Education Scotland
Inspection of private further
education colleges and English language schools
Chippendale International School of Furniture
Myreside Grange
Gifford
Haddington
EH41 4JA
27 June 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, March
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;
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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, March
2012; and
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complement organisation-led internal review and self-evaluation.
Inspection provides objective and reliable reports on the quality of education provision in
schools and colleges, and by placing reports in the public domain, makes this
information available to learners, Government and the wider community. Inspection
takes account of the context of each individual school or college, and of how it
evaluates its own performance and demonstrates its success.
The inspection of the school or college is from an educational perspective and provides
limited inspection of other aspects; though inspectors will comment on any significant
hazards or problems they encounter which have an adverse impact on learners. The
inspection does not include:
(i)
(ii)
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;
(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
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
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2. Effectiveness of the organisation
2
3. Executive summary
3
Strengths
3
Areas for further development
3
4. How well are learners progressing and achieving relevant,
high quality outcomes?
4
5. How effective are the organisation’s learning and teaching
processes?
5
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
9
The Scottish Credit and Qualifications Framework
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1.
Introduction
The organisation and its context
In carrying out the inspection of Chippendale International School of Furniture,
Education Scotland took the following context fully into account.
Chippendale International School of Furniture was established in 1985 and is dedicated
to teaching the skills involved in designing and making bespoke furniture and antique
restoration. It is located close to the village of Gifford in East Lothian. Most learning
takes place in a workshop which accommodates around 20 learners. Separate
machine, wood turning and sanding rooms are located adjacent to the workshop.
Further rooms are available for exhibitions and learner functions. There is also a library
with a range of reference books.
The Chippendale International School of Furniture is an independent, non-profit making
institution which is overseen by a Board of Governors. The school is run alongside a
furniture making and restoration business and learners benefit from opportunities to
observe commercial activities and commissions. The school’s aim is to give students
an enjoyable learning experience to take with them for the rest of their lives.
The school is a Scottish Qualifications Authority (SQA) centre and offers two Higher
National (HN) units as part of the school’s full-time award in Furniture Design, Making
and Restoration programme.
At the time of the inspection, 20 learners were studying on the programme. Twenty
percent of the current learners come from non-European Economic Area countries. All
learners undergo an interview to establish their suitability for the programme prior to
enrolment. The school employs three full-time teaching staff and a Student Welfare
Officer to provide support for learners.
The inspection
The inspection by Education Scotland took place during the week beginning
14 May 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, March 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 May 2012. These judgements relate to learner
progress and outcomes, learning and teaching processes and leadership and quality
culture.
Chippendale International School of Furniture 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
very good
Learning and teaching processes
good
Leadership and quality culture
good
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3.
Executive summary
Strengths:
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Retention and attainment rates for learners are very high.
The full-time programme has an important emphasis on developing employability
skills.
Sustainability is embedded strongly within the curriculum.
Learners are satisfied with the programme and are developing high levels of
practical skills and relevant knowledge.
Learners develop independent learning and problem solving skills.
Teaching staff are enthusiastic and well informed about their specialist subject
area.
Teaching staff plan well the programme and associated activities.
Learners receive high levels of pastoral support throughout the programme.
The principal has a clear vision for the direction of the curriculum and team working
is very strong.
The views of learners inform improvements to good effect.
Staff are committed to improving the learner experience.
Comprehensive and appropriate quality arrangements support learning activities.
Areas for further development:
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The school should broaden the range of teaching approaches with learners.
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The school should involve learners further in the planning of learning activities.
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The school should provide learners with greater opportunity to reflect
systematically on their learning and set learning goals.
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The school should introduce arrangements to better support learners with specific
learning needs.
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The school should increase the opportunities for teaching staff to engage in
professional updating.
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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.
There are major strengths.
How effective is the organisation at achieving and maintaining high levels of
retention, attainment and achievement for all learners?
Retention rates for learners are high and have been over a number of years.
Attainment rates for learners are also consistently high. Learners who are successful
receive a school certificate outlining their achievements. Learners also complete two
SQA HN units in Furniture Finishing Techniques and Furniture Project. Attainment
rates for these units are very high.
How well do programmes meet the needs of learners?
The school offers a single 30-week full-time programme in Furniture Design, Making
and Restoration. The programme examines the history of furniture, its influences and
applications, and how these relate to present day furniture design and making. The
programme also incorporates two SQA units - one at Scottish Credit and Qualifications
Framework (SCQF) level 8 and one at SCQF level 6. All learners are guaranteed at
least 1,400 hours of bench time which supports effectively the development of key
practical skills. Skills for employability are embedded within the curriculum and learners
benefit from the engagement in commercial projects undertaken by staff. Sustainability
is actively promoted in the curriculum and all learners are encouraged to develop
environmental awareness and ethical sourcing of materials.
How well do learners make progress, attain qualifications and awards and
achieve more widely?
