Moray College UHI
14 February 2014
A report by HM Inspectors
on behalf of the
Scottish Funding Council
Full report
The external review process
HM Inspectors undertake an independent review of the quality of provision in Scotland’s
colleges on behalf of the Scottish Further and Higher Education Funding Council (SFC)
under a service level agreement between the council and Education Scotland. External
review teams include HM Inspectors, associate assessors and a student team member.
The review took place in accordance with the protocol on quality assurance of University
of the Highland and Islands Millennium Institute and the SFC-funded colleges which are
academic partners of UHIMI (March 2009). Under this protocol, which was agreed by
SFC, Education Scotland and the Quality Assurance Agency for Higher Education
(QAA), the review focused solely on Further Education (FE) provision.
During external reviews, members of the review teams observe learning and teaching
and hold discussions with learners, staff and stakeholders. They consider information
on learner attainment and evaluate learner progress and outcomes. They meet with
members of the Board of Management and obtain feedback from community groups,
partners and employers who work with the college.
The purpose of this report is to convey the main outcomes arising from the external
review, to acknowledge the college’s strengths and to provide a clear agenda for future
action to improve and enhance quality.
This external review results in judgements of effective or limited effectiveness or not
effective that express the external review team’s overall evaluation of high quality
learning, learner engagement and quality culture.
The report also uses the following terms to describe
numbers and proportions:
almost all
most
majority
less than half
few
over 90%
75-90%
50-74%
15-49%
up to 15%
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Contents
1.
Page
Introduction
1
The external review
1
2.
The college and its context
2
3.
Outcomes of external review
Judgement of Effectiveness
3
Section A:
Section B:
Section C:
Section D:
Section E:
Overarching judgement
Supporting statements
Areas of positive practice
Areas for development
Main point for action
3
3
4
5
5
4.
How well are learners progressing and achieving relevant,
high quality outcomes?
6
5.
How effective are the college’s learning and teaching
processes?
8
6.
How well are learners engaged in enhancing their own
learning and the work and life of the college?
11
7.
How well is the college led and how well is it enhancing the
quality of its services for learners and other stakeholders?
13
8.
How extensive and effective are college partnerships with
communities, other learning providers, employers and
agencies?
15
9.
Signposting excellent practice
16
10. What is an overarching judgement?
17
11. What happens next?
19
12. Further information
19
13. How can you contact us?
20
Appendices
21
Glossary of terms
The Scottish Credit and Qualifications Framework
21
22
1. Introduction
The external review
The external review by Education Scotland took place during the week beginning
4 November 2013.
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 QI 2.2 to support our evaluations. We used
information from previous visits to the college to decide the scope of the review.
We found one example of excellence which we describe in this report on page 16.
The external review team talked with learners, staff at all levels in the college, members
of the Board of Management, employers, external agencies and other users of the
college.
1
2.
The college and its context
In carrying out the external review of Moray College UHI, Education Scotland took the
following college context fully into account.
Moray College UHI has its origins in Elgin Technical College, which was founded in
1971 and which changed its name to Moray College following incorporation in 1993.
The college’s catchment area has a population of approximately 90,000. Elgin is the
largest town in Moray, with approximately 23,000 residents. It occupies a central
position in a network of smaller towns and rural communities throughout Moray.
The college’s main campus is in central Elgin, as well as a Technology Centre where
most of the construction and engineering activities take place. The college’s horticulture
programmes operate mainly from the Biblical Garden in Elgin, which occupies a site
adjacent to Elgin’s historic cathedral. The college also has Learning Centres in Buckie,
Nairn, Forres and Keith. It also delivers programmes in several local secondary schools
as well as other outreach provision.
The college delivers a range of further education (FE) and higher education (HE)
programmes between levels 1-12 on the Scottish Credit and Qualifications Framework
(SCQF). A wide range of FE programmes is offered at its Elgin campuses. The college
is a partner of UHI. In addition to FE programmes, the college offers a range of HE
programmes, from Higher National Certificates (HNC) through to postgraduate
programmes.
The local economy is characterised by low-skilled, low-waged and seasonal
employment. The public sector provides a large proportion of local employment. The
public agencies with which the college works in partnership, have jointly published the
Moray Economic Strategy.
