Shetland College UHI 10 January 2014

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

The external review process HM Inspectors undertake an independent review of the quality of provision in Scotland’s colleges on behalf of the Scottish Further and Higher Education Funding Council (SFC) under a service level agreement between the council and Education Scotland. External review teams include HM Inspectors, associate assessors and a student team member. The review took place in accordance with the protocol on quality assurance of University of the Highland and Islands Millennium Institute and the SFC-funded colleges which are academic partners of UHIMI (March 2009). Under this protocol, which was agreed by SFC, Education Scotland and the Quality Assurance Agency for Higher Education (QAA), the review focused solely on Further Education (FE) provision. During external reviews, members of the review teams observe learning and teaching and hold discussions with learners, staff and stakeholders. They consider information on learner attainment and evaluate learner progress and outcomes. They meet with members of the Board of Management and obtain feedback from community groups, partners and employers who work with the college. The purpose of this report is to convey the main outcomes arising from the external review, to acknowledge the college’s strengths and to provide a clear agenda for future action to improve and enhance quality. This external review results in judgements of effective or limited effectiveness or not effective that express the external review team’s overall evaluation of high quality learning, learner engagement and quality culture.

The report also uses the following terms to describe numbers and proportions:

almost all over 90%

most 75-90%

majority 50-74%

less than half 15-49%

few up to 15%

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Contents Page

1. Introduction The external review 2. The college and its context

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3. Outcomes of external review Judgement of Effectiveness Section A: Overarching judgement Section B: Supporting statements Section C: Areas of positive practice Section D: Areas for development Section E: Main points for action

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

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

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

7. How well is the college led and how well is it enhancing the

quality of its services for learners and other stakeholders? 8. How extensive and effective are college partnerships with

communities, other learning providers, employers and agencies?

9. Signposting excellent practice 10. What is an overarching judgement?

12 14 16 17 18

11. What happens next? 20

12. Further information 20

13. How can you contact us? 21

Appendices Glossary of terms The Scottish Credit and Qualifications Framework

22 22 23

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1. Introduction The external review

The external review by Education Scotland took place during the week beginning 28 October 2013. We examined learning and teaching and other important activities that impact on the quality of the learner experience. We evaluated these against the three key principles of high quality learning, learner engagement and quality culture, using the 13 reference quality indicators outlined in External quality arrangements for Scotland’s colleges, updated August 2013. We also included QI 2.2 Relevance of programmes and services to learner needs to support our evaluations. We used information from previous visits to the college to decide the scope of the review. We found an example of excellence which we describe in this report on page 17. The external review team talked with learners, staff at all levels in the college, members of the Board of Management, employers, external agencies and other users of the college.

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2. The college and its context In carrying out the external review of Shetland College UHI Education Scotland took the following college context fully into account. Shetland College UHI is Scotland’s most northerly college and operates in a rural island community with a population of around 22,500. The college is one of the few in Scotland not incorporated under the Further and Higher Education (Scotland) Act 1992. Responsibility for further education in Shetland lies with Shetland Islands Council (SIC) and the Board of Management of the college is a sub-committee of the Council. The college is the main provider of further education (FE), vocational training and short course training in Shetland. Along with the North Atlantic Fisheries College (NAFC) Marine Centre and through its membership of University of the Highlands and Islands (UHI), it is also the main provider of higher education on the islands. Shetland College operates from its main campus at Gremista on the outskirts of Lerwick and its nine learning centres, including one in the North Isles. The college works in partnership with the NAFC Marine Centre to deliver FE programmes in engineering and has responsibility through Train Shetland for delivery of apprenticeship and skills training programmes. An extension to the college is currently being constructed and is due to be completed in April 2014. Levels of unemployment in Shetland remain very low. New developments in the oil and gas industry and renewable energy are having a major impact on the economy. The current FE portfolio covers programmes in art and design; business; community learning; computing; construction; engineering; health and care; hospitality and music. A wide range of vocational pathways programmes including sound engineering and hairdressing is delivered to school pupils across Shetland. In academic year 2013-14 there are 92 full-time FE learners and each year the college enrols around 1,200 part-time learners on FE programmes from Scottish Credit and Qualifications Framework (SCQF) Level 3 to Level 6. In January 2013, following the resignation of the principal, the depute principal took up the role of acting principal. The Board of Management has not replaced the depute post and intends that the acting principal fulfils both roles until summer 2014. The college’s projected revenue budget for 2013-14 is £2.8 million, of which 58% is grant-in-aid from the Scottish Funding Council (SFC) for further education programmes.

