A report by HM Inspectors on behalf of the
Scottish Funding Council
Kilmarnock College
26 February 2010
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 HM Inspectorate of Education (HMIE).
Review teams include HM Inspectors, associate assessors and a student team member.
During external reviews, members of the review teams observe learning and teaching and hold
discussions with learners and staff. They examine 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 that work
with the college.
The primary purpose of this report is to convey fully 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 report contains confidence statements that express the 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
more than a few
few
over 90%
75-90%
50-74%
15-49%
up to 15%
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Contents
1.
Page
Introduction
1
The college and its context
The external review
1
2
2.
Confidence statements
3
3.
Summary
4
Strengths
Main points for action
4
4
4.
How well are learners progressing and achieving relevant,
high quality outcomes?
5
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.
Signposting excellent and sector-leading and innovative
practice
15
9.
What happens next?
17
10. How can you contact us?
18
Appendices
Glossary of terms
19
The Scottish Credit and Qualifications Framework
20
1
Introduction
The college and its context
In carrying out the external review of Kilmarnock College, HMIE took the following
college context fully into account.
Kilmarnock College is a community college which serves a range of communities and
employers throughout Kilmarnock and the surrounding areas of East Ayrshire and North
Ayrshire. The college enrols approximately 9,400 learners annually across its five
campuses. The main campus is located close to Kilmarnock town centre with other
facilities at the Craig Centre, the Three Towns Centre in Saltcoats and the Centre for
Sporting Excellence at Townholm in Kilmarnock. The college also delivers programmes
in hairdressing, beauty and supported learning in collaboration with Ayr College at
Cumnock Community College. The college plans to move to a new building by 2014 to
address issues within the current estate which impact negatively on the learner
experience
Over the last year, the college has undergone significant change including the
appointment of a new principal and senior management team. An organisational review
has recently been completed and a new structure is now in place.
Within East Ayrshire, 33% of the population live within the 15% most deprived Scottish
data zones and 20% of North Ayrshire’s population fall within the same category. The
claimant unemployment rate is 5.2% in East Ayrshire which is well above the Scottish
figure of 4.2% and the economic downturn has had a significant impact on the local
economy. Sixteen percent of college learners study on a full-time basis and the
remaining 84% are part-time. Forty percent of full time learners are under the age of 18
and 34% of full-time learners are between the ages of 18 and 25. This age profile
presents many challenges to the college.
The college offers a diverse range of programmes ranging from introductory level to
degree level (SCQF level 9). It has recently reviewed its curriculum, consulting
extensively with learners, employers and key stakeholders. It also supports local
economic growth, social regeneration and the More Choices, More Chances strategy
through close collaboration with a range of external strategic partners and local
Community Planning Partnership (CPP). The college encourages the development of
both specialist vocational skills and the core skills essential for the world of work.
The college’s revenue income budget for 2009-10 is approximately £14.5m, with grant in
aid from Scottish Funding Council (SFC) accounting for 63% of the total.
1
The external review
The external review by HMIE took place during the week beginning 23 November 2009.
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 17 reference
quality indicators outlined in External quality arrangements for Scotland’s colleges,
September 2008. We used information from previous visits to the college to decide the
scope of the review.
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.
We found examples of excellence and sector-leading practice which we describe in this
report.1
1
Page 15
2
2.
Confidence statements
The following are holistic judgements made by HMIE on the basis of the external review
activities which took place in November 2009. These judgements relate to the key
principles of high quality learning, learner engagement and quality culture.
HMIE is confident that:
•
learners are progressing well and achieving relevant, high quality outcomes;
•
the college has in place high quality learning and teaching processes;
•
learners are actively engaged in enhancing their own learning and the work
and life of the college; and
•
the college is led well and is enhancing the quality of its services for learners
and other stakeholders.
3
3.
Summary
Strengths:
•
•
•
•
•
•
•
•
•
•
The principal and senior management team have successfully and enthusiastically
rejuvenated the college’s strategic vision and mission.
