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Board of ManagementLearning & Teaching and Student Services Committee
Meeting of 16 May 2017
II
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Meeting of 16 May 2017
Notice
Learning & Teaching and Student Services Committee
NOTICE OF MEETING
There will be a meeting of the Learning & Teaching and Student Services Committee on Tuesday 16 May 2017. The meeting will commence following the conclusion of the preceding Board Meeting, and will be held in G10 at Aberdeen City Campus.
MEMBERS OF THE BOARD OF MANAGEMENTMs. S CormackMr. D Duthie Mr. J GallProf. J HarperMr. R McGregorMs. L McIntyreMr. D RussellMs. A Simpson (Chair)Ms. K Wetherall
IN ATTENDANCEMr. N Cowie, Vice Principal Business ServicesMr. J Davidson, Vice Principal Learning & QualityMs. E Hart, Vice Principal Human ResourcesMs. P May, Secretary to the Board of ManagementMs. S Lawrance, Minute Secretary
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Meeting of 16 May 2017
Agenda
Learning & Teaching and Student Services Committee
Agenda Meeting of 16 May 2017
1. Apologies for Absence
2. DeclarationsofanyPotentialConflictsofInterestinRelationtoanyAgendaItems
3. Minute of Previous Meeting 3.1. Meeting of 14 March 2017 (paper enclosed)
4. MattersArisingfromtheMinuteofthePreviousMeeting(paperenclosed)
5. Presentation–DigitalFutures(paperenclosed)
6. Matters for Discussion6.1. Quality Assurance Arrangements (paper enclosed)6.2. Full-time Student Applications and Enrolments 2017-18 Update (paper enclosed)6.3. Students’ Association Budget Proposal, AY 2017-18 (paper enclosed)
7. PapersforInformation7.1. Student Activity, AY 2016-17 (paper enclosed)7.2. Key Quality Performance Indicators (paper enclosed)7.3. Learner Satisfaction Survey (paper enclosed)7.4. Student Support Funds (paper enclosed)7.5. Students’ Association – Student Engagement Update (paper enclosed)
8. SummationofBusinessandDateandTimeofNextMeeting
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Learning & Teaching and Student Services CommitteeMeeting of 16 May 2017
Agenda Item 3.1
DraftMinuteofMeetingof14March2017
The meeting commenced at 1450 hours.
PRESENT – S Cormack, D Duthie, J Gall, J Harper, R McGregor, L McIntyre, D Russell, A Simpson (Chair), K WetherallIN ATTENDANCE – N Cowie, J Davidson, E Hart, P May, S LawranceOBSERVER – Apologies were received from S Grant
1. Apologies for AbsenceNo apologies were presented.
2. Minute of previous MeetingThe Minute of Meeting held on 24 January 2017 was approved.
3. MattersarisingfrompreviousMeetingThe Committee noted the matters arising paper.
The update provided at the Board of Management Meeting earlier regarding the implementation of the College’s revised Course Fee Policy was noted.
It was agreed that the Joint Students’ Association Review Group should meet on one further occasion, with a proposed scheduling of June 2017. Members were advised that OSCR were yet to be informed of the change of status of the Association.
It was agreed that agenda item 4.5 should be considered at this time as the item was for decision rather than, as stated on the Agenda, for discussion.
4.5 ChildcareProvisionattheFraserburghCampus The Committee considered a paper providing information on how childcare funds are
allocated to students using the nursery at Fraserburgh Campus and how this differs from students arranging registered childcare elsewhere.
Members were advised that the Busy Bs Nursery is run by a third party provider and that the current contract for services ceases at 31 July 2017.
Following a lengthy discussion, Members agreed that equity should be sought in terms of childcare provision across the College, but that further time was needed to undertake a thorough review of costs.
It was also agreed that re-tendering for the contract for childcare at the Fraserburgh Campus should be initiated, but that consideration should first be given to re-tendering for a shorter period than the current contract, the inclusion of a break clause, or the option to extend the current contract.
A proposal by Mr Gall to consult with students as part of the tendering process and to gain an understanding of local childcare provision was supported.
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Learning & Teaching and Student Services CommitteeMeeting of 16 May 2017
Agenda Item 3.1
4. Matters for Discussion4.1 PerformingEnterpriseandEntrepreneurshipinLearning The Committee noted a paper providing information on the College’s approaches to
developing enterprise and entrepreneurship.
Mr Duthie encouraged fellow Board Members to attend End of Year Shows and Film Festival.
The Committee noted the collaborative working between NESCol students and the Lower George Street Traders Association. The Committee requested that this initiative is highlighted to Gardiner & Theobald following their presentation on the future development of the Aberdeen City Campus at the Board Meeting held earlier that day.
4.2 CurriculumPlanningArrangementsfor2017-18 The Committee noted a paper providing information on the curriculum planning
arrangements for AY2017-18.
4.3 LearnerProgression–FirstDestinationsandProgressionPathways2015-16The Committee noted a paper providing information on information on the progression
pathways of the College’s learners and their first destinations.
4.4 BusinessandCommunityDevelopmentUpdate The Committee noted the information provided an update on the activity being undertaken
by Business and Community Development (BCD) in the current academic year.
A discussion was held in relation to the College’s current reliance on credits generated by BCD in ensuring that the SFC funded activity target is achieved.
It was noted that a strategic review of how the College meets its activity target is to be undertaken, and that this will include consideration of a new strategy for the provision of distance learning with a focus on regional learners and a reduction on activity generated by enrolments from outwith the region.
Ms McIntyre noted that the review would also look at one plus activity and the use of targeted marketing.
Members were advised that a new Business Development Strategy was being prepared.
5. PapersforInformation5.1 StudentActivity2016-17 The Committee noted a paper providing an update on the current status of student
activity for AY 2016-17.
5.2 KeyQualityPerformanceIndicators The Committee noted a report providing information on key performance indicators
relating to the quality data to date in AY 2016-17.
A recommendation relating to complaints from the Follow-up Internal Audit considered by the Audit & Risk Committee at its meeting held earlier that day was noted. Mr Davidson confirmed that the College’s complaints procedures were currently under review.
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Learning & Teaching and Student Services CommitteeMeeting of 16 May 2017
Agenda Item 3.1
5.3 Student Support Funds The Committee noted a report providing information on amounts allocated for various
support funds as well as the comparative spend of student support funds for AY 2016-17 and AY 2015-16.
Members noted the indicative allocation of student support funds for AY 2017-18.
Mr Cowie highlighted that the Scottish Government is currently undertaking a review of student support funds. Mr Cowie advised that he is a member of a related short life working group and that he would update the Committee on developments as appropriate.
5.4 AssociationUpdate The Committee noted a tabled update paper providing summary information on recent
Association activities.
It was noted that the Association are actively trying to increase levels of student engagement and awareness of how to become involved in Association actives. Members were advised that findings from recent flash surveys conducted by the Association would be submitted to the next meeting of the Committee.
6. SummationofBusinessanddateandtimeofnextMeetingThe Secretary gave a summation of the business conducted. The next meeting of the Learning & Teaching and Student Services Committee is scheduled to take place at 1400 hours on Tuesday 16 May 2017.
The meeting concluded at 1612 hrs.
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Learning & Teaching and Student Services CommitteeMeeting of 16 May 2017
Agenda Item 4
MattersArisingfromtheMinuteofthePreviousMeeting
1 Introduction1.1 This paper is to update the Committee on matters arising from the minute of the meeting
of 14 March 2017.
2 Matters Arising2.1 The following provides an update on matters discussed at the last meeting of the
Committee:
3 MattersarisingfrompreviousMeeting The Vice Principal - Business Services, and Head of Organisational Services have
confirmed that letters have been issued to all students affected by the implementation of the approved changes to the College’s Course Fee Policy. It has also been confirmed that the implemented changes have not impacted on any employers.
The final meeting of the Joint Students’ Association Review Group is being scheduled for June 2017. At the time of writing the date of the meeting is yet to be confirmed.
4.4 BusinessandCommunityDevelopmentUpdate. The College’s proposed new Business Development Strategy will be discussed at
the Board’s Planning Event scheduled for 24 May 2017.
4.5 ChildcareProvisionattheFraserbughCampus An update on this issue has been included under Agenda Item 7.4.
6.3 Student Support Funds The short life working group in relation to the Scottish Government’s review of
student support funds has concluded. A number of recommendations have been submitted to the Board overseeing the review for consideration. Further information on progression of the review is expected to be issued by Colleges Scotland in due course.
3 Recommendation3.1 It is recommended that the Committee note the contents of this paper.
LizMcIntyre PaulineMayPrincipal Secretary to the Board of Management
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DIGITAL FUTURES Project Bid Document
Version 1.1
Robin McGregor Version 1.1
Agenda Item 5
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PURPOSE OF PROJECT
To enhance the capabilities of staff in the application of digital technologies and contemporary learning design approaches to improve learner outcomes, align the College with regional and national strategies to embed the use of digital technologies within the curriculum, and grow NESCol’s reputation as a leader in digital practice.
BACKGROUND
The range of knowledge and skills that a student must possess to be successful in learning, life and work within modern society extends beyond the subject specific content of their course. In addition to specialist knowledge, students must develop knowledge and skills across a broad range of contemporary themes.
An effective way to ensure that all students develop such literacies is by ensuring that the use of digital technologies are embedded within everyday learning, teaching and assessment. Not only can this help to enable students to develop essential 21st century skills and maximize their potential for success by increasing engagement, but it can also lead to improved educational outcomes for learners (Scottish Government, 2016).
Central to this approach is building the confidence and capability of staff to use a wide range of digital technologies in sufficiently sophisticated and powerful ways. By developing staff expertise across six specific elements (see figure 1 below) staff from a wide range of academic, administrative and professional roles can acquire the capabilities necessary to thrive in a digital educational environment, and in turn, pass these skills on to their students (Jisc, 2017).
Figure 1: Jisc individual Digital Capability Model, 2017.
As the Jisc model illustrates, in addition to supporting staff to develop their technical ICT proficiency, it is essential that NESCol establish mechanisms that enable staff to develop greater
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knowledge and skills in the pedagogical application of digital technologies, underpinned by an understanding of contemporary digital and information literacies, and curriculum and learning design principles.
Currently, it is very difficult to engage academic staff in professional dialogue regarding this issue and staff attendance at events and training sessions aimed at developing digital practice is poor. The primary reason given for this by Managers is that most teaching staff have (or perceive themselves to have) very little “free time” to commit to undertaking development activities or attending planning or training sessions. It is for this reason that this project is required. In order to drive excellence within the curriculum to improve the student experience it is essential that all staff commit to developing their own digital practice and embedding the use of such technologies into day-to-day learning, teaching and assessment where appropriate.
For this project to be a success staff must be provided with sufficient time and support to engage in meaningful professional development and curriculum planning activities. Furthermore, Academic staff must be empowered to lead on key project objectives and take ownership for driving the success of the project within their own Schools. This avoids a top down approach and increased the likelihood of meaningful and permanent change occurring (Harris and Chrispeels, 2008).
By investing in the professional development of staff across the institution, NESCol will be well placed to ensure that the effective use of digital technologies is strategically embedded within each course and that staff and students develop the literacies necessary to be successful in modern learning, life and work.
OBJECTIVES
The objectives of this project are:
1. To align NESCol with local and national strategies to embrace digital technologies, thus growing the College’s reputation as leader in digital practice. – embed within purpose
2. To position Digital Capability and the embedding of Technology Enhanced Learning within the curriculum as a key strategic priority at NESCol.
3. To build the digital capabilities of all staff and students across the entire institution.
4. To create and promote a new vision for digital capability in the context of learning, teaching and assessment at NESCol.
5. To provide academic teams with the support and time that they need to undertake review of their current Curricula offer.
6. To provide all staff with the support and time required to engage in meaningful training and development activities.
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7. To identify a range of effective and sustainable academic development resources and qualification.
8. To appoint three Digital Learning Advisors to coordinate the development activities within each of the three Academic Schools.
9. To encourage curriculum and support teams to take ownership for identifying their own unique support needs, and benchmarking their current digital practice.
10. To establish sustainable development networks, or action learning sets, within the College.
11. To introduce a “Digital Reach” KPI for all academic teams to enable them to quantify their progress towards embedding digital practice.
12. To create a Digital Futures Innovation space within the City Campus to serve as a project hub and space for facilitating training.
SUMMARY APPROACH
Delivered over a three year period commencing in April 2017, this project will employ the Jisc Digital Capability Framework, alongside a suite of tools and other resources, to construct a contextualized plan for developing digital capability within the College.
The Jisc Digital Capability Framework comprises a series of strategic models, auditing and benchmarking tools, and nuanced role-profiles for commonly found academic, managerial and support roles in FE and HE, all designed to help institutions embed digital practice effectively within learning and teaching.
These resources will be used to deliver the project in four distinct stages:
Stage 1: Vision and Intent:
▪ Define and agree vision and rationale for the project. ▪ Establish Project team ▪ Establish Project identity/brand. ▪ Create Bid for Arm’s Length Foundation ▪ Draft Job Descriptions for Digital Learning Advisors ▪ Seek approval and agree funding
Stage 2: Design and Construct
▪ Launch project to College. ▪ Appoint Digital Learning advisors and establish CQM Action Learning Sets. ▪ Commence Faculty level benchmarking and curriculum review activities.
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▪ Establish mechanisms for sharing, networking and collaboration.
Stage 3: Explore and Contextualise
▪ Focus on support of team-level self -evaluation and identification of personal development options.
▪ Promote Jisc digital capability framework, and relevant role profiling tools. ▪ Align and map individual findings from discovery tool activities with other team
priorities and development plans. ▪ Include opportunities to develop digital capabilities and digital graduate
attributes in curriculum activities – make these clearly signposted with links to supporting resources.
▪ Curriculum and pedagogical review activities. ▪ Introduce programme of institution-wide enhancement events. ▪ Curriculum teams to identify projects designed to improve curriculum, service,
learner experience etc.
Stage 4: Support and Consolidate
• Review, evaluate and report on progress against goals set - at individual level and at organisational level
• Review mechanisms for monitoring and evidencing success - amend and update as required.
• Gather case studies and examples of best practice sharing ‘what works’ and lessons learned.
• Feed successes into team meetings and staff and student development programmes, inviting those involved to lead sessions.
• Promote identified reward and recognition schemes to staff and students to encourage participation
• Ensure development of individual digital capabilities is recognised within individual performance and appraisal mechanisms
OUTLINE DELIVERABLES
The following will be delivered as part of this project
a) A clear strategic vision for digital practice at NESCol.
Vision and Intent
Design and Construct
Explore and Contextulise
Support and Consolodate
Embedded Practice
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b) A three-year developmental step-change plan with SMART actions.
c) Formation of effective communities of practice and innovation/support networks.
d) A sustainable, curriculum-lead CPD programme that supports digital development.
e) Improvements in baseline data for the digital provision within each faculty.
f) A sustainable mechanism for providing ICT skills support to students.
DESIRED OUTCOMES
It is anticipated that, depending on the final scope of the project, the following outcomes will be delivered:
a) Improved staff and student digital capabilities (both general and specialized skills).
b) Improved student satisfaction and experience leading to improved retention and attainment.
c) Enhance the College’s reputation as a digital pioneer both locally and nationally.
d) Students upskilled and better prepared for progression to further learning, life and work.
e) Increased Institutional awareness of contemporary and student-centered learning design strategies.
f) A significant increase in the use of e-assessment, digital grading and digital feedback for summative assessment.
g) “High level” use of digital technologies embedded effectively within strategically designed curriculum.
h) Establish a digitally capable leadership and strategic approach to digital capacity within all academic teams.
i) Sustainable implementation of peer learning and partnership models (e.g. Learning Squares, Action Learning Sets, Teach Meets etc.)
j) Increased staff/student partnership in curriculum design and development (co-creators).
k) Role clarification in the context of Digital Practice and curriculum design and development.
EXCLUSIONS
Separate projects focusing on the replacement/renewal of the VLE, and the piloting of Office 365 and Google Classroom are already underway and are out with the scope of this project. At this time only full-time, day-time courses are involved.
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CONSTRAINTS AND ASSUMPTIONS
The most significant constraint is that of time, or perceived availability of time of teaching staff to engage in training, professional dialogue and course development.
Some curriculum areas are more suited to integrating digital technologies and contemporary teaching strategies than others however, all teams have the potential to change their classroom practice. The Action learning approach should help to engage those teams who have been resistant to change in the past.
BUSINESS IMPACTED
The project will require:
• engagement from a range of teams at each college campus • The SMT who must promote and drive the project • Academic teams and promoted staff • Key support teams e.g. The Learning technologies, Central Timetabling, Library,
Occupational Development, IT, and IT Centre teams.
OUTLINE PLAN
The Following outline plan is proposed, subject to approval:
Phase 1: 2017 - 2018
May 2017 Project approval, funding and initiation
Confirm Financial forecasting - monthly and annual drawdown.
June 2017 Project launched
Digital Learning Advisors appointed and Action Learning Sets formed
August 2017 Main project activities commenced
Initial Faculty and Individual benchmarking activities undertaken
October 2017 School/Faculty specific objectives set
Individual Faculty action plans created and sub-projects initiated
February 2018 Interim review of progress
June 2018 End of phase evaluation
Benchmarking and analysis of distance travelled
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Phase 2: 2018-2019
August 2018 Phase 2 objectives identified
February 2019 Interim review
June 2019 End of phase review and evaluation
Phase 3: 2019-2020
August 2019 Phase 3 objectives identified
February 2020 Interim review
June 2020 End of phase review and evaluation
OUTLINE BUSINESS CASE
The business case is based on investing £500,000 in the appointment of three fixed term, term time posts and supporting the development of staff and student digital capabilities and the design and implementation of a formal approach to blended learning.
The three new fixed-term Digital Learning Advisor posts (evaluated at grade 6 - £24,378 - £28,178) would require £273,990 including on-costs over three years. Of the remaining funds, £210,000 would be used to facilitate teaching staff engagement in training and curriculum planning development activities via the use of protocol staff to deputize for permanent teaching staff as and when required to enable attendance. The remaining £16,010 would be used to establish the Digital Futures Creative Space and procure the necessary computing hardware for the Digital Learning Advisors.
Expense Year 1 Year 2 Year 3 Total Fixed-Term Staff Costs £91,330 £91,330 £91,330 £273,990 IT Hardware costs £1,000 £0 £0 £1,000 Protocol Staff £70,000 £70,000 £70,000 £210,000 Project Support £10,000 £3,000 £2,010 £15,010 Total £172,330 £164,330 £163,340 £500,000
Whilst, via the introduction of more efficient, technology-enabled working practices it may be possible to generate efficiency savings in time and contact, this is first and foremost an enhancement initiative. The primary outcomes of this project will be improvements staff and
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student capacity to use digital technologies to enrich and enhance learning, teaching and assessment, and improvements in baseline measures of individual and team digital capabilities.
QU
ALITY EXPECTATION
S
The project will be centrally m
anaged using Prince2 protocols and documentation w
ith a clear and realistic timeline for im
plementation and
will em
ploy the following structure: confirm
ed cluttered
Board of Management
Senior UserVice Principal John Davidson
User/supplier/business GroupsTeahing StaffStudent Reps
Project AssuranceProject Board
(business, user, supplier)
Senior UsersDirectors of Curriculum
Susan Betty, Joan Thorne, & Susan
Grant
Project ExecutiveHead of Learning Resources
Robin McGregor
Project Manager
Head of Learning ResourcesRobin M
cGregor
Team M
anagersSenior Learning Technologist
Learning TechnologistDigital Learning Advisors
Team M
embers
TBC (e.g. FMs, CQM
s etc.)
Senior SupplierVice Principal
Neil Cowie
Project SupportCentral Adm
inistrationIT and Technical Services
Project Board
INITIAL RISK ASSESSMENT
Potential risks include:
a) Lack of buy-in from promoted staff leading to low engagement or resistance from teaching teams.
b) The challenge of overcoming habit – must be confident to challenge the status quo and adopt new approaches to doing things.
c) Insufficient emphasis on pedagogy – this is more than just a materials development project.
d) Insufficient student induction to online resources and ICT equipment.
e) Inability to release staff from teaching to attend training and development activities.
APPENDICES
Beetham, H., & Sharpe, R. (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning. routledge.
Harris, A. and Chrispeels J. (eds) (2008) International Perspectives on School Improvement, London, Routledge Falmer
Scottish Government. (2016). Enhancing Learning and Teaching Through the Use of Digital Technology http://www.gov.scot/Publications/2016/09/9494
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Learning & Teaching and Student Services CommitteeMeeting of 16 May 2017
Agenda Item 6.1
QualityAssuranceArrangements
1. Introduction1.1. The purpose of this paper is to provide an update to the Committee on the quality
assurance arrangements of North East Scotland College (NESCol).
2. Background 2.1. Following on from the success of the Action Learning Project, a new framework has been
created and rolled out to the college sector.
2.2. The How Good is our College [HGIOC] framework provides a structure for evaluation and enhancement which colleges with their stakeholders can use to identify what is working well and what needs to improve.
3. NewQualityArrangements3.1. The alignment of the framework with other Education Scotland [ES] quality frameworks and
the Student Engagement Framework for Scotland will help the College drive improvements in four high level principles. These are:
• Leadership and quality culture• Delivery of learning and services to support learning• Outcomes and impact; and• Capacity for improvement.
3.2. Since the start of AY2016-17 meetings have taken place with ES to brief staff of the arrangements. ES has also met with the College’s Board of Management and Students’ Association.
3.3. In April 2017, the College agreed an Annual Enhancement and Scrutiny Activity Schedule [AESAS] with ES outlining activities that will be undertaken between May and October 2017. See Appendix 1.
3.4. Self-evaluation templates have been rewritten for all areas of the College to incorporate the challenge questions and quality indicators as outlined in the HGIOC framework. These are:
• Faculty Self-evaluation report [Appendix 2]• Annual School Review [Appendix 3]• Support Self-evaluation report [Appendix 4]• College Level Review [Appendix 5]
3.5. Each self-evaluation report has guidance notes to help staff complete their reports and to help identify areas for development. There is no change to the Annual Programme Reviews that each individual academic team has to complete.
