Education Scotland
Review of private further
education colleges and English language schools
C-MIST
13 August 2014
The review process
This review report follows the quality framework for the review arrangements for private
further education colleges and English language schools in Scotland, April 2012. The
review normally lasts for three days. Over the three-day period, the review 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
Home Office to inspect private further education colleges and English language schools
in Scotland.
Reviews 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 reviews 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 the Home Office, 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.
Review 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. Review takes
account of the context of each individual school or college, and of how it evaluates its
own performance and demonstrates its success.
The review of the school or college is from an educational perspective and provides
limited review of other aspects; though inspectors will comment on any significant
hazards or problems they encounter which have an adverse impact on learners. The
review 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 review 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
less than half
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 review
1
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?
6
6. How effective are the organisation’s leadership and quality
culture?
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7. What happens next?
10
8. How can you contact us?
10
Appendices
11
Glossary of terms
11
The Scottish Credit and Qualifications Framework
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1.
Introduction
The organisation and its context
In carrying out the review of C-MIST, Education Scotland took the following context fully
into account.
C-MIST is an independent professional training, manpower development, safety, health
and environmental organisation, providing a wide range of consultancy and research
services to international marine, energy, environmental and other organisations. It was
incorporated as a private limited company in September 1985.
C-MIST is located at the Heriot Watt University research park. It delivers many of its
short industry health and safety courses from this site, making use of university facilities
as appropriate. It has a number of overseas and international customers, many in the
marine and oil and gas sectors and also delivers courses at locations selected by these
customers. Often this involves delivering overseas. C-MIST became a City and Guilds
approved centre and an SQA Approved Centre in October 2009. It is also approved to
offer a range of Scottish Vocational Qualifications by SQA and as a PAA/VQSETapproved centre.
C-MIST is approved to offer the Higher National Certificate (HNC) in Applied Sciences
and the Higher National Diploma (HND) in Environmental Sciences. These
programmes are being delivered in English in Libya, and in Scotland, on behalf of the
National Oil Corporation in Libya. C-MIST utilises its positive relationships with Heriot
Watt University to offer students access to laboratories for teaching and research, and
also to the university library.
C-MIST intends to continue the delivery of the HND in Edinburgh for future Libyan
cohorts and also to widen this out to other learners and companies.
The review
The inspection by Education Scotland took place during the week beginning 16 June
2014.
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.
1
The inspection included consideration of the HNC in Applied Sciences and the HND in
Environmental Sciences. It did not cover C-MIST’s short courses or consultancy
services.
2
2.
Effectiveness of the organisation
The following are holistic judgements made by Education Scotland on the basis of the
review activities which took place in June 2014. These judgements relate to learner
progress and outcomes, learning and teaching processes and leadership and quality
culture.
C-MIST is effective:
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learners are progressing well and achieving relevant, high quality outcomes;
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the school/college has in place high quality learning and teaching
processes; and
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the school/college has in place effective leadership for learning and teaching
and quality culture.
Standards
Grade awarded
Learner progress and outcomes
Good
Learning and teaching processes
Good
Leadership and quality culture
Good
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3.
Executive summary
Strengths
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Learners on the HND Environmental Sciences programme make good progress
and develop confidence in their English language skills, and achieve
internationally-recognised awards.
C-MIST provides a relevant and well-supported curriculum that meets the needs of
its learners and their employers well.
Learners express high levels of satisfaction with their learning experience.
Learners are highly motivated and engaged in their learning.
C-MIST provides very effective levels of support for learners and there is strong
team working between members of staff for the benefit of learners.
Teaching staff make good use of information and communications
technology (ICT) in well-resourced teaching areas.
The principal and senior managers communicate a clear direction for the
organisation’s curriculum that is clearly understood by stakeholders and teaching
staff.
All staff are committed to the improvement of the quality of C-MIST’s educational
services.
Areas for further development
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The organisation should improve attainment levels for learners on HNC Applied
Sciences programme.
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The organisation should improve the range of teaching approaches, including the
use of questioning.
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The organisation should develop a more proactive, systematic and structured
approach to internal review and self-evaluation.
