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.
The review took place in accordance with the protocol on quality assurance of University of the Highland and Islands Millennium Institute and the SFC-funded colleges which are academic partners of UHIMI (March 2009). Under this protocol, which was agreed by
SFC, Education Scotland and the Quality Assurance Agency for Higher Education
(QAA), the review focused solely on Further Education (FE) provision.
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 over 90%
75-90% majority less than half few
50-74%
15-49% up to 15%
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Contents Page
1. Introduction
The external review
2. The college and its context
3. Outcomes of external review
Judgement of Effectivenes s
Section A: Overarching judgement
Section B: Supporting statements
Section C: Areas of positive practice
Section D: Areas for development
Section E: Main point for action
4. How well are learners progressing and achieving relevant, high quality outcomes?
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How effective are the college’s learning and teaching processes?
6. How well are learners engaged in enhancing their own learning and the work and life of the college?
7. How well is the college led and how well is it enhancing the quality of its services for learners and other stakeholders?
8. How extensive and effective are college partnerships with communities, other learning providers, employers and agencies?
9. Signposting excellent practice
10. What is an overarching judgement?
11. What happens next?
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12. Further information
13. How can you contact us?
Appendices
Glossary of terms
The Scottish Credit and Qualifications Framework
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The external review
The external review by Education Scotland took place during the week beginning
22 February 2016.
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 (QI) outlined in External quality arrang ements for Scotland’s colleges, updated August 2013 . We also included QI 1.3 Adherence to statutory principles and
2.2 Relevance of programmes and services to learner needs , to support our evaluations. We used information from previous visits to the college to decide the scope of the review.
We found three examples of excellence which we describe in this report on pages
16 and 17.
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.
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In carrying out the external review of The North Highland College UHI, Education
Scotland took the following college context fully into account.
Thurso Technical College was founded in 1959, primarily to provide a skills development service to the new nuclear energy development site established by the
United Kingdom Atomic Energy Authority at Dounreay eight miles west of Thurso. In
1990, following a significant enhancement and diversification of the college curriculum, the college was renamed (and later incorporated) as Thurso College. In 1999, as a consequence of a significant expansion of the college’s geographical operations, the college was given its current name: The North Highland College UHI.
The North Highland College UHI is an academic partner of the University of the
Highlands and Islands (UHI). The college offers a range programmes across levels
1-12 on the Scottish Credit and Qualification Framework (SCQF).
The North Highland College UHI is a small, rural college serving a large geographical area within the Highland region, including Easter Ross, Sutherland and Caithness. It delivers provision from a number of locations: the main campus in Thurso; one in
Alness; two campuses in Dornoch; and Dale Farm, a bespoke rural studies centre just outside Thurso. The college’s land-based provision represents 25% of the total further education (FE) curriculum and attracts learners from across the UK to programmes in gamekeeping, equestrian and veterinary nursing. The college’s Environmental
Research Institute is also based in Thurso.
The area served by the college has a lower unemployment rate than the rest of
Scotland. However, unemployment rates are higher in areas such as Thurso, Wick and the Cromarty Firth (including Alness). The nuclear plant at Dounreay is currently being decommissioned and the college works with site managers and contractors to service ongoing training needs. A new, £8.8m Engineering Technology and Energy Centre
(ETEC) opened in 2011-12 at the Thurso campus to support growth in the renewable energy sector.
In 2014-15, the college enrolled around 393 full-time and 1,618 part-time FE learners, delivering around 18,062 weighted student units of measurement (WSUM) of learner activity. The college currently employs 270 members of staff.
The college revenue budget for FE activity for 2014-15 was £6.7m, with grant-in-aid from the Scottish Funding Council (SFC) accounting for about 51% of the total.
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Section A: Overarching judgement
The North Highland College UHI has in place effective arrangements to maintain and enhance the quality of its provision and outcomes for learners and other stakeholders.
This judgement means that, in relation to quality assurance and enhancement, the college is led well, has sufficiently robust arrangements to address any identified minor weaknesses, and is likely to continue to improve the quality of its services for learners and other stakeholders.
Section B: Supporting statements
Learner progress and outcomes
The college offers a good range of full and part-time programmes which provide well considered progression routes to employment and further study. Many programmes are offered in ways which improve access to learning opportunities.
The college places a strong emphasis on developing essential skills. Learner success on full-time FE programmes is high and significantly better than national sector performance. Learner success on part-time FE programmes has improved significantly over recent years but still remains below national sector performance.
Almost all FE learners progress to further study, modern apprenticeships or employment. The college is responding well in relation to PREVENT and Corporate
Parenting duties.