The college is a significant member of the Moray Community Planning Partnership and
a signatory to the Moray Single Outcome Agreement. These activities include
membership of groups such as the Moray Lifelong Learning Forum, the Moray English
for Speakers of Other Languages Strategy Group, the Moray School-College Strategy
Group and the Moray Adult Literacies Partnership.
The development of the new Moray Life Sciences Centre, in partnership with NHS
Grampian and the Highlands and Islands Executive will allow the college to take
forward research work in the fields of digital health and web science. This work will also
be enhanced by the soon-to-be appointed UHI Chair of Digital Health who will be based
in the Life Sciences Centre.
In 2012-13, the college enrolled around 876 full-time and 928 part-time FE learners,
delivering around 26,500 weighted student units of measurement of learner activity. The
college currently employs 301 members of staff.
The college revenue budget for 2012-13 was £11.9m, with grant-in-aid from the Scottish
Funding Council (SFC) accounting for about 76% of the total.
2
3.
Outcomes of External review
Judgement of Effectiveness
Section A: Overarching judgement
The effectiveness of Moray College UHI’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
progress and outcomes for learners and quality culture. If not addressed, the
importance of these weaknesses will continue to limit the effectiveness of the
college’s arrangements.
Section B: Supporting statements
Learner progress and outcomes
The majority of learners are making good progress in gaining useful skills to enable
them to enter employment or further study. Early withdrawal and further withdrawal
rates have improved steadily and now sit on or below national sector performance
levels. However, rates for full-time FE learners completing programmes
successfully (58%), although improved overall over a three year period, sit below
national performance levels (64%). College programmes reflect the needs of most
learners, the local community and employers well. Most learners improve their core
skills and develop useful essential skills, particularly skills for employability. Many
learners participate in volunteering and community events which develop wider
citizenship skills.
Learning and teaching processes
Learners make well-informed choices to select relevant programmes of study and
are supported well by college staff. Learners take responsibility for their learning
and make progress to develop a range of academic, personal and employment
skills. Well-planned and varied teaching approaches, including involvement of
external stakeholders, helps to fully engage learners. Assessment is effective in
supporting learners to set and realise goals through a wide range of interventions.
Self-evaluation of learning and teaching impacts positively on the learner
experience overall. However, actions identified by curriculum teams to improve
learner attainment where it is low are not always sufficiently effective.
Learner engagement
Learners are engaged well in enhancing their own learning, feel welcomed and
supported by the college, and have very effective relationships with staff. They are
3
well represented at programme level and on college committees. They contribute
effectively to the life and work of the college and their input leads to improvements
to college services and facilities. Learners have a good range of opportunities to
develop wider skills for employability and participate in joint decision making with
staff with regard to project activity and college wide events planning. Learners
enhance their own skills and the through volunteering activities within the Moray
community.
Leadership and Quality Culture
The college has strong and effective partnerships with its local authority and
community and engages employers well in delivering and evaluating its
programmes. The acting principal and senior managers provide purposeful and
effective leadership overall and staff are clearly committed to supporting a positive
learning experience for its learners. Managers provide clear and effective
communication for both learning and teaching and learner support areas. Under
their support and direction, staff engage well in self-evaluation that supports
improvement action plans. The college arrangements for quality improvement and
enhancement are effective in many areas across the college. However, leadership
for addressing low attainment in full-time FE programmes is not sufficiently effective
and recently-introduced initiatives are at too early a stage to measure impact.
Section C: Areas of positive practice

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
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The Board of Management sets a clear strategic direction for the college through
well-considered planning processes that take good account of Scottish Government
and SFC priorities.
Early withdrawal and further withdrawal rates have improved over the last three
years and now sit at or below national sector performance levels.
Most learners who complete their programmes successfully progress to further
study or employment. Most learners improve their core skills, particularly in
communication and numeracy and gain useful employability skills.
Almost all learners are motivated and engage in purposeful activity. All learners use
a wide range of resources effectively, safely and with confidence to enhance
learning. In practical classes they make very good use of appropriate resources
within realistic working environments.
All teaching staff plan lessons well and apply their professional and subject
knowledge effectively to create interesting and challenging lessons that motivate
and engage learners well in learning activities.
Support services and curriculum teams work very effectively to provide access to a
range of services to support and improve the learning experience. Good team
working between teaching and support staff has resulted in learners receiving
effective support which recognises and addresses their specific individual needs.
