Higher Education Self Evaluation Document

Higher Education (HE) Ashton Sixth Form College Self‐Evaluation Document 1

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Table of Contents

Section 1: Ashton Sixth Form College ..................................................................................................... 4 1.1

Higher Education Provision at Ashton Sixth Form College ...................................................... 4

1.2

Background and Context of the College .................................................................................. 6

1.3

Vision, Mission, Values ............................................................................................................ 7

1.4

Strategic Drivers and Aims for Higher Education ..................................................................... 8

1.5

Management of Higher Education and ASFC’s Responsibilities. ............................................. 9

1.6

Major Changes and Enhancements since the Last Review (IQER) ......................................... 11

1.7

Key Challenges for Ashton Sixth Form College ...................................................................... 20

1.8

Implications of changes, challenges and strategic aims for safeguarding academic standards and the quality of students’ learning opportunities .............................................................. 22

1.9

Responsibilities Checklists ..................................................................................................... 23

Section 2: Managing Quality and Standards ........................................................................................ 23 2.

How Ashton Sixth Form College Has Addressed the Recommendations of Its Last Audits/Reviews ...................................................................................................................... 23

Section 3: Setting and Maintaining Threshold Academic Standards.................................................... 28 3.

Setting Threshold Academic Standards ................................................................................. 28

Section 4: Assuring, Maintaining and Enhancing Academic Quality .................................................... 29 EXPECTATION B1: HE providers, in discharging their responsibilities for setting and maintaining academic standards and assuring and enhancing the quality of learning opportunities, operate effective processes for the design, development and approval of programmes. ... 29 EXPECTATION B2: Recruitment, selection and admission policies are informed by the strategic priorities and a shard understanding of the approach amongst all those involved in recruitment, selection and admission. .................................................................................. 30 EXPECTATION B3: HE providers, working with their staff, students and other stakeholders, articulate and systematically review and enhance the provision of learning opportunities and teaching practices, so that every student is enabled to develop as an independent learner, study their chosen subjects(s) in depth and enhance their capacity for analytical, critical and creative thinking. ............................................................................................................ 32 EXPECTATION B4: HE providers have in place, monitor and evaluate arrangements and resources which enable students to develop their academic, personal and professional potential. .... 42 EXPECTATION B5: HE providers take deliberate steps to engage all students, individually and collectively, as partners in the assurance and enhancement of their educational experience ............................................................................................................................................... 46 EXPECTATION B6: HE providers operate equitable, valid and reliable processes of assessment, including for the recognition of prior learning, which enable every student to demonstrate

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the extent to which they have achieved the intended learning outcome for the credit or qualification being sought. .................................................................................................... 47 EXPECTATION B7: HE providers make scrupulous use of external examiners ...................................... 48 EXPECTATION B8: HE providers, in discharging their responsibilities for setting and maintaining academic standards and assuring and enhancing the quality of learning opportunities, operate effective, regular and systematic processes for monitoring and for review of programmes. .......................................................................................................................... 49 EXPECTATION B9: HE providers have fair, effective and timely procedures for handling students’ complaints and academic appeals. ........................................................................................ 50 EXPECTATION B10: Degree‐awarding bodies take ultimate responsibility for academic standards and the quality of learning opportunities, irrespective of where these are delivered or who provides them. Arrangements for delivering learning opportunities with organisations other than the degree‐awarding body are implemented securely and managed effectively. ....... 50 Section 5: The Quality of Information about the Higher Education Provision at the College .............. 51 EXPECTATION C: Higher education providers produce information for their intended audiences about the higher education they offer that is fit for purpose, accessible and trustworthy .. 51 Section 6: Enhancement of Students’ Learning Opportunities ............................................................ 52 Section 7: Chosen Thematic Element – Employability .......................................................................... 54

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Section 1: Ashton Sixth Form College

1.1 Higher Education Provision at Ashton Sixth Form College

Ashton Sixth Form College (ASFC) offers foundation degrees, a foundation year, a HND, two BA “top up” programmes and a PGCE. The College has 176 higher education students on roll (at June 2014). Numbers will alter as the new academic year commences in September 2014, however, they will be broadly similar. Current Higher Education programmes within the scope of this review are detailed in the table below:

Programme Name

Awarding Body or Validating Institution

Mode of Study

Notes

(FT, PT)

Foundation degree Early Childhood Studies

Staffordshire University

PT

3 year route

Foundation degree Education

Staffordshire University

PT

2 year fast track route

FT

Year 1 of 4 year BA (Hons) Health Studies. New in 13/14.

PT

18 months. Taught solely by University staff up until September 2014 when the College takes over delivery.

Foundation Year Health Studies

BA (Hons) Early Childhood Studies (top up)

Staffordshire University

Staffordshire University

BA (Hons) Education (top up year)

Staffordshire University

PT

1 year fast track.

50% taught by college staff, 50% by University staff up until September 2014 when the College takes over full delivery.

Post Graduate Certificate in Education

Staffordshire University

FT

1 year full time.

Within own direct

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HEFCE contact numbers.

FT

Mixed with cohort above (PGCE).

Programme revalidated June 2014 ready for September 2014. Up until June 2014, level 5 was entitled DTLLS Diploma for Teaching in the Lifelong Learning Sector.

FT

New programme under the University partner’s licence with Pearson.

Certificate in Education

Staffordshire University

HND Creative Digital Media

Salford University (not direct with Pearson)

HND Health

FT, ended summer 2014. No longer available.

Foundation degree Public Services

FT, ended summer 2014. Not available in 2014/2015. Will review for 2015 intake.

Foundation Year Art and Design

In development for 2015.

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1.2

Background and Context of the College

1.2.1. Ashton Sixth Form College (ASFC) is a Sixth Form College in Tameside, Greater Manchester.

Students are mainly recruited from the borough of Tameside and surrounding boroughs.

Ashton Sixth Form College was established in 1980 following a re‐organisation of secondary education in the borough of Tameside. The college, formerly a grammar school, is located on the outskirts of the town. It is one of two colleges in the borough, but is the only sixth form college. The other college in the borough is a General FE College, although there is increasing provision within local school sixth forms.

1.2.2. Ashton Sixth Form College has around 2000 full‐time 16‐18 year old students and a HE and Skills (18 plus) provision of around 900 students who mainly study on a part‐time basis. The bulk of the College’s provision is full‐time level 3 programmes delivered to 16‐18 year old students.

1.2.3. 18+ students within Adult Skills study a range of courses, from entry level (including basic literacy and numeracy and ESOL) to a variety of vocational programmes at levels 2 and 3.

1.2.4. Higher Education (HE) provision is a growing part of the College’s provision, with around 170 HE students following a range of programmes from year 0 to honours degree. HE programmes are either part time franchised, full time franchised or full time direct numbers.

1.2.5. The Borough of Tameside: Ashton‐under‐Lyne is a large diverse borough with a population around 213,000 and consisting of seven towns. The largest towns are Ashton‐under‐Lyne and Hyde.

1.2.6. Employment in the manufacturing sector is disproportionately high in Tameside. Nationally, employment is now 76% service sector based.

1.2.7. Local economic indicators show that Tameside residents have some of the lowest rates of pay in the Greater Manchester sub‐region.

1.2.8. The proportion of residents qualified to degree level or higher is just 17.6% which is much lower than the national figure of 35% and lower than the Greater Manchester figure of 28%.

1.2.9. Unemployment in Tameside is 16.5% which is significantly higher than the national figure at 6.8% and slightly higher than Greater Manchester as a whole at 15.6%. The proportion of residents from ethnic minority groups is 11.14%, the national figure is 12.9%.

1.2.10. Tameside local priorities are set by the Tameside Economic and Learning Partnership who promote “the involvement of all communities in Tameside in the achievement of the ‘Prosperous Tameside’; and a ‘Learning Tameside’ and its aims of the Sustainable Community Strategy. The Partnership enables joint working across agencies and communities so that shared goals and outcomes for Economic Development and Lifelong Learning can be achieved”. The Partnership contributes to the delivery and monitoring of the four key objectives of the Tameside Economic Master plan to increase skills, employment, enterprise and to attract investment.

1.2.11. The Partnership outlines the priorities in Tameside within detailed Action Plans and the work of sub‐groups across the four themes and the College is a full and active contributor to the

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Tameside agenda with members of college staff being members of relevant boards and committees and attending strategic partnership events.

1.2.12. The Chief Executive of Tameside Council is a member of the College’s governing body. Each member of the governing body has a designated part of the College’s curriculum with whom they are a link. The Chief Executive of Tameside Council is the designated link to HE and Skills and as such supports the HE provision, development and events.

1.2.13. HE developments at the College are informed by both Tameside strategic drivers and those for Greater Manchester. In the Greater Manchester region, the employment sectors identified by the New Economy Manchester in terms of growth are: Business, Financial & Professional Services, Health & Social Care, Education, Advanced Manufacturing and Sport. In addition, the Greater Manchester Forecasting Model 2012 identified Retail, Hospitality and Tourism, Construction Logistics and Digital and Creative.

1.2.14. The college’s current and future plans for HE programme up to 2016 reflect alignment to some of these key sectors, namely Health and Social Care, Education, Digital and Creative, Sport, and Financial and Professional Services. The latter two having been identified as future subject sectors to develop higher level qualifications for.

1.2.15. The student body at the College is diverse. The majority of students at the College are studying at level 3. Level 3 students enter college with GCSE scores ranging from 3.0 ‐8.0, with the average GCSE score for AS students being 5.6. 47% of 16‐18 students have disadvantage uplift.

Amongst the post 18 HE and Skills population, the disadvantage figure is higher at 60%. Around 600 students age 16‐19 are in receipt of the College bursary for which the income threshold is £24,000 per annum (includes all sources of income). Although this type of data is not recorded for HE students currently, it is further indication of the local picture in terms of the financial status of many families in Tameside from where we might recruit HE learners.

1.2.16. HE and Skills provision is female‐dominated with 75% of the students being female. In 16‐18 provision, the proportion of males and females is more‐or‐less equal. 84% of students are white. The largest BME group is Bangladeshi.

1.2.17. Polar 3 data (HEFCE 2010) established that young people from disadvantaged areas are substantially more likely to enter higher education since the mid‐2000s. In the most disadvantaged areas there have been substantial and sustained increases in the proportion of young people entering higher education. However, in Tameside there are still significantly lower numbers of the populations with a degree than is the case nationally. The proportion of residents qualified to degree level or higher is just 17.6% which is much lower than the national figure of 35% and lower than the Greater Manchester figure of 28%.

1.2.18. Currently at the College, 65% of students who complete their full time level 3 programmes at college progress to a higher education qualification at a University. A small number of students progressed internally onto the College’s full time HE provision for the first time in 2012 onto the Foundation degree in Public Services and the HND in Health. 35% of the College’s students at 18 progress to other destinations such as employment and Apprenticeships. The college aims to increase the HE offer to provide further choices to this cohort of college leavers at 18.

1.3 Vision, Mission, Values

1.3.1

Vision –

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 To be an outstanding college and pursue excellence

Mission ‐  To inspire students, enrich lives and foster a love of learning  To inspire staff to lead fulfilling professional lives  To celebrate achievement and success  To promote wellbeing and nurture a collaborative, college‐wide community  To make a positive contribution to the wider community  To play a key role in educational developments

Values ‐  A focus upon learners  A determined and rigorous pursuit of excellence  Respect, diversity and inclusivity  Honesty and integrity  Collaborative, constructive teamwork and a sense of community  A caring, healthy and safe environment

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Strategic Drivers and Aims for Higher Education

1.3.2

1.3.3

1.4.1 Strategic drivers  Tameside priorities and those for East Manchester and the region  Opportunities for internal progression of students at 18  Being demand led  Responding to employers priorities and needs (employability)

1.4.2 Aims 1. Increase Higher Education provision at the College to reflect the needs of college students, the local community and employers. To develop and expand the College’s profile as a local centre for higher education that meets the needs and interests of the local community, local organisations and employers whilst focussing on areas of expertise.

2. Develop the College’s capacity and infrastructure for the delivery of Higher Education. To continue to develop a higher education infrastructure within the College and to build the College’s capacity to offer a well‐developed range of Higher Education options and a staffing infrastructure who are skilled and well supported in their professional development and delivery of higher level awards.

3. Develop and effectively manage partnerships in the development and delivery of Higher Education. To work with key organisations, employers and Higher Education institutions to build an appropriate curriculum offer that offers learners choice, flexibility and support.

4. Maintain high standards of learning, teaching, student achievement and progression. To maintain high standards of high quality learning and teaching within the Higher Education programmes, to develop responsive and Higher Education specific systems and to provide a range of support services to ensure student achievement and progression to employment or further learning.

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5. Widen participation in Higher Education. To engage with a broad range of potential learners through targeted marketing and recruitment activities to attract those who otherwise may not have access to or consider Higher Education.

1.4.3

The Higher Education Strategy for the College fully articulates the aims, aspirations, provision and plans for HE at the College 2013‐2016153. The Higher Education Self‐ Assessment Report and Quality Improvement Plan 2013143a, known as the Self Evaluation Document and Quality Improvement and Enhancement Plan for 2014143b, provide an annual, detailed operational level planning and review document.

1.5 Management of Higher Education and ASFC’s Responsibilities.

1.5.1

1.5.2

1.5.3

1.5.4

Oversight of HE provision is carried out through the work of the Quality and Standards Committee of the Corporation222 which receives reports from the senior leadership team.

Reports regarding higher education are produced by the Assistant Principal: Higher Education (HE), Skills and International, with whom strategic responsibility for HE lies. The Assistant Principal: HE, Skills and International (formerly a Director at the point of the last Review) works closely with the Deputy Director HE and Skills219 and Head of HE Programmes218 (Education, Early Childhood and Public Services) to manage operational matters. There is greater detail of this in section further on this in this self‐evaluation document.

With a view to the expansion of HE provision at the College, there are also two members of staff in HE Course Development225 roles at present who are working with the Assistant Principal to establish two new programmes. It is envisaged that these roles will eventually be replaced with a second Head of HE Programmes when a clearly defined number of new HE programmes are established that can then be under the leadership of another Head of HE programmes post.

The HE provision complies with all college quality assurance processes articulated in the College’s Quality Assurance Cycle221. The Higher Education (HE) and Skills Quality Group47 is the primary body which scrutinises HE activity and this group is chaired by the Assistant Principal: HE, Skills and International. Other core members include the Deputy Principal, Deputy Director HE and Skills and the Head of HE Programmes for Early Childhood, Education and Public Services, the Senior Admissions Officer along with representatives from the MIS team – Management Information Service. Other staff are invited to attend according to the agenda. Greater detail on this group is in section 2.9.

The college’s internal quality assurance cycle and systems of reporting works in tandem with University partner quality assurance systems. College staff attend University led quality assurance events including pre module meetings, standardisation, assessment and award boards. The college also participates in end of module reviews at tutor and student level and

153 – ASFC HE Strategy 2013 to 2016 143a – Self Evaluation Document 2013 14 and Quality Improvement and Enhancement Plan 14 15 for Higher Education 143b – Self Assessment Report and Quality Improvement Plan for Higher Education September 2013 (2013 2013) 222 – Quality and Standards Sub‐Committee Terms of Reference 219 – Deputy Director HE and Skills Job Description 218 – Head of HE Programmes (ED, EY, PS) Job Description 225 – Course Developer Job Description 221 – College Quality Cycle 47 – Terms of Reference for HE and Skills Quality Group

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with the annual monitoring process and attendance at programme validation events. Further details in later sections.

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1.5.5 Academic standards are externally scrutinised by course awarding bodies and reported through external examiner reports, and periodic revalidations and reviews. Outcomes and action plans from external examiner reports are monitored and reported upon through the HE and Skills Quality Group. Both the reports and actions are shared with students and staff and posted on the VLE ‐ Moodle ‐ in the Quality section which all HE students can access.

Further details in later sections.

1.6 Major Changes and Enhancements since the Last Review (IQER)

The College has undergone significant change in many aspects of its work since the last integrated Quality and Enhancement Review.

Ofsted

1.6.1 In September 2011, the College underwent a full Ofsted Inspection. The outcome of the inspection was the award of GOOD (Grade 2) with outstanding features.

Full time courses

1.6.2 The college took advantage of the core and margin bidding process and secured a direct contract with HEFCE to offer full time HE from 2012.

University Partnerships and the Curriculum

1.6.3 Partnership arrangements with Higher Education Institutions have changed significantly since the last review. At the time of the last review, the College worked with Leeds Metropolitan University in an agreement within which University staff delivered the Foundation degree in Early Childhood at the College. An outcome of the last review was the identification of the benefits of delivering the teaching, learning and assessment as a college ourselves and the potential problems that can arise when one does not. Therefore, the relationship with Leeds Metropolitan was ended and Staffordshire University became the validating partner for this award with delivery responsibilities moved to the College within the new agreement, in line with the arrangements for the Foundation degree Education. The Foundation degrees in Early Childhood Studies and Education remain core and popular courses for the College.