Learning and teaching processes
Learning and teaching across the college is strong. The college offers a broad portfolio of programmes which meets the needs of learners and employers well.
Learners are motivated and enthusiastic about learning and peer learning is particularly effective. Almost all teaching staff use their subject and professional knowledge well to engage learners fully. Learners are supported well by teaching and support staff during their studies. Learner views are used to inform quality improvements activities, particularly from class representatives. Almost all teaching staff reflect effectively on their classroom practice and adopt changes to further improve the experience for learners.
Learner engagement
The college has a strong commitment to learner engagement, putting the learner at the centre of its activities. Almost all full-time programmes have elected representatives who attend regular Learner Council meetings with senior managers.
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Learner representatives also participate actively in course team meetings, resulting in agreed actions to improve learning and teaching and college services. Most class representatives have benefited from relevant training but more than a few have missed this opportunity. The college management is committed to developing a sustainable local Students’ Association following the recent establishment of the
Highland and Islands Students’ Association (HISA). Almost all learners are involved in planning and contributing to enterprise and volunteering events as part of their programme.
Leadership and Quality Culture
The college has developed extensive and effective partnership arrangements over a number of years. The principal is supported well by a small team of directors and together they provide strong and effective leadership for learning and teaching and other college functions. Leadership for services to support learners is effective.
However, the college has recognised the need for further development around the self-evaluation arrangements in most support areas. Academic and support teams work well together to integrate their services, with the learner firmly at the centre of what they do. The college has a strong quality culture and has been particularly successful developing comprehensive peer review arrangements for teaching staff.
Although teaching staff have welcomed the changes to the course monitoring and reporting arrangements, the college has identified the need for further staff development around writing evaluatively and the analysis of data.
Section C: Areas of positive practice
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The number of learners on full-time FE programmes who successfully completed their programme has improved over the last three years. At 74%, this is significantly better than national sector performance.
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Almost all of programmes include meaningful work placements, guest speakers from industry, visits, volunteering opportunities or enterprise activities, which helps to prepare learners well for employment.
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The college places a strong emphasis on the importance of developing essential skills and learners in almost all programmes gain these through a variety of learning activities. In many programmes learners gain additional certification through undertaking an enterprise unit.
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Peer learning is encouraged by teaching staff and many learners enjoy this learning approach. Learners use their own experiences from placement and independent research activities to share learning within groups.
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Almost all teaching staff use a wide range of effective teaching approaches, including individual and group activities to ensure learners are engaged, understand key learning points and make good progress.
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Almost all teaching staff reflect well on their classroom practice and adopt changes to further improve the experience for learners. Teaching staff are enthusiastic about the peer observation process and find it helpful to assist them to reflect on their own practice.
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Many learners are involved in planning aspects of their learning jointly with teaching staff. They play an active role in developing opportunities for their further learning to enhance their learning and improve their employability.
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Almost all class representatives participate in discussions around learning and teaching in course team meetings. This helps learners build confidence in engaging on a professional level with staff and ensures that the learner voice is heard and actions are taken in relation to programme content and delivery.
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The Learner Council provides an effective forum for senior staff and class representatives to meet regularly to discuss issues and exchange views. Actions from the meetings are tracked and progress on actions is monitored.
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Leadership for learning and teaching is strong and effective. The principal is supported well by a small team of directors and together they provide effective leadership for learning and teaching and other college functions.
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Leadership for services to support learners is effective. Support managers lead their areas well and ensure that their services contribute positively to the learner experience.
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The college has a strong quality culture. The college has been particularly successful developing comprehensive peer review arrangements for teaching staff, which evaluates effectively the quality of learning and teaching through observation and professional discussion.
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The college works effectively with key strategic partnerships and partners value the college’s commitment to responding to the priorities for the area.
Section D: Areas for development
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The number of learners on part-time programmes who successfully completed their programme has improved by 12 percentage points over the past three years as a result of the college implementing a number of interventions to reduce levels of partial success. However, at 72%, this still remains four percentage points below national sector performance.
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Rates of successful completion for a few full-time and a number of part-time FE programmes are low. These include care, construction, and some national qualifications at SCQF level 6.
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Overall, accommodation for learning and teaching is of a good quality, particularly in the ETEC building. However, some accommodation in the Tower Block in Thurso is of poor quality. Workshop areas and classrooms in the construction wing are noisy and this results in interruption to the learning process.
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Learners are not always able to access computers at times they require. Internet connectivity and the information and communications technology (ICT) infrastructure in parts of the Thurso campus are often unreliable.
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Although arrangements for course monitoring work well, in most areas analysis in course monitoring reports are not sufficiently evaluative and many actions do not have specific, measurable outcomes.
