Education Scotland
Inspection of private further
education colleges and English language schools
ECS Scotland
17 Young Street
Edinburgh
EH12 4HU
19 December 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 with 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:
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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,
April 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)
(ii)
(iii)
(iv)
an exhaustive health and safety audit;
an in-depth examination of the structural condition of the school or college estate,
its services or other physical features;
an investigation of the financial viability of the school or college or its accounting
procedures; and
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
most
majority
more than a few
few
over 90%
75-90%
50-74%
15-49%
up to 15%
Grades are awarded in THREE areas:
• Learner progress and outcomes
• Learning and teaching processes
• Leadership and quality culture
Inspectors use a 4-point grading scale:
• Very good – major strengths
• Good – strengths outweigh areas for further development
• Weak – some important areas for further development
• Unsatisfactory - major areas for further development
Contents
1. Introduction
Page
1
The organisation and its context
1
The inspection
2
2. Effectiveness of the organisation
3
3. Executive summary
4
Strengths
4
Areas for further development
4
4. How well are learners progressing and achieving relevant,
high quality outcomes?
5
5. How effective are the organisation’s learning and teaching
processes?
6
6. How effective are the organisation’s leadership and quality
culture?
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7. What happens next?
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8. How can you contact us?
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Appendices
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Glossary of terms
10
The Scottish Credit and Qualifications Framework
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1.
Introduction
The organisation and its context
In carrying out the inspection of ECS Scotland, Education Scotland took the following
context fully into account.
ECS Scotland is an independent, family-run English language school which specialises
in providing language teaching services to professional adults, either individually or in
small groups of up to five clients. It is located in the centre of Edinburgh’s New Town.
Learning takes place within six classrooms of varying sizes. Learners can also access
a small library and self-study resource centre which contains computers with internet
access. The premises are also Wi-Fi enabled and learners are able to access the
internet with their own laptops and wireless equipment. The accommodation includes a
coffee and relaxation area for the use of students.
The school offers a range of general and specialist English language programmes
tailored to the requirements of individual learners from professional backgrounds. It
also offers specialist programmes for preparation for external examinations such as
International English Language Testing System (IELTS). The school’s programmes are
based on the Common European Framework of Reference for languages (CEFR).
The school principal is responsible for all of the school operations. She is assisted by a
senior teacher who supports her in operational academic matters. The office manager
has responsibility for learner support, including welfare and accommodation.
ECS Scotland offers English language provision to learners aged 18 years or over.
Learners range in age from mid-twenties to over fifty. The school attracts over 200
learners each year. At the time of the inspection, there were 12 learners in the school.
Most learners study for periods of two weeks or less.
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The inspection
The inspection by Education Scotland took place during the week beginning
12 November 2012.
We examined learning and teaching and other important activities that impact on the
quality of 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.
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2.
Effectiveness of the organisation
The following are holistic judgements made by Education Scotland on the basis of the
inspection activities which took place in November 2012. These judgements relate to
learner progress and outcomes, learning and teaching processes and leadership and
quality culture.
ECS Scotland is effective:
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learners are progressing well and achieving relevant, high quality outcomes;
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the school has in place high quality learning and teaching processes; and
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the school has in place effective leadership for learning and teaching and
quality culture.
Standards
Grade awarded
Learner progress and outcomes
good
Learning and teaching processes
good
Leadership and quality culture
good
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3.
Executive summary
Strengths:
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Retention rates for learners are very high.
The school offers a wide range of bespoke English language programmes that
meet the different needs of learners well.
All learners make good progress in a short period of time, developing greater
confidence speaking English to help them in work and travel.
Learners integrate well with other learners from different countries and cultures
and their learning benefits from this experience.
Teaching staff are flexible and respond well to individual learner requirements and
needs.
Teaching staff encourage learners to participate actively in well-planned lessons
and suitably paced learning activities.
Learners receive accurate and useful information about the school and their
programme prior to commencing.
The principal has a clear vision for the direction of the curriculum, and
well-considered views on learning and teaching.
