Borders College
16 May 2014
A report by HM Inspectors
on behalf of the
Scottish Funding Council
Full report
The external review process
HM Inspectors undertake an independent review of the quality of provision in Scotland’s
colleges on behalf of the Scottish Further and Higher Education Funding Council (SFC)
under a service level agreement between the council and Education Scotland. External
review teams include HM Inspectors, associate assessors and a student team member.
During external reviews, members of the review teams observe learning and teaching
and hold discussions with learners, staff and stakeholders. They consider information
on learner attainment and evaluate learner progress and outcomes. They meet with
members of the Board of Management and obtain feedback from community groups,
partners and employers who work with the college.
The purpose of this report is to convey the main outcomes arising from the external
review, to acknowledge the college’s strengths and to provide a clear agenda for future
action to improve and enhance quality.
This external review results in judgements of effective or limited effectiveness or not
effective that express the external review team’s overall evaluation of high quality
learning, learner engagement and quality culture.
The report also uses the following terms to describe
numbers and proportions:
almost all
most
majority
less than half
few
over 90%
75-90%
50-74%
15-49%
up to 15%
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Contents
1.
Page
Introduction
1
The external review
1
2.
The college and its context
2
3.
Outcomes of external review
Judgement of Effectiveness
3
Section A:
Section B:
Section C:
Section D:
Section E:
Overarching judgement
Supporting statements
Areas of positive practice
Areas for development
Main point for action
3
3
4
5
5
4.
How well are learners progressing and achieving relevant,
high quality outcomes?
6
5.
How effective are the college’s learning and teaching
processes?
8
6.
How well are learners engaged in enhancing their own
learning and the work and life of the college?
11
7.
How well is the college led and how well is it enhancing the
quality of its services for learners and other stakeholders?
13
8.
How extensive and effective are college partnerships with
communities, other learning providers, employers and
agencies?
15
9.
Signposting excellent practice
16
10. What is an overarching judgement?
18
11.
20
What happens next?
12. Further information
20
13.
21
How can you contact us?
Appendices
22
Glossary of terms
The Scottish Credit and Qualifications Framework
22
23
1. Introduction
The external review
The external review by Education Scotland took place during the week beginning
3 March 2014.
We examined learning and teaching and other important activities that impact on the
quality of the learner experience. We evaluated these against the three key principles
of high quality learning, learner engagement and quality culture, using the 13 reference
quality indicators outlined in External quality arrangements for Scotland’s colleges,
updated August 2013. We also included QI 2.2 Relevance of programmes and services
to learner needs to support our evaluations. We used information from previous visits to
the college to decide the scope of the review.
We found examples of excellence which we describe in this report on page 16 and 17.
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.
1
2. The college and its context
In carrying out the external review of Borders College, Education Scotland took the
following college context fully into account.
Borders College is a small, rural college serving the Scottish Borders Region which
covers an area of 1,800 square miles with a population of around 113,000.
The college is the single provider of Further Education (FE) in the region and also
provides a range of higher education programmes directly or in partnership with other
institutions. The college operates across the Scottish Borders Region. Its main campus
is the Scottish Borders Campus in Galashiels, which it shares with Heriot-Watt
University. There are smaller campuses at Newtown St Boswells and Hawick and an
outreach centre in Jedburgh. The college also offers community-based programmes in
Peebles, Duns and Eyemouth.
In academic year 2013-14, the college enrolled around 1,235 full-time learners and
expects to have enrolled around 4,000 part-time learners by the end of the year.
Around 80% of the college’s funded activity is focused on full-time learners, most of
whom are young people under the age of 25 undertaking FE level programmes. The
college has seen a significant increase in learners aged 16-19 since 2010-11. These
learners made up 38% of the student population in 2012-13. Higher Education (HE)
represents 9% of the college’s funded activity.
Economic growth in the South of Scotland has lagged behind Scotland and the UK over
the past decade and growth has been driven by public services, retail, tourism and
related activities. Youth unemployment has increased significantly since 2008 although
it remains below the Scottish average. Through its FE curriculum, the college works in
partnership with the Borders Community Planning Partnership (CPP) with the aim of
making the Scottish Borders a more attractive place to live and work, and to arrest the
outward migration of its young people.
The college provides a broad curriculum in FE, both in terms of vocational areas and
levels. The current college full-time FE portfolio covers programmes in art and design;
business management and administration; care; computing and information and
communications technology (ICT); construction; engineering; hairdressing and beauty
therapy; hospitality; land-based; special programmes; and sport and leisure. The
college offers full-time HE programmes in art and design; business management and
administration; care; computing and ICT; engineering; hairdressing and beauty therapy;
land-based; and sport and leisure. The college also provides a wide range of short
programmes for employers and employees, as well as apprenticeship programmes and
other work-based vocational qualifications.
In 2012-13 the college’s contracted level of activity from the Scottish Funding Council
(SFC) was 33,590 weighted student units of measurement (WSUM). The college’s
revenue budget for 2013-14 is £10.8 million, of which 75.5% is grant-in-aid from SFC.
2
3.