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The organisation should ensure an effective induction for new teaching staff and
continuing professional development (CPD) opportunities for all staff.
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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 high and the majority of learners
who sit external examinations achieve success. The majority of learners who enrolled
on the HNC Applied Sciences programme achieved the award and of these, almost half
achieved an ‘A’ grade in their graded unit. However, around half the learners do not
achieve their HNC and therefore are unable to progress to HND Environmental
Sciences programme.
Within both programmes, achievement of units varies according to the level of English
required. With the support of an English language school, most learners achieve
required levels of English. Almost all learners achieve very well on the science units.
However performance is weaker on units that require more discussion in English.
How well do programmes meet the needs of learners?
The organisation offers a suitable range and level of training programmes that meets
the needs of industry and learners effectively. Learners who achieve well on the
programmes are guaranteed employment progression. The HND Environmental
Sciences programme for employees working in the oil and gas industries in Libya
includes a significant general English language content. This provides these employees
with important English language skills that will enable them to progress to management
positions in their companies when they return to Libya. All learners are positive about
the learning and support they experience during their time with C-MIST and are very
satisfied with the service. The programme has a strong sustainability theme that is
suitably integrated into curriculum materials.
How well do learners make progress, attain qualifications and awards and
achieve more widely?
All learners are making good progress from prior learning and achievement. Most
learners attain their qualifications. Learners on the HND Environmental Sciences
programme gain confidence in their spoken English and develop greater vocabulary and
better understanding of grammar. They develop useful speaking and listening skills
through their wider engagement with other learners and with staff. The majority of
learners gain success in external awards in English and a few attain the status of fluent
English speakers. As well as achieving a high standard of English, learners on the
programme develop an appreciation of Scottish culture and a wider understanding of
the energy sector.
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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 highly motivated and participate purposefully in a range of learning
activities. Learners are confident about asking questions of teaching staff and take
ownership of their own learning. Most learners use a range of resources well to support
their learning. This includes ICT resources and scientific and laboratory apparatus.
They have free and open access to computers and a range of other resources to
support their learning, both through C-MIST and through Heriot Watt University library
and laboratories. Learners develop well as independent learners through project work,
planning research and homework which supports further study. Most learners develop
a range of personal learning and vocational skills during the period of 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 apply their subject knowledge well to ensure lessons are interesting
and match syllabus requirements. They have a sound grasp of the theoretical concepts
that underpin units and impart these effectively to learners in class. Teaching staff use
well-equipped classrooms appropriately and all use ICT competently to engage
learners. Teaching staff set high standards for learners and ensure that they are
directed to appropriate areas for study. They encourage learners to use time outwith
classes to continue their learning and they provide effective guidance in study and
examination techniques.
Teaching staff set high standards and expectations for learners. However, teaching
staff use a limited range of teaching approaches. They do not use questioning
techniques sufficiently or effectively to check learners’ understanding and to encourage
their participation in speaking. Most teaching staff to not differentiate learning
sufficiently to take account of the range of learners’ abilities.
How effective is the context and planning for learning and teaching?
Learners have positive and respectful relationships with staff. These contribute to a
purposeful environment for learning that enables learners to discuss the programme
with confidence. Learners are supported effectively through access to resources and
the provision of well-designed learning packs. The learning environment is modern and
of a high standard. Classrooms and science laboratories are equipped to a high
standard and contain up-to-date facilities and instruments.
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Teaching staff plan the delivery of units well to take account of the developing language
skills of the learners. However, teaching staff require to further develop these
arrangements to identify where learning can be better integrated through a range of
activities. Some staff choose teaching approaches which do not engage learners
sufficiently to allow them to develop the full range of independent learning skills.
Teaching staff do not involve learners sufficiently in planning learning activities.
How well does the organisation use assessment to promote effective learning?
All teaching staff mark learners’ homework promptly and provide useful written and
spoken feedback to help learners understand and correct any errors. They prepare
learners effectively for exams through revision classes and supportive one-to-one
discussions.
