Fife College
24 April 2015
A report by HM Inspectors
on behalf of the
Scottish Funding Council
Full report
The external review process
HM Inspectors undertake an independent review of the quality of provision in Scotland’s
colleges on behalf of the Scottish Further and Higher Education Funding Council (SFC)
under a service level agreement between the council and Education Scotland. External
review teams include HM Inspectors, associate assessors and a student team member.
During external reviews, members of the review teams observe learning and teaching
and hold discussions with learners, staff and stakeholders. They consider information
on learner attainment and evaluate learner progress and outcomes. They meet with
members of the Board of Management and obtain feedback from community groups,
partners and employers who work with the college.
The purpose of this report is to convey the main outcomes arising from the external
review, to acknowledge the college’s strengths and to provide a clear agenda for future
action to improve and enhance quality.
This external review results in judgements of effective or limited effectiveness or not
effective that express the external review team’s overall evaluation of high quality
learning, learner engagement and quality culture.
The report also uses the following terms to describe
numbers and proportions:
almost all
most
majority
less than half
few
over 90%
75-90%
50-74%
15-49%
up to 15%
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Contents
Page
1. Introduction
1
The external review
1
2. The college and its context
2
3.
3
Outcomes of external review
Judgement of Effectiveness
Section A:
Section B:
Section C:
Section D:
Section E:
4.
Overarching judgement
Supporting statements
Areas of positive practice
Areas for development
Main points for action
How well are learners progressing and achieving relevant,
high quality outcomes?
3
3
4
5
6
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?
12
7. How well does the college recognise and respond to changes
in its environment?
14
8. How well is the college led and how well is it enhancing the
quality of its services for learners and other stakeholders?
15
9. How extensive and effective are college partnerships with
communities, other learning providers, employers and
agencies?
17
10. Signposting excellent practice
18
11. What is an overarching judgement?
20
12. What happens next?
22
13. Further information
22
14. How can you contact us?
23
Appendices
24
Glossary of terms
The Scottish Credit and Qualifications Framework
24
25
1. Introduction
The external review
The external review by Education Scotland took place during the week beginning
16 February 2015.
We examined learning and teaching and other important activities that impact on the
quality of the learner experience. We evaluated these against the three key principles
of high quality learning, learner engagement and quality culture, using the 13 reference
quality indicators outlined in External quality arrangements for Scotland’s colleges,
updated August 2013. We also included QIs 2.2 Relevance of programmes and
services to learner needs and 6.3 Managing and responding to changing environments
to support our evaluations.
We found examples of excellence which we describe in this report on pages 18 and 19.
The external review team talked with learners, staff at all levels in the college, members
of the Board of Management, employers, external agencies and other users of the
college.
1
2. The college and its context
In carrying out the external review of Fife College, Education Scotland took the following
college context fully into account.
Fife College came into being on 1 August 2013, as a result of the merger of Adam
Smith and Carnegie Colleges together with part of Elmwood College. The college
services the needs of the communities of Fife where there is a mix of rural and urban
populations. The main campuses are located in Cupar, Dunfermline, Glenrothes, and
Kirkcaldy, and with learning facilities in Levenmouth.
The Regional Outcome Agreement for 2014-17 was drawn up by the college in
consultation with the Local Community Planning Partnership (CPP). In completing the
agreement Fife College has undertaken a range of review and planning activities.
These have included detailed analysis of key industry sectors, likely future economic
development and demographic factors in Fife and adjacent regions. Resulting
proposals include re-alignment of activity levels across the college campuses. Regional
analysis suggests that Fife has the fourth highest level of deprivation in Scotland and
there are particularly low levels of employment in specific communities.
Following merger, Fife College has undergone a major restructure of staff roles to take
account of the new operating environment with a flatter management structure
overseeing operations. The college has recently reorganised its curriculum delivery and
management roles, with support services expected to be completed in spring 2015.
There are just over 313 full-time equivalent (FTE) teaching staff and some 314 FTE
providing support to the curriculum activity. A number of staff have recently left the
college through voluntary severance as part of the reorganisation.
The college organises provision through eight curriculum departments which incorporate
31 curriculum and student support areas. The college delivers programmes in almost
all subject categories from level 2 to level 10 on the Scottish Credit and Qualifications
Framework (SCQF). In 2013-14 the college enrolled 13,373 learners with approximately
30% studying on a full-time basis. In the current year approximately 25% of college
enrolments are learners from the 20% most deprived data zone areas. Most learners
come from the Fife and Kinross area, with a smaller proportion travelling from across
Scotland to undertake specialist study.
