Annual Engagement Visit Report Borders College 16 January 2024
for Scotland’s learners with Scotland’s educators do luchd-ionnsachaidh na h-Alba le luchd-foghlaim Alba
College Principal
Peter Smith
Annual Engagement Visit Date
21st November
College Nominee
Lynne Gilchrist
Lead HMI
Sarah Halliwell
1.
Background
Annual Engagement Visits (AEVs) are planned collaboratively between the college, HM Inspectors, and the Scottish Funding Council (SFC). During the AEV, the team focussed on the progress made on improvement priorities and the outcomes of previous engagement with HM Inspectors. HM Inspectors met with staff, learners, and other stakeholders. This report outlines the findings from the visit, and includes aspects of positive practice, aspects for improvement, and any associated main points for action. The report will be shared with the college Principal, college Board of Management, and/or Regional Strategic Body. An accompanying short report will be published on Education Scotland’s website. During the AEV the team explored the following overarching themes: learner progress and outcomes, approaches to assuring and enhancing the quality of learning and teaching including professional updating, and learner engagement. The team also reviewed progress against actions identified during our engagement in Academic Year (AY) 2022-23.
2.
The college and its context
Borders College operates in a single college region in the Scottish Borders. The college has four main campuses located in Galashiels, Hawick, Newtown St Boswells and Tweedbank. Each year around 5,000 learners enrol on a range of programmes, from introductory level to advanced provision at Scottish Credit and Qualifications Framework (SCQF) level 8 and beyond, including Modern and Foundation Apprenticeships. The college also provides a large number of industry-based training courses for businesses throughout Scotland. Partnerships have been developed with a number of Scottish universities to provide learners with progression routes to degree-level programmes, often with advanced standing. For Academic Year, 2023-24, the College has agreed to deliver 23,891 credits of activity as part of its Outcome Agreement with the Scottish Funding Council (SFC). The performance indicators used throughout this report are from the SFC published data for AY 2021-2022.
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3.
Summary of findings
3.1
Learner progress and outcomes
Summary of key performance indicator information •
The overall rate of successful completion for learners on full-time further education (FE) programmes is 63%, 4% above the sector norm. Most full-time FE subject areas have successful completion rates that are above sector norm.
•
The overall rate of successful completion for learners on part-time FE programmes has declined in the past year and is 4% lower than the sector norm at 72%. Rates of partial sucess are 6% higher than sector norm.
•
The successful completion rate for learners on full-time higher education (HE) programmes is 65% and is 3% above the sector norm. HE successful completion rates in care and sport and leisure are above sector norm, however in land-based subjects success rates are 9% below the sector norm.
•
The successful completion rate for learners on part-time HE programmes is 79% and has remained above the sector norm for the past four years.
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Successful completion rates for learners who declare a disability and for learners who identify as female are above the sector norm.
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Overall rates of withdrawal for learners with a care experienced background are high at 41.8%. This is 12% higher than the sector norm and significantly above the overall withdrawal rate for the wider college.
•
Successful completion rates for learners from the most deprived backgrounds are 52% and are well below the sector norm.
Evaluative commentary Equity, attainment, and achievement for all learners Areas of positive progress •
Staff use a wide range of effective learner support arrangements and associated facilities to help learners to succeed on their programme. Particularly helpful contributions are made by wellbeing student support officers, learner support, and e-learning support staff.
•
Heads of Sector make good use of college systems to record, share and analyse performance indicator data to review the curriculum and plan for improvement. This includes analysis of live data which helps to identify learners with additional support requirements and supports timely interventions to help them remain on college programmes.
•
All staff engage well with college self-evaluation activities and demonstrate a good understanding of how to plan for improvement. For example, changes to the attendance pattern of learners on school programmes and adjustments to the number of learners
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enrolled on the Scottish Rugby programme are supporting learners to attend and complete their programmes successfully. •
College managers are focussing improvement efforts in subject areas which have low success rates. They use college systems to track and monitor destination and progression pathways for learners on FE level programmes in sport and leisure, hair, beauty, complimentary therapies, and HE level programmes in hospitality and tourism and land based industries to improve outcomes for learners.
•
Managers lead curriculum planning processes well. They make effective use of college systems to plan and implement a curriculum offer which supports learners to follow appropriate articulation, employment and progression pathways.
•
Meta skills are embedded and signposted within programmes by staff and this supports learners to identify and promote these skills to prospective employers.
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The introduction of a new virtual learning environment (VLE) is supporting learners well to record wider skills for learning and employment through an online digital portfolio. This supports learners in preparing for interviews and towards achieving a positive destination on leaving college.
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The Students’ Association operate a Student Food Pantry that is stocked by donations and is free for learners to use. This is valued by learners who may be experiencing hardship and is supporting them to remain on college programmes.
Areas for development •
Rates of successful completion for care experienced learners and school-aged learners on part-time FE programmes are significantly below the sector norm.
