Banff and Buchan College
15 March 2013
A report by HM Inspectors
on behalf of the
Scottish Funding Council
Full report
The external review process
HM Inspectors undertake an independent review of the quality of provision in
Scotland’s colleges on behalf of the Scottish Further and Higher Education Funding
Council (SFC) under a service level agreement between the council and Education
Scotland. External review teams include HM Inspectors, associate assessors and a
student team member.
During external reviews, members of the review teams observe learning and
teaching and hold discussions with learners, staff and stakeholders. They consider
information on learner attainment and evaluate learner progress and outcomes.
They meet with members of the Board of Management and obtain feedback from
community groups, partners and employers who work with the college.
The purpose of this report is to convey the main outcomes arising from the external
review, to acknowledge the college’s strengths and to provide a clear agenda for
future action to improve and enhance quality.
This external review results in judgements of effective or limited effectiveness or
not effective that express the external review team’s overall evaluation of high
quality learning, learner engagement and quality culture.
The report also uses the following terms to describe
numbers and proportions:
almost all
most
majority
less than half
few
over 90%
75-90%
50-74%
15-49%
up to 15%
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Contents
1.
Page
Introduction
1
The external review
1
2.
2
Outcomes of external review
Section A:
Section B:
Section C:
Section D:
Section E:
Overarching judgement
Supporting statements
Areas of positive practice
Areas for development
Main points for action
2
2
3
4
5
3.
How well are learners progressing and achieving relevant,
high quality outcomes?
6
4.
How effective are the college’s learning and teaching
processes?
8
5.
How well are learners engaged in enhancing their own
learning and the work and life of the college?
10
6.
How well is the college led and how well is it enhancing the
quality of its services for learners and other stakeholders?
12
7.
How extensive and effective are college partnerships with
communities, other learning providers, employers and
agencies?
14
8.
Signposting excellent practice
15
9.
The college and its context
17
10. What is an overarching judgement?
18
11. What happens next?
20
12. Further information
20
13. How can you contact us?
21
Appendices
22
Glossary of terms
The Scottish Credit and Qualifications Framework
22
23
1.
Introduction
The external review
The external review by Education Scotland took place during the week beginning
14 January 2013.
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 13 reference
quality indicators outlined in External quality arrangements for Scotland’s colleges,
updated August 2012. 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 which we describe in this report on page 15.
1
2.
Outcomes of external review
Section A: Overarching judgement
The effectiveness of Banff and Buchan College’s arrangements to maintain and
enhance the quality of its provision and outcomes for learners and other
stakeholders is limited.
This judgment means there are some key strengths in the college’s arrangements for
quality enhancement. However, there are weaknesses in progress and outcomes for
learners and leadership and quality culture. If not addressed, the importance of
these weaknesses will continue to limit the effectiveness of the college’s
arrangements.
Section B: Supporting statements
Learner progress and outcomes
The majority of learners complete their programmes and gain relevant qualifications.
However, there is too much variation in learner success across college programmes
and insufficient improvement overall, over a three year period. Early withdrawal
rates for full-time further education (FE) and part-time programmes are better than
national sector performance levels. However, early withdrawal rates for full-time
higher education (HE) programmes have increased over three years. Full-time
further withdrawal rates are broadly in-line with sector levels and part-time levels are
better than those of the sector. The proportion of learners successfully completing
their full-time FE and HE programmes over a three-year period has fluctuated, but
currently both categories of programme are performing below sector levels. The
successfully completed rates for learners on part-time FE and HE programmes are
now well above sector levels. Most learners develop essential skills during their
programme of study. Most learners who complete their programmes progress to
further learning or employment. Many learners participate in volunteering and
fundraising activities through which they develop essential skills and achieve more
widely.
Learning and teaching processes
Learning and teaching practices provide learners with high quality learning
experiences. The college offers a broad portfolio of programmes which meets the
needs of learners and employers. Most learners are highly motivated and engage in
purposeful activity. Most teaching staff use their subject and professional knowledge
and experience well to make lessons interesting. However, in some lessons,
teaching approaches are not sufficiently differentiated. The recently-refurbished
college campus provides a high quality learning environment. The views of learners
and employers are used well to influence and enhance the quality of the learning
experience. The college has recently introduced procedures to address
inconsistencies in the evaluation of learning and teaching and performance
indicators (PI). However, approaches to self-evaluation remain under-developed.
