Student Submission

QAA: Higher Education Review Student Submission From Ashton Sixth Form College

Introduction:

There are currently 173 students in higher education at Ashton Sixth Form College. All the students were given the opportunity for be involved in the review, be it through questionnaires, student focus groups or telephone interviews.

The information was gathered in a variety of ways these included: visiting classes to conduct focus groups, (recording the results on a voice recorder), one to one interviews and questionnaires.

The student submission was prepared by Jenny Howell (LSR) and Paula Stonehewer (SR).

The student submission was authored by Jenny Howell (LSR).

Section 1: Student representative body:

I have been a student at the college since September 2011, when I started my Foundation Degree in Early Childhood Studies. In September 2013 I started my English GCSE at the college. I personally feel that I have a strong and very positive relationship with the staff at Ashton Sixth Form College. I feel comfortable in getting into contact with members of staff with any queries which I have had during my time at the college. I have also been the student representative for my class since September 2011.

As the student representative my role involves liaising with higher education staff about any issues or queries which our class may have. As a student representative I also provide a yearly report, informing the college of the positive and/or negative experiences of the students, including the students’ views and comments on any changes which they feel could be made, to enhance their teaching and learning and the student experience. Every class has an allocated student representative.

The submission has been democratically approved by the student body as the students were all willing and keen to provide feedback. The feedback was obtained via focus groups, one to one interviews, telephone interviews and questionnaires. An outcome of the previous IQER review stated a desirable action was for the college to consider the development of the VLE (Virtual Learning Environment). All classes now have access to a VLE either Blackboard or Moodle, however this is still an area for further development, as reflected within the submission.

Section 2: How effectively the college has addressed the recommendations of its last review.

I am unable to comment on the previous review in any detail, however, as the student representative for my class, I have personal experience of influencing change for our class.

In the yearly report I commented that the feedback sheet we received at the end of each module felt slightly negative was because it was split into three sections: strengths of the 1

assignment, weaknesses of the assignment and areas for improvement. The feedback sheet is now only in two areas strengths of the assignment and areas for improvements. This makes students feel more positive about their feedback.

I feel that the college is effective in sharing good practice and this is evidenced by the results of the higher education survey 2013/2014. The results of survey reveal that 91% of students agree that the college shares good practice.

Section 3: How effectively the university/College sets and maintains the threshold standards of its academic awards.

Academic standards

1. Have you found the module assessment’s more challenging as you have progressed through the course?

The vast majority of students agreed that the module assessments became more challenging as the students progressed through the course. The students expressed that the reasons they became more challenging was related to reaching higher levels of the course and conducting more independent work, which requires more research.

Many first year students agreed that modules are more challenging as they are learning in ways, different to NVQ’s, still finding their feet. However, a number of first year students are finding referencing difficult to understand and get right, even though they are given a referencing guide and are aware of where to find further information on the university website. Within another class the students replied that they found assessment more challenging as the course progressed as more details are required and the course becomes more in‐depth.

The Foundation Degree in Education year three class replied that they found the very first module difficult; they have found that felt unprepared for this module. Within the HND in Health and Social care (health studies) year two classes, I received mixed responses from students (2/4) some agreed that assessments are more challenging a few students in the class disagreed. Other students agreed that some of modules are challenging. This is the result of the HND class covering a mix of both level 4 and 5 modules in both first and second years. All of the PGCE class (9/9) noted that the modules and assessments were more complex and challenging as the course progressed.

2. Have you looked at the external examiner reports that are available on the VLE?

When asked I asked the students if they have seen the external examiner reports, out of all of the students only one student had heard about the external examiner reports.

However, there has now been an email sent out explaining what these reports are and where to find them.

3 Have you found that the assessments are appropriate for your course?

2

The students mostly agreed that assessments are appropriate for their course. All of the PGCE students felt that assessments were appropriate and challenging. However in the BA early childhood studies year one class, students expressed that they felt that the assessments were appropriate although context could be condensed as it can be mixed.

The Foundation Degree in Early Childhood Studies year three class agreed all the modules have been helpful and that they have learnt and gained knowledge for personal and professional development, although a few students found the leadership and management module was not relevant for everyone (4/17).

One student on the Foundation Degree in Early Childhood Studies year one class expressed that referencing is different depending on which tutor is marking, however in this instance the student gained advice from the Learning Resource Centre (LRC) and a handy guide was produced. This incident was dealt with and students are encourage to use Refzone on the Staffordshire website.