(Partnership agreements in supporting evidence, 183).

1.6.4 The Foundation degree in Education has been revalidated as a two year part time fast track course which commenced 2012. The Foundation degree Early Childhood Studies remains a three year part time route but it is envisaged that this too will come in line with Education as a fast track route by 2015.

1.6.5 The college offers BA (Hons) top up routes for both Education and Early Childhood Studies.

Previously, the Education delivery has been shared between the College and University and the Early Childhood delivery at BA level has been delivered by the University. For September 2014, both BA top up routes will be delivered fully by the College in a renegotiated arrangement with Staffordshire University. The BA Education is already a fast track route of an extended year. The BA Early Childhood Studies comes in line with this also for September 2014.

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1.6.6

1.6.7

1.6.8

1.6.9

A Foundation degree in Public Services was introduced in 2012 and one group of students has completed this full time two year course in summer 2014. The college has not recruited sufficient numbers to commence a new cohort.

The college first ran a two year part time programme of Initial Teacher Training for further education (DTLLS) in 2010‐2012, validated by Staffordshire University. In September 2012, this was replaced with a one year full time PGCE or Diploma programme and two cohorts have now successfully completed the one year full time ITT programme. This has been revalidated for September 2014 as a PGCE or Certificate in Education for Post Compulsory Education and Training (PCET) sector.

The college explored a number of options around health courses to cater for some internal progressing level 3 students. Initially, a HND Health and Social Care programme was offered and a small cohort has studied this from 2012 to 2014. It was not the intention to further expand HND programmes. A new agreement was reached with Staffordshire University to offer a Foundation Year Health Studies course to cater for this particular target audience. This is a full time one year course which is either a year 0 of a four year BA (Hons) Health Studies route, with students progressing to Staffordshire after a year on the Foundation Health Studies course, or students can apply to progress to other health routes. The University allocated some full time numbers to the College to enable the offer of this course. The first cohort on this new health course completed their Foundation Year in May 2014.

New for September 2014 is a HND in Creative Digital Media, full time. However, unlike the previous HND, this is being offered in partnership with Salford University under their licence with Edexcel/Pearson. This is to ensure a consistency of approach to our HE offer, with Universities as awarding bodies and partners. This programme was validated a number of years ago, however the introduction was delayed due to capital and resource investments.

The initial agreement is currently being re‐negotiated to ensure student access to resources in line with students on Staffordshire validated programmes.

1.6.10 The offer of University rather than free standing Edexcel/Pearson validated awards is a deliberate decision by the College. Partnership agreements with Universities allow the College to ensure students can access a much wider range of resources to enhance their learning experience than the College can necessarily offer independently at this stage within the capacity of the College’s HE infrastructure. Such agreements also offer staff access to a wider range of resources and support. The partnership agreements also bring with them an infrastructure around academic governance, quality assurance, enhancement and improvement that the College can operate within and align with, again to assure and enhance the quality of student learning opportunities.

1.6.11 The College’s HE provision has developed in response to both external and internal demand for progression and specific customer requests. In 2013, the Assistant Principal for Higher Education revised and updated the Higher Education strategy to provide a more focussed strategic direction for higher education at the College with a much stronger alignment to the skills needs and employment context for the borough and Greater Manchester.

HEFCE and SNC

1.6.12 The most significant change in higher education since the last review has been the introduction of a student number control (SNC) and a direct contract with HEFCE. The bid for direct full time numbers was successful and the College received a student number control of 12

25 for 2012/13. The college fully recruited to fulfil the SNC and recruited 1 additional full time student who sat outside of the SNC. In 2013/14, the College recruited a similar number of full time students. However, as the HND Health had been replaced with the Foundation Year Health, the University required us to use their full time numbers as the new programme was part of a BA. Therefore, the College’s SNC number reached was 13, with 12 additional students sitting within the University’s numbers – still equating to 25 full time recruits. The PGCE and Foundation degree Public Services being the other full time programmes.

1.6.13 Although many in the sector have sought to maximise the benefits of holding direct numbers by introducing a greater range of HNDs, the College is currently only pursuing higher level awards with University accreditation as we believe this offers the student a much better learning experience through the benefits brought by such partnerships e.g. resource access, quality assurance and enhancement and staff support.

Academic Skills and Employability

1.6.14 The provision of Academic Skills has developed since the last review. There is now an Academic Skills Policy109 and a schedule of Academic Skills sessions available to HE students for 2014/15. HE students have been able to access increasing amounts of provision and support with academic skills through tutors and the LRC at an individual and class level; however, the team have now recognised that a specific and well‐advertised programme would now be beneficial. The schedule for 14/15 has been placed within application packs during 2013/14 to ensure that, from pre entry, students can see that there is an emphasis on Academics Skills support. Existing students have also had this schedule as well as promotion through the web and intranet and through staff. The impact of this provision will be reviewed through student response and feedback, attendance and staff feedback.

1.6.15 The Deputy Director HE and Skills now has the allocated responsibility of oversight and management of Academic Skills for HE students in terms of the annual schedule and the resources on the VLE which the College has identified as an area requiring significant development. This post holder is working closely with the College’s Learning Skills leader to ensure a rounded academic skills provision both on and off line including relevant resources within the new HE Study Zone (detailed later it is document) as we move forward.

1.6.16 Employability has always been embedded within the HE offer as Staffordshire University validated courses can only go through validation if the opportunity to develop “The Staffordshire Graduate” attributes are embedded courses going for validation. The University has identified 6 themes: Professional, Global Citizen, Team Work, Reflective and Critical and Discipline Expert as the core parts of their pledge around employability. Therefore, the College’s delivery of the curriculum also falls in line with this. There have been increasing amounts of Employability focussed sessions for HE students, in particular since 2013 with a view to supporting full time leavers. For example, working with University partners to offer progression activities on preparing for interview and writing UCAS applications (Foundation Year Health). The college’s careers department has carried out interview preparation sessions and mock interviews, for example, with PGCE students applying for teaching posts.

1.6.17 The college is seeking to raise the profile of employability skills provision and opportunities using the Staffordshire Graduate concept as a reference point. For students on Staffordshire validated programmes, the Staffordshire Graduate pledge will become much more explicit.

109 – HE Academic Skills Policy

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Full time students during 13/14 participated in activities around the Staffordshire Graduate themes, however, it is the College’s intention to further extend this. Alongside this will be Salford University’s similar offer around supporting employability for students on programmes it validates. It is important that as a college, a coherent programme is developed regardless of validating partner and a starting point for this has been the publication of the College’s Employability and Careers Offer for HE students.

1.6.18 The Employability and Careers Offer for HE Students182 has been created to separate provision from that for FE students and to enable the College to clearly communicate its commitment and services to the student body. The Employability and Careers Offer for HE students document, new since the last review, offers an overview of the services and support to prepare students for employment or career progression. This offers potential and current students an outline of the types of support and provision they can expect and is available online currently (as part of the Wider Information Set requirements) with the intention of producing a visually attractive print version (which can also go online) in the new academic year.

1.6.19 The college acknowledges that there are a range of improvements required at institutional and departmental level around employability. There is now a greater cross college focus on improving the provision for the 35% of 16‐19 students who do not progress to University.

Similarly, the HE and Skills team have begun to work more closely with the careers department and University careers departments to devise an employability programme for HE students.

This includes having already identified an Employability Skills tutor, experienced in working with HE students, to provide an improved range of Employability sessions to respond to student needs in 2014/15.

Accommodation Strategy

1.6.20 The College’s property strategy168 includes further provision for HE students and staff. It has been within the planning for some time to create a University Centre within the heart of the campus in what is currently the Art and Design building. Once plans for a new Art and Design building come to fruition, the University Centre will be created and will offer teaching, study and support spaces for HE learners.

1.6.21 In response to student feedback during 13/14, a new HE Study Zone has been created for HE students at the rear of the College LRC for September 2014 and a key member of the HE team has relocated there ready for September 14. This offers independent study space as well as easy access to LRC resources for HE students and responds directly to student voice on accommodation matters064b.

1.6.22 HE students have had use of a dedicated classroom since 2011. This continues to be the main classroom where HE programmes are offered if they run during the 9‐4 day time. After 4pm, much of the College site is available to HE students. During the College day, the site is shared with 2000 full time 16‐19 year olds students.

ICT Resources

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1.6.23 ICT resources are currently under review at the College. Up until summer 2014, HE students have had use of 17 laptops in a lap top trolley located within the HE classroom, solely for their use. These have effectively supported class sessions. This is in addition to the IT facilities available across college for all college students. The IT provision within classrooms is currently 182 – Employability and Careers Package for Higher Education Students 168 – Property Strategy 2013 – 16 – Final 064b – HE Learner Views Focus Group 21‐22 May BW

under review at the College and so there may be some changes for the 2014/15 academic year. However, it is still the intention that there will be a supply of lap tops and the existing fixed computer in the main HE classroom. In addition, having trialled use of tablets within some HE provision in the past year, the area is seeking to purchase a small number for use by staff and students during class sessions. The team will seek student views at the start of the 2014/15 academic year regarding further provision to identify whether further computers or some tablets would be more suitable. The college has invested significantly in the IT infrastructure in readiness to introduce a Bring Your Own Device Policy during the 2014/15 academic year with provision for students who do not have their own device.

Key Staff Roles

1.6.24 In 2011, the post of Head of HE218 (for Education, Early Childhood and Public Services) was appointed. This was a new post, purely focussed on HE programmes. This post holder has led the bulk of the College’s HE programmes at an operational level since that time. For September 2014, her programme management responsibilities will include the Foundation degree and BA (Hons) Early Childhood Studies and the Foundation degree and BA (Hons) Education. Foundation degree Public Services has not recruited. This post holder reports to the Assistant Principal HE, Skills and International.

1.6.25 In 2012, a Deputy219 to the Assistant Principal was appointed. As well as adult skills courses, the PGCE is managed by this post holder and from September 2014, the Foundation Year Health moves to this post holder for management. This post reports to the Assistant Principal HE, Skills and International.

1.6.26 The new HND in Creative Digital Media in partnership with Salford University is being led by a member of staff who holds a Course Developer225 post. This is a fixed term new appointment and post designed to allow the development of new HE programmes at the College. This post reports to the Assistant Principal HE, Skills and International.

1.6.27 A Foundation Year in Art is under development with Staffordshire University. The intention is to commence this, subject to validation and recruitment, in September 2015. This work is being led by another Course Developer. This post holder reports to the Assistant Principal HE, Skills and International.

1.6.28 The Admissions Officer was promoted and re‐graded to the post of Senior Admissions Officer226 in 2014, in particular recognition of her core role in HE admissions.

1.6.29 A new Marketing Assistant227 was appointed to the HE and Skills team in 2011. This post holder has led the marketing and recruitment of HE and Skills students since that time.

1.6.30 Admissions and Marketing are currently supported by a Marketing Apprentice who supports both the Admissions and Marketing functions.

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Higher Education Specific Policies, Procedures and Strategies

1.6.31 Since the last review, the College has introduced a number of HE specific policies, procedures and strategies169 as the College’s higher education work has developed. These articulate the College’s commitment, plans and procedures around varying aspects of higher education. For 218 – Head of HE Programmes (Ed, EY, PS) Job Description 219 – Deputy Director HE and Skills Job Description 225 – Course Developer Job Description 226 – Senior Admissions Officer Job Description 227 – Marketing Assistant Job Description 169 – Screenshot of the policies on the Intranet

example, there are currently HE specific policies, procedures, strategies or other related documents for matters such as academic skills, admissions appeal, attendance, removal from programme, review of learning, enhancement, teaching, learning and assessment, employability and careers (all referenced later in this document) and the updated HE learner information and students services booklet173b. As the College’s HE infrastructure develops, there will be an ongoing assessment of whether cross college policies or HE specific policies or use of partner policies is the best course of action to support the College’s management of higher education.

1.6.32 All such policies, strategies and documents are complemented with the Universities’ policies.

For some aspects of the HE provision, the College works within the University partner’s policy rather than a college version. This is particularly the case around academic regulations. The college supplies links to key university policies, such as academic misconduct and extenuating circumstances, within the HE and Skills Policies area on the College intranet, to ensure a central location for staff to access all policies, procedures and strategies regardless of whether they are college or university devised.

Governance and Management

1.6.33 The HE and Skills Quality Group has developed considerably since the last review. The group, known as the Student Tracking and Operational Group (STOG) following the last review and up until the end of the 2012/2013 year was formed to ensure that the quality concerns of post 18 students were specifically addressed, separate to the 16‐19 focussed Quality Group. In 2013, the group was renamed Quality Group: HE and Skills, the frequency of meeting has increased, the membership has been revised, the remit clarified and a clear link from, through and to the senior leadership team and the Quality and Standards Committee has now been established. See section 2.

1.6.34 The volume of work generated by the Quality Group, as a result of HE reforms, the introduction of a direct number control and the growth of the College’s HE provision and systems, has resulted in an increase in academic business over the year. Therefore, some academic business is dealt with at a local level through line management meetings, called “Keep in Touch” meetings, between the Assistant Principal for HE and those leading HE programmes in between the meeting schedule dates of the Quality Group. Where academic business is referred to a “KIT” meeting or is raised at a KIT meeting, this is fed through to and minuted as necessary at the Quality Group and reported back to ensure completion of academic business. To take account of this, further changes for 2014/15 have been planned including a new Terms Of Reference and Schedule of Business for the HE and Skills Quality group, an increased frequency of meetings of the Quality Group, moving to a fortnightly 16

meeting schedule (it has been monthly in 2013/14) with the interim week for a meeting of the core staff leading HE, the Assistant Principal, Deputy Director and Head of HE programmes, as a task group to continue to drive forward on operational matters, review, improvements and enhancements. See section 2. (References to minutes occur later in this document).

HE Staff Development and Scholarly Activity

1.6.35 Since 2010, there have been a number of HE focussed staff development days189‐190p run by the HE and Skills team in addition to those offered by our main University partner. Over time, 173b – Learner Information and Student Services Booklet for HE Students 2014‐15 189A – HE Staff Development Day July 2014 ‐ Q & A July 14 189B ‐ HE Staff Development Day July 2014 ‐ Key Things on the Horizon 189C – Higher Education Staff Development and Scholarly Activity Day July 2014 189D – HE Staff Development Day July 2014 ‐ A College Vision for the Enhancement of HE Student Learning Opportunities 189E – HE Staff Development Day July 2014 ‐ feedback from students 190A to 190P ‐ HE Staff Development Day February 2014

this has enabled HE staff to develop a stronger sense of identity as a distinct aspect of the College’s provision and to increasingly adapt and align college systems and working practices to the Quality Code as the various chapters of that have been published. These days have facilitated more focussed and beneficial discussion around the expectations and standards within higher education, consultation around meeting student and staff needs, promoted the sharing of good practice and they have offered a platform for the discussion of higher education pedagogy/andragogy. More details are offered on scholarly activity is available in sections 2.10‐2.2, 4.29. 4.33, 4.35‐4.39 below.

1.6.36 The Review of Learning137 and Observation process introduced in 2013 now provides the opportunity for discussions around scholarly activity and the impact of this on the student experience within the Review of Learning process with staff. A HE specific Review of Learning Policy was introduced in 2013 when the College wide version was launched to ensure it was fit for purpose within HE.

Marketing and Admissions

1.6.37 The College primarily recruits HE students from within the Tameside area. There has been significant progress in the marketing of higher education since the last review in terms of additional activity across a range of marketing channels. The first and most prominent improvement has been the College website including the addition of KIS and more recently WIS. The Senior Admissions Officer and the Marketing Assistant have roles specifically within HE and Skills and as such are in specialist roles, distinct and separate from the admissions and marketing staff targeting students age 16‐19 to oversee this work.

1.6.38 The college website is currently being totally redesigned by an external company and we are in the process of moving information over from the old site to the new site. This may cause some disruption to what can be seen on the website during July and August 2014. It is hoped that the new site will offer all potential students and stakeholders a much better means of accessing information and Marketing staff a greater level of control over placing accurate and timely information on the website.

1.6.39 The Marketing Assistant manages a programme of opportunities for potential HE students to obtain information from printed materials to information evenings. There is now a much increased use of web contents, some social media use, text messaging and banner advertising

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than previously used. The Marketing Assistant published the College’s first HE prospectus, referred to as a university courses guide170, in 2012.

1.6.40 Since the last review, there are now two distinct posts – one leading Admissions, the other Marketing for HE and Skills. At the time of the IQER, this work was overseen by one person.

1.6.41 The college is also listed on a limited number of other external sites (Hotcourses and University sites) but not currently UCAS. One course, Foundation Year Health, is promoted through and applied to via UCAS but this is via the University’s UCAS system.

