Edinburgh College
27 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
Judgement of Effectiveness
3
Section A:
Section B:
Section C:
Section D:
Section E:
Overarching judgement
Supporting statements
Areas of positive practice
Areas for development
Main points for action
3
3
5
6
6
4.
How well are learners progressing and achieving relevant,
high quality outcomes?
7
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 does the college recognise and respond to
changes in its environment?
15
8.
How well is the college led and how well is it enhancing the
quality of its services for learners and other stakeholders?
16
9.
How extensive and effective are college partnerships with
communities, other learning providers, employers and
agencies?
18
10. Signposting excellent practice
19
11. What is an overarching judgement?
21
12.
What happens next?
23
13.
Further information
23
14.
How can you contact us?
24
Appendices
Glossary of terms
The Scottish Credit and Qualifications Framework
25
26
1. Introduction
The external review
The external review by Education Scotland took place during the week beginning
28 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 Relevance of programmes and
services to learner needs and 6.3 Managing and responding to changing environments
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 pages 19 and 20.
The external review team talked with learners, staff at all levels in the college, members
of the Regional Board, employers, external agencies and other users of the college.
1
2. The college and its context
In carrying out the external review of Edinburgh College, Education Scotland took the
following college context fully into account.
Edinburgh College came into being on 1 October 2012, formed from the merger of three
colleges: Edinburgh’s Telford College, (now known as Granton Campus), Stevenson
College (Sighthill Campus), Jewel and Esk College (Milton Road Campus and
Midlothian Campus). The college is now the largest in Scotland, with approximately
26,000 enrolments and 1,400 staff. It serves a widespread region which includes the
city of Edinburgh as well as Mid and East Lothian. A significant number of learners
travel to the college from Fife, the Scottish Borders and other parts of the country, to
access the college’s specialist provision. The college provides a large number of
programmes for speakers of other languages, young people attending school and
work-based learners. It provides community-based programmes in approximately 30
outreach centres, many in partnership with local authorities.
The college’s curriculum covers almost all subject categories with programmes offered
from SCQF levels 1 to 11. Degree provision is offered in partnership with universities in
several subjects areas. Over the past year, college leaders have carried out an analysis
of the legacy curriculum. They have begun the process of rationalisation and
development with the aim of aligning the curriculum to the requirements of the regional
economy. The curriculum is now configured through seven centres, with most subject
areas offered across more than one campus. The college has extended its provision for
learners at the early stage of college study, through an increased number of
programmes at SCQF levels 4 and 5. Since 2010, the number of young learners
between the ages of 16 and 19 has increased significantly across the region.
Edinburgh, East Lothian and Midlothian have a population of approximately 659,500,
with 22% of the population aged between 16 to 29 years old. The employment rate of
Edinburgh, Fife and the Lothians is slightly above Scotland’s national employment rate.
Youth unemployment (16 to 24 year olds) in Edinburgh, Fife and the Lothians doubled
between 2005 and 2013 and the current figure of approximately 22% is in line with the
rest of Scotland. In 2011-12, approximately 88% of school leavers within Edinburgh,
East Lothian and Midlothian achieved a positive destination, slightly below the national
figure of 90%.
Health, professional, scientific and technical, retail and financial services are the largest
employing sectors in the region. Future employment growth in the region is expected to
be driven by construction, business services, hospitality, engineering and renewable
energy. The region has 7% of the population from the 10% most deprived areas
nationally.
Following vesting in 2012, the college established an Edinburgh College Students’
Association (ECSA). ECSA and college management have recently completed a
partnership agreement which sets out terms for ECSA as an autonomous organisation.
The college’s weighted student unit of measurement (WSUM) allocation for 2013-14 is
approximately 255,000. Its projected revenue budget for 2013-14 is £65m, of which
70% is grant-in-aid from the Scottish Funding Council (SFC).
2
3. Outcomes of External Review
Judgement of Effectiveness
Section A: Overarching judgement
Edinburgh 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
Successful completion rates on full-time programmes are above the national sector
performance level. Successful completion rates on part-time programmes are
below the national sector performance level. Most learners make good progress
during their programmes and acquire and develop an appropriate range of
vocationally-related skills. Most learners attain their core skills qualifications. The
college offers an extensive range of programmes which meet the needs of learners
and industry well. There is a wide range of successful and imaginative programmes
for school pupils. Most programmes have well-considered arrangements for
preparing learners for employment and also working in the community. Many
learners across a range of curriculum areas enjoy success when entered for
competitions. Ninety-four per cent of learners whose destinations are known
progress successfully to further study, apprenticeships or employment.
Learning and teaching processes
A range of well-designed programmes support learners from a variety of
backgrounds. A wide range of learning resources is used well by staff and learners.