2
The majority of course team reports focus almost entirely on practical issues and do
not produce actions related to learning and teaching or the improvement of PI.
Learner engagement
Learners are engaged effectively in enhancing their own learning. They contribute to
the planning and personalisation of learning through reflecting on their progress and
establishing effective relationships with teaching staff. Learners contribute well to
the enhancement of the work and life of the college. They are represented on and
contribute to appropriate cross-college committees. However, not all classes have
representatives, which diminishes opportunities for learners to share their views in a
constructive way. The student association is supported well by the college and their
views are listened to and acted upon appropriately. Learners are involved in
decision-making and are influential in the development of college strategies.
Learners enhance the reputation of the college through their significant involvement
in community-based and volunteering activities.
Leadership and Quality Culture
The college has strong relationships with employers and meets their training
requirements well. The college is led well in relation to some aspects of the learner
experience, quality culture and the enhancement of the quality of its services for
learners and other stakeholders. The strategic direction of the college supports
national and local priorities effectively and meets the needs of the local and regional
communities. All staff work towards the college’s vision and understand their role in
supporting that vision. However, the college’s strategy for learner engagement is not
sufficiently well articulated to be understood by all staff and learners. Support staff
work well with other college staff but do not engage in effective self-evaluation
activities to reflect on their practice and services. Learners contribute effectively to
self-evaluation activities. However, self-evaluation activities overall are
underdeveloped and do not always lead to effective planning for improvement. As a
result the impact of the college’s quality improvement activities is not always
evaluated sufficiently by some managers. This makes it difficult to determine which
actions have been successful and where further actions for improvement are
required.
Section C: Areas of positive practice
•
•
•
•
The college has devised a set of strategic aims which respond well to the economic
and social factors in the region and nationally. The principal, supported well by
senior managers, provides aspirational leadership for learning and teaching, the
curriculum and the development of a positive culture throughout the college.
The college continues to perform better than many other colleges in early withdrawal
rates for full-time FE and part-time learners. Further withdrawal rates for part-time
learners are well below sector levels.
The rates for learners who successfully complete their part-time programmes are
now above sector levels.
In some subject areas, performance has improved and is now in line with that of the
best performing colleges. These programmes include FE construction, art and
design and social subjects.
3
•
•
•
•
•
•
Most learners gain useful employability skills which help them to access employment
or further study. Many learners participate in volunteering, fundraising, community
and employment-related projects, developing their essential skills and promoting
their wider achievement.
The college offers a broad portfolio of programmes at appropriate levels which meet
the needs of rural learners from a diverse geographic region and the needs of local
industry. The recently refurbished campus provides a high quality learning
environment which motivates and supports learners to engage in learning activities.
Most teaching staff use their subject and professional knowledge and experience
well to make lessons interesting and keep learners focused and engaged. Most
learners are highly motivated and engage in purposeful activity, working well in
teams and independently to gain a range of important skills.
The student association president and other officers are well represented on a
number of college-wide committees and sub-committees. The association is vibrant
and run by a committed and effective team of officers.
Managers of support teams are committed to the vision and aims of the college and
lead their teams well. Staff work well as a team to plan and coordinate services
effectively with other service providers and academic teams. Support staff are
responsive to changes in legislation and national guidance and implement this
appropriately.
The college is responsive to employer training needs by delivering a range of short
courses which meet their needs well.
Section D: Areas for development
•
•
•
•
•
•
•
•
Across the college an average of 39% of learners who enrol on full-time FE
programmes do not attain their qualification. For full-time HE programmes, an
average of 36% of learners who enrol do not attain their qualification.
There is too much variation in performance across college programmes and
insufficient improvement overall, over a three-year period. Overall performance in
full-time FE and HE programmes over a three-year period has fluctuated, but
currently, both categories are performing below national sector performance levels.
Full-time HE early withdrawal rates have increased over the last three years and are
now higher than sector levels.
In a few subject areas, performance in some programmes has declined over three
years. These include HE business and FE engineering, computing and sport and
leisure programmes.
In some lessons, teaching approaches are not sufficiently differentiated and a few
learners become disengaged or demotivated.
College approaches to self-evaluation are under-developed and teaching staff do
not produce evaluative commentary on approaches to learning and teaching or
analysis of PIs. The college’s lesson observation system is not sufficiently
systematic or comprehensive to inform improvement.