4. Have you found feedback on time and helpful?

The Foundation Degree in Early Childhood Studies year three class expressed that during their first year the students found that they were not getting feedback in time to help with next assignment. Sometimes the sheets can be difficult to read as handwriting can be unclear to read or not clear on the carbon copy which the students receive. Some students have not received feedback for modules as this has been ‘Misplaced’.

The BA in Early childhood Studies class replied yes they found the feedback helpful, however they did feel that at first the response was slow, this has improved, and students believed that this was due to it being the first time that Staffordshire had held this course.

The Foundation Degree in Early Childhood Studies year one class commented that the feedback is provided very quickly. The Foundation Degree in Education year two class explained that their feedback is given using blackboard, and one to one tutorials at the end of lessons, which students commented was very effective. Students also said the tutors are always available to speak to for feedback.

The Foundation Degree in Education year two class gave a mixed response. Some students said yes they found feedback on time and helpful, however (3/7) said that there always seems to be a delay.

The Foundation Degree in Education year one class replied that they found feedback helpful and on time, however there were a few problems with the feedback for the first assignment as some received feedback and others didn’t but this was quickly rectified by tutor and no issues with feedback from the second assignment.

One member from the Foundation Degree in Education year three class commented that they had not always found the feedback helpful. However, the exam feedback was very quick. This could be because the third year is not as spaced out and we finish early. All 3

of the PGCE class all agreed that feedback was given in a timely fashion (never longer than 3 weeks) and feedback given was detailed and helpful. One PGCE student commented that the feedback for each piece of marked work was given via a one to one tutorial and this was particularly helpful. Teaching observation feedback was useful and gave action points for improvement stated one learner and the rest of the class were in agreement (PGCE).

5. Have you understood the grading criteria?

The Foundation Degree in Early Childhood Studies year three class replied that feedback use to be understandable but this changed in their final year. Students are now unsure of how the new criteria work and find it harder to understand and work out marks. The majority of students (90%) replied that they understood the grading criteria. The few students who replied that they partly understood the grading criteria, many of first year students replied that they slightly understood the grading criteria expressed that they felt this is due to being new students and advised that they are getting used to and more familiar with the grading criteria as their course progresses. The class of PGCE students all agreed that they were familiar with the grading criteria as it was set out in the handbook for each module.

6. Are you aware of the college rules on plagiarism?

All students when asked are you aware of the college rules on plagiarism replied yes through the use of Turnitin. Students understood that the Turnitin is one of programs which are used to do plagiarism checks as part of the college’s policy for plagiarism.

Students were also aware that the University looked very unfavourably on plagiarism.

7. Do you get involved in the design of the new programmes? (module feedback, how you have found the module, difficulties completing the module)

The Foundation Degree in Early Childhood Studies year one class replied that they felt that the feedback which they have given from the first module has helped to change the course for the next year.

The HND class gave a mixed response as three out of the total of five said yes they feel involved, and two said that they do not feel that they are involved in the new programmes.

The Foundation Degree in Early Childhood Studies year three class expressed that they have found it difficult completing two modules alongside each other. These modules have also been at Christmas time and for Early Years professionals this is a busy time as they are involved with preparing Christmas activities. This was also mentioned in the student rep report in the first year. However, there were also two modules in the second year. It was also fedback that students found it difficult concentrate on two assignments at the same time, often giving one assignment more attention than the other. This has been taken into account and has been changed for the new courses.

4

All student feedback is used in the design and validation of programs. The information gained from student feedback from the BA in Early Childhood Studies year one class has resulted in the September 2014 class being made into a fast track course.

PGCE students were all aware that feedback from the previous year’s cohort had resulted in the modules been moved to ensure the level 7 ones were at the end and more time was allocated in the time table for these more challenging modules.

Learning opportunities

1. Have you found the staff are fully trained and qualified on your course? Examples?

The majority of students (90%) expressed that they found staff fully trained and qualified; students commented that the staff have excellent subject knowledge and answer questions readily. They also commented that each teacher has a different teaching style.

However, the HND class gave mixed responses. Some students replied that they found staff fully trained, (3 out of 5). Another student replied they found most of them fully trained and another one replied not initially as in the first year there were quite a few mistakes with the tasks which resulted in the students having to redo parts of their work.

Trainee teachers (PGCE class) were all aware of the qualifications and backgrounds of their teachers as this was discussed at the beginning of the course. They were happy that their tutors all had MA level qualifications and many years teaching experience.

Some students were unaware of members of staff qualifications, teaching/ work background, and would have liked to of known this information, suggesting that perhaps it could be included in the information pack for the course. From this feedback students are now aware that staff profiles are being introduced and are to be published on the virtual learning environment (VLE) on the college website and in welcome/ information packs.

