Quality Standards Framework: English Language Quality Standards Programme, British Council

QUALITY STANDARDS FRAMEWORK July 2014 - June 2015

ENGLISH LANGUAGE QUALITY STANDARDS PROGRAMME

www.britishcouncil.in

Headline standards Focus areas

Programme design

Standards

Foundation

Level 2

Level 3

Level 4

Level 5

The school shows an awareness of the ways in which their provision could be developed.

The school demonstrates an understanding of the processes needed to develop their provision.

The school is engaged with the processes of developing excellence in their provision.

The school has integrated systems and processes for ensuring excellence in their provision.

Provision is exemplary and provides leadership to the sector in the setting of standards.

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

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

3. Teachers are appropriately qualiďŹ ed and have an appropriate language level for the teaching of English.

Teachers and teaching

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

5. Teachers beneďŹ t from appropriate professional development opportunities.

Resources for learning

Management

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

7. 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.

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

The school reaches the standard required for membership of the English Language Quality Standards Membership Network.

9. Relevant feedback is gathered systematically and used to inform provision.

10. Actual provision matches advertised provision.

The Quality Standards Framework can be viewed on www.britishcouncil.org.in/english-quality-standards 1

Assessing standards

OVERVIEW The role of the reviewer is to assess the English language provision of the school on a typical working day.

Standards are assessed by the reviewers on the basis of evidence submitted in advance or presented or collected during their visit to a school. Three types of evidence are used, and these are triangulated i.e. evidence of one type is used to confirm or challenge evidence of another type in relation to a specific standard.

The three types of evidence are: Ÿ

documentary: evidence derived from the study of documents produced by the school to explain and support their policies and procedures.

Ÿ

interview: evidence provided by meetings with key members of management and teaching staff, with students, and with parents.

Ÿ

observation: evidence collected by observation of the school in action, primarily the observation of English language classes.

For each standard the type of evidence which is taken into account is specified. On the basis of this evidence, reviewers assess the provision as being at Foundation Level, Level Two, Level Three, Level Four, or Level Five in relation to the standard.

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Rationale underpinning the differentiation between the levels of quality The detailed description within each standard is based on the following quality drivers: Ÿ

There are systems in place and in use.

Ÿ

The systems are formalised and transparent.

Ÿ

The systems are understood by students, teachers, management and other stakeholders.

Ÿ

Responsibilities for the successful management and implementation of the systems are clearly defined.

Ÿ

The learner is at the centre of provision and empowered to take responsibility for his or her own learning.

Ÿ

Learner outcomes are defined in relation to the CEFR.

Ÿ

Provision takes account of individual learners and not just groups of learners.

Ÿ

Student satisfaction is the main determinant of success.

Ÿ

Stakeholder satisfaction is a determinant of success.

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Standards in detail: PROGRAMME

DESIGN

1. PROGRAMMES OF STUDY The programmes of study consist of the learning outcomes which the students should achieve (in relation to skills, knowledge, strategies, awarenesses) and the learning opportunities (whole class sessions / individual or small group sessions / self-access or guided learning) which the school makes available.

This standard describes expectations in the area of the design, content, delivery mode and review of each programme of study. Essential features at Level Four and above are that programmes demonstrate clear progression from level to level, and that the learning outcomes which are to be achieved at each level are Standard

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clearly specified. Learning outcomes and the programme of study should be based on a formal analysis of student needs, and take account of the age range, interests, language ability and learning styles of students. There is a balanced range of learning opportunities which includes the use of integrated digital platforms. Outcomes are mapped against the Common European Framework of Reference for Languages (CEFR). Teachers are using the programme systematically to inform the content of their lessons and any in-class assessment activities. See below for the full requirements.

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

Level Five

The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four

There is an overall structure which shows a clear progression between the programmes of study at different levels. The learning outcomes which are to be achieved at each level are clearly specified. At each level the learning outcomes and the programme of study are based on a formal analysis of the needs of the students, and are adapted to their age, background, learning styles and proficiency levels. Learner outcomes, linked to the CEFR, are clearly defined. The programme of study takes into account different learning styles within the student population and makes a balanced range of learning opportunities available. Learning opportunities include use of integrated digital platforms. 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 in-class assessment activities. Responsibility for the design and review of the programme of study is clearly defined. Reviews are carried out on a regular basis. Feedback gathered formally from students demonstrates satisfaction with the programme of study.

