Education Scotland
Inspection of private further
education colleges and English language schools
Kaplan International College Edinburgh
9 Albyn Place
Queen Street
EDINBURGH
EH2 4NG
15 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:
•
•
•
•
•
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, 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)
(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?
9
7. What happens next?
10
8. How can you contact us?
10
Appendices
11
Glossary of terms
11
The Scottish Credit and Qualifications Framework
12
1.
Introduction
The organisation and its context
In carrying out the inspection of Kaplan International College Edinburgh, Education
Scotland took the following context fully into account.
Kaplan International College (KIC) Edinburgh is one of an international group of private
language colleges. The college is supported by a central head office in the
implementation of new strategies and development of products. The college takes an
approach to teaching English that is agreed within KIC although the college principal
operates autonomously in strategic planning for the college. The college offers learners
a mixture of educational, cultural and social activities.
KIC Edinburgh operates from premises in Edinburgh’s new town. There are several
classrooms of varying sizes; student common rooms; self-study areas and computer
suites. There is also a staff room and teaching resource base. The college markets
itself to international learners as a language college and offers programmes at different
levels, from beginner to proficient. It tailors programmes to learners’ needs, offering
short vacation programmes through to longer programmes for learners seeking
university entrance. The college programmes are based on the Common European
Framework of Reference for Languages (CEFR) and mapped to a wide range of
recognised external testing bodies, including the International English Language Testing
System (IELTS).
KIC Edinburgh has UKBA highly trusted sponsor status and this was confirmed in
September 2011. It is also accredited by the British Council.
The college principal is responsible for all the college operations and is supported by
an administrative team and a Director of Studies, who manages the teaching team.
The administrative staff have responsibility for all aspects of learner support, including
welfare and accommodation, as well as office functions.
KIC Edinburgh expects to have over 2,000 learners in 2011-12, including vacation
learners. Of those, around a quarter come from outwith the European Economic Area
(EEA). At the time of inspection, there were 243 learners in the college.
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The inspection
The inspection by Education Scotland took place during the week beginning
2 July 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 July 2012. These judgements relate to learner
progress and outcomes, learning and teaching processes and leadership and quality
culture.
Kaplan International College Edinburgh is effective:
•
learners are progressing well and achieving relevant, high quality outcomes;
•
the college has in place high quality learning and teaching processes; and
•
the college has in place effective leadership for learning and teaching and
quality culture.
Standards
Grade awarded
Learner progress and outcomes
good
Learning and teaching processes
very good
Leadership and quality culture
very good
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3.
Executive summary
Strengths:
•
•
Retention rates for all learners are very high.
The college provides a wide range of programmes, across all levels, that meets
learners’ needs well.
• Learners make very good progress from prior attainment. They achieve more
widely, developing their knowledge and understanding of Scottish culture and global
citizenship well.
• The college has a strong ethos of equality and diversity, creating a respectful and
very positive learning environment.
• Learners reflect on learning, and set and achieve individual goals.
• The college has well-qualified and enthusiastic teaching staff who apply their
teaching skills well and use resources confidently.
• Teaching staff plan and integrate learning activities well to develop learners' English
language skills.
• The college engages its learners and staff very effectively in internal review activities
and self-evaluation processes.
• The principal provides strong leadership in learning and teaching and all staff are
committed to quality and improving the learner experience.
• College staff engage well in the observation of learning and teaching in order to
ensure quality improvement and enhancement.
Areas for further development:
•
The college should track and monitor attainment data for learners completing
external examinations.
•
The college should actively engage all learners in class activities.
•
The college should offer additional support in pronunciation for learners.
•
The college should support learners who have been studying for several months, to
plan their own learning activities effectively.
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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 very high for all programmes, at all levels and have
remained so over a number of years. The college prepares learners well for external
examinations and attainment rates for these learners are consistently high. On
completion of their programme, all learners receive a college certificate recording the
level of English achieved. However, the college does not currently track and monitor
attainment in a systematic way. This makes it difficult to establish the success of all
learners over time. The college recognises the need to improve data collection and
analysis and is taking steps to address this.
How well do programmes meet the needs of learners?
The college offers programmes that are well structured to meet the needs of learners
from beginner to proficient level. Programmes are mapped to CEFR and support
progression effectively within and through the various levels of study. Programmes
preparing learners for further study, including at university, are effective in supporting
learners in achieving the required levels of English. The college also offers short term
vacation programmes which provide an appropriate and challenging curriculum which
blends English language study with cultural and social activities.
The college embeds equality and diversity well into its operations. It promotes cultural
diversity through integrating learners from different ethnic groups. Sustainability is
embedded within teaching materials and are increasingly available online, reducing
reliance on paper-based materials. Learners provide helpful feedback and learner
satisfaction is high.
How well do learners make progress, attain qualifications and awards and
achieve more widely?
The college tests all learners on entry to establish their level of proficiency in English,
placing them within an appropriate class group. Learners are re-tested regularly to
establish progress and most learners who have been studying for several months
progress to a higher level within a ten week period. The college encourages and
prepares learners successfully for external exams, including IELTS. Alongside this, the
college provides an extensive programme of extracurricular activities which builds
relationships amongst learners and ensures that they acquire a wider knowledge and
understanding of Scotland and its culture. Most learners take up the opportunities
offered by the college to pursue personal learning goals through supported self-study
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and elective modules. However, there are no formal arrangements in place to assess
progress for vacation learners, who are studying for less than five weeks.
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5.
How effective are the organisation’s learning and teaching
processes?
