City of Glasgow College
11 March 2016
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
Page
1. Introduction
1
The external review
1
2. The college and its context
2
3.
3
Outcomes of external review
Judgement of Effectiveness
Section A:
Section B:
Section C:
Section D:
Section E:
Overarching judgement
Supporting statements
Areas of positive practice
Areas for development
Main points 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?
9
6.
How well are learners engaged in enhancing their own
learning and the work and life of the college?
13
7.
How well is the college led and how well is it enhancing the
quality of its services for learners and other stakeholders?
15
8.
How extensive and effective are college partnerships with
communities, other learning providers, employers and
agencies?
18
9.
Signposting excellent practice
19
10. What is an overarching judgement?
21
11. What happens next?
23
12. Further information
24
13. How can you contact us?
25
Appendices
26
Glossary of terms
The Scottish Credit and Qualifications Framework
26
27
1.
Introduction
The external review
The external review by Education Scotland took place during the week beginning
11 January 2016.
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 QIs 1.3 Adherence to statutory
principles and 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 19.
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 City of Glasgow College, Education Scotland
took the following college context fully into account.
City of Glasgow College was established in 2010 as a result of merger of Central
College Glasgow, Glasgow Metropolitan College and Glasgow College of Nautical
Studies. Located within the city centre, the college currently operates from nine
delivery locations that are a mix of new modern facilities and existing legacy
campuses. Phase one of its on-going estates re-development strategy, Riverside
Campus, opened in August 2015. Another new, larger campus is also under
construction on Cathedral Street in the city and will open in August 2016, replacing all
other existing locations.
The college is the largest of three assigned colleges in the Glasgow region along with
Glasgow Clyde College and Glasgow Kelvin College and is contracted by the Glasgow
Regional Board to deliver the Glasgow Regional Outcome Agreement (ROA) 2014-17.
City of Glasgow College works in partnership to deliver the ROA priority of increasing
the number of learners who achieve qualifications to access further study and, or work
within the city.
Forty-five percent of City of Glasgow College learners live in Glasgow. The remaining
fifty-five percent travel to study from across Scotland with a number travelling
significant distances to access specialist provision. The college attracts around 300
international learners a year, most of whom study programmes within the nautical
studies faculty. A significant number of residents in Glasgow have low levels of
qualifications or no formal qualifications. Approximately one third of the learner
population is from the most deprived SIMD datazones.
The college offers programmes from level 2 to level 11 on the Scottish Credit and
Qualifications Framework (SCQF) and these are aligned to Glasgow’s key growth
sectors. Subjects are grouped into six curriculum faculties. The college also delivers
a range of Modern Apprenticeship programmes and a range of part-time provision for
school pupils including the new Foundation Apprenticeship in Engineering.
In academic year 2014-15, City of Glasgow College enrolled around 12,500 learners
on SFC-funded programmes with just over 8,000 studying full-time and accounting for
80% of wSUM activity. In academic year 2015-16, the college is contracted to deliver
a target of 162,868 credits, which is 43% of the regional target within the ROA.
Currently, City of Glasgow College employs a total of 1,200 members of staff. Total
SFC grant income represents 60% of the college’s total income.
2
3.
Outcomes of External Review
Judgement of Effectiveness
Section A: Overarching judgement
City of Glasgow 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 number of learners who successfully complete their programme has improved
significantly at all levels and modes of delivery over the last three years. However,
in a few subject areas, too many part-time further education (FE) learners leave
early or do not achieve their qualification. College safeguarding arrangements for
young people and vulnerable groups are comprehensive and robust. The college
offers a wide range of programmes from SCQF levels 2-11 that meet the needs of
the college’s learners, employers and communities well. The college engages
proactively with secondary schools across Glasgow and neighbouring regions to
offer programmes which meet the needs of young people in the senior phase of
curriculum for excellence. Most learners make good progress and attain the
qualifications. Staff ensure that the majority of learners are provided with a broad
range of opportunities to achieve more widely and develop skills for learning, life
and work.
Learning and teaching processes
The college promotes equality and diversity well within programmes. In classes,
learners interact well with each other and with their class tutors which creates a
positive and supportive climate for learning. Most teaching staff have recent and
relevant industrial experience and plan lessons effectively to incorporate an
emphasis on developing industry standards and employability skills. However, the
majority of teaching staff use too narrow a range of teaching approaches to engage
all learners sufficiently. The college has a clear commitment to incorporating
essential skills development into all programmes. However, not all teaching staff,
particularly guidance tutors, understand their role in supporting learners to develop
the full range of essential skills within their programmes. High quality support
services are effective in supporting learners. Almost all staff have a strong focus
on the performance of their programmes and have a clear understanding of where
improvement in performance is required. However, the majority of teaching staff
do not reflect routinely or systematically on their classroom practice.
