Glasgow Clyde College
23 January 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
1.
Page
Introduction
1
The external review
1
2.
The college and its context
2
3.
Outcomes of external review
Judgement of Effectiveness
3
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?
22
12.
What happens next?
24
13.
Further information
24
14.
How can you contact us?
25
Appendices
Glossary of terms
The Scottish Credit and Qualifications Framework
26
26
27
1. Introduction
The external review
The external review by Education Scotland took place during the week beginning
10 November 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 to 21.
The external review team talked with learners, staff at all levels in the college, members
of the assigned college Board, employers, external agencies and other users of the
college.
1
2. The college and its context
In carrying out the external review of Glasgow Clyde College, Education Scotland took
the following college context fully into account.
Glasgow Clyde College came into being on 1 August 2013, as a result of the merger of
Anniesland, Cardonald and Langside Colleges. It is one of three assigned colleges
within Glasgow Region, the others being Glasgow Kelvin College and City of Glasgow
College. The Glasgow Regional Board was established in May 2014, with the assigned
college Board of Management for Glasgow Clyde College vesting in August 2014. A
framework which sets out relationships and responsibilities between the Regional Board
and the assigned colleges, including for allocation of funding, is currently taking shape.
The Regional Outcome Agreement for 2014-15 has been drawn up by the three
colleges working in partnership. To assist the Regional Board in its strategic planning,
the Glasgow Colleges Strategic Partnership, comprising senior staff within the three
assigned colleges and within SFC, 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 Glasgow, East Dunbartonshire and
East Renfrewshire. Resulting proposals include re-alignment of activity levels across
the colleges within the Region. Regional analysis confirms that Glasgow has the
highest level of deprivation in Scotland, and there is also a high level of the adult
population with low levels of qualification.
Following merger, Glasgow Clyde College has restructured staff roles to take account of
the new operating environment. The college has now completed a restructure of
support services staff and most tiers of academic management posts are also in place.
There are just over 1,000 staff in the college. There has been recent agreement on
terms and conditions for academic staff, but at the time of the review, these had not
been implemented. The college organises provision through five curriculum faculties
which incorporate 17 curriculum schools. Almost all provision is delivered from three
campuses across the South and West of Glasgow, with a small amount delivered in
work-based and community settings. The college delivers programmes in almost all
subject categories from level 1 to level 9 on the Scottish Credit and Qualifications
Framework (SCQF). In 2013-14 the college enrolled approximately 17,300 learners with
around 38% studying on a full-time basis. In the current year approximately 43% of
college enrolments are learners from the 20% most deprived datazone areas. Most
learners come from the Glasgow City area. A significant number also come from
surrounding local authority areas, 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 Glasgow City, East Dunbartonshire and East Renfrewshire Councils, and
an extensive range of community and employer organisations. It delivers a large
number of school-college partnership programmes across the three local authorities.
Glasgow Clyde College represents the Glasgow colleges on the Glasgow City Council’s
Curriculum for Excellence Strategy Group.
The college is contracted to deliver an overall target of approximately 166,400 wSUMs
in 2014-15. The college's projected revenue budget for the period April 2014 to
March 2015 is £45m of which 63% is grant-in-aid from SFC.
2
3. Outcomes of External Review
Judgement of Effectiveness
Section A: Overarching judgement
Glasgow Clyde 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
In full-time and part-time Higher Education (HE) programmes, successful completion
rates are higher than the national sector performance level. However, in full-time
Further Education (FE) programmes successful completion rates are lower than
national sector performance and in part-time FE programmes, significantly lower.
The majority of learners who complete college programmes attain certificated
awards. Almost all learners progress well from prior learning and are well prepared
for future careers and further learning. Most learners are satisfied with college
programmes and support services. Attainment of core skills is good overall across
the college. Learners in many programmes also gain awards in addition to those of
their main programme and enjoy success in industry competitions. The college
offers a wide range of programmes which meets the needs of learners well and has
an appropriate and increasing focus on the development of employability skills within
its programmes. However, in a few curriculum areas, although significant numbers
of learners achieve individual learning goals while studying at college, programme
structure and design do not always support their successful attainment of the full
programme award.
Learning and teaching processes
Almost all programme teams design relevant programmes which address the
requirements of learners and other key stakeholders. Staff promote equality and
diversity well. In almost all classes teaching staff use a wide and effective range of
teaching approaches to facilitate high-quality learning. In a few classes teaching
staff use delivery methods that are particularly motivational. Learner work is
generally of a high quality and demonstrates a clear understanding of industry
expectations and standards. Relationships between teaching staff and learners are
mutually respectful and productive. However, in few programmes, learners could be
3
more effectively involved in discussing and planning the work of the class. Teaching
staff plan and schedule assessment well and provide helpful feedback on assessed
work. Almost all learners make good use of progress and guidance sessions with
teaching staff to plan their next steps. Most programme teams engage in effective
internal review of their areas of work. However, as yet, detailed analysis of
programme performance has not formed a full part of the self-evaluation process for
the new college. As a result, clear reasons for low performance in some subject
areas over the past year have not fully translated into actions for improvement in the
current year.