Level Three

There is an overall structure common to programmes of study at different levels. At each level the programme of study is based on the perceived needs of the students, and takes account of their age, background, and proficiency level. Learner outcomes are defined. The programme of study makes a range of learning opportunities available. The programme is publicly available. Teachers are generally using the programme of study to inform the content of their lessons and the content of any in-class assessment activities. Reviews are carried out.

Feedback from students demonstrates satisfaction with the programme of study.

Level Two

At each level the programme of study is based on the perceived needs of the students, and makes a range of learning opportunities available.

Teachers are generally using the programme of study to inform the content of their lessons and the content of any in-class assessment activities.

Reviews are carried out.

Foundation

The structure of the programme of study may be provided by the coursebook only.

Assessing the standard in relation to Programmes of study Type of evidence Documentary

Interview

Observation

Curriculum / syllabus objectives and intended learner outcomes at each level (mapped against the CEFR).

Academic manager to explain the development of the syllabus and procedures for evaluation and review.

Observation of classes to focus on the match between syllabus specification and what takes place in the classroom.

Specification of content at each level linked to objectives showing links to previous level.

Teachers to clarify their understanding of the present syllabus and its role.

Lesson plan makes specific reference to syllabus fit.

Statement of the type of learning opportunities to be provided at each level linked to specific objectives.

Teachers to describe the guidance they receive on syllabus matters and their input into review and development.

Availability and use of digital media.

Guidance on ways of working with the syllabus to provide for students with different learning styles / needs.

Students to clarify their understanding of the present syllabus and the objectives they are working towards.

Evidence of student feedback / input into the syllabus.

Students to clarify their input into review and development.

Evidence of review and development of the syllabus.

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

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Standards in detail: PROGRAMME

DESIGN

2. ASSESSMENT This standard describes the requirement for students (and other stakeholders such as parents / employers) to have access to reliable and valid information about their progress, their level of achievement, and their strengths and weaknesses. It does not stipulate how much progress students are expected to make, nor does it stipulate the kind of assessment mechanisms that should be in use. The standard stipulates that progress should be measured against the Common European Framework of Reference for Languages (CEFR).

Standard

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Essential features at Level Four and above are that student self-assessment is encouraged and facilitated, regular feedback on student progress is provided through a formalised system of continuous assessment by the teacher, and formal assessment comprises a test that evaluates language proďŹ ciency in the four skills plus lexical and grammatical knowledge. See below for the full requirements.

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

Level Five

The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four

Students are assessed formally at the beginning and end of their programme of study using reliable and valid tests. Their starting and end levels are described in relation to the CEFR. They receive regular feedback on their progress and are informed of their strengths and weaknesses during the programme of study. A guided programme of self-assessment is an integral part of the programme of study. Responsibility for the design and review of the assessment systems is clearly deďŹ ned. Reviews are carried out on a regular basis. Formal student feedback on the assessment systems and student understanding of their progress demonstrates satisfaction.

Level Three

Students are assessed at the beginning and end of their programme of study. They receive feedback on their progress. There are opportunities for self-assessment. Responsibility for the design and review of the assessment systems is understood. Reviews are carried out. Student feedback on the assessment systems and student understanding of their progress demonstrates satisfaction.

Level Two

Students are assessed. They receive feedback on their progress. Responsibility for the design and review of the assessment systems is understood. Reviews are carried out.

Foundation

Assessment may be drawn from the coursebook only.

Assessing the standard in relation to Assessment Type of evidence Documentary

Interview

Initial and ďŹ nal tests.

Academic managers and / or teachers involved in designing and reviewing tests and the overall assessment system.

Evidence of investigation of the reliability and validity of these tests.

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

Evidence of the basis on which links to the CEFR are established.

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

Evidence of feedback to students on strengths and weaknesses.

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

Observation

Guidance to teachers on introducing and working with selfassessment for students.

Organogram / job descriptions for people involved in designing and reviewing tests and the overall assessment system.

Student feedback in relation to assessment procedures.