Teaching staff promote equality and diversity effectively. Almost all learners are
motivated and participate well in lessons. Most learners develop independence in
their learning and the majority reflect well on their learning. Almost all staff use their
professional and subject knowledge effectively and convey well the standards and
expectations of industry. Most staff use an appropriate range of teaching
approaches but in a few lessons teaching staff do not provide learners with sufficient
opportunities to plan or enhance their own learning. Staff plan and support
assessment well. Learners have good access to information and support. Learning
Development Tutors (LDT) support many learners well to reflect on their progress.
However, aspects of the LDT initiative are not yet consistently effective across the
college. Staff are responsive to learner views and use a range of informal
3
methods effectively to reflect on and improve their practice. However, revised
arrangements to enhance quality have not yet been fully adopted by all programme
teams and therefore do not comprehensively support action planning for
improvement.
Learner engagement
The college has a strong commitment to learner engagement. Almost all learners
have positive and supportive relationships with staff and many learners contribute
effectively to shaping their own learning, for example through exercising project
choices. Learners are confident about providing their views to staff on issues
affecting their learning and most staff are responsive to them. Most full-time classes
have a trained class representative. However, the learner contribution to formal
programme review and self-evaluation processes is unsystematic and not always
fully evidenced. The college works very effectively in partnership at a strategic level
with the ECSA, and the learner voice is influential at Board, college committee and
campus management level. Learners benefit from involvement in a range of charity
and community activities and the Students’ Association actively promotes sporting
and social events and campaigns. However, learners in the different campuses are
not all aware of the full range of ECSA’s work.
Leadership and Quality Culture
The Regional Chair, the Board and the principal work well together to provide clear
direction for the college’s development. College strategies and operational plans
provide a clear and comprehensive basis for its future activities. The college’s
leadership structure sets out clear lines of responsibility with effective cross-working
amongst leaders beginning to have a positive impact on the college’s work. College
staff are committed to providing a good service for learners and the college has
maintained a high quality learning experience for most learners throughout the
merger process. College leaders acknowledge that there is work to do to ensure
that all groups of staff embrace change and focus on achieving the college’s
strategic aims. The Curriculum Strategy sets out comprehensively the college’s
intentions in relation to its programme portfolio. There is extensive and successful
partnership working with a wide range of stakeholders. Support area managers and
staff are highly committed to their role in supporting the learner experience. The
college has taken active steps to anticipate and manage potential risk in key areas
which have an impact on learners. New quality enhancement policies and
procedures for curriculum areas are well designed. However, at the present time
there is no overarching guidance in place to provide clarity to programme teams
about how the quality system should operate overall. The development of consistent
and coherent approaches to quality enhancement across the college is not yet fully
underway.
4
Section C:











Areas of positive practice
In 2012-13, early and further withdrawal rates for further education (FE) and higher
education (HE) programmes were better than national sector performance levels.
Successful completion rates on FE and HE full-time programmes in 2012-13 were
also better than the national sector performance. The college uses robust systems
for tracking learner progression. Almost all learners whose destinations are known
progress to further study, apprenticeships or employment.
Within the subject areas of art and design, care, engineering, hospitality, land-based
and sport and leisure, the levels of learner success in certain programmes rank
amongst the best in the sector. Many learners across a range of curriculum areas
also enjoy success when entered for competitions.
The college takes good account of stakeholder needs when it plans its programmes
which ensures that they are at appropriate levels and reflect the requirements of
different vocational sectors. There are effective arrangements in place for preparing
learners for employment. This includes engagement with employers to make
programmes relevant and interesting.
A wide range of successful and imaginative programmes for school pupils is
delivered across all campuses. The college Academies programme is an innovative
and successful project which reflects very constructive partnership working between
universities, the college, employers and schools.
Almost all learners are motivated and participate well in learning activities. They
develop skills and confidence particularly through practical activities.
Almost all teaching staff convey well to learners the expectations of industry and
encourage them to achieve high standards in practical and theory work. Positive
and very supportive relationships between staff and learners contribute to a relaxed
and purposeful climate for learning in classes. Almost all teaching staff are very
approachable and adaptable, and actively seek to develop learner confidence.
Learners benefit from welcoming and informative student advice and guidance
centres in all campuses. Most learners report high levels of satisfaction with college
programmes and services.
Most programme teams engage in effective informal evaluative activity which
generates actions that have a positive impact on learner experience. Most learners
are confident about providing their views on their learning directly to teaching staff
and most staff are responsive to their views.
Effective partnership arrangements between the college and the students’
association ECSA, ensure that the learner voice is represented very strongly and
effectively at strategic level.
The Regional Chair, the Board and the principal work well together to provide clear
direction for the college’s development. The college’s mission, vision and aims are
aspirational, appropriate and clearly articulated. The college has developed a
series of clearly-expressed, interrelated strategies which collectively provide a clear
vision for its future activities.
Support area managers and staff are highly committed to their role in supporting the
learner experience. They are working increasingly well together and with curriculum
leaders to establish well-integrated learner support systems.