3.6. At the time of writing, the College is putting in place staff development sessions to help staff produce bulleted evaluative statements outlining what we do well and what we need to improve.
4. Recommendation4.1. It is recommended that the Committee note the information provided in this paper.
LizMcIntyre JohnDavidsonPrincipal Vice Principal Learning & Quality
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A
ge
nd
a Ite
m 6.1, A
pp
en
dix 1
Annual Enhancem
ent and Scrutiny Activity Schedule (A
ESAS) – M
ay Update
2017 Introduction and capacity building
Activity
Date/s
Person/s N
otes
Briefing for staff
-
Student S
ervices -
Organisational S
ervices -
HR
/ Health &
Safety /
Organisational D
ev -
Learner Resources / IT
- Finance
- P
ublicity & M
arketing
Briefing w
ith Leadership Team
, DoC
’s and FM’s
Suggest w
orking with
support teams to discuss
their role in the new
arrangements
Aw
areness session for curricular staff – Leadership of curriculum
M
eeting with D
irectors of C
urriculum, Faculty
Managers, and C
urriculum
Quality M
anagers
Novem
ber 2016 04 M
ay 2017 05 M
ay 2017 10 M
ay 2017 11 M
ay 2017 04 M
ay 2017 10 M
ay 2017 11 M
ay 2017
MR
L M
RL
MR
L M
RL/A
As
Com
pleted M
RL confirm
ed dates S
taff to bring to meeting
areas for discussion M
RL to confirm
areas for discussion
Briefing for learners
Aw
areness session with
Students’ A
ssociation and delivered presentation on new
arrangements
Session w
ith newly elected
SA
President and D
epute P
resident and active class reps A
ttend Learner E
ngagement Team
m
eeting, capture Learner V
oice including Peer-led
reviews
February 2017 05 June 2017 26 A
pril 2017
MR
L M
RL
MR
L
Com
pleted M
RL to check availability of
STM
C
ompleted
Briefing for key stakeholders
Enhancem
ent: College H
MI
to address NE
SC
ol Board
of Managem
ent S
ession with V
alidation P
anel to discuss new
arrangements
Possible A
GC
C article for
business awareness
20 February 2017 June 2017 June 2017
MR
L M
RL
MR
L
Com
pleted JD
to organise JD
to raise with P
rincipal
Section 1: Leadership and quality culture
Enhancement/Scrutiny A
ctivity D
ate/s Person/s
Notes
1.1 Governance
and leadership of change
Discussion on S
ection 1.1 with B
oard of M
anagement
05 June 2017
Board of M
anagement S
elf-E
valuation activity
1.2 Leadership of learning and teaching
Academ
ic Board – attendance at
meeting
Curriculum
Perform
ance Review
M
eeting – attendance at meeting
Learner Engagem
ent Group –
attendance at meeting
Curriculum
Advisory P
anel [CA
P]
15 June 2017 31 M
ay 2017 26 A
pril 2017 03 M
ay 2017
MR
L M
RL
STM
M
RL
Observe scheduled
meeting
Observe scheduled
meeting
Com
pleted O
bserve scheduled m
eeting
1.3 Leadership of services to support learning
Support S
ervices follow-up for scrutiny
based on session in May 2017
End of June 2017
MR
L
MR
L to confirm
1.4 Evaluation
leading to im
provement
Program
me of professional dialogue
across three campuses;
•
Engineering
• C
are •
Sport and Fitness
• C
omputing
• A
ll other areas of the curriculum
10 May 2017
11 May 2017
June 2017
MR
L/AA
s
MA
Aspect Task R
eview
follow-up to be carried out
during visit E
vidence of completed
observations for AY
2016/17 to be m
ade available
Internal Review
s -
Timetabling
- Induction
- A
dmissions and A
pplications
June 2017
MR
L E
vidence outlining the key findings of these review
s and any recom
mendations
identified
Section 2: D
elivery of learning and services to support learning
Enhancement/Scrutiny A
ctivity D
ate/s Person/s
Notes
2.1 Safeguarding
and child protection
Aw
areness session with H
ead of S
tudent Services and team
05 May 2017
MR
L M
RL has confirm
ed
2.2 Curriculum
S
crutiny: Attend C
urriculum R
eview
meetings
31 May 2017
MR
L M
RL has confirm
ed
2.3 Learning, teaching and assessm
ent
Lesson Observation
Identify suitable curriculum m
eetings for M
RL to observe
Engagem
ent of learners and impact of
the SA
– explore personalised learning
10 March 2017
May 2017
June 2017
MR
L M
RL
MR
L
One classroom
observation carried out C
ompleted
STM
to attend
2.4 Services to
support learning E
nhancement: Initial m
eeting took place how
ever SA
president was unavailable
31 January 2017
MR
L
STM
– further dates to be arranged
2.5 Transitions S
chool/College P
artnerships A
rticulation arrangements
June 2017 M
RL
JD, S
chool Liaison M
anager and Head of
Student S
ervices, James
Dunphy R
GU
2.6 Partnerships
Enhancem
ent: BC
D looking at their
approach to Em
ployer Engagem
ent - S
ession with V
P B
usiness Services and
BC
D
June 2017
MR
L
JD to speak w
ith NC
Section 3: O
utcomes and
impact
Enhancement/Scrutiny A
ctivity D
ate/s Person/s
Notes
3.1 Wellbeing,
equality, and inclusion
Aw
areness of Equality data, attend
Equality and D
iversity Strategy G
roup m
eeting
19 June 2017 M
RL
JD to liaise w
ith EH
3.2 Equity,
attainment, and
achievement for
all learners
Early W
ithdrawal, Further W
ithdrawal
update P
art-time provision
Identify subject areas of concern C
ore and Essential S
kills
19 June 2017 M
RL
JD to organise
Section 4: C
apacity to Enhancem
ent/Scrutiny Activity
Date/s
Person/s N
otes
improve
Input to challenge/support level review
/evaluation prior to reporting
April to O
ctober 2017 S
MT
MR
L S
FC
Key:
MR
L M
argaret Rose Livingstone, E
ducation Scotland - C
ollege HM
I S
TM
Fiona Mathieson, E
ducation Scotland - S
tudent Team M
ember
AA
s E
ducation Scotland – A
ssociate Assessors
Self-Evaluation and Review 2016/17 & Enhancement Plan 2017/18
1 05/05/2017
Agenda Item 6.1 Appendix 2
Faculty Self-Evaluation Report and
Enhancement Plan 2017/18
Faculty: <<insert area>> Author: <<insert name>> Date of completion: <<insert date>>
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
2
05/05/2017
PAR
T ON
E - INTR
OD
UC
TION
This section of your report should consist of an overview
of the Faculty or Area including reference to curriculum
structure; comm
ercial activity; staffing and range/scope of w
ork with external stakeholders such as em
ployers; schools; universities; comm
unity groups etc. PA
RT TW
O – SELF-EVA
LUA
TION
AN
D R
EVIEW 2017/18
This section will consist of evaluation of each of the follow
ing elements.
Please append relevant curriculum developm
ent plan(s); student satisfaction data; retention and attainment data report and equalities
data reports as key sources of evidence to inform this section.
a)
Curriculum
design
b) Learning and teaching
c) S
tudent support
d) W
orking with partners
e)
Retention, attainm
ent and equalities PA
RT TH
REE - EN
HA
NC
EMEN
T PLAN
This section w
ill provide detail on action identified from review
and how these relate to C
ollege strategic aims/priorities; equality outcom
es; risks etc. PA
RT FO
UR
– GR
AD
ES This section w
ill contain the self-evaluation grading for each of the main them
es using the Education S
cotland scale. PA
RT FIVE - EXC
ELLENT PR
AC
TICE ID
ENTIFIED
This section allow
s for a narrative identifying any excellent practice identified as a result of the evaluation exercise.
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
3
05/05/2017
PAR
T ON
E – INTR
OD
UC
TION
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
4
05/05/2017
REVIEW
OF C
OM
MER
CIA
L AC
TIVITY 2016/17 (if not applicable go to Part 2)
In this section, you should provide details of the scope of your comm
ercial activity.
1.
Overview
of Main A
chievements and evidence of their im
pact G
ive a brief overview of the m
ain achievements and their im
pact. State the num
ber of development points w
ithin the previous year’s plan and of those how
many w
here achieved completely or partially. P
rovide details of the impact these have had on the service provision.
2.
Details of any O
utstanding Issues or Planned Developm
ents not Achieved
Any outstanding issues or planned developm
ents that haven’t been achieved should also be recorded in the Areas for Im
provement colum
n of the self-evaluation section of this report.
3.
Details of the C
omm
ercial Activity undertaken w
ithin Financial Year 2016/17 P
rovide details of the comm
ercial activity undertake in the last financial year and whether the faculty m
et its financial targets.
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
5
05/05/2017
POR
TFOLIO
AM
END
MEN
TS The table below
should be completed detailing the faculty’s portfolio am
endments, including the rationale for discontinuing a program
me, and for im
plementing
new provision.
Discontinued P
rovision N
ew P
rovision for 2017/18 R
ationale for Change
Course C
ode Title
Course C
ode Title
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
6
05/05/2017
PAR
T TWO
– SELF-EVALU
ATIO
N A
ND
REVIEW
2017/18 Introduction D
escription of approach taken to evaluation and grading G
uidance notes for part 2 In this section you are required to produce bulleted evaluative statem
ents outlining what w
e do well and w
hat should we im
prove. The tool below uses the
themes and challenge questions from
How
Good is O
ur College? the E
ducation Scotland Q
uality Framew
ork for Colleges published D
ecember 2016. The
evaluative statements should be based on the evidence of your activity over the last year. They should be succinct statem
ents of how good your practice is
while also giving sufficient inform
ation for an external reader to understand your point. Rem
ember, all evaluative reports are subject to external scrutiny under
the SFC/Education Scotland A
rrangements for assuring and im
proving the quality of provision and services in Scotland’s colleges. All item
s of evidence m
ust include a link to the source document.
Where an evaluative statem
ent is made indicating that there is a need to im
prove this aspect of the college’s performance or activity it m
ust be linked to an action w
ithin the Enhancem
ent Plan: P
lease reference each area for improvem
ent using code AI1, A
I2 etc by showing the code in brackets after the
evaluative bullet point. S
ection 1: Curriculum
and course design §
This should include how the faculty is covering both full and part-tim
e learning; School Links; D
YW
and regional employer &
comm
unity needs. It should also com
ment on flexible entry/exit points and progression routes to positive destinations.
§ Y
ou should also comm
ent on any new program
mes that have run for the first tim
e stating whether the outcom
es anticipated in the application to the C
urriculum A
pproval Panel w
ere achieved. S
ection 5: Retention, attainm
ent and equalities §
This should include how the faculty is m
eeting the general duty to eliminate unfair discrim
ination, promote equality and foster good relations
between different groups. This m
ay include; fair access to courses for applicants, positive action to promote courses to underrepresented groups,
positive action taken for people with disabilities, and include reference to equality issues relating to the vocational area w
ithin the curriculum e.g.
gender bias or evidence of groups which m
ay be performing better or w
orse than others. §
The retention and attainment data report should be based on the previous and current perform
ance indicator reports available from C
olumbus.
Please note that the current session’s report w
ill only be fully accurate once all registers and completion form
s for the session have been submitted
to Student R
ecords. Evaluate the data for retention and achievem
ent comparing the current session’s P
Is with the available 3 year trend data and
any targets agreed for the following session. C
omm
ent on performance against “M
eet or Beat” target and highlight any program
mes, w
hich fall below
target performance. Include any actions to im
prove PIs w
ithin the development plan section.
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
7
05/05/2017
SECTIO
N 1: C
UR
RIC
ULU
M A
ND
CO
UR
SE DESIG
N
2: DELIVER
Y OF LEA
RN
ING
AN
D SER
VICES TO
SUPPO
RT LEA
RN
ING
HO
W G
OO
D IS TH
E QU
ALITY O
F THE PR
OVISIO
N A
ND
SERVIC
ES WE D
ELIVER?
2.2 Curriculum
This indicator relates to the curriculum delivered by colleges. It explores how
the curriculum takes account of strategic drivers to m
eet the needs of all learners and stakeholders including em
ployers. It examines how
curriculum team
s work together, prom
ote equity and develop positive learning attitudes. It reflects how
well skills for learning, life and w
ork are planned and delivered across learning programm
es. It examines the provision of progression routes
within and beyond college from
all programm
es.
Theme 1
Challenge Q
uestions R
ationale, design and developm
ent •
To what extent do curriculum
teams take account of local and national policy and key strategic drivers including
Labour Market Inform
ation (LMI) w
hen designing the curriculum?
• H
ow w
ell do curriculum team
s implem
ent curriculum priorities?
• H
ow w
ell do curriculum team
s gather and use the views of external stakeholders to develop and im
prove the curriculum
? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2
Challenge Q
uestions E
ffectiveness and appropriateness of the curriculum
•
How
well do curriculum
teams provide learners w
ith opportunities to plan and personalise their own learning?
• H
ow w
ell do curriculum team
s incorporate activities which prom
ote equality and diversity? •
How
well do curriculum
teams ensure all learners gain relevant and appropriate levels of know
ledge and skills? •
How
well do curriculum
teams incorporate the view
s of learners to plan and improve the curriculum
? W
hat do we do w
ell? E
vidence
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
8
05/05/2017
•
•
What should w
e improve?
•
Evidence
•
Theme 3
Challenge Q
uestions S
kills for learning, life and work
• H
ow w
ell do curriculum team
s plan delivery of skills for learning, life and work to enable learners to attain and
achieve more w
idely? •
How
effectively do curriculum team
s ensure work placem
ent and work experience opportunities develop skills for
employability?
• To w
hat extent do curriculum team
s promote and em
bed career managem
ent skills within the curriculum
? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 4
Challenge Q
uestions Learning pathw
ays •
How
well does the curriculum
provide opportunities for learners to incrementally develop skills and prepare for
progression? •
How
well do curriculum
teams provide suitable entry/exit points to m
eet learner needs? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
9
05/05/2017
SECTIO
N 2: LEA
RN
ING
AN
D TEA
CH
ING
2.3 Learning, teaching and assessm
ent
This indicator focuses on how w
ell learners engage in learning activities. It highlights how teaching approaches m
eet learning needs and how use of
resources, including digital technologies, impact on learning. It evaluates the use of assessm
ent approaches and learner and stakeholder involvement in
planning and evaluating learning. It includes how w
ell teaching staff reflect on approaches to inform im
proved practice.
Theme 1
Challenge Q
uestions Learning and engagem
ent • H
ow w
ell are learners motivated and engaged in enhancing their ow
n learning? • H
ow w
ell do all learners make use of, high-quality resources and equipm
ent, including digital technologies? • H
ow w
ell do learners develop the skills they need to help them attain, achieve and progress to a positive
destination? • H
ow w
ell do learners influence their own learning and set goals to im
prove? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2
Challenge Q
uestions Teaching
• How
well do lecturers use teaching approaches w
hich meet individual learning needs?
• How
effectively do lecturers use questioning strategies to enhance the learning experience and promote
further learning? • H
ow effectively do lecturers use a range of appropriate resources including digital technologies to support and
enhance learning and teaching? W
hat do we do w
ell?
•
Evidence
•
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
10
05/05/2017
What should w
e improve?
•
Evidence
•
Theme 3
Challenge Q
uestions A
ssessment
• How
well do assessm
ent approaches meet the needs of all learners?
• How
well do lecturers use on-going and end-of-unit assessm
ent to promote learning and affirm
achievement?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 4
Challenge Q
uestions E
valuation of the learning experience
• How
effectively do lecturers use learner performance inform
ation to support learner improvem
ent? • H
ow w
ell do lecturers involve learner representatives and stakeholders in evaluating the learning experience and planning for im
provement?
• How
well do lecturers reflect on learning and teaching approaches to inform
improvem
ents in the learning experience?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
11
05/05/2017
SECTIO
N 3: STU
DEN
T SUPPO
RT
2.4 Services to support learning This indicator relates to the provision of support services. It includes inform
ation provided to applicants and services delivered to ensure learners benefit from
appropriate support arrangements to ensure they rem
ain on programm
e and succeed. It encompasses arrangem
ents for staff to reflect on approaches and draw
on learner feedback to improve provision. It includes w
orking arrangements w
ith external partners and use made of funds to deliver
services. Them
e 2 C
hallenge Questions
Services w
hich contribute to achievem
ent, attainment and
progression
• H
ow effective are faculty arrangem
ents for providing potential and current learners with inform
ation, advice and support to m
ake informed decisions about their learning?
• H
ow effective are faculty arrangem
ents for identifying the needs of individual learners to provide support for learning?
W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 3
Challenge Q
uestions S
ervices which contribute to
progression to a positive destination
• How
effective are arrangements for learners to reflect on and discuss their progress w
ith lecturers? • H
ow w
ell do lecturers support learners to achieve a positive destination?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
2.5 Transitions
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
12
05/05/2017
This indicator focuses on transition arrangements and how
these help and support learners make inform
ed choices. It highlights the impact of partnership
approaches and how w
ell these are supporting transitions into and beyond college programm
es. Them
e 1 C
hallenge Questions
Collaborative planning and
delivery •
How
well does the faculty w
ork with external partners to ensure effective transition arrangem
ents into and out of college program
mes?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2
Challenge Q
uestions A
rrangements to support learners
• H
ow effectively are learners supported by the faculty to m
ake informed choices about the next phase of their
learning or employm
ent? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
13
05/05/2017
SECTIO
N 4: EM
PLOYER
S AN
D C
OM
MU
NITIES
2.6 Partnerships This indicator identifies how
well the college contributes to local and regional priorities. It encom
passes engagement w
ith employers to provide skilled
workforce needs. It includes partnership w
orking arrangements w
ith key stakeholders and how those partners contribute to review
ing and evaluating college provision to bring about im
provement.
Theme 1
Challenge Q
uestions C
ollaborative arrangements
• H
ow w
ell do faculty staff work w
ith partners to improve outcom
es for learners? •
How
effectively do faculty staff work w
ith key partners to meet com
munity and regional priorities?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2
Challenge Q
uestions R
esponsiveness to the needs of external stakeholders
• How
well do faculty staff engage w
ith employers to m
eet industry needs?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
14
05/05/2017
SECTIO
N 5: STU
DEN
T RETEN
TION
, ATTA
INM
ENT A
ND
EQU
ALITY O
F OPPO
RTU
NITY
3: OU
TCO
MES A
ND
IMPA
CT
HO
W G
OO
D A
RE W
E AT EN
SUR
ING
THE B
EST OU
TCO
MES FO
R A
LL OU
R LEA
RN
ERS?
3.1 Wellbeing, equality and inclusion
This indicator highlights how w
ell the college complies w
ith equalities legislation and how inclusion and equality arrangem
ents improve outcom
es for learners and stakeholders. D
ata analysis demonstrates im
proved attainment outcom
es for learners and groups facing barriers to learning. Activities
demonstrate a pro-active approach to celebrate an inclusive culture and ethos.
Theme 1
Challenge Q
uestions S
tatutory duties • H
ow w
ell does the faculty take account of equalities legislation? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2
Challenge Q
uestions Inclusion and equality
• H
ow w
ell do inclusion and equality arrangements w
ithin the faculty ease access and improve attainm
ent for groups and individuals experiencing barriers to learning?
• H
ow effectively do staff and learners prom
ote and celebrate diversity and support an ethos and culture of inclusion?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
15
05/05/2017
3.2 Equity, attainment and achievem
ent for all learners
This indicator identifies how learners succeed. It includes analysis of program
me outcom
es over time. It reports on outcom
es across all learner groups. It highlights how
well learners are im
proving and enhancing their essential skills. It reflects the impact of use of data to im
prove performance.
Theme 1
Challenge Q
uestions Learner success over tim
e •
How
well do learners achieve and m
aintain high levels of retention, attainment and progression?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2
Challenge Q
uestions E
ssential skills including skills for life and w
ork •
How
well are learners achieving essential skills to progress in their learning?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 3
Challenge Q
uestions E
quity for learners •
How
well does the faculty ensure equity of success and achievem
ent for all learners? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
16
05/05/2017
PAR
T THR
EE - ENH
AN
CEM
ENT PLA
N
Guidance notes for part 3
Use the tem
plate provided to identify Areas for D
evelopment for the com
ing academic year. A
n Area for D
evelopment is identified from
the following:
1.
Activity to be undertaken to m
eet a College A
nnual Priority. Each year the C
ollege identifies priorities associated with the S
trategic Plan
Am
bitions that drive forward action in the com
ing year. 2.
To respond to an Objective w
ithin one of the College’s supporting strategies associated w
ith the Strategic P
lan 2015-18. 3.
To address an Area for Im
provement from
the self-evaluation exercise. 4.
To re-establish a Previous Strength or as a New
Developm
ent. 5.
To manage a C
orporate Operational R
isk 6.