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The college has recognised the need for further development around the self-evaluation arrangements in most support areas.
Section E: Main point for action
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The college should continue to improve successful completion rates on programmes where they are low.
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How effective is the college at achieving and maintaining high levels of retention, attainment and progression?
Early withdrawal rates for learners on full-time FE programmes have fluctuated over the last three years but have improved by two percentage points over this period. At five per cent this is four percentage points better than national sector performance. Further withdrawal rates for learners on full-time FE programmes have remained around 10%, which is seven percentage points better than national sector performance. Early withdrawal rates for part-time FE have improved by two percentage points over the past three years but remain five percentage points higher than national sector performance.
Further withdrawal rates for learners on part-time FE programmes have increased by three percentage points over the past three years and are one percentage point higher than national sector performance.
The number of learners on full-time FE programmes who successfully completed their programme has improved over the last three years. In session 2014-15, 74% of learners successfully completed which is significantly better than national sector performance. The number of learners on part-time programmes who successfully completed their programme has improved by 12 percentage points over the past three years. This is largely as a result of the college implementing a number of interventions to reduce levels of partial success. However, in session 2014-15, 72% of learners on part-time programmes completed successfully which is four percentage points below national sector performance.
Most learners on Modern Apprenticeships make good progress and successfully complete their programme. Almost all FE learners whose destinations are known progress to further study, modern apprenticeships or employment.
How well does the college adhere to statutory principles?
College safeguarding arrangements for young people and vulnerable groups are comprehensive and robust. Almost all staff have undergone training to update their knowledge and staff have a good awareness of procedures and understand their responsibilities. All relevant staff are now part of the Protecting Vulnerable Groups
(PVG) scheme. The college is making good progress in developing its safeguarding arrangements to incorporate PREVENT responsibilities.
The college has supported a significant number of staff to undertake PREVENT training, supported by Police Scotland. Plans are in place for all remaining staff to complete the training in the coming year. Appropriate plans are in place to raise awareness of
PREVENT for Students’ Association office bearers and learners. Training has also included raising the profile of online safety for learners.
The college achieved the Buttle UK Quality Mark for care leavers in December 2014 and is building on experience gained to develop arrangements to meet its Corporate
Parenting responsibilities. The college is reviewing arrangements in line with Centre for
Excellence for Looked After Children in Scotland guidelines. Through this, and working closely with UHI partner colleges, the Highland Council, NHS Highland and other key
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partners, the college is making good progress towards having its Corporate Parenting
Plan in place by summer 2016.
How well do programmes and services meet learner needs?
The college offers an appropriate range of full and part-time FE programmes that meet the needs of employers, the local economy and learners well. Programmes are offered at suitable entry levels which enables learners to access provision at a level appropriate to their abilities. Many programmes, including some full-time programmes, are offered flexibly to improve access to learning opportunities for learners living in remote and sparsely populated geographical areas. Many programmes support learners well to enter employment in addition to providing opportunities to progress to further study.
The college works closely with the Highland Council and local secondary school clusters. Effective partnership working ensures that vocational options for pupils in the senior phase of Curriculum for Excellence reflect national, regional and local priorities, including Developing The Young Workforce (DYW). Many college programmes are delivered within schools to improve access to learning opportunities for pupils and overcome transport issues.
Almost all programmes include meaningful opportunities to develop skills for employment. These include work placements, input from guest speakers from industry, field visits to workplaces, volunteering and enterprise activities. These activities help to prepare learners well for employment. Teaching staff make good use of their strong links with employers to inform and enrich employability within programme design.
Almost all learners are satisfied with their college experience and find staff helpful and supportive.
How well do learners make progress, attain qualifications and achieve more widely?
Most learners make good progress and attain qualifications. Rates of successful completion are high, particularly for learners on full-time programmes, where almost all learners completing their programme gain certification. In some subject areas, such as hairdressing and beauty, the number of learners who successfully complete their programme are in line with the best in the sector. However, rates of successful completion for a few full-time and a number of part-time FE programmes are low.
These include care, construction and some national qualifications at SCQF level 6.
Within many programmes learners gain additional industry recognised awards or certification which enhance employment prospects. The college places a strong emphasis on the importance of developing essential skills and learners in almost all programmes gain these skills through a variety of learning activities. These include competitions, planning and delivering college and departmental events, work pla cements and working on ‘live’ project briefs for employers. In many programmes, learners undertake an enterprise unit to gain recognition and additional certification for participating in these activities. Many learners gain citizenship skills through vo lunteering and fundraising. All of these activities build learners’ confidence, raise aspirations and develop broader skills which employers value. The majority of learners make good progress in developing their core skills and achieve these at an appropriate level.