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Standards in detail: TEACHERS

AND TEACHING

3. TEACHER QUALIFICATIONS This standard does not specify particular qualifications beyond the requirement that teachers have the equivalent of a first degree and the qualifications stipulated by the Government of India.

http://mhrd.gov.in/sites/upload_files/mhrd/files/d.pdf Essential features at Level Four and above are that institutions must produce and adhere to a formal policy on recruitment and the qualification / language profile they require of their teaching staff and that this profile should include the results Standard

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of a language proficiency test mapped against the CEFR. All teachers are required to have C1 level. Institutions may choose to make use of the Aptis for Teachers assessment tool in this respect. The school’s policy should outline an operational and timebound plan for ensuring that all teachers receive training specific to the teaching of English language. This should be part of the overall teacher development programme and evaluated under standard 5.

See below for the full requirements.

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

Level Five

The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four

The requirements of the school in relation to teacher qualifications and language proficiency are laid out in a publicly available document. This document is regularly reviewed. Responsibilities and procedures for recruitment are clearly defined. Only teachers with appropriate profiles are recruited. The language proficiency of each teacher is formally assessed and mapped against the CEFR. The minimum language proficiency requirement is C1. All teachers receive regular in-service training specific to the teaching of English language. Feedback gathered formally from students demonstrates satisfaction with the professional profile of the teaching staff.

Level Three

The requirements of the school in relation to teacher qualifications and language proficiency are formalised. Responsibilities and procedures for recruitment are understood. Teachers with appropriate profiles are preferred. Feedback gathered from students demonstrates satisfaction with the professional profile of the teaching staff.

Level Two

The school has informal requirements in relation to teacher qualifications and language proficiency. Responsibilities and procedures for recruitment are understood. Teachers with appropriate profiles are preferred.

Foundation

Teachers with appropriate profiles are preferred.

Assessing the standard in relation to Teacher qualifications Type of evidence Documentary

Interview

Observation

Evidence that the qualifications of teachers employed have been investigated and verified.

Principal / academic manager to confirm who is responsible for teacher recruitment.

Teachers demonstrate they have the required language proficiency.

Publicity or other publicly available statement of policy relating to qualifications and English language proficiency of teachers.

Person responsible to confirm appointment procedures.

Organogram and / or job description to identify who is responsible for appointing teachers of English.

Teachers to confirm appointment procedures.

Statement of appointment procedures (including interview, references etc).

Teachers confirm they have the required profile.

List of current teachers of English with qualifications and level of English (including details of the test/exam on which this level is based).

Teachers demonstrate they have the required language proficiency.

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Standards in detail: TEACHERS

AND TEACHING

4. TEACHER PERFORMANCE This standard focuses on classroom teaching and the way in which a teacher conducts his / her class. This will be influenced by three areas: knowledge (of language systems and structures, and of language teaching pedagogy); skills (in planning and managing lessons effectively); awareness (of the needs of individual students, and the ‘fit’ between specific activities and the needs of the students).

own individual learning needs. Appropriate models of language will be provided and there will be consistent corrective feedback. There will be an increasing emphasis on differentiation within the class to meet the needs of specific types of students. All students will be given the opportunity to participate actively in a variety of interactions.

Essential features at Level Four and above are that students will be engaged in a coherent sequence of activities which relate the programme of study to their

See below for the full requirements.

Standard

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

Level Five

The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four

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 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.

Level Three

Classes have a focus, generally related to the programme of study. There is a sequence of activities. This provides the opportunity for students to participate in the class and to take part in a range of interactions. Teachers employ appropriate techniques. Teachers are generally responsive to the group and individuals to ensure a positive learning atmosphere. They generally provide appropriate models of both spoken and written English and attempt corrective feedback. Feedback from students and academic managers shows that they are satisfied with the way in which teachers conduct their classes.

Level Two

The content of the lesson generally relates to the programme of study. There is a range of activities which encourage students to participate in the lesson. Teachers employ techniques designed to promote language learning. Teachers are largely successful in providing appropriate models of both spoken and written English and make some attempts to provide corrective feedback.

Foundation

The content and delivery of the lesson may be largely informed by the coursebook only.

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Assessing the standard in relation to Teacher performance Type of evidence Documentary

Interview

Observation

Lesson plans to review lesson aims, the ďŹ t 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 speciďŹ c needs / learning styles.

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

Teachers have classroom management skills to set up activities and engage students.

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

Teachers set up appropriate interactions with and among students. Teachers adapt the layout of the classroom to suit the activities undertaken.

Parents to establish any feedback from their children about teacher performance.

Teachers use a range of techniques appropriate to the aims of the lesson and the age, level, and needs of the students.

