West Highland College UHI
25 April 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 Highlands 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) level 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
10 February 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 an 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, members
of the Board of Management, employers, external agencies and other users of the
college.
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2. The college and its context
In carrying out the external review of West Highland College UHI, Education Scotland
took the following college context fully into account.
West Highland College UHI was formed in 2010 as a result of the merger between
Lochaber College and Skye and Wester Ross College. The college is a company
limited by guarantee with charitable status and achieved fundable body status in August
2012. It is not incorporated.
The college provides tertiary education to meet the needs of learners, communities, and
businesses in Lochaber, Skye, and Wester Ross. The college catchment area covers a
sixth of Scotland’s landmass and includes a high proportion of rural and remote
communities. West Highland College UHI is the main Post-16 learning provider in the
region, serving approximately 40,000 people. It is an academic partner within the
University of the Highlands and Islands.
The majority of college staff are employed part-time and are dispersed across multiple
remote rural locations. The college uses technology to overcome distance and deliver
programmes to learners in remote and rural communities.
The college has invested in and expanded its estate to operate from ten locations, with
new centres in Auchtertyre, Broadford, Ullapool, Gairloch, and Portree (opened in
August 2013). The curriculum portfolio includes a range of Further Education (FE)
programmes from levels 3-6 within the Scottish Credit and Qualifications Framework
(SCQF).
In 2012-13 the college’s contracted level of activity from the SFC for non-advanced
programmes was 6,238 weighted student units of measurement (WSUM). Full-time FE
represents 53% of WSUMs and 8% of enrolments. Part-time FE represents 47% of
WSUMs and 92% of enrolments.
The college’s operating budget is approximately £3.5 million, with SFC grants
accounting for about 65% or £2.3 million of the total.
2
3.
Outcomes of External Review
Judgement of Effectiveness
Section A: Overarching judgement
West 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 majority of learners complete their programmes successfully and gain relevant
qualifications. Full–time and part-time FE attainment rates have improved over the
last three years and are significantly better than sector performance levels. The
college has recently increased the range of progression opportunities to meet the
needs of learners, stakeholders and employers. Most learners achieve a range of
essential and employability skills. Many learners achieve more widely and gain
additional skills through engagement in volunteering, fund-raising and
community-related projects. Learners are very satisfied with their college
experience.
Learning and teaching processes
College programmes provide a positive experience for learners. Learners from a
wide geographical area gain useful knowledge and skills to enter employment or
further study. Almost all learners are well-motivated, engage productively in lesson
activities, and develop independent learning skills. Most teaching staff use their
industry and vocational knowledge well to make learning relevant. However, in a
few classes teaching staff do not encourage learner reflection or provide
differentiated activities for learners at different ability levels. Technical issues with
information and communications technology (ICT) can reduce the quality of
learning. Effective quality processes have resulted in improvements in
programmes, however reflection by teaching staff on the quality of learning and
teaching is not yet fully developed.
3
Learner engagement
The college has made significant progress in developing and promoting learner
engagement. All learners feel welcome and are able to influence their college
experience for the better. They work well together to develop their learning
skills and a positive ethos is maintained through mutual respect between
learners and staff. Almost all full-time programmes now have a class
representative. However, class representatives have not yet received training
on how to carry out their role. The college gathers learner views systematically
and is responsive to feedback. A student association has recently been
established and a student president and executive are now in place. However,
the work of the student association is at an early stage and would benefit from
increased levels of support to enhance its impact on learner engagement.
Many learners across the college are involved in charity fund-raising and other
activities which enhance their learning and the reputation of the college.
Leadership and Quality Culture
The college’s strategic plan aligns well with SFC and Scottish Government priorities
and supports well a clear vision to provide high quality education and training. The
Board of Management works closely with the principal and senior staff to set an
appropriate strategic direction. The college continues to develop an emerging
quality culture, and staff are committed to improving the learner experience.
However, arrangements to improve the standard of learning and teaching, including
the use of technology for remote learning, access to appropriate continuing
professional development (CPD), and induction of new teaching staff are not yet
sufficiently developed. ICT infrastructure in dispersed locations does not fully
support the remote delivery model for learning and teaching. The college has yet
to deliver appropriate safeguarding training to one third of staff.
