Dundee and Angus College
20 June 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
3
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?
8
6.
How well are learners engaged in enhancing their own
learning and the work and life of the college?
11
7.
How well does the college recognise and respond to
changes in its environments?
13
8.
How extensive and effective are college partnerships with
communities, other learning providers, employers and
agencies?
14
9.
How well is the college led and how well is it enhancing the
quality of its services for learners and other stakeholders?
15
10. Signposting excellent practice
17
11. What is a Judgement of Effectiveness?
19
12.
21
What happens next?
13. Further information
21
14. How can you contact us?
22
Appendices
Glossary of terms
The Scottish Credit and Qualifications Framework
23
23
24
1.
Introduction
The external review
The external review by Education Scotland took place during the week beginning
21 April 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 (QI) outlined in External quality arrangements for Scotland’s colleges,
updated August 2013. We also included QIs 2.2 and 6.3 to support our evaluations.
We used information from previous visits to the college to decide the scope of the
review.
We found two example of excellence which we describe in this report on page 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 Dundee and Angus College, Education Scotland
took the following college context fully into account.
Dundee and Angus College came into existence on 1 November 2013, combining a
large urban college in Dundee with a rural, community college in Angus. The new
college, known locally as the D&A, continues the work of the two former colleges,
working across Dundee, Angus and surrounding areas. It is an important contributor
to education and training, economic development and community planning.
The combined regional estate consists of three main campus buildings, two in Dundee
(Gardyne and Kingsway) and one in Arbroath. Further provision is delivered in four
outreach centres throughout the main towns of Angus.
The college delivers a range of further education (FE) and higher education (HE)
programmes between levels 1-10 on the Scottish Credit and Qualifications Framework
(SCQF). Its curriculum is aligned to the local and regional economy. Current and future
regional developments, include:
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the growth of the construction, retail, hospitality and tourism economy stimulated
by the Dundee Waterfront regeneration and the forthcoming construction of the
Victoria and Albert museum;
the potential for renewable energy developments in the river Tay and offshore
waters; and
demands for skilled workers within the health and care, creative and digital, and
business services industries.
The college works closely with both Dundee City Council and Angus Council Education
Departments and the college’s provision includes an extensive programme of
school-link activity. It works and collaborates with a range of strategic partners. These
include Angus and Dundee City Councils, National Health Service Tayside, Scottish
Enterprise Tayside, the Chamber of Commerce, Skills Development Scotland, various
community and employer organisations, the local universities and other colleges.
College staff are members of a number of local and national committees and the
college is a key contributor to both Angus and Dundee Community Planning
Partnerships.
In 2012/13, the college enrolled 5,332 full-time and 15,625 part-time learners, delivering
around 145,000 weighted student units of measurement of learner activity. The college
currently employs just over 1,000 members of staff.
The college’s revenue budget for 2013-14 is around £40m, with grant-in-aid from the
SFC accounting for around 75% of the total.
2
3.
Judgement of Effectiveness
Section A: Overarching judgement
Dundee and Angus 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
Almost all learners build upon their prior learning, developing well as learners,
gaining a range of skills and making good progress in their programmes. Learner
success and withdrawal rates in FE and HE programmes are significantly better
than the national sector performance level for 2012-13. In some full-time subject
areas, the levels of learners’ success rank among the best in the sector. The
college offers an extensive and appropriate range of programmes which meet the
needs of learners well. Almost all programmes have clear progression routes to
further learning and many learners progress to degree programmes at university.
Many learners gain wider essential skills through participating in volunteering,
charitable activities and skill competitions.
Learning and teaching processes
Learning and teaching across the college is strong. Programmes are well designed,
taking good account of employer feedback. Learners are motivated, enthusiastic
about their learning and almost all of them use technology well to support and
extend their learning. Almost all teaching staff plan and deliver lessons that are
interesting and engaging for learners. Staff use assessment effectively to support
learning. Learners receive helpful guidance prior to commencing study and are
supported well during their studies. Analysis and review of programmes is
systematic and comprehensive. However, the reflection on and evaluation of
teaching practice by some teaching staff is inconsistent across the college.