To address an Equality Outcom
e These are the six m
ain types of Developm
ental Drivers for the C
ollege Enhancem
ent Plan. They should be referenced w
ithin the Enhancem
ent Plan using
the reference from the source docum
ents (the annual priorities, the Faculty’s self-evaluation, Areas for Im
provement from
the self-evaluation and the relevant college strategies). For exam
ple, an area for improvem
ent from self-evaluation should be referenced back to the area for im
provement (A
I), an annual priority should be referenced back to the C
orporate Plan am
bitions and an objective should reference back to the associated college strategy. For each A
rea for Developm
ent you must:
1. P
rovide a numerical reference code
2. B
riefly describe the area for development,
3. D
escribe the impact this w
ill have and how it w
ill be measured,
4. D
escribe each activity you will undertake to have the desired im
pact. State by w
hen and who w
ill be leading the work
5. Link it to a developm
ental driver
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
17
05/05/2017
ENH
AN
CEM
ENT PLA
N
Please reference each Developm
ental Driver using the follow
ing coding: A
nnual Priority – Reference to the codes w
ithin the Annual P
riority Docum
ent (AP
) A
rea for Improvem
ent (from the self-evaluation) – R
eference back to the self-evaluation (AI) above
Objective (from
a College S
upporting Strategy) – S
ee each strategy for reference code R
e-establishing a previous strength or as a new developm
ent – Reference back to E
ducation Scotland Q
uality How
Good Is O
ur College? 2016 (H
GIO
C)
Corporate O
perational Risk – R
eference back to the College R
isk Register (R
) Equality O
utcome – R
eference to the Equality O
utcomes and A
ction Plan (E
) N
o. A
rea for Developm
ent (D
evelopmental D
river) Im
pact (The intended difference to be m
ade)
Actions to be taken
(Describe each activity
you will undertake to
have the desired impact)
By W
hen &
by W
hom
Developm
ental D
river Code
(e.g. AP1, A
I1, E1, R
1)
Update &
Evaluation
1 Engagem
ent with Student
Association
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
18
05/05/2017
PAR
T FOU
R – G
RA
DES
Details of grades aw
arded for each principle, using the six-point scale as follows:
• E
xcellent •
Very good
• G
ood •
Satisfactory
• W
eak •
Unsatisfactory
K
ey Principle
Grade
Leadership and quality culture: H
ow good is our leadership and approach to im
provement?
Grade
Delivery of learning and services to support learning:
How
good is the quality of our provision and services we deliver?
Grade
Outcom
es and Impact:
How
good are we at ensuring the best possible outcom
es for all our learners? G
rade
Capacity to Im
prove W
hat is our capacity for improvem
ent? S
upporting statement
Self-E
valuation & D
evelopment P
lan 2016/17
<<Insert faculty name>>
Working Together
19
05/05/2017
PAR
T FIVE - EXCELLEN
T PRA
CTIC
E IDEN
TIFIED
PR
AC
TICE ID
ENTIFIED
IMPA
CT O
N STU
DEN
TS IM
PAC
T ON
OTH
ER STA
KEH
OLD
ERS
46
Self-Evaluation and Review 2016/17 & Enhancement Plan 2017/18
1 05/05/2017
Agenda Item 6.1 Appendix 3
Annual School Review 2016/17 &
Enhancement Plan 2017/18
School: <<insert area>> Author: <<insert name>> Date of completion: <<insert date>>
Self-E
valuation & D
evelopment P
lan 2016/17
<<Insert School nam
e>>
2
05/05/2017
PAR
T ON
E - Introduction This section of your report should consist of an overview
of the School including reference to faculties and team
s represented. PA
RT TW
O – Leadership and Q
uality Culture
This section will consist of evaluation of each of the them
es included in the Education S
cotland HG
IOC
framew
ork for leadership and quality culture. PA
RT TH
REE – School SW
OT A
nalysis: Learning, Services to Support Learning and Outcom
es This section w
ill consist of a School S
WO
T Analysis of each of the them
es included in the Education S
cotland HG
IOC
framew
ork for delivery of services, outcom
es and impact as already review
ed in detail at Faculty level. PA
RT FO
UR
- Enhancement Plan
This section will provide detail on action identified from
review and how
these relate to College strategic aim
s/priorities; equality outcomes; risks etc.
PAR
T FIVE – Grades
This section will contain the self-evaluation grading for each of the m
ain themes using the E
ducation Scotland scale.
Self-E
valuation & D
evelopment P
lan 2016/17
<<Insert School nam
e>>
3
05/05/2017
PAR
T ON
E - Introduction to the School
D
irec
tor o
f Curric
ulum
Sch
oo
l C
urric
ulu
m A
rea
Site
Te
am
Ref.
Self-E
valuation & D
evelopment P
lan 2016/17
<<Insert School nam
e>>
4
05/05/2017
PAR
T TWO
– Leadership and Quality C
ulture G
uidance notes for part 2 In this section you are required to produce bulleted evaluative statem
ents outlining what w
e do well and w
hat should we im
prove. The tool below uses the
themes and challenge questions from
How
Good is O
ur College? the E
ducation Scotland Q
uality Framew
ork for Colleges published D
ecember 2016. The
evaluative statements should be based on the evidence of your activity over the last year. They should be succinct statem
ents of how good your practice is
while also giving sufficient inform
ation for an external reader to understand your point. Rem
ember, all evaluative reports are subject to external scrutiny under
the SFC/Education Scotland A
rrangements for assuring and im
proving the quality of provision and services in Scotland’s colleges. All item
s of evidence m
ust include a link to the source document.
Where an evaluative statem
ent is made indicating that there is a need to im
prove this aspect of the college’s performance or activity it m
ust be linked to an action w
ithin the Enhancem
ent Plan: P
lease reference each area for improvem
ent using code AI1, A
I2 etc by showing the code in brackets after the
evaluative bullet point.
Self-E
valuation & D
evelopment P
lan 2016/17
<<Insert School nam
e>>
5
05/05/2017
1: LEAD
ERSH
IP AN
D Q
UA
LITY CU
LTUR
E
HO
W G
OO
D IS O
UR
LEAD
ERSH
IP AN
D A
PPRO
AC
H TO
IMPR
OVEM
ENT?
1.1 Governance and leadership of change
This indicator focuses on collaborative leadership at all levels to develop a shared vision for change and improvem
ent. It considers how the college
responds to influences both external and internal. This includes Section B
on the Quality of the S
tudent Experience in C
ode of Good G
overnance for S
cotland’s Colleges and the Fram
ework for D
eveloping Strong and E
ffective College S
tudents’ Associations. P
lanning for continuous improvem
ent should be evidence-based and linked to effective self-evaluation. Leaders should ensure that the need for change is w
ell understood and that the pace of change is appropriate to ensure the desired positive im
pact for learners.
Theme 2
Challenge Q
uestions D
eveloping a Shared vision.
Values and aim
s •
How
well do m
anagers engage staff in the ongoing development of college vision, aim
s and values?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 3
Challenge Q
uestions P
lanning for continuous im
provement
• H
ow w
ell are staff and the Students’ A
ssociation involved in the process of change and planning for continuous im
provement w
ithin the School?
• H
ow w
ell does the School utilise the diversity of learner voices in planning for continuous im
provement?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Self-E
valuation & D
evelopment P
lan 2016/17
<<Insert School nam
e>>
6
05/05/2017
1.2 Leadership of learning and teaching
This indicator relates to leadership for improving learning and teaching. It highlights the im
portance of professional comm
itment to im
proving pedagogy through a range of approaches to C
LPL including collegiate w
orking. It focuses on leadership at all levels which im
proves the learning experience and outcom
es for learners through enabling them to lead their ow
n learning. It identifies the importance of effective engagem
ent with the S
tudents’ Association
(where appropriate) and learner representatives.
Theme 1
Challenge Q
uestions Leadership for im
provement of
learning and teaching •
How
effective are strategies for improving learning and teaching and how
well are these com
municated and
understood by staff within the S
chool? •
How
effective is your planning for delivery of high quality learning provision? •
How
well do S
chool managers involve staff and stakeholders, including em
ployers to influence strategies for the developm
ent of learning and teaching? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2
Challenge Q
uestions Leadership of staff
• H
ow effectively do m
anagers comm
unicate and collaborate to bring about improvem
ent and enhancement?
• H
ow w
ell do managers provide effective leadership of staff to im
prove learning and teaching? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 3
Challenge Q
uestions C
areer-long professional learning (C
LPL)
• H
ow w
ell do CLP
L arrangements support curriculum
teams and individual staff to deliver im
provements to learning
and teaching? W
hat do we do w
ell? E
vidence
Self-E
valuation & D
evelopment P
lan 2016/17
<<Insert School nam
e>>
7
05/05/2017
•
•
What should w
e improve?
•
Evidence
•
Theme 4
Challenge Q
uestions Learners leading learning
• H
ow w
ell do managers involve learners, including learner representatives to influence strategies for the
development of learning and teaching?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
1.3 Leadership of services to support learning This indicator focuses on the leadership of services to support learning. It recognises the im
portance of effective planning and provision of support services. It highlights the im
portance of curriculum and support team
s working collaboratively together. It acknow
ledges the need for tailored partnership w
orking arrangements w
ith external stakeholders which inform
improvem
ent. It identifies the importance of effective engagem
ent with the S
tudents’ A
ssociation and learner representatives. Them
e 1 C
hallenge Questions
Leadership of staff •
How
well do m
anagers provide effective leadership of staff to improve service delivery?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2
Challenge Q
uestions A
ccount of Current and P
rojected N
eeds of Learners •
How
well do m
anagers take account of current and projected needs of learners to plan services to support learning?
Self-E
valuation & D
evelopment P
lan 2016/17
<<Insert School nam
e>>
8
05/05/2017
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 3
Challenge Q
uestions Internal arrangem
ents for delivery of services to support learning
• H
ow w
ell do curriculum and support staff jointly plan and deliver services to support learning?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 4
Challenge Q
uestions C
areer-long professional learning (C
LPL)
How
effective are CLP
L arrangements in supporting staff to develop skills and approaches to m
eet the needs of all learners?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Self-E
valuation & D
evelopment P
lan 2016/17
<<Insert School nam
e>>
9
05/05/2017
1.4 Evaluation leading to improvem
ent
This indicator focuses on the effectiveness of leadership of evaluation arrangements and how
they bring about improvem
ent. It highlights the importance of
partnership working. It em
phasises the need for strong leadership and robust analysis of intelligence and data as essential features of effective continuous self-im
provement.
Theme 1
Challenge Q
uestions A
nalysis and evaluation •
How
well do S
chool managers engage learner representatives in evaluating program
mes and provision to
influence and contribute to improvem
ent? •
How
well do S
chool managers lead the evaluation of provision and services?
W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2
Challenge Q
uestions C
ollaborative approaches to evaluation and data sharing
• H
ow effectively do S
chool managers m
aintain successful partnerships which inform
evaluation and lead to im
provement?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 3
Challenge Q
uestions Im
pact on learners’ success and achievem
ents •
To what extent do evaluative activities im
prove outcomes for learners?
• H
ow w
ell do School m
anagers use past, current and projected outcomes for learners to plan for im
provement?
What do w
e do well?
•
Evidence
•
Self-E
valuation & D
evelopment P
lan 2016/17
<<Insert School nam
e>>
10
05/05/2017
What should w
e improve?
•
Evidence
•
Self-E
valuation & D
evelopment P
lan 2016/17
<<Insert School nam
e>>
11
05/05/2017
PAR
T THR
EE – School SWO
T Analysis: Learning, Services to Support Learning and O
utcomes
HG
IOC
reference
Challenge
Question
Strengths: W
hat does the School do w
ell?
Weaknesses:
What does the School need to im
prove?
Opportunities:
What opportunities are
open to the School?
Threats: W
hat threats exist which
could impede continuous
improvem
ent in the School?
2.1 H
ow good is our
safeguarding?
2.2 H
ow good is our
curriculum?
2.3 H
ow good is our
learning, teaching and assessm
ent?
2.4 H
ow good are
our services to support learning?
2.5 H
ow good are
our transitions?
2.6 H
ow good are
our partnerships?
3.1 H
ow good are
our arrangem
ents for w
ellbeing, equality and inclusion?
3.2
How
good is our equity, attainm
ent and achievem
ent for all learners?
Self-E
valuation & D
evelopment P
lan 2016/17
<<Insert School nam
e>>
12
05/05/2017
PAR
T FOU
R – SC
HO
OL EN
HA
NC
EMEN
T PLAN
G
uidance notes for part 3 U
se the template provided to identify A
reas for Developm
ent for the coming academ
ic year. An A
rea for Developm
ent is identified from the follow
ing:
1. A
ctivity to be undertaken to meet a C
ollege Annual Priority. E
ach year the College identifies priorities associated w
ith the Strategic P
lan A
mbitions that drive forw
ard action in the coming year.
2. To respond to an O
bjective within one of the C
ollege’s supporting strategies associated with the S
trategic Plan 2015-18.
3. To address an A
rea for Improvem
ent from the self-evaluation exercise.
4. To re-establish a Previous Strength or as a N
ew D
evelopment.
5. To m
anage a Corporate O
perational Risk
6. To address an Equality O
utcome
These are the six main types of D
evelopmental D
rivers for the College E
nhancement P
lan. They should be referenced within the E
nhancement P
lan using the reference from
the source documents (the annual priorities, the S
chool’s self-evaluation, Areas for Im
provement from
the self-evaluation and the relevant college strategies). For exam
ple, an area for improvem
ent from self-evaluation should be referenced back to the area for im
provement (A
I), an annual priority should be referenced back to the C
orporate Plan am
bitions and an objective should reference back to the associated college strategy. For each A
rea for Developm
ent you must:
1. P
rovide a numerical reference code
2. B
riefly describe the area for development,
3. D
escribe the impact this w
ill have and how it w
ill be measured,
4. D
escribe each activity you will undertake to have the desired im
pact. State by w
hen and who w
ill be leading the work
5. Link it to a developm
ental driver
Self-E
valuation & D
evelopment P
lan 2016/17
<<Insert School nam
e>>
13
05/05/2017
ENH
AN
CEM
ENT PLA
N
Please reference each Developm
ental Driver using the follow
ing coding: A
nnual Priority – Reference to the codes w
ithin the Annual P
riority Docum
ent (AP
) A
rea for Improvem
ent (from the self-evaluation) – R
eference back to the self-evaluation (AI) above
Objective (from
a College S
upporting Strategy) – S
ee each strategy for reference code R
e-establishing a previous strength or as a new developm
ent – Reference back to E
ducation Scotland Q
uality How
Good Is O
ur College? 2016 (H
GIO
C)
Corporate O
perational Risk – R
eference back to the College R
isk Register (R
) Equality O
utcome – R
eference to the Equality O
utcomes and A
ction Plan 2013-17 (E
) N
o. A
rea for Developm
ent (D
evelopmental D
river) Im
pact (The intended difference to be m
ade)
Actions to be taken
(Describe each activity
you will undertake to
have the desired impact)
By W
hen &
by W
hom
Developm
ental D
river Code
(e.g. AP1, A
I1, E1, R
1)
Update &
Evaluation
1 Engagem
ent with Student
Association
Self-E
valuation & D
evelopment P
lan 2016/17
<<Insert School nam
e>>
14
05/05/2017
PAR
T FIVE – GR
AD
ES D
etails of grades awarded for each principle, using the six-point scale as follow
s: •
Excellent
• V
ery good •
Good
• S
atisfactory •
Weak
• U
nsatisfactory
Key P
rinciple G
rade Leadership and quality culture: H
ow good is our leadership and approach to im
provement?
Grade
Delivery of learning and services to support learning:
How
good is the quality of our provision and services we deliver?
Grade
Outcom
es and Impact:
How
good are we at ensuring the best possible outcom
es for all our learners? G
rade
Capacity to Im
prove W
hat is our capacity for improvem
ent? S
upporting statement
Support Team Self-Evaluation and Review 2017/18
1
Agenda Item 6.1 Appendix 4
Support Team Self-Evaluation Report and
Enhancement Plan 2017/18
Support Area: <<insert area>> Author: <<insert name>> Date of completion: <<insert date>>
2
05/05/2017
PU
RPO
SE The purpose of this review
is to identify strengths and areas for improvem
ent of a support team in relation to its service provision. It is key to the review
that it is evidence-based, there is a thorough evaluation of the key perform
ance indicators and service standards and it refers throughout to the impact on
the learner. The outcome of the review
should be a plan that identifies a series of actions to improve the quality of service and raise client satisfaction.
The successful review should:
• B
e evidence based, evaluative and analyse the information available.
• S
hould consider the impact of the team
’s activities on learners and other stakeholders. •
Generate actions to address areas for im
provement
• O
utline any innovations planned which are not necessarily related to identified areas for im
provement
Process The com
pletion of the Annual S
upport Team R
eview should be a team
exercise, led by the designated author of the report. The Head of D
epartment w
ill identify the designated author of the report w
hose function will be to:
•
Collate evidence for review
•
Lead the team m
embers in the review
of the evidence, identification of strengths and areas for improvem
ent, allocation of grade and determination of
action points for improvem
ent. A
ction Planning W
here appropriate you should identify action/s to be taken, deadline/s for action to be taken and the individual responsible for taking action. In identifying the actions it is im
portant to ensure that they address an identified area for improvem
ent and are designed to contribute to developing the quality of service. The actions should be specific, m
easurable, achievable, realistic and time bound.
Audience for the R
eview
Internal College M
anagers and external review bodies w
ill use the Annual S
upport Team R
eview to evaluate the effectiveness of the team
and the capacity for im
provement in that team
. Therefore a formal style for the report m
ust be used and the report produced to a high standard. Sources of Evidence K
ey sources of evidence are:
• P
erformance indicator data – m
eeting service standards •
Custom
er satisfaction data – staff surveys, student surveys and external stakeholder surveys (where relevant)
• Internal audit reports (w
here completed)
3
05/05/2017
Submission D
eadline The deadline for com
pletion of Annual S
elf Evaluation R
eport is _______________ Final copies should be forw
arded by the Head of D
epartment to the relevant V
ice Principal. The report should be subm
itted electronically. This section of your report should include narrative reports as follow
s:
1) D
etails of progress on action points from previous year
2) O
verview of S
upport Area/D
epartment
3) M
ainstreaming E
quality 4)
Support Team
Self-E
valuation and Review
5)
Action P
lan 6)
Grades
7) E
xcellent Practice
SECTIO
N 1: D
ETAILS O
F PRO
GR
ESS ON
AC
TION
POIN
TS FRO
M 2015-16 R
EVIEW
Provide an overview
of the action points and impact of action.
AC
TION
S FRO
M 2015-16 R
EVIEW
2015-16 Action Point
Original Target D
ate and Progress/ C
losure Im
pact of Action
4
05/05/2017
PLAN
NED
INN
OVA
TION
S 2016-17 2016-17 Planned Innovation
Original Target D
ate and Progress/ C
losure Im
pact of Action
SECTIO
N 2: C
OM
POSITIO
N A
ND
FUN
CTIO
NS O
F TEAM
In this section provide a brief overview
of the support area you are responsible for which includes com
position and main functions of the team
.
5
05/05/2017
SECTIO
N 3: M
AIN
STREA
MIN
G EQ
UA
LITY To support the C
ollege in meeting the requirem
ents of the Equality A
ct 2010 you should provide details on how you are collating and analysing student data
relating to your area of responsibility. In this section, you should provide a M
ainstreaming and E
qualities Report m
aking reference to any analysed data where applicable. (A
ppendices can be used to refer to full reports)
6
05/05/2017
SECTIO
N 4: SU
PPOR
T TEAM
SELF-EVALU
ATIO
N A
ND
REVIEW
G
uidance notes In this section you are required to produce bulleted evaluative statem
ents outlining what w
e do well and w
hat we need to im
prove. The tool below uses the
themes and challenge questions from
How
Good is O
ur College? the E
ducation Scotland quality fram
ework for colleges published D
ecember 2016. The
evaluative statements should be based on the evidence of your activity over the last year. They should be succinct statem
ents of how good your practice is
while also giving sufficient inform
ation for an external reader to understand your point. Rem
ember, all evaluative reports are subject to external scrutiny under
the SFC
/Education S
cotland Arrangem
ents for assuring and improving the quality of provision and services in S
cotland’s colleges. All item
s of evidence must
include a link to the source document.
If a challenge question does not relate to your area of responsibility indicate ‘not applicable’ W
here an evaluative statement is m
ade indicating that there is a need to improve this aspect of the college’s perform
ance or activity it must be linked to the
Action P
lan.
7
05/05/2017
LEAD
ERSH
IP AN
D SER
VICES
1: LEAD
ERSH
IP AN
D Q
UA
LITY CU
LTUR
E H
OW
GO
OD
IS OU
R LEA
DER
SHIP A
ND
APPR
OA
CH
TO IM
PRO
VEMEN
T? 1.1 G
overnance and Leadership of Change
• G
overnance and leadership •
Developing a shared vision, values and aim
s •
Planning for continuous im
provement
This indicator focuses on collaborative leadership at all levels to develop a shared vision for change and improvem
ent. It considers how the college
responds to influences both external and internal. This includes Section B
on the Quality of the S
tudent Experience in C
ode of Good G
overnance for S
cotland’s Colleges and the Fram
ework for D
eveloping Strong and E
ffective College S
tudents’ Associations. P
lanning for continuous improvem
ent should be evidence-based and linked to effective self-evaluation. Leaders should ensure that the need for change is w
ell understood and that the pace of change is appropriate to ensure the desired positive im
pact for learners. Them
e 1.1 C
hallenge Questions
Developing a shared vision,
values and aims
• H
ow w
ell do college managers engage staff in the ongoing developm
ent of college vision, aim and values?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 1.1
Challenge Q
uestions D
eveloping a shared vision, values and aim
s •
How
well do m
anagers reflect local, regional and national priorities when developing college strategies?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
1.2 Leadership of Services to Support Learning •
Leadership for improvem
ent of services to support learning •
Leadership of staff •
Account of current and projected needs of learners
• C
areer-long professional learning (CLP
L)
8
05/05/2017
• P
artnerships with other agencies
This indicator focuses on the leadership of services to support learning. It recognises the importance of effective planning and provision of support
services. It highlights the importance of curriculum
and support teams w
orking collaboratively together. It acknowledges the need for tailored partnership
working arrangem
ents with external stakeholders w
hich inform im
provement. It identifies the im
portance of effective engagement w
ith the Students’
Association and learner representatives.
Theme 1.3
Challenge Q
uestions Leadership of services to support learning
• H
ow effective are strategies for im
proving services to support learning? How
well are these com
municated and
understood by staff? W
hat do we do w
ell? •
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 1.3
Challenge Q
uestions Leadership of services to support learning
• H
ow effective is planning for delivery of high quality services to support learning
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 1.3
Challenge Q
uestions C
areer-long professional learning (C
LPL)
• H
ow effectively do m
anagers comm
unicate and collaborate to bring about improvem
ent and enhancement?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 1.3
Challenge Q
uestions Learners of staff
• H
ow w
ell do managers provide effective leadership of staff to im
prove service delivery? W
hat do we do w
ell? •
Evidence
•
9
05/05/2017
What should w
e improve?
