Edinburgh College 27 June 2014 A report by HM Inspectors

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Edinburgh College
27 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
5
6
6
4. Signposting excellent practice
7
5.
What is an overarching judgement?
9
6.
What happens next?
11
7.
Further information
11
8.
How can you contact us?
12
Appendices
13
Glossary of terms
The Scottish Credit and Qualifications Framework
13
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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 7 and 8.
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.
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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).
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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
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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.
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Section C:
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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:
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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
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The college should ensure that the LDT initiative is implemented consistently
and effectively across the college.
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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.
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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.
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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.
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4.
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.
4.1 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.
4.2 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
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learners from school to college and on to university. In its first year 2012-13, 34
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:
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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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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.
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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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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.
Sheila Page
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 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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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/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.
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Crown Copyright 2014
Education Scotland
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Appendix 1
Glossary of terms
ECSA
FE
HE
HNC
HND
LDT
SCQF
SFC
SVQ
WSUM
Edinburgh College Students’ Association
Further education
Higher education
Higher National Certificate
Higher National Diploma
Learning Development Tutor
Scottish Credit and Qualifications Framework
Scottish Funding Council
Scottish Vocational Qualification
Weighted student unit of measurement
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Appendix 2
The Scottish Credit and Qualifications Framework
The Scottish Credit and Qualifications Framework brings together all Scottish
mainstream qualifications into a single unified framework. The framework includes:
degree provision, HNC and HND, SQA National Qualifications, and SVQs. There are
12 levels ranging from Access 1 at SCQF level 1 to Doctoral degree at SCQF level 12.
Each qualification whether a unit, group of units or larger group award has also been
allocated a number of SCQF credits. Each credit represents 10 notional hours of
required learning. Doctoral degrees based on a thesis are an exception to this.
Other learning may be credit rated and included in the framework provided it leads to a
clear set of learning outcomes and has quality-assured learner assessment. All of
Scotland’s colleges were awarded SCQF Credit Rating powers in January 2007.
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