Membership Guide: English Language Quality Standards Programme, British Council by British Council India

MEMBERSHIP GUIDE ENGLISH LANGUAGE QUALITY STANDARDS PROGRAMME www.britishcouncil.in

Foreword examining boards and our own language testing systems. Together this experience has enabled the British Council to develop considerable and unique expertise in teaching, training, assessment, resource development and quality assurance. No other organisation, anywhere in the world, has the same range and depth of experience in English language teaching.

The English Language Quality Standards Membership Network

English Language skills Developing language skills, especially English language skills, is fundamental to any education system that aspires to equip its student with the tools to succeed. Without the necessary linguistic abilities to access information or communicate across cultures or work in an English speaking environment, an individual’s life opportunities are signiﬁcantly diminished. The English Language Quality Standards Membership Network provides the platform for the delivery of high quality English language education. By combining quality resources with realistic but exacting standards, the ELQS Membership Network enables member institutions to create a learning environment in which their students are able to reach their full potential.

The British Council The British Council is a leading world authority on the teaching of English. We have been involved in the direct teaching of English for over 70 years. We operate a very successful global network of teaching centres that conform to a set of rigorously monitored standards. In the UK, the British Council runs Accreditation UK, The United Kingdom’s quality assurance scheme for university and colleges of further education language centres, private language schools and international study centres. In partnership with national governments around the world, The British Council delivers large scale teacher development projects, contributing to language reform and improved learning outcomes. We also administer a large range of English language examinations both on behalf of our UK partner

The beneﬁts of joining the ELQS Membership Network and forming a long-term relationship with the British Council are many. Membership allows you to: =

Demonstrate to your stakeholders your clear commitment to quality through the use of the Quality Standards marque.

Create a platform for continuous improvement.

Measure and demonstrate the quality of your English language programmes of study, the professional development of your teachers and the progress of your students against international norms.

Access developmental resources to improve the quality of what you are doing.

Contribute to and become inspired by the debate around issues of quality in education.

Share practice with other member institutions and contribute to national standards in English language learning and teaching.

This guide provides you with all the information you need to join the ELQS Membership Network. As you will see from the contents, preparation for membership requires investment of time and resources; our standards are challenging and our review process is rigorous. But the beneﬁts to your students, to your teachers and your institution as a whole are far-reaching and long-term. Welcome and I wish you every success in your continued journey towards excellence.

Rob Lynes Director, British Council, India

MEMBERSHIP GUIDE SECTION THREE: The ELQS Membership Network in detail

SECTION ONE: Overview of the Quality Standards Programme

The English Language Quality Standards Framework

The British Council and Quality Assurance in English language education

Debate

Quality Improvement Resources

Resources

The Consultancy Service

Resources for teachers and students

Quality Improvement Resources

The Consultancy Service

Quality Standards and Quality Assurance

The English Language Quality Standards Framework

The Membership Network

Association

SECTION TWO: The English Language Quality Standards Membership Network What are the beneﬁts of membership?

The Review

The Report and Moderation

Management of the membership process – Membership Advisory Group

From Interest to Membership

Preparation for membership

Annual self declaration Annual declaration The review

13 14 15

Preparation for Review

Focus on Standard 4 – Teacher observation

Focus on Standard 8 - Management systems 17 Focus on Standard 9 - Gathering feedback

Documentary evidence

Focus Groups

Classroom observation

The review visit schedule

The review visit

The review report

Report moderation

ELQS Membership Network - Rules and declarations

Use of the Quality Standards marque

British Council policies and practice

Reviewer proﬁle, training and performance management

Appeal and complaints

SECTION ONE OVERVIEW OF THE QUALITY STANDARDS PROGRAMME The Quality Standards Programme is a collaborative initiative designed to help institutions improve the quality of their English language education programmes of study. It focuses on three interrelated elements: debate, resources and quality standards.

1. The British Council and Quality Assurance in English language education The British Council has been involved in the direct teaching of English for over 70 years. We operate a very successful network of teaching centres in almost 50 countries. The British Council assures the quality of its teaching centres through a system called TQS (Teaching Quality Standards). Through Accreditation UK, the British Council accredits 550 UK language schools, international study centres and university / FE college language centres and Home Tuition providers.

2. The Quality Debate The British Council promotes discussion around the quality of English language education in India. It contributes to this debate through networking events, research and publications.

4. Quality Standards and Quality Assurance 4.1 The Quality Standards Framework The British Council has developed an Indiaspecific framework which describes quality in relation to ten standards and five developmental stages. The resources for teachers and learners, the Quality Improvement Resources and the Consultancy Service outlined above specifically help institutions to work towards the standards described in the framework. 4.2 The English Language Quality Standards Membership Network Institutions who join the ELQS Membership Network form a long-term relationship with the British Council. Membership is achieved by institutions operating at level 4 of the Quality Standards Framework, as determined by an onsite review of their English language programmes of study. Membership entitles an institution to demonstrate its clear commitment to quality through the use of the British Council’s Quality Standards marque. English Language Quality StandardsMembership Network Member until December 2017

3. Resources The British Council makes available resources in the following areas: 3.1 for teachers and students = = = =

Digital materials for learners. Online resources for teachers. Online moderated teacher training courses. Language proﬁciency test: Aptis for Teachers.

3.2 Quality Improvement Resources These are resources that help institutions reﬂect on and develop the quality of what they do in relation to their English language programmes of study. They include the India-speciﬁc Quality Standards Framework, a self-diagnostic test and associated online quality improvement resources. 3.3 Consultancy Service

For the rules governing the use of the marque see page 35.

4.3 Association The British Council is working to support institutions in establishing a formal association open to members of the ELQS Membership Network.

To view the Membership Guide online and for more information about the English Language Quality Standards Programme visit www.britishcouncil.org.in/english-qualitystandards

This is a customised needs-based programme which includes a diagnostic school visit, guided action plan and tailored resources and training pathway.

SECTION TWO THE ENGLISH LANGUAGE QUALITY STANDARDS MEMBERSHIP NETWORK 5. What are the beneﬁts of membership? =

Membership provides a platform for continuous improvement. Membership allows institutions to use the Quality Standards marque in relation to their English language programmes of study. Members enjoy discounted access to quality development resources.

6. The Review = =

The review is external and independent. It is carried out by two experienced and trained reviewers, contracted by the British Council. The reviewers assess an institution’s English language programmes of study against the Quality Standards Framework. They examine documentary evidence, observe classes and hold focus groups with teachers, students and parents. The review lasts for a maximum of two days, depending on the size of the school. Within two weeks of the review, the reviewers compile a report of their ﬁndings, which is then submitted to the moderating committee.

7. The Report and Moderation The review report is submitted to the Membership Advisory Group for moderation. The MAG will consider the validity and the internal coherency of the report and decide on membership based on the reviewers’ recommendation.

8. Membership Advisory Group (MAG) The MAG is composed of ﬁve senior professionals from the English medium education sector and is chaired by the British Council.

9. From Interest to Membership

need to reach this level of quality. Contact us and sign up for our Consultancy Service to receive expert advice on your pathway to developmental success. The Consultancy Service is highly recommended and half the cost is refundable if membership is achieved. Step Four: Apply for your review Once you are ready for your review, contact us and we will agree with you a date for your review and identify two reviewers. Step Five: Prepare for your review There are a number of important steps that you need to follow to ensure that your review happens correctly. Details of these can be found in section 3 of the Membership Guide. Step Six: Take your review The review will last for two days and will focus on documentary evidence, classroom observation and focus groups with students, parents and teachers. Step Seven: Wait for the result of your review The reviewers will compile a report within two weeks of the visit. This will be moderated by the Membership Advisory Group who will decide on membership based on the reviewers’ recommendation. Institutions must be operating at level 4 of the Quality Standards Framework to join the ELQS Membership Network Step Eight: Enjoy membership beneﬁts Make use of the Quality Standards marque in your promotion. Step Nine: Renew your membership Members make an annual declaration and are reviewed once every two years.