Section C:
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Areas of positive practice
Full-time FE further withdrawal has improved significantly over the last three years.
Attainment of learners on full-time FE programmes is significantly better than the
national sector performance level.
The college has increased its range and levels of programmes to improve access
and progression opportunities for learners in rural and remote communities.
The majority of FE learners who complete their programmes progress to further
study or gain employment.
The college works well with local secondary schools and delivers successful
school/college partnership provision.
Most teaching staff plan lessons well to ensure learning is engaging and interesting
and takes account of the needs of learners.
Learners work well together and cooperative learning is used well to develop
personal learning skills.
Positive and respectful relationships between learners and staff contribute to a
relaxed environment for purposeful learning.
4
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Assessment is planned effectively and learners are informed well about assessment
activities.
The college values learner input highly and significant progress has been made in
learner engagement.
The principal, senior management team, and Board work effectively to provide clear
vision and direction for the college.
Staff are highly committed to the development of the college and clearly understand
strategic aims.
Curriculum Managers lead their teams well and their role is significantly enhanced
through effective liaison with the network of learning centre managers.
College support services are led well and team working is strong, leading to
effective planning of service delivery.
The leadership forum effectively supports distributed leadership and
decision-making.
The college also makes very good use of local partner intelligence provided by
Community Engagement Groups (CEG).
Section D:





Areas for development
Technical issues with the use of video-conferencing facilities and access to the
virtual learning environment (VLE) often cause disruption to the learning process
and disengage learners.
Class representatives have not yet received training on how to carry out their role.
Arrangements to improve the standard of learning and teaching, including the use of
technology for remote learning, access to and uptake of appropriate CPD, and
induction of new teaching staff are not yet sufficiently developed.
Approximately a third of staff have yet to complete appropriate training in
safeguarding. In addition, not all staff have received an appropriate Protection of
Vulnerable Groups (PVG) disclosure prior to commencing employment.
Self-evaluation reports do not yet focus sufficiently on learning and teaching.
Section E:
Main points for action

The college should ensure that all staff engage in appropriate CPD activities
to support improvement of learning and teaching.

The college should ensure that all new and existing staff undertake mandatory
safeguarding training promptly and that all staff have undergone PVG
registration prior to commencing teaching.

The college should provide appropriate ICT infrastructure to support its model
of remote delivery of learning and teaching.
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?
Full-time FE further withdrawal rates have improved significantly over the last three
years. However, full-time FE early withdrawal rates have increased over the last three
years and is now higher than the national sector performance level. Part-time FE early
and further withdrawal rates have remained low for the last three years and are 2%
better than the national sector performance level.
Attainment of learners on full-time FE programmes has improved by 14% over the last
three years and is now 74%, which is significantly better than the national sector
performance level. A further 9% completed their programmes with partial success.
Attainment of part-time FE learners has improved by 8% and now sits at 88%, which is
above the national sector performance level. A further 6% of part-time learners
completed with partial success.
The majority of FE learners who complete their programme progress to further study or
gain employment.
How well do programmes and services meet learners needs?
The college offers a wide range of programmes at different levels and through a range
of modes of delivery which reflect well the needs of learners, local communities and
employers. The college has increased the range of progression opportunities within its
portfolio and new programmes have been made available through remote delivery
across all of the college’s dispersed learning centres. The college works well with local
secondary schools and delivers substantial school/college partnership provision which
accounts for around 20% of college activity. Increased use of ICT to deliver
programmes has improved access to learning for learners in remote and isolated
communities. The introduction of networked delivery of full-time programmes in Access
to Higher Education and NC Early Education and Childcare is enabling learners across
remote locations to learn collaboratively.
Productive engagement with local partners through CEG is resulting in improvements to
programme design, transition arrangements and progression routes. Learning Centre
Managers provide appropriate access to information, advice and support for learners,
and direct learners to specialist support as required. Support staff deliver useful
roadshows which promote the range of learner support services available and provide
helpful information and access to services for learners in outlying learning centres.
Learners are very satisfied with their college experience.
How well do learners make progress, attain qualifications and achieve more
widely?
