Education Scotland
Inspection of private further
education colleges and English language schools
Live Language
15 Sandyford Place
Glasgow
G3 7NB
10 October 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;
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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;
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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)
(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?
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7. What happens next?
11
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 Live Language, Education Scotland took the following
context fully into account.
Live Language was established in 2002 as a language school. It is located in
Sandyford Place, Sauchiehall Street, in Glasgow’s west end. The school has a number
of offices and classrooms of varying sizes within two adjacent buildings. There is also a
common room for learners and a staff room, as well as a self-study area. Within its
reception area, the school has a library space, containing dictionaries and other
reference books and resources available to learners.
The school is an incorporated company with one director, who is the sole proprietor and
school director. The school employs full-time and part-time teaching staff, as well as
support staff responsible for office functions, student welfare and accommodation.
The school offers a range of foreign languages (FL) and English as a foreign language
(EFL), from SCQF level 2 to 5. For its EFL learners, the school offers a blend of
educational, cultural and social activities, as well as preparing learners for external
examinations such as International English Language Testing System (IELTS) and
Cambridge examinations. The school also offers translation and interpreter services, as
well as Languages for Business and is currently developing further business
programmes. The school’s aim is ‘to be the best language learning provider globally’.
The school is a Scottish Qualifications Authority (SQA) accredited centre and is
approved for Individual Learning Account (ILA) funding. It is accredited by the British
Council and has held UKBA highly trusted sponsor status since 2011.
Live Language will expect to have over 1,000 learners in 2012. Around two thirds of its
learners come from outwith the European Economic Area. At the time of inspection,
there were 53 learners, all studying on EFL programmes.
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The inspection
The inspection by Education Scotland took place during the week beginning
27 August 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 August 2012. These judgements relate to
learner progress and outcomes, learning and teaching processes and leadership and
quality culture.
Live Language 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
•
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
very good
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3.
Executive summary
Strengths:
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Retention rates for learners are high.
The school provides a wide range of programmes that meets learners’ needs well.
Learners make good progress from prior attainment and achieve more widely,
gaining confidence, particularly in their spoken English.
The school maintains and promotes cultural diversity well.
Learners engage very well in planning their own learning and setting learning
goals.
The school has dedicated enthusiastic and well-qualified teaching staff who use
their skills well to support learners.
The school has an extensive range of extra-curricular activities, including an
innovative volunteering programme, to support development of learners’ language
skills.
The school engages its learners, staff and stakeholders very effectively in internal
review activities and self-evaluation processes.
The school director exercises strong and effective leadership for learning and
teaching and all staff are committed to improving the learning experience.
Teaching staff engage well in classroom observation processes in order to improve
learning and teaching.
Areas for further development:
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The school should track and analyse learner attainment and destinations to
establish trends.
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The school should further develop participation in wider learning experiences,
particularly amongst learners studying for longer periods.
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The school should ensure all learners develop independence in learning.
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The school should broaden the range of teaching approaches used, including the
development of information and communications technology (ICT) in teaching.
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The school should take action to improve learner attendance.
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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 development.
How effective is the organisation at achieving and maintaining high levels of
retention, attainment and achievement for all learners?
Retention rates are high and almost all learners complete their programmes. The
school prepares learners well for external examinations and almost all learners
undertaking these are successful. Overall, most learners who complete 12 weeks of
learning progress at least one level.
However, the school does not collate and analyse trends in examination outcomes and
this makes it difficult to establish the success of all learners over time. On completion of
short programmes, successful learners receive a school certificate recording the
Common European Framework for Languages (CEFR) level attained. However, there
is no formal recording or tracking of achievement in these programmes.
How well do programmes meet the needs of learners?
The school offers a range of FL and EFL programmes that meet the needs of learners
well. Learners are highly satisfied with these and study full-time or part-time on
programmes ranging from elementary levels to proficiency and preparation for
examinations. The school also offers vacation programmes that provide a
well-balanced curriculum of English language and cultural activities. Staff identify each
learner’s needs and prior learning on application and in an effective introductory
interview, to determine the appropriate programme and agree individual learning
outcomes.
The school embeds equality and diversity through well-integrated, multi-ethnic classes.
Staff are sensitive to cultural differences and consult learners on the impact of these.
The school demonstrates its commitment to sustainability through a well-promoted
Green Team environmental policy.
How well do learners make progress, attain qualifications and awards and
achieve more widely?
Almost all learners achieve improved language skills and gain confidence in using these
in a range of situations. More than a few learners progress to university and the school
has begun to track learner destinations. Learners on the employability programme
develop useful skills and almost all learners who elect to sit external examinations,
including IELTS and Cambridge, improve their level of attainment. All learners on EFL
programmes develop skills of global citizenship through sharing cultural experiences.
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They participate in a family-friendly and inclusive social programme that is well
designed to ensure learners practise their language skills. Many learners extend their
English language skills through the school’s innovative volunteering programmes
(globaliveation, 12 months: 12 causes and language exchange).
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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 are motivated and engage well in their learning. They are enthusiastic and
reflective in demonstrating their progress in class. They gain confidence in their
language skills and broaden their vocabulary. All learners use dictionaries and text
books appropriately to support their learning. However, learners have limited access to
ICT within the school to assist their study.