Changes in the organisational structure have fostered a culture of enablement,
challenge and accountability to which all staff are highly committed. Staff value the
changes and welcome the new ethos of accessibility and openness.
The college responds very well to the needs of employers, the local community
and other partners.
The college’s realigned curriculum offers improved progression opportunities for
local further education learners, school pupils and learners in need of more choices
and more chances.
Most teaching staff plan well and learners respond enthusiastically ensuring good
progress in their own learning and skills development.
Learners are gaining increasing levels of self-confidence and independence
through their use of reflective logs.
Teaching staff apply professional and vocational knowledge well to engage
learners.
Through positive and productive relationships, staff support learners effectively to
make meaningful contributions during lessons.
Learners are prepared effectively for employment or progression onto other college
programmes through a range of activities, events and seminars.
Staff teams are empowered to make changes and to improve services for learners.
Main points for action:
•
The college should implement strategies to improve programme and core skills
attainment for some learners.
•
The college should conduct a diversity analysis of its enrolment, retention and
attainment data.
•
The college should further develop staff expertise in the use of information and
communications technology to enhance learning and teaching.
•
The college should introduce comprehensive arrangements to gather the views of
all learners.
•
The college should implement additional arrangements to inform the evaluation of
learning and teaching
4
4.
How well are learners progressing and achieving relevant,
high quality outcomes?
HMIE is confident that learners are progressing well and achieving relevant, high
quality outcomes.
How well does the college perform against its educational aims, objectives and
targets?
The college has made good progress against the strategic aims set out in its 2008-11
strategic plan. In 2008-09, the college re-examined its mission and aims and realigned
its objectives to ensure that they are well linked to the needs of learners and the
communities it serves. Staff at all levels were involved in developing a new strategic
plan, Inspiring achievement – building futures which was then shared widely with
external partners. Good progress is currently being made on the strategic aims and
operational objectives contained within the plan.
In conjunction with the refocusing of its strategic objectives, the college has undertaken
a full curriculum review to align this to the needs of its local community and
stakeholders. The refurbishment of the Hive, the Gallery Training Restaurant and the
newly-opened Customer Services area are clear indicators of improvement in the
college estate and progress in the college’s strategic aim of improved estate
development.
How effective is the college at achieving and maintaining high levels of retention,
attainment and progression?
Retention and attainment rates on both FE and higher education programmes have
remained around the sector average over the past three years. However, there are low
attainment rates for more than a few learners on full-time programmes in some subject
areas. The college has identified those areas where retention and attainment are low
and has developed appropriate actions to improve attainment rates. It has introduced
revised arrangements for recruitment, selection and induction and these have produced
improvements in early retention rates for academic year 2009-10 in almost all curriculum
areas. The recently implemented Learning, Teaching and Assessment strategy and
Essential Skills Strategy have also introduced a range of learning and teaching
methodologies designed to improve the retention and attainment orates for learners.
Progression for learners within the college to further learning and employment are
improving in many curriculum areas.
How well does the college fulfil its statutory duties?
The college has completed the equality and diversity impact assessment of all its
policies. It produces annual reports on the three public sector duties for gender, race
and disability. While the college has carried out diversity analyses in a few curriculum
areas, it has not yet analysed data at college level to determine learner progress by
disability, gender and race, in order to determine how well these learners succeed. The
college has recently appointed to a new post of Equalities and Diversity Advisor to
provide support for staff and to further develop equalities and diversity issues.
5
The college has effective procedures for the safeguarding of young people and
vulnerable adults. Staff understand their roles and responsibilities well and they have
benefitted from effective training and awareness raising through mandatory training and
online updating.
How accessible, flexible and inclusive are the college’s programmes and
services?
The college shows a strong commitment to social inclusion by providing a wide range of
programmes for learners, including school pupils and learners in need of more choices
and more chances.