Almost all learners engage positively with staff and show commitment and
enthusiasm for enhancing their own learning in a variety of ways. They take
opportunities to influence their learning such as choice of project topics, group work
activities or involvement in volunteering.
4




Learners have a high regard for the systematic and robust learner representative
system which supports communication effectively between learners and staff. Class
representatives use well their opportunities to meet regularly with staff to highlight
issues and raise concerns.
The college has a clear strategic commitment to partnership working with a range of
local and regional key stakeholders. Partnership arrangements are extensive and
effective for delivering positive outcomes for the Moray economy, local businesses
and local residents. Partnership working with the local authority is particularly
strong.
The acting principal and acting deputy principal provide purposeful and effective
leadership and strategic direction for the college. Directors and assistant directors
are empowered to lead and manage curriculum areas.
There is a strong quality culture within the college with staff taking responsibility to
ensure learners have a positive learning experience. Self-evaluation processes
engage learners and staff in professional dialogue in a meaningful way.
Section D: Areas for development




In 2012-13, 58% of learners on full-time FE programmes completed their studies
successfully which sits below the national performance level of 64%.
Programme structure does not always meet the needs of all learners or support
successful attainment.
In curriculum areas where issues of low attainment are identified, actions to improve
these are not always sufficiently effective.
Leadership for addressing low attainment in full-time FE programmes is not always
sufficiently effective.
Section E: Main point for action

The college should improve attainment rates for full-time FE learners.
5
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?
Early withdrawal rates for full-time FE learners have improved slightly over a three-year
period and now sit below the national sector performance level. Early withdrawal rates
for part-time FE learners have improved slightly over a three-year period and now sit at
the national sector performance level.
Further withdrawal rates for full-time FE learners have improved over a three-year
period and now sit at the national sector performance level. Further withdrawal rates for
part-time FE learners have improved over a three-year period and now sits below the
national sector performance level.
The percentage of full-time FE learners completing their programmes successfully has
improved overall during the last three years. However, in 2012-13, 58% of learners
completed their programmes successfully which sits below the 2011-12 national
performance level of 64%. A further 18% of learners completed their programmes with
partial success. The percentage of part-time FE learners completing their programmes
successfully has improved during the last three years. In 2012-13, 81% of part-time FE
learners completed their programmes successfully which sits above the national sector
performance level of 79%. A further 11% of part-time FE learners completed their
programmes with partial success.
Most learners who complete their programmes successfully progress to further study or
employment.
How well do programmes and services meet learner needs?
The college offers a wide range of programmes at different levels and modes of delivery
which reflects the needs of learners, the local community and employers well. These
range from introductory access level programmes (SCQF level 1) to postgraduate
programmes (SCQF level 12). Further education programmes are accessible with entry
levels which ensure learners gain access at appropriate levels. Many programmes
provide suitable exit points into local employment as well as providing a good base for
further study. The introduction of an increased number of Steps to Work programmes
(SCQF level 4) has provided access to college for greater numbers of young learners
and has impacted positively on youth unemployment in the local area. College FE
programmes prepare learners well for employment through a structured employability
course that is embedded into all full-time programmes.
The college has well-developed partnerships with the local education authority and local
schools. A wide range of appropriate programmes for school pupils is provided in both
the main campus and in partner schools.
The college has an effective one-stop shop approach to delivering learner services.
Learners and prospective learners seeking information and support can access all
learner services within the one area.
6
How well do learners make progress, attain qualifications and achieve more
widely?
Most learners are making good progress during their programmes of study and gain
useful skills relevant to employment or further study. The majority of learners who
complete their programmes gain certificated awards. However, in 60% of subject
areas, rates for learners completing programmes successfully are below the
national sector performance levels for these subjects. Learners who complete their
programmes with partial success usually gain around 50% of the programme units.
Of those learners who achieve partial success, 27% progress into employment and
a further 27% continue to further study at a higher level at the college.
College staff promote essential skills well throughout the college and teaching staff
signpost these clearly within programmes to learners. Most learners improve their core
skills while studying at college, particularly in communication and numeracy and gain
useful employability skills. Learners in the college develop an awareness of safety and
wellbeing, particularly in relation to online safety and road safety. The college’s
Employability team have very good relationships with a number of external bodies,
including the local police, who contribute to safety education.