3.2 Approaches to assuring and enhancing the quality of learning and teaching including professional updating. Leadership for improvement of learning and teaching (QI 1.2) Areas of positive progress •
Almost all staff make good use of college systems to identify learners who may benefit from support in their learning. This information is used effectively by curriculum staff to tailor and adjust lessons and teaching approaches to the needs of individuals.
•
Most teaching staff hold the Teaching Qualification in Further Education (TQFE). 25% of teaching staff have been at the college less than two years and are awaiting enrolment on TQFE or are currently engaged in preparatory courses. Teaching staff engage well in professional learning and updating and this supports those who hold TQFE with eligibilty for full professional registration with the General Teaching Council for Scotland (GTCS).
•
The college has in place a high number of industry and employer partnerships that support the development of a current and appropriate curriculum portfolio and provide progression pathways for learners.
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•
The college has invested significantly in an immersive classroom environment. Although at an early stage, use of this digital resource is enhancing approaches to learning, teaching and assessment. Learners are enabled to lead their own learning and self-assess their performance.
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Curriculum staff and commercial managers work well with subject specific external partners to improve outcomes for learners and to share highly effective practice. Arrangements include membership of subject related and industry forums and commercial partnerships with the Flexible Workforce Development Fund (FWDF).
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Staff have been supported in the use of the new college VLE through access to appropriate professional learning. Access to a helpful module on reflective practice in learning and teaching approaches is also available to support individual professional development.
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College managers support staff to take part in informal peer review and team-teaching experiences where they share teaching practice. This benefits staff and promotes innovative curriculum design and increass project- based learning and assessment opportunities.
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Almost all teaching staff undertake regular performance development review to plan for their individual professional learning needs. These structured review arrangements support staff to access professional development resources and increase their awareness of approaches to support learners.
Areas for development •
None identified.
Learning, teaching, and assessment (QI 2.3) Areas of positive progress •
College teaching staff use a range of effective mechanisms to capture the views of learners. Most learners contribute to end-of-unit evaluations, learner focus groups and informal feedback initiatives. Feedback from learners is used well to inform improvements to learning and teaching approaches.
•
Staff use digital platforms well to support learners to engage with their learning and receive support at a time that suits them best. This approach works well and helps learners to catch up on missed in-person classes.
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Almost all teaching staff embed and signpost meta skills well within the curriculum. Learners are supported to identify these skills through the use of a digital portfolio which can then be used to promote them to potential employers. This prepares learners well for the workplace.
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Core skills are contextualised in all curriculum areas. Core skills staff liaise with curriculum staff to understand the subject area in a meaningful way. This team approach ensures core skills assessments are embedded appropriately within lessons and supports learners to achieve.
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•
The majority of teaching staff actively engage with local employers to support their subject knowledge. Site visits, guest speakers and external partnership working supports teaching staff well to stay up to date with their industry specialism.
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College managers work well to identify and provide support for teaching practice that is relevant to individual subject areas. This is delivered in a variety of ways and is valued by teaching staff.
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Appropriate professional mentoring arrangements are in place to support new teaching staff in developing their learning and teaching approaches.
Areas for development • 3.3
None identified. Learner Engagement
Learners leading learning (QI 1.2) Areas of positive progress •
Borders College Students’ Association (BCSA) is well represented at college board meetings and across all strategic committees. BCSA officers feel well prepared to take part in college meetings and their contributions are listened to and acted upon. Examples of improvements made include changes to the induction process, the establishment of learner clubs and societies, and helpful professioal learnng activities including mental health and suicide awareness events.
•
Learner representatives attend course team meeting reviews where they contribute to curriculum improvements and planning of activities to support their peers. Learners feel they are listened to and value the opportunity to suggest improvements in learning and teaching practice.
•
The BCSA works productively with the college to support learners who are having issues with the bus travel. They are working collaboratively with local bus companies to help reinstate routes and explain the impact on learners.
Areas for development •
The number of learner representatives is low and only around half have undertaken training to perform their roles effectively.
Evaluation leading to improvement (QI 1.4) Areas of positive progress •
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Learner feedback to senior managers has resulted in the creation of a quiet room, and the use of stimulatory devices (STIM bins) to support learners when they are feeling overwhelmed in class or in social areas. These are having a positive impact on learners’ mental health and their ability to engage in their learning whilst in college.
Annual Engagement Visit 2023/24 © Crown Copyright
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College managers are using formal and informal learner feedback well to inform strategies for the development of learning and teaching and help drive change for improvement.
Areas for development •
None identified.
Learning teaching and assessment (QI 2.3) Areas of positive progress •
Curriculum staff arrange industrial placements for learners and have in place a range of partnerships with local employers. Learners’ value the skills and practical experience they gain and opportunities to progress to paid employment.
•
Most learners on land-based provision value the additional qualifications and licences they can attain as part of their college programme. They feel these prepare them well for future employment. Helpful examples include quad bike licences and deer-stalking and snaring certificates.
