Orkney College UHI
6 June 2014
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.
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
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.
The college and its context
2
3.
Outcomes of external review
Judgement of Effectiveness
3
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
3
3
4
5
5
4.
How well are learners progressing and achieving relevant,
high quality outcomes?
6
5.
How effective are the college’s learning and teaching
processes?
8
6.
How well are learners engaged in enhancing their own
learning and the work and life of the college?
11
7.
How well is the college led and how well is it enhancing the
quality of its services for learners and other stakeholders?
13
8.
How extensive and effective are college partnerships with
communities, other learning providers, employers and
agencies?
15
9.
Signposting excellent practice
16
10. What is an overarching judgement?
17
11. What happens next?
19
12. Further information
19
13. How can you contact us?
20
Appendices
21
Glossary of terms
The Scottish Credit and Qualifications Framework
21
22
1. Introduction
The external review
The external review by Education Scotland took place during the week beginning
24 March 2014.
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 arrangements for Scotland’s colleges,
updated August 2013. We also included QI 2.2 to support our evaluations. We used
information from previous visits to the college to decide the scope of the review.
We found one example of excellence which we describe in this report on page 16.
The external review team talked with learners, staff at all levels in the college, the Chair
of the College Management Council, employers, external agencies and other users of
the college.
1
2.
The college and its context
In carrying out the external review of Orkney College UHI, Education Scotland took the
following college context fully into account.
Orkney College UHI is a small college, operating in an island community (population
21,000) which is both rural and predominantly agricultural. The college is the main provider
of both further and higher education in Orkney, the latter provided through the University of
the Highlands and Islands (UHI) of which the college is a very active partner. The college
is based primarily in purpose-built accommodation in Kirkwall with a campus housing
Maritime Studies located in Stromness. The Trowel Trades building, designed to support
the construction industry, was completed in 2009. The college delivers some programmes
to learners on the smaller islands through partnership with the islands’ schools and
community groups. It provides a wide range of programmes, including a range of short
courses for businesses and longer-term vocational training for employed people.
Orkney College UHI is one of very few in Scotland that are not incorporated, with
responsibility for further education being vested in Orkney Islands Council. Governance of
the college falls within the remit of Orkney Islands Council. Matters affecting the college
are referred by Orkney Islands Council to the College Management Council, which is a
sub-committee of Orkney Islands Councils Education, Housing and Leisure Committee.
The college is funded by the Scottish Funding Council (SFC) for further education (FE)
provision which is delivered through the Highlands and Islands Regional College and the
UHI. Orkney College works within both the further and higher education (HE) sectors. The
current teaching profile is approximately 60% further education and 40% higher education
activity.
The Orkney economy has traditionally depended on agriculture and fishing, although recent
years have seen significant diversification. Farming and tourism sectors are currently the
main industries of Orkney. Renewables is a key growth sector, with Orkney leading the
way in tidal and wave energy. Tourism, hospitality, construction and the service sector are
key areas of economic activity in Orkney and the college aims to provide programmes to
support learners in each of these areas. Employment in Orkney has generally remained
high despite the impact of global recession. A particularly hard-hit sector has been
construction where there has been a noticeable reduction in apprenticeship numbers over
recent years. The college has diversified its provision in this area providing full-time
construction training opportunities for young people and up-skilling programmes for existing
workers.
In 2012-13, the college enrolled around 80 full-time FE learners and 2,747 part-time FE
learners, delivering 5,032 weighted student units of measurement (WSUM) of learner
activity in FE. The college revenue budget for 2012-13 was £4.4m, with grant-in-aid from
the SFC accounting for about 31% of the total.
2
3.
