A report by HM Inspectors on behalf of the Angus College

Scottish Funding Council 8 May 2009

The external review process

HM Inspectors undertake an independent review of the quality of provision in Scotland’s colleges on behalf of
the Scottish Further and Higher Education Funding Council (SFC) under a service level agreement between
the council and Her Majesty’s Inspectorate of Education (HMIE). Review teams include HM Inspectors,
associate assessors and a student team member.

During external reviews, members of the review teams observe learning and teaching and hold discussions
with learners and staff. They examine information on learner attainment and evaluate learner progress and
outcomes. They meet with members of the Board of Management and obtain feedback from community
groups, partners and employers that work with the college.

The primary purpose of this report is to convey fully the main outcomes arising from the external review, to
acknowledge the college’s strengths and to provide a clear agenda for future action to improve and enhance
quality.

This report contains confidence statements that express the review team’s overall evaluation of high quality
learning, learner engagement and quality culture.

The report also uses the following terms to describe numbers and proportions:

almost all over 90%

most 75-90%
majority 50-74%
more than a few 15-49%
few up to 15%

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For any other use of this material please apply for a Click-Use Licence for core material at:
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Fax: 01603 723000

E-mail: hmsolicensing@cabinet-office.x.gsi.gov.uk
Contents Page

1. Introduction 1

The college and its context 1

The external review 2

2. Confidence statements 3

3. Summary 4

Strengths 4
Main points for action 4

4. How well are learners progressing and achieving relevant, high 5

quality outcomes?

5. How effective are the college’s learning and teaching processes? 8

6. How well are learners engaged in enhancing their own learning 11

and the work and life of the college?

7. How well is the college led and how well is it enhancing the quality 13
of its services for learners and other stakeholders?

8. Signposting excellent and sector-leading and innovative practice 15

9. What happens next? 17

10. How can you contact us? 18

Appendices

Glossary of terms 19

The Scottish Credit and Qualifications Framework 20

1 Introduction

The college and its context

In carrying out the external review of Angus College, HMIE took the following college
context fully into account.

Angus College, founded in 1956, serves the diverse communities of Angus and the
South Mearns, a geographical area of 850 square miles with a population of around
120,000. Approximately three quarters of the population live in the dispersed burgh
towns of Arbroath, Forfar, Montrose, Brechin, Carnoustie, Monifieth, Kirriemuir and
Laurencekirk with the remainder spread across the rural farmlands and the more remote
Angus glens. The population of Angus and the surrounding area is projected to rise
slightly owing to its increasing role as a commuting base for both Dundee and Aberdeen
and also owing to the effects of inward migration, especially from eastern European
countries. Age profile projections for this area predict an ageing population, especially
with growth in the numbers of those over 60. The Angus area has a relatively high
proportion of its employment in manufacturing (17%) and agriculture (5%) but the largest
employment areas remain public administration, health and education (37%) and
distribution, hotels and restaurants (22%). Angus, significantly, has the highest
percentage of young people leaving school and entering further education in Scotland,
some 44% above the national average. Smaller companies dominate the business
scene in Angus with 93% of businesses employing between one and 49 employees and
only nine companies employing more than 200 people on one site. Currently, the
unemployment rate for Angus is 4.4% which is similar to the overall rate in Scotland of
4.5%.

Angus College operates across a linked network of seven learning centres located in the
main burgh towns of Angus, offering a diverse range of programmes from introductory
level to HND level (SCQF level 8). Of particular significance to the college has been the
growth of learner enrolments in the 14-18 age range and also in the 50+ age range. The
curriculum, staff development, teaching methodologies, learner engagement strategy
and behavioural management policy have all been adapted and developed over the past
three years to meet the needs of these groups of learners. The college also offers
training, consultancy and conference facilities on a commercial basis through its
business services section, Metropolitan.

Over the past few years, Angus College has seen a growth in total learner enrolments to
the 2007-2008 level of 11,800. The college’s revenue budget for the academic year
2007-2008 was approximately £11.5m, with grant-in-aid from the Scottish Further and
Higher Education Funding Council (SFC) accounting for about 75% of the total.

1
The external review

The external review by HMIE took place during the week beginning 2 February 2009.

The external review team examined learning and teaching and other important activities
that impact on the quality of the learner experience. The team evaluated these against
the three key principles of high quality learning, learner engagement and quality culture,
using the 17 reference quality indicators outlined in External quality arrangements for
Scotland’s colleges, September 2008.