3
Learner engagement
The college has a clearly expressed commitment to learner engagement. The
majority of learners are actively engaged in enhancing their own learning.
Learners regularly contribute their views through questionnaires, focus groups,
‘you are the expert’ meetings and class representation. Almost all full-time and
many part-time programmes have appointed class representatives. Class
representatives are well supported and enabled to undertake their role effectively.
The majority of class representatives have not yet received formal training,
however plans are in place for this to take place soon. Many learners are
unaware of feedback provided on actions taken arising from cross-college
surveys. Learners of all backgrounds and circumstances are supported well to
integrate into college life. Equality and diversity is celebrated and promoted well to
learners. Learners are well represented on key college committees. Learners
engage enthusiastically in a wide range of activities which benefit the wider
community. However, many learners are not aware of how the work of the
Student Association and student engagement team complement each other.
Leadership and Quality Culture
The Principal and senior team work effectively together and with external partners.
Clear and comprehensive operational planning arrangements align well with
strategic aims and objectives. There is a strong culture of ownership and pride in
the college’s purpose and way. The Principal and senior managers provide strong
strategic direction for the curriculum and faculty directors are empowered to lead
and manage their teams. Current arrangements for reflection on learning and
teaching do not focus sufficiently on teaching practice. Support managers lead
their areas effectively. Support staff work well together and are enthusiastic and
flexible in their approach to supporting learners. There is a positive culture of
performance and quality improvement which is shared by all staff. Staff engage
well in self-evaluation and performance review. However, arrangements for selfevaluation do no support staff to reflect sufficiently on learning and teaching
approaches. The college has an extensive and effective range of regional, national
and international partnerships.
Section C:






Areas of positive practice
The number of learners who successfully complete their programme has
improved over the last three years and is now well above the sector performance
level.
Almost all successful learners, whose destination is known, progress directly to
further learning, apprenticeships, or employment.
Equality and diversity is embedded across college functions and is promoted
well to learners.
Staff ensure that the majority of learners are provided with a broad range of
opportunities to achieve more widely and develop skills for learning, life and
work.
Staff in many programme teams demonstrate creativity and flexibility in adapting
programmes to meet the needs of specific groups of learners.
Where learning activities are engaging, almost all learners are well-motivated
and participate productively during lessons.
4
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





Almost all learners use the college Virtual Learning Environment (VLE), MyCity,
proficiently to access learning resources during classes and in their own time.
Most teaching staff plan lessons well, often with an emphasis on developing
vocational and employability skills.
Almost all staff have a strong focus on the performance of their programmes and
have a clear understanding of where improvement in performance is required.
Almost all learners describe a sense of pride in being part of the college and
enjoy mutual respectful and productive relationships with college staff.
The Principal and senior managers provide strong strategic direction for the
curriculum and leadership to enhance learning and teaching.
Support staff work very effectively together in teams and with colleagues in
teaching faculties to review and improve services to meet learner needs.
There is a positive culture of performance and quality improvement in the college
and a clear commitment to improving the learner experience by all staff.
Section D:





In a few classes, teaching staff miss opportunities to promote equality and
diversity when naturally occurring opportunities arise.
Not all teaching staff, particularly guidance tutors, fully understand their role in
supporting learners to develop the full range of essential skills.
However, where learning activities are not sufficiently stimulating, some learners
are passive and become disengaged in learning.
In the majority of lessons, the late arrival of some learners disrupts teaching
activities which reduces the learning experience for other learners. Most staff do
not take action to challenge learners’ poor timekeeping. Arrangements for
personal development planning are not used effectively by staff
The majority of teaching staff do not reflect routinely or systematically on their
classroom practice as individuals or in teams.
Section E:

Areas for development
Main point for action
College managers should ensure that teaching staff reflect on their
practice to ensure that an appropriate range of teaching approaches are
used within lessons.
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?
College performance indicators have been evaluated against the national sector
performance level for academic year 2014-15. This is the latest available published
data from the SFC at the time of the external review.
Rates of early withdrawal for learners on full-time programmes have improved over
the last three years and are now better than the national sector performance. Further
withdrawal rates for learners on full-time programmes have also improved over the
last three years and are significantly better than sector performance levels. Rates of
early and further withdrawal for learners on part-time Higher Education (HE)
programmes are around the national sector performance level. However, rates of
early and further withdrawal for part-time FE learners have remained higher than
sector performance levels for the last three years.