Outcomes of External Review
Judgement of Effectiveness
Section A: Overarching judgement
Orkney 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
Almost all learners successfully complete their programmes and progress on to
positive destinations. Successful completion rates for full-time FE programmes
compare favourably with the national sector performance and for part-time FE
programmes compare very favourably. These successful completion rates are
amongst the highest in the sector. Almost all full-time learners progress to further
learning or employment, with college staff aware of the progress and destinations of
their learners. Learners have high levels of achievement in core skills within
programmes. However, the contextualisation of core skills in discrete core skills
units is insufficiently developed. The college has strong links with local schools and
offers a range of programmes and activities to support pupils and underpin
successful progression. The college offers a wide range of FE programmes from
SCQF level 2 to level 6. Almost all learners progress well, enjoy the programmes,
gain vocational skills, and complete appropriate qualifications to enhance their
employability.
Learning and teaching processes
The college offers a wide range of programmes and specialised courses informed
by strong local partnerships, which meet the needs of learners and employers well.
Most teaching staff plan for the development of a range of learner skills and build
on the principles of Curriculum for Excellence to support learners. However, staff
use an insufficiently wide range of teaching approaches to promote fully effective
learning. In theory classes, most learners do not reflect sufficiently on their
learning. Strong staff and learner relationships build trust and confidence which
contributes to high levels of attainment and encourages learners to attain their full
potential. All learners are confident expressing their views which lead to actions to
improve their learning experience. All teaching and support staff provide a
comprehensive service to support learners who readily acknowledge the quality of
3
this support. However, the evaluation of feedback and performance information in
self-evaluation reports is limited.
Learner engagement
Learners have positive and supportive relationships with staff and feel able to
influence their college experience. Learner engagement is supported well by the
college. Overall, learners actively contribute to planning and shaping their own
learning. Staff encourage learners to provide feedback about learning and teaching
and are responsive to their views. Student representatives are actively involved in
contributing suggestions for improvements to college services. There is a
developing culture of wider learner engagement at college level. Learners engage
in a range of activities that enhance the life and work of the college and develop
their skills, including work experience and charity events. However, the Student
Representative Forum is still developing and is not yet fully effective in providing a
coherent focus for engaging learners fully in enhancing the life and work of the
college.
Leadership and Quality Culture
The college strategic plans are clear and are used well by managers to clarify and
monitor priorities. The college works productively with a range of key stakeholders
to enhance opportunities for learners. School pupils benefit from well-planned
programmes and vocational areas take good account of employer needs. Strong
partnerships support the college well to meet the needs of learners from across the
Orkney Islands. The college has a clear mission to ensure learners realise their
potential, and this is supported consistently by clear strategic and operational
objectives. Staff understand the college’s aims and are fully committed to their
achievement. Senior managers in curriculum and support areas lead their teams
well and staff across the college are committed to a culture of quality improvement.
Learners are represented on college committees and their views gathered and
acted upon. Staff engage in self-evaluation processes well. However reporting of
self-evaluation outcomes is not consistent across all areas and does not routinely
include robust analysis of performance indicator (PI) data.
Section C:





Areas of positive practice
The college has made improvements in withdrawal rates over the last three years,
with both full-time and part-time FE early withdrawal for 2012-13 being reduced to
zero.
Learners who complete their programme achieve well, with partial success sitting at
4% for full-time FE and 2% for part-time FE.
Successful completion rates for full-time FE compare favourably with the sector
performance levels at 81%, and compare very well for part-time FE at 97%.
The college has effective planning links with the local authority and schools, and
has a number of successful programmes which ease progression from school to
college.
Learners develop core and essential skills well.
4





Learners make good progress, produce high quality work and develop a range of
appropriate academic and vocational skills.
Staff and learner relationships are mutually respectful and encourage learners to
attain their full potential. They build trust and confidence.
Staff provide learners with appropriate support prior to entry. Arrangements are
made to customise programmes to accommodate learners’ individual needs.
All full-time learners have regular review discussions with a tutor and use these
sessions to update personal learning plans. Departments have adapted these
plans in different ways to meet the needs of their learners.
Most full-time learners participate in work experience with local employers as part of
their programme. This develops learners’ employability skills effectively and also
enhances the reputation of the college in its community.
Section D:





Areas for development
Many staff do not plan the promotion of equality and diversity to ensure consistency
of delivery in their learning and teaching.