We used information from previous visits to the college to decide the scope of the
external review. We talked with learners, staff at all levels in the college, members of
the Board of Governors, employers, external agencies and other users of the college.
We found examples of excellent or sector-leading and innovative practice which we
describe in this report 1 .

1
See Section 8, page 15

2
2. Confidence statements

The following are holistic judgements made by HMIE on the basis of the external review
activities which took place in February 2009. These judgements relate to the key
principles of high quality learning, learner engagement and quality culture.

HMIE is confident that:

• learners are progressing well and achieving relevant, high quality

outcomes;

• the college has in place high quality learning and teaching processes;

• learners are actively engaged in enhancing their own learning and the work
and life of the college; and

• the college is led well and is enhancing the quality of its services for
learners and other stakeholders.

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3. Summary

Strengths:

• The college is making good progress towards the vision it established in 2000.
• The Board of Governors and the college senior management team have
developed and communicated clear and comprehensive educational aims,
objectives and targets that have been influential in moving the college forward.
• Staff understand well the objectives of the college and feel they are empowered
to achieve them.
• The principal and senior management team provide strong and effective
leadership in all areas of the college.
• Mutually-respectful partnerships, established with a range of organisations, result
in effective collaboration to deliver learning provision which encourages
participation by learners throughout the local area.
• The college is responding to increased numbers of younger learners by
introducing a wide range of introductory level programmes with appropriate
progression to further study.
• Almost all learners experience high levels of success, and retention and
attainment rates have risen over the last three years.
• Learners respond well to being given responsibility for their individual learning,
and almost all learners make good progress with their work in classes.
• Learners enjoy being able to work at a pace that suits them, and most of them
are rapidly developing skills in designing and managing their own learning.
• Relationships among learners and between learners and teaching staff are
respectful, courteous and friendly.
• Programme teams have made substantial progress in involving learners in the
internal review and self-evaluation of programmes and college services.
• The student engagement officer and student engagement mentor successfully
promote the learner voice across the college and in curriculum areas.
• A lively and highly effective student representative council works very well with
college staff to stimulate and encourage learner engagement in the work and life
of the college.
• Learners, staff and managers are highly motivated and proud to be part of Angus
College.
• The college has developed a strong quality culture where the learner is at the
centre of considerations and enhancing the quality of learning and teaching is the
key priority for the college.
• The self-evaluation process is comprehensive and detailed with effective
communication and feedback arrangements to teams to promote meaningful
improvement and enhancement for learners and other stakeholders.

Main points for action:

No main points for action identified.

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4. How well are learners progressing and achieving relevant, high
quality outcomes?

HMIE is confident that learners are progressing well and achieving relevant, high
quality outcomes.

How well does the college perform against its educational aims, objectives and
targets?

The college is making good progress towards the vision it established in 2000 – “To be
the best community college in Scotland by 2010”. The strategic and operational
planning process takes appropriate account of local community planning priorities.
Mutually respectful partnerships established with a range of organisations result in
effective collaboration in delivering learning opportunities which encourage learner
participation throughout the local area. Continued investment in a network of learning
centres provides opportunities for learners in more rural areas to access provision. The
college is making good progress towards the five strategic aims for the period
2008-2010 and the associated operational targets, including improvements in learner
retention, achievement and attainment. However, the college is aware of the further
development required to ensure continued progress towards its own aspirational target
of outstanding learning and teaching across the college by 2010.

How effective is the college at achieving and maintaining high levels of retention,
attainment and progression?

Retention and attainment rates have been rising over the last three years and almost all
learners experience substantial success. However, the college is continuing to address
issues where they exist in relation to low retention and attainment levels for a few
programmes. The college’s robust system of monitoring and highlighting aspects of
poorer performing programmes is linked to effective monitoring of appropriate quality
improvement action plans.

The college’s learning strategy, Learning@Angus, has guided the development of a

range of initiatives and priorities which have improved levels of retention, attainment and
learner engagement. Many learners successfully progress to the next level of study at
the college, to higher education institutions and to employment.

How well does the college fulfil its statutory duties?