The college works in close partnership with a wide range of external strategic partners.
These include Fife Council, Fife Employability Partnership, Skills Development Scotland
(SDS), NHS Fife and NHS Lothian, the Scottish Prison Service and an extensive range
of community and employer organisations. It delivers a growing number of
school-college partnership programmes across Fife in support of Curriculum for
Excellence. The college is committed to deliver an overall target of approximately
180,000 wSUMs in 2014-15. The college's projected revenue budget for the period
April 2014 to March 2015 is £43.7m of which 69% is funding from SFC.
2
3. Outcomes of External Review
Judgement of Effectiveness
Section A: Overarching judgement
The effectiveness of Fife 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, learner engagement and quality culture. If not addressed, the
importance of these weaknesses will continue to limit the effectiveness of the
college’s arrangements.
Section B: Supporting statements
Learner progress and outcomes
In full-time further education (FE) programmes 64% of learners complete their
programme successfully which is two percentage points below the national sector
performance level. In full-time Higher Education (HE) programmes successful
completion rates for 2013-14 are 70% which is two percentage points below the
national sector performance. Flexible entry and exit points support learner
progression options either into employment or through further study routes. The
college is working collaboratively with Fife Council to ensure its range of
programmes meets the needs of learners who progress to college from local
schools. During their programme of study almost all learners make good progress.
Learners raise significant amounts of money for charitable causes. Several
curriculum areas have developed effective approaches to learners’ development of
employability skills, often through the use of vocational placements. However, the
college recognises the need to develop and enhance employability opportunities
across all vocational areas.
Learning and teaching processes
The college offers a wide range of carefully- planned programmes which support
learners well. Learners are motivated and participate actively in almost all classes.
Staff plan learning activities well overall. However learners are not actively
involved in this planning. In most lessons, where there are appropriate
opportunities to promote equality and diversity, these opportunities are missed.
Teaching staff make good use of their industry experience and subject knowledge.
However they do not use a sufficiently wide range of teaching approaches. The
college has not yet established an appropriate level of information, advice and
support services to learners on all campuses. Actions taken through internal
review activities in the last academic year often focus on issues related to
3
programme management, and rarely focus on learning and teaching. In addition
not all issues identified within the reports are addressed with clear actions.
Learner engagement
The college supports the Fife College Students Association (FCSA) well. It
operates with a high degree of autonomy and employs its own general manager to
support its operations. Almost all learners have positive and supportive
relationships with teaching staff and enjoy their college experience. They are
confident in discussing issues individually without the need to liaise with the class
representative. Learners value the responsiveness of almost all teaching staff to
their concerns and are generally confident that actions will be addressed where
appropriate.
However, few learners are actively encouraged by teaching staff to engage
systematically or consistently in planning and negotiating the enhancement of their
own learning. The college has identified the need for further continuing
professional development (CPD) for staff in this area. In addition, the majority of
class representatives are unclear about the full extent of their responsibilities.
FCSA, its purpose and the services offered to learners, are not widely known by
learners. FCSA’s visibility and presence is not strong across the college
campuses. The college is currently considering alternative sites for FCSA bases in
a few campuses.
Leadership and Quality Culture
The principal and senior managers provide purposeful leadership for the college
curriculum, which supports local and national priorities well. Leadership for
curriculum and support teams is not yet fully effective due to the number of staff
very recently in post and the geographical challenges of different campuses. The
college has a clear commitment to quality, and staff work diligently to ensure
learners have a positive learning experience. However new quality arrangements
to engage staff better in self-evaluation and action planning have yet to have an
impact on further improvements. Strong strategic partnership arrangements with
the local authority, other community bodies and employers are working well. The
college recently introduced a wide range of new policies and procedures aimed at
underpinning improvement. However, these are not yet fully understood by staff.
Section C:
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
Areas of positive practice
Programmes meet the needs of learners, employers and Fife-based residents well.
Almost all learners progress on to further learning, apprenticeships or employment.
The majority of learners gain confidence through their learning and develop well as
independent learners.
Staff use industry experience and subject knowledge well in almost all lessons.
The college provides a useful range of pre-entry information and guidance
information for college applicants.
Learners raise significant amounts of money for charitable causes.
4
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The Executive Committee of FCSA represents the student body at Board level and
on operational committees. They feel valued and listened to by senior managers in
shaping the future for Fife College and enhancing the experience of its learners.
The college has a high number of class representatives who are supported well by
FCSA.
The principal and vice principal (curriculum) provide purposeful leadership and
strategic direction for the college curriculum. The college recently introduced a new
Learning and Teaching strategy which provides a clear vision for learning and
teaching.
