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Board of ManagementLearning & Teaching and Student Services Committee

Meeting of 16 May 2017

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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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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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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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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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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

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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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

A

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Annual Enhancem

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ay Update

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Activity

Date/s

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Organisational S

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MR

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31 January 2017

MR

L

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chool/College P

artnerships A

rticulation arrangements

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ervices, James

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apacity to Enhancem

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Person/s N

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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


2016/17 & E

nhancement P

lan 2017/18

3

05/05/2017

PAR

T ON

E – INTR

OD

UC

TION

Self-E


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


1 05/05/2017


Annual School Review 2016/17 &


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


e do well and w

hat should we im



How

Good is O

ur College? the E

ducation Scotland Q

uality Framew


ecember 2016. The






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


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


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


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


2. B


3. D



ill be measured,

4. D


pact. State by w

hen and who w



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



ing coding: A


ithin the Annual P

riority Docum

ent (AP

) A

rea for Improvem



Objective (from

a College S





ducation Scotland Q

uality How

Good Is O

ur College? 2016 (H

GIO

C)

Corporate O



isk Register (R

) Equality O

utcome – R


utcomes and A

ction Plan 2013-17 (E

) N

o. A

rea for Developm

ent (D

evelopmental D

river) Im


ade)

Actions to be taken




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


provement?

Grade


How


Grade

Outcom

es and Impact:

How



rade

Capacity to Im

prove W


ent? S

upporting statement

Support Team Self-Evaluation and Review 2017/18

1


Support Team Self-Evaluation Report and


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


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


e do well and w

hat we need to im



How

Good is O

ur College? the E

ducation Scotland quality fram

ework for colleges published D

ecember 2016. The






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






ode of Good G

overnance for S


ework for D


ffective College S





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


LPL)

• H

ow effectively do m

anagers comm



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


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


• 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


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


• 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


• 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


• 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


• 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


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



ain on programm






services. Them

e 2.4 C

hallenge Questions

Managem

ent of services to support learning

• H

ow effective are arrangem




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


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




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



• 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



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



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



• 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



• 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


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


• 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?


• 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


• 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


reas for Developm


ic year. An A

rea for Developm


ing:

1. A


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



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


utcome

These are the six main types of developm

ental drivers for the College E

nhancement P


nhancement P


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



ing coding: A


ithin the Annual P

riority Docum

ent (AP

) A

rea for Improvem



Objective (from

a College S





ducation Scotland Q

uality How

Good Is O

ur College? 2016 (H

GIO

C)

Corporate O



isk Register (R

) Equality O

utcome – R


utcomes and A

ction Plan (E

) N

o. A

rea for Developm

ent (D

evelopmental D

river) Im


ade)

Actions to be taken




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


s:

• E

xcellent •

Very good

• G

ood •

Satisfactory

• W

eak •

Unsatisfactory

K

ey Principle

Grade

Leadership and quality culture: H


provement?

Grade


How


Grade

Outcom

es and Impact:

How


es for all our learners?

Grade

Capacity to Im

prove W


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.


1 05/05/2017


College Level Review 2016/17 &


Author: Senior Management Team Date:

Self-E


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


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


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


How

Good is O

ur College? the Education Scotland Q

uality Framew


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






ode of Good G

overnance for S


ework for D


ffective College S





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


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

•


Self-E


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


What do w

e do well?

•

Evidence

•

What should w

e improve?

•

Evidence

•

Theme 2

Challenge Q


• H

ow effectively do m

anagers comm



• H

ow w


prove learning and teaching? W

hat do we do w

ell?

•

Evidence

•

What should w

e improve?

•

Evidence

•

Theme 3

Challenge Q

uestions 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


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


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


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


• 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


• H

ow effectively do m

anagers comm



Self-E


2016/17 & E

nhancement P

lan 2017/18

8

05/05/2017

• H

ow w


prove service delivery? W

hat do we do w

ell?

•

Evidence

•

What should w

e improve?

•

Evidence

•

Theme 3

Challenge Q

uestions A


• 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


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


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


• 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


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


2016/17 & E

nhancement P

lan 2017/18

10

05/05/2017

Theme 2

Challenge Q

uestions C


• 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


• 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


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


s implem

ent curriculum priorities?

Self-E


2016/17 & E

nhancement P

lan 2017/18

12

05/05/2017

• H

ow w


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


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


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

•

Self-E


2016/17 & E

nhancement P

lan 2017/18

13

05/05/2017

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

Self-E


2016/17 & E

nhancement P

lan 2017/18

14

05/05/2017

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

•

Self-E


2016/17 & E

nhancement P

lan 2017/18

15

05/05/2017

2.4 Services to support learning This indicator relates to the provision of support services. It includes inform



ain on programm






services. Them

e 1 C

hallenge Questions

Managem


• 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


achievement, attainm

ent and progression

• H





• H


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


progression to a positive • H


ents for learners to reflect on and discuss their progress with staff?

• How

well do staff support learners to achieve a positive destination?