Teachers make effective use of print and digital resources, taking into account different learning styles and linguistic diversity where appropriate.

Teachers provide appropriate models of written and / or spoken English.

Teachers provide effective corrective feedback.

Teachers check progress against lesson outcomes.

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Standards in detail: TEACHERS

AND TEACHING

5. PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR TEACHERS This standard describes how a school supports its ELT staff in their professional development. It does not stipulate what kind of teacher development opportunities should be supported but these should be selected according to the extent to which they will impact positively on learner outcomes. The choice of development opportunity should be agreed by the beneficiaries and be informed by the India-specific Continuing Professional Development Framework.

Essential features at Level Four and above are that the policy to promote professional development will be publicly available, and activities will be mapped against the CPD framework for India. The management of professional development will be clearly defined and the programme will be regularly reviewed and evaluated. See below for the full requirements.

http://www.britishcouncil.in/sites/britishcouncil.in2/files/cpd_f ramework_brochure_-_for_internet_and_email.pdf

Standard

Teachers benefit from appropriate professional development opportunities.

Level Five

The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four

There is a formal, publicly available policy document for professional development that will help ELT teachers to assist their students in reaching their learning objectives. Systems are in use for delivering an agreed, relevant and coherent programme of continuing professional development for all ELT staff, mapped against the India specific CPD framework. Responsibilities for the implementation of this programme are clearly defined.

The policy and the programme are reviewed regularly. Formal feedback gathered on the CPD programme from teachers demonstrates satisfaction.

Level Three

There is a formal policy document for the professional development of ELT teachers. Systems are in place for delivering a programme of continuing professional development for all ELT staff. Responsibilities for the implementation of this programme are understood. The policy and the programme are reviewed. Feedback gathered on the professional development programme from teachers demonstrates satisfaction.

Level Two

The school supports professional development opportunities for teachers in response to specific requests.

Foundation

The school is aware of the importance of supporting teaching staff in their professional development.

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Assessing the standard in relation to Professional development opportunities for teachers Type of evidence Documentary

Interview

Publicity or other documentation to establish information publicly available (within and outside the school) about professional development opportunities for teachers.

Academic managers and / or teachers involved in designing and reviewing professional development plans.

Plan for professional development for teachers in the current school year. Organogram / job descriptions for people involved in designing and reviewing professional development plan.

Teachers to establish their views of the professional development opportunities provided.

Evidence of review of previous plans and of ways in which they have been reďŹ ned / developed.

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

Observation

Evidence of feedback from teachers on the professional development programme.

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Standards in detail: RESOURCES

FOR LEARNING

6. MATERIALS AND RESOURCES This standard describes the selection and use of materials and resources to support learning. The standard does not stipulate the materials and resources to be used or the rationale that underpins their exploitation. However, they should be relevant to the aims, age range, interests, language ability, and learning styles of students.

are selected according to the stated learning outcomes for each learner, for each programme of study. Normally this would mean that materials are up-todate and varied, input and practice are provided using a variety of teaching technologies, and classroom activities are learner-centred, with many being learner-led. Digital resources will be available and, where appropriate, in use.

Essential features at Level Four and above are that materials and activity types

See below for the full requirements.

Standard

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

Level Five

The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four

There is a formal process for identifying appropriate materials and resources (including digital resources) to help students reach the learning outcomes speciďŹ ed by each programme of study. This is reviewed regularly. The responsibilities for the selection of materials/resources are clearly deďŹ ned. The match between learner needs and the materials / resources in use is formally monitored and new or additional materials / resources are acquired as needed. Students have easy access to materials and resources both in and out of the classroom. Feedback gathered formally from students demonstrates satisfaction with the materials and resources.

Level Three

There is a process for identifying appropriate materials and resources (including digital resources). This is reviewed. The responsibilities for the selection of materials/resources are understood. Students have access to materials and resources both in and out of the classroom. Feedback gathered from students demonstrates satisfaction with the materials and resources.

Level Two

Generally appropriate materials and resources are available and in use.

Foundation

Materials and resources are available and in use.

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Assessing the standard in relation to Materials and resources Type of evidence Documentary

Interview

Observation

Academic documentation to see evidence of the basis on which materials and resources are selected.

Academic manager in charge of selecting, reviewing, and updating resources.

Classroom observation of materials / resources in use.

