Angus College Hmie Review Report May 2009

A report by HM Inspectors on behalf of the Scottish Funding Council

Angus College 8 May 2009

The external review process HM Inspectors undertake an independent review of the quality of provision in Scotland’s colleges on behalf of the Scottish Further and Higher Education Funding Council (SFC) under a service level agreement between the council and Her Majesty’s Inspectorate of Education (HMIE). Review teams include HM Inspectors, associate assessors and a student team member. During external reviews, members of the review teams observe learning and teaching and hold discussions with learners and staff. They examine information on learner attainment and evaluate learner progress and outcomes. They meet with members of the Board of Management and obtain feedback from community groups, partners and employers that work with the college. The primary purpose of this report is to convey fully the main outcomes arising from the external review, to acknowledge the college’s strengths and to provide a clear agenda for future action to improve and enhance quality. This report contains confidence statements that express the review team’s overall evaluation of high quality learning, learner engagement and quality culture. The report also uses the following terms to describe numbers and proportions: almost all

over 90%

most

75-90%

majority

50-74%

more than a few

15-49%

few

up to 15%

This report is Crown Copyright. You may re-use this publication (not including agency logos) free of charge in any format for research, private study or internal circulation within an organisation. You must re-use it accurately and not use it in a misleading context. The material must be acknowledged as Crown Copyright and you must give the title of the source document/publication. For any other use of this material please apply for a Click-Use Licence for core material at: www.hmso.gov.uk/copyright/licences/click-use-home.htm or by writing to: HSMO Licensing, St Clements House, 2-16 Colegate, Norwich, NR3 1BQ Fax: 01603 723000 E-mail: [email protected]

Contents 1.

Page

Introduction

1

The college and its context The external review

1 2

2.

Confidence statements

3

3.

Summary

4

Strengths Main points for action

4 4

4.

How well are learners progressing and achieving relevant, high quality outcomes?

5

5.

How effective are the college’s learning and teaching processes?

8

6.

How well are learners engaged in enhancing their own learning and the work and life of the college?

11

7.

How well is the college led and how well is it enhancing the quality of its services for learners and other stakeholders?

13

8.

Signposting excellent and sector-leading and innovative practice

15

9.

What happens next?

17

10.

How can you contact us?

18

Appendices Glossary of terms

19

The Scottish Credit and Qualifications Framework

20

1

Introduction

The college and its context In carrying out the external review of Angus College, HMIE took the following college context fully into account. Angus College, founded in 1956, serves the diverse communities of Angus and the South Mearns, a geographical area of 850 square miles with a population of around 120,000. Approximately three quarters of the population live in the dispersed burgh towns of Arbroath, Forfar, Montrose, Brechin, Carnoustie, Monifieth, Kirriemuir and Laurencekirk with the remainder spread across the rural farmlands and the more remote Angus glens. The population of Angus and the surrounding area is projected to rise slightly owing to its increasing role as a commuting base for both Dundee and Aberdeen and also owing to the effects of inward migration, especially from eastern European countries. Age profile projections for this area predict an ageing population, especially with growth in the numbers of those over 60. The Angus area has a relatively high proportion of its employment in manufacturing (17%) and agriculture (5%) but the largest employment areas remain public administration, health and education (37%) and distribution, hotels and restaurants (22%). Angus, significantly, has the highest percentage of young people leaving school and entering further education in Scotland, some 44% above the national average. Smaller companies dominate the business scene in Angus with 93% of businesses employing between one and 49 employees and only nine companies employing more than 200 people on one site. Currently, the unemployment rate for Angus is 4.4% which is similar to the overall rate in Scotland of 4.5%. Angus College operates across a linked network of seven learning centres located in the main burgh towns of Angus, offering a diverse range of programmes from introductory level to HND level (SCQF level 8). Of particular significance to the college has been the growth of learner enrolments in the 14-18 age range and also in the 50+ age range. The curriculum, staff development, teaching methodologies, learner engagement strategy and behavioural management policy have all been adapted and developed over the past three years to meet the needs of these groups of learners. The college also offers training, consultancy and conference facilities on a commercial basis through its business services section, Metropolitan. Over the past few years, Angus College has seen a growth in total learner enrolments to the 2007-2008 level of 11,800. The college’s revenue budget for the academic year 2007-2008 was approximately £11.5m, with grant-in-aid from the Scottish Further and Higher Education Funding Council (SFC) accounting for about 75% of the total.