Through its highly responsive relationships with Job Centre Plus, East Ayrshire Council
and other community partners, the college successfully delivers programmes that meet
the needs of learners and stakeholders. For example, in order to meet demand from
local employers for additional care support staff, the college has successfully expanded
its health and social care programmes.
The newly refurbished Customer Services area provides an effective one-stop-shop for
all support-related enquiries. Arrangements to support learners, including those with
additional support needs (ASN), are accessible and effective. Learners value the
support they receive. Although staff have undergone initial information and
communications technology training the college recognises that further staff
development is still required to ensure that all learners benefit from this technology.
How well do programmes and services meet learner needs?
Through the internal review process, the college has recently introduced new
access-level FE programmes (SCQF level 3) which have recruited significant numbers
of learners in a range of vocational areas. These programmes prepare learners
effectively for progression onto the next level of study
A wide range of school-college vocational programmes delivered at college or within
schools by college staff are effective at meeting the needs of learners. The newly
refurbished Hive area provides an attractive learning environment for younger learners
who have become disengaged from learning whilst at school. The college’s English for
Speakers of Other Languages (ESOL) programmes meet effectively the needs of local
migrant workers and their families.
Programmes prepare learners well for further learning and employment when they leave
college through the inclusion of essential skills, including employability skills. Learners
also enhance their employability skills through work placements on most programmes.
Significant numbers of learners from supported learning programmes progress onto
mainstream college provision.
How well do learners make progress, attain qualifications and achieve more
widely?
Most learners make good progress and gain useful skills that allow them to progress
onto further study or into employment. Learners make good progress from prior learning
6
and they effectively develop employability and personal skills. Most learners who
complete their programmes gain certificated qualifications.
More than a few learners gain citizenship skills through recognition and reward for
positive behaviour, for example working with the student association or doing voluntary
work. Such achievements are recognised in the ambassadors’ task force programme
and through the college’s monthly awards scheme. Many learners benefit from their
involvement in placements with local employers, charity fund-raising and project work.
Learners from more than a few programmes are successful in national skills
competitions. Most learners do not make sufficient progress in the development and
attainment of core skills. The college is aware of this and the new core skills team is
developing vocationally relevant experiences for learners.
7
5.
How effective are the college’s learning and teaching processes?
HMIE is confident that the college has in place high quality learning and teaching
processes.
How well does the college develop and deliver programmes and services to meet
the needs of learners from all backgrounds?
The college provides a wide range of access programmes to enable previously
disengaged learners to prepare for further study. Additional learning support is readily
available to those who need it. The college delivers a wide range of successful
school-college partnership programmes which support the development of employability
and personal skills in young people. In all college programmes, there are progression
opportunities to further study and employment.
All programme teams report on equality and diversity within their course level
self-evaluation reports. Many programme teams also use the Quality and Equality in
Learning and Teaching Material (QELTM) toolkit to audit teaching materials in
addressing how equality and diversity is promoted within the curriculum. However, the
pace of completing this process is slow. The college has recently started a
comprehensive audit of all curriculum materials, including those held on the college
virtual learning environment (VLE), in order to ensure that they positively promote
relevant features of diversity and inclusiveness.
How well do learners learn?
Most learners are enthusiastic about their learning and participate effectively in learning
activities, in small groups as well as independently. Learners take responsibility for their
own learning, and are encouraged and supported by college staff to share their learning
experiences with other learners.
Almost all learners use reflective logs regularly to evaluate the progress they have made
and to further develop their learning. Teaching staff use the logs to track whether
learners are having difficulties and to identify if they would benefit from receiving further
support.
Learners use a wide range of learning resources effectively and confidently, including
key texts and ICT. Learners learn to apply theory to practice through their work-related
experiences and benefit from learning alongside their more experienced peers in a
number of practical areas. Most learners are making good progress towards clearly
defined learning objectives with the aim of progressing to employment or further
learning.
How well do teaching and the use of resources ensure effective learning?