Outcomes of External Review
Judgement of Effectiveness
Section A: Overarching judgement
Borders College has in place effective arrangements to maintain and enhance the
quality of its provision and outcomes for learners and other stakeholders.
This judgement means that, in relation to quality assurance and enhancement, the
college is led well, has sufficiently robust arrangements to address any identified
minor weaknesses, and is likely to continue to improve the quality of its services for
learners and other stakeholders.
Section B: Supporting statements
Learner progress and outcomes
The majority of learners complete their programmes and gain relevant
qualifications. In some subject areas success rates are amongst the best in the
sector. However, a few programmes are performing well below the national sector
performance levels. Successful completion rates for learners on full-time FE
programmes remain significantly above national sector performance level.
However, although high, successful completion rates for full-time FE and HE
learners have declined over a three-year period. Successful completion rates for
part-time learners have also fallen. The range of programmes offered meets well
the needs of learners, the wider Borders area and employers. Programmes
support well transition from school and there are very good articulation routes to
HE in specific subject areas. Most full-time learners progress into further study or
employment. Learners develop their core and essential skills well and achieve
more widely through a range of other relevant activities.
Learning and teaching processes
College programmes take good account of learner needs and a suitably wide
range of programmes supports the local economy well. Learners develop
employability skills and almost all learners undertake work placements. Almost all
learners are committed to their studies and enthusiastic about their learning. They
show independence in their learning and work well in groups. Teaching staff plan
lessons well and use their vocational and professional knowledge effectively.
Positive relationships between staff and learners contribute to a purposeful climate
for learning. Most teaching staff use an appropriate range of teaching approaches,
although in a few theory lessons, teaching approaches fail to engage all learners.
Teaching staff plan assessment well and almost all learners receive helpful
feedback on their performance. Learners make the transition to college through
effective induction activities.
3
Most teaching staff engage positively in internal review and self-evaluation and
respond to learner feedback, taking appropriate actions to improve the learner
experience.
Learner engagement
In most lessons learners are actively engaged in enhancing and influencing
their learning experiences. Learners benefit from a toolkit of approaches used
by teaching staff to gather learners’ views and receive feedback for
improvement. Well-established Faculty Councils, chaired by an elected
learner representative, empower learners to make their views heard and
shape improvement within the college. Learners enhance their learning
through enterprise-related activities and many learners participate in personal
development and volunteering opportunities. Learners raise funds for a range
of charitable causes through fundraising activities. The college celebrates
learner achievement well. However, the college’s Students Association has a
low profile with learners.
Leadership and Quality Culture
The college works productively and extensively with local partners. It has mature,
well-developed strategic planning and quality review processes that work well for
learners, community partners and wider stakeholders. The principal and senior
managers provide strong and effective leadership. Strategies and arrangements
for leading learning and teaching are well-considered and encourage programme
teams to take responsibility for further enhancing the experience for learners.
Staff are well supported by comprehensive arrangements for continuing
professional development (CPD). Services that support learners are led well and
deliver a range of appropriate support. All staff are highly committed to an
organisational culture of quality improvement and reflective practice. The
college’s programme of internal reviews provides a very effective tool to examine
specific programmes or services and provide effective recommendations for
improvement.
Section C: Areas of positive practice
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Successful completion rates for learners on full-time FE programmes have
remained high and significantly above the national sector average for the last three
years. In full-time FE and full-time HE, further withdrawal rates have improved over
three years and are now in line with or slightly better than the national sector level.
The college provides a wide range of programmes in different modes of delivery,
meeting well the challenge of providing accessible and appropriate provision to a
large rural area.
Through the Business Development Unit (BDU) and faculties, the college
responds quickly and appropriately to employers, learners in work and those
who are unemployed. The college also enhances the employability of many
full-time learners by providing short certificated industry-recognised courses
within full-time programmes.
The majority of learners complete their programme successfully, gain
certificated awards and progress into further learning or employment. Learners
4
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develop core and essential skills well, particularly employability skills developed
through placements developed in partnership with employers.
Successful completion rates are amongst the highest in the sector in a few
subject areas.
Well-designed and certificated programmes for learners with learning difficulties
ensure high rates of progress in to mainstream programmes for these learners.
Teaching staff are appropriately qualified and almost all use their vocational
expertise and professional knowledge effectively to plan and deliver lessons
effectively.
Teaching staff engage well in self-evaluation and internal review of programmes.
Effective action planning for improvement within programme teams leads to
improvements for learners.
The college is committed to learner engagement and has very effective
arrangements to ensure learner views are represented well in the work and life of
the college, particularly through learner-led Faculty Councils.
The college is well led and its strategic drivers are mapped appropriately to SFC
priorities, local needs and Scottish Government national performance outcomes.
The college works very effectively in partnership with its stakeholders to achieve
these objectives.
Proactive and effective support services work very well collectively and in
collaboration with teaching teams in order to support learners on all college
campuses.
The college has a strong quality culture that is led and informed well by learners and
other stakeholders. All staff are highly committed to this organisational culture of
quality improvement and reflective practice.