1

The external review The external review by HMIE took place during the week beginning 2 February 2009. The external review team examined learning and teaching and other important activities that impact on the quality of the learner experience. The team evaluated these against the three key principles of high quality learning, learner engagement and quality culture, using the 17 reference quality indicators outlined in External quality arrangements for Scotland’s colleges, September 2008. We used information from previous visits to the college to decide the scope of the external review. We talked with learners, staff at all levels in the college, members of the Board of Governors, employers, external agencies and other users of the college. We found examples of excellent or sector-leading and innovative practice which we describe in this report 1 .

1

See Section 8, page 15

2

2.

Confidence statements

The following are holistic judgements made by HMIE on the basis of the external review activities which took place in February 2009. These judgements relate to the key principles of high quality learning, learner engagement and quality culture.

HMIE is confident that: •

learners are progressing well and achieving relevant, high quality outcomes;

•

the college has in place high quality learning and teaching processes;

•

learners are actively engaged in enhancing their own learning and the work and life of the college; and

•

the college is led well and is enhancing the quality of its services for learners and other stakeholders.

3

3.

Summary

Strengths: • • • • • • • • • • • • • • • •

The college is making good progress towards the vision it established in 2000. The Board of Governors and the college senior management team have developed and communicated clear and comprehensive educational aims, objectives and targets that have been influential in moving the college forward. Staff understand well the objectives of the college and feel they are empowered to achieve them. The principal and senior management team provide strong and effective leadership in all areas of the college. Mutually-respectful partnerships, established with a range of organisations, result in effective collaboration to deliver learning provision which encourages participation by learners throughout the local area. The college is responding to increased numbers of younger learners by introducing a wide range of introductory level programmes with appropriate progression to further study. Almost all learners experience high levels of success, and retention and attainment rates have risen over the last three years. Learners respond well to being given responsibility for their individual learning, and almost all learners make good progress with their work in classes. Learners enjoy being able to work at a pace that suits them, and most of them are rapidly developing skills in designing and managing their own learning. Relationships among learners and between learners and teaching staff are respectful, courteous and friendly. Programme teams have made substantial progress in involving learners in the internal review and self-evaluation of programmes and college services. The student engagement officer and student engagement mentor successfully promote the learner voice across the college and in curriculum areas. A lively and highly effective student representative council works very well with college staff to stimulate and encourage learner engagement in the work and life of the college. Learners, staff and managers are highly motivated and proud to be part of Angus College. The college has developed a strong quality culture where the learner is at the centre of considerations and enhancing the quality of learning and teaching is the key priority for the college. The self-evaluation process is comprehensive and detailed with effective communication and feedback arrangements to teams to promote meaningful improvement and enhancement for learners and other stakeholders.

Main points for action: No main points for action identified.

4

4.

How well are learners progressing and achieving relevant, high quality outcomes?

