Education Scotland
Inspection of private further
education colleges and English language schools
TLI Ltd.
48 Palmerston Place
Edinburgh
EH12 5DE
21 November 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 UKBA, when required, on the quality of organisations and
the learning experience they provide;
provide an independent evaluation to assist organisations in informing prospective
and current learners of the quality of the organisation’s programmes and services;
evaluate organisations against the Education Scotland quality framework,
March 2012; and
complement organisation-led internal review and self-evaluation.
Inspection provides objective and reliable reports on the quality of education provision in
schools and colleges, and by placing reports in the public domain, makes this
information available to learners, Government and the wider community. Inspection
takes account of the context of each individual school or college, and of how it
evaluates its own performance and demonstrates its success.
The inspection of the school or college is from an educational perspective and provides
limited inspection of other aspects; though inspectors will comment on any significant
hazards or problems they encounter which have an adverse impact on learners. The
inspection does not include:
(i)
(ii)
(iii)
(iv)
an exhaustive health and safety audit;
an in-depth examination of the structural condition of the school or college estate,
its services or other physical features;
an investigation of the financial viability of the school or college or its accounting
procedures; and
an in-depth investigation of the school’s or college’s compliance with employment
law.
This report contains effectiveness statements that express the inspection team’s overall
evaluation of learner progress and outcomes, learning and teaching processes and
leadership and quality culture.
The report also uses the following terms to describe numbers and proportions:
almost all
most
majority
more than a few
few
over 90%
75-90%
50-74%
15-49%
up to 15%
Grades are awarded in THREE areas:
• Learner progress and outcomes
• Learning and teaching processes
• Leadership and quality culture
Inspectors use a 4-point grading scale:
• Very good – major strengths
• Good – strengths outweigh areas for further development
• Weak – some important areas for further development
• Unsatisfactory – major areas for further development
Contents
1. Introduction
Page
1
The organisation and its context
1
The inspection
2
2. Effectiveness of the organisation
3
3. Executive summary
4
Strengths
4
Areas for further development
4
4. How well are learners progressing and achieving relevant,
high quality outcomes?
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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
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Glossary of terms
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The Scottish Credit and Qualifications Framework
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1.
Introduction
The organisation and its context
In carrying out the inspection of TLI Ltd., Education Scotland took the following context
fully into account.
TLI Ltd. is a private English language school located in the west end of Edinburgh.
Learning takes place within nine classrooms of varying sizes. Learners have access to
a small computer suite located within the student common room to support their studies.
The premises are Wi-Fi enabled and learners are able to access the internet with their
own laptops and computers. The accommodation also includes a small kitchen for use
by learners.
The school offers a range of general English language programmes, tailored to the
requirements of individual learners. It also offers specialist programmes for preparation
for external examinations such as International English Language Testing System
(IELTS). The school programmes are based on the Common European Framework of
Reference for languages (CEFR). The school also offers certificate and diploma
programmes in Teachers of English to Speakers of Other Languages (TESOL).
The school principal is responsible for all school operations. He is supported by a
general manager who oversees all of the school activities and an academic director who
has responsibility for academic matters. A small administrative team has responsibility
for learner support, including welfare and accommodation.
TLI Ltd. offers English language programmes to learners aged 16 years or over.
However, recently the school taught bespoke groups with some learners under the age
of 16 years. At the time of the inspection, there were around 70 learners in the school.
Most learners study for periods of four weeks or less.
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The inspection
The inspection by Education Scotland took place during the week beginning
8 October 2012.
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.
The inspection covered the school’s general English programmes but did not consider
TESOL programmes.
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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.
TLI Ltd. 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 for learners are very high.
The school offers a range of English language programmes that meet the different
needs of learners well.
Most learners make good progress in speaking and listening skills over a short
period of time.
Learners integrate well with other learners from different countries and cultures.
Teaching staff are flexible and respond well to individual learner requirements and
aspirations.
Teaching staff plan lessons carefully and engage learners well in planning learning
activities.
Learners receive accurate and useful information about the school and their
programme prior to commencing their studies.
Senior managers convey clearly to staff a well-considered and purposeful vision
and direction for the curriculum.
All staff are committed to improving the quality of the experience for learners.
Areas for further development:
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The school should increase the use of information and communications technology
(ICT) by learners and teaching staff to enhance learning.
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The school should ensure learners reflect on their learning and set themselves
new learning goals.
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The school should collect data on learner attainment from external examinations to
inform improvement.
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School managers should develop a proactive and systematic approach to
self-evaluation activities.
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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 on all programmes are very high. 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
IELTS and Trinity, and some learners achieve success. Currently the school does not
collect information on the success of its learners on all external examinations. This
makes it difficult to identify attainment trends with a view to improvement.
How well do programmes meet the needs of learners?
The school offers a range of English language programmes that meet the different
needs of learners well. This includes a rolling programme of intensive English language
which provides learners with flexible attendance options. Learners join classes at a
level appropriate to their needs and for a period of time that suits their circumstances.
The school also offers several programmes which prepare learners for external
examinations and intensive business English programmes. All learners are positive
about the learning and support they receive whilst studying at the school and are
satisfied with the service.