5
Section D:








Areas for development
A few programme areas have low outcomes, including business, computing and
special programmes.
In a few lessons teaching staff do not provide learners with sufficient opportunities
to plan or enhance their own learning.
While aspects of the LDT initiative work well, it is not yet consistently effective
across all programme areas.
The learner contribution to formal programme review and self-evaluation processes
is unsystematic and not always fully evidenced.
College leaders acknowledge that there is work to do to ensure that all staff
embrace change positively and focus on achieving the college’s strategic aims.
Training for programme managers has yet to focus sufficiently on leadership for
learning and leadership of people.
At the present time there is no overarching guidance in place which provides clarity
to programme teams about how the overall quality system should operate.
The development of consistent and coherent approaches to quality enhancement
across all curriculum areas is not yet fully underway.
Section E:
Main points for action

The college should ensure that the LDT initiative is implemented consistently
and effectively across the college.

The college should ensure that the learner voice is fully and systematically
represented in review, self-evaluation and action planning for improvement at
programme level.

In order to ensure future capacity for improvement, the college should
develop overarching guidance which provides clarity to programme teams
about how the overall quality system should operate.

The college should support programme managers and their teams to engage
effectively with college quality processes to ensure enhancement in services
for learners and promote a quality culture.
6
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?
The college came into existence in October 2012. Consequently there is no historical
data prior to that date on which to base any trend analysis. For the purposes of this
report the 2012-13 data has been considered as a baseline.
In 2012-13, early and further withdrawal rates for FE and HE programmes were better
than national sector performance levels. Successful completion rates on FE and HE
full-time programmes in 2012-13 were above the national sector performance level. In
full-time FE programmes 67% of learners completed their programme successfully, 2%
above the national sector level, with a further 14% completing with partial success. In
full-time HE programmes 72% of learners completed their programme successfully, 2%
above the national sector level, with a further 12% completing with partial success.
Successful completion rates on part-time programmes were below the national sector
performance level. In part-time FE programmes 76% of learners completed their
programme successfully, 1% below national sector performance, with a further 15%
completing with partial success. In part-time HE programmes, 75% of learners
completed their programme successfully, 1% below the national sector performance
level, with a further 22% completing with partial success.
The college uses robust systems for tracking learner progression. Ninety-four per cent
of learners whose destinations are known progress to further study, apprenticeships or
employment.
How well do programmes and services meet learners’ needs?
The college offers an extensive range of programmes from SCQF levels 1 to 11 which
meet the needs of learners well. The college also takes good account of stakeholder
needs when it plans its programmes which ensures that they are at appropriate levels
and reflects the requirements of different vocational sectors.
The college delivers a wide range of successful and imaginative programmes for school
pupils across all campuses. There are also a large number of programmes that assist
learners in their transition to college study, for example programmes in English for
Speakers of Other Languages for school learners and community-based programmes
for young people in areas of high deprivation. The college Academies programme is an
innovative and successful project which reflects constructive partnership working
between the college, universities, employers and schools. This well-conceived initiative
is extending into a range of curriculum areas. It provides vocationally relevant
programmes which are structured so that learners can progress seamlessly through
different study levels.
There are effective arrangements in place for preparing learners for employment within
college-based programmes. A number of successful community-based programmes
also provide good support to learners seeking employment. Many programme teams
engage well with employers to make programmes relevant and interesting.
7
The college carries out comprehensive and useful consultation with learners to ensure
that new or developing policies and services meet their needs. Most learners report
high levels of satisfaction with college programmes and services.
How well do learners make progress, attain qualifications and achieve more
widely?
Most learners make good progress in their studies and attain the qualifications they set
out to achieve. They develop an appropriate range of vocationally-related skills and
enhance their self-confidence through their learning activities.
Within the subject areas of art and design, care, engineering, hospitality, land-based,
and sport and leisure, the levels of learner success in certain programmes rank
amongst the best in the sector. However, a few subject areas have outcomes lower
than national sector performance, including business, computing and special
programmes. The majority of learners undertaking Skills for Work programmes attain
their qualification.
Almost all learners undertaking information and communications technology (ICT),
numeracy and problem-solving core skills units are successful. Most learners attain
core skills qualifications in communication, problem-solving and working with others. In
most curriculum areas, learners gain relevant and useful employability skills through a
wide range of activities. As a result of learning activities and wider college initiatives
most learners also have a good understanding of sustainability-related issues.
The college has a strong track record of success in national competitions. For example,
within the past year, an engineering learner was awarded UK Oil and Gas Apprentice of
the Year, construction learners won the President’s Prize at the International Federation
for the Roofing Trades World Championship hosted in Switzerland, and photography
learners were successful in the national British Institute of Professional Photography
Awards.
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 has developed a wide range of programmes with content and structure
which support learners into positive next steps. Programmes are suitable for learners at
different levels and with different patterns of attendance. Most programmes have a
strong and positive focus on employability, and many involve work placements,
interaction with industry representatives and live projects. Almost all teaching staff plan
well for the promotion of equality and diversity in lessons where opportunities occur.