Self-E


2016/17 & E

nhancement P

lan 2017/18

16

05/05/2017

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


• 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

Self-E


2016/17 & E

nhancement P

lan 2017/18

17

05/05/2017

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


• 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

Self-E


2016/17 & E

nhancement P

lan 2017/18

18

05/05/2017

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?


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


• 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

Self-E


2016/17 & E

nhancement P

lan 2017/18

19

05/05/2017

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

Self-E


2016/17 & E

nhancement P

lan 2017/18

20

05/05/2017

•

•

What should w

e improve?

•

Evidence

•

PAR

T FOU

R - EN

HA

NC

EMEN

T PLAN

G

uidance notes for part 4 U


reas for Developm


ic year. An A

rea for Developm


ing:

1. A


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



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


utcome

These are the six main types of D

evelopmental D

rivers for the College E

nhancement P


nhancement P


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


2. B


3. D



ill be measured,

4. D


pact. State by w

hen and who w



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.

Self-E


2016/17 & E

nhancement P

lan 2017/18

21

05/05/2017

ENH

AN

CEM

ENT PLA

N



ing coding: A


ithin the Annual P

riority Docum

ent (AP

) A

rea for Improvem



Objective (from

a College S





ducation Scotland Q

uality How

Good Is O

ur College? 2016 (H

GIO

C)

Corporate O



isk Register (R

) Equality O

utcome – R


utcomes and A

ction Plan (E

) N

o. A

rea for Developm

ent (D

evelopmental D

river) Im


ade)

Actions to be taken




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

Self-E


2016/17 & E

nhancement P

lan 2017/18

22

05/05/2017

PAR

T FIVE – GR

AD

ES D


s: •

Excellent

• V

ery good •

Good

• S

atisfactory •

Weak

• U

nsatisfactory

Key P

rinciple G

rade Leadership and quality culture: H


provement?

Grade


How


Grade

Outcom

es and Impact:

How



rade

Capacity to Im

prove W


ent? S

upporting statement

Self-E


2016/17 & E

nhancement P

lan 2017/18

23

05/05/2017

PAR

T SIX - EXCELLEN

T PRA

CTIC

E IDEN

TIFIED

Select on m

erit from the sub-level reports SM

T

109


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.


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

en

City)

345 687

353 694

126

TDM

- Soc

ial Sc

ien

ce

s, Ho

spita

lity an

d Le

arn

ing

Op

po

rtun

ities (Fra

serb

urg

h)

128 211

172 258

38

TDN

- Lea

rnin

g O

pp

ortu

nitie

s (Ab

erd

ee

n C

ity) 87

122 117

166 132

TDP

– Soc

ial C

are

165

337 180

336 61

Tota

l 2131

3963 2346

4234 770

113


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


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

nts' Asso

cia

tion Bud

ge

t Fore

ca

st Aug

ust 2016-July 2017 and

Ac

tual 2015/16

AB

C15/16 Fo

rec

ast

(Budg

et A

gre

ed

by

LTSSC Ja

nuary 2016

ba

sed

on £80K

b

loc

k gra

nt)