Managers support programme teams well to improve retention and attainment
through rigorous internal review. Staff teams are aware of declining attainment
trends in some areas and have introduced local initiatives to bring about
improvements.
Section D: Areas for development


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Full-time FE success rates have declined for the second year in a row.
Success rates on part-time FE and part-time HE programmes have fallen over a
three-year period, with increasing partial success and further withdrawals in
part-time programmes contributing to this decline.
In theory lessons, teaching staff do not always use a sufficiently wide range of
teaching approaches and questioning to engage all learners.
The Students Association has a low profile in the college.
Section E: Main point for action

The college should ensure the effectiveness of actions to improve
performance of those programmes with low success outcomes.
5
4.
How well are learners progressing and achieving relevant, high
quality outcomes?
How effective is the college at achieving and maintaining high levels of retention,
attainment and progression?
Early withdrawals in full-time FE are better than national sector performance levels but
have increased slightly over the last three years. College figures indicate that early
withdrawals in FE programmes have improved in 2013-14. Early withdrawals in full-time
HE have increased over the last three years and are now higher than the national sector
performance level. In full-time FE and full-time HE, further withdrawal rates have
fluctuated over three years and are now in line with or slightly better than the national
sector level.
Success rates in full-time FE remain significantly above the national sector performance
level. However, rates have declined for the second year in a row. Success rates in
full-time HE programmes are above national sector levels, although these have fallen
overall, across a three-year period. However, success rates for 2012-13 improved on
those of 2011-12. Success rates on part-time FE and part-time HE programmes have
fallen over a three-year period, with increasing partial success and further withdrawals in
part-time programmes contributing to this decline. In part-time programmes, learner
success is now below national sector performance level.
With the exception of part-time HE, partial success rates are below sector levels. Many
programme areas perform well with a few performing among the best in the sector.
However, learner success in a few subject areas is low.
How well do programmes and services meet learner needs?
Borders College provides a wide range of programmes in different modes of delivery,
meeting effectively the challenge of providing accessible and appropriate provision to a
large rural area. The college has responded well to increased numbers of full-time FE
learners, providing programmes from access level (SCQF level 1). The college also
provides HE programmes including jointly delivered degree level provision (SCQF
level 9). Learners undertaking HE programmes benefit from very good and well-used
articulation routes to year two in certain university programmes.
The college has planned and developed effective transition arrangements for learners
with additional support needs. It makes good use of work experience placements to
help learners to progress in their programmes. Shared planning with the local education
authority is enabling senior phase curriculum opportunities to be offered successfully
across a wide school population.
Through the BDU and faculties, the college responds quickly and appropriately to
employers, learners in work and those who are unemployed. The college also
enhances the employability of many full-time learners by providing short certificated
industry-recognised courses within full-time programmes. The college provides
effective guidance services which support learners well on their programmes. All
learners are given useful guidance on progression opportunities available to them.
Almost all learners express a high level of satisfaction with their programmes.
6
How well do learners make progress, attain qualifications and achieve more
widely?
The majority of learners complete their programmes, make good progress and gain
certificated awards. Most learners who complete their programmes return to the college
to continue their studies. Within HE, almost all learners whose destination is known
enter employment or progress to further study.
Most learners gain useful skills during their programmes which allow them to enter
employment or progress to further study. In 2012-13, the successful completion
rate for full-time FE learners was 71% against a national sector level of 65%. For
HE learners the successful completion rate was 71%, against a national sector level
of 70%. Within full-time FE in the subject areas of engineering, and hairdressing
and beauty therapy and in full-time HE, in business, management and
administration, and sport and leisure, the successful completion rates are amongst
the highest in the sector. However, there are a few full-time programmes in the
subject areas of art and design and computing and ICT where successful
completion rates are significantly below the sector average.
Many learners participate in local, national and international competitions and enjoy
success through winning sector recognition, awards and medals. Learners
compete for valued opportunities to undertake work experiences in European
countries under the college’s successful participation in a European Social Fund
Leonardo programme.
Most learners develop good levels of essential and core skills and delivery is
appropriately contextualised to vocational programmes. Learners in most subject areas
and at all levels develop employability skills well through placements developed in
partnership with employers. Learners also participate in community-related projects
which develop essential skills in citizenship. The college works closely with NHS
Borders to ensure key health and wellbeing messages are promoted to all learners.
The college provides appropriately designed programmes for learners with learning
difficulties which incorporate certificated units alongside work experience. Progression
rates of learners from these programmes to mainstream programmes are high. Overall,
learner satisfaction with the college and services provided is very high.
7
5.
How effective are the college’s learning and teaching processes?
How well does the college design and deliver programmes and services to meet
the needs of learners from all backgrounds and circumstances?
Programmes take good account of learners’ needs and provide high quality learning
experiences for learners from a range of circumstances. The college offers a wide
range of FE programmes at different levels which meets the needs of individuals and
the local economy well. The curriculum is enhanced through the considered use of
certificated awards. For example, awards from alternative certification bodies are used
successfully in a few subject areas to support personalisation and extend learner
choice.