The Board of Governors maintains an appropriate overview of the college requirements

in relation to statutory duties. Responsibilities in relation to the college’s fulfilment of
statutory duties, including equalities and diversity legislation, are clearly identified and its
response to directives and legislation is effective. The college has reviewed its schemes
and policies in light of equalities legislation and has made changes where appropriate.
The college has relevant policies for safeguarding children and vulnerable adults, and
provides the associated training for staff.

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How accessible, flexible and inclusive are the college’s programmes and
services?

The range and flexibility of programme delivery and assessment meets the needs of
local employers and different groups of learners well. Programme teams promote
equalities and inclusion in meetings, through annual course reports and within their
routine working practices. The college analyses rates of retention and attainment in
relation to equalities to identify performance differences and help identify actions to
remove barriers to learning.

The college makes effective use of diagnostic testing of learners to identify core
skills levels and arrange appropriate support or adaptations to any learner’s
programme. Arrangements to support learners are promoted well to staff and
learners and delivered effectively. Language support for learners who require it
is effective.

The college is developing blended learning programmes to enable learners who cannot
always attend the college to participate in learning. However, the introduction and
development of the college’s Virtual Learning Environment (VLE) is yet to have
significant impact in a number of curriculum areas.

How well do programmes and services meet learner needs?

The range of programmes at different levels provided by the college through a variety of
modes of delivery meets the needs of a wide range of learners. Appropriate entry and
exit points enable the college to offer learners programmes that are appropriate to their
needs and abilities and prepare them well for employment and further study.

The college is responding to increased numbers of younger learners attending college

by introducing a wide range of introductory level programmes with appropriate
progression to further study. School-college programmes delivered at college or within
schools by college teaching staff are effective in meeting the needs of learners across a
range of vocational areas. The college’s English for Speakers of Other Languages
(ESOL) programmes are effective in meeting the needs of migrant workers and their
families. The Skillzone provides high quality experiences for younger learners who have
become detached from learning in school and enables them to develop employability,
literacy and core skills in a realistic working environment. This provision generally
increases their confidence and prepares them well for further learning or employment.
Learners express high levels of satisfaction with this programme.

6
How well do learners make progress, attain qualifications and achieve more
widely?

Learners are progressing well in almost all subject areas and most are attaining
qualifications. Learners are making appropriate progress from prior learning and
attainment and developing employability, vocational and personal skills. Increasingly,
they are also developing the ability to manage and evaluate their own learning.
Learners in particular subject areas also achieve additional awards and qualifications
which enhance their employability and employment prospects in particular vocational
areas. They are able to explore wider issues such as equal opportunities and social and
community issues in a variety of programmes. Learners across the college are actively
involved in volunteering and benefit from opportunities to develop additional skills
through interesting citizenship activities.

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5. How effective are the college’s learning and teaching
processes?

HMIE is confident that the college has in place high quality learning and teaching
processes.

How well does the college develop and deliver programmes and services to meet
the needs of learners from all backgrounds?

The college has a positive approach to inclusion within its curriculum, both in the way
programmes are delivered and in most teaching materials. In response to analysis of
learner needs, it offers a wide range of programmes that help learners prepare for
full-time study. Its range and models of outreach programmes help build confidence in
those previously experiencing barriers to learning, particularly in older and younger age
groups and ESOL learners.

The college has effective arrangements for meeting the needs of learners with additional
social and personal barriers to learning, including services and equipment for learners
with disabilities. Many of these arrangements involve key workers within the student
services team or successful partnership arrangements with agencies based in the
communities the college serves. Additional learning support is readily available to those
who need it. The college offers a range of highly successful school-college partnership
programmes, designed to promote employability and personal skills in young people. It
is responsive in accommodating the needs of individual school pupils where necessary.

How well do learners learn?

In almost all classes, learners are well motivated and enthusiastically take part in their
learning. Almost all learners use learning resources well to support their practical work
or to extend their knowledge and understanding. Learners use tools and equipment
confidently and safely, with supervision appropriate to their level of study.

Learners enjoy being able to work at a pace that suits them, and most of them are
rapidly developing skills in designing and managing their own learning. Learners
respond well to being given responsibility for their individual learning, but they also work
very well together, supporting each other in group activities and buddying those who
need extra help. Almost all learners make good progress with their work in classes.
They are building the right vocational and personal skills at college, and in some cases
challenge themselves by doing additional work to extend their skills.

How well do teaching and the use of resources ensure effective learning?