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3. Outcomes of External Review Judgement of Effectiveness Section A: Overarching judgement

Shetland College UHI has in place effective arrangements to maintain and enhance the quality of its provision and outcomes for learners and other stakeholders. This judgement means that, in relation to quality assurance and enhancement, the college is led well, has sufficiently robust arrangements to address any identified minor weaknesses, and is likely to continue to improve the quality of its services for learners and other stakeholders.

Section B: Supporting statements Learner progress and outcomes The majority of college learners complete their programmes, make good progress and gain relevant qualifications. Overall, successful completion rates for learners on full-time FE programmes have improved significantly over the last three years. They are now well above the 2011-12 national sector performance level. The proportion of learners successfully completing part-time FE programmes has fluctuated marginally over the last three years but over this period has remained around the national sector performance level. Most learners who gain relevant qualifications obtain employment locally or progress internally onto further learning programmes, apprenticeships, or higher education programmes delivered by the college through UHI. The college aims to ensure that programmes are made available to learners wherever they are located in Shetland and at whatever their entry level is. Programmes delivered by the college range from access (SCQF level 3) to degree-level provision. Almost all full-time FE programmes provide progression routes to higher education (HE) programmes. Most learners make good progress during their programmes, develop confidence in their learning and acquire a wide range of vocationally relevant skills. Learning and teaching processes The college provides high quality learning opportunities for learners from different backgrounds, circumstances and geographical areas. Programme design, delivery and assessment support the development of skills and underpinning knowledge well. Almost all learners are very motivated and apply themselves conscientiously to their work. Most learners reflect well on their learning as they progress with their studies. Almost all staff demonstrate high-levels of professional knowledge and, in a few programme areas, they involve industry practitioners in the delivery of programmes. Positive and purposeful relationships between teaching staff and learners support learners’ confidence and contribute to a productive and effective climate for learning. The college provides effective curriculum and pastoral

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guidance for all learners and effective learning support for those who need it. However, despite a clear college policy on one-to-one academic progress interviews for full-time learners, not all programme teams carry these out. Most self-evaluation reports are clear and detailed. However, although most self-evaluation reports focus effectively on a range of relevant programme issues, there is no clear and consistent analysis of issues directly related to learning and teaching. Learner engagement Most learners are actively involved in influencing their learning experiences. Staff employ a range of effective approaches to gather learners’ views and almost all full-time programmes have appointed class representatives. Learners enjoy good relationships with teaching and support staff, engage well with them and feel comfortable when raising issues of concern. The recently-reviewed and enhanced Learner Engagement Strategy ensures learners are provided with a range of opportunities to engage in the work and life of the college. Learners provide evaluative commentary on their experiences and suggestions for improvement through use of the online Talk Box feedback forum. Class representatives provide effective support for their peers enabling them to contribute to the work and life of the college. However, the college has not managed to secure FE learner attendance at Board of Management Committee meetings. Leadership and Quality Culture The acting principal and senior managers have a clear vision for the college to provide high quality education and training which meets the needs of the population and employers. College strategic drivers are mapped well to both SFC priorities and Scottish Government national performance outcomes. However, current arrangements to engage effectively with some key employers in expanding employment sectors are underdeveloped. Key college strategies, including the Learning and Teaching Strategy and the Learner Engagement Strategy, have recently been revised, refreshed and implemented. The senior management team (SMT) is small with only two members. Both members work effectively ensuring the college meets its current aspirations and commitments. Support staff engage in productive and effective partnerships with a range of internal and external agencies to support learners. The support team is led well. Staff are committed to the college’s quality culture. However, at the time of the review the acting principal is also the chief officer for Train Shetland and continues in her previous role as depute principal at the college. These staffing arrangements may jeopardise the college’s future performance, its ability to improve and meet the future needs of learners, communities and employers.

Section C: Areas of positive practice

Overall, successful completion rates for learners on full-time FE programmes have improved significantly over the last three years from 63% in 2010-11 to 77% in 2011-12 and down to 73% in 2012-13. They are now well above the 2011-12 national sector performance level of 64%.

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The college delivers a large number of Skills for Work (SFW) pathways which meet the needs of learners well. During 2012-13, 127 school learners engaged in vocational pathways provision. This represents around one quarter of the Islands S3 and S4 learner population. Approximately 25% of these learners progress onto full-time FE programmes delivered at the college.

In the subject areas of art and design, business, care and nursing, completed successful outcome rates have improved and are now in line with the highest performing colleges in the sector.