Step One: Find out about the ELQS Membership Network = Visit our website and create your proﬁle. = View the introduction to the ELQS Membership Network video on our website. = Look at the Quality Standards Framework. = Invite us for a meeting and presentation. Step Two: Take the self-diagnostic test Use this online self-assessment tool to evaluate your institute’s English language programme in its current form and get a better understanding of your developmental needs. Step Three: Invest Meeting the standards required to join the ELQS Membership Network will require preparation. Think carefully about what investment you might 7

SECTION THREE THE MEMBERSHIP NETWORK IN DETAIL 10. The English Language Quality Standards Framework The QSF has been designed speciﬁcally by the British Council, in consultation with institutions involved in providing English language education programmes of study in India. The framework describes quality in relation to ten standards and ﬁve developmental levels. Member institutions of the ELQS Membership Network operate at level 4 (Integrated) in all of the ten standards. The ten standards cover the following areas: Programme design 1.

Programmes of study are relevant to the age, level and expressed needs of the students.

Reliable and valid assessment (including selfassessment) is integrated into the programme.

Teachers and teaching 3.

Teachers are appropriately qualiﬁed and have an appropriate language level for the teaching of English.

Teachers have appropriate knowledge, skills and awareness to plan and deliver classes effectively in line with the programme of study.

Teachers beneﬁt from appropriate professional development opportunities.

The ﬁve developmental levels are the following: Awareness: The institution shows an awareness of the ways in which their provision could be developed. Understanding: The institution demonstrates an understanding of the processes needed to develop their provision. Engaged: The institution is engaged with the processes of developing excellence in their provision. Integrated: The institution has integrated systems and processes for ensuring excellence in their provision. Leadership: Provision is exemplary and provides leadership to the sector in the setting of standards.

The English Language Quality Standards Framework is published as a separate, stand-alone document and contains a full breakdown of the ten standards in relation to the ﬁve developmental levels.

Resources for learning 6.

Appropriate materials and resources are in use to meet the needs of the students in reaching the objectives of the programme.

Class size and the layout of the classroom are appropriate to the needs of the students and the activities and outcomes planned for the lesson.

Management 8.

Transparent and effective management systems are in use to ensure provision is in line with stated standards, and to review and develop provision.

Relevant feedback is gathered systematically and used to inform provision.

10. Actual provision matches advertised provision.

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11. Preparation for membership This part of the Guide provides more detail about what you will need to do to become a member of the ELQS Membership Network. Meeting all ten standards at level 4 (Integrated) requires a signiﬁcant amount of preparation. Based on the assumption that you are fully committed to reaching the standard required, our advice is to go through the following steps: 1.

Make sure you are completely familiar with the breakdown of each standard within the Quality Standards Framework. The framework will inform the detail of your preparation.

2. Ensure that the members of staff who will be involved in the preparation for membership are fully informed, involved and committed. 3. Set a realistic, approximate date for your review in order to establish a timeframe in which you are working. 4. Select a member of staff who will be the point of contact for the British Council and who will coordinate your preparation.

6. If you have not enrolled for the Consultancy Service you will need to identify for yourself the areas where you are currently not meeting the standards, establish a time-bound action plan and select suitable resources from the Quality Improvement Resources bank to help you. See section 11.1 for more details. 7. The British Council will identify two reviewers, and agree with you a date for your review. 8. Once the dates of your review have been ﬁxed, you should pay the Review Fee (non-refundable) and Membership Fee (refundable if the review is unsuccessful). 9. You should now begin your preparation for the review day itself. See section 15.

Throughout the preparation for membership you should contact the British Council if you have any questions or need clariﬁcations on any part of the process.

5. Enrol for the Consultancy Service. This is not mandatory but it is highly recommended. See section 11.2 for more details.

11.1 Quality Improvement Resources These online resources, available on the ELQS Programme website, are designed to provide you with an introduction to the requirements of the Quality Standards Framework. They should be used in conjunction with the online self-diagnostic test and the Quality Standards Framework. The resources are organised around the ten standards contained in the Framework.

The main audience for the resources will depend on how your institution has organised responsibility for each of the standards contained in the framework.

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11.2 Consultancy Service The Consultancy Service will help you to prepare for membership of the English Language Quality Standards Membership Network.

The diagnostic visit

The service consists of three elements: 1. a diagnostic visit and report.

With reference to 14.1 (Preparation for Review), draw up a schedule for the consultancy visit.

2. support for the establishment of an action plan.

The morning of the visit will focus on:

3. a customised pathway of relevant online resources. The diagnostic visit, which lasts for one day, will provide a thorough report on your school’s provision in relation to the Quality Standards Framework. It will highlight the areas where you are meeting the standards and make recommendations where you are not.

For the visit to be as effective as possible, you will need to prepare carefully.

the results of the self-diagnostic test.

documentary review. With reference to the 14.5 (Documentary evidence), you will need to make available as many of the required documents as you have currently available.

The afternoon will focus on: =

classroom observation. You should prepare for this by referring to 14.7 (Classroom observation).

discussion of the consultant’s ﬁndings in relation to the documentary review and classroom observation. This discussion will lay the foundations of the report and action plan.

At the end of the visit we will: =

provide you with an outline report and will begin working with you on your action plan and identifying initial developmental resources.

Within two weeks of the visit we will: =

send you a ﬁnalised report and a customised pathway of online resources. You should read this carefully, complete your action plan and send this to us.

How to enrol =

read Section Three of the Membership Guide and familiarise yourself with the requirements and the processes involved in becoming a member of the English Language Quality Standards Membership Network. look carefully at the Quality Standards Framework to familiarise yourself with the standards required at level 4 (Integrated). Member institutions must be operating at this level in every standard in the framework. complete the Consultancy Service form and the self-diagnostic test. Both are downloadable on our website.

send both these documents to the British Council along with the Consultancy Service Fee (50% of the fee is refundable if membership is achieved).

the British Council will contact you and arrange a date for your diagnostic visit.

Diagnostic visit schedule Brief introduction to school

30 minutes

Results of self-diagnostic test

30 minutes

Documentary review 1: Standards 1 - 5

90 minutes

Documentary review 2: Standards 6 -10

90 minutes

Classroom observation 1: Primary section

30 minutes

Classroom observation 2: Secondary section

30 minutes

Classroom observation 3: Digital resources

30 minutes

Action planning

120 minutes

Round up

30 minutes

Total time

8 hours

SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL

Action Plan template The consultant will provide a preliminary assessment of your English language programmes of study against the Quality Standards Framework in the form of an outline action plan. Final report The ﬁnal report is a complete assessment of your English language programmes of study against each of the standards in the Quality Standards Framework. You should use this to complete your action plan template and begin implementing your action planning. Customised pathway of relevant online resources This is designed to provide you with the necessary knowledge base, skills and reﬂection time to prepare for membership of the ELQS Membership Network. All

the resources are centred around the requirements of each of the ten standards. They include input texts, articles & videos and tasks. The resources are selfaccess and you are strongly recommended to record your answers to the tasks and you reﬂections. The customised pathway we provide will be based on the action plan template that we send to you. Consultants The consultants are senior English Language Teaching professionals, trained and contracted by the British Council. Terms and conditions The date of the diagnostic visit cannot be changed once agreed.

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12.1 Annual self-declaration Membership lasts for two years. At the end of two years, your institution will be reviewed. At the end of each year of your membership, you need to: =

make an annual declaration stating that your institution continues to operate at level 4 (Integrated) on the Quality Standards Framework.

signal any signiďŹ cant changes that have taken place in relation to your English language education programmes of study.

submit any promotional materials you have produced within the last year.

The annual declaration has to be made at least a month before the term of your membership is set to expire.