HMIE is confident that learners are progressing well and achieving relevant, high quality outcomes. How well does the college perform against its educational aims, objectives and targets? The college is making good progress towards the vision it established in 2000 – “To be the best community college in Scotland by 2010”. The strategic and operational planning process takes appropriate account of local community planning priorities. Mutually respectful partnerships established with a range of organisations result in effective collaboration in delivering learning opportunities which encourage learner participation throughout the local area. Continued investment in a network of learning centres provides opportunities for learners in more rural areas to access provision. The college is making good progress towards the five strategic aims for the period 2008-2010 and the associated operational targets, including improvements in learner retention, achievement and attainment. However, the college is aware of the further development required to ensure continued progress towards its own aspirational target of outstanding learning and teaching across the college by 2010. How effective is the college at achieving and maintaining high levels of retention, attainment and progression? Retention and attainment rates have been rising over the last three years and almost all learners experience substantial success. However, the college is continuing to address issues where they exist in relation to low retention and attainment levels for a few programmes. The college’s robust system of monitoring and highlighting aspects of poorer performing programmes is linked to effective monitoring of appropriate quality improvement action plans. The college’s learning strategy, Learning@Angus, has guided the development of a range of initiatives and priorities which have improved levels of retention, attainment and learner engagement. Many learners successfully progress to the next level of study at the college, to higher education institutions and to employment. How well does the college fulfil its statutory duties? The Board of Governors maintains an appropriate overview of the college requirements in relation to statutory duties. Responsibilities in relation to the college’s fulfilment of statutory duties, including equalities and diversity legislation, are clearly identified and its response to directives and legislation is effective. The college has reviewed its schemes and policies in light of equalities legislation and has made changes where appropriate. The college has relevant policies for safeguarding children and vulnerable adults, and provides the associated training for staff.

5

How accessible, flexible and inclusive are the college’s programmes and services? The range and flexibility of programme delivery and assessment meets the needs of local employers and different groups of learners well. Programme teams promote equalities and inclusion in meetings, through annual course reports and within their routine working practices. The college analyses rates of retention and attainment in relation to equalities to identify performance differences and help identify actions to remove barriers to learning. The college makes effective use of diagnostic testing of learners to identify core skills levels and arrange appropriate support or adaptations to any learner’s programme. Arrangements to support learners are promoted well to staff and learners and delivered effectively. Language support for learners who require it is effective. The college is developing blended learning programmes to enable learners who cannot always attend the college to participate in learning. However, the introduction and development of the college’s Virtual Learning Environment (VLE) is yet to have significant impact in a number of curriculum areas. How well do programmes and services meet learner needs? The range of programmes at different levels provided by the college through a variety of modes of delivery meets the needs of a wide range of learners. Appropriate entry and exit points enable the college to offer learners programmes that are appropriate to their needs and abilities and prepare them well for employment and further study. The college is responding to increased numbers of younger learners attending college by introducing a wide range of introductory level programmes with appropriate progression to further study. School-college programmes delivered at college or within schools by college teaching staff are effective in meeting the needs of learners across a range of vocational areas. The college’s English for Speakers of Other Languages (ESOL) programmes are effective in meeting the needs of migrant workers and their families. The Skillzone provides high quality experiences for younger learners who have become detached from learning in school and enables them to develop employability, literacy and core skills in a realistic working environment. This provision generally increases their confidence and prepares them well for further learning or employment. Learners express high levels of satisfaction with this programme.

6

How well do learners make progress, attain qualifications and achieve more widely? Learners are progressing well in almost all subject areas and most are attaining qualifications. Learners are making appropriate progress from prior learning and attainment and developing employability, vocational and personal skills. Increasingly, they are also developing the ability to manage and evaluate their own learning. Learners in particular subject areas also achieve additional awards and qualifications which enhance their employability and employment prospects in particular vocational areas. They are able to explore wider issues such as equal opportunities and social and community issues in a variety of programmes. Learners across the college are actively involved in volunteering and benefit from opportunities to develop additional skills through interesting citizenship activities.

7

5.

How effective are the college’s learning and teaching processes?

