Date: 25 July 2012
Education Scotland
Inspection of private further education colleges and English language schools
West George College
213 New City Road
GLASGOW
G4 9PA

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 , March
2012 . The inspection normally last for three days. Over the three-day period, the inspection team:
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engage 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:
• 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) an exhaustive health and safety audit;
(ii) an in-depth examination of the structural condition of the school or college estate, its services or other physical features;
(iii) an investigation of the financial viability of the school or college or its accounting procedures; and
(iv) an in-depth investigation of the school’s or college’s compliance with employment law.
This report contains effectiveness statements that express the inspection team’s overall evaluation of learner progress and outcomes, learning and teaching processes and leadership and quality culture .
The report also uses the following terms to describe numbers and proportions: almost all over 90% most 75-90% more than a few 15-49% few up to 15%
Grades are awarded in THREE areas:
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Learner progress and outcomes
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Learning and teaching processes
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Leadership and quality culture
Inspectors use a 4-point grading scale:
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Very good – major strengths
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Good – strengths outweigh areas for further development
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Weak – some important areas for further development
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Unsatisfactory - major areas for further development

1. Introduction
The organisation and its context
The inspection
2. Effectiveness of the organisation
Strengths
Areas for further development
4. How well are learners progressing and achieving relevant, high quality outcomes?
5. How effective are the organisation’s learning and teaching processes?
6. How effective are the organisation’s leadership and quality culture?
8. How can you contact us?
Appendices
Glossary of terms
The Scottish Credit and Qualifications Framework
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The organisation and its context
In carrying out the inspection of West George College, Education Scotland took the following context fully into account.
West George College is a small, independent further education college, offering business and computing programmes to degree level. It also provides English for speakers of other languages (ESOL) for learners who wish to improve their English.
The college is based in the west end of the city of Glasgow and was registered in 2008 with Companies House. The college is located in commercial premises that include classrooms, computing workrooms, a library, and social space. The college markets itself to international learners and home-based learners.
The college became an approved centre with devolved status with the Scottish
Qualifications Authority (SQA) in 2009. It is approved to offer Higher National
Certificate (HNC) and Higher National Diploma (HND) programmes in Accounting,
Business and Information and Communications Technology (ICT). The college also offers degree-level qualifications, but considers itself predominantly a provider of programmes at Scottish Credit and Qualifications Framework (SCQF) level 8 and below. The college is approved to offer qualifications for the Institute of Commercial
Management and many learners undertake the diploma programme. All the qualifications offered by the college are externally examined and quality assured.
The college has a Board of Directors. The Chief Executive Officer (CEO) has responsibility for the business aspects of the college, and the principal has responsibility for the academic functions, including the development and delivery of the curriculum.
At the time of the inspection, there were 57 learners undertaking HND Business, HND
Software Development and ESOL programmes. Currently, almost all of the college learners are international learners.
The inspection
The inspection by Education Scotland took place during the week beginning
11 June 2012.
We examined learning and teaching and other important activities that impact on the learner experience. We evaluated these against learner progress and outcomes, learning and teaching processes and leadership and quality culture using the
11 reference quality indicators outlined in Inspection arrangements for private further education colleges and English language schools in Scotland, March 2012. We used information submitted in advance by the organisation to decide the scope of the
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inspection. The inspection team talked with learners and staff at all levels in the organisation.
The following are holistic judgements made by Education Scotland on the basis of the inspection activities which took place in June 2012. These judgements relate to learner progress and outcomes, learning and teaching processes and leadership and quality culture.
West George College 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.
Learner progress and outcomes
Learning and teaching processes
Leadership and quality culture good good good
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Strengths:
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Retention and attainment rates are high and learners acquire a range of professional and wider skills.
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Learners are highly motivated and satisfied with their programmes.
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The college curriculum and portfolio are well matched to learner need.
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The college has a strong ethos of equality and diversity.
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Teaching staff are knowledgeable, with a high level of expertise.