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12.2 Annual declaration

Name of institution: Full address: Contact number:

Website:

Email ID: Name of Principal: Contact number of the Principal: Nominated Point of Contact: Contact number for nominated Point of Contact:

E L P

Email ID for nominated Point of Contact: Number of students: Total number of teachers:

M A S

Number of specialist teachers of English:

Number of primary school teachers who teach English: Range of Standards taught:

Examination Board aﬀiliation: International activity:

Date of start of membership Date of next review (Y/N)

D D MM Y Y Y Y

Please signal below any signiﬁcant changes that have taken place in relation to your English language education programmes of study over the last year.

Declaration I confirm that my institution wishes to continue its membership of the British Council’s English Language Quality Standards Membership Network. I confirm that my institution continues to operate at level 4 (Integrated) on the Quality Standards Framework. I confirm submission of any promotional materials that I have produced within the last year. I have read, understood and accept fully the terms and conditions of the English Language Quality Standards Membership Network on behalf of my school or institute.

D D MM Y Y Y Y

Signature: ____________________________

Date:

Name: _______________________________

Designation: _______________________

School or Institute: _______________________________________________________ The annual declaration form for membership renewal can be downloaded from our website or can be obtained by writing to us.

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13. The Review 13.1 Preparation for Review Once you have paid your review fee and received the contact details of the two reviewers who will be carrying out the review, you will have approximately a month to prepare for the two day visit.

assessment tests etc) relevant to the classes they observed. For example; the reviewers consider teacher performance, student feedback and syllabus design in relation to the same student age group.

The review is the opportunity for the British Council to establish whether you are meeting the standards required to join the ELQS Membership Network.

Final preparatory steps

The reviewers will sample the required documentation, talk with students, parents and teachers and observe a cross section of your teachers in the classroom before coming to their evaluation. Overall they are interested in establishing whether you have the systems in place that deliver quality in line with the Quality Standards Framework consistently and not just for the days of the review visit. The review is a ‘snapshot’ of your provision and you should therefore approach the review in a ‘business as usual’ manner. It is your responsibility and in your interests to ensure that the reviewers have access to all the evidence they require and that you are able to demonstrate that you are meeting the required standards at level 4 (Integrated) in all the standards. One of the reviewers is nominated as the lead reviewer. The lead reviewer will liaise with you for all aspects of the preparation. The review visit schedule The different elements (and their duration) of the review visit are ﬁxed but institutions may vary the timings of each element to suit their operational needs. An example timetable can be found in 14.8 (The review visit schedule).

For this ﬁnal stage of preparation, institutions should follow the steps below: 1. If you have enrolled for the Consultancy Service, check that all the points on the action plan have been completed. 2. Ensure that all staff who are involved in the visit are aware of the dates, their responsibilities and what will happen. 3. Once you have received the draft visit schedule outline from the lead reviewer, ﬁnalise the timings for each part of the visit schedule. It is your responsibility to ensure that the visit schedule will enable the reviewers to consider all the required evidence. The lead reviewer will help you to do this. 4. Liaise proactively with the lead reviewer to ensure that the visit schedule is adequate and that all logistical arrangements are made. 5. Collate the required documentary evidence, See 14.5 (Documentary evidence) for more details, and place this in the room set aside for the reviewers. 6. Ensure that the teachers who will be teaching on the days of the review are aware that they may be observed and that they will need to provide two printed copies of their lesson plan.

Important note about selecting members of the focus groups

7. With reference to 14.6 (Focus Groups) invite the appropriate individuals to the focus groups.

Reviewers cross check different types of evidence. Institutions should therefore aim to include in the focus groups:

8. Set aside a room for all the documentary evidence that can be used as a base for the reviewers.

teachers who were observed.

students from the classes that were observed.

9. Clearly label the classrooms where teaching will take place during the classroom observation sections of the review visit.

parents of the students from the classes that were observed.

10. Go through the review visit checklist. See 15 (The review visit).

Reviewers will necessarily include in their sampling of documentary evidence the documents (syllabus,

Once agreed, the dates of the review visit cannot be changed.

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13.2 Focus on Standard 4 Focus on Standard 4 – Teacher observation Standard 4: Teachers have appropriate knowledge, skills and awareness to plan and deliver classes effectively in line with the programme of study. Level 4: Classes have a clear focus, related to the programme of study. There is a coherent sequence of activities. This provides the opportunity for all students to participate actively in the class and to take part in a balanced range of appropriate interactions. There is differentiation within the lesson to address the needs of speciﬁc types of students, especially with regard to linguistic diversity. Teachers make use of appropriate 1. Lesson plan includes:

2. Lesson

Reviewers use the following checklist to record their assessment in relation to standard 4:

1.1

Date

Yes / No

1.2

Duration

Yes / No

1.3

Student description

Yes / No

1.4

Lesson aims / learning outcomes linked to the CEFR

Yes / No

1.5

Timetable ﬁt

Yes / No

1.6

Stages

Yes / No

1.7

Timing

Yes / No

1.8

Resources/materials to be used

Yes / No

1.9

Interaction types

Yes / No

1.10

Assumptions / potential problems

Yes / No

2.1

Was the classroom layout appropriate to the stated lesson aims?

Yes / No

2.2

Were the lesson aims / learning outcomes achieved?

Yes / No

2.3

Were the stages of the lesson clear?

Yes / No

2.4

Were the teacher’s instructions clear?

Yes / No

2.5

Did the lesson contain a balanced variety of activity types?

Yes / No

Did the lesson contain a balanced variety of interaction types?

Yes / No

2.7

Were the students encouraged to participate actively?

Yes / No

2.8

Did the teacher attend to the needs of individual students?

Yes / No

2.9

Were the materials selected appropriate in terms of level, age and interest of the students?

Yes / No

Did the teacher employ a range of appropriate techniques?

Yes / No

Did the teacher provide appropriate models of spoken and written English?

Yes / No

Did the teacher provide appropriate corrective feedback?

Yes / No

2.6

2.10 2.11 2.12

materials and classroom resources (including digital), and employ a range of appropriate techniques. Teachers are responsive to the group and individuals to ensure a positive learning atmosphere. They provide appropriate models of both spoken and written English and provide appropriate corrective feedback. Teachers check progress against lesson outcomes. Formal feedback from students and academic managers shows that they are satisﬁed with the way in which teachers conduct their classes.

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13.3 Focus on Standard 8 Focus on Standard 8 - Management systems Standard 8: Transparent and effective management systems are in use to ensure provision is in line with stated standards, and to review and develop provision. Level 4: There is an explicit rationale for the management systems in use to ensure provision is in line with all the standards of the QSF, and to review and develop provision. Responsibilities are clearly deﬁned. The systems are reviewed regularly. Formal feedback gathered from students, teachers and other stakeholders demonstrates management systems are effective. The purpose of management systems is to ensure effectiveness and provide a platform for continuing improvement. Management systems should be formalised and transparent, deﬁne responsibilities and procedures, and be in use. There are three hierarchical document types that support and describe the management systems: =

policy statement or rationale.

an organogram.

job descriptions.

In relation to the Quality Standards Framework there should be policy statements for: =

teacher qualiﬁcations and language proﬁciency.

class size and layout.

management structure.

feedback and complaints.

The organogram should include responsibilities for: =

syllabus design and review.

assessment mechanisms.

teacher recruitment.

teacher development.

overall management.

resources and materials.

collecting and using feedback.

advertising.

There should be job descriptions for: =

each individual included in the organogram.

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13.4 Focus on Standard 9 Focus on Standard 9 - Gathering Feedback Standard 9: Relevant feedback is gathered systematically and used to inform provision.

The choice of instrument and methodology used for gathering and analysing feedback and the design of the development plan is up to the institution.

Level 4: There are transparent, formalised systems in use for gathering, analysing and acting upon regular valid feedback from students and a range of other stakeholders. A formalised rationale is available to explain the method(s) adopted for the collection and analysis of the feedback. Responsibilities are clearly defined. The systems are reviewed regularly. Feedback is publicly available. Feedback is used to inform a timebound action plan which covers the following areas: programmes of study; measuring language progress; teacher profiles; teacher performance, professional development opportunities for teachers; materials and resources; class size and classroom layout; the management of the English programme. Responsibility for the gathering of feedback and for subsequent action is clearly defined. The procedures are reviewed regularly.