Learner engagement
The college has a clear vision of the learner role in enhancing learning. In most
programmes, there are many examples of learners influencing change for the better.
Class representatives do a good job of facilitating improvement by conveying learner
views to staff. Most class representatives have benefited from relevant training or
will shortly undertake it. There is a very well-embedded ethos of positive partnership
working between Glasgow Clyde College Student Association (GCCSA) and college
staff and managers. The Student Association and college managers are agreeing
an approach which will help sustain the current, highly successful arrangements.
The college and Student Association Respect Charter sets out clear and agreed
values for all members of the college community. The learner voice is well
represented on an extensive range of strategic and operational college committees.
GCCSA initiatives are beginning to have a direct and positive influence on learning
and teaching and on equalities. Learners are currently leading on reviewing
information and communications technology (ICT) resources in one campus and on
a review of the college-wide virtual learning environment (VLE).
Leadership and Quality Culture
The college has responded well to major, recent change. Senior managers have
planned and managed merger well, though acknowledge that it will take time to
establish a single culture and common working practices across all areas of its work.
The college has robust systems in place to manage risk. The college’s Corporate
Plan has a strong and appropriate focus on empowering learners, enhancing the
quality of college provision and improving economic performance within the city.
The college is led well by the principal, ably supported by an experienced and highly
committed senior management team. Partnership working is a major strength of the
college. Within the regional structure, the college has clear plans to enhance
aspects of its current curriculum, including through its response to Developing
Scotland’s Young Workforce. Many new curriculum teams are taking a positive
approach to developing unified approaches to learning and teaching.
Recently-appointed managers of cross-college support services are working well
with their teams to devise common procedures. All college staff actively seek ways
to improve provision. Although the college improved its performance overall from
2012-13 baseline figures aggregated from the three legacy colleges, there remains
need for significant improvement to successful completion rates in a number of
programmes, particularly in part-time FE. The college has well-advanced plans in
place to support improvement in areas of low performance.
4
Section C:











Areas of positive practice
Early and further withdrawal rates for full-time FE, full-time HE and part-time HE
programmes are either in line with or better than the national sector performance
level. In full-time and part-time HE programmes, successful completion rates are
above national performance.
Almost all learners whose destinations are known progress to further study,
apprenticeships or employment.
The college offers a wide and appropriate range of programmes which address the
needs of learners and stakeholders well. Several programmes successfully support
learners to overcome barriers to learning and progress into employment or further
training. The college has an appropriate and increasing focus on the development
of employability skills within its programmes.
The college delivers a large volume and wide range of school-college partnership
programmes, most of which successfully introduce young learners to college study
and support them to make informed choices about their careers and progression
routes.
Almost all learners are motivated and engaged in purposeful learning activity,
working well both independently and in groups. Learners enjoy attending college
and are active contributors to their own vocational and personal development.
Most are on track to achieve their individual learning goals.
In most programmes, learners provide regular and useful feedback to teaching staff
through a range of structured and informal methods. There are many examples of
learners influencing change for the better across the college.
There is a very well-embedded ethos of positive partnership working between
GCCSA and college managers and staff. The Student Association makes a full
contribution to strategic decision-making and to college life. The learner voice is well
represented on an extensive range of strategic and operational college committees.
College managers and staff have responded positively to major, recent changes both
within the college and the Region. Senior managers have planned and managed
merger well.
The college’s Corporate Plan sets out very clearly its strategic aims as a new
college. These aims have a strong and appropriate focus on empowering learners,
enhancing the quality of college provision and improving economic performance
within the city. Partnership working is a major strength of the college.
Within the regional structure, the college has a clear vision for enhancing those
aspects of its curriculum which prioritise learner progression to employment or
further learning. The college is responding well to the recommendations Developing
Scotland’s Young Workforce.
The college is led well by the principal, ably supported by an experienced and highly
committed senior management team. Directors of Faculty have provided effective
leadership for teaching staff throughout the period of transition. Recently-appointed
Heads of Curriculum have made a good start in engaging with their greatly enlarged
and dispersed departments. Recently-appointed managers of cross-college support
services have also provided strong leadership for their new teams.
5
Section D:





Areas for development
In part-time FE programmes early and further withdrawal rates are worse than
national sector performance levels. In full-time and part-time FE programmes,
successful completion rates are below national sector performance level.
In a few curriculum areas, although a significant number of learners achieve
individual learning goals while studying at college, programme structure and design
do not always support their successful attainment of the full programme award.
In a few programmes, learners could be more effectively involved in discussing and
planning the work of the class.
As yet, detailed analysis of programme performance has not formed a full part of
the self-evaluation process for the new college. As a result, clear reasons for low
performance in some subject areas over the past year have not fully translated to
actions for improvement in the current year.
There is a need for significant improvement to successful completion rates in a
number of programmes, particularly in part-time FE.