Almost all learners make good progress from prior learning. Those undertaking external
examinations develop good examination techniques. Learners who participate in
out-of-class activities benefit greatly from practising their language skills in less formal
settings. Learners develop independent learning skills through planning learning. They
work well in small groups, benefitting from peer support. However, a few learners retain
an over-reliance on teacher-led and group learning, limiting their independent learning.
How well does teaching and the use of resources ensure effective learning?
All teaching staff apply their professional knowledge well and are supported by effective
continuing professional development (CPD) informed through regular classroom
observations. Lessons are paced well and teaching staff make good use of questioning
to extend and consolidate learning. They incorporate peer support well and actively
encourage independence through facilitating groupwork, self-assessment, and directed
study tasks. Teaching staff provide clear expectations of standards and use guidance
sessions effectively to coach learners in setting goals.
Teaching staff increasingly use ICT as a means of extending learning outwith the
classroom. However, teaching staff use a limited range of resources to support learning
in class. More than a few deploy a limited range of teaching approaches and
occasionally 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?
The school provides a positive climate for learning. Relationships between learners and
staff are mutually respectful and promote effectively multi and inter-cultural
opportunities. Most teaching staff make very good use of learner profiles in planning
lessons and delivery.
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Learners engage well in planning learning through agreeing Individual Learning
Plans (ILPs). They also elect class representatives who influence learning and
teaching. Learners help develop the school’s social programme, suggesting and
commenting on the appropriateness of events. Staff actively encourage learner
participation in sustainability initiatives and the school’s Wellbeing Team engages
learners in wider issues, such as International Women’s Day.
Classrooms are generally fit-for-purpose, although some are small and limit teaching
approaches. Learners use a self-study centre. However, this is often deployed as a
classroom, restricting learners’ access.
How well does the organisation use assessment to promote effective learning?
Teaching staff use weekly tests and monthly tutorials to enable learners to identify
progress and set learning goals. Learners complete reflective reports and teaching staff
provide well-structured, written feedback to support learners’ understanding of personal
progress. Teaching staff consistently use encouraging feedback in class to promote
understanding, grammar and pronunciation. Learners sitting external examinations
undertake practice assessments and receive constructive feedback on their language
skills and exam technique from teaching staff.
Teaching staff assess the language skills of learners at the start of the programme.
They record these on individual learner profiles, along with any additional support
needs, to inform all teaching staff. Learners make good use of effective one-to-one
support from skilled staff.
How well does the organisation provide potential learners and learners with
relevant information, guidance and support to enhance access, retention and
learning?
All potential learners receive accurate information prior to enrolment that supports them
in making programme choices. The school provides an effective induction programme
that places learners on an appropriate programme. Learners have regular one-to-one
tutorials with teaching staff to discuss their progress. Teaching staff respond well to
ILPs and arrange weekly workshops on topics of specific relevance to individual
learners.
The school makes good arrangements for pastoral care, ensuring the availability of
skilled staff. It also makes use of external bodies such as the International Welcome
Club to provide learners with additional sources of support. However, although learners
are well supported, more than a few fail to maintain a high level of attendance.
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How well does the organisation sustain continuous improvement and
enhancement through self-evaluation and internal review activities?
Staff formally evaluate learners’ experiences and make effective use of learner
feedback to improve the service. Staff also make very good use of social media to
engage productively with learners. Teaching staff engage well in self-evaluation
activities, using feedback from learners and classroom observations. They use
classroom observations effectively to shape quality improvement and share good
practice.
Learners’ representatives play an important role in quality enhancement and their
suggestions often result in improvements within teaching and the wider school.
Teaching staff and management discuss quality enhancement at regular meetings and
this leads to improvements that can be immediately implemented. However, not all staff
meetings are recorded and this makes tracking of agreed actions difficult.
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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. There are major strengths.
How effective is the leadership for learning and teaching?
The director has a strong vision for the school curriculum, which is well communicated
to and shared with staff. Senior management exercise strong and effective team
leadership. Teaching staff are well supported through concise guidance in handbooks,
classroom observation and in-house CPD.
There are good strategies in place to enhance and develop learning and teaching within
the school, including staff development strategies that centre on classroom activity and
self-reflection. The school has a comprehensive teaching observation process which is
embraced by all teaching staff. New staff are given a buddy to support their
understanding of the school culture in relation to learning and teaching. Teaching staff
are well supported in their career and professional development.
How effective is the organisation in developing and maintaining a quality culture?
The school has comprehensive and effective arrangements for internal review that
engage staff, learners and stakeholders well. All staff are committed to a quality
improvement culture and routinely engage with learners in self-evaluation through focus
groups and class representative activities. Learner and staff feedback is used
meaningfully in strategic planning and there are clear links between strategic and
operational planning. Senior management members make very good use of a
consultant to challenge and facilitate planning. Staff contributions to this process are
valued and all staff contributed to articulating the school’s mission and values. These
are clearly conveyed to new staff through a range of effective methods. The school
director regularly reviews plans with her senior management team, communicating
developments to staff through team briefs.
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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 600 259.
Crown Copyright 2012
Education Scotland
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Appendix 1
Glossary of terms
CEFR
Common European Framework of Reference for Languages
CPD
Continuing Professional Development
EFL
English as a foreign language
FL
Foreign language
ICT
Information and Communications Technology
IELTS
International English Language Testing System
ILA
Individual Learning Account
ILP
Individual Learning Plan
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
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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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