The revised portfolio of programmes takes good account of Scottish Government
priorities, including the senior phase of curriculum for excellence and Developing
the Young Workforce - Scotland's Youth Employment Strategy.
Operational planning in support areas is linked clearly to current priorities for
delivering and improving services to support learners. Managers in support areas
work well both with each other and with curriculum teams.
The three-way merger of Fife’s legacy colleges has resulted in one single college for
Fife-based learners which supports enhanced and improved communication and
partnership working arrangements for all relevant stakeholders.
Section D:
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
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

Areas for development
Successful completion rates in full time programmes are below the national sector
performance.
The college has not yet established an appropriate level of information, advice and
support services to learners on all campuses.
Teaching staff do not actively involve learners in planning learning activities in the
majority of lessons.
In most lessons where there were appropriate opportunities to promote equality and
diversity, these opportunities were missed.
Teaching staff do not use a sufficiently wide range of learning and teaching
approaches to motivate and engage learners.
Arrangements for teaching staff to reflect on learning and teaching are not yet
sufficiently well developed. Most programme teams do not yet evaluate teaching
practice sufficiently well.
The majority of class representatives are unclear about their responsibilities and
their potential to influence college developments and processes.
There are no clear links from the college’s strategic plan to department operational
plans in most curriculum areas.
Curriculum team leadership does not yet function sufficiently well across the
college.
5
Section E:
Main points for action

The college should improve successful completion rates for full-time learners.

Managers and staff should ensure learners are fully engaged in planning their
own learning and contributing to the work and life of the college.

Managers and staff should improve action planning for improvement at
college and programme levels.

The college should ensure that information, advice and guidance services are
fully available across the college.

Senior managers should further develop leadership for the curriculum
ensuring the new roles and structures are fully effective.

Staff should extend the range of learning and teaching approaches used in
classes, taking full account of the need to promote equality and diversity.
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?
As the college was formed in August 2013, there is no historical data on which to base
any trend analysis. However, for the purposes of this report the 2013-14 data for has
been used as the performance indicator data for the review.
Early withdrawal rates for HE programmes for 2013-14 are broadly in line with the
national sector performance level. For FE programmes, early withdrawal rates are
slightly worse than the national sector performance. Further withdrawal rates for HE
programmes and part-time FE programmes are in line with the national sector
performance level. Further withdrawal rates for full-time FE programmes are two
percentage points worse than the national sector performance level.
In full-time FE programmes, 64% of learners complete their programme successfully
which is two percentage points below the national sector performance level. A further
10% complete with partial success which is one point above the national sector
performance level. In full-time HE programmes successful completion rates for 2013-14
are 70% which is two percentage points below the national sector performance. A
further 13% completed with partial success which is in line with the national sector
performance level. Almost all learners whose destination is known progress onto further
learning, apprenticeships or employment.
How well do programmes and services meet learners needs?
The college delivers an appropriate range of programmes from introductory access level
programmes (SCQF level 2) to honours degree level provision (SCQF level 10). Across
most curriculum areas these programmes, delivered at different levels and with different
modes of attendance, meet the learning needs of learners, employers and other
stakeholders well.
Across most curriculum areas the range of programmes meets the needs of learners
well and provides appropriate internal progression opportunities which are generally
clearly signposted. Flexible entry and exit points support learner progression either into
employment or through further study routes. The college works collaboratively with Fife
Council to ensures its range of programmes meet the needs of school-based learners
well.
College programmes provide learners with appropriate skills and learning experiences
that prepare them for employment and further learning. For example in the vocational
area of hospitality, learners work with recognised industry experts through the St
Andrews Food and Drink Festival. This enhances their knowledge of industry practice,
increases their confidence, and strengthens their curricula vitae. Programme teams
take good account of the recommendations contained in Developing the Young
Workforce - Scotland's Youth Employment Strategy to ensure enhanced promotion and
development of learners’ employability skills. Work experience placements across a
number of curriculum areas support learners to develop relevant skills and prepare for
employment. Many learners speak positively about their learning experiences.
7
How well do learners make progress, attain qualifications and achieve more
widely?
During their programme of study almost all learners make good progress, develop
confidence in their learning, acquire appropriate academic or vocational skills and
enhance their employment prospects. The majority of learners who complete their
programme gain nationally-recognised awards. Most learners on SDS Modern
Apprenticeship programmes improve their skills and achieve their qualifications. The
majority of school-based learners undertaking Skills for Work programmes achieve their
qualification. Most learners attain core skills levels in communications, numeracy and
information communication technology (ICT) appropriate to their programmes.