Staff do not use a wide enough range of teaching approaches that promote
reflection and questioning techniques in formative assessment, and do not make
sufficient use of the virtual learning environment (VLE).
Staff do not analyse data sufficiently in self-evaluation processes, limiting its
effectiveness.
Arrangements for student representatives to feed back to their peers from course
review and student representative meetings are inconsistent and not yet fully
operative.
The student representative forum does not yet provide a coherent focus for
engaging learners fully in enhancing the life and work of the college. Arrangements
for representatives to feed back to their peers are not fully effective.
Section E:
Main points for action

The college should ensure that staff use a sufficiently wide range of teaching
approaches including the use of the VLE to promote effective learning.

The college should continue to develop self-evaluation processes to support
detailed analysis of PI data and improve the learning experience.
5
4. 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 college has made improvements in withdrawal rates over the last three years. The
improvements in the early withdrawal rates have been a particular success with both
full-time and part-time FE early withdrawal for 2012-13 being reduced to zero, which is
9% better than the national performance levels.
Further withdrawal rates in part-time FE now sit at 1%, and compare favourably to the
sector performance levels. Full-time further withdrawal rates have fluctuated in the last
three years from a low of 7% and are now comparable to the national sector
performance level at 15%. Learners who complete their programme achieve well, with
partial success being 4% for full-time FE and 2% for part-time FE.
Successful completion rates for full-time FE compare favourably with the sector
performance levels at 81%, and compare very well for part-time FE at 97%. These
successful completion rates are currently among the highest in the sector. The high
level of successful completion has been stable in full-time FE for two years and in parttime FE for more than three years. In 2012-13 almost all successful full-time learners
progressed quickly to further learning or employment, with college staff aware of
learners’ progress and destinations.
How well do programmes and services meet learner needs?
The college offers a suitable range of full-time and part-time FE programmes, which are
well founded on local economic need and learner demand. The FE programmes range
from SCQF level 2 to level 6 and typically have a clear progression route to work or
further study, often through the college itself. Strong links with schools and employers
and comprehensive interviewing of all full-time applicants ensure the college builds on
the interests, capabilities and prior attainment of the learners.
The college has particularly good planning links with the local authority and schools, and
has a number of successful programmes which ease progression from school to
college. The college supports subject choice in schools through taster activities and
engages in parent evenings and options and choices events for second and third year
secondary pupils. It also offers a suitable range of Skills for Work programmes
appropriate to the local economy and for progression to further learning. Creative
approaches such as the implementation of a two-day residential taster programme for
S3 and S4 learners have been implemented where the geography has made school link
activity a particular challenge.
Learners have helpful advice and support built into their programmes regarding options
for progression. Almost all learners are clear and well informed about their next steps in
learning or work.
Programmes in most areas such as hospitality, business, information and
communications technology and care include additional content and activities
particularly designed to enhance progression to further learning. Activities such as
6
specific bridging sessions, additional presentation skills, additional core skills work and
HE level learners speaking to FE groups help learners prepare confidently and
effectively for the next steps in learning.
All learners have a high level of satisfaction with the range and delivery of the FE
programmes on offer.
How well do learners make progress, attain qualifications and achieve more
widely?
Most full-time FE learners (85%) attain nationally recognised qualifications. They
develop their skills effectively, preparing them for progression to further learning or
employment, often within the local labour market.
Learners engage in competitions and events appropriately to increase motivation and
improve their skills. One college learner recently won the Scottish Bricklayer Apprentice
of the Year. Learners on a range of programmes attain recognised industry awards in
specialist areas such as food hygiene, licencing and fire safety. The work for these
awards extends their skills and the certification attained helps to enhance their
employment prospects.
Learners develop their core and essential skills well and achievement of core skills units
compares very favourably with the national sector performance. In most areas
vocational and core skills staff work well to contextualise core skills learning, helping to
motivate learners and increase their wider citizenship and employability skills. However,
the college should further develop the contextualisation of the teaching and assessment
of core skills where it is delivered in discrete core skills units.