Learner engagement
Relationships between learners and staff are very positive. Most learners are
involved in planning their learning and contribute their views effectively to inform
improvements. Learners reflect well on their learning. Most classes have class
representatives who contribute well to programme reviews. Many improvements
result from learner feedback. The college has a strong culture of learner
3
engagement. The Students’ Association is supported well by the college and plays
an important part in developing opportunities for learners and promoting the college.
Learners are well represented on college committees. The Students’ Association
promotes sustainability and equality and diversity well. However, not all learners
are aware of the role and benefits of the Students’ Association.
Leadership and Quality Culture
The Regional Outcome Agreement (ROA), adopted by the college as its strategic
plan, supports Scottish Government and Scottish Funding Council priorities well.
There are clear and realistic plans for the transition from the curriculum offer of
both legacy colleges to a refreshed offer for the new college. Leadership for
learning and teaching is strong at senior level. Staff are aware of the vision for and
direction of the new college and are enthusiastic about their involvement in the
creation of a refreshed culture of quality enhancement. Current arrangements for
quality enhancement across the college are working well and staff at all levels are
contributing to the development of cross college strategies and policies. The
college is highly valued by local partners from industry and the community. A clear
strategic commitment to partnership working has helped to develop extensive and
effective collaborations. Senior managers have led the merger process very
effectively, taking a well-considered, realistic and phased approach to transition.
Section C:

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





Areas of positive practice
Early and further withdrawal rates for FE and HE programmes are better than the
national sector performance levels. Learner success in FE and HE programmes is
significantly better than the national sector performance levels.
The college offers an extensive and appropriate range of programmes which meet
the needs, aspirations and vocational interests of learners across the region.
Almost all learners build upon their prior learning, gain a range of skills, make good
progress in their programmes and are prepared well for employment.
Teaching staff design programmes well which are inclusive and have good levels
of personal support for individuals with different levels of ability.
Most learners develop good team working skills that allow them to think creatively
and independently and solve issues that arise during tasks.
Almost all teaching staff contextualise learning activities well and use a wide range
of effective teaching approaches to ensure learners are engaged, understand key
learning points and make good progress.
Relationships between learners and staff are very positive and learners work
together confidently with staff and other learners to influence issues that affect
their learning.
Learners are very well represented on key college committees and participate in
planning groups and cross-college committees concerned with the operational
management of the college.
The Students’ Association plays an important role in promoting equality and
diversity through planning events that promote and celebrate the diversity of
college learners.
4
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



The college’s clear strategic commitment to partnership working has helped to
develop extensive and effective collaborations which are highly valued by local
community and industry partners.
The Board of Management and senior managers have a clear vision for the
curriculum of the regional college.
The principal provides clear and consultative leadership for learning and teaching
and is supported well by the executive group.
Staff are committed to and enthusiastic about the new college and creation of a
refreshed culture of quality enhancement. Across the college, staff and learners
engage well in quality processes.
Senior managers have led the merger process very effectively, taking a
well-considered, realistic and phased approach to transition.
Section D:
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



A few programme areas have low rates of learner success.
At the Kingsway campus, a few teaching rooms have poor décor, are untidy and
do not fully support learning activities.
College-wide arrangements for learners to record and track their progress are not
always consistent.
The reflection on and evaluation of teaching practice by some teaching staff is
inconsistent across the college.
Some learners are unaware of the role and benefits of the Students’ Association.
Section E:

Areas for development
Main point for action
The college should ensure arrangements to support teaching staff to reflect
on and evaluate teaching practice are consistent and effective.
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?
As the college merged in November 2013, there is no historical data on which to base
any trend analysis. However, for the purposes of this report the combined 2012-13 data
for the two legacy colleges has been considered as a baseline. Early and further
withdrawal rates for FE and HE programmes for 2012-13 are better than the national
sector performance.
Learner success in FE and HE programmes is significantly better than the national
sector performance for 2012-13. In full-time FE programmes, 73% of learners
completed their programme successfully, eight percentage points above the national
sector performance, with a further 10% of learners completing with partial success. In
full-time HE programmes for the same period, 76% of learners completed their
programme successfully, which is six percentage points above the national sector
performance, with a further 12% of learners completing with partial success.