However, overall learner success in a small number of curriculum areas is low and is
well below the sector performance levels. In addition, successful completion rates for
FT (full time) HE programmes are low in several subject areas. Many learners leave
their programme early.
Fife College learners gain skills and enhance their employment prospects through
successfully competing in national and international competitions. Examples include
construction learners in the World Skills competition; hospitality learners in the ScotHot
World Culinary Grand Prix, and hairdressing learners in a UK-wide hairdressing
competition. Learners also develop their citizenship skills and raise significant amounts
of money for charitable causes through fundraising activities. Teaching staff in a
number of curriculum areas has taken effective approaches to the development of
employability skills, often using vocational placements. However, the college
recognises the need to extend this good practice and provide further opportunities to
help learners develop their employability across all vocational areas.
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 offers a wide range of carefully-planned programmes across several
campus locations. College programmes support learners well in their ambitions for
employment or further study and in the development of their skills for learning, life and
work. Supported learning programmes provide learners with skills that reflect
employment opportunities within the local area. The college’s Drama Department works
collaboratively with an Aspire group whose learners have additional support needs. The
college provides a well-designed programme which builds confidence and self-reliance.
Most teaching staff do not plan to make use of opportunities to promote a wider
understanding of equality and diversity in learning and teaching. In most lessons, where
there are appropriate opportunities to promote equality and diversity, these opportunities
are missed.
How well do learners learn?
Learners are well motivated and participate actively in almost all classes. They engage
well with their studies and work confidently together to share knowledge and learn from
each other.
The majority of learners gain confidence through their learning and develop well as
independent learners. Almost all learners make good progress in developing their
personal and vocational skills and in their work towards achieving their award. Learners
reflect well on their learning in the majority of lessons. However they are rarely
encouraged to set goals or systematically review progress.
How well do planning, teaching and the use of resources ensure effective
learning?
Staff plan the learning activities well overall. In almost all lessons teaching staff make
good use of their industry experience and subject knowledge well to enhance the
learning experience. The relationships between staff and learners are purposeful in
almost all classes. The majority of teaching staff actively promote learner confidence
and achievement, and encourage learners to achieve high standards of work. Learners
feel comfortable in approaching staff and asking for additional help if required.
Teaching staff and learners use the Virtual Learning Environment (VLE) constructively
to support learning. However, learners have inconsistent access to resources, including
the college VLE, books and ICT. Lack of access to appropriate resources in several
programmes diminishes the learning experience. In the majority of lessons, teaching
staff do not actively involve learners in the planning of learning activities. Teaching staff
do not use a sufficiently wide range of learning and teaching approaches to motivate
and engage learners, particularly in theory classes.
Within specific vocational areas of the college such as hairdressing, promoting an
awareness of sustainability is clearly part of planning and work practice. However,
9
sustainability is not routinely promoted in planning and delivery of lessons in all
curriculum areas.
In a few programme areas, timetable arrangements and staff absence have an adverse
impact on the learning experience, particularly in the delivery of core skill units. The
college is aware of this and recent changes have allowed them to begin to address this
matter.
How well is assessment used to promote effective learning?
Most teaching staff plan and schedule end-of-unit assessments appropriately to ensure
that learners are well prepared. Almost all teaching staff provide learners with advance
information about the timing and return of assessments. Most teaching staff give
learners detailed and helpful written and oral feedback on assessments which supports
learners to reflect on their progress and further improve the standard of their work. In
the majority of lessons, teaching staff use questioning techniques well to check on
learner understanding of newly-acquired knowledge of the subject area and to prepare
them for assessment. The college has appropriate measures in place for almost all
learners who require additional arrangements to support their learning.
How well are potential and current learners provided with information, advice and
support?
The college provides a useful range of pre-entry information and guidance for college
applicants through the college website, from central support services and from guidance
staff. Most learners feel well supported by teaching staff and value the opportunity to
discuss any issues about their learning. Learners value the informal guidance and help
given by staff. The college is currently reviewing how it might encourage learners to set
goals and reflect on their learning systematically.
However, the college has not yet established an appropriate level of information, advice
and support services to learners on all campuses. Fewer than half of learners do not
have satisfactory access to services to support their learning. As a result most learners
report some difficulties in accessing accurate and timely information that would support
their progress. Good referral processes to external agencies are not readily available to
all learners, and this has been a difficulty for a few. The college is aware of the issues
and work is in progress to improve arrangements for services to support learning.
