impact on learners’
awareness of mental health and wellbeing issues. The number of days lost through staff
sickness absence related to mental health issues has reduced significantly over the four
years to 2010-11. As well as having a positive impact on individual staff, the reduction in
absence has a direct impact on learners, whose experience is disrupted less frequently
by staff absence.
8.3
Excellent practice in sustainability: Live it to learn
The college has implemented a coordinated, strategic approach to the development of
policy and practice in environmental sustainability across all areas of college activity.
The Board of Management, staff, learners and external partners are involved in effective
communication, planning and evaluation of sustainability. This has resulted in a wide
range of integrated cross-college initiatives to promote and incorporate sustainability into
the mainstream curriculum. The focus on sustainability within the college environment
has had a positive impact and influence on the learner experience. The flexibility of
programme provision and a focus on sustainability within a wide range of learning and
teaching and curriculum activities contributes significantly to learners’ awareness of the
need for sustainable practices. The college ensures wide and effective communication
of the sustainability ethos through the Live it to learn initiative. The initiative promotes
sustainability through specific curricular activities, as well as through care and respect
for the college environment.
The college estates strategy takes an overview of the sustainable use of the estate. The
ongoing investment in buildings and infrastructure has enabled an
environmentally-focused provision in new and refurbished areas of the college. The
building of the new Altens Campus to high environmental standards has provided a
focus for this intent. This has successfully set the standard across the college for the
embedding of sustainability in learning and teaching, and the wider learner experience.
Decisions around the existing college estate are largely influenced by environmental and
financial sustainability factors, with a focused rationalisation of existing buildings and
further refurbishment to reduce and monitor the college’s carbon footprint. A range of
investments and initiatives from video-conferencing to reduce travel to meetings, cycle
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to work and car sharing schemes, recycling of waste, reduction in paper through
increased VLE use, to duplex copying, have all contributed to the whole-college
business approach.
A strategic focus on sustainability has been evidenced through significant cost savings,
enhanced external partnerships, and the achievement of awards and accreditation such
as ISO14001, the EcoCampus Platinum Award and finalist in the Green Business
Awards.
8.4
Excellent practice in developing a culture of enterprise:
partnership working
Enterprise is a key feature of the curriculum, underpinning pathways to work,
self-employment, and approaches to personal development. Through their approaches
to Curriculum for Excellence, and where appropriate within the curriculum, teaching staff
develop learners’ entrepreneurial skills. Strong internal and external partnership working
is a key aspect of this approach. External partnership working extends to local schools,
colleges, universities, charities, employers, enterprise agencies, Scotland’s Colleges and
the Scottish Programme for Entrepreneurship. This provides a strong network of CPD
for staff, sharing of good practice and opportunity for joint activity. A joint steering group
with partners has been established to develop further the planning and review of shared
projects and partnership activities.
Staff have facilitated the culture of enterprise amongst learners through a strategy of
curriculum review across all levels of provision. This review encompasses practical and
enterprise activity, development of project and problem-based activities, social
enterprise activities, cross-college projects, and the showcasing of learner work and
excellence in this area. Placement and volunteering opportunities have an increased
focus on identifying and linking curriculum areas and employers, and there are currently
eight student enterprise interns in place. Through a range of initiatives such as The
Student Forum, learners are encouraged to be focused on developing enterprise skills
and building confidence. Staff have further embedded enterprise through overt links to
careers and progression routes, promotion of student enterprise skills to potential
employers, and the tracking of alumni. This has built a sustainable future for a growing
enterprise culture across the college.
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9.
What happens next?
Education Scotland will continue to monitor progress during annual engagement visits to
the college.
Juliet McAlpine
HM Inspector
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10. How can you contact us?
If you would like a printed copy of this report
This report has been produced as a web-only publication and is available on our website
at www.educationscotland.gov.uk.
This supports the sustainability of natural resources and the Scottish Government’s
Greener Scotland agenda. Copies of the report can be printed for individual use.
Please contact the Business Management and Communications Team (BMCT) if you
wish to enquire about our arrangements for translated text or copies of this report in
other formats.
If you wish to comment about this college report or about college external reviews
We welcome comment on our reports. It is important, too, that we act upon the views of
readers of our reports. To assist us in this process, we would encourage you to click the
link below which will take you to our readability survey.
Readability Survey
Alternatively if you are reading this report in hard copy please type the following address
into your web browser.
http://www.hmie.gov.uk/AboutUs/InspectionResources/Readability+survey.htm
If you wish to comment about any of our reviews, contact us at
enquiries@educationscotland.gsi.gov.uk or alternatively you should write in the first
instance to BMCT, Education Scotland, Denholm House, Almondvale Business Park,
Almondvale Way, Livingston EH54 6GA.
You can find our complaints procedure on our website or alternatively you can contact
our Complaints Manager, at the address above or by telephoning 01506 600259.
Crown Copyright 2012
Education Scotland
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Appendix 1
Glossary of terms
ACSA
ASET
CPD
ESOL
FE
HE
HNC
HND
PI
SCQF
SDS
SFC
sparqs
VLE
Aberdeen College Students’ Association
Aberdeen Skills and Enterprise Training Ltd.
Continuing Professional Development
English for speakers of other languages
Further Education
Higher Education
Higher National Certificate
Higher National Diploma
Performance Indicator
Scottish Credit and Qualifications Framework
Skills Development Scotland
Scottish Funding Council
Student participation in quality Scotland
Virtual learning environment
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Appendix 2
The Scottish Credit and Qualifications Framework
The Scottish Credit and Qualifications Framework (SCQF) brings together all Scottish
mainstream qualifications into a single unified framework. The framework includes:
degree provision, HNC and HND, SQA National Qualifications, and SVQs. There are 12
levels ranging from Access 1 at SCQF level 1 to Doctoral degree at SCQF level 12.
Each qualification whether a unit, group of units or larger group award has also been
allocated a number of SCQF credits. Each credit represents 10 notional hours of
required learning. Doctoral degrees based on a thesis are an exception to this.
Other learning may be credit rated and included in the framework provided it leads to a
clear set of learning outcomes and has quality-assured learner assessment. All of
Scotland’s colleges were awarded SCQF Credit Rating powers in January 2007.
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