Teaching staff plan assessment schedules effectively and learners are appropriately
informed about assessment activities. They provide learners with clear information and
sufficient notice of assessment dates with a calendar and advance reminders. Learners
have a clear understanding of the standards expected of them. However, some
teaching staff do not use ongoing assessment approaches sufficiently well during
lessons to check learners’ understanding of learning and their progress.
How well does the organisation provide potential learners with relevant
information, guidance and support to enhance access, retention and learning?
Learners receive relevant information and guidance prior to commencing their
programme that enables them to benefit from the experience of learning in Scotland.
C-MIST provides learners with access to the university library in order to support their
learning.
C-MIST provides learners with additional support and pastoral guidance through a
successful mentor programme. Teaching and support staff take the role of mentors and
meet with learners once a month in one-to-one meetings in order to discuss issues of
concern. The meetings are learner-led and learners value this provision and approach
mentors when they require support. The mentors convene as a group and share issues
to ensure that general concerns, such as liaison with the learners’ sponsoring body, are
identified and addressed.
How well does the organisation sustain continuous improvement and
enhancement through self-evaluation and internal review activities?
The teaching team has well-documented plans in place for self-evaluation processes.
Learners provide feedback on ways to improve their learning experience, including
recently introduced end-of unit questionnaires. Staff also ask learners directly for their
views. Staff use this feedback to make changes to improve the experience for learners.
Regular staff team meetings are used as a useful vehicle for communication and to
discuss classroom issues. C-MIST has made a few successful changes as a result of
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learner feedback. However, structured programme review and self-evaluation are at an
early stage of development. Discussions between staff, although helpful, are often
informal and are not yet used systematically to inform self-evaluation activities.
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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 centre director and programme director have a shared understanding for the
direction of the curriculum. There are arrangements in place for improving learning and
teaching and these have generated a set of helpful quality procedures. Teaching staff
are encouraged and supported by managers to develop high quality curriculum material
to support learning activities. Team working amongst all staff is strong. Staff are
well-motivated and work together effectively to support learners. All staff are involved in
activities that result in improvements for learners.
However, there is no coherent approach to utilising teaching staff efficiently. New
teaching staff do not receive a comprehensive induction that includes acquiring a basic
understanding of teaching principles. Improvements to learning and teaching are
limited by teaching staff not having sufficient opportunity to participate in CPD activities
to develop their knowledge and practice further.
How effective is the organisation in developing and maintaining a quality culture?
C-MIST has a strong quality culture that is clearly underpinned by its award of
ISO 9000. This establishes a set of principles by which C-MIST will achieve quality
assurance and improvement. Learners are engaged in internal review through
questionnaires and monthly forum meetings. Their feedback is used constructively by
staff to inform the review of the quality of learning provision and other school activities.
All staff are committed to a culture of quality improvement and ongoing development of
the school’s programmes and activities. Reflection at team meetings has resulted in
improved changes to the school curriculum and support services.
However, self-evaluation is not sufficiently systematic. Reflection on practice tends to
be reactive and managers and staff do not document action plans sufficiently/effectively.
This limits the effectiveness of long-term improvement planning and how success can
be measured.
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7.
What happens next?
This review 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?
This report has been produced as a web-only publication and is available on our
website at www.educationscotland.gov.uk. If you would like to receive this report in a
different format, for example, in a translation please contact the administration team on
01506 600381.
If you want to give us feedback or make a complaint about our work, please contact us
by telephone on 0141 282 5000, or e-mail: complaints@educationscotland.gsi.gov.uk or
write to us addressing your letter to The Complaints Manager, Denholm House,
Almondvale Business Park, Livingston, EH54 6GA.
Text phone users can contact us on 01506 600236. This is a service for deaf users.
Please do not use this number for voice calls as the line will not connect you to a
member of staff.
Crown Copyright 2014
Education Scotland
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Appendix 1
Glossary of terms
CPD
Continuing professional development
EEA
European Economic Area
HNC
Higher National Certificate
HND
Higher National Diploma
ICT
Information and communications technology
SCQF
Scottish Credit and Qualifications Framework
SQA
Scottish Qualifications Authority
SVQ
Scottish Vocational Qualification
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Appendix 2
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