/LILA_PFE_Report

EDUCATIONAL OVERSIGHT INSPECTION OF PRIVATE FURTHER EDUCATION AND ENGLISH LANGUAGE COLLEGES

LIVERPOOL INTERNATIONAL LANGUAGE ACADEMY

© Independent Schools Inspectorate 2012

Full Name of College

Liverpool International Language Academy

Address

Barratt House, 47 North John Street, Liverpool, L2 6SG

Telephone Number

015 1707 0909

Email Address

info@lilalovetolearn

Principal

Mr David Fox

Proprietors

Ms Victoria lee Ms Leanne Linacre

Age Range

14+

Total Number of students 104 Numbers by age and type 16-18: of study 19+: EFL only: Inspection dates

2 102 104

1 – 3 February 2012

© Independent Schools Inspectorate 2012

PREFACE This inspection report follows the framework for Educational Oversight of private further education colleges and English language colleges. The inspection consists of a three-day team inspection of the college’s educational provision.

The ISI is an approved educational oversight body authorised by the UK Border Agency to inspect privately funded further education colleges in England and Wales offering courses on the Qualifications and Credit Framework, and English language colleges.

ISI inspections are required to:  Report on the extent to which colleges comply with the published Standards for private colleges; 

Assess and report on the quality of educational outcomes and provision;



Where applicable, make recommendations to colleges outside the scope of the Standards to support continued improvement of quality.

Inspection provides objective and reliable reports on the quality of colleges, and by placing reports in the public domain, makes this information available to students, Government and the wider community. Inspection takes account of the context of each individual college, and of how it evaluates its own performance and demonstrates its success.

The inspection of the college is from an educational perspective and provides limited inspection of other aspects, though inspectors will comment on any significant hazards or problems they encounter which have an adverse impact on students. The inspection does not include: (i) an exhaustive health and safety audit (ii) an in-depth examination of the structural condition of the college, its services or other physical features (iii) an investigation of the financial viability of the college or its accounting procedures (iv) an in-depth investigation of the college’s compliance with employment law.

© Independent Schools Inspectorate 2012

CONTENTS Page

1

THE CHARACTERISTICS OF THE COLLEGE

2

2

THE SUCCESS OF THE COLLEGE

3

(a) Executive summary

3

(b) Action points

4

3

(i) Compliance with standards

4

(ii) Recommendations for further improvement

4

THE QUALITY OF THE CURRICULUM, TEACHING AND LEARNERS’ ACHIEVEMENTS

5

(a) Assessment of learners prior to or on arrival (b) Suitability of course provision and curriculum

5

(c) The quality of teaching and its impact on learning

5

(d) Attainment and progress

5

4

7

STUDENTS’ WELFARE, INCLUDING HEALTH AND SAFETY

5

(a) Health, safety and security of premises

7

(b) Student registration and attendance records

7

(c) Pastoral support for students

7

(d) Child protection/safeguarding

7

(e) Residential accommodation

7

5

9

THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT

(a) Ownership and oversight

9

(b) Management structures and responsibilities

9

(c) Quality assurance including student feedback

9

(d) Staff recruitment, qualifications and suitability checks

10

(e) Provision of information

10

INSPECTION EVIDENCE

© Independent Schools Inspectorate 2012

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Liverpool International Language Academy

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1.

THE CHARACTERISTICS OF THE COLLEGE

1.1

Liverpool International Language Academy (LILA) was founded in 2004 and moved to its current purpose-built facilities in 2010. The school is owned by two proprietors who act as its governors, and whose offices are located at the school.

1.2

At the time of inspection there were 104 students on roll, but during the peak months of July and August the school can cater for approximately 500 students. The school predominantly caters for adult students wishing to learn English through general English, examination preparation, or academic skills courses, but does have some provision for students aged between 12 and 17. In 2011 the school operated two junior programmes, one on-site and one residential programme based at a local university.

1.3

The school’s mission is to create an atmosphere where the talents of individuals are maximised so that they love to learn. :

1.4

Selection for courses is by means of discussion between the applicant and school staff. At the time of the inspection, the school had no student with special educational needs and/or disabilities (SEND).

Š Independent Schools Inspectorate 2012

Liverpool International Language Academy

2.

3

THE SUCCESS OF THE COLLEGE

2. (a) Executive Summary 3.

4.

5.

