Education Scotland
Inspection of private further
education colleges and English language schools
Edinburgh Language Academy
49 Melville Street
Edinburgh
EH3 7HL
12 December 2012
The inspection process
This inspection report follows the quality framework for the Inspection arrangements for
private further education colleges and English language schools in Scotland, April 2012.
The inspection normally lasts for three days. Over the three-day period, the inspection
team:
•
•
•
•
•
engage with learners;
observe episodes of learning and teaching and provide feedback to each member
of teaching staff or other learning facilitator on strengths and areas for further
development;
conduct interviews and undertake other activity required to determine the extent of
concordance between documentary evidence and practice;
evaluate evidence against the 11 reference quality indicators; and
identify key strengths and areas for further development for the organisation.
Education Scotland is an approved educational oversight body authorised by the UK
Border Agency (UKBA) to inspect private further education colleges and English
language schools in Scotland.
Inspections are arranged under three high-level questions which Education Scotland is
adopting for evaluative purposes:
How well are learners progressing and achieving relevant, high quality
outcomes?
How effective are the organisation’s learning and teaching processes?
How effective are the organisation’s leadership and quality culture?
Education Scotland inspections are designed to:
•
support and promote quality enhancement in organisations to provide the best
possible experience for the learner;
•
provide information to UKBA, when required, on the quality of organisations and
the learning experience they provide;
•
provide an independent evaluation to assist organisations in informing prospective
and current learners of the quality of the organisation’s programmes and services;
•
evaluate organisations against the Education Scotland quality framework,
March 2012; and
•
complement organisation-led internal review and self-evaluation.
Inspection provides objective and reliable reports on the quality of education provision in
schools and colleges, and by placing reports in the public domain, makes this
information available to learners, Government and the wider community. Inspection
takes account of the context of each individual school or college, and of how it
evaluates its own performance and demonstrates its success.
The inspection of the school or college is from an educational perspective and provides
limited inspection of other aspects; though inspectors will comment on any significant
hazards or problems they encounter which have an adverse impact on learners. The
inspection does not include:
(i)
(ii)
(iii)
(iv)
an exhaustive health and safety audit;
an in-depth examination of the structural condition of the school or college estate,
its services or other physical features;
an investigation of the financial viability of the school or college or its accounting
procedures; and
an in-depth investigation of the school’s or college’s compliance with employment
law.
This report contains effectiveness statements that express the inspection team’s overall
evaluation of learner progress and outcomes, learning and teaching processes and
leadership and quality culture.
The report also uses the following terms to describe numbers and proportions:
almost all
most
majority
more than a few
few
over 90%
75-90%
50-74%
15-49%
up to 15%
Grades are awarded in THREE areas:
• Learner progress and outcomes
• Learning and teaching processes
• Leadership and quality culture
Inspectors use a 4-point grading scale:
• Very good – major strengths
• Good – strengths outweigh areas for further development
• Weak – some important areas for further development
• Unsatisfactory - major areas for further development
Contents
1. Introduction
Page
1
The organisation and its context
1
The inspection
2
2. Effectiveness of the organisation
3
3. Executive summary
4
Strengths
4
Areas for further development
4
4. How well are learners progressing and achieving relevant,
high quality outcomes?
5
5. How effective are the organisation’s learning and teaching
processes?
7
6. How effective are the organisation’s leadership and quality
culture?
10
7. What happens next?
11
8. How can you contact us?
11
Appendices
12
Glossary of terms
12
The Scottish Credit and Qualifications Framework
13
1.
Introduction
The organisation and its context
In carrying out the inspection of Edinburgh Language Academy, Education Scotland
took the following context fully into account.
Edinburgh Language Academy is an independent English language school, established
and registered as a limited company in 2006. The school is located on Melville Street in
the centre of Edinburgh. The school comprises seven classrooms of varying sizes; a
student common room; a computer workroom and self-study centre; a staff room and
teaching resource base and office accommodation.
The school promotes itself to international learners through its website and overseas
contacts. The school has current accreditation from the British Council.