Most full-time learners participate in work experience with local employers as part of
their programme. This develops learners’ employability skills effectively and also
enhances the reputation of the college in its community.
7
5.
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 range of FE programmes which meet the needs of learners and
employers well. The college is a welcoming environment and supports high levels of
attainment and achievement for learners from differing backgrounds and circumstances.
Advisory Boards comprising local employers and stakeholders meet regularly with
college management and staff to review college programmes. Employer input is used
effectively to inform programme design. However, many staff miss opportunities to
promote equality and diversity well enough in classes to ensure consistency of delivery.
The college has very strong provision in place for school-age children. In maritime
studies, staff have developed a range of appropriate qualifications to support new
entrants to the industry, up-skill existing learners and support career migration within the
industry.
The college has in place effective processes to support learners’ additional needs.
These are clearly identified both prior to entry and on course to ensure curriculum
content and resources are available at an appropriate level. A range of useful assistive
technologies is available to learners to support their learning.
How well do learners learn?
Most learners are motivated and fully engage in purposeful and meaningful learning.
Learners contribute to discussions and activities well and they develop confidence in
their learning and wider achievements. Almost all learners use a wide range of
resources effectively and confidently and develop technical skills appropriate to their
vocational area.
In practical classes almost all learners reflect well on their learning and use a range of
methodologies to identify skills gaps, develop skills and plan future learning activities. In
a few classes peer assessment is used to evaluate group and individual performance
effectively, which develops learner confidence and personal reflection. However, most
learners in theory classes do not reflect on their learning sufficiently to support
consolidation of learning and planning for future learning.
The majority of learners develop independent learning skills and become more
confident learners overall, through classroom and practical based activities. They work
at their own pace, developing their level of ability well, and improve their confidence.
Learners make good progress, producing high quality work and develop a range of
appropriate academic and vocational skills.
How well do planning, teaching and the use of resources ensure effective
learning?
Most teaching staff plan lessons well and embed the development of vocational,
essential and employability skills effectively. They plan learning activities to build on the
experiences and outcomes of Curriculum for Excellence.
8
Almost all staff apply current professional and subject knowledge effectively in lessons.
They update their skills on a regular basis through Continuous Professional
Development (CPD) activity. However, on many occasions, staff miss opportunities to
extend the range of teaching approaches used. Almost half the teaching staff do not
use the VLE to support learning well. In almost a third of the lessons, staff do not use a
sufficiently wide range of teaching approaches and questioning techniques to fully
promote reflection and learning.
Staff and learner relationships are mutually respectful and encourage learners to attain
their full potential. Staff build trust and confidence which contributes to successful
learning. Almost all teaching staff establish and promote high standards of behaviour
and encourage high quality contributions and standards of work. They help the learners
to develop attributes for employability and raise their aspirations. Classrooms and
practical areas are well equipped with industry-standard equipment and resources that
support and enhance the motivation of learners.
Staff plan for and embed sustainability and environmental awareness in the delivery of
learning activities and in the management of resources.
How well is assessment used to promote effective learning?
Staff plan and schedule assessments well. Teaching staff ensure that learners are well
informed about assessment dates and that assessment matches the content of the
programme. Teaching staff provide positive and constructive on-going feedback in
class. This supports learners to develop their skills and keeps them fully aware of their
progress, promoting learning and affirming achievement.
The college has appropriate assessment arrangements in place for learners with
additional support needs and learners are aware of the support available. Teaching
staff modify assessments to meet the needs of individual learners with additional
barriers to learning.
How well are potential and current learners provided with information, advice and
support?
Staff provide learners with appropriate support prior to entry to their programmes. Staff
interview almost all full-time learners and ensure they are placed on the appropriate
programme. The college makes appropriate arrangements to customise programmes
to accommodate learners’ individual needs.
The college has developed and implemented a range of effective guidance approaches
based on a record of achievement. The learners’ attainment and progression is
described in terms of the skills they have developed. The college uses the capacities of
Curriculum for Excellence to enable learners to track their progress in learning. The
record of achievement is used effectively by teaching staff to plan appropriate learning
and to support the setting of goals and targets with learners.