The college provides an extensive range of full-time and part-time programmes for learners across a very wide geographical area. Programmes make good use of facilities in nine learning centres across the islands and provide access for learners in remote areas.

Teachers plan lessons well. They take good account of learners’ prior learning and ensure that learning activities are appropriate and sufficiently challenging in meeting individual learner needs. Lessons are well structured with lecturers consolidating previous learning before progressing to next topic.

The college’s commitment to learner engagement is evidenced well through the Learner Engagement Strategy and the establishment of the Learner Engagement and Marketing Assistant post. As a result there are now effective arrangements to ensure learner views are represented effectively in the work and life of the college.

College strategic drivers are mapped well to both SFC priorities and Scottish Government national performance outcomes. They include a commitment to develop programmes that meet the needs of the local community and the economy of Shetland.

Section D: Areas for development

The college does not promote equality and diversity consistently within learning and teaching or within the college environment. Sustainability does not have a sufficiently high profile in learning and teaching activities.

Despite a clear college policy on one-to-one academic progress interviews for full-time learners, not all programme teams carry these out. Many learners are unaware of this entitlement and have not experienced individual progress interviews. As a result, many learners do not set learning goals systematically or monitor progress towards them.

Although most self-evaluation reports focus effectively on relevant programme issues, there is no clear and consistent analysis of issues directly related to learning and teaching within them.

Staff seek feedback from learners through distribution of end-of-unit questionnaires to gather learners’ views on their learning experiences. However, the questions asked focus almost exclusively on resource-related issues and do not explore approaches adopted in relation to learning and teaching.

At the time of the review the acting principal is also the chief officer for Train Shetland and continues in her previous role as depute principal at the college. These staffing arrangements may jeopardise the college’s future performance, its ability to improve and meet the future needs of learners, communities and employers.

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Section E: Main points for action

Programme teams should ensure that learning and teaching is a major focus within self-evaluation.

The college should ensure that its policy on academic progress interviews for learners is implemented.

The college should ensure that current senior management staffing arrangements do not jeopardise the college’s future effective performance, its ability to improve and to meet the future needs of learners, communities and employers.

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4. How well are learners progressing and achieving relevant, high quality outcomes? How effective is the college at achieving and maintaining high levels of retention, attainment and progression? Shetland College provides a good range of programmes which meet the learning needs of its widely-dispersed island-based community well. The majority of college learners complete their programmes, make good progress and gain relevant qualifications.

Early withdrawal rates for full-time FE programmes have fluctuated over the last three years and are currently in line with national sector performance levels for 2011-12. Early withdrawal rates for part-time FE programmes have varied marginally over the last three years and currently more learners withdraw early from their programmes than the national sector performance level. Further withdrawal rates for full-time FE programmes have improved overall over the last three years. The proportion of learners leaving their programme before completion is 7% lower than the national sector performance level. Further withdrawal rates for part-time FE programmes have improved over the last three years and the college now performs better than the sector performance level.

Overall, successful completion rates for learners on full-time FE programmes have improved significantly over the last three years from 63% in 2010-11 to 77% in 2011-12 and down to 73% in 2012-13. They are now well above the 2011-12 national sector performance level. The proportion of learners successfully completing part-time FE programmes has fluctuated marginally over the last three years but has remained around the sector level over this period. Most learners who gain relevant qualifications progress internally onto further learning programmes, apprenticeships, higher education programmes delivered by the college through UHI, other universities or gain employment locally.

How well do programmes and services meet learner needs?

Programmes delivered by the college range from access (SCQF level 3) to degree-level provision. The college’s broad curriculum and range of levels are delivered to learners living across the islands including those residing in remote locations. Programmes delivered in community learning centres, most of which are part-time, are generally successful. An increasing number of these programmes include recognised qualifications which support learners to progress onto further learning options. The college delivers nine vocational SFW pathways and during 2012-13 engaged 127 school learners in this provision. This represents one quarter of the Islands S3 and S4 learner population. Approximately 25% of these learners progress onto full-time FE programmes delivered at the college.

Almost all full-time FE programmes provide progression routes onto HE programmes. Full-time FE programmes contain employability-related themes and in some instances include live projects. College staff promote programmes to potential learners during visits to schools, through displays at career conventions and through representation at a number of community events held throughout the year. Overall, learners express high levels of satisfaction with their programmes through completed online surveys and end-of-unit evaluations.