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Almost all teaching staff ensure appropriate arrangements are in place for learners to evaluate their learning experiences. Learners are confident that their opinions are valued and can identify where staff have made improvements as result of their contributions.
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Achievement Coaches provide discreet and bespoke support for learners who are reluctant to disclose additional learning requirements. This further enhances opportunities for all learners to achieve.
Areas for development • 3.4
None identified Update on previous Education Scotland evaluative activities AY 2022-23
The college has made appropriate progress on identified areas for improvement since our last visit. Staff have taken steps to address the areas for development in relation to formal induction arrangements for late enrolments; availability of support services on all campuses; and the appointment of the student president and vice presidents. In addition, the college has developed clear actions and support arrangements to ensure all learners have regular opportunities to provide their views and contribute to action-planning for improvement. All safeguarding areas for development have also been addressed.
4. •
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Main Points for Action None identified.
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5.
What happens next?
We are confident that the college has made satisfactory progress and has the capacity to continue to improve. We will continue to monitor progress through on-going engagement with the college link HM Inspector.
Sarah Halliwell HM Inspector
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Annexe 1 Evaluative Terms The following standard Education Scotland terms of quantity are used in this report: All
100%
Almost all
91%-99%
Most
75%-90%
Majority
50%-74%
Minority/less than half
15%-49%
A few
less than 15%
Other quantitative terms used in this report are to be understood as in common English usage.
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Annexe 2 Full-time FE College 2018-19 2019-20 2020-21 2021-22
Withdrawal
Partial Success
Completed successfully
23.4% 22.4% 25.0% 28.6%
8.30% 11.40% 5.40% 8.40%
68.20% 66.10% 69.60% 63.00%
National sector performance 2018-19 2019-20 2020-21 2021-22
Withdrawal 24.70% 20.80% 27.30% 29.30%
Partial Success 10.10% 13.20% 11.70% 11.70%
Completed successfully 65.20% 66.00% 60.90% 59.00%
Part-time FE College Withdrawal 2018-19 2019-20 2020-21 2021-22
11.90% 9.90% 9.10%
Partial Success
Completed successfully
5.80% 5.30% 18.80%
77.40% 82.40% 84.70% 72.20%
National sector performance 2018-19 2019-20 2020-21 2021-22
Withdrawal 9.30% 9.50% 10.10% 10.70%
Partial Success 11.00% 12.50% 13.70% 13.00%
Completed successfully 79.70% 78.00% 76.20% 76.30%
Full-time HE College 2018-19 2019-20 2020-21 2021-22
Withdrawal
Partial Success
Completed successfully
19.9% 19.0% 16.4% 22.1%
8.90% 10.3% 8.00% 12.40%
72.10% 70.70% 75.60% 65.50%
National sector performance 2018-19 2019-20 2020-21 2021-22
Withdrawal 18.50% 14.90% 17.60% 23.60%
Partial Success 11.70% 11.70% 10.90% 13.90%
Completed successfully 69.80% 73.40% 71.60% 62.50%
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Part-time HE College Withdrawal
Partial Success
Completed successfully
10.70% 5.80% 7.9%
5.30% 5.10% 6.60%
84.00% 89.10% 85.40%
2018-19 2019-20 2020-21 2021-22
National sector performance 2018-19 2019-20 2020-21 2021-22
Withdrawal 9.00% 8.20% 9.20% 9.50%
Partial Success 12.10% 13.70% 9.90% 11.70%
Completed successfully 78.90% 78.10% 80.90% 78.80%
2021 -2022
Borders
10% Most deprived postcode areas 20% Most deprived postcode areas Care Experienced Disability Ethnic minority Ethnic minority FE Females FE Males HE Females HE Males
Enrolled
% Completed Successful
% Partial Success
% Withdrawal
161
49.7%
26.7%
23.6%
386 67 346 91 147 1,015 1,225 191 133
54.4% 43.3% 62.1% 53.8% 68.0% 65.5% 62.0% 73.8% 63.9%
23.8% 14.9% 13.9% 37.4% 13.6% 12.9% 22.4% 6.8% 15.8%
21.8% 41.8% 24.0% 8.8% 18.4% 21.6% 15.5% 19.4% 20.3%
2021 -2022
Scotland
10% Most deprived postcode areas 20% Most deprived postcode areas Care Experienced Disability
Enrolled
% Completed Successful
% Partial Success
% Withdrawal
21,327
60.1%
13.7%
26.3%
39,849 7,887 30,671
60.8% 52.5% 61.6%
13.5% 17.8% 14.4%
25.6% 29.6% 24.0%
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Ethnic minority FE Females FE Males HE Females HE Males
12,999 47,435 46,808 19,528 16,537
68.9% 61.9% 68.5% 67.0% 63.1%
13.7% 13.6% 13.1% 10.7% 16.2%
17.5% 24.5% 18.4% 22.3% 20.7%
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