The school offers a range of English as a foreign language programmes of varying
durations, from beginner to proficiency levels. The school prepares learners for external
examinations and also provides a range of professional English skills programmes,
including academic English and business English. The school offers vacational English
programmes which are delivered on a roll-on, roll-off basis over the summer months.
Although programmes are not benchmarked against the Scottish Credit and
Qualifications Framework (SCQF), the school considers itself predominantly a provider
of programmes at SCQF level 8 and below.
The school has an e-learning platform which provides: a learner induction programme,
to help learners prepare for their programme; online access to support study; and
support for further study, available to learners for three months after they have left the
school.
The principal is the company director and Chief Executive Officer. She is supported by
the office manager and a Director of Studies who has responsibility for the curriculum
and the teaching team. A separate administrative team has responsibility for learner
support, including the activity programme, student welfare and accommodation.
The school taught over 400 learners in 2012, most of whom undertook a vacational
English programme. Around two thirds of learners are from within the European
Economic Area. At the time of the inspection, 15 international learners were studying in
the school.
1
The inspection
The inspection by Education Scotland took place during the week beginning
29 October 2012.
We examined learning and teaching and other important activities that impact on the
learner experience. We evaluated these against learner progress and outcomes,
learning and teaching processes and leadership and quality culture using the
11 reference quality indicators outlined in Inspection arrangements for private further
education colleges and English language schools in Scotland, April 2012. We used
information submitted in advance by the organisation to decide the scope of the
inspection. The inspection team talked with learners and staff at all levels in the
organisation.
2
2.
Effectiveness of the organisation
The following are holistic judgements made by Education Scotland on the basis of the
inspection activities which took place in October 2012. These judgements relate to
learner progress and outcomes, learning and teaching processes and leadership and
quality culture.
Edinburgh Language Academy is effective:
•
learners are progressing well and achieving relevant, high quality outcomes;
•
the school has in place high quality learning and teaching processes; and
•
the school has in place effective leadership for learning and teaching and
quality culture.
Standards
Grade awarded
Learner progress and outcomes
good
Learning and teaching processes
good
Leadership and quality culture
good
3
3.
Executive summary
Strengths:
•
•
•
•
•
•
•
•
•
Retention rates for learners are high.
Attainment rates for learners who sit external examinations are high.
The school provides a wide range of programmes, notably its academic English
and business English programmes, which meet learners’ needs well.
Learners receive clear and accurate information prior to enrolment. Learners are
prepared well for their programmes through an effective online learning portal.
Learners and teaching staff make good use of resources, including information
and communications technology (ICT), during lessons.
Learners make good progress from prior attainment in their English skills.
Learners are well motivated and positive relations exist between learners and staff.
Teaching staff plan lessons well, taking good account of comprehensive learner
profiles.
The principal and senior managers communicate a clear vision for the direction of
the school and its curriculum.
Areas for further development:
•
The school should collect information on the success of all learners in external
examinations to analyse attainment trends over time.
•
Teaching staff should widen the range of teaching approaches in order to meet the
needs of all learners.
•
Teaching staff should involve learners effectively in planning learning activities.
•
The school should ensure that all learners reflect on their learning.
•
The school should develop further its internal review procedures and evaluate the
impact of quality improvement activities.
4
4.
How well are learners progressing and achieving relevant, high
quality outcomes?
Learners are progressing well and achieving relevant, high quality outcomes.
Strengths outweigh areas for further development.
How effective is the organisation at achieving and maintaining high levels of
retention, attainment and achievement for all learners?
Retention rates for learners on all programmes are high. Currently, approximately 20%
of learners sit external examinations such as International English Language Testing
System (IELTS) or Trinity and Cambridge English for Speakers of Other Languages
(ESOL). Almost all of them achieve success. Many learners who successfully
complete academic English programmes progress to further study in higher education.
However, currently the school is unable to collect information on the success of all
learners sitting external examinations. This makes it difficult to analyse attainment
trends over several years in order to measure learner success and identify areas for
further improvement.
How well do programmes meet the needs of learners?
The school offers a wide range of general and specialist English language programmes.