Most learners achieve their programme aims and progress to further learning or into
employment. Overall, there are good and improving levels of learner progression from
part-time and full-time programmes. Most learners achieve a range of wider skills and
develop useful essential and employability skills through work placements. Overall,
6
learners attain well in relation to core skills of communication, numeracy, and ICT. In
most programmes the delivery of core skills is contextualised to the vocational area. In
maritime studies for example, learner achievement of wider skills is very well embedded
into curriculum delivery, pastoral care arrangements, and assessment.
Many learners achieve more widely and gain additional skills through engagement in
volunteering, fund-raising and community-related projects which develop essential skills
and promote wider achievement. For example, Certificate in Rural Skills learners assist
with the reconstruction of pathways for the National Trust in the local area, and learners
on special programmes are involved in raising funds for the Portree lifeboat.
Some learners achieve additional qualifications during their programmes which enhance
their employability and citizenship skills. A few programme areas enter learners for
national awards and competitions. For example, learners on music programmes
participate in a ‘Battle of the Bands’ contest in conjunction with partner colleges within
the UHI network, and school pupils take part in Young Chef competitions.
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?
Programmes are designed appropriately to meet the needs of learners from a range of
backgrounds and circumstances. Staff provide good levels of personal support for
individuals with different levels of ability. However, the majority of FE programme teams
do not to use the VLE to enhance learning or as a resource to communicate between
learners and staff.
In most curriculum areas, equality and diversity is promoted well by staff and included
within class topics. For example, in the Early Education and Childcare programme
issues of gender and disability are explored. However, in a few classes, teaching staff
do not take opportunities to promote equality and diversity through classroom activities
or learning materials.
Staff embed essential skills and elements of core skills effectively into many college
programmes. For example, in the Skills for Work: Crofting Skills programme, staff
carefully incorporate elements of employability, citizenship, health and wellbeing, team
building, problem solving, and sustainability.
The college provides good access to learning for learners from geographically remote
locations through its delivery of programmes in local learning centres and an increasing
use of technology such as video-conferencing and the VLE. This is enabling learners
who would otherwise have difficulty in accessing learning to continue their studies within
their communities.
How well do learners learn?
Almost all learners are well-motivated and engage productively in lesson activities.
Most learners who use video-conferencing join in with discussions but some are not
proactive in contributing answers. Learners work well together in pairs and groups and
cooperative learning is used well by learners to develop personal learning skills and
knowledge in class activities. Most learners use a range of learning resources
effectively to enhance their learning. In practical classes, they use specialist equipment
and tools safely and confidently. Most learners develop good independent learning
skills through project and research activities and are skilled in using online resources to
support these. The majority of learners make good progress, improve their confidence,
produce 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 to ensure learning is engaging and interesting and
takes account of the needs of learners. The majority of teaching staff use their
vocational knowledge and industry experience well to make lessons relevant and to
develop the employability skills of learners. However, in a few classes teaching staff do
8
not encourage learners to reflect on their own learning and do not provide sufficiently
differentiated activities to accommodate the range of learner skill levels.
Positive and respectful relationships between and among learners and staff contribute
to a relaxed environment for purposeful learning. Overall, the physical environment for
learning is very good with modern classrooms and learning resources. However, in
some teaching areas, such as the multi-purpose workshop for construction skills in the
Portree centre, limited space is constraining learning activities. Technical issues in
relation to the use of video-conferencing equipment and access to the VLE often causes
disruption to the learning process which disengages learners.
Teaching staff convey well to learners the standards and expectations for working in
industry. However, in the majority of lessons, teaching staff do not sufficiently
encourage learners to take responsibility for their own learning.
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. They have a good understanding of the standards
expected of them. Most learners are prepared well for formal assessment activities by
teaching staff.
Teaching staff give learners detailed and helpful written and oral feedback on
assessments which helps learners to reflect on their progress and further improve their
standard of coursework. They make good use of assessments to promote learning
during class activities. In the majority of classes, teaching staff use questioning
techniques effectively to check learner understanding and provide instant feedback on
what learners need to do to improve or extend their knowledge. They use individual and
group feedback positively to encourage learners and affirm achievement.