The college provides tailored programmes to meet the needs of specific groups. In
special programmes, learners benefit from well-designed programmes which
incorporate certificated vocational and core skills units. All learners in these
programmes undertake work experience, many of which are supported in partnership
with a local charity.
Almost all learners develop essential skills very well within their programmes. Skills for
employability are embedded appropriately in programme content and most learners
undertake work placements with local employers as part of their programme. For
example, agriculture and horse care learners undertake work experience on local farms
and stables. Programmes are designed effectively to ensure learners practise and
apply their learning to work situations and develop appropriate skills for employment in
their chosen industry.
Most staff promote equality and diversity appropriately. However, teaching staff miss
opportunities to promote equality and diversity in a few lessons.
How well do learners learn?
Almost all learners are motivated and committed to their studies and are enthusiastic
about their learning. Most learners engage well in practical lessons, using a variety of
learning resources effectively, including ICT, to enhance their skills development. Most
learners make good use of the virtual learning environment to extend learning, or
access additional learning materials and topics for revision.
Most learners develop independence in their learning and work cooperatively in groups
to plan and execute practical activities. They exercise choice in how to complete tasks.
Most learners make good progress and develop a range of appropriate skills. Almost all
learners work together well to collaborate and support each other towards achievement
of their learning goals. In sport and leisure, learners support their peers well and
provide each other with helpful technical advice during practical sessions. In
hairdressing and beauty therapy, more advanced learners act as role models to their
peers. Learners on health care programmes develop very well as reflective learners
and practitioners. They prepare for and reflect consistently on their work experiences.
Learners draw productively on their prior learning to consolidate and apply their
knowledge to practical tasks. However In a few theory lessons, learners are not fully
engaged in lesson activities.
8
How well do planning, teaching and the use of resources ensure effective
learning?
Almost all teaching staff plan lessons well, introduce topics effectively, and explain
lesson objectives clearly to learners. Teaching staff are appropriately qualified and
almost all use their vocational expertise and professional knowledge effectively to make
lessons interesting and encourage learners to explore the topics being studied. Group
work is used particularly effectively where appropriate.
The college’s learning environments are well-resourced and of a high quality. Teaching
staff make good use of industry standard facilities to support learners to develop their
vocational and employability skills within realistic working environments. Positive and
mutually respectful relationships between learners and staff contribute to a relaxed and
purposeful climate for learning in which learners confidently raise issues about their
learning.
Teaching staff promote sustainability well in the majority of lessons where this is
applicable. For example, carpentry and joinery learners sell boxes of kindling to raise
funds for an end-of-year trip. This project enhances their understanding of sustainability
and recycling as well as developing other useful essential skills. Overall, most staff use
an appropriate range of teaching approaches. However, in a few theory lessons,
teaching staff do not use a sufficiently wide range of teaching approaches to engage all
learners.
How well is assessment used to promote effective learning?
Almost all teaching staff plan and schedule assessments effectively and inform learners
of assessment deadlines. In a few subject areas, learners negotiate assessment
deadlines to suit their individual needs.
Almost all learners receive regular helpful feedback and teaching staff make them
aware of what they need to do to improve their performance. In a few subject areas
learners receive prompt and beneficial feedback through the effective use of online
assessment. Almost all teaching staff use questioning techniques well to check learner
understanding and support achievement. However, in a few lessons, teaching staff do
not engage all learners effectively with constructive questioning to establish their
progress.
The college has appropriate arrangements in place to provide effective support to
learners with additional needs when undertaking assessments.
How well are potential and current learners provided with information, advice and
support?
The college provides all learners with helpful and accurate pre-course advice and
information about the range of the college’s support services. Learners are aware of
progression opportunities and next steps to employment or further study. Learners
value the information, advice and guidance provided by staff from the Student Advice
Centre.
9
The college has effective transition arrangements with local schools and external
partners and these prepare learners well for entry to college, particularly learners who
have additional support needs. The college has made significant progress in the
planning and delivery of induction arrangements, which now support learners well to
settle quickly into their programme. Many learners benefit from taster days which
enable them to experience college life and meet other learners before commencing their
studies.
Learners identify targets and learning aims through completion of useful Personal
Learning Plans. These ensure learners reflect carefully on their progress towards
achievement of personal and learning goals. Almost all course tutors deliver supportive
on-going guidance through regular one-to-one interviews and informal meetings with
learners. They provide valued support and feedback to learners.
Most learners express satisfaction with the opportunity to access services at a time and
in a way which matches their needs.
How well does the college sustain continuous enhancement of learning and
teaching through self-evaluation and internal review activities?
Most teaching staff engage effectively in programme and internal review activities and
self-evaluation. Teaching staff know their learners well and use programme team
meetings effectively to monitor retention and attainment and identify areas of concern.
Programme teams analyse key aspects of performance comprehensively.
Most teaching staff engage in CPD activities, reflect regularly on learning and teaching,
and actively seek to improve their classroom practice. Teaching staff take learner
feedback seriously and reflect on learners’ views consistently. They are responsive and
implement changes where appropriate. Staff anticipate and implement appropriate
actions to improve the learner experience, including changes to admissions processes,
timetabling of programmes, and curriculum content. Programme teams engage
regularly with local employers through Advisory Boards that help inform curriculum
planning.