1.6.42 The Marketing Assistant is making increasing use of HE case studies in printed170, and online material. The HE marketing and application packs have information about a range of matters beyond the course such as funding and loans 016,017. The Marketing Assistant arranges a range of events 018 throughout the year to offer potential HE students the chance to access information and advice in person as well as by email, website and phone. Through effective 137 – HE Review of Learning Policy 13‐14 170 – University Course Guide 16 – Information pack for foundation degree in Education 17 – Information pack for foundation year Health 18 – Marketing and recruitment events

event management, Marketing has successfully raised the profile of HE externally and within the College.

1.6.43 Admissions and Marketing plan an annual Award evening for HE and Skills at which HE students receive awards and recognition along with employers who support HE students.

1.6.44 The Marketing Assistant now also oversees all student surveys and in 2013 introduced a new HE only survey aligned to the NSS survey064b.

1.6.45 The self‐assessment and quality improvement plans for Marketing and Admissions are reflected in the HE and Skills Marketing and Admissions SAR and QIP which is now written by the Senior Admissions Officer 166, 167. These were previously all within a cross college SAR/QIP but are now separate.

Student Engagement

1.6.46 Previously, HE student engagement was integrated into the general college processes. As the HE offer has grown it has become clear that HE students need specific processes. Student engagement for HE has developed considerably since the last review and in 2013 the HE Student Engagement Strategy138 was devised and consulted on with HE staff and students.

The Strategy outlines all opportunities, activities and plans from 2013 – 2016 for student engagement ranging from increased opportunities for student direct involvement in quality assurance through the Quality Group and an improved Representative system through to HE student participation in the production of induction material173b and the appointment of a Lead Student Representative as part of the HER process.

1.6.47 At the last review, not all HE courses had a student representative. They do now and they have been increasingly involved in activities such as focus groups or writing module feedback for the University. The Student Engagement Strategy138 aims to build on this.

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1.6.48 The introduction of a HE specific student survey64a in 2013 has ensured a much greater response from HE students to matters directly impacting on them. 143 out of 176 responded.

This focussed approach has enabled a thorough response to the issues students’ raise about their experience and a detailed response to be formulated66. The results were combined with the results from a focus group64b when analysing the results. There is clear evidence of students being able to influence and shape their experiences and learning opportunities from these two student voice activities. The introduction of a HE Study Zone being one example.

Full details of response to students can be seen in the evidence, item 66.

1.6.49 The College has a Complaints system163. However, since the last review, the department has delivered training35 for staff regarding complaints that are handled by the College and matters that are classified as appeals and at what levels they are dealt with by the College and at what point the University deal with the matter.

Room Resources

1.6.50 A dedicated HE Study Zone within the LRC for private study has been established for September 2014 at the back of the LRC in response to student feedback in May 2013. As part 064b – HE Learner Views Focus Group 21‐22 May BW 166/167 – Marketing and Admissions QIP 13‐14 and SAR 13‐14 138 – HE Student Engagement Strategy 173b – Learner Information and Student Services Booklet for HE Students 2014‐15 64a – HE Survey Analysis 66 – You said Our Response HE Only 163 – College Complaints Procedure 35 – Faculty Workshop June 2014 Appeals, Complaints and Misconduct

of a focus group, some HE students expressed a desire for more HE focussed spaces (ref). This was discussed at a Senior Leadership Team meeting and it was subsequently agreed to re‐zone some LRC space and relocate a key member of staff. The Head of HE Programmes for Education, Early Years and Public Services has relocated her main office to that area as the one member of the team who is solely focussed on HE to provide greater access and support for the students. The area will be reviewed and monitored during 2014/15 to assess student views, student use and whether a more secure space is desirable which FE students cannot access. The meaningful development of this area is being supported by the new LRC Manager who is also the LRC link for HE specifically. Relocation of core HE LRC stock and targeted materials around Learning Skills and Academic Skills are planned for this area for September 2014.

1.6.51 Since the last review, HE students have had a dedicated classroom available to them. This has been used for any delivery during the daytime.

National Scholarship Programme

1.6.52 The College did apply to participate in the National Scholarship Programme for the first time for 2014 entrants. At this stage, no eligible students have applied for one of the scholarships available. A leaflet publicising scholarship availability has been circulated to eligible applicants and is on the website.

Student Achievement

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1.6.53 There have been some improving trends in achievement. In 2013, 19% of BA students (representing 6 students) achieved a first class honours degree compared to 8% (2 students) in 2012. All of the students gaining first class honours in 2013 were from the BA (Hons) Education cohorts taught by college staff in 2013/14 rather than the BA Early Childhood Studies cohort which is delivered directly by the University. However, at Foundation degree level, there was a 1% drop in Distinction level achievement, dropping from 19% (7 students) in 2012 to 18% (4 students) in 2013. In addition to the 31 graduating BA students and 34 Foundation degree graduates of 2013 there were 8 achievements within teacher training, 5 full PGCE, 1 DTLLS and 1 PTLLS. 2014 results will be available in September. Results reports are items 204 and 205 in the supporting evidence.

Intermit and Retention

1.6.54 Some students had intermitted from their study during 2012/13 and 13/14. Students have up to 5 years to complete their programme. The college maintains contact regarding returning from a period of Intermit and records reasons for such a decision. The college makes every effort possible to support students where such a decision arises in response to financial pressures and makes arrangements for payments over an extended period of time to inform decisions around whether to Intermit. The college regularly updates its fees policy and publicises this.105

1.6.55 The college has introduced more set of rigorous procedures around admissions to impact positively on retention and intermit rates since the last review. These include an Admissions Policy107, an Admissions Appeals Policy108, more detailed information packs 16 & 17, an improved number and range of information events18, a HE Course Guide170 (prospectus), more 204 – 19 Plus Results 12 13 for SLT Nov 2013 205 – 19 Plus Results 11 12 updated for SLT 8 Nov 2012 105 – HE and Skills Fees Policy (Feb 2014) 107 – HE and Skills Admissions Policy 108 – HE Admissions Appeal Policy 18 – Marketing and recruitment events 170 – University Course Guide

detail within the fees policy105, a standardised template for interviews and a set of guidance notes for the interviewer171 . The cumulative impact of these procedures during 2013/14, which have been introduced over a 2 year period, will be analysed when considering retention rates in the annual SAR/SED process. In 2012, the Foundation degree Early Childhood Studies programme suffered some significant early retention losses within the first half term. This has not been the case for the 2013 intake which may be an indicator of the impact that this range of procedures is now having.

1.6.56 The above updated or new procedures have operated along with already existing processes to impact on retention such as strict adherence to the entry criteria, regular individual tutorials and the monitoring through line management meetings and the Quality Group.

1.7

Key Challenges for Ashton Sixth Form College

Key challenges which may have significant impact on higher education provision at the College include:

 successfully establishing a new infrastructure to support the needs of full time students

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 vulnerability of provision arising from the College’s dependence on HE partners willingness to continue partnership and collaboration  vulnerability of provision arising from our dependence on seeking HE partner validation for desired HE programmes  vulnerability arising from variation between different university faculties regarding partnership arrangements and agreements  developing sufficient awareness of the College’s HE programmes to recruit well to courses in the context of being known predominantly as a sixth form college and in the face of increasing competition  the relatively small number of full time students studying higher education during the day time presents a challenge to the development of a higher education ethos, culture and identity at the College for the benefit of HE students and staff  providing a sufficiently rich HE experience for our students in the context of a sixth form college  the uncertain future of the College’s Certificate in Education and PGCE due to the Lingfield Report  recruiting and maintaining well qualified HE staff  ensuring full engagement of sessional HE staff in the aspirations and plans for HE provision at the College  developing and maintaining resources to support new and revalidated programmes  ongoing improvements and developments of physical resources and IT resources for students in the context of cross college resource changes in response to 16‐19 funding cuts  provision of a University Centre (redevelopment of Art and Design building) is affected by the timing of cross college capital developments for Art and Design  increasing the volume and quality of employer and student engagement in course design and quality assurance 105 – HE and Skills Fees Policy (Feb 14) 171 – HE Interview Record Form and Guidance Notes Jan 14

 providing sufficient opportunities for staff to engage in scholarly activity when some staff teach across HE/Sixth Form/Adult and some are sessional paid tutors  the collection of accurate student destinations data  developing meaningful use of the College’s ProMonitor system for student information and results  developing a robust and reliable system of analysis of HE student recruitment, retention, achievement and success by key equality, diversity and inclusion indicators as part of the College’s annual reporting/monitoring  ensuring equal levels of access to good quality resources for new students on the Salford validated programmes compared to those enjoyed by students on Staffordshire validated programmes

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 meeting the requirements of working with two University partners with differing requirements and expectations around various quality assurance and enhancement activities  differentiating the College’s offer from other competitors and promoting this to potential students  developing an HE offer to respond to a greater range of needs amongst the 35% of young students who complete their level 3 study at the College but who do not currently progress to higher education

1.8

1.8.1

1.8.2

1.8.3

1.8.4

1.8.5

1.8.6

1.8.7

1.8.8

1.8.9

Implications of changes, challenges and strategic aims for safeguarding academic standards and the quality of students’ learning opportunities The development of a higher education infrastructure has produced several challenges.

Achieving the right balance between remaining an integrated part of the College and yet developing HE systems, processes, policies and procedures that are fit for purpose within a HE environment means that this infrastructure is ever evolving and developing

Implementing the standards articulated in the Quality Code for Higher Education has been challenging for the College which previously had a small, part‐time, franchise provision with much of the teaching being delivered by part time staff. Investment has been made into increased resource to meet the new Standards but some risk exists whilst the infrastructure develops.

The College’s main University partner is now one institution, Staffordshire University. Whilst working closely with one partner brings benefit, it also brings inherent risk should the University’s strategic direction shift away from working extensively with partners.

The University reviews charges annually and whilst current financial arrangements are currently acceptable, any further significant rises in charges may be too stretching for the College and begin to make courses less viable.

Higher education marketing has a crucial role to play in the sustainability of provision. Internal demand is currently weak and does not generate significant student numbers required to support increased investment. This also affects KIS activity as small cohorts are not fully represented and are simply recorded as no information available.

Given the small numbers currently and the local nature of most applicants, it has not yet been a viable option to consider UCAS membership but this may be counterproductive Promoting a HE culture to match higher education institutions in a sixth form setting is always challenging due to small cohorts and the main focus of business being the College’s 16‐19 year olds.

The provision of HE dedicated physical space is a challenge without compromising the provision for the College’s main body of younger students given the pressures on space.

HE student involvement in wider college life has been a challenge given the focus of such offers being aimed at younger students. This extends to student council/union activity.

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1.8.10 The removal of the SNC may bring with it more aggressive marketing from competitors that may threaten college provision.

1.8.11 The reliance upon a small number of hourly paid lecturers brings risk relating to ensuring academic standards should such staff begin to be unavailable for core communication and development activities. Recruiting, securing and sustaining well qualified staff is an area of risk.

1.9

1.9.1

Responsibilities Checklists The two Responsibilities Checklists can be found within the evidence, items 164 and 165.

The responsibilities indicated on the checklist for the partnership with Salford University are subject to chance as the College is renegotiating the nature of the agreement with the University in order to secure student access to learning centre resources at the University to ensure parity with the Staffordshire validated programmes.

Section 2: Managing Quality and Standards

2.

2.1

How Ashton Sixth Form College Has Addressed the Recommendations of Its Last Audits/Reviews The College has addressed the recommendations made as a result the IQER in 2010. In summary, this outlines each item from the IQER action plan:

Sector Links

2.2 The college has maintained good links with the Education and Early Childhood Studies sector which supports recruitment onto Foundation degrees in Education and Early Childhood Studies and BA top up routes. This is through the local authority Workforce Development Team and direct links with settings.

Pastoral Support and New Staff Roles

2.3 There has been staffing restructuring at middle management level to support the development of higher education. The post holder who held the post of Higher Education Personal Tutor at the point of the last review has become a Head of Higher Education for Education, Early Childhood Studies and Public Services218 and has focussed her work in these subject areas. The Director for HE and Skills is now an Assistant Principal – although this is a re‐title rather than a different job role. A Deputy Director for HE and Skills219 was appointed and manages adult skills courses, the PGCE, and from Sept 14, the Foundation Year Health. In addition, two “Course Developer” posts have been created to support two new programmes.

It is envisaged that the Course Developer posts will merge into another Head of Higher Education programmes post for a group of HE courses. The college moved away from the personal tutoring model we had begun at the time of the last review. In practice, with part time students, their main course tutor and the Head of HE have carried out personal tutoring responsibilities. The current position is that all full time HE students have a personal tutoring hour on their timetable (since 2013) and this is delivered by either the Head of HE for Education, Early Childhood Studies and Public Services or the Deputy Director for HE and Skills to achieve some consistency and is interlinked with Academic Skills delivery. The documenting

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of a defined personal tutoring offer for HE students is an action point going forward and requires further consultation with students. The Deputy Director for HE and Skills will lead on this in conjunction with Academic Skills. This job description will be updated during the PMR process autumn 2014.

ProMonitor

2.4 HE staff now use of ProMonitor180 for recording ongoing information about students, as a means of recording pastoral information, communication about student needs, for referral to ALS, for recording information about loans as well matters relating to academic performance.

During 2013/14, HE staff have received training to begin using Mark Book for recording module grades. ProMonitor has been populated with 13/14 grades. This now requires embedding so that it can feed into quality assurance and enhancement processes more effectively.

Staff attending University Meetings

2.5 HE staff have excellent links with University staff. This may be evidenced through conversation with University partners during the review visit. HE staff are expected to attend all module related meetings at the University which is generally a pre module meeting and a standardisation meeting and an award board as standard91,94,95. This is not currently explicitly stated within a teaching job description217 but is emphasised on appointment of staff and is part of the agreement with the University183. It is further highlighted in a new HE Staff handbook (available September 2014). HE staff have a good record of attending such meetings and are fully engaged with University events. Schedules of meetings at the University partner are published and circulated in advance so that staff are aware of the dates pertaining to their role. 023 218 – Head of HE Programmes (Ed, EY, PS) Job Description 219 – Deputy Director HE and Skills Job Description 180 – Pro Monitor Pastoral Record 91 – Minutes of Award Board Meeting Fd ECS 2013 94 – Fd Ed Award Board Level 4 2013 95 – Fd Ed Award Board Level 5 2013 217 – HE Teacher Job Description 183 – Staffordshire – Partnership Agreements 2009 to 2013 23 – Foundation Degree in Early Childhood Studies Meetings Schedule 2013‐2014

Surveys

2.6 The approach to surveys has varied over time since the last review in order to increase the response rate from HE students and to allow HE students to more effectively influence their learning experience. HE students now complete surveys as follows:

 End of Module Survey203, completed within their course and returned to the relevant middle manager (Head/Deputy Director) for local level response and feeding onto the University

 HE and Skills Survey193 and 194, aimed at all post 18 students with questions aligned to the College teaching and learning survey. A previously used survey regarding enrolment and induction is now merged with this one67. The results of this are reported to, discussed and actions agreed at the HE and Skills Quality Group and responses circulated to students.

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

HE Student Survey 64a, 64b and 65, for HE students only with questions aligned to NSS questions.

The results63‐65 of this are reported to, discussed and actions agreed at the HE and Skills Quality Group 38 and 54 and responses circulated to students66.

Student feedback is shared with staff via email and at development days189e to ensure all staff have the opportunity to contribute to responses and actions.

Marketing Protocol

2.7 Marketing and Admissions packs are of a high quality 12, 16, 17 and the University protocol for approval is followed56 and 57. The marketing and admissions team follow the College procedure of an annual SAR/QIP cycle166 and 167. At the time of the last review, this was merged at cross college level. It is now separate, affording a more thorough approach to managing the quality of information within marking and admissions for HE.

Training on the Quality Code (Code of Practice at last Review)

2.8 Staff receive training as part of the biannual professional development events for HE staff regarding the Quality Code190a‐p. This gives staff the time to consider and reflect upon how their practice matches the expectations set out.

203 – Module Feedback Blank 193 – HE and Skills Teaching and Induction Survey 2013 2014 194 – HE and Skills Teaching and Induction Survey 2013 2014 Comments 67 – You Said Our Response Enrolment and Induction 2012‐2013 64a – HE Survey Analysis 64b – HE Learner Views Focus Group 21‐22 May BW 65 – Student Survey Highlights 63 – HE Comments from Survey 38 – Record of HE Quality Group Meeting 30 June 2014 54 – Record of HE Quality Group Meeting 2 June 2014 66 – You Said Our Response HE only 189e – HE Staff Development Day July 2014 – feedback from students 12 – Information pack for PGCE and Certificate in Education 16 – Information Pack for Foundation Degree in Education 17 – Information Pack for Foundation Year in Health 56 – Record of Marketing Material – Staffordshire University 57 – Approval of Partner Marketing and Publicity Material UK 166 – Marketing and Admissions QIP 13‐14 167 – Marketing and Admissions SAR 13‐14 190a‐190p – HE Staff Development Day February 2014

Quality Framework

2.9 The quality cycle for HE has been further refined and strengthened each year:

 There is now a HE and Skills Quality Group (formerly STOG Group97) with its own Terms of Reference and Schedule 47 which clearly states the remit of the group and the business schedule covering what matters will go through this group. It is the key group dealing with and ensuring/assuring HE quality and standards at the College. This group reports through to the Senior Leadership Team. The Chair of the HE and Skills Quality Group is the Assistant Principal for HE, Skills and International who is also a member of the Senior Leadership Team. Minutes of Quality Group are evidenced54 and 113‐118 . Where agenda items cannot be completed within the full Quality Group 25







meetings, perhaps due to time constraints, some matters are referred to an interim group 83 or KIT meetings42‐53 to ensure completion.

