Banff and Buchan College
15 March 2013
A report by HM Inspectors
on behalf of the
Scottish Funding Council
Summary report
The external review process
HM Inspectors undertake an independent review of the quality of provision in
Scotland’s colleges on behalf of the Scottish Further and Higher Education Funding
Council (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.
Signposting excellent practice
6
4.
The college and its context
8
5.
What is an overarching judgement?
9
6.
What happens next?
11
7.
Further information
11
8.
How can you contact us?
12
Appendices
13
Glossary of terms
The Scottish Credit and Qualifications Framework
13
14
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 6.
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.
The majority of course team reports focus almost entirely on practical issues and do
2
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.
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.
3.1 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.
3.2 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
6
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.
7
4.
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 Scottish Funding Council
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 Skills Development Scotland 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.
8
5.
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
9
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.
10
6.
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
7.
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
11
8.
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
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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.
14