Dundee and Angus College
20 June 2014
A report by HM Inspectors
on behalf of the
Scottish Funding Council
Summary 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.
Signposting excellent practice
6
5.
What is an overarching judgement?
8
6. What happens next?
10
7. Further information
10
8. How can you contact us?
11
Appendices
12
Glossary of terms
The Scottish Credit and Qualifications Framework
12
13
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.
Outcomes of External Review
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
3
representatives who contribute well to programme reviews. Many improvements
result from learner feedback. The college has a strong culture of learner
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 points for action
The college should ensure arrangements to support teaching staff to reflect
on and evaluate teaching practice are consistent and effective.
5
4.
Signposting excellent practice (delete this section if necessary)
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.
4.1 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.
4.2 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.
6
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.
7
5.
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.
8
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.
9
6.
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
7.
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
10
8.
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.
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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.
13