KIT meetings are Keep in Touch Meetings42‐53,82 and 211. These are meetings between line managers and their staff members. The Assistant Principal meets with the Head of HE programmes, Course Developers and the Deputy Director. They in turn have one to one KIT meetings with the HE staff they manage. Agenda items covering all academic business and the HE student experience are discussed at this operational level and feed right up through to governors through the Quality Framework for HE.

Matters relating to quality and performance are fed up from the HE and Skills Quality Group and Senior Leadership Team through to governors at the Quality and Standards Sub‐Committee. This group has strategic oversight and monitoring responsibilities222.

This group hears the annual results reports from HE and Skills 204, 205. Up until this year, this sub‐committee has heard reports about aspects of the quality cycle such as lesson observation and student voice as one report. It has become clear that, in order for the Committee members to fulfil their responsibilities for higher education, a separate set of reports for two key quality indicators for HE is desirable. Therefore, from 2014/15, the subcommittee will not only hear a separate report on results as it always has, it will also hear separate reports (from 16‐19 reports) regarding reviews of learning, lesson observation and student voice within higher education. At the June 2014 meeting223 of this sub‐committee, this change was agreed and the group heard a report about the recent reviews of learning in HE and student survey and focus group feedback.

The full governing body also hear reports from HE through the Principal’s reports84‐89, through training slots for governors04, and through the link governor, a part of the Governor Engagement Strategy122. The link governor for higher education is the Chief Executive of Tameside Local Authority. He is very supportive of HE developments at the College and visits/meets HE students personally as part of this strategy on college visits or at the annual Awards and Evening of Celebration18.

97 – Record of STOG Meeting 27 January 2012 47 – Terms of reference for HE and Skills Quality Group 54 – Record of HE Quality Group 2nd June 2014 113‐118 – Quality Group Meeting Minutes 83 – Interim Quality Group Meeting 18 June 2014 42‐53 – Record of KIT Meetings 82 – Record of KIT Meeting 211 – Record of KIT Meeting 222 – Quality and Standards Sub Committee Terms of Reference 204 – 19 plus results 12‐13 205 – 19 plus results 11‐12 223 – Mins of Quality and Standards Sub Committee 84‐89 – Principal’s reports for Governors 04 – ASFC Governors Strategic Planning Event 12‐14 122 – Governor Engagement Strategy 2014‐15 18 – Marketing and Recruitment Events



There are HE specific policies, strategies and procedures which continue to develop169 as the College’s infrastructure for HE develops. The SAR/QIP process for the College has been followed, however, each year there have been changes to the structure for the document addressing HE programmes with the latest changes reflected in the draft “SED/QIEP” for 2014‐2015143 with the aim of stronger alignment to the Quality Code and a distinct move away from the structure aligned to the OFSTED framework.

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The final internal SED and QIEP (Self Evaluation Document and Quality Improvement and Enhancement Plan) will be available in October 2014 when it has been to a validation panel. The final version will fully reflect strengths and areas for development stemming from 2013/14 including a report on results, and the actions planned for 2014/15. The early draft in the evidence is for illustrative purposes143.

The version from 2012/2013 can be seen in the evidence also 172. The college lesson observation policy and approach has also changed annually and there is now a cross college lesson observation policy which HE follows but a HE version of the Review of Learning Policy137 that accompanies this. A key difference within the HE version of the Review of Learning Policy137 is the professional conversation around scholarly activity.

 EE reports now feed through Quality Group or KIT meetings and are published on the student intranet along with college responses/actions 199 and 200.

 Lesson observations are an important aspect of the College’s quality assurance process and are evidenced 27‐34 along with Performance Management reviews 59‐ 62, 68‐81. The University also periodically observe practice, 06,92,93.

 An overview of how college quality assurance systems (up to the remit of the quality group) operate in tandem with University procedures is available in item 188.

Professional Development and Timetable Remission for Scholarly Activity

2.10 The weighting of timetables for staff teaching HE has been reviewed and adapted where possible. The Head of HE Programmes (Education, Early Childhood and Public Services) is on a reduced timetable of maximum 20 periods in term 1 which drops in term 2 and further in term 3. In addition, some of those “contact hours” may actually be for observation or tutorial, not whole group module teaching. The Deputy Director’s timetable is 15 hours a week. By comparison, a full time teacher of students age 16‐19 would be teaching 25 periods and a Head of Subject of a large and complex area within 16‐19 typically teaches 23 periods a week.

All other HE staff are sessional paid on a higher hourly rate than for FE teaching. One former sessional member of staff has moved to a permanent part time contract in 2013/14. He currently receives no remission but the partnership agreement with Staffordshire has enabled him to undertake an Education Doctorate free of charge and the College is flexible with his timetable to allow for attendance at taught sessions. Similarly, the Head of HE Programmes (Education, Early Childhood and Public Services) is studying for an Education Doctorate and flexibilities are afforded to allow her attendance at the taught sessions. Issues of remission are considered annually by the senior leadership team.

169 – Screenshot of policies on intranet 143 – SED/SAR and QIP/QIEP 172 – Higher education staff 137 – HE review of learning policy 199 – External examiner report ITT Our Response 200 – External examiner report and responses on Moodle 27‐34 – HE Lesson Observations 59‐62 ‐ PMRs 68‐81 ‐ PMRs 6 – University Observation of Teaching 92 – University Programme Advisors Report 93 ‐ University Programme Advisors Report

2.11

There are two professional development days per year189‐190, dedicated to HE staff, now separate from the generic HE and Skills development days. This has allowed a much more

27

focussed approach to the development of HE staff around teaching at higher levels, engaging with the Quality Code, awareness of Subject Benchmarks, development of the College’s vision of enhancement within HE, participation in shaping policies and procedures and engaging in discussions around HE pedagogy.

2.12

2.13

2.14

Scholarly Activity is now identified within the Review of Learning Policy137 and process although is not currently explicitly referred to in the College’s CPD policy36. HE staff have an increased level of awareness of the opportunities open to them and the expectations around scholarly activity through the professional development days, the roll out of the Review of Learning process and it is further emphasised in the new HE Staff Handbook due out in September 2014.

All HE staff participate in Performance Management Review (PMRs) mid and end of year.

These too offer the opportunity for discussion of academic standards and recording of and reflection on scholarly activity. PMRs are available in the evidence 59‐62 and 68‐81. Lesson observations also inform this process and are in the supporting evidence 27‐34.

HE Staff Handbook – as the infrastructure around HE has further developed and the needs of HE staff have emerged, the College is putting together a Handbook aimed purely at HE staff whether sessional, permanent full or part time or a 16‐19 teacher who contributes some teaching in HE. This is to act as a reference point for all HE staff on all aspects of HE at the College. It will therefore be a live, online document in an A‐Z format that can be continually added to and refined according to staff needs. Amongst other things, Scholarly Activity is addressed in this handbook too along with information about the Higher Education Academy and Fellowship.

VLE development

2.15 The college’s VLE, Moodle, is now well used by all HE courses with the exception of HE courses that utilise the University’s Blackboard site. All students therefore have access to a relevant e‐learning platform to support their studies. The Foundation Degree Early Childhood Studies VLE development referred to in the IQER report is fully populated and is now being updated in line with the new validated course. HE students have fed back to staff through focus groups and surveys about difficulties with accessing the VLE sometimes from home in 2013/201466.

The college is seeking to address this as indicted in the Response to Students66. Staff have had training on how to upload their materials and make best use of their relevant eLearning platform. Currently, HE staff on programmes that use Blackboard are making limited use of Blackboard compared to Moodle use in college, so this is an area for further development. VLE access can be provided at the Review visit.

Section 3: Setting and Maintaining Threshold Academic Standards

3.

Setting Threshold Academic Standards

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3.1

The College is assured that the allocation of appropriate levels of the Framework for Higher Education Qualification (FHEQ) is undertaken by awarding bodies during the validation and

189‐190 – HE Staff Development Days 137 – HE Review of Learning Policy 36 – CPD Strategy 59‐62 ‐ PMRs 68‐81 ‐ PMRs 27‐34 – HE Lesson Observations 66 – You Said Our Response

3.2

3.3

3.4

subsequent reviews of programmes. During internal validations, the appropriate levels, benchmark statements, (when relevant), and Public, Statutory, and Regulatory Body (PSRBs) regulations are adhered to.

The College HE provision that is in partnership with the Staffordshire University and Salford University have well established academic frameworks and regulations to govern how they award qualifications and credit. The partners also keep definitive records of each programme and qualification they approve. Partnership arrangements secure threshold academic standards. In order to make this explicit to applicants and students, specifications are published on the College website 20, 21. Awarding bodies adhere to the QAA (Quality Code Part A), to keep a definitive record of each programme qualification that they approve, monitor and review.

Staffordshire University hold the responsibility for appointing External Examiners (EE) although the College receives EE reports127‐133, 154 and makes them available to staff and students on the Moodle site, under “Quality” along with a statement about any actions to be taken as a result. These reports also feed through into the College’s HE quality cycle through line management meetings and into the Quality Group Meetings. The Assistant Principal has been in discussion with the University regarding the quality and impact of EE reports to ensure centres are specifically named as this has not always been the case. This is starting to happen but is not yet consistent. Therefore, sometimes an EE comment may only be applicable to some centres, not all, and it is for the centre to determine how applicable a comment might be. Within the new partnership with Salford University, the College will be more involved in the appointment of an EE (at level 5) but the contract will still be between the EE and the University.

The college participates in programme approval and review123 although these are led by the University partners.

Section 4: Assuring, Maintaining and Enhancing Academic Quality

EXPECTATION B1: HE providers, in discharging their responsibilities for setting and maintaining academic standards and assuring and enhancing the quality of learning opportunities, operate effective processes for the design, development and approval of programmes.

4.1.

Programme design, development and approval is carried out and led by University partners.

To date, the College has been approved to offer programmes that are already validated by the University, we have not designed a new programme for validation. However, college staff are involved in attending events regarding approval to run awards. University partners to date have led on drawing together the relevant documentation when seeking either validation or approval with college staff contributing as requested.

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4.2

The process of internal approval to offer a new HE programme is via the Senior Leadership Team. In order to gain approval to offer an award, the Assistant Principal must demonstrate the business case for the award to the Senior Leadership Team (SLT). Once Senior 20 – Programme specification Health Studies 21 – Programme specification Early Childhood Studies 127‐133 – EE Reports 154 – EE Report 123 – Email from University re Draft Validation Document

Leadership Team (SLT) approval is received, the Assistant Principal or another designated member of staff will work with the University partner to work towards approval and/or validation. College staff attend the validation events at the University.

EXPECTATION B2: Recruitment, selection and admission policies are informed by the strategic priorities and a shard understanding of the approach amongst all those involved in recruitment, selection and admission.

4.3

The college has an Admissions Policy 107 and an Admissions Appeal Policy108 which set out the services that students are entitled to and should expect regarding recruitment, selection and admission to a HE programme.

4.4

4.5

4.6

4.7

Marketing and Recruitment packs, produced by the Marketing Assistant and the Senior Admissions Officer, contain information about the application and admissions process for each course in a step by step format along with lots of additional information to help inform the student’s decision including course leaflets and student loan information.12, 16 & 17 Packs contain the course leaflet, application flowchart, application form, application guidance notes, student finance information Academic Skills information as a core contents.

Staff leading on marketing, recruitment and admissions are skilled and professional in their roles. The Senior Admissions Officer is a graduate who holds a relevant Information, Advice and Guidance qualification and who also leads on the Matrix award, ensuring the department continues to meet high standards in admissions. The Marketing Assistant holds both a Customer Service and a Marketing qualification. The Admissions Officer attends the annual SPA (Supporting Professionals in Admissions) conference to ensure good practice in our policies, procedures and processes for admissions and recruitment. Both members of staff also attend the University led events for admissions staff.

The Senior Admissions Officer works closely with the course leaders on the admissions process for each course including arrangements for interview and issuing of “Offer” letters. The Senior Admissions Officer has introduced a standardised interview template and set of guidance notes for interviewers to further ensure fairness at interview, replacing earlier versions which varied across courses171.

Only the member of curriculum staff who leads the course can make an acceptance decision and will inform the Senior Admissions Officer of this decision. All such decisions are formally communicated only via the Senior Admissions offer to ensure consistency and accuracy of information being sent to the applicant. 197

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4.8

The Senior Admissions Officer informs applicants of decisions via a letter and gives details about what the applicant must do next, for example complete an online form for the University or apply for a student loan. Where an applicant is not being offered a place, the reasons for this are made clear and a copy of the Admissions Appeals Policy is provided. 186

4.9

For one course (Foundation Year Health), the application is via UCAS to the University. The Senior Admissions Officer receives regular updates regarding applications from the University and also advises any potential applicants on the process – it is also detailed in the information packs.17

107 – HE and Skills Admissions Policy 108 – HE Admissions Policy 12 – Information Pack PGCE 16 – Information Pack FD Education 17 – Information Pack FY Health 171 – HE Interview Record Form and Guidance Notes 197 – HE Student Offer Letter 186 – Letter of rejection

4.10

4.11

4.12

4.13

4.14

Up until this academic year, applicants for either BA programme have applied directly to the University and Foundation Year Health via UCAS. All others have applied directly to the College and then completed a University form at a later stage. The specific process for each course is detailed in the relevant information pack for clarity for the individual and the Senior Admissions Officer has detailed knowledge regarding the requirements for each programme.

The process is set to change over the next year as the University have introduced a centralised system that the College can work with which will reduce the demands of the process on the individuals concerned. The HND Creative Media with Salford applicants have followed the established process of direct application.

The Assistant Principal and course leaders work closely with marketing and admissions to ensure the consistency and quality of course information that is available to the public through the website or through information events. In addition, all materials follow the approval procedure with the University57.

The Marketing Assistant oversees the arrangements for several Information and Enrolment events staged throughout the year at which potential applicants can collect information packs, speak to a course tutor and seek more general advice about matters such as student loans and support services. Some of these events are for all HE and Skills programmes, others are run with a specific HE focus.18 Entry requirements for each course are published within the HE Course Guide170 (prospectus) and in Information Packs 16,17, under advice and approval from the University partner 56,57, and are adhered to. The criteria and selection process is clear and is followed fairly. From initial entrance qualifications criteria, through to interview with applicants and any assessment at interview, applicants are informed about how the decision will be made. For example, PGCE applicants attend an interview, complete a written assessment and give a presentation whereas applicants for Fd Education have an interview only. In all cases, the qualification criteria are checked.

The procedures for admission are established so that course leaders are able to assess the potential skills and other qualities of the applicant that would qualify them to be accepted on the course. Although the qualifications requirements are clear, it can be more complex making a decision when assessing an applicant based on the interview and any prior informal meeting

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with staff. Course tutors can advise applicants if they feel the course might not be suitable for them. The college has an appeals policy should an applicant feel the decision is incorrect108.

4.15

4.16

The college has an effective process for informing prospective students 197 if they have been successful in gaining a place on their chosen course. This process also includes sending information to the applicant of further stages they need to undertake should they accept or decline the place. Students are given information regarding next steps, dates and times to come to college, what they need to bring with them, and what support is available for students to help them.

The college has procedures to inform an applicant if the programme is not running due to circumstances beyond their control. These are not yet documented. This has been the case for 57 – Approval of Partner Marketing Material 18 – Marketing and recruitment events 170 – University Course Guide 16/17 – Information Packs Education/Health 56 – Record of Marketing Material 108 – HE Admissions Policy 197 – HE Student Offer Letter

the Foundation degree Public Services this year. As soon as a course is withdrawn, the course tutor and/or Senior Admissions Officer makes direct contact with applicants to inform them of the withdrawal of the course. Students are fully supported through Initial Advice and Guidance (IAG) systems into other options.

4.17

Key personnel receive regular updates from QAA, HEFCE, the HEA, and the Association of Colleges (AoC), for example. Any information coming through affecting admissions or HE delivery more generally are circulated to all staff who are involved with HE provision. At the summer HE staff development day event 2014, a Yammer online group was launched for HE staff as a means of communication and sharing ideas. Admissions and Marketing staff are part of that online group. The College has also a good network of colleagues in other institutions that provide HE courses including a Greater Manchester HE in FE network90 and a North West Regional Forum for HE Managers which enables regular updating and development opportunities for staff.