Most teaching staff use a good range of resources and a wide range of teaching
approaches which ensure that learners are motivated and engaged in their learning.
Some staff use innovative, interactive teaching methods in their lessons which are
particularly effective at engaging traditionally hard-to-reach learners. Many teaching
staff use classroom and extra-curricular activities particularly well to extend opportunities
for learners to achieve. They use their professional and vocational knowledge creatively
to illustrate theory and to engage learners.
8
Teaching staff use a range of resources and some have put teaching materials,
particularly visual presentations, onto the college VLE which enables learners to refresh
and extend their learning. However, a few teaching staff do not use ICT effectively and
some do not select activities to take into account the range of ability in classes.
How effective is the context and planning for learning and teaching?
Most teaching staff plan their lessons well. They have a good understanding of
learners’ backgrounds and experiences and use this successfully to meet individual
needs. Teaching staff create constructive relationships with learners and maintain
a supportive climate for learning. This approach allows learners to develop
self-confidence and independent learning skills. Teaching staff promote respect
and challenge negative attitudes. Poor lesson planning and preparation by a few
teaching staff inhibits the learning experience for some learners.
Most teaching spaces are bright, well equipped and fit-for-purpose, allowing learners
access to ICT. Learners’ work and achievements are displayed prominently on
classroom and corridor walls. In almost all programme teams, staff organise
work-related experiences, including placements and briefings from local employers, to
enhance learners’ employability skills. In many programmes, learners are supported to
plan and negotiate aspects of their own programme content and to organise their own
learning experiences.
The college has created a good atmosphere in its outlying campuses and overall
learners are very positive about the college.
How well is assessment used to promote effective learning?
Programme teams schedule final assessments well which helps to reduce the
assessment demands on learners. A number of programme teams have developed
useful integrated assessments to further support learners. Teaching staff use class
assessments to advise learners of their progress and to further build their
self-confidence.
Learners with ASN are supported effectively to enable them to participate fully in
assessment processes. Teaching staff in practical areas provide helpful verbal
feedback to learners on tasks, by helpfully signposting the standard to be achieved
for them to pass the assessment. Many learners benefit from peer assessment to
further develop their learning.
How well are potential and current learners provided with information, advice and
support?
The college’s revised recruitment and induction processes ensure that all learners
receive accurate information about their programmes including at pre-entry stage,
at interview, during induction and prior to exit. Learners settle quickly into their
programmes, get to know their fellow learners and feel part of the college
community. The college Customer Service team provide all relevant information,
guidance and support, other than subject-related guidance.
9
The college’s Employability Officer provides effective support during application for
and transition into employment. Learners benefit from one-to-one meetings with
teaching staff and use reflective logs effectively to discuss their progress and
attainment of their personal learning goals with staff. Learner Engagement
Assistants provide helpful support for learners where required.
How well does the college sustain continuous enhancement through
self-evaluation and internal review activities?
Teaching staff analyse and review their programmes well. They focus on learner
progress and outcomes and produce relevant action plans for improvement and
enhancement. Learners are represented on course management teams and are
encouraged to comment on learning, teaching and resources. Their comments
contribute to discussions and action plans.
Teaching staff share good practice in learning and teaching in a variety of ways.
These include staff development days, curriculum manager meetings with the Quality
Enhancement Manager, staff intranet and good practice lunches. However, the
college has not yet evaluated the impact of these various activities 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?
HMIE is confident that learners are actively engaged in enhancing their own
learning and the work and life of the college.
How well do learners engage in enhancing their own learning?
Relationships between staff and learners are very positive across the college. Learners
are comfortable and confident about raising issues about their learning and teaching
through both formal and informal discussions. The widespread use of reflective logs
allows learners to both reflect on and to record their progress. Through this process
learners gain increasing levels of confidence and independence. Staff review the
progress made with individual learners and identify areas for improvement. Many
learners set individual learning targets, discuss their progress with staff and explore how
the learning experience can be developed appropriately to suit their individual needs.