Learner success in part-time FE and HE programmes is high and well above the
national sector performance. In part-time FE programmes, 88% of learners completed
their course successfully with a further 6% completing with partial success. In part-time
HE programmes 85% of learners completed successfully with a further 10% completing
with partial success.
The college collects data effectively on learners’ progression routes. Around two thirds
of FE learners progress to further study at the college while many HE learners continue
their education on programmes at partner universities.
How well do programmes and services meet learner needs?
The college offers an extensive and appropriate range of programmes from introductory
awards for learners returning to education to degree level programmes. Provision
supports academic progression through a range of SCQF levels from SCQF one to ten.
These programmes meet the needs, aspirations and vocational interests of learners
across the region.
The college offers a wide range of programmes to school pupils each year which have
very high levels of learner success. The college offers many professional qualifications
and a good range of short courses to meet the needs of specific industry sectors. In
some instances, it tailors national qualifications to meet the need of employers and
learners. It’s Business Training Calendar offers programmes which respond well to
demand from business and community partners. The college works well with Skills
Development Scotland and other stakeholders to deliver these programmes.
Almost all programmes have clear progression routes to further learning and many
learners progress to degree programmes at university. Most learners are very satisfied
with their college programmes and the support they receive. They find their college
experience interesting, motivating and challenging.
6
How well do learners make progress, attain qualifications and achieve more
widely?
Almost all learners build upon their prior learning, developing well as learners, gaining a
range of skills and making good progress in their programmes. Most learners who
complete their programmes gain certificated awards.
In some full-time subject areas, the levels of learners’ success rank among the best in
the sector. These subject areas include art and design, business, computing,
performing arts and sport. However, a few programmes areas have low attainment,
including full-time FE Science. Learners from the most deprived Scottish Index of
Multiple Deprivation postcodes have high success rates. Learner success in all of the
core skills is very high.
Wider learner achievement is promoted well across the college. Many learners
participate in fundraising activities and charitable events. The college celebrates these
activities through extensive coverage in the local press. Learners are prepared well for
employment. Many learners enter local and national competitions and acquire a wide
range of relevant skills for the job market. Their success in awards helps to maintain
the good reputation of the college with business and community partners.
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?
In the majority of lessons, teaching staff make effective and relevant connections with
issues on equality and diversity which helps learners understand better issues for
different groups.
Teaching staff design programmes well to meet the needs of a wide range of learners.
Programmes are inclusive and have good levels of personal support for individuals with
different levels of ability. In some programmes, staff have designed flexible and tailored
qualifications for employed learners by adjusting timetables to suit individual
requirements. Representatives from industry contribute to programme design and
delivery and this ensures that programme delivery reflects current industry practice.
Programmes in many vocational areas include periods of work experience which enable
learners to develop employability and other essential skills.
The college has proactive and effective arrangements to identify and meet the support
needs of specific groups of learners. For example, young carers and young care
leavers receive very good support and as a result perform very well.
How well do learners learn?
Most learners participate enthusiastically in a range of learning activities that develop
useful personal and vocational skills. They are well motivated in their learning and keen
to learn new skills that will lead to further study or employment. Most learners develop
good team working skills through group activities. They also develop skills that allow
them to think creatively and independently and solve issues that arise during tasks.
Most learners make good use of relevant resources to enhance their vocational craft
skills. They use learning technologies well, including the college virtual learning
environment (VLE), and student portal, My D&A, to keep up-to-date with coursework
developments, communicate with their tutors and peers and engage in learning
activities. This encourages learners to work collaboratively, support each other and
engage purposefully in wider learning engagement.
Within individual and group activities, learners reflect well on the progress they are
making, the skills they are acquiring and the attributes they are developing. They are
aware of what has gone well and how they can improve further.
How well do planning, teaching and the use of resources ensure effective
learning?