Teaching staff meet regularly with individual learners and provide them with high quality
advice and guidance on career and further learning options. They discuss progress,
provide support and access specialist services if required. All teaching and support staff
9
provide a comprehensive service to support learning and the learners acknowledge the
quality of this support. Learners access a range of services to support their individual
needs.
How well does the college sustain continuous enhancement of learning and
teaching through self-evaluation and internal review activities?
The college has strong links with employers and works in partnership with
representatives of key local industries to inform programme planning and review. This
helps to ensure that qualifications are current and are meeting industry needs while
preparing learners for sustained and meaningful employment.
All learners are confident in providing their views and reflections on their learning
through a range of mechanisms including on-going unit evaluation. The approaches
used in collecting reflections and feedback are innovative and engage learners
effectively. Learners regularly contribute to the self-evaluation and internal review
process. They contribute to improvements through a range of approaches which inform
future planning and delivery of support services and learning and teaching. Almost all
staff and learners engage in an evolving self-evaluation reporting process that identifies
actions for improvement. Actions are monitored by Curriculum Leaders and senior
managers. However, staff do not sufficiently analyse data in self-evaluation processes,
limiting its effectiveness.
On-going discussion with learners and development of teaching practice are effective in
identifying action which lead to the improvement of the learner experience.
10
6.
How well are learners engaged in enhancing their own learning
and the work and life of the college?
How well do learners engage in enhancing their own learning?
All learners have positive and supportive relationships with staff and feel able to
influence their college experience. Learner engagement is supported well by the
college. Almost all learners actively contribute to planning and shaping their own
learning. They exercise choice about learning activities, plan projects and practical work
and influence the pace and sequencing of their learning.
All full-time learners have regular review discussions with a tutor and use these
sessions to update personal learning plans. Departments have adapted these plans
well to meet the needs of their learners appropriately. Most learners find these
approaches help them to set and monitor their learning goals and to see their progress.
Staff use a range of effective and engaging evaluation tools, such as stop, start,
continue, to encourage learners to provide feedback about learning and teaching
approaches. Learners respond well to these and staff act promptly to take on board
learner feedback and address any issues.
Almost all FE programmes have a student representative who has received training
provided through a student participation in quality scotland (sparqs) trainer. Student
representatives attend course review meetings and influence learning and teaching
through their contributions. Learners’ views are taken seriously by staff and used well to
inform action-planning for improvement. Actions that staff have taken as a result of
learner feedback include changes to programme structure and timing, learning
resources and teaching methods. However, arrangements for student representatives
to feedback to their peers from course review and other meetings are inconsistent and
not yet fully operative. As a result, most FE learners are unaware of the work being
carried out by their representatives.
How well do learners engage in enhancing the work and life of the college?
The college has put in place a Student Representative Forum, which takes account of
how learners felt their views should be represented. The forum is well supported by
senior management, meets regularly and all student representatives are invited to
attend. However, the forum is not yet fully effective in providing a coherent focus for
engaging learners in enhancing the life and work of the college. Topics discussed at the
forum meetings focus on operational issues and are often reactive.
The recently-appointed Learner Engagement Officer has been effective in promoting
opportunities for learners to engage more widely. Learners value this development
highly and, as a result, there is a developing culture of wider engagement at college
level.
Recent actions taken by staff as a result of learners’ feedback include the installation of
a bicycle shed and provision of additional space in the art and design teaching area.
Representatives have also been consulted on proposed changes to the college
reception area and the cafeteria. The college has an FE learner representative on all of
11
its committees, including the College Management Council. However, there is lack of
clarity about the representative’s role and this is currently limiting their contributions.
A popular fortnightly college newsletter for staff and learners provides comprehensive
and engaging information about current college events, opportunities and celebrations
of recent learner achievements. The college has recently established a popular and
regularly updated Facebook presence to provide an additional channel for
communication and engagement.