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Relationships between staff and learners are very positive.
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There is effective planning of teaching sessions and learners are well prepared for assessments.
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The college provides accurate and helpful pre-enrolment information and advice.
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Learners receive effective academic and pastoral support.
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The college has a good range of internal review activities, including internal verification and observation of learning and teaching.
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The principal and CEO provide supportive leadership and team working is effective.
Areas for further development:
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The college should develop approaches to sustainability and embed these within the college operations.
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The college should further develop the business-related English skills of learners and increase the opportunities for all learners to experience Scottish culture.
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The college should ensure that all learners make sufficient progress.
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The college should provide more focussed written feedback to learners, including commentary on written English skills, to enable them to make improvement.
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The college should vary teaching approaches during classroom sessions.
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The college should develop and improve the teaching environment and social spaces for learners.
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The college should make better and more systematic use of trend data in order to identify areas for quality improvement and enhancement.
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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?
In 2010-11, due to visa irregularities, a number of learners were asked to leave the college. Notwithstanding, retention rates are high for learners on college programmes and these trends have been maintained over the last two years. Learners undertaking
ESOL programmes make good progress, improve their English and often attain an
Education Development International (EDI) ESOL qualification.
Most learners undertaking Higher National Business and Institute of Commercial
Management (ICM) programmes are successful and attain their qualification. However, due to the short period of operation, West George College has limited information on learner progress.
How well do programmes meet the needs of learners?
The college portfolio meets the needs of the international business market for professionally qualified employees well. The curriculum further enhances the career opportunities of those who have already achieved within higher education.
Qualifications are well mapped to further educational opportunities and all have a clear professional focus. The college offers qualifications that are accredited by recognised examining bodies.
The college integrates learners from different ethnic backgrounds well and values their experiences. Learners confirm high levels of satisfaction with their programmes. The college also delivers effectively a full-time ESOL programme, enabling a number of learners to develop their English and progress to further study. However, there is insufficient embedding and promotion of sustainability within the college and its programmes.
How well do learners make progress, attain qualifications and awards and achieve more widely?
Most learners who complete their programme attain their qualification. So far, in
2011-12 learners are on target to succeed. All learners develop essential skills, including ICT, within their studies. However, the college does not emphasise sufficiently the need for learners to develop their skills in business English. Learners on ESOL programmes develop a wider awareness of language and Scottish culture through excursions arranged by college staff. However, the college provides limited opportunities for all learners to experience at first hand Scottish cultural heritage.
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The college has an internal award scheme that recognises the wider achievements of learners. Some learners have additional opportunities to enter national award schemes and one learner recently achieved notable success in gaining a top UK award in tourism.
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The college has in place high quality learning and teaching processes. Strengths outweigh areas for further development.
How well do learners learn?
Most learners make good progress. All learners develop their spoken English well through verbal interaction in class. Almost all learners participate with enthusiasm and are well engaged and supportive of each other during lessons. They gain in confidence and develop independence in learning, using ICT effectively. Throughout their programme, and during teaching sessions, learners improve their understanding of business and computing related subjects. They make good use of this when completing individual or group work activities. However, a few learners require additional support during lessons, particularly with business-related terminology, and remain over-dependant on guidance and support from teaching staff.
How well does teaching and the use of resources ensure effective learning?
Teaching staff are knowledgeable, well qualified and demonstrate enthusiasm for their subjects during lessons and in discussions with learners. They use resources appropriately to demonstrate key learning points and communicate effectively with learners. Teaching staff share good practice in teaching approaches through informal peer observations and during scheduled meetings.
Most teaching staff employ an effective range of teaching methods, including a good use of questioning to include all learners and to check their understanding. Most lessons are planned well, with a variety of activities and an appropriate pace of learning.
However, a few teaching staff fail to vary teaching input sufficiently in order to break up long teaching sessions.
How effective is the context and planning for learning and teaching?