Almost all programmes incorporate opportunities for learners to participate in
competitions and award schemes which widen and enhance their skills for
employability. Some programmes, such as hairdressing and beauty, allow learners to
gain additional vendor qualifications which enhances employment opportunities. Many
learners participate in a range of community events that develop citizenship and
promote the college in a positive way.
7
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?
Curriculum teams have embedded equality and diversity into all full-time FE
programmes effectively. Learners receive useful information on this within their
induction programme. The Employability Team delivers sessions to learners to ensure
that they respect individual differences and that they themselves can expect fair
treatment at college. Where appropriate, learners have opportunities in class to explore
issues around equality and diversity. Staff discuss these positively with learners,
promoting learners’ understanding.
The college offers a portfolio of FE programmes which meet the needs of many
learners. Most programmes have clear progression routes to employment or further
study. However, programme structure does not always meet the needs of all learners
or support successful attainment.
The college has a positive relationship with external organisations in supporting learners
who are care leavers. The relationship is used well to support the transitions of these
learners from school to college.
How well do learners learn?
Almost all learners in classes are motivated and engage in purposeful study. They work
well in teams and independently to gain a range of personal and vocational skills. All
learners use a wide range of resources effectively, safely and with confidence to
enhance learning, including the use of information and communications technology
(ICT). In practical classes learners make very good use of appropriate resources within
realistic working environments.
In many curriculum areas, learners make good use of the resources on the Virtual
Learning Environment (VLE) and social networking to prepare for classes, to receive
feedback and to communicate effectively with staff and peers.
Most learners reflect on their progress effectively, either independently or through class
activities and personal development plan (PDP) sessions, which inform further learning.
Most learners participate in negotiating approaches to learning and sequencing of
lessons. Almost all learners work at their own pace, developing their level of ability well
and improving confidence. Learners in class make good progress, developing a range
of appropriate academic, vocational and personal skills and producing high quality work.
How well do planning, teaching and the use of resources ensure effective
learning?
All teaching staff plan lessons well. They embed effectively the development of
vocational and other essential skills and develop the principles of a Curriculum for
Excellence well. Teaching staff work well with employers to make learning relevant to
the workplace through planned industry visits and visiting guest speakers.
8
Almost all teaching staff have up-to-date professional and subject knowledge which they
apply effectively to create interesting and challenging lessons that motivate and engage
learners well in learning activities. Almost all staff deploy a wide range of teaching
approaches and methodologies to engage and support learners.
Positive and mutually respectful relationships between learners and teaching staff
contribute to a relaxed and purposeful environment for learning and promote learner
confidence and self-esteem. All classrooms and workshops are bright, well furnished
and well equipped with industry standard equipment, creating a positive climate for
learning. The college’s investment in ICT and vocational resources supports staff well
to develop innovative learning and teaching approaches.
Staff encourage learners to achieve high standards of work through effective feedback
and discussion.
How well is assessment used to promote effective learning?
Teaching staff plan assessment schedules well to avoid overloading learners. They
ensure learners are well informed about assessment activities. Learners are
encouraged to plan and negotiate the scheduling of assessment and are provided with
clear information of assessment requirements. Teaching staff provide helpful written
and oral feedback on assessments which supports learners to reflect on their progress
and further improve standards of work.
Most teaching staff assess learner progress during lessons effectively, making good use
of targeted questions, on-going and final assessment to check learners’ understanding
of learning and their progress. They make good use of formative assessment to check
learners’ understanding of newly acquired knowledge.
Where appropriate, staff encourage learners to develop their vocational skills in
practical classes through peer review of their work. This feedback is supportive and
encourages learners to develop their skills further. Learners on placement value the
feedback from workplace mentors in assessing their strengths and areas for further
development. Student Advisors support all learners effectively to set targets and goals
for learning, including learners with personal learning support plans.
9
How well are potential and current learners provided with information, advice and
support?
All learners receive helpful information about their programmes and a range of support
issues. Staff provide this information through information days, short pre-access
programmes and the college website. Learners also benefit from direct contact with the
Admissions Team, prior to commencing college.
All full-time learners use PDPs with support from Student Advisors within timetabled
guidance sessions, to reflect on their learning, monitor progress and set appropriate
future goals and targets. They are supported well by the curriculum and pastoral
support offered by the Student Advisors and the Student Guidance Team.