Recent activities to which learners have contributed include a sustainability week, with
clothing and book swaps and sustainable cookery demonstrations; support for national
charities, including Ramp up the Red for the British Heart Foundation and a sponsored
walk and Treadmill Challenge for Sport Relief. These activities are effective in
developing learners’ citizenship skills and the capacities of Curriculum for Excellence.
12
7.
How well is the college led and how well is it enhancing the
quality of its services for learners and other stakeholders?
The college’s mission to ensure that learners realise their potential, and provide the
educational support to help them achieve that potential is supported well by clear aims
and objectives contained within the Strategic and Operational Plan 2013-16. The
principal, senior management team, Chair, and College Management Council work
effectively together to provide clear direction for the curriculum and the college’s
on-going development.
The Strategic and Operational Plan 2013-16 takes good account of the UHI Regional
Outcome Agreement, Scottish Government priorities, and Orkney Islands Council
objectives. College operational targets are clear and align well with strategic objectives.
Almost all objectives contained within the plan are either achieved or good progress is
being made towards their achievement.
The senior management team provides visible and supportive leadership and
communicates college aims clearly to staff and learners. All staff are involved in the
development of college aims and objectives, understand them clearly, and are
committed to their achievement.
Senior managers are empowered, lead the curriculum well and take good account of
local demand when planning the range and level of programmes. The college’s
learning, teaching, and assessment strategy, based on the principles of Curriculum for
Excellence, provides clear and well-considered priorities for the delivery of learning and
teaching and learner engagement. It has been instrumental in supporting the
development of a clear focus on learners and on learning and teaching.
Team leadership within curriculum areas is strong and Curriculum Leaders and staff
take responsibility for decision-making and evaluating the quality of learning and
teaching. Managers have a strong sense of ownership of their areas of responsibility
and they are encouraged to be creative in their plans to enhance learning and teaching.
CPD for learning and teaching is well planned. All teaching staff identify their individual
training needs which informs the range of CPD on offer. New teaching staff undertake a
well-planned induction to learning and teaching. The practice and pedagogy forum is
used well by staff to showcase approaches to learning and teaching and to engage staff
in regular professional dialogue. Staff welcome the opportunity to reflect with their
peers and develop a shared understanding of new ways of working. Teaching staff
know their learners well, and are committed to their success. They support learners
well to achieve their learning goals.
Senior managers provide highly effective leadership for college support services.
Strong working relationships between staff in curriculum and support areas lead to
well-planned and accessible provision of services to learners. Staff work well together
in their teams and across functions to support learners and respond to individual needs.
The college has in place appropriate links to external agencies to provide specialist
support for learners where required. Staff in support areas engage well in a recently
introduced self-evaluation process and make effective use of learner feedback which
13
supports action-planning and leads to improvements. For example, the finance team
are now more visible to learners, short course provision is more effectively planned to
support work placements for learners, and key information about college support
services is more accessible on the college website.
College senior staff work together effectively to lead and develop a culture of quality
improvement. They place emphasis on the importance of learning and teaching and
learner success. Professional reflection by staff is focused on improving the learner
experience. All staff are very committed to a culture of quality improvement. Most staff
engage well in review and evaluation of the learning experience within their teams.
However, self-evaluation reporting is not yet consistent across all curriculum areas and
does not include sufficient analysis of data. As a small college, staff also engage in
informal discussions with their peers and with learners, and this on-going real-time focus
on quality improvement is leading to improvements in programmes.
Staff reflect on learning and teaching using a variety of methods including a supportive
voluntary peer observation process. Where this is in place it is working well. Currently,
peer observation is not yet fully integrated into all curriculum areas which limits the
sharing of good practice in learning and teaching. The college is aware of the issues in
the few areas where successful completion rates are not as high as the rest of the
college. Managers have, in all instances, taken steps which are leading to
improvement.
Learners are represented on all key college committees, and their views are welcomed
and acted upon by the college. Learners engage well in on-going quality improvement
and their views are gathered by staff using a range of approaches. The stop start
continue initiative is particularly effective in supporting learners to identify what is
working well and what could be improved.
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8.
How extensive and effective are college partnerships with
communities, other learning providers, employers and agencies?