Almost all staff plan lessons well to ensure that programme aims are met and learning
activities take good account of learners’ interests, needs and prior learning
achievements. They contextualise learning activities well to promote learner
understanding and make good use of relevant resources. Most teaching staff use a
wide range of effective teaching approaches to ensure learners are engaged,
understand key learning points and make good progress.
8
Most teaching staff are skilled and confident in use of information and communications
technology (ICT) to make lessons relevant and interesting. They make good use of the
college VLE, My D&A, and this approach supports learners to contribute effectively
during lessons and when studying remotely.
In almost all lessons, interpersonal relationships between teaching staff and learners
are very positive. As a result there is a supportive climate for learning which
encourages learners to make good progress, develop confidence and improve their
self-esteem. Overall the quality of teaching accommodation and resources for learning
is high, particularly at the Gardyne campus. However, at the Kingsway campus a few
teaching rooms have poor décor, are untidy and do not fully support learning activities.
Teaching staff set high standards and expectations for learners, often linked to
professional standards in the workplace.
How well is assessment used to promote effective learning?
Most teaching staff plan assessment schedules well and negotiate flexible timing of
assessments with learners. They ensure learners are well informed about assessment
criteria and requirements.
Most teaching staff use ongoing assessment well to check learners’ understanding,
affirm achievement and further improve the standard of work. Teaching staff provide
helpful oral feedback on ongoing assessment activities and constructive written and oral
feedback on final assessment. This supports learners to reflect on performance,
remediation and re-assessment. Many teaching staff use imaginative approaches to
assessment. For example, the Hair Show not only allows learners to showcase their
achievements but also enables them to complete final assessments for the programme.
Feedback from workplace mentors and supervisors is valuable in assisting learners on
work placement to progress well.
Assessment arrangements for learners with additional support needs are effective and
meet the needs of individual learners.
How well are potential and current learners provided with information, advice and
support?
Most learners benefit from helpful information about their programmes and a range of
support issues prior to commencing their study. College information days, the college
website and direct contact with admissions and curriculum staff all help to ensure
learners are fully prepared for entry to college. School-based learners and their parents
receive good information about school-college programmes. The choice of options and
associated information for pupils provided by the college explains progression pathways
clearly and provides useful information on potential employment and career
opportunities.
Most learners have regular progress meetings with allocated course tutors to review
individual progress and set personal goals for their progression. Many full-time learners
record their progress through completion of personal development plans (PDP) and use
these well to identify improvement milestones and targets. However, college-wide
9
arrangements for learners to record and track their progress are not always consistent,
although the college has well-developed plans to improve this.
Learners make good use of a range of readily available services which support their
learning. Staff work with learners to identify support needs and prepare individualised
learning support plans. This assists early disclosure and identification of learning needs
and assists these learners to progress.
How well does the college sustain continuous enhancement of learning and
teaching through self-evaluation and internal review activities?
The views of learners and class representatives are used well by teaching staff to inform
programme team meetings and self-evaluation activities. The views of employers and
other industry partners are influential and provide valuable feedback about programme
content and delivery.
Analysis and review of programmes is systematic and comprehensive. Programme
teams use performance indicators and trend data effectively to inform discussion and
consider programme elements. They identify clearly areas for improvement and
enhancement and take action to address these. They monitor actions for improvement
regularly and evaluate the effectiveness of their actions. Programme self-evaluation
reports are comprehensive and are used well by managers to inform wider cross-college
discussion on quality enhancement.
Current college arrangements for teaching staff to reflect on their learning and teaching
practice are helpful to staff. This includes a programme of formal classroom
observations, voluntary peer observation and a recently introduced Teaching Squares
initiative. However, the reflection on and evaluation of teaching practice by some
teaching staff is inconsistent across the college. Senior managers are aware of
inconsistencies across campuses to support teaching staff to reflect on learning and
teaching and have advanced plans to address the issue.
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?
Relationships between learners and staff are very positive and in almost all classes,
learners enjoy respectful and supportive relationships with teaching staff. Within this
positive culture, learners work together confidently with staff and other learners to
influence issues that affect their learning.