2. Are you able and have the opportunity to feedback on lectures? (Modules feedback form‐ for example?)

The majority of students (97%) replied that they are given the opportunity to give feedback on modules in a variety of ways. The students expressed that they can give feedback through feedback forms at the end of each module both hand written and online.

The Foundation Degree in Early Childhood Studies year one class commented that members of staff have also been into visit lessons to gain feedback and tutors are always there to give feedback too.

5

The Foundation Degree in Public Services class expressed that their tutor was always available to speak to for feedback. The Foundation Degree in Early Childhood Studies year three class commented that the student representative completes a yearly report providing feedback for the previous year.

However one student from the HND class replied that they were not able to give feedback, but gave no further details about this. The PGCE class all remembered completing module feedback forms at the end of each module and taking part in the student surveys.

3. Tell me how you have found the learning resources and have they been adequate for your course? Examples?

Here are some examples of students’ views of the learning resources and how adequate they have been for their courses:

 ‘Library sessions at the start of Foundation Degree and BA have really helped.’

 ‘Blackboard is very useful.’

 ‘Summon has been very good for journal articles.’

 ‘Every time I have come in the staff have been helpful and supported me in what I have wanted. The library has always had what we want. We do not use the colleges VLE as we use Staffordshire Blackboard. I have used the college’s portal to retrieve a journal article only when I have been at college and found it easier than Staffordshire’s blackboard.’

 ‘I found the resources more than adequate and the learning resource centre is brilliant and always had everything we needed.’

 ‘The library is good for research books and staff very helpful at helping you find books.’

 ‘Referencing lessons from LRC have really helped me with my course.’

 ‘The VLE for PGCE well‐populated and regularly updated. E learning resources useful and Staffs e journals all accessible.’

In the main, for some of the modules, books were difficult to find within the library, however the majority of students across all courses reported finding the LRC staff extremely helpful particularly in showing students how to access books and journals through ASFC online library.

However when this question was asked a minority of students replied that they felt the:

 The library needs more access to books.

6

  

 

There is a lack of quantity of library books.

Ashton library website was lacking e‐books,

One student has had problems being accepted onto the online library system and the VLE. She also had difficulties getting into the building using her student card, resulting in her having to go through reception to get into the building. However, it was an issue with her card that was soon resolved once reported.

There were mixed views about some of the resources available from the LRC, with one student reporting the digital recording equipment (video) was outdated.

There was also an issue obtaining relevant books from the library when another class were doing a similar module and there were not enough books for both classes.

Once reported, more key texts were purchased.

4. Have the college used the evidence such as the national student survey scores to enhance its provision? (VLE)

Most students (90%) were unsure what the national student survey was and what the scores were, however some students were aware of what the national student survey is used for.

The college uses module feedback to enhance its provision as previously mentioned. The Foundation Degree in Early Childhood Studies year one class felt that the feedback which they have given from the first module has helped to change the course positively for the next year.

Also the Foundation Degree in Early Childhood Studies year three class expressed that they have found it difficult completing two modules alongside each other. This has been taken into account and has been changed for the new courses. Students mostly feel that their feedback is used in the design and validation of programs. The information gained from student feedback from the BA in Early Childhood Studies year one class has resulted in the September 2014 class being made into a fast track course.

Students have expressed that Moodle passwords need renewing too often and sometimes out of term time, when students are unable to renew their passwords.

Students are now aware that the HE team are liaising with the IT department to resolve this issue and they will be updated soon.

5. Tell me what you know about complaints and appeals procedures?

The majority of students had no complains and/or appeals, but were aware of who they need to speak to regarding complaints and appeals. Many students expressed that their student representative has always been available to support with any issues. However, some students in the Foundation Degree in Early Childhood Studies year one and the 7

Foundation Degree in Education year two classes expressed that they were unsure who their student representative is.

6. Have you been happy with the outcome and timescales of any complaints and procedures?

This is not applicable for most student as they have had no complaints. Students who have had complaints replied that the students were happy with the outcome and the timescale. One student replied that the timescale was very prompt.

However one student from the Foundation Degree in Education expressed that she had issues and these had been dealt with efficiently enough. No further details were given in relation to this.

Another student from the class expressed that they had a problem in the past acquiring module feedback, however the student admitted that they did not follow the procedure.

7. Tell me how satisfied are you with the careers service provided?

Many students commented that this was not applicable to them as they had not needed to independently access the service. However a small number of learners in the Foundation Degree in Early Childhood Studies year one class were unaware that there was a careers service available.

One student in the Foundation Degree in Early Childhood Studies year three had visited the careers service but reported that she only has a limited time as they finish at 4pm.