Action planning for improvement within programme teams leads to improvements for
learners. For example, in some subject areas, programme teams have increased the
personalisation of programmes for individual learners through the introduction of
Business and Technology Education Council awards. Within a few programmes,
programme teams have significantly reduced early withdrawal rates as a result of
internal review and successful action-planning.
10
6.
How well are learners engaged in enhancing their own learning
and the work and life of the college?
How well do learners engage in enhancing their own learning?
Learners work cooperatively with staff to influence issues that affect their learning.
Mutual respect between staff and learners maintains a positive culture for learning. In
most lessons learners engage well in enhancing and influencing their learning
experiences through a wide range of activities. Within many programme areas learners
are actively involved in planning practical aspects of their learning jointly with teaching
staff. This includes choosing topic work, identifying learning resources and agreeing
learning activities. Learners shape their own learning through working with live briefs for
clients, project work and enterprise-related activities. These approaches enable
learners to contextualise and enhance their own learning experiences.
Most learners are confident about discussing issues relating to their learning with
teaching staff whom they view as knowledgeable and approachable. Where learners
express concerns about aspects of their programmes, most staff respond quickly to deal
with the issues. Learners benefit from approaches used by teaching staff to gather
learners’ views and receive feedback for improvement. Informal approaches include
use of a graffiti board where learners anonymously record their views on teaching.
These approaches work well and provide useful comments to teaching staff. Teaching
staff communicate back to learners actions taken, including adjustments to teaching.
Most full-time learners complete Induction Surveys which provide helpful feedback to
teaching staff on learners’ evaluation of their initial experiences at college. The
college’s comprehensive Annual Learner Feedback Survey is used effectively to capture
learners’ opinions of their college experiences. The survey gathers learners’ views on
responsiveness to learner needs; learning and teaching approaches; and use made of
college facilities and resources. The college analyses survey results suitably and
conveys identified action points for improvement effectively to learners.
On almost all full-time programmes, learners have appointed class representatives.
Class representatives benefit from appropriate training from a sparqs-accredited trainer.
Learners represent their colleagues effectively when attending learner representative
meetings.
The college has six well-established Faculty Councils which are chaired by an elected
learner representative and attended by other faculty learner representatives, the
Students Association Liaison Officer and senior college staff. This innovative approach
empowers learners to make their views heard and provides a strong and coherent
learner voice to shape and inform the college’s curriculum, learning and teaching
practice and support services. The outcomes from Faculty Council meetings are
communicated to staff and learners and used well by programme leaders to inform
programme team discussions and self-evaluation processes.
The Student Representative Council is also made up of learner representatives and
plays a valuable role in conveying the views of learners to support service managers.
However, meetings are only partially effective as learner representatives often cannot
attend due to travel constraints and timetabled classes.
11
How well do learners engage in enhancing the work and life of the college?
The Learner Engagement Strategy 2013-16 links well with the college’s Corporate Plan
2013-16. It confirms the college’s commitment to ensure learners are welcome and are
active participants in shaping the college’s future direction. The college supports the
Students’ Association effectively, providing the services of the Students Association
Support Officer to ensure support and continuity. The college remunerates the Student
President post and this has resulted in consistent and effective learner representation at
Board of Management and Curriculum and Quality Committee meetings. However, the
Students Association has a low profile in the college and a few learners are unaware of
it or make use of its services.
The college makes effective use of text messaging and social networking forums to
keep learners informed about a range of college initiatives. These include social and
sporting activities, achievements, and transport-related news which assist rural learners
to attend college. Many learners contribute their own views on a range of topical
college themes. Focus group meetings, hosted throughout the year by faculty heads
and the vice principal, provide a useful platform for managers to receive direct feedback
from learners about the effectiveness of college programmes and support services.
Learner comments are used by staff to inform actions for improvement.
The college celebrates learner achievement well. Individual faculties host Annual FE
Celebration Ceremonies which are promoted effectively and well-attended. The award
ceremonies recognise learners’ wider achievements demonstrated during work
experience placements, as well as progress on college programmes. Many learners
participate in personal development and volunteering opportunities which are promoted
widely through the college’s NewsRoundup newspaper, the college website and social
networking forums. For example, seven learners attained Saltire Volunteering Awards
through volunteering with a local Riding for the Disabled Association. Other learners
take up volunteering opportunities in the local community with organisations such as the
Air Cadets and Melrose in Bloom. Learners hold fundraising activities such as tray-bake
sales, raffles and bungee-jumping activities to support a range of charitable causes.
For example, a Hairdressing Showcase evening raised over £700 for a local charity.
Other learners have raised funds for charities such as Help for Heroes.
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7.
How well is the college led and how well is it enhancing the
quality of its services for learners and other stakeholders?