Where there are areas of concern, staff respond quickly to deal with these issues or
make appropriate changes to the programme design or delivery methods. Often staff
incorporate practical solutions which have been suggested by learners. Learners feel
that their views are regarded well by staff and that their suggestions for change often
lead to improvement.
Teaching and service staff support learners to engage productively with their own
learning and to identify where additional support is required. Where additional support is
provided, learners are enabled to make further improvements on their programmes.
The ambassadors’ task force is an effective mechanism which addresses learner
behaviour issues. It also supports the development of citizenship skills and improves
the self-confidence of those learners who participate as ambassadors for the college.
This initiative has contributed to improvement in learner behaviour in the college. A
range of helpful approaches to gather learner feedback within curriculum areas include
comment boards, post-it notes and end of unit evaluations. Younger learners
particularly value the opportunity to be able to feedback to staff about their learning.
This supports action planning for improvement at programme level. Learners engage
positively with the wider community through a range of charity events and project
initiatives. They are well prepared for employment and further study, with regular
opportunities to engage with industry through external visits, class talks from local
employers, and work-related opportunities.
How well do learners engage in enhancing the work and life of the college?
Learners participate actively in the planning and development of their programmes.
Many learners provide useful feedback through college-wide activities such as focus
groups and discussions forums. Some learners have contributed to the selection of
teaching and support staff through their involvement as members of interview panels.
Learners also contributed actively to the planning and decision making process for the
recent estate improvements. The student president was an active member of the
tendering panel for the recent refurbishment of the assembly hall and the college
reception areas.
During the previous academic year, learners contributed effectively to the Board of
Management and college committees, worked supportively with the students’
11
association and implemented a robust class representative system. However, in the
current session the student association has only recently been fully formed, limiting its
effectiveness at this point in the academic year. Most class representatives have only
recently been appointed to their roles and few have benefitted from appropriate training.
As a result, they are not yet able to fully participate, particularly in relation to the class
representative process. The college is aware of this and has plans in place for
additional training days. However, the positive working relationships between learners
and staff result in many learners communicating directly with teaching staff outwith the
formal class representation process.
Learners from the college are representatives on the NHS Young People’s Forum and
the East Ayrshire Young People’s Forum. Learners take part in a wide variety of
cross-college fund-raising projects as well as voluntary and work-related projects to
support the local community. These activities contribute to the development of learners’
self-confidence and essential skills.
Learner feedback is gathered regularly throughout the quality planning cycle at a
number of points in the academic year. Results are fed back to service and curriculum
areas, supporting action planning for improvement. However, these opportunities are
not yet available to all part-time learners, limiting their opportunities to provide feedback
on college services. Learner views are taken into account by staff in their
self-evaluation reporting. Action plans and targets for improvement based on learner
feedback are embedded in the college’s self-evaluation process. A number of
programme teams have successfully introduced a You said, We did initiative using
posters in corridors. This ensures effective communication to learners regarding the
actions taken by the college as a result of learner feedback.
12
7.
How well is the college led, and how well is it enhancing the
quality of its services for learners and other stakeholders?
HMIE is confident that the college is led well and is enhancing the quality of its
services for learners and other stakeholders.
The college has embraced significant change in Board of Management membership and
strategic leadership over the last three years. The Chair of the Board of Management
has successfully ensured that Board membership encompasses a diverse range of skills
which are beneficial to the college and its changing culture. During 2008-09, the college
underwent significant internal change, including a review of organisational structures in
all areas. The resulting new senior and middle management roles provide clarity of
responsibility and remit to all staff. Senior and middle managers promote effectively a
new culture of enablement, challenge, accountability and celebration, to which all staff
are highly committed. Staff across the college welcome the organisational and cultural
change.