•
Evidence
•
Theme 1.3
Challenge Q
uestions A
ccount of current and projected needs of learners
• H
ow w
ell do managers take account of current and projected needs of learners to plan services to support
learning? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 1.3
Challenge Q
uestions A
ccount of current and projected needs of learners
• H
ow w
ell do managers of curriculum
and support service areas jointly plan and deliver services to support learning?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 1.3
Challenge Q
uestions C
areer-long professional learning (C
LPL)
• H
ow effective are C
LPL arrangem
ents in supporting staff to develop skills and approaches to meet the needs of
all learners? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
10
05/05/2017
Theme 1.3
Challenge Q
uestions A
ccount of current and projected needs of learners
• H
ow w
ell do managers support and engage w
ith learner representatives to improve services to support learning?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 1.3
Challenge Q
uestions P
artnerships with other agencies
• H
ow w
ell do managers engage w
ith external stakeholders to review and plan services to support learning?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
1.3 Evaluation Leading to Improvem
ent •
Analysis and evaluation
• C
ollaborative approaches to evaluation and data sharing •
Impact on learners’ success and achievem
ents This indicator focuses on the effectiveness of leadership of evaluation arrangem
ents and how they bring about im
provement. It highlights the im
portance of partnership w
orking. It emphasises the need for strong leadership and robust analysis of intelligence and data as essential features of effective continuous
self-improvem
ent Them
e 1.4 C
hallenge Questions
Collaborative approaches to
evaluation and data sharing •
How
well do support m
anagers engage learner representatives in evaluating support services to enhance im
provement?
What do w
e do well?
•
Evidence
•
11
05/05/2017
What should w
e improve?
•
Evidence
•
Theme 1.4
Challenge Q
uestions C
ollaborative approaches to evaluation and data sharing
• H
ow w
ell do managers lead the evaluation of provision and services
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 1.4
Challenge Q
uestions C
ollaborative approaches to evaluation and data sharing
• H
ow effectively do m
anagers maintain successful strategic partnerships w
hich inform evaluation and lead to
improvem
ent of services? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 1.4
Challenge Q
uestions A
nalysis and evaluation •
How
well do m
anagers use past and current feedback to plan for improvem
ent? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
12
05/05/2017
D
ELIVERY O
F SERVIC
ES - SAFEG
UA
RD
ING
2: D
ELIVERY O
F LEAR
NIN
G A
ND
SERVIC
ES TO SU
PPOR
T LEAR
NIN
G
HO
W G
OO
D IS TH
E QU
ALITY O
F THE PR
OVISIO
N A
ND
SERVIC
ES WE D
ELIVER?
2.1 Safeguarding and Child Protection
• A
rrangements for safeguarding and child protection
This indicator focuses on colleges’ range of legislative duties and responsibilities in relation to safeguarding and child protection. It examines how
well
these arrangements are understood, com
municated, im
plemented and review
ed including contributions made by learners.
Theme 2.1
Challenge Q
uestions A
rrangements for S
afeguarding and C
hild Protection
• H
ow w
ell does the college adhere to national guidelines and legislation?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2.1
Challenge Q
uestions A
rrangements for S
afeguarding and C
hild Protection
• H
ow w
ell are arrangements for safeguarding and child protection know
n and understood by staff and key stakeholders?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
13
05/05/2017
Theme 2.1
Challenge Q
uestions A
rrangements for S
afeguarding and C
hild Protection
• H
ow w
ell are arrangements for safeguarding and child protection developed, com
municated, im
plemented and
reviewed to all staff and key stakeholders, including learners?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2.1
Challenge Q
uestions A
rrangements for S
afeguarding and C
hild Protection
• H
ow w
ell staff take account of the views and experiences of learners in developing approaches to safeguarding
and child protection? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
14
05/05/2017
M
AN
AG
EMEN
T OF SER
VICES
2.4 Services to Support Learning •
Managem
ent of services to support learning •
Services w
hich contribute to achievement, attainm
ent and progression •
Services w
hich contribute to progression to a positive destination This indicator relates to the provision of support services. It includes inform
ation provided to applicants and services delivered to ensure learners benefit from
appropriate support arrangements to ensure they rem
ain on programm
e and succeed. It encompasses arrangem
ents for staff to reflect on approaches and draw
on learner feedback to improve provision. It includes w
orking arrangements w
ith external partners and use made of funds to deliver
services. Them
e 2.4 C
hallenge Questions
Managem
ent of services to support learning
• H
ow effective are arrangem
ents for providing potential and current learners with inform
ation, advice and support to m
ake informed decisions about their learning?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2.4
Challenge Q
uestions M
anagement of services to
support learning • H
ow effective are arrangem
ents for identifying the needs of individual learners to provide support for learning?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2.4
Challenge Q
uestions M
anagement of services to
support learning • H
ow effective are arrangem
ents for disbursement of funds to support learning?
15
05/05/2017
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2.4
Challenge Q
uestions S
ervices which contribute to
progression to a positive destination
• How
effective are arrangements for learners to reflect on and discuss their progress w
ith staff?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2.4
Challenge Q
uestions M
anagement of services to
support learning • H
ow w
ell do staff capture and draw on feedback from
learners and stakeholders to improve the quality of services
to support learning? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2.4
Challenge Q
uestions M
anagement of services to
support learning • H
ow w
ell do staff work w
ith external agencies to enable learners to access additional services to support learning?
What do w
e do well?
•
Evidence
•
16
05/05/2017
What should w
e improve?
•
Evidence
•
Theme 2.4
Challenge Q
uestions S
ervices which contribute to
progression to a positive destination
• How
well do staff involve learner representatives and stakeholders in evaluating the support service experience to
plan for improvem
ent?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2.4
Challenge Q
uestions S
ervices which contribute to
progression to a positive destination
• How
well do staff support learners to achieve a positive destination?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
17
05/05/2017
TRA
NSITIO
NS
2.5 Transitions •
Collaborative planning and delivery
• A
rrangements to support learners
This indicator focuses on transition arrangements and how
these help and support learners make inform
ed choices. It highlights the impact of partnership
approaches and how w
ell these are supporting transitions into and beyond college programm
es. Them
e 2.5 C
hallenge Questions
Collaborative planning and
delivery •
How
well do staff w
ork with external partners to ensure effective transition arrangem
ents into and out of college program
mes?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2.5
Challenge Q
uestions A
rrangements to support learners
• H
ow effectively are learners supported to m
ake informed choices about the next phase of their learning or
employm
ent? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
18
05/05/2017
EQU
ALITIES A
ND
INC
LUSIO
NS
3: OU
TCO
MES A
ND
IMPA
CT
HO
W G
OO
D A
RE W
E AT EN
SUR
ING
THE B
EST OU
TCO
MES FO
R A
LL OU
R LEA
RN
ERS?
1.1 Wellbeing, equality and inclusion
• S
tatutory duties •
Inclusion and equality This indicator highlights how
well the college com
plies with equalities legislation and how
inclusion and equality arrangements im
prove outcomes for
learners and stakeholders. Data analysis dem
onstrates improved attainm
ent outcomes for learners and groups facing barriers to learning. A
ctivities dem
onstrate a pro-active approach to celebrate an inclusive culture and ethos. Them
e 3.1 C
hallenge Questions
Statutory duties
• How
well do support team
s take account of equalities legislation? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 3.1
Challenge Q
uestions Inclusion and equality
• H
ow w
ell do inclusion and equality arrangements ease access and im
prove attainment for groups and individuals
experiencing barriers to learning? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 3.1
Challenge Q
uestions
19
05/05/2017
Inclusion and equality •
How
effectively do staff and learners promote and celebrate diversity and support an ethos and culture of
inclusion? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
20
05/05/2017
SECTIO
N 5: EN
HA
NC
EMEN
T PLAN
G
uidance notes for section 6 U
se the template provided to identify A
reas for Developm
ent for the coming academ
ic year. An A
rea for Developm
ent is identified from the follow
ing:
1. A
ctivity to be undertaken to meet a C
ollege annual priority. Each year the C
ollege identifies priorities associated with the S
trategic Plan
Am
bitions that drive forward action in the com
ing year. 2.
To respond to an objective within one of the C
ollege’s supporting strategies associated with the S
trategic Plan 2015-18.
3. To address an area for im
provement from
the self-evaluation exercise. 4.
To re-establish a previous strength or as a new developm
ent. 5.
To manage a corporate operational risk
6. To address an Equality O
utcome
These are the six main types of developm
ental drivers for the College E
nhancement P
lan. They should be referenced within the E
nhancement P
lan using the reference from
the source documents (the annual priorities, the Faculty’s self-evaluation, A
reas for Improvem
ent from the self-evaluation and the relevant
college strategies). For example, an area for im
provement from
self-evaluation should be referenced back to the area for improvem
ent (AI), an annual priority
should be referenced back to the Corporate P
lan ambitions and an objective should reference back to the associated college strategy.
For each Area for D
evelopment you m
ust: 1.
Provide a num
erical reference code 2.
Briefly describe the area for developm
ent, 3.
Describe the im
pact this will have and how
it will be m
easured, 4.
Describe each activity you w
ill undertake to have the desired impact. S
tate by when and w
ho will be leading the w
ork 5.
Link it to a developmental driver
You are required to evaluate progress and update the plan in February and June. Tw
o columns are provided in the table below
for this purpose. You should
give a brief update of progress and evaluate your progress using the RA
G status.
RA
G G
uidance February C
olour the box green if the impact has been achieved or you are on target to achieve the desired im
pact. Colour the box am
ber if there is a chance you w
ill not achieve the desired impact by June and colour the box red if you feel there is a significant likelihood of not achieving the desired im
pact by June. June G
reen achieved desired impact, O
range partially achieved desired impact, R
ed did not achieve the desired impact.
You can add further areas for developm
ent at other times in the year as they arise.
21
05/05/2017
ENH
AN
CEM
ENT PLA
N
Please reference each Developm
ental Driver using the follow
ing coding: A
nnual Priority – Reference to the codes w
ithin the Annual P
riority Docum
ent (AP
) A
rea for Improvem
ent (from the self-evaluation) – R
eference back to the self-evaluation (AI) above
Objective (from
a College S
upporting Strategy) – S
ee each strategy for reference code R
e-establishing a previous strength or as a new developm
ent – Reference back to E
ducation Scotland Q
uality How
Good Is O
ur College? 2016 (H
GIO
C)
Corporate O
perational Risk – R
eference back to the College R
isk Register (R
) Equality O
utcome – R
eference to the Equality O
utcomes and A
ction Plan (E
) N
o. A
rea for Developm
ent (D
evelopmental D
river) Im
pact (The intended difference to be m
ade)
Actions to be taken
(Describe each activity
you will undertake to
have the desired impact)
By W
hen &
by W
hom
Developm
ental D
river Code
(e.g. AP1, A
I1, E1, R
1, FT1)
Update &
Evaluation
SECTIO
N 6: G
RA
DES
22
05/05/2017
Details of grades aw
arded for each principle, using the six-point scale as follows:
Colleges are not expected or required to grade perform
ance for individual QIs or them
es. W
hen colleges are determining grades for the three high level principles, the follow
ing guidelines should be applied – A
n evaluation of excellent means that this aspect of the college’s w
ork is outstanding with excellent practice w
orthy of dissemination. The experiences and
achievements of all learners are of a very high quality. A
n evaluation of excellent represents an outstanding standard of provision which exem
plifies very best practice, based on achieving equity and inclusion and a deep professional understanding w
hich is being shared beyond the college to support system-w
ide im
provement. It im
plies that very high-levels of performance are sustainable and w
ill be maintained.
An evaluation of very good m
eans that there are major strengths in this aspect of the college’s w
ork. There are very few areas for im
provement and any that
do exist do not significantly diminish learners’ experiences. A
n evaluation of very good represents a high standard of provision for all learners and is a standard that should be achievable by all. There is an expectation that the college w
ill make continued use of self-evaluation to plan further im
provements
and will w
ork towards im
proving provision and performance to excellent.
An evaluation of good m
eans that there are important strengths w
ithin the college’s work, yet there rem
ains some aspects w
hich require improvem
ent. The strengths have a significantly positive im
pact on almost all learners. The quality of learners’ experiences is dim
inished in some w
ay by aspects in which
improvem
ent is required. It implies that the college should seek to im
prove further the areas of important strength, and also take action to address the areas
for improvem
ent. A
n evaluation of satisfactory means that strengths w
ithin this aspect of the college’s work just outw
eigh the weaknesses. It indicates that learners have
access to a basic level of provision. It represents a standard where the strengths have a positive im
pact on learners’ experiences. While the w
eaknesses will
not be important enough to have a substantially adverse im
pact, they do constrain the overall quality of learners’ experiences. The college needs to take action to address areas of w
eakness by building on its strengths. A
n evaluation of weak m
eans there are important w
eaknesses within this aspect of the college’s w
ork. While there m
ay be some strengths, the im
portant w
eaknesses, either individually or collectively, are sufficient to diminish learners’ experiences in substantial w
ays. It implies the need for prom
pt, structured and planned action on the part of the college. A
n evaluation of unsatisfactory means there are m
ajor weaknesses in this aspect of the college’s w
ork which require im
mediate action. Learners’
experiences are at risk in significant respects. In almost all cases, this w
ill require support from senior m
anagers in planning and carrying out the necessary actions to effect im
provement. This w
ill usually involve working alongside agencies w
ho can provide support, or with staff in other colleges.
23
05/05/2017
PAR
T FIVE – GR
AD
ES D
etails of grades awarded for each principle, using the six-point scale as follow
s:
• E
xcellent •
Very good
• G
ood •
Satisfactory
• W
eak •
Unsatisfactory
K
ey Principle
Grade
Leadership and quality culture: H
ow good is our leadership and approach to im
provement?
Grade
Delivery of learning and services to support learning:
How
good is the quality of our provision and services we deliver?
Grade
Outcom
es and Impact:
How
good are we at ensuring the best possible outcom
es for all our learners?
Grade
Capacity to Im
prove W
hat is our capacity for improvem
ent?
Supporting statem
ent
24
05/05/2017
SECTIO
N 7: EXC
ELLENT PR
AC
TICE ID
ENTIFED
In this section you should provide examples of excellent practice identified w
ithin your area or responsibility. (Supporting evidence should be provided if
possible)
Exam
ple Supporting Evidence
1.
2.
3.
4.
Self-Evaluation and Review 2016/17 & Enhancement Plan 2017/18
1 05/05/2017
Agenda Item 6.1 Appendix 5
College Level Review 2016/17 &
Enhancement Plan 2017/18
Author: Senior Management Team Date:
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
2
05/05/2017
PA
RT O
NE
This section of the report should include narrative reports as follow
s:
1. Achievem
ents in meeting the Strategic Priorities A
LL 2. C
urriculum O
ffer JD
3. Key Perform
ance Indicator Achievem
ents for 2016/17 JD
4. Summ
ary of Internal Review
s ALL
5. Significant Changes to the C
urriculum Plan JD
6. Services to Support Learning A
LL 7. Progress in m
eeting Outcom
e Agreem
ent targets 2016/17 LMc
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
3
05/05/2017
PAR
T TWO
– REVIEW
OF C
OLLEG
E LEVEL DEVELO
PMEN
T PLAN
2016/17
1) O
verview of M
ain Achievem
ents for each College Level Plan 2016/17
Give a brief overview
of the main achievem
ents and their impact for the college level plan for 2016/17. S
tate the number of developm
ent points within
the previous year’s plan and of those how m
any where achieved com
pletely or partially. Provide details of the im
pact these have had on the work of
the college and stakeholders.
2) D
etails of any Outstanding Issues or Planned D
evelopments not A
chieved
Any outstanding issues or planned developm
ents that haven’t been achieved should also be recorded in the Areas for Im
provement colum
n of the self-evaluation section of this report. Each SM
T mem
ber will update their progress w
ithin the 2016/17 Developm
ent Plan JD
to collate and complete this section.
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
4
05/05/2017
PAR
T THR
EE – SELF-EVALU
ATIO
N A
ND
REVIEW
2016/17 Introduction D
escription of approach taken to evaluation and grading JD
Guidance notes for part 3
In this section, you are required to produce bulleted evaluative statements outlining w
hat we do w
ell and what should w
e improve. This report uses the
themes and challenge questions from
How
Good is O
ur College? the Education Scotland Q
uality Framew
ork for Colleges published D
ecember 2016.
The evaluative statements w
ill be collated from the evidence supplied by individual schools and support areas or the S
enior Managers ow
n sources of evidence. A
ll items of evidence m
ust include a link to the source document w
here applicable. W
here an evaluative statement is m
ade indicating that there is a need to improve this aspect of the college’s perform
ance or activity it must be linked to an
action within the E
nhancement P
lan: Please reference each area for im
provement using code A
I1, AI2 etc by show
ing the code in brackets after the evaluative bullet point. A
LL Evaluative R
eport 1: LEA
DER
SHIP A
ND
QU
ALITY C
ULTU
RE
HO
W G
OO
D IS O
UR
LEAD
ERSH
IP AN
D A
PPRO
AC
H TO
IMPR
OVEM
ENT?
1.1 Governance and leadership of change
This indicator focuses on collaborative leadership at all levels to develop a shared vision for change and improvem
ent. It considers how the college
responds to influences both external and internal. This includes Section B
on the Quality of the S
tudent Experience in C
ode of Good G
overnance for S
cotland’s Colleges and the Fram
ework for D
eveloping Strong and E
ffective College S
tudents’ Associations. P
lanning for continuous improvem
ent should be evidence-based and linked to effective self-evaluation. Leaders should ensure that the need for change is w
ell understood and that the pace of change is appropriate to ensure the desired positive im
pact for learners.
Theme 1
Challenge Q
uestions G
overnance and leadership •
How
well does the R
egional Board provide strategic support and challenge to secure high quality provision and
ongoing improvem
ent? •
How
well does the R
egional Board assure itself that evaluation and enhancem
ent reports are accurate and balanced?
• H
ow w
ell does the Regional B
oard engage with staff, the S
tudents’ Association and stakeholders to im
prove
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
5
05/05/2017
outcomes for learners?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2
Challenge Q
uestions D
eveloping a shared vision, values and aim
s •
How
well do college m
anagers engage staff and the Students’ A
ssociation in the ongoing development of college
vision, aim and values?
• H
ow w
ell do managers reflect local, regional and national priorities w
hen developing college strategies? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 3
Challenge Q
uestions P
lanning for continuous im
provement
• H
ow w
ell are staff and the Students’ A
ssociation involved in the process of change and planning for continuous im
provement?
• H
ow w
ell does the college utilise the diversity of learner voices in planning for continuous improvem
ent? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
1.2 Leadership of learning and teaching
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
6
05/05/2017
This indicator relates to leadership for improving learning and teaching. It highlights the im
portance of professional comm
itment to im
proving pedagogy through a range of approaches to C
LPL including collegiate w
orking. It focuses on leadership which im
proves the learning experience and outcomes for
learners through enabling them to lead their ow
n learning. It identifies the importance of effective engagem
ent with the S
tudents’ Association (w
here appropriate) and learner representatives.
Theme 1
Challenge Q
uestions Leadership for im
provement of
learning and teaching •
How
effective are strategies for improving learning and teaching and how
well are these com
municated and
understood by staff? •
How
effective is planning for delivery of high quality learning provision? •
How
well do m
anagers involve staff and stakeholders, including employers to influence strategies for the
development of learning and teaching?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2
Challenge Q
uestions Leadership of staff
• H
ow effectively do m
anagers comm
unicate and collaborate to bring about improvem
ent and enhancement?
• H
ow w
ell do managers provide effective leadership of staff to im
prove learning and teaching? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 3
Challenge Q
uestions C
areer-long professional learning (C
LPL)
• H
ow w
ell do CLP
L arrangements support curriculum
teams and individual staff to deliver im
provements to learning
and teaching? W
hat do we do w
ell?
•
Evidence
•
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
7
05/05/2017
What should w
e improve?
•
Evidence
•
Theme 4
Challenge Q
uestions Learners leading learning
• H
ow w
ell do managers involve learners, including learner representatives to influence strategies for the
development of learning and teaching?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
1.3 Leadership of services to support learning This indicator focuses on the leadership of services to support learning. It recognises the im
portance of effective planning and provision of support services. It highlights the im
portance of curriculum and support team
s working collaboratively together. It acknow
ledges the need for tailored partnership w
orking arrangements w
ith external stakeholders which inform
improvem
ent. It identifies the importance of effective engagem
ent with the S
tudents’ A
ssociation and learner representatives. Them
e 1 C
hallenge Questions
Leadership for improvem
ent of services to support learning
• H
ow effective are strategies for im
proving services to support learning and how w
ell are these comm
unicated and understood by staff?
• H
ow effective is planning for delivery of high quality services to support learning?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2
Challenge Q
uestions Leadership of staff
• H
ow effectively do m
anagers comm
unicate and collaborate to bring about improvem
ent and enhancement?
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
8
05/05/2017
• H
ow w
ell do managers provide effective leadership of staff to im
prove service delivery? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 3
Challenge Q
uestions A
ccount of current and projected needs of learners
• H
ow w
ell do managers take account of current and projected needs of learners to plan services to support
learning? •
How
well do m
anagers support and engage with learner representatives to im
prove services to support learning? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 4
Challenge Q
uestions Internal arrangem
ents for delivery of services to support learning
• H
ow w
ell do managers of curriculum
and support service areas jointly plan and deliver services to support learning?
W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 5
Challenge Q
uestions C
areer-long professional learning (C
LPL)
• H
ow effective are C
LPL arrangem
ents in supporting staff to develop skills and approaches to meet the needs of
all learners?
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
9
05/05/2017
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 6
Challenge Q
uestions P
artnerships with other agencies
• H
ow w
ell do managers engage w
ith external stakeholders to review and plan services to support learning?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
1.4 Evaluation leading to improvem
ent
This indicator focuses on the effectiveness of leadership of evaluation arrangements and how
they bring about improvem
ent. It highlights the importance of
partnership working. It em
phasises the need for strong leadership and robust analysis of intelligence and data as essential features of effective continuous self-im
provement.