HMIE is confident that the college has in place high quality learning and teaching processes. How well does the college develop and deliver programmes and services to meet the needs of learners from all backgrounds? The college has a positive approach to inclusion within its curriculum, both in the way programmes are delivered and in most teaching materials. In response to analysis of learner needs, it offers a wide range of programmes that help learners prepare for full-time study. Its range and models of outreach programmes help build confidence in those previously experiencing barriers to learning, particularly in older and younger age groups and ESOL learners. The college has effective arrangements for meeting the needs of learners with additional social and personal barriers to learning, including services and equipment for learners with disabilities. Many of these arrangements involve key workers within the student services team or successful partnership arrangements with agencies based in the communities the college serves. Additional learning support is readily available to those who need it. The college offers a range of highly successful school-college partnership programmes, designed to promote employability and personal skills in young people. It is responsive in accommodating the needs of individual school pupils where necessary. How well do learners learn? In almost all classes, learners are well motivated and enthusiastically take part in their learning. Almost all learners use learning resources well to support their practical work or to extend their knowledge and understanding. Learners use tools and equipment confidently and safely, with supervision appropriate to their level of study. Learners enjoy being able to work at a pace that suits them, and most of them are rapidly developing skills in designing and managing their own learning. Learners respond well to being given responsibility for their individual learning, but they also work very well together, supporting each other in group activities and buddying those who need extra help. Almost all learners make good progress with their work in classes. They are building the right vocational and personal skills at college, and in some cases challenge themselves by doing additional work to extend their skills. How well do teaching and the use of resources ensure effective learning? Timekeeping, attendance and conduct of learners in classes are very good. Teaching staff draw on their vocational knowledge well to make sure learning activities relate well to current industrial practice. Most teaching staff use an appropriate range of approaches which help learners develop interest in their work. They pitch activities at the right level, while challenging learners to achieve the highest standards. In most classes, staff explain the purpose of learning activities clearly. A few staff use technology well for teaching, but in a few areas staff do not use it as imaginatively as they could. 8

Most teaching staff use suitable methods to check learners’ understanding through questioning, setting written exercises or, in a few areas, through the VLE. However, in a few areas, teaching staff do not use questioning thoroughly enough to make sure all learners understand the topic. Occasionally, opportunities to extend knowledge are missed. In all practical classes, teaching staff encourage learners very well through one-to-one support. Staff know learners well and work with them according to their needs. How effective is the context and planning for learning and teaching? Relationships among learners and between learners and teaching staff are respectful, courteous and friendly. Those younger learners who have previous negative experiences of learning feel particularly welcome. Pupils attending school-college programmes enjoy the more relaxed atmosphere of college learning and quickly develop confidence in their abilities. Accommodation and facilities in most practical subject areas are very well planned and provide an environment for learning that reflects industry standards well. Almost all classes are well planned and build on learners’ previous knowledge. In most classes, practical learning is well balanced by theory sessions or personal research using Information and Communication Technology (ICT). Aware that the VLE could be further developed, the college is taking steps to ensure progress continues in this area to support learners. In a few subject areas, core skills classes are unrelated to the learners’ main subject and are not enjoyed fully by learners. An increasing number of learners contribute to the design and delivery of learning. Teaching staff respond very well to learner feedback in relation to issues such as the scheduling of assessment and make suitable adjustments where possible. How well is assessment used to promote effective learning? Most teaching staff use assessment well to help learners to build up their confidence in their own abilities as well as to test their skills and knowledge. In most classes, assessment is ongoing and is well linked to classroom activities. Teaching staff schedule summative assessments well and explain clearly to learners what is expected of them. In particular subject areas, learners can attain extra qualifications within their programmes to help with their future employability. In some areas, learners assess each other’s work, which helps them with their own understanding of the subject. Teaching staff make suitable arrangements for the assessment of all learners with additional support needs. Most teaching staff provide clear oral and written feedback to learners on their assessed work and learners use this to help them set targets for improvement. Learners and staff use reflection effectively to promote effective learning. How well are potential and current learners provided with information, advice and support? The college provides useful pre-course information and advice to potential learners, including, for example, through imaginative events for parents and school pupils planning to attend Skills for Work programmes. Teaching staff plan induction into

9

college carefully to help learners settle into the college and to work well alongside classmates. Teaching staff provide regular and effective guidance for learners as part of their programmes but quickly enlist specialist help from central student services staff where needed. Learner progress is monitored through personal development plans and learners are helped to set appropriate personal targets. Teaching staff are very quick to tackle irregular attendance, through telephone contact or by text messaging. They also sensitively address behavioural or social problems. Learners in many classes work very supportively with each other, through college buddying schemes or more informally using social networking technology. How well does the college sustain continuous enhancement through self-evaluation and internal review activities? Programme teams have made substantial progress in involving learners in the internal review and self-evaluation of programmes and college services. Teaching staff make very effective use of feedback from learners at the end of lessons, at staff-student meetings and through focus groups organised by the college to make adjustments which directly enhance the learners’ experience. Most programme teams analyse and evaluate their programmes well. They focus constructively on learner progress and outcomes during regular team meetings, and work well together to address issues. The majority of programme teams discuss learning and teaching usefully, but a few do not always identify actions relevant to classroom practice. In most programme teams, actions for improvement have been achieved, and retention and attainment rates are high. Programme team evaluations are well monitored by senior managers and appropriate actions supported where necessary.