Examples of successful promotion include examining the stigma associated with mental
health problems and discussion of inclusion issues for people with learning disabilities.
In most programmes a wide range of appropriate learning resources contributes to
effective learning. A well-designed and well-used virtual learning environment (VLE)
supports learners to access high quality learning materials which helps them to
consolidate and enhance their learning. The college has in place effective
arrangements to support learners with a range of additional learning support needs or
those who need support to re-engage with education. The needs of most learners in
these groups are clearly identified through efficient internal and external referral
processes. However, in the past year a few learners have waited too long to have their
support needs assessed.
How well do learners learn?
Almost all learners are motivated and participate well in learning activities. They
develop relevant skills and confidence particularly through participation in practical
activities. Groupwork is effective in most subject areas, with most learners cooperating
well with others in their class. Most learners use a range of high quality resources
confidently, which develops their vocational skills and builds their technical knowledge.
The majority of learners reflect well on their learning. In a few classes, learners use
peer assessment effectively to evaluate group and individual performance and provide
support for each other’s learning. Most learners develop useful skills in independent
learning and take responsibility for managing their work effectively. They engage well in
project and research activities and use online resources and the college’s VLE
confidently. This helps to enhance and broaden their understanding of class themes
and topics. In a few lessons, learners lead learning, for example during practical
demonstrations.
Most learners make good progress, produce work of a high quality and develop a range
of appropriate academic and vocational skills. Most learners are clear about their next
steps in employment or further learning and are well prepared to undertake them.
9
How well do planning, teaching and the use of resources ensure effective
learning?
Most teaching staff plan lessons well to make them interesting and relevant to learners
with different abilities and interests. Almost all staff ensure that their subject knowledge
is up to date and apply this very well to ensure that lesson content is vocationally
relevant and develops the employability skills of learners. Learning environments are
modern and well-resourced across all campuses. In most classes, staff make good use
of high quality learning materials and practical resources to enhance learning. Almost
all teaching staff convey well to learners the expectations of industry and encourage
them to achieve high standards in practical and theory work. This ensures that learners
develop clear understanding of current workplace practices.
Most teaching staff use an appropriate range of teaching approaches to engage
learners, including effective use of ICT. However, in a few lessons they adopt too
narrow a range of approaches and lessons are overly teacher led. In these lessons
teaching staff do not provide learners with sufficient opportunities to plan or enhance
their own learning. Positive and very supportive relationships between staff and
learners contribute to a relaxed and purposeful climate for learning in classes. Almost
all teaching staff are very approachable and adaptable, and actively develop learner
confidence. They encourage learners to produce work of a high standard and achieve
their learning goals.
How well is assessment used to promote effective learning?
In almost all programmes, teaching staff plan and schedule assessments to ensure they
are well phased and support further learning. They make sure learners are suitably
informed about assessment schedules and are prepared well for practical or theoretical
assessment.
Teaching staff use a variety of appropriate techniques to assess learner progress,
including online assessment, e-portfolios, and mobile technologies. In most
programmes they provide fast, detailed and constructive feedback to learners which
helps learners to identify next steps in learning. Most teaching staff use formative
assessment techniques well to consolidate learning and check learner understanding.
In many programmes learners carry out peer assessment effectively, which enhances
cooperative learning and helps learners to be clear about next steps.
The college has suitable arrangements in place for assessment for learners with
additional support needs. In most cases appropriate adjustments are made to
assessment arrangements where learners require this.
How well are potential and current learners provided with information, advice and
support?
Almost all learners benefit from ready access to accurate information about college
programmes available in a wide range of online and printed formats. The college
supports learners well to choose appropriate programmes of study at the right level.
Learners also find it helpful to be able to elect a campus in which to study, where
programmes are offered across more than one site.
10
In most programmes, teaching staff provide helpful ongoing curriculum guidance to
learners which helps them to identify pathways in their learning or career development.
Almost all full-time learners up to the end of their HNC or first year of HND-level study
also have an assigned LDT. This staff member is linked to their programme and
coordinates academic guidance, both at whole-class and individual learner level, and
also monitoring of learner progress. This initiative in its current form is a recent
development for the college and is new to many programme teams. Aspects of the role
work well, while others are still developing. LDTs carry out helpful, regular one-to-one
sessions with learners to help them to reflect on their progress through completing
individual learning plans (ILP). Most learners benefit from these sessions, which can
include assisting with university and job applications. This has had a direct impact on
increasing numbers of positive destinations. However, the use of ILPs is not yet
consistent across all programme areas, nor is its format easily adaptable to individual
circumstances. Furthermore, the flow of information between LDTs and programme
teams is not yet sufficiently robust to ensure that ILP discussions can address specific
programme issues. The whole-class tutorial programme provided by LDTs has a strong
and useful focus on employability. However, many learners consider that, as delivered,
it is not always relevant to their needs and can be repetitive.