Support services and curriculum teams work together very well to provide learners
access to a range of services to support and improve the learning experience. Good
team working between teaching and support staff has resulted in learners receiving
effective support which recognises and addresses their specific individual needs.
Effective arrangements identify early a range of assistive technologies software and
support which are available to meet needs of learners.
The Study Bar provides a range of services to learners who access it for assistance with
learning. This includes preparation for assessment as well as more specific learning
support. Learners gain increased confidence in their learning as a result of the support
they receive.
How well does the college sustain continuous enhancement of learning and
teaching through self-evaluation and internal review activities?
A recently-revised self-evaluation process encourages improved participation of
learners, staff, college management and external stakeholders to engage in a
professional dialogue and evaluate potential areas for enhancement. The Learner
Survey is comprehensive and curriculum staff and senior managers analyse results well
to inform action planning in relation to learning and teaching.
Curriculum teams use a suitable range of approaches with learners and class
representatives which enables them to influence and enhance the quality of their
learning experience. The teams also use standardisation meetings well to share and
develop practice. Curriculum teams make good use of a range of information, including
retention, attainment and progression performance indicators (PI) to inform the
evaluation of programmes during formal and informal self-evaluation activities.
Improvements have resulted in changes to programme content, approaches to delivery
and forms of assessment. However, in a majority of full-time programmes, actions
aimed at improving learner attainment have not raised attainment sufficiently.
10
6.
How well are learners engaged in enhancing their own learning
and the work and life of the college?
How well do learners engage in enhancing their own learning?
The college is committed through its Student Communication and Engagement Strategy
to placing learners at its heart, making them feel welcomed and supported, and valuing
effective communication and dialogue. Learners value highly the support they receive
from curriculum and support staff and actively seek opportunities to provide feedback on
issues affecting their learning.
Almost all learners engage positively with staff and show commitment and enthusiasm
for enhancing their own learning in a variety of ways. For example, following discussion
with learners, the college ensured that some subjects in business were replaced by
others more relevant to future employment opportunities. In some classes, learners and
staff make classroom agreements which outline a set of negotiated and agreed
behaviours. These are useful in setting the tone in the classroom and acknowledging
expectations within the group.
All learners undertake college mandatory personal development units within their
programmes which support them well in the development of essential skills, and provide
opportunities to influence their learning. This includes choice of project topics, group
work activities or involvement in volunteering opportunities. All learners use PDP
processes well to set goals and review their own progress. The process is supported
effectively by Student Advisors and staff from the employability team, who deliver
themed workshops on essential skills development and employability throughout the
year.
Learners make good use of the Student Opportunity Fund to plan and participate in
activities to enhance their own learning. The fund has recently provided support for trips
to the Scottish Parliament, national and international vocational events, and local events
within the Moray area.
Learners contribute effectively to self-evaluation processes through regular focus
groups, surveys, and course team meetings. They have a high regard for the
systematic and robust learner representative system which supports communication
effectively between learners and staff. Class representatives use well their
opportunities to meet regularly with staff to highlight issues and raise concerns.
Learners’ views are treated seriously and respectfully by staff. Examples of
improvements as a direct result of learners raising concerns include increased access to
catering facilities in the evenings, revised opening times for support services, and the
introduction of a confidential area for financial concerns to be discussed.
How well do learners engage in enhancing the work and life of the college?
The acting principal and senior management team provide strong direction for learner
engagement. Learners’ contribution to the life and work of the college is strong through
involvement in focus groups, course team meetings, college-wide committees, surveys,
and class representation. This is strong across all curriculum areas.
11
Almost all class representatives have undertaken in-house training delivered by student
participation in quality scotland (sparqs). Class representatives value highly the support
they receive in carrying out their role and work effectively with key support staff.
Learners’ confidence in the process is reinforced by the prompt feedback they receive
from staff on action taken when issues are raised.
Learner representatives meet regularly with college staff including the acting principal,
and are well represented on the college Board of Management and other committees.
They raise issues and help to support improvements to college provision and facilities.