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How well do learners make progress, attain qualifications and achieve more widely? Most learners make good progress during their programmes, develop confidence in their learning and acquire a wide range of vocationally relevant skills. Most learners attain the qualifications they set out to achieve. In full-time FE programmes 73% of learners completed their programme successfully, against the latest published national sector performance level of 64%, with a further 10% completing with partial success. In part-time FE programmes 80% of learners completed successfully against the latest national sector performance level of 79%. In the subject areas of art and design, business, care and nursing, completed successful outcome rates are now in line with the highest performing colleges in the sector. The college celebrates learners’ achievements through the Annual Awards Graduation Ceremony held at the local Mareel cinema and music venue. The event is very successful and raises the profile of learners within the local community. Most learners attain their qualifications in core skills programmes of numeracy, literacy and information and communication technology (ICT). Most learners on Skills Development Scotland (SDS) modern apprenticeship programmes make good progress and improve their skills. Almost all school-based learners undertaking SFW programmes attain their qualifications and gain relevant skills.

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5. How effective are the college’s learning and teaching processes? How well does the college design and deliver programmes and services to meet the needs of learners from all backgrounds and circumstances? Programme design takes good account of the range of learner needs and provides high quality learning opportunities for learners from different backgrounds and circumstances. Programmes make good use of facilities in nine learning centres across the islands and provide access for learners in remote areas. The college manages its portfolio of programmes efficiently by combining class groups and integrating part-time and full-time study. This supports the provision of programmes with small numbers of learners, which increases learner choice of study. Many programmes incorporate live projects and work placements which enhance employability skills. In most programmes essential skills are contexualised well within subject areas. This makes them relevant and interesting for learners. The college supports effectively learners who have disengaged from learning, through working with a range of local partners. The college provides a range of programmes which support learners with additional support needs well. However, the college does not promote equality and diversity consistently within learning and teaching or within the college environment. How well do learners learn? Almost all learners are well-motivated by subject content and delivery and apply themselves conscientiously to their work. They participate actively during individual and group activities and use resources confidently. Many learners make good use of learning technologies and social media including the virtual learning environment (VLE) to support learning, either in the classroom or remotely. However, a few learners do not benefit fully from the VLE because they find it difficult to navigate and not always accessible. In many lessons learners make choices in relation to their learning. For example, type of projects, involvement in live projects or within class-based activities. This enhances their sense of responsibility for their learning and increases their motivation. Many learners reflect well on their learning and the skills they are developing as they progress with their studies. Almost all learners make good progress with their learning and carry out high quality work across all subject areas. How well do planning, teaching and the use of resources ensure effective learning? Teaching staff plan lessons well. They take good account of learners’ prior learning and ensure that learning activities are appropriate and sufficiently challenging in meeting individual learner needs. Lessons are well structured with teaching staff consolidating previous learning before progressing to the next topic. Almost all staff demonstrate high levels of professional knowledge and subject expertise which they use well to contextualise learning activities to promote learner understanding and wider skills. Most teaching staff are confident and competent in using a range of ICT resources effectively to support learning. Many are using the VLE and social media to support learner engagement and make an active contribution to their learning. However, learning and teaching activities do not give a sufficiently high profile to promotion of sustainability.

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Almost all learners find teaching staff helpful, approachable and caring. Teaching staff encourage feedback and respond positively to email communication received from learners. Almost all staff promote high standards of work through providing effective feedback to learners as part of the teaching process. How well is assessment used to promote effective learning? Teaching staff in most subject areas plan and schedule assessments well and provide appropriate periods of notice to learners. In a number of classes, staff regularly make good use of assessments to enhance learner motivation and to help learners practise examination techniques. In most subject areas, teaching staff and learners discuss learner progress routinely throughout the year. Most assessed work is marked and returned to learners in good time and is usually accompanied by constructive written and verbal feedback. This helps learners to reflect on what they have done well and what needs to improve further. However, in a few subject areas, feedback on assessments is slow and is not always sufficiently detailed or constructive. In a number of subject areas, for example art and design and construction, learners are becoming increasingly confident about evaluating their own and others’ work. Effective arrangements are in place to support assessment for learners with additional support needs. How well are potential and current learners provided with information, advice and support? The college provides clear and comprehensive guidance to potential learners about programmes and college services which helps learners to make informed choices about programmes. In most programmes, teaching staff encourage learners to reflect on their learning and identify what they have to do next to improve. Arrangements for initial diagnostic assessment of essential skills for learners re-engaging with learning and English for speakers of other languages (ESOL) learners work well and ensure that these learners are provided with appropriate programmes which meet their learning needs. The college provides effective curriculum and pastoral guidance and learning support for learners. It also supports learners who are experiencing personal difficulties to continue to study by making learning flexible and providing financial support or assistance with transport. However, despite a clear college policy on one-to-one academic progress interviews for full-time learners, not all programme teams carry these out. Many learners are unaware of this entitlement and have not experienced individual progress interviews. As a result, many learners do not set learning goals systematically or monitor progress towards them. How well does the college sustain continuous enhancement of learning and teaching through self-evaluation and internal review activities? Feedback from learners contributes positively to programme planning, either through the class representative system or as a result of informal interaction with learners. Most teaching staff members gather the views of learners regularly through end-of-unit evaluations. However, the learner unit evaluation proforma does not currently elicit learner views about learning and teaching approaches.