Timekeeping, attendance and conduct of learners in classes are very good. Teaching
staff draw on their vocational knowledge well to make sure learning activities relate well
to current industrial practice. Most teaching staff use an appropriate range of
approaches which help learners develop interest in their work. They pitch activities at
the right level, while challenging learners to achieve the highest standards. In most
classes, staff explain the purpose of learning activities clearly. A few staff use
technology well for teaching, but in a few areas staff do not use it as imaginatively as
they could.

8
Most teaching staff use suitable methods to check learners’ understanding through
questioning, setting written exercises or, in a few areas, through the VLE. However, in a
few areas, teaching staff do not use questioning thoroughly enough to make sure all
learners understand the topic. Occasionally, opportunities to extend knowledge are
missed. In all practical classes, teaching staff encourage learners very well through
one-to-one support. Staff know learners well and work with them according to their
needs.

How effective is the context and planning for learning and teaching?

Relationships among learners and between learners and teaching staff are respectful,
courteous and friendly. Those younger learners who have previous negative
experiences of learning feel particularly welcome. Pupils attending school-college
programmes enjoy the more relaxed atmosphere of college learning and quickly develop
confidence in their abilities.

Accommodation and facilities in most practical subject areas are very well planned and
provide an environment for learning that reflects industry standards well. Almost all
classes are well planned and build on learners’ previous knowledge. In most classes,
practical learning is well balanced by theory sessions or personal research using
Information and Communication Technology (ICT). Aware that the VLE could be further
developed, the college is taking steps to ensure progress continues in this area to
support learners. In a few subject areas, core skills classes are unrelated to the
learners’ main subject and are not enjoyed fully by learners.

An increasing number of learners contribute to the design and delivery of learning.

Teaching staff respond very well to learner feedback in relation to issues such as the
scheduling of assessment and make suitable adjustments where possible.

How well is assessment used to promote effective learning?

Most teaching staff use assessment well to help learners to build up their confidence in
their own abilities as well as to test their skills and knowledge. In most classes,
assessment is ongoing and is well linked to classroom activities. Teaching staff
schedule summative assessments well and explain clearly to learners what is expected
of them. In particular subject areas, learners can attain extra qualifications within their
programmes to help with their future employability. In some areas, learners assess
each other’s work, which helps them with their own understanding of the subject.
Teaching staff make suitable arrangements for the assessment of all learners with
additional support needs. Most teaching staff provide clear oral and written feedback to
learners on their assessed work and learners use this to help them set targets for
improvement. Learners and staff use reflection effectively to promote effective learning.

How well are potential and current learners provided with information, advice and
support?

The college provides useful pre-course information and advice to potential learners,
including, for example, through imaginative events for parents and school pupils
planning to attend Skills for Work programmes. Teaching staff plan induction into

9
college carefully to help learners settle into the college and to work well alongside
classmates. Teaching staff provide regular and effective guidance for learners as part
of their programmes but quickly enlist specialist help from central student services staff
where needed. Learner progress is monitored through personal development plans and
learners are helped to set appropriate personal targets.

Teaching staff are very quick to tackle irregular attendance, through telephone contact
or by text messaging. They also sensitively address behavioural or social problems.
Learners in many classes work very supportively with each other, through college
buddying schemes or more informally using social networking technology.

How well does the college sustain continuous enhancement through

self-evaluation and internal review activities?

Programme teams have made substantial progress in involving learners in the internal
review and self-evaluation of programmes and college services. Teaching staff make
very effective use of feedback from learners at the end of lessons, at staff-student
meetings and through focus groups organised by the college to make adjustments which
directly enhance the learners’ experience.

Most programme teams analyse and evaluate their programmes well. They focus
constructively on learner progress and outcomes during regular team meetings, and
work well together to address issues. The majority of programme teams discuss
learning and teaching usefully, but a few do not always identify actions relevant to
classroom practice. In most programme teams, actions for improvement have been
achieved, and retention and attainment rates are high. Programme team evaluations
are well monitored by senior managers and appropriate actions supported where
necessary.

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6. How well are learners engaged in enhancing their own learning
and the work and life of the college?

HMIE is confident that learners are actively engaged in enhancing their own
learning and the work and life of the college.

How well do learners engage in enhancing their own learning?