Section of the Standards The quality of the curriculum, teaching and learners’ achievement Students’ welfare, including health and safety The effectiveness of governance, leadership and management

Grade awarded 1-4 1 Exceeds expectations 1 Exceeds expectations 1 Exceeds Expectations

2.1

The quality of the curriculum, teaching and learners’ achievement exceeds expectations. The school offers a wide range of high quality courses that enable its students to progress well. The meticulous testing and high level of care given during admissions together with the subsequent close monitoring of student progress by teachers ensures that learners are placed appropriately and given the best opportunity to succeed. The school’s success rate on externally moderated testing shows evidence of excellent standards and progress. Classes are lively and offer a wide variety of learning activities. Teaching is excellent. Students are given opportunities to discuss progress during their regular tutorials; they express a high level of respect for their teachers and a high level of satisfaction with their progress.

Student centred teaching ensures that students develop confidence in their language skills and independent learning strategies. Most courses provide a good variety of presentation styles for the students. Consistency of provision is ensured by regular planning meetings and good communication between staff.

2.2

The students’ welfare, including health and safety, exceeds expectations and is a particular strength of the school. The school’s sincere commitment to caring for its staff and students pervades all its policies and activities. The school recently relocated to purpose-built facilities, the design of which had strong input from the directors who are both qualified language teachers. The premises are bright, upbeat and attractive. The school has an excellent level of fire and first aid safety which conforms to regulatory requirements. Records of registration and attendance are meticulously kept and information is sent promptly to the appropriate authorities.

Students express a very high level of satisfaction with the ethos at the school and enjoy the positive relationship which exists between staff and students and the many opportunities for social interaction. Appropriately trained and qualified staff deal with student concerns in a highly sensitive manner. There are appropriate policies and procedures in place for safeguarding students under the age of 18.

2.3

The effectiveness of governance, leadership and management exceeds expectations and is a particular strength of the school. Excellent relationships exist between the directors and the principal and senior leadership team. Both directors demonstrate an extremely high level of commitment to the school and both are appropriately involved in long term and day-to-day running of the school. Leadership and management are excellent; they are open and inclusive and provide clear educational direction. Well-qualified staff are recruited and retained and staff appreciate both the high level of support and the extensive range of professional development provided. Monitoring of staff performance is rigorous and sensitive to the needs of both staff and school. This is a reflective school with a singular desire for improvement. Students are encouraged to complete evaluation sheets on all programmes and these, along with the questionnaire responses from both staff and

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students, indicate a particularly high level of satisfaction with the governance, leadership and management of the school.

2.(b) Action points (i) Compliance with standards for Private Colleges 2.4

(ii) 2.5

At the time of the inspection, the college met all the key standards for private further education colleges and quality is high. The college exceeds expectations for the quality of education.

Recommendations for further improvement The school is advised to make the following improvements.

1.

Further modify and strengthen their newly introduced on-line tutoring system.

2.

Monitor the newly introduced systematic analysis of the assessment data over time to ensure that assessment forms the backbone of planning for teaching and learning.

Š Independent Schools Inspectorate 2012

Liverpool International Language Academy

3.

5

THE QUALITY OF CURRICULUM, TEACHING AND LEARNERS’ ACHIEVEMENTS

3. (a) Assessment of students prior to or on arrival 3.1

The assessment of students prior to or on arrival is excellent. The school undertakes assessment prior to arrival by sending placement tests to students or their agents.

As there are sometimes problems with students not taking the test or not returning the results, the school normally gives students an informal diagnostic evaluation as part of their induction on arrival. These assessments are effective in providing information to match courses to students’ needs. Assessment information is used effectively by the tutors. There is regular monitoring of students’ progress throughout their stay which ensures that their tuition and support is at the appropriate level. The school is flexible in allowing students to move between classes if appropriate following extensive review by teachers and the director of studies.

3.2

Students receive accurate information, support and guidance throughout their course. This enables the students to make informed choices, including their next steps in training, education and employment.

3. (b) Suitability of course provision and curriculum 3.3

The suitability of course provision and curriculum is excellent. Students are well educated in accordance with their objectives and the school’s aims. There is a written curriculum policy which is supported by appropriate plans and schemes of work.

3.4

The school matches its courses well to the students’ needs and objectives. The courses provide coherent and interesting activities at different levels and are structured to build on previous learning. There is a good variety of after-school activities which supplement the courses. Courses are in accordance with the descriptions given in the brochure and on the website, which, given the high quality of support at the school, means that most students complete the course they initially registered for.

