Moray College UHI
14 February 2014
A report by HM Inspectors
on behalf of the
Scottish Funding Council
Summary report
The external review process
HM Inspectors undertake an independent review of the quality of provision in Scotland’s
colleges on behalf of the Scottish Further and Higher Education Funding Council (SFC)
under a service level agreement between the council and Education Scotland. External
review teams include HM Inspectors, associate assessors and a student team member.
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 points for action
3
3
4
5
5
4.
Signposting excellent practice
6
5.
What is an overarching judgement?
7
6.
What happens next?
9
7.
Further information
9
8.
How can you contact us?
10
Appendices
11
Glossary of terms
The Scottish Credit and Qualifications Framework
11
12
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 six.
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
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.
Learners have a high regard for the systematic and robust learner representative
system which supports communication effectively between learners and staff. Class
4



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:




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:

Areas for development
Main points for action
The college should improve attainment rates for full-time FE learners.
5
4.
Signposting excellent practice
During the Education Scotland external review, the college submitted an example of
what it considered to be excellent.
4.1 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.
6
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 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.
7
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.
8
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.
John Bowditch
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
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
9
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/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.
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Crown Copyright 2014
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10
Appendix 1
Glossary of terms
FE
HE
HNC
NHS
QAA
QI
SCQF
SFC
UHI
Further Education
Higher Education
Higher National Certificate
National Health Service
Quality Assurance Agency
Quality Indicator
Scottish Credit and Qualifications Framework
Scottish Funding Council
University of the Highlands and Islands
11
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.
12