In relation to the Quality Standards Framework an institution should collect formalised feedback from students on the following:

Gathering formal, reliable and representative feedback and acting upon it is a fundamental aspect of quality assurance.

and from parents on the following

The purpose of gathering feedback is to gauge levels of satisfaction and inform improvement. The feedback should be aggregated and should feed into a time-bound development plan centred on the standards in the framework.

syllabus.

assessment.

teacher competence/performance.

resources and materials.

class size and layout.

management in relation to the English language programmes of study.

opportunities to give feedback.

advertising.

and from teachers on the following: =

professional development opportunities.

opportunities to give feedback.

management in relation to the English language programmes of study.

the extent to which expectations raised in the school’s advertising are met.

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13.5 Documentary evidence Documentary evidence: Checklist The following documents need to be provided at the time of the review: Standard

Evidence required

Standard 1 Programmes of study

1.1 Curriculum / syllabus objectives and intended learner outcomes at each level (mapped against the CEFR). 1.2 Speciﬁcation of content at each level linked to objectives showing links to previous level. 1.3 Statement of the type of learning opportunities to be provided at each level linked to speciﬁc objectives. 1.4 Guidance on ways of working with the syllabus to provide for students with different learning styles / needs. 1.5 Evidence of student feedback / input into the syllabus. 1.6 Evidence of review and development of the syllabus. 1.7 Organogram / job descriptions for people involved in designing and reviewing the syllabuses.

Standard 2: Assessment

2.1 Initial and ﬁnal tests. 2.2 Evidence of investigation of the reliability and validity of these tests. 2.3 Evidence of the basis on which links to the CEFR are established. 2.4 Evidence of feedback to students on strengths and weaknesses. 2.5 Guidance to teachers on introducing and working with selfassessment for students. 2.6 Organogram / job descriptions for people involved in designing and reviewing tests and the overall assessment system. 2.7 Student feedback in relation to assessment procedures.

Standard 3: Teacher competence

3.1 Evidence that the qualifications of teachers employed have been investigated and verified. 3.2 Publicity or other publicly available statement of policy relating to qualifications and English language proficiency of teachers. 3.3 Organogram and / or job description to identify who is responsible for appointing teachers of English. 3.4 Statement of appointment procedures (including interview, references etc). 3.5 List of current teachers of English with qualifications and level of English (including details of the test/exam on which this level is based).

Standard 4: Teacher performance

4.1 Lesson plans to review lesson aims, the ﬁt with the syllabus and work covered previously, the range of activities, the materials and resources selected, the extent of differentiation to meet the needs of students with speciﬁc needs / learning styles.

Standard 5: Teacher development

5.1 Publicity or other documentation to establish information publicly available (within and outside the school) about professional development opportunities for teachers. 5.2 Plan for professional development for teachers in the current school year. 19

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5.3 Organogram / job descriptions for people involved in designing and reviewing professional development plan. 5.4 Evidence of review of previous plans and of ways in which they have been reďŹ ned / developed. 5.5 Evidence of feedback from teachers on the professional development programme. Standard 6: Resources and materials

6.1 Academic documentation to see evidence of the basis on which materials and resources are selected. 6.2 Academic documentation to see evidence of the basis on which materials and resources are reviewed and updated, linked to feedback on their use. 6.3 Inventory of resources and materials available in the school.

Standard 7: Class size and layout

7.1 Publicity and associated documentation to establish information given in advance about class size / layout of the classroom. 7.2 Academic policy documentation to see evidence of the basis on which class size is set. 7.3 Academic documentation to see any guidance given to teachers about adapting the layout of the classroom for different activities.

Standard 8: Management

8.1 Organogram for managers involved in the ELT provision. 8.2 Job descriptions for managers involved in the ELT provision. 8.3 Rationale for the current management structure.

Standard 9: Feedback

9.1 Organogram / job descriptions for people involved in designing and reviewing the collection and analysis of feedback. 9.2 Rationale explaining the methods adopted for the collection and analysis of feedback. 9.3 Samples of feedback from students and other stakeholders. 9.4 Analyses of feedback. 9.5 Organogram / job descriptions for people involved in designing and reviewing action plans based on feedback. 9.6 Action plan for following up issues identiďŹ ed through feedback. 9.7 Policy document on dealing with and acting on complaints. 9.8 Organogram / job descriptions for people involved in designing and reviewing policy on dealing with and acting on complaints.

Standard 10: Advertising

10.1 Organogram / job descriptions for people involved in designing and reviewing publicity and other information for potential students and their parents. 10.2 School brochures, prospectuses etc. 10.3 School website and / or social media sites.

NB: Institutions should provide the reviewers with a list of the documents that have been made available.

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Cross referencing documents

teacher recruitment.

The following documents may provide evidence across different standards:

teacher development.

overall management.

1. Syllabus for each level / standard

resources and materials.

2. Student feedback covering:

collecting and using feedback.

advertising.

syllabus.

assessment.

teacher competence/performance.

programmes of study.

resources and materials.

assessment.

class size and layout.

teacher competence/performance.

course management.

teacher development opportunities.

opportunities to give feedback.

resources and materials.

advertising.

class size and layout.

course management.

opportunities to give feedback.

4. Advertising covering:

3. Organogram detailing responsibilities for: =

syllabus design and review.

assessment mechanisms.

13.6 Focus Groups The purpose of the focus groups is to provide evidence against each standard that will conďŹ rm or otherwise evidence gathered during the classroom observations or the sampling of required documentation. There should be ďŹ ve participants in each focus group, selected by the school. The focus group meetings will last one hour each and will be facilitated by the lead reviewer. The reviewers will move through a series of questions and record the main elements of the discussion as they relate to the required information. Focus Groups: Parents The reviewers will seek the following evidence from parents. The institution should aim to include parents of the students from the classes that the reviewers observed. Standard

Response required

Standard 1: Programmes of study

clarify their understanding of the current syllabus and the objectives their children are working towards.

Standard 2: Assessment

establish their views of the assessment system particularly in relation to feedback on progress.

Standard 4: Teacher performance

establish any feedback from their children about teacher performance.

Standard 6: Resources and materials

establish any feedback from their children about materials and resources.

Standard 7: Class size and layout establish any feedback from their children about class size. Standard 8: Management

establish their view of the effective working of the school.

Standard 9: Feedback

establish their satisfaction with opportunities to provide feedback.

Standard 10: Advertising

establish whether information provided (print and digital) before enrolment is accessible and comprehensive. 21

SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL

Focus Groups: Students The reviewers will seek the following evidence from students. The school should aim to include students from the classes observed by the reviewers. Standard

Response required

Standard 1: Programmes of study

clarify their understanding of the present syllabus and the objectives they are working towards. clarify their input into review and development.

Standard 2: Assessment

establish their views of the assessment system particularly in relation to feedback on progress, and guidance on self-assessment.

Standard 4:

establish their satisfaction with the content and conduct of the classes.

Teacher performance

students to establish if and how their feedback on the teaching is sought.

Standard 5: Teacher development

establish their views on the impact of the development opportunities undertaken by their teachers.

Standard 6: Resources and materials

establish if and how their feedback on materials and resources is sought.

Standard 7: Class size and layout

establish if and how their feedback on the class size / layout of the classroom is sought

Standard 8: Management

establish their view of the effective working of the school.

Standard 9: Feedback

establish their satisfaction with opportunities to provide feedback.

Standard 10: Advertising

establish whether information provided before enrolment is accessible and comprehensive.

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Focus Groups: Teachers The reviewers will seek the following evidence from teachers. The school should aim to include teachers from the classes observed by the reviewers. Standard

Response required

Standard 1: Programmes of study

clarify their understanding of the present syllabus and its role. describe the guidance they receive on syllabus matters and their input into review and development.