Theme 1
Challenge Q
uestions A
nalysis and evaluation •
How
well do m
anagers engage learner representatives in evaluating programm
es and provision to influence and contribute to im
provement?
• H
ow w
ell do managers lead the evaluation of provision and services?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
10
05/05/2017
Theme 2
Challenge Q
uestions C
ollaborative approaches to evaluation and data sharing
• H
ow effectively do m
anagers maintain successful strategic partnerships w
hich inform evaluation and lead to
improvem
ent? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 3
Challenge Q
uestions Im
pact on learners’ success and achievem
ents •
To what extent do evaluative activities im
prove outcomes for learners?
• H
ow w
ell do managers use past, current and projected outcom
es for learners to plan for improvem
ent? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Self-E
valuation and Review
2016/17 & E
nhancement P
lan 2017/18
11
05/05/2017
2: DELIVER
Y OF LEA
RN
ING
AN
D SER
VICES TO
SUPPO
RT LEA
RN
ING
HO
W G
OO
D IS TH
E QU
ALITY O
F THE PR
OVISIO
N A
ND
SERVIC
ES WE D
ELIVER?
2.1 Safeguarding and child protection
This indicator focuses on colleges’ range of legislative duties and responsibilities in relation to safeguarding and child protection. It examines how
well
these arrangements are understood, com
municated, im
plemented and review
ed including contributions made by learners.
Theme
Challenge Q
uestions A
rrangements for safeguarding
and child protection •
How
well does the college adhere to national guidelines and legislation?
• H
ow w
ell are arrangements for safeguarding and child protection know
n and understood by staff and key stakeholders?
• H
ow w
ell are arrangements for safeguarding and child protection developed, com
municated, im
plemented, and
reviewed to all staff and key stakeholders, including learners?
• H
ow w
ell staff take account of the views and experiences of learners in developing approaches to safeguarding
and child protection? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
2.2 Curriculum
This indicator relates to the curriculum delivered by colleges. It explores how
the curriculum takes account of strategic drivers to m
eet the needs of all learners and stakeholders including em
ployers. It examines how
curriculum team
s work together, prom
ote equity and develop positive learning attitudes. It reflects how
well skills for learning, life and w
ork are planned and delivered across learning programm
es. It examines the provision of progression routes
within and beyond college from
all programm
es.
Theme 1
Challenge Q
uestions R
ationale, design and developm
ent •
To what extent do staff take account of local and national policy and key strategic drivers including Labour M
arket Inform
ation (LMI) w
hen designing the curriculum?
• H
ow w
ell do curriculum team
s implem
ent curriculum priorities?
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valuation and Review
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nhancement P
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• H
ow w
ell do curriculum team
s gather and use the views of external stakeholders to develop and im
prove the curriculum
? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2
Challenge Q
uestions E
ffectiveness and appropriateness of the curriculum
•
How
well do curriculum
teams provide learners w
ith opportunities to plan and personalise their own learning?
• H
ow w
ell do curriculum team
s incorporate activities which prom
ote equality and diversity? •
How
well do curriculum
teams ensure all learners gain relevant and appropriate levels of know
ledge and skills? •
How
well do curriculum
teams incorporate the view
s of learners to plan and improve the curriculum
? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 3
Challenge Q
uestions S
kills for learning, life and work
• H
ow w
ell do curriculum team
s plan delivery of skills for learning, life and work to enable learners to attain and
achieve more w
idely? •
How
effectively do curriculum team
s ensure work placem
ent and work experience opportunities develop skills for
employability?
• To w
hat extent do curriculum team
s promote and em
bed career managem
ent skills within the curriculum
? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
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Theme 4
Challenge Q
uestions Learning pathw
ays •
How
well does the curriculum
provide opportunities for learners to incrementally develop skills and prepare for
progression? •
How
well do curriculum
teams provide suitable entry/exit points to m
eet learner needs? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
2.3 Learning, teaching and assessment
This indicator focuses on how w
ell learners engage in learning activities. It highlights how teaching approaches m
eet learning needs and how use of
resources, including digital technologies, impact on learning. It evaluates the use of assessm
ent approaches and learner and stakeholder involvement in
planning and evaluating learning. It includes how w
ell teaching staff reflect on approaches to inform im
proved practice.
Theme 1
Challenge Q
uestions Learning and engagem
ent • H
ow w
ell are learners motivated and engaged in enhancing their ow
n learning? • H
ow w
ell do all learners make use of, high-quality resources and equipm
ent, including digital technologies? • H
ow w
ell do learners develop the skills they need to help them attain, achieve and progress to a positive
destination? • H
ow w
ell do learners influence their own learning and set goals to im
prove? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2
Challenge Q
uestions Teaching
• How
well do staff use teaching approaches w
hich meet individual learning needs?
• How
effectively do staff use questioning strategies to enhance the learning experience and promote further
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valuation and Review
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nhancement P
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learning? • H
ow effectively do staff use a range of appropriate resources including digital technologies to support and
enhance learning and teaching? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 3
Challenge Q
uestions A
ssessment
• How
well do assessm
ent approaches meet the needs of all learners?
• How
well do staff use on-going and end-of-unit assessm
ent to promote learning and affirm
achievement?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 4
Challenge Q
uestions E
valuation of the learning experience
• How
effectively do staff use learner performance inform
ation to support learner improvem
ent? • H
ow w
ell do staff involve learner representatives and stakeholders in evaluating the learning experience and planning for im
provement?
• How
well do staff reflect on learning and teaching approaches to inform
improvem
ents in the learning experience?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
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valuation and Review
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nhancement P
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2.4 Services to support learning This indicator relates to the provision of support services. It includes inform
ation provided to applicants and services delivered to ensure learners benefit from
appropriate support arrangements to ensure they rem
ain on programm
e and succeed. It encompasses arrangem
ents for staff to reflect on approaches and draw
on learner feedback to improve provision. It includes w
orking arrangements w
ith external partners and use made of funds to deliver
services. Them
e 1 C
hallenge Questions
Managem
ent of services to support learning
• H
ow w
ell do staff capture and draw on feedback from
learners and stakeholders to improve the quality of services
to support learning? •
How
well do staff w
ork with external agencies to enable learners to access additional services to support learning?
• H
ow w
ell do staff involve learner representatives and stakeholders W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2
Challenge Q
uestions S
ervices which contribute to
achievement, attainm
ent and progression
• H
ow effective are arrangem
ents for providing potential and current learners with inform
ation, advice and support to m
ake informed decisions about their learning?
• H
ow effective are arrangem
ents for identifying the needs of individual learners to provide support for learning? •
How
effective are arrangements for disbursem
ent of funds to support learning? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 3
Challenge Q
uestions S
ervices which contribute to
progression to a positive • H
ow effective are arrangem
ents for learners to reflect on and discuss their progress with staff?
• How
well do staff support learners to achieve a positive destination?
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valuation and Review
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nhancement P
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destination W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
2.5 Transitions This indicator focuses on transition arrangem
ents and how these help and support learners m
ake informed choices. It highlights the im
pact of partnership approaches and how
well these are supporting transitions into and beyond college program
mes.
Theme 1
Challenge Q
uestions C
ollaborative planning and delivery
• H
ow w
ell do staff work w
ith external partners to ensure effective transition arrangements into and out of college
programm
es? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2
Challenge Q
uestions A
rrangements to support learners
• H
ow effectively are learners supported to m
ake informed choices about the next phase of their learning or
employm
ent? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
2.6 Partnerships
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valuation and Review
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nhancement P
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This indicator identifies how w
ell the college contributes to local and regional priorities. It encompasses engagem
ent with em
ployers to provide skilled w
orkforce needs. It includes partnership working arrangem
ents with key stakeholders and how
those partners contribute to reviewing and evaluating
college provision to bring about improvem
ent. Them
e 1 C
hallenge Questions
Collaborative arrangem
ents •
How
well do staff w
ork with partners to im
prove outcomes for learners?
• H
ow effectively do staff w
ork with key partners to m
eet comm
unity and regional priorities? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2
Challenge Q
uestions R
esponsiveness to the needs of external stakeholders
• How
well do staff engage w
ith employers to m
eet industry needs?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
3: OU
TCO
MES A
ND
IMPA
CT
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valuation and Review
2016/17 & E
nhancement P
lan 2017/18
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HO
W G
OO
D A
RE W
E AT EN
SUR
ING
THE B
EST OU
TCO
MES FO
R A
LL OU
R LEA
RN
ERS?
3.1 Wellbeing, equality and inclusion
This indicator highlights how w
ell the college complies w
ith equalities legislation and how inclusion and equality arrangem
ents improve outcom
es for learners and stakeholders. D
ata analysis demonstrates im
proved attainment outcom
es for learners and groups facing barriers to learning. Activities
demonstrate a pro-active approach to celebrate an inclusive culture and ethos.
Theme 1
Challenge Q
uestions S
tatutory duties • H
ow w
ell does the college take account of equalities legislation? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2
Challenge Q
uestions Inclusion and equality
• H
ow w
ell do inclusion and equality arrangements ease access and im
prove attainment for groups and individuals
experiencing barriers to learning? •
How
effectively do staff and learners promote and celebrate diversity and support an ethos and culture of
inclusion? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
3.2 Equity, attainment and achievem
ent for all learners
This indicator identifies how learners succeed. It includes analysis of program
me outcom
es over time. It reports on outcom
es across all learner groups. It
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valuation and Review
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nhancement P
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highlights how w
ell learners are improving and enhancing their essential skills. It reflects the im
pact of use of data to improve perform
ance.
Theme 1
Challenge Q
uestions Learner success over tim
e •
How
well do learners achieve and m
aintain high levels of retention, attainment and progression?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 2
Challenge Q
uestions E
ssential skills including skills for life and w
ork •
How
well are learners achieving essential skills to progress in their learning?
What do w
e do well?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 3
Challenge Q
uestions E
quity for learners •
How
well does the college ensure equity of success and achievem
ent for all learners? W
hat do we do w
ell?
•
Evidence
•
What should w
e improve?
•
Evidence
•
Theme 4
Challenge Q
uestions
• W
hat do we do w
ell? E
vidence
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valuation and Review
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nhancement P
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•
•
What should w
e improve?
•
Evidence
•
PAR
T FOU
R - EN
HA
NC
EMEN
T PLAN
G
uidance notes for part 4 U
se the template provided to identify A
reas for Developm
ent for the coming academ
ic year. An A
rea for Developm
ent is identified from the follow
ing:
1. A
ctivity to be undertaken to meet a C
ollege Annual Priority. E
ach year the College identifies priorities associated w
ith the Strategic P
lan A
mbitions that drive forw
ard action in the coming year.
2. To respond to an O
bjective within one of the C
ollege’s supporting strategies associated with the S
trategic Plan 2015-18.
3. To address an A
rea for Improvem
ent from the self-evaluation exercise.
4. To re-establish a Previous Strength or as a N
ew D
evelopment.
5. To m
anage a Corporate O
perational Risk
6. To address an Equality O
utcome
These are the six main types of D
evelopmental D
rivers for the College E
nhancement P
lan. They should be referenced within the E
nhancement P
lan using the reference from
the source documents (the annual priorities, the three schools self-evaluation, the support areas self-evaluation, A
reas for Improvem
ent from
the self-evaluation and the relevant college strategies). For example, an area for im
provement from
self-evaluation should be referenced back to the area for im
provement (A
I), an annual priority should be referenced back to the Corporate P
lan ambitions and an objective should reference back to the
associated college strategy. For each A
rea for Developm
ent you must:
1. P
rovide a numerical reference code
2. B
riefly describe the area for development,
3. D
escribe the impact this w
ill have and how it w
ill be measured,
4. D
escribe each activity you will undertake to have the desired im
pact. State by w
hen and who w
ill be leading the work
5. Link it to a developm
ental driver Y
ou are required to evaluate progress and update the plan in <month> and S
eptember. Tw
o columns are provided in the table below
for this purpose.
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valuation and Review
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nhancement P
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ENH
AN
CEM
ENT PLA
N
Please reference each Developm
ental Driver using the follow
ing coding: A
nnual Priority – Reference to the codes w
ithin the Annual P
riority Docum
ent (AP
) A
rea for Improvem
ent (from the self-evaluation) – R
eference back to the self-evaluation (AI) above
Objective (from
a College S
upporting Strategy) – S
ee each strategy for reference code R
e-establishing a previous strength or as a new developm
ent – Reference back to E
ducation Scotland Q
uality How
Good Is O
ur College? 2016 (H
GIO
C)
Corporate O
perational Risk – R
eference back to the College R
isk Register (R
) Equality O
utcome – R
eference to the Equality O
utcomes and A
ction Plan (E
) N
o. A
rea for Developm
ent (D
evelopmental D
river) Im
pact (The intended difference to be m
ade)
Actions to be taken
(Describe each activity
you will undertake to
have the desired impact)
By W
hen &
by W
hom
Developm
ental D
river Code
(e.g. AP1, A
I1, E1, R
1)
Update &
Evaluation
E
ach SM
T mem
ber to draft A
reas of development for
Inclusion in the Enhancem
ent P
lan based on the criteria above
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valuation and Review
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nhancement P
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PAR
T FIVE – GR
AD
ES D
etails of grades awarded for each principle, using the six-point scale as follow
s: •
Excellent
• V
ery good •
Good
• S
atisfactory •
Weak
• U
nsatisfactory
Key P
rinciple G
rade Leadership and quality culture: H
ow good is our leadership and approach to im
provement?
Grade
Delivery of learning and services to support learning:
How
good is the quality of our provision and services we deliver?
Grade
Outcom
es and Impact:
How
good are we at ensuring the best possible outcom
es for all our learners? G
rade
Capacity to Im
prove W
hat is our capacity for improvem
ent? S
upporting statement
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valuation and Review
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nhancement P
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PAR
T SIX - EXCELLEN
T PRA
CTIC
E IDEN
TIFIED
Select on m
erit from the sub-level reports SM
T
108
109
Learning & Teaching and Student Services CommitteeMeeting of 16 May 2017
Agenda Item 6.2
Full-timeStudentApplicationsandEnrolments2017-18
1. Introduction1.1. The purpose of this paper is to provide the Committee with information on the level of
full-time student applications for the academic year 2017-18.
2. Background2.1. Staff from both curriculum and support teams have been working together to arrange
interviews since the application system went live. This work is necessary to ensure that the College has appropriate resources in place and that students can apply in good time for the course they wish to undertake.
2.2. Summary information on applications for academic years 2016-17 and 2017-18 for the three College Academic Schools is given in Appendix 1 to this paper.
2.3. At the time of writing, the College has a total of 10,320 applications compared to 10,269 at the same time in April 2016.
2.4. The College’s full-time target is 6,750 and at this time 1,588 offers have been made. This is 40 down on the same time last year.
2.5. The slow recovery of the Oil and Gas sector may impact on our full-time recruitment in the area of Engineering. This is being monitored weekly by the relevant Director of Curriculum and Faculty Managers.
2.6. Interviews are being carried out across all three Academic Schools weekly with a view to converting those applications that are in the system to offers. Interviews will continue from April through to August 2017.
3. Recommendation3.1. It is recommended that the Committee note the information provided in this paper.
LizMcIntyre JohnDavidsonPrincipal Vice Principal Learning & Quality
110
Ag
en
da
Item
6.2 A
pp
en
dix 1
Full Time
Ap
plic
atio
ns and
Planne
d Enro
lme
nts as a
t the 25 A
pril 2017
Pla
nn
ed
En
rolm
en
ts 16/17
Tota
l A
pp
lica
tion
s 16/17 a
t 25/04/16
Pla
nn
ed
En
rolm
en
ts 17/18
Tota
l A
pp
lica
tion
s 17/18 a
t 25/04/17
Tota
l Nu
mb
er
of O
ffers 17/18
Ac
ad
em
ic Sc
hoo
ls
Sch
oo
l of C
rea
tive In
du
stries, C
om
pu
ting
, ESOL a
nd
Busin
ess En
terp
rise
2544 4292
2990 4140
533
Sch
oo
l of En
gin
ee
ring
Scie
nc
e a
nd
Tec
hn
olo
gy
1554 2014
1414 1946
285
Sch
oo
l of Se
rvice
Ind
ustrie
s 2131
3963 2346
4234 770
Tota
l 6229
10269 6750
10320 1588
Pla
nn
ed
En
rolm
en
ts 16/17
Tota
l A
pp
lica
tion
s 16/17 a
t 25/04/16
Pla
nn
ed
En
rolm
en
ts 17/18
Tota
l A
pp
lica
tion
s 17/18 a
t 25/04/17
Tota
l Nu
mb
er
of O
ffers 17/18
Scho
ol o
f Cre
ative
Industrie
s, Co
mp
uting a
nd Busine
ss Enterp
rise
TCA
- Art, D
esig
n a
nd
Textile
s (Ab
erd
ee
n C
ity) 330
516 336
537 93
TCC
- Art, D
esig
n, Flo
ristry an
d To
urism
(Frase
rbu
rgh
) 54
46 50
62 14
TCD
- Mu
sic, D
ram
a a
nd
Me
dia
(Ab
erd
ee
n C
ity) 348
617 382
543 71
TCE - C
ore
an
d Esse
ntia
l Skills an
d ESO
L (Frase
rbu
rgh
) 141
124 134
136 12
TCF - Esse
ntia
l an
d C
ore
Skills (Ab
erd
ee
n C
ity) 88
135 106
110 16
TCG
- ESOL (A
be
rde
en
City)
250 429
250 383
50
TCH
- Busin
ess, En
terp
rise a
nd
Ad
min
istratio
n (A
be
rde
en
City)
390 968
561 891
98
TCK
– Ac
co
un
ting
, Tou
rism a
nd
Even
ts (Ab
erd
ee
n C
ity) 262
557 409
542 39
TCL - C
om
pu
ting
Ap
plic
atio
ns &
Visu
al C
om
mu
nic
atio
n (A
be
rde
en
City)
294 345
299 357
49
TCM
- Co
mp
utin
g N
etw
orkin
g (A
be
rde
en
City)
243 372
308 419
54
TCN
- Busin
ess (Fra
serb
urg
h)
144 183
155 160
37
Tota
l 2544
4292 2990
4140 533
Ag
en
da
Item
6.2 A
pp
en
dix 1
P
lan
ne
d
Enro
lme
nts
16/17
Tota
l A
pp
lica
tion
s 16/17 a
t 25/04/16
Pla
nn
ed
En
rolm
en
ts 17/18
Tota
l A
pp
lica
tion
s 17/18 a
t 25/04/17
Tota
l Nu
mb
er
of O
ffers 17/18
Scho
ol o
f Engine
ering
, Scie
nce
and
Tec
hnolo
gy
TAA
- Elec
trica
l Eng
ine
erin
g (A
lten
s) 214
235 174
254 50
TAC
- Scie
nc
e (A
be
rde
en
City)
260 365
256 311
45
TAD
- Me
ch
an
ica
l Eng
ine
erin
g (A
lten
s) 118
217 128
174 40
TAE - M
ath
s an
d M
ec
ha
nic
al En
gin
ee
ring
Tec
hn
icia
ns (A
lten
s) 140
227 100
142 8
TAF - C
on
struc
tion
(Alte
ns)
142 194
154 283
62
TAG
- Au
tom
otive
Tec
hn
olo
gie
s (Alte
ns)
106 219
92 239
28
TAH
- Au
tom
otive
Eng
ine
erin
g a
nd
Co
nstru
ctio
n (Fra
serb
urg
h)
128 143
138 162
0
TAJ - M
ec
ha
nic
al En
gin
ee
ring
Cra
ft an
d W
eld
ing
(Frase
rbu
rgh
) 216
195 168
206 30
TAK
- Me
ch
an
ica
l Eng
ine
erin
g Te
ch
nic
ian
an
d M
ath
s (Frase
rbu
rgh
) 93
102 60
65 6
TAL – Ele
ctric
al, Ele
ctro
nic
an
d M
ea
sure
me
nt &
Co
ntro
l Eng
ine
erin
g (Fra
serb
urg
h)
125 112
126 95
11
TAM
- Scie
nc
e (Fra
serb
urg
h)
12 5
18 15
5
Tota
l 1554
2014 1414
1946 285
Pla
nn
ed
En
rolm
en
ts 16/17
Tota
l A
pp
lica
tion
s 16/17 a
t 25/04/16
Pla
nn
ed
En
rolm
en
ts 17/18
Tota
l A
pp
lica
tion
s 17/18 a
t 25/04/17
Tota
l Nu
mb
er
of O
ffers 17/18
Scho
ol o
f Servic
e Ind
ustries
TDA
- Ch
ildc
are
, He
alth
an
d So
cia
l Ca
re (Fra
serb
urg
h)
133 277
120 188
19
TDB - C
hild
ca
re (A
be
rde
en
City)
156 339
168 384
61
TDC
- He
alth
an
d So
cia
l Ca
re (A
be
rde
en
City)
236 501
248 577
74
TDD
- Ha
ir, Bea
uty a
nd
Co
mp
lem
en
tary Th
era
pie
s (Frase
rbu
rgh
) 196
260 196
292 58
TDE - H
aird
ressin
g (A
be
rde
en
City)
114 204
142 276
27
TDF - Be
au
ty an
d C
om
ple
me
nta
ry The
rap
ies (A
be
rde
en
City)
186 311
206 377
79
TDG
- Ho
spita
lity (Ab
erd
ee
n C
ity) 110
188 122
172 38
TDH
- Spo
rt (Ab
erd
ee
n C
ity) 275
526 322
514 57
TDL - So
cia
l Scie
nc
es (A
be
rde
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113
Learning & Teaching and Student Services CommitteeMeeting of 16 May 2017
Agenda Item 6.3
Students’AssociationBudgetProposal,AY2017-18
1. Introduction1.1 The purpose of this paper is to ask the Committee to consider and approve the budget
proposals for the Students’ Association for AY 2017-18.
