Education Scotland
Inspection of private further
education colleges and English language schools
Global Connections (Scotland) Limited
180 Hope Street
Glasgow
G2 2UE
5 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:
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•
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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 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
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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)
(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?
6
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
11
Glossary of terms
11
The Scottish Credit and Qualifications Framework
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1.
Introduction
The organisation and its context
In carrying out the inspection of Global Connections, Education Scotland took the
following context fully into account.
Global Connections is the collective name for three language schools. The oldest,
Glasgow School of English, originated in 1997 and operates from Glasgow. Global
School of English, based in Edinburgh, was established in 2010. Hamilton School of
English, purchased in 2011, provides summer programmes for younger learners at the
campuses of Napier University and the University of Stirling. Within this report, ‘school’
refers to operations undertaken in the Edinburgh and Glasgow premises of Global
Connections.
Glasgow School of English operates from premises in Hope Street in Glasgow.
Learning takes place within the school’s nine classrooms of varying sizes. There is a
computer workroom, which doubles as a classroom and contains a small library. During
times of peak activity, the school uses additional premises nearby. Global School of
English is located in York Place in Edinburgh where learners have access to six
classrooms including a student baseroom with computers.
The school offers English language programmes tailored to learners’ needs, from basic
to advanced levels. It also offers preparation programmes for learners who wish to
progress onto higher education. The school’s programmes are based on the Common
European Framework of Reference for languages (CEFR). Global Connections
currently holds accreditation from the British Council.
The managing director is responsible for all operations. Two Directors of Studies
oversee learning programmes at the Glasgow and Edinburgh schools. There is an
administrative team at each school which has responsibility for enrolment, registration,
welfare and accommodation.
During 2012, Global Connections expects to recruit over 1700 learners. At the time of
the inspection there were 102 learners undertaking programmes in Glasgow and 23
learners studying in Edinburgh. Almost all learners originate from within the European
Economic Area.
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The inspection
The inspection by Education Scotland took place during the week beginning
22 October 2012. The scope of this inspection did not include the Hamilton School of
English summer programme.
We examined learning and teaching and other important activities that impact on the
quality of 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 October 2012. These judgements relate to
learner progress and outcomes, learning and teaching processes and leadership and
quality culture.
Global Connections is effective:
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learners are progressing well and achieving relevant, high quality outcomes;
•
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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•
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•
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Retention rates are high for learners on all programmes.
The school offers a wide range of programmes that meet learners’ needs well.
The school promotes cultural diversity well through integrating learners from
different nationalities and ethnic groupings.
Most learners are making good progress from prior learning. They gain confidence
in their spoken English and develop greater vocabulary and better understanding
of grammar.
Most teaching approaches engage learners well, keep them motivated and help to
develop and improve their use of English language.
There are good relationships between learners and teaching staff which contribute
to a relaxed and purposeful environment for learning.
Learners receive an informative and comprehensive induction supported by clear
written information and staff input.
Learners provide helpful evaluative commentary on their learning experiences
through completed questionnaires and attendance at Friday feedback meetings.
Areas for further development:
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The school should track and monitor achievement trends and learner progression.
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Teaching staff should make effective use of Information and Communications
Technology (ICT) and differentiate teaching approaches during lessons.
•
Teaching staff should reduce the use of text books during lessons and ensure
learners contribute more to the planning of learning activities.
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The school should improve arrangements for learners to set goals for learning and
targets for improvement.
•
The school should ensure that staff engage fully with the strategic aims and vision
of the organisation.
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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 are high for learners on all programmes at all levels, and have remained
so over a number of years. On completion of their programme, all learners receive a
school certificate confirming their attendance and level of study undertaken.
The school has recently introduced a computer-based tracking system which enables
teaching staff and managers to track and monitor achievement trends and learner
progression. However, it is too early to evaluate the impact of this initiative.
How well do programmes meet the needs of learners?
The school offers a wide range of English language programmes from introductory to
advanced level, mapped to the CEFR. The school delivers programmes in business
English and academic English, as well as short programmes in general English.
Academic English programmes prepare learners well for external examinations and
progression to university. Effective pre-registration processes, initial interviews and
induction ensure learners enter appropriate levels of study. The school promotes
cultural diversity well through integrating learners from different nationalities and ethnic
groupings. Learners confirm high levels of satisfaction with their programmes. The
school has not yet developed approaches for promotion of sustainability.
How well do learners make progress, attain qualifications and awards and
achieve more widely?
Most learners are making good progress from prior learning. They gain confidence in
their spoken English and develop increased vocabulary and better understanding of
grammar. As their English improves, they progress to higher-level classes.
Through improving their English language skills, learners enhance their self-confidence.
Learners undertaking International English Language Testing System (IELTS)
programmes are prepared for examinations effectively. Most learners develop skills in
global citizenship through discussions held with teaching staff and fellow learners.
Learners express satisfaction with their levels of achievement whilst at the school.
However, few learners benefit from further developing their spoken English skills
through visits organised to local tourist destinations promoting Scottish history and
culture.