Standard 2: Assessment

establish their views of the assessment system and the guidance and support they receive – particularly in relation to student selfassessment.

Standard 3: Teacher qualifications confirm appointment procedures. confirm they have the required profile. demonstrate they have the required language proficiency. Standard 5: Teacher development

establish their views of the professional development opportunities provided.

Standard 6: Resources and materials

give views on appropriacy and availability of materials.

Standard 7: Class size and layout

establish if and how their feedback on the class size / layout of the classroom is sought. establish if any guidance is given to them about adapting the layout of the classroom for different activities.

Standard 8: Management

establish their view of the effective working of the school.

Standard 9: Feedback

establish their satisfaction with opportunities to provide feedback.

13.7 Classroom observation The reviewers will form an overall assessment of the quality of the teaching at the institution by observing a cross section of teachers. Teachers will be told in advance that they may be observed.

during the classroom observation section of the review visit. Teachers should provide two printed copies of their lesson plan. The lesson plan is part of the assessment.

There are six teacher observations during the review visit.

The reviewers will not participate in the lesson and will seat themselves at the rear of the classroom on seats that have been set aside for them.

Teachers will be observed for 30 minutes by both reviewers.

Reviewers will not provide feedback to the teacher on his or her performance.

The reviewers will select classes from the range of English language lessons that are being taught when the classroom observation section of the review visit is timetabled.

For guidance on what the reviewers expect in relation to classroom observation, and how the teaching is assessed please see 14.2 (Focus on standard 4 – Teacher performance).

Classrooms must be clearly labelled with the name of the teacher, standard, and timing of each lesson

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13.8 Review visit schedule The elements (and their duration) of the review visit are ﬁxed but institutions may vary the timing of the elements to suit their operating context. Institutions are kindly requested to provide lunch and refreshments for the reviewers. Duration

Focus

Who

30 minutes

Introductory session Visit schedule brieﬁng

Principal and Head of English department

2 hours

Document review 1. Lesson plan review

Reviewers only

15 minutes

Break

30 minutes

Classroom observation 1

Reviewers only

30 minutes

Classroom observation 2

Reviewers only

30 minutes

Classroom observation 3

Reviewers only

1 hour

Lunch

1 hour

Student focus group

15 minutes

Break

1 hour

Parent focus group

Reviewers only

2 hours

Document review 2

Reviewers only

30 minutes

Visit schedule brieﬁng

Principal and Head of English department

2 hours

Document review 3. Lesson plan review

Reviewers only

15 minutes

Break

30 minutes

Classroom observation 4

Reviewers only

30 minutes

Classroom observation 5

Reviewers only

30 minutes

Classroom observation 6

Reviewers only

1 hour

Lunch

1 hour

Teacher focus group

15 minutes

Break

1 hour

Document review 4

Reviewers only

1hour 30 minutes

Report conferral

Reviewers only

30 minutes

Round-up

Principal and Head of department

Day 1

Total

Reviewers only

8 hours

Day 2

Total

8 hours

Reviewers only

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14. The review visit Purpose The purpose of the visit is to assess the school’s English language programmes of study against the Quality Standards Framework. Approach The approach is based on gathering information from three different perspectives: documentary review, classroom observation and focus groups with teachers, students and parents. The reviewers are guests in the school but are tasked to carry out a rigorous and independent assessment.

documents available in a clear and accessible way. They should provide a list of all the documents that have been prepared. The member of staff responsible for the review should be available nearby to provide the reviewers with any clariﬁcations relating to the required documents but in general the reviewers should be left alone to complete this task. The required documents are detailed in 13.5 (Documentary evidence). Classroom Observation

Ideas of hospitality vary from culture to culture and from person to person. To avoid any misunderstandings, reviewers are instructed not to accept gifts of any sort. To do so would be a breach of their contract with the British Council.

The reviewers observe six separate classes for 30 minutes each. The teachers who are teaching during the allocated time for classroom observation should be informed in advance that they may be observed and provide two printed copies of their lesson plan for the reviewers to guide their observation. The lesson plans should be placed in the documentary review room. The reviewers are escorted to the rooms where the teaching is taking place and then left to carry out their observations. The classrooms are clearly labelled with the name of the teacher, the standards being taught and at what time. Two chairs at the back of the room are set aside for the reviewers. As the reviewers enter the classroom, the teacher indicates where the reviewers should sit but apart from this, the teacher continues with the lesson without interruption.

Introductory session

Focus groups (5 participants)

The ﬁrst session includes:

The focus groups should take place in the room set aside for the reviewers. A representative from the school introduces the participants to the reviewers and then leaves the room. The meeting is conducted in a relaxed manner and feedback in relation to the objectives and areas detailed in 13.6 (Focus groups) is elicited from each participant.

The reviewers are tasked to assess a range of clearly deﬁned elements of your provision and nothing else. It is in your interest to provide as much help and support to the reviewers as possible so that they are able to complete their evaluation. They are interested in assessing a typical day at the school and aim to cause the minimum amount of disruption during their visit.

Personal introductions.

Statement of the purpose and approach of the visit.

a brief question and answer introduction to the school that includes information about type of school (fee paying or free, mixed or single sex), if the school is part of a group, any afﬁliations to examining boards etc, number of students, number of teachers, number of specialist English teachers, number of class teachers who teach English, student teacher ratio, average class size, catchment area from which the school draws its students, any international activity, any other relevant factual details that will help describe the school for somebody who doesn’t know it.

Discussion of the visit schedule and any last minute modiﬁcations. Please make sure that you use the programme brieﬁng at the beginning of the visit to highlight any unforeseen last minute changes and keep to the scheduled timings.

Documentary Review

Roundup session The round-up session is an opportunity for the reviewers to conﬁrm what documents they have considered, what classes they have observed and what groups of teachers, students and parents they have spoken to. The reviewers conﬁrm what the next steps are and the timeframe in which these next steps take place. The reviewers do not provide any feedback on the outcomes of their assessment during the round-up session. They will not provide any indication as to the result of the review nor any feedback on their sampling of the documentary evidence, the performance of the teachers they have observed or their focus group meetings.

The school should set aside a room for the documentary review and make the necessary 25

SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL

15. The review report The report provides: =

an introduction to the school. This is a factual introduction designed to contextualise the school for the Membership Advisory Group. The areas to be covered are described in the template below. a record of what documents the reviewers considered; what classes they observed; who they spoke to. This is to ensure that the reviewers were exposed to the required evidence.

the reviewers’ narrative and overall assessment against each standard of the Quality Standards Framework.

any recommendations for improvement.

The report is ﬁnalised within two weeks of the visit and then sent to the Membership Advisory Group for moderation.

QUALITY STANDARDS REVIEW REPORT ON VISIT TO: School A

ENGLISH LANGUAGE QUALITY STANDARDS PROGRAMME www.britishcouncil.in

2 Name of school: Address of school:

Date of review visit: Number of students: Age-range / Grades / Standards: Number of teachers: Student:teacher ratio and average class size: Number of English teachers: Specialist English teachers Number of English teachers: Primary class teachers teaching English Afﬁliation: School A is a mixed, fee paying school, founded in 1986. It is part of a group of x educational institutions run by the A Educational Society, which together provide a range of academic and vocational courses for students from pre-school to postgraduate level. Students at the school visited come from a range of backgrounds. In general parents are educated with a good level of English, but in most cases English is not the language used at home. Admission to the school follows the usual points system that takes into account Right To Education legislation. The school has recently started to offer courses based on the CBSE-i to cater for the needs of students who have previously been in international schools abroad, or who may be moving abroad during their school career. The school has a strong international orientation and is involved in a wide range of international contact projects. In addition there is a regular student exchange programme. Another signiﬁcant feature of the school is its commitment to integrating IT into the design, preparation, and delivery of courses. An in-house learning management system has been designed and is being rolled out across the school.

