Education Scotland
Inspection of private further
education colleges and English language schools
Edinburgh School of English
271 Canongate
Edinburgh
EH8 8BQ
8 August 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:
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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:
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support and promote quality enhancement in organisations to provide the best
possible experience for the learner;
•
provide information to UK Border Agency, 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;
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evaluate organisations against the Education Scotland quality framework, April
2012; and
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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) an exhaustive health and safety audit;
(ii) an in-depth examination of the structural condition of the school or college estate, its
services or other physical features;
(iii) an investigation of the financial viability of the school or college or its accounting
procedures; and
(iv) 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?
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7. What happens next?
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8. How can you contact us?
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Appendices
12
Glossary of terms
12
The Scottish Credit and Qualifications Framework
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1.
Introduction
The organisation and its context
In carrying out the inspection of Edinburgh School of English, Education Scotland took
the following context fully into account.
Edinburgh School of English is an autonomous English language school established in
1969. It became part of OISE Holdings Ltd, an international group of private language
schools, in 2006. At the time of the inspection, there were 44 international learners
studying in the school.
The school is located on the Royal Mile in Edinburgh and most of its adult programmes
are run from these premises. There are several classrooms of varying sizes; a student
common room; a borrowing and reference library and self-study centre; and a computer
workroom. There is also a staff room and teaching resource base. During times of
peak activity, the school uses additional premises elsewhere in Edinburgh. At the time
of inspection, only the Canongate premises were in use.
The school markets itself to international learners through its website and agents in
home countries. It has UKBA highly trusted sponsor status, confirmed in January 2012,
and has British Council accreditation.
The school offers English language programmes of varying lengths, from basic speaker
level to proficiency level. It also offers specialised programmes to meet different needs,
such as English for overseas teachers. Although its 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 principal is responsible for all operations and is supported by an
administrative team and an academic manager, who manages the teaching team. The
administrative staff have responsibility for aspects of learner support, including welfare
and accommodation.
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The inspection
The inspection by Education Scotland took place during the week beginning
25 June 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.
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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 June 2012. These judgements relate to learner
progress and outcomes, learning and teaching processes and leadership and quality
culture.
Edinburgh School of English is effective:
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learners are progressing well and achieving relevant, high quality outcomes;
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the school has in place high quality learning and teaching processes; and
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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
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3.
Executive summary
Strengths:
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Retention rates are high. Learners are making good progress and gaining
confidence in their spoken English.
The school’s programmes are well-planned and flexible. Programmes and
extra-curricular activities meet learners’ needs well.
The school maintains and promotes cultural diversity well.
The school has dedicated, enthusiastic and well-supported teaching staff who are
committed to improving the learning experience.
The school provides high levels of learner support and ensures that learners are
well-prepared for external examinations.
Learners benefit from clear and effective opportunities to reflect on learning and
set individual goals.
The school has a good range of internal review activities, including feedback from
learners and staff, and classroom observation.
The principal provides supportive leadership and teamworking is strong and
effective.
Areas for further development:
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The school should improve attainment rates for Cambridge external examinations.
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Teaching staff should broaden the range of teaching approaches and increase
differentiation within lessons.
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Teaching staff should increase the engagement of learners in planning learning
activities.
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The school should ensure that actions agreed through self-evaluation have targets
that can be tracked for completion.
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The school should improve processes for quality improvement and enhancement.
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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 are high on the rolling English programmes and on
examination programmes. On completion of their programme, successful learners
receive a school certificate outlining their achievements. A few learners choose to sit a
range of external examinations, including International English Language Testing
System (IELTS), Business Language Testing Service (BULATS), and Cambridge. Most
of these learners achieve success. However, attainment rates on the external
Cambridge examinations have fallen over the last 3 years. The school has identified
potential reasons for this but actions to improve these rates have yet to have an impact.
How well do programmes meet the needs of learners?
The school offers a good range of English language programmes that meet the needs
of its learners well. This includes a rolling programme of intensive English and several
programmes leading towards external examinations that are widely recognised by
educational institutions and employers. Learners join classes at a level appropriate to
their needs and for a period of time that suits their circumstances. All learners
undertake introductory placement testing. This enables teaching staff to assess
learners’ skills in written and spoken English in advance of placing learners in classes.
The school maintains and promotes cultural diversity well, meeting learner needs by
ensuring that the common language used is English. All learners are positive about the
learning and support they experience during their time in the school.
How well do learners make progress, attain qualifications and awards and
achieve more widely?
All learners are making good progress from prior learning. They expand their
vocabulary and gain a better understanding of grammar, whilst gaining confidence in
their spoken English by interacting with learners and school staff. Learners also
develop a better understanding of different cultures through their engagement with other
international learners. They gain a strong cultural awareness of Scotland through a
well-constructed social programme.
On completion of their programme, all learners receive a school certificate outlining their
level of English language skill, measured against the Common European Framework of
Reference for Languages (CEFR). Many learners develop their English skills in order to
enhance their employability. The school supports this effectively by giving learners the
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opportunity to gain widely-recognised certification through examination. A few learners
choose to complete these and most gain success.
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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?
All learners are well-motivated and participate enthusiastically in class activities. They
develop their English skills well in a range of exercises and interactions with teaching
staff and other learners. All learners speak and contribute in class, often in a less
formal context, developing their spoken English well.