There are suitable support arrangements in place to assist learners with additional
support needs to engage in assessment processes and overall, these work well.
However, arrangements to provide support for assessment are not applied consistently
across all centres and as a consequence some learners are being disadvantaged.
How well are potential and current learners provided with information, advice and
support?
Learners are provided with clear and accurate information about programme
requirements and college life prior to starting their studies. The college makes effective
use of open days, school parents’ evenings, and web-based information to promote
programmes and ensure potential learners are provided with appropriate advice and
information to make an informed choice. Most learners are interviewed prior to being
offered a place and given helpful information about available support. Staff deliver a
well-planned induction programme to new learners.
Programme leaders are enabled to choose guidance and tutorial approaches which
best suit the needs of their learners. As a result, teaching staff use a range of activities
and approaches to provide learners with curricular and vocational guidance. For
example, in some programmes teaching staff deliver SQA guidance units while in
9
others, learners keep a log book of their progress which they discuss regularly with their
tutor.
Most learners receive good levels of support through on-going informal conversations
with their teachers during class activities. All full-time learners take part in scheduled,
structured tutorials three times a year when they discuss their progress and set new
learning goals. Learners in more remote learning centres are provided with first-level
guidance and additional support through learning centre managers. Further support is
readily available and is accessed by learners through video-conference links to central
support staff. Learners with additional support needs have access to a range of
assistive technologies and additional support arrangements to enhance learning.
How well does the college sustain continuous enhancement of learning and
teaching through self-evaluation and internal review activities?
The views of learners and class representatives are used well by staff to inform
programme team meetings and self-evaluation reports. Learners have good
opportunities to influence and enhance the quality of the learning experience.
Programme leaders and teaching staff use the Annual Course Evaluation reports well to
analyse and evaluate programmes. They use a range of evidence, including the
analysis of programme performance indicators to evaluate the quality of programme
provision. In all reports, staff identify appropriate actions for improvement. However,
most programme teams focus mostly on practical or planning issues rather than
learning and teaching approaches.
The college has recently reviewed its arrangements to support staff to reflect on the
quality of learning and teaching and has introduced a voluntary peer observation
process and more formal process of lesson observation supported by a college
Learning and Teaching Development Mentor. These arrangements are in the very early
stages of implementation and it is too early to assess the impact on improving the
quality of learning and teaching.
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?
The college places high importance on establishing positive learner engagement
and has recently implemented a number of initiatives to support this. Although
many of these initiatives are at a relatively early stage of development, the college
has made significant progress in learner engagement.
All learners feel welcome in the college. Most interact confidently with staff and all feel
able to influence their college experience for the better. Mutual respect between
learners and staff helps to maintain this positive ethos. Within classes, learners work
well together. They take part in group work and collaborate effectively to develop their
learning skills and knowledge. Within most classes learners exercise choice about their
learning and in a few subject areas, help to plan learning, for example in art and design,
hospitality and music composition.
Within most classes, learners are able to participate in open discussion about how
to do things better. There are examples of learner feedback resulting in changes
within programmes, such as learning and teaching methods, programme design,
improved progression opportunities, and blended learning approaches. The
learning centre managers are very helpful to learners and encourage them to
express their views about their college experience. However, not all learners take
opportunities to enhance their own learning in the classroom. For example some
learners who rely on video conferencing for their learning do not always feel
included in class activities or discussions and as a consequence do not engage fully
in their learning.
In the past year, the college has taken appropriate steps to ensure that each
full-time programme has a class representative who contributes to programme team
meetings, including programmes in remote locations. However, class
representatives have not yet received training on how to carry out their role, which
is limiting their effectiveness in representing learner views and contribution to
planning for improvement.
How well do learners engage in enhancing the work and life of the college?
The college Learner Engagement Strategy is clear and comprehensive, and many
of the strategy’s aims have already been overtaken. However, further work is
required to ensure that all learners, including those studying part-time, contribute
fully to enhancing their learning or the life and work of the college.
Learners complete college-wide surveys three times a year which are analysed
comprehensively, both at programme and college levels. Learner feedback
indicates high learner satisfaction levels in relation to college services. In response
to feedback, the college has identified appropriate actions for improvement which
are communicated effectively to learners through ‘you said we will do’ posters.