2. Background2.1 On 01 May 2017 the Students’ Association (SA) ceased to be an unincorporated charity
and transferred to the College. Therefore it is necessary to set a budget for the AY 2017-18.
3. Proposal3.1 Attached as Appendix 1 to this paper is the SA Budget Actual and Forecast and in the
final 2 columns, Budget Proposal A and Budget Proposal B.
3.2 In order to move forward the budget for the SA will need to reflect the aims and ambitions of the Association and these will be supported by both their Strategic Plan and Partnership Agreement with the College.
3.3 The focus will be on increasing SA visibility and thereby achieving ambitions to increase student engagement and achieve a sustainable Association with active and aware students and one that is able to prove to be “value for money” to the College as well as being able to evidence to students “what is in it for them”.
3.4 To do this the SA will need a budget that enables it to build a strong brand, to market and signpost the Association fully, to deliver support to clubs and societies, to deliver quality and robust events and activities, promote and deliver effective elections processes, enable SA Sabbaticals and officers to be effective in their roles by accessing quality training and, most importantly, to be in a position to represent all students effectively.
3.5 The SA’s current budget of £80,000 provides for little beyond the payment of wages and, therefore, provides no operational budget other than that provided by the £12,000 reserves which the SA will bring at the point of transfer. By August 2017 this is likely to have decreased to £10,000. These reserves will not be available in the future and, as can be seen from the Budget Proposal A, even with the factoring in of reserves, to be held in trust after transfer, based on a budget of £80,000, a deficit is predicted for AY2017-18. Therefore, if the SA was to remain on the current budget of £80,000 (including the reserves that will be brought forward) under Proposal A there could be a deficit of almost £14,478.
3.6 This means that the SA would not meet the key Principles and Themes of the Framework for the Development of Strong and Effective College Students’ Associations in Scotland in terms of being sustainable and having sustainable resources.
3.7 Should the SA receive an increased budget to £100,00 as in Proposal B then a credit situation of c£5,500 is predicted, but that again would have been boosted by the reserves of £10,000 which the SA will not have going forward into AY2018-19. This means that if the SA was in credit by c£5,500 at the end of AY2017-18 and retained a budget of £100,000 in AY2018-19 it will be facing a deficit situation.
3.8 The current budget item estimates are tentative as there are various unknowns going forward into what is a new funding environment for the Association including travel costs for Officers, printing and stationery costs, costs of running clubs and societies and ambitions to market ourselves effectively and increase visibility. This should also be considered alongside a loss of all sales income other than that received from NUS Extra card sales which is a variable source.
114
Learning & Teaching and Student Services CommitteeMeeting of 16 May 2017
Agenda Item 6.3
4. Conclusion4.1 The only secure operational budget for the Association is now derived from the College
and it should be noted that the continuation of the current budget of £80,000 does not provide for a sustainable Association after wages and associated on costs are met.
4.2 We, therefore, ask for consideration to be given to Proposal B, a budget of £100,000 for AY 2017-18. For AY 2018-19, given the loss of reserves, the budget will need to increase further.
5. Recommendation5.1 It is recommended that the Committee consider recommending Proposal B to the Board
of Management for inclusion in the College’s overall budget for AY 2017-18.
LizMcIntyre ElaineHartPrincipal Vice Principal Human Resources
Stude
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Othe
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nditure
Ag
end
a Ite
m 6.3. A
pp
end
ix 1
117
Learning & Teaching and Student Services CommitteeMeeting of 16 May 2017
Agenda Item 7.1
StudentActivityAY2016-17
1. Introduction1.1 The purpose of this report is to provide the Committee with information on the status of
student activity for the academic year 2016-17.
2. Background2.1 The College monitors the level of enrolments and rates of student retention throughout
the year, as well as the projected level of additional activity. These data are important in allowing the College to ensure that activity will at least meet required target levels. A low level of early withdrawal enables the College to secure its SFC funding at an early stage in the year and allows for the curriculum offer to be adjusted to reduce costs in the latter part of the year.
3. CurrentActivityLevelsAY2016-173.1 The figures noted below and presented in Appendix 1 should only be read as an
approximation of the current position. The final calculation of credits can only be made at the end of the academic year and is dependent on: the final tally of enrolments for all types of activity across the whole year and student retention rates. As such the data below are indicative.
3.2 The Regional Outcome Agreement established with the SFC for AY2016-17 sets the College’s target for student activity at 137,153 credits.
3.3 At the time of writing this report, the College activity levels is currently sitting at 134,333 credits. 2,820 credits short against the SFC target. A further 2,840 credits are still planned to be generated through School/College Link programmes [616 credits] which start in May and June 2017, and Business Community Development [BCD] of 2,224credit. in order to reach their target. This planned provision will give us a total of 137,220. A surplus of 67 credits.
4. Recommendation4.1 It is recommended that the Committee note the contents of this report.
LizMcIntyre JohnDavidsonPrincipal Vice Principal – Learning and Quality
118
Agenda item 7.1
Agenda item 7.1 Appendix 1
Credits:- Target
Credits Actual
To-date Planned Provision
Projected Outturn
[as of 21/4/17] School of Creative Industries, Computing and Business Enterprise
46,495 47,298 81 47,379
School of Engineering, Science and Technology
37,276 33,978 195 34,173
School of Service Industries
39,433 41,189 340 41,529
Schools Total 123,204 122,465 616 123,081 Business and Community Development
14,026 11,805 2,224 14,026
Professional Development 95 63 32 95 Total 137,325 134,333 2,872 137,202 Final Projected Outturn 137,220 Total SFC Target [incl. 3,035 ESF] 137,153
120
121
Learning & Teaching and Student Services CommitteeMeeting of 16 May 2017
Agenda Item 7.2
KeyQualityPerformanceIndicators
1. Introduction1.1. The purpose of this report is to provide the Committee with the information on key
performance indicators relating to the quality data to date in academic year 2016-2017.
2. LessonObservation2.1. In the period 01 September 2016 to the 20 April 2017 96 lesson observations took place
on College staff.
2.2. Lesson observations are also carried out on agency teaching staff and remain distinct from that of permanent staff. To date there have been 15 such lesson observations with all being graded ‘acceptable’. Previous years’ figures are noted below.
Protocol National Lecturers
Ratings 2013-14 2014-15 2015-16 2016-17
Acceptable 96% (48) 100% (31) 100% (39) 100% (15)
Action Required 4%(2) 0% 1% (1) 0%
3.ExternalVerificationVisits3.1. External verification is carried out by all awarding bodies. It is an important quality assurance
function, the purpose of which is to ensure the integrity of College assessment decisions and internal moderation (internal mechanism for checking integrity of assessments).
3.2. If an external verifier is not satisfied with the internal assessment and moderation in a college, he or she can recommend that the awarding body places sanctions on the College. These can range from minor recommendations for improvement through to suspension of enrolment/certification of candidates or ultimately, withdrawal of approval to run courses.
3.3. The following table shows the number of external verification visits carried out in academic year 2016-17 so far:
AwardingBody NumberofVerificationChecks
NumberofSanctions
SQA 8 1
CILT 0 0
IMI 0 0
EAL 1 0
MCA 0 0
BTEC 0 0
City and Guilds 0 0
NCFE 22 1
NOCN 0 0
CIPD 1 0
VTCT 0 0
College Development Network 1 0
ILM 1 0
Total 34 2
122
Learning & Teaching and Student Services CommitteeMeeting of 16 May 2017
Agenda Item 7.2
3.4 The NCFE sanction relates to Assessor Qualification and staff not qualified at the appropriate level. This has since been addressed. The SQA sanction related to assessor marking and this has also been closed.
4.StudentEngagement
4.1. College managers and Quality Team staff regularly meet students to discuss their learning experience with a view to identifying improvements.
4.2. Student focus groups provide an opportunity for managers to meet groups of students in open agenda meetings to discuss their learning experience. Student focus groups are run by Quality Assurance and Improvement staff and concentrate on identified topics. 35 focus groups have been conducted in 2016-17 as noted in 4.3 below.
4.3. The programme of student focus groups in 2016-17 is covering the topics below. Numbers completed to date are also noted:
• Application and Induction process – 4
• Learning and Teaching – 12
• Learning Spaces – 5
• Student Services – 9
• Equality and Diversity – 5
A small number of focus groups has still to be conducted for academic year 2016-17.
4.4. The curriculum staff work closely with the Students’ Association and through discussions that take place at meetings of the Learner Engagement Group. Peer-led reviews will take place throughout the year facilitated by members of the Students’ Association.
5.Complaints5.1. The College monitors all complaints. These are investigated internally and responses
provided by appropriate departmental heads.
5..2 The College received 66 complaints in the period 01 September 2016 to 20 April 2017. For the same period last academic year, the College had received 101 complaints. The following table gives details of the complaints with comparisons for the previous two whole years.
123
Learning & Teaching and Student Services CommitteeMeeting of 16 May 2017
Agenda Item 7.2
Category 2014-15 2015-16 2016-17
CP1 Timetabling arrangements/course cancellations/change of lecturer
13 12 4
CP2 Delivery of Courses/ Learning and Teaching 14 21 7
CP3 Standards of equipment or accommodation 2 0 0
CP4 Information provided about, or communication relating to courses
8 6 0
CP5 Course content 0 0 2
CP6 Assessment and/or certification arrangements or outcomes
8 13 3
CP7 Booking/enrolment administration by sectors 17 8 4
CP8 Arrangements relating to interviews/appointments 1 3 0
CP9 Behaviour of student within the College 5 1 1
CP10 Libraries/Information Technology Centre (Open Learning incorporated in Flexible Learning from 09-10)
0 1 1
CP11 Discrimination – protected characteristics 2 2 1
CP12 Behaviour of staff 22 14 16
CP13 Arrangements relating to work placement/experience
1 0 0
SS1 Equipment/rooms 6 0 0
SS2 Provision of general college information 1 1 0
SS3 Financial matters – invoices/refunds/payments 4 4 5
SS4 Bursary administration 19 12 3
SS5 Health and Safety Issues 2 4 1
SS6 College events 2 0 0
SS7 Services for Disabled 0 1 0
SS8 Guidance/Student Support 5 1 6
COS1 Catering 6 5 1
COS2 Security 2 1 5
COS4 Transport 0 3 0
COS5 Janitorial provision 0 0 0
COS6 Facilities 7 3 3
COS7 Cleaning Services 0 1 0
COS8 Delivery by Contracted Staff 0 0 0
COS10 IT Services 19 3 1
COS11 Car Parking 1 1 2
Totals 167 121 66
5.3. Attached as Appendix 1 is an analysis of whether complaints are responded to within deadline and whether complaints are upheld.
5.4 The College is currently reviewing its Complaints Policy and Procedures based on feedback from the College’s internal auditors Wylie & Bisset and the Scottish Public Services Ombudsman [SPSO].
5.5 SPSO have their own Complaints Improvement Framework [CIF] based around six themes of good practice. The College will consider this framework when we start to assess the efficiency and effectiveness of our overall complaints handling arrangements.
124
Learning & Teaching and Student Services CommitteeMeeting of 16 May 2017
Agenda Item 7.2
6.ComplimentsandThanks6.1. The College receives many expressions of thanks from students, employers and visitors.
6.2. The following table gives details of those received in the period 01 September 2016 to 20 April 2017 compared with previous two whole years:
Category 2014-15 2015-16 2016-17
CP1 Timetabling arrangements/course cancellations/change of lecturer
0 0 0
CP2 Delivery of Courses 9 14 12
CP3 Standards of equipment or accommodation 0 0 0
CP4 Information provided about, or communication relating to courses
0 0 1
CP5 Course content 0 0 0
CP6 Assessment and/or certification arrangements or outcomes
0 0 0
CP7 Booking/enrolment administration by sectors 1 0 0
CP8 Arrangements relating to interviews/appointments 0 0 0
CP9 Behaviour of student within the College 2 0 0
CP10 Libraries/Information Technology Centre 0 0 0
CP11 Discrimination - Sex/race/disability/religion or belief/sexual orientation/age
0 0 0
CP12 Behaviour of staff 13 7 6
CP13 Arrangements relating to work placement/experience 1 0 0
SS1 Equipment/rooms – non course related 0 0 0
SS2 Provision of general college information 0 0 0
SS3 Financial matters – invoices/refunds/payments 0 0 0
SS4 Bursary administration 1 3 0
SS5 Health and Safety Issues 0 0 0
SS6 College Events 2 0 0
SS8 Guidance/Student Support 8 0 0
COS1 Catering 0 1 0
COS2 Security 0 0 0
COS4 Transport 0 0 0
COS5 Janitorial provision 0 0 0
COS6 Facilities and cleaning services 0 1 0
COS10 IT Services 0 0 0
COS11 Car Parking 0 0 0
Student -provided services 0 0 0
Totals 37 26 19
7.Recommendation7.1 It is recommended that the Committee note the contents of this report.
LizMcIntyre JohnDavidsonPrincipal Vice Principal Learning & Quality
125
Learning & Teaching and Student Services CommitteeMeeting of 16 May 2017
Agenda Item 7.2
126
Agenda Item 7.2 Appendix 1
COMPLAINTS REPORT
1st September 2016 to 20th April 2017
Introduction
During this period 66 complaints have been received of which 61 complaints have been finalised. The details for completed complaints are below.
Number, Category and Response Rates
Quarter Number of Frontline
complaints received
Number of Investigation complaints received
Number of
Frontline responses
within deadline
Number of Investigation
responses within
deadline
Number of
Frontline responses
missing deadline
Number of Investigation
responses missing
deadline
Aug-Oct
21 4 18 (86%) 4 (100%) 3 (14%) N/A
Nov-6th Jan
9 3 8 (89%) 2 (67%) 1 (11%) 1 (33%)
7th Jan-15th Feb
7 3 2 (29%) 2 (67%) 5 (71%) 1 (33%)
16th Feb – 20th April
13 1 12(92%) 1(100%) 1(8%) N/A
Complaints Upheld
Quarter Number of complaints
Number upheld
Number partially upheld
Number not upheld
Aug-Oct 25 8 (32%) 4 (16%) 13 (52%) Nov-6th Jan 12 2 (17%) 4 (33%) 6 (50%) 7th Jan-15th
Feb 10 4 (40%) 4 (40%) 2 (20%)
16th Feb-20th April
14 7(50%) 5(36%) 2(14%)
128
129
Learning & Teaching and Student Services CommitteeMeeting of 16 May 2017
Agenda Item 7.3
LearnerSatisfactionSurvey
1. Introduction1.1. The purpose of this report is to provide the Committee with the results relating to part two
of the Leaner Satisfaction Survey which was carried out in March/April 2017.
2. Background2.1 The College undertakes its Learner Satisfaction Survey in two parts, part one in September/
October and part two in March/April. There is also a requirement to include 10 questions as set by the Scottish Funding Council [SFC] to help benchmark responses across the sector. These are then published.
2.2. For AY 2016-17, 3,461 responses were recorded for part two of the Survey. This represents a response rate of 61% for full-time students and an increase of 309 compared to the same period last year, see Appendix 1.
2.3. Overall, 84% of students are satisfied with the College – a decrease of 1% on the previous academic year. The gender spilt from the Survey shows that the split in respondents was 45% male students and 51% female students with the remainder answering ‘Other’ or ‘Prefer not to say’. The age band of respondents is as follows;
Under16 0%
16 – 19 54%
20 – 25 26%
26 – 40 17%
41 and over 0%
Prefer not to say 3%
2.4. At the time of writing this report, a detailed breakdown of Survey results is being produced at school/faculty/course level and will be discussed with curriculum colleagues and representatives of the Students’ Association in due course. This breakdown will also inform our self-evaluation reporting in order that quality improvements can be identified and built into action plans.
2.5. The following table provides College-wide figures for part two of the AY 2016-17 Learner Satisfaction Survey, with AY 2015-16 figures also provided for comparative purposes:
130
Learning & Teaching and Student Services CommitteeMeeting of 16 May 2017
Agenda Item 7.3
Question 2016-17 2015-16 Change
Overall, I am satisfied with my college experience 91% 92% -1
Staff regularly discuss my progress with me 77% 77% 0
Staff encourage students to take responsibility for their learning 95% 96& -1
I am able to influence learning on my own course 89% 89% 0
I receive useful feedback which informs my future learning 84% 83% +1
The way I’m taught helps me learn 85% 86% -1
My time at college has helped me develop knowledge and skills for the workplace
88% 89% -1
I believe student suggestions are taken seriously 74% 72% +2
I believe all students at the college are treated equally and fairly by staff
81% 80% +1
The College Students’ Association influences change for the better 43% 44% -1
Teaching and learning materials are helping me learn 94% 93% +1
Staff help to motivate me with my learning 88% 88% 0
The VLE (Blackboard) is helping my learning 87% 84% +3
I am told in advance if there are any changes to my timetable 69% 72% -3
Lessons prepare me well for assessment 90% 91% -1
I am provided with opportunities to plan and personalise my own learning
82% 81% +1
Assessment tasks are clearly explained 86% 90% -4
I am clearly informed where and when my assessments are taking place
92% 95% -3
I know what to do if I don’t agree with my assessment result 78% 82% -4
I receive feedback from assessments in a timely manner 82%
I have had the chance to provide my views on my learning experience e.g. questionnaires, focus groups, class representatives, peer-led review or course committee meetings
81% 81% 0
I receive feedback on issues I raise 58% 75% -17
I am able to access additional support or advice when I need it 92% 92% 0
The information/help/support I am given is useful 92% 93% -1
I am aware of the information and/or support available to help me decide my next steps, eg continuing education, seeking employment.
85% 84% +1
I have been able to access my College e-mail account 95%
I have been able to access all necessary computer software for my course
92%
Once I am connected, the College wifi network is reliable 59%
Classroom presentation facilities, eg data projector, speakers, interactive whiteboard, are effective
92%
I feel safe and secure on college premises 95% 96% -1
College libraries provide a suitable learning environment 95% 96% -1
College facilities are clean, tidy and well decorated 91% 92% -1
The College does enough to promote equality and diversity issues, eg College events, literature
90% 93% -3
I would recommend North East Scotland College to others 94% 93% +1
131
Learning & Teaching and Student Services CommitteeMeeting of 16 May 2017
Agenda Item 7.3
3.Recommendation3.1. It is recommended that the Committee note the contents of this report.
