Education Scotland
Inspection of private further education colleges and English language schools
Basil Paterson College
66 Queen Street
EDINBURGH
EH2 4NA
7 November 2012

The inspection process
This inspection report follows the quality framework for the Inspection arrangements for private further education colleges and English language schools in Scotland , April 2012 .
The inspection normally lasts for three days. Over the three-day period, the inspection team:
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engage learners;
• observe episodes of learning and teaching and provide feedback to each member of teaching staff or other learning facilitator on strengths and areas for further development;
• conduct interviews and undertake other activity required to determine the extent of concordance between documentary evidence and practice;
• evaluate evidence against the 11 reference quality indicators; and
• identify key strengths and areas for further development for the organisation.
Education Scotland is an approved educational oversight body authorised by the UK
Border Agency (UKBA) to inspect private further education colleges and English language schools in Scotland.
Inspections are arranged under three high-level questions which Education Scotland is adopting for evaluative purposes:
How well are learners progressing and achieving relevant, high quality outcomes?
How effective are the organisation’s learning and teaching processes?
How effective are the organisation’s leadership and quality culture?
Education Scotland inspections are designed to:
• support and promote quality enhancement in organisations to provide the best possible experience for the learner;
• provide information to UKBA, when required, on the quality of organisations and the learning experience they provide;
• provide an independent evaluation to assist organisations in informing prospective and current learners of the quality of the organisation’s programmes and services;
• evaluate organisations against the Education Scotland quality framework, March
2012; and
• complement organisation-led internal review and self-evaluation.
Inspection provides objective and reliable reports on the quality of education provision in schools and colleges, and by placing reports in the public domain, makes this information available to learners, Government and the wider community. Inspection takes account of the context of each individual school or college, and of how it evaluates its own performance and demonstrates its success.

The inspection of the school or college is from an educational perspective and provides limited inspection of other aspects; though inspectors will comment on any significant hazards or problems they encounter which have an adverse impact on learners. The inspection does not include:
(i) an exhaustive health and safety audit;
(ii) an in-depth examination of the structural condition of the school or college estate, its services or other physical features;
(iii) an investigation of the financial viability of the school or college or its accounting procedures; and
(iv) an in-depth investigation of the school’s or college’s compliance with employment law.
This report contains effectiveness statements that express the inspection team’s overall evaluation of learner progress and outcomes, learning and teaching processes and leadership and quality culture .
The report also uses the following terms to describe numbers and proportions: almost all over 90% most 75-90% more than a few 15-49% few up to 15%
Grades are awarded in THREE areas:
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Learner progress and outcomes
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Learning and teaching processes
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Leadership and quality culture
Inspectors use a 4-point grading scale:
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Very good – major strengths
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Good – strengths outweigh areas for further development
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Weak – some important areas for further development
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Unsatisfactory – major areas for further development

1. Introduction
The organisation and its context
The inspection
2. Effectiveness of the organisation
Strengths
Areas for further development
4. How well are learners progressing and achieving relevant, high quality outcomes?
5. How effective are the organisation’s learning and teaching processes?
6. How effective are the organisation’s leadership and quality culture?
8. How can you contact us?
Appendices
Glossary of terms
The Scottish Credit and Qualifications Framework
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10
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5
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11
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The organisation and its context
In carrying out the inspection of Basil Paterson College, Education Scotland took the following context fully into account.
Basil Paterson College is an autonomous college and was established in 1929. It became part of OISE Holdings Ltd., an international group of independent language schools, in 1997. Basil Paterson College has two main divisions, its school of English and the tutorial college. The college is an open examination centre for English language testing for both Cambridge and the International English Language Testing
System. It also provides the Certificate in Teaching English to Speakers of Other
Languages (CELTA).
Basil Paterson College is located in the centre of Edinburgh where it delivers a number of adult learning programmes. The college has a number of offices and classrooms of varying sizes. Learners have good access to a common room and well-resourced self-study area.
The college principal is responsible for all operations and is supported by a senior management team with specific responsibilities for various services. Within the school of English , learners study English as a foreign language (EFL), from elementary to exam preparation at higher levels. The tutorial college offers a range of qualifications in a variety of subjects at Scottish Credit and Qualifications Framework (SCQF) levels 5, 6 and 7. It is an approved Scottish Qualifications Authority (SQA) centre and offers qualifications from other nationally recognised awarding bodies. Subjects offered include modern languages, science, social sciences and accountancy.
Basil Paterson College has accreditation from the British Council, valid until March
2016, and the British Accreditation Council until 30 April 2014.
Basil Paterson College expects to have over 800 learners in 2012, with around two thirds of its learners coming from outwith the European Economic Area.
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The inspection
The inspection by Education Scotland took place during the week beginning
24 September 2012.
We examined learning and teaching and other important activities that impact on the learner experience. We evaluated these against learner progress and outcomes, learning and teaching processes and leadership and quality culture using the
11 reference quality indicators outlined in Inspection arrangements for private further education colleges and English language schools in Scotland, April 2012. We used information submitted in advance by the organisation to decide the scope of the inspection. The inspection team talked with learners and staff at all levels in the organisation.