Section E:
Main points for action

The college should improve successful completion rates in programmes
where they are low, particularly in part-time FE.

The college should ensure that programme structure and design always
support successful attainment of the programme award.

The college should improve approaches to self-evaluation in programme
teams to ensure that action planning leads to improvement in performance.
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 was formed in August 2013. Consequently there is no historical data prior
to that date on which to base any trend analysis. For the purposes of this report the
2013-14 data has been considered as a baseline. It is evaluated against the national
sector performance level for 2012-13, the latest data published by SFC at the time of
the external review.
Early and further withdrawal rates for full-time FE, full-time HE and part-time HE
programmes are either in line with or better than the national sector performance level
for 2012-13. However, in part-time FE programmes early and further withdrawal rates
are worse than national sector performance levels.
In full-time FE programmes, 63% of learners complete their programmes successfully
which is two percentage points below the national sector performance level, with a
further 15% completing with partial success. In full-time HE programmes, successful
completion rates are 74%, which is four percentage points better than national
performance, with a further 9% completing with partial success. In part-time HE
programmes 80% of learners complete their programmes successfully, four points
above national sector performance with 10% completing with partial success. However,
in part-time FE programmes, successful completion rates are 67%, ten points lower
than national sector performance, with a further 15% completing with partial success.
Glasgow Clyde College is making good progress towards meeting its own targets within
the 2014-15 Glasgow Regional Outcome Agreement.
Almost all learners whose destinations are known progress to further study,
apprenticeships or employment.
How well do programmes and services meet learners’ needs?
The college offers a wide and appropriate range of programmes from SCQF level 1 to
SCQF level 9. In most curriculum areas, these meet the needs of the college’s broad
spectrum of learners well, including those from areas of high deprivation.
Well-signposted, flexible entry and exit opportunities within most programmes support
positive learner progression. Learners are becoming increasingly aware of enhanced
opportunities for progression within the new college. However, in a few curriculum
areas, although significant numbers of learners achieve individual learning goals while
studying at college, programme structure and design do not always support their
successful attainment of the full programme award.
The college has an appropriate and increasing focus on the development of
employability skills within its programmes. In response to Developing Scotland’s Young
Workforce most programme teams are focusing strongly on enhancing learners’
knowledge and understanding of the workplace. For example, programmes in English
for speakers of other languages (ESOL) have an increasing focus on preparation for
employment as learners progress through the different levels. Construction and
engineering programmes develop learner understanding of current industry practice
7
from introductory to advanced levels. Most creative industries programmes incorporate
live projects which help learners to gain up-to-date industry experience. Many
programmes also include industry qualifications, which enhances greatly learners’
employment prospects. The college delivers a large volume and wide range of
school-college partnership programmes, most of which successfully introduce young
learners to college study and support them to make informed choices about their
careers and progression routes. Staff delivering learning within the SFC Associate
Student scheme make good use of the resources of university partners to prepare
learners for degree-level study.
Most learners are satisfied with college programmes and support services. However,
problems with financial support services at the start of the current year caused concern
for some learners.
How well do learners make progress, attain qualifications and achieve more
widely?
The majority of learners who complete college programmes attain certificated awards.
In a few curriculum areas the levels of learner success are amongst the best in the
sector. These include full-time FE Engineering, full-time HE Hairdressing, Beauty and
Complementary Therapies, full-time HE Media and full-time HE Social Subjects.
However, overall performance in a significant number of part-time FE programmes is
poor, with too many learners leaving early or not attaining the programme award. Most
learners who undertake Government-funded college programmes make good progress
and achieve within designated milestones.
Almost all learners progress well from prior learning to develop appropriate vocational
skills. Learners’ understanding of the employability skills required by industry is strong
and most learners are well prepared for future careers or further learning. Attainment of
core skills is good overall across the college and many learners gain good awareness of
citizenship, through their learning activities. Learners across several programmes gain
certificated awards in addition to those of their main programme. These include
industry awards and certificates in, for example, first aid, volunteering and
entrepreneurship.
Many learners successfully enhance their skills by contributing to community or
college-wide activities or by entering national and industry competitions. For example,
the development of Glasgow Clyde Radio is enabling many learners to engage
positively with the life and work of the college while developing industry-relevant skills.
A number of learners have enjoyed success in competitions, including World Skills.
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’s strong promotion of equality and diversity in all aspects of its work,
ensures that teaching staff explore these areas regularly within learning activities. Most
programme teams use evaluation of these approaches well to inform future programme
design and delivery.
Almost all programme teams design relevant programmes which address well the
requirements of key stakeholders and different groups of learners. Several
programmes successfully support learners to overcome barriers to learning and
progress into employment or further training. These include learners for whom English
is not a first language and young people who have not had a positive previous
experience of education. Many programmes are designed so that learners take
increasing responsibility for their learning as they progress. This prepares them
particularly well for progression to higher education. In most classes, high-quality
learning materials support effective delivery of the curriculum. Teaching staff and
learners use the VLE extensively and effectively, which broadens learning, supports
assessment well and contributes to the success of group projects. The college has in
place effective arrangements to support learners with additional support needs.