10

6.

How well are learners engaged in enhancing their own learning and the work and life of the college?

HMIE is confident that learners are actively engaged in enhancing their own learning and the work and life of the college. How well do learners engage in enhancing their own learning? Learners have very good opportunities to influence the quality of their experience and most learners participate very enthusiastically in activities which enhance their own learning. Very positive and mutually respectful relationships between staff and learners result in learners being comfortable and sufficiently confident to raise issues about their learning and teaching. College quality systems ensure that most learners are involved in the design and delivery of their programmes on an ongoing basis. At the early stages of programmes, staff incorporate group activities to help learners become more proficient at reflecting on their learning and expressing their views. Most learners engage regularly and actively with teaching staff in discussing their individual and group learning preferences, and staff respond quickly to meet these needs. Younger learners greatly value the opportunity to be able to talk openly with teaching staff about their learning. They feel the learner views they provide staff with are welcomed, taken seriously and lead to changes and enhancements. Most learners make good use of personal learning and development plans to reflect on their progress and set their own individual goals. In most classes, learners are involved effectively in managing their own learning, providing feedback to teaching staff and, increasingly, the co-delivery of lessons. There are good examples of more vulnerable learners and, in particular, young school leavers developing confidence in using college facilities for independent study. In most classes, learners work well independently and in some cases with minimal supervision. Where appropriate, learners also work very well with each other, supporting whole-class learning. In Skillzone, learners make decisions about the length of time they stay on the programme and make good use of personal development tools to reflect on their learning experiences, assess their achievements and plan next steps. How well do learners engage in enhancing the work and life of the college? The student engagement officer and student engagement mentor successfully promote the learner voice across the college and in curriculum areas. A lively and highly effective student representative council works very well with college staff to stimulate and encourage learner engagement in the work and life of the college. As a result, there is a wide range of activities across the college for learners to take part in. Many college forums and committees have class representation and learner involvement. The college has recently developed a learner representative role within the internal audit team as part of the expansion of learner engagement within the quality culture of the college. The results of a recent learner survey that was designed by learners for learners are prominently displayed in reception areas on all college sites. There are very good examples of learners being involved in activities to help other learners or the wider community. For example, one member of the student representative council provides a 11

weekly support facility for ESOL learners to help them with translation and communication on housing and financial issues. Learners work very supportively with each other, through buddying schemes and group projects. In many areas, peer support for learners is successful in developing confidence in new learners. The college has established a particularly effective partnership with the Angus Volunteer Centre. A strong culture of volunteering within the college has resulted in high numbers of learners being actively involved in volunteering within the local community. The college also delivers popular training programmes to volunteers on a wide range of topics including child protection, confidentiality, and community volunteering.

12

7.

How well is the college led, and how well is it enhancing the quality of its services for learners and other stakeholders?