Learners have very good opportunities to influence the quality of their experience and
most learners participate very enthusiastically in activities which enhance their own
learning. Very positive and mutually respectful relationships between staff and learners
result in learners being comfortable and sufficiently confident to raise issues about their
learning and teaching. College quality systems ensure that most learners are involved
in the design and delivery of their programmes on an ongoing basis.

At the early stages of programmes, staff incorporate group activities to help learners
become more proficient at reflecting on their learning and expressing their views. Most
learners engage regularly and actively with teaching staff in discussing their individual
and group learning preferences, and staff respond quickly to meet these needs.
Younger learners greatly value the opportunity to be able to talk openly with teaching
staff about their learning. They feel the learner views they provide staff with are
welcomed, taken seriously and lead to changes and enhancements.

Most learners make good use of personal learning and development plans to reflect on
their progress and set their own individual goals. In most classes, learners are involved
effectively in managing their own learning, providing feedback to teaching staff and,
increasingly, the co-delivery of lessons. There are good examples of more vulnerable
learners and, in particular, young school leavers developing confidence in using college
facilities for independent study. In most classes, learners work well independently and
in some cases with minimal supervision. Where appropriate, learners also work very
well with each other, supporting whole-class learning. In Skillzone, learners make
decisions about the length of time they stay on the programme and make good use of
personal development tools to reflect on their learning experiences, assess their
achievements and plan next steps.

How well do learners engage in enhancing the work and life of the college?

The student engagement officer and student engagement mentor successfully promote
the learner voice across the college and in curriculum areas. A lively and highly
effective student representative council works very well with college staff to stimulate
and encourage learner engagement in the work and life of the college. As a result, there
is a wide range of activities across the college for learners to take part in. Many college
forums and committees have class representation and learner involvement. The college
has recently developed a learner representative role within the internal audit team as
part of the expansion of learner engagement within the quality culture of the college.

The results of a recent learner survey that was designed by learners for learners are
prominently displayed in reception areas on all college sites. There are very good
examples of learners being involved in activities to help other learners or the wider
community. For example, one member of the student representative council provides a

11
weekly support facility for ESOL learners to help them with translation and
communication on housing and financial issues. Learners work very supportively with
each other, through buddying schemes and group projects. In many areas, peer
support for learners is successful in developing confidence in new learners. The college
has established a particularly effective partnership with the Angus Volunteer Centre. A
strong culture of volunteering within the college has resulted in high numbers of learners
being actively involved in volunteering within the local community. The college also
delivers popular training programmes to volunteers on a wide range of topics including
child protection, confidentiality, and community volunteering.

12
7. How well is the college led, and how well is it enhancing the
quality of its services for learners and other stakeholders?

HMIE is confident that the college is led well and is enhancing the quality of its
services for learners and other stakeholders.

The Board of Governors and the college senior management team have worked well in
partnership with staff to develop educational aims, objectives and targets that are clear
and comprehensive, and they communicate them effectively to curricular teams and
support teams. Staff understand well the objectives of the college and feel empowered
to achieve them. The college has responded particularly well to the needs of the local
community and works well with local partners. For example, very productive
collaboration arrangements with the adult literacy and numeracy partnership have
resulted in a wide range of activities which have contributed to the success of literacy
provision in Angus. The college is a key contributor within the community planning
partnership and associated sub-groups, with college aims well linked to community
needs and priorities.

The college links strategic aims and objectives effectively to operational objectives. The
principal and senior management team provide strong and effective leadership in all
areas of the college. The principal has been successful in extending the capacity of the
senior management team over the last few years to its current high level. Roles and
responsibilities are clearly understood and there is a strong culture of respect and
teamwork. Effective leadership for learning and teaching across the two directorates
and the college’s learning and teaching strategy provide clear signposts for
improvement in learning and teaching practice and for the incorporation of new
technologies. Staff share a commitment to improving the learning experience and are
actively developing new approaches to maximise learner engagement in the learning
and teaching process. Staff development is, appropriately, closely linked to the
achievement of college strategies. Staff who wish to develop leadership skills are well
supported through both internal and external training.

Very effective leadership of services to support learners has resulted in effective

arrangements for learners both prior to and throughout their college experience. The
college has successfully communicated the importance of a learner-centred focus to all
teams who provide services to support learners. Support team arrangements for
internal review, self-evaluation and staff development have been appropriately designed
to provide an increased focus on meeting the needs of learners. The role of key
workers in curriculum areas provides a high level of service to staff and learners.