There are welcoming and informative student advice and guidance centres in all
campuses. Learners make good use of these and value the support they receive.
In addition, support teams facilitate successful cross-campus activities to promote
opportunities for learners. Examples include higher education fairs; employers visits,
careers and employment fairs, University Central Admission Service (UCAS) information
sessions and advice about accommodation.
The college has effective arrangements to provide additional learning support including
assistive technologies, for those learners who require it.
How well does the college sustain continuous enhancement of learning and
teaching through self-evaluation and internal review activities?
Almost all programme teams are responsive to learner and external stakeholder views.
Learner feedback is provided in a range of appropriate ways, including direct discussion
with staff, end-of-unit questionnaires or learning and teaching surveys devised by
programme teams. This mostly works well. It ensures that staff are made aware of
learner views and suggestions for improvement. There are examples of improvements
to programme delivery which result directly from learner feedback.
In almost all programme teams, teaching staff reflect well on their teaching practice in
discussion with colleagues. Newly-formed curriculum teams have undertaken extensive
and constructive discussion as provision takes shape across campuses. This has
included a focus on what works well in the curriculum and what needs to improve. As
these teams have also aligned internal verification processes across the college, many
have taken the opportunity to share good practice in programme delivery. The college
has carried out a thorough review of quality enhancement arrangements at programme
level and new approaches are currently being implemented. However, these have not
yet been fully adopted by all programme teams and therefore do not fully support action
planning for improvement. For example, regular programme team meetings have not
taken place consistently in the past year.
11
In programmes where attainment is low, staff in the quality team work alongside
programme managers to identify actions, monitor progress and plan for improvement.
However, currently, most programme teams are not sufficiently engaged in reflecting
systematically on programme performance, including enhancing it when it is already
good.
12
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 places a high value on positive learner engagement and has recently set
out its strong commitment in its comprehensive Student Engagement Strategy and
Learning, Teaching and Assessment Strategy for 2013-2018.
Almost all learners have positive and supportive relationships with staff. They enjoy and
benefit from their college experience. Many learners contribute effectively to planning,
shaping and enhancing their own learning, for example through choice of project work,
using video-blogs for peer and self-reflection, group work and devising responses to
scenarios.
Most learners are confident about providing their views on their learning directly to
teaching staff, particularly where there are issues which concern them. Most staff are
responsive to their views and take action to address concerns where appropriate.
Examples of improvements made as a result include timetable changes, increased use
of live projects, additional time to practise practical skills and more logical sequencing of
units. Learners provide more detailed and specific feedback through end-of-unit
questionnaires and programme learning and teaching surveys. These are analysed well
by many staff and there are also examples of this informing actions to enhance learning.
Learners also provide feedback on their learning experiences through regular
college-wide learner surveys. College managers and staff analyse these surveys in
detail and use them well to identify key issues which impact on the learner experience.
Most full-time classes have at least one elected class representative. The students’
association is working to extend this to part-time and work-based classes. Most class
representatives have received helpful training from a team of in-house student
participation in quality Scotland (sparqs) associate trainers. In a few curriculum areas,
class representatives attend programme team meetings with staff three times each year
to provide feedback and discuss actions for improvement. However, most class
representatives have not had the opportunity to attend programme team meetings,
either because meetings have not taken place regularly, or because their timing has
prevented learners from attending or because they have not been invited. As a result,
the learner contribution to formal programme review and self-evaluation processes is
unsystematic and not always fully evidenced. There are also a few examples of regular
and informative class representative focus group meetings with programme managers
and heads of centre. Where this has happened, there are good examples of positive
changes made as a result, including improvements to the college VLE and provision of
additional learning resources.
How well do learners engage in enhancing the work and life of the college?
The college has ensured that the learner voice has been a major influence as it has
progressed through merger to become one institution. It has pioneered an approach to
learner representation at a strategic level which has ensured that learner views have
had a significant and constructive role in college planning. In doing this, it has ensured
that learners are not only consulted on key strategic decisions, but are actively involved
in making them.
13
ECSA was formed prior to vesting in October 2012. It has a strong and proactive
executive team which has worked hard to develop ECSA as an autonomous
organisation and has recently received two national awards for this work. Through the
ECSA executive team, learners make an active and effective contribution to all key
decision-making bodies within the college. This includes the Regional Board and its
sub-groups, college committees and campus management teams. On occasions, this
has involved providing robust challenge to the Board and senior managers. This level
of strategic influence has ensured a consistent prioritisation of learners’ needs as
college strategies and policies have developed. It has also meant that learners have
been able to influence change for the better in many aspects of the work and life of the
college. Examples of this include instigating a review of tutorial arrangements for
full-time learners and the development of a well-expressed respect policy that
addresses equality and diversity issues as well as bullying and harassment. Recently,
the Regional Board and ECSA have entered into an innovative formal partnership
agreement, linked to the Regional Outcome Agreement (ROA).