The college’s strategy for learner engagement is not sufficiently well articulated to be
understood by all staff and learners. The college does not have a clear strategy for
continuing professional development (CPD) linked to learning and teaching
objectives.
Support teams do not engage in effective self-evaluation activities, diminishing their
opportunities to develop appropriate action plans and evaluate their progress.
4
•
The impact of the college’s quality improvement activities is not always evaluated
sufficiently by managers in some areas, making it difficult to determine which actions
have been successful and where further actions for improvement are required.
Section E: Main points for action
•
The college should improve success rates in programmes where they are low.
•
Managers should fully develop arrangements for the effective evaluation of
learning and teaching across the college.
•
The college should ensure that support services teams engage in
self-evaluation activities which lead to effective plans for improvement.
•
Managers and staff should ensure self-evaluation activities are effective and
they should fully evaluate the impact of actions to inform improvement.
5
3.
How well are learners progressing and achieving relevant, high
quality outcomes?
How effective is the college at achieving and maintaining high levels of retention,
attainment and progression?
The majority of learners complete their programmes and gain relevant qualifications.
However, there is too much variation in performance in learner progress and outcomes
across college programmes and insufficient improvement overall, over a three year
period.
Early withdrawal rates for full-time FE programmes have fluctuated over the last three
years but are consistently better than the sector level. However, full-time HE early
withdrawal rates have increased over the last three years. Too many full-time HE
learners withdraw from their programmes at an early stage and this has not improved
over a three-year period. The college continues to perform better than the sector in
early withdrawal rates for part-time programmes.
Full-time FE and HE further withdrawal rates have fluctuated over the last three years
and are now broadly in line with the sector levels. Further withdrawal rates for part-time
learners are better than sector levels and the college has maintained this positive
performance for the last three years.
The proportion of learners successfully completing their full-time FE and HE
programmes over a three-year period has fluctuated, but currently, both categories of
programme are performing below national sector performance levels. The proportion of
learners who have successfully completed their full-time HE business programmes and
full-time FE engineering, computing and sport and leisure programmes has declined
over three years. However, the proportion of successful learners in art and design and
social sciences programmes has increased significantly. The proportion of learners who
have successfully completed part-time programmes are now above sector levels.
In a few subject areas, performance in some programmes has declined over three
years. Learners on these programmes do not perform as well as those in many other
colleges and significantly worse than in colleges with the highest performance indicators.
These programmes include full-time HE business and full-time FE engineering,
computing and sport and leisure programmes. However, in some FE subject areas,
performance has improved, and is now in line with that of the colleges with the highest
performance indicators. These include programmes in construction, art and design and
social subjects.
Most learners who gain relevant qualifications progress internally onto college-devised
programmes, apprenticeships, provision at universities or gain employment locally.
How well do learners make progress, attain qualifications and achieve more
widely?
Most learners make good progress during their programme and the majority of learners
attain the qualifications they set out to achieve. In full-time FE programmes, 61% of
learners completed their programme successfully, against the latest published sector
level of 62%, with a further 13% completing with partial success. In full-time HE
6
programmes, 64% of learners completed successfully against the latest published sector
level of 67%, with a further 14% completing with partial success.
Most learners gain useful employability skills which help them to access employment or
further study. Effective articulation arrangements with local universities support learners
to progress onto HE provision. Most learners attain their qualifications in discrete core
skills programmes in numeracy, communication and information and communications
technology (ICT).
Many learners have been successful in national and local awards. Their success is
celebrated widely by the college through college publications and local press. Most
learners on Skills Development Scotland (SDS) modern apprenticeship programmes
improve their skills and make good progress. Many learners participate in volunteering,
fundraising, community and employment-related projects, developing their essential
skills and promoting their wider achievement.
7
4.
How effective are the college’s learning and teaching processes?
How well does the college design and deliver programmes and services to meet
the needs of learners from all backgrounds and circumstances?
The college offers a broad portfolio of programmes at appropriate levels. These
programmes meet the needs of rural learners from a diverse geographic region and the
needs of local industry, particularly the oil and gas sector. Most programmes have clear
progression routes to employment or further study. Equality and diversity is promoted
well across the college. In the majority of programmes learners explore issues around
equality and diversity. The college provides programmes specifically for school-based
female learners in the energy and engineering sector. The programmes support these
pupils being perceived by their younger female counterparts at school, as role models
and leaders.