The Board of Management sets a clear strategic direction for the college through
well-established and comprehensive planning processes that take good account of
Scottish Government and SFC priorities set in the context of the local Scottish Borders
economy. The current corporate plan has evolved through purposeful strategic dialogue
with key partners and stakeholders. Strategic objectives are aligned well to relevant
national and regional priorities and clear links are made between the college Regional
Outcome Agreement with SFC and the Scottish Borders Single Outcome Agreement
(SOA). The college curriculum supports the ambitions of the SOA. The college mission
states:
Borders College will be a leading contributor to the economic and social
development of Scottish Borders through excellence in the provision of
education, training and skills.
This is underpinned by a clear vision and a set of appropriate organisational values.
Most staff have a good understanding of the college’s mission and all have a strong
commitment to meeting the needs of learners.
The Board of Management has a strategic overview and informed understanding of the
college’s core business of learning and teaching through the work of its Quality and
Curriculum Committee. Staff teams engage effectively in the operational planning
process, producing well-considered annual development plans and associated targets
linked clearly to the corporate plan.
The principal provides strong and insightful leadership for the college which provides a
positive learning experience and ensures high levels of learner success. Senior
managers provide clear strategic direction for learning and teaching with a distinct focus
on improving overall retention and attainment. The college conveys well its commitment
to learning and teaching through its learning and teaching strategy and learner
engagement strategy. These strategies link appropriately to the outcomes within the
corporate plan and take good account of the need to develop creative and enterprising
learners. Heads of faculty and programme leaders are empowered to lead and manage
curriculum areas. They make good use of views of all stakeholders to inform planning
and shape the content and delivery of programmes. Almost all programme leaders
have a good understanding of the strategies in place to improve learning and teaching.
They provide effective leadership at curriculum level, identify areas for development and
set clear actions for improvement.
The college has effective arrangements for reflection on and improvement of learning
and teaching. These arrangements along with well-considered CPD activities, support
staff ably to evaluate and develop their practice and professional and vocational skills.
The college supports new teaching staff effectively through mentoring within teaching
areas and all undertake an initial teaching qualification shortly after commencing
teaching. Experienced staff are supported well through the Enhance programme which
provides a useful framework within which staff reflect effectively on their own practice
and the practice of others through on-going professional dialogue.
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College structures, committee and staff communication processes ensure very good
integration between academic and support structures. The college has an efficiently
planned system of meetings across the college which enables managers to coordinate
service provision and disseminate college priorities to all staff. This ensures effective
integration of shared information, review and planning. Support area managers and
staff work well across college functions to respond flexibly and proactively to meet
current and emerging college and student needs. The college has responded
effectively to changes required to meet the needs of younger learners.
Support services teams work very well collectively and in collaboration with teaching
teams to provide support for learners on all college campuses. They undertake
effective self-evaluation and make particularly good use of learner feedback,
admissions figures, learner surveys, ad hoc focus groups and feedback from Faculty
Council meetings and the Student Representative Council to inform improvements.
They plan and prioritise actions capably to ensure efficient use of resources. Support
staff have developed an effective range of purposeful relationships with external
agencies and work collaboratively together to plan and deliver services for learners.
The college has an effective integrated process to identify, plan and deliver CPD to all
staff. This is ensuring statutory training, professional updating, wider development
opportunities and sharing of good practice is in place and linked well to individual staff
reviews and college priorities. The college has a strong quality culture that is
well-developed and fully embedded in college practice. Senior managers provide
effective leadership and direction. All staff are highly committed to a culture of quality
improvement and reflective practice.
The college values the views of learners and stakeholders and seeks these in a variety
of ways. Surveys and focus groups provide regular meaningful information which the
college analyses and uses to inform self-evaluation activities. Learner-led Faculty
Councils have strengthened learner engagement. They provide an effective vehicle for
learners to influence the development of the faculty and improve the quality of the
learner experience. Managers support programme teams well to improve retention and
attainment through rigorous internal review. Heads of Faculty lead an annual internal
review of programmes and teams agree challenging meet or beat targets for ‘at risk’
programmes. Staff work well together to identify reasons for low performance and take
appropriate actions to improve outcomes for learners. Teams are aware of
programmes which have declining attainment trends and have introduced local
initiatives to bring about improvements.
The college operates an annual programme of internal reviews of specific subject areas
or learner services. These reviews are needs-led and based on an identification of risk.
They involve a thorough examination of the area under consideration and provide a very
effective tool to examine and support specific programmes or services and provide
recommendations for improvement. The Board of Management considers the reports
from these reviews. This approach helps refresh the college curriculum and introduces
targeted improvements on an on-going basis.
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8.
How extensive and effective are college partnerships with
communities, other learning providers, employers and agencies?
The college has a clear strategic commitment to partnership working with a range of
local and regional key stakeholders. It has extensive partnership arrangements that are
well-established and effective in delivering positive outcomes for the Scottish Borders
economy, local businesses and local people. The college is a key and active participant
in the local CPP.
The college has established particularly strong partnership working with the Scottish
Borders Council and NHS Borders. This partnership has a range of innovative and
effective approaches in place to meet the needs of the local community through joint
planning and delivery of services across the region. The college has utilised its
expertise in developing e-learning approaches in a number of projects with major
partners. This is helping to make education services more accessible to rural
communities and those in employment. The college uses its SCQF credit-rating powers
creatively to provide accredited pathways from informal learning delivered by partners to
further learning and employment opportunities.