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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?
Learners make good progress during lessons. They work cooperatively and
enthusiastically when completing tasks and demonstrate high levels of concentration
and application. They make good use of dictionaries and set textbooks and use them
well to support the development of their English language skills. However, learners
make limited use of the school library and few benefit from borrowing English texts,
films and CDs.
Learners develop independent learning skills through discussion activities, group work
and peer assessments. Learners develop their language skills, and demonstrate
increasing levels of confidence in their use of English. However, the pace of learning
during lessons does not sufficiently challenge higher-achieving learners.
How well does teaching and the use of resources ensure effective learning?
Overall, teaching staff deliver well-structured lessons which motivate learners and help
them to develop and improve their use of the English language. Teaching staff apply
their professional knowledge as teachers of English as a Foreign Language effectively
during lessons. Through use of individual, paired and group work activities, teaching
staff ensure learners work cooperatively during lessons. Staff use of a range of
traditional teaching resources during lessons including whiteboards, handouts, set
textbooks and CDs. However, more than a few teaching staff are over-dependent on
the use of text books and provide insufficient levels of differentiation during lessons.
Teaching staff do not use ICT sufficiently to enhance teaching and learning activities
and promote independent learning.
How effective is the context and planning for learning and teaching?
There are good relationships between learners and teaching staff, contributing to a
relaxed environment for learning. Learners value the knowledge and expertise
demonstrated by teaching staff and find staff approachable and helpful.
Overall, lessons are well planned and include appropriate teaching approaches and
activities. However, learners make insufficient contribution to the planning of learning
activities.
Overall, the Glasgow and Edinburgh premises provide effective learning environments.
The computer suite at Glasgow is currently inaccessible to learners as it is timetabled
as a classroom, limiting opportunities for independent study. The school has
well-developed plans to address this issue. The communal areas in the Glasgow
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premises are crowded during break-times, restricting the opportunities for learners to
practise language skills in a less formal setting.
How well does the organisation use assessment to promote effective learning?
Learners undertaking preparation for IELTS exams develop effective examination
techniques through helpful feedback from teaching staff and completion of practice
examinations. During lessons teaching staff check learners’ understanding through
helpful use of targeted questions. This enables learners to make progress and improve
their spoken English skills. Teaching staff review progress made by learners, through
weekly written assessments. However, teaching staff frequently fail to provide sufficient
evaluative commentary on feedback sheets to identify how learners can improve further.
Overall, teaching staff do not routinely encourage learners to reflect on their progress
and consider future learning goals.
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 and useful pre-entry information about the school and their
programme through external agents, Global Connections website or direct contact with
school staff. Learners receive an informative and comprehensive induction, supported
by clear written information and staff input. This helps learners to settle quickly into
Scotland and their learning programme. The school has good arrangements for
pastoral care, based on an open-door policy and the availability of skilled support staff.
Teaching staff respond well to the additional support needs of learners and staff
signpost learners to external services where appropriate. However, arrangements for
learners to set goals and personalised targets for improvement are underdeveloped.
How well does the organisation sustain continuous improvement and
enhancement through self-evaluation and internal review activities?
Learners provide helpful evaluative commentary on their learning experiences through
completed questionnaires and attendance at Friday feedback meetings. Periodic focus
group meetings enable learners to evaluate their learning experiences and other
services provided by the school. Learner feedback informs teaching staff meetings and
helps identify areas for improvement and further development. At the end of each term,
teaching staff analyse commentary received from learners and identify areas for
improvement in their approaches to learning and teaching. However, these
arrangements have yet to bring about significant improvement in teaching practices,
many of which remain traditional and teacher-centred.
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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 managing director and senior managers of Global Connections have a clear vision
for the school and its range of programmes. Senior management discuss and identify
the direction of the curriculum, including the provision of social activities and work
experience. The Directors of Study meet regularly and have recently developed a
helpful common framework for the enhancement of learning and teaching. All teaching
staff benefit from classroom observations. The outcomes from classroom observations,
together with the staff appraisal scheme, informs the staff development programme.
However, overall, these arrangements have not yet brought about sufficient
improvement in teaching approaches and practices. Teaching 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?
Learners are routinely consulted for feedback and make suggestions for improvement
through first impression discussions, end-of-course surveys and focus group meetings.
Staff and management value the opinions of learners and use these as a basis for
improvement planning. The school uses BSI ISO 9001:2008 quality framework and this
provides an effective structure for quality assurance and internal audits. The managing
director and senior managers review progress made by the school through
management review meetings where they reflect on the year’s progress and identify
targets for improvement. However, these arrangements do not fully engage all staff in
understanding the school’s vision and targets for improvement. Procedures for
compliance with safeguarding responsibilities are underdeveloped.
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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.
Andrew Brawley
HM Inspector
Education Scotland
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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
CEFR
HNC
HND
ICT
IELTS
SCQF
SQA
SVQ
UKBA
Common European Framework of Reference for languages
Higher National Certificate
Higher National Diploma
Information and Communications Technology
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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