How well do learners learn?
Almost all learners are motivated and engaged in purposeful learning activity, working
well both independently and in groups. Learners enjoy attending college and are active
contributors to their own vocational and personal development. In almost all classes,
learners use a wide range of resources confidently, which supports their learning well.
They handle materials and equipment competently, and are confident users of the VLE
and other ICT technologies. Many learners also use social media to communicate
productively with other learners, which enables them to support each other positively as
they learn.
Learners across all programmes reflect well on their learning. They develop effective
strategies for achieving their learning goals and make good use of feedback from staff
on their progress in order to plan next steps. Learners work with increasing degrees of
independence and responsibility as they progress through programme levels. This is
particularly beneficial for those learners who intend to progress to further study.
Learner work is generally of a high quality and demonstrates a clear understanding of
industry expectations and standards. Most learners make good progress in their studies
and are on track to achieve their individual learning goals.
How well do planning, teaching and the use of resources ensure effective
learning?
In almost all classes teaching staff plan and deliver appropriate learning activities which
help learners to develop high-quality vocational, essential and employability skills.
Development of the capacities of Curriculum for Excellence and the development of
employability skills are key features of learning within the college. Teaching staff are
9
skilled at accommodating the different requirements of learners, often within the same
class. Many staff also work well with employers to incorporate industry visits, live
projects and visiting lecturers within programmes, which has a positive impact on
learner understanding of the workplace. Learners regularly contribute their views to
staff about their experience of learning, but in a few programmes, could be more
effectively involved in discussing and planning the work of the class.
Almost all teaching staff are well qualified in their subject area and apply this effectively
to their teaching. Most maintain the currency of their industry skills and knowledge
through regular interaction with industry bodies and through relevant training. Staff also
apply their professional skills well to their work and are responsive to the changing
requirements of the curriculum in relation to employability. In almost all classes
teaching staff use a wide and effective range of teaching approaches to facilitate
high-quality learning. In a few classes teaching staff use delivery methods which are
particularly motivational and inspiring. Across all areas of the curriculum, staff make
good and imaginative use of a wide range of resources, including ICT, to enhance
programme delivery.
Classrooms and workshops are well equipped and well organised. Relationships
between teaching staff and learners in almost all classes are mutually respectful, good
humoured and productive. This helps to promote in learners enjoyment of their
learning, confidence in their skills development and high aspirations for success.
How well is assessment used to promote effective learning?
In almost all curriculum areas, teaching staff plan and schedule assessment well. In
many programmes, learners negotiate the scheduling of summative assessment with
teaching staff. This ensures that it takes place at appropriate points in the programme
and that multiple assessments do not overburden learners. In almost all classes staff
also use a range of effective approaches to formative assessment. These include
targeted questioning, online quizzes, self-testing and peer assessment techniques.
These approaches build learner confidence in learning and help learners to identify
gaps in their knowledge and skills. Almost all teaching staff provide learners with timely
and useful feedback on assessed work and use a wide range of methodologies to
provide learners with effective oral and written commentary. These arrangements
support learners well to reflect on their learning and identify their next steps.
Teaching staff and learners negotiate helpful adjustments to assessment arrangements
as necessary to support learners with additional support needs. Many of these learners
also make effective use of assistive technologies to support assessment.
10
How well are potential and current learners provided with information, advice and
support?
Almost all learners have access to accurate pre-entry information to inform their choice
of programme. In most programmes, admissions and recruitment processes work well,
and support learners to make the right choices about programmes of study.
Almost all full-time FE learners and a few part-time FE learners have regular guidance
discussions with teaching staff. They benefit from a mixture of group and one-to-one
sessions to support their studies and set personal goals and targets. In full-time HE
programmes, guidance and personal development are embedded within units of study
which have a clear focus on employability. Most teaching staff also provide helpful
general advice about employment opportunities or further study.
The college has carried out a major rationalisation and revision of its advice, guidance
and support services over the past year. Student Advice Centres on each campus
provide a welcoming and friendly environment for learners. Many advice centre staff
are new in post, but are beginning to develop an effective approach to providing advice
and guidance about programme choices and financial and welfare matters. In the
transition period, as the service has becomes established, many teaching staff have
also provided helpful pastoral support for learners. A recently-revised process for
providing additional support for learners is also working well, with effective drop-in
Support for Learning Centres set up in each campus. A wide range of appropriate
assistive technologies is available to learners to support their learning. The college also
makes good use of external support agencies to provide learners with access to
additional, specialist support services. Staff in the Student Advice, Support for Learning
and Library services are working together creatively to develop an integrated range of
support services for the new college.
How well does the college sustain continuous enhancement of learning and
teaching through self-evaluation and internal review activities?
Most programme teams engage in effective internal review of their areas of work. This
has led to ongoing improvements to delivery in many programmes over the past year.