3 Programme for review visit The reviewers met with: Ÿ

the principal, and vice-principal.

the academic manager for English programmes of study.

five students from Standards x, y and z.

five specialist English teachers .

five parents.

The reviewers considered: Ÿ

organogram

syllabuses and lesson plans for Standards x, y and z.

lesson plans for lessons observed.

tests for levels x, y and z.

qualiﬁcations proﬁle for the x number of specialist English teachers and y number of primary classroom teachers teaching English.

professional development plan for teachers.

examples of student feedback.

examples of teacher feedback.

the school website and prospectus.

The reviewers observed together parts of two Standard x lessons (30 minutes each), standard y lessons (30 minutes each) and standard z lessons (30 minutes each). The reviewers held a round-up meeting with the principal, the academic manager of the English department and member of staff responsible for liaison with the British Council.

4 Feedback on performance in relation to each standard including areas for development Focus areas

Standards

Feedback including key areas for development

1. Programmes of study are relevant to the age, level and needs of the students.

There is an overall structure. Progression between the programmes of study at different levels is incorporated informally. At each level the programme of study is based on the needs of the students and is adapted to their age, level and background. The syllabus document focusses on relevant content areas. The programme is formalised and publicly available. Teachers are using the programme of study systematically to inform the content of their lessons and the content of any inclass assessment activities. Responsibility for the design and review of the programme of study is clearly understood. Reviews are carried out on a yearly basis. Regular formal feedback is gathered from students about their engagement with and the usefulness of their programme of study. Discussions with the reviewers demonstrated a high level of satisfaction with the programme of study. Recommendations: The school could consider: = making a formal analysis of student needs; = designing the programmes of study around learner outcomes, linked to an external frame of reference (for example, the CEFR); =

specifying the range of learning opportunities to be provided (learning resources and interaction types).

Programme design Level assessed at: 2. Reliable and valid assessment (including self-assessment) is integrated into programme.

Students are assessed formally at the end of their programme of study, and at intervals during the academic year. Students receive regular feedback on their progress and are informed of their strengths and weaknesses during the programme of study. Responsibility for the design and review of the assessment systems is clearly understood. Reviews are carried out on the basis of feedback from students and teachers. Recommendations: The current assessment system could be developed by: = introducing a formal ‘beginning of course’ assessment; = linking the outcomes of the assessment to an external framework of reference to indicate the student's level (e.g. the CEFR); = formally investigating the validity and reliability of the tests used; =

developing a systematic programme to introduce students to the idea of self-assessment.

Level assessed at:

5 Focus areas

Standards

Feedback including key areas for development

3. Teachers have appropriate qualiﬁcations and language proﬁciency for the teaching of English.

The specialist English teachers have an excellent proﬁle in terms of general educational qualiﬁcations. Recommendations: The school could consider: =

specifying the qualiﬁcations and language competence (in relation to the CEFR) required of all teachers involved in teaching English and making this publicly available.

requiring teachers to undergo a formal language proﬁciency test if they have not already taken one

Level assessed at: 4. Teachers have appropriate knowledge, skills and awareness to plan and deliver classes effectively in line with the programme. Teachers and teaching

Classes observed had a clear focus, related to the programme of study. In both classes, online resources had been chosen to support the teaching / learning which were clearly enjoyed by the students. In both classes observed, the teachers provided appropriate models of both spoken and written English. There was some differentiation within the lessons to address the needs of speciﬁc types of students. Informal feedback from students to the reviewers showed that they were satisﬁed with the way in which the teachers conducted the classes. Regular formal feedback is collected from students on the activities they undertake in class and the performance of the teachers. Recommendations: The school could consider =

making available development opportunities that would enable teachers to explore ways of working with language elicited from individual students so that it becomes shared with the class and incorporated into their language repertoire.

Level assessed at: 5. Teachers beneﬁt from appropriate professional development opportunities.

Level assessed at:

There is a regular programme of professional development activities. Many of these activities are of a general educational nature, but there is a strand of activities directly related to ELT. Teachers are invited to provide formal feedback on the overall programme and on individual sessions. Recommendations: The school could consider: =

establishing a formal, publicly available document describing a policy to promote professional development for ELT teachers.

developing systems to ensure a coherent programme of continuing professional development for all teaching staff, mapped against the India speciﬁc CPD framework.

6 Focus areas

Resources for learning

Standards

Feedback including key areas for development

6 Appropriate materials and resources are in use to meet the needs of the students in reaching the objectives of the programme.

Core resources for each class are selected by the teacher in collaboration with the Head of Department. Feedback from students is taken into account. New or additional materials /resources are acquired as needed. Students have easy access to a wide range of materials and resources both in and out of the classroom. Recommendations: The school could consider: =

providing guidance for students on the use of materials for autonomous learning.

Level assessed at: 7. Class size and the layout of the classroom are appropriate to the needs of the students and the activities planned for the lesson.

The number of students in the class and the way the classroom is laid out was appropriate for the lesson content and outcomes. The rooms provided space for ďŹ&#x201A;exibility of layout and teacher circulation. Students are asked for feedback on the layout of the classrooms. Recommendations: The school could consider: =

Making their policy on class size and classroom layout publicly available.

7 Focus areas

Standards

Feedback including key areas for development

8. Transparent management systems are in place to ensure provision is in line with stated standards, and to review and develop provision.

There are management systems in place to review and develop provision. The responsibilities of the principal, the heads of department, and the academic coordinators (one each for years 1-4, 58, 9-12) are clearly understood. Feedback on the working of the management systems is gathered from students, teachers, and parents. Recommendations: None

Level assessed at:

Management

9. Feedback is gathered systematically and used to inform provision.

There are opportunities in place for gathering regular feedback from students, teachers and parents. The results of feedback given to the reviewers demonstrate a very high level of satisfaction. Recommendations:. The school could consider: =

formalising responsibility for reviewing and developing the way feedback is collected and analysed

formalising the procedures for taking action on the basis of feedback, and for recording this action

Level assessed at: 10. Actual provision matches advertised provision.

Advertising provides outline information on the following aspects of a schoolâ&#x20AC;&#x2122;s provision: premises / classroom facilities; programmes of study; measuring student progress. Responsibilities for the production of any promotional materials are understood. Promotional content is reviewed. Recommendations. The school could consider: =

including information in their advertising on the following areas: student feedback; teacher proďŹ les; teacher development programmes.

Level assessed at:

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16. Report moderation After the report is completed it is sent to the Membership Advisory Group for moderation. This means that the report is checked for two things: Validity: The reviewers have assessed and recorded what they were supposed to assess and record. The report contains a record of the documents, classroom teaching and stakeholder opinion that were sampled and that this sample was relevant and sufficient. The report also contains a numerical level assessment and narrative assessment against each standard and that this narrative is relevant and sufficient to support the numerical assessment. Internal coherence: The numerical level assessment against each standard made by the reviewers is coherent with their narrative assessment against each standard. The final assessment is coherent with the numerical level assessment for each standard. Decision making If the MAG agrees that the report is both valid and internally coherent then they will necessarily follow the final assessment arrived at by the reviewers and recommend granting or refusing membership of the ELQS Network Membership on this basis. The MAG meets once every two months.

Review and reviewer reliability It is not the role of the MAG to ensure reliability of the review. The British Council ensures reliability of the review through its reviewer training programme and performance management procedures. Membership of the MAG The MAG is made up of ﬁve senior professionals from the English medium education sector in India and is chaired by the head of the British Council Quality Standards Team. Members are invited and appointed by the British Council.

The British Council On recommendations from the MAG, membership of the ELQS Membership Network and use of the Quality Standards marque is granted by the British Council. Membership may be cancelled by the British Council at its discretion and without reference to the MAG. In such circumstances the British Council will provide a full written rationale to the institution concerned.