The college has in place high quality learning and teaching processes. There are
major strengths.
How well do learners learn?
All learners are highly motivated. They develop their language skills very well and this
helps them achieve longer-term goals, such as further study or employment. Many
learners progress to higher levels of learning whilst studying at the college. Through
participating in well-planned social activities and class exercises that ensure they speak
frequently to their peers, learners also learn about other cultures.
Learners use available resources well in developing their skills. They develop
independence in learning through undertaking elective units and using the structured
study centre. However, a few learners require additional support with pronunciation.
Almost all learners participate enthusiastically in class activities, clearly enjoying their
learning. However, a few learners are not fully engaged in lesson activities.
How well does teaching and the use of resources ensure effective learning?
Teaching staff apply their professional expertise well to support their teaching. All
teaching staff deliver well-planned lessons and vary their teaching styles to ensure
lessons are well paced. They develop topics in order to stretch learners’ understanding
and vocabulary skills. They use well-structured and learner-centred materials that
provide clear objectives and support for learning activities at each level. Teaching staff
make very good use of available resources in lesson delivery. They share good
practice effectively, especially in the use of information technology in the classroom.
Teaching staff are very sensitive to the individual needs of learners. In building
learners’ confidence, they encourage all learners to speak in class. They promote
effectively the standards required at each level for external examinations and make
appropriate reference to these in their teaching.
How effective is the context and planning for learning and teaching?
Relationships between staff and learners are positive, ensuring a productive climate for
learning. All classrooms are bright and well-equipped and learners have open access
to the structured study centre. Learners make very good use of a spacious common
room and a computer suite for personal use, encouraging socialisation and contact with
home. Learning materials and course workbooks make reference to sustainability and
teaching staff take opportunities to raise sustainability in their teaching.
Teaching staff plan lessons very well and outline activities to learners, clearly stating
learning outcomes. The college provides additional voluntary activities, such as clubs
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and lectures, which are well used by learners as opportunities to practise their language
skills. However, learners who have been studying for several months are not
sufficiently involved in planning their own learning and social activities.
How well does the organisation use assessment to promote effective learning?
Teaching staff review progress with learners regularly, making good use of weekly
tutorials to reflect on learners’ achievements. From these tutorials, learners benefit from
constructive written feedback regarding their progress. Teaching staff use continuous
informal assessment effectively in class to support learning and they make very good
use of questioning to ascertain understanding. Using can do statements derived from
CEFR as a reference point, teaching staff identify learners who are ready to move to a
higher level of study. Teaching staff also assess learners formally and learners
themselves access an online assessment tool that enables them to identify their degree
of attainment. Learners who require additional support obtain effective one-to-one
support from the study centre coordinator.
How well does the organisation provide potential learners and learners with
relevant information, guidance and support to enhance access, retention and
learning?
Staff provide accurate information about the college and Edinburgh to learners prior to
application. This is reinforced in induction, on arrival at the college, and through
welcome packs containing clear and comprehensive information. Through effective
pre-entry screening, the college identifies the requirements of learners with additional
support needs. This enables adaptations to be made to teaching materials. The
college has fully accessible classrooms and facilities to accommodate learners with
mobility difficulties. Support staff provide a high level of pastoral support to learners.
Host families, who are an important source of support to young learners, are supported
well by the college. Teaching staff hold regular highly effective one-to-one tutorials with
learners, to identify goals on entry and reflect on these as they progress.
How well does the organisation sustain continuous improvement and
enhancement through self-evaluation and internal review activities?
The college has a strong culture of quality enhancement and actively seeks feedback
from learners, staff and host families. Learners provide feedback and suggestions on
programmes and learner services. Their views are sought regularly through
questionnaires and focus groups, including a weekly feedback Friday. The college
ensures that learner views are made known to all staff and are acted on appropriately.
There are many positive examples of developments made in response to learners’
feedback, including developments in curricular materials. Staff meet frequently to
discuss quality improvement and review the effectiveness of action taken. Teaching
staff are regularly involved in supportive and well-differentiated observations of learning
and teaching with the Director of Studies which provide a well structured and useful
method for reflection on classroom practice.
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6.
How effective are the organisation’s leadership and quality
culture?
The college has in place effective leadership for learning and teaching and quality
culture. There are major strengths.
How effective is the leadership for learning and teaching?
The principal provides clear and purposeful direction for the curriculum and promotes a
culture of quality improvement, within the strategic context set by the wider organisation.
The college also benchmarks its performance against other colleges in the group and
shares good practice with them effectively to improve learning and teaching. The
college has a systematic and effective approach to the development of teaching staff,
based on a comprehensive induction programme. This is coupled with a programme of
classroom observations that is well regarded by staff. This promotes a culture of
professional reflection that underpins staff appraisal and continuing professional
development. Team leadership is strong and all staff are motivated and committed to
the success of the college and its learners.
How effective is the organisation in developing and maintaining a quality culture?
Learners are engaged in meaningful internal review activities. Staff value and respond
to learner comments and there are many positive examples of changes in the college
resulting from learner feedback. All staff are committed to and engaged in quality
improvement of the college’s educational programme and understand their roles in this.
The college has clear and comprehensive policies and procedures to support the
learner experience and these are conveyed to staff effectively through staff handbooks.
There are appropriate procedures in place to ensure the safety of young learners. The
college has a clear development plan based on self evaluation, identifying areas for
improvement and recording progress.
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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
CEFR
HNC
HND
IELTS
SCQF
SQA
SVQ
UKBA
Common European Framework of Reference for Languages
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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