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Most programme team self-evaluation reports analyse key aspects of performance indicator (PI) data well. However, the format of PIs used makes it difficult for programme teams to make comparisons with other colleges offering similar programmes. Programme teams know their learners very well and provide clear accounts of why learners leave the college or what they did after completing programmes. However, whilst most self-evaluation reports focus effectively on relevant programme issues, there is no clear and consistent analysis of issues directly related to learning and teaching within them. This means that learning and teaching themes common to staff in a particular area are not being identified or addressed through the self-evaluation process.

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

How well do learners engage in enhancing their own learning? Most learners work cooperatively and engage enthusiastically with staff during lessons and are actively involved in influencing their learning experiences. Within some programme areas learners negotiate with staff on topics to be studied and choices of learner-designed projects. For example, learners undertaking programmes in art and design, business and music benefit from opportunities to shape their learning through production of real-life briefs, project work and enterprise-related activities. These approaches contextualise their learning experiences well, encourage them to select topics which suit their preferences, needs and interests and support effectively development of essential and employability skills. Most learners take an active role in planning and managing their own learning, the progress they are making and the skills they are developing. Staff seek feedback from learners through distribution of end-of-unit questionnaires to gather learners’ views on their learning experiences. However, the questions asked focus almost exclusively on resource-related issues and do not explore approaches adopted in relation to learning and teaching. Almost all full-time programmes have appointed class representatives who attend programme team meetings and articulate learners’ views and experiences well. Training for these roles is provided by Student Participation in Quality Scotland (sparqs). This approach helps develop representatives understanding and confidence in their responsibilities and supports them to fulfil their roles effectively. Learners know who their class representatives are and feedback to them concerns or suggestions for improvement relating to their own programme or wider college-related issues. As a result of these arrangements, suggested changes are often acted upon by teaching teams timeously. Learners enjoy good relationships with teaching and support staff, engage well with them and feel comfortable when raising issues of concern. Staff, through formal or informal means, often resolve these promptly. How well do learners engage in enhancing the work and life of the college?

The college’s commitment to learner engagement is evidenced well through the Learner Engagement Strategy and the establishment of the Learner Engagement and Marketing Assistant post. As a result, there are now effective arrangements to ensure learner views are represented effectively in the work and life of the college. Social networking forums provide useful platforms for learners to contribute views about college experiences and receive updates on a range of topical themes. Learner views and suggestions for improvement are provided through class representative contributions during course team meetings. The Learners’ Forum provides useful opportunities for learners to express their views and engage in discussions with college staff on a range of topics. Recent examples include feedback provided on suggestions for use of the college’s building work extension; providing input into the development of the new Student Information Booklet; and establishing a new Student Association. Learners are represented on key cross-college committees, including the Academic Board and its sub-committees; the Quality Improvement Committee, Health and Safety Committee and Equalities Committee, which enhances further the learner voice in

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college decision making. However, currently, the college has not managed to secure FE learner attendance at Board of Management Committee meetings. Learner views relating to support services are gathered during attendance at focus group meetings and through completion of online surveys. Support teams, including library, guidance and ICT services use this information well to evaluate the effectiveness of their provision and introduce changes for improvement. Class representatives provide effective support for their peers enabling them to contribute to the work and life of the college. Facilitated by the Learning Engagement and Marketing Assistant, class representatives meet each semester, share views and experiences and provide feedback to the college on issues and concerns. Learners benefit from personal development and volunteering opportunities which are promoted well through presentations made in the refectory and college-devised electronic media. As a result, learners take up volunteering opportunities in the local community in partnership with organisations such as the Samaritans, Voluntary Action Shetland and the Active Schools Network. Health and wellbeing is promoted visibly through poster campaigns and visiting organisations provide learners with advice on healthier living, through Mind Your Head to promoting mental health and wellbeing and Drink Smarter, an alcohol awareness campaign. Learners participate in various charitable fund raising activities including Children in Need and Comic Relief.