Class representatives have opportunities to provide their views on college programmes
and services through contributing to regular Student Representative Council (SRC)
meetings held by ECSA on each campus. However, class representatives do not
always attend SRC meetings and it is not clear how issues raised at these meetings are
taken forward to relevant programme teams. Furthermore, class representatives are
not always aware of whether action has been taken in response to issues raised at SRC
or the consequent impact.
Learners also benefit from sporting and social activities set up by ECSA, such as a
charity five-a-side football tournament, gaming, law and drama clubs and campaigns,
such as Black History Month and Mental Health Awareness. A recently established
support group for learners who are care leavers has been welcomed by these learners.
ECSA has also supported specific curriculum projects financially which have been of
great benefit to learners. Most learners are aware that ECSA exists as a route for
raising issues or complaints. However, not all learners are aware of the mechanisms for
doing so or of the wider identity and activities of ECSA.
As part of their programmes, many learners enhance the work, life and reputation of the
college through charity fundraising and community activities. Examples include club
nights, music performances and events, beauty therapy sessions and sports coaching
for school pupils.
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7. How well does the college recognise and respond to changes in its
environment?
The college has carried out comprehensive reviews of its policies and procedures in the
lead up to and following merger. These reviews have reflected well the aim of creating
a single, cohesive college which serves well the needs of stakeholders. Learners and
other stakeholders have made a significant contribution at all stages through
consultation and representation on committees.
An initial review of the portfolio of programmes has been comprehensive, systematic
and has already resulted in appropriate rationalisation. It reflects effective groundwork
undertaken by heads of centre and programme managers with their teams to evaluate
the legacy curriculum, analyse performance and share good practice in the delivery of
programmes. The college is now in a better position to realise the potential that new
programme structures and cross-college relationships provide. Plans for implementing
the college’s Curriculum Strategy are supported by a realistic timeline for introducing
change methodically.
College leaders acknowledge that the establishment of Edinburgh College has been
rapid, challenging and is still taking place. Though several leaders are relatively new in
post, they have quickly and effectively engaged with the task of bringing different
systems, practices and widely-dispersed teams together. The college has clear plans in
place to ensure that leaders are sufficiently well trained and supported to manage their
areas of responsibility well so that all staff are enabled to embrace change positively.
The college monitors the change process very closely and has procedures in place to
anticipate, identify and manage risk. It has taken active steps to learn from previous
experience and address potential risk in key areas which impact on learners. For
example, following a comprehensive review of problematic admissions and student
finance systems which applied in autumn 2013, the college has taken appropriate action
to improve them and monitor the outcomes.
However, there are important areas of risk to maintaining and improving the quality of
the learner experience, particularly in relation to staff response to change. These need
attention, in order to ensure that the college can develop and flourish.
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8. How well is the college led and how well is it enhancing the quality
of its services for learners and other stakeholders?
Since the inauguration of Edinburgh College in October 2012, the Regional Board and
college leaders have developed a series of clearly-expressed interrelated strategies
which collectively provide a clear vision for its future activities. Over the past year, the
college has focused on establishing new strategies and unified operational systems and
processes. As a result, many of these are relatively new, recently implemented or still
developing. Its central strategy, the college Strategic Plan 2013–18 is a comprehensive
document based on extensive consultation with a wide range of stakeholders. The
Strategic Plan aligns the college’s work effectively with Scottish Government, regional
and SFC priorities and seeks to establish Edinburgh College as a major contributor to
the local and national educational landscape. The college’s mission, vision and aims
are aspirational, appropriate and clearly articulated. Key messages are summarised
within five key aims which underpin its work. There is a clear match between college
strategies and the comprehensive operational plans which have been drawn up for each
curriculum and support area. Both the strategic plan and operational plans are
supported by key performance indicators which are providing a good basis for
measuring progress. The Regional Chair, the Board and the principal work well
together to provide clear direction for the college’s development. In the short period
since its establishment, the college has put in place a leadership structure which sets
out clear lines of responsibility. Effective cross working within the leadership team is
beginning to develop and impact positively on the college’s work.
Almost all college staff are committed to providing high quality services to learners.
However, many curriculum areas are currently experiencing operational difficulties while
new processes and management structures bed in. At this early stage of the college’s
development, leaders acknowledge that there is work to do to ensure that all groups of
staff embrace change positively and focus on achieving the college’s strategic aims.
There are immediate plans in place to help curriculum teams overcome practical
problems and to develop greater capacity to take their areas forward.
The Academic Council, a sub-committee of the Board, provides strong direction for
learning and teaching. This council is ably supported by four sub-committees, which
mirrors the structure of the college executive and therefore enable direct, supportive
links with key aspects of the learner experience. The recently-finalised Curriculum
Strategy sets out comprehensively the college’s intentions in relation to its core
business. This document acknowledges the wide range of local and national influences
on curriculum development and positions the college to take account of them effectively.