3. (c) The quality of teaching and its impact on learning 3.5

The overall quality of teaching and its impact on learning is excellent. As a result, students make excellent progress. Teachers demonstrate confident use of internet resources, visual aids and interactive whiteboards to enhance learning. There is a particularly high level of mutual respect between teachers and students, which fosters a correspondingly high level of confidence in the learners. Students enjoy their classes and feel that teachers plan well and manage their time effectively.

Teachers know their students well and are extremely supportive. Teaching staff are appropriately qualified in their subject areas and demonstrate excellent knowledge and understanding of the subject matter. Lessons are well planned, with clear objectives. The school also offers an independent learning scheme online to supplement the courses.

3.(d) Attainment and Progress 3.6

The attainment and progress of the students are excellent. Students develop excellent skills, knowledge and understanding which are relevant to their language aims. Attainment on external public examinations is above UK averages and in

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keeping with international standards, with more than 90 per cent of students attaining a pass grade. Attainment at the highest levels is in line with national patterns.

3.7

Many students demonstrate high levels of skill and learning in the classroom, with several examples of sophisticated use of English. In relation to their starting points, the progress made is excellent. Progress is assessed and monitored through monthly progress tests, end-of-course tests, weekly tutorials with teachers and Friday meetings between teachers and academic managers at which students’ progress and any problems are discussed. Formal analysis of the data generated through these assessments has recently been introduced to facilitate assessment input into planning for learning. Teachers also monitor attainment and progress from the newly introduced online tutorial system and from clubs.

3.8

Most students who responded to the feedback questionnaire feel that they are making good progress and that the work they do is interesting and challenging.

They observe that the school keeps them informed about their progress and that they can get individual support from their teachers if needed. They are encouraged and helped to work independently, and are given learning opportunities which meet their personal and academic needs. No significant difference was found between the progress of male and female students.

Š Independent Schools Inspectorate 2012

Liverpool International Language Academy

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STUDENTS’ WELFARE, INCLUDING HEALTH AND SAFETY

4. (a) Health, safety and security of the premises (in line with expectations of educational institutions) 4.1

The health, safety and security of the premises are excellent. The arrangements for minimising the risk of fire, or of other hazards, are excellent. There are clear arrangements for evaluation, and practices are held regularly. All appropriate risk assessments are rigorously carried out.

4.2

There are suitable arrangements for students who are ill, injured or who have SEND. The school has three first-aiders and suitable first-aid boxes. Appropriate records of injuries are meticulously maintained.

4. (b) Student Registration and Attendance Records 4.3

Student registration and attendance records are excellent. Arrangements for the collection and refund of fees and deposits are clearly stated on the school website.

The school monitors attendance records closely and takes appropriate action in cases of absence, including making reports to UK Border Agency (UKBA).

4. (c) Pastoral Support for Students 4.4

Pastoral support for students is excellent. A full induction programme is provided for all new students. Staff provide highly effective support and guidance for the students, in line with the school’s aims. All students are assigned a personal tutor with whom they have a face-to-face tutorial each month. There is a very full social programme of events, excursions and activities which is advertised both online and on school notice boards. Students are given excellent careers advice regarding further study and opportunities.

4.5

Relationships between staff and students and amongst students themselves are excellent. Students feel free to approach members of staff and senior managers take an active interest in the students’ progress and well-being. Responses on the preinspection questionnaire and interviews with sample groups endorse this.

4.6

There is a clear anti-bullying policy and the school actively promotes integration and tolerance. There is a positive and friendly atmosphere in the school and students feel safe and well-supported.

4. (d) Child Protection 4.7

Safeguarding arrangements for students under the age of 18 are excellent. A policy document sets out full and clear guidelines and expectations for staff. All staff who may be in contact with students less than 18 years of age have enhanced Criminal Records Bureau (CRB) clearance status. Arrangements have proper regard to official guidance and the implementation of all strategies is frequently checked by managers.

4.(e) Residential accommodation 4.8

The school offers four accommodation options for students: premium or standard level in apartments and homestay settings. Accommodation meets all relevant national requirements and is well managed and inspected regularly. Student satisfaction with accommodation is high and the school acts promptly and

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responsibly to ensure students’ residential experience is positive, and that it meets their physical and emotional needs. Where students are under 18, the appropriate CRB checks are undertaken and records maintained.

Š Independent Schools Inspectorate 2012

Liverpool International Language Academy

5.