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How well does the college design and deliver programmes and services to meet the needs of learners from all backgrounds and circumstances?
The college promotes equality and diversity effectively through college-wide activities and during classroom lessons. In the majority of programmes, teaching staff provide opportunities for learners to explore issues around equality and diversity. Teaching staff often make reference to equality and diversity which helps learners to increase their understanding of issues affecting different groups. For example in gamekeeping programmes, learners work with ‘Help for Heroes’ to promote citizenship and awareness of physical and emotional disabilities.
The college offers a broad portfolio of programmes which meets the needs of learners across a diverse geographic region. The range of provision takes good account of the needs of local and national industries. These include the engineering, hospitality and tourism and land-based sectors. Curriculum teams design programmes which meet the needs of employers and focus on ensuring learners develop the necessary skills and knowledge to enter employment.
Many programmes are available through part-time or flexible study options. This supports learners well to access study in modes or in locations that are appropriate to individual circumstances and work patterns. Flexible attendance arrangements support employers well to organise training to accommodate business and work pressures. The college is particularly responsive to the needs of businesses. For example, the college responded swiftly to an approach by Scottish and Southern Energy to run a bespoke programme to enable young people who had previously failed to secure employment to enter the energy industry.
How well do learners learn?
Almost all learners participate purposefully in a range of learning activities that develop useful personal and vocational skills. They are well motivated in their learning and enthusiastic to develop new skills that will lead to further study or employment. Most learners engage well in group activities and develop good team working skills.
Peer learning is encouraged by teaching staff and many learners enjoy learning from and with their peers. Learners use their own experiences from work placement and independent research activities to share learning within groups. For example, learners on Scottish vocational qualification (SVQ) level 2 Hairdressing programmes, researched options for a more sustainable salon and shared their findings with level 3 learners.
Learners on distance learning equestrian programmes have regular opportunities for engaging in peer learning activities. These include working with learners across programme levels at workshops and practical sessions delivered in their local area.
Almost all learners use a wide range of resources effectively and confidently to enhance and support their learning. In practical classes, learners use equipment safely and competently to develop relevant skills for the workplace. Most learners reflect well on their performance in class tasks and practical activities and on their overall progress across their programme. Almost all learners work well independently on tasks and are confident in seeking clarification on points relating to activities when required.
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How well do planning, teaching and the use of resources ensure effective learning?
Almost all teaching staff plan their lessons well to ensure that there is an appropriate range of learning activities to maintain the interest of learners. Within class they use their professional and vocational knowledge and skills well to enhance the learning experience for learners. They contextualise learning activities appropriately to promote learner understanding and regularly incorporate practical examples to illustrate industry practice.
Almost all teaching staff use a wide range of effective teaching approaches, including individual and group activities, to ensure learners are engaged, understand key learning points and make good progress. Positive and respectful relationships between teaching staff and learners create a purposeful environment for learning. This supports learners well to make good progress, develop confidence and improve their self esteem. In many lessons, learners are involved in planning learning activities and project content.
All teaching staff set high standards and expectations for learners which are often linked to professional standards in the workplace.
Overall, accommodation for learning and teaching is of a good quality, particularly in the
ETEC building. However, some accommodation in the Tower Block in Thurso is of poor quality. Workshop areas and classrooms in the construction wing are noisy and this results in interruption to the learning process. Some learners make good use of the virtual learning environment to support and enhance their learning. However, some learners are not always able to access computers at times they require. Internet connectivity and the ICT infrastructure in parts of the Thurso campus are often unreliable. In addition, learners have difficulty accessing the full range of resources available to them when using their own devices.
How well is assessment used to promote effective learning?
Teaching staff plan assessment schedules effectively and learners are well informed about assessment activities. Learners are provided with clear information and sufficient notice of assessment dates and requirements. Within many vocational areas, learners negotiate when to take an assessment based on their confidence and ability to demonstrate the skills required.
Teaching staff provide learners with detailed and helpful feedback on written and practical assessments. Learners are well-informed about their progress and what they could do to improve. Most teaching staff assess learner progress well during lessons and make good use of targeted questions and ongoing and final assessments to check learner understanding.
Many staff support learners well to draw on peer review activities to reflect on their learning and performance. For example, trainee veterinary nurses make presentations on their research which are then marked by their peers. Learners on sports programmes video each other training their peers. The video is uploaded to their
Facebook page and used to evaluate their performance before swapping roles. The college has suitable arrangements in place to assist learners who require additional support to engage in assessment activities.
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How well are potential and current learners provided with information, advice and support?