Learners join classes at an appropriate level and for a period of time that suits their
circumstances. Academic English programmes develop learners’ transferable study
skills well and prepare them effectively for examinations. Programmes include visits to
universities and provide support with university applications. Learners on business
English programmes enhance their learning experience and improve their employability
through talks from and visits to employers.
The school embeds equality and diversity well and most learners benefit from studying
within mixed groups. The school promotes sustainability effectively through recycling,
increasing use of ICT, and incorporating sustainability themes into curriculum materials.
All learners are positive about their learning and the support they receive.
How well do learners make progress, attain qualifications and awards and
achieve more widely?
All learners make good progress from prior learning. They gain confidence in their
spoken English and develop greater vocabulary and better understanding of grammar.
The school prepares learners well for examinations such as IELTS and Cambridge
ESOL. The school has a well-developed activities programme that provides learners
with opportunities to learn more about Scottish history and culture, whilst developing
their English in less formal settings. The programme makes effective use of
opportunities to introduce learners to other young people.
5
On completion of their programme, all learners receive a school certificate which
records the period of study and the programme undertaken, together with a transcript of
the Common European Framework of Reference for Languages competencies attained.
6
5.
How effective are the organisation’s learning and teaching
processes?
The school has in place high quality learning and teaching processes. Strengths
outweigh areas for further development.
How well do learners learn?
Learners are well motivated and participate purposefully in a range of learning activities.
All learners develop their spoken English well in class, participating in conversations
with other learners and teaching staff. Learners make effective use of a range of
appropriate resources, including textbooks, dictionaries and ICT, to support their
learning.
Learners develop independence in learning through project work and accessing
additional learning materials on the school’s learning portal. They personalise their
learning well through selecting topics of individual interest. In most classes, learners
integrate well with other learners from different countries. They learn about other
cultures whilst providing peer support and encouragement to fellow learners.
How well does teaching and the use of resources ensure effective learning?
The majority of teaching staff use an appropriate range of teaching methods. However,
more than a few teaching staff use a limited range of teaching approaches which do not
always meet the needs of all learners. In a few classes, teaching is focused on
textbooks and is insufficiently active.
Teaching staff use their professional knowledge well and make good use of ICT during
lessons to engage learners effectively. They set high standards and expectations for
learners and encourage them to develop their learning further outwith class time.
Almost all teaching staff make very good use of questioning to explore understanding
and extend learning. They make effective use of peer learning. This helps to build
learners’ confidence during speaking activities.
How effective is the context and planning for learning and teaching?
Positive and respectful relationships between learners and teaching staff contribute to a
relaxed and purposeful environment for learning. Teaching rooms are well equipped
and several have interactive white boards which are used well to support learning and
teaching activities.
The majority of teaching staff plan lessons well and make good use of learner profiles
when planning and delivering teaching sessions. Lessons have clearly stated aims and
learners engage well in identifying whether or not these have been achieved. Course
descriptors provide clear instructions to teaching staff to include additional activities
7
(scaffolding activities) to support learning within their teaching. However, a few
teaching staff do not plan these into their teaching. Overall, learners have limited
engagement in planning learning activities.
How well does the organisation use assessment to promote effective learning?
Most teaching staff make effective use of ongoing assessment during lessons to check
learners’ progress and understanding. Teaching staff make good use of homework
activities in assessing learner progress. Often learners discuss their homework during
class group activities. Teaching staff mark learners’ homework promptly and provide
encouraging and constructive feedback. Their feedback helps learners understand any
errors and includes helpful suggestions for improvement.
Learners undertake weekly assessments which inform teaching staff of learner
progress. Most learners reflect on their progress during monthly tutorials. However,
learners on vacational English programmes have limited opportunities to reflect on their
learning.
How well does the organisation provide potential learners and learners with
relevant information, guidance and support to enhance access, retention and
learning?
Prior to enrolment, learners receive accurate and useful information about the school
and their programme through the school website or direct contact with school staff. The
school assesses each learner’s grasp of spoken and written English before placing
them in a class appropriate to their level. Many learners undertake a placement test
and preparatory study online prior to commencing their learning programme. Learners
identify and record their learning goals using an appropriate online recording system.