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17. ELQS Membership Network - Rules and declarations General description The British Council in India operates and owns a quality assurance scheme which determines access to the English Language Quality Standards Membership Network. ELQS Membership Network is open to educational institutions operating in India only. The focus of the scheme is the quality assurance of institutions offering English language courses. The assessment process applies uniquely to the design, delivery, evaluation and promotion of programmes whose direct aim is English language improvement. Membership of the ELQS Membership Network is granted to institutions who are assessed to be operating at level 4 (Integrated) of the Quality Standards Framework. Assessment is carried out by reviewers contracted by the British Council. The scope of their assessment and the standards against which this assessment is made are laid out in the Membership Guide. The report compiled by the reviewers following the review is conﬁdential to the British Council, the Membership Advisory Group and the institution subject to the review. Membership of the Network is conferred by the Director of the British Council India, on recommendation received from the Membership Advisory Group. Members of the ELQS Membership Network are entitled to use the Quality Standards marque in line with the regulations laid out in 19 (Use of the Quality Standards marque) of this Guide. Members of the ELQS Membership Network pay an annual membership fee and complete an annual declaration form. Members are subject to a review every two years. Continued membership is dependent on meeting level

4 standards as set out in the Quality Standards Framework. All processes and materials connected with the quality assurance scheme are the property of the British Council. The British Council undertakes any changes to the quality assurance scheme and the rules relating to the ELQS Membership Network in consultation with the membership. The ﬁnal decision on any such changes lies with the Director of the British Council, India.

Cancellation of membership Member institutions may cancel their membership by informing the British Council in writing. Any fees paid to the British Council will not be reimbursed. Member institutions who do not renew their membership are not entitled to claim membership or use the Quality Standards marque. If an institution continues to promote itself as a member of the ELQS Membership Network after the expiry of their membership, the British Council may take legal action against the institution. Membership may be cancelled by the British Council if the member institution is found to be in breach of any of the rules governing entry to or membership of the ELQS Membership Network. The British Council will inform the member institution in writing. Membership, and entitlement to use the Quality Standards marque, will cease with immediate effect and no fees will be reimbursed. If the institution in question continues to promote itself as a member of the ELQS Membership Network, the British Council may take legal action against the institution.

Preamble to the declaration The English Language Quality Standards Membership Network is run for the beneﬁt of its members. As with

SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL

most membership schemes, the ELQS Membership Network has entry requirements and rules governing the conduct of its members. It is in the interests of the member institutions to ensure that they protect the integrity of the ELQS Membership Network by satisfying these entry requirements fairly and by abiding by the membership rules. It is in the interests of the members to ensure that in general their conduct does not bring the ELQS Membership Network into disrepute. Declaration Review I did not knowingly withhold any information pertinent to the assessment of my institution. I did not attempt to inﬂuence unethically the reviewer or any member of British Council staff or any member of the Membership Advisory Group in relation to satisfying the entry requirements of the ELQS Membership Network. I agree that if any defect or deﬁciency is found by the British Council in the information relating to my institution prior or subsequent to the signing of this declaration, then membership may be deferred or cancelled by British Council.

I undertake to pay the membership fee and complete the annual self-declaration form. I undertake to undergo a review two years from the commencement of my membership, and every subsequent two years, if I wish to continue as a member of the ELQS Membership Network. I have read, understood and agree to abide by the rules governing the use of the Quality Standards marque. (see 18 - Use of the Quality Standards marque). I have read and understood British Council policy as it relates to Child Protection, Equal Opportunity and Diversity, Anti-Bribery and Corruption, Privacy and Conﬁdentiality. (See 19 - British Council policies) I agree not to place the contents of my review report, or any parts thereof, in the public domain. I have read, understood and agree to the conditions relating to the cancellation of my membership, both at my own request and at the instigation of the British Council and understand that I will not be reimbursed any fees I have paid to the British Council.

Membership

I have read, understood and agree to abide by the rules relating to the end of my membership period should I chose not to renew my membership.

I conﬁrm that membership of the English Language Quality Standards Membership Network pertains only to:

I undertake not to engage in any activity that will bring the ELQS Membership Network or the British Council into disrepute.

(insert institute name and address)

I conﬁrm that the British Council shall not be liable for any claim on the institution of which I am principal of any kind arising as a result of, or in relation to the membership of the ELQS Membership Network or any concern arising out of such membership, in any manner whatsoever.

That was subject to review:

(insert date) I will not seek to suggest that membership pertains to any institution, including institutions that belong to the same group or chain, other than the one mentioned above. I undertake to make every effort to continue to meet level 4 (Integrated) in each of the ten standards of the Quality Standards Framework for the duration of my membership.

I undertake that the institution of which I am principal is compliant with all applicable laws, rules, regulations and by-laws and with all orders, decrees, policies and directives issued by applicable governmental authorities. I understand and agree that the British Council has the right to cancel my membership if I am found to be in breach of any of the above.

I undertake to inform the British Council of any changes to my institution that might have a signiﬁcant impact on the quality and scope of the English language education programmes of study at my institution.

The membership declaration form can be downloaded from our website or can be obtained by writing to us. 32

SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL

18. Use of the Quality Standards marque The Quality Standards marque and use of the brand The value of the ELQS Membership Network relies on the integrity of the Quality Standards marque. It is therefore in the interests of member institutions to adhere to the rules governing its use. It is also in the interests of member institutions to be part of the process of monitoring and report any instances of misuse by individuals or institutions outside of the ELQS Membership Network. Such instances should be signalled to the Senior Manager, Quality Standards Programme. British Council India has a zero tolerance policy towards misuse of its brand and acts proactively to enforce this policy. This document provides guidelines to member institutions regarding when, where and how the Quality Standard marque.

Use You are encouraged to make full use of the marque and display it in the following clearly deﬁned ways: =

a plaque, visible to anyone entering your institution.

a certiﬁcate of ELQS Network Membership, displayed appropriately.

on printed promotional materials, the audience for which is prospective students and parents.

on a printed newsletter, magazine or equivalent, the audience for which is existing students and parents.

on your website.

photographs in your printed promotional material, on your newsletter or equivalent, and on your website that feature your plaque or ELQS Network Membership certiﬁcate, as part of an event.

marque, then you should contact the Quality Standards Team who will provide you with the correct image. Prior to the ﬁnal production of any promotional materials or your newsletter or equivalent, you should submit the design to the British Council.

Misuse You may not display the marque in any other ways. These include, but are not limited to, the following: =

business cards.

stationery of all kinds.

signage - other than what is speciﬁed above.

certiﬁcates - other than what is speciﬁed above.

promotional items such as t-shirts, coffee mug etc.

Agency A member institution may not in any way devolve use of the Quality Standards marque to institutions who are not members of the English Language Quality Standards Membership Network, including institutions from the same group as the member institution.

Compliance British Council India takes instances of misuse of its brand extremely seriously. We will ask you to remove any unauthorised display of the marque within a timeframe to be agreed at the discretion of the British Council. Failure to comply will lead to the cancellation of your membership of the ELQS Membership Network and you will be barred from all further association with the British Council. Continued non-compliance may result in legal action being taken against you.

Correct templates The British Council will provide you with the all the necessary versions of the marque for these purposes. These must not be altered in any way. For printed promotional materials, for your newsletter or equivalent and for your website this means that you may not alter the size, the colour or the font of any images provided to you by the British Council.

Monitoring As part of the monitoring process, we ask member institutions to signal any instances of misuse of the Quality Standards marque by institutions or individuals outside of the ELQS Membership Network to the British Council.