All staff are committed to improving the quality of the experience for learners.
Areas for further development:
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The school should collect systematically data on learner attainment in external
examinations to better inform improvement planning.
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Teaching staff should involve learners fully in the planning of learning activities.
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The school should ensure that learners have opportunities to reflect on their
learning and set themselves new learning goals.
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School managers should develop a proactive and systematic approach to
self-evaluation activities and develop methods to assess the impact of these
activities.
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4.
How well are learners progressing and achieving relevant, high
quality outcomes?
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 for learners on all programmes are very high. On completion of their
programme, successful learners receive a school certificate outlining their
achievements. A few learners choose to sit a range of external examinations. Learners
undertaking IELTS programmes make good progress and succeed when entered for
external examinations. Currently the school does not collect systematically information
on the success of all of its learners sitting external examinations. This makes it difficult
to analyse attainment trends over several years with a view to measuring learner
success and identifying areas for further improvement.
How well do programmes meet the needs of learners?
The school offers a wide range of English language programmes to mature learners
including general, business, academic, financial, legal and medical English. These
individualised programmes support the development of employability and learning skills
effectively. Learners are able to join classes at a level appropriate to their needs and
for a period of time that suits their circumstances. The school also offers several
programmes which prepare learners for external examinations. Equality and diversity is
embedded particularly well into the ethos of the school. The multicultural mix of
learners and social activities enhances learners’ understanding of both Scottish and
other cultures.
How well do learners make progress, attain qualifications and awards and
achieve more widely?
Almost all learners make good progress from prior learning. They gain confidence in
their spoken English, develop a greater vocabulary and a better understanding of
grammar. This enables them to communicate more effectively with other learners,
teaching staff and when socialising and travelling. On completion of their programme,
all learners receive a school certificate outlining their level of English language skills,
measured against the CEFR and a detailed report on their achievements. Most
learners benefit from a well-devised integral social programme. This includes a range
of visits to local tourist destinations in and beyond Edinburgh which reinforces their
understanding of Scotland’s history, traditions and culture. It also provides additional
opportunities for developing their speaking and listening skills.
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5.
How effective are the organisation’s learning and teaching
processes?
The school has in place high quality learning and teaching processes. Strengths
outweigh areas for further development.
How well do learners learn?
All learners work cooperatively and enthusiastically, demonstrating high levels of
motivation and active participation. They use a range of resources, such as texts and
Information and Communications Technology (ICT), confidently to support their
development of English language skills. Learners develop useful independent learning
skills through active engagement with other learners, group work and peer assessment.
Learners make good progress in developing improved speaking and listening skills
through participation in group, paired and individual activities. Learners integrate well
with other learners from different countries and cultures. They encourage and help one
another well. All learners enjoy their learning experience and respect the
professionalism of teaching staff.
How well does teaching and the use of resources ensure effective learning?
All teaching staff apply subject and professional knowledge appropriately to develop
learners’ speaking skills. They use a range of bespoke approaches to meet individual
needs. Most teaching approaches engage learners well and keep them focused on a
range of pre-planned learning activities. Teaching staff respond well to issues raised by
learners to reinforce key learning points and clarify language and pronunciation.
Lessons are well paced and teaching staff use questioning techniques well to extend
language skills and to recap on learning. However, most teaching staff do not use ICT
sufficiently to enhance learning and promote independence in learning.
How effective is the context and planning for learning and teaching?
Mutually respectful relationships between learners and staff contribute to a relaxed and
purposeful environment for learning. Teaching staff plan lessons well and ensure there
is sufficient flexibility to be responsive to individual learner needs. Learners reflect on
the learning activity and this is used effectively by teaching staff to inform future
planning. Not all learners are sufficiently involved in planning aspects of their learning
such as themes or types of activities. Classrooms are bright, well resourced and
provide a relaxed and professional environment for learning. Learners make good use
of a small library with academic texts, reading books and DVDs to support private study.