The number of full-time FE learners who successfully completed their programme has
improved significantly over the last three years. In full-time FE programmes 72% of
learners completed their programme successfully which is six percentage points
above the national sector performance. A further 8% completed with partial success.
The number of full-time HE learners who successfully completed their programme has
also improved over the last three years. In full-time HE programmes 76% of learners
completed their programme successfully which is five percentage points above
national sector performance.
In part-time FE programmes, the number of learners who successfully completed their
programme has improved over the last three years. In these programmes 77%
completed successfully which is one percentage point above the national sector
performance. A further 9% of learners completed their programme with partial
success. Eighty-three percent of part-time HE learners completed their programme
successfully which is five percentage points above the national sector performance
level.
Almost all of successful learners, whose destinations are known, progress directly to
further learning, apprenticeships, or employment.
How well does the college adhere to its statutory principles?
The college has a strong track record for its approach to supporting equality, diversity,
and inclusion. Equality and diversity is embedded across college functions, promoted
well, and celebrated through a diverse range of activities, including an annual
Embracing Diversity competition.
College safeguarding arrangements for young people and vulnerable groups are
comprehensive and robust. Almost all relevant staff have completed Protection of
Vulnerable Groups (PVG) scheme membership or are on track to do so. Staff have
good awareness of procedures and understand their responsibilities and almost all
have completed training to update their knowledge of this area. The college has
6
established a steering group, which includes Student Association representation, to
review and build on current safeguarding arrangements. The group also takes
account of responsibilities in relation to Corporate Parenting and PREVENT duties.
The college is responding appropriately to PREVENT legislation. Key senior and
operational managers have undertaken a Workshop to Raise Awareness of
PREVENT (WRAP) training and initial awareness of PREVENT sessions have been
delivered to college staff. In addition, Safeguarding Coordinators have undertaken
staff development on PREVENT and plans are in place which include rolling out
WRAP training to senior staff. The college has updated its Acceptable Use of
Information and Communication Technology (ICT) policy to reflect PREVENT
guidelines.
Building on experience gained through achieving the Buttle UK Quality Mark, staff
provide effective support for care leavers. The college is working closely with key
partners to and is making good progress in meeting its obligations with regard to
Corporate Parenting.
How well do programmes and services meet learner’s needs?
The college offers a wide range of programmes from SCQF levels 2-11 that meet the
needs of learners, employers and communities well. The college has established a
range of articulation agreements with universities in Glasgow, Edinburgh and further
afield. Over 1,000 learners progress each year from college programmes to degreelevel study at a university.
The college engages proactively with secondary schools across Glasgow and
neighbouring regions to offer programmes which meet the needs of young people in
the senior phase of curriculum for excellence. These include foundation
apprenticeships and specialist provision for learners with additional needs. Young
people commencing programmes on leaving school receive helpful support to ease
their transition to college-based learning.
Most learners engage enthusiastically in their studies. They develop confidence and
enhance their essential skills through involvement in a range of vocationally relevant
projects and activities. These activities broaden learner choice and assist transition to
further learning or employment. The college has established Industry academies to
involve employers in designing programmes which help learners to develop the
values, behaviours and professional standards required by industry.
Almost all learners are satisfied with their programme and the services provided by
the college and feel they are being prepared well for employment or further study.
How well do learners make progress, attain qualifications and achieve more
widely?
Most learners make good progress and attain their qualifications. In business,
management and administration, care, computing and ICT, media, nautical studies,
performing arts, and special programmes. The number of learners completing their
programme successfully is in line with the top performing colleges. However, in art &
design, care, education and training, construction, hairdressing, beauty and
7
complementary therapies, hospitality and tourism, and sport and leisure programmes,
too many learners leave their programme early or do not achieve their qualification.
Almost all FE learners undertake core skill subjects in communication, ICT and
numeracy. Most learners complete core skills units successfully.
Staff ensure that the majority of learners are provided with a broad range of
opportunities to achieve more widely and develop skills for learning, life and work.
Many learners participate in competitions, volunteering, fund-raising and community or
employment-related projects which develop important citizenship skills and promote
wider achievement. Worldskills competitions are used very effectively by staff and
learners across the college to raise learner aspirations, improve confidence and
develop industry standard skills for employment.
In some subject areas, staff work creatively to plan collaborative projects which often
involve learners from different faculties. Learners engage enthusiastically in
interdisciplinary learning activities and are very appreciative of opportunities to be
involved in interactive learning and collaboration. These cross-curricular projects
encourage innovation and support learners well to develop essential skills, in
particular skills for employment.
8
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?