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7. How well is the college led and how well is it enhancing the quality of its services for learners and other stakeholders? How appropriate and influential are the college aims, objectives and targets? The acting principal and managers have a clear vision for the college to provide high quality education and training which meets the needs of the population of Shetland and its employers. The strategic plan 2011-16 identifies five strategic aims of: culture of enterprise and innovation; sound governance and management; effective partnership working; meeting and exceeding customer expectations and commitment to quality standards. These link well with the college’s strategic objectives and key performance indicators. The Board of Management and SMT set an appropriate strategic direction for the college which has at its heart a strong focus on employability. Most staff understand and support this strategy.

Operational objectives link clearly to the aims in the college’s strategic plan. Senior staff monitor objectives in the operational plan closely and actions are updated where appropriate. Most of the actions in the current plan have been achieved or are well on the way to being achieved. The college has recently contributed to SIC’s ongoing Tertiary Education Review, which is based on a thorough analysis of the future needs of the economy and responds realistically to projected funding reductions. College strategic drivers are mapped well to both SFC priorities and Scottish Government national performance outcomes. The drivers include a commitment to develop programmes that meet the needs of the local community and the economy of Shetland. However, current arrangements to engage effectively with some key employers in expanding employment sectors are underdeveloped. The college is making good progress against the aims, objectives and targets contained in the UHI Regional Outcome Agreement. Key college strategies, including the Learning and Teaching Strategy and the Learner Engagement Strategy, have recently been revised, refreshed and implemented. The SMT is small with only two members. Both members work effectively ensuring the college meets its current aspirations and commitments. However, at the time of the review, the acting principal is also the chief officer for Train Shetland and continues in her previous role as depute principal at the college. These staffing arrangements may jeopardise the college’s future performance, its ability to improve and meet the future needs of learners, communities and employers. The acting principal is committed to improving the experience for learners and provides a supportive and approachable leadership style. The Board of Management and the acting principal meet regularly and work well together to promote improvement and develop new strategies. The college’s recently introduced Learning and Teaching Strategy incorporates mandatory lesson observation for teaching staff for the current session. Senior managers communicate well with college staff. Heads of section provide effective leadership to support their areas of the curriculum. The college has in place a wide range of continuing professional development (CPD) activities which are well attended by academic and support staff. Support staff engage well in productive and effective partnerships with a range of internal and external agencies to support learners. They are keen to ensure learners gain the best services available and they strive to improve their own services in order to provide more effective support for learners. Support staff meet regularly with teaching staff and managers, discuss relevant issues and identify, introduce and implement

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improvements. Support staff contribute to cross-college committee meetings, including the Quality Improvement Committee, and liaise with academic staff to plan improvements. They also attend programme team meetings as appropriate. Often, and in many instances through daily contact and informal discussions, improvements result in services for learners. Support staff benefit from regular and tailored CPD.

Support staff have productive partnership arrangements with a range of external agencies and work effectively as a team to plan and coordinate services for learners. The college liaises with a range of appropriate external agencies to support learners. One particularly successful initiative was Welfare Week where a number of agencies attended college and provided helpful information to learners. Self-evaluation activities for guidance services, the library and ICT services are thorough and provide appropriate actions for improvement. College-wide surveys are used extensively to evaluate the impact of support services on the learner experience and identify actions for improvement. Staff are committed to the college’s quality culture. The college’s Learning and Teaching Strategy outlines plans for lesson observation and evaluation of learning and teaching. However, at this stage, it is too early to evaluate its effectiveness. The college’s self-evaluation document uses Education Scotland’s quality arrangements effectively to produce an extensive college-wide report on quality improvement and enhancement. Vocational programme team self-evaluation reports include a thorough analysis of PIs. However, these reports are not sufficiently comprehensive in terms of coverage of learning and teaching and identifying what works well and what is required to improve further. The college’s useful quality manual identifies a good range of quality-related procedures which are well understood by staff. Members of the college’s Quality Improvement Committee review academic and support areas’ self-evaluation reports annually, make relevant comment and discuss them during Quality Improvement Committee meetings. Staff review and development procedures are rigorous and well-established.

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8. How extensive and effective are college partnerships with communities, other learning providers, employers and agencies?