Good team working between teaching and support staff has resulted in learners
receiving effective support which recognises and addresses their specific individual
needs.
How well do learners learn?
Most learners are highly motivated and engage in purposeful activity, working well in
teams and also independently to gain a range of important skills. Learners develop
essential skills and are well prepared for employment and further study. Learners, in
most lessons, use a wide range of resources effectively, safely and with confidence to
enhance learning, including the use of ICT.
Most learners develop skills for independent learning and staff support and encourage
them through effective feedback. The majority of learners reflect well on their progress
using a range of activities to inform further learning and enhance their levels of
understanding. Learners make good progress, producing high quality work and develop
a range of appropriate skills.
How well do planning, teaching and the use of resources ensure effective
learning?
Most teaching staff plan lessons effectively, often with an emphasis on developing
relevant skills. Staff work well with employers through work placements and visits to
enhance learner understanding and develop skills.
In most lessons, staff use their subject and professional knowledge and experience well.
They make lessons interesting and set appropriate standards and expectations for
learners. However, in some lessons, teaching approaches are not sufficiently
differentiated. As a result, a few learners become disengaged or demotivated.
The recently-refurbished campus provides a high quality learning environment which
motivates and supports learners to engage in learning activities. Many school-based
learners develop relevant skills which achieve the capacities and aspirations of
curriculum for excellence. Their learning is increasingly linked to studies in their other
subjects in school.
8
How well is assessment used to promote effective learning?
Teaching staff plan assessment schedules effectively. Learners use clear information
and sufficient notice of assessment dates and requirements to prepare well for formal
assessment activities. Most staff assess learner progress during lessons, checking
learners’ understanding effectively. Staff provide learners with detailed and helpful
feedback on assessments which helps them to reflect on their progress and improve the
standard of their work. Learners develop skills through peer review of their work.
Feedback from workplace mentors is valuable in assisting learners on placement to
progress well.
The college has appropriate arrangements to enable learners with additional support
needs to undertake assessment activities.
How well are potential and current learners provided with information, advice and
support?
Learners receive clear and accurate information about programmes and the college
prior to commencing their course of study. All full-time learners receive effective support
and guidance during weekly tutorial sessions. Most full-time learners make good use of
Personal Learning Plans (PLP) to set goals and targets and reflect on their progress.
Social media is used effectively in some curriculum areas to support this process.
The majority of learners are supported well by an effective student support service and
staff work well together to provide a range of services to support learning. Learners with
additional support needs access a range of assistive technologies and supportive
approaches that enhance learning and achievement.
How well does the college sustain continuous enhancement of learning and
teaching through self-evaluation and internal review activities?
Learners make good use of opportunities to influence and enhance the quality of the
learning experience. The views of learners and representatives are used to inform
programme team meetings and self-evaluation reports. The views of employers are
used well by some programme teams to inform curriculum content.
The college has recently introduced procedures to address inconsistencies in the
evaluation of learning and teaching and PIs. The introduction of new course
self-evaluation procedures and a PI tool aims to support improved self-evaluation
arrangements over time.
However, approaches to self-evaluation remain under-developed. Self-evaluation
procedures do not produce evaluative commentary on approaches to learning and
teaching or focus sufficiently on reasons for low PIs. The majority of annual course
review reports focus almost entirely on practical issues and do not produce actions
related to improving PIs or approaches to learning and teaching. As a result, staff do
not consider the effectiveness of their approaches to learning and teaching and few
actions are generated to enhance learners’ experiences.
5.
How well are learners engaged in enhancing their own learning
and the work and life of the college?
9
How well do learners engage in enhancing their own learning?
Most learners work cooperatively and enthusiastically with staff and influence issues that
affect their learning. Negotiations between staff and learners on different methods and
approaches and lesson topics work well. They include discussions on choices of learner
project topics, the design of enterprise activities to develop employability skills and the
effective use of resources to support learning. Learners influence their learning in
different ways. For example, learners select the days and times they attend to fit around
work or personal commitments, and choose subject options most relevant to their career
aspirations. This approach has helped the college to construct the curriculum to meet
learners’ needs. Most learners are confident in expressing their views on issues
impacting on their learning. They progress at their own pace and the personalisation of
their programme increases as they develop further skills. Learners make good use of
ongoing and helpful feedback provided by teaching staff. Learners reflect on their
progress and set goals to plan their future learning. All full-time learners use a range of
methods, including PLPs and My World of Work, to plan for employment and
progression opportunities.