They are well supported by staff in achieving their goals during lessons and through
out-of-class activities.
Learners receive timely assistance from helpful administrative staff who provide advice
and individual support when required. The school has effective arrangements to meet
the needs of more vulnerable learners.
How well does the organisation sustain continuous improvement and
enhancement through self-evaluation and internal review activities?
Learners routinely provide feedback on their learning experiences through initial and
on-course surveys. Staff use this feedback well to address issues and enhance the
experience for future learners. Teaching staff make good use of feedback received
from external stakeholders, including overseas group leaders, employers and
universities, to review appropriate programmes.
8
All teaching staff take part in formal lesson observations. Teaching staff make good use
of lesson observations to develop and improve their teaching approaches. More than a
few teaching staff participate in peer observations, in order to identify and share good
teaching practice.
During weekly meetings, teaching staff share their experiences and discuss more widely
a range of classroom-related issues. These meetings are helpful and inform
well-documented and effective management meetings.
9
6.
How effective are the organisation’s leadership and quality
culture?
The school has in place effective leadership for learning and teaching and quality
culture. Strengths outweigh areas for further development.
How effective is the leadership for learning and teaching?
The principal and senior managers have a clear shared understanding for the direction
of the school’s curriculum. Managers have clear and effective strategies for improving
the quality of learning and teaching. These include the induction of new teaching staff
and increasing scaffolding activities during lessons to support learning, and observed
classroom practice. There are clear targets in place for developing learning and
teaching and managers use these to measure the progress being made.
Classroom observations are well received by staff who value the opportunity for
professional reflection. The process informs staffing approaches and continuing
professional development. School staff are well-motivated and work together as a team
to support learners effectively.
How effective is the organisation in developing and maintaining a quality culture?
The school uses the views of learners particularly well to inform the review of the quality
of learning provision. Feedback from learners allows staff to address immediate issues
and also to develop and enhance procedures such as staff recruitment. The school
obtains feedback from host families and group leaders to review its services and
activities. It also responds to such market indicators as return business and
recommendations.
All staff clearly understand the school’s well-documented roles and responsibilities. All
are committed to improving the experience for learners on the school’s programmes
and activities. However, internal review is not sufficiently systematic. The impact of the
school’s quality improvement activities are not always evaluated effectively by
managers. This makes it difficult to determine where further actions are required.
10
7.
What happens next?
This inspection report is valid for four years.
Education Scotland may engage at regular intervals to monitor progress, if invited by
the organisation.
Any significant material change within the organisation should be reported to Education
Scotland immediately.
Dr Janet Davidson
HM Inspector
Education Scotland
8.
How can you contact us?
If you would like a printed copy of this report
This report has been produced as a web-only publication and is available on our
website at www.educationscotland.gov.uk. This supports the sustainability of natural
resources and the Scottish Government’s Greener Scotland agenda. Copies of the
report can be printed for individual use. Please contact the Business Management and
Communications Team (BMCT) if you wish to enquire about our arrangements for
translated text or copies of this report in other formats.
If you wish to comment about any of our reviews, contact us at
enquiries@educationscotland.gsi.gov.uk or alternatively you should write in the first
instance to BMCT, Education Scotland, Denholm House, Almondvale Business Park,
Almondvale Way, Livingston EH54 6GA.
You can find our complaints procedure on our website or alternatively you can contact
our Complaints Manager, at the address above or by telephoning 01506 600259.
Crown Copyright 2012
Education Scotland
11
Appendix 1
Glossary of terms
ESOL
English for speakers of other languages
ICT
Information and communications technology
IELTS
International English Language Testing System
HNC
Higher National Certificate
HND
Higher National Diploma
SCQF
Scottish Credit and Qualifications Framework
SQA
Scottish Qualifications Authority
SVQ
Scottish Vocational Qualification
UKBA
UK Border Agency
12
Appendix 2
The Scottish Credit and Qualifications Framework
The Scottish Credit and Qualifications Framework (SCQF) 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.
13