Staff in new, enlarged curriculum departments have begun to explore jointly strengths
and areas for development across their programmes. However, while this is a positive
first step towards planning provision for the new college, it is at too early a stage to
evaluate the impact of these discussions.
Most programme teams make good use of a variety of approaches to gain feedback
from learners. In general, learner views inform ongoing programme planning effectively,
with improvements to unit sequencing, timetabling, assessment schedules and learning
approaches taking place as a result. A few teams consult external stakeholders to
ensure that their programmes are relevant and meet employer needs. However, this
practice is not always reported in self-evaluation reports.
Over the past year, programme teams have carried out self-evaluation of their work
using legacy approaches. Most, though not all, self-evaluation reports provide a
detailed account of the strengths and areas for development in programme design,
equalities and, to an extent, learning and teaching. Overall, this provides a helpful
baseline from which further development can take place as new curriculum departments
11
and programme teams become established. Several teams have provided useful
commentary on patterns of learner withdrawal and attainment in their self-evaluation
reports. However, as yet, detailed analysis of programme performance has not formed
a full part of the self-evaluation process for the new college. As a result, clear reasons
for low performance in some subject areas over the past year have not fully translated
into actions for improvement in the current year. The college is in the process of
developing new approaches to self-evaluation which draw on best practice from the
legacy colleges. It also has well-advanced plans in place to support the new teams to
analyse performance data in detail in order to draw up appropriate actions for
improvement.
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?
Glasgow Clyde College demonstrates a clear commitment to learner engagement in its
strategic planning. The college’s Learning and Teaching Strategy also articulates clear
expectations in relation to learner engagement with learning and teaching. Working in
partnership, the college and GCCSA have developed a comprehensive Student
Engagement Action Plan and have commenced its implementation.
Relationships between learners and staff are positive and purposeful. In almost all
classes, learners find staff approachable and supportive. This results in continuous
dialogue between staff and learners about college provision and has resulted in clear
enhancement of the learning experience in many areas across the college. The
majority of learners benefit from opportunities to inform and shape their own learning.
For example, in a number of business related subjects, learners debate suggestions for
activity and vote for those approaches which best develop team working and negotiation
skills. In many projects in science, fashion, music, healthcare, plumbing and ESOL,
learners also make choices in terms of content, materials and learning activities.
However, a few learners are unaware of arrangements and opportunities to shape their
own learning.
In most programmes, learners provide regular and useful feedback to teaching staff
through a range of structured and informal methods. These include programme or class
meetings, end of unit questionnaires, Listening to Learners focus groups, surveys and
informal discussions. Class representatives also do an effective job of facilitating
improvement by gathering learner views and conveying them to staff. There are many
examples of learners influencing change for the better within programmes. These
include re-sequencing programme units, an increase in practical work and using more
live project-based delivery to support learning. In one group, a review of assessment
arrangements by staff and learners had a direct impact on improved attainment. Many
learners support each other well to enhance their learning through participating in peer
review, buddying and mentoring schemes. Almost all learners are aware of their
progress and are supported well to plan next steps in their learning.
13
How well do learners engage in enhancing the work and life of the college?
There is a very well-embedded ethos of positive partnership working between the
GCCSA and college staff at all levels. The Student Association is well supported and
empowered by senior managers and makes a full contribution to strategic
decision-making and to college life. The Student Association President, Vice-president
and office bearers are highly committed to ensuring a good and improving college
experience for learners and work energetically to realise this aim. Although no formal
partnership agreement is in place, GCCSA and college staff are working together
constructively to agree an approach which will sustain the current, successful
arrangements. The learner voice is well represented on an extensive range of strategic
and operational college committees. This includes the Glasgow Clyde College Board of
Management and key sub-committees, the Equalities Challenge Group and the
Learning and Teaching Group.
A Respect Charter has been developed jointly by the Student Association and the
college. The charter sets out clearly agreed, shared values and expectations for all
members of the college community. The Student Association has also recently led the
development of two initiatives which are beginning to have a direct influence on learning
and teaching and on equalities. The Enhance your Learning and Teaching Experience
(ELATE) Group is an innovative, learner-led group which facilitates learner identification
of good practice and its sharing across the curriculum. Similarly, the Inclusion,
Disability, Equalities and Access (IDEA) Group has commenced a range of activities to
raise awareness of equality and diversity issues. Both of these initiatives, though at an
early stage, have stimulated debate amongst learners and generated actions for
improvement. Learners are currently leading reviews of ICT learner resources on one
campus and also the college-wide VLE.
Proactive approaches by GCCSA and college staff have resulted in a significant
increase from the previous year in the number of class representatives across the
college. Just under 600 have been appointed since the start of the current year. Most
class representatives have completed or are in the process of undertaking training
provided by student participation in quality Scotland (sparqs) to assist them in their role.
To complement sparqs training the Student Association has produced a useful set of
support materials to help class representatives carry out their duties. Many class
representatives attend monthly meetings which helpfully highlight college-wide issues
and ensure they are brought to the attention of college managers. Most learners are
aware of the role of the class representative, but not all are fully aware of the existence
or function of GCCSA. Many learners across the college make a positive contribution to
college life by participating in a broad range of college events, community projects,
fund-raising and volunteering activities. The Student Association promotes these
opportunities well through the Student Intranet, social media and the VLE.