College staff are committed to making improvements in services and to the welfare of
learners. They meet regularly and work closely together to monitor learner progress and
support learning. Learners consider staff to be approachable and helpful and enjoy very
positive relationships with them. Very effective collaboration between the student
engagement officer, the student engagement mentor and college staff is successfully
developing innovative approaches to capture the learners’ voice. This is further
enhanced by the active roles of members of the student representative council.
Learners, staff and managers are highly motivated and proud to be part of Angus
College. The college has developed a strong quality culture where the learner is at the
centre of considerations and the enhancement of learning and teaching is the key

13
priority for the college. Learners are actively engaged in internal review and
self-evaluation activities at many levels including individual, class, programme and
whole college.

Quality criteria are well established and procedures are implemented effectively. The
self-evaluation process is comprehensive and detailed with good communication and
feedback arrangements to teams to promote timely, meaningful improvement and
enhancement. However, targets within action plans are not always sufficiently specific
or measurable to allow the effective monitoring of progress. The college is aware that a
few teams are still developing their skills in being fully evaluative. Most college teams
are effective in their analysis of Performance Indicator (PI) data and their evaluation of
learning and teaching. The college arrangements to identify at risk programmes are
effective with action plans in place to monitor developments where issues exist.

14
8. Signposting excellent and sector-leading and innovative practice
During the HMIE external review, the college submitted examples of what it considered
to be excellent or sector-leading and innovative practice and the review team also
identified further examples worthy of wider dissemination. These examples of practice
are described below with links, where appropriate, to more detailed information on the
HMIE website.

8.1 Excellent practice in providing learning opportunities for

learners in need of More Choices and More Chances

The Skillzone at Angus College successfully engages socially and educationally

excluded young people through the delivery of a roll-on-roll-off programme over 48
weeks of the year, giving access at times to suit individual needs. Angus College has
developed strong partnership arrangements across a range of agencies and
communities working with young people, including schools, Community Learning and
Development (CLD) services and youth agencies to support programme delivery. This
approach helps to overcome the effects of poor past learning experiences and helps the
young person feel individually supported.

The college recognised that traditional approaches to learning were ineffective and
developed the approach of dealing holistically with each individual and the individual’s
issues as a first step towards critical intervention through personalised learning
approaches. The college also recognised that up to 60% of these young people arrive
with significant literacy problems, low self-esteem, low confidence levels and a lack of
qualifications. It has changed its disciplinary policies, replacing them with a behaviour
management policy. This development has been progressed with the development of
full commitment from all college staff, investigating alternative methods of
communication with learners such as social networking and texting, developing soft
skills and measuring attainment as distance travelled. The key performance indicator
outcomes for 2007-2008 give rates of early retention of 97%, student retention of 85%
and student outcome of 86%.

8.2 Sector-leading and innovative practice in partnership working

with schools and employers
An excellent example of employer engagement and partnership working is provided in
the innovative way the college construction team has developed the delivery of the Skills
for Work course. Running since April 2007, a partnership between a national
construction company, Brechin High School, and Angus College is central to the delivery
of the Skills for Work in Construction Crafts course to S3/S4 pupils. The programme is
designed to offer the learners 9-12 weeks of vocational learning bites in each
construction craft area over the two-year S3/S4 programme.

The innovative aspect of this course is that the roofing unit has been designed to
encompass not only the high technical aspects of roofing, but also practical training in
tiling and slating. The company’s bespoke training area has been designed specifically
for delivery of this course. For many pupils, this is their first introduction to being in a
place of work. The full-time joinery learners at the college on the Introduction to

15
Construction programme are involved in manufacturing the roof rigs for use in the
facility.

The pupils’ experience of a real-life working environment has provided them with an
innovative opportunity to learn vocational skills in the workplace, linking learning with
employment and creating an interesting and dynamic method of delivering the
programme. This also has enabled the college to engage with industry and local
employers, keeping teaching staff’s knowledge of current industry practice and
Continuing Professional Development (CPD) up to date. Impact during the 2008
session resulted in 34 Skills for Work pupils returning to Angus College to continue their
studies in construction, nine of whom are in full-time employment as apprentices in the
industry.

8.3 Sector-leading and innovative practice in proactively developing

learner engagement
Through the creation of the roles of student engagement officer and student
engagement mentor the college supports the proactive engagement of learners with
their learning and teaching and within the wider work and life of the college.