HMIE is confident that the college is led well and is enhancing the quality of its services for learners and other stakeholders. The Board of Governors and the college senior management team have worked well in partnership with staff to develop educational aims, objectives and targets that are clear and comprehensive, and they communicate them effectively to curricular teams and support teams. Staff understand well the objectives of the college and feel empowered to achieve them. The college has responded particularly well to the needs of the local community and works well with local partners. For example, very productive collaboration arrangements with the adult literacy and numeracy partnership have resulted in a wide range of activities which have contributed to the success of literacy provision in Angus. The college is a key contributor within the community planning partnership and associated sub-groups, with college aims well linked to community needs and priorities. The college links strategic aims and objectives effectively to operational objectives. The principal and senior management team provide strong and effective leadership in all areas of the college. The principal has been successful in extending the capacity of the senior management team over the last few years to its current high level. Roles and responsibilities are clearly understood and there is a strong culture of respect and teamwork. Effective leadership for learning and teaching across the two directorates and the college’s learning and teaching strategy provide clear signposts for improvement in learning and teaching practice and for the incorporation of new technologies. Staff share a commitment to improving the learning experience and are actively developing new approaches to maximise learner engagement in the learning and teaching process. Staff development is, appropriately, closely linked to the achievement of college strategies. Staff who wish to develop leadership skills are well supported through both internal and external training. Very effective leadership of services to support learners has resulted in effective arrangements for learners both prior to and throughout their college experience. The college has successfully communicated the importance of a learner-centred focus to all teams who provide services to support learners. Support team arrangements for internal review, self-evaluation and staff development have been appropriately designed to provide an increased focus on meeting the needs of learners. The role of key workers in curriculum areas provides a high level of service to staff and learners. College staff are committed to making improvements in services and to the welfare of learners. They meet regularly and work closely together to monitor learner progress and support learning. Learners consider staff to be approachable and helpful and enjoy very positive relationships with them. Very effective collaboration between the student engagement officer, the student engagement mentor and college staff is successfully developing innovative approaches to capture the learners’ voice. This is further enhanced by the active roles of members of the student representative council. Learners, staff and managers are highly motivated and proud to be part of Angus College. The college has developed a strong quality culture where the learner is at the centre of considerations and the enhancement of learning and teaching is the key

13

priority for the college. Learners are actively engaged in internal review and self-evaluation activities at many levels including individual, class, programme and whole college. Quality criteria are well established and procedures are implemented effectively. The self-evaluation process is comprehensive and detailed with good communication and feedback arrangements to teams to promote timely, meaningful improvement and enhancement. However, targets within action plans are not always sufficiently specific or measurable to allow the effective monitoring of progress. The college is aware that a few teams are still developing their skills in being fully evaluative. Most college teams are effective in their analysis of Performance Indicator (PI) data and their evaluation of learning and teaching. The college arrangements to identify at risk programmes are effective with action plans in place to monitor developments where issues exist.

14

8.

Signposting excellent and sector-leading and innovative practice

During the HMIE external review, the college submitted examples of what it considered to be excellent or sector-leading and innovative practice and the review team also identified further examples worthy of wider dissemination. These examples of practice are described below with links, where appropriate, to more detailed information on the HMIE website.

8.1

Excellent practice in providing learning opportunities for learners in need of More Choices and More Chances

The Skillzone at Angus College successfully engages socially and educationally excluded young people through the delivery of a roll-on-roll-off programme over 48 weeks of the year, giving access at times to suit individual needs. Angus College has developed strong partnership arrangements across a range of agencies and communities working with young people, including schools, Community Learning and Development (CLD) services and youth agencies to support programme delivery. This approach helps to overcome the effects of poor past learning experiences and helps the young person feel individually supported. The college recognised that traditional approaches to learning were ineffective and developed the approach of dealing holistically with each individual and the individual’s issues as a first step towards critical intervention through personalised learning approaches. The college also recognised that up to 60% of these young people arrive with significant literacy problems, low self-esteem, low confidence levels and a lack of qualifications. It has changed its disciplinary policies, replacing them with a behaviour management policy. This development has been progressed with the development of full commitment from all college staff, investigating alternative methods of communication with learners such as social networking and texting, developing soft skills and measuring attainment as distance travelled. The key performance indicator outcomes for 2007-2008 give rates of early retention of 97%, student retention of 85% and student outcome of 86%.