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7. How well does the college recognise and respond to changes in its
environment?
College managers and staff have responded positively to major, recent changes both
within the college, across the Region and in response to Scottish Government post-16
policies. Senior managers have planned and managed merger well. However, they
acknowledge that it will take time to establish a single culture and common working
practices across all areas of the college’s work. All managers and staff are working
diligently to overcome the logistical challenges of the greatly increased scale of the
college and the rationalisation of three sets of legacy systems. College staff have
prioritised learner needs during this period of transition and have succeeded in
maintaining high-quality services in most areas of work. However, at the present time
there remain a few operational aspects to be fully resolved, including full implementation
of new curriculum staffing structures and the embedding of new college information
technology systems. As a consequence, some staff are still finding it challenging to
adapt to the new arrangements and continue to need strong support. The college has
recently set up the Improvement Group. This group meets weekly to consider functional
and technical difficulties, plan solutions, implement actions to resolve them and
communicate the outcomes to staff. This is proving to be an effective way to resolve
residual areas of operational difficulty and help staff to gain confidence in the college’s
new systems.
The college has made good progress in harmonising policies, procedures and staff
terms and conditions. It now has in place appropriate procedures for most key
functions. College managers are focusing particularly closely on developing unified
quality systems aimed at increasing expectations about improvement across all areas of
the new college. Regionalisation and merger has generated extensive, well-informed
and productive review of the college curriculum, with clear plans in place to enhance it.
The college has taken steps to mitigate the impact of any new procedures which have
not worked well. For example, college managers responded very quickly to address
problems with new bursary software by allocating additional funds for learners
experiencing financial difficulties. The college also has robust systems in place to
anticipate and manage risk. There is recognition amongst senior managers that the
pace of improvement needs to be accelerated in some programmes, if risk to attainment
levels of current learners is to be avoided. There are plans in place to address this
imminently, now that most academic managers are in place. Senior managers are also
sensitive to any potential risk to workforce and learner morale of proposals for
re-alignment of college provision across Glasgow Region. They are mitigating this by
maintaining strong lines of communication about plans for the future with staff and,
through the Student Association, with learners.
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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?
Senior managers from Glasgow Clyde College are working effectively with the other two
assigned colleges in Glasgow Region to establish common strategic direction for
Glasgow and the surrounding area. This is based on a clear, common mission to
improve skills levels and educational attainment within the city. The college has also
made a significant contribution to the Glasgow Regional Outcome Agreement for
2014-15. The college is responding positively to the opportunities and challenges
presented within a complex regional operating environment and is confident that it will
continue to make a significant contribution to regional development.
Following the merger of the three legacy colleges in 2013, Glasgow Clyde College is in
its second year as a single institution. The college’s Corporate Plan sets out very
clearly its strategic aims as a new college. These aims have a strong and appropriate
focus on empowering learners, enhancing the quality of college provision and improving
economic performance within the city. The Corporate Plan reflects clearly national
policies and drivers and also the priorities of the college’s very positive external
partnerships. The Corporate Plan is supported well by a suite of appropriate college
strategies which set out in broad terms how the college will develop its work.
The college principal, senior managers and staff share a clear vision of the college as a
route to improving the lives of learners. This reflects clearly its strong, inclusive ethos.
Most college management appointments have now taken place. This is enabling
college operational and development planning to get underway alongside the
development of key performance indicators. The college is led well by the principal,
ably supported by an experienced and highly committed senior management team.
Directors of Faculty have provided effective leadership for teaching staff throughout the
period of transition. Senior managers are open and accessible and have a highly visible
presence across all the campuses. Recently-appointed Heads of Curriculum are
settling well into their new roles and have made a good start in engaging with their
greatly enlarged and dispersed teams. Plans are in place to appoint senior lecturers,
with a specific remit to enhance the quality of programme delivery.
Within the regional structure, the college has a clear vision for enhancing those aspects
of its curriculum which prioritise learner progression to employment or further learning.
The college has responded well to Developing Scotland’s Young Workforce and has
plans in place to enhance already strong partnerships with employers and universities to
ensure that learners are well prepared for work. It is also planning to extend
school-college programmes and address further the needs of young learners.
The college’s comprehensive vision for learning and teaching is outlined in its Learning
and Teaching Strategy. This strategy is informed by the best practice of the three
legacy colleges along with stakeholder and learner views. However, the strategy is in
the early stages of implementation and it is too early to measure its impact on college
practice. The process of merger has been a catalyst for many curriculum teams to
evaluate and share practice and resources positively. As a result, most teams are
beginning to develop unified approaches to learning and teaching. However, a few of
the new teams have not yet been able to meet and plan as one group, which has
slowed their progress in establishing coordinated approaches. Plans are in place for a
personal development planning process for all teaching and support staff, to ensure that
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continuous professional development (CPD) meets their needs. The college is currently
considering new college-wide arrangements for evaluating learning and teaching. A
number of cross-college initiatives support staff well to share effective practice.