The college works effectively with Skills Development Scotland and is responsive to
their requests for short employability and tailored programmes to meet the needs of
specific groups of learners, including young people who are unemployed. The college is
closely involved in joint planning with secondary schools in the region, with the School
Plus and in-school delivery models broadening opportunities in the senior phase and in
lower levels. School-college partnerships are productive and support local learners well.
The college has many effective and productive relationships with local employers, social
enterprises and community partners which enhance and inform college programmes
and services which support leaners. The extensive use of Employer Forums often leads
to meaningful work experience placements and employment for learners.
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9.
Signposting excellent practice
During the Education Scotland external review, the college submitted examples of what
it considered to be excellent practice and the review team also identified examples
worthy of dissemination.
9.1 Enhance
Enhance is the college’s approach to CPD for qualified teaching staff. The college
introduced Enhance in 2009 to improve skills in evaluating learning and teaching and in
professional dialogue and reflection. It contains a toolkit to review learning and teaching
with learners and receive constructive feedback. Each member of teaching staff has an
Enhance portfolio and is allocated to a group of three (Tercets) to work together for the
duration of each 12 months Enhance period. Members have the opportunity to be
observed teaching by the other two and reflect on the lessons with their colleagues.
Teaching staff build a folio of structured and unstructured CPD reflections on practice
and on their work with students in evaluating their teaching practice.
The college reviews Enhance annually, following staff feedback. Its initial impact
formalised CPD entitlement for lecturing staff but also recognised the value of informal
CPD in professional development. Teaching staff value the peer support which allows
them to observe others’ techniques and share good practice such as adjusting teaching
to prepare learners better for university; demonstrating hairdressing techniques to
left-handed students; and improving understanding of the different construction trades.
Teaching staff have also benefited from sharing approaches when working with
individual learners with barriers to learning. The Enhance portfolio provides a good
basis for meaningful discussion during annual individual staff reviews with line
managers.
Enhance provides lecturers with a wide range of effective techniques to use with
learners to check understanding. For example Graffiti Boards are used extensively in
hairdressing and beauty therapy as a simple way of gaining feedback on lessons,
helping shape learning and teaching.
9.2 Faculty Councils
Faculty Councils are learner-led meetings that give learners a strong voice in the
curriculum. They have evolved into very influential committees for learning, teaching
and programme design within faculties. Faculty Council members are class
representatives and together they elect a chair of the council, always a learner. Faculty
Council members have a responsibility to gather and present the views of fellow
learners and feed back to them after the meeting. Faculty managers are required to
report to the councils on particular matters including faculty self-evaluation and
development plans, for learners’ comment. The minutes of the meetings are posted on
the college’s website and members can see progress with the issues raised. For
example, the Access Faculty Council sought an anti-bullying campaign that enabled
other learners to see beyond disability and other attributes that could be targets for
bullying. With college support, learners designed powerful posters that challenged
people to think about what they say and how they feel. The main focus of the Faculty
Councils is the curriculum where they have a significant influence. In construction, they
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proved particularly useful in helping to devise a range of full-time programmes when the
number of apprenticeships declined.
There are now six Faculty Councils which meet three times a year. Their meetings are
attended by either a member of the quality staff or the Students Association Support
Officer to ensure that the learner-focused, learner-led ethos of the meetings is
maintained.
9.3 Reducing the risk of exclusion through developing and delivering a range of
SCQF Credit Rated programmes
The College has made significant use of SCQF credit rating and levelling to add value to
awards devised in collaboration with partner organisations. The college approach
ensures that the awards are nationally recognised and are available for use by other
organisations through the SCQF database.
The awards are used to address circumstances where there is a high risk of exclusion
or to promote work and life skills for people with learning disabilities. They have been
developed where there has been no nationally available alternative. An example of a
programme developed to promote work skills for people with learning disabilities is
Ready for Retail SCQF Levels 1 & 2. This was designed to enable learners to develop
the skills and experience to work in a retail environment with the ultimate aim of
securing employment. This programme is offered in conjunction with a major retailer
and other employers and consists of units that candidates and their assessors/trainers
can easily follow. Since its introduction 20 of the 27 learners have found voluntary or
paid work. Other programmes developed for those with learning difficulties include the
Tenancy Award SCQF Level 3 and Introduction to the Role of the Health Care
Champion SCQF level 2. These programmes are delivered jointly with Social Work or
community service providers and have been successful in developing the confidence
and independent living skills of the learners.
The college has also credit rated a programme to support school pupils at risk of
disengagement from education. Developing Individual Performance in Sport SCQF
Level 5 is delivered by secondary schools and offers an alternative to mainstream
sports awards. The programme focuses on skills pupils have developed as a football or
rugby player and improves their understanding of sporting skill and how this develops.
One school who used this with pupils at high risk of not achieving five or more
qualifications at SCQF Level 5 reported a pass rate of 75% and high pupil engagement
with improved self-reflection.
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10.