EXPECTATION B3: HE providers, working with their staff, students and other stakeholders, articulate and systematically review and enhance the provision of learning opportunities and teaching practices, so that every student is enabled to develop as an independent learner, study their chosen subjects(s) in depth and enhance their capacity for analytical, critical and creative thinking.

A Strategic Approach to Learning and Teaching and Promoting a Shared Understanding

4.18 The strategic direction for higher education provision at Ashton Sixth Form College is detailed in the HE Strategy153. Stemming from this are a number of higher education policies and strategies including student engagement138, teaching, learning and assessment (draft)139, observation and review of teaching and learning137, induction103, admissions109 , academic skills109, employability and careers package182 and a fees policy105. The HE specific policies are complemented by whole cross college policies that apply to all college provision. In addition, the College works within the framework of University policies around some aspects of its HE provision. This is the case in relation to academic regulations, academic misconduct and appeals. Whilst running a HND with Edexcel, the College had some policies in place around 32

academic matters such as academic misconduct110 and extenuating circumstances100 but that course is no longer running. In all cases, policies and procedures are on the Intranet and staff can access the required document to inform them. For ease, all Staffordshire University and Salford University policy links are also found on the College Intranet site so that it acts as a “one stop shop” for where to find a required policy or procedure or key document 169.

4.19

4.20

4.21

The purpose of developing HE specific policies and procedures alongside working within college wide and University policies and procedures is to continuously drive towards excellence by:

 engaging students and empowering them to shape their learning experience  providing excellent teaching, learning and assessment practices  providing students with opportunities to develop academic skills, sound academic practice and independent learning skills  providing students with the resources, support and information that will enable them to achieve  establishing a higher education culture and ethos that students and staff can benefit from

Whilst developing the Review of Learning Policy137 in the 2013/14 academic year, it became clear that a HE focussed Teaching, Learning an Assessment Policy202 is required as opposed to the College wide version. A draft version of this is available within the evidence base202. This has yet to go through the process of consultation, go to Quality Group and to be approved.

However, this should further demonstrate to staff and students the standards and expectations around teaching, learning and assessment practice within higher education at this college. It will also allow for much more explicit reference to the UK Professional Standards for Teaching in Higher education. The college acknowledges that as yet, it has made insufficient use of these standards as a reference point when assuring quality in its HE provision.

In order to gain a shared understanding of “enhancement” this year, the Assistant Principal and Head of HE programmes devised a “Vision of Enhancement”014 display offering staff a visual overview of all policies, procedures and practices that the College undertakes in order to continuously enhance its higher education provision, the desired impact on the student experience and the desired outcome – reflecting how enhancement threads through all aspects of our infrastructure. It is a visual representation of all of the College’s “deliberate steps”. This was used as a focal point for an activity at a HE Staff development day 189d and will be used again in 2014/15 for an interactive activity. The vision will be shared with students as part of the 2014/15 student feedback activities. It is felt that if staff have a full and clear picture of enhancement, then they will understand where, how and when they can contribute and when, how and where students can contribute to shaping the learning opportunities for students as part of a continuous cycle.

90 – GM HE in FE Consortium Minutes 153 – ASFC HE Strategy 138 – HE Student Engagement Strategy 139 – HE Teaching, Learning and Assessment Policy 137 – HE Review of Learning Policy 103 – HE and Skills Induction Period Policy 109 – HE Academic Skills Policy 182 – Employability in Careers Offer 105 – HE and Skills Fees Policy 110 – HE Academic Misconduct Policy HND Health 100 – HE Guidance for Extenuating Circumstances HND Health 169 – Screenshot of policies on intranet

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Learning and teaching activities and associated resources provide every student with an equal and effective opportunity to achieve

4.22 On commencing a programme at the College, students participate in induction which includes a Learner Information and Student Services booklet.173b This clearly outlines the range of services, support and resources available to them during their time at college. Previously, the version issued was aimed at both adult and HE students173a but a new version with an introduction from a HE student (a student rep) has been devised for HE students. There are three key reasons for this. Firstly, as part of our student engagement strategy138, we felt it was important for a student rep to speak for themselves about the role and value of being a rep and that this was best situated within induction material. Secondly, in response to focus group feedback064b in which some students had indicated a desire to feel different as a HE student compared to FE and thirdly, it meant the document could be fully focused on HE student needs.

4.23 Students receive a course handbook39 at the start of their programme plus module handbooks41, 214, 215 as they progress through the course. They are also made available via the student Intranet. These handbooks make expectations and contents clear, ranging from week 14 – Vision of enhancement 189d – HE Staff Development Day – Things on the Horizon 173a and b – Learner information and student services booklet 138 – HE Student Engagement Strategy 64b – HE Learner Views Focus Group 39 – HND Media Handbook 41 – HND Media Module Handbook 214 – PGCE Module Handbook 215 – FDECS Module Handbook

to week schedules through to assessment details and reading and resources lists. In the main, the bulk of the contents of these comes from the University partner but tutors are able to personalise and add information – with the exception of assessment details and module outcomes. For the new Media course, staff will write their own assessment guidelines, course and module handbooks.

4.24

4.25

All courses are supported with an e‐learning platform to allow access to a breadth of materials and course information. For many courses this is the College’s Moodle site, however, some courses utilise the University Blackboard site instead. All staff are expected to populate the relevant e‐learning platform with resources, activities and materials provided that will support students to achieve the learning outcomes. This can be seen at the Review visit. This was an action point at the last IQER175 and the College feels it has fully responded to this and that the VLE is a resource that now effectively supports the majority of students. The department has identified the need for more training relating to the use of Blackboard for those delivering modules on Blackboard supported courses. All staff have had guidance on the use of Moodle.

In a recent focus group of 35 students064b some did indicate difficulties with accessing the VLE from home (Moodle) and dissatisfaction with some aspects of Blackboard functionality. A meeting was held between managers in HE and Skills and ICT to address these issues207.

Matters relating to Blackboard are fed on to the University. However, for matters over which we have direct control we are seeking to address ourselves including reviewing password arrangements for HE students, offering ICT helpdesk support by phone for students who may need guidance on altering security settings on their personal computers and technician support is available at college, including in the evenings for students to seek advice from. The

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response to the feedback was shared with students via the “You Said, Our Response”066 document.

4.26

4.27

4.28

The college has an absolute commitment to equality, diversity and inclusion (EDI). The college policy is designed to ensure the protection of protected characteristics and to remove any barriers to learning191/192. The college has an Equality, Diversity and Inclusion Officer and a committee who work on a college wide basis, driving forward initiatives and training to ensure equality, diversity and inclusion are embedded like a “golden thread” through all aspects of a learner’s journey from point of enquiry, through their study experience to point of exit. During 2013/14, the Assistant Principal HE, Skills and International has undertaken scholarly activity funded by the EDF. This was around EDI in HE in FE which involved a training day around diversity, observation of a PGCE teaching session on the theme of diversity, coaching and mentoring through a coached practicum, support to develop a Diversity focussed scheme of work and participation in an online “reflexive” learning community. The impact of this has yet to be fully realised as the Assistant Principal rolls out aspects of this training and development during 2014/15 through development days, Yammer and through the “HEar” magazine for the HE community at the College.

The diversity amongst staff and students is acknowledged and staff work with students to acknowledge their differing perspectives and experiences through a variety of learning and teaching approaches and resources. This is at the heart of teaching and learning practice at this college, as evidenced in the College’s last OFSTED inspection195.

Students who require adjustments to enable them to study are supported. The Additional

64b – HE Learner Views Focus Group 207 – Mins VLE Meeting 66 – You Said Our Response 191/192 – Equal Opportunities Policy 195 – Ofsted Report 213 – ALS Leaflet 212 – ALS Report 185 – Pastoral Communication Pro‐Monitor

Learning Support (ALS)213 team offer assessments to students who may potentially have learning difficulties or disabilities and advise staff on how best to work with students212. The ALS team also work with exams on arrangements for additional time where the student is found to be eligible185.

4.29

The college is taking deliberate steps to work specifically with HE staff on the nature of teaching and learning at higher levels 189c . For example, the most recent development day agenda featured a Professor and National Teaching Fellow from Sheffield Business School delivering a workshop on:  

A staff learning and teaching model for powerful student learning in HE Increasing student use and understanding of a body of literature. Improve student reading and thinking skills – using the experiential technique



What is HE? Develop higher levels of analysis and critical thinking in your students – using the experiential technique Improve the new higher education focus on the design of the learning experience not the teaching experience – design time, plus new ideas and experiential techniques.



4.30

For the majority of HE programmes currently offered, it is a requirement that the student already works (in a paid or voluntary capacity) in a setting that relates to their chosen

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programme of study. At present, the College does not offer a placement finding service to higher education students as most applicants are already in a relevant role. The college does have a placement finding service for its 16‐19 year old students and therefore this can be expanded should this be required within the HE programmes. This will be reviewed accordingly as new courses are developed. The college does offer advice to learners who may be seeking voluntary work regarding who to approach. There are some differences between part time and full time. All part time courses are aimed at those already in role although people can come on programme if in a related voluntary role. They do require confirmation from their employer to assure the College they are in a suitable setting from which they can draw experience to relate to their academic work. The Fd Year Health course is full time. This did not require any element of placement but expected that the student was already undertaking relevant voluntary work. The Fd Public Services course, similarly, required relevant voluntary work in the second year of their course. In both cases, all students secured the necessary voluntary work independently. This does mean that the College has only limited links with employers for the purposes of higher education but it has strong links with employers as a college stemming from the work with employers for 16‐19 year olds.

4.31

The college has struggled to engage employers in a meaningful way in its HE provision. Since the last review there have been a number of attempts to get employer feedback through surveys and courtesy calls for example which have failed to yield a useful response. The main point of contact with employers in HE is around marketing and recruitment. The Marketing Assistant maintains good links in terms of sending information out to relevant employers about programmes and maintains employer contact records. The college has recently invested in a software system to improve this record keeping. It is being trialled in 16‐19 provision first. Relationships are very productive with employers in Education and Early Childhood settings and the College recently identified two employers who have indicated a willingness to be involved in quality assurance119b. This will be pursued in the coming year.

These employers were identified through the Awards evening. In another attempt at more meaningful employer engagement, the College invited a range of employers to the Awards Evening and gave out an award to an employer who had been most supportive of volunteers.

213 – ALS Leaflet 212 – ALS Report 185 – Pastoral Communication Pro‐Monitor 189c – HE Staff Development and Scholarly Activity 119b – Employer Questionnaire

Employers were asked to complete the questionnaire that can be seen in the evidence119b. It is hoped this will help to strengthen some key employer links and expand the range of “resources” that the College can draw upon in supporting HE students.

4.32

4.33

Stemming from the work with the Foundation degree Public Services, the College has also made sector links around the potential to offer a Certificate in Policing. If the Foundation degree runs in 2015, this will be offered alngide.55 The College has previously had more direct links with employers for students on the Education Foundation degree as two observations were required. This is no longer part of the programme.

There are stronger links now with settings where PGCE students work. The College provide a handbook for mentors and make up to 9 observations visits over the year to see the student in practice and to liaise with the mentor about the student’s progress. Mentors are also involved in assessment as they carry out observations of the student using the College documentation and guide provided to them.

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Learning and teaching practices are informed by reflection, evaluation, subject and educational scholarship and staff are appropriately qualified and skilled.

4.34 HE staff are all qualified teachers and are from relevant subject backgrounds and areas of expertise196. The college now shares this with students by publishing staff profiles15. All staff have their CV approved by the University partner for teaching on HE programmes and modules. All HE teaching staff hold a higher degree or are working towards one or they have extensive subject and professional expertise that enables them to teach at this level. Amongst the ten core HE staff who will be teaching on HE programmes in 2014/15, 2 are currently studying for an Education Doctorate (already have MAs), three hold MA qualifications and one is in the MA dissertation year. Staff are supported to obtain MA qualifications through the partnership with Staffordshire University who up until recently have offered fully funded MA places to staff at college as part of the partnership arrangements. From 2014 there are fees but college staff are offered a reduction and the College’s own CPD budget can be applied to for at least 50% financial support towards a higher degree.

4.35 Staff are engaged in research and scholarship and a variety of professional activities that support them with teaching and learning13. At present, the College does not have a centralised means of recording this other than recording booked training and conferences centrally. The department is therefore seeking ways to capture this 148, 96, 13. However, the College does feel assured that staff are appropriately skilled and engaged in relevant activity to ultimately impact positively on the student learning experience. Therefore, a definition along with a discussion around scholarly activity has been placed within the Review of Learning137 process in an attempt to capture this but also as the place where professional discussion of the impact can take place in a meaningful and productive way.

4.36 PMRs also capture staff records of engagement in continuous professional development and during this process, targets can be set for training and development, peer observation and mentoring and coaching for example. HE staff contribute to each other’s development through the sharing of good practice at development days and this will expand with the introduction of the HE magazine called “HEar” referred to below in 4.38 and the online collaborative space using Yammer 216.

119b – Employer Questionnaire 55 – Mins of meeting employer 196 – HE Staff CVs 15 – Staff profiles 13 – CPD and Scholarly Activity record 148 – Central CPD Record Sample 96 – Additional CPD Information 137 – HE Review of Learning Policy 216 – Screenshot Yammer

4.37

Staff are encouraged to reflect on their pedagogical approach through the Review of Learning process137, the observation process27‐34 and the PMR process68‐81. In addition, at an individual level, there are a number of practices that enable an individual teacher to reflect on and further develop their practice. These are end of module surveys203, module evaluation134, external examiner reports127‐133 and student surveys and focus group feedback63‐65. Staff also contribute to the self‐evaluation and planning cycles which offer further opportunity for reflection143. Further reflective practice is stimulated by the development opportunities offered such as development days 189‐190. Reflective practice is also being encouraged through the new online collaborative space for HE staff 216 .

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4.38

4.39

4.40

4.41

All HE staff can apply to the College’s CPD budget for financial support to cover the costs of training and development as well as for support with higher degrees. As a means of further supporting research relating to professional practice in HE, an element of the HE budgets is to be ring fenced in 14/15 in order to support a member of staff who wishes to undertake an action research project. This is new so any impact has yet to be seen. However, this decision stems from the action research work undertaken by PGCE students and the College’s Rising Stars programme participants (for new middle managers) who all undertake actions research and the benefits are evident.

The college does have a cross college development programme for learning and teaching in which staff work together in teaching and learning sets and through which they are supported to share ideas and conduct experiments to try new and innovative or alternative methods of teaching, learning and assessment. Not all HE staff have been able to engage with this as these activities generally run at the end of the 16‐19 college day when HE classes are in operation but they are open to HE staff. The online collaborative space216 for HE staff has been introduced in part as an alternative means of sharing and networking.

As a further means of promoting and encouraging scholarship, the department has introduced a biannual magazine189b with the first due for publication September 2014. During 13/14, staff and students have been invited to contribute to this new initiative which aims to capture, share and promote scholarship. The publication is entitled “HEar” – Higher Education Ashton Review. Staff and students and invited guests are writing articles about their own areas of research, their research tips, their publications, their professional work, their discoveries and learning. The first edition features articles from staff on Ed.D programmes, a BA student writing about her dissertation journey, an article from Professor Colin Beard who recently ran a workshop with HE staff around teaching at higher levels and experiential learning and an article from a Doctoral researcher at Lancaster University on a digital technologies theme. It is hoped that this will become another marker of a scholarly HE community at the College. A visual of how this will look is available within the evidence 189b page 2 and a published version can be seen during the review visit.

The college has yet to make explicit use of the UK Professional Standards for Teaching and Supporting Learning in Higher Education. Although the Quality Code is referred to in the Review of Learning documentation, it does not yet make full use of the Professional Standards as a reference point. This is an area for future development and should eventually be core to the processes of observation, review, and PMRs and be added to the new Teaching, Learning and Assessment Strategy.

137 – HE Review of Learning Policy 27‐34 – HE Lesson Observations 68‐81 ‐ PMRs 203 – Module feedback blank 134 – Module evaluation PGCE 127‐133 – EE Reports 63‐65 – HE Survey and comments 143 – SAR QIP 189‐190 – HE Staff Development 216 – Screenshot Yammer

Collection and analysis of appropriate information to ensure continued effectiveness of strategic approach and enhancement of teaching practices and learning opportunities.

Self‐assessment and quality planning

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4.42

The college has robust procedures for quality assurance and enhancement and these are used to audit the effectiveness of provision 188. Central to this process is the annual cycle of self‐ assessment and quality and improvement planning 143a/b. The template for these has been amended for the next round of self‐assessment to be better aligned to the Quality Code 143a.

These are an annually produced document and process that allows curriculum staff to assess strengths, weaknesses and areas for development. These are revisited and minted through line management meetings and at mid‐year review. Any identified weaknesses are closely monitored for rapid improvement following agreed actions. Key data is reflected within self‐ assessment including retention and achievement.