The college promotes equality and diversity well within programmes. In many
curriculum areas, the promotion of diversity and inclusion is embedded within
programme design. For example, in creative industries carefully designed task briefs
incorporate themes relating to protected characteristics such as gender, race, or age.
The annual Embracing Diversity Competition is ensuring staff and learners reflect on
equality, diversity and inclusion themes. In some curriculum areas, equality and
diversity is incorporated effectively by staff into learning and teaching activities.
However, in a few classes, teaching staff miss opportunities to promote equality and
diversity when naturally occurring opportunities arise.
The college has a clear commitment to incorporating essential skills development into
all programmes and recently carried out a review of arrangements for the delivery of
these skills. Following the review, the college placed responsibility for delivering
essential skills with individual programme teams to determine the most appropriate
approaches for their learners. However, not all teaching staff, particularly guidance
tutors, understand their role in supporting learners to develop the full range of
essential skills within their programmes. As a result, the tracking of learners’ essential
skills development is not yet fully effective. The essential skills team has developed a
useful range of learning and teaching resources, including workshops and online
materials, which are available on the college’s VLE, MyCity. Some staff use these
materials well to support essential skills delivery.
Staff in many programme teams demonstrate creativity and flexibility in adapting
programmes to meet the needs of specific groups of learners. For example, in
apprenticeship programmes, flexible delivery modes are negotiated with employers to
enable learners to access additional sessions, catch-up on classwork and attend
classes on alternative dates to accommodate work commitments. Construction and
engineering programmes have been designed to attract female learners, which has
increased significantly the proportion of female learners on these programmes
How well do learners learn?
Where learning activities are engaging, almost all learners are well-motivated and
participate productively during lessons. Learners work effectively with their peers to
undertake group tasks and co-operative learning approaches are used well to develop
personal and learning skills and acquire subject knowledge. In classes, learners
interact well with each other and with their class tutors which creates a positive and
supportive climate for learning. However, where learning activities are not sufficiently
stimulating, some learners are passive and become disengaged in learning.
Most learners benefit from peer learning experiences during lessons and project work.
In many subject areas, learners engage productively in peer review activities to
scrutinise and provide feedback on each other’s work and build confidence.
9
Many learners engage well in collaborative learning activities to develop their skills
and learn from each other. In some subject areas, learners benefit from master
classes delivered by professionals working in industry.
Most learners, particularly those with practical elements in their programme, use a
range of resources, including ICT, competently and safely. Almost all learners use the
college VLE, MyCity, proficiently to access learning resources during classes and off
campus. Many learners also use MyCity to enhance their learning and use their
smartphones routinely to support their learning.
How well do planning, teaching and the use of resources ensure effective
learning?
Most teaching staff have recent and relevant industrial experience and plan lessons
effectively to incorporate an emphasis on developing industry standards and
employability skills. They use their professional and subject knowledge well to make
lessons vocationally relevant and learners value learning about current industry
practices.
Positive and respectful relationships between learners and staff contribute to a
purposeful, open and supportive environment for learning which promotes learner
confidence and self-esteem. In a few classes, teaching staff use a variety of
approaches to incorporate online delivery or collaborative learning with other subject
areas. Most teaching staff use questioning techniques well to check learners’
understanding and learning. However, the majority of teaching staff use too narrow a
range of teaching approaches to engage all learners sufficiently, particularly during
theory lessons. In the majority of lessons, the late arrival of some learners disrupts
teaching activities which reduces the learning experience for other learners. Most
staff do not take action to challenge learners’ poor timekeeping.
The new Riverside campus provides very high quality accommodation and facilities
which significantly enhance the quality of the learning experience. However, within
other city centre campuses, some unsuitable classroom accommodation restricts the
range of learning and teaching approaches available to staff. This will be addressed
when the college relocates to a new purpose-built campus in Autumn 2016.
How well is assessment used to promote effective learning?
Most teaching teams plan assessment schedules well. Staff provide learners with
clear information and notice of assessment arrangements and learners have a good
understanding of the standards expected of them. Most learners are well prepared by
teaching staff for final assessment activities.
Most teaching staff make good use of on-going assessment to prepare learners to
undertake end-of-unit assessments. They provide learners with helpful, detailed
written and oral feedback on submitted assessments which helps learners to reflect
on their progress and improve the standard of their work.
Most staff take care to integrate assessments where possible to avoid overburdening
learners. Many staff find City Learning useful in encouraging them to plan
assessments across different units and programme activities.
10
In the majority of classes, teaching staff use questioning techniques effectively to
check learner understanding. In these classes, staff provide learners with immediate
feedback on what they have to do improve or further extend their knowledge.
There are good arrangements in place to assist learners with additional support needs
to engage in assessment activities.