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How well does the organisation use assessment to promote effective learning?
All teaching staff use ongoing assessment approaches effectively to check how well
learners are progressing with their studies. Teaching staff mark learners’ homework
promptly and provide useful feedback to help learners understand any errors. During
lessons, learners receive individual feedback from teaching staff on the progress they
are making when completing individual or group activities. Targeted questioning helps
learners to contribute during lessons and identify areas for improvement. Learners on
external examination preparation programmes practise examination techniques to
ensure they are sufficiently prepared. Learners on programmes lasting one or two
weeks do not have sufficient opportunity to reflect systematically on their learning
progress and to set future learning goals.
How well does the organisation provide potential learners and learners with
relevant information, guidance and support to enhance access, retention and
learning?
Learners receive accurate and useful information about the school and their programme
prior to commencing through agents, the school website or direct contact with school
staff. Learners receive an informative and comprehensive induction supported by clear
written information and staff input. They have the opportunity to ask questions and seek
clarification and are provided with comprehensive course information and guidance on
procedures. Learners are well supported by the staff team who provide a range of
practical support during the initial induction period and throughout the programme.
Teaching staff and learners meet daily over morning coffee to extend informal
opportunities to use spoken English and share cultural interaction.
How well does the organisation sustain continuous improvement and
enhancement through self-evaluation and internal review activities?
Learners provide staff with ongoing feedback about their experience in the school
through regular informal conversations. Learners are also routinely involved in
providing useful feedback on ways to improve their learning experience, for example
through end-of-course feedback questionnaires. This feedback is collated by senior
staff and used well to inform improvement activities. Learners on short programmes
have limited opportunity to contribute meaningfully to the review process to inform
change to their individual experience. All teaching staff take part in an effective annual
formal lesson observations which identify strengths and areas for development in
teaching approaches. Teaching staff meet informally and discuss programme-related
issues to identify progress made and areas for improvement.
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6.
How effective are the organisation’s leadership and quality
culture?
The school 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 has a clear vision for the direction of the curriculum, and well-considered
views on learning and teaching. These are based on a holistic school experience for
learners which includes an emphasis on spoken language practice and the need for
small class sizes. The school has well developed approaches for improving the quality
of learning and teaching including supporting staff through reflection on their observed
classroom practice. However, teaching staff do not have sufficient opportunity to
participate in continuing professional development activities to further develop learning
and teaching. The school has advanced plans in place to address this. School staff are
well motivated, work together well as a team and contribute a range of complementary
skills to support learners effectively.
How effective is the organisation in developing and maintaining a quality culture?
The views of learners are used well to inform the review of the quality of learning
provision and other school activities. All staff are committed to a culture of quality
improvement and ongoing development of the school’s programmes and activities.
Teaching staff are engaged informally in the internal review of the school and are
empowered to discuss areas of improvement. However, self-evaluation is not
sufficiently systematic. Reflection on practice tends to be more reactive to the views of
learners or issues raised by staff. The impact of the school’s quality improvement
activities is not always evaluated sufficiently by managers. This makes if difficult to
determine which actions have been successful and where further actions are required.
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7.
What happens next?
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 John Bowditch
HM Inspector
Education Scotland
8.
How can you contact us?
If you would like a printed copy of this report
This report has been produced as a web-only publication and is available on our
website at www.educationscotland.gov.uk. This supports the sustainability of natural
resources and the Scottish Government’s Greener Scotland agenda. Copies of the
report can be printed for individual use. Please contact the Business Management and
Communications Team (BMCT) if you wish to enquire about our arrangements for
translated text or copies of this report in other formats.
If you wish to comment about 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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Appendix 1
Glossary of terms
CEFR
HNC
HND
ICT
IELTS
SCQF
SVQ
UKBA
Common European Framework of Reference for languages
Higher National Certificate
Higher National Diploma
Information and Communications Technology
International English Language Testing System
Scottish Credit and Qualifications Framework
Scottish Vocational Qualification
UK Border Agency
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Appendix 2
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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