These include the provision of a one-stop-shop approach to student services, the
creation of study pods for quiet study, and the adjustments to services within the Aye
Pod Café to better meet the needs of evening class learners. The Student Affairs
Committee agenda is set by learners and provides valuable input to college
management. The Volunteer Council brings learners together from across the college
to identify and plan annual large-scale projects. These include themed diversity days
and charity fund-raising events. The Volunteer Council is well supported by key college
staff.
Across the college, learners have very good opportunities to achieve more widely
through volunteering projects, competition entries, and award schemes. The annual
Student Development Day includes valuable input from former learners who are now
employed locally. They describe their journey from learning to employment to motivate
and inspire others.
12
7.
How well is the college led and how well is it enhancing the
quality of its services for learners and other stakeholders?
The Board of Management sets a clear strategic direction for the college through
well-considered planning processes which take good account of Scottish Government
and SFC priorities. Regional and local planning priorities are influential as a
consequence of the college’s key involvement in the Moray Community Planning
Partnership. The Board has an informed understanding of the college’s core business
of learning and teaching through the work of its Learning, Teaching and Quality
Committee. The college takes full account of the Regional Outcome Agreement (ROA)
in planning. It has taken account of the ROA priority to improve access to the further
education curriculum, recognising that this has strong implications both for curriculum
planning and for services to support learning.
Academic Management Group and course team structures and meeting schedules
ensure that operational planning reflects the college’s strategic plan well. Assistant
directors play a key role in this process. Directorate and section operational plans are
created and owned by staff who have developed appropriate operational objectives to
support strategic aims. The college holds well-attended College Forum meetings which
involve a range of staff. These largely informal meetings provide a platform for wider
discussion around the learner experience and enhance communication and staff
commitment across the college.
The college’s Learning and Teaching strategy takes good account of relevant national
policies and the principles of a Curriculum for Excellence. The acting principal and
acting deputy principal provide purposeful and effective leadership and strategic
direction for the college. Directors and assistant directors are empowered to lead and
manage curriculum areas. They reflect the views of employers, learners and staff well
in the college programme portfolio. They also play a vital role in ensuring clear and
effective communication between senior managers and operational staff.
Most teaching staff reflect well on their classroom practice and adopt changes to further
improve the experience for learners. Teaching staff have good access to continuing
professional development (CPD) opportunities. This supports their classroom practice
well. The college has established an effective development programme for new
teaching staff, based on in-house mentoring support and classroom observation.
Self-evaluation has a clear impact on staff development strategies within the college.
For example, in response to learner and staff feedback regarding the use of VLE in
learning and teaching, a programme of staff CPD was put in place, resulting in better
use of ICT in the classroom. However, leadership for addressing low attainment in
full-time FE programmes is not sufficiently effective.
Directors have responsibility for academic areas and support services, ensuring that
support staff address college priorities well and are increasingly integrated with
curriculum teams. Support service areas’ self-evaluation processes are informed well
by the same information sources as curriculum areas, along with feedback from mystery
shopper events and internal customer surveys. Support staff are committed to their role
in supporting the learner experience, complementing that of teaching staff. This is
reflected well in their action plans.
13
Service area managers and staff work well in partnership with teaching staff to meet
learners’ needs. Team working across the college is particularly strong. Support
services in the college are flexible in responding to learner needs. The services have a
great deal of autonomy, enabling learner support to be timely and effective. In
particular, learner support services provide very successful pre-enrolment services that
help identify learner support requirements and ensure these are in place when learners
start their programmes.
Learner support services have strong links to external organisations. Staff support the
school/college partnership arrangements well, ensuring that information on learner
attendance and progress is passed smoothly between organisations. Learner support
services link with support agencies in the community such as police and health services,
in order to support learners.
There is a strong quality culture within the college with staff taking responsibility to
provide learners with a positive learning experience. The college’s recently-revised
approach to quality improvement includes an enhanced self-evaluation process,
informed well by PI information, learner surveys, class representatives, and helpful
employer feedback. Learners, staff and other stakeholders engage in professional
dialogue in a more meaningful way through this revised approach. Managers analyse
the Learner Survey well and this feeds appropriately into self-evaluation within all areas
of the college. Assistant directors play a key role in facilitating curriculum
self-evaluation activities, providing an overview of common themes identified within
different programmes. This helps to recognise college-wide issues. Curriculum
self-evaluation review boards work well with input and challenge from a board member,
local employer, learner representative and senior manager. This external viewpoint
provides a helpful external perspective which is received well by curriculum teams.