How well are potential and current learners provided with information, advice
and support?
Most potential learners receive clear and accurate information, advice, and guidance
about programmes and college life prior to commencing their course. The college
makes good use of regular communication through web-based materials, social media
and college information days to ensure prospective learners are kept well informed
prior to enrolment. These activities have a positive impact on enrolment and retention
outcomes.
Most full-time learners benefit from regular guidance sessions held with a named tutor
in groups or one-to-one discussions. These sessions are used well by staff to engage
learners in discussing their learning and exploring future career options. Newlyrevised arrangements for personal development planning have recently been
introduced to assist learners to set personal and learning goals. However, these
arrangements are not yet used consistently by staff. As a result, most learners do not
yet reflect on their progress and wider achievement. A wide range of high quality
support services are supporting learners effectively to develop their essential skills
and confidence in learning to prepare for transition to further study. Staff make good
use of profiling and referral arrangements to ensure learners with additional needs
receive prompt and appropriate specialist support.
How well does the college sustain continuous enhancement of learning and
teaching through self-evaluation and internal review activities?
Most staff engage well with regular performance review and course action and
development meetings (CADMs). Programme teams provide useful opportunities for
learners to influence and enhance their learning experience and the views of learners
and learner representatives are used well to inform self-evaluation activities. Most
programme teams routinely involve external stakeholders, including employers, in
self-evaluation activities to ensure their programmes are relevant and meet
employers’ needs.
Curriculum teams make good use of high quality learner retention, attainment and
progression data to inform programme evaluations and identify actions for
improvement. However, the majority of teaching staff do not reflect routinely or
systematically on their classroom practice as individuals or in teams. Reflection on
learning and teaching is overly reliant on learner feedback or discussions held at
course team meetings and is not sufficiently focussed on teaching approaches.
Almost all staff have a strong focus on the performance of their programmes and have
a clear understanding of where improvement is required. Very effective arrangements
are in place to monitor actions for improvement. As a result of this more systematic
11
approach to the review of curriculum performance, withdrawal rates have significantly
reduced and attainment has improved across a number of subject areas. Almost all
learner feedback is valued and is used well by staff to plan for improvement to the
learning experience.
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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?
The college’s commitment to learner engagement is expressed clearly through its
strategic plan, learning and teaching, and learner engagement strategy. There are
well-developed arrangements in place to ensure the learner voice is captured at
strategic and operational levels. Almost all learners describe a sense of pride in
being part of the college and enjoy mutually respectful and productive relationships
with college staff.
The majority of learners engage actively in enhancing their own learning through a
variety of activities including working to client briefs, participating in live projects, and
competing in industry standard skills competitions. Staff provide learners with a good
range of opportunities to select areas of interest and experience fully real-life working
environments. Across many subject areas, collaborative projects within and across
faculties are used effectively by staff to improve interaction between learners and
develop broader employability skills. Many learners support each other well through
peer review, buddying and mentoring approaches. They draw on these experiences
to enhance their own learning and build and develop confidence in carrying out tasks
and class group activities.
Learners regularly contribute their views through questionnaires, focus groups, ‘you
are the expert’ meetings and class representation. The student engagement team
works collaboratively with learners and provides on-going support through workshops
on topics such as team-building, anti-bullying, or equality and diversity. Learners
benefit from this tailored approach which is contributing to improvements in learner
retention and attainment rates.
Almost all full-time and many part-time programmes have appointed class
representatives. Class representatives have a clear understanding of their role with
many having undertaken appropriate in-house training. A few class representatives
have also completed formal SPARQs training and are eligible for associated
accreditation and certification. However, the majority of class representatives have
not. The college recognises this and further training is planned in the coming year.
The Student Association and student engagement team have jointly produced
helpful and informative guides for both learners and staff summarising
arrangements and reinforcing expectations of the class representative role. Class
representatives feel their roles are well understood by learners and staff and that
they are supported to undertake their roles effectively. Almost all learners know
their class representative and how to raise issues or concerns with them.
Class representatives liaise effectively with class groups and express their views
confidently at Course Action and Development Meetings. In almost all instances,
learners receive feedback from staff on the issues raised. This includes changes
made to the delivery of units, additional learning resources being made available
online, changes to the delivery and assessment arrangements, and project work
choice.
13
Finger on the Pulse surveys gather learners’ views on a range of topics including their
learning experiences and equality, diversity and inclusion perceptions. Employability
skills and improvement action plans are drawn up. However, many learners are
unaware of actions taken as a result of Finger on the Pulse and cross college
surveys.