Potential learners receive clear and accurate information about programmes and college life prior to commencing study. The college makes good use of web-based materials, school visits and college information days to promote programmes and ensure potential learners are well informed. Services to support learning are available on all campuses and learners are aware of how to access them.
Most learners use a range of activities well to set individual goals and monitor development of skills and wider achievement. For example, some full-time learners use individual Personal Development Plans or reflective logbooks to record and chart their progress. Academic departments have responsibility for providing ongoing information, guidance and support to learners. Almost all learners have good access to a variety of curricular and vocational guidance opportunities, both formally and informally, to reflect on and discuss their progress with staff. A weekly college programme, Links2Life , provides useful sessions for learners on relevant topics, including career management skills, and is well attended. However, there is variability around how effectively the timetabled session is used. Most learners have regular progress meetings to review individual progress and provide curriculum and pastoral support. However, some learners are not fully aware of these arrangements.
How well does the college sustain continuous enhancement of learning and teaching through self-evaluation and internal review activities?
Learner views are used well to inform improvements through input from class representatives and end of unit and semester evaluations. The majority of class representatives are involved actively in collating learner feedback for course unit evaluations (CUE) and in conveying learner views on learning and teaching at course team meetings. This helps learners build confidence in engaging on a professional level with staff and ensures that the learner voice is heard in terms of reviewing programme content and delivery arrangements.
Almost all staff in course teams discuss delivery approaches and share good teaching practice regularly. A group of teaching staff across the college have established a
Sharing Good Practice page on Facebook , which enables colleagues to share resources and ideas. Almost all teaching staff reflect well on their classroom practice and adopt changes to further improve the experience for learners. Teaching staff are enthusiastic about the peer observation process and find it helps them to reflect on their own practice. This process is used productively to inform college planning of staff development activities.
Through course monitoring reporting arrangements course teams evaluate programmes against key college enhancement themes. Many course teams identify actions to progress these themes. Arrangements for course monitoring work well. However, in most subject areas analysis in course monitoring reports is not sufficiently evaluative and many actions do not have specific, measurable outcomes.
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How well do learners engage in enhancing their own learning?
The college is committed to learner engagement. The Learner Engagement Strategy expr esses clearly the college’s aim to place the learner at the centre of its activities, improve learning and teaching, and involve learners in college decision-making.
Learner engagement in the classroom is a key enhancement theme and is embedded within arrangements for course monitoring and reporting.
Mutually respectful relationships between learners and staff support almost all learners to raise issues confidently with teaching staff. Many learners are involved in planning aspects of their learning jointly with teaching staff. This includes choosing project briefs, class topics, learning resources and learning activities. This involvement motivates and enthuses learners. Most learners participate productively in peer learning and review activities. They draw on these activities to develop self-confidence and essential skills, as well as enhancing their vocational knowledge and understanding. Many learners make good use of work placements, industry visits and voluntary work opportunities to enhance their learning and improve their skills for employment. For example, hairdressing level 2 learners organised an event to showcase their practical skills and raise money for charity.
Learners contribute their views effectively on their learning and college experiences through cross-college surveys. Their views are used well by staff to inform self-evaluation activities and make improvements to college programmes. The majority of class representatives are actively involved in collating learner feedback to input to
CUEs . Almost all class representatives contribute to discussions about the learning experience at course team meetings. Most class representatives undergo appropriate sparqs training. However, some representatives found this training of limited value and more than a few were unable to attend.
The Learner Council provides an effective forum for senior staff and class representatives to meet regularly to discuss issues and exchange views. Actions agreed at the meetings are recorded and progress on actions is monitored. Almost all full-time programmes have elected representatives and learners benefit from their representatives’ participation at
Learner Council meetings. Following an evaluation of feedback in the learners’ Early Experience survey, managers and staff worked together to launch a You Said, We Did campaign promoted via posters and social media. The campaign is being used well to convey to learners that their feedback has been reviewed and acted upon.
For example, computing learners requested increased access to computers outside class time and a timetable has been published indicating when rooms with ICT facilities are available for learner drop-in use.
How well do learners engage in enhancing the work and life of the college?
The college is committed to developing a sustainable Students’ Association and is making good progress following the recent establishment of HISA.
While the profile of
HISA is promoted via the college website and Learner Council, there is limited awareness of its activities and the role of the Depute Student President among the wider learner population.
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Learners are engaged appropriately in developing the strategic direction of the college and influencing decision making in a number of key areas of activity. Learners are represented well on a range of college committees and focus groups and take an active role in shaping the quality learning and teaching and college services. Board of
Management members value highly contributions from learner representatives to Board meetings and associated committees. Learner representatives appreciate the opportunities they receive to further develop their skills and build their confidence.