All learners develop good team working skills through group activities, including the
Team Project where they integrate with and support other learners. Most learners
improve independent learning skills during the timetabled Masterclass where they focus
on topics requiring further development. Most learners assess their own progress well
in coaching sessions. In discussion with a coach, learners identify where they have
gained vocabulary and understanding and set stretching goals for further learning.
Most learners use resources such as dictionaries and computers effectively to support
their learning.
How well does teaching and the use of resources ensure effective learning?
All teaching staff apply their professional skills well to make lessons interesting and
engage learners in the topics being studied. They share good practice effectively
through peer observations and professional dialogue. Most teachers use an
appropriate range of resources within lessons and use questioning well to check
learners’ understanding and encourage their participation in speaking. Teaching staff
set high standards and expectations for learners and the school employs a
recently-developed coaching approach which is effective in supporting and challenging
learners. Teaching staff encourage learners to use time outwith classes to complete
homework and continue their learning. However, more than a few teaching staff employ
a limited a range of teaching approaches and also fail to provide sufficient differentiation
within lessons to meet the needs of all learners.
How effective is the context and planning for learning and teaching?
Relationships between learners and staff are positive. Teaching staff provide a relaxed
and purposeful environment for learning. Programmes and timetables are tailored
appropriately to meet learners’ needs and teaching staff plan lessons well. Activities for
learners are structured to ensure good integration of learning and a programme of
external visits enhances the learner experience. Plenary sessions provide valuable
settings for communicating with and motivating learners. The school is well resourced
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and learning and teaching materials are easily accessed and appropriately graded.
Most classrooms are well equipped.
However, teaching staff do not involve learners sufficiently in planning learning
activities. Occasionally, they fail to meet longer-term learners’ needs for alternative
activities. Although some articles and exercises reference sustainability, there is no
planned activity or stated intention to include sustainability within the curriculum.
How well does the organisation use assessment to promote effective learning?
Teaching staff assess the reading, writing, listening and speaking skills of learners at
the beginning of their programmes, in order to identify learners’ starting points.
Teaching staff then use ongoing assessment approaches effectively to check learners’
understanding of learning and their progress. Learners’ written work is marked promptly
and teaching staff provide helpful written feedback to advise learners where they can
improve.
Learners on programmes which are externally examined have regular ongoing
assessments to prepare them for final examinations and check their progress. In
examination classes, teaching staff use formative assessment methods well. By using
similar formats and materials as the external examinations, learners assess their
progress whilst being supported by teaching staff.
How well does the organisation provide potential learners and learners with
relevant information, guidance and support to enhance access, retention and
learning?
All learners receive accurate information about the school and programmes through the
school website, brochure and external agents, prior to enrolment. This information is
reinforced in introductory sessions with teaching staff. Teaching staff discuss with
learners realistic progress for their time at the school. The school has a strong focus on
the guidance and support of learners, through giving objective feedback on progress
and employing teaching approaches that encourage learners to set targets. The
support staff within the school guide and support learners effectively and provide
accurate information and assistance. However, the school does not provide a contact
name for learners who identify that another learner may be experiencing distress.
How well does the organisation sustain continuous improvement and
enhancement through self-evaluation and internal review activities?
Teaching staff employ a wide range of internal review activities. The information is used
well within self-evaluation and is discussed in team meetings. Actions are agreed within
the staff team. There are positive examples where learner feedback has led to changes
in the school. For example, learners on one-week programmes can now undertake a
pre-entry test that involves a written exercise and phone call, saving programme time on
placement testing. Student support services are evaluated well through learner
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feedback. Teaching staff and administrative staff hold separate weekly meetings which
are effective in communicating with all staff. The meetings maintain a consistent focus
on internal review and self-evaluation. However, actions are not sufficiently clear and
lack measurable targets. There is no mechanism to track and ensure actions are
carried out effectively.
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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 academic manager have a clear vision for the school’s curriculum.
This is informed through direction from the academic board of the school’s parent
company. The school retains sufficient flexibility within this to maintain the unique
aspects of its curriculum. School staff are well-motivated and work together effectively
as a team to support learners. Teaching staff participate regularly in an effective
classroom observation system linked to supportive continuing professional development
(CPD). They take opportunities to participate in CPD and value regional events
organised by the parent company. The school provides very good support for its
temporary teaching staff. However, teaching staff do not have a shared understanding
of the school’s approach to improving attainment on Cambridge examination
programmes.
How effective is the organisation in developing and maintaining a quality culture?
The school ensures consistency in its operations through well-documented procedures
that are agreed with the parent company. The school issues comprehensive employee
and teaching handbooks to ensure all staff are aware of these procedures and the
company’s core principles and values. It employs a wide range of internal review
activities which are used to gather evidence for self-evaluation. These activities include
questionnaires for staff and learners, and observations of learning and teaching. Staff
make good use of feedback and internal review within self-evaluation. However,
managers and staff do not document self-evaluation and resulting action plans well for
adult programmes. This limits the effectiveness of long-term planning and inhibits
enhancement and improvement.
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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
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Appendix 1
Glossary of terms
BULATS
CEFR
CPD
EEA
HNC
HND
IELTS
SCQF
SQA
SVQ
UKBA
Business Language Testing Service
Common European Framework of Reference for Languages
Continuing Professional Development
European Economic Area
Higher National Certificate
Higher National Diploma
International English Language Testing System
Scottish Credit and Qualifications Framework
Scottish Qualifications Authority
Scottish Vocational Qualification
UK Border Agency
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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.
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