How extensive and effective are college partnerships with communities, other
learning providers, employers and other agencies?
The college maintains very strong links with a range of key strategic partners through
Orkney Islands Council, including Skills Development Scotland, local secondary schools
and employers. These partnerships are enhancing opportunities for potential learners
to engage with the college.
Senior managers engage very effectively with local headteachers from across the
islands to jointly plan provision to support transition and the senior phase of Curriculum
for Excellence.
All vocational curriculum areas have Advisory Boards of employers which support the
planning of appropriate and relevant provision to meet local training needs. Effective
working relationships with an extensive range of local employers support learners in
accessing work placements.
The college works well in partnership with a range of external agencies to plan and
deliver provision which meets the need of specific learner groups. For example,
learners with profound and complex needs access Pathways to Independence provision
through referral from a number of organisations including schools and St Colm’s Day
Service, and their attendance at college is supported by Orkney Health & Care staff.
Innovative partnership working between the college and Highlands and Islands Airports
Limited (HIAL) Fire Service has resulted in the establishment of a shared facility for fire
safety training. This has considerably enhanced access to mandatory industry standard
training for local employees through joint delivery between HIAL and college staff.
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9.
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 an example
worthy of dissemination.
9.1 Excellent practice in recording achievement, attainment and progress
The college has developed an innovative tool for recording learner achievement,
attainment and progress, which reflects the approach to reporting progress used within
Curriculum for Excellence (Developing; Consolidating; Secure). The tool concentrates
primarily on the development of a learner’s skills rather than the recording of completed
units. Working together, staff and learners identify a set of vocationally-contextualised
skills for life, learning and work and these are added to the learner’s record. Learners
then track their progress towards secure attainment of each skill during regular reviews
with their tutor.
The record also reflects learners’ unit attainment and, importantly, their wider
achievements for example, through work experience. There is also space on the record
for learners to complete a personal analysis of their learning using the stop, start,
continue methodology and to set personal learning goals as a result. Across the
college, the tool has been adapted very effectively to suit the needs of different learners.
Staff used learner feedback well to identify the most useful format to support useful
discussion and reflection. For example, digital media learners use an online version
and learners whose learning needs are more complex use a visual, mind map version.
Learners find these approaches help them to set and monitor their learning goals and to
see their overall progress and they engage well with them. The tailored approach gives
them ownership of their own progress and helps them to be more fully aware of their
skills development. Having this tool has supported useful and focused discussion of
progress, and helped learners to be clearer about their priorities. The tool is also simple
and clear enough to facilitate thoughtful discussion about progress rather than use too
much time recording detail. The well-structured personal guidance and higher levels of
motivation resulting from the use of this tool have helped learners to have greater
ownership of their learning and has contributed to success.
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10.
What is an overarching judgement?
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 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
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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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.
Dr John Laird
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.orkney.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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13. How can you contact us?
This report has been produced as a web-only publication and is available on our
website at www.educationscotland.gov.uk. If you would like to receive this report in a
different format, for example, in a translation please contact the administration team on
01506 600381.
If you want to give us feedback or make a complaint about our work, please contact us
by telephone on 0141 282 5000, or e-mail: complaints@educationscotland.gsi.gov.uk or
write to us addressing your letter to The Complaints Manager, Denholm House,
Almondvale Business Park, Livingston, EH54 6GA.
Text phone users can contact us on 01506 600236. This is a service for deaf users.
Please do not use this number for voice calls as the line will not connect you to a
member of staff.
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
Crown Copyright 2014
Education Scotland
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Appendix 1
Glossary of terms
CPD
FE
HE
HIAL
HNC
PI
QAA
QI
SCQF
SFC
sparqs
UHI
VLE
Continuous Professional Development
Further Education
Higher Education
Highlands and Islands Airports Limited
Higher National Certificate
Performance Indicator
Quality Assurance Agency
Quality Indicator
Scottish Credit and Qualifications Framework
Scottish Funding Council
student participation in quality scotland
University of the Highlands and Islands
Virtual Learning Environment
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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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