Most learners are involved in planning aspects of their learning. This includes choosing
topic work, learning resources and learning activities. In the majority of classes,
learners influence the pace and approaches in learning and teaching. Many learners
play an active role in developing opportunities for their further learning, such as work
placements, industry visits and voluntary work. This enhances their learning and
improves their employability skills. Learners support each other well in enhancing their
learning. For example, many learners work collaboratively on multi-disciplinary
project-based activities and learners in several programme areas develop critical
analysis skills well through peer assessment of one another’s work.
Many learners take responsibility for and reflect on their learning by constructive use of
log books and on-line portfolios. Many learners use the college PDP system well whilst
others use systems devised by programme staff.
Learners contribute their views effectively on their learning and college experiences
through a range of cross-college surveys, focus groups and unit evaluations. Their
views are used well to inform self-evaluation activities and the improvement of college
programmes. Most classes have at least one elected class representative to ensure
that there is always representation at course review meetings. Most class
representatives have received training in their role and consult with and feed back to
fellow learners conscientiously. Where classes choose not to have an elected
representative, they use focus groups to provide feedback to staff for programme
reviews. The college ensures that learners are trained and supported to run these
focus groups effectively.
Where learners express concerns about aspects of their programmes, most staff
respond quickly to deal with the issues or implement changes that will benefit future
classes. Often practical solutions suggested by learners are implemented. Learners
play a significant and valued role in evaluation of college services and their views help
shape improvements.
How well do learners engage in enhancing the work and life of the college?
There is a strong culture of learner engagement throughout the college which
enhances the work and life of the college. College commitment to supporting
effective learner engagement is clearly evident. Managers and staff invest
significant time and resources to ensure wide-ranging opportunities exist for learners
to contribute to the broader work and life of the college. This includes a
well-supported and proactive Students’ Association and staff with a specific role to
support and promote learner engagement.
11
The Students’ Association plays an important part in developing opportunities for
wider achievement for learners. This is supported well by a Learning Engagement
Modern Apprentice who works effectively with the Students’ Association. The
Students’ Association and Student Representative Council engage effectively in
self-evaluation and planning activities. In addition to its constitution, the association
has its own operational plan which sets goals for the year. Progress is evaluated
regularly using feedback from surveys and class representatives in addition to more
formal self-evaluation involving the Student Executive, class representatives, college
management and the quality team. However, some learners are unaware of the role
and benefits of the Students’ Association.
Learners are represented well on key college committees. The student president is
a member of the college Board of Management and learners are represented on the
Learning, Teaching and Quality sub-committee of the Board of Management.
Learners participate in planning groups and cross-college committees concerned
with the operational management of the college, such as the Health and Safety,
Equality and Diversity and Environment committees. The role of lead student
representative for subject areas, although not consistent across the college, is
valuable in ensuring meaningful communication between learners, the Students’
Association and college managers.
The Students’ Association plays an important role in promoting equality and diversity
within the college through planning cross-college events that promote and celebrate
the diversity of college learners. It also has a number of campaign officers who
promote the interests of learners from minority groups, such as lesbian, gay,
bisexual and transgender (LGBT), English for Speakers of Other Languages (ESOL)
and mature learners. The Students’ Association also promotes sustainability within
the learner body very well and was recently awarded a Green Impact Award at
bronze level by the National Union of Students.
College staff encourage and support learners to apply their skills for the benefit of
the wider community, through fund-raising, 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.
12
7.
How well does the college recognise and respond to changes in
its environments?
The Partnership Board of the merging colleges recognised the potential challenges
involved in the merger of two colleges of different curriculum, size, geographical and
social context, and culture. The Board’s early response was to ensure effective
engagement with staff and learners from the beginning of merger discussions. The
engagement strategy has involved a series of well-planned events and recurrent
activities, including Meet the Exec sessions, regular briefings across all campuses from
the principal, and an interactive online merger portal, which specifically addressed
staff’s questions and concerns. Staff continue to value these activities.
Key to the college’s successful response to this changing environment has been the
well-considered involvement of learners and staff at all levels in creating the vision for
the new college. Prior to merger senior managers implemented a number of merger
work streams to enable staff from all areas and levels in both colleges to contribute to
the direction for curriculum and support offerings in the new college. Using
well-resourced and often innovative activities, such as the rapid improvement events,
senior managers have engaged staff in deconstructing processes from both legacy
colleges and rebuilding them into improved systems for the new college.