For FT FE learners, on-course guidance and support arrangements provided by
teaching staff are not yet fully effective across the college. The college delivers two
hours per week for support and guidance for all FT FE learners. These sessions,
introduced this year, are a pilot initiative to focus on improvement. Whilst valued by
learners, it is too early to evaluate the impact of this investment. The college plans to
review these new guidance and support arrangements at the end of this academic year.
10
How well does the college sustain continuous enhancement of learning and
teaching through self-evaluation and internal review activities?
Most curriculum teams use a range of information such as withdrawal and attainment
data, questionnaires and informal feedback to inform the evaluation of programmes.
The majority of learners contribute informally through feedback to staff and do not
engage actively in formal programme review. A few learners contribute feedback to
inform evaluation in formal meetings. However, this is organised at a local level.
External stakeholders help to reflect on provision and shape programmes in a few
vocational areas of the college. The college is building on this work with external
stakeholders and supporting more opportunities for stakeholder feedback.
Most curriculum teams reflected on their provision in the previous academic year and
implemented a limited range of improvements. These are having a positive impact on
reducing early withdrawal and supporting progression. However, actions taken through
internal review activities in the last academic year often focus on issues related to
programme management and rarely focus on learning and teaching. In addition, not all
issues identified within the reports are addressed with clear actions.
The college has recently introduced a Learning, Teaching and Programme Review
(LPTR) self-evaluation tool and recording process. Where staff have engaged with this
new material, they are expressing some confidence in it. However, arrangements for
teaching staff to reflect on learning and teaching are not yet sufficiently developed.
Most programme teams do not yet evaluate teaching practice sufficiently well.
11
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 is committed to establishing positive learner engagement and is currently
developing a new Student Engagement Strategy for the merged college. A project
working group brief has been drafted and a new manager has recently been appointed
to lead in this area.
A specific responsibility for one of the two FCSA Vice-Presidents is education and
representation. The Vice President for Education and Representation attends the
Learning and Teaching Committee. Class representatives have received helpful
training based on the work of sparqs, supplemented by the FCSA. Further training
sessions and activities are planned. However, at the time of the review less than half
the class representatives had undertaken the training. The majority of class
representatives are unclear about their responsibilities and their potential to influence
college developments and processes.
Almost all learners have positive and supportive relationships with teaching staff and
enjoy their college experience. They are confident in discussing issues individually
without the need to liaise with the class representative. Learners value the
responsiveness of almost all teaching staff to their concerns and are generally confident
that actions will be addressed where appropriate. However, few learners are actively
encouraged by teaching staff to engage systematically or consistently in planning and
negotiating the enhancement of their own learning. The college has identified the need
for further staff CPD in this area.
Personal Learning Support Plans based on the arrangements which existed within the
legacy colleges, are in place for learners who require additional support. The college is
currently reviewing the processes and the accompanying documentation in order to
improve consistency across the college for the next academic year. The review will also
include arrangements for learners to set goals and reflect on learning.
Almost all learners’ views on learning and teaching are gained informally and most
teaching staff make effective use of these discussions with learners to inform the
evaluation of programmes. Most staff respond quickly when dealing with issues or
implementing changes that will benefit learners in future classes. This includes the
sequencing of units, changes to assessment scheduling, choice of optional units and
feedback on preferred learning methods.
Learner surveys take place three times during the academic year. The information
gathered through these surveys is used effectively by FCSA to inform and follow up
actions for improvement by curriculum teams.
How well do learners engage in enhancing the work and life of the college?
The college supports the FCSA well. The FCSA operates with a high degree of
autonomy and has developed a new constitution. It employs its own general manager
to support its operations. The Executive Committee of FCSA represents the student
body at college Board level and on operational committees. Members feel valued and
12
listened to by senior managers in shaping the future for Fife College and enhancing the
experience of its learners. FCSA recently produced a useful Progress Report
highlighting its activity from 2014-15, which has been shared with the college Board.
The report outlines the intention to set up the elected Student Council as the governing
body for FCSA from February 2015.
FCSA has been involved in organising and participating in college-wide events and
activities. Officers of FCSA contribute to learner induction and organise and attend
freshers’ activities on most of the campuses. During 2014 FCSA worked collaboratively
with Police Scotland to organise workshops and to raise awareness for anti-bullying
week.
FCSA, its purpose and its services, are not widely known by learners. FCSA’s visibility
and presence is not strong across the college campuses. The college is currently
considering how to raise the visibility of FCSA bases in all campuses. However, formal
planning for FCSA activity is at an early stage.