Almost all learners are involved in planning and contributing to a range of enterprise and volunteering events across the curriculum. These activities provide good opportunities for learners to develop confidence and gain skills in enterprise, employability and citizenship. Learners enhance the reputation of the college through involvement in charity work and projects which benefit local groups and communities. For example, learners on the Employability Programme in Construction class are working with a local charity to carry out a construction task. Learners at the Alness campus planned and delivered a T in the Car Park event to benefit the local community.
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The Board of Management sets a clear strategic direction for the college through comprehensive planning processes that take good account of Scottish Government and
SFC priorities set in the context of the economy of the Highlands. The Strategic Plan
2012-16, due to be updated soon, contains ten strategic aims which appropriately underpin the college vision, mission and values.
The strategic aims and objectives for the college are helpfully aligned with the aims and objectives of the UHI strategic plan as well as the FE and higher education outcomes of the Highlands and Islands Regional
Outcome Agreement (ROA). College plans take good account of local priorities and national government policies. As a result of regular curriculum review and in response to the requirements of DYW, new programmes have been introduced which extend the college offer to local employers.
Teaching staff relate most closely to strategic aims which have the greatest focus on learning, teaching and research . Departmental operational plans incorporate departmental objectives which are aligned to the strategic aims. However, some actions identified within departmental operational plans are insufficiently detailed or specific, which makes monitoring of progress difficult. The Board of Management maintains an appropriate overview of college activity through a range of standing committees including the Learning, Teaching and Research Committee.
Leadership for learning and teaching is strong and effective. The principal is supported well by a small team of directors and together they provide effective leadership for learning and teaching and other college functions. The college has adopted the UHI
Learning, Teaching and Assessment Strategy , which apply to all staff directly involved in the learner experience. The strategy is supported by useful supplementary guidance specific to the college, around quality improvement and enhancement, professional development and working with school age learners .
Curriculum is organised appropriately into four academic departments, each one led and managed well by an assistant director for learning and teaching. The wider Senior
Management Team , which includes the assistant director group and support managers, has collective responsibility for operational matters. Staff are motivated by the work they do in the college, and are proud to be part of The North Highland College UHI.
Communication across the college is effective and staff are kept well-informed through regular meetings, email, social media and regular Flash Friday updates. Almost all recently appointed teaching staff are engaged in introductory continuing professional development (CPD), progressing appropriately to the Professional Development Award
( PDA) Teaching Practice in Scotland’s Colleges . Many staff use online resources for professional updating, some mandatory training and to enhance their teaching practice.
Staff value highly college conferences which take place twice a year and the benefits of sharing practice and exchanging ideas.
Leadership for services to support learners is effective. The college commitment to continuously improving the quality of services to support learners is articulated well within the strategic plan. Support managers lead their areas well and ensure that their services contribute positively to the learner experience. The college has robust safeguarding arrangements in place and is responding well in relation to PREVENT and
Corporate Parenting duties.
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Team working is strong across the college. Academic and support teams work well together to integrate their services and place the needs of learners firmly at the centre of what they do. Support teams respond well to learner needs and identify areas where change has been made and learners have benefited. The college works effectively with external agencies to provide learners with access to specialist support on areas of identified need, such as mental health, drug and alcohol awareness, housing and accommodation. College managers further enhance service delivery by accessing specialist skills and expertise from across the UHI network. Staff engage well with a wide range of practitioners’ groups
which are helpful in ensuring consistency of services across colleges and at all levels and locations. The college has recognised the need for further development of self-evaluation arrangements in most support areas. A Student
Services Group has recently been established to progress these developments as a priority.
The college has a strong quality culture and all staff are committed to improving the learner experience. The college has been particularly successful developing comprehensive peer review arrangements for teaching staff. Most teaching staff evaluate effectively the quality of learning and teaching through engagement in lesson observation and professional discussion. A small team of reviewers has been identified and trained, and is engaging positively with teaching staff. Many staff are able to identify evidence of improving practice as a result of peer review and are very positive about the benefits of these arrangements.
The revised Learner Engagement Strategy helpfully emphasises the increased role for learners within the college self-evaluation and review processes. Learners complete questionnaires throughout the year and provide useful feedback to inform course review processes. Most CUEs include appropriate input from learners on a regular basis, which helps to inform course team discussions. Most full-time classes have an identified class representative who attends regular course review meetings and raises issues of concern on behalf of the class group. Monthly Learner Council meetings provide good opportunities for class representatives to meet with senior managers in the college. These arrangements are working effectively to resolve issues, for example, in improving ICT, social space and transport. Where solutions are not immediately possible, class representatives are usually given explanations of why.