This was a deliberate strategy with the dual purpose of developing trust and respect
amongst all staff. This early involvement of staff was very effective and welcomed by all
staff involved. As a result of these well-planned activities managers and staff
successfully prioritised actions required for successful operation of the merged
institution. Staff, managers and learners have redesigned a number of key policies and
strategies together and continue to work on others. These inclusive and collaborative
approaches have resulted in strong leadership for realisation of the vision and highly
committed and motivated staff across the college. This includes the review and
development of the college’s curriculum, which builds on legacy provision and is
planning for a regional curriculum.
Senior managers have led the merger process very effectively, taking a well-considered,
realistic and phased approach to transition. This has involved the recently-completed
restructuring of academic and support managers. The college is now embarking on
review of the curriculum, to be completed for academic year 2015-16. Twelve new
cross-college groups and teams will form the college’s committee structure. The
newly-appointed teaching and support managers will contribute to the development of
these groups and their strategies.
Senior managers maintain and review a detailed risk register which addresses all
aspects of the creation of the new college. The Regional Board monitors risk rigorously
and receives updates from senior managers on an ongoing basis.
13
8.
How extensive and effective are college partnerships with
communities, other learning providers, employers and agencies?
The college is highly valued by local partners from industry and the community. A clear
strategic commitment to partnership working has helped to develop extensive and
effective collaborations. Strong and productive partnerships with schools, higher
education institutes and other agencies are effective in assisting the college to attain its
strategic objectives. This supports future college development as clearly articulated
within the ROA for 2014-15.
The college has implemented a revised approach to the development and maintenance
of external partnerships. The college’s external engagement team has developed
strong relationships with local industry sectors. The team provides support to local
businesses and in return business representatives contribute to programme design.
There are formal articulation routes in place for almost all subject areas with universities
throughout Scotland. In some instances, university degrees are taught within the
college by college staff. The college has built upon the effective arrangements from
both legacy colleges for partnership working with local authorities and schools in Angus
and Dundee. The college is working well with Dundee City Council to increase further
the number of senior phase learners taking part in college programmes.
The college engages actively with community partners and is a valued and visible
partner on local Community Planning Partnership groups. The college works effectively
with organisations which support vulnerable learners and those with additional support
needs, including Angus Disability Sports and Scottish National Heritage. The college
has developed further its productive relationship with Scottish Enterprise (SE). The
partnership is highly valued by SE and the college’s reliability, innovation and
responsiveness to the needs of local businesses is particularly appreciated.
14
9.
How well is the college led and how well is it enhancing the
quality of its services for learners and other stakeholders?
The recently-merged college has expressed its aims and targets clearly in the
2014-2015 ROA, Direction and Aims 2014-2015. This comprehensive, ambitious and
well-structured document sets out the college’s priorities for the next year and beyond,
and builds upon the ROA for 2013-2014. The Board of Management and college
executive group have a clear and well-articulated vision for the next steps in the creation
of a regional college to serve Dundee, Angus and surrounding areas. They have taken
care to involve learners and staff in all developments, from the initial merger proposal
document and early-merger workstreams to the current ROA, with all having an early
influence. As a result, staff have contributed continuously to the visioning and
realisation of the merged college, its aims and processes. They are committed to the
new college and recognise the opportunities that it brings.
From the start of merger discussions, the Board of Management and senior managers
have promoted and embedded a concept of business as usual. This has successfully
ensured that managers and staff keep learners and learning and teaching at the centre
of their efforts. Teams across the college are therefore currently working effectively to
the operational plans of legacy colleges to ensure that their work supports the
achievement of the 2013-14 ROA. With the structure of the college virtually complete,
senior managers have finalised the cross-college committee structure, which aligns with
and supports the Board of Management’s committee cycle well.
The Board of Management and senior managers have a clear vision for the curriculum
of the regional college. Leadership for learning and teaching is strong at senior level.