Many learners across the college engage enthusiastically with the annual Embracing
Diversity competition. Participation provides learners with valuable opportunities to
consider equality and diversity themes in the context of their learning. As a result,
staff and learner awareness of equality, diversity and inclusivity is promoted well
across the college community.
How well do learners engage in enhancing the work and life of the college?
The Student Association plays an important part in developing opportunities for
wider achievement for learners. The student engagement team is effective in
assisting the Student Association to develop their capacity and skills to engage
productively with staff and learners. As a result, an increasing number of learners
participate in the life and work of the college. However, many learners are not
aware of how the work of the Student Association or how the Student Association
and student engagement team complement each other. The Student Association
executive is aware of this issue and is working to raise their profile and clarify their
role for learners.
Learners of all backgrounds and circumstances are supported well to integrate and
get involved in the life and work of the college. New learners mix with their peers,
explore new campus locations, and make friends outwith their class group through
participation in cross-college activities such as the inter-disciplinary football
tournament. The Student Association plays an important role in promoting crosscollege events that highlight and celebrate the diversity of college learners. Campaign
officers promote the interests of learners from minority and protected characteristic
groups, international learners, and learners who have a disability.
Learners are active participants in shaping college strategy and policies. The Student
Association is represented on almost all key college strategic committees, including
the Board of Management. Learners are also members of planning groups and crosscollege committees and feel their contribution is encouraged and valued by all college
managers. The views of learners with protected characteristics are sought to inform
developments and future planning and acted upon. Focus groups with learners have
been used well by staff to inform planning of physical access, and signage for
the new City Campus development regarding
College staff and the Student Association actively encourage and support learners to
use their learning for the benefit of the wider community, through project work, live
briefs, international visits, competitions, volunteering activities and community
projects. These activities provide valuable opportunities for learners to develop further
skills for life and work and also promote the reputation of the college within its
communities.
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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?
City of Glasgow College is a partner in the Glasgow Regional Outcome Agreement
2014-17, which is based on a shared mission to improve educational attainment and
opportunities for progression for Glasgow’s learners. The ROA 2014-17, takes full
account of national priorities such as Developing The Young Workforce, regional skills
assessment and investment plans, and curriculum for excellence.
The Principal and senior team work effectively together and with external partners, to
ensure that the college makes a significant and appropriate contribution to the
common strategic direction for the Region. The Board and the Principal have
introduced well-considered aims, objectives and targets that are aligned well to the
needs of the region and beyond. A continuous focus on performance and
improvement by senior managers supports staff well to ensure that almost all of the
college’s strategic targets are achieved. Clear and comprehensive operational
planning arrangements support staff effectively to work towards achieving the
college’s strategic themes and objectives.
The college’s guiding principles are expressed and conveyed clearly through the
mission, vision, and values of the college’s purpose and way. They emphasise a
strong commitment to learners and learning and are understood and shared by all
staff. Managers and staff have autonomy for achievement of objectives and targets.
This has created a college-wide culture of ownership and pride in the college’s
mission and values.
The Principal and senior managers provide strong strategic direction for the
curriculum and leadership to enhance learning and teaching. The college’s strong
commitment to high quality learning experiences is articulated clearly through its
strategic vision and objectives within the learning and teaching strategy. Some of the
contributing components and characteristics of high quality learning, such as active,
blended, and project-based learning, are promoted well to staff through the City
Learning initiative.
Faculty directors are empowered to lead and manage curriculum areas. They lead
their teams well and use the views of all stakeholders effectively to inform planning
and shape the content and delivery of programmes. Almost all staff have a clear
understanding of the strategies in place to improve learning and teaching.
Curriculum heads and senior lecturers provide very effective leadership at curriculum
level. Staff engage productively in course action and development and performance
review processes. They consider learner views, reflect on programme performance,
and identify actions for improvement.
Most teaching staff engage in a range of well-considered Career and Professional
Development (CPD) activities that support teaching staff to develop their professional
and vocational skills. The annual One City event encourages teaching staff to engage
with a range of stakeholders including learners and employers, to keep up-to-date
with current and future developments and learn from each other. Senior staff have
prioritised learner engagement and performance review to bring about necessary
improvement to the learning experience. However, current arrangements for
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reflection on learning and teaching approaches do not support staff to reflect
sufficiently on their teaching practice. The college recognises this and plans are in
place to establish a learning and teaching academy to provide professional learning
communities for teaching staff.
Most new teaching staff are supported well to undertake their role through a
comprehensive induction programme and gain access to initial teaching qualifications.
Existing staff create a welcoming environment and mentor new staff well.