The majority of class representatives effect positive and ongoing change through their
meetings with class tutors. However, not all full-time classes have a learner
representative which diminishes the opportunities for these learners to be represented
appropriately and share their views and concerns in a constructive way.
Learners contribute to self-evaluation procedures through a range of activities. They
include effective student liaison panels and surveys. The college commenced a pilot
last year on learner peer reviews of college programmes which proved effective in
capturing learners views in a small number of programme areas. However, in general,
learner activities in self-evaluation are not consistent or effective in all programme areas
across the college.
How well do learners engage in enhancing the work and life of the college?
Learners contribute well to the work and life of the college. Learner representatives
meet regularly with the Board of Management, principal and senior managers. These
meetings provide learners with good opportunities to improve college provision and
services. The Board of Management values learner contributions highly, ensuring action
is taken promptly to respond to issues raised by learners.
The student association is well supported by the college and their views are listened to
and acted upon appropriately. The student association is well resourced and the college
has established a dedicated student engagement officer post. Learners contribute
effectively to college developments and are influential in assisting staff in developing and
refining college policies. The student association president and other officers are
represented well on a number of college-wide committees and sub-committees and hold
periodic meetings with members of the Board of Management. The student association
executive organises a Meet the SMT event at the start of each session for student
association members to meet senior staff. These
10
meetings are effective in establishing good relationships between learner
representatives and members of the SMT and the Board of Management.
The student association has an active executive and members promote a range of
activities including campaigns on learner concerns, equality and diversity issues, social
events and learning and teaching forums. These approaches support members to
represent the views of learners well to college managers and the Board of Management.
The majority of class representatives have undertaken in-house training, following
student participation in quality scotland (sparqs) guidelines. Training is delivered by the
student engagement officer and supports representatives to understand their role and
contribute effectively to quality improvement activities. Part-time learner groups do not
have elected class representatives but alternative feedback mechanisms, such as
liaison panels and peer-led focus groups, are used to capture their views well.
Learners actively participate in a wide range of volunteering events which enhance the
reputation of the college in the local community. An Aberdeenshire volunteering service
office, based in the college, helps many learners to participate in a variety of
volunteering activities. Through these, and other cultural activities, learners develop a
range of appropriate and relevant skills.
11
6.
How well is the college led and how well is it enhancing the
quality of its services for learners and other stakeholders?
The strategic plan 2012-2015 Putting People First is clear and comprehensive. Its clear
aims and objectives support well the mission of the college To provide high quality
lifelong learning opportunities relevant to the needs of students, employers and
communities. This mission is underpinned by a set of appropriate organisational values
which are well understood by staff. The college has devised a set of strategic aims
which respond well to the economic and social factors in the region and nationally.
These aims are clear and comprehensive and aim to deliver excellence in learning and
teaching and help learners to progress into employment or further study. The aims are
closely aligned to developing a regional approach to planning a coherent curriculum in
the north-east of Scotland with their partner college in the region. The objectives in the
operational plan link closely to the strategic plan and most of the objectives within the
current time frame have been completed. Most curriculum leaders support staff to
integrate the development of the four capacities of Curriculum for Excellence with the
delivery of learning and teaching.
Most college strategies take good account of national drivers, including Curriculum for
Excellence. However, the college’s strategy for learner engagement is not sufficiently
well articulated to be understood by all staff and learners. As a result, not all groups are
adequately represented and learners are not always informed of the outcome of learner
consultation exercises. The college has an effective committee structure which provides
direction and guidance on a range of issues including learning and teaching. The
members of the Board of Management are knowledgeable and well-informed on college
initiatives and provide helpful support and challenge to managers and staff.
The principal, supported well by senior managers, provides aspirational leadership for
learning and teaching and the curriculum. His collegiate style of leadership has resulted
in a greater shared understanding of important issues and the development of a positive
culture throughout the college. Most staff participate enthusiastically in a range of
general CPD opportunities to improve their professional practice. However, the college
does not have a clear strategy for CPD to improve learning and teaching objectives.
