Education Scotland
Inspection of private further
education colleges and English language schools
ELC Edinburgh
62 George Street
Edinburgh
EH2 2LR
10 October 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
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The Scottish Credit and Qualifications Framework
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1.
Introduction
The organisation and its context
In carrying out the inspection of ELC Edinburgh, Education Scotland took the following
context fully into account.
ELC Edinburgh is one of four United Kingdom (UK) English language schools united
under the brand ELC - English Language Centres. ELC Edinburgh is part of the legal
company of EAC Language Centres (UK) Ltd. and is a wholly-owned subsidiary of
TUI Travel PLC.
The school operates from premises in George Street in Edinburgh’s new town.
Learning takes place primarily within a range of classrooms, and learners have access
to a small library and computer suite to support their studies. Two of the classrooms
have interactive whiteboards. The accommodation also includes a student common
room and an executive lounge for the use of business students.
The school offers general English language programmes, tailored to the requirements of
individual learners. It also offers specialist language programmes for business users
and preparation for external examinations. The school programmes are based on the
Common European Framework of Reference for languages (CEFR).
The school principal is responsible for all the school operations. He is supported by a
director of studies who oversees academic matters and an administrative team which
has responsibility for learner support, including welfare and accommodation.
ELC Edinburgh offers English language provision to learners aged 16 years or over. At
the time of the inspection, there were 70 learners in the school from 14 nationalities.
Most learners study for periods of three weeks or less.
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The inspection
The inspection by Education Scotland took place during the week beginning
27 August 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.
The scope of the inspection covers the work of ELC Edinburgh and does not relate to
the wider work of EAC Language Centres (UK) Ltd.
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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 August 2012. These judgements relate to
learner progress and outcomes, learning and teaching processes and leadership and
quality culture.
ELC Edinburgh 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 and attainment rates for learners are high.
The school offers a well-balanced and flexible English language curriculum.
Almost all learners are positive about their programmes and gain improved levels
of spoken language skills and confidence.
Learners integrate well with other learners from different countries and encourage
and help one another well through peer support.
Learners are well supported by a team of enthusiastic teaching and pastoral staff.
An effective induction process ensures learners are suitably introduced to their
studies and placed on the correct programme to match their ability level.
The principal and director of studies set a clear direction for the school’s
curriculum and approach to learning.
Strong staff team working contributes to their commitment to improving the learner
experience.
Areas for further development:
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Teaching staff should broaden the range of teaching approaches they use with
learners.
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Teaching staff should involve learners further in planning learning activities.
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Teaching staff should ensure that all learners are clear about lesson aims and
have achieved them.
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Managers should assess the impact of school quality improvement 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 are high on all programmes. Learners make good progress
during their programmes and attain their ambition to improve their English language
skills. 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, including International English Language Testing System (IELTS) and
Cambridge, and most learners are successful.
How well do programmes meet the needs of learners?
The school offers an appropriate range of general English language programmes. The
rolling programme of intensive English language provides learners with flexibility of
study. Learners 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. The school’s curriculum has developed in
line with the CEFR for languages. This ensures that programmes of study enable
progression by learners across all programme levels offered by the school. Effective
initial assessment arrangements ensure that learners are placed onto appropriate
programmes which take good account of their proficiency in written and spoken English.
How well do learners make progress, attain qualifications and awards and
achieve more widely?
Learners develop useful speaking and listening skills through their wider engagement
with other learners and school staff. Most learners make good progress improving their
reading, writing, listening and spoken English skills. They are aware of the progress
they are making and the skills they are acquiring. Many learners benefit from a range of
visits to local tourist destinations in Edinburgh which reinforces their understanding of
Scotland’s history, traditions and culture. Through improving their English language
skills, learners enhance their self-confidence. This enables them to communicate
effectively with teaching staff, other learners and more widely when travelling and
socialising. Almost all learners are positive about their learning experiences and the
support they receive during their time in the school.
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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?
Learners enjoy their lessons and the teaching they receive. They work productively
during lessons demonstrating high levels of concentration and motivation when working
individually, in pairs and when presenting task work findings to fellow learners. All
learners make effective contributions during lessons, developing their spoken English
well. They integrate positively with other learners from different countries and
encourage and help one another through effective peer support.
Learners use a range of resources well. Some demonstrate knowledge and expertise
when using computers to search for information and use Smartphones and cameras to
record their speaking skills. Through improvement in language skills, almost all learners
demonstrate increasing levels of confidence in the use of English. This helps them to
undertake more advanced learning activities and increasingly demonstrate
independence in learning approaches.