Support managers lead their areas very effectively. They take very good account of
the needs of learners when developing and delivering services and place learner
interests at the centre of all decision-making. Support staff work very effectively
together in teams and with colleagues in teaching faculties to review and improve
services to meet learner needs. Learner feedback is used well to inform actionplanning for improvement. Detailed operational plans are in place for all support
areas, and progress towards achievement of targets is monitored systematically and
regularly.
Support staff are enthusiastic and flexible in their approach to service delivery. They
work collaboratively across college departments to resolve issues and make
improvements. Staff are empowered to make appropriate changes to meet
operational priorities. For example, a recent college-wide review of admissions
procedures resulted in the introduction of revised arrangements that have simplified
processes for learners. Very good use of high quality, accurate information from the
college dashboard and the introduction of a paperless admissions process allows staff
to respond quickly to learner needs. Staff identify support requirements early, and
provide learners with a smooth transition to college life.
All support teams engage regularly with learners and curriculum teams to provide
appropriate support. The student engagement team works across campuses to
deliver targeted workshops to class groups. The workshops have supported
significant improvements in reducing withdrawal rates and improving attainment of
learners. Support teams work collaboratively with a wide range of external agencies
to support learners with additional support requirements to overcome their barriers to
learning.
There is a positive culture of performance and quality improvement in the college and
a clear commitment to improving the learner experience by all staff. The Principal and
senior managers encourage accountability for performance and quality improvement
at all levels of the college. Almost all staff feel they are empowered by managers, and
take responsibility for local decisions that will benefit learners. Staff value this
autonomy and the freedom to implement innovative approaches to meet the needs of
learners.
Almost all curriculum teams engage enthusiastically with self-evaluation and
performance review. They seek learner feedback through a range of methods,
including questionnaires, focus groups, and class representative attendance at course
action and development meetings. Staff are very responsive to learner views.
However, current arrangements for self-evaluation do not support staff sufficiently to
reflect on learning and teaching approaches. Staff in support areas engage
productively in self-evaluation to support operational planning and improvement. New
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performance review arrangements have been piloted in one support area to further
enhance arrangements and are being introduced across all support areas.
As a result of internal review and self-evaluation arrangements, managers and staff
have developed clear action plans across all curriculum faculties and support areas to
improve the learner experience. Regular and systematic review of progress has led to
significant improvements to rates of withdrawal and successful completion across
almost all subject areas.
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8.
How extensive and effective are college partnerships with
communities, other learning providers, employers and
agencies?
The college is a highly valued partner and works particularly effectively with an
extensive and comprehensive range of employers, other agencies, and learning
providers. Through an broad range of articulation agreements with universities in
Glasgow, Edinburgh and further afield, the college provides learners with a wide range
of opportunities to access degree-level study on completion of their programme.
All college faculties have range of examples of very effective industry links, and work
in partnership with local and national and international employers to support learners
to develop skills for employment. Industry academies enhance employer engagement
for all curriculum faculties. Collaboration between college staff and employers has
significantly improved access to real-life experiences of the work place for learners,
with an increased number of new work placements arranged across the college this
academic year.
The college has a strong and very effective partnership with World Skills that supports
wider achievement, inspires success, and celebrates learners’ industry standard skills.
Many learners, across all six faculties, participate annually in skills competitions both
nationally and internationally.
The college supports a very strong focus on access and inclusion well through a
range of collaborative links with key external partners. For example, partnership
working with City of Glasgow Supported Employment Services, University of
Strathclyde and Autism Network Scotland supports ‘Project Search’ for learners on the
autistic spectrum. Work experience within the university supports most learners in
gaining employment.
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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 Supporting Learner Skills for Employability Through Effective Employer
Engagement
In line with the requirements of Developing The Young Workforce, City of Glasgow
College is committed to helping learners to develop skills for employment which help
them to ‘get a job, keep a job, and get a better job’. Through the development of a
number of ‘industry academies’ across the curriculum, college staff engage directly
with a wide range of local and national employers to collaborate, identify skills gaps,
and provide learners with real-life work experiences. Learners are supported well to
become work ready in their chosen vocational area through involvement in a range of
activities such as work experience, work placements, cross-curricular initiatives and
live projects set by employers. In turn, staff keep up-to-date with current
developments within their specialist field and benefit from opportunities to work
directly with employers, to jointly problem solve and address skills gaps. Companies
have direct access to current learners and newly-qualified graduates, many of whom
go on to employment as a result of prior engagement with their employer.
To date, the Industry Academy model has significantly improved the range of
opportunities for learners. It has increased the number of work placement and work
experience opportunities, guaranteed interviews, range of industry-based projects and
apprenticeship opportunities.