The student engagement officer post provides a dedicated staff role with responsibility
for working closely with class representatives and Student Representative Council
(SRC) members and office bearers in driving forward learner engagement in all aspects
of the work and life of the college.

The student engagement mentor directly supports the awareness and practice of
learners and staff in relation to learner engagement in their learning and teaching at a
classroom level through the provision of one-to-one and whole team activity. Recent
initiatives include the development and dissemination of a learner engagement toolkit for
staff to use in their planning processes.

As a result, learners in Angus College really feel empowered, listened to and involved in
decision making. Learners can recognise significant changes that they have been able
to influence in the way their learning takes place and how the college operates.

8.4 Excellent practice in updating the Board of Governors on quality

The college has implemented a robust and comprehensive system that advises the
Board of Governors of the quality assurance and quality enhancement arrangements in
place across the college. In academic year 2007-08 the Board of Governors considered
the college’s first baseline report and the first annual supplementary report from
curriculum and support teams. These reports convey fully the main outcomes of activity
from team reviews in a given academic year. They acknowledge college strengths and
provide a clear agenda for future action to improve and enhance the quality of learning,
teaching and services for learners and other stakeholders.

The Board of Governors uses the report to facilitate dialogue with the senior
management team around the quality enhancement agenda. The process is the
cornerstone of quality in the college and follows the recommendations of the Joint
Quality Review Group of the Scottish Funding Council.

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9. What happens next?
HMIE will continue to monitor progress during annual engagement visits to the college.

Janet P Gardner
HM Inspector

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10. How can you contact us?

If you would like a printed copy of this report

This report has been produced as a web-only publication and is available on our website
at www.hmie.gov.uk.

This supports the sustainability of natural resources and the Scottish Government’s
Greener Scotland agenda. Copies of the report can be printed for individual use.
Please contact the Business Management and Communications Team (BMCT) if you
wish to enquire about our arrangements for translated text or copies of this report in
other formats.

If you wish to comment about college external reviews

If you wish to comment about any of our reviews, contact us at

HMIEenquiries@hmie.gsi.gov.uk or alternatively you should write in the first instance to
BMCT, HM Inspectorate of Education, Denholm House, Almondvale Business Park,
Almondvale Way, Livingston EH54 6GA.

Our complaints procedure

Our complaints procedure is available from our website or alternatively you can write to
our Complaints Manager, at the address above or by telephoning 01506 600259.

If you are not satisfied with the action we have taken at the end of our complaints
procedure, you can raise your complaint with the Scottish Public Services Ombudsman
(SPSO). The SPSO is fully independent and has powers to investigate complaints
about Government departments and agencies. You should write to SPSO, Freepost
EH641, Edinburgh EH3 0BR. You can also telephone 0800 377 7330, fax 0800 377
7331 or e-mail: ask@spso.org.uk. More information about the Ombudsman’s office can
be obtained from the website at www.spso.org.uk.

Crown Copyright 2009

HM Inspectorate of Education

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Appendix 1

Glossary of terms

CLD Community Learning and Development

CPD Continuing Professional Development

ESOL English for Speakers of Other Languages

HMIE Her Majesty’s Inspectorate of Education

HNC Higher National Certificate

HND Higher National Diploma

ICT Information and Communication Technology

PI Performance Indicator

SCQF Scottish Credit and Qualifications Framework

SFC Scottish Funding Council

SQA Scottish Qualifications Authority

SRC Student Representative Council

SVQ Scottish Vocational Qualification

VLE Virtual Learning Environment

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Appendix 2

The Scottish Credit and Qualifications Framework

The Scottish Credit and Qualifications Framework brings together all Scottish
mainstream qualifications into a single unified framework. The framework includes:
degree provision, HNC and HND, SQA National Qualifications, and SVQs. There are 12
levels ranging from Access 1 at SCQF level 1 to Doctoral degree at SCQF level 12.
Each qualification whether a unit, group of units or larger group award has also been
allocated a number of SCQF credits. Each credit represents 10 notional hours of
required learning. Doctoral degrees based on a thesis are an exception to this.

Other learning may be credit rated and included in the framework provided it leads to a
clear set of learning outcomes and has quality-assured learner assessment. All of
Scotland’s colleges were awarded SCQF Credit Rating powers in January 2007.

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