If you would like to use the marque for any promotional materials that require a differently sized

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19. British Council policies and practice 1. Anti-corruption and bribery The British Council has zero tolerance towards fraud, bribery and corruption and has an obligation to prevent the organisation and its staff from being exposed to these risks. To achieve this, the organisation will comply with all legal and regulatory requirements relevant to countering bribery and corruption, including the UK Bribery Act 2010. Gifts, such as cash or presents, and hospitality, such as meals, hotels, invitations to arts and sporting events, may be bribes under the Bribery Act when they are given or received with the intention of inﬂuencing business decisions. Under the Bribery Act it is an offence to offer, promise, give a bribe to or accept from another person where there is the intention to bring about or reward improper performance of a function or activity or where there is the knowledge that the acceptance of the bribe itself constitutes such improper performance. Both British Council staff and reviewers are aware that any breaches of the Bribery Act may render them and the British Council liable to prosecution. It may also exclude the British Council from tendering for public contracts and could damage the organisation’s reputation. If they fail to comply with the requirements to declare interests and any gifts or hospitality received or given, or are found to have abused their position they may be liable to disciplinary and/or legal action. This policy applies to all operations of the British Council worldwide.

2. Child Protection The British Council believes that all children have potential and that every child matters - everywhere in the world. The British Council afﬁrms the position that all children have the right to be protected from all forms of abuse as set out in article 19, UNCRC, 1989. We believe good child protection requires everyone to take responsibility. We recognise that the care and welfare of children is paramount and that all children have the right to equal protection from all types of harm or abuse. The British Council recognises that we have a fundamental duty of care towards all of the children we engage with, including a duty to protect them from abuse. We achieve this through compliance with UK 34

child protection laws and relevant laws in each of the countries we operate in, as well as by adherence to the United Nations Convention on the Rights of the Child (UNCRC) 1989. British Council reviewers contribute to and abide by the British Council’s policy and practice in the area of child protection. Prior to employment by the British Council, reviewers are required to undergo a vetting procedure that will determine if there is any reason for them to be barred from working in a regulated activity. Reviewers are required to successfully complete a training session relating to child protection. During the course of a review visit, if a reviewer has cause for concern over the treatment of a minor, he or she will report the matter to the principal of the school. The reviewer will only intervene directly if the incident is clearly endangering the physical safety of the child. Any concerns over child protection a reviewer may have as a result of his or her review visit, will be communicated to the relevant member of staff at the British Council.

3. Equal opportunity and diversity The British Council is committed to ensuring that there is no unjustiﬁed discrimination in the recruitment, retention, training and development of staff on the basis of age, disability, gender including transgender, HIV/AIDS status, marital status including civil partnerships, pregnancy and maternity, political opinion, race/ethnicity, religion and belief, sexual orientation, socioeconomic background, spent convictions, trade union activity or membership, work pattern and on the basis of having or not having dependants or any non-relevant grounds. We aim to abide by and promote equality legislation by following both the letter and the spirit of legislation to try to avoid unjustiﬁed discrimination, recognising that discrimination is a barrier to equality of opportunity, inclusion and human rights. We also require that clients, customers, partners and suppliers are aware of this policy and operate consistently with it. The British Council is committed to: =

understanding, valuing and working with diversity to enable fair and full participation in our work.

ensuring that there is no unjustiﬁed discrimination

SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL

able to do so.

in our recruitment, selection and other processes. =

ensuring action that promotes equality of opportunity, including conducting equality screening and impact assessments of policies and functions and progressing diversity action plans.

treating individuals with whom we work fairly and with dignity and respect.

We also undertake to: =

adopt and maintain a procedure which allows people to request access to the personal information we hold on them and which allows them to complain where they believe we have mishandled their information in some way.

not keep personal information for longer than necessary.

take measures to protect the rights and freedoms of individuals whose personal information may be transferred to countries with differing data protection laws.

playing our part in removing barriers and redressing imbalances caused by inequality and discrimination.

Reviewers contribute to and abide by the British Council’s policy and practice in the area of Equal opportunities and diversity.

4. Conﬁdentiality and data protection The British Council is committed to ensuring that personal information is protected and managed in accordance with UK law, international good practice and individuals’ rights. We collect and use personal information in order to help us offer individuals appropriate information, products and services. When asking people for their personal information, the British Council is committed to the following: =

explaining why we need personal information and only asking for the information we need.

protecting the information we are given and making sure that only those who need access are

only sharing the information within the British Council and with other organisations where such sharing is necessary or where we have the individual’s consent.

Reviewers are required to contribute and abide by British Council policies and practices in the area of confidentiality and data protection. Any information that a reviewer accesses during the review which is outside the scope of the review is confidential to the institution. The review report is confidential to the institution being reviewed, the Membership Advisory Group and the British Council.

SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL

20. Reviewer proﬁle, training and performance management Purpose of job

Proﬁle

To assess and report on an institution’s English language programmes of study against the Quality Standards Framework, through the examination of documentary evidence, observation of classes and focus groups with teachers, students and parents.

Reviewers are appointed at the discretion of the British Council. They will normally have the following proﬁle:

Responsibilities and main duties

Behaviours

Connecting with others (level 2) Skills and Knowledge

Reviewers have four main duties: 1.

submit details of their availability to the British Council.

make all necessary logistical arrangements for travel relating to the review visit.

review all the necessary pre-review documentation.

(when nominated as lead reviewer) establish a review visit schedule in liaison with the institution to be reviewed.

2. =

3. =

4. =

Review visit conduct the review visit in line with the standards required by the British Council and laid down in the Reviewer Manual. Post review visit compile and submit a report of their ﬁndings within two weeks of the review visit, in line with the standards required by the British Council and laid down in the Reviewer Manual. submit all fees and expenses claims relating to the visit to the British Council within two weeks of the review visit. Training attend an induction programme and all subsequent training sessions organised by the British Council.

Communication skills (level 2) Monitoring, evaluation and reporting skills (level 2)

Pre-review visit:

Working together (level 2)

Computer skills (level 1) Language skills (C2) Experience

Senior professional with 10 years ELT experience 10 years experience of English medium education at the primary and/or secondary level

Qualiﬁcations

Graduate MA/Med in ELT or a related discipline

Training and performance management Reviewers are trained to assess standards in line with the Quality Standards Framework. Expectations about their conduct are laid out in the Reviewer Manual. The performance of reviewers is managed by the Senior Reviewer in line with British Council standards. Regular performance reviews are held, taking into account feedback from institutions who have undergone review and from the Membership Advisory Group.

Feedback from Institutions following their review In order to monitor the performance of the reviewers and improve our levels of service, institutions are invited to complete a downloadable feedback form which is available on our website.

SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL

21. Appeal and complaints Appeal

Complaints

Institutions may appeal in writing to the head of the Quality Standards Team, against the recommendation of the MAG. There are only two grounds for appeal:

Institutions may make use of the review feedback form, downloadable from our website, to signal a concern they may have relating to the review of their institution.

the review was not carried out in line with ELQS Membership Network procedures. the report was not moderated in line with ELQS Membership Network procedures.

If, on investigation, the head of the Quality Standards Team concludes that the appeal is justiﬁed on the grounds that the review was not carried out in line with ELQS Membership Network procedures, then a second review will be organised under the direct supervision of the head of the Quality Standards Team. The costs of the second review will be borne by the British Council.

An institution who has a concern over the performance of the British Council in relation to the English Language Quality Standards Membership Network should contact the British Council in writing. In both cases institutions should contact the Senior Manager, Quality Standards Programme who will reply within two weeks of receipt.

If, on investigation, the head of the Quality Standards Team concludes that the appeal is justiﬁed on the grounds that the report was not moderated in line with ELQS Membership Network procedures, then the report will be moderated again at the next meeting of the MAG. In either case the decision of the head of the Quality Standards Team is ﬁnal. No further correspondence will be entered into and no further appeal will be considered. There is an appeal fee of ` 50,000.

For more information contact: British Council 17 Kasturba Gandhi Marg New Delhi 110 001 Telephone (toll-free): 1800 102 4353 Email: elqsp.india@britishcouncil.org

© British Council 2014 “The British Council believes that all children have potential and that every child matters - everywhere in the world. The British Council affirms the position that all children have the right to be protected from all forms of abuse as set out in article 19, UNCRC, 1989” The English language centre is committed to the British Council policy of Equal Opportunity and Diversity. The British Council is the United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).