Relationships between learners and staff are positive and constructive. Learners are confident to participate and to seek help when needed. Learners benefit from the small size of the college and its friendly atmosphere when obtaining support and guidance.
Most learners actively participate in planning and personalising their own learning, including selecting topics to study and suggesting excursions. Through feedback, learners contribute to the improvement of the college environment and there are examples of improvements they have achieved.
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Whilst college accommodation and facilities are fit for purpose, classrooms are uninspiring with no promotion of learning materials or celebration of learner work.
The college has insufficient social space for learners and they are not actively encouraged by staff to develop whole-college social activities.
How well does the organisation use assessment to promote effective learning?
Teaching staff prepare learners appropriately for assessment activities and use effective questioning techniques to determine learner understanding. Most teaching staff provide helpful feedback to learners on their progress during lessons, through project work and completed assignments. Teaching staff increasingly use written feedback to assist learners in goal setting. However, staff miss opportunities to challenge learners to go beyond the assessment criteria and improve their written English skills.
A few learners submit work which may have been copied directly from source reference material. Teaching staff are aware of this, monitor it closely, and hold discussions with individual learners where required.
How well does the organisation provide potential learners and learners with relevant information, guidance and support to enhance access, retention and learning?
Learners receive helpful information when applying for their programmes. This prepares them well for their programme and the challenges of studying abroad.
Learners receive effective support and guidance whilst at college, including a comprehensive student handbook . They access helpful information about progression opportunities and the college supports this well with visits to and speakers from universities.
The college provides additional classes for learners experiencing difficulties, particularly where language barriers inhibit learning. However, there is no formal target setting for improvement and teaching staff rely on less effective informal approaches.
The college maintains good records in this area and communicates appropriately to ensure that learner issues are identified promptly and support is provided timeously.
The college makes effective use of contacts within the community and charitable organisations, in supporting learners.
How well does the organisation sustain continuous improvement and enhancement through self-evaluation and internal review activities?
Teaching staff and learners participate well in the development of the college. Learners evaluate lessons and programmes and give feedback formally through anonymous questionnaires and informally via post-it walls and comment sheets, as well as in discussions with teaching staff. Teaching staff employ an effective range of internal review activities, including self-reflection, obtaining feedback from learners and
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examining assessment results, in order to inform self-evaluation and plan programme developments.
The college uses its internal verification process very well in self-evaluation, particularly in relation to teaching and assessment practices. Through the internal verification process, curriculum managers identify issues and discuss these with teaching staff.
Together, they plan and implement appropriate actions for improvement.
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The college 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 college principal and CEO share a clear vision for the development of the college curriculum. They exercise strong and effective leadership, working closely with staff to encourage their engagement. The college has an effective teaching observation process that is well understood by teaching staff. New teaching staff undergo a comprehensive induction process. Very good teamwork exists between teaching staff and support staff to ensure that learner support is effective.
The college’s Learning and Management Team is effective in reviewing the college’s learning and teaching operations. Meetings provide an effective forum for discussing curriculum and learner-related issues, ensuring all staff are well-briefed.
How effective is the organisation in developing and maintaining a quality culture?
All staff understand their roles and their responsibility for quality improvement. The college has a range of appropriate quality assurance procedures to ensure a high quality learning experience, that comply with awarding body criteria. These include recently-revised internal verification procedures, observations of teaching staff and close monitoring of assessment decisions by teaching teams. Learners are encouraged to contribute their views and provide suggestions to inform planning and improvement.
The college does not currently use learner retention or attainment figures sufficiently to identify trends and areas for improvement at college level, in order to inform college strategy.
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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
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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Glossary of terms
CEO
EDI
ESOL
Education Development International
English for speakers of other languages
HNC
HND
ICM
ICT
SCQF
SQA
UKBA
Institute of Commercial Management information and communications technology
Scottish Credit and Qualifications Framework
UK Border Agency
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The Scottish Credit and Qualifications Framework
The 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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