Glasgow Clyde College
23 January 2015
A report by HM Inspectors
on behalf of the
Scottish Funding Council
Summary report
The external review process
HM Inspectors undertake an independent review of the quality of provision in Scotland’s
colleges on behalf of the Scottish Further and Higher Education Funding Council (SFC)
under a service level agreement between the council and Education Scotland. External
review teams include HM Inspectors, associate assessors and a student team member.
During external reviews, members of the review teams observe learning and teaching
and hold discussions with learners, staff and stakeholders. They consider information
on learner attainment and evaluate learner progress and outcomes. They meet with
members of the Board of Management and obtain feedback from community groups,
partners and employers who work with the college.
The purpose of this report is to convey the main outcomes arising from the external
review, to acknowledge the college’s strengths and to provide a clear agenda for future
action to improve and enhance quality.
This external review results in judgements of effective or limited effectiveness or not
effective that express the external review team’s overall evaluation of high quality
learning, learner engagement and quality culture.
The report also uses the following terms to describe
numbers and proportions:
almost all
most
majority
less than half
few
over 90%
75-90%
50-74%
15-49%
up to 15%
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Contents
Page
1. Introduction
1
The external review
1
2. The college and its context
2
3.
3
Outcomes of external review
Judgement of Effectiveness
Section A:
Section B:
Section C:
Section D:
Section E:
Overarching judgement
Supporting statements
Areas of positive practice
Areas for development
Main points for action
3
3
5
6
6
4. Signposting excellent practice
7
5. What is an overarching judgement?
10
6.
What happens next?
12
7.
Further information
12
8.
How can you contact us?
13
Appendices
14
Glossary of terms
The Scottish Credit and Qualifications Framework
14
15
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 7 to 9.
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.
Signposting excellent practice
During the Education Scotland external review, the college submitted examples of what
it considered to be excellent practice and the review team also identified examples
worthy of dissemination.
4.1 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.
4.2 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
7
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.
4.3 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.
8
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.
9
5.
What is an overarching judgement?
Education Scotland uses an overarching judgement of Effectiveness to express the
findings of the review team. The judgement of effectiveness takes into account all the
evidence gathered through the external review. Such judgements express outcomes
as:
effective;
limited effectiveness; or
not effective.
This judgement is further detailed by supporting statements which substantiate the
judgement of effectiveness. Education Scotland evaluates and reports according to the
three key principles. In this report, the principles and supporting statements relate to:
Key principle 1 – High quality learning (supporting statements numbers 1 and 2)
Key principle 2 – Learner engagement (supporting statement number 3)
Key principle 3 – Quality culture (supporting statement number 4)
Judgements of effectiveness and supporting statements provide stakeholders with
assurances, or otherwise, about the quality of a college’s provision. These judgements
are based on trends and track record of a college, the findings at the time of the
external review, and the college’s capacity to continue improving.
A judgement of effective indicates that the college has in place effective
arrangements to maintain and enhance the quality of its provision and outcomes for
learners and other stakeholders. This judgement means that, in relation to quality
assurance and enhancement, the college is led well, has sufficiently robust
arrangements to address any minor weakness, and is likely to continue to improve the
quality of its services for learners and other stakeholders.
A judgement of limited effectiveness indicates that the effectiveness of the college’s
arrangements to maintain and enhance the quality of its provision and outcomes for
learners and other stakeholders is limited. This judgement means that there are some
strengths in the college’s arrangements for quality enhancement. However, there are
weaknesses in arrangements for high quality learning and/or learner engagement
and/or quality culture. If not addressed, the importance of these weaknesses will
continue to limit the effectiveness of the college’s arrangements.
A judgement of not effective indicates that the college’s arrangements to maintain and
enhance the quality of its provision and outcomes for learners and other stakeholders
are not effective. This judgement means that there are significant weaknesses in the
arrangements for high quality learning and/or learner engagement and/or quality culture.
There is a high probability that, without significant and comprehensive action, with
external monitoring and support, the college will fail to improve current low-quality
provision and outcomes to an acceptable level. Education Scotland does not have
evidence that the college has the capacity and commitment to identify and implement
effective and comprehensive action.
10
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.
11
6. What happens next?
Education Scotland will continue to monitor progress during annual engagement visits to
the college.
There will be feedback to the learners at the college.
One year on from this report, the college will produce a report setting out what it has
done to address the main points for action and/or areas for development in the report
and other quality assurance and enhancement activities. There will be a link to this
report from Education Scotland’s website.
Sheila Page
HM Inspector
7. Further information
The review and judgements relate to the college as a whole and do not provide
information about individual programmes of study or subjects. For further information
on these or any other queries, contact the college or look on its website http://www.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
12
8.
How can you contact us?
This report has been produced as a web-only publication and is available on our
website at
http://www.educationscotland.gov.uk/inspectionandreview/reports/othersectors/collegere
views/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.
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Crown Copyright 2015
Education Scotland
13
Appendix 1
Glossary of terms
ASL
FE
GCCSA
HE
HNC
HND
ICT
NHS
QI
SCQF
SFC
VLE
wSUM
Additional support for learning
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
Virtual learning environment
Student unit of measurement
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Appendix 2
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