All learners are making good progress from prior learning. They demonstrate a range of
practical woodworking and finishing skills to a high standard through the production of
pieces of furniture that they design and construct. All learners gain certificates which
outline the competences that they have attained. Placement of the educational
programme within a commercial operation provides learners with valuable insight into
the skills required to operate in a business setting. This is effective in preparing
learners well for future employment or self-employment. Learners’ work is celebrated
by an end-of-year show where completed pieces of furniture are displayed to family,
friends and local visitors.
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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?
All learners are well motivated and participate actively in a range of learning activities
that develop new practical skills. They develop expertise in a wide range of
wood-working and finishing techniques and use confidently and safely a range of tools
and materials to produce high quality furniture items. All learners develop good team
working skills through group activities, such as the restoration of furniture pieces. They
also develop skills that allow them to think creatively and independently, and solve
issues that arise during tasks. Learners encourage and support one another well. Most
learners show progress in developing a range of personal, learning and vocational skills
during their programmes, allowing them to tackle more complex tasks and activities.
How well does teaching and the use of resources ensure effective learning?
All teaching staff use current vocational expertise to make lessons interesting and
encourage learners to explore the topics being studied. Visiting specialist tutors expose
learners to a wider range of associated topics and skills, such as upholstery, stained
glass and gilding. Teaching staff set high standards and expectations for learners, often
linked to professional standards in the workplace. However, teaching staff use an
insufficiently varied range of teaching approaches which do not meet the needs of all
learners. Teaching staff are not sufficiently proactive in checking on all learners’
understanding of bench skills. This results in some learners repeating techniques a
number of times before they successfully understand them.
How effective is the context and planning for learning and teaching?
Relationships between learners and staff are positive and respectful, and contribute to a
relaxed and purposeful environment for learning. Programme and lesson content is well
planned and systematic in its coverage of learning outcomes and programme aims.
Learners are provided with detailed plans for delivery of content and skills development
over the course of the programme. A well-planned programme of external visits to
museums, country houses and furniture makers enhances the experience of learners.
However, teaching staff do not involve learners sufficiently in planning learning
activities. Learner involvement in planning their own learning is limited to choice of
project pieces and design briefs on offer. Learners show high levels of awareness of
the environmental impact of their activities and have detailed knowledge of different
wood types in use and their global environmental impact.
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How well does the organisation use assessment to promote effective learning?
All learners discuss regularly their progress on the development of the pieces of
furniture which form their assessment portfolio during planned meetings with teaching
staff. Staff provide helpful feedback on the issues raised by learners. Teaching staff
plan and organise assessment well and systematically. Their very high standard of
record-keeping supports final assessment activities effectively.
How well does the organisation provide potential learners and learners with
relevant information, guidance and support to enhance access, retention and
learning?
All learners receive helpful information about the school and the programme prior to
commencing, through the school website and prospectus. All learners either visit the
college for interview prior to enrolment or, for those international learners for whom
travel is not practical, by a detailed telephone interview. Learners are very well
supported by the Student Welfare Officer who provides a range of practical support
during the initial induction period and throughout the programme. However, learners do
not have sufficient opportunity to reflect on their learning systematically and to set
realistic learning goals. Although the school makes strenuous efforts to support
learners with identified learning difficulties during the course of their studies,
arrangements to identify and support learners with specific learning support needs are
not sufficiently developed or systematic.
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 through end of programme surveys and round the fire meetings with staff.
Teaching staff use the views of learners to inform the end of programme review
meeting. This has resulted in improvements for learners, including changes to
workshop facilities, programme content and delivery 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?
The principal has a very clear vision and direction for the school’s curriculum. The
full-time programme equips learners well with a range of practical skills and theoretical
knowledge to gain employment in the furniture making and restoration industry or to
establish their own businesses. In the learning process, great emphasis is placed on
learners working at their own pace and developing the necessary skills to work
independently and solve problems. However, the school uses a narrow range of
approaches to teaching which reduces the effectiveness of learning for some learners.
Strategies for the development of teaching staff are not fully effective. There is
insufficient focus on the improvement of teaching practice or vocational updating.
School staff are well motivated, work together well as a team and contribute a range of
complementary skills to support learners effectively.
How effective is the organisation in developing and maintaining a quality culture?
All staff are committed to a culture of quality improvement and ongoing development of
the school’s educational programme. They have regular opportunities to discuss their
ideas and implement improvement actions. Learners are encouraged to provide their
views and ideas which also inform planning for improvement. This planning has
resulted in practical improvements in the experience for learners. However, although
improvement actions are implemented and shared with staff, these are not yet fully
shared with or promoted effectively to all learners. Clear and comprehensive criteria
and procedures support effectively the management of quality assurance processes.
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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
HN
Higher National
SCQF
Scottish Credit and Qualifications Framework
SQA
Scottish Qualifications Authority
SVQ
Scottish Vocational Qualification
UKBA
UK Border Agency
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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