LizMcIntyre JohnDavidsonPrincipal Vice Principal Learning & Quality
132
Student Survey 2016-17Overall Positive 84% Overall
Negative 14%Results forCollege Strongly
Agree Agree Disagree Strongly Disagree Don't know
TOTAL%age
Positive Answers
Gerneral Satisfaction (SFC questions)Overall, I am satisfied with my college experience. 920 2232 244 65 3461 91%Staff regularly discuss my progress with me. 754 1928 674 105 3461 77%Staff encourage students to take responsibility for their learning. 1372 1918 141 30 3461 95%I am able to influence learning on my own course 790 2291 327 53 3461 89%I receive useful feedback which informs my future learning 858 2060 468 75 3461 84%The way I’m taught helps me learn. 759 2167 451 84 3461 85%My time at college has helped me develop knowledge and skills for the workplace. 1118 1926 348 69 3461 88%I believe student suggestions are taken seriously. 575 1969 730 187 3461 74%I believe all students at the college are treated equally and fairly by staff. 991 1821 485 164 3461 81%The College Students’ Association influences change for the better. 343 1147 178 87 1706 3461 43%
Learning and TeachingTeaching and learning materials are helping me learn 963 2259 181 25 3428 94%Staff help to motivate me with my learning 891 1988 463 86 3428 84%The VLE (Blackboard) is helping my learning 1052 1942 358 76 3428 87%I am told in advance if there are any changes to my timetable 622 1756 737 313 3428 69%
Assessment and FeedbackLessons prepare me well for assessments 898 2146 300 51 3395 90%I am provided with opportunities to plan and personalise my own learning 681 2106 524 84 3395 82%Assessment tasks are clearly explained 895 2019 402 79 3395 86%I am clearly informed where and when my assessments are taking place 1261 1867 224 43 3395 92%I know what to do if I don't agree with my assessment results 678 1964 596 157 3395 78%I receive feedback from assessments in a timely manner 780 2005 459 140 3384 82%
Quality ImprovementI have had the chance to provide my views on my learning experience e.g. questionnaires, focus groups,class representative 600 2141 516 130 3387 81%I receive feedback on issues I raise 455 1500 369 141 922 3387 58%
Guidance and SupportI am able to access additional support or advice when I need it 812 2293 214 38 3357 92%The information/help/support I am given is useful 786 2310 219 42 3357 92%I am aware of the information and/or support available to help me decide my next steps, eg continuing education, seeking em 735 2118 422 82 3357 85%
Equipment and Facilities Completely AgreMostly Agree Mostly Disagre Completely DisagreeI have been able to access my College e-mail account 1551 1608 122 56 3337 95%I have been able to access all necessary computer software for my course 1218 1860 215 44 3337 92%Once I am connected, the College wifi network is reliable 472 1494 827 525 3318 59%Classroom presentation facilities, eg data projector, speakers, interactive whiteboard, are effective. 899 2163 214 35 3311 92%I feel safe and secure on college premises 1726 1458 101 52 3337 95%College libraries provide a suitable learning environment 1112 2065 117 43 3337 95%College facilities are clean, tidy and well decorated 1007 2026 251 53 3337 91%The College does enough to promote equality and diversity issues, eg College events, literature 873 2120 279 45 3317 90%
RecommendationI would recommend North East Scotland College to others 1272 1863 128 74 3337 94%
EQUAL OPPORTUNITIES MONITORING
What is your genderMale 1507 45%Female 1704 51%Other 35 1%Prefer not to say 72 2%
Please indicate your age groupUnder 16 5 0%16-19 1710 54%20-25 824 26%26-40 531 17%41 and over 0 0%Prefer not to say 82 3%
Please indicate your ethnic groupScottish 2148 65%English 111 3%Welsh 4 0%Northern Irish 8 0%British 196 6%Irish 6 0%Other White Background 335 10%Any Mixed Background 24 1%Indian, Indian Scottish, Indian British 8 0%Pakistani, Pakistani Scottish, Pakistani British 7 0%Bangladeshi, Bangladeshi Scottish, Bangladeshi British 6 0%Chinese, Chinese Scottish, Chinese British 15 0%Other Asian Background 34 1%Caribbean, Caribbean Scottish, Caribbean British 3 0%African, African Scottish, African British 27 1%Other Black Background 3 0%Gypsy/Traveller 14 0%Polish 235 7%Arab 4 0%Any Other Background 26 1%Prefer not to say 104 3%
What is your relationship status?Co-habiting 238 7%Married or Civil Partnership 291 9%Separated or Divorced 65 2%Single 2231 68%Widowed 30 1%Prefer not to say 405 12%
What is your religion or beliefBuddhist 44 1%Christian 508 15%Roman Catholic 217 7%Other Christian 37 1%Hindu 9 0%Jewish 13 0%Muslim 25 1%Sikh 9 0%Other Religion/Body 100 3%No Religion/Belief 1995 60%Prefer not to say 361 11%
Do you have a disability?Yes 269 8%No 2886 87%Prefer not to say 163 5%
Agenda Item 7.3Appendix 1
Student Survey 2016-17Overall Positive 86% Overall
Negative 12%Results forCICBE Strongly
Agree Agree Disagree Strongly Disagree Don't Know
TOTAL%age
Positive Answers
Gerneral Satisfaction (SFC questions)Overall, I am satisfied with my college experience. 421 840 65 26 1352 93%Staff regularly discuss my progress with me. 330 744 237 41 1352 79%Staff encourage students to take responsibility for their learning. 543 733 65 11 1352 94%I am able to influence learning on my own course 320 889 121 22 1352 89%I receive useful feedback which informs my future learning 369 785 164 34 1352 85%The way I’m taught helps me learn. 325 832 158 37 1352 86%My time at college has helped me develop knowledge and skills for the workplace. 463 724 138 27 1352 88%I believe student suggestions are taken seriously. 271 802 217 62 1352 79%I believe all students at the college are treated equally and fairly by staff. 450 712 138 52 1352 86%The College Students’ Association influences change for the better. 157 471 61 35 628 1352 46%
Learning and Teaching Teaching and learning materials are helping me learn 437 824 67 10 1338 94%Staff help to motivate me with my learning 389 730 181 38 1338 84%The VLE (Blackboard) is helping my learning 478 725 104 31 1338 90%I am told in advance if there are any changes to my timetable 296 719 234 89 1338 76%
Assessment and FeedbackLessons prepare me well for assessments 395 804 103 21 1323 91%I am provided with opportunities to plan and personalise my own learning 300 826 160 37 1323 85%Assessment tasks are clearly explained 369 765 156 33 1323 86%I am clearly informed where and when my assessments are taking place 526 700 82 15 1323 93%I know what to do if I don't agree with my assessment results 271 732 245 75 1323 76%I receive feedback from assessments in a timely manner 328 782 158 49 1317 84%
Quality ImprovementI have had the chance to provide my views on my learning experience e.g. questionnaires, focus groups,class representative 258 834 179 49 1320 83%I receive feedback on issues I raise 203 595 113 49 360 1320 60%
Guidance and SupportI am able to access additional support or advice when I need it 354 880 60 13 1307 94%The information/help/support I am given is useful 348 867 74 18 1307 93%I am aware of the information and/or support available to help me decide my next steps, eg continuing education, seeking em 338 795 150 24 1307 87%
Equipment and Facilities Completely AgreMostly Agree Mostly Disagre Completely DisagreeI have been able to access my College e-mail account 663 574 38 22 1297 95%I have been able to access all necessary computer software for my course 510 679 89 19 1297 92%Once I am connected, the College wifi network is reliable 214 581 312 181 1288 62%Classroom presentation facilities, eg data projector, speakers, interactive whiteboard, are effective. 398 801 80 0 1279 94%I feel safe and secure on college premises 727 524 31 15 1297 96%College libraries provide a suitable learning environment 467 773 38 19 1297 96%College facilities are clean, tidy and well decorated 449 747 84 17 1297 92%The College does enough to promote equality and diversity issues, eg College events, literature 364 793 110 24 1291 90%
RecommendationI would recommend North East Scotland College to others 589 640 37 31 1297 95%
EQUAL OPPORTUNITIES MONITORING
What is your genderMale 495 38%Female 738 57%Other 16 1%Prefer not to say 37 3%
Please indicate your age groupUnder 16 1 0%16-19 524 44%20-25 366 31%26-40 270 23%41 and over 0 0%Prefer not to say 39 3%
Please indicate your ethnic groupScottish 640 50%English 32 2%Welsh 0 0%Northern Irish 7 1%British 76 6%Irish 1 0%Other White Background 231 18%Any Mixed Background 10 1%Indian, Indian Scottish, Indian British 2 0%Pakistani, Pakistani Scottish, Pakistani British 4 0%Bangladeshi, Bangladeshi Scottish, Bangladeshi British 2 0%Chinese, Chinese Scottish, Chinese British 12 1%Other Asian Background 14 1%Caribbean, Caribbean Scottish, Caribbean British 2 0%African, African Scottish, African British 15 1%Other Black Background 1 0%Gypsy/Traveller 4 0%Polish 163 13%Arab 1 0%Any Other Background 14 1%Prefer not to say 55 4%
What is your relationship status?Co-habiting 83 7%Married or Civil Partnership 150 12%Separated or Divorced 37 3%Single 816 64%Widowed 7 1%Prefer not to say 173 14%
What is your religion or beliefBuddhist 22 2%Christian 234 18%Roman Catholic 137 11%Other Christian 23 2%Hindu 1 0%Jewish 4 0%Muslim 12 1%Sikh 3 0%Other Religion/Body 48 4%No Religion/Belief 642 50%Prefer not to say 160 12%
Do you have a disability?Yes 88 7%No 1135 88%Prefer not to say 63 5%
Student Survey 2016-17Overall Positive 82% Overall
Negative 16%Results forEST Strongly
Agree Agree Disagree Strongly Disagree Don't Know
TOTAL%age
Positive Answers
Gerneral Satisfaction (SFC questions)Overall, I am satisfied with my college experience. 186 567 91 17 861 87%Staff regularly discuss my progress with me. 152 481 192 36 861 74%Staff encourage students to take responsibility for their learning. 318 498 38 7 861 95%I am able to influence learning on my own course 190 561 96 14 861 87%I receive useful feedback which informs my future learning 164 530 146 21 861 81%The way I’m taught helps me learn. 166 548 120 27 861 83%My time at college has helped me develop knowledge and skills for the workplace. 254 494 95 18 861 87%I believe student suggestions are taken seriously. 120 472 209 60 861 69%I believe all students at the college are treated equally and fairly by staff. 207 486 127 41 861 80%The College Students’ Association influences change for the better. 66 255 45 34 461 861 37%
Learning and Teaching Teaching and learning materials are helping me learn 210 591 48 6 855 94%Staff help to motivate me with my learning 170 536 127 22 855 83%The VLE (Blackboard) is helping my learning 197 465 163 30 855 77%I am told in advance if there are any changes to my timetable 123 385 215 132 855 59%
Assessment and FeedbackLessons prepare me well for assessments 190 554 94 12 850 88%I am provided with opportunities to plan and personalise my own learning 132 521 169 28 850 77%Assessment tasks are clearly explained 209 524 101 16 850 86%I am clearly informed where and when my assessments are taking place 304 474 60 12 850 92%I know what to do if I don't agree with my assessment results 166 526 121 37 850 81%I receive feedback from assessments in a timely manner 186 521 115 26 848 83%
Quality ImprovementI have had the chance to provide my views on my learning experience e.g. questionnaires, focus groups,class representatives, 125 526 157 40 848 77%I receive feedback on issues I raise 101 356 93 38 260 848 54%
Guidance and SupportI am able to access additional support or advice when I need it 169 578 80 13 840 89%The information/help/support I am given is useful 159 603 66 12 840 91%I am aware of the information and/or support available to help me decide my next steps, eg continuing education, seeking emp 152 547 105 36 840 83%
Equipment and Facilities Completely AgreMostly Agree Mostly Disagre Completely DisagreeI have been able to access my College e-mail account 343 423 54 18 838 91%I have been able to access all necessary computer software for my course 283 502 42 11 838 94%Once I am connected, the College wifi network is reliable 106 349 192 187 834 55%Classroom presentation facilities, eg data projector, speakers, interactive whiteboard, are effective. 212 552 55 0 819 93%I feel safe and secure on college premises 411 379 29 19 838 94%College libraries provide a suitable learning environment 272 523 31 12 838 95%College facilities are clean, tidy and well decorated 251 515 62 10 838 91%The College does enough to promote equality and diversity issues, eg College events, literature 208 541 72 12 833 90%
RecommendationI would recommend North East Scotland College to others 238 520 51 29 838 90%
EQUAL OPPORTUNITIES MONITORING
What is your genderMale 683 82%Female 129 15%Other 8 1%Prefer not to say 15 2%
Please indicate your age groupUnder 16 0 0%16-19 501 61%20-25 211 26%26-40 93 11%41 and over 0 0%Prefer not to say 17 2%
Please indicate your ethnic groupScottish 629 75%English 28 3%Welsh 2 0%Northern Irish 0 0%British 37 4%Irish 2 0%Other White Background 40 5%Any Mixed Background 7 1%Indian, Indian Scottish, Indian British 2 0%Pakistani, Pakistani Scottish, Pakistani British 2 0%Bangladeshi, Bangladeshi Scottish, Bangladeshi British 2 0%Chinese, Chinese Scottish, Chinese British 1 0%Other Asian Background 10 1%Caribbean, Caribbean Scottish, Caribbean British 1 0%African, African Scottish, African British 4 0%Other Black Background 1 0%Gypsy/Traveller 5 1%Polish 33 4%Arab 1 0%Any Other Background 4 0%Prefer not to say 24 3%
What is your relationship status?Co-habiting 78 10%Married or Civil Partnership 31 4%Separated or Divorced 5 1%Single 613 75%Widowed 12 1%Prefer not to say 78 10%
What is your religion or beliefBuddhist 9 1%Christian 96 11%Roman Catholic 32 4%Other Christian 2 0%Hindu 5 1%Jewish 6 1%Muslim 7 1%Sikh 3 0%Other Religion/Body 23 3%No Religion/Belief 582 70%Prefer not to say 70 8%
Do you have a disability?Yes 63 8%No 728 87%Prefer not to say 44 5%
Student Survey 2016-17Overall Positive 84% Overall
Negative 13%Results forSI Strongly
Agree Agree Disagree Strongly Disagree Don't Know
TOTAL%age
Positive Answers
Gerneral Satisfaction (SFC questions)Overall, I am satisfied with my college experience. 313 825 88 22 1248 91%Staff regularly discuss my progress with me. 272 703 245 28 1248 78%Staff encourage students to take responsibility for their learning. 511 687 38 12 1248 96%I am able to influence learning on my own course 280 841 110 17 1248 90%I receive useful feedback which informs my future learning 325 745 158 20 1248 86%The way I’m taught helps me learn. 268 787 173 20 1248 85%My time at college has helped me develop knowledge and skills for the workplace. 401 708 115 24 1248 89%I believe student suggestions are taken seriously. 184 695 304 65 1248 70%I believe all students at the college are treated equally and fairly by staff. 334 623 220 71 1248 77%The College Students’ Association influences change for the better. 120 421 72 18 617 1248 43%
Learning and Teaching Teaching and learning materials are helping me learn 316 844 66 9 1235 94%Staff help to motivate me with my learning 332 722 155 26 1235 85%The VLE (Blackboard) is helping my learning 377 752 91 15 1235 91%I am told in advance if there are any changes to my timetable 203 652 288 92 1235 69%
Assessment and FeedbackLessons prepare me well for assessments 313 788 103 18 1222 90%I am provided with opportunities to plan and personalise my own learning 249 759 195 19 1222 82%Assessment tasks are clearly explained 317 730 145 30 1222 86%I am clearly informed where and when my assessments are taking place 431 693 82 16 1222 92%I know what to do if I don't agree with my assessment results 241 706 230 45 1222 77%I receive feedback from assessments in a timely manner 266 702 186 65 1219 79%
Quality ImprovementI have had the chance to provide my views on my learning experience e.g. questionnaires, focus groups,class representative 217 781 180 41 1219 82%I receive feedback on issues I raise 151 549 163 54 302 1219 57%
Guidance and SupportI am able to access additional support or advice when I need it 289 835 74 12 1210 93%The information/help/support I am given is useful 279 840 79 12 1210 92%I am aware of the information and/or support available to help me decide my next steps, eg continuing education, seeking em 245 776 167 22 1210 84%
Equipment and Facilities Completely AgreMostly Agree Mostly Disagre Completely DisagreeI have been able to access my College e-mail account 545 611 30 16 1202 96%I have been able to access all necessary computer software for my course 425 679 84 14 1202 92%Once I am connected, the College wifi network is reliable 152 564 323 157 1196 60%Classroom presentation facilities, eg data projector, speakers, interactive whiteboard, are effective. 289 810 79 0 1178 93%I feel safe and secure on college premises 588 555 41 18 1202 95%College libraries provide a suitable learning environment 373 769 48 12 1202 95%College facilities are clean, tidy and well decorated 307 764 105 26 1202 89%The College does enough to promote equality and diversity issues, eg College events, literature 301 786 97 9 1193 91%
RecommendationI would recommend North East Scotland College to others 445 703 40 14 1202 96%
EQUAL OPPORTUNITIES MONITORING
What is your genderMale 329 27%Female 837 70%Other 11 1%Prefer not to say 20 2%
Please indicate your age groupUnder 16 4 0%16-19 685 61%20-25 247 22%26-40 168 15%41 and over 0 0%Prefer not to say 26 2%
Please indicate your ethnic groupScottish 879 73%English 51 4%Welsh 2 0%Northern Irish 1 0%British 83 7%Irish 3 0%Other White Background 64 5%Any Mixed Background 7 1%Indian, Indian Scottish, Indian British 4 0%Pakistani, Pakistani Scottish, Pakistani British 1 0%Bangladeshi, Bangladeshi Scottish, Bangladeshi British 2 0%Chinese, Chinese Scottish, Chinese British 2 0%Other Asian Background 10 1%Caribbean, Caribbean Scottish, Caribbean British 0 0%African, African Scottish, African British 8 1%Other Black Background 1 0%Gypsy/Traveller 5 0%Polish 39 3%Arab 2 0%Any Other Background 8 1%Prefer not to say 25 2%
What is your relationship status?Co-habiting 77 7%Married or Civil Partnership 110 9%Separated or Divorced 23 2%Single 802 68%Widowed 11 1%Prefer not to say 154 13%
What is your religion or beliefBuddhist 13 1%Christian 178 15%Roman Catholic 48 4%Other Christian 12 1%Hindu 3 0%Jewish 3 0%Muslim 6 1%Sikh 3 0%Other Religion/Body 29 2%No Religion/Belief 771 64%Prefer not to say 131 11%
Do you have a disability?Yes 118 10%No 1023 85%Prefer not to say 56 5%
137
Learning & Teaching and Student Services CommitteeMeeting of 16 May 2017
Agenda Item 7.4
Student Support Funds
1. Introduction1.1 The purpose of this report is to provide the Committee with information on amounts
allocated for various support funds as well as the comparative spend of student support funds for AY 2016-17 and AY 2015-16.
1.2 This report will also show the projected spend for the rest of the AY 2016-17.
2. Student Support Funds2.1 The College receives a range of student support funds mainly from the Scottish Funding
Council (SFC) but also from the Student Awards Agency for Scotland (SAAS). These funds can be grouped as follows:
• bursary funds to support eligible Further Education (FE) students;
• discretionary funds to support both eligible FE and Higher Education (HE) students;
• childcare funds, incorporating Lone Parent Childcare Grant, to support both eligible FE and HE students.
3. In-YearRedistribution(IYR)ofStudentSupportFunds(AY2016-17)
3.1. In November 2016, the College requested a further allocation of £1,149,821 from the SFC as part of its 2016-17 sector-wide, in-year redistribution exercise for student support funds.
3.2 The College received confirmation in January 2017 that SFC had awarded the full £1,149,821 to enable the College maintain the level of financial support to its students throughout AY 2016-17.
4. StudentSupportFundAllocations–AY2015-16andAY2016-17(includingIYR)4.1 Table A below shows the College’s support fund allocations for both AY 2015-16 and AY
2016-17:
Table ACollegeAllocationforAY2015-16andAY2016-17
AY2015-16 AY2016-17 +/-
Bursary (incl ESF) £6,813,550 Bursary £7,057,712 £244,162
Childcare (FE & HE) £657,000 Childcare (FE & HE) £911,344 £254,344
ESF Childcare (HE) 0 ESF Childcare (HE) £44,468 £44,468
Discretionary (FE) £497,769 Discretionary (FE) £468,403 -£29,366
Discretionary (HE) £209,794 Discretionary (HE) £179,432 -£30,362
Total £8,178,113 Total £8,661,359 £483,246
4.2 It can be seen from this table that the allocation across all support funds, between the two years, has been increased following the IYR and the College has now an increased allocation of £483k compared to that in AY 2015-16.
4.3 In November 2016 the College received confirmation from the SFC that it would be receiving an additional allocation of ESF funding amounting to £196,659 which could be used to reduce the final overspend student support fund figure for AY 2015-16. The College has now received written confirmation that the actual additional allocation of ESF funding is £132k.
138
Learning & Teaching and Student Services CommitteeMeeting of 16 May 2017
Agenda Item 7.4
5. StudentSupportFundAllocations–AY2017-185.1 The College has now received notification from SFC of our indicative allocation of
£8,215,780 for Student Support Funds for AY 2017-18. This does not include any allocation from SAAS for HE Discretionary Funds, but does include £44,468 for ESF Student Support. The indicative allocation equates to 96.8% of our total allocation for AY 2016-17 including the In-Year Redistribution amount.
6. ReviewofChildcareFunding6.1. As previously reported to the Committee, College Managers are currently reviewing
how childcare is funded across the College. In particular, they are concerned that the arrangements relating to the funding of childcare places at the Busy Bs Nursery in Fraserburgh affords a degree of financial advantage to certain learners over and above all other learners seeking financial support for childcare. The review of this somewhat complex situation has been impacted by the imminent need to retender for childcare services at Busy Bs.
6.2. In order to grant more time to review this issue, the College has sought to retender for childcare services at Busy Bs for a period of 1 year with the possibility of a further year’s extension. This, it is felt, will afford adequate time to review fully the funding arrangements for Busy Bs and to consider – if appropriate – what alternative childcare arrangements are available to learners at Fraserburgh. Representatives of the Students’ Association have been informed of this proposed action. It is further intended, as part of this proposed review, that students at Fraserburgh will be consulted further. An update report will be issued to Committee Members once the review has been completed.
7. Recommendation6.1 It is recommended that the Committee note the information provided in this report.
LizMcIntyre NeilCowiePrincipal Vice Principal - Business Services
Agenda Item 7.4
Appendix 1 Table 1 – Funds Available
Funds Available Funds Available +/-
Support Funds
AY 2016-17
AY 2015-16 Difference
FE Bursary (Inc. ESF)
£7,057,712
£6,813,550
£244,162
FE Discretionary
£468,403
£497,769
-£29,366
FE / HE Childcare (Inc. LPCG)
£911,344
£657,000
£254,344 HE Childcare (ESF)
£44,468
0
£44,468
Total
£8,481,927
£7,968,319
£513,608
HE Discretionary
£179,432
£209,794
-£30,362
Totals
£8,661,359
£8,178,113
£483,246 Table 2 – Committed Funds
AY 2016-17 AY 2015-16
Support Funds
Funds Available
to date
Funds Committed
to date
Funds available
not yet committed
to date Funds
Available
Funds Committed
as at 19/04/16
Funds available
not yet committed
FE Bursary (Inc. ESF) 7,057 6,614 443 6,813 6,980 -167
FE Discretionary 468 319 149 497 480 17
FE / HE Childcare (inc. LPCG) 911 857 54 657 895 -238
HE Childcare ESF 44 25 19 0 0 0
Total 8,480 7,815 665 7,967 8,355 -388
HE Discretionary 179 91 88 200 187 13
Totals 8,659 7,906 753 8,167 8,542 -375 Table 3 – Supported Students
AY 2016-17 (at 26/04/17)
AY 2015-16 (at 19/04/16)
FE Bursary + Fee Waiver 4071 4188
FE Discretionary + Loans 533 705
FE Childcare 123 207
FE / HE LPCG 141 156
HE Discretionary + Loans 156 219
HE Childcare 32 62
EMA Programme 505 459
Table 4 – Committed Funds
AY 2016-17
Support Funds Funds Available
Actual Fund Spend
to date Projected spend for
AY 2016-17 FE Bursary (Inc. ESF) 7,057 5,625 6,614
FE Discretionary 468 255 319
FE / HE Childcare (inc. LPCG) 911 731 857
HE Childcare ESF 44 18 25
Total 8,480 6,629 7,815
HE Discretionary 179 71 91
Totals 8,659 6,700 7,906
141
Learning & Teaching and Student Services CommitteeMeeting of 16 May 2017
Agenda Item 7.5
Students’Association–StudentEngagementUpdate
1. Introduction1.1. The purpose of this paper is to provide the Committee with an opportunity to consider a
report from the Students’ Association.
2. ReportfromtheStudents’Association2.1. Attached as Appendix 1 to this paper is a report prepared by Karena Wetherall (Regional
President) and Josh Gall (Depute President) regarding the North East Scotland College Students’ Association.
3. Recommendation3.1. It is recommended that the Committee note the information presented.
LizMcIntyre ElaineHartPrincipal Vice Principal – Human Resources
142
Agenda Item 7.5 Appendix 1
LearningandTeachingandStudentServicesCommitteeMay2017:
Students’Association
StudentEngagementUpdate
1. ClassRepresentativeMeetingsClassRepmeetingswereheldonbothAberdeenCityandFraserburghCampusesattheendofMarch:
• Repsandsabbaticalsdiscussedthepositionsoffacultyrepfornextyear,encouragingcurrentrepstoconsidergoingforfacultyrepnextyear.