Student feedback

4.43 The college takes a thorough approach to collecting student feedback through HE Reps, student surveys 63,63,65,193,194, modules surveys203, and through the NSS survey results. The 2013 NSS results included a score of 100% satisfaction from the student sample, although there were some lower scores across the range of responses. The college’s own HE survey garnered some pleasing results also. Responses from all sources feed into annual planning. Module results are discussed at course level but the other surveys feed through in to Quality Group and the Senior Leadership Team for discussion and agreeing actions and responses. The college responds to student feedback as can be demonstrated through the responses sent to students 66 and the actual actions. For example, in a May 2014 focus group, students had raised the issue of HE identity and space. A HE Study Zone has been created at the rear of the LRC and a key member of staff has relocated office space to there as a direct response to student feedback. Other actions following feedback are evident in the response around IT facilities and making improvemetns207.

4.44 Salford University have a Staff:Student Committee model which will be new to the College.

This is operated at class level and involves equal number of staff and students discussing the course and quality matters. A decision has been taken to roll this out further than the Salford provision and trial this method across HE to further improve student feedback and engagement in quality assurance and enhancement. There is currently no documentary evidence of this.

EE reports

4.45 External Examiner reports 98, 154, 127‐133, 199, 200 are either discussed at line management meetings82 or through the Quality Group meetings and shared with staff. Any matters relating to the College are identified (sometimes items relate to other settings) and actions are agreed.

All EE report and actions are placed on the Moodle site under Quality and sent out to the relevant student rep. Up until this year, EE reports haven’t always mentioned centres in their reports and it has not always been clear which matters relate to the College. Therefore, meaningful use of EE reports has not always been possible. This has been fed back as a matter of concern to the University and now reports are increasingly coming through with centre 188 – Overview of QA Procedures 143a/b – SED/SAR QIP/QIEP 63,65,193,194 ‐ Surveys 203 – Module feedback blank 66 – You Said Our Response 207 – Mins VLE Meeting 98, 154, 127‐133, 199, 200 – EE Reports 82 – KIT Meeting 149 – EE Report

specific comments. EE reports and follow up actions can be found in the evidence at 98, 154,

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127‐133, 199 and 200 with a list of EEs at 149. The college does not currently appoint its own EEs.

HE marks

4.46 Currently, mark profiles for HE students are not stored centrally at a college level or shared effectively. They are stored in a staff shared file at departmental level only and final results feed into results reports annually for SLT and governors 204,205,002 and are recorded by MIS at that stage. Since 2013, the department has been recording module grades onto Pro Monitor.

This should improve and make student progress much more visible than has previously been the case. However, use of this data has yet to be fully embedded into quality and enhancement processes.

Complaints and appeals

4.47 To date, the number of complaints or appeals has been very limited. College complaints163 are recorded centrally and so it is possible to analyse these and isolate any that may relate to HE. HE complaints have been handled professionally and there have been none where a satisfactory conclusion has not been reached. However, academic appeals are recorded at the University. Staff are trained in the management of complaints and appeals so that they are clear on matters that are handled internally, and those that are referred to the University 035.

In all cases, information drawn from such matters feeds into ongoing enhancement.

Physical and virtual space

4.48 There is a dedicated HE teaching classroom which is utilised for teaching 9‐4pm. Not all HE programmes that run during the day can be accommodated in there and so some classes operate in other parts of the College in relevant rooms. After 4pm, 16‐19 teaching ends and so HE classes can be located in any room on site felt to be most appropriate. But HE students are welcome to use facilities across the site at any time, for example learning and study areas.

A new designated HE Study Zone area has been introduced for 2014 following student feedback about physical space and new arrangements have been put in place regarding use of the coffee shop also, ensuring access to refreshments at all times for HE students66. These changes are responding to student comments about wanting a greater sense of a HE culture and identity. All HE courses are supported by e‐learning platforms – see 4.24 and 4.25 above.

Information available to students

4.49 Every student is provided with clear and current information that specifies the learning opportunities open to them. There is a comprehensive range of information and sources to support them at every part of their student journey from pre entry to exit as follows:

98, 154, 127‐133, 199, 200 – EE Reports 82 – KIT Meeting 149 – EE Report 204/205 – 19 Plus Results 2 – Comparison of Results 163 – College Complaints Procedure 35 – Faculty Workshop Appeals, Complaints Misconduct 66 – You Said Our Response



Information packs – course, finance, support, application16,17

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            

Website – college and University Information events18 Induction – Learner Information and Student173b Induction activities and presentation (new)22 Some students may be invited to the University for an event Course and module guides (including assessment)41,214,215,39 Student Intranet – Moodle and Blackboard College support services information213,182 Appointment and Tutorials Academia Evening (new) “HEar” Higher Education Ashton Review (new)189b page 2 Policies, Procedures, Strategies99‐110 Quality related information such as outcomes of surveys or reviews

Further discussion of the range of information for prospective and current students is in section C.

Deliberate steps to assist students in understanding their responsibility to engage with learning opportunities to shape their experience 4.50 Throughout all of the processes, events and sources of information above, the expectations of students are made clear. Core expectations are set out in the student charter which is within the Learner Information 173b.

4.51 It has become clear, particularly since enrolling younger full time learners, that a more consistent approach to induction is required to ensure key messages are shared and understood across the HE cohorts to support students in their transition into being HE students. To that end, staff and students were consulted during 2013/14 resulting in the presentation that can be found in the supporting evidence 22. At the recent Staff Development Day, the contents was discussed and refined. Staff are not expected to deliver this as one long PowerPoint. Staff discussed how this could be approached with different learners but that this version of the PowerPoint will be placed online for students and staff to refer back to at any point. All groups, returning and new will go through this induction.

4.52 PGCE students are going to be asked to film themselves delivering aspects of the Induction PowerPoint contents (in any way they choose) and the films will be placed on the Student Intranet. This too will serve as reminders through the year and act as a source of information for current and future students. Also a great student engagement activity. This will act as both a learning activity for new PGCE students relating to their course as well as giving them the opportunity to work through the key messages themselves. For other students, there will be also be opportunities for use of technology and digital media (HND Media students may prefer this for example), other may undertake group work, complete Q and A activities, produce storyboards etc about the contents. So the approach to engaging with the material will be as best fits each group but the contents are centrally controlled for a level of consistency. In particular, as a department we wanted to stress strong messages about academic conduct, becoming independent learners, academic skills, attendance, student voice, student and engagement opportunities and to emphasise the role of a student representative.

173b – Learner Information Student Services Booklet 22 – Student Induction Presentation 2014

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The other new dimension to the first half term in 2014 is the “Evening of Academia”. This is scheduled for October and will be a core part of induction for both new and returning students.

The theme is “transition” – whether that’s from FE to HE, between levels, on to higher degrees or careers. It is an evening in which all HE staff and students will come together as a learning community to further reinforce the induction messages but also to introduce the nature, culture and ethos of HE at ASFC. There will be a keynote address from a researcher, some key messages and information shared plus an activity that gets HE students interacting and sharing information and ideas about life as a HE student at the College. Apart from wanting to further reinforce induction messages and remind returning students, another key impetus for this was the feedback from some HE students in a focus group about wanting to “feel” more like a HE student. 64b

Monitoring own progress and furthering academic development

4.54 The design and delivery of learning and teaching provides many opportunities for assessment – peer assessment and feedback, formative and summative assessment. The College does not design the assessments on Staffordshire validated programmes but does engage with the University about refinement and amendment to assessments as part of standardisation meetings, based on student feedback.

4.55 The quality of feedback is reviewed in Reviews of Learning. During the 2014 focus groups, there were some student comments about the variation in feedback. To address this, the College is now insisting that all HE marking and feedback is done via Turnitin for the 2014/15 year. This will enable audit and quality controls over feedback. Some staff have also expressed a wish to trial audio feedback. Students will be asked during 2014/15 about feedback to see if the response is positive or needs further refinement. Student feedback was an agenda item at the February Staff Development Day190 also. The nature and purpose of good quality feedback, model of good practice and expectations were discussed with HE staff.

4.56 Students are encouraged to reflect on feedback and to identify areas they may need to improve and talk to their tutor about their actions following feedback. Some courses have reflective practice as core parts of the course in terms of Professional Development Plans ‐ PDPs. Fd Education have PDPs and PGCE students must reflect on their skills and experience.

PDPS are not used across all HE provision but reflective practice is encouraged as part of the assessment process.

EXPECTATION B4: HE providers have in place, monitor and evaluate arrangements and resources which enable students to develop their academic, personal and professional potential.

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4.58

The college determines how and how well it is enabling student development achievement at all levels of the organisation.

A starting point is the nature of the partnership agreements183 to ensure they afford equitable access to resources compared to any other HE student. The College seeks partnerships that will maximise student opportunities for development and achievement.

The College believes that HE students at ASFC will benefit most from HE programmes that are supported through productive partnerships that allow students and staff access to such

64b – HE Learner Surveys 190 – HE Staff Development 183 – Staffordshire Partnership Agreements

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resources whether that’s LRCs and journal access or web access to materials. Currently, the agreement with Salford University is being renegotiated to address this issue. It is important that, regardless of accrediting body, the students at the College have equal levels of support and resources.

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At the College, tutors inform the LRC Manager, who is also the link to HE from the LRC, of module reading lists. These are then purchased and offered as reference, short term or long term loan. The LRC manager also liaises with her University counterparts to ensure LRC staff can support students with accessing University partner LRC resources. . The budget controls are within HE and Skills, with the Assistant Principal rather than within the LRC, for Higher Education to ensure appropriate allocation of resources. The Assistant Principal also sits on the College’s Financial Management Group (FMG) at which HE budgets are reviewed regularly228.

The Senior Leadership Team, Financial Management Group and HE and Skills Quality Group make decisions that will impact upon student development and achievement in response to evaluation at different points in the year following the Quality Cycle. These feed up to Governors through the Quality and Standards Sub‐Committee. There is a shared understand and commitment to enabling student development and achievement from top to bottom, bottom to top and across the organisation.

College documents and processes that allow the College to evaluate how well it is enabling student development and achievement include:

 College Strategic Plan25/208  Property Strategy168  ILT Strategy229  Equality and Diversity191,192  Higher Education Strategy153  College Policies and Strategies governing operational level working practices 169, 99‐110, 182, 191,192, 137 including teaching, learning and assessment, academic skills, employability and careers offer, admissions, induction, fees, observation and review of learning  Results Reports 204,205,002  SARs/SED and QIPs/QIEP – annual cycle of self‐evaluation or assessment and planning143a, 143b,166,167 Priorities and objectives are clearly articulated here.  Staff PMR process into which the review of Learning feeds in  The HE and Skills Quality Group47 is the key committee for driving and monitoring and reviewing HE quality and enhancement and student experience

The shared “vision of enhancement”, item 14 in supporting evidence, represents the desired cumulative effect of all deliberate steps, college policies, processes, procedures and strategies of maximising student development, achievement and success in a continuously thriving and developing culture of higher education.

Members of the HE team are represented at every level of the organisation to influence and participate in decision making. A culture of enhancement is (and will be) fostered through the shared vision 14 and engagement with this during development days and as a reference point throughout the year.

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4.64

The staffing structure181 ensures clear lines of accountability from teachers, to managers,

228 – FMG Minutes 14 – Vision of Enhancement 181 – Organisation Chart 15 – Staff profiles

senior managers to governors and then round to the student body. Responsibilities are articulated within job descriptions and reviewed/updated through the PMR process.

Information about staff roles is viable to students through the Lerner Information booklet they receive at induction and also, from this year, new Staff Profiles. The staff profiles15 were a suggestion by a student representative.

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The college makes every effort to communicate to students and cross college staff teams to ensure a coherency of services. However, there are many improvements that can be made.

For example, in order to ensure that cross college teams give due regard to how they may support HE students, all support areas this year have been asked to separately identify within their SARs/QIPS how they support or contribute to HE and Skills student experience rather than referring to students at the College collectively. The Deputy Principal has been responsible for delivering this message during Staff Training and Development week July 2014. The impact of this should be that HE student needs are clearly referenced across SARs and QIPS in all support areas and greater visibility of HE students within support area SARs/QIPs. All new staff joining the College receive an induction121 about HE and Skills regardless of their job type. This too increases cross college awareness and communication and the opportunity for staff to consider their roles and responsibilities in relation to HE students whether they are joining the estates team, marketing team, a 16‐19 curriculum area or LRC team for example.

Good communication is also facilitated through the Principal’s weekly briefing and the weekly college newssheet.

Currently, not all support areas write policies that consider the needs of HE and Skills students explicitly. For example, the Careers Policy is very 16‐19 focussed. This lead to the writing of the Employability and Careers Offer182 document to clearly articulate services available to HE students. Over time, with the above expectation being made through QA processes, all areas of college should reference HE within their key policies more clearly than is currently the case when they are areas that are not routinely and regularly working directly with HE students The HE and Skills Induction Period Polciy103 was written in summer 2013 as a collaborative venture between ALS and HE and Skills to strengthen induction and initial assessment within the first few weeks at the College. This will require further updating now that new induction activities are being introduced) but it is evidence of drawing in the expertise of cross college staff to formulate policy.

The College and staff are mindful of the Equality Act 2010 and associated issues related to equality of learning opportunities for students191.192. The College has a commitment to equity for all students regardless of their diverse learning needs and they promote inclusion. New policies, procedures and strategies are impact assessed.

Where a student self identifies or a tutor considers that a student may have a learning need a referral is made to ALS for an assessment. The ALS team will feedback to staff212 about how best to support students and also support HE students with applications for funding (DSA) and

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liaise with exams around necessary arrangements example. They then work with the student to plan an appropriate programme of support.

121 – University Courses ASFC Presentation 182 – Employability and Careers Offer 103 – HE Skills Induction Policy 191/192 – Equal Opportunities Policies 212 – ALS Assessment Report

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The College has made significant improvements to streamlining the delivery of information to students about opportunities open to them. This is however an area for further improvement and development. Key changes since the last review and / or new developments include:

 Revised Learner Information and Student Service booklet with a forward from a HE student/Rep.  New centralised induction presentation22  An “Evening of Academia”  Careers and employability182 activities staged according to need – e.g. UCAS clinic term 1, mock interviews term 2/3 but with on request appointments 174a,b  Academic Skills109 information promoted from pre course entry through to posters, leaflets when on course with the programme scheduled to hold sessions at pertinent points in a student’s journey

The College is making significant improvements to how it supports student transition into HE, through the levels and beyond with the two initiatives previously mentioned being the outcome of identifying the need to improve – centralised content control of induction presentation and the evening for all HE students called the Evening of Academia, transition being the theme of the latter.

The Senior Admissions Officer and the Marketing Assistant are two important contacts for potential students and have very key responsibilities in nurturing and supporting potential students while they make decisions about application and then guidance through the process.

In this stage, students receive Information Packs previously referred to and opportunities to come into college which helps the potential student to begin adjusting to their new environment.

The College has plans to introduce a Student Meet activity for new students before they commence their programme of study – this is stated within the Student Engagement Strategy 201 . This too, once introduced, may support the transition more effectively. This is scheduled for introduction for 2015 starters.

The College firmly recognises that induction is not just for new students to the College but for all those moving through levels and progressing beyond the College and we are taking deliberate steps such as those outlined above to support transition.

Academic Skills is outlined earlier in this document. In addition to the support with academic skills that occurs within programme, a new offer of a schedule of workshops is now open to students and is promoted from pre entry. It is too early to say what the impact of this might be but it has grown out of a growing recognition that a greater amount of support is required.

A significant amount of improvement and development is required for the Academic Skills content on the VLE as it is currently insufficient and of poor quality.

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4.76

The Deputy Director for HE and Skills has Academic Skills as a key responsibility and as such, while liaising with the College’s Learning Skills Coordinator, will lead improvements in this area. Another new cross college initiative that may benefit students is the introduction of Literacy Leaders and Literacy Champions in each area of college. Literacy Leaders are member of staff who are prepared to support other staff in the department in their approach to improving students’ literacy and study skills. The HE and Skills Literacy Leader is a former PGCE 201 – HE Student Engagement Strategy

student at the College who will therefore have a good understanding of the HE student experience. The Literacy Champion has yet to be appointed as this is a student role. An excellent opportunity for a student to develop leadership skills and undertake peer support.

The role, scope and nature of this role has not yet been fully communicated across college but it is an initiative of the Learning Skills Coordinator.

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Students do currently get a good range of support at course level with academic skills. Through their tutor or by requesting an appointment with member of staff, students can access support and all students receive feedback relating to academic skills in assessment feedback.

The College is clear that employability skills need a more central focus for HE students (and across college). Over the past few years, knowledge, skills, attitudes and values have been implicitly supported within courses with specific support available to individuals though Careers; however, the College is now taking a more strategic approach to the planning and reviewing of employability skills. Details and supporting evidence references for both Academic Skills and Employability can be found in sections 1.6.14‐1.6.18 of this document.