A strong focus on employability and the positive contribution that learning makes to
people’s lives predominate within the strategy. A recently-completed Learning and
Teaching Strategy sets out clear direction for the development of effective classroom
practice. The recently-established Learning, Teaching and Development team is intent
on prioritising and addressing professional development requirements across the
college as soon as possible. Meanwhile, staff are actively encouraged to develop their
vocational skills and are supported to attend relevant training. The college is planning in
the near future whole-staff events aimed at stimulating creative discussions about
effective learning and teaching approaches across the college. However, currently
there are no established college-wide arrangements for evaluating learning and
teaching. While teaching staff use a wide range of informal approaches effectively
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to help them reflect on and share their practice, evidencing of the outcomes of these
discussions through self-evaluation reporting is inconsistent.
Heads of Centre have a clear vision for developing a high quality experience for
learners and programme managers have undertaken useful training and development
aimed at helping them lead their teams effectively. This has helped them to understand
and implement college systems and processes. However, their training has yet to focus
sufficiently on leadership for learning and leadership of people, which represent new
and challenging roles for several programme managers. The college will address this in
the near future.
The college is developing well the range of support services which impact on the
learners’ experience. Led by members of the college leadership team, it has recently
undertaken an extensive Review of the Student Journey. It has drawn up clear
recommendations to enhance the learners’ experience under four themes which
influence service developments. Working groups are taking forward a comprehensive
action plan for each theme. Support area managers and staff are highly committed to
their role in supporting the learner experience and take good account of the views of
learners as they implement new procedures. They are working increasingly well
together and with curriculum leaders to establish well-integrated learner support
systems. All support teams have undertaken thorough self-evaluation which has
informed future actions for enhancement to their service. Support area operational
plans are comprehensive with the majority making clear links to the enhancement of the
learner experience.
College leaders have a clear sense of direction for the enhancement of quality across
the college. They have drawn on identified best practice across legacy colleges to
develop approaches which meet the needs of programme teams and their learners.
The college recognises the challenges of merging three legacy quality systems and its
leaders have identified clearly areas within current quality arrangements which require
further work. Although quality enhancement procedures are still developing, the college
has maintained a high quality learning experience for most learners throughout the
merger process. Most programme teams have engaged in effective informal evaluative
activity which has generated actions that have had a positive impact on learner
experience.
Component parts of new college quality enhancement arrangements are well designed.
Each procedure, for example for self-evaluation, has the potential to inform operational
planning well and identify appropriate staff development requirements. Although at a
relatively early stage of implementation, use of new procedures has already led to the
identification of appropriate strengths, areas for development and actions for
improvement in many support and curriculum areas. However, currently there is no
overarching guidance in place which provides clarity to programme teams about how
the overall quality system should operate. Furthermore, programme teams do not all
engage fully with the new quality arrangements. Therefore, the development of
consistent and coherent approaches to quality enhancement across all curriculum areas
is not yet fully underway.
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9. How extensive and effective are college partnerships with
communities, other learning providers, employers and agencies?
The college has extensive and highly successful strategic links with key partners within
the region and further afield. This has a positive impact on all aspects of the college’s
work. An extensive range of programmes is delivered in conjunction with employers,
local authorities, schools and universities. These include an increasing number of
associate degree programmes which are offered in partnership with four Scottish
universities guaranteeing smooth progression for learners. The Academies of
Hospitality, Food Science and Nutrition and Creative Industries offered in partnership
with schools, universities and employers are particularly well regarded and valued.
Extensive strategic links and close coordination with the education departments and
local schools helps all partners to meets the needs of school learners. These partners
also provide helpful advice on curriculum development in the college. The college also
responds particularly well to the senior phase in partnership with the local councils,
secondary schools and universities. This work contributes well to meeting relevant
outcomes as part of the ROA. Partnership arrangements between the college and local
community groups as well as city football clubs provide good introductory experiences
for learners making their first steps back into learning.
Many programme areas have close working relationships with national and local
employers and take good account of their requirements in curriculum planning. In
several programmes, employers help to establish realistic work environments for
learning. This helps to improve learners’ employability skills and gives them a greater
understanding of working practices.
The recent re-alignment of management and support for government-funded provision
within the college has resulted in improved communication between the college and
Skills Development Scotland staff. This is enhancing opportunities for work-based
learners and their employers through better planning and targeting of provision.
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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 Enhancing Employability : HND Visual Communication Graphic Design
Mentoring Programme
The Visual Communication Graphic Design team has established very strong and
productive relationships links with the design industry through a range of innovative and
imaginative projects. A particularly successful approach is the Mentoring Programme
which commenced five years ago and has developed very well since then. It involves
leading members of the graphic design industry working directly with learners and
having sustained, embedded engagement with programme delivery. The project now
involves 13 mentors working regularly with 26 learners at HND level. The specific
nature of the mentoring commitment makes it very attractive to designers, who are keen
to support college learning, but have limited time and resources to do so.