Academic documentation to see evidence of the basis on which materials and resources are reviewed and updated, linked to feedback on their use.

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

Checking of materials / resources available in the school.

Inventory of resources and materials available in the school.

Teachers to give views on appropriacy and availability of materials.

Parents to establish any feedback from their children about materials and resources.

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Standards in detail: RESOURCES

FOR LEARNING

7. CLASS SIZE AND THE LAYOUT OF THE CLASSROOM This standard describes expectations in the area of class size and classroom layout. The standard does not stipulate an optimum class size, although institutions may wish to publish such a number in their advertising, making reference to norms laid down by the Government of India or relevant examination boards:

http://mhrd.gov.in/sites/upload_files/mhrd/files/RTI_Model_ Rules.pdf http://www.cbse-international.com/cbseiportal/documents/static-doc/handbook.pdf

Essential features at Level Four and above are that appropriate class size and layout are related to the type of learning opportunity provided, the activities being undertaken and the outcomes of the lesson. Students should have adequate space to work. If the lesson includes group work or pair work there should be space for the teacher to move between students to monitor their work. If audio-visual equipment is being used the students should be positioned so as to engage with this kind of input. In plenary, students should be positioned so as to engage with teacher input and input from other students.

See below for the full requirements.

Standard

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.

Level Five

The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four

A publicly available document sets out the school policy on class size and classroom layout. The number of students in the class and the way the classroom is laid out are determined by the lesson content and outcomes. The layout takes into account any specific needs of individual learners. The rooms provide space for flexibility of layout and easy teacher circulation. Feedback gathered formally from students demonstrates satisfaction with the class size and classroom layout.

Level Three

The number of students in the class and the way the classroom is laid out are generally determined by the lesson content and outcomes. The layout takes into account any specific needs of individual learners on request. The rooms provide space for flexibility of layout. Feedback gathered from students demonstrates satisfaction with the class size and classroom layout.

Level Two

The number of students in the class and classroom layout are generally appropriate, in relation to the size of the room.

Foundation

Class size is appropriate where physical and logistical constraints allow.

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Assessing the standard in relation to Class size and the layout of the classroom Type of evidence Documentary

Interview

Observation

Publicity and associated documentation to establish information given in advance about class size / layout of the classroom.

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

Classroom observation to evaluate the size of the class in relation to the size of the classroom.

Academic policy documentation to see evidence of the basis on which class size is set.

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

Classroom observation to evaluate the ease of adapting the layout of the classroom for different activities.

Academic documentation to see any guidance given to teachers about adapting the layout of the classroom for different activities.

Teachers to establish if any guidance is given to them about adapting the layout of the classroom for different activities.

Parents to establish any feedback from their children about class size.

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Standards in detail: MANAGEMENT 8. MANAGEMENT SYSTEMS This standard describes expectations connected to systems of management.

These areas relate only to the standards of the Framework. They do not stipulate what kind of systems should be in use but at Level Four and above there must be an explicit rationale for the systems, and evidence that they are effective.

See below for the full requirements.

Standard

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

Level Five

The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four

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 deďŹ ned. The systems are reviewed regularly. Formal feedback gathered from students, teachers and other stakeholders demonstrates management systems are effective.

Level Three

There are management systems in place that relate to the QSF. Responsibilities for the implementation of these systems are understood. The systems are reviewed. Feedback gathered from students, teachers and other stakeholders demonstrates management systems are adequate.

Level Two

Management systems are in place that take into account the need to deliver quality programmes of study. Responsibilities are generally understood.

Foundation

Management systems are in place. Responsibilities are generally understood.

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Assessing the standard in relation to Management systems Type of evidence Documentary

Interview

Observation

Organogram for managers involved in the ELT provision.

Managers involved in the ELT provision to clarify their role and communication with their colleagues and line managers.

Communication among managers and between managers and teachers / students.

Job descriptions for managers involved in the ELT provision.

Students to establish their view of the effective working of the school.

Rationale for the current management structure.

Teachers to establish their view of the effective working of the school.

Parents to establish their view of the effective working of the school.