How well does teaching and the use of resources ensure effective learning?
Teaching staff are knowledgeable and well qualified. They demonstrate enthusiasm for
language development during teaching sessions and discussions held with learners
outwith timetabled lessons. Most teaching staff make lessons interesting and engage
learners well in the topics being studied. Teaching staff ensure that learners
understand the correct use of English language terms and conventions through good
use of targeted questioning.
However, more than a few teaching staff use too limited a range of teaching approaches
which do not always meet the needs of all learners. During lessons a number of
teaching staff make use of photocopied worksheets as the main learning activity. Some
of these worksheets are dated, do not promote equality and diversity effectively and are
demotivating for some learners.
How effective is the context and planning for learning and teaching?
Good relationships between teaching staff and learners contribute to a relaxed and
respectful environment for learning. Learners view staff as positive, courteous and
willing to help. Learners value the knowledge and expertise demonstrated by their
teachers and receive helpful individual support and advice during lessons. Teaching
staff plan lessons well to ensure that programme aims are met. This includes a detailed
weekly timetable for all rolling programmes to ensure that all learners are appropriately
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supported in their learning. However, most teaching staff do not make learning
objectives sufficiently clear to learners at the start of lessons. Teaching staff do not
involve learners sufficiently in planning learning activities.
How well does the organisation use assessment to promote effective learning?
Most teaching staff use ongoing assessment approaches effectively to check learners’
understanding and to monitor their progress. During lessons teaching staff provide
helpful commentary to learners on their progress and corrections required to improve
their spoken and written English skills. However, few lessons conclude with a recap on
key learning points with appropriate checks to ensure that learning is understood by all
learners. Teaching staff mark learners’ homework promptly and provide useful
feedback which helps learners understand their errors. Learners complete weekly
checklists that help them reflect on their progress. Teaching staff verify this
self-assessment and respond effectively to any identified needs.
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 school and their programme. This is achieved through external agents, the
school website or direct contact with school staff. New learners are inducted effectively
onto their programmes and into the school. Staff take care to ensure that learners are
enrolled onto a programme which meets their learning needs and recognises their
existing English language skills. This approach ensures that learners feel welcomed,
comfortable, and quickly settle into their studies. Learners are very well supported by
school staff, who provide a range of ongoing practical support. All learners make good
use of weekly checklists to reflect on their progress and the steps they need to take to
improve further.
How well does the organisation sustain continuous improvement and
enhancement through self-evaluation and internal review activities?
Learners routinely provide feedback on ways to improve their learning experience
through completion of initial and end-of-course surveys. Overall, these comments are
very positive with almost all learners stating that they have made good progress and
enjoyed their learning experiences. Staff use this feedback to make changes to
improve the learning experience for future learners. Weekly teaching staff team
meetings provide a useful vehicle for staff communication and include discussion on
classroom issues. All teaching staff take part in annual formal lesson observation which
identifies strengths and areas for development in teaching approaches.
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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 and director of studies set a clear direction for the school’s curriculum and
approach to learning. The director of studies encourages teaching staff to discuss
issues around learning and teaching and to contribute more widely to school
developments. Teaching staff participate in a suitable range of continuing professional
development activities. In addition to staff involvement in external training, the school
has a well-planned internal programme of teacher development activities which are well
attended by teaching staff. School staff are well motivated and work together as a team
to support learners effectively. The school has advanced plans to introduce an online
learning platform to conduct initial assessments and to support learning more widely.
How effective is the organisation in developing and maintaining a quality culture?
All staff are committed to supporting a culture of quality improvement and ongoing
development of the school’s programmes and activities. The views of learners are used
well to inform the review of the quality of learning provision and other school activities.
The director of studies observes all teachers annually and all new teachers during their
first few weeks in the school. This informs individual actions for improvement and the
internal teacher development programme. A cycle of peer observations, initiated in
2009, has been strengthened recently by supporting documentation to assist
self-reflection. The impact of formal and peer observations and the internal teacher
development process have yet to be evaluated. Managers and staff do not document
programme self-evaluation and resulting action plans sufficiently well. This reduces the
effectiveness of long-term improvement planning.
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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
IELTS
SCQF
SVQ
UKBA
Common European Framework of Reference for languages
Higher National Certificate
Higher National Diploma
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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