How well do learners make progress, attain qualifications and awards and
achieve more widely?
All learners are making good progress from prior learning. They gain confidence in their
spoken English and develop greater vocabulary and better understanding of grammar.
On completion of their programme, all learners receive a school certificate which states
the period of study and their level of English language skill, measured against the
CEFR. Teaching staff build in opportunities for learners to visit places outwith the
college, such as local tourist attractions. This is effective in developing learners’ wider
language skills in practical situations. More than a few learners benefit from a social
programme that introduces them to various social groups and different aspects of
Scottish 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?
Most learners are well motivated, enjoy their learning and participate enthusiastically in
classroom activities. Most learners make good progress in speaking and listening skills
over a short period of time. They gain considerable confidence using their developing
English skills in everyday situations such as visits to local shops. Learners integrate
well with other learners from different countries and cultures. They encourage and help
one another well through peer support. Most learners develop useful independent
learning skills through task work and homework activities. However, most learners use
a limited range of learning resources during studies. For example, few learners benefit
from use of ICT to support learning.
How well does teaching and the use of resources ensure effective learning?
Most teaching staff use their professional experience well to make lessons interesting
and stimulating for learners. They employ an appropriate range of teaching approaches
in class, based around encouraging learners to speak and listen. Teaching approaches
take good account of individual learning needs. Teaching staff are flexible and respond
well to individual learner requirements and aspirations, providing additional study
material as appropriate. All teaching staff use questioning techniques effectively to
encourage learners to contribute during class discussions. Almost all teaching staff set
high standards and expectations for learners and provide sufficient challenge to help
them to improve their spoken English. However, most teaching staff do not use ICT
sufficiently during lessons to engage learners in the classroom.
How effective is the context and planning for learning and teaching?
Relationships between staff and learners are positive and respectful and this contributes
to a relaxed and productive learning environment. Teaching staff plan lessons carefully
and ensure that work with shared classes is coordinated effectively. They engage
learners well in planning learning activities, asking routinely for comments and
suggestions. Teaching staff regularly set homework appropriate to the needs of
learners. Tasks are focused on activities that cannot be accomplished during lessons,
such as listening to television programmes, conversing when socialising or practising
grammar. All teaching staff incorporate new learners well into existing groups.
However, a few classrooms are too small for larger class groups and this restricts
learning activities.
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How well does the organisation use assessment to promote effective learning?
Most teaching staff use ongoing assessment approaches effectively during lessons to
check learners’ understanding of learning and their progress. Teaching staff mark
learners’ homework promptly and provide clear and constructive written and oral
feedback to learners. Learners are well prepared for external examinations. They
develop effective examination techniques and undertake practice examinations.
Teaching staff are responsive to the individual needs of learners and set relevant
assessment exercises, reflecting learners’ individual goals and requirements. However,
learners do not have sufficient opportunity to reflect on their learning systematically and
to identify their next steps in the learning process.
How well does the organisation provide potential learners and learners with
relevant information, guidance and support to enhance access, retention and
learning?
Prior to commencing their studies, learners receive accurate and useful information
about the school and their programme through the school website or direct contact with
school staff. Teaching staff assess the level of spoken and written English of each
learner at the beginning of their programme and learners are placed in a class
appropriate to their level. Learners are well supported by the staff team who provide a
range of practical support during the initial induction period and throughout the
programme. There are clear and effective procedures in place for identifying the
additional support needs of learners, agreeing with them any adaptations, and
communicating these to teaching staff.
How well does the organisation sustain continuous improvement and
enhancement through self-evaluation and internal review activities?
Learners are routinely involved in providing feedback on ways to improve their learning
experience such as end-of-course feedback surveys and online social media pages.
Staff use this feedback to make changes to improve the experience for future learners.
Changes have included improvements to facilities and programmes. Most teaching
staff take part in a bi-annual formal lesson observation scheme which identifies
strengths and areas for development in teaching approaches.
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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?
Senior managers convey clearly to staff a well-considered and purposeful vision and
direction for the curriculum, and a strong ethos for learning and teaching. School staff
are well motivated, work together well as a team and contribute a range of
complementary skills to support learners well. There are effective strategies in place to
improve learning and teaching. Teaching staff are well supported to update and
enhance their teaching skills. The school uses its teaching observation process well to
inform continuing professional development needs and ensure effective teaching. New
teaching staff are well supported throughout their induction period.
How effective is the organisation in developing and maintaining a quality culture?
All staff are committed to improving the quality of the experience for learners through a
process of reviewing the school’s programmes and activities. Learners’ views are used
effectively to inform regular management discussion of concerns and issues. As a
result, changes and improvements have been introduced to the school curriculum and
support services. Self-evaluation is not sufficiently systematic. Reflection on practice
tends to be reactive to the views of learners or issues raised by staff. The school has
not fully responded to its safeguarding requirements regarding children and young
people. Procedures and guidance have yet to be updated and roles and responsibilities
clarified.
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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 John Bowditch
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
ICT
IELTS
SCQF
SVQ
TESOL
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 Vocational Qualification
Teachers of English for Speakers of Other Languages
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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