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Standards in detail: MANAGEMENT 9. QUALITY ASSURANCE: FEEDBACK AND ACTION This standard describes the way feedback is gathered and analysed to inform provision. Gathering feedback is a fundamental part of ensuring quality. The results of feedback provide information about the success of a programme of study and determine improvements to be made to an institution’s offer. This standard does not conflict with a school’s leadership role within the community – providing direction to students and parents about the nature and role of their English language education programmes.

this feedback must relate to certain required areas. The required areas are: programmes of study; measuring language progress; teacher profiles, teacher performance, professional development opportunities for teachers; materials and resources; class size and layout; the management of the English programme.

Feedback should involve representative samples of the whole student population, and other stakeholders, and must inform an action plan to deal with issues arising.

Essential features at Level Four and above are that there is an explicit rationale which explains the method adopted to gather and analyse feedback, and that

See below for the full requirements.

Standard

Relevant feedback is gathered systematically and used to inform provision.

Level Five

The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four

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.

Level Three

There are systems in place for gathering, analysing and acting upon feedback from students and a range of other stakeholders. Responsibilities are understood. The systems are reviewed. Feedback is used to inform an action plan which covers some of the following areas: programmes of study; measuring language progress; 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 understood. The procedures are reviewed.

Level Two

Student feedback is sought and may be acted upon.

Foundation

Any student feedback is taken note of.

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Assessing the standard in relation to Quality assurance: feedback and action Type of evidence Documentary

Interview

Organogram / job descriptions for people involved in designing and reviewing the collection and analysis of feedback.

People involved in designing and reviewing the collection and analysis of feedback.

Rationale explaining the methods adopted for the collection and analysis of feedback.

People involved in designing and reviewing action plans based on feedback.

Samples of feedback from students and other stakeholders.

People involved in designing and reviewing policy on dealing with and acting on complaints.

Analyses of feedback.

Students to establish their satisfaction with opportunities to provide feedback.

Organogram / job descriptions for people involved in designing and reviewing action plans based on feedback.

Teacher to establish their satisfaction with opportunities to provide feedback.

Action plan for following up issues identiďŹ ed through feedback. Policy document on dealing with and acting on complaints.

Parents to establish their satisfaction with opportunities to provide feedback.

Observation

Organogram / job descriptions for people involved in designing and reviewing policy on dealing with and acting on complaints.

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Standards in detail: MANAGEMENT 10. ADVERTISING This standard describes the minimum content requirements relating to how a school promotes itself and provides information about its work. The objective of this standard is to ensure that student expectations are managed successfully.

The standard does not stipulate the channels to be used for promotion or any content areas beyond those mentioned in the standard description.

The essential feature at Level Four and above is that full and accurate information about specified aspects of the school’s provision must be provided.

See below for the full requirements.

‘Advertising’ includes all and any information provided to potential students (or their parents / sponsors) before they enrol at the school.

Standard

Actual provision matches advertised provision.

Level Five

The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four

Advertising provides comprehensive and accurate information that enable potential students to form realistic expectations on the following areas of English language provision: programmes of study; assessment; teacher qualifications; teacher performance; professional development opportunities for teachers; resources and materials; class size and classroom layout; fees and costs (including materials); student feedback.

Responsibilities for the production of any promotional materials are clearly defined. Promotional content is reviewed regularly. Any use of the British Council brand complies with British Council guidelines.

Level Three

Advertising provides comprehensive and accurate information on most of the following areas of English language provision: programmes of study; assessment; teacher qualifications; teacher performance; professional development opportunities for teachers; resources and materials; class size and classroom layout; fees and costs (including materials); student feedback; Responsibilities for the production of any promotional materials are understood. Promotional content is reviewed.

Level Two

Advertising provides accurate information on some of the following areas of English language provision: programmes of study; assessment; teacher qualifications; professional development opportunities for teachers; resources and materials; class size and classroom layout; fees and costs (including materials); student feedback.

Foundation

Advertising provides accurate information on areas of English language provision.

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Assessing the standard in relation to Advertising Type of evidence Documentary

Interview

Observation

Organogram / job descriptions for people involved in designing and reviewing publicity and other information for potential students and their parents.

People involved in designing and reviewing publicity and other information for potential students and their parents.

Check whether premises, resources and facilities found during the review visit match the claims made in the publicity.

School brochures, prospectuses etc.

Students to establish whether information provided before enrolment is accessible and comprehensive.

School website and / or social media sites.

Parents to establish whether information provided before enrolment is accessible and comprehensive.

Parents to establish whether information provided before enrolment is accurate.

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Notes

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