EXPECTATION B5: HE providers take deliberate steps to engage all students, individually and collectively, as partners in the assurance and enhancement of their educational experience

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The College actively seeks the engagement of students by formal and informal means in the promotion of educational enhancement and quality assurance. The College’s Student Engagement Strategy articulates this clearly201. It offers a 3 year plan of student engagement initiatives and opportunities. During 2013/14 (the first year of the new Strategy roll out), key improvements have included an increase in students taking up student rep positions, appointment of a Lead Student Rep, student contribution to induction materials and a higher degree of participation in student voice activities (surveys/focus group) which have influenced provision directly as referred to earlier (Study Zone). The Student Submission gives an example of a student making suggestions that led to a change in assessment feedback forms. However, the College is clear that these are small steps and significant improvement is required. The College feels confident that the realisation of the Student Engagement Strategy will create a meaningful way for students to engage in quality assurance, enhancement and college life to everyone’s benefit. The majority of the College’s HE students are part time mature students and it has taken some time to establish appropriate ways for such students to engage without demanding too much of their time at inappropriate times. In 2012, a place on the College Governing Body was offered to a HE student (rather than the two student places being 16‐19) but no HE and Skills student wanted to take up this offer. This will be revisited in induction.

The Strategy document reflects the College’s s work on engagement to date and future plans but it is too early to assess impact.

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To date, the College has not offered any training for Student representatives. The intention is to offer Reps something that benefits them such as leadership skills or advocacy training.

However, the College feels it is important to present a number of options and ideas to Reps to get their feedback on what would be most desirable. This did not happen in 2013/14. An evaluation of the first year of the HE Student Engagement Strategy will come through the SED/QIEP process in the autumn term.

The commitment of the College to enable HE tutors to enhance their own learning and 201 – HE Student Engagement Strategy

teaching, and maintain quality assurance of their courses is evident in the Review of Learning Policy137 and the College CPD Policy. Also see 1.6.35 regarding commitment to supporting scholarly activity.

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Through the HE and Skills Quality Group, staff have the opportunity to examine and discuss external examiner reports, student achievement, success and student retention. In addition, staff and students have the opportunity to discuss the development or validation of any new HE courses. Not all HE staff participate in the Quality Group. Now that there is a new online collaborative space for HE staff (Yammer 216), minutes of this group could be shared on this forum to facilitate better communication and involvement of all HE staff. At present, no HE students’ have attended this group. Students working lives have generally prevented such involvement. However, this is within the targets of the Student Engagement Strategy. It may be that Reps share this role rather than just one student joining the group. HE College is committed to students attending and participating in this core HE committee and sharing information though a strengthened network of Reps and the broader student body.

There are two key events that are firmly established in the academic year that HE students participate in as an aspect of the student engagement strategy. The first is an annual evening of awards and celebration for HE and Skills students in the summer term each year and this is very well attended by HE students. HE students participate in informal student feedback activities at the event and their work and contributions are showcased for students at earlier stages of the student journey. For some students, this highlights further learning opportunities that are open to them in an informal environment.

The second is an annual evening on diversity. All HE students are invited to attend this event and it has run successfully for a number of years now. A disabled comedian (Lawrence Clark) delivers a comedy performance to students that challenges their perceptions around disability and inclusion. The underlying driver for this evening is for all students to engage in the collective promotion of equality, diversity and inclusion and this evening serves as an effective way to reinforce this.

EXPECTATION B6: HE providers operate equitable, valid and reliable processes of assessment, including for the recognition of prior learning, which enable every student to demonstrate the extent to which they have achieved the intended learning outcome for the credit or qualification being sought.

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Awarding bodies have ultimate responsibility for the academic standards of their awards, however, the College has responsibility for ensuring that the courses are adhering to the standards set by awarding bodies, and that they also comply with the College’s own policies and procedures.

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HE and Skills have not had their own policy on student assessment and moderation/standardisation but they have recently drafted a HE Teaching, Learning and Assessment Policy which has yet to be ratified. It is hoped this will bring clarity regarding where the boundaries and responsibilities sit for the College and the University partner on issues of assessment and moderation and promote expectations of good practice, particularly in relation to feedback. A copy of an early draft is in supporting evidence, document 202.

Staff are fully engaged in the University led process of moderation005 and standardisation.

Rules and expectations around second marking, however, have varied across courses in recent

137 – HE Review of Learning Policy 216 – Screenshot Yammer 202 – HE Teaching Learning and Assessment Policy

years. For example, the University faculty carried out second marking for Fd Early Childhood Studies but this has been carried out within college for the PGCE. The college has discussed consistency with the University. There is now clarity for the year ahead with the expectation of second marking occurring at the College and moderation and standardisation at the University across programmes. It is unclear how this will be managed within the agreement with Salford at the point of writing the SED but it is likely that more responsibilities will sit within the College.

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Staff attend pre module meetings at the University to ensure they fully understand their roles and responsibilities with regard to the assessment for that module. Staff and students develop a shared understanding regarding the assessment and how academic judgement will be made.

Following the pre module meeting, staff talk students through the assessment expectations and the grading criteria. Students are provided with ongoing opportunities in every module to develop and strengthen their skills and abilities in terms of academic practice. The Review of Learning Policy and system is a one key means by which the College assures itself of assessment practice being carried out correctly.

Staff can access all policies related to assessment (mainly University Policies) via the College Intranet which provides the links. For example, University policies on APL are followed and the policy link is found on the Intranet.

For all Staffordshire Awards, the University writes the assessments and provides the grading criteria. For the new Salford award, the College is writing these and the University are approving them and offering the guidance for staff to follow. In the short time the College ran a HND directly with Edexcel, assessments were approved by an External Moderator.

Both staff and students are able to feedback about assessments through module feedback. 203 and 134 and college surveys to inform future practice.

Changes in student feedback and training for staff were referred to earlier in this document.

This includes the consistent use of Turnitin and training that took place in February 14.

EXPECTATION B7: HE providers make scrupulous use of external examiners

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External Examiners are appointed by Staffordshire University.

There have been inconsistencies in terms of when reports come through. Many arrive the autumn term but others have arrived unexpectedly at other times. The college has requested

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clarification of EE report timings to ensure appropriate attention can be paid to them within the QA process at the College.

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Another issue that has been discussed with the University is the lack of centre specific information. This has clearly improved in the past year but the College feels there are still further improvements that can be made if the College’s students and staff are to benefit further from EE reports. In the most recent EE report to go through the Quality Group on 30th June38 2014, the College was commended154 for its assessment practice with regard to the quality of feedback to students on the Fd Early Childhood Studies.

EE reports and the College responses 127‐133 are posted on the student intranet under “quality”

5 – University Moderation PGCE 203 – Module Feedback Blank 134 – Module Evaluation PGCE 38 – HE Quality Group Meeting Mins June 2014 154 – EE Report 127‐133 – EE Reports

and reps are notified. However, students have not fully engaged with reading EE reports to date, largely due to the lack of centre specific information. This is an area for improvement within student engagement.

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The Salford programme will require EEs to be appointed although the University will do this at level 5. They have indicated that the College can be involved in the selection.

EXPECTATION B8: HE providers, in discharging their responsibilities for setting and maintaining academic standards and assuring and enhancing the quality of learning opportunities, operate effective, regular and systematic processes for monitoring and for review of programmes.

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All HE courses are subject to the University’s regulations and procedures with regard to strategic oversight of the processes for maintaining academic standards. The University reviews or revalidates programmes every 5 years. It is at these events that programmes are scrutinised in terms of their validity and quality. College staff attend these events. 123,125 The College has clear processes for course monitoring. The Assistant Principal: HE, Skill and International oversees the production of the SED/QIEP, written by the Head of HE (Early Childhood, Education, Public Services) with contributions from the Deputy Director and Course Developers. The Assistant Principal accompanies the SED/QIEP author to the validation panel.

The panel is made up of the Principal, Deputy Principal, a governor and external colleagues from the sector. The SED/ QIEP (formerly SAR/QIP)143ab details strengths, weaknesses and areas for improvement regarding achievement and all aspects of quality. The QIEP details forward planning (targets/actions) on quality and enhancement. To date, there has been insufficient student involvement in this process.

4.100 The College has a process to protect the interests of students when a course is closed as was the case with the Foundation degree Public Services this year having received a small number of applications. If the College decides to close a course, the needs and interests of the students is considered. Students are notified by either the tutor or Senior Admissions Officer by phone and letter. Students are offered support to find an alternative such as a careers appointment or support through clearing. This process has not yet been written into any formal policy document.

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4.101 Course monitoring operates at several levels and stages in the College. At course team level monitoring is carried through student feedback and module reviews. Staff:Student Committees are to be added into this process in 2014/15. Teachers/tutors meet with their line manager on a regular basis to review progress. Course leaders attend regular monitoring meetings with the Assistant Principal. These activities culminate in self‐ assessment activity at the year end. The SED/QIEP then goes forward to a validation panel and is reported to Governors.

EXPECTATION B9: HE providers have fair, effective and timely procedures for handling students’ complaints and academic appeals.

4.102 The procedures for handling complaints and appeals are a shared responsibility between the College and the university. The college has a complaints policy 163 which students and stakeholders may route complaints through. Students are informed that the College is the 123 – Email from University re Draft Validation Documents 125 – Mins of Faculty review and revalidation ITT 143a/b – SED SAR QIP QIEP 163 – College Complaints Procedure

first point of contact regarding complaints. Depending on the nature of the complaint, there may be a requirement to refer it to the University.

4.103 In the case of handling matters of academic misconduct or appeals, the early stages are managed by the College but are referred to the University as appropriate – all within University Policy Guidelines.

4.104 Staff have had training on this and the training material is item 35. Students get information at induction and through the course as needed. Staff can access all policy links, whether College or University written, through the College Intranet. Students can get a copy of the Complaints procedure from the College website and all University Policies from their website.

4.105 All complaints are treated confidentially and professionally.

EXPECTATION B10: Degree‐awarding bodies take ultimate responsibility for academic standards and the quality of learning opportunities, irrespective of where these are delivered or who provides them. Arrangements for delivering learning opportunities with organisations other than the degree‐awarding body are implemented securely and managed effectively.

4.106 The College is not a degree‐awarding body. All HE courses delivered by the College are subject to each awarding body’s strategic approach to delivering learning opportunities. All HE courses comply with the range of policies and procedures set out by the University partner. The partnership agreements are agreed and signed by the Principal of the College and the partner awarding body. Due diligence is carried out when considering any new organisational partnership and risk assessment is undertaken (at course level) at validation and in subsequent reviews. In addition, the College’s quality assurance and enhancement cycle and processes ensure that all courses are examined carefully regardless of which awarding body the course falls under.

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4.107 Regular contact and meetings between the Assistant Principal, Senior Admissions Officer, the College’s Business Manager and University staff from the Finance team ensure that financial regulations are followed and ensure complete transparency of financial agreements. Bothe the Assistant Principal and the Business manager sit on the College’s Financial Management Group, enabling direct reporting of finance and budget related matters within HE.

4.108 All procedures for ensuring that the College has written agreements between each awarding body are checked by the Principal at the College and the Quality Team at the partner awarding body. The College Principal and the Vice Principal Finance and Resources check such agreements. These agreements are also subject to audit.

4.109 In the case of the PGCE, other organisations are involved in the delivery of some learning opportunities. At present, the College and the University do not expect that this is covered by a contractual agreement but settings do sign a document from the College confirming that the student is in a suitable setting, confirm who the mentor is and they are provided with a mentor handbook. We do not currently offer a placement finding service to students.

The College also seeks confirmation of a DBS being in place for students where this is required. As an employer or volunteer, this should already be in place but the College will process DBS should this be required.

Section 5: The Quality of Information about the Higher Education Provision at the College

EXPECTATION C: Higher education providers produce information for their intended audiences about the higher education they offer that is fit for purpose, accessible and trustworthy

5.1

5.2

5.3

The College ensures that the information it provides for current and prospective students is accessible, fit for purpose and reliable.

Students can access information through the website, in person, by email and by telephone.

They can request material is sent to them by post.

In summary, students have access to (all referred to in earlier parts of the SED): 1. HE course guide 2. College web site (www.asfc.c.uk) 3. Twitter feed 4. College policies and procedures 5. Learner Information and Support Services (includes HE Student Charter) 6. KIS and WIS information (web site) 7. Course details – information leaflets/packs are very comprehensive 8. Course handbooks 9. Programme specifications (web site) 10. Module handbooks 11. VLE materials 12. Learning Resource Centre and ALS information and services 13. Details about all other support services and resources 14. Information events to meet teachers and administrators 15. Careers information (appointment, print and software) 16. Financial support / fees / loans details

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5.4

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All information is monitored and reviewed regularly. Responsibility for monitoring information lies with:

 Senior Admissions Officers for all material relating to admissions  Marketing Assistant for all material relating to course information (packs), recruitment and promotion  Curriculum staff for any on programme information such as course handbooks  Support staff managers for support services

The College follows University protocols on checking accuracy and getting approval.

The information packs that applicants receive contain a wealth of information to help inform their decision and guiding them through the process.

The College’s website is currently being redesigned and the new version should be live during the summer break 2014. The external company began transferring material over during term 3 of the 13/14 academic year. The new version will allow the Marketing Assistant much more direct control over updating and accuracy than she has previously had.

Course/module handbooks contain a wealth of information regarding course information, learning resources and assessment. These are written by the University (Staffordshire) and by College (Salford).

Enrolled students can access a VLE – either Blackboard or Moodle, these can be seen at the Review Visit. These offer module related materials as well as access to documents such as EE reports.

Information relating to course data and student data is produced and managed by the College’s MIS team. This includes monthly reports (sample to be made available at Review Visit) to Quality Group as well as handling returns to HEFCE. Accuracy is checked through the Quality Group or via meetings with the Assistant Principal. The MIS team ensures that KIS data is displayed on the website and annually updated and the Senior Admissions Officer oversees WIS data.

Section 6: Enhancement of Students’ Learning Opportunities

6.1

The College has developed a clear vision of enhancement and this is reflected in the document entitled “A Vision of Enhancement at ASFC”, item 14 in supporting evidence. This delivers a diagram of the infrastructure of “deliberate steps” that the College takes in order to continually enhance the learning opportunities and experience of its higher education students.

The diagram gives an overview of the “deliberate steps” under the themes (segmented on the diagram) as follows:  Teaching, Learning and Assessment  Student Engagement  Employability and Careers  Quality Assurance and Improvements  Resources  Support Services

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 Admissions and Marketing  A Learning Community

Within each outer segment, there is an overview of the “deliberate steps” the College takes whether that’s having a committee in place or offering a particular service or resource for example.

The inner circle contains the things that the College hopes its students can confidently say if the College is getting things right and providing a high quality student experience. If the College falls short, then it is necessary to return to the outer ring to make adjustments. If students confirm satisfaction with all aspects, then the College returns to the outer circle to continuously consider further enhancement.

The centre is the goal – a successful student, however success might be determined by the individual and the College. .

Then back to the outer ring to refine and continuously improve.

6.2

A range of enhancements are referenced in different parts of this document regarding recent enhancements and future/planned enhancements. In summary, these are:

Already in place or introduced during 2013/2014:

                

A Higher Education Strategy (2013‐2016). Replaced previous 3 year version.

A Student Engagement Strategy (2013‐2016) A range of other HE specific policies and procedures HE Staff Development Days Students leading in induction Improved Student Representative engagement An improved /planned approach to Rep system Collaboration with HE networks outside college Awards and Diversity evenings HE specific survey Yammer site for HE staff collaboration Careers and employability offer Support to improve ILT – access VLE Ever improving Information Packs and admissions process Improvements to student feedback after assessment Quality code and now referenced in Review of Learning, UK professional standards to be referenced  A shared vision of enhancement to build upon  External triangulation/validation of quality assurance processes  HE classroom

For September 2014/2015  HE Study Zone  Student Meet activities  An improved Rep liaison system  Greater involvement of Reps and Students in QA/QI, Enhancement infrastructure

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     

Ongoing VLE improvements Induction presentation Evening of Academia Higher Education Ashton Review – student, teacher, guest collaboration Changes to access to refreshments Further documenting of policies and procedures

Section 7: Chosen Thematic Element – Employability

7.1

The College needs to make significant improvements in its support of students’ employability skills to ensure a more planned approach and explicit referencing of employability skills with its students.

7.2

7.3

7.4

Employability skills have always been embedded within the HE offer as Staffordshire University validated courses can only go through validation if the opportunity to develop “The Staffordshire Graduate” attributes are embedded within courses going for validation.

The University has identified 6 themes: Professional, Global Citizen, Team Work, Reflective and Critical and Discipline Expert as the core parts of their pledge around employability.

Therefore, the College’s delivery of the curriculum also falls in line with this.

There have been increasing amounts of bespoke employability focussed sessions and activities for HE students, in particular since 2012 with a view to supporting full time students. The Careers Service offers a range of activities in class and on an appointment basis and the range of work over the past can be found in supporting evidence 176. These are in addition to embedding* of employability skills within programmes.