Managers of support teams are committed to the vision and aims of the college and lead
their teams well. Staff in support services work well as a team to plan and coordinate
services effectively with other service providers and academic teams. However, support
teams do not engage in effective self-evaluation activities, which reduces their
opportunities to prepare appropriate action plans and evaluate their progress sufficiently.
Support staff engage in productive and effective partnerships with a range of internal
and external agencies to support learners. Staff meet regularly to interpret strategies,
implement actions at operational level and report on progress to senior managers. Staff
in support roles work well with teaching teams to ensure they have accurate information
on which to base curriculum decisions. Support staff are responsive to changes in
legislation and national guidance and implement this appropriately. Staff are up to date
on issues impacting on their service.
All teaching staff are committed to the college’s quality culture. The college lesson
observation procedures plan for staff to be observed every three years. However, the
system is not sufficiently systematic or comprehensive and is currently not available to
staff in subject areas where there are low performing programmes. This limits its
12
effectiveness to inform college-wide CPD activities and improve the quality of learning
and teaching.
College arrangements for quality assurance and quality improvement are clear and well
understood by teaching staff. A cycle of self-evaluation activity for teaching teams is
well established within planning processes. However, approaches to self-evaluation
across the college are under-developed. The majority of annual course reviews at
programme team level do not identify appropriate actions to address improvement in
learning and teaching and low performing programmes. As a result they do not
generate meaningful analysis of PIs or consider the effectiveness of their approaches to
learning and teaching and few actions are generated to enhance learners’ experiences.
The impact of the college’s quality improvement activities is not always evaluated
sufficiently by some managers. This makes it difficult to determine which actions have
been successful and where further actions for improvement are required.
13
7.
How extensive and effective are college partnerships with
communities, other learning providers, employers and agencies?
Staff have very good relationships with employers and other stakeholders. The college
is responsive to employer training needs and works effectively with businesses to design
a wide range of short courses which meet their needs well. The college’s maritime
centre at Peterhead successfully delivers a range of programmes designed to meet the
needs of employers and is the main provider of nautical training in the north-east of
Scotland. The college has established a training agency to meet the training needs of
local employers and delivers a range of effective training programmes. Effective
communication between college staff and employers supports skills development for
learners and enhances their employment prospects. Work experience placements
support many learners to develop their employability skills and secure employment
locally.
The college makes an important contribution to activities in the senior phase of
Curriculum for Excellence for pupils in Aberdeenshire by providing options and
progression opportunities for school-aged learners. For example, the Higher plus
initiative enrols S5 and S6 pupils on Higher National (HN) programmes and this is
effective for those pupils who wish to progress to employment or higher levels of study
in specific industries. Staff also deliver a range of Skills for Work programmes in
secondary schools in the region.
14
8.
Signposting excellent practice
During the Education Scotland external review, the college submitted examples of what
it considered to be excellent practice and the review team also identified examples
worthy of dissemination.
8.1 Excellent practice using a flexible approach to programme design
and partnership working
In response to demand from local employers for qualified engineers, the college works
closely in partnership with local secondary schools to deliver an Higher National
Certificate (HNC) Mechanical Engineering to senior pupils. Pupils are interviewed by
college staff and successful applicants attend college one day each week. The college
and the schools have adopted flexible timetabling arrangements to support pupils from
rural areas.
In their classes pupils work productively with day-release apprentices who are employed
locally by national and international employers. The pupils improve their understanding
of industry-related practices and approaches and discover potential employment
opportunities in the oil and gas sector. The HNC programme also provides helpful
support and practical application of theory-related Higher-subjects such as physics,
mathematics and chemistry which most pupils are studying at school. This helps pupils
to reinforce their subject understanding and learning. Their school teachers report
improvements in pupils’ attitudes, application and motivation when they return to school.
Successful pupils are fast-tracked onto the second year of a college Higher National
Diploma (HND) programme. Since the introduction of the programme, 18 learners have
attained the HNC and 82% have moved into a positive destination related to the
engineering sector. Pupils benefit from useful articulation agreements developed by the
college with Aberdeen University and Robert Gordon University. In response to
requests from other colleges the programme team has shared their approaches more
widely with colleagues from other colleges.