The college has a number of well-established links with local community groups, employers and other stakeholders. The college works closely with Children’s Services and Economic Development Directorate of SIC to deliver a range of vocational and employability programmes and a Highers programme to school learners. The college has developed an effective working relationship with Shetland Arts Development Agency (SADA). College learners acquire and develop a range of musical skills delivered by college staff through a local service agreement with the Mareel cinema and music venue in Lerwick. The college contributes well to the Shetland Partnership Community Plan and Single Outcome Agreement 2012-15. There are effective links with SIC Community Learning Development (CLD) staff in the delivery of ESOL programmes. Agreement has been established where CLD staff deliver non-accredited entry-level provision and the college delivers a range of accredited programmes. CLD and college staff work closely, meet regularly and have established good working relationships. FE learners undertaking programmes at NAFC Marine Centre benefit through a range of activities. These include guest speakers and employability days delivered by the Royal Navy Marine Accident Investigation team. There are other examples of effective partnership working supporting learners’ learning experiences. For example, learners on Introduction to Care programmes benefit through discussions held with guest speakers and care home employers who outline employment opportunities. The college has established an effective working relationship with SDS to deliver employability and apprenticeship programmes. Local head teachers are generally satisfied with college partnership arrangements. They feel the college is now more attractive to young people, including learners who might otherwise leave Shetland to study at a mainland university.

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9. Signposting excellent practice During the Education Scotland external review, the college submitted examples of what it considered to be excellent practice and the review team also identified examples worthy of dissemination. 9.1 Excellence practice in embedding employability and entrepreneurship skills in art and design programmes Shetland College has introduced a number of approaches to support aspiring artists to make a living through self-employment. Shetland is a popular destination for artists due to excellent light conditions and extensive panoramic scenic views. To help development of employability and entrepreneurial skills the National Certificate (NC) Art and Design programme includes communication, numeracy and IT core skills. Each year nine learners, supported through Leonardo EU funding, attend vocational placements in Voss in Norway. Several of these placements are reserved for NC art and design learners who are based in local art studios. During their placements learners experience artistic working practices and acquire and develop improvement in artistic technique. This experience also supports development of learners’ independent living skills and improves confidence in their ability to engage in purposeful dialogue with local residents. During NC art and design lessons teaching staff invite local practising and visiting artists to demonstrate their work and techniques, talk about their experiences as self-employed artists. Learners benefit from discussions held relating to business set-up approaches. Teaching staff have developed effective links with a number of UK-based publishers who provide live briefs for learners to work on relating to designing covers for books and magazines. Learners respond positively, submit finished design covers and on occasions their work succeeds and is used commercially. During an annual exhibition held at a local cinema and art complex in Lerwick, NC Art and Design learners’ work is displayed to the public. This promotes effectively college learners’ artistic talent and provides opportunities for learners to sell their work or undertake commissioned work. Learners’ work is also displayed prominently throughout the college estate. The college is currently developing an online gallery space where learners can display their work for a silent-auction which will provide funds for a forthcoming study trip to Amsterdam. There is good use made of the college’s Facebook page to promote learners’ work. This approach is popular. Recently, one learner’s work was viewed by 4,300 people and received over 300 positive responses. This encourages NC art and design learners and motivates them well to continue with their programme and their aim of becoming self-employed artists.

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10. What is an overacting judgement?

Education Scotland uses an overarching judgement of Effectiveness to express the findings of the review team. The judgement of effectiveness takes into account all the evidence gathered through the external review. Such judgements express outcomes as: effective; limited effectiveness; or not effective. This judgement is further detailed by supporting statements which substantiate the judgement of effectiveness. Education Scotland evaluates and reports according to the three key principles. In this report, the principles and supporting statements relate to: Key principle 1 – High quality learning (supporting statements numbers 1 and 2) Key principle 2 – Learner engagement (supporting statement number 3) Key principle 3 – Quality culture (supporting statement number 4) Judgements of effectiveness and supporting statements provide stakeholders with assurances, or otherwise, about the quality of a college’s provision. These judgements are based on trends and track record of a college, the findings at the time of the external review, and the college’s capacity to continue improving. A judgement of effective indicates that the college has in place effective arrangements to maintain and enhance the quality of its provision and outcomes for learners and other stakeholders. This judgement means that, in relation to quality assurance and enhancement, the college is led well, has sufficiently robust arrangements to address any minor weakness, and is likely to continue to improve the quality of its services for learners and other stakeholders. A judgement of limited effectiveness indicates that the effectiveness of the college’s arrangements to maintain and enhance the quality of its provision and outcomes for learners and other stakeholders is limited. This judgement means that there are some strengths in the college’s arrangements for quality enhancement. However, there are weaknesses in arrangements for high quality learning and/or learner engagement and/or quality culture. If not addressed, the importance of these weaknesses will continue to limit the effectiveness of the college’s arrangements. A judgement of not effective indicates that the college’s arrangements to maintain and enhance the quality of its provision and outcomes for learners and other stakeholders are not effective. This judgement means that there are significant weaknesses in the arrangements for high quality learning and/or learner engagement and/or quality culture. There is a high probability that, without significant and comprehensive action, with external monitoring and support, the college will fail to improve current low-quality provision and outcomes to an acceptable level. Education Scotland does not have evidence that the college has the capacity and commitment to identify and implement effective and comprehensive action.