The inspection included the school of English and the tutorial college . It did not cover the college’s CELTA programmes or open examination centre.
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The following are holistic judgements made by Education Scotland on the basis of the inspection activities which took place in September 2012. These judgements relate to learner progress and outcomes, learning and teaching processes and leadership and quality culture.
Basil Paterson College is effective:
• learners are progressing well and achieving relevant, high quality outcomes;
• the college has in place high quality learning and teaching processes; and
• the college has in place effective leadership for learning and teaching and quality culture.
Learner progress and outcomes
Learning and teaching processes
Leadership and quality culture good good good
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Strengths:
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Retention rates are high for learners on all programmes.
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The college provides relevant, flexible programmes that meet the needs of its
• learners well.
Learners make good progress from prior attainment and develop improved levels of spoken English and confidence.
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Learners are enthusiastic and well motivated.
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The college has well qualified and dedicated teaching staff.
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Learners are supported well by all staff, including an effective administration team.
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The college engages its learners and staff effectively in internal review activities and self-evaluation processes.
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The principal and senior managers communicate a clear vision for the direction of the college and its curriculum.
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Team working across the college is strong and effective and all staff are committed to improving the learning experience.
Areas for further development:
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The college should broaden the range of teaching approaches for all learners, including the use of information and communications technology (ICT) during lessons.
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The college should increase the pace of change for improving teaching in those areas of the college where it is less effective.
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The college should implement strategies to improve attainment rates for learners in areas where these are low.
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The college should evaluate learner progress, attainment and destinations more systematically.
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The college should continue to assess the impact of quality improvement activities.
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Learners are progressing well and achieving relevant, high quality outcomes.
Strengths outweigh areas for further development.
How effective is the organisation at achieving and maintaining high levels of retention, attainment and achievement for all learners?
Retention rates on all programmes are high. A number of learners within the school of
English undertake external examinations and most succeed. Learners undertaking programmes which do not involve formal examinations make good progress and their achievement is recorded, with reference to the Common European Framework of
Reference for Languages (CEFR).
Within the tutorial college , the majority of learners succeed when undertaking external examinations. Many learners who successfully complete their programmes progress onto higher education. The attainment rate for learners studying SQA Highers has improved over the last three years. However, attainment rates for learners sitting
A-level examinations vary greatly from year to year.
How well do programmes meet the needs of learners?
The college offers an appropriate range of programmes. Learners enrol on full or part-time programmes. Effective arrangements for initial assessments ensure that programmes meet learners’ needs and aspirations well. Within the school of English, the rolling general English programme is flexible and allows learners to study at an appropriate level and for a period of time that suits their individual circumstances. For many learners, the range of college programmes provides suitable pathways into further learning. All learners are very satisfied with the learning and support they experience when studying at college. The college embeds sustainability well into curriculum materials and promotes recycling effectively.
How well do learners make progress, attain qualifications and awards and achieve more widely?
All learners make good progress from prior learning. They develop skills in working with others. EFL learners gain confidence in their spoken English through wider engagement with learners and staff. On completion of their programme, they receive a college certificate recording the level of English language skill achieved, measured against CEFR. For learners who choose to complete external examinations, the majority succeed.
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The school of English provides good inter-cultural experiences, integrating effectively learners from different nationalities. Classes are enhanced by a well-planned social programme that enables learners to develop their language skills in less formal settings.
However, more than a few learners have limited opportunities to access these cultural exchanges and to develop wider skills for further study.
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The college has in place high quality learning and teaching processes. Strengths outweigh areas for further development.
How well do learners learn?
Almost all learners are engaged and well motivated in their learning. They participate purposefully in learning activities and make good progress during lessons. Most learners use resources including books and ICT well to support their learning. Learners also make effective use of smart phones and personal laptops to enhance their learning. The majority of learners are developing independent learning skills to support further study. They use computers effectively when undertaking research.
EFL learners learn in integrated class groups and share their experiences with learners from different nationalities. They develop their vocabulary well when working with other learners as part of project work. Most participate in the college’s varied social programme where they develop awareness of Scottish history and culture.
How well does teaching and the use of resources ensure effective learning?
Teaching staff are well qualified and use their subject knowledge well. They set high standards for learners and encourage them to continue learning outwith timetabled lessons. Most teaching staff use effective teaching methods and provide well paced and interactive lessons that encourage reflective learning. They incorporate peer learning well and employ effective questioning to check learners’ understanding and stimulate participation. However, the majority of teaching staff make insufficient use of
ICT and fail to incorporate this into lessons to support learning.
Almost all teaching staff adapt teaching arrangements well in response to learners’ needs. However, more than a few teaching staff use too limited a range of teaching approaches to meet the needs of all learners.
How effective is the context and planning for learning and teaching?