• Repswerenotifiedofthestudentpresidentelectionsandaskedtopromotethistotheirclassesandconsiderrunningfortheposts.
• Sabbaticalsdiscussedwithrepshowvotingparticipationcouldbeincreasedandsabbaticalshandedout‘Voting–WhyBother?’leafletstohandouttotheirclasses.
• Sabbaticalsupdatedrepsontheprogresswithpeer-ledreviewsgoingintophase2.
2. Peer-LedReviews(SeeAppendix2)All21Peer-LedReviewshavenowbeencarriedoutandSabbaticalshavemetwillallrelevantCQMs.SabbaticalsandSAMhavelookedatnextstepsforclosingoffphaseoneandhavenowmovedintophasetwo.Thisinvolvesgoingbackintothesame21classesthatparticipatedinphaseonetomeasuredistancetravelledsincephaseonebyidentifyingwhereissueshavebeenaddressedandifthegroupsarehappywiththeresults,anyissuesidentifiedasnotbeingaddressedwillalsobenotedinthereport.
3. FlashSurveys(SeeAppendix3)
SabbaticalsandOfficersconductedflashsurveyswithstudentsonallcampusestoidentifywhatstudentsdoanddonotknowabouttheSA.ThiswillcontributetotheSelf-Evaluationexercise.ThereportonthisisattachedandclearlyillustratescurrentperceptionsoftheSAbystudentsacrossthecollegebutconfirmsourperceptionsinthattheSAneedstoworkonraisingitsprofile.
4. StrategicPlan
Followingthestrategicplanningeventandconsultationatclassrepmeetings,theSAhavebeenworkingonthenewstrategicplanforacademicyear2017/18.ThefinalversionofthestrategicplanwillbecompletedandreadytopresenttotheBoardattheupcomingBoardPlanningEventinMay.
5. BrandingourActivities
InordertoraisethevisibilityoftheSAamongststudentswehavedecidedtogiveanametoourstudentengagementactivities.Havinglookedatwhatothercollegeshaveusedsuchas‘SAonCampus’and‘ListentoLearners’ourExecutiveCommitteeshortlistedthreesuggestions:
• SAoutofOffice• SAActive• SAworkingwithyou
Thesesuggestionsarebeingpresentedtostudentstovoteonwhichslogantheyprefer.Facetofacesurveysarebeingconductedandtheresultswillbeknowninduecourse.
6. InductionandApplicationReviewGroups
TheSAsitsontwogroupsthatarelookingathowtheInductionandApplicationprocessescanbeimprovedgoingintothefuture.TheSAisabletocommunicatestudentviewsintothisandworkinpartnershipwithstaffonvariouslevels.TheSAcanalsosuggestwhereitcanbeplacedintheinductionprocesstohelpincreasestudentawarenessoftheAssociationandtheopportunitiesthatitholds.
7. MoneyWiseEvents
TheSAsupportedandattendedmoneywiseeventsorganisedbyStudentServicesonAberdeenCityandFraserburghCampuses.Thepurposeofthiseventwastoinformstudentsonsmartwaystosavemoneyandinformthemofdiscountsavailabletothem.TheSAtookthisopportunitytopromoteNUSExtra,SASpreeapp,andotherlocalstudentdiscounts.
8. NorthEastBusinessWeek
AspartoftheGeorgeStreettransformationprojecttheAssociationhadadisplayedpromotingpersonalgrowththroughopportunityfocusingonthetransferableskillsgainedthroughStudentAssociationinvolvementandfeaturebiographiesfromSabbaticalsandReps.
9. LectureroftheYearAwards(SeeAppendix4)ThishasbeenputtotheLearnerEngagementCommitteewhosupportedtheproposalforaclassvoteforLectureroftheyear1st,2ndand3rdplacedoneachcampusandwillseeclassessubmittingnominationsagainstsuggestedcriteria.ThismaybetakenforwardinasimpleformatfortheendofthissessionbutmaybeconsideredtolinkintoStaffExcellenceawardsinthefuture.
Agenda Item 7.5 Appendix 2
PeerLedReviewPhase2
YouSaid;WeDid
Introduction
Thefacilitatorwillstartbyremindingstudentsoftheexercisethattookplaceanddescribethesubsequentprocessesi.e.thatmeetingswereheldwithCQMsandActionspointsidentified.Youwillthendescribethepurposeoftoday’ssession“ClosingtheLoop”or“Yousaid:Wedid”.YouwillbeevidencingandemphasisingthattheexercisehadapurposeandthatthestudentvoiceisimportanttotheCollege’squalityprocesses.However,itisalsoimportanttolookatthecurrentsituationtoseeifactiontakenhasaddressedtheissuesgiventhatinsomecaseswhatareidentifiedascausalfactorsmaynot,ineffect,bewhathasledtotheissueidentified.Youshouldalsoconfirmwhetheranythingidentifiedasgoodpracticehasbeenmaintainedorsharedinotherclasses/situations.Finally,aspartofthisexercisetodayyoushouldalsoidentifywhatthestudentsfeltofthePeerLedReviewprocessitselfandidentifyanysuggestionsforimprovementoranygoodpractice.
Prompts:
• Thisiswhatyousaid-ThiswouldbeaverbaloverviewoflastPLR • Thiswasthefollowupprocess-MentionthatClassRepsweregiventhereportfor
commentsonaccuracyofcontent• ThisiswhatwasagreedwithCQMsinfollowupmeetingsasactions
/feedback/explanation
Feedback
1.Hasthishappened?
1.YES 2.PARTLY 3.NO
Explain:
2.Isthissufficient?
1.YES 2.PARTLY 3.NO
Explain:
ClassGroup:
Facilitator:
Curriculumcontact:
Date:
Agenda Item 7.5 Appendix 2
3.Hasthisaddressedtheissues?
1.YES 2.PARTLY 3.NO
Explain:
4.Arethereanyfurtherissues?YES/NO
Detail
5.Thingsthatworkedwell;didthiscontinue?YES/NO
Detail
6.CommentsonthePLRprocessPhases1and2?
Whatworkedwell? Whatcouldbeimproved?
What do you know about the Students’ Association?
Flash Survey
Academic Year 2016/17
Agenda Item 7.5 Appendix 3
Contents:
Introduction 1-2
All Campuses – Results 3-4
All Campuses – Raw Data 5
Aberdeen City Campus - Results 6-8
Aberdeen City Campus – Raw Data 9
Altens Campus - Results 10-12
Altens Campus – Raw Data 13
Fraserburgh Campus – Results 14-16
Fraserburgh Campus – Raw Data 17
Appendix 1: Survey template 18
Conclusion 19
Introduction
A survey (see Appendix 1) was conducted on Aberdeen City, Altens and Fraserburgh Campuses in January and February 2017 to gauge awareness among students of the Students’ Association and its activities and to get an indication from students as to what could be done to improve awareness raising.
The surveys were conducted by face to face contact with Association Presidents and Officers in social areas on campus.
The aim of the survey was to provide the Students’ Association with a base line against which it could measure itself and against which the impact of future activities could be measured. The context in which the survey was undertaken was that student engagement in the Association activities and elections was poor and awareness of the aims and objectives of the Association was perceived to be limited.
Overview of Findings
The following surveys were conducted:
Aberdeen City Campus - 105
Altens Campus - 49
Fraserburgh Campus - 96
Total - 250
The findings very much reflect the current perceptions held by the Student Association in that:
Most of the students were not sure where to find the Association offices although there was more awareness on Fraserburgh campus in relative terms. It is seems that there exists confusion between the Student Association and Student Services.
There was no strong indication that students could identify Presidents on campuses although again there was slightly more awareness on Fraserburgh Campus.
There was some general awareness of what a Students’ Association did, some of the responses cited advice, support, promoting equality, representing the student voice.
Some students were aware of having seen the Associations on Campus at Fairs, in Social Spaces, and some were aware of events and information promoted on Blackboard.
Some suggestions of ways to raise awareness where through Posters; Leaflets Emails, Talks to Classes and Induction.
(A more detailed breakdown of responses can be found in subsequent pages of this report)
Addressing the Issues
Action already underway
The Association is well aware of the need to increase visibility and to that end some actions have already been taken:
Class Rep mailing list established 1
SAM access to all student emails Recent email to all students with a Calendar of forthcoming events Recent email to Class Reps with “news” items Proposal that we have notice boards in classes which has been welcomed by Class
Reps who attended recent meetings Regular Informal Class Rep Meetings in addition to more formal Class Rep Councils Information leaflets on Student Engagement nearing completion Two recent Equality related events promoted through Colin and Social Media – we
have an established Social Media presence through FB and Twitter Multi Media are supporting the production of a video to promote the Association
Planned programme of Talks to raise awareness of Presidents role in advance of forthcoming elections
Presence at College Open Days Discussions at various forums as to how to encourage students to become involved
in the Class Rep system including using the Peer voice The Association is represented on various work streams tasked with reviewing the
Induction process
The Future
Will see us complete a Self-Evaluation exercise in conjunction with college looking at partnerships
Nearing completion of our Strategic Plan Review of our year’s activities with actions for improvement Establishing a Calendar of activities for 17/18 Identification of Faculty Reps from the current Class Rep cohort to move into session
17/18
2
What do you know about the Students’ Association?
Campus: All Campuses Participants: 250
0 20 40 60 80 100 120
Aberdeen City
Altens
Fraserburgh
Which Campus do you attend?
Do you know where you can find us on the main College Campuses?
YES38%
NO62%
ABERDEEN CITY
YES14%
NO86%
ALTENS
YES34%
NO66%
FRASERBURGH
0 50 100 150 200 250
YESNO
Do you know who the Student Presidents are?
YES3%
NO97%
REGIONALYES7%
NO93%
DEPUTE
Can you name them?
3
What do you know about the Students’ Association?
Campus: All Campuses Participants: 250
What do you think the Students’ Association does?
See campus Specific feedback
Where have you seen us before?
See campus specific feedback
If you answered no or could not answer any of the above questions, how could we improve your awareness?
See campus specific feedback
Online Students’ Association Platforms Visited:
0 20 40 60 80 100 120 140 160
SA Website
College Website: SA Section
Blackboard: SA Section
4
What do you know about the Students’ Association?
Campus: All Campuses Participants: 250
What Do You Know about the Students’ Association?
Campus: All Campuses
Which Campus do you attend?
Aberdeen City
105
Altens 49
Fraserburgh 96
Do you know who the Student Presidents are?
YES
18
NO
232
Please circle any online areas of the Students’ Association that you have visited:
SA Website
8
Facebook 44
Twitter 15
College Website: SA Section
26
Blackboard: SA Section
141
Aberdeen City
YES
94 NO 156
Altens YES
34 NO 216
Fraserburgh YES
86 NO 164
Regional
YES 7 NO 243
Depute
YES 17 NO 233
Do you know where you can find us on the main College campuses?
Can you name them?
5
What do you know about the Students’ Association?
Campus: Aberdeen City Campus Participants: 105
0 20 40 60 80 100 120
Aberdeen City
Altens
Fraserburgh
Which Campus do you attend?
Do you know where you can find us on the main College Campuses?
YES67%
NO33%
ABERDEEN CITY YES7%
NO93%
ALTENSYES5%
NO95%
FRASERBURGH
0 20 40 60 80 100 120
YES
NO
Do you know who the Student Presidents are?
YES3%
NO97%
REGIONAL YES0%
NO100%
DEPUTE
Can you name them?
6
What do you know about the Students’ Association?
Campus: Aberdeen City Campus Participants: 105
What do you think the Students’ Association does?
Responses Matching SA Remit:
Acts like a trade union for students? Events and clubs Try to improve college conditions available for example disabled Takes care/interest in the rights of students attending college Provide advice and support for students Help students get more involved Inform students of what is happening and give students opportunities Make things better for students Report back to the Board of Directors They are the voice for the students at college Deals with student issues and any concerns brought forward by class reps Go to meetings Open days A group of students who help other students in college Communicates with college staff Ensure students have the best chance at education Campaign for better change in college
Responses Out with SA Remit:
Helping people with their money Where the students get a flat Student funding Deal with student cards 31 respondents had no idea what the Students’ Association does
Where have you seen us before?
Past student funding South block College website Getting student card Posters at college Signs in college
0 10 20 30 40 50 60 70
SA Website
College Website: SA Section
Blackboard: SA Section
Online Students’ Association Platforms Visited:
7
What do you know about the Students’ Association?
Campus: Aberdeen City Campus Participants: 105
Beside reception Around college In the Students’ Association office Blackboard Elections and information posters/leaflets Class rep meeting Freshers Facebook and Twitter Dino’s In class and class rep training College fairs 53 respondents claim to have never seen the Students’ Association before
If you answered no or could not answer any of the above questions, how could we improve your awareness?
Meetings on induction days or during guidance classes to explain about it more Posters Leaflets Emails Talks in classes Get out there Website Do an introduction e.g. lecturers, leaflets Post more on Blackboard Student interactions Making students more aware of the presidents Get teachers to tell students Social media outlets Text “I am a pretty oblivious person… I am not very aware” Arrange nights out Hosting events Big framed picture and directions Knowing which notice boards hold Students’ association information Set up stalls Hold more meetings
8
What Do You Know about the Students’ Association?
Campus: Aberdeen City Campus
Participants: 105
Which Campus do you attend?
Aberdeen City
105
Altens 0
Fraserburgh 0
Do you know who the Student Presidents are?
YES
2
NO
103
Please circle any online areas of the Students’ Association that you have visited:
SA Website
3
Facebook 17
Twitter 7
College Website: SA Section
9
Blackboard: SA Section
59
Aberdeen City
YES
70 NO 35
Altens YES
7 NO 98
Fraserburgh YES
5 NO 100
Regional
YES 3 NO 102
Depute
YES 0 NO 105
Do you know where you can find us on the main College campuses?
Can you name them?
9
What do you know about the Students’ Association?
Campus: Altens Campus Participants: 49
0 10 20 30 40 50 60
Aberdeen City
Altens
Fraserburgh
Which Campus do you attend?
Do you know where you can find us on the main College Campuses?
YES18%
NO82%
ABERDEEN CITY
YES51%
NO49%
ALTENSYES2%
NO98%
FRASERBURGH
0 10 20 30 40 50 60
YESNO
Do you know who the Student Presidents are?
YES0%
NO100%
REGIONALYES0%
NO100%
DEPUTE
Can you name them?
10
What do you know about the Students’ Association?
Campus: Altens Campus Participants: 49
What do you think the Students’ Association does?
Responses Matching SA Remit:
Bring forward ideas from students Speak on behalf of students Represent students Help students with issues they may have Help the college have a good learning environment Fundraise Organise student events Represents the student body, voicing student opinions on matters regarding education Offer opportunities to gain extra experience which helps when looking for jobs Improve college experience
Responses Out with SA Remit:
Sorts out student ID Represents the college Helps students when they are struggling in class Help students with funding/course issues 14 respondents have no clue what the Students’ Association does
Where have you seen us before?
In the canteen In the engine room Student president elections Altens F Block ACC and Altens Blackboard Poster in canteen
Online Students’ Association Platforms Visited:
0 5 10 15 20 25
SA Website
College Website: SA Section
Blackboard: SA Section
11
What do you know about the Students’ Association?
Campus: Altens Campus Participants: 49
Reception in ACC 31 respondents have never seen the Students’ Association before
If you answered no or could not answer any of the above questions, how could we improve your awareness?
Posters Via internet for personal details e.g. Facebook Blackboard with members photos Information in induction day Social media Through college staff Directions Talks to classes Leaflets Doing more surveys with students Put advertisement on boards and tables Chat with classes
12
What Do You Know about the Students’ Association?
Campus: Altens Campus
Participants: 49
Which Campus do you attend?
Aberdeen City
0
Altens 49
Fraserburgh 0
Do you know who the Student Presidents are?
YES
1
NO
48
Please circle any online areas of the Students’ Association that you have visited:
SA Website
4
Facebook 4
Twitter 4
College Website: SA Section
4
Blackboard: SA Section
22
Aberdeen City
YES
9 NO 40
Altens YES
25 NO 24
Fraserburgh YES
1 NO 48
Regional
YES 0 NO 49
Depute
YES 0 NO 49
Do you know where you can find us on the main College campuses?
Can you name them?
13
What do you know about the Students’ Association?
Campus: Fraserburgh Campus Participants: 96
0 20 40 60 80 100 120
Aberdeen City
Altens
Fraserburgh
Which Campus do you attend?
Do you know where you can find us on the main College Campuses?
YES16%
NO84%
ABERDEEN CITY YES2%
NO98%
ALTENS
YES83%
NO17%
FRASERBURGH
0 10 20 30 40 50 60 70 80 90
YES
NO
Do you know who the Student Presidents are?
YES5%
NO95%
REGIONAL
YES18%
NO82%
DEPUTE
Can you name them?
14
What do you know about the Students’ Association?
Campus: Fraserburgh Campus Participants: 96
What do you think the Students’ Association does?
Responses Matching SA Remit:
Help advise and guide students with problems Help students and raise awareness of issues and help improve the college Works with students Look after students Try to improve learning Health and wellbeing Look after student interests and liaise between students and college Give every student an equal voice Help find solutions Hears the students opinions and takes them into action Clubs and Events Raise the student voice Improve support for students Volunteering Fundraising
Responses Out with SA Remit:
Careers guidance Revision tips Funding 15 respondents did not know what the Students’ Association does
Where have you seen us before?
Surveys Around the college Guidance PowerPoint Coming around classes Atrium
Online Students’ Association Platforms Visited:
0 10 20 30 40 50 60
SA Website
College Website: SA Section
Blackboard: SA Section
15
What do you know about the Students’ Association?
Campus: Fraserburgh Campus Participants: 96
Blackboard Posters Student president elections Events Student services In Students’ Association Office Leaflets Canteen Class rep training Mezzanine Talk in guidance from SA Member Freshers Peer-led reviews Website 28 respondents claimed to have never seen the Students’ Association before
If you answered no or could not answer any of the above questions, how could we improve your awareness?
Emails Posters Leaflets Class visits Blackboard Lecturers give information Social media Promote the presidents More open days Have a Students’ Association awareness week “all the information is on the NESCol website, it is my job to check” More involvement in the induction days More on website
16
What Do You Know about the Students’ Association?
Campus: Fraserburgh Campus
Participants: 96
Which Campus do you attend?
Aberdeen City
0
Altens 0
Fraserburgh 96
Do you know who the Student Presidents are?
YES
15
NO
81
Please circle any online areas of the Students’ Association that you have visited:
SA Website
1
Facebook 23
Twitter 4
College Website: SA Section
13
Blackboard: SA Section
54
Aberdeen City
YES
15 NO 81
Altens YES
2 NO 94
Fraserburgh YES
80 NO 16
Regional
YES 5 NO 91
Depute
YES 17 NO 79
Do you know where you can find us on the main College campuses?
Can you name them?
17
Which Campus do you attend? (Please circle) Date:
Aberdeen City Altens Fraserburgh
Do you know where you can find us on the main College Campuses? (Please circle)
Aberdeen City YES/NO
Altens YES/NO
Fraserburgh YES/NO
Do you know who the Student Presidents are? YES/NO
Can you name them? Regional President _______________ Depute President _______________
What do you think the Students’ Association does?
Where have you seen us before?
Please circle any online areas of the Students’ Association that you have visited:
SA Website Facebook Twitter College Website: SA Section Blackboard: SA Section
If you answered no or could not answer any of the above questions, how could we improve your awareness?
Appendix 1
What Do You Know About the Students’ Association?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________________________
18
Conclusion
There is work to be done on raising awareness and the profile of the Students’ Association on all Campuses. The Association need to ensure that the students have a clear understanding about the role of the Association and the contribution that they can make as members. The Association needs to increase its visibility on all campuses and engage with the College to consider how best it can promote and market its role and services and how we can increase student awareness of the opportunities to engage with the Association and College Quality processes.
Consideration has already been given to ways in which we can start to approach this and some of these are outlined in the earlier section on addressing the Issues. However, there are exercises currently underway which will help identify strategies and ambitions for the future: the current Self Evaluation exercise being undertaken by the SA and a College working group; preparation for a Partnership Agreement.
We now have a baseline and hope to be able to conduct further surveys to measure the impact of any of the actions taken to address the issues identified.
19
168
Agenda Item 7.5 Appendix 4
LectureroftheYearAwardsProposal
Timing:Postelection;towardstheendofMay
Structure:3awardsperCampus;1st2nd;3rd
Nominationswithsupportingevidenceusingsomeofthefollowingcriteria:
• MostInspiringandMotivating
• CreativeandInnovativeTeaching
• EnthusiasmandKnowledgefortheirSubject
• ApproachableandSupportive
• UseofTechnologyintheClassroom
• SignificantcontributiontotheStudentExperience
• OutstandingFeedback
Voting:VotingwillbebyclassthroughtheClassRepsystemusingaNominationformtobereturnedeitheronlineorthroughballotboxes.NominationsWhoandWhy.
Judging:Judgestobeapproachedbutsuggestions2Sabbs;NeilCowie;KatyGilbertwhowillchooseBestofShowfromthenominationsprovided.SatellitecentreswillbejudgedwithFraserburgh.
Awards:Rosettes1st;2ndand3rdreadingLectureroftheYear.Joshwillresearch.Willtherebeanyadditionalprizes–voucher?Whatbudget?
Presentation:Willwehaveone?Informal?CoulditjustbeannouncedthroughColin?Studentsmayliketoseeit?Softseatingarea?
Additionalawardorspecialmention/thankyouwallfor“OutsideoftheClassroom”?
Support;AdviceandInformation–thiscouldbeanLSA;Inclusivenessco-ordinator;GuidanceTutor;StudentAdviser;InfoandBookingstafforotherSecurity/Janitorial.Lessabletovoteinaclassgroupasexperiencesoftheseservicesareindividual.Couldtakeindividualvotes?