Examples include CPD week, Food for Thought sessions, and the work of teaching
fellows.
Recently-appointed managers of cross-college support services provide strong
leadership for their new teams. Detailed analysis of provision across the three
campuses has helped them to identify key priorities for development and to devise
agreed, common procedures. However, many procedures have only recently been
introduced and there is more to do to ensure that teaching staff and learners are all fully
conversant with the new arrangements. Support service areas are currently using a
mixture of approaches to self-evaluation, including a pilot process called Evaluation
That Empowers. Managers involved in the pilot are making good use of this process to
facilitate creative discussions and build positive cultures within new teams. Recently,
the college attained the Buttle Quality Mark Award in recognition of its positive
arrangements to support looked-after young people.
The college’s Quality Enhancement Strategy sets out a clear vision for continuous
enhancement of services. All college staff are highly committed to its principles and
actively seek ways to improve provision. A newly-formed Quality Group is implementing
refreshed quality procedures within the curriculum. There are advanced and
appropriate plans in place to improve the quality of self-evaluation reporting, analysis of
performance and action planning, in order to address areas of inconsistency. Overall,
successful completion rates in full and part-time HE modes of delivery either maintained
a high level or improved in 2013-14 in comparison to baseline 2012-13 figures
aggregated from the three legacy colleges. Although successful completion rates in full
and part-time FE programmes improved slightly from the 2012-13 figures, they remain
below the national sector performance level. There remains a need for significant
improvement to successful completion rates in a number of programmes, particularly in
part-time FE. The college has well-advanced plans to support improvement in areas of
low performance, which include a detailed review of department performance indicators
for 2013-14. Directors of Faculty and Heads of Curriculum are particularly clear about
the need to address programme design and learner attainment issues in those legacy
curriculum areas which have not traditionally performed well. While there have been
structural and staffing issues which have slowed this process, the college acknowledges
that there is now some urgency in ensuring that improvement takes place.
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9. How extensive and effective are college partnerships with
communities, other learning providers, employers and agencies?
Partnership working is a major strength of the college. Staff and learners benefit from a
wide range of effective strategic relationships with local and regional stakeholders
including universities, local authorities, external agencies, schools and employers. The
college contributes at strategic level to the National Health Service (NHS) Greater
Glasgow and Clyde Board Education Partnership. This enables the college to maintain
an effective strategic contribution to workforce development in the local area.
The college has strong working relationships with an extensive range of employers
across most curriculum areas. Employers contribute positively to programme content
and design across a wide range of programmes, which ensures that the delivery of
qualifications meets industry standards. Employers provide guest speakers,
work-placements and live projects which greatly supports learners to expand their
understanding of the workplace. The college has worked effectively with their key
university partners to increase articulation places over the last year and to support
learners making the transition for college to university. It has also responded positively
to the planning and development of schools-college senior phase provision across
Glasgow City, East Dunbartonshire and East Renfrewshire. This has resulted in
delivery of an extensive range of programmes to these young learners.
The college leads the Youth Employment sub-group of the Glasgow Community
Planning Partnership effectively. The college is working well with partners to identify
and address gaps in provision to provide support and opportunities for young people
across the region. It also works well with partners in areas of multiple deprivation and
engages productively with external agencies including the Scottish Refugee Council,
Young Enterprise Scotland and Jobs Business Glasgow. This reinforces one of the
college’s core strategic aims of promoting inclusion and improving outcomes for all
learners, particularly those who require additional support to manage their lives
successfully.
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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 Building a positive cross-college culture: college Festival of Sport
The college took full advantage of the interest generated by the Commonwealth Games
in Glasgow in 2014 to hold a three-day Glasgow Clyde College games event for
learners with additional support for learning (ASL) needs. The Festival of Sport took
place in May 2014 and involved ten competitive sporting events, many of which were
new to the learners. A particularly notable aspect was that it involved large numbers of
mainstream learners in supporting their ASL colleagues throughout the project. One
hundred and eighty learners and several staff took part from across the whole college.
The project offered ASL learners a challenging opportunity to organise, with support, a
major and complex event. This had a highly positive impact on their skills development,
self-esteem, motivation and sense of achievement. The mainstream learners who
supported the event enhanced greatly their understanding of the capabilities of their
colleagues. The college ensured that the event mirrored real-life practice, which
provided a valuable, live learning opportunity for many learners. For example, dance
learners choreographed and performed the opening ceremony, sports coaching learners
helped to coach participants and manage the competitions and hospitality learners
worked alongside professional catering staff. Media and journalism learners reported
on the event through the college’s radio station and blogs and also recorded the event
on camera. The Glasgow Clyde College Student Association supported the event and
local schools were invited to view it, making it a valuable community enterprise.