The principal provides clear and consultative leadership for learning and teaching and is
supported well by the executive group. Staff find this approach inclusive and
empowering. Senior managers have clear and realistic plans for the transition from the
curriculum offer of two legacy colleges to a refreshed offer from Dundee and Angus
College. A curriculum review, which commenced earlier in 2014 is underway to achieve
this. The revised curriculum will be partially implemented in 2014-15 with full
implementation in 2015-16. The team carrying out this curriculum review work is
working well, with representation from across all areas and levels of the college.
The college has restructured academic management, with the recent appointment of
13 academic heads and 65 course leaders to support them. These highly-motivated
staff are contributing well to the curriculum review and are empowered to lead and
manage curriculum areas. They welcome this autonomy and make good use of
employer, community partner and learner views to inform development planning and to
shape the content and delivery of programmes. Course leaders have a good
understanding of current approaches to improve learning and teaching and improve
further high levels of retention and attainment on programmes.
While current strategies for the improvement of learning and teaching and retention and
attainment are working well, teaching staff are aware of the imminent launch of the
Leading Learning Academy. This initiative will provide a focus on development for
teaching and support staff to ensure the continuous improvement of learning and
teaching and leadership for learning. New teaching staff are supported well during initial
induction with support from learning and teaching mentors. Most staff undertake an
initial professional development award in learning and teaching shortly after
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commencing teaching. All permanent staff undertake the Teaching Qualification in
Further Education programme and are supported well by college mentors.
Senior managers have a clear vision and direction for support service teams within
the new college. Support service teams are engaged positively in consultative and
creative activities to redesign existing legacy processes into a refreshed and
comprehensive range of new approaches to support learners. This is facilitated
through focussed rapid improvement events which bring together staff from different
levels and areas of the college to formulate the best solution for specific processes.
All support service staff are actively engaged in development planning activities
appropriate to their area and are involved in reviewing and evaluating how well they
work. These lead to improvements to the services they provide to support learners.
Support service managers empower and encourage their teams to deliver a range of
services that help learners make best use of their learning opportunities. Support
service teams work in partnership effectively with teaching staff to ensure that learners’
needs are identified timeously and that they benefit from a wide range of support across
the college. Support managers lead their teams well and team working is particularly
strong.
Support service teams have developed a significant number of effective links with
external agencies to provide a cohesive service between the college and these
organisations for supporting learners across a range of personal issues.
The Board of Management and senior managers have a clear vision for quality
enhancement across all aspects and areas of the college’s operations. Staff are aware
of the vision for and direction of the new college. Staff are committed to and
enthusiastic about the new college and creation of a refreshed culture of quality
enhancement.
Across the college, staff and learners engage well in legacy quality processes, including
self-evaluation, and learners play a significant role in self-evaluation activities.
Self-evaluation reports are full and well considered, with clear actions which have led to
tangible improvements across all campuses. The impact of actions emerging from
these reports is monitored and resultant improvements recorded. Learner and staff
feedback are used effectively to evaluate operational performance and support quality
enhancement. Managers regularly use learner input to inform improvement and
enhancement developments.
Senior managers have recognised there are training and development needs for staff as
processes for the new college are revised. For example, a dedicated member of staff
has been allocated responsibility for developing the role of programme teams,
supporting new processes such as self-evaluation and sharing experience and good
practice across the new programme teams. Managers have identified as a priority the
implementation of a college-wide approach to reviewing learning and teaching as a
development tool for improving professional practice.
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10. 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.
10.1 Excellent practice in rapid improvement events
The college has made good use of rapid improvement events since its merger to bring
about working solutions to integrating systems, processes and procedures from the
legacy colleges. Both colleges had well tested and tried systems but they differed in
many fundamental aspects of operation. The merger provided the opportunity to use
the expertise and experience of staff from both legacy colleges to develop new business
processes that would best meet the needs of learners and staff in the new multi-campus
college. Staff developed the rapid improvement events in conjunction with colleagues
from the University of St Andrews who had experience of implementing Lean techniques
in business system improvements.