Teaching staff have welcomed the changes to the course monitoring and reporting arrangements. However, many identify the need for further staff development on evaluative writing and analysing data. Currently self-evaluation reports vary in quality across the departments. The college recognises this and has plans for further training and development to address this.
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The college has a clear strategic commitment to partnership working with a range of local and regional stakeholders. Extensive partnership arrangements help contribute to delivering positive outcomes for the local economy, local businesses and local people.
The college works effectively with key strategic partnerships and partners value the college’s commitment to responding to the priorities for the area. This includes responding to priorities within the Highlands and Islands Regional Skills Investment Plan and DYW priorities. The college has involved key partners across the area in the development of their ROA. These include the local Chamber of Commerce, Caithness
& North Sutherland Regeneration Partnership, Skills Development Scotland, and
Dounreay Site Restoration Limited.
Partners view the college as key and central to supporting the needs of the local economy and value its contribution to upskilling individuals and preparing young people for their future. Employers welcome the flexibility the college demonstrates in planning programmes which recognises their needs and those of their employees.
Strategic links with the local authority are strong. The college works effectively with the local authority and schools to respond to DYW priorities which is resulting in enhanced opportunities for school pupils in the senior phase of Curriculum for Excellence. College and school staff work collaboratively to support school pupils to make an effective transition from school to college programmes.
Collaborative partnerships with employers are enhancing the learner experience and provide valuable and realistic opportunities which improve learners’ employability skills.
Strong and effective partnerships with employers regularly leads to improvements in programme planning and design.
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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.
9.1 Embedding entrepreneurship and enterprise in the curriculum
The promotion of skills in entrepreneurship and enterprise is particularly important in communities experiencing economic change. At The North Highland College UHI the development of these skills is deemed a key priority to encourage young people to create their own employment opportunities and contribute to the economy of the local area. This is achieved by a number of interventions which ensure that every learner has the opportunity to acquire these skills, regardless of their vocational specialism.
Wednesday afternoons are dedicated to the development of essential skills, and enterprise activities. The Links2Life initiative uses this time well to create a calendar of events which includes essential skills development, career management skills workshops and visiting employers. Learners participate enthusiastically across the college and at every campus. In addition, all full-time programmes incorporate an enterprise project which is tailored to each curricular area.
Many of these activities are coordinated and promoted by a Scottish Institute for
Enterprise intern who manages and promotes enterprise opportunities across the college. Staff enterprise champions work with voluntary champions from the learner body to ensure that these activities are promoted and supported effectively to learners.
Bridge2Business works in partnership with college staff to offer business start-up advice to learners and offer small grants to help develop ideas.
The college makes use of its network of partners to participate in high profile local events such as the iStart Challenge . This competition invites learners and members of the public to develop and propose a business start-up idea to a panel of business leaders. There are cash prizes in a range of categories. Seventeen of the 19 teams competing in the finals comprised of college learners. The finals of this competition were watched by many learners and local employers and all participants received mentoring advice. Some participants received offers of employment or investment as a result of their participation.
9.2 Chef mentoring scheme in SVQ Level 2 Professional Cookery
The North Highland College UHI offers SVQ qualifications at all levels in Professional
Cookery. However, the college recognised that not all learners make the transition between levels of study successfully. Although learners can achieve all of their competencies within the college refectory and catering facilities, teaching staff identified that only those with additional workplace experience outside of college routinely succeeded at the higher levels. To address this, staff met with a range of local employers to jointly develop a chef mentoring scheme. The scheme involves all SVQ level 2 learners being assigned a mentor who is a local chef or restaurant owner.
Mentors take learners ‘under their wing’ and support them to obtain valuable work experience and one-to-one career management advice.
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The mentoring relationships between the employer and learner builds on and extends previous work placement schemes. Mentors commit to completing regular feedback to assess learners’ timekeeping, attendance, readiness for learning, attitude and performance. The college tutor and employer work collaboratively to help learners stay on track. Employers have frequent one-to-one coaching discussions with the learners.
This provides learners with current career advice, acc ess to the employer’s network of contacts and can lead to permanent employment.
This approach has improved significantly the retention rates on the Level 2 SVQ.
Employers have reported an increase in the number of candidates wanting to enter the industry. The initiative has also helped to keep young people in the local area by raising their awareness of the range of opportunities in their own community. The approach is already being trialled in other subject areas.
9.3 Flexible delivery in equestrian studies
The North Highland College UHI has recently completed a suite of programmes in equine studies which offers progression from national progression awards at SCQF level 4 to the UHI degree in Equine Business Management at SCQF level 10. Despite the necessarily practical nature of these programmes, they have been designed for delivery on a flexible, distance learning basis. This provides over 400 FE learners each year with the opportunity to learn at their own pace, at venues all over Scotland.