The class representative arrangements are not fully effective but both FCSA and the
college are working toward improving those arrangements. The college has identified
325 class representatives who are supported well by FCSA. However, as this is
optional, not all classes have chosen to have a class representative. Most class
representatives are not selected through a formal process. A few class representatives
are there because no one else is prepared to undertake the role or because they have
been a class representative in previous years. The number of class representatives
attending meetings is low, although there is an opportunity taken by a few to submit
material in writing.
The recently-appointed managers in support areas are working in partnership with
FCSA to follow-up on feedback from student surveys and to enhance services for
learners where possible. However, the college recognises progress has been slower in
this work than anticipated given the number of staff changes.
13
7.
How well does the college recognise and respond to changes in
its environment?
The college recognises the scale of change in the internal and external environment.
The college Board, managers and staff have worked diligently to prioritise and manage
the wide range of changes required for the college to progress. Important priorities such
as staff restructuring and work on financial security have been addressed early to
ensure the college is able to continue to provide a full range of services to learners.
The college Board and the senior management have worked well to prioritise their
responses to the major structural, financial and policy changes in their operating
environment. A wide range of recent policies and procedures related to learning and
teaching and quality enhancement have been developed aimed at ensuring an
equitable and improved offer to learners.
The college has a clear and helpful risk management policy in place, which outlines key
responsibilities for identifying and managing risk. Major risks are identified within
planning and monitoring activity and are subject to periodic review and reporting. This
generally operates well at a college level and more operational risks are identified within
departmental operational plans. Although the risk identification process is thorough, it
did not initially prioritise the potential risks around safeguarding and protection of
vulnerable groups appropriately. As a result, this important area of work is progressing
more slowly. The college recognises this and has acted promptly to expedite the
situation.
The college is implementing a clear and helpful planning schedule to review and update
policies and procedures related to staff. Key policies and procedures are readily
available to staff on the college intranet. However, few staff are aware of the updating
and review process for policies and procedures that are important to the learner
experience. This results in staff lacking confidence at times about what is in place.
Most staff express concern that there has been limited consultation on some key policy
changes. They feel that many changes, such as the changing of timetable blocks, were
implemented before there had been an opportunity to consider the full implications and
impact on the learners.
The Curriculum Plan for delivery in 2015-16 has been subject to consultation and
discussion with managers and key stakeholders. The plan is supported by research to
match the curriculum to learner and community needs. In the revision of the portfolio,
the college reflected upon lessons from previous years and took those into account. In
addition, the college recognises and is planning well for the opportunities arising from
working with schools. The college is taking full account of the recommendations from
Developing the Young Workforce - Scotland's Youth Employment Strategy.
However, communication by managers across the college of the more recent changes
has not been fully effective. Staff are sometimes unclear about the most recent staff
changes or adjustments to processes and procedures. For many of the new policies
and procedures, their implementation is at too early a stage to evaluate their impact.
Although information has been made available through email or the college intranet site,
some staff have not yet engaged with this information. The role of Curriculum Manager
is central in disseminating information, and getting the views of staff, learners and
stakeholders. These posts have only recently been filled, and the impact of this
mechanism for improved communication has not yet been fully realised.
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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?
The Board of Governors sets a clear strategic direction for the college. There are
well-considered and intelligence-led planning processes that take good account of
Scottish Government and SFC priorities set in the context of the local Fife economy.
These processes address the needs of local employers, national and community
partners and the aspirations of individual learners.
The strategic plan articulates the vision of the college to enhance the wellbeing of the
people of Fife by providing lifelong learning opportunities to promote employability,
develop personal and employability skills and encourage achievement and progression.
A set of organisational core values, including integrity, trust, mutual respect and social
responsibility are highlighted clearly. The plan is closely aligned to the ambitions of the
Regional Outcome Agreement for academic years 2014-17. However, operational
planning by most curriculum and support teams during the current year focus mainly on
the delivery of programmes. As a consequence, in most plans, there are no clear links
from the college’s strategic plan to department operational objectives.
College managers have a good understanding of the priority outputs identified in the
strategic plan. Overall, staff have a strong commitment to doing the best for learners
attending the college. However, the college strategic aims and objectives are not well
understood by all staff.
The principal and vice principal (curriculum) provide purposeful leadership and strategic
direction for the college curriculum. Heads of department and curriculum managers are
empowered to lead and manage programme areas. However, not all managers have a
satisfactory level of engagement with staff. The college recently introduced a new
Learning and Teaching Strategy which provides a clear vision for learning and teaching
underpinned by five strategic themes. However, dissemination is still at a very early
stage and most teaching staff do not yet report an awareness of the strategy. Many
curriculum teams in the college are newly established and are still developing their
knowledge and understanding of the roles of colleagues and managers. Curriculum
team leadership does not yet function sufficiently well across the college.