The principal has been in post for 13 months and, together with the Board and senior
managers, works successfully and enthusiastically to rejuvenate the college’s quality
culture and planning processes. Staff value her motivational and pragmatic leadership,
and appreciate her accessibility and openness. The principal and staff work
enthusiastically to develop very effective external partnership arrangements with
industry, public and community bodies. Senior managers, in consultation with staff,
have designed and implemented an innovative tool to promote ownership of cultural
change. The corporate responsibility wheel provides aspirational reference points
against which curriculum and service area teams can benchmark themselves. This has
resulted in effective target-setting for quality culture by all teams. In October 2008, the
college carried out an extensive portfolio review of all curriculum areas. The refreshed
curriculum portfolio meets the needs of all of the college’s communities and partners
and focuses strongly on the college’s community role. Curriculum managers provide
strong and effective leadership and direction for their teams.
The college’s revised planning process is well embedded. All staff have a clear
understanding of the college’s vision and mission and their role in supporting its
strategic aims. College operational targets and curriculum and service area team
targets are developed by staff and managers in order to contribute to the strategic
direction. These targets inform continuing professional development (CPD) for all staff
through the effective performance development and review (PDR) process.
Key strategies covering learning, teaching, assessment and essential skills inform
curriculum and service team plans. Team and individual CPD requirements are
identified through the college’s self-evaluation process. However, there are insufficient
examples of CPD or other individual targets that are specifically associated with the
improvement of learning and teaching approaches. Last session, the college
implemented a strategy for the improvement of retention and attainment rates. There
are early indications of improvement in early retention for 2009-2010.
The recent organisational review resulted in enhanced services to support learners.
Service area teams communicate efficiently and work very well with curriculum teams.
All teams are highly motivated and committed to providing appropriate support to
learners. A modern and welcoming front-of-house area at the college entrance,
13
accommodating the customer service team, enables easier access to services for
learners. Service area teams work effectively and closely with a range of external
partners, including the Social Work Departments, the three Ayrshire local authorities,
local schools and the criminal justice system.
Curriculum and service area teams engage learners continuously in the evaluation of
learning and teaching, and other wider aspects of college life. Across the college, teams
use a range of effective methods, which lead to timeous responses to learner feedback.
Staff in curriculum and service area teams engage effectively with the college’s
arrangements for self-evaluation and quality enhancement. All staff understand and
contribute to course management team and service area team annual evaluations, and
internal approval processes. These arrangements work well and link clearly to strategic
and operational objectives, as well as the PDR process. Annual evaluation reports
reflect evaluation and improvement that has been ongoing throughout the year, as well
as targets for future improvement. Furthermore, they include evaluative feedback from
learners and external partners.
The principal and senior managers meet annually with individual curriculum and service
area teams to engage in professional discussions on annual evaluative reports, focusing
on strengths and areas for development. All staff teams participate in these dialogues
with enthusiasm, describing them as challenging, but helpful and supportive. Actions
arising from discussions are captured in future plans.
The quality enhancement team leads quality and evaluative activities well, providing
clear direction, guidance and support to all teams. The evaluation of learning and
teaching at programme level is largely learner-led, through a variety of initiatives,
including the highly effective learner reflective log. A number of staff have participated
in the college’s Evaluation of Learning and Learners’ Experience (ELLE) initiative, which
includes participation in voluntary classroom observation. The college has targets for
increased future involvement during this session. However, there are no college-wide
initiatives to lead teaching staff in reflection on their individual professional practice.
While this issue may be discussed by teams during the evaluative professional
discussion with the principal, it does not result in personal action planning for
improvement in learning and teaching.
14
8.
Signposting excellent and sector-leading and innovative practice
During the HMIE external review, the college submitted examples of what it considered
to be sector-leading or excellent practice and the review team also identified examples
worthy of dissemination.
8.1 Excellent practice using reflective logs
Reflective logs are completed by all learners as part of weekly guidance sessions. They
give learners the opportunity to reflect on their learning and any issues they may have
encountered in their classes or college life during that week. Learners are also
encouraged to take responsibility for their learning. The reflective log process involves
discussion on how learners tried to resolve problems as well as thinking about targets
for the week ahead.