She was unaware that she could arrange an appointment outside of these hours.

The Foundation Degree in Public Services and the Foundation Degree in Education year three classes commented that had informal discussions in class and were aware they have had career service advice formally and they had found this very useful. The PGCE class reported having informal discussions with their tutor and mock interview sessions, asking challenging questions, to help prepare them for interviews. They were also aware of the careers service and three of them reported using it and finding it helpful.

8. Tell me how satisfied you have been with the additional learning support received?

One student acknowledged been given additional support in the form of extra time in the exam for a student due to her dyslexia. She had undergone a through one to one assessment on her additional support needs. A student from the Foundation Degree in Early Childhood Studies year three class expressed how grateful she was that a dyslexia test had been done in the first year as she knew she had a problem which had been previously undetected. One student from the Foundation Degree in Education year three class, praised what the college have done for him in supporting him with extra one‐to‐one sessions and the technology they have loaned to support his learning needs.

Students with no specific learning needs expressed that tutors have given extra support

8

to assist them with understanding the module content. Trainee teachers felt they were very well supported.

9. Tell me the good points of the online college provision you have access to?

The BA in Early Childhood Studies use Blackboard at Staffordshire. A student said that this was a good base to keep up to date with what is happening. The Foundation Degree in Early Childhood Studies year one class mentioned that the Moodle is very helpful and good when it is working and the students are able to use it.

The PGCE really like the VLE and all reported using it a lot throughout their course. One student reported problems sometimes with getting access for home, although he thought this could be down to the security settings on his laptop.

The Foundation Degree in Early Childhood Studies year three class commented that the VLE is well used by tutors who put relevant materials on for learners to access and this can be done from home. In addition, students are also given printing credits which are helpful especially as some modules require the printing of journal articles.

The Foundation Degree in Education students replied that they like the Blackboard sit as it is easy to access in and out of the college.

The Foundation Degree in Education year one students replied that there have been issues with the VLE on the last module which was dealt with very quickly as the tutor ensured students had the information then needed via email.

The Foundation Degree in Early Childhood Studies year one said that Moodle was easily accessible from home and in college and that tutors provided information for students to access in relation to the modules taught.

10. Have you been satisfied with your work placement provided by the college?

This is not applicable for most of the higher education students as they are required to be in a relevant workplace setting or have their own placement already in place. The college does not provide a placement as such for the students.

However the Foundation Degree for Public Services class commented that they had to do one module where they needed to find their own work placement. This was part of the module assignment, however if students were struggling tutors gave assistance.

There are currently no courses operating where placements are a necessary feature, however this would be reviewed on demand.

The PGCE course is ‘in service’ meaning that the students are usually already working in the sector and need to qualify, or have access to relevant teaching hours at a college or institution. Again, placements are not sought or provided by the college. However, the role of mentors is key here as they support the trainee teacher in their teaching practice.

9

Students on the PGCE programme all felt well supported by their mentors and that the relationship and support was monitored well by the tutors at college.

11. Have you received from the college the student charter document that sets out the mutual expectations? Are you aware of this? (induction leaflet)

All students replied that they have received the college student charter document, however most students replied that they do not remember as it was given in the first year. This is now being put onto the student intranet, to make it more readily accessible.

Enhancement

1. Tell me does the college listen to the student voice when considering enhancement? ( the deliberate steps the college take to improve quality and ensure the quality of courses)

The Foundation Degree in Early Childhood Studies year three class replied that this is consistent and the student representative expressed that she feels like the college does listen to students and makes changes as a result of the feedback received.

However, one student in the previous year expressed that they have found it difficult completing two modules alongside each other and although this was mentioned in the student representative report in the first year, no immediate changes were made and there was also two modules in the second year. However, it was fed back to the learners that the course structure and the number of modules requiring completion meant it could not be changed half way through the course. At the time of writing this submission future students will not have two modules alongside each other as the course structure has now been altered to respond to this feedback.

Trainee teachers felt they were given plenty of opportunities to express their opinions about their course and these were acted upon. One example mentioned was an extension to the time given in class for going through the assignment criteria and more assignment workshops. This was suggested and then put into place.

The first year students in the Foundation Degree for Early Childhood Studies and Education courses replied that they were unsure. I feel this is because they are first year students and have not seen any changes which have been made.

2. Have you been made aware of any changes or improvements to enhance your education experience?

Mixed responses were given by the students here. Most students (80%) replied yes that that they are aware that changes are made, however some students replied no (20%).

The Foundation Degree in Early Childhood Studies year three have experienced changes and are aware of these , for example the feedback form was changed after being mentioned by the student representative.