The Festival of Sport was highly successful, enjoyable and celebratory. The event had
a particularly strong influence on building a positive cross-campus culture in the first
year following merger and helped develop constructive, new relationships across the
college. The event also increased awareness of health and wellbeing within the college
and demonstrated well the college’s inclusive ethos. The college plans to continue this
good work by holding an annual inter-campus sports event.
10.2 Enhancing employability: Additional Support Learners with additional
support needs
The college ASL team has developed the first Project Search initiative in Glasgow.
Project Search is a franchise, originally developed in the USA. It aims to help people
with ASL needs to enter full employment by providing supported employment
opportunities. The project’s overall aims include increasing the very low numbers of
people who require additional learning support who are currently in paid employment or
workplace training.
The college Project Search initiative is carried out with Glasgow’s Victoria Infirmary as
the host employer. Key ingredients for success include the positive and imaginative
partnerships between the college and NHS Greater Glasgow and Clyde, the City of
Glasgow Supported Employment Service and Project Search advisers. The college
also carried out very thorough preparation before the start of the project, which helpfully
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identified areas of potential difficulty and resolved them at an early stage. A college
lecturer and a job coach from City of Glasgow Supported Employment Service jointly
undertook a two-week induction period to learn the skills required for work as porters,
domestics and catering assistants. They drew on this experience to teach learners how
to carry out these jobs correctly. In turn, college staff provided NHS staff with training
and advice about how best to support these learners in the workplace.
In 2013-14, twelve learners undertook three ten-week rotational placements in the
domestic, catering and porter departments of the hospital, supported by their college
lecturer, job coach and a hospital buddy. The learners gained valuable vocational skills
in the three areas. They also developed confidence and a range of relevant
employability skills. Ten of these learners progressed successfully to employment in the
NHS. The project is in its second year, and now also involves the medical records
department. The project has challenged perceptions positively amongst hospital
workers about the capacity of ASL individuals to succeed in the workplace. The college
is working with others in the city to extend this successful model into new areas of
employment.
10.3 Enhancing employability: effective use of industry links
Glasgow Clyde College uses several innovative approaches to enhancing learners’
employability skills. This reflects the college’s key strategic aims of meeting the needs
of the local economy and of improving learners’ life chances. Most subject areas across
the college work very well with industry partners to enhance the curriculum. Many
programmes include live industry projects as part of coursework, which often involve
learners working alongside industry experts. Industry specialists, including part-time
college staff members, also often enhance the knowledge of learners and staff through
delivering workshops. In most subject areas learners also benefit from work-placement
opportunities.
Certain key elements underpin the college’s successful use of industry links. For
example, many programme teams ensure that opportunities for employability are
planned into programmes from the start of the academic year. This is particularly
prevalent in programmes at all levels in the textiles department, where teaching staff
select or integrate appropriate units through which learners can carry out live
industry-based projects. In HND Fashion Technology, for instance, learners studied two
units, Costume Construction and Corsetry, and created Victorian costumes for the
guides at Pollok House in Glasgow. This enabled learners to research an historical
theme and learn traditional garment construction techniques, while also meeting
stringent client requirements.
While planning ahead can be beneficial, other successful employability projects have
required high levels of creative thinking, responsiveness and agility within programme
teams. These projects depend on a readiness to capitalise on opportunities as they
arise and team capacity to plan quickly and collaboratively. All of this reflects real
business practice. A good example is the recent Glasgow Commonwealth Games and
the Host Broadcaster Training Initiative in which learners on the HND Creative
Industries: Television programme worked alongside professional broadcasters in a
high-profile sports event. This improved learners’ professional skills, which greatly
enhanced their prospects for employment or further study.
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A further element of success involves developing and sustaining mutually beneficial
partnerships. Managers and staff in many programmes proactively seek out projects
which address both college and partner aims, while enriching the curriculum. This
enables the college and its partners to make imaginative use of shared expertise,
resources and funding. A good example of this is the Governments Cashback for
Communities initiative and its financial support for the college’s award-winning
Powerskills programme. In this project, the college’s Faculty of Engineering and Built
Environment works with closely with Scottish Power. As a result, several young people
who had disengaged from education have taken part successfully in six-month
introductory engineering programmes. The college has developed a highly-effective
operating model from this venture and is extending it to other subject areas.
All learners who undertake employability projects benefit greatly from the experience.
These projects also help college staff to enhance and update their knowledge of the
workplace. As the new college becomes fully established, further innovative
approaches to industry links are being identified, developed and shared across the
college.
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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.glasgowclyde.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/GlasgowClydeCollege.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
ASL
CPD
ESOL
FE
GCCSA
HE
HNC
HND
ICT
NHS
QI
SCQF
SFC
sparqs
VLE
wSUM
Additional support for learning
Continuous professional development
English for speakers of other languages
Further education
Glasgow Clyde college Student Association
Higher education
Higher National Certificate
Higher National Diploma
Information and communications technology
National Health Service
Quality indicator
Scottish Credit and Qualifications Framework
Scottish Funding Council
Student participation in quality Scotland
Virtual learning environment
Student unit of measurement
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Appendix 2
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