The college has developed a network of delivery partners to help learners overcome the significant challenges of studying remotely from the college and their peers. Partners include yard owners, riding school owners or equestrian specialists who have been recruited as associate teaching staff. Their involvement has improved access to the programmes for learners from across Scotland who would have otherwise been unable to relocate to the North Highlands and complements existing online delivery. Learners have the opportunity to attend regular, local workshops to engage in peer learning and be assessed on practical activity at every level of the programme. Workshops involve learners at a variety of programme levels and provide good opportunities for learners to learn from more experienced peers.
The course team has established a set of measures to ensure the quality of delivery and associate staff meet routinely to undertake CPD activities, standardisation, and internal verification of assessment. Programmes have also been mapped to British
Horse Society standards and additional PDAs at levels 7 and 8 are currently being developed in collaboration with Scotland’s Rural College (SRUC). The recent addition of the National Progression Award at SCQF level 4 is enabling young learners to evidence horse care skills at an earlier stage and has extended provision for schools in this subject area.
This longstanding initiative has played a significant role in helping many communities retain these rural skills. It has enabled many learners to find work in livery stables, equine management, equipment sales, riding schools, or to enter self-employment.
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Education Scotland uses an overarching judgement of Effectiveness to express the findings of the review team. The judgement of effectiveness takes into account all the evidence gathered through the external review. Such judgements express outcomes as: effective; limited effectiveness; or not effective.
This judgement is further detailed by supporting statements which substantiate the judgement of effectiveness. Education Scotland evaluates and reports according to the three key principles. In this report, the principles and supporting statements relate to:
Key principle 1 – High quality learning (supporting statements numbers 1 and 2)
Key principle 2 – Learner engagement (supporting statement number 3)
Key principle 3
– Quality culture (supporting statement number 4)
Judgements of effectiveness and supporting statements provide stakeholders with assurances, or otherwise, about the quality of a college’s provision. These judgements are based on trends and track record of a college, the findings at the time of the external review, and the college’s capacity to continue improving.
A judgement of effective indicates that the college has in place effective arrangements to maintain and enhance the quality of its provision and outcomes for learners and other stakeholders. This judgement means that, in relation to quality assurance and enhancement, the college is led well, has sufficiently robust arrangements to address any minor weakness, and is likely to continue to improve the quality of its services for learners and other stakeholders.
A judgement of limited effectiveness indicates that the effectiveness of the college’s arrangements to maintain and enhance the quality of its provision and outcomes for learners and other stakeholders is limited . This judgement means that there are some strengths in the college’s arrangements for quality enhancement. However, there are weaknesses in arrangements for high quality learning and/or le arner 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 l e arner engagement and/or quality culture .
There is a high probability that, without significant and comprehensive action, with external monitoring and support, the college will fail to improve current low-quality provision and outcomes to an acceptable level. Education Scotland does not have evidence that the college has the capacity and commitment to identify and implement effective and comprehensive action.
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Scottish Funding Council response to judgements
If the overarching judgement is effective , the Council will expect the college to engage with Education Scotland in follow-up activity, as appropriate, and, one year after the publication of the review reports, to provide a report, endorsed by its governing body
(see Council guidance to colleges on quality from August 2012 , paragraphs 62-66
SFC/13/2012 setting out its response to the review.)
If the overarching judgement is of limited effectiveness or is not effective , the Council will require the institution to prepare and fulfil an action plan to address the shortcomings identified (see paragraph 67 of guidance). Education Scotland will provide advice to SFC on the adequacy of the action plan and on how it is being implemented. SFC, taking into account any advice from Education Scotland, will normally require a formal follow-up review at an appropriate time, usually within no more than two years.
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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.
Dr John Bowditch
HM Inspector
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 https://www.northhighland.uhi.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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Glossary of terms
CPD Continuous Professional Development
CUE Course Unit Evaluation
DYW Developing the Young Workforce
ETEC Engineering Technology and Energy Centre
FE Further Education
HISA Highlands and Islands Students’ Association
ICT Information and Communications Technology
PDA Professional Development Award
PVG Protecting Vulnerable Groups
QAA Quality Assurance Agency
QI Quality Indicator
ROA Regional Outcome Agreement
SCQF Scottish Credit and Qualifications Framework
SFC Scottish Funding Council sparqs Student Participation in Quality Scotland
SRUC Scotland’s Rural College
SVQ Scottish Vocational Qualification
UHI University of the Highlands and Islands
WSUM Weighted Student Units of Measurement
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