10

The Foundation Degree in Early Childhood Studies year one class felt like they had made a change as their first assignment was the poster presentation and students found this difficult. They were told that due to feedback received this would not be the case for the next year.

Two classes expressed that they were unhappy about not having a visit from a member of Staffordshire University as they were promised. The Foundation Degree in Early Childhood Studies year three also felt that they have received a lack of detailed information about the BA Hons in Early Childhood Studies and Education courses that they wished to progress on to.

At this point of the focus groups discussion were in place with Staffordshire University and the college about the course content and delivery and so there was not a great deal of detailed information available to give to the learners. The college has now taken ownership of the course and all the course information has been posted out to the learners.

3. Are you aware of the college’s ethos of continual improvement?

The majority of students (90%) replied that they are aware of the college’s ethos of continual improvement; with an emphasis on gaining feedback from students to improve the college, courses and teaching. However a few students did reply that they were not sure what the term ‘ethos of continual improvement’ meant.

Public information

1. Tell me have you have found the website user‐friendly to retrieve up to date information?

Most students (75%) replied that the information was helpful when the students first started as students used the website to find information about the course. However a few students felt that is not updated regularly enough especially for the BA Hons. The website is used by learners to access the portal from home, to look at lesson power points and other information and to access e books, library resources and journals.

Students also used the website to check library opening times, term dates and tutor contact details.

2. Has it been accurate?

Most students (75%) replied that they have found most information is accurate; however a small number of students replied that they felt that information had not been updated from the previous year in a timely manner. Especially the price of the fees and information regarding the BA Hons (however at the time of the focus groups, the BA was still in discussion with the university.)

3. Have you received any language support? (international students, EAL)

11

I found that this question was not applicable as currently none of the students expressed a need for additional language support.

Additional information

1. Are there any questions or areas that need to be discussed

Some students replied that there are a lot of feedback questions and forms to complete, and although they can see the value in this, it can be time consuming.

There were a number of comments regarding the coffee shop, in that the staffing suddenly changed and only one person was working in the evenings resulting in longer queues. There were also comments about the range and variety of hot food on offer and that this was not sufficient to meet the students’ needs. The students are not allowed to bring their own food into the class room, although they are welcome to eat it in the coffee shop seating area.

Some learners reported that feedback sheets for assignments need to be made easier to read as they are on carbon copies and handwritten, which can be problematic.

There are posters around the college telling students that there are Microsoft programs available free of charge however students were confused as to where and how they could access this.

Students felt that refresher courses/ sessions on accurate referencing throughout their course would be useful. I have been made aware that a time tabled programme of sessions has been devised for next academic year.

Conclusion

In conclusion the majority of students are happy with the experience they receive at ASFC as a HE learner. On the whole, they feel they are well supported and that their views are listened to and responded to. There were no negative comments about the quality of teaching and learning and most of the time students feel that any issues reported are responded to in a timely fashion.

The majority of students are aware of how the grading criteria are applied and are happy to use it. All students are aware of the rules and guidelines relating to plagiarism. As a result of student focus groups staff profiles are being made as students were unaware of staff member’s qualifications and areas of expertise.

Students mostly provided positive responses when asked about their views of the learning resources and how adequate they have been for their courses and library sessions at the start of the Foundation Degrees, PGCE and the BA have been very helpful.

Blackboard and Summon has been excellent for journal articles. All students found the LRC staff extremely knowledgeable, helpful and supportive.

12

Initial referencing lessons from LRC have really helped students with their courses. The VLE is well‐populated and regularly updated. Most learners feel that E‐learning resources are very useful and Staffs e journals are accessible. However, a minority of learners feel that the library needs more copies of some key tests for certain courses.

Students expressed that the good points of the online provision were that they feel that the VLE is a helpful and useful tool which is excellent for viewing power points and other useful information, provided from the tutor, whilst the student is working at home. The students mostly agree that the student voice is listened to by the college and they are aware of the changes which have been made as a result of feedback given.

Recommendations

 Further communication is needed regarding accessing the external examiner reports.

 Feedback sheets for assignments need to be made easier to read as they are on carbon copies and handwritten. (I am informed by the college is now moving totally to the TURNITIN system for all HE courses as a result of this feedback).

 Access to library books and resources need reviewing.

 VLE renewing passwords. Currently need renewing every six weeks, needs to be longer for higher education students. (I am informed by the college that this is under review) 

Review the provision for food and drink in the evenings to include better staffing of coffee shop and a greater choice of hot food. (I am informed that the provision is under review and meetings have already taken place to resolve these issues.)

13