8.2

Sector-leading and innovative practice in partnership working with schools and employers

An excellent example of employer engagement and partnership working is provided in the innovative way the college construction team has developed the delivery of the Skills for Work course. Running since April 2007, a partnership between a national construction company, Brechin High School, and Angus College is central to the delivery of the Skills for Work in Construction Crafts course to S3/S4 pupils. The programme is designed to offer the learners 9-12 weeks of vocational learning bites in each construction craft area over the two-year S3/S4 programme. The innovative aspect of this course is that the roofing unit has been designed to encompass not only the high technical aspects of roofing, but also practical training in tiling and slating. The company’s bespoke training area has been designed specifically for delivery of this course. For many pupils, this is their first introduction to being in a place of work. The full-time joinery learners at the college on the Introduction to

15

Construction programme are involved in manufacturing the roof rigs for use in the facility. The pupils’ experience of a real-life working environment has provided them with an innovative opportunity to learn vocational skills in the workplace, linking learning with employment and creating an interesting and dynamic method of delivering the programme. This also has enabled the college to engage with industry and local employers, keeping teaching staff’s knowledge of current industry practice and Continuing Professional Development (CPD) up to date. Impact during the 2008 session resulted in 34 Skills for Work pupils returning to Angus College to continue their studies in construction, nine of whom are in full-time employment as apprentices in the industry.

8.3

Sector-leading and innovative practice in proactively developing learner engagement

Through the creation of the roles of student engagement officer and student engagement mentor the college supports the proactive engagement of learners with their learning and teaching and within the wider work and life of the college. The student engagement officer post provides a dedicated staff role with responsibility for working closely with class representatives and Student Representative Council (SRC) members and office bearers in driving forward learner engagement in all aspects of the work and life of the college. The student engagement mentor directly supports the awareness and practice of learners and staff in relation to learner engagement in their learning and teaching at a classroom level through the provision of one-to-one and whole team activity. Recent initiatives include the development and dissemination of a learner engagement toolkit for staff to use in their planning processes. As a result, learners in Angus College really feel empowered, listened to and involved in decision making. Learners can recognise significant changes that they have been able to influence in the way their learning takes place and how the college operates.

8.4

Excellent practice in updating the Board of Governors on quality

The college has implemented a robust and comprehensive system that advises the Board of Governors of the quality assurance and quality enhancement arrangements in place across the college. In academic year 2007-08 the Board of Governors considered the college’s first baseline report and the first annual supplementary report from curriculum and support teams. These reports convey fully the main outcomes of activity from team reviews in a given academic year. They acknowledge college strengths and provide a clear agenda for future action to improve and enhance the quality of learning, teaching and services for learners and other stakeholders. The Board of Governors uses the report to facilitate dialogue with the senior management team around the quality enhancement agenda. The process is the cornerstone of quality in the college and follows the recommendations of the Joint Quality Review Group of the Scottish Funding Council. 16

9.

What happens next?

HMIE will continue to monitor progress during annual engagement visits to the college.

Janet P Gardner HM Inspector

17

10. 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.hmie.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 college external reviews If you wish to comment about any of our reviews, contact us at [email protected] or alternatively you should write in the first instance to BMCT, HM Inspectorate of Education, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA. Our complaints procedure Our complaints procedure is available from our website or alternatively you can write to our Complaints Manager, at the address above or by telephoning 01506 600259. If you are not satisfied with the action we have taken at the end of our complaints procedure, you can raise your complaint with the Scottish Public Services Ombudsman (SPSO). The SPSO is fully independent and has powers to investigate complaints about Government departments and agencies. You should write to SPSO, Freepost EH641, Edinburgh EH3 0BR. You can also telephone 0800 377 7330, fax 0800 377 7331 or e-mail: [email protected]. More information about the Ombudsman’s office can be obtained from the website at www.spso.org.uk.

Crown Copyright 2009 HM Inspectorate of Education

18

Appendix 1 Glossary of terms CLD

Community Learning and Development

CPD

Continuing Professional Development

ESOL

English for Speakers of Other Languages

HMIE

Her Majesty’s Inspectorate of Education

HNC

Higher National Certificate

HND

Higher National Diploma

ICT

Information and Communication Technology

PI

Performance Indicator

SCQF

Scottish Credit and Qualifications Framework

SFC

Scottish Funding Council

SQA

Scottish Qualifications Authority

SRC

Student Representative Council

SVQ

Scottish Vocational Qualification

VLE

Virtual Learning Environment

19

Appendix 2 The Scottish Credit and Qualifications Framework

The Scottish Credit and Qualifications Framework 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.

20