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Scottish Funding Council response to judgements If the overarching judgement is effective, the Council will expect the college to engage with Education Scotland in follow-up activity, as appropriate, and, one year after the publication of the review reports, to provide a report, endorsed by its governing body (see Council guidance to colleges on quality from August 2012, paragraphs 62-66 SFC/13/2012 setting out its response to the review.) If the overarching judgement is of limited effectiveness or is not effective, the Council will require the institution to prepare and fulfil an action plan to address the shortcomings identified (see paragraph 67 of guidance). Education Scotland will provide advice to SFC on the adequacy of the action plan and on how it is being implemented. SFC, taking into account any advice from Education Scotland, will normally require a formal follow-up review at an appropriate time, usually within no more than two years.

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11. What happens next? Education Scotland will continue to monitor progress during annual engagement visits to the college. There will be feedback to the learners at the college. One year on from this report, the college will produce a report setting out what it has done to address the main points for action and/or areas for development in the report and other quality assurance and enhancement activities. There will be a link to this report from Education Scotland’s website. Andrew Brawley HM Inspector

12. Further information The review and judgements relate to the college as a whole and do not provide information about individual programmes of study or subjects. For further information on these or any other queries, contact the college or look on its website - http://www.shetland.uhi.ac.uk/ For further information about Education Scotland, the external review methodologies, or other information about reviews, see www.educationscotland.gov.uk

For further information about the Scottish Funding Council, see – www.sfc.ac.uk

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13. How can you contact us? This report has been produced as a web-only publication and is available on our website at: http://www.educationscotland.gov.uk/inspectionandreview/reports/othersectors/collegereviews/ShetlandCollegeofFurtherEducation.asp If you would like to receive this report in a different format, for example, in a translation please contact the administration team on 01506 600381. If you want to give us feedback or make a complaint about our work, please contact us by telephone on 0141 282 5000, or e-mail: complaints@educationscotland.gsi.gov.uk or write to us addressing your letter to The Complaints Manager, Denholm House, Almondvale Business Park, Livingston, EH54 6GA. Text phone users can contact us on 01506 600236. This is a service for deaf users. Please do not use this number for voice calls as the line will not connect you to a member of staff. Readability Survey Alternatively if you are reading this report in hard copy please type the following address into your web browser. http://www.educationscotland.gov.uk/Images/FEReadabilitysurvey2011_tcm4-719342.doc Crown Copyright 2014 Education Scotland

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Appendix 1 Glossary of terms CLD Community Learning Development CPD Continuing Professional Development ESOL English for Speakers of Other Languages FE Further Education HE Higher Education ICT Information and Communications Technology NAFC North Atlantic Fisheries College

NC National Certificate PI Performance Indicator SADA Shetland Arts Development Agency SCQF Scottish Credit and Qualifications Framework SDS Skills Development Scotland SFC Scottish Funding Council SFW Skills for Work SIC Shetland Islands Council SMT Senior Management Team Sparqs Student Participation in Quality Scotland UHI University of the Highlands and Islands VLE Virtual Learning Environment

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Appendix 2 The Scottish Credit and Qualifications Framework

The Scottish Credit and Qualifications Framework brings together all Scottish mainstream qualifications into a single unified framework. The framework includes: degree provision, HNC and HND, SQA National Qualifications, and SVQs. There are 12 levels ranging from Access 1 at SCQF level 1 to Doctoral degree at SCQF level 12. Each qualification whether a unit, group of units or larger group award has also been allocated a number of SCQF credits. Each credit represents 10 notional hours of required learning. Doctoral degrees based on a thesis are an exception to this. Other learning may be credit rated and included in the framework provided it leads to a clear set of learning outcomes and has quality-assured learner assessment. All of Scotland’s colleges were awarded SCQF Credit Rating powers in January 2007.