The programme works in a range of ways. At the start of the year mentors provide a
brief to their learners, support them as they work through it and carry out a critique of
the finished design. This initial contact helps to establish a working relationship and set
the scene for future interaction. During the second term mentors advise their learners
as they prepare their portfolios for work experience and provide support as learners
prepare competition entries. Many learners are offered placements at mentors’ own
agencies and this has led directly to employment for some learners. Many mentors also
provide feedback on learner work at group presentations throughout the year. A highly
successful initiative, guerrilla days, involves a mentor turning up unannounced at the
start of the day, setting a one-day project and reviewing the results at the end of the
day. This way learners experience directly the standards, time pressures and project
management requirements of industry. Over the past two years mentors have also
supported learners to carry out work for real clients. This has enhanced the reputation
of the college across a number of businesses throughout the city.
The Mentoring Programme has had a direct and positive impact on learners, as they
acquire first-hand experience of current industry practice. Many learners have won
prestigious national and international awards over the past few years, gone on to
successful further study or gained employment in the design industry. The programme
also means that teaching staff have direct contact with industry and are able to ensure
that their own skills and knowledge are up to date.
10.2 Effective partnership working : East Lothian Hospitality and Tourism
Academy and South East Scotland Academies Partnership
This initiative is a positive example of collaborative partnership working which benefits
both learners and employers. In order to enhance and improve learner transition from
school to college, university or employment, Edinburgh College Hospitality and Tourism
department has introduced an HNC programme for school-aged learners, in partnership
with Queen Margaret’s University. This has laid the foundation for the formation of the
South East Scotland Academy Partnership initiative, designed to smooth the path for
learners from school to college and on to university. In its first year 2012-13, 34
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learners were recruited onto the programme and 30 were successful attaining HNC
Hospitality and employability modules.
Before launching this initiative, college managers identified work experience as a key
feature of partnership working with local, national and multi-national hospitality
employers. They identified critically important commitments from both parties to ensure
the partnership arrangements work well. For example:




each placement to be assigned a mentor;
each placed learner to be assigned specific tasks to undertake;
an expectation that learners would acquire new skills and understanding; and
over the duration of their stay, placed learners would add value to that company’s
business.
The college agreed placement principles with local employers which include prominent
local hotels. This consistent approach helped to ensure that learning was very well
supported and based entirely on current industry practice. The placements were
undertaken by S5 learners, from three local secondary schools, in addition to their
full-time study commitment at school. The placements are scheduled on Friday
afternoons in order that they do not interrupt school learning. In addition, learners agree
to work one evening each week to directly experience working with customers.
During placements, learners study modules which include front office and food and
beverage service. They develop and enhance their communication and employability
skills and benefit from up-to-date employer-devised training. Of the 30 learner
succeeding in 2012-13, 18 continued to study their HNC at school, four progressed onto
Edinburgh College to undertake SVQ 2 Professional Cookery and eight moved into
employment. For 2013-14, the college has expanded the programme and has enrolled
92 learners. There is major increase in uptake for the 2014-15 programmes with
approximately 500 learners enrolling. There are plans to capitalise on the success of
this initial programme and expand the Academies initiative into other curriculum areas.
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11. 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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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.
Sheila Page
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 http://www.edinburghcollege.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/EdinburghCollege.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/FEReadabilitysurvey130612_tcm4719342.doc
Crown Copyright 2014
Education Scotland
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Appendix 1
Glossary of terms
ECSA
FE
HE
HNC
HND
ICT
ILP
LDT
QI
ROA
SCQF
SFC
sparqs
SRC
SVQ
UCAS
VLE
WSUM
Edinburgh College Students’ Association
Further education
Higher education
Higher National Certificate
Higher National Diploma
Information and communications technology
Individual Learning Plan
Learning Development Tutor
Quality Indicator
Regional Outcome Agreement
Scottish Credit and Qualifications Framework
Scottish Funding Council
Student participation in quality Scotland
Student Representative Council
Scottish Vocational Qualification
University Central Admission Service
Virtual learning environment
Weighted student unit of measurement
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Appendix 2
The Scottish Credit and Qualifications Framework
The Scottish Credit and Qualifications Framework brings together all Scottish
mainstream qualifications into a single unified framework. The framework includes:
degree provision, HNC and HND, SQA National Qualifications, and SVQs. There are
12 levels ranging from Access 1 at SCQF level 1 to Doctoral degree at SCQF level 12.
Each qualification whether a unit, group of units or larger group award has also been
allocated a number of SCQF credits. Each credit represents 10 notional hours of
required learning. Doctoral degrees based on a thesis are an exception to this.
Other learning may be credit rated and included in the framework provided it leads to a
clear set of learning outcomes and has quality-assured learner assessment. All of
Scotland’s colleges were awarded SCQF Credit Rating powers in January 2007.
26