However, in curriculum areas where issues of low attainment are identified,
self-evaluation has not always identified clearly the causes for this. As a consequence,
actions to improve attainment are not always sufficiently effective. Recently-introduced
enhancements to the self-evaluation process and consequent actions for improvement
are at too early a stage to measure impact on attainment.
14
8.
How extensive and effective are college partnerships with
communities, other learning providers, employers and agencies?
The college has a clear strategic commitment to partnership working with a range of
local and regional key stakeholders. Partnership arrangements are extensive and
effective for delivering positive outcomes for the Moray economy, local businesses and
local communities. Partnership working with the local authority is particularly strong.
The college is a partner in delivering the Moray Single Outcome Agreement, with a
commitment to increase the skills and employability of local residents to support the
growth of the local economy.
The college is well represented on strategic committees such as the Moray Economic
Partnership, a subsidiary board of Moray Community Planning Partnership, to provide a
long term economic diversification strategy for Moray. An early success in this
economic strategy has been the recent completion of the Moray Life Sciences Centre
located on the college’s Elgin campus, a joint initiative with NHS Grampian and
Highlands and Islands Enterprise.
The college has many effective and productive relationships with local employers, social
enterprises and community partners which enhance college programmes and services
which support learners.
The college works very well with the local authority and schools, taking a flexible and
positive approach to their requirements. School/college are productive and support
local learners well.
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9.
Signposting excellent practice
During the Education Scotland external review, the college submitted an example of
what it considered to be excellent.
9.1 Excellent practice in The Study Bar
The Study Bar is a successful initiative introduced to ensure all learners have access to
support that assists them to develop more effective study skills during their programme
of study in the college. Historically, the majority of learners who engaged in study skills
had specific learning disabilities and had been referred through the personal learning
support plan process. A drop-in service, specifically set up to provide study skills
support for all learners, as part of the wider learner support available, was greatly
underutilised. Following a learner evaluation in 2011-12, the Study Bar was established
and promoted effectively during pre-entry and induction activities. As a consequence,
there has been greater uptake of study skills assistance by learners with no disclosed
disability. Learners who use the facilities are invited to speak to new groups and speak
positively, stressing the importance of using the Study Bar as part of their learning.
One project managed by the Study Bar is Kickstart, created to address the sometimes
difficult transition from community education to further education. Typically the
programme is run over two days with a significant emphasis on developing effective
study skills. In the six years since the project began the format has changed
significantly through learner demand, to include those who are making the transition into
higher education or are adult returners. Learners who complete the Kickstart
programme have greater confidence in their return to studies and are better prepared
and informed to access additional support to help them complete their programmes
successfully.
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10. 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 eternal 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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11. 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.
John Bowditch
HM Inspector
12.
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
www.moray.uhi.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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13. 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/MorayCollege.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/FEReadabilitysurvey2011_tcm4719342.doc
Crown Copyright 2014
Education Scotland
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Appendix 1
Glossary of terms
CPD
FE
HE
HNC
ICT
NHS
PDP
PI
QAA
QI
ROA
SCQF
SFC
sparqs
UHI
VLE
Continuous Professional Development
Further Education
Higher Education
Higher National Certificate
Information and Communications Technology
National Health Service
Personal Development Plan
Performance Indicator
Quality Assurance Agency
Quality Indicator
Regional Outcome Agreement
Scottish Credit and Qualifications Framework
Scottish Funding Council
Student Participation in Quality Scotland
University of the Highlands and Islands
Virtual Learning Environment
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Appendix 2
The Scottish Credit and Qualifications Framework
The Scottish Credit and Qualifications Framework brings together all Scottish
mainstream qualifications into a single unified framework. The framework includes:
degree provision, HNC and HND, SQA National Qualifications, and SVQs. There are
12 levels ranging from Access 1 at SCQF level 1 to Doctoral degree at SCQF level 12.
Each qualification whether a unit, group of units or larger group award has also been
allocated a number of SCQF credits. Each credit represents 10 notional hours of
required learning. Doctoral degrees based on a thesis are an exception to this.
Other learning may be credit rated and included in the framework provided it leads to a
clear set of learning outcomes and has quality-assured learner assessment. All of
Scotland’s colleges were awarded SCQF Credit Rating powers in January 2007.
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