What is an overarching judgement?
Education Scotland uses an overarching judgement of Effectiveness to express the
findings of the review team. The judgement of effectiveness takes into account all the
evidence gathered through the eternal review. Such judgements express outcomes as:
effective;
limited effectiveness; or
not effective.
This judgement is further detailed by supporting statements which substantiate the
judgement of effectiveness. Education Scotland evaluates and reports according to the
three key principles. In this report, the principles and supporting statements relate to:
Key principle 1 – High quality learning (supporting statements numbers 1 and 2).
Key principle 2 – Learner engagement (supporting statement number 3).
Key principle 3 – Quality culture (supporting statement number 4).
Judgements of effectiveness and supporting statements provide stakeholders with
assurances, or otherwise, about the quality of a college’s provision. These judgements
are based on trends and track record of a college, the findings at the time of the
external review, and the college’s capacity to continue improving.
A judgement of effective indicates that the college has in place effective
arrangements to maintain and enhance the quality of its provision and outcomes for
learners and other stakeholders. This judgement means that, in relation to quality
assurance and enhancement, the college is led well, has sufficiently robust
arrangements to address any minor weakness, and is likely to continue to improve the
quality of its services for learners and other stakeholders.
A judgement of limited effectiveness indicates that the effectiveness of the college’s
arrangements to maintain and enhance the quality of its provision and outcomes for
learners and other stakeholders is limited. This judgement means that there are some
strengths in the college’s arrangements for quality enhancement. However, there are
weaknesses in arrangements for high quality learning and/or learner engagement
and/or quality culture. If not addressed, the importance of these weaknesses will
continue to limit the effectiveness of the college’s arrangements.
A judgement of not effective indicates that the college’s arrangements to maintain and
enhance the quality of its provision and outcomes for learners and other stakeholders
are not effective. This judgement means that there are significant weaknesses in the
arrangements for high quality learning and/or learner engagement and/or quality culture.
There is a high probability that, without significant and comprehensive action, with
external monitoring and support, the college will fail to improve current low-quality
provision and outcomes to an acceptable level. Education Scotland does not have
evidence that the college has the capacity and commitment to identify and implement
effective and comprehensive action.
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Scottish Funding Council response to judgements
If the overarching judgement is effective, the Council will expect the college to engage
with Education Scotland in follow-up activity, as appropriate, and, one year after the
publication of the review reports, to provide a report, endorsed by its governing body
(see Council guidance to colleges on quality from August 2012, paragraphs 62-66
SFC/13/2012 setting out its response to the review.)
If the overarching judgement is of limited effectiveness or is not effective, the Council
will require the institution to prepare and fulfil an action plan to address the
shortcomings identified (see paragraph 67 of guidance). Education Scotland will
provide advice to SFC on the adequacy of the action plan and on how it is being
implemented. SFC, taking into account any advice from Education Scotland, will
normally require a formal follow-up review at an appropriate time, usually within no more
than two years.
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11.
What happens next?
Education Scotland will continue to monitor progress during annual engagement visits to
the college.
There will be feedback to the learners at the college.
One year on from this report, the college will produce a report setting out what it has
done to address the main points for action and/or areas for development in the report
and other quality assurance and enhancement activities. There will be a link to this
report from Education Scotland’s website.
Dr Janet Davidson
HM Inspector
12.
Further information
The review and judgements relate to the college as a whole and do not provide
information about individual programmes of study or subjects. For further information
on these or any other queries, contact the college or look on its website http://www.borderscollege.ac.uk/.
For further information about Education Scotland, the external review methodologies, or
other information about reviews, see www.educationscotland.gov.uk
For further information about the Scottish Funding Council, see – www.sfc.ac.uk
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13.
How can you contact us?
This report has been produced as a web-only publication and is available on our
website at
http://www.educationscotland.gov.uk/inspectionandreview/reports/othersectors/collegere
views/BordersCollege.asp. If you would like to receive this report in a different format,
for example, in a translation please contact the administration team on 01506 600381.
If you want to give us feedback or make a complaint about our work, please contact us
by telephone on 0141 282 5000, or e-mail: complaints@educationscotland.gsi.gov.uk or
write to us addressing your letter to The Complaints Manager, Denholm House,
Almondvale Business Park, Livingston, EH54 6GA.
Text phone users can contact us on 01506 600236. This is a service for deaf users.
Please do not use this number for voice calls as the line will not connect you to a
member of staff.
Readability Survey
Alternatively if you are reading this report in hard copy please type the following address
into your web browser.
http://www.educationscotland.gov.uk/Images/FEReadabilitysurvey2011_tcm4719342.doc
Crown Copyright 2014
Education Scotland
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Appendix 1
Glossary of terms
BDU
CPD
CPP
FE
HE
ICT
SCQF
SFC
SOA
sparqs
WSUM
Business Development Unit
Continuing Professional Development
Community Planning Partnership
Further Education
Higher Education
Information and Communications Technology
Scottish Credit and Qualifications Framework
Scottish Funding Council
Single Outcome Agreement
student participation in quality scotland
weighted student unit of measurement
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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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