Within the past year, the college has established a Students’ Association and appointed
a part-time president and executive officers. The association is supported well by staff
11
members and learners are now represented on the Board of Management and other
key college committees. The student president is working hard to establish the
Students’ Association presence across all centres and to identify ways of gathering
learner views from all college sites. Class representative forums have been established
which will meet regularly. Feedback from learners has already resulted in
improvements to college premises and has generated ideas for future cross-college
events. However, the Students’ Association is at an early stage of development and
would benefit from increased levels of support, in order to enhance its impact on learner
engagement.
Within many programmes, learners enhance the work and life of the college
through activities with external agencies such as primary schools, local employers
and through taking part in local and national competitions. This is enhancing the
college’s reputation within the communities it serves and is providing opportunities
for learners to develop wider skills for learning and work. Many learners are
involved in charity fund-raising, for example for the graduation ball. The college
uses its facebook page well to promote social opportunities, celebrate achievement
and encourage participation in college life.
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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 understands clearly the needs of the communities it serves. The principal,
senior management team and Board work effectively to provide clear vision and
direction for the college and to support its continuing development. Appropriate aims
are in place to deliver the college’s vision of ‘excellence in learning, training, and
support for all students, businesses, and rural communities’ and the recently developed
strategic plan 2013-16 contains well-considered objectives in support of the college
mission of making a ‘transformational impact on the region, its people, and
communities’.
The strategic plan aligns well with SFC targets, the UHI regional outcome agreement,
Scottish Government priorities, and Highland Council strategic objectives. College
operational targets for 2013-14 are clear and comprehensive and align well with
strategic aims. Almost all targets in the previous operational plan for 2012-13 have
been achieved with the remainder well on the way to completion. Aspirational targets
for both retention and attainment have been identified to support continued
improvements in curriculum performance.
Staff are highly committed to the development of the college and have a clear
understanding of its strategic aims. The college’s strategy ‘excellence for all
2011-14’ outlines clear priorities for the delivery of learning and teaching. However,
arrangements to improve learning and teaching are not yet sufficiently developed.
The college recognises the need to refresh its strategy in this area and plans are in
place to take this forward from March 2014.
College curriculum planning processes take good account of local demand to
determine the range and delivery modes of programmes. However, curriculum
growth is limited in some centres by insufficient accommodation to provide
additional classes. This has the impact of restricting a wider range of progression
routes for learners locally.
Curriculum managers lead their teams well. They meet regularly with staff to share
information and address issues affecting programme delivery. Their role in delivering
across multiple remote locations is significantly enhanced through effective liaison with
the network of learning centre managers who provide local intelligence regarding
curriculum demand and offer effective support for learners.
Staff make good use of a range of CPD activities to support their professional and
vocational skills. However arrangements to improve the standard of learning and
teaching, including the use of technology for remote learning; access to and uptake
of appropriate CPD; and induction of new teaching staff are not yet sufficiently
developed. College managers are aware of this and plans are in place to make
further progress.
Currently, approximately a third of staff have not yet completed appropriate training
in safeguarding. In addition, not all staff had received an appropriate PVG
disclosure prior to commencing employment.
13
Staff and managers are actively involved in regular evaluation of programmes using
a variety of helpful methods including annual course evaluation, curriculum review,
and course team meetings. Programmes are planned and adjusted in response to
actions identified, and in some cases programme redesign is leading to
improvements in retention and attainment.
College managers lead support services well and team working is strong, resulting in
effective planning of service delivery. Learners in almost all centres have appropriate
access to services to support learning. However the range of services available in a few
remote centres is not always sufficient to support all learners.
The recently established leadership forum allows support managers to meet regularly
with their teaching colleagues and share ideas and jointly problem solve. More effective
communication between support services and curriculum areas has improved joint
action-planning for improvement. Managers now take ownership of key operational
decisions and although at an early stage, this is a positive development in distributed
leadership. However, the curriculum on offer is constrained by insufficient and
unreliable ICT infrastructure in remote locations.