16/17 Fore

ca

st - A

djuste

d Ja

n 2017

Ac

tual 2015/16

16/17 Ac

tual to

d

ate

17/18 Pro

po

sal

A17/18 Pro

po

sal

BN

ote

s re p

rop

osa

lInc

om

eFo

r full n

ote

s see

na

rrative

Bloc

k Gra

nt/Tra

nsfo

rma

tion

Fun

din

g£80,000.00

£80,000.00£70,000.00

80,00080,000

100,000

Bus Pa

ss Sale

s£1,500.00

£1,000.00£2,639.25

Stud

en

t Ca

rd Sa

les

£0.00£0.00

£20,380.000

00

NU

S Extra£4,600.00

£3,000.00£3,580.29

2,6003,000

3,000C

loth

ing

an

d p

en

drive

s£500.00

£500.00£526.00

Fresh

ers Fa

ir£2,000.00

£1,000.00£1,350.00

14721500

1,500Fra

serb

urg

h a

cc

ou

nt-c

arrie

d fo

rwa

rd£0.00

£0.00£1,350.00

00

0R

ese

rved

Ac

co

un

ts£16,049.00

£16,052.00£16,052.66

16,057.520

0C

arrie

d O

ver A

ug 2016 O

pe

ning Ba

lanc

e

£14,614.00£12,944.71

14,614.0010,000

10,000U

nfore

see

n Inco

me

£7,481.14

8,853.00To

tal Inc

om

e£104,649.00

£123,647.14£128,822.91

123,59794,500

114,500

Co

re Exp

end

itureSA

Ma

na

ge

r£35,000.00

£42,999.0042,999.00

£44,278.00£44,278.00

Sab

ba

tica

l Offic

er Sa

larie

s£41,000.00

£35,342.00£79,116.39

34,237.2040,000.00

40,000.0017/18 a

llow

s for o

n c

osts w

hic

h w

ere

limite

d in

16/17 A

ffiliatio

n£4,000.00

£2,000.00£1,765.33

£2,0793,000

3,000A

cc

ou

nta

nc

y£3,300.00

£6,000.00£7,260.00

31441,000

1,000In

sura

nc

es

£1,800.00£1,681.92

1,681.00600

600c

he

ck th

is ag

ain

st existin

g p

olic

yA

ud

it£5,400.00

£8,000.00£11,526.00

111847,000

7,000To

tal C

ore

Expe

nditure

£88,700.00£96,141.00

£101,349.6495,324.20

95,878.0095,878.00

Stud

en

t Even

ts£1,000.00

£600.00£747.49

5001,000

1,000Stu

de

nt C

lub

s an

d So

cie

ties

£500.00£300.00

£0.000

500500

Truste

e Bo

ard

£200.00£200.00

£0.00100

100100

NU

S Even

ts an

d a

l train

ing

s£4,000.00

£5,000.00£4,813.09

4,0005,000

5,000O

ffice

Sup

plie

s an

d Sta

tion

ery

£1,500.00£1,000.00

£3,591.9350

1,000.001,000.00

Statio

ne

ry sup

plie

s to d

ate

ha

ve b

ee

n p

rovid

ed

by Stu

de

nt Se

rvice

s ag

ain

no

be

nc

hm

ark

Trave

l be

twe

en

ca

mp

use

s£2,500.00

£1,000.00£829.60

8001,000.00

1,000.00H

ave

no

t be

en

pa

ying

for Ka

ren

a

Elec

tion

s £300.00

£300.00£223.58

100300

300C

on

serva

tive-c

ou

ld b

e m

ore

as h

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117


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

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

121


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


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


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


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.


125


Agenda Item 7.2


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%)

129


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


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


Agenda Item 7.3

3.Recommendation3.1. It is recommended that the Committee note the contents of this report.


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


Negative 12%Results forCICBE Strongly

Agree Agree Disagree Strongly Disagree Don't Know

TOTAL%age

Positive Answers


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%














Negative 16%Results forEST Strongly


TOTAL%age

Positive Answers




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%











Negative 13%Results forSI Strongly


TOTAL%age

Positive Answers















137


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


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


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


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.


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:


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


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


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 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

Facebook

Twitter

College Website: SA Section

Blackboard: SA Section

4



What Do You Know about the Students’ Association?

Campus: All Campuses


Aberdeen City

105

Altens 49

Fraserburgh 96


YES

18

NO

232

Please circle any online areas of the Students’ Association that you have visited:

SA Website

8

Facebook 44

Twitter 15


26


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


Campus: Aberdeen City Campus Participants: 105

0 20 40 60 80 100 120

Aberdeen City

Altens

Fraserburgh



YES67%

NO33%

ABERDEEN CITY YES7%

NO93%

ALTENSYES5%

NO95%

FRASERBURGH

0 20 40 60 80 100 120

YES

NO


YES3%

NO97%

REGIONAL YES0%

NO100%

DEPUTE

Can you name them?

6




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


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

Facebook

Twitter




7



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


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


Campus: Aberdeen City Campus

Participants: 105


Aberdeen City

105

Altens 0

Fraserburgh 0


YES

2

NO

103


SA Website

3

Facebook 17

Twitter 7


9


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


Can you name them?

9


Campus: Altens Campus Participants: 49

0 10 20 30 40 50 60

Aberdeen City

Altens

Fraserburgh



YES18%

NO82%

ABERDEEN CITY

YES51%

NO49%

ALTENSYES2%

NO98%

FRASERBURGH

0 10 20 30 40 50 60

YESNO


YES0%

NO100%

REGIONALYES0%

NO100%

DEPUTE

Can you name them?

10





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


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


In the canteen In the engine room Student president elections Altens F Block ACC and Altens Blackboard Poster in canteen


0 5 10 15 20 25

SA Website

Facebook

Twitter



11



Reception in ACC 31 respondents have never seen the Students’ Association before


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


Campus: Altens Campus

Participants: 49


Aberdeen City

0

Altens 49

Fraserburgh 0


YES

1

NO

48


SA Website

4

Facebook 4

Twitter 4


4


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


Can you name them?

13


Campus: Fraserburgh Campus Participants: 96

0 20 40 60 80 100 120

Aberdeen City

Altens

Fraserburgh



YES16%

NO84%

ABERDEEN CITY YES2%

NO98%

ALTENS

YES83%

NO17%

FRASERBURGH

0 10 20 30 40 50 60 70 80 90

YES

NO


YES5%

NO95%

REGIONAL

YES18%

NO82%

DEPUTE

Can you name them?

14





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


Careers guidance Revision tips Funding 15 respondents did not know what the Students’ Association does


Surveys Around the college Guidance PowerPoint Coming around classes Atrium


0 10 20 30 40 50 60

SA Website

Facebook

Twitter



15



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


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


Campus: Fraserburgh Campus

Participants: 96


Aberdeen City

0

Altens 0

Fraserburgh 96


YES

15

NO

81


SA Website

1

Facebook 23

Twitter 4


13


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


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 _______________




SA Website Facebook Twitter College Website: SA Section Blackboard: SA Section


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


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?

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