Communication within teams working across multiple campuses is not always effective.
This can have a negative impact on learners, for instance when class cover for teaching
staff absence needs to be arranged.
Since merger the college has begun to review and refresh its curriculum offer, informed
by a successful curriculum conference attended by curriculum managers and senior
staff. Outcomes from this consultation include the introduction of more programmes at
SCQF level 4/5 to meet the needs of Fife-based learners and align with provision
delivered in local schools. The revised portfolio of programmes takes good account of
Scottish Government priorities, including the senior phase of Curriculum for Excellence
and Developing the Young Workforce - Scotland's Youth Employment Strategy.
The college provides a comprehensive range of appropriate CPD for teaching staff at
different points throughout the year. This includes Professional Development Awards in
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Teaching Practice for staff new to teaching and the Teaching Qualification in Further
Education.
Learner support services are still undergoing organisational restructure and a few
managers are only recently in post. These managers have begun to work well both with
each other and with curriculum teams. Support service managers ensure operational
planning is linked clearly to current priorities for delivering and improving services to
support learners. They seek the views of a range of internal stakeholders to inform
service improvements. For example, the ICT user group includes learners and
curriculum staff to give their views on ICT provision. Support staff have developed an
effective range of useful relationships with external agencies. They work collaboratively
to plan and deliver services for learners. However, planning for services to support
learners, such as student finance and guidance, is not yet working effectively across all
campus locations.
Processes to identify, plan and deliver CPD to all support staff work well. These ensure
professional updating, gaining appropriate qualifications, wider development
opportunities and sharing of good practice take place and are linked to individual staff
needs and college priorities.
The college’s commitment to a quality culture is expressed clearly in its vision statement
in the Learning and Teaching Strategy. College leaders and managers have a clear
sense of direction for the enhancement of quality although progress has been slower
than planned. Most programme teams have engaged in informal evaluative activity
which has generated local actions that have had a positive impact on the learner
experience. However, the quality of action planning for improvement and enhancement
is inconsistent. The college recently introduced a self-evaluation tool, LPTR, which is
being piloted across almost all curriculum areas. A few managers and staff have begun
to engage with the tool at this early stage and plans are in place to provide support and
staff development to extend this to other staff. However, most teaching staff are
insufficiently aware of the new processes. The majority of teams do not routinely link
actions closely to identified areas for development. As a result, there is limited impact
on improving the learner experience.
Feedback from learners is largely informal and most learners are confident about raising
issues informally with staff, and having those issues addressed. However most learners
do not contribute in a systematic or consistent way to the review of learning and
teaching.
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9.
How extensive and effective are college partnerships with
communities, other learning providers, employers and agencies?
The three-way merger of Fife’s legacy colleges has resulted in one single college for
Fife-based learners. This supports enhanced and improved communication and
partnership working arrangements for all relevant stakeholders. The college has a clear
strategic commitment to partnership working with a broad range of local and regional
partners, providing programmes which facilitate improved life choices for the
communities it serves. It works collaboratively with a broad range of providers including
Fife Council, local employers, universities, NHS Fife and Scottish Government
agencies. The senior management have worked well to build improved partnerships,
and have prioritised further development of enhanced partnerships. This has had a
positive impact on the profile of the college and the success of partnership work.
Partnership arrangements are well-developed and effective for delivering positive
outcomes for the Fife economy, local businesses and local residents.
The college is committed to the provision of programmes which support access and
inclusion. Its 2014-17 Regional Outcome Agreement prioritises delivery of learning
opportunities to learners from deprived communities. The college has engaged
successfully in strategic dialogue with Fife Council Education Services in planning
collaborative partnership projects better integrate the senior phase. This takes account
of Curriculum for Excellence and aligns activity to support Developing the Young
Workforce - Scotland's Youth Employment Strategy. For example, the college is a
pathfinder for the Foundation Modern Apprenticeship to support the science,
technology, engineering and mathematics (STEM) agenda. It aims to provide trained
employees to meet the workforce needs of local and national STEM-related employers.
This positive work is a useful example of a planned response to community need
supported well through an effective partnership arrangement.
College provision is responsive to the requirements of other agencies. Effective,
collaborative arrangements, including improved articulation links with a number of
universities, support leaners to progress onto higher education. Provision for
STEM-related subjects, particularly engineering, is a strength of the college. It
illustrates well collaborative partnership-working to meet the labour force requirements
of key local and national employers. Contributions through live industry-related projects,
guest speakers and work experience placements help underpin positive relationships
with stakeholders and ensure on-going skill development for learners. These
approaches work particularly effectively for hospitality, travel and tourism, engineering
and hair and beauty learners. Generally, employers speak positively of their links with
and services provided by Fife College.