9.2 Improving Learner Attainment and Work Readiness Through The Use of
Technology: Online Navigation Tool Maritime Studies
Learners on maritime studies programmes, who have limited or no experience of life
at sea, find it difficult to comprehend the complex international regulations for the
prevention of collision at sea and associated buoyage systems. Previously,
classroom-based learning activities did not provide sufficient ‘real-life’ experiences for
learners. As a result, many learners required additional time to understand the
complex systems and were unable to practise the buoyage and collision rules outwith
the classroom.
Staff recognised the need to support ongoing assessment and provide learners with
realistic opportunities to practice these skills at a time and place which suits their
needs. They worked to develop a mobile application that split the complex topic into
bite-sized chunks of learning. This online tool allows learners to view the theoretical
content, and test their understanding through the use of quizzes. Learners are
enabled effectively to reinforce learning and study at a pace that suits their needs.
Further developments support learners to navigate safely within a virtual channel of
buoys and develop vital knowledge for the role of deck officer. As a result of the use
of the mobile application, learner motivation has increased and attainment has
improved at both unit level and in final exams. Learners now achieve more widely
through greater awareness of safety issues at sea, and are more confident and ‘work
ready’.
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9.3 Championing Vocational Skills and Improving Quality Through
Engagement in WorldSkills
City of Glasgow College has established a very effective ‘WorldSkills’ academy as a
platform to celebrate industry standard skills and inspire learners to achieve. The
academy provides learners with a range of opportunities to develop work-relevant
experiential skills at each stage of their learner journey. Learners work with industry
standard and very experienced trainers and coaches to learn and develop the high
level of skills and compete internationally with fellow learners from all over the world.
They experience on-going exposure to excellence and strive to develop as learners
and skilled vocational practitioners. Staff have aligned the curriculum to WorldSkills
standards which meet the needs of employers industrial practices. On-going,
systematic consultation with industry ensures that the standards and resulting
competitions are consistent with current global best practice and technology. The use
of WorldSkills standards helps the college to keep subject curriculum vocationally
current and in line with employers' needs.
By fostering a culture and ethos of high performance and outstanding achievement,
young people are provided with high quality experiences to improve their life chances
and prepare for employment. The college has had significant success in recent
competitions and is now ranked number one in the WorldSkills UK league table with
similarly high success at WorldSkills International. Learners value these experiences
highly.
9.4 Supporting Learners to Succeed: Improving Retention and Attainment
Through Co-ordinated Intervention
City of Glasgow College recognises the vital role that support services play in helping
learners to access, sustain, and successfully complete their chosen programme. In
line with the college-wide focus on improving the learner experience, support services
took collective ownership of their role in supporting learners to succeed. In response
to high rates of learner withdrawal and low numbers of learners successfully
completing their programme, support staff undertook a co-ordinated performance
review of learner support services using an equality impact assessment tool. All
aspects of the learner journey from the point of application to programme completion
were systematically reviewed. The review took account of learner and staff views and
detailed analysis of admissions and recruitment data.
As a result of the review, changes were implemented at every stage of the learner
journey. These include improved admissions arrangements, and systems for
maintaining communication with applicants prior to enrolment. Arrangements were put
in place to deliver activities to help new learners settle in, provide focussed advice and
guidance to assist with finance issues and improve access to services for learners
with additional needs. The student engagement team developed and delivered a
range of helpful workshops to improve retention and attainment. These workshops
were arranged in close partnership between support staff and teaching faculties and
were designed to meet the needs of individual learner groups. As a result of these
focussed and co-ordinated approaches, the number of learners who apply and
proceed to enrolment has increased, learner withdrawals have reduced, and
attainment has improved significantly.
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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 external 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.
Gill Ritchie
HM Inspector
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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.cityofglasgowcollege.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/college
reviews/CityofGlasgowCollegeGlasgow.asp
If you would like to receive this report in a different format, for example, in a
translation please contact the administration team on 0131 244 5684.
If you want to give us feedback or make a complaint about our work, please contact
us by telephone on 0131 244 4330, 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.
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/FEReadabilitysurvey130612_tcm4719342.doc
Crown Copyright 2016.
Education Scotland
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Appendix 1
Glossary of terms
CADMs
CPD
FE
HE
ICT
PVG
ROA
SCQF
SDS
SFC
VLE
WRAP
Course Action and Development Meetings
Career Professional Development
Further education
Higher education
Information and Communications Technology
Protection Vulnerable Groups
Regional Outcome Agreement
Scottish Credit and Qualifications Framework
Skills Development Scotland
Scottish Funding Council
Virtual Learning Environment
Workshop to Raise Awareness of PREVENT
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Appendix 2
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