8.2 Excellent practice in working in partnership with Shell to develop
the workforce effectively
The college works very effectively with Shell, a major oil company, on two bespoke
programmes. In partnership with Shell, the college has developed an engineering
programme specifically for the oil and gas sector. The programme consists of the
Scottish Vocational Qualification (SVQ) level 2 Performing Engineering Operations, the
Institute of Leadership and Management Certificate, an industry work placement and the
HND Mechanical Engineering. The college has also developed the Girls into Energy
programme, sponsored by Shell, which provides an introductory experience to the
energy industry for female pupils in local secondary schools.
Upon completion of the engineering programme, learners can apply for membership to
the Institute of Mechanical Engineers which gives successful learners professional
recognition of their achievement. Work-placements arranged by Shell develop learners’
employability skills and supports them to apply their academic understanding to real-life
situations. Currently, there are 28 learners undertaking the programme which has a
15
success rate of 92% of learners gaining employment within the oil and gas sector. A
further 7% progress onto further education.
Through the Girls into Energy programme, female pupils visit Shell facilities in the
Aberdeenshire area and their headquarters in London. They benefit from a range of
learning approaches including case studies, information technology applications and
practical skills development, including developing confidence in use of engineering tools
and equipment. The programme supports effectively the desire by employers to
address gender imbalance within the engineering sector. A number of pupils develop
their citizenship skills through attendance as volunteers during the three-day British
Science Festival which was held at the college’s main campus in Fraserburgh.
The pupils are perceived as role models in their schools and the majority are actively
seeking a career in the energy sector and have applied for apprenticeships with local
employers or have applied for the National Certificate (NC) in Engineering at the college.
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9.
The college and its context
In carrying out the external review of Banff and Buchan College, Education Scotland
took the following college context fully into account.
The college was founded in 1966 to serve the north-east of Scotland and provides
extensive training and education for the nautical and marine engineering industries
throughout the UK. The college moved to the main campus in Fraserburgh in 1973 and
completed the development of the existing accommodation in the main campus as part
of a £23 million refurbishment project in April 2012. Programmes for communities are
provided from learning centres in Macduff and Ellon. The recently-refurbished Scottish
Maritime Academy in Peterhead provides training for the fishing and maritime industries
and the college has invested in a range of industry-standard resources and equipment.
In 2011-2012, the college delivered 38,433 weighted student units of measurement
(Wsums). The college’s revenue budget for the academic year 2012-2013 is
approximately £11.2 million, with grant-in-aid from the SFC accounting for about 62%
(£6.9 million) of the total.
The unemployment rate in Aberdeenshire has remained low, compared with other
regions in Scotland, with highly skilled workers gaining employment in the energy and
engineering industries. The college curriculum is characterised by high levels of
engineering provision and the college enjoys strong links with industry partners.
The college works closely with local authorities, employers, community organisations
and SDS to ensure that programmes respond to current labour market and skills
requirements. The college works with the local authority to deliver programme options
for secondary school pupils and develop the college’s strategy on Curriculum for
Excellence priorities. Formal articulation arrangements with Robert Gordon University
and Aberdeen University facilitate learners’ transition from the college to university.
Since the last external review of the college, a new principal was appointed and took up
office in 2010.
The college has established a regional partnership with Aberdeen College. In October
2011, Aberdeen College and Banff and Buchan College signed a Federation Agreement
for the two colleges to plan jointly and deliver programmes of further and higher
education across Aberdeen City and Aberdeenshire. However, in early December 2012,
both colleges decided to proceed with a full merger.
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10. What is an overarching judgement?
An overarching judgement is the key judgement which Education Scotland makes,
taking into account all the evidence it gathered through the external review activities.
Education Scotland uses an overarching statement of effectiveness to summarise the
outcomes of external review. The judgement of effectiveness takes into account all the
evidence gathered through the external review and related evaluative activities. Such
judgements express the outcome for the college as:
effective;
limited effectiveness; or
not effective.
This overarching judgement is further detailed by four supporting statements which
substantiate the judgement of effectiveness. Education Scotland evaluates and reports
according to the three key principles and supporting statements will be related to these:
Key principle 1 – High quality learning (two supporting statements)
Key principle 2 – Learner engagement (one supporting statement)
Key principle 3 – Quality culture (one supporting statement)
Judgements of effectiveness and supporting statements provide stakeholders with
assurances, or otherwise, about the quality of a college’s provision. These judgements
are based on trends and track record of a college, the findings at the time of the external
review, and the college’s capacity to continue improving.