HE students undertake the following types of activities to support their career planning and the development of employability skills:

             

Progression activities with University partner admissions and recruitment services Practice interviews for job interviews Practice group and individual interviews for University admission to specific sectors (e/g Health) Personal statement writing CV writing Job search UCAS clinic Career development / Guidance interview174b Career interview – Action Planning174a PDPs (some course), reflective writing Guest lecturers from industry/sector (some alumni) Alumni established for networking, guest lectures Vacancy identification by Careers Service Voluntary work guidance

The following are available within college but have not yet included HE students:  Student led enterprise society, to enable students to be part of the ‘Enterprise Programme’ within the College.  Inter College Enterprise Competitions ‐ Greater Manchester and Regional / National enterprise based competitions

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 

Work placement service Attendance at Jobs Fairs – college run or Manchester events

A large percentage of the College’s HE students are not only employed, but are working within the sector for which they are studying. Where students are not, the College encourages the students to be autonomous learners and source their own voluntary work if they wish to show independent thinking and commitment to the course. Relevant employment, paid or voluntary, is an admission criterion for many courses. However, all HE students have access to the above provision and are supported with career building.

7.5

7.6

*The college is seeking to raise the profile of employability skills provision and opportunities using the Staffordshire Graduate concept as a reference point. For students on Staffordshire validated programmes, the Staffordshire Graduate pledge will become much more explicit.

Full time students during 13/14 participated in activities around the Staffordshire Graduate themes, however, it is the College’s intention to further extend this. Alongside this will be Salford University’s similar offer around supporting employability for students on programmes it validates. It is important that as a college, a coherent programme is developed regardless of validating partner and a starting point for this has been the publication of the College’s “Employability and Careers Offer”182 for HE students.

182 – Employability and Careers Offer

7.7

7.8

7.9

7.10

The Employability and Careers Offer for HE Students182 has been created to separately promote provision from that for FE students and to enable the College to clearly communicate its commitment and services to the student body. The Employability and Careers Offer for HE Students document, new since the last review, offers an overview of the services and support to prepare students for employment or career progression. This offers potential and current students an outline of the types of support and provision they can expect and is available online currently (as part of the Wider Information Set requirements) with the intention of producing a visually attractive print version (which can also go online) in the new academic year.

Within programmes, students engage in many learning opportunities that support the development of employability skills such as presentations, talking to groups, project planning, working as a team, reflective and personal development work, report writing, research and problem solving. These occur as part of good practice in teaching, learning and assessment.

The college acknowledges that there are a range of improvements required at institutional and departmental level around employability. There is now a greater cross college focus on improving the provision for the 35% of 16‐19 students who do not progress to University as well as improving Employability skills for all. The College appointed an Employability and Enterprise Manager at the College in 2012, however, to date her remit has been the 16‐19 cohort.

The HE and Skills team work closely with the careers department and University careers departments to draw in the relevant expertise. The Senior Admissions Officer sits on the College’s Careers Guidance group 179 and the Assistant Principal periodically attends this group.

This helps to identify opportunities that students can benefit from.

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7.11

7.12

7.13

7.14

7.15

Students have access to a Careers Manager and two Careers Officers. Appointments can be made in the evenings. The Careers department has a wealth of material and e‐sources for students to explore around career research and planning e.g. Adult Directions.

The Assistant Principal, Deputy Director, Head of HE and an Employability Skills tutor have begun to map out a more structured approach to an employability programme for HE students. This is in its very early stages. This includes having already identified an Employability Skills tutor, experienced in working with HE students, to provide an improved range of Employability sessions to respond to student needs in 2014/15.

The College will be participating in its first Destination of Leavers survey following this academic year. The College does not yet have (or make use of) a robust and established means of recording destinations for HE leavers, in part stemming from the fact that until fairly recently, most HE students were already employed at the start of their programmes.

Anecdotally, curriculum staff are aware of career progression and success and this is used in Case Studies by the Marketing department in course materials and publicity. A strategic approach to capturing and analysing such data is required in order for it to meaningfully inform enhancement of learning opportunities.

Course surveys are completed by students to allow the College to consider the value of the course content to the student in relation to their employment intentions.

Sector trends are analysed and are considered within the Higher Education Strategy 153 which informs curriculum planning. In addition, there are productive links with some employers

182 – Employability and Careers Offer 179 – Mins of Careers Guidance Meeting November 2013

through Marketing, particularly in Education and Early Childhood, providing up to date information on sector trends and opportunities.

153 – Higher Education Strategy

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Supporting Evidence List from Ashton Sixth Form College Reference Number 001A 001B 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 034 035 036 037 038 039 040 041 042

Title Self‐Evaluation Document Student Submission Comparison of Results University Observation of Teaching PGCE ASFC Governor Strategic Planning Event April 14 University Moderation of PGCE Module Marking University Observation of Teaching FdECS Programme Specification BA Ed – Staffordshire University Record of KIT Meeting 14th May 2013 Record of KIT Meeting 03rd June 2013 JMF FHA Record of KIT Meeting 11th June 2013 JMF FFL Record of KIT Meeting 12th May 2014 JMF DA Information Pack for PGCE and Certificate in Education CPD and Scholarly Activity Record Fiona Hall Vision of Enhancement Staff Profiles Information Pack for Foundation Degree in Education Information Pack for Foundation Year Health Marketing and Recruitment Events Programme Specification for HND in Creative Media Production – University of Salford Programme Specification for Health Studies – Staffordshire University Programme Specification for Foundation Degree in Early Childhood Studies – Staffordshire University Student Induction Presentation 2014‐15 Foundation Degree in Early Childhood Studies Meetings Schedule 2013 – 2014 Extenuating Circumstances and Plagiarism Update ASFC Final Strategic Plan 2013‐2016 HND Media Production at Ashton Sixth Form College Key Information for 2013‐14 HE Lesson Observation Record Jane Jones HE Lesson Observation Record John Birch HE Lesson Observation Record Carole Harvey HE Lesson Observation Record Sue O'Malley HE Lesson Observation Record Doug Hoy HE Lesson Observation Record Shirley Cannon HE Lesson Observation Record Fiona Hall HE Lesson Observation Record Angela McGibbon Faculty Workshop June 2014 Appeals, Complaints and Misconduct Continuing Professional Development Strategy Higher Education Staff September 2014 Record of HE Quality Group Meeting 30th June 2014 HND Creative Media Production Course Handbook HND Creative Media Production Responsibility Map HND Creative Media Production Module Handbook Record of KIT Meeting 23rd January 2014 Fiona Hall Carole Harvey

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043 044 045 046 047 048 049 050 051 052 053 054 055 056 057 058 059 060 061 062 063 064A 064B 065 066 067 068 069 070 071 072 073 074 075 076 077 078 079 080 081 082 083 084 085 086 087 088

Record of KIT Meeting 14th May 2014 Fiona Hall Carole Harvey Record of KIT Meeting 8th May 2014 Fiona Hall Doug Hoy Record of KIT Meeting 24th January 2014 Fiona Hall Sue O’Malley Record of KIT Meeting 9th May 2014 Fiona Hall Sue O’Malley Terms of Reference for HE and Skills Quality Group Record of KIT Meeting 16th January 2014 Fiona Hall Gemma Ainsworth Record of KIT Meeting 20th January 2014 A McGibbon D Hoy S Cannon Record of KIT Meeting 28th June 2013 A McGibbon D Hoy S Cannon Record of KIT Meeting 27th February 2014 A McGibbon S Cannon Record of KIT Meeting 15th November 2013 Jo Fletcher‐Saxon Fiona Hall Record of KIT Meeting 16th January 2014 Fiona Hall Shirley Cannon Record of HE Quality Group Meeting 2nd June 2014 Minutes of Meeting for Certificate in Policing Knowledge 23rd April 2014 Record of Marketing Material Staffordshire University Approval of Partner Marketing and Publicity Material UK Record of KIT Meeting 16th January 2014 A McGibbon D Hoy Performance Management Review Shirley Cannon Performance Management Review Doug Hoy Performance Management Review Carole Harvey Performance Management Review Angela McGibbon HE Comments From Survey HE Survey Analysis HE Learner Views Focus Group 21‐22 May BW Student Survey Highlights You Said Our Response HE Only You Said Our Response Enrolment and Induction 2012 ‐2013 Mid‐Year PMR Angela McGibbon Full PMR Angela McGibbon Mid‐Year PMR Carole Harvey Carole Harvey PMR 2013 Carole Harvey PMR Mid‐Year PMR Doug Hoy PMR Doug Hoy Mid‐Year PMR Fiona Hall PMR Shirley Cannon PMR Sue O'Malley PMR Shirley Cannon 2013 Mid‐Year Review Shirley Cannon 2014 Mid‐Year Review Sue O'Malley 2014 PMR Sue O'Malley 2013 Record of KIT Meeting 15th November 2013 Jo Fletcher Saxon Fiona Hall Interim Quality Group Meeting – 18th June 2014 Principals Report 20th May 2014 Principal's Report 27th Feb 2014 Principal's Directorate Update June 2013 Principal's Report 9th October 2012 Principal's Report 3rd July 2012

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089 090 091 092 093 094 095 096 097 098 099 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119A & B 120 121 122 123 124 125 126 127 128 129 130 131 132 133

Principal's Report 11th January 2011 GM HE in FE Consortium‐Minutes 6th June 2014 Minutes of Award Board Meeting Fd ECS 2013 Programme Advisor's Report Fd Ed 12‐13 Programme Advisor's Report Fd Ed 13‐14 Fd Ed Award Board Level 4 2013 Fd Ed Award Board Level 5 2013 Additional CPD Information Record of STOG Meeting 27th January 2012 Staffordshire University External Examiner Feedback April 2014 HE Removal from Programme Policy HE Guidance for Extenuating Circumstances – HND Health HE and Skills Retention Strategy HE and Skills Literacy and Numeracy Policy HE And Skills Induction Period Policy HE and Skills Health and Safety Guidance for Work Related Learners HE and Skills Fees Policy (Feb 14) HE and Skills DLS 24plus and ALF policy (Feb14) HE and Skills Admissions Policy HE Admissions Appeal Policy HE Academic Skills Policy HE Academic Misconduct Policy – HND Health HE Staffordshire University Peer Observation of Teaching Policy (for reference) HE and Skills Health and Safety Guidance for Work Related Learners ‐ Lone Working Quality Group Meeting Minutes 10th Jan 14 Quality Group Meeting Minutes 30th Sep 2013 Quality Group Meeting Minutes 9th December 2013 Quality Group Meeting Minutes 3rd Feb 2014 Quality Group Meeting Minutes 17th March 2014 Quality Group Meeting Minutes 28th April 2014 119B Employer Questionnaire from HE & Skills Evening of Celebration 2014 ‐ Sample Overview of Quality Assurance Procedures University Courses at ASFC Presentation Governor Engagement Strategy 14‐15 Email From University re Draft Vaildation Document May 2014 Programme Specification PGCE Cert Ed Minutes of Faculty Stage Review and Revalidation ITT provisions Cert Ed and PGCE ‐ 25 March 2014 ‐ Chairman Approved DET 2 year calendar first year 1 External Examiner Report BA Ed June 2013 ‐ Catherine Lamond External Examiner Report Fd Ed June 2013 ‐ Catherine Lamond External Examiner Report PGCE June 2013 ‐ Dr Sheine Peart External Examiner Report Fd ECS June 2013 ‐ Sheila Riddall‐Leech External Examiner Report BA ECS July 2013 ‐ Sally Thomas External Examiner Report Fd ECS June 2013 ‐ Dr Patricia Giardiello External Examiner Report Fd Public Services September 2012 ‐ Julie Hancock

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134 135 136 137 138 139 140 141 142 143A 143B 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173A

Module Evaluation PGCE Moderation Feedback Fd Education 28 01 14 Moderation Feedback Fd Education 27 01 14 HE Review of Learning Policy 13‐14 HE Student Engagement Strategy HE Teaching , Learning and Assessment Policy HND Minutes of Meeting 11th October 2014 HND Minutes of Meeting 21st March 14 Minutes HE Meeting 10th July 2014 143A Self‐Evaluation Document 2013 14 and Quality Improvement and Enhancement Plan 14 15 for Higher Education (DRAFT) 143B Self‐Assessment Report and Quality Improvement Plan for Higher Education September 2013 (2013 2013) External Examiner Visit Plan Template KIT JMF FY Art KIS Academic Misconduct Report Programme Specification Fd Ed – Staffordshire University Central CPD record JMF FHA AMG External Examiners for ASFC Action Plan for ITT Review Chairman Approved Staff Training PP on Extenuating Circumstances and Plagiarism and Academic Misconduct Performance Management Review Sue O'Malley ASFC HE Strategy 2013 to 2016 External Examiner Report Fd ECS June 2013 ‐ Dr Patricia Giardiello Template for Tutor's Details Re Teaching (1) Record of KIT Meeting 15th November 2013 Jo Fletcher Saxon Fiona Hall Record of KIT Meeting 27th September 2013 Fiona Hall Angela McGibbon Record of KIT Meeting 12th May 2014 Jo Fletcher Saxon Dan Atkinson Record of KIT Meeting 10th December 2013 Jo Fletcher Saxon Fiona Hall Record of KIT Meeting 8th May 2014 Jo Fletcher Saxon Susanna Parsonage Record of KIT Meeting 1st July 2013 Jo Fletcher Saxon Fiona Hall Record of KIT Meeting 2nd September 2013 Jo Fletcher Saxon Fiona Hall College Complaints Procedure Responsibilities Checklist ‐ Partnership with The University of Salford Responsibilities Checklist ‐ Partnership with Staffordshire University Marketing and Admissions QIP 13‐14 Marketing and Admissions SAR 13‐14 Property strategy 2013‐16 ‐ final Screenshot of the Policies on the Intranet University Course Guide HE Interview Record Form and Guidance Notes Jan14 Higher Education Staff sep14 HE and Skills Learner Information and Student Services Booklet

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173B 174A 174B 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189A 189B 189C 189D 189E 190A to 190P 191 192 193 194 195 196A to G 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211

Learner Information and Student Services Booklet for HE Students 2014‐ 2015 Careers Interview Action Plan ‐ Careers Guidance interview‐ 3rd Dec 2014‐ Careers IQER ASFC 2010 Work Undertaken this Year ‐Careers Paramedical Questions ‐ Careers Examples of Teaching Assistant Questions ‐ Careers Minutes of Careers Guidance Meeting ‐ 12th Nov 2013 Pro Monitor Pastoral Record Organisation Chart14‐15 Employability and Careers Package for Higher Education Students

Staffordshire ‐ Partnership Agreements 2009 to 2013 Pastoral Communication through Pro Monitor ‐ Behaviour Pastoral Communication through Pro Monitor ‐ Finance and Additional Support Letter of Rejection for HE Course PowerPoint for A2 workshops on Development Day Overview of Quality Assurance Procedures as of June 14 HE Staff Development Day July 2014 ‐ Q & A July 14 HE Staff Development Day July 2014 ‐ Key Things on the Horizon Higher Education Staff Development and Scholarly Activity Day July 2014 HE Staff Development Day July 2014 ‐ A College Vision for the Enhancement of HE Student Learning Opportunities HE Staff Development Day July 2014 ‐ feedback from students HE Staff Development Day February 2014 Equal Ops Policy Staff Equal Ops Students HE and Skills Teaching and Induction Survey 2013 2014 HE and Skills Teaching and Induction Survey 2013 2014 Comments Ofsted Report October 2011 ‐ E&D Highlighted HE Staff CV’s HE Student Offer Letter Ofsted vs QAA External Examiner Report Teacher Training 13 ‐ Our Response External Examiner Reports and Responses from the College on Moodle HE Student Engagement Strategy HE Teaching , Learning and Assessment Policy (DRAFT) Module Feedback Blank 19 Plus Results 12 13 for SLT Nov 13 19 Plus Results 11 12 updated for SLT 8 Nov12 HE and Skills Calendar for Start of Academic Year 2014 15 Minutes VLE Meeting – 12th June 2014 College Strategic Plan 2013 to 2016 Review Plan for Higher Education Review MOCK An Overview of HE and Skills for New Staff Sept 13 Notes for JMN KIT Meeting 14th May 2013

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212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 300

Assessment Report ALS ALS Leaflet about Services Sample Module Handbook ‐ PGCE ‐ UMBLE Sample Module Handbook ‐ FD ECS ‐ Inclusive and Enabling Environment Screen Shot ‐ Yammer HE Teacher Job Description Head of HE Programmes (Ed, EY, PS) Job Description Deputy Director HE and Skills Job Description Data booklet (to be available at Review Visit) College Quality Cycle Quality and Standards Sub‐Committee Terms of Reference Minutes of Quality and Standards Sub‐Committee College Observation Policy Course Developer Job Description Senior Admissions Officer Job Description Marketing Assistant Job Description Financial Management Group Minutes ILT Strategy Supporting Evidence List

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