For each rapid improvement event, relevant staff with the experience and expertise to
examine the issue are released from their normal duties and spend a few days working
out a solution to a particular issue. The team deconstruct existing systems and question
how best learners can be served by alternative and more effective approaches. The
event helps develop very good teamwork as members are open and non-protective
about existing practices and problem solve to find the best solution for learners.
Discussions often trigger a training needs agenda for staff who will implement the new
approaches. At the end of the period together, the team present the new system to a
broad range of senior managers and staff. Together they make the decision whether
the new system can be implemented. Staff are very happy with this approach,
preferring to use a system developed with their input.
To date, the college has undertaken rapid improvement events in relation to: learner
application and admissions; personal learning and support plans; learner funding and
financial support; enrolment processes; and customer engagement. The next rapid
improvement event will deal with reflection and self-evaluation. Customer service
feedback from new learners completing the online admissions survey for the new
admissions process indicates a 98% satisfaction rate.
10.2 Excellent practice in the Pop-up shop
Learners on the National Qualification (NQ) Advanced Enterprise in Business
programme designed, created and implemented a Pop-up shop. The initial design
concept was developed by the Higher National Diploma (HND) Retail Management
class whilst studying store design and layout and corporate store image. The HND
learners used the knowledge and understanding gained from their studies to develop
the design concept. The Advanced Enterprise in Business programme learners
developed the initial design concept. They sourced all the fixtures, fittings and props
and upcycled them using eco-friendly paint and wax within a restricted budget of
£1,000. They also researched the suppliers for the shop and chose the product
selection.
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The shop was open for six weeks, in the Wellgate Centre, Dundee. Learners from a
number of retail and ESOL programmes worked in the Pop up shop at the weekends.
They underwent a formal selection process, mirroring the workplace environment. The
selection panel included a member of the college human resources team and Head of
the Wellgate Centre. Successful candidates were offered a position as a manager,
assistant manager or sales advisors. Learners gained valuable practical work
experience including, selecting products, designing the store, the re-ordering process,
retail security and customer service.
The Pop-up shop has enabled learners to develop a range of personal skills and
qualities in a commercial setting, gaining wider knowledge, confidence and self-belief in
their own ability. Learners discovered new talents and took ownership of a business
from initial concept to completion. They gained valuable employability skills by planning
and organising the shop and solving problems by working in a team with their peers.
Communication, IT and numeracy skills are embedded within this initiative and ESOL
learners, working in the shop at weekends, improved their literacy skills from working in
a team and communicating with customers.
This initiative has enabled the college to build a partnership with the Wellgate Centre.
The Pop-up shop has helped to showcase Dundee and Angus College to customers as
a motivational, creative and inspirational learning environment.
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11. What is a Judgement of Effectiveness?
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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12. 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 John Bowditch
HM Inspector
13. 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
www.dundeeandangus.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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14. 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/index.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
I
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Appendix 1
Glossary of terms
ESOL
FE
HE
HND
ICT
LGBT
NQ
PDP
QI
ROA
SCQF
SE
SFC
VLE
English for Speakers of Other Languages
Further Education
Higher Education
Higher National Diploma
Information and Communications Technology
Lesbian, Gay, Bisexual and Transgender
National Qualification
Personal Development Plan
Quality Indicator
Regional Outcome Agreement
Scottish Credit and Qualifications Framework
Scottish Enterprise
Scottish Funding Council
Virtual Learning Environment
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Appendix 2
The Scottish Credit and Qualifications Framework
The Scottish Credit and Qualifications Framework brings together all Scottish
mainstream qualifications into a single unified framework. The framework includes:
degree provision, HNC and HND, SQA National Qualifications, and SVQs. There are
12 levels ranging from Access 1 at SCQF level 1 to Doctoral degree at SCQF level 12.
Each qualification whether a unit, group of units or larger group award has also been
allocated a number of SCQF credits. Each credit represents 10 notional hours of
required learning. Doctoral degrees based on a thesis are an exception to this.
Other learning may be credit rated and included in the framework provided it leads to a
clear set of learning outcomes and has quality-assured learner assessment. All of
Scotland’s colleges were awarded SCQF Credit Rating powers in January 2007.
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