Weekly reflective logs are collated for a class group and held in a central area for staff to
access. They are a valuable tool that allows teaching staff to receive timely feedback on
how learners are learning. Sometimes learners find it difficult to raise concerns directly
with teaching staff and expressing issues through this medium ensures that all feedback
on learning and teaching is captured. Common themes fed back through the reflective
logs from class groups are discussed with programme teams and actions with targets for
improvement set to ensure issues are addressed.
Currently two groups of learners are piloting electronic reflective logs.
8.2 Sector-leading and innovative practice in learner involvement in
the recruitment of staff
Over the past few years the Widening Access and Participation Team has involved
learners in the interview process when recruiting staff who will be working with them.
The interview process is split into two parts:
• delivery of a team building exercise to a group of learners; and
• panel interview (including presentation if appropriate).
Interviewees deliver a 15 minute team building exercise (including a debrief) to the
interview panel and a group of 10-12 learners. Many of the selected learners are on
MCMC programmes. The team building exercise is then scored by both the panel and
the learners. A member of staff facilitates discussion and candidate scoring with the
learner group who pass on the group’s comments and recommendations to the panel.
When all individual interviews have been completed, the interview panel meet to discuss
each candidate’s performance including the feedback received from learners.
This year the engagement of learners in the interview process has been extended to
include the interviewing of British Sign Language (BSL) staff to support learners who
have a hearing impairment.
15
8.3 Sector-leading and innovative practice: The ambassadors’ task
force
The ambassadors’ task force is an innovative programme promoting positive behaviour
amongst learners and encouraging them to become ambassadors for the college. Staff
also act as ambassadors and role models for positive behaviour. Comprising staff
members and learners, the ambassadors’ task force seeks out role models amongst the
student body and awards ambassador badges to those who have shown exemplary
behaviour. Monthly Making a Difference Awards are presented to learners or members
of staff who have made a difference within the college community. The recipients of
awards are nominated by their peers.
During the session 2008-09 the task force set in place positive citizenship campaigns to
address issues such as litter and recycling. There have been improvements in learner
behaviour through the recognition and encouragement of individuals to take
responsibility for their own actions. The task force also visited Anniesland College to
share ideas and learn about equality and diversity issues in a different college
environment.
The task force has recently completed a campaign to eliminate cyber bullying.
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9.
What happens next?
HMIE will continue to monitor progress during annual engagement visits to the college.
Andrew Brawley
HM Inspector
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10.
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
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wish to enquire about our arrangements for translated text or copies of this report in
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Crown Copyright 2010
HM Inspectorate of Education
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Appendix 1
Glossary of terms
ASN
BSL
CPD
ELLE
ESOL
FE
HMIE
PDR
QELTM
SCQF
SFC
SQA
VLE
Additional Support Needs
British Sign Language
Continuing Professional Development
Evaluation of Learning and Learners’ Experience
English for Speakers of Other Languages
Further Education
HM Inspectorate of Education
Performance Development and Review
Quality and Equality in Learning and Teaching Material
Scottish Credit and Qualifications Framework
Scottish Funding Council
Scottish Qualifications Authority
Virtual Learning Environment
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Appendix 2
The Scottish Credit and Qualifications Framework
The Scottish Credit and Qualifications Framework brings together all Scottish
mainstream qualifications into a single unified framework. The framework includes:
degree provision, HNC and HND, SQA National Qualifications, and SVQs. There are 12
levels ranging from Access 1 at SCQF level 1 to Doctoral degree at SCQF level 12.
Each qualification whether a unit, group of units or larger group award has also been
allocated a number of SCQF credits. Each credit represents 10 notional hours of
required learning. Doctoral degrees based on a thesis are an exception to this.
Other learning may be credit rated and included in the framework provided it leads to a
clear set of learning outcomes and has quality-assured learner assessment. All of
Scotland’s colleges were awarded SCQF Credit Rating powers in January 2007.
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