The college has established effective working relationships with a range of agencies. It
collaborates effectively with SDS and Community Planning Partnership (CPP)
Opportunities Fife to deliver a range of employability and apprenticeship programmes.
The college works closely with Fife Council Community Learning and Development and
voluntary sector partners to deliver programmes related to literacies and core and
essential skills pathways in a range of learning centres and outreach settings to meet
the needs of local residents.
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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
The Science Training School
The Science Training School is an innovative venture set up as a partnership between
Fife College and NHS Lothian and is a useful example of successful engagement
between education and industry. The Science Training School was set up to address a
skills shortage within Scotland’s life science sector by developing a career progression
route using the Modern Apprenticeship programme. This enables employed learners
within the life sciences sector to enhance their skills and qualifications whilst continuing
in employment. The progression pathway includes a part-time degree accredited by the
Institute of Biomedical Scientists after completion of the Modern Apprenticeship.
The Science Training School is based at St John’s Hospital, Livingston. It provides
learners with the opportunity to undertake training in a purpose-built facility based in the
heart of clinical practice. It is unique in Scotland. The facilities consist of a teaching
classroom, a resource room and a laboratory. Programmes are delivered jointly by
lecturing staff from Fife College and staff from NHS Lothian, ensuring that learners are
exposed to current practices within the life sciences.
Staff from both organisations visit life science companies and organisations in
Edinburgh, Lothian and Fife and establish training programmes that align with their
business needs. As a result, over 40 apprenticeships have been undertaken from both
public and private sector organisations. The apprentices, at various stages in
undertaking the Modern Apprenticeship in Life Sciences, are positive about this training
and career route.
This work has helped employed learners to develop their learning and skills to support
progression. In addition, the provision supports the economic need for highly skilled
staff in an employment sector where there are identified skills shortages. The
development of strong links with employers has helped to ensure the relevance of the
work, and assisted delivery staff to keep in touch with current industrial practice.
10.2
Learners using the development of Apps to meet educational and
community need
The Apps for good project was put in place to raise the levels of motivation, enhance
problem solving abilities, and raise awareness of community issues. The activity, Apps
for good, has been introduced in to National Qualification (NQ) Digital Media Computing
programmes. Learners work in teams to develop Apps for phones, tablets or the web
which help solve a specific social or community problem. Learners create, launch and
market new and exciting products using a medium that they enjoy. There is a national
website and organisations who support this work by making links with experts and
sponsors.
Teaching staff use open-source technology to deliver the project to NQ learners who
work together to find real issues about which they care. They learn to build a mobile,
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web or social app to solve these problems. Learners cover all aspects of product
development from idea generation, technical feasibility, programming, marketing and
business models. The project was included to cover aspects of mobile technology that
had not previously been addressed at this level, including programming for mobile
devices. The use of external experts to cover various aspects of the course gives
learners access to a wealth of industry knowledge and experience that they would
otherwise not have.
Engagement in the project is very high, with all teams taking very proactive approaches
to their work and reporting high levels of satisfaction from the work. Ideas for Apps
have included: identifying places to visit and eat in Fife; developing software to help
protect children on line by identifying key phrases used by predators; and a simple Get
Well e-card app that is easy to use and personalise. In 2014 one of the Fife College
groups was shortlisted for the final awards in London from a pool of over 200 other
establishments.
The impact of this work on the learners has included: greater use of modern technology;
higher levels of engagement and motivation; real interaction with industry experts; and a
focus on social and community issues being addressed through the use of technology.
The development of planning, teamwork and technical skills have all been enhanced in
an engaging and constructive way.
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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.
Dr John Laird
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.fife.ac.uk/Pages/default.aspx
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/FifeCollege.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 2015
Education Scotland
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Appendix 1
Glossary of terms
CPD
CPP
FCSA
FE
FT
FTE
HE
ICT
LPTR
NHS
NQ
PLSP
SCQF
SDS
SFC
STEM
VLE
wSUM
Continuing professional development
Community planning partnership
Fife College Students Association
Further education
Full time
Full time equivalent
Higher education
Information and Communications Technology
Learning, Teaching and Programme Review
National Health Service
National Qualification
Personal Learning Support Plans
Scottish Credit and Qualifications Framework
Skills Development Scotland
Scottish Funding Council
Science, technology, engineering and mathematics
Virtual Learning Environment
weighted student unit of measurement
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Appendix 2
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