Positive and mutually respectful relationships exist between learners and staff, contributing to a relaxed and purposeful environment for learning. Overall, teaching staff plan lessons well to ensure that programme aims are met and most learners are actively involved in planning their programmes and learning activities. Learners make good use of a well-resourced self-study area. Many learners take part in an optional well-planned programme of external visits and cultural activities. This approach enhances their learning experience. However, more than a few staff choose teaching approaches which do not stimulate learners sufficiently and fail to encourage the development of independent learning and study skills.
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How well does the organisation use assessment to promote effective learning?
Teaching staff employ a variety of appropriate assessment approaches, including presentations, which enable learners to develop additional skills. Most teaching staff use ongoing assessment well during lessons to check learners’ understanding and progress. They prepare learners well for examinations. Teaching staff provide constructive feedback on homework and class assessments to develop learners’ understanding. Learners following EFL programmes complete weekly assessments and make good use of individual learning diaries to reflect on their progress. They set learning targets during effective weekly coaching sessions with class tutors. Where required, learners obtain additional help to support their learning.
How well does the organisation provide potential learners and learners with relevant information, guidance and support to enhance access, retention and learning?
Prior to commencing their studies, all learners receive accurate and useful information about the college and their programme through external agents, the college website or direct contact with staff. Staff interview all learners and assess EFL learners before and during enrolment, ensuring they are placed on a programme at an appropriate level.
Learners are very well supported by the administration team which provides practical and pastoral support during induction and throughout their programme. Weekly one-to-one tutorials are effective in enabling learners to set goals and review their progress. Within EFL programmes, this practice is well established and has now been introduced to all programmes.
How well does the organisation sustain continuous improvement and enhancement through self-evaluation and internal review activities?
Learners provide regular and effective feedback on ways to improve their learning experience. The college uses questionnaires extensively and staff ask learners directly for their views. Learners also submit comments by texting to a well-advertised telephone number. EFL learners provide feedback to teaching staff on a weekly basis, often discussing teaching approaches amongst themselves, then sharing the main points of their discussions with teaching staff. Staff use this feedback to make changes for current and future learners.
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Weekly meetings of the school of English staff team provide a useful vehicle for general communication and to discuss classroom issues. All teaching staff take part in an effective annual formal lesson observation which identifies strengths and areas for development in teaching approaches.
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The college has in place effective leadership for learning and teaching and quality culture. Strengths outweigh areas for further development.
How effective is the leadership for learning and teaching?
The principal and senior managers have a clear, shared understanding for the direction of the college’s curriculum. They receive effective direction and support from the parent company’s academic board. The principal ensures high visibility with staff and learners and conveys the college’s strategic plan and targets for improvement directly to staff.
Team working amongst all staff is strong.
Managers have well-considered strategies for improving the quality of learning and teaching. This includes an in-house Continuing Professional Development programme, informed by effective and well-received classroom observations, and a comprehensive staff recruitment and induction process. However, the pace of change for improving teaching in some parts of the college is slow. Strategies for improving attainment rates on externally-assessed examinations are not sufficiently developed.
How effective is the organisation in developing and maintaining a quality culture?
The college has a strong quality culture in which all staff are committed to improving the experience for learners. The parent company plays a supportive role in quality assurance.
Staff and learners work well together to provide helpful feedback during completion of self-evaluation reporting. Wide-ranging improvement plans are in place and the principal uses feedback constructively when evaluating progress against these. Many changes have been made in response to learner feedback and suggestions. However, the impact of the college’s quality improvement activities are not evaluated consistently, making it difficult to determine where further action is required. The college does not collect or evaluate trend data in a systematic way.
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This inspection report is valid for four years.
Education Scotland may engage at regular intervals to monitor progress, if invited by the organisation.
Any significant material change within the organisation should be reported to Education
Scotland immediately.
Dr Janet Davidson
HM Inspector
Education Scotland
If you would like a printed copy of this report
This report has been produced as a web-only publication and is available on our website at www.educationscotland.gov.uk. This supports the sustainability of natural resources and the Scottish Government’s Greener Scotland agenda. Copies of the report can be printed for individual use. Please contact the Business Management and
Communications Team (BMCT) if you wish to enquire about our arrangements for translated text or copies of this report in other formats.
If you wish to comment about any of our reviews, contact us at enquiries@educationscotland.gsi.gov.uk or alternatively you should write in the first instance to BMCT, Education Scotland, Denholm House, Almondvale Business Park,
Almondvale Way, Livingston EH54 6GA.
You can find our complaints procedure on our website or alternatively you can contact our Complaints Manager, at the address above or by telephoning 01506 600259.
Crown Copyright 2012
Education Scotland
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Glossary of terms
CEFR
CELTA
EFL
Common European Framework of Reference for Languages
Certificate in Teaching English to Speakers of Other Languages
English as a foreign language
ICT
HNC
HND
SCQF
Information and Communications Technology
Scottish Credit and Qualifications Framework
SQA
SVQ
UKBA UK Border Agency
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The Scottish Credit and Qualifications Framework
The Scottish Credit and Qualifications Framework (SCQF) 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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