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THE EFFECTIVENESS OF GOVERNANCE, LEADERSHIP AND MANAGEMENT

5. (a) Ownership and oversight 5.1

Ownership and oversight are excellent. Governance is a particular strength, being highly effective and focused on quality assurance. The proprietors effectively discharge their duty for safeguarding and for welfare, health and safety throughout the school. Both have an excellent insight into the workings of the school, are appropriately involved in its running and support the academic vision of the principal. Both directors are highly qualified and experienced English language teachers. The proprietors meet on a regular basis with the principal to discuss welfare, health and safety, financial and strategic planning, investment in staff, educational standards, accommodation and resources. All legal permissions are in place and meticulously adhered to. Staff and students express a very high level of satisfaction with the governance of the school.

The arrangements for the safeguarding of students under the age of 18 meet all requirements.

5. (b) Management structures and responsibilities 5.2

Management structures and responsibilities are excellent. The leadership of the school provides clear educational direction, as reflected in the quality of the students’ learning and the standard of their personal development. Both the academic and pastoral strands of the school are important. The management structure has recently been strengthened by promoting existing school staff to positions of responsibility and accountability. Staff welcome this more formal infrastructure and appreciate the increased support and improved communication it provides both in and outside of the classroom.

5.3

There is an open and honest attitude to self-evaluation and a sincere desire for improvement. Effective evaluation is facilitated by the intensive peer observation programme in place. This involves discussion of current practices as compared with trends in education methodology together with formal and informal observation by senior managers. These practices are followed up with effective support and continuous professional development if necessary.

5.4

Managers at all levels closely monitor staff performance and learning outcomes. The school provides a very good range of training events to meet the needs of the school. Consequently, well-qualified and motivated staff members are successfully recruited and retained. The caring ethos and sensitive attention to student needs is reinforced by the attitude of the school’s leaders, who make themselves accessible to students at all times.

5.(c) Quality assurance including student feedback 5.5

The quality assurance of the school is excellent. Rigorous measures are in place to ensure the quality of programmes offered to students.

5.6

Students are encouraged to complete evaluation sheets for the programmes they undertake and there is a general atmosphere of frank and open discussion around getting things right for the students.

5.7

A comprehensive complaints policy is in place with provision for resolution by an external, independent adjudicator. Written records are kept of all formal complaints.

The trusting relationship between staff and students together with the supportive

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culture of the school facilitates the clear communication of views. The response from the student questionnaire demonstrates an extremely high level of satisfaction with the quality of teaching and programmes offered by the school. Inspectors support this view that the quality of provision is high, the level of student satisfaction is high and students feel that their views are taken seriously and dealt with promptly, sensitively and efficiently.

5.(d) Staff recruitment, qualifications and suitability checks 5.8

Checks on staff recruitment, qualifications and suitability are of the highest quality.

The school recruits well-qualified staff and ensures that thorough and reliable processes are applied for checking the suitability of all individuals working on the premises and in accommodation.

5.9

Only appropriately qualified staff are recruited and appropriate employment contracts are in place for all staff. Staff performance is continually monitored and opportunities for high quality professional development are available and encouraged. Staff are expected to keep abreast of current trends in English language teaching and innovative classroom methodologies and opportunities for them to do so are provided within the working year.

5.10

All staff likely to be working alone with students under the age of 18 have enhanced CRB checks.

5. (e) Provision of information 5.11

The provision of information is excellent. The school’s website is extremely attractive, upbeat and user friendly. It provides all the information needed for admissions and all policies and procedures relating to admissions, fee-paying, complaints, student performance, consequences of misdemeanour, systems for refunding fees and deposits where appropriate, welfare and health and safety matters.

5.12

The school was particularly open and helpful in providing information and documentation both before and during the inspection. All staff co-operated very well with the inspection team.

Š Independent Schools Inspectorate 2012

Liverpool International Language Academy

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INSPECTION EVIDENCE The inspectors observed lessons, conducted formal interviews with students and examined samples of students’ work. They held discussions with senior members of staff and with the proprietor, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended scrutinised attendance registration. The responses of staff and students to pre-inspection questionnaires were analysed, and the inspectors examined regulatory documentation made available by the college.

Inspectors Ms Mareve Kilbride-Newman

Lead Inspector

Mr Tony Gill

Team Inspector

Mr Tim Miller

Team Inspector

Š Independent Schools Inspectorate 2012