The college has made significant progress over a short period of time in developing a
stronger focus on quality. Arrangements for assuring and monitoring quality are led
well. College senior staff work effectively to continue the on-going development of a
culture of quality improvement and professional reflection amongst staff. Staff across
the college are committed to improving the learner experience and most staff contribute
well to quality processes. Increasingly learner feedback is sought and acted upon. The
introduction of well-considered self-evaluation arrangements is being led well by
managers and has increased the focus on action-planning for improvement within
curriculum teams and support areas. Overall, appropriate actions are identified to
improve the learning experience. However, measurement of impact of actions taken is
at an early stage. Self-evaluation reports do not yet focus sufficiently on learning and
teaching which is limiting the college’s ability to action plan for improvement.
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8.
How extensive and effective are college partnerships with
communities, other learning providers, employers and agencies?
The college works very effectively with a range of external agencies across the region.
The principal maintains close links to key partners such as Skills Development Scotland
(SDS), local secondary head teachers, Highlands Council, Highlands and Islands
Enterprise, and a range of employers. Opportunities for learners to engage locally in
learning within the region are significantly enhanced as a result. The college works
effectively with local secondary schools across the region and supports well transition
and participation in vocational education for school age learners. As a result, the
college contribution is valued by local and area partner organisations.
The college makes very good use of intelligence provided by local representatives from
schools, employers, youth workers, SDS, Highland Council, and other community
groups to each of the college’s Community Engagement Groups. The college’s
effective use of feedback from key partners is helping to shape the curriculum, and
ensure the sustainability and vibrancy of local communities through engagement in
learning.
The use of recently introduced local industry advisory groups is providing a very useful
mechanism to engage with local employers and anticipate and plan future provision to
meet local demand. The college has effective partnerships in place with local
employers to extend opportunities for learning to their staff. For example, an innovative
project between the college and the Underwater Centre has resulted in SCQF credit
rating and levelling of a bespoke programme for remotely operated vehicles used to
meet the needs of the local economy.
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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 examples
worthy of dissemination.
9.1 Engagement with local communities
West Highland College UHI has established a network of ten learning centres across a
wide geographic area to meet the needs of the dispersed rural communities it serves
and to address the traditionally low uptake of further education in the West Highlands.
In order to ensure college provision meets the needs of local communities, the college
established CEG to support and guide the work of each of its ten learning centres.
The college draws CEG membership from a range of sectors, including local schools,
public sector organisations, SDS, local businesses, voluntary groups, churches, college
learners, and staff. CEG members provide useful stakeholder feedback on curriculum
arrangements and developments in relation to each learning centre. Learning centre
managers and staff in each location, work hard to develop productive relationships with
local stakeholders through the CEG. This has resulted in strengthened partnership
working between local agencies, shared arrangements for funding support, and delivery
of training to local businesses and community organisations. Locally-devised and
delivered programmes are successfully encouraging and easing access to learning. As
a result, there are several examples of learners progressing to certificated programmes,
having started on community programmes supported by the CEG.
Due to the work of the CEG, the college is able to use partner intelligence to
continuously review and adjust the range of programmes available from each of its local
centres. The college’s approach to gathering and using local intelligence has
resonance with the work of many colleges who are working to ensure that widely varying
needs within regions are addressed.
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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 eternal 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.
Gill Ritchie
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.whc.uhi.ac.uk/front-page
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
http://www.educationscotland.gov.uk/inspectionandreview/reports/othersectors/collegere
views/WestHighlandCollegeFortWilliam.asp .
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
CEG
CPD
FE
HNC
HND
ICT
NC
PVG
QAA
QI
SCQF
SDS
SFC
SQA
UHI
VLE
WSUM
Community Engagement Groups
Continuing Professional Development
Further Education
Higher National Certificate
Higher National Diploma
Information and Communications Technology
National Certificate
Protection of Vulnerable Groups
Quality Assurance Agency for Higher Education
Quality Indicators
Scottish Certificate and Qualification Framework
Skills Development Scotland
Scottish Further and Higher Education Funding Council
Scottish Qualifications Authority
University of the Highland and Islands
Virtual Learning Environment
Weighted Student Units of Measurement
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Appendix 2
The Scottish Credit and Qualifications Framework
The Scottish Credit and Qualifications Framework brings together all Scottish
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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