A judgement of effective indicates that the college has in place effective
arrangements to maintain and enhance the quality of its provision and outcomes for
learners and other stakeholders. This judgement means that, in relation to quality
assurance and enhancement, the college is led well, has robust arrangements and is
likely to continue to improve the quality of its services for learners and other
stakeholders.
A judgement of limited effectiveness indicates that the effectiveness of the college’s
arrangements to maintain and enhance the quality of its provision and outcomes for
learners and other stakeholders is limited. This judgement means that there are some
strengths in the college’s arrangements for quality enhancement. However, there are
weaknesses in arrangements for high quality learning and/or learner engagement and/or
quality culture. If not addressed, the importance of these weaknesses will continue to
limit the effectiveness of the college’s arrangements.
A judgement of not effective indicates that the college’s arrangements to maintain and
enhance the quality of its provision and outcomes for learners and other stakeholders
are not effective. This judgement means that there are significant weaknesses in the
arrangements for high quality learning and/or learner engagement and/or quality culture.
There is a high probability that, without significant and comprehensive action, with
external monitoring and support, the college will fail to improve current low-quality
provision and outcomes to an acceptable level. Education Scotland does not have
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evidence that the college has the capacity and commitment to identify and implement
effective and comprehensive action.
Scottish Funding Council response to judgements
If the overarching judgement is effective, the Council will expect the college to engage
with Education Scotland in follow-up activity, as appropriate, and, one year after the
publication of the review reports, to provide a report, endorsed by its governing body
(see Council guidance to colleges on quality from August 2012, paragraphs 62-66
SFC/13/2012 setting out its response to the review.)
If the overarching judgement is of limited effectiveness or is not effective, the Council
will require the institution to prepare and fulfil an action plan to address the shortcomings
identified (see paragraph 67 of guidance). Education Scotland will provide advice to
SFC on the adequacy of the action plan and on how it is being implemented. SFC,
taking in to account any advice from Education Scotland, will normally require a formal
follow-up review at an appropriate time, usually within no more than two years.
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11. What happens next?
Education Scotland will continue to monitor progress during annual engagement visits to
the college.
There will be feedback to the learners at the college.
One year on from this report the college will produce a report setting out what it has
done to address the main points for action and/or areas for development in the report
and other quality assurance and enhancement activities. There will be a link to this
report from Education Scotland’s website.
Peter B Connelly
HM Inspector
12. Further information
The review and judgements relate to the college as a whole and do not provide
information about individual programmes of study or subjects. For further information on
these or any other queries, contact the college or look on its website - http://www.banffbuchan.ac.uk
For further information about Education Scotland, the external review methodologies, or
other information about reviews, see -www.educationscotland.gov.uk
For further information about the Scottish Funding Council, see – www.sfc.ac.uk
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13. 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.educationscotland.gov.uk/Images/FEReadabilitysurvey130612_tcm4719342.doc
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 2013
Education Scotland
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Appendix 1
Glossary of terms
CPD
FE
HE
HN
HNC
HND
ICT
PI
PLP
NC
SCQF
SDS
SFC
sparqs
SQA
SVQ
Continuing Professional Development
Further Education
Higher Education
Higher National
Higher National Certificate
Higher National Diploma
Information and Communications Technology
Performance Indicator
Personal Learning Plan
National Certificate
Scottish Credit and Qualifications Framework
Skills Development Scotland
Scottish Funding Council
student participation in quality scotland
Scottish Qualifications Authority
Scottish Vocational Qualification
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Appendix 2
The Scottish Credit and Qualifications Framework
The Scottish Credit and Qualifications Framework brings together all Scottish
mainstream qualifications into a single unified framework. The framework includes:
degree provision, HNC and HND, SQA National Qualifications, and SVQs. There are 12
levels ranging from Access 1 at SCQF level 1 to Doctoral degree at SCQF level 12.
Each qualification whether a unit, group of units or larger group award has also been
allocated a number of SCQF credits. Each credit represents 10 notional hours of
required learning. Doctoral degrees based on a thesis are an exception to this.
Other learning may be credit rated and included in the framework provided it leads to a
clear set of learning outcomes and has quality-assured learner assessment. All of
Scotland’s colleges were awarded SCQF Credit Rating powers in January 2007.
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